challenge

Day-to-Day Challenges ENGL 3220, Spring 2012

toc
 * For most days this semester,** you will asked to complete some ungraded (and informal) research and/or writing challenges. Like the day-to-day readings, these challenges are an expected part of your preparation for each class period (and will generally be tied to the rest of your daily preparations). Moreover, the Final Exam will be structured around your responses to and your reflections upon them.

Though I will assign each challenge in class (generally the week before), I will do my best to make sure that this page gives you at least a week's notice as well.

F Jan 20


 * Communication and Technology -- the Long View** -- While reading the selection from Steven Roger Fischer's //History of Reading// (get here), write up the following two things for handing in on Friday:


 * A summary of the reading that is exactly 150 words long
 * A list of 10 technological innovations that Fischer's describes as having been important to the early development of written communication (keeping in mind that technological innovations can include not only writing tools or surfaces, but also systems of representation and institutions).

M Jan 23


 * Non-Tech Tech** -- We saw in class last week that writing and communication technologies can include not only expensive electronic equipment or sophisticated software applications, but more humble forms as well that stretch back millennia and may, in their time, have generated even more profound shifts in communication and/or social organization than the iPhone or Twitter. I'd like you to use this challenge to think of how such seemingly non-technological technologies -- a stick in the sand, a Post-It on a monitor -- can still have their uses in our current communications ecosystem.

CHALLENGE: Do one of the following two things:

>
 * Bring to Monday's class -- and actually, physically, bring it -- one example of a technology for scholarly or professional writing/communication that people might not normally think of as technological. Have something to say about what is technological about it (i.e., what does it allow its users to do that they couldn't do otherwise?) and what kind of technological sophistication it assumes (i.e., what techniques does it require to be used successfully?).
 * Try to communicate a message at the technological level of writing with a stick in the sand and take a picture of it to share with the class. You can use other tools and on other substrates -- writing with your finger on a frost covered window or a salt-and-dirt covered car, for example. (The easiest way to share your picture with the class might be to e-mail it to me at ryan.jerving@marquette.edu).

W Jan 25


 * Letter of Introduction**

Before Wednesday, January 25, I'd like each of you to try your hand at writing a message introducing yourself to one of your professors this semester (other than me). We talked about this in class on Monday, January 23, and we looked at the model that Sandra E. Lamb provided in //How to Write It// for the similar e-mail message I sent to you before the semester started. This, or other, models in Lamb should be useful for their structure, though you will need to tweak the details for your particular audience/purpose.


 * Bring in a copy** of the message you write. We'll look at them in class and talk about how they can best serve their purpose, audience, genre, and desired action. Then, after revising, you should actually deliver the message before Friday. If and when you receive a reply, bring it in!

F Jan 27


 * On most Fridays** in the first half of this semester, you'll be challenged to work through some of the exercises in that week's chapter of Joseph M. Williams's and Gregory G. Colomb's, //Style: Lessons in Clarity and Grace// (10th edition; Longman, 2010) and bring your results to class.


 * For today,** since neither of the first two chapters you are reading have exercises -- “Understanding Style” and “Correctness” -- there is no such challenge. Instead, your job is just to read these chapters and to wrap your head around the distinction that Williams and Colomb make between //style// and //correctness//.


 * One note of warning:** Be sure that you have the correct edition of this book: the 10th edition, with the word Lessons in the subtitle. In the past, I've noticed that other English classes the class next to mine on the bookstore shelves have used an earlier edition of this book (the 4th) and with a slightly different subtitle (The Basics of Clarity and Grace). The distinction is important since our edition has exercises and the earlier edition does not. If you are having trouble finding a copy of the book, the Law Library has copies on reserve (it's a popular book for teaching writing skills at the law school level) -- and no matter what anyone tells you, undergraduates ARE permitted to use the materials on Law Library reserve.

M Jan 30


 * Today,** you'll be reading Adam Gopnik's "The Information: How the Internet Gets Inside Us," from the //New Yorker//, February 14, 2011. His article [|article] is an overview of recent books of cultural critique of the impact of the internet on our personal, social, and psychological lives.


 * Your challenge:** As you read, consider which of the theorists discussed by Gopnik that you might be interested in reading further. Later in the semester, each of you will read and present one outside book related to the concerns of this class. The Gopnik article is a good source of leads for such a book.

