Culpepper Comp I Syllabus 1
TULSA COMMUNITY COLLEGE SOUTHEAST CAMPUS
COURSE SYLLABUS
ENGLISH 1113
Composition I
Spring 2014
IMPORTANT: This syllabus will guide you through the course. Read it carefully and re-read it
frequently. You are responsible for the information it covers. Ask questions about anything
you don't understand! By remaining enrolled in the class, you agree to the terms and
conditions stated on the syllabus.
Section 361, CRN 17977, SE 1204, TR 9:30-10:50
Section 305, CRN 11050, SE 1204, TR 11:00-12:20
Professor: Dr. Allen Culpepper (Preferred form of address: “Professor Culpepper”)
To contact your professor:
Office: SE 1230
Office hours (tentative): 1-3 TR, 10-12 W
(If you need to see me but your schedule will not permit you to do so during my regular office hours,
or during my schedule time in the Writing Center, please contact me, and I will do my best to set up a
mutually convenient time for us to meet.)
Writing Center hours (tentative): 10-2 W
Mailbox: Communications Division, SE 1202
Email: allen.culpepper@tulsacc.edu
Phone: 918.595.7647
To contact the division office:
Communications Division, SE 1202
Associate Dean: Dr. Cindy Hess
Phone: 918.595.7694
To get help with technology issues (Blackboard, MyTCC, etc.):
Phone: 918.595.2000.
Email: Call2000@tulsacc.edu
Culpepper Comp I Syllabus 2
Course prerequisites: ENGL 0933 with a grade of C or better, or appropriate placement score.
See pages xii-xiv in The Little, Brown Handbook for a detailed list of prerequisites.
Students entering the course are expected to be proficient readers able to write clear,
grammatical sentences and coherent paragraphs in Standard Written English. If you are
significantly deficient in either or both of those areas, your chances of success in this course may be
limited.
Course description: The first in a sequence of two courses, Composition I introduces students to
academic writing (with a focus on academic argument), basic research, and documentation. More
detailed course objectives are listed below. Note that you will need to access the Internet, MyTCC,
Blackboard, and the Library’s online databases to complete the requirements of this class.
Course work will include readings from textbooks and additional readings accessed online (most
of them via the TCC Library’s databases, but a few from out on the Web), and a variety of
reading-related writing assignments including summaries, a response, an argument analysis, a
synthesis essay with documentation, a literary analysis, an end-of-semester reflection, and a final
exam. The course will emphasize the writing process, with rough drafts, completed papers, and
one further revised paper. You will be doing a great deal of reading and writing, so make sure
that you are allotting enough time for the class; I think you will enjoy it, but it will keep you busy.
Our theme for reading, discussion, and writing (and, to a lesser degree, research), will be global
perspectives on immigration. The emphasis will be mainly on issues related to illegal immigration
since that is a hot topic right now around the world, but we will also give some attention to legal
immigration. Besides giving us subject matter to work with, the theme is intended to give us a
broader perspective of the many facets of immigration issues, including, but also going beyond,
the current situation on the U.S.-Mexican border, so that we are better informed American and
global citizens. (I include myself, because I am an expert in literature and composition, not politics,
law, or sociology, so I will be learning about these issues right along with you as I help you
develop your thinking and writing skills.)
Note that this is a potentially divisive topic. You might not like or approve of some of the readings
and the opinions expressed in them and in class discussions. Some of them might offend you to
some extent or even make you angry, but that’s normal; college classes are supposed to shake you
up a little bit. This class is NOT intended to promote any particular opinion, belief, or political
perspective, nor to convince you to change your mind, but it IS intended to make you think about
what you think, why you think it, how you came to think it, etc.—and to approach the opinions of
others with the same kinds of thoughtful questions. As we begin discussing this topic in class,
please remember that although opinions and beliefs will be questioned, we must always treat all
the participants in the discussion with respect.
Next course in sequence: English 1213, Composition II.
Texts:
1. The Little, Brown Handbook, 2nd custom ed. for TCC, Fowler & Aaron, ISBN 9781256707028
2. They Say, I Say: The Moves That Matter in Academic Writing, 3rd ed., Graff & Birkenstein, ISBN
9780393935844
3. Selected online readings related to immigration.
Internet access: You will need to access course materials and information on Blackboard and
student email and other account information in MyTCC. Also, be sure that you know how to log on
to an on-campus computer and keep up with your user name and password; you will need them if
Culpepper Comp I Syllabus 3
we have a class in the library or the computer classroom. You can more information about MyTCC
by visiting www.tulsacc.edu/mytccinfo.
