ENG 101 – ENGLISH COMPOSITION
Term: Fall 2011
Instructor: S. Kealamakia
Meeting Times:
Section 42: MWF, 12-12:50 a.m.
Classroom: HEHP 338
Office: 3210 E, MHRA
Office Hours:
W, 1:30-2:30 p.m.
F, 1:30-2:30 p.m.
Email: sykealam@uncg.edu
COURSE DESCRIPTION
English 101 satisfies three of the six hours of the Reasoning and Discourse (GRD)
requirement at UNCG, which asserts that students “gain skills in intellectual
discourse, including constructing cogent arguments, locating, synthesizing and
analyzing documents, and writing and speaking clearly, coherently, and effectively”
(http://web.uncg.edu/reg/Bulletin/Current/UnivReq/GECDescription.aspx).
In addition, English 101 is designed to meet Learning Goal #1 (LG1) in the UNCG
General Education Program. This is the ability to “think critically, communicate
effectively, and develop appropriate fundamental skills in quantitative and
information literacies.”
(http://web.uncg.edu/reg/Bulletin/Current/UnivReq/GECProgram.aspx)
Student Learning Outcomes:
At the completion of this course, students will be able to:
1. Analyze the content and structure of complex texts (written, oral, and/or
visual in nature);
2. Compose cogent, evidence-based, argumentative texts;
3. Identify and employ the rhetorical triangle, the canons, and the appeals in
both formal and informal discourse;
4. Summarize, quote, paraphrase, and synthesize source material in support of
an argument;
5. Employ drafting, peer review, and revision techniques in order to improve
content, style, and structure of their own writing;
6. Appraise their own composing abilities and composing processes through
critical reflection.
Required Texts:
 Babb, Jacob, Sally Smits, and Courtney Wooten, eds. Technê Rhêtorikê:
Techniques of Discourse for Writers and Speakers. Plymouth, MA: HaydenMcNeil, 2011. ISBN: 9780738046693
 Graff, Gerald. They Say I Say With Readings. New York: Norton, 2008. ISBN:
9780393931747

Readings on Blackboard (see COURSE SCHEDULE).
Other Resources:
 Purdue University Online Writing Lab (OWL) – free access to resources for
college writers. The website is: http://owl.english.purdue.edu/owl/. You will
be required to consult this resource for rules on MLA documentation and
formatting. It also provides valuable refreshers on grammar, style, and
punctuation.
Blackboard:
 You are required to print Blackboard readings and bring them to class.
We cannot have useful discussions of texts without the texts in front of us. I
will not have extra copies of readings assigned on Blackboard.

You are required to check Blackboard before every class. Any updates to the
syllabus will be posted to Blackboard. If you are absent, it is your
responsibility to check Blackboard and keep up with readings and class
discussions. Bring ALL daily readings (books & Blackboard print-outs) to
class.

Check Blackboard for Essay Assignment Sheets and Portfolio Guidelines.
Other Requirements:
 Access to Blackboard, UNCG email, & word-processing software
 Access to a printer. Please make sure to budget enough money to print Bb
readings & drafts for peer editing. I will not accept “my card ran out of
money” as an excuse for not having the documents.
 A spiral notebook for notes, in-class writing assignments, & reading quizzes.
 A folder or binder to keep all handouts, drafts, and readings.
 KEEP ALL DRAFTS OF YOUR PAPERS. They are needed for your portfolio.
 Comb binding with clear cover for final portfolio materials.
GRADES
Evaluation:
Portfolio: 40%
Essay Drafts: 30%
Short Writing Assignments: 20%
Participation and Group Work: 10%
Grading Scale: I utilize the full range of grades from A to F (including plusses and
minuses), in keeping with university grading policies. Your final course grade will be
based on the following components that make up our work for the semester. UNCG
defines an A as excellent; a B as good; a C as average; a D as lowest passing grade;
and an F as failure. In adherence to this scale, you should understand that a C means
you successfully met the requirements of the course, not that you did poorly, which
would be indicated by either a D or an F. Likewise, an A or B indicate that you met
and exceeded course requirements.
