DIANE RICHARD-ALLERDYCE 2019-2020 A (JULY-DECEMBER 2019)

3-CREDIT-HOURS

DIANE.ALLERDYCE@MYUNION.EDU

(561) 414-5464

HMS 811

GLOBAL WOMEN’S WRITING

Art, Culture and Social Justice

(Image available at: https://www.freewomenwriters.org/page/2/)

SEMINAR DESCRIPTION

This seminar explores works by women writers of the non-Western world (including

writers of indigenous cultures within the Western hemisphere) in short story, poetry, and

personal narratives, with emphasis on those which address post-colonial/contemporary

issues and ideas. In their final seminar papers, students may place global regional writing

in conversation with works by Western women authors whose backgrounds express

themes of immigration/migration and cultural aspects of their or their ancestors' countries

of origin, demonstrating creative, intellectual, and political connections. Throughout the

seminar, students will have the opportunity to address both primary

and secondary/critical sources reflecting the interplay of art, culture, and social justice

in what some critics call "emerging literature" as well as to complete pieces of creative

writing with themes such as women's lives, issues, and creative challenges.

GLOBAL WOMEN’S WRITING 2

INTEGRATION OF PROGRAM THEMES

The knowledge acquired and the skills developed in this course will allow students

more effectively to evaluate and conduct research that bears upon issues of social

justice and additional program themes, including issues of equality, democracy,

economic opportunity, intellectual freedom, environmental protection and human

rights. The course will include critical exploration and writing that sheds light on

various uses of power in human discourse and action. The kind of discourse that leads

to empathic relations, a sense of community, preservation of cultural identities and

access to resources will be considered as is the objective of scholarship in the

humanities, while the discourse structures that obstruct social justice are analyzed to

reveal the misuses of power on which such obstruction depends. Students will discuss

issues of otherness based upon race, ethnicity, gender, sexual orientation, nationality,

and other identificatory categories from interpretive frameworks that have implications

for transformative social justice research.

INDIVIDUALIZED LEARNING

Both the research and the analytical/critical/creative assignment components of this seminar offer

participants ample opportunities to apply new insights gained to their individual intellectual and

practical pursuits. Work on the final seminar project occurs in stages throughout the seminar (see

below) and is designed to satisfy the program’s 25% INDIVIDUALIZED STUDY stipulations.

LEARNING OUTCOMES AND COMPETENCIES

HMS 811 pays particular attention to UI&U DOCTORAL LEARNING OUTCOME IV: SOCIAL

AND GLOBAL PERSPECTIVES, focused on “exam[ining] competing theories of power and

their implications on individual, cultural and societal levels” as well as “weigh[ing]the benefits

and shortcomings of practical and/or theoretical approaches to engaging difference),” and

PROGRAM OUTCOMES V.III AND V.IV., centered on “offer[ing] creative interpretations of data,

texts, artifacts, performances that bridge personal insights and scholarly debates” and “situat[ing]

scholarly and creative work within the relevant literature, debates, and artistic expressions within

the field(s)” respectively.

In addition, by the end of this seminar participants will be able to:

Identify and describe various current scholarly and artistic debates regarding Global

Women’s Writing.

Identify and describe influential critiques of prevailing Western and non-Western notions

of literary canonicity.

Critically assess and reflect upon the complex interplay between artistic representation

and the politics of representation within and across cultures.

Engage in sustained and comprehensive research (bibliographically, interpretatively,

qualitatively, or otherwise) and to present their findings in a coherent, expressive, and

persuasive manner.

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Demonstrate a thorough knowledge of the relevant history and current definitions of

Global Women’s Writing, including the major literature, theories, practices, problems,

ethical issues, and research methods.

Reflect on and creatively apply (synthesize) concepts of literary global writing by women

to their ongoing work in leadership studies, public policy, and/or the humanities.

Demonstrate creativity in matters of scholarship by addressing issues of social justice and

problems of difference, and in approaches to questions of praxis related to individual

professional and academic goals.

Display clarity, precision, and sophistication in written and oral presentations characterized by

logical coherence and consistency, by the proper use of evidence and citations, and by the

development of a unique point of view.