Course objectives: The primary objective in this class is to teach you to write various kinds of
academic arguments. In addition, you are expected to learn to
 Analyze academic writing situations to determine purpose, audience, and focus
for a written composition
 Choose the best possible words to communicate clearly and effectively
 Construct sentences that emphasize your meaning and make your writing
interesting
 Think critically to develop and support thesis statements about different subjects
 Create a coherent, unified essay with an orderly progression of ideas
 Write focused, detailed, coherent paragraphs that develop your ideas and
support your arguments with evidence appropriate to the academic situation
 Incorporate other sources into your writing by quoting, paraphrasing and
summarizing, and documenting correctly, according to MLA format
 Use the TCC Library for college-level research
 Read, comprehend and respond to college-level texts
 And for this particular section, to make connections between studies in two
academic disciplines, English and history.
Teaching methods: Each class period may involve a variety of activities, including, but not
necessarily limited to, lecture, discussion, group work, video presentations, and writing. For more
information, see pages xxiii-xxv in Little, Brown.
Grading: Grades will be determined according to the following scale:
Summaries (4 @ 50 points each), 200
Short response, 50
Argument analysis, 150
Documented synthesis paper, 200
Literary analysis, 100
Paper drafts (3 @ 30 points each), 90
End-of-semester reflection, 60
Final Exam, 150 points
TOTAL: 1000 points
A=1,000-900; B=899-800; C=799-700; D=699-600; F=599-0
(Note that because grades are calculated using point totals rather than percentages, any rounding
will also be based on points rather than percentages. For example, 799.5 would round up to 800,
but 790 would still be 10 points away.)
Written work will be graded using the criteria described in your Little, Brown Handbook, p. xxvixxii. More specific information will be given for each kind of assignment. Although effort is
commended, the grade ultimately has to reflect the quality of the result.
English professors don’t assign "I" grades (“Incompletes”) unless genuine and severe emergencies
prevent a student from completing the class and/or from withdrawing before the deadline and
only when the student is earning a satisfactory ("C" or better) grade.
Late work: Submit all assignments on time if you want full credit for them. Assignments submitted
one class meeting late will be accepted, but for partial credit only. I will not accept any assignment
more than one class meeting late.
Culpepper Comp I Syllabus 4
Submission of assignments: Submit assignments both electronically to Blackboard and on paper
to me. Do not email me an assignment unless I specifically ask you to do so.
Attendance: Your regular attendance and full participation in this class are needed for your own
success and the success of your classmates. If you miss class frequently, do not participate actively
in class activities, or fail to submit assignments, your grade will suffer, and your classmates’
educational experience will be diminished as well. If you have to miss 5 or more class meetings,
you should withdraw from the class.
Withdrawal: The last day to drop this course and receive a refund is August 29, 2014. Students
who drop before Friday, November 7, 2014, will receive a W on their transcripts.
A “W” and an “AW” are grade-point neutral, but not completing a class may affect financial aid
for the current and future semesters. Students who drop or who are dropped by an instructor may
receive an outstanding bill from TCC if the recalculation leaves a balance due to TCC. Contact the
Counseling Office at any TCC campus to initiate withdrawal from a course (“W” grade) or to
change from Credit to Audit.
Extra credit: I rarely give extra-credit work. If a student is having trouble getting good grades on
the regular assignments, giving that student more work can be counterproductive. For more on
extra credit, see Little, Brown, page xix. I occasionally give a small amount of extra credit as
incentive for attending a campus event outside of class time, but you should not expect to earn
enough extra credit to make up for bad papers, missed assignments, or poor attendance.
Academic dishonesty or misconduct: Academic dishonesty or misconduct is neither condoned nor
tolerated at TCC. For details about what constitutes dishonesty or misconduct, see the college’s
Academic Code of Integrity, available online at
http://www.tulsacc.edu/sites/default/files/Student_Code_of_Conduct.pdf.
Plagiarism:
Please see “Plagiarism” on pages xxvi in Little, Brown, as well as Chap. 44: “Avoiding Plagiarism
and Documenting Sources.”
