GOVT 335: THE POLITICS OF EAST CENTRAL EUROPE Spring 2016 Instructor: Paula M. Pickering Office: 29 Morton Hall e-mail:
[email protected]; phone: 221-3038 Office Hours: Tues: 3:30-4:30, Wed.: 9-11, & by appointment East Central Europe is a fascinating laboratory for ideas about political transition from authoritarianism. The course begins by briefly discussing the region's political, historical, and cultural context. After learning about the state socialist system, we examine alternative explanations for its collapse. We then use our knowledge of East Central Europe and political theory to make sense of how these states address the tough political issues they face during transition. Why did some countries quickly integrate into the EU while others developed quasi-authoritarian regimes for a while? Understanding why some countries experienced violence and others did not requires looking at the interaction of ethnic diversity with interests, values, history, and socio-economic factors. We also examine the unusually large role of external actors, such as the EU, in facilitating or complicating democratization and statebuilding after state socialism and/or war. We close by considering democratic backsliding and analyzing how firmly consolidated democracy is even in those East Central European countries who are EU members. COURSE GOALS. This course seeks to expand the students’ understanding of political transitions occurring in East Central Europe. Toward that end, this course is organized around themes and theoretical frameworks that help make sense of varied paths of transformation. It does not offer a detailed examination of individual countries in East Central Europe. This course also seeks to improve critical thinking skills and the ability of students to formulate clear and logical written and oral arguments that are supported by convincing evidence. We use books, articles, films, and a simulation as learning tools. REQUIREMENTS AND GRADING. • Attendance and Participation (13%). Your participation grade consists of your record of attendance and active and informed participation. Lectures, discussions, and other class activities assume that students come to class having completed, having thought critically about, and ready to discuss the required readings. Specifically, students should be prepared to discuss the authors’ arguments, the evidence the authors provide, how well the authors’ arguments hold up against alternative arguments on the topic that you have encountered, and how the readings relate to other course readings. I also encourage students to ask questions directly related to readings and discussion. Please see additional information about class participation in separate handout. In the event that students are not consistently contributing ideas to the class, I reserve the right to give pop quizzes on the substance of assigned readings. • Attendance at 2 talks by visiting distinguished speakers on East Central Europe and the post-socialist region is a required component of participation. (Students with a work conflict will complete alternative assignments). At least one speaker must be among the first two listed, scholars focusing on ECE. Events include: • Thurs., 2/4, 5 p.m.-6:30: “20th Anniversary of the Dayton Peace Accords for Bosnia-Herzegovina: Lessons for Ukraine and the Middle East,” Talk by Dr. Daniel Serwer, Johns Hopkins School of Advanced International Studies (Morton 220) • Mon., 2/29, 5 p.m.-7:– Screening of The Unidentified, a feature-length documentary that reveals the commanders responsible for some of the most brutal attacks of the Kosovo war by the filmmaker, Marija Ristic, editor of Balkan Insight. (Tucker 127A) Tepper “Information Wars” speaker series: • Thurs, 2/18, at 4:30 p.m., "Soft Power, Propaganda, or Journalism: Different Roles of the Russian Media Abroad," by Ekaterina Zabrovskaya, Editor-in-Chief of Russia Direct (Washington 201) Thurs., 2/25, at 5 p.m. "Myth Information: Propaganda, Consent, and Context in Today's Russia", by Eliot Borenstein, NYU (Tucker 127A) Thurs., 3/17, at 4:30 p.m., "Polarization and Propaganda as National Policy in Russia: Outsourcing Strategy to the Media," by Anna Arutunyan, Moscow News (Washington 201) • Midterm (25%). This exam, which will consist of a section on short answers, an essay, and identification of several East Central European countries on a map, will be held on March 3. • Analytical paper (30%). Students will write an approximately 6 paged paper in which they explore more in-depth the dynamics of a topic in political transition in several countries in East Central Europe. This paper must contain a thesis that is supported by empirical evidence and logical argumentation, and include at least two peer-reviewed, outside references. More specific guidance will be distributed in early March. It is due on Apr. 15. • Final (32%). This exam will be cumulative, though it will emphasize material covered after the midterm. It will consist of sections on short answers (only on post-midterm material), and essays (cumulative). Final exam: Wed., May, 11, 2 p.m.-5 p.m.
