Connections: Seminars: Ulysses

Monday, August 31

First day: introduction, course overview, ranking of obsessions, injunction to curiosity

Wednesday, September 2

Joyce, "Ivy Day in the Committee Room" and "The Dead" from Dubliners

Everyone: by 9:00 Tuesday evening, make a brief post to the blog pointing to a passage or problem you'd like to be sure we discuss on Wednesday. This assignment will serve to structure our discussion and to check that everyone is using the blog smoothly.

Monday, September 7

Episodes 1-3 (The Telemechiad): Telemachus, Nestor, and Proteus

Ashplant:

Ulysses as a whole

Ashplant:

Groups 1 and 2: Do a blog post describing the key developments and passages relating to your obsession in today's reading.

Wednesday, September 9

These are supplemental readings. Dip into them, at least, and see what they might add to our discussions. You might choose one or two to read in more detail.

Nietzsche's Moral and Political Philosophy (see especially the part surrounding the word "superman")

Aristotle, from the Stanford Encyclopedia of Philosophy

Ovid, The Story of Daedalus and Icarus (scroll down)

Oscar Wilde, The Decay of Lying (see especially the part surrounding the phrase "mirror up to nature")

We will use this first week on Ulysses to get all the obsession blogs going, so this is a variant of what will become the usual routine. Discussion today will focus on the obsessions of groups 3 and 4.

Groups 3 and 4: Do a blog post describing the key developments and passages relating to your obsession in the Telemechiad (episodes 1-3).

Monday, September 14

This week, I will be attending an institute in California on The Text Encoding Initiative. At the institute, I'll be describing and working on the Ashplant project, concentrating especially on the best ways to structure student contributions. I'll report on my findings when I return. Meanwhile, you have a mission.

Each of the four groups will work together, employing whatever division of writing, editing, and researching that seems best to the group's members, to produce a total of four documents:

The first two will be a useful general description of each of two resources for the study of Ulysses. Write about a page (very roughly 300 words) for each resource. Try to find something about the author or circumstances of the resource's production as well as its content and structure. Address the description to an audience of smart, curious readers beginning to explore Ulysses--an audience such as the students in English 346. Here are the works you will describe:
- Group 1: Harry Blamires, The New Bloomsday Book and the journal The James Joyce Quarterly
- Group 2: Hugh Kenner, Ulysses and Ulysses Seen
- Group 3: Start Gilbert, James Joyce's Ulysses and Don Gifford, Ulysses Annotated
- Group 4: Derek Attridge (ed.), Ulysses: A Casebook and Margot Norris (ed.), Bedford Critical Companion to Joyce's Ulysses
For the second set of two documents, each group will choose two critical pieces on Ulysses (books, articles, anything) that a) were published in 2000 or later, b) look interesting to you, and c) are immediately available from the library (physically or digitally). The library catalog, the MLA bibliography, Project MUSE, and JSTOR are among the tools you may find useful. Use email or the blog to share your choices; if you see any overlap among the four groups' choices, try to work out some alternates so the class covers eight unique sources. Prepare a brief report on the approach each one employs and the key critics it uses to build its argument. (Note that I'm not asking you to read these works as much as to glean their strategies: What questions are they trying to answer? In what critical conversations do they participate? On what other texts to they draw?)

Each group should post the four documents to the blog by the end of the day on Wednesday.

Wednesday, September 16

I will still be gone today. Continue working on the assignment for the week.

Monday, September 21

Episodes 4-6 (Calypso, The Lotus Eaters, Hades)

Ashplant:

Groups 1 and 2: Do a blog post describing the key developments and passages relating to your obsession in today's reading.

Groups 3 and 4: Take good notes on the development of your obsession. You'll need the notes for your blog post next week.

Wednesday, September 23

Groups 3 and 4: Post to the blog roughly a page of resource annotation or contextual note for Ulysses. A resource could be a critical source (article, book chapter, or book) with special relevance to today's readings or to your obsession. A contextual note would address something you have encountered in the reading and want to explore in more detail. For this week, examples of relevant contexts include Coleridge's "Kubla Khan" (4.98), the novelist Paul de Kock, Maud Gonne's letter (5.70), performances of Hamlet by women, Peter Carey (5.380), "The Croppy Boy" (6.145), Thomas Gray's "Elegy" (6.940), and Robert Emmett's speech from the dock (6.978). If you choose a contextual note, email the class when you make your choice so that other people know you've got a given topic covered.