Final Portfolio (SLOs 1,2,3,4,5,6): 40% of final course grade
The Final Portfolio, due at the end of the semester, is composed of representative
pieces of your work this semester. Your portfolio will include a critical rationale
essay and revisions of three major writing assignments. All work must be
substantially revised over the course of the semester. Keep all drafts of your
papers. At minimum, I want to see your first graded draft, the revised peer review
draft, and the revised final draft for each paper. When you have all of the
components prepared and printed, you will have them bound as a booklet at UNCG
Graphics and Printing for a small fee.
The Critical Rationale Essay (SLO 6) will be a 6-8 page document that:
 Assesses how individual pieces of writing as well as the collective contents of
the portfolio illustrate the student’s growth as a writer throughout English
101.
 Explains the stylistic and organizational choices made in the portfolio, i.e., the
thoughtful and deliberate arrangement of all portfolio components.
 Illustrates an awareness of rhetorical choices across contexts and an
understanding of course materials.
 Offers a deep and sustained critical reflection on the writing and revision
process that resulted in these polished essays and other writings.
Unlike the your other papers, I will not grade the rationale essay separately. Instead,
it will serve as an extended analysis of your work this semester, and thus it is a
crucial component of the Final Portfolio. Rationale essays do not evaluate the quality
or validity of individual assignments or course texts, nor do they assess my
capabilities as an instructor. Rather, rationale essays should illustrate how you have
met the Student Learning Outcomes (SLOs) in English 101. You will submit a draft of
the rationale essay for peer review before submitting the final revised essay in the
Final Portfolio.
Portfolios must include both a rationale essay and evidence of drafting and revision
in order to receive a passing grade (D- or above). Students who do not submit a
portfolio will automatically receive an F for English 101, regardless of the quality of
work otherwise submitted prior to the portfolio. See Blackboard for complete Final
Portfolio guidelines.
Formal Essays (SLOs 1,2,3,4,5): 30% of final course grade
You will regularly turn in formal writing assignments, each of which will receive a
grade. Late assignments receive no credit, but you still need to turn them in to
receive my feedback. These grades are entirely separate from the Writing Portfolio
grade. Each assignment is designed to meet the first five Student Learning
Objectives for English 101. Below are brief descriptions of the formal assignments.
Each assignment has a corresponding full assignment prompt on Blackboard. Each
assignment should be a minimum of five full pages in length, not including Works
Cited pages or appendices.

Essay 1: Definitive Narrative (5-6 pages, meets SLOs 1,2,3,4,5): A definitive
narrative is a very focused form of writing that seeks to define what a
word/concept/idea means to you. For this paper, we will be answering the
question: What is writing? Using texts we’ve read for class and the rhetorical
triangle to build your argument, you’ll construct your own definition of what
writing is.

Essay 2: Presenting an Argument with a Specific Audience in Mind (6-7 pages,
SLOs 1,2,3,4,5): In this essay we will take the rhetorical skills we learned to
compose Essay 1 and expand them to create a piece of writing that is more
argumentative in tone. We will enter the conversation with a specific
audience in mind, using the UNCG website as source material to build our
argument addressing a specific issue on campus.

Essay 3: Academic Discourse (7-8 pages, SLOs 1,2,3,4,5): This essay, while still
employing the rhetorical canons and appeals, will take a more academic
approach to research in order to compose an argument that addresses a
social issue affecting Americans today.
Short Writing Assignments (SLOs 1,2,3,4,5,6): 20% of final course grade
The short writing assignments (see COURSE SCHEDULE) for this class give you the
practice and support you need to later construct your formal writing assignments.
Some short writing assignments are also for reading retention; writing about what
you read helps you retain knowledge and be more prepared for classroom activities.
Failure to do written homework will not only affect 20 percent of your final grade, it
will also put you at a disadvantage when it comes to meeting other requirements for
this course. Furthermore, some short writing assignments are mandatory for peer
editing sessions.
Submissions Guidelines for Written Work:
 Must be typed in 12-point Times New Roman font or 12-point Cambria font
ONLY. Choose one and stick with it.
 Formatted for 8 ½” x 11” paper with one-inch margins.
 All papers should be double-spaced.
 Include your name, ENG 101, your section number, and date in your paper’s
heading. Also include page numbers in your paper’s footer.
 All work must follow MLA style guidelines. (see MLA STYLE).


No late work is accepted. See assignment deadlines and parameters on
assignment sheets and on the syllabus.