Plagiarism refers to a specific form of academic dishonesty involving the use of any texts,
documents, online materials, words, ideas, sentence structures, pieces of information, statistics,
figures, illustrations, creative works, ways of thinking, etc., that are not your own without giving
credit to the author. TCC’s Academic Code of Integrity, available in the Student Policies and
Resources Handbook at http://www.tulsacc.edu/sites/default/files/Student_Code_of_Conduct.pdf,
further defines plagiarism, lists its common forms, and explains how to avoid it.
If you submit any assignment containing plagiarism of any kind, and it is your first offense, you will
receive a 0 for that assignment and will need to read Little, Brown; then, write me an email
explaining why you received the 0, what plagiarism is, and how to avoid it. If I’m convinced that
the plagiarism occurred accidentally and that you understand plagiarism, I may choose to allow
you to rewrite the assignment, but I am under no obligation to do so. A rewrite will not be
permitted for cases in which the plagiarism appears to be deliberate and/or extensive. A second
offense will result in a grade of F for the course, and I will report you to the Dean of Student
Services for violation of TCC’s policies on academic integrity. FYI: I take plagiarism seriously and
personally.
Format for course work: Assignments must follow MLA formatting and documentation as
described in Little, Brown. Except for assignments handwritten during class time, all written
assignments must be saved as a Word document and submitted through SafeAssign (a plagiarism-
Culpepper Comp I Syllabus 5
detection tool accessible in Blackboard), AND they must be printed out and submitted to the
professor.
Classroom etiquette: See Little, Brown, page xxvii. Students who do not follow the etiquette policy
(regarding appropriate class behavior) may be dismissed from class and required to meet with
the dean of student services. Moreover, violation of the etiquette policy will affect the class
participation grade.
Writing Center: The SEC Writing Center offers assistance with all aspects and levels of writing.
The center is now located in Room 7201, adjacent to the Library. The phone number is
918.595.7749. You can make an appointment online at https://tulsacc.mywconline.com/. Walkins are also welcome.
Disability resources: Tulsa Community College seeks to create inclusive learning environments.
Accommodations for qualifying students in compliance with the Americans with Disabilities Act
(ADA) and Section 504 of the Rehabilitation Act are available. To request accommodations,
contact the Education Access Center (EAC) at eac@tulsacc.edu or call 918.595.7115 (Voice). Deaf
and hard of hearing students may text 918.809.1864.
Email: Every student enrolled at Tulsa Community College is issued a TCC email account. Students
are expected to check their College email account on a regular basis to stay current with
College-related communications, particularly time-sensitive ones. Students are responsible for
information transmitted to the College email account. For information about the Office 365 e-mail
system for students, visit http://www.tulsacc.edu/office365/students.
I check email frequently Monday-Friday and will respond as quickly as possible. I also try to
check email at least once during the weekend.
Inclement weather: If extreme weather conditions or emergency situations arise, TCC always
gives cancellation notices to radio and television stations. This information is also posted on the
TCC website (www.tulsacc.edu). If you lose power, call the TCC main number (918.595.7000) for
an updated, recorded message regarding closure. If the college has to close because of weather,
students will be expected to complete any homework assigned and may have to complete
assignments online, using Blackboard.
FERPA: The Family Educational Rights and Privacy Act (FERPA) is a Federal law designated to
protect the privacy of a student’s education records and academic work. The law applies to all
schools, colleges, and universities that receive funds under an applicable program of the U.S.
Department of Education. This law is applicable to students at TCC. All files, records, and
academic work completed within this course are considered educational records and are protected
under FERPA. It is your right as a student in this course to expect that any materials you submit in
this course, as well as your name and other identifying information, will not be viewable by guests
or other individuals permitted access to the course.
A student may sign a waiver of his or her FERPA rights through the Admissions/Enrollment Services
or the Dean of Student Services offices. This waiver authorizes the release of academic records to
the individuals identified by the student. While a FERPA waiver permits the release of information
to parents, it does not compel the release of information. Faculty and advisors may use their
discretion as to when the release of information would not be warranted. I don’t talk about
students’ academic performance with their parents, spouses, children, or anyone else, with the
exception of other representatives of TCC when circumstances warrant.
General Education goals: The General Education goals are designed to ensure that graduates of
Tulsa Community College have the skills, knowledge, and attitudes to carry them successfully
Culpepper Comp I Syllabus 6
through their work and their personal lives. General Education goals relevant to this course include
critical thinking, effective communication, engaged learning, and technological proficiency.