IMPORTANT DATES

Residency: July 5 - 12

Post-Residency: July 13 – 20, no written assignments (papers or discussion posts) due the week after Residency, but it is expected that students will remain actively engaged in course readings as required by the instructor. Mid-Semester Break: No written assignments (papers or discussion posts) due September 9 - 15, but it is expected that students will remain actively engaged in course readings as required by the instructor. Virtual Mid-Semester Residency (MSR):

Workshops, Friday, September 20 @ 7 – 9 p.m. (eastern)

Social Justice Presentation, Saturday, September 21 @ 11a.m. – 1 p.m. (eastern)

Concentration meetings, Saturday, September 21 @ 1:15 - 2:15 p.m. (eastern)

Workshops, Sunday, September 22 @ 3 – 5 p.m. (eastern)

ASSIGNMENTS, PROCEDURES, EVALUATION, AND GRADING

To facilitate the careful reading of and critical engagement with texts, seminar participants will

submit altogether six READING RESPONSE PAPERS (RRP) of 4.5-6 pages each, inclusive of a

required Works Cited page. Each RRP must contain specific references to and/or quotes from the

texts under discussion. The six RRPS are all due over the first half of the semester so that the

second half may be devoted to the development of each student’s individualized research project

for the class, in addition to continued reading of the assigned texts.

Group discussions if RRPs will be held via approximately ten AdobeConnect session, scheduled

weekly for 60-75 minutes per week. During each session, two to three seminar participants will

present their work while the remaining seminar participants will provide feedback and engage

with the presenters to discuss their close engagement with the assigned texts. Each participant

GLOBAL WOMEN’S WRITING 4

will prepare and deliver a 10-15 minute opening statement in which he/she takes a position on the

sequence’s themes, issues, and readings.

Just past about half-way through the semester, students will submit a 1-2 page RESEARCH

PROJECT PROPOSAL, in which they outline their research projects, relate them to the pertinent

issues of the seminar, state their research questions, and describe their research plans. A

PRELIMINARY BIBLIOGRAPHY that lists relevant texts and/or research in their fields of study will

follow. This list will be expanded into an ANNOTATED BIBLIOGRAPHY (10 entries minimum)

that briefly summarizes key arguments and/or findings in the field.

Based upon their ANNOTATED BIBLIOGRAPHIES, participants will produce a 5-8 page

LITERATURE REVIEW that succinctly describes the state of research in the field by highlighting

areas of agreement and disagreement, suggesting possibilities of synthesis, raising questions, and

pointing out the direction of future research.

There are two options for their SEMINAR PROJECT: (1) a traditional 17-20 page research paper

that analyzes the current debates regarding an aspect of a Global Woman Writer’s works and

establishes a well-supported argument regarding that work. (2) A creative project that, based upon

a review of pertinent secondary literature, presents new insights or arguments in the form of an

original play, a short story, or a collection of poetry. The length requirements for this latter option

is 20-35 pages including 3-5 pages describing, justifying, and contextualizing their own work vis-

à-vis other the literary traditions upon which it draws and the socio-political issues it addresses.

Final GRADES will be based upon the grading policy described below. General criteria for

commendable course work include:

Presentation of clear thesis statements that are supported with reasons and

sufficient evidence.

Attendance to nuances of argument and inference through the careful exegesis of

key text passages.

Evaluation of arguments from multiple perspectives (e.g. through

acknowledgement, refutation, and/or concession).

Awareness of how gender, class, racial, and ethnic differences (or concepts

thereof) shape perceptions and constructs of knowledge.

Consistent use of scholarly tone and adherence to academic conventions of

presentation.

Utilization and correct documentation of data/evidence from scholarly sources.

Regular and informed contribution to all discussions.

Thorough and substantive revision of all written assignments.

Completion of all seminar requirements in a timely fashion.

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REQUIRED TEXTS, NOTES, AND SUPPLEMENTARY MATERIAL

Required:

Amireh, Amal & Lisa Suhair Majaj, eds. Going Global: The Transnational Reception of

Third World Women Writers. Wellesley Studies in Critical Theory, Literary History and

Culture. Garland Publishing, Inc., 2000.

http://site.ebrary.com.proxy.myunion.edu/lib/tui/detail.action?docID=10870100

Chen, Te-Ping. “Lulu.” The New Yorker 1 April 2019.

https://www.newyorker.com/magazine/2019/04/08/lulu

Chughtai, Ismat. The Quilt and Other Stories. Ed. by Anita Desai. Sheep Meadow; 1st

edition, 1994.