On the days we do peer editing (see COURSE SCHEDULE), you are required to
bring a hard copy of your paper for yourself and for each person in your peer
review group. In addition to affecting your final grade for the assignment,
failing to bring paper drafts and review materials to peer workshop also
results in an absence for that day.
Participation (SLOs 1, 3,4,5,6): 10% of final course grade
Much of the learning in this class is discussion-oriented, a result of student
interaction with the instructor during lectures and with other students during group
activities and peer review. To ensure you receive credit, you need to participate
regularly in all discussions and course activities. In order to meet the Student
Learning Outcomes, you will need opportunities to practice rhetorical, analytical,
and argumentative techniques. Participation in class gives you this necessary
practice. Thus in addition to class discussion and peer review assignments,
participation includes informal writing activities in the classroom.
Participation Rubric: At the last class meeting you will indicate both the
appropriate letter grade for your Group Work and Discussion skills in the course
and, specifically, where your grade falls along the range of a given letter’s
distribution. You will also account briefly for why you feel you deserve this grade,
supplying an alternative perspective to mine on the semester’s progress. The
criteria are as follows:
A
B
C
D
F
Superior communicative skills; excellent preparation for class discussion; always
volunteers; student exemplifies mastery, rigor, and intellectual curiosity regarding
course readings and concepts while also introducing relevant independent insights to
the discussion; student demonstrates enthusiasm and takes initiative, particularly during
group activities.
Good communicative skills; solid preparation for class discussion; consistently
volunteers; student exemplifies interest and engagement regarding course readings and
concepts; student demonstrates positive attitude; makes meaningful contributions
during group activities.
Adequate communicative skills; fair preparation for class discussion; occasionally
volunteers; student exemplifies competence regarding course readings and concepts;
student demonstrates an inoffensive, but noncommittal attitude; sporadic contributions
during group activities.
Limited communicative skills; uneven preparation for class; rarely volunteers;
demonstrates indifference or irritation when prompted; inattentive during class; rare
contributions during group activities. [Performance may be marked by other flaws:
consistent tardiness; disruptive; etc.]
Weak communicative skills; little to no preparation for class; little evidence of reading
assignments (this can include not buying or printing the course texts or not making up
missed material); never volunteers, or doesn’t respond when prompted; demonstrates
potential hostility to discussion; irrelevant, distracting, or no contributions to group
activities.
Plagiarism & Academic Integrity:
“Academic integrity is founded upon and encompasses the following five values:
honesty, trust, fairness, respect, and responsibility. Violations include, for example,
cheating, plagiarism, misuse of academic resources, falsification, and facilitating
academic dishonesty. If knowledge is to be gained and properly evaluated, it must
be pursued under conditions free from dishonesty. Deceit and misrepresentations
are incompatible with the fundamental activity of this academic institution and shall
not be tolerated” (from UNCG’s Academic Integrity Policy).
To ensure that you understand the university’s policy on academic integrity, review
the guidelines and list of violations at http://academicintegrity.uncg.edu. I expect
you to abide by the Academic Integrity Policy.
Sanctions for Violating the Academic Integrity Policy: Suspected violations of the
academic integrity policy will be reported to University administration and will be
thoroughly investigated, resulting in any (or all) of the following: 1) failure of the
assignment, 2) failure of the course, 3) suspension/expulsion from the University,
upon recommendation from administration. In my experience, most students who
violate the Academic Integrity Policy do it because they’re stressed and very busy,
and see this as an “easy out” to being overworked. It’s not worth ending your college
career over, so please don’t try it.
CLASSROOM POLICIES
Attendance:
Daily attendance is a requirement for this course.
Students are allowed a maximum of three absences without a grade penalty. For
every absence beyond those allowed, students will be penalized one-half letter
grade. Students who have six absences will fail the course.
Excused absences will be considered only with proper documentation (i.e., doctor’s
note, police report, etc.) If you plan to miss class because of a conflict that cannot be
rearranged (i.e. sports event, jury duty, etc.), you must notify me 48 hours in
advance of your absence via email: sykealam@uncg.edu.
Be on time to class. Your participation grade will suffer if you are perpetually late.
Three late arrivals (defined as coming in after attendance has been taken) will count
as an absence toward your total.
In addition, it is your responsibility to email a classmate or me about activities,
notes, and quizzes you have missed. It is also your responsibility to come prepared
to the class that follows your absence.
