LIT 203-01: Origins of Literature
Mon. & Fri. 12:30-1:50, ACAD 120
Class website: www.Brian-T-Murphy.com/Lit203.htm
Office Hours: Mon/Fri 9:50-10:50, PARK 319-V;
Tue/Thu 9:50-10:50, LAUR 108;
Wed 11:00-12:00, PARK 319-V
Brian T. Murphy
609-894-9311, Ext. 1318
bmurphy@bcc.edu
DESCRIPTION: This course is a sampling of significant Biblical and classical literature (Greek and Roman) as well as
mythological literature. The emphasis will be on reading and discussing the origins of the allusions found in modern arts.
It is assumed that students have successfully completed the prerequisites for this course, English 101 and English 102, or
their equivalent. Therefore, students are expected to have the necessary background and experience in analyzing,
discussing, and responding to literature, as well as the ability to conduct independent research and to write correctly
documented research essays using MLA format.
Students are cautioned that this course requires extensive reading, writing, and discussion; students not prepared to read
and to write on a regular basis and to take an active part in class discussions should not consider taking this course.
OBJECTIVES:
1. Students will carefully study The Epic of Gilgamesh and the biblical books of Genesis, Exodus, and Job, and
understand the significance of these works and their role in Western civilization.
2. Students will learn the origins of Greek drama, the Greek concept of tragedy, and examine the contribution to drama of
Aeschylus, Sophocles, and Euripides.
3. Students will study The Odyssey, particularly the character of Odysseus, and his importance to Western culture and
civilization.
4. Students will analyze The Aeneid, focusing their attention on the character Aeneas and his attitude in meeting the
challenges of starting a new civilization.
5. Students will study the Metamorphoses by Ovid, and develop an understanding of his mythological tales.
TEXTS:
Required:
A modern version (English translation) of the Bible.
Hadas, Moses, ed. Greek Drama. New York: Bantam, 1983. ISBN 0553212214.
Homer. The Odyssey. Trans. Robert Fagles. Penguin, 1990. ISBN 0140268863.
Ovid. Metamorphoses. Trans. A. D. Melville. Introd. E. J. Kenney. Oxford U P, 1998. ISBN 019283472X.
Virgil. The Aeneid. Trans. Robert Fitzgerald. Vintage Books, 1990. ISBN 0679729526.
*Note that all major reading selections for the semester are available online. However, students must have a copy of the appropriate
text(s) with them for each class session, whether they have purchased the textbook or printed copies from the Internet; no excuses
about computer or printer problems will be accepted.
Recommended:
Kirzner and Mandell, The Concise Wadsworth Handbook, or Maimon and Peritz, A Writer’s Resource: A Handbook for
Writing and Research, or another college English handbook covering grammar, writing, and MLA documentation.
A good college-level dictionary
CLASS POLICIES:
Attendance:
Students must not only attend every class, but also be on time, be prepared, and take an active part in class (see
Participation, below). According to the College Catalog, “Students are expected to attend all class, clinical, laboratory,
and studio sessions for the full duration of each instructional session.” Moreover, once you get to class you are expected
to stay in the classroom until the class is over. Leaving class early or getting up in the middle of class is considered
disruptive behavior and should happen only in extreme emergencies. Students may be required to sign in each class
session to verify their attendance. Students unable to attend class should contact the instructor regarding their absence in
advance or as soon as they return to school.
Plagiarism and Cheating:
Plagiarism includes copying or paraphrasing another’s words, ideas, or facts without crediting the source; submitting a
paper written by someone else, either in whole or in part, as one’s own work; or submitting work previously submitted for
another course or instructor. Plagiarism, cheating, or other forms of academic dishonesty on any assignment will result in
failure (a grade of zero) for that assignment and may result in further disciplinary action, including but not limited to
failure for the course and expulsion from the College. Please refer to the Burlington County College Student Code of
Conduct in your Student Handbook for additional information regarding plagiarism and College regulations.
Homework/Essay Submission:
All writing assignments must be received by the instructor on or before the due date, by the beginning of the class period,
as indicated on the schedule, below. In the event of an unavoidable absence the day an assignment is due, the work may
be emailed. Only work submitted as an email attachment, in MS Word format, and received before the end of the normal
class period will be accepted.
