exit exam room info, and... rising seas?!?

Okay, I received the Exit Exam room assignment this evening. Here it is:

4135 Boylan
Tuesday 12/15 from 10:30a-12:30p

Should you, for any reason, be unable to attend this date/time, the make-up exam will be held on Thursday, 12/17 @ 10:30a-12:30p in 3420 Boylan

Questions...? Email me.

So, in addition, I found this little ditty about global warming today on NPR. It's interactive, informative, and may inspire ire... enjoy!

http://www.npr.org/news/graphics/2008/jan/flooding/index.html

final revisions and Practice Exit Exam Reading #1

Please note these final changes to the schedule. I wish to give you a full week to revise Essay #4, and will be handing back the first draft this Wed 12/2. Therefore, your revisions of Essay #4 & 5 will be due on the last day of class, 12/9.


Seg 6 – Final Exam Preparation
W12/2: essay 5 seg 5; read Knapp essay for Practice Exit Exam
M12/7: Practice Exit Exam
W12/9: revision 4 essay 4; revision 5 essay 5; student Exit Exam First Essay discussions
M12/14: (no class – reading day)


I am providing the First Practice Exam Reading as an electronic copy. Therefore, you must print this article on your own and read it before class on Wednesday, 12/2. Follow this link to gain access to the pdf file. Email me if you are having trouble accessing the document and I'll email it to you via attachment.

library requirement

Okay folks, so as the semester draws to a close I must inform you that I have only received one student's certificate of completion regarding the Library Orientation Program. I handed out flyers concerning this requirement many weeks ago, and I recently announced the following information to the class this previous Monday (11/23). Taken directly from the English Department's statement,

All English I students at Brooklyn College are required to take an Introduction to the Library English I Library Orientation Program.

Therefore, given that virtually the entire class has been negligent in fulfilling this necessary task, I feel compelled to reward you if participate and to penalize you if you fail to do so. I am instituting the following conditions regarding this required formality:

The Library Orientation Program will count as one Article Paper grade, bringing the total of Article Papers to five. Recall that Article Papers count as 25% of your final grade. Thus, this one, final paper counts as 5% (or one-twentieth) of your overall English I course grade.

If you attend the Library Orientation Program and hand in your certificate of completion no later than 12/18 to my mailbox in the English Department (2308 Boylan), then you will receive an A on the fifth Article Paper.

If you fail to attend the Library Orientation Program and you do not hand in the certificate, then you will receive an F on the fifth and final Article Paper.

Of course, should you have any questions or concerns regarding this matter, please feel free to email me. Note: you need to sign up for an orientation session before attending; you may do so by speaking with a clerk at the Library Reference/Circulation Desk located on the first floor. You are encouraged to visit the website prior to attending: http://dewey.brooklyn.cuny.edu/library/help/loop

segment five readings & final exam prep

Seg 5 – The Environmental/Global Warming Debate
W11/18: essay 4 seg 4; revision 3 essay 3; in-class reading of CP, Dourmana, p. 106f
M11/23: CP, Moser, p.85-105
W11/25: article paper 4 seg 5; CP, Thompson, p.108-128
M11/30: film screening at library (meet in room 242, second floor); journal #8

Seg 6 – Final Exam Preparation
W12/2: essay 5 seg 5; revision 4 essay 4
M12/7: journal #9
W12/9: revision 5 essay 5
M12/14: (no class – reading day)

Seg 7 – Final Exam Week
F12/18: last day to turn in your library orientation completion certificate to my mailbox in the English Department (room 2308, Boylan Hall)
T12/15-12/21: exact test date, time, and location is TBA

revision of essay #3 is mandatory!!!

This is just a friendly reminder that Revisions of Essay #3 are required, and therefore mandatory to be turned in this Wednesday (11/18), along with Essay #4.

Please feel free to email me with questions concerning your revisions!

Good luck!

essay #4

Essay #4
• Due Date: 11/18/09
• Length: three to six typed and stapled pages
• Formatting: one-inch margins; 12pt. font, Times New Roman; MLA citation
• Grade: a standard letter grade will be given


I am giving you two options for this assignment:

I. Either defend/agree or attack/disagree with Truss’s argument(s) concerning punctuation and language. In your paper you must trace how Truss develops and reiterates this argument throughout the chapters we read in class; that is, supply evidence from as many chapters as possible.