W Feb 1


 * Today,** we'll be reading a number of short pieces from our course text (available at the bookstore) editing by John Brockman, titled, //Is the Internet Changing the Way You Think?//Read pp. xxv-xxxii and the entries by Nicholas Carr (1-3), Clay Shirky (4-7), Richard Dawkins (8-12), Kevin Kelly (18-22), George Dyson (119), Alan Alda (291-292), Irene Pepperberg (295-297), and Marina Abramovic (370). As you read, you might think about how you would identify which of Gopnik's "camps" each of these first few writers would fit as concerns where they stand on what is signified by the way communication and information are changing in our current technological age. Which ones would you say are the "Never-Betters," the "Better-Nevers," and the "Ever-Wasers"?


 * Your challenge:** browse the book to read at least 5 other entries and choose one of these you'd like us to discuss at greater length in class. You can choose any five you'd like and choose them any way you'd like: perhaps because you recognize the name from somewhere else, because they are mentioned in Adam Gopnik's overview of thinking about the internet, or you just like the title or the first line of a piece. We'll use your choices to assign readings for next Monday's class.

F Feb 3


 * Read,** //Style//, lesson 3 ("Actions")


 * Your challenge,** write out your answers to the following exercises from this chapter.
 * Exercise 3.3 (write two pairs of sentences; four sentences total)
 * EITHER exercise 3.5 (two of the sentences) OR exercise 3.6 (two of the sentences)
 * Exercise 3.7 (at least two sentences -- but do more if necessary until you feel comfortable)


 * In addition,** do the following
 * Try to revise two of the passages from your classmates summaries of our reading by Steven Roger Fischer, and revise them in line with Williams and Colomb's suggestions about expressing actions as verbs. You'll find these at the following link: http://engl3220.wikispaces.com/style-examples.
 * Bring in an example of a passage you've run across this week that seems to suffer from buried actions and/or nominalizations of the sort that Williams and Colomb describe. This might be something you've written yourself, something you've read for another class, or something you've come across some other place. If you'd like, you can open up the present page for editing and put your text right here below.

M Feb 6


 * Read,** //Is the Internet Changing the Way You Think//, selections by Brian Eno (125-127), David Eagleman (249-252) and the others assigned by your classmates based on our February 1 discussion. [List will be posted below here once it's compiled.]


 * Richard Saul Wurman, 24
 * Ian Gold and Joel Gold, 25-28
 * Richard Foreman, 29-30
 * Andy Clark, 93-96
 * Sean Carroll, 111-113
 * Marissa Mayer, 128-129
 * Charles Seife, 300
 * Ed Regis, 322-323


 * Your challenge,** is to find out what kind of internet presence one of these writers has. Look them up and see what they're like and how they are making their footprint online. Do they tweet or blog? Are they on Facebook (and can you friend them) or otherwise have a web page devoted to their work? Can you find footage of them talking or being interviewed through YouTube? Etc. etc. etc. Come to class prepared to share what you found, and to discuss whether their internet presence matches (or complicates) their ideas about the internet.

W Feb 8

As you'll see in the readings you'll be doing for today from Lamb's //How To Write It//, a book proposal (like the one you're writing) needs to answer some unspoken questions that will clarify where your book would fit into the whole ecosystem of books: what's out there already that has a family resemblance to what you're proposing (thus, showing that a market exists), what's missing from what's out there and yet needed (thus, showing there's a reason for your particular book to exist), and how your book fits in with the catalogue of the publisher to whom you are writing (thus, why you are proposing it to them).


 * Your challenge,** for Wednesday, as well as for the project as a whole, is to research the market enough to be able to answer these questions. Do some prelimnary searching: use resources such as our library catalogue, Amazon.com, and the web sites of potential publishers in order to figure out who your competition is, what sorts of books yours would be in conversations with, and who might be a good publisher for your book. (Keep in mind that Adam Gopnik's review essay and John Brockman's anthology //Is the Internet Changing the Way You Think?// are also useful as an introductory overviews to a number of authors in this area and their books. A partial list of authors/books noted in these sources is on this wiki at http://engl3220.wikispaces.com/tech-texts.

F Feb 10


 * Read,** //Style//, lesson 4 ("Characters")

(I've presented some of my own revisions here.)
 * Your challenge,** write out your answers to the following exercises from this chapter.