Groups 1 and 2: Post an update to the blog. After Monday's conversation, what do you want to say to update your thoughts on this week's reading or to consolidate your thoughts about your obsession to this point in the novel?

Monday, September 28

Episodes 7 (Aeolus) and 8 (Lestrygonians)

Ashplant:

Groups 3 and 4: Do a blog post describing the key developments and passages relating to your obsession in today's reading.

Groups 1 and 2: Take good notes on the development of your obsession. You'll need the notes for your blog post next week.

Wednesday, September 30

Groups 1 and 2: Post to the blog roughly a page of resource annotation or contextual note for Ulysses. A resource could be a critical source (article, book chapter, or book) with special relevance to today's readings or to your obsession. A contextual note would address something you have encountered in the reading and want to explore in more detail. For this week, examples of relevant contexts include Coleridge's "Eolian Harp" (7.370), the boys of Wexford (7.427), the Rose of Castile (7.591), the Invicibles (7.632), Grattan (7.740), A. E. (7.784), the Gaelic revival (7.796), the Zionism of Joyce's time, parallax (8.110), Tom Moore's "The Meeting of the Waters" (8.416), vegetarianism in Joyce's time, and Freemasons (8.960). If you choose a contextual note, email the class when you make your choice so that other people know you've got a given topic covered.

Groups 3 and 4: Post an update to the blog. After Monday's conversation, what do you want to say to update your thoughts on this week's reading or to consolidate your thoughts about your obsession to this point in the novel?

Monday, October 5

Episodes 9 (Scylla and Charybdis) and 10 (Wandering Rocks)

Ashplant:

Groups 1 and 2: Do a blog post describing the key developments and passages relating to your obsession in today's reading.

Groups 3 and 4: Take good notes on the development of your obsession. You'll need the notes for your blog post next week.

Wednesday, October 7

Groups 3 and 4: Post to the blog roughly a page of resource annotation or contextual note for Ulysses. A resource could be a critical source (article, book chapter, or book) with special relevance to today's readings or to your obsession. A contextual note would address something you have encountered in the reading and want to explore in more detail. For this week, examples of relevant contexts include Goethe and Wilhelm Meister, Russell's criticism, Wordsworth and the Victorians (9.820), Sabellius and Aquinas (9.862), Hamnet Shakespeare (9.882), Eugene Stratton (10.141), Goldsmith (10.339), and Sweets of Sin (10.607). If you choose a contextual note, email the class when you make your choice so that other people know you've got a given topic covered.

Monday, October 12

Episodes 11 (Sirens) and 12 (Cyclops)

Ashplant:

Groups 3 and 4: Do a blog post describing the key developments and passages relating to your obsession in today's reading.

Groups 1 and 2: Take good notes on the development of your obsession. You'll need the notes for your blog post next week.

Wednesday, October 14

Groups 1 and 2: Post to the blog roughly a page of resource annotation or contextual note for Ulysses. A resource could be a critical source (article, book chapter, or book) with special relevance to today's readings or to your obsession. A contextual note would address something you have encountered in the reading and want to explore in more detail. For this week, examples of relevant contexts include Martha (11.713), "Chamber Music" (11.979), Theosophists (12.338), the Omaha lynching (12.1323), and "never will be slaves" (12.1347). If you choose a contextual note, email the class when you make your choice so that other people know you've got a given topic covered.

FALL BREAK

Monday, October 26

Episodes 13 (Nausicaa) and 14 (Oxen of the Sun)

Ashplant:

Groups 1 and 2: Do a blog post describing the key developments and passages relating to your obsession in today's reading.

Groups 3 and 4: Take good notes on the development of your obsession. You'll need the notes for your blog post next week.

Wednesday, October 28

Groups 3 and 4: Post to the blog roughly a page of resource annotation. A resource could be a critical source (article, book chapter, or book) with special relevance to today's readings or to your obsession.

Note: since we're now approaching the stretch run for the annotated bibliography, the contextual option will not be available anymore.

Monday, November 2

Episode 15 (Circe), part 1 (through line 2741)

Ashplant:

Episode 15

Everyone: you'll do a full blog update for Wednesday. For now, post some notes on how your obsession develops in the first part of the episode. In class today, you will meet in your orders, and we'll do the usual whole-class discussion of the week's readings on Wednesday, when you'll be all the way through the episode.