II. Compare and/or contrast the Segment 4 Coursepack essays by authors Braden and Westlake.

Should you choose to utilize your article from Article Essay #2, you may only use it as secondary, supporting evidence.



General tips:

I have noticed that many students’ thesis statements are too general and not direct. Therefore, be specific and directly name the things you wish to compare and/or contrast between the two authors/texts.

• Here is a good thesis statement from the first round of Essay #3, “In the article ‘Title’ by Andrew Fiala, he explains the concept of jus as bellum or justice after war as does Marian Eide in her article ‘Title’. Eide writes from a feminist point of view and she discusses the position of women in war. She also discusses how just war and late feminism discourse are used to justify war. Andrew Fiala focuses more on the justification of war and pacifism. The similarity between the two articles is the idea of jus post bellum. The differences are that Fiala speaks more to the justification of war and Eide speaks of gender roles and feminist perspectives”

• Another example I deem to be quite direct and to the point is the following, “In ‘Title’, author Andrew Fiala suggests that citizens are not capable of fulfilling this position of what constitutes a justifiable war. He argues that instead, a citizen’s responsibility is to hold their leaders accountable for their policies and actions regarding just war. In ‘Title’ Bat-Ami Bar On constructs her thesis through a feminist lens by putting forth a call to Americans to not just look at war through the traditional ‘white-male’ perspective. The two authors both suggests that war is sometimes necessary and that ethics should not be brought into the conversation regarding war because often justice can be achieved through un-ethical warfare also known as, jus post bellum.”

• To begin thinking of ways to compare and/or contrast authors/texts, identify two or three issues, points, or items that you can discuss; for example, both Fiala and Eide discuss the “item” of pacifism. Crucially, how they each authors approaches pacifism and what they have to say about the “item” determines if they can be compared or contrasted.

Concerning the bodies of these essays, be sure to double check your body paragraphs.

• Examine each paragraph’s topic sentence, evidence, and transitional statements. Be sure that you are saying exactly what you mean to say and that the paper flows from paragraph to paragraph.

• Make sure that your body paragraphs are in the correct order; that is, the order outlined by the thesis statement.

In the conclusion, you can offer your opinion of the issues at hand, or even better, you can connect the present essays in question to other essays that we have read or to issues that we have discussed before in the class.

article paper #3

On 11/11, Article Paper #3, will be due.

Here are some possible topics to guide your article search:

• information on punctuation issues
• the influence of technology on language, either spoken or written
• language preservation(ists)
• a historical fact about punctuation/language change and transformation
• a scholarly review of Truss's text Eats, Shoots and Leaves
• pedagogical methods to teaching grammar/punctuation
  

Feel free to comment to this posting with a possible topic idea that you're interested in pursuing!!!

impt. updates

Hello All,
Here are the important updates I mentioned today in class. Please feel free to email should you have any questions. Or better, stop by my office hours tomorrow or Wednesday morning.

s.
--------------------------
Note that my office hours tomorrow will not begin until 2:15p, as I will be in a meeting.

Changes to the dates of assignments:

Essay #3 extended until Wednesday 11/4
Revision of Essay #2 extended until Wednesday 11/4
Journal #7 will be due Wednesday 11/4 too

Article Paper #3 moved to Wednesday 11/11

Updates to reading assignments:
Today in class we began to read the Truss's text, "Introduction--p.1-34". If you did not get through these pages, please complete the introduction, as well as p.68-102 for Wednesday, 11/4.

For Monday 11/9, read p.103-176.

For Wednesday 11/11, read CP, Braden, p.58-64

For Monday 11/18, read CP, Westlake, p.65-84

article paper #2 (10/28)

For class tomorrow, Wed. 10/21, please bring your first Article Paper so that we can review some vital issues and so that I can provide constructive remarks to the class.


For the second Article Paper, I would like you to follow the same format as the first assignment. Therefore, review the rubric for the first Article Paper if you need guidance.

Here are some general observations and criticisms I noticed from the first round of assignments that I'd like to share with you:

• in the introduction some were lost as to the direction and scope of their paper; be sure to compose effective intros which seek to accomplish what they set forth

• many students failed to draw a parallel between their quotes and the subsequent explanations; thus, I wanted most students to offer more in terms of explanation of their evidence and support

• many students left their quotes without proper introduction or prior explanation; remember, you cannot simply plop a quote into your paper, it needs to be adequately foregrounded.

• statements like “I believe that”, or “in my opinion” can be avoided; be more direct and just state that it is!