Devi, Mahasweta with Gayatri Chakravorty Spivak. Imaginary Maps. Routledge; 1st

edition, 1994.

Hodge, Merle. Crick, Crack, Monkey. HarperCollins, 1970.

Carolina Maria de Jesus, Child of the Dark. Trans. By Daivd St. Clair. Afterword by

Robert M. Levine. Signet Classics, 2003.

Karodia, Farida. Against an African Sky and Other Stories. TSAR Publications, 1st

edition, 1997.

Rigoberta Menchú, I, Rigoberta Menchú. Ed. and introduced by Elisabeth Bugos-Debray.

Trans. By Ann Wright. Verso, 2009.

Taslima Nasrin, Lajja. Penguin, 2014.

Silko, Leslie Marmon. Ceremony. Penguin Books; Anniversary edition, 2006.

Tlali, Miriam. Between Two Worlds. Broadview Press, 2004.

GLOBAL WOMEN’S WRITING 6

Devi, Mahasweta. Old Women. Seagull Books; Translation edition: 1999.

Fièvre, M.J. A Sky the Color of Chaos. Beating Windword Press, 2015.

Katrak, Ketu. The Politics of the Female Body: Postcolonial Women Writers. Rutgers University

Press, 2006.

Preliminary Supplemental Resources:

Alexievich, Svetlana. Zinky Boys: Soviet Voices from the Afghanistan War. W. W. Norton & Company, Sept. 30, 1992.

Alexievich, Svetlana, Keith Hammond, and Ludmila Lezhneva. “"I Am Loath to Recall":

Russian Women Soldiers in World War II”. Women's Studies Quarterly 23.3/4 (1995):

78–84.

Andrade, Susan Z. "Rewriting History, Motherhood, and Rebellion: Naming an African

Women's Literary Tradition." Research in African Literatures (1990): 91-110.

Anzaldúa, Gloria. Making Face, Making Soul/haciendo Caras: Creative and Critical

Perspectives by Feminists of Color. Aunt Lute Books, 1990.

Arnold, Marilyn, Bonnie Ballif-Spanvill, and Kristen Tracy, eds. A Chorus for Peace: A

Global Anthology of Poetry by Women. U of Iowa P, 2002.

Bernal, Dolores Delgado, Rebeca Burciaga & Judith Flores Carmona. “Chicana/Latina

Testimonios: Mapping the Methodological, Pedagogical, and Political.” Equity & Excellence in

Education: Special Issue: Chicana/Latina Testimonios: Methodologies, Pedagogies, and

Political Urgency 45.3 (2012): 363-372.

Boyce-Davies, Carole. Black Women, Writing and Identity: Migrations of the Subject. Routledge,

2002.

Brown, Lloyd Wellesley. Women Writers in Black Africa. Vol. 21. Praeger Pub Text,

1981.

Bryce, Jane. "" Half and Half Children": Third-Generation Women Writers and the New Nigerian

Novel." Research in African literatures 39.2 (2008): 49-67.

Burton, Antoinette M. Burdens of History: British Feminists, Indian Women, and

Imperial Culture, 1865-1915. Univ of North Carolina Press, 1994.

Chancy, Myriam JA. Searching for Safe Spaces: Afro-Caribbean Women Writers in Exile.

Temple University Press, 1997.

Cooke, Miriam. War's Other voices: Women Writers on the Lebanese Civil War. Vol. 14.

Cambridge University Press, 1987.

Cudjoe, Selwyn Reginald, ed. Caribbean Women Writers: Essays from the First International

Conference. Univ of Massachusetts Press, 1990.

Davies, Carole Boyce, and Elaine Savory Fido. "African Women Writers: Toward a Literary

History." A History of Twentieth-Century African Literatures (1993): 311-346.

Global Women’s Writing

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Keeble, Richard Lance & John Tulloch, Eds., Global Literary Journalism: Exploring the

Journalistic Imagination, Volume 2. Peter Lang, 2014.

Lal, Malashri. "The Law of the Threshold Women Writers in Indian English." (2000).

Lazreg, Marnia. The Eloquence of Silence: Algerian Women in Question. Psychology Press, 1994.

Lazreg, Marnia. "Feminism and Difference: The Perils of Writing as a Woman on Women in

Algeria." Feminist studies (1988): 81-107.

