english 401: the senior seminar

bodies and pleasures

wittenberg university, spring 2004  

professor lori askeland

1123 hollenbeck                                                             

¡ office hours:    4-5:15 MWTH, 12-1 T (& by appt)  

( 937. 327. 7061            8 laskeland@wittenberg.edu

required texts, etc.

Barthes, Roland.  The Pleasure of the Text.  Trans. Richard Miller.  New York: Noonday, 1975.

Foucault, Michel.  The History of Sexuality.  Vol. 1.  Trans.  Robert Hurley.  1978. New York: Vintage, 1990.

McWhorter, Ladelle.  Bodies and Pleasures: Foucault and the Politics of Sexual Normalization.  Bloomington: Indiana UP, 1999.

Sim, Stuart, and Borin Van Loon.  Introducing Critical Theory.    2001.  Cambridge, England: Totem Books, 2002.

recommended texts:

Dickinson, Emily.  Open Me Carefully: Emily Dickinson's Intimate Letters to Susan Huntington Dickinson.  Ed. Ellen Louise Hart and Martha Nell Smith.  Ashfield, MA: Paris Press,  1998.

MLA Handbook for Writers of Research Papers.  6^th ed.  New York: MLA, 2002.

                (If you don’t have this text, you MUST have a good handbook that covers the information, or plan to consult the library’s and/or the Writing Center’s copies of this text.)  

Online MLA help--especially how tocreate works cited in MLA style:  See this website, sponsored by Purdue University’s writing center (OWL), for guidance: http://owl.english.purdue.edu/handouts/research/r_mla.html

course description/ objectives

“Text of Pleasure: the text that contents, fills, grants euphoria; the text that comes from culture and does not break with it, is linked to a comfortable practice of reading.  Text of bliss: the text that imposes a state of loss, the text that discomforts (perhaps to the point of a certain boredom), unsettles the reader’s historical, cultural, psychological assumptions, the consistency of his tastes, values, memories, brings to a crisis his relation with language.” (Barthes, The Pleasure of the Text, 14—my colors).  What kind of novel, poem, play, pleases you most?  Why?  Or perhaps, under what circumstances?  Have you ever had your pleasure disrupted?

       When I was in 7^th grade, I read my first 1,000 page book: Gone With The Wind.  I re-read it.  I watched the movie, twice. (Far inferior, I sniffed.)   I felt smart, powerful, just by having read the whole thing.  And I loved Scarlet O’Hara: fiesty, smart, reckless, strong—always following her own will, never acting in the way that everyone around her seemed to dictate was appropriate for a “lady’s” behavior.  I dreamed of living in the antebellum South—me in a big hoop skirt surrounded by lots of “beaus.”  I even named our new Shelty “Rhett,” after the book’s Rhett Butler.  Then one day an English teacher asked what historical period we would go back to, if we could choose.  I of course piped out my dream of living on a Southern Plantation before the War.  He responded, “Would you be a slave?”

    I will never forget the sensations of that moment—the wave of anger and shame that immediately rose in me,  my stomach’s sinking, socked-in-the-gut feeling.  How dare he ask that question?  My best friend threw me a glance of support—mouthing, “What a Jerk!” about the teacher.  And yet, I knew, in my bones, he was right—which only made my cheeks burn deeper.  I wasn’t happy about his being right.  I wanted my dreamworld back.  I didn’t want to think about the pain, exploitation, greed, blood, racism, rape, murder, the smell of burning flesh, that that culture,  my culture, was/is based on.  I wanted Gone With the Wind to remain a text of simple pleasure.

     But it was too late: once my English teacher’s statement went to my heart, I had already begun to think about the text and the movie anew, and the easy relation to culture was disrupted—for the better, I now think.  For, without that disruption, how could I go on to find in the slave narrative tradition, the works of Toni Morrison, and African American literature in general, my passion?  Even bliss?

     This course will center on exploring pleasures and bliss—physical and emotional reactions to texts.  We’ll read literary theory and a few literary texts, and you’ll be turned loose to find your own texts of pleasure and bliss—and boredom?  Alas, boredom is probably always a companion of bliss.  But the pleasures of bliss are subtle, acquired tastes—like bleu cheese, fine dry champagne, dark chocolate.   They require a kind of practice, what Foucault calls askesis, a “discipline” in the service of more complex pleasures. 

If I read a book and it makes my whole body so cold no fire can ever warm me, I know that is poetry.