• offer/focus more on your analysis than your summary, as the former is more fruitful in terms of academic writing

journal #6 (10/26)

This next journal has been pushed back to Monday, Oct. 26 to allow you all adequate time to complete it. Also, you'll notice that the next Article Paper is due on Wednesday, Oct. 28th. Hence, you may wish to begin your external article research sooner than later.


Now, on with the journal assignment...

By the time this journal is due you should have read the three essays provided for Segment Two (Fiala, Bar On, Eide). Having done so, state your position on the just war front in regards to America's current military involvement(s). Do you feel that the wars in Iraq and Afghanistan are, have been, or will be justified? How so? Use one, two, or all three of the authors we have just read to support your statements and claims. If you can or feel compelled to do so, reply to a student's comment by offering further support/agreement or even a rebuttal/rejection.

Other things to consider regarding the topic: How do you view the theory of just war? Can such a theory even exist in our current technological, mechanical, pan-national globe when contrasted to the world of the past? What must we consider for a war to be just? And, crucially, who must we ask for justification and definition of warfare?

Other things to consider regarding the reading: How have one or all of these authors influenced your understanding and conception of war? Do you tend to agree/disagree with one over the other? What is a common thread that exists among two or all three of these authors?

updates and announcements

Hello All,

Please make note of the reading assignments which have been updated on the appropriate blog page here. Also note that some due dates have been shifted to allow more "space".

Notice that by 10/21 you should have purchased a copy (available only at Shakespeare and Co.) of the required textbook Eats, Shoots & Leaves by Lynne Truss. If you fail in retrieving this text before the 21st, the bookstore cannot guarantee it being in stock. Luckily, Lynne's book is common and can be found at most major bookstores throughout the city. Just be sure to have a copy on hand as soon as possible.

And do not forget to send me e-copies (via email attachment) of your memoir revisions TODAY by 5:00pm for submission to the first-year student publication!

That's all for now...
s.

essay #2 and revision #1

Please forgive the delay in this posing; however, such postings only exist to supplement the materials handed out in class.

Essay #2
• Due Date: 10/14/09
• Length: three to six typed and stapled pages
• Formatting: one-inch margins; 12pt. font, Times New Roman; MLA citation
• Grade: a standard letter grade will be given

For this assignment, I ask that you write a formal essay that compares and/or contrasts at least two of the readings from segment two; these include the three articles assigned from the Coursepack: Nelson, Moore, and Taylor.

The Shapiro article, entitled “Obama Toughens States Secrets Privilege” posted on the blog, and your article from Article Essay #1 may only be used as secondary, supporting evidence.

General tips:

• In your introductory paragraph:
o Be sure to name the titles and the authors of the works you plan on comparing and contrasting.
o You must have a thesis statement that identifies not only the order, but also the specific points which you plan on founding your discussion.

• In your body:
o Be sure that each paragraph is following the “course” or “path” set by the introduction; that is, ask yourself:
-- How does each body paragraph highlight, illustrate, or expand upon the main idea of the thesis?
-- How does each body paragraph provide further evidence in support of your thesis?

• In your conclusion:
o Be sure to summarize your paper’s main point(s), drawing the reader to a natural close.
o Should you wish to include any personal experience, the place is here in the conclusion.
o You may wish to offer “what’s next”; that is, ask yourself:
--What are the implications of essay and/or the essay’s thesis?
-- How can/will the things you discuss be implemented in the future?
-- What is the next step you will take?
-- How will this writing affect the larger, greater, external world beyond?

Other important tips and requirements:
• Should you quote any reading or text we have read thus far, be sure to properly cite each source using parenthetical citation. Use the handout on citation for assistance. You may also use the MLA section within Hacker’s Writer’s Reference for further assistance with this necessary requirement.
• A “Works Cited” page or bibliography is not needed for this paper, but be sure to reference the page numbers from the Coursepack not the page numbers from each individual article.
• Should you have any questions regarding this assignment, please email me as soon as possible.



Revision of Formal Essays
• Due Date: essay revisions are due when the subsequent essay assignment is due
o e.g., your revision of Essay #1 is due when your first “draft” of Essay #2 is due, in this case: 10/14/09
• Length: three to six typed and stapled pages
• Formatting: one-inch margins; 12pt. font, Times New Roman; MLA citation
• Grade: a standard letter grade will be given which will be averaged with the mark conferred on the “draft”

For this assignment, I ask that you rewrite the first “draft” of your formal essays and hand them in when the subsequent essay assignment is due.