Gov’t 335, p. 2 Other policies. To pass this course, students must pass all course requirements listed above. All students are responsible for saving a copy of their papers. To ensure fairness, I will not accept late papers or papers sent by e-mail. Please read and follow the Honor Code, http://www.wm.edu/offices/deanofstudents/services/studentconduct/honorcodeandstudentconduct/index.php. I may make minor alterations to this syllabus in order to improve the course. To enhance the quality of class time, turn off cell phones and use computers only for course-related work. I suggest students stay informed about current developments in East Central Europe. Good English-language online news sources are Radio Free Europe/Radio Liberty (RFE/RL): http://www.rferl.org/section/South+Slavic+Language+Services/168.html, Balkan Insight, published by the Balkan Investigative Reporting Network: http://www.balkaninsight.com/en/page/all-balkans-home, and the BBC, http://www.bbc.co.uk/. See also links provided at the end of chapters in the Wolchik and Curry textbook. For those looking for additional background information on the political history of East Central Europe, see: Joseph Rothschild and Nancy Wingfield, Return to Diversity: A Political History of East Central Europe Since WWII, Oxford: Oxford University Press, 2000 or 2008. I encourage students to come talk with me during my office hours to discuss material or pose any questions about readings, lectures, or assignments. Please let me know about any special concerns or needs that you might have. I am here to help you learn about how to do your best in the politics of East Central Europe. REQUIRED TEXTS. • Sharon L. Wolchik and Jane L. Curry, eds., Central and East European Politics: From Communism to Democracy, Third Ed., Lanham: Rowman and Littlefield, 2014/2015, ISBN: 9781442224216. (Please be sure to purchase the 3rd Ed.) • Readings marked with * are available on the course blackboard site. Readings in academic journals are available on line in electronic databases accessible through the W&M network. Th., 1/21 I. THE EAST CENTRAL EUROPEAN CONTEXT • Introduction to the course Tu., 1/26 DEFINING “EAST CENTRAL EUROPE?” AND EXPLORING ITS PRE-COMMUNIST POLITICAL CULTURE. In what ways is East Central Europe distinctive from Western Europe? What kinds of attitudes about and relationships with governments did East Central European citizens hold prior to communist rule? • Sharon Wolchik and Jane Curry, “Twenty-Five Years after 1989,” in Wolchik and Curry eds., pp. 3-middle of 15. • *Garrison E. Walters, “What is East Central Europe?” in The Other Europe, Syracuse: Syracuse University Press, 1988, pp. xi-xiii. • *George Schopflin, “The Political Traditions of East Central Europe,” in Stephen Graubard, ed., East Central Europe… Central Europe…Europe, Boulder: Westview Press, 1991, pp. 59-92. Th., 1/28 VIOLENCE. What explains why some localities in interwar Poland experienced pogroms vs. Jews and others did not? What are the implications for understanding this violence for diverse communities in East Central Europe once democracy emerges after the fall of communist rule? • (available on-line through Swem electronic databases of journals) Jeffry Kopstein and Jason Wittenberg, “Deadly Communities: Local Political Milieus and the Persecution of Jews in Occupied Poland” Comparative Political Studies, Vol. 44, No. 3, March 2011, pp. 259-83. II. STATE SOCIALISM AND ITS COLLAPSE Tu., 2/2 STATE SOCIALISM AND REACTIONS TO IT. How much control did Communist parties have over East Central European societies? How did East Central Europeans react toward their authoritarian systems? Does the green grocer support communist rule? • Wolchik and Curry, eds., pp. middle of 15-middle of 25; 237-middle of 240; pp. 266-top of 271. • *Istvan Rev, "The Advantages of Being Atomized," Dissent, 34, 1987, pp. 335-349. • *Vaclav Havel, “The Power of the Powerless,” in John Keane, ed., The Power of the Powerless, Armonk: M. E. Sharpe, 1985, pp. 23-44 (only this part).