If I feel physically as if the top of my head were taken off, I know that is poetry.

These are the only ways I know it. Is there any other way? --E. Dickinson to TW Higginson, 1870

course assignment / assessment

reading responses / quizzes / in-class work                                 20% (expect many responses, many quizzes)

annotated bibliography                                                                  10%

drafts                                                                                                     10%

senior thesis                                                                                        50%

attendance / participation  / maturity                                      10% *   

*any absence, for any reason "excused" or "unexcused," has the potential to interfere with learning.  4 absences, for any reasons, is definitely too many.  I reserve the right to fail or to ask any student who has missed more than 4 classes to drop the course.  This includes all absences for university-related activities and all illnesses.  Do not skip class.  You cannot afford it.  And when you do miss class, remember the cardinal rule . . . 

cardinal rule:     Practice  Mature  Communication.

     I  sincerely want you to communicate during difficult times.  But, when you do, work to show me that you care more about learning than about grades.       1) take responsibility  for any missed information before returning to class by contacting a classmate, not by asking me for a special private lecture.                2)  avoid whining               and              3) make  no attempt to make me (or anyone/thing else, up to and including ‘acts of God,’) more responsible for your choices than you are. 

always read the fine print: rules for papers, etc.

            1)      All papers are due at the beginning of class on the due date, unless specified otherwise.  If you arrive late     or do not come to class at all on that date, hoping to turn it in after class, the paper is automatically considered one full day late—even if I find it in my mailbox after class.   The day ends whenever I happen to leave or cease to check my mailbox for the day.  Any excuse must be unforeseeable and fully documentable—including funerals.  Illnesses must be very serious indeed to avoid penalty.  Colds, for example, are just bad luck; plan ahead. 

2)      Quizzes and in-class activities that are worth  points cannot be made up, regardless of excuse.  Each student is allowed one dropped quiz. 

3)      Papers lose 10% the first day they are late and 5% each day thereafter.* (So, if you show up 20  minutes late for class and turn in a paper that should have received an 88%, it will receive a 78%.  If  I find it in my mailbox the next day, it can receive no higher than 73%.)   * including each weekend date, no, you may not hand in papers on Saturdays, Sundays, or holidays. In an emergency, practice mature communication, as soon as possible.

4)      Please do not slide papers under my office door.  They may lie crumpled behind my door for weeks, and will no doubt receive a failing grade.

5)      All papers must be written according to MLA style: typed in a normal font (10-12 pt Times New Roman or equivalent), with normal 1” margins on all sides.  Your last name and the page number should appear on the top right hand corner of each page.   (There’s a link to the homepage explaining how to do that in MSWord).

6)      To receive a passing grade, all papers MUST quote from relevant texts, analyze the quotations, and use parenthetical citations and include a complete works cited list.  Papers that do not have a works list will fail, even if the only works that are cited are texts from this class.

7)      If  I have collected and commented on drafts of the paper, keep the draft and turn it in with the final version of the paper.

8)      You cannot pass this course if any major assignment is not completed, even if it is so late that it will receive a failing grade.

9)      FINAL ADVICE: In the long run it will be better for you to lose a few points with grace than to bother me with a continuous stream of excuses.  If given the choice between accepting the penalty for lateness or absence, even if it strikes you as unfair, or whining for a break or an exception, please choose the former tactic.   I bore of guilt trips, and remember them when I’m calculating end-of-term grades.  Practice mature communication.

academic integrity @ wittenberg.edu

 All work completed in this course, including all drafts, must comply to the code of academic integrity, to the best of a student’s ability.  All major work must be signed, indicating support for the Wittenberg honor statement:

“I affirm that my work upholds the highest standards of honesty and academic integrity at Wittenberg,

and that I have neither given nor received unauthorized assistance.”

All students in this course are expected to read and understand the Code of Academic Integrity at

http://www4.wittenberg.edu/academicintegrity/CodeOfAcademicIntegrity01152003.pdf

as well as the document “Plagiarism: What It Is & How to Recognize & Avoid It” http://www.indiana.edu/~wts/wts/plagiarism.html

which identifies and explains the various forms of plagiarism.

If at any time you have questions about your use of a particular source

or how to cite it appropriately, please ask me.  

on learning disabilities and differing learning styles:

I am happy to discuss learning strategies and styles with any student in this class. Wittenberg University is, additionally,

committed to providing reasonable accommodations for eligible students with disabilities. 

