ENWR106CollegeWritingII:WritingandLiteraryStudy

MakingArgumentsAboutLiterature
(CreatedbyEmilyIsaacs&KatieKeeran;adaptedbyJenniferMaloy)

NOTETOFACULTY:PleasereviewthesectionsofthissamplesyllabUSthatareitalicizedandinbrackets.
Thesearenotestoyouregardingdepartmentalpolicies.

InstructorNameOfficeRoom/Phone/OfficeHours
InstructorEmail
EnglishDepartmentWebSite:http://www.montclair.english.edu
Addsectionnumber,classmeetingtimes,andlocation

RequiredTexts:
Schilb,JohnandJohnClifford.MakingArgumentsaboutLiterature:ACompactGuideandAnthology.NewYork:
Bedford/St.Martin,2005.
DianaHacker,AWritersReference,7thed.MontclairStateUniversitycustomedition.2012.

Websites:
Blackboard:http://blackboard.montclair.edu
FirstYearWriting:http://www.montclair.edu/writing/firstyearwriting/

CourseOverview:CollegeWritingIIbuildsonthebasicwritingstrategiestaughtinCollegeWritingIandextends
thegoalofhelpingstudentsbecomeeffectivewritersofintellectualarguments.Studentscontinuetopracticeand
developaswriters,withanewfocusonreadingandinterpretingliteraturedrama,poetry,andfiction.[Noteto
Faculty:Coursemustincludethesethreegenres.]

Expectations:
Courseexpectationsarearticulatedintheprefatorychapter(thechapterthatprecedesthefirstchapter)ofthe
MontclairStateUniversityeditionofAWritersReference.Pleasereadthischapterverycarefullyasitisan
essentialsupplementtoyoursyllabus.Hereareafewpointsofelaboration.

AcademicHonestyandPlagiarism:DefinitionofPlagiarism(frompMontclair12oftheHackerhandbook)
Itisthepolicyofthefirstyearwritingprogramthatastudentwhoisfoundtohaveplagiarizedwillfailthecourse
and be referred to the Dean of Students office for disciplinary sanctions, which may include suspension or
expulsion.Thispolicywillbeadheredtointhisclassroom.

AttendanceandClassParticipation:
[Individualinstructorsmayvaryslightlyonattendanceandclassparticipationpoliciesnomorethan2to3
absenceswithoutpenaltyhowever,afullyarticulatedpolicythatexplainsinstructorsexpectationsand
consequencesformissedclassesandfinalgradesshouldappearhere.]Forexample:
*Attendanceisexpected.Inclasswriting,discussion,andoccasionallecturesprovide
informationandprocessesessentialtounderstandingthetextsandtowritingstrongessays.
Studentscanexpectfinalgradepenaltiesformissingmorethanoneortwoclasses.
*Similarly,studentparticipationishighlyvaluedinfirstyearwritingclasses.Speakinginclassis
anexcellentwaytotryoutideasandtogainvaluableresponsesfrominstructors.Students
shouldplantospeakatleastonceeveryclass.

CourseRequirements:
[Facultyhavesomeindividualdiscretionregardingtheweightingofcoursework;howeverit's

expectedthat7585%ofthegradeconsistoftheportfolioandessays.Portfoliosshouldbeworth1020%ofgrade
andessays5575%ofthegrade.Theremaining15%25%shouldbeallottedforothercourseworksuchas
homework,peerreviewand/orclassparticipation.]
Yourcourseworkwillbeweightedasfollows(seebelowforexceptions):

Classparticipation,inclasswriting,peerreview,andhomework,LiveLit:

Fourunitessays(22finaldraftpagesintotal,detailedineachassignment)

Final,revisedportfolio(includinga2pagefinalreflectiveessay)

20%

60%
20%

ExplanationofCourseRequirements
Preparation,ClassParticipation,Classwork,andHomework:

Preparation:Asamemberoftheclass,youareexpectedtocompleteallreading,homework,writing,andinclass
assignmentsontimeandwithcare;youarealsoexpectedtocometoclassreadytoparticipateactivelyinsmall
groupandclassdiscussionsaswellasinpeerreviewworkshops.Youareexpectedtoarriveontimeandwith
assignmentscompleted,tobringthetext(s)thatweareworkingwith,and,onpeerreviewdays,tohavethe
requireddraftcopies.