Lucic, Ana. "A Conversation with Svetlana Alexievich." Center for Book Culture. Org: 38-41.

Mehta, Brinda J. Diasporic (dis) locations: Indo-Caribbean Women Writers Negotiate

the Kala Pani. University of West Indies Press, 2004. Nardal, Jane. “Black Internationalism.” 1928. Negritude Women. Ed. and Trans. T. Denean

Sharpley-Whiting. Minneapolis: U of Minnesota P, 2002. 105-07.

Ogundipe-Leslie, Molara. Re-creating Ourselves: African Women & Critical Transformations.

Africa World Press, 1994.

Ogunyemi, Chikwenye Okonjo. Africa Wo/man Palava: The Nigerian Novel by Women.

University of Chicago Press, 1996.

Ponzanesi, Sandra. Paradoxes of Postcolonial Culture: Contemporary Women Writers of

the Indian and Afro-Italian Diaspora. Suny Press, 2004.

Roy, Arundhati. The God of Small Things. Random House, 1997.

Simal, Begoña. “Intercultural Mediations: Hybridity and Mimesis in American Literatures.”

Melus 31.1 (Spring 2006): 147-51.

Sun, Kang-I and Haun Saussy, eds. Women Writers of Traditional China: An Anthology

of Poetry and Criticism 1st Edition. Stanford University Press, 1st edition, 2000.

Wisker, Gina. Post-Colonial and African-American Women's Writing: A critical introduction.

Macmillan Press Ltd; St. Martin's Press Llc., 2000.

FINAL DEADLINES FOR ALL WORK

December 1 – Final deadline for students to submit all outstanding work December 15 – Final deadline for faculty submission of online grades (grading opens December 1).

GLOBAL WOMEN’S WRITING 8

THE WRITING CENTER

Union Institute & University’s Writing Center offers self-help resources and free one-on-one tutoring sessions over the phone for all students. Tutoring sessions are available mornings, afternoons, evenings and weekends. Self-help resources are located at http://www.myunion.edu/writing-center. Appointments for tutoring by telephone can be scheduled through the writing center’s CampusWeb group or by contacting the center (phone: 513-487-1156 or toll free: 1-800-861-6400 ext. 1156 or email: writing-center@myunion.edu).

COURSE COMMUNICATION

Additional information will be provided throughout the semester. You will want to check your Union email account regularly and responsibly (at least once a day).

ADA ACCOMMODATIONS

Union Institute & University is committed to providing equal access to its academic

programs and resources for individuals with disabilities. Information on ADA policies

and services is located on UI&U’s public website: https://myunion.edu/current-

students/student-services/disability-services/\

ACADEMIC INTEGRITY

Union Institute & University’s Academic Integrity policy can be found on Campus Web

at

https://campusweb.myunion.edu/ICS/icsfs/Academic_Integrity_Policy.pdf?target=9ccd7

549-1590-445f-876e-a959b1724c31

GRADING SCALE AND SATISFACTORY ACADEMIC PROGRESS (SAP)

(Grading, SAP and Financial Aid Policies can be found in the University Catalog

http://myunion.edu/academics/catalog/)

Students in the Cohort PhD Program must make satisfactory academic progress every

term. This means that students must earn at least a cumulative GPA of 3.0 or S. Students

must also successfully complete at least 67% of cumulative credits attempted. For

example, if a student has attempted 60 credit hours during enrollment, he/she must

successfully complete 40 or more of those hours. Student completion rates are reviewed

at the end of each term of attendance. Grades of U, W, I, V, NE and WIP adversely

affect a student’s completion rate because they are calculated as attempted but not

completed. This can cause a student’s completion rate to drop below 67%. This

may result in the student not meeting the SAP requirement facing possible academic

Global Women’s Writing

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and financial aid probation and/or dismissal from the program. Grades of C or U

adversely affect the student’s GPA and academic standing in the program. A

special review will be initiated if a student receives a C, U or two or more incomplete

(I) grades.