Make-up Exams/Late Work:
All assignment deadlines and scheduled exam dates are provided at the beginning of the semester; therefore, late papers
will not be accepted nor will make-up exams be offered, except under extraordinary circumstances with appropriate
documentation. Excuses such as “crashed computers,” “lost disks,” or “empty printer ink cartridges” will not be accepted.
It is suggested that all computer work be saved both on your computer’s hard drive and again on disk or removable
storage device.
ASSIGNMENTS:
ATTENDANCE AND PARTICIPATION (10%):
As this class will combine both lecture and discussion, students are expected to take an active part in class—joining in
discussions and raising questions. Discussion is one of the best ways to clarify your understandings and to test your
conclusions. Open discussion always involves personal exposure, and thus the taking of risks: your ideas may not be the
same as your fellow students’ or even the instructor’s. Yet as long as your points are honest and supportable, they will be
respected by all of us in the classroom. Questions, discussion, disagreement, and laughter are all encouraged in this class.
QUIZZES (15%):
With the exception of the first day, class may begin with a short (five- to ten-minute) quiz or writing assignment (response
paper) on the reading(s) for the day, at the instructor’s discretion. Quizzes cannot be made up; if you miss a quiz due to
absence or lateness, that grade will be regarded as a 0. At the end of the semester, the lowest quiz grade will be dropped.
Total number of quizzes during the semester will determine the point value of each; that is, if 16 quizzes are given (lowest
quiz grade dropped), each quiz is worth up to one full point.
PRESENTATIONS (15%):
At the beginning of the semester, all students will select one of the works from the list provided (see Presentation Topics,
below) to present to the class; each presentation must be ten to fifteen minutes long, and demonstrate familiarity with the
selection, its context, and its significance. Ideally, presentations will also be open-ended, leading into class discussions
with questions, major themes, or topics for further thought.
ESSAYS (2 @ 15%):
Students will complete at least two essays during the semester, on topics selected from the list of suggestions provided
(see Essay Topics, below) or developed in consultation with the instructor. Essays must be at least five to seven (5-7)
pages, typed (12-point Times New Roman), double-spaced, with a cover page and Works Cited page (cover page and
Works Cited do not count toward the five-page requirement); include a minimum of three authoritative sources, properly
documented (utilizing MLA format for documentation); and be stapled when submitted. Essays should be grammatically
correct, free of errors in mechanics, grammar, usage, spelling, and documentation, and will be evaluated according to the
Model for Evaluation of Student Writing. Please refer to Writing About Literature, Writing a Literature Paper, and
Getting an A on an English Paper as well as the Revising and Editing Checklist for additional assistance (all online).
EXAMS (2 @ 15%):
Students will complete two ninety-minute exams: a midterm examination at the end of the first half of the semester, and a
final examination during Finals Week. These exams will each evaluate students’ recognition and comprehension of
material studied during the previous weeks, covering specific texts, literary themes, and cultural and historical
backgrounds. Exams may combine objective questions, short answers, and essays.
GRADING:
Final grades will be determined as follows:
Final Average will determine the grade received:
Attendance/Class Participation
10%
Quizzes/Response Papers
15%
Presentation
15%
Essays (2 @ 15%)
30%
Midterm Exam
15%
Final Exam
15%
Extra Credit (if any) will be added to the final total.
Final Percentage
Final Grade
90-100
A
85-89
B+
80-84
B
75-79
C+
70-74
C
60-69
D
0-59
F
SCHEDULE: Projected Schedule of Readings and Assignments
Note: All readings below are required, and must be completed by the day indicated; the only exceptions are those
indicated with an asterisk (*), which are recommended additional readings or resources.
Note: This schedule is subject to revision according to the Academic Calendar for the semester, school closings due to
inclement weather or other reasons, and the progress of the class.
Important Dates:
Thu. 25 Jan.
Last Day to Add:
Thu. 1 Feb.
Last Day to Drop:
Mon. 5 Mar.–Sun. 11 Mar.
Spring Break:
Fri. 30 Mar.
Last Day for “W”:
Fri. 6 Apr.
“Spring Holiday”:
Mon. 7 May–Sun. 13 May
Final Exams:
Sat. 19 May
Graduation:
Session 1: Fri. 19 Jan. Class Introduction; Selections for Class Presentations
Session 2: Mon. 22 Jan. The Epic of Gilgamesh (handout)
*see also, Summary of Gilgamesh, online
*Recommended reading:
Blakeslee, Sandra. "Ancient Crash, Epic Wave." New York Times 14 Nov. 2006: F1, F4.