If you are eligible for course accommodation due to a disability, please provide me with your self-identification letter from the academic services office, 208 Recitation Hall, so that we may discuss your learning needs.

 Another important way in which the erotic connection functions is the open and fearless underlining of my capacity for joy.  In the way my body stretches to music and opens into response, hearkening to its deepest rhythms, so every level upon which I sense also opens to the erotically satisfying experience, whether it is dancing, building a bookcase, writing a poem, examining an idea. . . . Once we begin to feel deeply all the aspects of our lives, we begin to demand from ourselves and from our life-pursuits that they feel in accordance with that joy which we know ourselves to be capable of.  Our erotic knowledge empowers us, becomes a lens through which we scrutinize all aspects of our existence, forcing us to evaluate those aspects honestly in terms of their relative meaning within their lives.  And this is a grave responsibility, projected from each of us, not to settle for the convenient, the shoddy, the conventionally expected, nor the merely safe.

Audre Lorde, “Uses of the Erotic”  

syllabus

 Week 1:  12 -17 Jan Intro to course, texts, and one another.

Read

·          This syllabus and the attached document on Attendance, Participation, and Maturity at http://userpages.wittenberg.edu/laskeland/attendance.htm

·          The online documents on academic integrity mentioned above, especially “Plagiarism: What It Is & How to Recognize & Avoid It”  http://www.indiana.edu/~wts/wts/plagiarism.html

·          Sim, Introducing Critical Theory 3-45. 

·          And definitions of hegemony, online at: http://userpages.wittenberg.edu/laskeland/hegemony.htm

Write: 2 page typed response to Sim and “hegemony” definitions due Thursday.  Always be specific. Always quote from each text at least once.  If you can, try in each assignment to also make a connection to your own project.

Week 2:  19-23 Jan The Continued Pleasure of the Text:

The pleasure of the text is that moment when my body pursues its own ideas—for my body does not have the same ideas I do.  –Roland Barthes, The Pleasure of the Text

Tuesday:

Read

·          Barthes, The Pleasure of the Text, all (3-67)

·          Sim 46-101.

·          MacKenzie, Cindy.  “‘Heavenly Hurt’: Dickinson’s Wounded Text.” Emily Dickinson Journal 2000 (9.2):  55-63.   E-res.  Go to:  http://witt-eres.wittenberg.edu/courseindex.asp

·          What is a scholarly article? Read and print: http://www6.wittenberg.edu/lib/research/schol-pop.php  

*      11 Dickinson poems, http://userpages.wittenberg.edu/laskeland/dickinson.htm

Tues: In-class response. See above.

 Thursday:  No class, I’ll be at a conference. 

BUT!

Read: “How to Write a Research Proposal” http://users.drew.edu/~sjamieso/research_proposal.html  

And: Askeland thesis handout, here

Write AND  Email me (as a MSWord attachment!):

1)       Initial Proposal/Response Due: Write one-two pages explaining which text(s) you want to examine for your thesis. Please describe the text(s)—provide for each text the author’s name, date of publication, your sense of the literary period and nationality in which the text was written, and also describe the text in terms of genre, general plot/poetic content/subject matter. And most important: Why this text? What’s your history of reading this text?—when did you encounter it? Where? What was your initial reaction? Has your reaction changed over time? Why?) Is it a text of pleasure or a text of bliss to you? Or both? Or neither? Or . . .?  No need at this point to include your working bibliography; that will come with the annotated bibliography, due

2)      Look up one word that you believe will be important for your project on the OED:

http://dictionary.oed.com/entrance.dtl and/or in the glossary to Sim. And Write a paragraph in which you  explore the word, including at least one quotation from the OED’s definition.  

Week 3: 26-30 Jan  The Pleasure of Theory and Beginning Research.

 Tuesday:

Read

·          Sim 101-165

·          Foucault, "We ‘Other Victorians’" and “The Repressive Hypothesis” (1-51)

·          McWhorter, Introduction and begin ch 1, "Views from the Site of Political Oppression, Or, How I Served as an Anchor Point for Power and Emerged as a Locus of Resistance." Bodies and Pleasures xiii-xx, 1-9.   Since the book is delayed at the bookstore, we'll wait on this until February 2.

One Weird Barthes site:

http://www.anotherscene.com/suspense/net1/rbjouir.html

Some academic Foucault sites:

Write: 1-2 page response due Tues.: incorporate Foucault, definitely, and Sims, if possible.