 * Exercise 4.1 (two sentences)
 * Two sentences from EITHER exercise 4.2 OR 4.3 OR 4.4
 * Exercise 4.5 (follow their directions for revising EITHER the first OR the second paragraph)


 * In addition,** do the following
 * Try to revise two of the passages from your classmates summaries of our reading by Steven Roger Fischer, and revise them in line with Williams and Colomb's suggestions about linking actions to recognizable characters. You'll find these at the following link: http://engl3220.wikispaces.com/style-examples.
 * Bring in an example of a passage you've run across this week that seems to suffer from a lack of recognizable characters of the sort that Williams and Colomb describe. This might be something you've written yourself, something you've read for another class, or something you've come across some other place. If you'd like, you can open up the present page for editing and put your text right here below. (I'll collect these examples in class, along with the ones you found last week, to use for our next //Style// lesson challenge.)

Sarah's example (blurb from a freshman writing assignment...one of my own): [Ryan Jerving's note: I've reprinted this paragraph under the "style examples" page here for us to work on]

> A similar case of online disaster followed when a young woman refused to pick up her dog’s feces on a public bus. Although the woman may have committed a public faux-pas, the avalanche of unnecessary unleashing of technology was certainly uncalled for. Whereas an exercising of the “free speech” clause could have been effectively used in this situation by onlookers, they took pictures instead, plastering them all over the internet as though the woman was a criminal of a far more serious crime. Worse yet, her family became involved—a definite violation of personal privacy. For this occasion, the line between privacy and free speech should have been drawn when making the story much larger than it actually was by posting the pictures online. Was it really that important for the entire world to become involved, and one woman’s life nearly ruined, for the small amount of anger a few people felt when the woman refused to clean up after her pet? Hardly.

M Feb 13


 * PEER REVIEW** of your proposal project. Bring a draft of your work to circulate.

W Feb 15


 * By Wednesday,** you should decide on which idea you want to forward from those that you generated in your group workshop sessions about how we might use technology in our classroom. You and your group will not need to make a formal presentation (i.e., a PowerPoint, etc.). But you should come prepared to make the case for the value of your idea:


 * What will students gain from using this technology in our class this semester?
 * What will they gain from it in terms of transferable skills beyond the class?
 * And in terms of how we might implement your idea this semester, how practical is it?


 * By the end of the hour,** the class will decide on which idea we will actually implement.

AS A FURTHER INCENTIVE: I will offer extra semester credit to the members of the group who propose the winning idea (your end-of-the-semester percentage average will be multiplied by 1.03).

F Feb 17

If you have not done so already, please remember to sign up for the one-on-one live grading meeting that will take the place of our regularly scheduled class on Friday, February 17. These meetings will run 50 minutes and can be scheduled for any day between Tuesday, February 14 and Friday, February 17. Simply open up the wiki page for editing at http://engl3220.wikispaces.com/sign-up, add your name after the time you'd like, then hit the save button to preserve the information. Remember to send me your materials, in whatever condition they happen to me, 24 hours ahead of the meeting.

M Feb 20

In addition to looking at Lamb's chapter on "Formal Reports," I'd like you to do the following before Monday's class.


 * OVERVIEW:** I'd like to get feedback from each of you concerning our discussion this morning (Wednesday, February 15) about what technology we should adopt for our class this semester and how we should implement it. To that end, please write and then post a paragraph in which you give your thoughts on the proposals we discussed, giving a sense of which one(s) most appealed to you (and why) and what concerns or ideas you might have about how that idea could be implemented.


 * WHAT TO DO:** To make it as easy as possible, simply go to the page I've created for this (see menu to the left, or the direct link below). Open the page for editing (the "edit" button to the upper right of this page, post your text below the line, then "save" your changes. All of this should work through D2L right now anyway, but if you have any problems or want to link directly to this page on the wiki the url is http://engl3220.wikispaces.com/class-technology-proposals.

W Feb 22


 * We'll be meeting** at the Career Services Center for a tour (Holthusen Hall, First Floor, 1324 W. Wisconsin Avenue).


 * Before we do,** I'd like you to browse their web site at []and especially take a look at the resources they make available through their online library. How useful might the documents in their "Career Topics Series" be to you in starting to do the secondary research for your report? How useful might the documents in their "Career Exploration Series" be to you in starting to arrange the primary source interviews you'll be doing for the report?