Religious Holidays: You are, by state law, allowed two excused absences due to
religious holidays, which do not count toward your total. If you plan to miss class
because of religious holidays, you must notify me 48 hours in advance of your
absence via email: sykealam@uncg.edu
Restroom Breaks:
Our class is only 50 minutes. If you are regularly leaving the room, it is a disruption.
I request that you use the restroom prior to class, and keep your breaks during class
to a minimum of one per class. Frequent classroom exits may affect your final
participation grade. See also SPECIAL ACCOMODATIONS.
Cell Phones:
Turn your phones OFF during class. Even phones on vibrate are disruptive. Your
participation grade will suffer if you are receiving calls, texting, or using your
phone’s browser during class. If, on any given day, you need access to your phone
for an emergency, you must approach me about it prior to the beginning of class. If
problems persist after initial warnings, your final grade will be affected.
Laptops:
Laptops may be used only by students with a special need for purposes of notetaking or other classroom activities. Students with such a need should make specific
arrangements with me prior to the second week of class. No student may use a
laptop in class without a prior arrangement with the instructor. See SPECIAL
ACCOMODATIONS.
Respect:
Mutual respect is required for this class and for all related interactions with the
instructor and other students. This includes but is not limited to: texting (see CELL
PHONES policy), speaking while the instructor or another student is talking, and/or
using language that is sexist, racist, or homophobic. If I deem any student
disrespectful in my class, I reserve the right to ask you to leave the classroom, in
which case you will receive an absence.
Email Response Policy:
I will make every effort to respond to your email message within 48 hours. If I have
not replied to your message after 48 hours, please re-send the message. Please also
mention your course section in your email.
LEARNING SUPPORT
Special Accommodations/Disability Services: Students with documentation of
special needs should speak to me about accommodations as soon as possible. You
must first register with the Office of Disability Services on campus before such
accommodations can be made. The office is located on the second floor of the Elliott
University Center (EUC) in Suite 215, and the office is open 8am to 5pm, Monday Friday. Telephone: 334-5440; e-mail: ods@uncg.edu.
The Writing Center: The purpose of the Writing Center is to enhance the
confidence and competence of student writers by providing free, individual
assistance at any stage of any writing project. Staff consultants are experienced
writers and alert readers, prepared to offer feedback and suggestions on drafts of
papers, help students find answers to their questions about writing, and provide
one-on-one instruction as needed. Appointments are not necessary; consultations are
provided on a first-come, first-serve basis. Please visit the Writing Center as often as
you like. Take both your work in progress and all documentation relating to the
assignment (prompts, comments of prior drafts, research notes) and plan to stay up
to an hour. Located in the Moore Humanities and Research Building, room 3211.
www.uncg.edu/eng/writingcenter/
MLA Style
You are asked to follow the MLA format for style and citations. The Writing Center
and library have helpful links for information about MLA. The UNCG datebook also
has a brief overview of MLA style in the back as a handy reference.
The Learning Assistance Center: offers free services to the entire UNCG
undergraduate community and is located in McIver Hall, rooms 101-104, and 150.
For help with study skills, contact Erin Farrior, Academic Skills specialist.
Telephone: 334-3878; e-mail: lac@uncg.edu.
Student Affairs: If you have a serious illness, family death, or family emergency that
is affecting your ability to attend class or complete work in a timely manner, then
you should notify your instructors and contact the Student Affairs Office at (336)
334-5514 or at 141 Mossman right away.
COURSE SCHEDULE
(Subject to change at the instructor’s discretion. Changes will be announced in class
and posted to Blackboard.)
M 8/22
Week 1
Course introduction, review of syllabus.
Assignment: Print syllabus & bring it to class.
W 8/24
Readings:
F 8/26*
Readings:
Bb: “The Joy of Reading and Writing,” (Alexie)
TSIS: Introduction “Entering the Conversation”
Assignment: Write a 1-2 page reflective history of your experiences
and comfort levels with reading and writing, both in and outside of
school. E-mail to sykealam@uncg.edu by 8 a.m. Wednesday.
Bb: ”Shitty First Drafts” (Lamott), “Paragraphs” (Safire)
Review MLA style rules at
http://owl.english.purdue.edu/owl/
Assignment: In a 1-page written response, explain Lamott’s defense
of the multi-draft writing process. Print and bring your response to
class. *Also bring Techne Rhetorike to class.