 Online Resources and the Annotated Bibliography:

Thursday:

Read

·          Michael Engle, Amy Blumenthal, and Tony Cosgrave. “How To Prepare an Annotated Bibliography.” Cornell University Library Reference Department Homepage. 10 January 2004. http://www.library.cornell.edu/okuref/research/skill28.htm.

·          “OWL at Purdue University: Annotated Bibliographies.” Purdue University Online Writing Lab. 10 January 2004. http://owl.english.purdue.edu/handouts/general/gl_annotatedbib.html

·          Trudy Mercer. “The Body as Narrative: An Annotated Bibliography.” Trudy Mercer’s Eclectic Edition. 10 January 2004. http://www.drizzle.com/~tmercer/Fem/body/

Thursday, 29th: Meet in library for research workshop (participation points) Before you come, do a google on your topic (literary work by title or author’s name, subject area, etc.) and “annotated bibliography.”  See if there happens to be an annotated bib on your writer/literary work.

Week 4:  2-6 Feb    The Pleasure of the Individual Conference: No Class, Tuesday, Feb 3.

 By your conference time: Complete an EZRA, Ohiolink, and MLA search (and/or other on-line article databases); Type up an MLA-style list of all sources you plan to examine, read, consult.  Bring evidence of your search: notes, etc. Ideally, also meet with a professor who is a specialist in the field you are looking at, and start working towards having some idea of which book you would like to review for the class.

 Thursday:

Read

·         McWhorter, PREFACE & chapter 1 "Views from the Site of Political Oppression, Or, How I Served as an Anchor Point for Power and Emerged as a Locus of Resistance," xiii-xix, 1-33 (note, this is slightly different from the syllabus, because I want you to read from the start)

·          Runzo, Sandra.  “Dickinson’s Transgressive Body” Emily Dickinson Journal 8.1 (1999): 59-72.

         http://witt-eres.wittenberg.edu:2152/journals/emily_dickinson_journal/v008/8.1runzo.html  

Week 5: 9-13 Feb  Continued discussion of McWhorter, Dickinson, annotated bibliography.

 Read:  For Thursday 2/12/04:

·          Jonathan Katz, “‘Homosexual’ and ‘Heterosexual’: Questioning the Terms.” A Queer World: The Center for Gay and Lesbian Studies Reader. Ed. Martin Duberman.  New York: New York UP, 1997. 177-180

·          McWhorter, "Genealogical Diversions: Wherein the Ascetic Princess Loses Her Way and Begins to Wander Aimlessly through Dem Ole Cotton Fields Back Home" (34-61)  

FYI: U.S. Senator Rick Santorum's [R-Pennsylvania] discussion of his opposition to gay sexual actions, as presented by "The Ohio Roundtable" and "The Ohio Freedom Forum," two conservative public-policy groups founded in 1980 and dedicated to "restoring traditional Judeo-Christian principles to public policy."

Transcript of Sen. Santorum's comments on homosexuality in an AP interview, 4/22/03.

By The Associated Press

(AP, April 22, 2003) -- An unedited section of the Associated Press interview, taped April 7, with Sen. Rick Santorum, R-Pa. Words that couldn't be heard clearly on the tape are marked (unintelligible).

AP: If you're saying that liberalism is taking power away from the families, how is conservatism giving more power to the families?

SANTORUM: Putting more money in their pocketbook is one. The more money you take away from families is the less power that family has. And that's a basic power. The average American family in the 1950s paid (unintelligible) percent in federal taxes. An average American family now pays about 25 percent.

The argument is, yes, we need to help other people. But one of the things we tried to do with welfare, and we're trying to do with other programs is, we're setting levels of expectation and responsibility, which the left never wanted to do. They don't want to judge. They say, Oh, you can't judge people. They should be able to do what they want to do. Well, not if you're taking my money and giving it to them. But it's this whole idea of moral equivalency. (unintelligible) My feeling is, well, if it's my money, I have a right to judge.

AP: Speaking of liberalism, there was a story in The Washington Post about six months ago, they'd pulled something off the Web, some article that you wrote blaming, according to The Washington Post, blaming in part the Catholic Church scandal on liberalism. Can you explain that?