English discipline goals: All English courses are designed to help students meet the English
discipline goals, which are effective writing, critical reading, informed discussion, and scholarly
research.
Institutional statement: Each student is responsible for being aware of the information contained
in the TCC Catalog, the TCC Student Policies & Resources Handbook, and semester information
listed in the class schedule. All information may be viewed on the TCC website: www.tulsacc.edu.
Policy adjustments: Occasionally, when genuine emergencies or problem situations occur, the
course policies outlined here can be modified to help a student complete the course if the student
has been attending regularly, has completed most assigned work, and is earning at least a "C." It
is always in your best interest, therefore, to contact me immediately if a crisis situation prevents
you from attending class or completing assignments.
The specific needs of the class may require minor changes in the policies in this syllabus. Students
will be given written notification of any policy changes.
Tentative calendar: Please follow the calendar below. Any schedule changes will be based on the
needs of the class and will be provided in writing. Readings should be completed before class
on the date indicated. Papers are due (in paper and electronic form) by start of class on the
date indicated.
Abbreviations:
TSIS = They Say, I Say
LB = The Little, Brown Handbook
Week 1
19 Aug.--Introduction of course and participants; brief writing sample, to be written in class (If you
want to think ahead about the topic, here’s the prompt: If a person—could be you, but doesn’t
have to be—lived in a hypothetical nation where everyone was of the same race, ethnicity, and
cultural background, and a large number of immigrants—legal or not, doesn’t matter—of a
different race, ethnicity, and/or cultural background suddenly entered the nation, how would that
person probably react?);
Video: “I am an illegal immigrant: Jose Vargas at TEDxMidAtlantic” (17 mins.),
http://tedxtalks.ted.com/video/Jose-Vargas-at-TEDxMidAtlantic (if time permits; if not we’ll
watch it next time)
21 Aug.—TSIS Chap. 12; LB Chaps. 1 and 7; Vargas, “My Life As an Undocumented Immigrant,”
available online at http://www.nytimes.com/2011/06/26/magazine/my-life-as-anundocumented-immigrant.html?pagewanted=all&_r=0; Vargas video if we didn’t get to it last
time, or review if we need to; discussion (What if the scenario for the writing sample were altered
so that the hypothetical nation were already extremely diverse?); finding articles in library
databases.
Vargas, Jose Antonio. “My Life As an Undocumented Immigrant.” New York Times Magazine 22
June 2011. Web. <http://www.nytimes.com/2011/06/26/magazine/my-life-as-anundocumented-immigrant.html?pagewanted=all&_r=0>.
Week 2
26 Aug.—TSIS 13; LB 6; Bogado, “Bodies on the Line”; Krikorian, “Enforcement, Then Amnesty”
Culpepper Comp I Syllabus 7
Bogado, Aura. "Bodies On The Line." Nation 296.7 (2013): 14-17. Academic Search Premier. Web.
6 Aug. 2014.
Krikorian, Mark. "Enforcement, Then Amnesty." National Review 66.2 (2014): 29-32. Academic
Search Premier. Web. 6 Aug. 2014.
28 Aug.—TSIS Intro. and Chap. 1; video: “Dignity, Not Detention: Catalina Nieto at
TEDxFoggyBottom” (19 mins.), https://www.youtube.com/watch?v=aUVAayZuMZM
Week 3
2 Sept.—TSIS 2; LB 8; Graff, “Across the New Frontier”; video: “Inter-ethnic tension rises in France
as natives fear to become 'white minority'” (4 mins.),
https://www.youtube.com/watch?v=U_RbM97FJTw
Graff, James. "Across The New Frontier." Time Europe 159.25 (2002): 24. Academic Search
Premier. Web. 5 Aug. 2014.
4 Sept.—TSIS 3; LB 2 and 9; Collins, “Lost Between Borders—Research and Reason”; video:
“TEDxEastEnd - Bridget Anderson - Imagining a world without borders” (11 mins.),
https://www.youtube.com/watch?v=zht-6BrX1b4
Collins, Brad. "Lost Between Borders -- Research And Reason." Chronicle of Higher Education
(2013): 28-30. Chronicle of Higher Education. Web. 5 Aug. 2014.