Participation:Participationincludesraisingquestionsaboutthetexts,respondingtoothersquestions,proposing
interpretations,andmakingconnectionsbetweenourassignedtexts.Ifyouactivelyandproductivelyparticipate
inclass(byregularlyandthoughtfullycontributingtoclassdiscussions,placingeffortintogroupwork,etc.),you
willreceivefullcreditforparticipation.Ifyouareunpreparedfor,absentfrom,uninvolvedin,ordisruptiveduring
class,yourparticipationgradewillbeloweredaccordingly.Wewillallfindtheclassmoreinterestingifeveryone
contributesproductivelytotheconversation.

Classwork:Classworkwillincludegroupworkaswellasinclasswritingassignments,suchasfreewrites,directed
writing,worksheets,peerreview,andreadingquizzes,bothannouncedandunannounced.Therewillbenomake
upsofinclassassignmentswithoutadocumentedexcuse.Duetoitstimelynature,however,peerreviewcannot
bemadeup.

Homework:Boththereadingandwrittenhomeworkassignmentsareanimportantaspectofthecourse.These
arelistedonthesemesterschedule.Yourreadingloadwillvaryalittledependingonwhatwe'rereading,but
expecttoreadbetween50and75pagesaweekduringthereadingportionofourunits.Ifstudentsarenot
keepingupwiththereadingaswillbeevidentfromclassdiscussionandinclasswritingquickreadingcheck
quizzesmaybeintroduced.Thewrittenassignmentsaredueatthebeginningofclassandareaplaceforyouto
startthinkingaboutthereadingswewillbediscussing.Unlessotherwisenoted,yourresponseshouldbe
approximately400500words(or12pages)long.Forclarity,pleasefollowstandardsforpunctuation,
capitalization,spelling,andparagraphing.

LiveLit!:YouarerequiredtoattendoneLiveLit!eventthissemester(seehandbook).Formoreinformation,see
LiveLit!linkathttp://www.montclair.edu/writing/.[Individualinstructorsshouldspecifyherewhetherthey
requirethatstudentsprovidesomeproofofattendancesuchasaresponsepaperorasignedorstampedform.]

Essays:Fourformalunitpapersarerequiredwithatotalof6000wordsforthesemester(weighted10%,15%,
15%,20%).Oneofthesewillbeadocumentedessay,requiringsomeoutsidereadingandappropriateintegration
ofsecondarytextswithinyourownanalysisofaliterarytext.Eachunitessaywilldevelopanargumentthatgrows
outofyouranalysisofassignedliterarytexts;assignmentswillbedistributedinadvance.Eachessaywillundergo
revisionandrewriting,withtheassistanceofpeerreview,instructorfeedback,andyourownfurtherthinking.All
essayswilladheretoMLAformat,includingdocumentation.Therewillbepenaltiesforshort,lateormissingdrafts
andforshortorlateessays.

Portfolio:Theportfolioassignmentwillaskyoutofurtherrevisetwounitessaysandtowriteatwotothreepage
reflectiveessay.Theportfoliowillbedueduringtheuniversitysexamperiodandwilltaketheplaceofaninclass
finalexam.Youwillberequiredtohandinthenewlyrevisedversionandtheoriginal,gradedversionoftheessays
youselectforyourportfolio,sobesuretosaveyourwork.

DueDates:Workisdueatthebeginningofclass.Pointswillbedeductedforlatework.Unlessspecial
arrangementsaremadeinadvance,noworkwillbeacceptedmorethanoneweekaftertheoriginalduedate.
Exception:Lateunit4essaysandportfolioswillbeacceptedonlybecauseofadocumentedemergency.

GradingCriteriaandGrades:SeetheprefatorychapterofAWritersReferenceforgradingrubric(whatis
expected)aswellasdescriptionsofA,B,C,DandFessays(Montclair810)).

ClassroomPolicy:Ourclassroomisaforumfordiscussionandcultivationofideas.Itisexpectedthatwewilltreat
eachotherwithrespect.Noformofsexism,racism,ageism,elitism,orothertoxicbehaviorwillbetoleratedhere.
Allcellphonesmustbeturnedtovibrate.Donottextmessageorotherwiseengagewithyourelectronicdevices
duringclass.

TheCenterforWritingExcellence(CWE):
StudentsareencouragedtotakeadvantageoftheservicesofferedbytheCenterforWritingExcellence,locatedon
thefirstflooroftheLibrary.www.montclair.edu/cwe.973(6557442).MoreinformationabouttheCWEcanbe
foundintheHackerhandbookonpagesMontclair1314.