SANTORUM: You have the problem within the church. Again, it goes back to this moral relativism, which is very accepting of a variety of different lifestyles. And if you make the case that if you can do whatever you want to do, as long as it's in the privacy of your own home, this "right to privacy," then why be surprised that people are doing things that are deviant within their own home? If you say, there is no deviant as long as it's private, as long as it's consensual, then don't be surprised what you get. You're going to get a lot of things that you're sending signals that as long as you do it privately and consensually, we don't really care what you do. And that leads to a culture that is not one that is nurturing and necessarily healthy. I would make the argument in areas where you have that as an accepted lifestyle, don't be surprised that you get more of it.

AP: The right to privacy lifestyle?

SANTORUM: The right to privacy lifestyle.

AP: What's the alternative?

SANTORUM: In this case, what we're talking about, basically, is priests who were having sexual relations with post-pubescent men. We're not talking about priests with 3-year-olds, or 5-year-olds. We're talking about a basic homosexual relationship. Which, again, according to the worldview sense is a perfectly fine relationship as long as it's consensual between people. If you view the world that way, and you say that's fine, you would assume that you would see more of it.

AP: Well, what would you do?

SANTORUM: What would I do with what?

AP: I mean, how would you remedy? What's the alternative?

SANTORUM: First off, I don't believe _

AP: I mean, should we outlaw homosexuality?

SANTORUM: I have no problem with homosexuality. I have a problem with homosexual acts. As I would with acts of other, what I would consider to be, acts outside of traditional heterosexual relationships. And that includes a variety of different acts, not just homosexual. I have nothing, absolutely nothing against anyone who's homosexual. If that's their orientation, then I accept that. And I have no problem with someone who has other orientations. The question is, do you act upon those orientations? So it's not the person, it's the person's actions. And you have to separate the person from their actions.

AP: OK, without being too gory or graphic, so if somebody is homosexual, you would argue that they should not have sex?

SANTORUM: We have laws in states, like the one at the Supreme Court right now, that has sodomy laws and they were there for a purpose. Because, again, I would argue, they undermine the basic tenets of our society and the family. And if the Supreme Court says that you have the right to consensual sex within your home, then you have the right to bigamy, you have the right to polygamy, you have the right to incest, you have the right to adultery. You have the right to anything. Does that undermine the fabric of our society? I would argue yes, it does. It all comes from, I would argue, this right to privacy that doesn't exist in my opinion in the United States Constitution, this right that was created, it was created in Griswold [Griswold vs. Connecticut, July 1965, was the case where the Supreme Court ruled against state laws that made contraception illegal, even to married people, thus legalizing the use of birth control and paved the way for the nearly unanimous acceptance of contraception that now exists in this country.] and abortion. And now we're just extending it out. And the further you extend it out, the more you _ this freedom actually intervenes and affects the family. You say, well, it's my individual freedom. Yes, but it destroys the basic unit of our society because it condones behavior that's antithetical to strong healthy families. Whether it's polygamy, whether it's adultery, where it's sodomy, all of those things, are antithetical to a healthy, stable, traditional family.

Every society in the history of man has upheld the institution of marriage as a bond between a man and a woman. Why? Because society is based on one thing: that society is based on the future of the society. And that's what? Children. Monogamous relationships. In every society, the definition of marriage has not ever to my knowledge included homosexuality. That's not to pick on homosexuality. It's not, you know, man on child, man on dog, or whatever the case may be. It is one thing. And when you destroy that you have a dramatic impact on the quality _

AP: I'm sorry, I didn't think I was going to talk about "man on dog" with a United States senator, it's sort of freaking me out.

SANTORUM: And that's sort of where we are in today's world, unfortunately. The idea is that the state doesn't have rights to limit individuals' wants and passions. I disagree with that. I think we absolutely have rights because there are consequences to letting people live out whatever wants or passions they desire. And we're seeing it in our society.

AP: Sorry, I just never expected to talk about that when I came over here to interview you. Would a President Santorum eliminate a right to privacy _ you don't agree with it?

SANTORUM: I've been very clear about that. The right to privacy is a right that was created in a law that set forth a (ban on) rights to limit individual passions. And I don't agree with that. So I would make the argument that with President, or Senator or Congressman or whoever Santorum, I would put it back to where it is, the democratic process. If New York doesn't want sodomy laws, if the people of New York want abortion, fine. I mean, I wouldn't agree with it, but that's their right. But I don't agree with the Supreme Court coming in.

This was copied from: http://www.ohioroundtable.org/library/articles/life/santorum.html

[Primarily, the Ohio Roundtable/Freedom Forum are part of a linked network of conservative, evangelical Christian political action committees who have worked against increases in gambling and lottery availability, against increased taxes for public education, against the mandate for increased equality in public school funding as demanded by the Ohio Supreme court, and for "school-choice" and school vouchers, but they are working also to criminalize abortion and, clearly, are against gay rights.] 