F Feb 24


 * Read,** //Style//, lesson 5 ("Cohesion and Coherence")

(I've presented some of my own revisions here.)
 * Your challenge:** write out your answers to the following exercises from this chapter.
 * Exercise 5.1 (ONE of the passages)
 * EITHER (ONE passage of your choice from BOTH exercises 5.2 and 5.3) OR (TWO versions of the James Baldwin passage suggested in 5.4)
 * Find and bring in an example of a passage you've run across this week that seems to suffer from a lack of cohesion or coherence of the sort that Williams and Colomb describe. This might be something you've written yourself, something you've read for another class, or something you've come across some other place. If you'd like, you can open up the present page for editing and put your text right here below.


 * This week I will collect** **from you** the real-world examples you've collected so far. From these examples, I will be compiling the revision exercises and questions to which you will respond on the Midterm Exam coming up on Monday, March 5. Each of you should have collected and brought in three sample passages; bring them in as hard copies you can turn in to me (don't give me your only copy):


 * **For lesson 3** ("Actions" buried in nominalizations or other non-verb places within the sentences)
 * **For lesson 4** ("Characters" lacking or badly chosen given the target audience or the action being described)
 * **For lesson 5** (passages lack "Cohesion [or] Coherence" in their placement of old & new information)

M Feb 27


 * MIDTERM PREP:** You'll be reading three pieces this week that address the key professional communication issue of collaboration: how we think, create, and act in concert with other thinker, creators, and social actors. One-half of the Midterm Exam will consist of an essay question based around these three pieces.


 * The first piece you'll read** is Monday's reading from Clay Shirky's influential 2008 book //Here Comes Everybody// (see the link to the PDF of the book's first chapter under the "Links" section of the course D2L page). In this chapter, you'll get a good sense of Shirky's interest in how emerging technologies impact our ability and willingness to communicate, collaborate, and act -- in life, art, work, and politics. What's perhaps less discussed in responses to Shirky (such as Adam Gopnik's in the "How the Internet Gets Inside Us" article we read earlier this semester) is the way these communication technologies are changing the way we do and even conceive of research.


 * Your challenge,** as you yourself are starting to embark on a major research project, is simply to think about how the craft and practice of research has changed in your lifetime. What new tools are available to you? What skills do you have to develop to use them effectively? What remains useful in some of the old tools? (It might be interesting to think about how Shirky appears to do his research for this chapter he has written: how does he appear to find, evaluate, and weigh his sources?)

W Feb 29


 * In the piece you'll be reading** by Malcolm Gladwell (see the link under the "Links" section of the course D2L page), he critiques what he considers Clay Shirky's techno-utopianism: the notion that greater technologies of access make it easier and more likely that people will organize for creative collaboration and democratic action.


 * Your challenge:** In reading, consider the following questions, and come to class with notes for writing on one of the following:
 * How does Gladwell counter Shirky's model for group organization, and what alternative model does he propose as a better explanation of how groups organize for action?
 * Based on your reading of Shirky from Monday, is Gladwell's critique a fair critique?
 * Gladwell wrote this article before the events of the "Arab Spring," "Occupy," or "Recall Walker" or "Verify the Recall" movements of last year (though after the emergence of the "Tea Party" movement: in the way these events have played out, do they confirm or complicate Gladwell's argument?

F Mar 2


 * Choose one** of the following two pieces to read, each of which provides a useful test case for weighing Shirky against Gladwell on the question of how collaboration happens in the online age.
 * Jonah Lehrer, "Groupthink: The Brainstorming Myth," from the //The New Yorker//, January 30, 2012.
 * Mattathias Schwartz, "Pre-Occupied: The Origins and Future of Occupy Wall Street," //The New Yorker,// November 28, 2011.


 * Your challenge** as you read is to consider whether your article best supports Shirky's weak-tie model for organization or Gladwell's strong-tie model.l


 * M Mar 5**


 * MIDTERM**

The Midterm Exam will come in two parts:


 * PART I:** STYLE EXERCISES: In this section, you will be presented and then asked to revise various sentences and passages with stylistic problems: buried actions, unrecognizable characters, incoherent or inconsistent topics, misplaced emphasis. In some cases, you will also be asked to provide explanatory notes for your choices.