Wednesday, November 4

Episode 15 (Circe), part 2 (lines 2742-end)

Everyone: update your blog and consolidate your thoughts in the light of this climactic episode.

Monday, November 9

Episodes 16 (Eumaeus) and 17 (Ithaca)

Ashplant:

Groups 3 and 4: Do a blog post describing the key developments and passages relating to your obsession in today's reading.

Groups 1 and 2: Take good notes on the development of your obsession. You'll need the notes for your blog post next week.

Wednesday, November 11

Groups 1 and 2: Post to the blog roughly a page of resource annotation. A resource could be a critical source (article, book chapter, or book) with special relevance to today's readings or to your obsession.

Note: you may also choose to do a resource relating to Circe, since we did not have a chance to do that last week. In this post, feel free also to comment on any sense of a critical conversation or genealogy you are beginning to perceive relating to your obsession. Who is addressing whom?

Monday, November 16

Episodes 18 (Penelope)

Ashplant:

Episode 18

Groups 1 and 2: Do a blog post describing the key developments and passages relating to your obsession in today's reading.

Note the break from our usual pattern in the assignment for groups 3 and 4.

Groups 3 and 4: Do a final update and consolidation post about your obsession.

Wednesday, November 18

Everyone: look ahead and note the upcoming major assignments. Next week is obsession week, and the bibliography will follow quickly, and then the paper stretch run begins.

In this post, feel free also to comment on any sense of a critical conversation or genealogy you are beginning to perceive relating to your obsession. Who is addressing whom?

Groups 1 and 2: Do a final update and consolidation post about your obsession.

Monday, November 23

Today we will meet in small groups AT SAINTS REST to discuss your obsession papers on this schedule:

Stonecutters: 2:15
Masons: 2:55
Order of the Eastern Star: 3:30

Come prepared to give a concise (2- or 3-minute) explanation of your plan for the paper, so we can spend some time giving each of you feedback.

Wednesday, November 25

NO CLASS TODAY

OBSESSION PAPER DUE TO MY OFFICE BY NOON

Monday, November 30

Today we will meet in small groups AT SAINTS REST to discuss your bibliographies on this schedule:

Stonecutters: 2:15
Masons: 2:55
Order of the Eastern Star: 3:30

Come prepared to give a concise (2- or 3-minute) explanation of your plan for the bibliography, so we can spend some time giving each of you feedback.

Wednesday, December 2

We will meet in the classroom at the usual time to discuss the bibliographies and cover essays, especially the latter: As you do the work of research, what possibilities do you see for the cover essays? Which of the possibilities I have offered seem most or least useful?

After that discussion, I will remain in the classroom for the rest of the period for individual consultations about the bibliographies.

Friday, December 4

ANNOTATED BIBIOLGRAHY DUE TO MY OFFICE BY NOON

Monday, December 7

WORK IN PROGRESS PRESENTATIONS: DAY 1

The simplest format for this day is that eight of you will present your paper idea, in the form of your choice, for about six minutes, and the class will respond to and converse with you for another six minutes. You may also make a case for alternative modes of presentation, including group or joint presentations.

Wednesday, December 9

WORK IN PROGRESS PRESENTATIONS: DAY 2

(Again,) the simplest format for this day is that eight of you will present your paper idea, in the form of your choice, for about six minutes, and the class will respond to and converse with you for another six minutes. You may also make a case for alternative modes of presentation, including group or joint presentations.

Thursday, December 17

FINAL PAPER DUE BY 2:00 P.M.
TO MY OFFICE

Note: anyone taking the extension for this paper by the normal procedure will have a deadline of 2:00 p.m. on Friday, December 18.