Gov’t 335, p. 3 Th., 2/4 THE STATE SOCIALIST EXPERIENCE IN YUGOSLAVIA AND ITS VIOLENT COLLAPSE. What factors contributed to the violent collapse of state socialism in Yugoslavia? What role – if any—did history, culture, economic policy, and political elites play? • *Gale Stokes, “The Devil’s Finger: The Disintegration of Yugoslavia,” in The Walls Came Tumbling Down: The Collapse of Communism in Eastern Europe, New York: Oxford University Press, 1993, pp. 218-232 (only this part). • Mark Baskin and Paula M. Pickering, “Former Yugoslavia and Its Successors,” in Wolchik and Curry, eds., pp. 442-443 Th., 2/4, 5 P.M.: 20th Anniversary of the Dayton Peace Accords for Bosnia-Herzegovina: Lessons for Ukraine and the Middle East, Talk by Dr. Daniel Serwer, Professor and Director, Conflict Management Program, Johns Hopkins School of Advanced International Studies (Morton 220) • Daniel Serwer, “What to Do about Bosnia and Herzegovina,” 12/2015, http://www.peacefare.net/2015/12/04/what-to-doabout-bosnia-and-herzegovina/, Peacefare.net, blogpost. Tu., 2/9 THE FALL OF STATE SOCIALISM. Do we know why state socialism fell? Why or why not? • Wolchik and Curry, eds., middle of p. 25-28. • *Daniel Chirot, “What Happened in East Central Europe in 1989?” in Vladimir Tismaneanu, ed., The Revolutions of 1989: Rewriting Histories, London: Routledge, pp. 19-40. Th., 2/11 III. COMPARING TRANSITIONS: ISSUES AND CASES RE-WRITING THE RULE AND THE CASE OF POLAND. How did East Central European states begin to redefine their political systems and states? Is it possible to institutionally engineer a democratic state? Why was the balance of power between the President and Parliament contentious in Post-Communist Poland? Did political parties react as expected to incentives contained in new electoral rules? • Wolchik and Curry, eds., pp. 29-30. • *Claus von Beyme, “Institutional Engineering and transition to Democracy” in Zielonka, ed., Democratic Consolidation in East Central Europe, Vol. 1, Oxford: Oxford University Press, 2001, pp. 4-24. • Jane Curry, “Poland: the Politics of ‘God’s Playground,” in Curry and Wolchik, eds., pp. 240-262. • *Vanessa Gera, “Poland expected to turn inward under right-wing party,” Washington Post, October 26, 2015. Tu., 2/16 POST-COMMUNIST POLITICAL CULTURE AND THE CASES OF THE CZECH & SLOVAK REPUBLICS. Did East Central European peoples quickly and deeply embrace democratic values? Why do new parties keep popping up in the Czech & Slovak Republics? What role did/d0 ethnicity and economics play in the breakup of Czechoslovakia and in current politics? • *Klingemann, Fuchs, Zielonka, 2014. “Dissatistified Democrats.: Democratic maturation in Old and New Democracies,” in Civic Culture transformed: from Allegiant to Assertive Citizens, ed. by Dalton and Welzel 116-172. • Sharon Wolchik, “The Czech and Slovak Republics: Two Paths to the Same Destination,” in Wolchik and Curry, eds., pp. 265, 272-288. • Zsuzsa Csergo. “Ethnicity, Nationalism, and the Expansion of Democracy,” in Wolchik and Curry, pp. 121-125, bottom 136-139. • *Rob Cameron, “Migrant crisis: Why Central Europe resists refugee quota,” BBC News, Prague, 22 September 2015, http://www.bbc.com/news/world-europe-34313478 Th., 2/18 THE POLITICS OF ECONOMIC REFORM. What reform policies encouraged some countries to generate more economic growth more quickly than others? How do the different methods of privatization matter? Who are the losers of reforms? • Sharon Fisher, “Re-Creating the Market,” in Wolchik and Curry, eds., pp. 67-97. Tu., 2/23 EVERYDAY EXPERIENCES OF PRIVATIZATION. Why is it hard to determine the value of a socialist-owned factory? What explains how Polish factory workers and managers respond to their new US owners and vice versa? What are tangible consequences of the transition from state socialism to market democracy for the main characters of Goodbye Lenin!? Why are some East Central European peoples nostalgic? • *Elizabeth Dunn, Privatizing Poland: baby food, big business, and the remaking of labor, Ithaca: Cornell University Press, 2004, pp. 28-57, 64.