In your revisited paper you need to accomplish the following requirements to receive credit:
1. You must attach the original draft-copy, or copies should there be multiple, of the essay you are revising.
2. You must revise the paper for both global and local errors.
3. You must consider revisions and corrects beyond the ones that I have offered. That is, I want to see that you have engaged with your essay on a deeper level and have attempted to located the major and minor places where revision and improvement can take place.

the “article paper”

• Due Date: first is due Monday, 10/5; three subsequent assignments to follow
• Length: one to three pages
• Formatting: one-inch margins; double-spaced, 12pt. font, Times New Roman; MLA citation
• Grade: a standard letter grade will be given

For this assignment I ask that you do some brief, outside research. These short papers essentially summarize and analyze the thesis, main argument, and content of an article or essay located within an “approved” academic source. (Check the WR for the meaning of summary and/versus analysis.) Ultimately, I’d like you to find an article or essay that corresponds to the subject matter being discussed in the class at the time the assignment is given. If you choose to do so, you may compare and/or contrast your article with one previously read in the class.

For this first article essay, the topic or subject matter is The Patriot Act and Post 9/11 Legislation. Therefore, articles which address issues of and surrounding the Patriot Act and other legislation enacted during the last eight years regarding civil liberties and/or terrorism, the aftermath and fallout of 9/11 upon American politics, culture, and society, et cetera, will serve as “good” articles to write about. Articles that do not deal with this subject matter directly should be avoided, as they are outside the scope of the topic and the issues being discussed by the class. Such “poor” articles will receive no credit.

In your 1-3p paper you need to accomplish the following requirements:
1. In the introduction name the article, the author, and the source of publication.

2. Summarize the author’s thesis and the article’s main points in one or two paragraphs. It is highly recommended that you quote the author’s thesis statement verbatim; explaining why you think it is the thesis of the text.

3. Analyze and explain in one to two paragraphs how you see this article “fitting in” with the subject matter currently being discussed in class. Ask yourself:

a. How does this article comment upon what we’e been talking about?

b. Does it offer a new viewpoint that we have not encountered yet?

c. Does it agree or support any of the views, articles, or authors we’ve read thus far? How so?

d. Does it disagree, challenge, or refute any of the views, articles, or authors we’ve read thus far? How so?

e. How does the author support his or her argument and claims? Facts and statistics? Personal experience? Other texts via quotation? (cf. WR, p.26-31 for a list of rhetorical devices that authors commonly utilize)

4. Attach a printed copy or photocopy of the article to the end of your document. If you fail to do this you will not received any credit for the assignment.


Below is a list of some, but indeed not all, “approved” academic sources, databases, and search engines. Be sure to examine the quick links on the sidebar of the blog for these sites too!

• Academic Search Complete
• the BBC
• EBSCO Host
• Environmental News – Guardian UK
• Google Scholar
• J-STOR
• the OED
• the New York Times
• NPR
• Project MUSE

Note: any of the databases appearing on the Brooklyn College Library Databases website also qualify as “academically approved” sources. Go to the following website for the complete list of databases available to you as a student of this institution; this link also appears on the course blog and is listed as BC Lib Databases.

--> http://dewey.brooklyn.cuny.edu/resources/databases.jsp

Note: Wikipedia is not an approved academic source and will not under any circumstances be accepted as such. That is to say, any article derived from an unapproved source will not be counted; the assignment will receive no credit.

essay #1

This rubric has been ever so slightly revised in order to clear up the few typos I mentioned in class. So please read over it thoroughly. And, as always, email me with questions and/or concerns regarding this assignment.


• Due Date: 9/23/09
• Length: three to six typed and stapled pages
• Formatting: one-inch margins; 12pt. font, Times New Roman; MLA citation
• Grade: a standard letter grade will be given

For this assignment I ask that you choose one of the two following options; you may choose only one: (1) write a memoir/autobiography of your own life, or the life of an immediate family member or close relative; (2) write a formal essay which compares and/or contrasts at least two of the readings from segment one, these include Du Bois, Obama, and Washington.