Week 6: 16-20 Feb The Pleasure of MLA style, language, and scholarly debate.

For Tuesday:  continued discussion of McWhorter, chapter 2.

Write for TUESDAY: A newly revised proposal (1-2 pages), with research questions, and first draft of your Annotated Bibliography. Shoot for ultimately using Mercer as your example.  Your bibliography should contain at least 20 sources (NB: each essay that you use from a book that represents a collection of essays should be cited and annotated separately!) and should have substantial annotations for a minimum 7-10 of them; write some comment about all of them, even if it is simply that you haven’t read it, gotten hold of it. Not a bad idea to include a statement like "Requested from Ohiolink on 6 Feb"  

Need online advice about MLA style? Especially how to cite websites in MLA style:  See this website, sponsored by Purdue University’s writing center (OWL), for guidance: http://owl.english.purdue.edu/handouts/research/r_mla.html 

 For Thursday: read  McWhorter, "Why I Shouldn’t Like Foucault . . . So They Say," 62-99   Write a 2-page reaction to this chapter that 1) Explain your understanding of the entire chapter with attention to specificity, and 2) makes an explicit link to your project.  

Week 7: 23-27 Feb   Continued Discussion of Foucault, McWhorter, etc.  

Tues: No class: individual conferences with YOU!

Thurs: Reading: McWhorter, "Disorientation: Or, Beyond Sex-Desire," 101-35.   Write out her thesis for the chapter and choose a passage that seems critical to understanding it.

Week 8:  1 Mar-5 Mar  Bodies, Pleasures, Pain, Text:  

 Tuesday: 

• have 6-8 pages, minimum, drafted for in class peer review, with attached works consulted list.

• Revised proposals/annotated bibliographies also due.

                 Group  or  Individual  Conferences Thursday: No Class

8-12 Mar Spring Break: No Class

Week 9: 15-19 Mar 

 Read: McWhorter, "Natural Bodies, Or, There Ain’t Nobody Here But Us Deviants" 136-75.  

"Self-Overcoming Through Ascetic Pleasures": An Ethic of Style.

Week 10:  22-26 Mar   More Text, Bodies, Pleasures, Pains:  The Limits of Power Discourse  

Read McWhorter, 176-199, all of chapter 7 "Self-Overcoming Through Ascetic Pleasures" & the beginning of ch. 8, "Counterattack"

Thursday: 10-12 page draft for workshop

Week 11:  29 Mar-2 Apr

 Tuesday:  READ Finish McWhorter, (you may skip 200-208) but read: 209-229 (include "Inconclusion") AND Read James R. Kincaid, “Resist Me, You Sweet Resistible You” PMLA 118 (2003): 1325-33.  (e-res)  Go to http://witt-eres.wittenberg.edu/courseindex.asp , choose "Lori Askeland" then choose the course, and use the password

WRITE for Tuesday, 2 page response, incorporate both McWhorter and Kincaid--who I think disagree about what Foucault says, but in other ways share similar goals.  Do you agree?  Also, think about your own project, even your own life, in realtion to these two texts!

THURS: Complete Drafts (minimum 18 pages; shoot for about 20-25) DUE   In-class presentations (10 minutes). (Anna, Becky, Liz, Tara, Nikki, Meg)

Week 12: 5-9 Apr

Tuesday: In-class presentations (10 minutes)

(Maria, Holly, Megan, Darren, Drew, Heather)

Thursday: no class.

 Week 13: 12-16 Apr  

Tues/Thurs: No Class: Presentations and Individual Conferences  

For your individual conference, before your presentation, bring in a reduced, 12-page version of your thesis, that we can discuss together.  

 Week 14: 19-23 Apr

Tues/Thurs: No Class: Presentations and Individual Conferences  

 Week 15: 26-30 Apr

Tues/Thurs: No Class: Presentations and Individual Conferences 

 Week 16: May 4: Final meeting! Mandatory!

Tuesday: Revised Drafts due—mandatory for all complete drafts that received a C-range grade or lower.

FINAL

Thesis DUE on Monday, May 10th, 5:00 pm, at the Station.

>  go to lori askeland's home page

Faculty on the web: if you use anything on this page, please give credit to:

(c) Lori Askeland, Wittenberg University 2004; last update 03/23/2004 01:54 PM