The concepts (including the particular terminology) will come from Williams and Colomb's Style, lessons 3-5. The sentences for revision will come from two sources: 1) the pieces listed below for Part II and 2) the examples you yourself have provided. (In other words, each student's exam will be tailored to use their own examples.) In cases where a student has not provided examples, examples of my choosing will be provided for them. .
 * PART II:** ESSAY: In this section, I will present you with a passages from the four pieces listed below and will ask you to write about three of them. In response to a my prompt, you will write a 3 to 5 paragraph essay in which you address the key professional communication issue of collaboration: how we think, create, and act in concert with other thinkers, creators, and social actors.


 * Clay Shirky, from //Here Comes Everybody: The Power of Organizing without Organizations//
 * Malcolm Gladwell, "Small Change: Why the Revolution Will Not Be Tweeted," //New Yorker//, October 4, 2010
 * Jonah Lehrer's "Groupthink: The Brainstorming Myth," //New Yorker//, from January 30, 2012.
 * Mattathias Schwartz, "Pre-Occupied: The Origins and Future of Occupy Wall Street," //New Yorker,// from November 28, 2011.

Shirky and Gladwell's pieces offer counterarguments about the role and value of technology in collaboration: the other two pieces provide concrete examples of collaboration in action.


 * W Mar 7**

NOTE: We meet on the 2nd floor of Raynor Memorial Libraries.

For today's class, you'll be in good shape to get most out of this library instruction session (dedicated to finding secondary sources for your Formal Report) if you can find and read your relevant career entry from the Bureau of Labor Statistics's Occupational Outlook Handbook at []


 * F Mar 9**

This Friday, you'll be reading Ben McGrath's "Search and Destroy: Nick Denton's Blog Empire," from the //New Yorker//, October 18, 2010; and Nicholas Spangler's "In Demand: A Week Inside the Future of Journalism," from the //Columbia Journalism Review//, November/December 2010. As you being pulling together the research for writing your own Formal Report on how your intended profession is changing, these two pieces offer a fascinating glimpse into the changes happening in one such profession: the field of freelance research and writing.

This is a field that is changing drastically under the pressures and opportunities of emerging communication technologies. As you read, consider how. And consider how different these changes might look from the top vs. the bottom: from the perspective of those who run the show or from the perspective of those who "sharecrop" on the "content farms" that dominate so many of your Google search results.


 * Your challenge,** one that will both test what these articles suggest AND potentially give you some insight into your own report, is to do the following:


 * See what comes up when you use Google (or any other search engine) to ask "How do I become a _?" (filling in the blank with your intended profession). Come prepared to talk about your results.


 * M Mar 19**

When you read Matt Richtel's "Attached to Technology and Paying a Price," from the //New York Times//, June 6, 2010 (link available on "Links" page of the course D2L site), be sure to explore the multimedia and interactive features of this page (such as the widget that allows you to test your powers of focus). Come prepared to talk about what the article had to say, but also how the multimedia features beyond simple text helped the article to say it.

Also, as you read, pay attention to who Richtel talks to and reads as his own expert (i.e., secondary) sources. For Wednesday, I'll be having each of you look up and bring in one of the peer-reviewed scholarly research articles to which Richtel's piece refers. You can start thinking now about who you'd be interested in looking up.


 * W Mar 21**

You're being asked to do two things for today's class:


 * **Choose and read** one other article from the New York Times "Your Brain on Computers" series (link available through D2L "links")
 * **Look up and bring in** one of the peer-reviewed scholarly research articles to which Matt Richtel's refers to in the "Attached to Technology" article we read for Monday (i.e., something published by one or more of the scientists referred to when Richtel's writes something like "Scientists say..." in the 7th paragraph). Bring this in print form to pass around in class -- you don't need to print out the full article, but print out at least the first couple pages of the PDF version of the article.

YOUR CHALLENGE: FOOTNOTE TRACING: **Write up a set of instructions for how to locate a peer-reviewed scholarly article from a citation.** Specifically, using no more than a half-page of text, explain to a First-Year Marquette University student beginning a research project how they could locate the full text of the same peer-reviewed article that you looked up and brought in based on Richtel's reference to it. While your instructions should be for more generally doing this kind of "footnote tracing" (i.e., tracking back to one of piece of writing's cited sources), you can use your particular article as a example for demonstrating your method.