M 8/29
Week 2
Readings:
TR: “Understanding the Rhetorical Appeals” (Dodson),
“Reading for the Rhetorical Appeals” (Shook)
Bb: “Learning to Read” (Malcolm X)
Assignment: Mark in the margins and underline passages in Malcolm
X’s essay where you see the rhetorical appeals of ethos, pathos, and
logos. Bring your notes to class.
W 8/31
Readings:
TR: “How the Thesis Guides Effective Writing”
Bb: “Reading the History of the World” (Allende)
Assignment: How does Allende’s take on reading apply to writing?
Write your 2-page response & email to sykealam@uncg.edu by 8 a.m.
Assignment: Print Essay 1 Assignment Sheet (on Bb) & bring to class.
F 9/2
Readings:
TR: “Summarizing, Paraphrasing, and Quoting”
TSIS: Chapter 2 “The Art of Summarizing”
Bb: “On Keeping a Notebook” (Didion)
Assignment: Underline or highlight 3 areas in Didion’s essay where
you agree or disagree with what she’s saying. Be prepared to use them
in class.
Week 3
M 9/5
Labor Day. No Class!
W 9/7
Readings:
F 9/9
Readings:
M 9/12
Week 4
DUE: Essay 1 Draft 1. Turn in hard copy at the beginning of class.
W 9/14
Readings:
Bb: “What is Writing” (King)
TSIS: Chapter 5 “Distinguishing What You Say from
What They Say”
Assignment: In King’s essay, he uses the analogy of telepathy to
define writing. What’s an analogy of your own creation that defines
writing for you? Write a 1-page explanation of this analogy, email it to
sykealam@uncg.edu by 9 a.m., and bring a copy of it to class.
Bb: “The Human Cost of an Illiterate Society” (Kozol)
TSIS: Chapter 8 “As a Result”
Bb: “The Writing Life: Chapter Two” (Dillard)
TR: “Revision is Writing” (Mullins)
F 9/16
M 9/19
Readings:
TR: “Writing the Response Essay” (Bowman)
TR: “The Portfolio Process” (Ray)
Week 5
Readings:
TR: “Beginning and Ending with Power” (Lancaster)
Assignment: Bring 4 copies of Essay 1 Draft 1 to class for peer
review.
W 9/21
Assignment: Read through your peer review group’s essays again
and fill out worksheet for each (see Assignments on Blackboard).
Bring in all essays and worksheets to class.
F 9/23*
Assignment: Bring to class all drafts and comments of Essay 1,
including the copy with teacher’s comments. Read through your
readers’ comments and jot down 3 questions you want your peer
review group to help answer for you.
*Assignment: Bring Essay 1 Assignment Sheet, Essay Grading Rubric
Sheet, and Revision Analysis Assignment Sheet (on Bb) to class.
M 9/26*
Week 6
DUE: Essay 1 Draft 2. Print and bring your essay to class.
*Assignment: Bring Revision Analysis Assignment Sheet to class.
W 9/28
Readings:
TSIS: “Me Against the Media” (Rockler-Gladen)
Assignment: Answer ‘Joining the Conversation’ question #2 (at the
end of Gladen’s essay) in a 1-page written response. Email to
sykealam@uncg.edu by 9 a.m.
F 9/30*
Readings:
M 10/3
TR: “Developing an Idea of the Audience” (Babb)
TSIS: Chapter 9 “Ain’t So/Is Not”
*Assignment: Bring Assignment Sheet for Essay 2 to class.
Week 7
Readings:
TR: “The Canons of Rhetoric as Phases of Composition”
(Dodson)
Assignment: Which of the canons do you find the most effective for
creating an argument? Write a 2-page response using Dodson’s
material. E-mail to sykealam@uncg.edu by 9 a.m.
W 10/5
Readings:
TSIS: Chapter 4 “Yes/No/Okay, But”
TSIS: “Watching TV Makes You Smarter” (Johnson)
TSIS: “Thinking Outside the Idiot Box” (Stevens)
F 10/7
Readings:
Bb: “Letter from Birmingham Jail” (M.L. King, Jr.)
Assignment: Answer 3 questions off worksheet for King’s essay (see
Blackboard Assignments). Bring worksheet to class.
Week 8
M 10/10
Fall Break. No Class!