Diamond, Jared. Guns, Germs, and Steel: The Fates of Human Societies. New York: Norton, 1999: "Part Two: The Rise and
Spread of Food Production" (83-191) and "Part Three: From Food to Guns, Germs, and Steel" (183-292), esp.
"Blueprints and Borrowed Letters: The Evolution of Writing." (215-238).
Friesner, Esther M. "Last Man Standing." Fantasy & Science Fiction Jan. 2005: 135-158.
Session 3: Fri. 26 Jan. The Epic of Gilgamesh continued
Session 4: Mon. 29 Jan. Genesis (*see also Genesis: King James version, online)
*Recommended reading:
Denby, David. "The Old Testament." Great Books: My Adventures with Homer, Rousseau, Woolf, and Other Indestructible
Writers of the Western World. New York: Simon & Schuster, 1996. 156-170.
Gould, Stephen Jay. "The First Day of the Rest of Our Life." I Have Landed: The End of a Beginning in Natural History. New
York: Harmony Books, 2002. 257-270.
---. "The Narthex of San Marco and the Pangenetic Paradigm." I Have Landed: The End of a Beginning in Natural History. New
York: Harmony Books, 2002. 271-284.
---. "The Pre-Adamite in a Nutshell." I Have Landed: The End of a Beginning in Natural History. New York: Harmony Books,
2002. 130-146.
Hogan, James P. "Making Light." The Ascent of Wonder: The Evolution of Hard SF. Eds. David G. Hartwell and Kathryn
Cramer. New York: Tor, 1994. 818-825.
Maine, David. The Preservationist. New York: St. Martins, 2004.
---. Fallen. New York: St. Martins, 2006.
Milton, John. Paradise Lost, especially Book VII, Book VIII, and Book IX.
Morrow, James. "Bible Stories for Adults, No. 17: The Deluge." Bible Stories for Adults. New York: Harcourt Brace, 1996. 1-14.
*Recommended listening:
Haydn, Richard. The Creation.
*Recommended viewing:
"The Simpsons Bible Stories: Adam and Eve." (Episode AABF14) The Simpsons. Twentieth Century Fox, 1999.
Session 5: Fri. 2 Feb. Exodus (*see also Exodus: King James version, online)
*Recommended reading:
Morrow, James. "Bible Stories for Adults, No. 31: The Covenant." Bible Stories for Adults. New York: Harcourt Brace, 1996.
119-132.
*Recommended viewing:
"The Simpsons Bible Stories: Moses." (Episode AABF14) The Simpsons. Twentieth Century Fox, 1999.
"Homer vs. Lisa and the 8th Commandment." (Episode 7F13) The Simpsons. Twentieth Century Fox, 1996.
Session 6: Mon. 5 Feb. Exodus continued.
Session 7: Fri. 9 Feb. Job (*see also Job: King James version, online)
*Recommended viewing:
"The Simpsons Bible Stories: D. vs. G2: Stone Cold." (Episode AABF14) The Simpsons. Twentieth Century Fox, 1999.
"The Simpsons Bible Stories: King Solomon." (Episode AABF14) The Simpsons. Twentieth Century Fox, 1999.
Note: These two episodes have nothing to do with Job, but are still Old Testament stories.
Session 8: Mon. 12 Feb. Introduction to Greek Tragedy; Aeschylus, Agamemnon
*see also, Summary and Analysis of Agamemnon and 40-Question Quiz on Agamemnon (online)
*Recommended reading:
Denby, David. "Aeschylus and Euripides." Great Books: My Adventures with Homer, Rousseau, Woolf, and Other Indestructible
Writers of the Western World. New York: Simon & Schuster, 1996. 131-144.
*Recommended fieldtrip:
Athens—Sparta. Dec. 6, 2006—May 12, 2007. Onassis Cultural Center. Olympic Towers, 645 Fifth Avenue, New York, New
York. Tel. (212) 486-4448 www.onassisusa.org info@onasssisusa.org
Session 9: Fri. 16 Feb. Aeschylus, Agamemnon continued.