DisabilityResourceCenter(DRC):
[Accommodations:Whilethissectionisoptional,manyinstructorsfindithelpfultoincludeastatement
similartothefollowing:"Reasonableaccommodationsareavailableforstudentswithadocumented
disability.Ifstudentsrequireaccommodationstofullyparticipateinthisclass,theyshouldvisitthe
DisabilityResourceCenter(DRC)toreceivealetterfortheirinstructorrequestingaccommodation.All
requestsmustbeapprovedbytheDRC(MoreheadHall305,x5431,
https://www.montclair.edu/health/drc/faculty.html)]

SemesterScheduleOverview

ThematicUnit1:LiteratureonFamiliesorHowWeReadLiteratureaboutFamilies(twothreeweeks)
ThematicUnit2:LittleRedRidingHoodandInterpretingfrommultipleperspectives(twotothreeweeks)
ThematicUnit3:Justice(twotothreeweeks)
ThematicUnit4:ARaisininTheSun:DocumentedEssay(threeweeks)
Unit5:PortfolioReview(oneweek)

SemesterScheduleDetails

Unit1:LiteratureonFamiliesorHowWeReadLiteratureaboutFamilies

[Thisunitasksstudentstofocusonhowindividualreaders'interpretationsandreactionstoliteratureispersonally
invested,whilealsoworkingtodeveloptheirabilitiestospecificallyidentifythosemomentsinaliterarytextthat
providemeaning/interpretation,i.e.,theskillsofclosereading.Thepointisnottoauthorizeordeauthorize
students'personalinvestmentinreading,butrathertohelpstudentsbecomeawareofandmakeexplicittheirown
processesofreadingandshowhowtheseprocessesareinfluencedbytheirownexperiencesandbeliefsystems.]

WeekOne,ClassOne:IntroductiontoUnit1
Inclass:TheodoreRoethke,"MyPapa'sWaltz"(324).Inclasswriting.Halfthestudentswillreceiveonesetof
questionsandhalfthestudentswillreceiveanother.[Thiswritingwillconsistoftwomainquestions
designedtoleadstudentstotwoverydifferentreadingssimplistically,abusivevs.lovingfather.Thepoint
oftheexerciseis1)toshowstudentshowquestionsleadinterpretations,2)tohighlighthowthe
knowledgewebringintothepoemaffectsinterpretation,and3)togetstudentstobegintoidentify
particularlinesorwordstosupporttheirinterpretations.Afterworkingalonetoanswertheworksheet,
studentswillgetinsmallgroupsandthenultimatelyreturnasaclasstocomparetheirdifferentreadings
ofthepoem.]
Homework:ReadLucilleCliftonsforgivingmyfather(321)andKittyTsui's"AChineseBanquet"(340).Choose
oneofthefollowing:Inaonepageresponse,explaintheextenttowhichyousympathizewiththe
speakerofforgivingmyfather.Whydoyousympathizewithher?Whatdoyouthinksheistryingtosay
aboutherfatherandtoherfather.Or,InaonepageresponseexplainwhomyousympathizewithinA
ChineseBanquet:thenarratororhermother?Givereasonsforyourresponsefromthetext,andalso
fromyourownpersonalthinking.(HomeworkWriting1)[Inboththesetextsstudentsbeliefsandvalues
areimplicatedveryobviously,andthereforewillhelpinstructorsleadaclassdiscussionaimedatrevealing
howourownpersonalvaluesandbeliefsareimplicatedinourresponsestoreading.]