W 10/12
DUE: Essay 2 Draft 1. E-mail to sykealam@uncg.edu by 8 a.m.
Assignment: Bring 4 copies of Essay 2 Draft 1 to class for peer
review.
F 10/14
Assignment: E-mail peer review response letters to group members
and CC: sykealam@uncg.edu by 8 a.m. Bring all essay drafts (yours
and theirs) back to class.
Assignment: Sign-up for a conference appointment on Blackboard
before 5 p.m.
M 10/17
Week 9
Conferences by appointment*
*Readings:
TR: “Conferencing Rhetorically” (Meriwether)
*Assignment: Bring 3 specific questions to your conferencing session.
W 10/19
Conferences by appointment*
*Readings:
TR: “Conferencing Rhetorically” (Meriwether)
*Assignment: Bring 3 specific questions to your conferencing session.
F 10/21
Conferences by appointment*
*Readings:
TR: “Conferencing Rhetorically” (Meriwether)
*Assignment: Bring 3 specific questions to your conferencing session.
M 10/24
Week 10
DUE: Essay 2 Draft 2 and Revision Analysis of Essay 2. Email both
to sykealam@uncg.edu by 5 p.m.
W 10/26
Readings:
TSIS: Chapter 7 “So What? Who Cares?”
Assignment: Bring Essay 3 Assignment Sheet to class.
F 10/28
Readings:
M 10/31
TR: “Finding a Conversation to Find Research”
(Wooten)
Assignment: Think about what topic you want to write about for
Essay 3. Brainstorm a list of 5 terms or phrases that relate to that
topic. Bring your list to the library. Room location TBA.
Readings:
Week 11
Bb: “How to Say Nothing in 500 Words” (Roberts)
TR: “Researching Rhetorically” (Benson & Lyda)
W 11/2
Reading:
Bb: “The Ethics of Compassion” (Jacobus)
Assignment: Answer 3 questions off worksheet about the Dalai
Lama’s rhetoric (see Blackboard Assignments). Bring worksheet to
class.
F 11/4
Reading:
M 11/7
Readings:
W 11/9
Readings:
F 11/11
Readings:
M 11/14
Week 13
DUE: Essay 3 Draft 1. Email sykealam@uncg.edu by 9 a.m. and bring
4 copies to class for peer review.
TR: “The Writing Center: Where Writers Meet”
(Benson)
DUE: Writing Center Analysis (2 pages). Email to
sykealam@uncg.edu by 5 p.m.
Week 12
TR: “The Genre of Academic Discourse” (Morehead)
TSIS: “Confronting Inequality” (Krugman)
TR: “Asking Questions to Find a Starting Point”
(Leuschen)
Assignment: Write a 1-paragraph description of what you want to
cover in Essay 3 and bring it to class.
TSIS: Chapter 10 “In Other Words”
TSIS: “Are We Losing Our Edge?” (Lemonick)
W 11/16
Assignment: E-mail peer review response letters to group members
and CC: sykealam@uncg.edu by 8 a.m. Bring all essay 3 drafts (yours
and theirs) back to class.
F 11/18
Readings:
TSIS: Chapter 6 “Skeptics May Object”
Assignment: Bring all essay 3 drafts back to class.
M 11/21*
Week 14
DUE: Essay 3 Draft 2 and Revision Analysis of Essay 3. Email to
sykealam@uncg.edu by 9 a.m.
*Assignment: Bring Critical Rational Essay Assignment Sheet and
Portfolio Guidelines Sheet to class.
W 11/23
Thanksgiving Break. No Class!
F 11/25
Thanksgiving Break. No Class!
M 11/28
Week 15
DUE: Critical Rational Essay Draft 1.
Assignment: Bring 4 copies of Critical Rational Essay draft to class for
peer review. Also bring Critical Rational Essay Assignment Sheet.
W 11/30
Assignment: Bring TR to class, along with Portfolio Guidelines Sheet.
F 12/2
Assignment: Bring all portfolio materials to class for peer review.
(See Portfolio Checklist on Bb.) Also bring Portfolio Guidelines Sheet.
M 12/5
Week 16
DUE: Portfolios due at the beginning of class.
Assignment: Review Participation Rubric section of syllabus.
Exam Day
Pick up portfolios, and be on your way to holiday break!
Exam Date:
Friday, December 9 12:00 noon–3:00 pm