Session 10: Mon. 19 Feb. Sophocles, Oedipus the King
*see also, Summary and Analysis of Oedipusand 40-Question Quiz on Oedipus (online)
*Recommended reading:
Denby, David. "Sophocles." Great Books: My Adventures with Homer, Rousseau, Woolf, and Other Indestructible Writers of the
Western World. New York: Simon & Schuster, 1996. 106-116.
Session 11: Fri. 23 Feb. Sophocles, Oedipus the King continued.
Session 12: Mon. 26 Feb. Euripides, Medea
*see also, Summary and Analysis of Medea and 40-Question Quiz on Medea (online)
*Recommended reading:
Denby, David. "Aeschylus and Euripides." Great Books: My Adventures with Homer, Rousseau, Woolf, and Other Indestructible
Writers of the Western World. New York: Simon & Schuster, 1996. 131-144.
Session 13: Fri. 2 Mar. Essay 1 Due; Euripides, Medea continued.
Mon. 5 Mar.–Sun. 11 Mar. Spring Break (no class)
Session 14: Mon. 12 Mar. Midterm Exam
Session 15: Fri. 16 Mar. Homer, The Odyssey
*See also, Summary of The Odyssey illustrated (with cartoons), Summary and Analysis of The Odyssey, and 40-Question Quiz on The
Odyssey (online)
*Recommended reading:
Denby, David. "Homer II." Great Books: My Adventures with Homer, Rousseau, Woolf, and Other Indestructible Writers of the
Western World. New York: Simon & Schuster, 1996. 76-87.
Morrow, James. "Arms and the Woman." Bible Stories for Adults. New York: Harcourt Brace, 1996. 215-243.
*Recommended viewing:
"Tales from the Public Domain: Homer's Odyssey." (Episode DABF08) The Simpsons. Twentieth Century Fox, 2002.
Session 16: Mon. 19 Mar. Homer, The Odyssey continued.
Session 17: Fri. 23 Mar. Homer, The Odyssey continued.
Session 18: Mon. 26 Mar. Homer, The Odyssey continued.
Session 19: Fri. 30 Mar. Virgil, The Aeneid
*See also, Virgil Study Guide (online)
*Recommended reading:
Denby, David. "Virgil." Great Books: My Adventures with Homer, Rousseau, Woolf, and Other Indestructible Writers of the
Western World. New York: Simon & Schuster, 1996. 146-155.
Rothstein, Edward. "Out of Epic Wars, Another Epic Is Born, the One Called Civilization." New York Times 11 Dec. 2006: E3.
Session 20: Mon. 2 Apr. Virgil, The Aeneid continued.
Fri. 6 Apr. Spring Holiday (no class)
Session 21: Mon. 9 Apr. Virgil, The Aeneid continued.
Session 22: Fri. 13 Apr. Virgil, The Aeneid continued.
Session 23: Mon. 16 Apr. Ovid, Metamorphoses
*See also, Larry A. Brown's Ovid's Metamorphoses: Introduction and Commentary (online)
*Recommended reading:
Terry, Philip, ed. Ovid Metamorphosed. London: Vintage, 2001.
Session 24: Fri. 20 Apr. Essay 2 Due; Ovid, Metamorphoses continued.
Session 25: Mon. 23 Apr. Ovid, Metamorphoses continued.
Session 26: Fri. 27 Apr. Ovid, Metamorphoses continued.
Session 27: Mon. 30 Apr. Ovid, Metamorphoses continued.
Session 28: Fri. 4 May Ovid, Metamorphoses continued.
Finals Week (Date TBA): Final Exam
PRESENTATION TOPICS:
Select one of the work(s) and/or topic(s) from the sign-up sheet to present to the class; you must be present on the day of
your assigned reading and present the material thoroughly and coherently, demonstrating familiarity with the selection, its
context, and its significance. Each presentation must be ten to fifteen minutes long, and, ideally, presentations will also be
open-ended, leading into class discussions with questions, major themes, or topics for further thought. In addition to the
topics or texts from the list, the following points may also be considered, but do not feel constrained by these suggestions;
be creative and have fun.

The Author, including major achievements and publications in literature; consistent themes or topics; sources of
inspiration; philosophy of art, life, literature.

The Text, including plot, its actions and occurrences; key characters or actors, conflicts, crises and resolutions;
speaker or narrative voice and its impact on the work; setting or motif and its significance to the theme; figurative
reading of symbols and images and their roles in meeting the author’s goal; interpretation of key lines or passages;
contextual and historical usage of words or phrases; analytical statement of theme or message with support.