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Watch prior to class: Wolfgang Becker, Goodbye Lenin! (2003) (on reserve at Swem or available through Netflix)
Th., 2/25 DEVELOPING THE RULE OF LAW AND THE POLITICS OF JUSTICE. What issues do East Central European societies face in trying to address gross injustices made by past regimes? What is the impact of varying types of antiCommunist justice policies on East Central European societies? • David Roman, “From Prague to Baghdad: Lustration systems and their Political Effects,” Government and Opposition, Vol. 41, No. 3, 2006, pp. 347-372. Mon., 2/29 at 5 p.m.– Screening of The Unidentified, a feature-length documentary that reveals the commanders responsible for some of the most brutal attacks of the Kosovo war by the filmmaker, Marija Ristic, editor of Balkan Insight. (Tucker 127A) Tu., 3/1 EXPLAINING THE “SECOND” WAVE. What factors led to democratic revolutions in those East Central European countries that developed illiberal regimes in the 1990s? What factors best explain the timing and depth of democratic reform? • Valerie Bunce, “The Political Transition,” in Wolchik and Curry, eds., pp. 43-63. Th., 3/3 MIDTERM EXAM Tu. 3/15 THE RE-EMERGENCE OF COMMUNISTS. Why do citizens vote for successor parties of the formerly vilified Communists? Why are some Communist successor parties more thoroughly transformed and successful than others? • *Anna Grzymala-Busse, “Redeeming the Past: Communist Successor Parties after 1989,” in Grzegorz Ekiert and Stephen Hanson, eds., Capitalism and Democracy in Central Europe, Cambridge, Cambridge University Press, 2003, 157-178. Th. 3/17 THE IMACT OF THE DUAL TRANSITION ON POLICIES OF THE POLITICAL “LEFT” AND “RIGHT” Under what conditions are parties willing and able to comprise their ideological views for developing democracy? • Margit Tavits and Natalia Letki, “When Left is Right: Party Ideology and Policy in Post-Communist Europe,” American Political Science Review, Vol. 103, No. 4, November 2009, pp. 555-567. Tu., 3/22 PROTEST VOTING AND POPULISM. Why do people vote against incumbents and for unorthodox parties? Does electoral support for “new/centrist populists” threaten democracy – why or why not? • Grigore, Pop-Eleches, “Throwing out the bums: Protest Voting and Unorthodox Parties After Communism,” World Politics 62 (2), 2010: 221–60. http://www.jstor.org.proxy.wm.edu/stable/40646200 •
*Anna Fifield, “On Hungarian frontier, support for prime minister’s tough refugee stance,” Washington Post, 10/2/2015.
Th., 3/24 IV. DEMOCRATIZATION IN CULTURALLY PLURAL STATES THE BALTIC STATES: How has their direct inclusion into the USSR influenced their transition away from Communism? How successfully have the Baltic states managed ethnic diversity during the transition? • Daina Eglitis, The Baltic states: Changes and Challenges in the New Europe,” in Wolchik and Curry, eds., pp. 316-337. • Zsuzsa Csergo. “Ethnicity, Nationalism, and the Expansion of Democracy,” in Wolchik and Curry, eds., pp. 133-136. Tu., 3/29 THE ROOTS OF VIOLENCE. Is Gagnon’s argument about inter-ethnic relations in Socialist Yugoslavia and the transition convincing? What is the most powerful theoretical explanation or combination of explanations for the violence in ethnically diverse former Yugoslavia? Why aren’t voices for moderation more powerful? • *V.P. Gagnon, The Myth of Ethnic War: Serbia and Croatia in the 1990s, Ithaca: Cornell University press, 2004, 31-52. • Anthony Oberschall, “The Manipulation of Ethnicity: From Ethnic Cooperation to Violence and War in Yugoslavia,” Ethnic and Racial Studies, 23, Nov. 2000, 982-1001; http://www.informaworld.com/10.1080/014198700750018388 • In class documentary: Tone Bringa and Debbie Christie, We are All Neighbours, 1993. Th., 3/31