Week 4
9 Sept.—TSIS 4. Summary 1 (Bogado) and Summary 2 (Krikorian) due, quotation exercise using
Collins and Graff; video: “Guatemalan immigrants surge north to the U.S.” (5 mins.),
https://www.youtube.com/watch?v=Wrqjbi1wC5c
11 Sept.—TSIS 5 and 6; Belt, “Europe’s Big Gamble” (Be sure to get it from Academic Search
Premier; the version out on the Web is just an excerpt.)
Belt, Don. "Europe's Big Gamble." National Geographic 205.5 (2004): 54-65. Academic Search
Premier. Web. 5 Aug. 2014.
Week 5
16 Sept.—TSIS 7; Short Response (to Bogado, Krikorian, Vargas or any of the TED videos
we’ve seen so far) due; video: “The Truth About Immigration in the UK 2014 BBC HD National
Geographic,” (60 mins.), http://youtu.be/TJVDguL7cfo
18 Sept.—TSIS 17; Sriskandarajah, “Migration Madness”; discussion; continuation of video if
needed
Sriskandarajah, Dhananjayan. "Migration Madness: Five Policy Dilemmas." Studies in Christian
Ethics 19.1 (2006): 21-37. Academic Search Premier. Web. 6 Aug. 2014.
Week 6
23 Sept.—TSIS 8; Ambrosini, “Surviving Underground”; Summary 3 (Sriskandarah) due; video:
“The Italian Solution for Immigrants (Utterly Shocking)” (27 mins.),
https://www.youtube.com/watch?v=Uxy2ma5s2eM
Ambrosini, Maurizio. "Surviving Underground: Irregular Migrants, Italian Families, Invisible
Welfare." International Journal of Social Welfare 21.4 (2012): 361-371. Academic Search
Premier. Web. 5 Aug. 2014.
Culpepper Comp I Syllabus 8
25 Sept.—TSIS 10; Rytter, “Semi-Legal Family Life”; “Denmark- Closing the Borders” (3 mins.);
https://www.youtube.com/watch?v=vUDaciuDkqg
Rytter, Mikkel. "Semi-Legal Family Life: Pakistani Couples in the Borderlands of Denmark and
Sweden." Global Networks 12.1 (2012): 91-108. Academic Search Premier. Web. 5 Aug.
2014.
Week 7
30 Sept.— TSIS 16; Pezzoli et al., “HIV Infection”; Reitmanova, “Disease-Breeders”; discussion.
Pezzoli, Maria Chiara, et al. "HIV Infection Among Illegal Migrants, Italy, 2004-2007." Emerging
Infectious Diseases 15.11 (2009): 1802-1804. Academic Search Premier. Web. 6 Aug.
2014.
Reitmanova, Sylvia. "“Disease-Breeders” Among Us: Deconstructing Race and Ethnicity As Risk
Factors of Immigrant Ill Health." Journal of Medical Humanities 30.3 (2009): 183-190.
Academic Search Premier. Web. 6 Aug. 2014.
2 Oct.—Valentino, Brader, and Jardina, “Immigration Opposition”; video: “A lesson on
immigration from an American Indian” by David Yeagley (7 mins.),
https://www.youtube.com/watch?v=5OKUmjQZTzA
Valentino, Nicholas A., Ted Brader, and Ashley E. Jardina. "Immigration Opposition Among U.S.
Whites: General Ethnocentrism or Media Priming of Attitudes About Latinos?." Political
Psychology 34.2 (2013): 149-166. Academic Search Premier. Web. 5 Aug. 2014.
Week 8
7 Oct.—Summary 4 (on Reitmanova article) due. May, “Los Infiltradores,” available online at
http://prospect.org/article/los-infiltradores; video: “Breaking the Ice” from This American Life
498: The One Thing You’re Not Supposed to Do” (27 mins.),
http://www.thisamericanlife.org/radio-archives/episode/498/the-one-thing-youre-not-supposedto-do; LB 3 (a) and (g)
9 Oct.—Draft of Argument Analysis Paper due for peer review. Liow, “Malaysian’s Illegal
Indonesia Migrant Labor Problem”; Drbohlav and Janska, “Illegal Economic and Transit Migration
in the Czech Republic”; video: “Czech Republic 2 Interviews with immigrants” (4 mins.),
https://www.youtube.com/watch?v=B_F8-ydf3ek; video: “MALAYSIA RAIDS: 10,000 POLICEMEN
IN SEARCH OF ILLEGAL WORKERS - BBC NEWS” (2 mins.),
https://www.youtube.com/watch?v=SnMX5wD6-0Y
Liow, Joseph. "Malaysia's Illegal Indonesian Migrant Labour Problem: In Search of Solutions."