 * F Mar 23**

YOUR CHALLENGE: In the readings you have looked at earlier this week, **find two examples** of paragraphs in which the writer has successfully and skillfully constructed a problem in the way that Williams and Colomb describe in the "Motivating Coherence" chapter of //Style//. Find one paragraph in either of the New York Times pieces that you read, and find the other in the peer-reviewed scholarly article that you brought in on Wednesday. **Come prepared to talk** through your paragraphs for us, showing us how they break down into the elements of a good problem, as identified by Williams and Colomb: 1) prelude (if any), 2) shared context, 3) problematic condition / small question, 4) cost of the condition (its "intolerable consequences") / larger question, 5) propsed solution / point of research.

If you can, bring these paragraphs in a form that can be easily shared: for example, posting them to the Tumblr blog or to the "Style Examples" page I've created on this wiki at http://engl3220.wikispaces.com/style-examples.


 * M Mar 26**

As you read from Anya Kamenetz's //DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education//, take note of some of the ways that higher education has changed in your lifetime, both in terms of its goals and methods of educating students but also as a professional institution and workplace. Come to class prepared to draw our attention to two things:
 * 1) An example of something happening at Marquette that seems to you relevant to Kamenetz's observations or arguments.
 * 2) A passage or observation from //DIY U// that may be relevant to your own professional future, either because part of that future may be spent in higher education (as a grad/law student, grad assistant, faculty member, professional staff, etc.) or because the trends she describes will have an impact in the professional world even beyond their most immediate impact on higher education.


 * W Mar 28**

In the reading you'll be doing today from Anya Kamenetz's //DIY U//, find two examples of paragraphs in which, in your opinion, she has successfully and skillfully constructed problems of the sort that Williams and Colomb describe in the "Motivating Coherence" chapter of //Style//.
 * 1) Find a paragraph in which she constructs a practical problem, and
 * 2) Find another paragraph in which she constructs a conceptual problem.

In making your choices, choose paragraphs that you think could serve as good models for similar paragraphs in the Formal Report you are putting together and come prepared to discussed how they might serve that purpose. (NOTE: Williams and Colomb clarify the difference between practice and conceptual problems in //Style//, lesson 10, p. 168.)


 * F Mar 30**

LIBRARY INSTRUCTION SESSION II, Raynor Memorial Libraries


 * M Apr 2**

BOOK PRESENTATIONS


 * W Apr 4**

BOOK PRESENTATIONS


 * W Apr 11**

BOOK PRESENTATIONS


 * F Apr 13**

BOOK PRESENTATIONS

=M Apr 16=

PEER REVIEW: Formal Reports. Bring a draft of your work to circulate.

=W Apr 18=

NOTE: Class is cancelled to give you time to prepare your formal reports. We will not be doing our originally scheduled discussion of writing instructions (in part, because I feel like we've ended up covering this in other parts of the course). But if you'd like to see what we had been planning on doing, you I'm embedding the three videos below concerning “How to Build a Washtub Bass” parts 1-3.


 * Pt. 1**

media type="youtube" key="Bq_OvpmV6I8" height="315" width="420"


 * Pt. 2**

media type="youtube" key="MsBkwBTQMv8" height="315" width="560"
 * Pt. 3**

media type="youtube" key="SFqWUXJjK3Q" height="315" width="420"

=F Apr 20=

NO CLASS (to make room for grading meetings)


 * WEEK 14**

=M Apr 23=

Our text is David F. Noble, //Gallery of Best Resumes//.


 * Your challenge:** Browse the gallery section; read at least 10 full resumes; choose 3 that you would like to discuss/critique in class

=W Apr 25=

MEET AT CAREER SERVICES CENTER

Before we meet, read //Gallery of Best Resumes//, part 1 ((“Best Resume Tips”)

=F Apr 27=

Read //Gallery of Best Resumes//, part 3 (“Best Cover Letter Writing Tips”).


 * Your challenge:** browse cover letter gallery and choose three you'd like to discuss/critique in class. If possible, bring in the job/internship posting to which you intend to respond for the Application Portfolio Assignment.


 * WEEK 15**

=M Apr 30=

PEER REVIEW application portfolio. Bring a draft of your work to circulate.

=W May 2=

COURSE REVIEW. Bring yourself.

=F May 4=

NO CLASS (sign up for grading meeting)

=FINAL EXAM=

Tuesday, May 8, 10:30 a.m.-12:30 p.m. Details to come.