Textbook Poetry Fiction Film Theory Contexts Research and Writing Research Writing Courses Tutorial 120 121 224 226 Seminars Ulysses Syllabus Assignments Policies Old Syllabi Site Information Site Updates Navigation Site Map	Syllabus for English 346 (Studies in Modern Prose): Ulysses Monday, August 31 First day: introduction, course overview, ranking of obsessions, injunction to curiosity Wednesday, September 2 Joyce, "Ivy Day in the Committee Room" and "The Dead" from Dubliners Everyone: by 9:00 Tuesday evening, make a brief post to the blog pointing to a passage or problem you'd like to be sure we discuss on Wednesday. This assignment will serve to structure our discussion and to check that everyone is using the blog smoothly. Monday, September 7 Episodes 1-3 (The Telemechiad): Telemachus, Nestor, and Proteus Ashplant: Ulysses as a whole Ashplant: Episode 1 Episode 2 Episode 3 Groups 1 and 2: Do a blog post describing the key developments and passages relating to your obsession in today's reading. Wednesday, September 9 These are supplemental readings. Dip into them, at least, and see what they might add to our discussions. You might choose one or two to read in more detail. Nietzsche's Moral and Political Philosophy (see especially the part surrounding the word "superman") Aristotle, from the Stanford Encyclopedia of Philosophy Ovid, The Story of Daedalus and Icarus (scroll down) Oscar Wilde, The Decay of Lying (see especially the part surrounding the phrase "mirror up to nature") We will use this first week on Ulysses to get all the obsession blogs going, so this is a variant of what will become the usual routine. Discussion today will focus on the obsessions of groups 3 and 4. Groups 3 and 4: Do a blog post describing the key developments and passages relating to your obsession in the Telemechiad (episodes 1-3). Monday, September 14 This week, I will be attending an institute in California on The Text Encoding Initiative. At the institute, I'll be describing and working on the Ashplant project, concentrating especially on the best ways to structure student contributions. I'll report on my findings when I return. Meanwhile, you have a mission. Each of the four groups will work together, employing whatever division of writing, editing, and researching that seems best to the group's members, to produce a total of four documents: The first two will be a useful general description of each of two resources for the study of Ulysses. Write about a page (very roughly 300 words) for each resource. Try to find something about the author or circumstances of the resource's production as well as its content and structure. Address the description to an audience of smart, curious readers beginning to explore Ulysses--an audience such as the students in English 346. Here are the works you will describe: Group 1: Harry Blamires, The New Bloomsday Book and the journal The James Joyce Quarterly Group 2: Hugh Kenner, Ulysses and Ulysses Seen Group 3: Start Gilbert, James Joyce's Ulysses and Don Gifford, Ulysses Annotated Group 4: Derek Attridge (ed.), Ulysses: A Casebook and Margot Norris (ed.), Bedford Critical Companion to Joyce's Ulysses For the second set of two documents, each group will choose two critical pieces on Ulysses (books, articles, anything) that a) were published in 2000 or later, b) look interesting to you, and c) are immediately available from the library (physically or digitally). The library catalog, the MLA bibliography, Project MUSE, and JSTOR are among the tools you may find useful. Use email or the blog to share your choices; if you see any overlap among the four groups' choices, try to work out some alternates so the class covers eight unique sources. Prepare a brief report on the approach each one employs and the key critics it uses to build its argument. (Note that I'm not asking you to read these works as much as to glean their strategies: What questions are they trying to answer? In what critical conversations do they participate? On what other texts to they draw?) Each group should post the four documents to the blog by the end of the day on Wednesday. Wednesday, September 16 I will still be gone today. Continue working on the assignment for the week. Monday, September 21 Episodes 4-6 (Calypso, The Lotus Eaters, Hades) Ashplant: Episode 4 Episode 5 Episode 6 Groups 1 and 2: Do a blog post describing the key developments and passages relating to your obsession in today's reading. Groups 3 and 4: Take good notes on the development of your obsession. You'll need the notes for your blog post next week. Wednesday, September 23 Groups 3 and 4: Post to the blog roughly a page of resource annotation or contextual note for Ulysses. A resource could be a critical source (article, book chapter, or book) with special relevance to today's readings or to your obsession. A contextual note would address something you have encountered in the reading and want to explore in more detail. For this week, examples of relevant contexts include Coleridge's "Kubla Khan" (4.98), the novelist Paul de Kock, Maud Gonne's letter (5.70), performances of Hamlet by women, Peter Carey (5.380), "The Croppy