Grading Scale

Grade Criteria

A Academic work reflects impressively thorough and accurate knowledge of assigned material, including the complexities and nuances of major and minor theories, concepts, and intellectual frameworks; exceptional evidence of capability to compare, assess, and synthesize material; especially strong capability to logically critique extant theories and claims and to develop persuasive arguments based on original thinking. 4.0 Quality Points

A- Criteria for A work not fully met. 3.70 Quality Points

B+ Criteria for B work is more fully met. 3.30 Quality Points

B Academic work reflects accurate grasp of major concepts, theories, and prevailing knowledge; abundant evidence of capability to offer informed analysis of extant knowledge and ideas; clear capability to synthesize and apply key information from prevailing knowledge; appropriate critiques of extant theories and knowledge; considerable demonstration of capability to develop and logically present own judgments. 3.0 Quality Points

B- Criteria for B work is not fully met. 2.70 Quality Points

C+ Criteria for C work is more fully met. 2.30 Quality Points

C Academic work reflects adequate familiarity with key ideas and knowledge, although interpretations of key theories and concepts are occasionally incomplete and flawed; written and verbal accounts of information, theories, and concepts remain primarily at the level of description; critiques are present but not well developed with occasional interpretive errors. 2.0 Quality Points

S Academic work reflects satisfactory completion of all prescribed learning and is equivalent to B or better at the doctoral level on a standard letter grading scale. The S grade is used only for ACS 897, ECL/HMS/PPS 841, 850, 860, MLK 800, MLK 890 and RSCH 900 Dissertation. 0.00 Quality Points and does not calculate into the GPA

U Academic work reflects insufficient capability to comprehend and

GLOBAL WOMEN’S WRITING 10

accurately present ideas and information; superficial and unpersuasive critiques; little evidence of capability for original thinking. Unsatisfactory performance is defined as any performance less than C at the doctoral level. A U grade should be given only on the basis of less than satisfactory work and should not be given because a student has not been present in a seminar (in such a case a V grade should be given). 0.0 Quality Points

W Withdrawal: Student initiated withdrawal from a seminar or the program.

Withdrawal from the program discontinues connection to university

passwords and accounts.

I Incomplete: Student completes at least 60% of work in a seminar but less than 100% of the required work in a seminar.

NE Never Engaged: An NE grade will be assigned during the first 21 days of

each term for a student who neither attends nor engages in a registered

seminar (including the residency sessions).

V Vanished: A V grade will be assigned six weeks after the beginning of a

term by the Dean’s Office, or during end-of-term grading by a faculty

member for a student who attends/engages in a registered seminar

(including the residency sessions) but subsequently ceases to attend/engage

in the seminar and does not officially withdraw from the seminar.

WIP (No

grade) No Grade: Faculty member has not submitted a grade for a student.

Repeated

Seminar Students are permitted to repeat any seminar once after receiving a U. The last grade earned is calculated in the GPA.

Successful

Completion

A grade of A through C or S is considered successful seminar completion.

Special Note Regarding Incompletes:

Students must have approval from the seminar faculty member to receive an incomplete

for the term. If this approval is not requested and approved, the student will receive a

W (withdrawal) or V (vanished), depending on the circumstances in regard to

attendance in the seminar. In other words, incompletes are not automatic and students

should not assume that they can take incompletes at will. All incomplete work for a

current term must be submitted by May 15 or November 15 of the following term. It is

always best for students to stay in communication with faculty members and to try

to get all the work done for the term by the deadline. Students and faculty members

should explore all options together before deciding that the incomplete route is the

one to take.

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TENATIVE SEMINAR SCHEDULE

Prelude: The Politics of Literary Globalism

Prior to the Residency: Read Amireh & Majaj’s Introduction (pp. 1-25) and Marnia Lazreg’s

“The Triumphant Discourse of Global Femininsm: Should Other Women Be Known?”

(pp. 29-38) in Going Global: The Transnational Reception of Third World Women

Writers

http://site.ebrary.com.proxy.myunion.edu/lib/tui/detail.action?docID=10870100

AND

Chen, Te-Ping. “Lulu.” The New Yorker 1 April 2019.

https://www.newyorker.com/magazine/2019/04/08/lulu

Global Women’s Writing: An Introduction - Academic Residency, July 5-12

First Residency Meeting: Come prepared to discuss the Amireh & Majaj intro listed above; bring

notes and a copy of the texts (either printed out or on your laptops—or some of both since the

eBook will allow only thirty pages to be printed).