Tips for Option 1:
• Choose to focus on one specific event, or series of inter-related events that illustrate or discuss a similar theme, issue, problem, or challenge that you and/or your family has encountered
• Tell a story of emigration, travel, quest, pilgrimage, or journey
• Share your religious beliefs and how they have affected your life
• Discuss a hobby, passion, ritual, or habit that has helped shape you as an individual
• Celebrate a family member or close friend of yours that has either passed or is alive
• Discuss a moment of particular strife or challenge; that is, offer details concerning a life-lesson, if you will

Tips for Option 2:
• Theme(s) or issue(s) that you have discovered to be common between the authors and/or texts you have chosen is a good place to begin your comparison
• To contrast, offer the ways in which the authors are different; focus on their overall argument, goals, desires, etcetera…
• Use class notes to supplement your evidence and support, if need be
• It would behoove you to read the following post, regarding formal essay/paper descriptions. I posted this early in the term. It describes how your essays and papers will be graded, based on their qualities, aspects, and characteristics.


General tips:
In your introductory paragraph:
-- Be sure to introduce the overall point(s) or purpose of the memoir or essay; that is, what is it that you are trying to share with your audience, what are you trying to argue, and why?
-- You may wish to identify who your possible audience may be in this introduction, and how this memoir or essay will affect them should they read it.
-- Remember, you are not writing this essay for me, your professor. Imagine that you will “publish” it via one form or another to an imagined audience outside of this classroom.

In your body:
-- Be sure that each paragraph is following the “course” or “path” set by the introduction; that is, ask yourself: how does each body paragraph highlight and expand upon the main idea or thesis offered by the essay’s beginning? How does each body paragraph provide further evidence in support of your argument or purpose?

In your conclusion:
-- Be sure to summarize your paper’s main point(s)
-- Also, you may wish to offer “what’s next”; that is, ask yourself, what are the implications of the memoir or essay that you have written? How can/will the things you discuss be implemented in the future? What is the next step you will take? How will this writing affect the larger, greater world?

VIP! Should you quote any reading or text we have read thus far, be sure to properly cite each source using parenthetical citation. Use the handout on citation for assistance. You may also use the MLA section within Hacker’s Writer’s Reference for further assistance with this necessary requirement. A “Works Cited” page or bibliography is not needed for this paper.

Note: You will have the option to revise this first essay, due at the time of Essay #2. The revised grade with be averaged with the first grade to obtain a mean score which will be recorded as your final grade for this paper. This revision option remain for each paper submitted for this course!

reading for 9/14 and journal #3

For Monday please read Chapter XIV of Booker T. Washington's Up From Slavery. This chapter is vital because it includes the "Atlanta Exposition Address", which Washington delivered at the Cotton States and International Exposition in September of 1895. During this speech Washington outlines his philosophy regarding "the great and intricate problem" of Negros in the post-slavery South. To help you complete this journal assignment, I've offered some guiding questions and comments below. Use them if you'd like or follow your own direction...

Pay attention to Washington's overall argument and how it is supported. How does he mean to "cure" the Negro problem of the late 1800's? What does he advocate for? What is his attitude, his mood, his means of approach? Compare and contrast your observations with those made when reading WEB Du Bois and Barack Obama's memoir. How do these three social advocates differ? How are they the same? Which author and/or text do you find more compelling? Why?

Remember to parenthetically site any quotations that you offer!

Monday's reading passage can be found on the web here. If you're interested in the other chapters contained within Washington's autobiography look for the following link-bar located towards the top of the page:

Booker T. Washington > Up from Slavery > XIV. The Atlanta Exposition Address

Click the title and you're off to the beginning, with information about the author and the text. It even includes a table of contents.

If you're interested in downloading and printing a Word Document version of the Washington selection, you can do so here.

You may also find Chapter III of Du Bois's Souls to be illuminating... as it is a direct response to Washington's social theories.

WEB Du Bois - The Souls of Black Folk

For this upcoming Wednesday, 9/9, please read the first chapter "Of Our Spiritual Strivings" in Du Bois's text The Souls of Black Folk, which I will distribute during our class meeting today, 9/2. I have included a link to the entire text, should you be interested in reading further. I would highly, highly recommend that you read the next two chapters "Of the Dawn of Freedom" and "Of Mr. Booker T. Washington and Others". You'll find many things illuminated between Du Bois' words, feelings, and argument with that of Obama's sentiments and general narrative in his text Dreams.

While the document may indeed be read below, perhaps it would be easier to find the book in the original context on Google Books... To do this click on the "More about this book link". Follow that to pop-up page. There you should see a headline named "Book overview". You're going to click the link titled "Read this book". Also, conveniently you can download the book, in its entirety, as a PDF document.