Boy" (6.145), Thomas Gray's "Elegy" (6.940), and Robert Emmett's speech from the dock (6.978). If you choose a contextual note, email the class when you make your choice so that other people know you've got a given topic covered. Groups 1 and 2: Post an update to the blog. After Monday's conversation, what do you want to say to update your thoughts on this week's reading or to consolidate your thoughts about your obsession to this point in the novel? Monday, September 28 Episodes 7 (Aeolus) and 8 (Lestrygonians) Ashplant: Episode 7 Episode 8 Groups 3 and 4: Do a blog post describing the key developments and passages relating to your obsession in today's reading. Groups 1 and 2: Take good notes on the development of your obsession. You'll need the notes for your blog post next week. Wednesday, September 30 Groups 1 and 2: Post to the blog roughly a page of resource annotation or contextual note for Ulysses. A resource could be a critical source (article, book chapter, or book) with special relevance to today's readings or to your obsession. A contextual note would address something you have encountered in the reading and want to explore in more detail. For this week, examples of relevant contexts include Coleridge's "Eolian Harp" (7.370), the boys of Wexford (7.427), the Rose of Castile (7.591), the Invicibles (7.632), Grattan (7.740), A. E. (7.784), the Gaelic revival (7.796), the Zionism of Joyce's time, parallax (8.110), Tom Moore's "The Meeting of the Waters" (8.416), vegetarianism in Joyce's time, and Freemasons (8.960). If you choose a contextual note, email the class when you make your choice so that other people know you've got a given topic covered. Groups 3 and 4: Post an update to the blog. After Monday's conversation, what do you want to say to update your thoughts on this week's reading or to consolidate your thoughts about your obsession to this point in the novel? Monday, October 5 Episodes 9 (Scylla and Charybdis) and 10 (Wandering Rocks) Ashplant: Episode 9 Episode 10 Groups 1 and 2: Do a blog post describing the key developments and passages relating to your obsession in today's reading. Groups 3 and 4: Take good notes on the development of your obsession. You'll need the notes for your blog post next week. Wednesday, October 7 Groups 3 and 4: Post to the blog roughly a page of resource annotation or contextual note for Ulysses. A resource could be a critical source (article, book chapter, or book) with special relevance to today's readings or to your obsession. A contextual note would address something you have encountered in the reading and want to explore in more detail. For this week, examples of relevant contexts include Goethe and Wilhelm Meister, Russell's criticism, Wordsworth and the Victorians (9.820), Sabellius and Aquinas (9.862), Hamnet Shakespeare (9.882), Eugene Stratton (10.141), Goldsmith (10.339), and Sweets of Sin (10.607). If you choose a contextual note, email the class when you make your choice so that other people know you've got a given topic covered. Groups 1 and 2: Post an update to the blog. After Monday's conversation, what do you want to say to update your thoughts on this week's reading or to consolidate your thoughts about your obsession to this point in the novel? Monday, October 12 Episodes 11 (Sirens) and 12 (Cyclops) Ashplant: Episode 11 Episode 12 Groups 3 and 4: Do a blog post describing the key developments and passages relating to your obsession in today's reading. Groups 1 and 2: Take good notes on the development of your obsession. You'll need the notes for your blog post next week. Wednesday, October 14 Groups 1 and 2: Post to the blog roughly a page of resource annotation or contextual note for Ulysses. A resource could be a critical source (article, book chapter, or book) with special relevance to today's readings or to your obsession. A contextual note would address something you have encountered in the reading and want to explore in more detail. For this week, examples of relevant contexts include Martha (11.713), "Chamber Music" (11.979), Theosophists (12.338), the Omaha lynching (12.1323), and "never will be slaves" (12.1347). If you choose a contextual note, email the class when you make your choice so that other people know you've got a given topic covered. Groups 3 and 4: Post an update to the blog. After Monday's conversation, what do you want to say to update your thoughts on this week's reading or to consolidate your thoughts about your obsession to this point in the novel? FALL BREAK Monday, October 26 Episodes 13 (Nausicaa) and 14 (Oxen of the Sun) Ashplant: Episode 13 Episode 14 Groups 1 and 2: Do a blog post describing the key developments and passages relating to your obsession in today's reading. Groups 3 and 4: Take good notes on the development of your obsession. You'll need the notes for your blog post next week. Wednesday, October 28 Groups 3 and 4: Post to the blog roughly a page of resource annotation. A resource could be a critical source (article, book chapter, or book) with special relevance to today's readings or to your obsession. Note: since we're now approaching the stretch run for the annotated bibliography, the