Gov’t 335, p. 5 EXPLAINING VARYING LEVELS OF CONFLICT. Why did the culturally divided states of Bulgaria, Macedonia, and Kosovo experience varying levels of conflict—only some resulting in violence? • *Maria Koinova, “Why do Ethnonational Conflicts Reach Different Degrees of Violence? Insights from Kosovo, Macedonia, and Bulgaria during the 1990s, Nationalism and Ethnic Politics, 15, 2009, pp. 84-104. V. INTERNATIONAL INFLUENCE Tu., 4/5 THE CARROT OF INTEGRATION INTO THE EU. How does the EU influence East Central European countries to reform their political institutions? How successful has the EU been in compelling East European regimes that were initially illiberal to adopt liberal institutions? Why? What are the implications of post-accession hooliganism for theories, like Vachudova’s, about the impact of the EU accession process on democratization in East Central Europe? • *Milada Anna Vachudova, Europe Undivided: Democracy, Leverage, and Integration After Communism, Oxford: Oxford University Press, 2005, pp. 181-191, 198, 204-9, 212-216. • Venelin I. Ganev, “Post-Accession Hooliganism: Democratic Governance in Bulgaria and Romania after 2007,” East European Politics and Societies, February 2013, pp. 26-44, http://eep.sagepub.com/content/27/1/26. Th., 4/7 UNDERSTANDING THE EU’s MUTED INFLUENCE IN SOUTH-EAST CENTRAL EUROPE. Is EU conditionality qualitatively different in South East Central Europe than it is in East Central Europe? Why or why not? • *Alina Mungiu-Pippidi, “When Europeanization Meets Transformation,” in eds. Valerie Bunce, Michael McFaul, and Kathryn Stoner-Weiss, Democracy and Authoritarianism in the Post-Communist World. Cambridge: Cambridge University Press, 2010, pp. 59-81. Tu., 4/12 THE POLITICS OF GENDER AND SEXUAL ORIENTATION AND THE EU’S IMPACT. Have women become more or less politically powerful in the post-communist systems in comparison to the communist systems? Why? How successful has the EU been in encouraging East Central European countries to implement anti-discrimination legislation? • Marilyn Rueschemeyer, “Women’s Participation in Postcommunist Politics,” in Wolchik and Curry, eds., pp. 151-164. • Conor O’Dwyer and Katrina Schwartz. 2010. “Minority rights after EU enlargement: A comparison of antigay politics in Poland and Latvia.” Comparative European Politics, 8(2), 220-243. • Zselyke Csaky, “The East-West Divide on LGBT Rights in Europe,” Freedom House: Issue Blog, September 17, 2014, https://freedomhouse.org/blog/east-west-divide-lgbt-rights-europe Th, 4/14 LESSONS LEARNED ABOUT CULTIVATING CIVIL SOCIETY? What does the view of an aid practitioner contribute to our understanding of conditions under which Western efforts to encourage democratic activity in the former Yugoslavia can be successful? • *Clair Sneed, “Neutrality, Empowerment, Gender: Fostering Democratic Culture in Southwestern Serbia,” in Keith Brown, ed., Transacting Transition: The Micropolitics of Democracy Assistance in the Former Yugoslavia, Bloomfield: Kumarian Press, 2006, pp. 99-120 IN-CLASS SIMULATION on the challenge of aid for building civil society in post-conflict communities Fri. 4/15 ANALYTICAL PAPER DUE IN HARD COPY IN MORTON 29 BY 5 P.M. Tu., 4/19 EXTERNAL INFLUENCE ON POST-CONFLICT DEMOCRATIZATION: THE CASE OF BOSNIA. What has externally led statebuilding been able to achieve after horrific violence in post-war Bosnia? What is the best balance of power between international and domestic officials? • *Florian Bieber, Bosnia and Herzegovina since 1990, Sabrina Petra Ramet, ed., Central and Southeast European Politics since 1989, Cambridge: Cambridge University Press, 2010, pp. 311-324. • Daniel Serwer, “Bosnia’s Way Forward,” 11/2015, http://www.peacefare.net/2015/11/16/bosnias-way-forward/, Peacefare.net, blogposts. Th., 4/21
Gov’t 335, p. 6 POSTCONFLICT JUSTICE. To what extent have international efforts to help bring justice to post-war former Yugoslav peoples been successful? Why? • Jelena Subotic, “Expanding the scope of post-conflict justice: Individual, state and societal responsibility for mass atrocity,” Journal of Peace Research, March 2011; vol. 48, 2: pp. 157-169. • “In Belgrade And Sarajevo, A Mix Of Relief, Anger, And Painful Memories,” Radio Free Europe, Reported by Branka Mihajlovic, Ivo Martinovic, and Tina Jelin. Written by Daisy Sindelar, May 26, 2011, (article, video, and comments) http://www.rferl.org/content/in_belgrade_and_sarajevo_a_mix_of_relief_anger_and_pain/24206293.html • Eric Gordy, “Was the Karadzic Verdict a Just Reckoning?” Balkan Insight, 28 March 2016, http://www.balkaninsight.com/en/article/q-and-a-on-the-karadzic-verdict-03-27-2016#sthash.v92ZuDNL.dpuf