Enjoy!

important dates this fall term and disabilities disclaimer

1. Thursday, September 3 - Last day to add a course
2. Thursday, September 10 - Last day to file Pass/Fail application
3. Thursday, September 17 - Last day to drop a course without a grade
4. Thursday, October 15 - Last day to file for Fall 2009 Graduation
5. Wednesday, November 11 - Last day to apply for withdrawal from a course with a W (non-penalty) grade
6. Thursday, November 12 - Last day to resolve Spring/Summer 2009 Incomplete grades
7. Thursday, November 12 - Last day to resolve Spring/Summer 2009 ABS grades


Statement in reference to the Center for Student Disability Services:

In order to receive disability-related academic accommodations students must first be registered with the Center for Student Disability Services. Students who have a documented disability or suspect they may have a disability are invited to set up an appointment with the Director of the Center for Student Disability Services, Ms. Valerie Stewart-Lovell at 718-951-5538. If you have already registered with the Center for Student Disability Services please provide your professor with the course accommodation form and discuss your specific accommodation with him/her.

schedule of readings and written assignments

[[[current as of 11/16]]]
[[CP page numbers refer to the packet, not to the individual article]]
[items listed in bold signal major assign/req due that day]

-------------------------------------------------------------------------

M8/31: intro to course; distribution of syllabus; discussion of goals, expectations, and requirements

Seg 1 – Obama and Double-Consciousness
W9/2: blog library trip (room 242, second floor); begin rereading the first section, "Origins"; journal #1
M9/7: (no class – cc – labor day)
W9/9: read "selection from Souls of Black Folk"; journal #2
M9/14: reread second section of Dreams, "Chicago"; read "selection from Booker T. Washington"; journal #3
W9/16: reread third section of Dreams, "Kenya"; essay 1 rubric distributed

Seg Break
M9/21: class canceled; purchase EngI Coursepack from Far Better Copy; purchase Hacker's Writer's Reference, if you haven't already, from Shakespeare and Co. Booksellers
W9/23: essay 1 seg 1; research methods library trip (meet in room 242, second floor); article paper rubric distributed; no reading today, bring your Writer's Reference and Coursepack

Seg 2 – The Patriot Act and Post-9/11 Legislation
M9/28: (no class – cc)
T9/29: (conversion day - Monday's classes meet today) WR, p.3-18, 57-63; CP, Nelson p.2-6
W9/30: WR, p.24-31; CP, Moore p.7-10; journal #4
M10/5: article paper 1 seg 2; CP, Taylor p.11-17; journal #5
W10/7: please bring two unmarked copies of essay #1 to class for a peer-editing session; essay #2 rubric distributed; revision rubric distributed; WR, p. 18-23, 355-369

Seg 3 – The Argument for Just War
M10/12: (no class – cc)
W10/14: (conversion day - Monday's classes meet today) essay 2 seg 2; revision 1 essay 1
M10/19: CP, Fiala p.18-35
W10/21: CP, Bar On p.36-44; VIP please purchase Truss's Eats, Shoots & Leaves from Shakespeare & Co. by this date!
M10/26: CP, Eide p.45-60; journal #6
W10/28: article paper 2 seg 3

Seg 4 – Language Preservation vs. the Facebook Era
M11/2: Truss, p.1-34, "Introduction"
W11/4: essay 3 seg 3; revision 2 essay 2; journal #7; Truss, p.68-102, "That'll Do, Comma"
M11/9: Truss, p.103-176, "Airs and Graces", "Cutting a Dash", "A Little Used Punctuation Mark"; journal #7 performed in class!!!
W11/11: article paper 3 seg 4; CP, Braden, p.58-64
M11/16: CP, Westlake, p.65-84

Seg 5 – The Environmental/Global Warming Debate
W11/18: essay 4 seg 4; revision 3 essay 3; in-class reading of CP, Dourmana, p. 106f
M11/23: CP, Moser, p.85-105
W11/25: article paper 4 seg 5; CP, Thompson, p.108-128
M11/30: film screening at library (meet in room 242, second floor); journal #8

Seg 6 – Final Exam Preparation
W12/2: essay 5 seg 5; revision 4 essay 4
M12/7: journal #9
W12/9: revision 5 essay 5
M12/14: (no class – reading day)

Seg 7 – Final Exam Week
F12/18: last day to turn in your library orientation completion certificate to my mailbox in the English Department (room 2308, Boylan Hall)
T12/15-12/21: exact test date, time, and location is TBA