contextual option will not be available anymore. Groups 1 and 2: Post an update to the blog. After Monday's conversation, what do you want to say to update your thoughts on this week's reading or to consolidate your thoughts about your obsession to this point in the novel? Monday, November 2 Episode 15 (Circe), part 1 (through line 2741) Ashplant: Episode 15 Everyone: you'll do a full blog update for Wednesday. For now, post some notes on how your obsession develops in the first part of the episode. In class today, you will meet in your orders, and we'll do the usual whole-class discussion of the week's readings on Wednesday, when you'll be all the way through the episode. Wednesday, November 4 Episode 15 (Circe), part 2 (lines 2742-end) Everyone: update your blog and consolidate your thoughts in the light of this climactic episode. Monday, November 9 Episodes 16 (Eumaeus) and 17 (Ithaca) Ashplant: Episode 16 Episode 17 Groups 3 and 4: Do a blog post describing the key developments and passages relating to your obsession in today's reading. Groups 1 and 2: Take good notes on the development of your obsession. You'll need the notes for your blog post next week. Wednesday, November 11 Groups 1 and 2: Post to the blog roughly a page of resource annotation. A resource could be a critical source (article, book chapter, or book) with special relevance to today's readings or to your obsession. Note: you may also choose to do a resource relating to Circe, since we did not have a chance to do that last week. In this post, feel free also to comment on any sense of a critical conversation or genealogy you are beginning to perceive relating to your obsession. Who is addressing whom? Groups 3 and 4: Post an update to the blog. After Monday's conversation, what do you want to say to update your thoughts on this week's reading or to consolidate your thoughts about your obsession to this point in the novel? Monday, November 16 Episodes 18 (Penelope) Ashplant: Episode 18 Groups 1 and 2: Do a blog post describing the key developments and passages relating to your obsession in today's reading. Note the break from our usual pattern in the assignment for groups 3 and 4. Groups 3 and 4: Do a final update and consolidation post about your obsession. Wednesday, November 18 Everyone: look ahead and note the upcoming major assignments. Next week is obsession week, and the bibliography will follow quickly, and then the paper stretch run begins. Groups 3 and 4: Post to the blog roughly a page of resource annotation. A resource could be a critical source (article, book chapter, or book) with special relevance to today's readings or to your obsession. In this post, feel free also to comment on any sense of a critical conversation or genealogy you are beginning to perceive relating to your obsession. Who is addressing whom? Groups 1 and 2: Do a final update and consolidation post about your obsession. Monday, November 23 Today we will meet in small groups AT SAINTS REST to discuss your obsession papers on this schedule: Stonecutters: 2:15 Masons: 2:55 Order of the Eastern Star: 3:30 Come prepared to give a concise (2- or 3-minute) explanation of your plan for the paper, so we can spend some time giving each of you feedback. Wednesday, November 25 NO CLASS TODAY OBSESSION PAPER DUE TO MY OFFICE BY NOON Monday, November 30 Today we will meet in small groups AT SAINTS REST to discuss your bibliographies on this schedule: Stonecutters: 2:15 Masons: 2:55 Order of the Eastern Star: 3:30 Come prepared to give a concise (2- or 3-minute) explanation of your plan for the bibliography, so we can spend some time giving each of you feedback. Wednesday, December 2 We will meet in the classroom at the usual time to discuss the bibliographies and cover essays, especially the latter: As you do the work of research, what possibilities do you see for the cover essays? Which of the possibilities I have offered seem most or least useful? After that discussion, I will remain in the classroom for the rest of the period for individual consultations about the bibliographies. Friday, December 4 ANNOTATED BIBIOLGRAHY DUE TO MY OFFICE BY NOON Monday, December 7 WORK IN PROGRESS PRESENTATIONS: DAY 1 The simplest format for this day is that eight of you will present your paper idea, in the form of your choice, for about six minutes, and the class will respond to and converse with you for another six minutes. You may also make a case for alternative modes of presentation, including group or joint presentations. Wednesday, December 9 WORK IN PROGRESS PRESENTATIONS: DAY 2 (Again,) the simplest format for this day is that eight of you will present your paper idea, in the form of your choice, for about six minutes, and the class will respond to and converse with you for another six minutes. You may also make a case for alternative modes of presentation, including group or joint presentations. Thursday, December 17 FINAL PAPER DUE BY 2:00 P.M. TO MY OFFICE Note: anyone taking the extension for this paper by the normal procedure will have a deadline of 2:00 p.m. on Friday, December 18.
Section Page Page 13.2.1 Page Section
Erik Simpson \| simpsone@grinnell.edu