Connections, such as cross-reference of images or motifs to those of other works; impact of the work on literature or
influence on other authors; possible thematic comparisons for use during critical literary analysis; topics for further
class discussion and in-class examinations.
ESSAY TOPICS:
For each of the assigned essays, a list of topic choices is provided; your essay must be on one of the assigned topics for
that assignment or developed in consultation with the instructor. All essays must be submitted on or before the due date,
by the beginning of the class period; late work will not be accepted.
For each of the essays, select one of the topics to discuss in a well-developed, coherent, and thoughtful essay of at least
five to seven (5-7) pages; essays must be typed (in 12-point Times New Roman font), double-spaced, with a cover page
and Works Cited page (cover page and Works Cited do not count toward the five-page requirement), and be stapled when
submitted. Essays should be grammatically correct, free of errors in mechanics, grammar, usage, spelling, and
documentation, and will be evaluated according to the rubric for Essay Grading Standards. In addition, essays must use a
minimum of three authoritative sources, including at least one primary source (the text or texts discussed) and at least two
reputable critical or scholarly secondary sources. Essays must contain quotations from or other references to your sources,
and these references should be used to support your assertions about the text and be properly documented (utilizing MLAStyle Citations for documentation).
Be sure to focus carefully on the topic: formulate a strong, objectively worded thesis, and avoid plot summary. Remember
that these are formal essays: they must have an appropriate, original title; contain an introduction, body, and conclusion;
have a clear, explicit, assertive, objectively worded thesis statement; and avoid use of “I” or “you” throughout.
Please feel free to communicate any concerns or questions to me before the essays are due; I will be available to meet
with any student who needs assistance or additional instruction. Please speak to me before or after class or e-mail me to
set up an appointment during my office hours.
Essay 1: Due Friday, March 2
1. The Epic of Gilgamesh and Genesis both present creation and culture myths (even similar versions of the same
legend). Other than the story of the Deluge, explore the similarities, differences, and possible influences evident
in these two works.
2. Genesis and Exodus present a mytho-historical version of the history of the Chosen People, utilizing especially
the figures of Abraham and Moses. Analyze the character of either Abraham or Moses, focusing especially on the
character as a cultural hero or founder.
3. Contrast the ideas of justice and/or fate presented in at least two of the following: Sophocles’ Oedipus the King,
Aeschylus’ Agamemnon, and Euripides’ Medea.
4. Contrast one of the works discussed in the first half of the semester (The Epic of Gilgamesh, Genesis, Exodus,
Job, Oedipus the King, Agamemnon, or Medea) with a modern revision of that work; for example, the account of
the Deluge (Noah’s Flood) from Genesis and David Maine’s The Preservationist, or the Genesis account of Cain
and Abel with David Maine’s Fallen. How does the modern revision alter or adapt the ancient text, and to what
end? That is, not only how are the texts different, but why?
Essay 2: Due Friday, April 20
1. Both Homer’s Odyssey and Virgil’s Aeneid are considered epic poems. Contrast the two in terms of either:
A. The protagonist as cultural hero or founder (Odysseus versus Aeneas), or
B. The protagonist as an epic hero (Odysseus versus Aeneas), or
C. Epic structure.
2. Write an analysis of aspects of social and political life reflected in the Odyssey . Be careful to distinguish between
those reflecting the Homeric period (circa 700 BCE) and those which may reflect the Heroic period (circa 12001300 BCE).
3. Write an analysis of the characterization of either Penelope or Telemachus in Homer’s Odyssey; that is, not just
what the character does, but what we know about the character, and how we know what we know. How is he or
she developed or revealed? Focus on the author’s use of narration, description, and dialogue to reveal Penelope’s
or Telemachus’ character and progress or development (if any).
4. Ovid’s Metamorphoses draws upon Greek and Roman mythology and legend to create an “epic” on the theme of
change and transformation. Analyze Ovid’s understanding of change or progress, and how he selects and shapes
his materials toward a specific end or purpose.
5. Contrast Ovid’s use of a myth or myths in Metamorphoses with its use in Greek tragedies (Sophocles’ Oedipus
the King, Aeschylus’ Agamemnon, and Euripides’ Medea), in Homer’s Odyssey, or in Virgil’s Aeneid. Be sure to
distinguish between the main mythological stories of the work(s) and references or allusions to subsidiary myths.