Contemporary Southeast Asia: A Journal of International & Strategic Affairs 25.1 (2003):
44. Academic Search Premier. Web. 5 Aug. 2014
Drbohlav, Dusan, and Eva Janska. "Illegal Economic And Transit Migration in the Czech Republic: A
Study Of Individual Migrants' Behaviour." Europe-Asia Studies 61.1 (2009): 141-156.
Academic Search Premier. Web. 5 Aug. 2014.
Week 9
14 Oct.—Completed Argument Analysis Paper (On Valentino, et al.) due; video: “Immigrant
Experiences in Canada - From India to Canada” (10 mins),
Culpepper Comp I Syllabus 9
https://www.youtube.com/watch?v=cCZlorZFdTc; video: “Canada: A Welcoming Country?” (37
mins.), https://www.youtube.com/watch?v=_Zyb2EZ5pZs; LB 43
16 Oct.—McDonald, “Migrant Illegality”; LB 46
McDonald, Jean. "Migrant Illegality, Nation-Building, and The Politics of Regularization In
Canada." Refuge 26.2 (2009): 65-77. Academic Search Premier. Web. 5 Aug. 2014.
Week 10
21 Oct.--Newman, “Acculturating Context”; LB 46 and 47
Newman, Benjamin J. “Acculturating Contexts and Anglo Opposition to Immigration in the United
States.” American Journal of Political Science 52.2 (2013): 374: 390. Academic Search
Premier. Web. 12 Aug. 2014.
23 Oct.—LIBRARY ORIENTATION (Tentative)
Week 11
28 Oct.—Draft of Synthesis Paper due for peer review.
30 Oct.—TSIS 15; Atwood, “The Immigrants,” available online at
http://www.poetryarchive.org/poem/immigrants (audio clip included); Baca, “Immigrants in Our
Own Land,” available online at http://www.poetryfoundation.org/poem/179708; Lazarus, “The
New Colossus,” available online at http://www.poets.org/poetsorg/poem/new-colossus;
Johnson, “Inglan Is a Bitch,” available online at
http://www.eng.fju.edu.tw/worldlit/caribbean/johnson_bitch.htm;
video: Johnson performing Inglan Is a Bitch,” https://www.youtube.com/watch?v=Zq9OpJYck7Y
Week 12
4 Nov.—Completed Synthesis Paper due; Valdez, Los Vendidos, available online at
http://www.uiowa.edu/~c08g013/Vendidos.htm; video: performance of Los Vendidos (approx.
15 mins.; note: there’s some other material on the video before the play starts at about 5:45),
https://www.youtube.com/watch?v=kTIng1n71_s; video: Illegal (6 mins.), available online at
http://illegalmovie.org; audio: Los Hermanoz Ortiz,
“Superman Es Ilegal,” full track and English and Spanish lyrics available online at
http://justarandomhero.blogspot.com/2014/02/superman-es-ilegal-corrido-version.html
6 Nov.—Diaz, “Edison, New Jersey” (I will provide a PDF copy on Blackboard); video: “Junot Diaz
Tells His Story - Harvest of Empire” (2 mins), https://www.youtube.com/watch?v=bfHqt1uuXaM;
excerpt from Senstad, Music for the Third Ear (I will provide a PDF copy on Blackboard)
Week 13
11 Nov.—Draft of Literary Analysis Essay due for peer review; TSIS 11.
13 Nov.—LB 37, 38, and 39
Week 14
18 Nov.—CONFERENCES
20 Nov.—CONFERENCES
Week 15
25 Nov.— Completed Literary Analysis Essay due.
Culpepper Comp I Syllabus 10
27 Nov.—Thanksgiving holiday
Week 16
2 Dec.—TSIS 13; Revised paper due (Can be argument analysis, synthesis paper, or literary
analysis)
4 Dec.—End-of-semester reflection (written in class); preparation for final.
Week 17
9 Dec.—No class meeting.
11 Dec.—Final exams:
Exam time for 9:30 class: 9:00 (not 9:30)-10:50
Exam time for 11:00 class: 11:00-12:50