Second Residency Meeting: Come prepared to discuss Lazreg’s article and Chen’s story listed

above

Third Residency Meeting: Establish AdobeConnect schedules, go over syllabus, discuss themes,

project parameters, and more

After-Residency Week – July 13-20

NO ASSIGNMENTS

Controversies surrounding Latina Testimonios, Part 1 – July 21-27

READING ASSIGNMENT: Carolina Maria de Jesus’ Child of the Dark

WRITING ASSIGNMENT: First RRP due July 27

Controversies surrounding Latina Testimonios, Part 2 – July 28-Aug. 3

READING ASSIGNMENT: Rigoberta Menchú, I, Rigoberta Menchú

WRITING ASSIGNMENT: Second RRP due Aug 3

GLOBAL WOMEN’S WRITING 12

Controversies surrounding Latina Testimonios, Part 3-–Aug. 4-10

READING ASSIGNMENT: Eva Paulino Bueno’s “Race, Gender, and the Politics of Reception

of Latin American Testimonios” (approx.. pp. 115-147) in Going Global : The Transnational

Reception of Third World Women Writers

http://site.ebrary.com.proxy.myunion.edu/lib/tui/detail.action?docID=10870100

WRITING ASSIGNMENT: Third RRP due Aug.10

An Urdu Writer: Ismat Chughtai, Part 1—Aug. 11-17

READING ASSIGNMENT: Preface, Intro & “Kinship Titles” in The Quilt and Other Stories

(pp. vii-xx) plus “The Veil” (pp. 1-4), and “The Wedding Shroud” (pp. 59-70)

WRITING ASSIGNMENT: Fourth RRP due Aug 17

An Urdu Writer: Ismat Chughtai, Part 2—Aug. 18-24

READING ASSIGNMENT: “The Quilt” (pp. 5-12) and “Scent of the Body” (pp. 127-49) from

The Quilt and Other Stories

WRITING ASSIGNMENT: Fifth RRP due Aug 24

The Nasreen Affair, Part 1—Aug. 25-31

READING ASSIGNMENT: Bishnupriya Ghosh’s “An Affair to Remember: Scripted

Performances in the Nasreen Affair” (approx.. pp. 39-83) in Going Global : The

Transnational Reception of Third World Women Writers

http://site.ebrary.com.proxy.myunion.edu/lib/tui/detail.action?docID=10870100

WRITING ASSIGNMENT: N/A

The Nasreen Affair, Part 2—Sept. 1-7

READING ASSIGNMENTS: Nasrin, Taslima Lajja

WRITING ASSIGNMENT: Sixth RRP due Sept. 7

Mid-Semester Break—Sept. 8-15

No written assignments (papers or discussion posts) due Sept. 8-15, but it is expected that

students will remain actively engaged in course readings as required by the instructor.

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Sept 16-22 (INCLUDING Virtual Mid-Semester Residency)

READING ASSIGNMENT: Mahasweta Devi’s Imaginary Maps (pp. ix - 18).

WRITING ASSIGNMENT: N/A

Virtual Mid-Semester Residency (MSR): Workshops, Friday, September 20 @ 7 – 9 p.m. (eastern)

Social Justice Presentation, Saturday, September 21 @ 11a.m. – 1 p.m. (eastern)

Concentration meetings, Saturday, September 21 @ 1:15 - 2:15 p.m. (eastern)

Workshops, Sunday, September 22 @ 3 – 5 p.m. (eastern)

Sept. 23-28

READING ASSIGNMENT: Karodia, Farida. Against an African Sky and Other Stories

(pp. 1-55)

WRTING ASSIGNMENT: Final Project Proposal due Sept. 28

A Native American Perspective—Sept. 29—Oct. 5

READING ASSIGNMENT: Silko, Leslie Marmon. Ceremony (xi-xxiii, 5-120)

WRITING ASSIGNMENT: Preliminary Bibliography due Oct. 5

A Native American Perspective, continued—Oct. 6-12

READING ASSIGNMENT: Ceremony (pp. 121-244)

WRITING ASSIGNMENT: Annotated Bibliography due Oct. 12

A South African Activist’s Voice--—Oct. 13-19

READING ASSIGNMENT: Tlali, Miriam.Between Two Worlds (Selections to be assigned).

WRITING ASSIGNMENT: Literature Review due Oct. 19

A Voice from the Caribbean /Writing and Revision Weeks—Oct. 20—Nov. 2

READING ASSIGNMENT: Hodge, Merle. Crick, Crack, Monkey (Selections to be assigned).

WRITING ASSIGNMENTS: Final Seminar Project due Nov. 2