6.
Contrast one of the works discussed in the second half of the semester (Homer’s Odyssey, Virgil’s Aeneid, or
some portion(s) of Ovid’s Metamorphoses) with a modern revision of that work; for example, O Brother, Where
Art Thou? or Margaret Atwood’s The Penlopeiad (but not “Homer’s Odyssey” from The Simpsons) as a retelling
of The Odyssey, or one of the tales from Ovid as retold in Terry, Philip, ed. Ovid Metamorphosed. London:
Vintage, 2001. How does the modern revision alter or adapt the ancient text, and to what end? That is, not only
how are the two different, but why?
Last Revised: Friday, 26 January 2007
MODEL FOR EVALUATION OF STUDENT WRITING
UNSATISFACTORY
SATISFACTORY
ABOVE
AVERAGE
EXCELLENT
A. CONTENT:
Includes thesis
statement and both
quantity and quality of
supporting details
Thesis is lacking or
incorrect, and not
supported with
appropriate detail.
Writing is thin,
including
generalizations with
few or no concrete
examples or
illustrations.
Thesis is apparent but
general or
commonplace.
Support may be
sketchy or
occasionally
irrelevant.
Generalizations are
supported with
examples, but content
may be thin.
Thesis is explicit,
appropriate, and well
supported. Content is
both adequate and
appropriate,
providing examples
and illustrations to
support all
generalizations.
Thesis is explicit and
significant, assertive,
objectively worded,
and supported with
substantial and
relevant information.
The essay includes a
wealth of relevant
details, examples, or
imagery.
B. ORGANIZATION:
Includes paragraph
development and
arrangement of body
paragraphs, as well as
coherence
(introduction, body,
conclusion)
The plan and purpose of
the essay are not
apparent. It is not
developed or is
developed with some
irrelevancy or
redundancy. Paragraphs
are incoherent or
undeveloped.
Transitions are lacking.
The plan of
development is
apparent but not
consistently followed.
The writing lacks
clarity or is
repetitious. The
paragraphs are
generally effective,
but transitions may be
weak or mechanical.
The plan of
development is clear
and consistently
followed. The
writing is concise
and clear, with a
minimum of
repetition.
Paragraphs are
generally welldeveloped and
effective, with
appropriate
transitions.
It is planned logically
and progresses in
clearly ordered and
necessary steps, and
developed with
originality and
attention to
proportion and
emphasis. Paragraphs
are logically and
effectively developed
with effective
transitions.
C. DICTION AND
MECHANICS:
Includes conventions
of grammar, usage,
and punctuation, as
well as appropriate
diction
Often, sentences are not
grammatically correct.
Vocabulary is
elementary, not college
level. Words are used
incorrectly. Persistent
usage, spelling, or
punctuation errors exist.
Sentences are
generally correct but
may lack distinction,
creativity, or style.
Vocabulary is
generally used
correctly. Occasional
lapses in grammar,
punctuation, or
spelling exist.
Sentences are
correctly constructed
and demonstrate
variety. The
vocabulary is
effective and
appropriate. Errors in
grammar,
punctuation, or
spelling are rare.
The sentences are
skillfully constructed,
effective, and varied.
Words used are vivid,
accurate, and original.
The writing is without
flaws in grammar or
mechanics. A
personal style is
evident.
D. RESEARCH AND
DOCUMENTATION:
Includes
documentation and
incorporation of
appropriate collegelevel sources
Sources are lacking or
inappropriate.
Information from
sources is not
adequately incorporated
into the body of the
essay. Documentation is
missing, inadequate, or
incorrect.
Sources are adequate,
but may be too
general. Information
is occasionally weakly
incorporated or is
unconnected to the
content of the essay.
Documentation is
generally correct, but
may contain some
minor errors.
Sources are generally
relevant,
authoritative, and
appropriate.
Information is
relevant and is
usually incorporated
correctly. In-text
citations and
References or Works
Cited page are
generally correct.
Sources used are
relevant, substantial,
and authoritative,
demonstrating
creativity and
scholarly research.
Information is
introduced and
incorporated
smoothly and
appropriately.
Documentation is
clear and free of
errors.