Tu., 4/26 INTERNATIONAL PROTECTORATES AS ANSWERS FOR POST-CONFLICT SOCIETIES? Can international officials simultaneously govern and help domestic peoples govern over their own peoples? • *Jens Narten. “Dilemmas of Promoting ‘Local Ownership:’ the Case of Kosovo” in Paris, Roland and Timothy D. Sisk, eds., The Dilemmas of Statebuilding, New York: Routledge, 2009, pp. 252-279. Th., 4/28 VI. RAISING QUESTIONS ABOUT AND EXPLAINING VARIATION IN DEMOCRATIC CONSOLIDATION THINKING AHEAD. Are East Central European states still transitioning more than 25 years after the fall of the Berlin Wall, as the term “post-socialist” suggests? Do they all embrace liberalism? What are challenges to the quality of democracy in the region? • James Dawson and Sean Hanley. “What’s Wrong with East-Central Europe: The Fading Mirage of the ‘Liberal Consensus.’” Journal of Democracy, 27(1), 2016, pp. 20-34 • Ivan Krastev, “What’s Wrong with East-Central Europe: Liberalism’s Failure to Deliver,” Journal of Democracy, 27(1), 2016, pp.35-38.
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Additional information about participation grade In general, here is what I consider excellent participation and attendance: • Level of involvement: You make a strong effort to contribute often to large and small group discussions. You kick off discussion at times, but you do not consistently dominate the room. You know when to cut yourself off and to give others a chance to speak. • Substance of comments: Your comments demonstrate knowledge of the readings and not simply your own personal experience or intuition. You bring the readings to class and point us to specific pages to back your points. Your remarks build momentum, are focused and relevant. You do not speak just to get your voice on record. • Attendance: You attend class every day, unless you offer a reasonable explanation such as an documented illness, family emergency, extra ordinary work commitment, or your required presence at a non-optional William & Mary event (e.g., class field trip). • Common courtesy: You arrive on time every day and take your seat quietly if you are late. You disable your cell phone and other gadgets before class starts. You do not check email or instant messages, surf the web, do other classes’ homework, or do other similar distracting behaviors during class. You listen carefully to others when they are speaking. You respect the right of your classmates to express their analysis, even if you might disagree. (adapted from Manna 2011) Grade range A- A (90-100)
Description --Frequent contributor in large group discussions each week. Active and engaged in small groups and paired discussions. --Comments grounded in the readings and demonstrate depth of understanding or attempts to grapple with them; ideas help to build momentum in discussions. -- Has self-awareness and does not ramble or try to dominate the room. Attends class essentially every day (e.g., 0-1 absences for the semester), always brings readings & is always courteous.
B- B B+ (80-89)
--Consistent commenter each week in large group, but some runs of silence or inactivity occasionally detectable. Active and engaged in small groups or pairs, and might excel slightly more there than in the large group. Occasionally may lack good self-awareness. --Comments are helpful and draw upon readings, but less consistently so and occasionally may be more grounded in intuition or personal experience. --Attends class most days (e.g., 3 absences for the semester), brings readings most days, and is always courteous.
C- C C+ (70-79)
--Infrequent participant each week in large group, but may be reasonably engaged in small groups. Attentive, but not involved. Often an imbalance between small group and large group effort. May have inconsistent self-awareness. --Comments are infrequently grounded in the readings; more reliant on intuition or personal experience --Absences becoming somewhat frequent (e.g., 4-5 absences for the semester), infrequently brings readings, but is always courteous.
D- D D+ (60-69)
--Extremely rare or essentially no participation each week in large group. Rarely attentive; largely uninvolved, including in small groups. May have very little self-awareness. --Hard to tell to what extent this person is trying to engage the readings because comments are so infrequent, or nonexistent. --Frequent absences (6 absences for the semester), but is always courteous.
F (