WeekOne,ClassTwo:WhyDoOurInterpretationsDiffer?
Inclass:DiscussionofstudentresponsestoWolffandTsui.ReadinganddiscussionofSylviaPlath's"Daddy"(710).
[Thispoemwillfurtherthediscussionofhowindividualreaders'interpretationsandreactionstoliterature
ispersonallyinvested.Instructorsmaychoosetobringinafewsamplesofcommentarieswrittenbyyoung
women,onwebsites,whohavechosentotypeupandpostthispoemasoneoftheirfavoritepoems.It'sa
realfavoritepoemforyoungwomen,itseems,andinstructorsmayfindithelpsstudentstoseehowothers
arepersonallyinvestedintheirreadingsofliterature.]
Homework:ReadAmyTan's"TwoKinds"(238)andAliceWalker's"EverydayUse"(247).Inatwopageresponse,1)
addressquestion1onpage296[Dotheculturaldifferencesbetweentheimmigrantmotherandthe
Americanizeddaughterintensifytheirstruggle?]and2)thisquestion:Mostreadersaresympatheticto
MaggieandnotDee.Whyisthat?WriteasympatheticresponsetoDee.(HomeworkWriting2)[Thepoint
ofthisassignmentistofurtherdemonstratethepersonalinvestmentwehaveinourreadingsbyasking
studentstoreadtextsthatmanyofthemwillnothavecloseculturalconnectionto(thoughsomewill).In
classtheinstructormaywishtoworktopointouthowtheAmericanized,mainstreamreadermaybe
inclinedtobeunsympathetictotheparticulardilemmasthatthechildrenofdisenfranchisedparentsmight
experience.Discussionmaybeaimedatpointingoutthat,whileweshouldacknowledgeourpersonal
positionswhenweread,wecanalsoworktoseebeyondourpersonalposition,allowingliteratureto
expandratherthanjustaffirmourviewsandbeliefs.]

WeekTwo,ClassOne:LimitationsofthePersonalPointofView
Inclass:Discussionofthetwostoriesandthelimitationsofreadingonlyfromapersonalpointofview.
Homework:WriteafirstdraftofEssayOne(23pages).Chooseoneliterarytextthatwehavereadtoexploreyour
initial,personalinterpretationofthepieceandthencontrastthisinterpretationwithanalternative
interpretationthatyoudevelopedafterfurtherthought,discussionwithpeers,andclassdiscussion.
Presentbothinterpretationsbydrawingonthetextaswellastheexperiencesorbeliefsthatsupport
them.Intheendbesuretoreflectonthestrengthsandlimitationsofpersonalinterpretation.

WeekTwo,ClassTwo:PeerReview
Inclass:Largeandsmallgrouppeerreview.SubmitpaperviaBlackboard.Instructorwillrespondby_______
___________________.
Homework:Rewriteessayfornextclass(34pages)

WeekThree,ClassOne:WritingWorkshop:Conventions,CitationandPlagiarism

Inclass:Reviewofandpracticeinwritingconventionsforwritingliteraryinterpretationpapers,appropriate
citation,andplagiarism.Discussionofpapersandworkneededforthefinaldraft.
Homework:Writefinaldraft(45pages).Besuretosubmityourpaperalongwithyourpeers'comments,the
instructorscomments,yourfirstdraft,yourmidprocessdraft,andanynotesyouhavetaken.Papersthat
donotincludealldraftsandnoteswillnotbeaccepted.

Unit2:LittleRedRidingHoodandMultiplePerspectives

[ThisislargelyfromAliceDakenwhohasdevelopedthisunitaspartofhergraduatecoursework.]

WeekThree,ClassTwo:IntroductiontoUnit2
Inclass:Collectessay1.IntroductiontotheUnit
Homework:ReadCharlesPerrault's"LittleRedRidingHood,"(305),JakobandWilhemGrimm's"LittleRedCap"
(308),andAngelaCarter's"TheCompanyofWolves"(312).[Instructorsmaychoosetoaskstudentsto
readtwoadditionalLittleRedstories(mostlikelyfromeitherBarchers'sWiseWomen:FolkandFairyTales
fromAroundtheWorld,DelReyandKessler'sOnceUponATime:ATreasuryofModernFairyTales,or
Donoghue'sKissingtheWitch:OldTalesinNewSkins)].Writea12pageresponsetothereadings,noting
thesimilaritiesanddifferencesamongstthem.(HomeworkWriting3)

WeekFour,ClassOne:CautionaryTalesandReading/WritingfromMultiplePerspectives(Theories)
InClass:[DiscussionandGroups.]1.Whatisthemainstory(thecommonstorythatrunsthroughall)?Whoarethe
characters?Arethereanybigdifferencesinthetexts?2.Children'sCautionaryTales.HowdoesPerrault's
storyactasacaution?Whyisliteratureacautionarydevice?3.Whysomanydifferentversionsentering
theory?4.Freewrite.
Homework:RitualTheoristReadingandFeministTheoristreading(Forfeministreading,onesuggestionisRitual
TheoryandPractice,byColinLow,http://www.digitalbrilliance.com/kab/rtt.htm).
IntwopageswriteaboutoneofthesetheoriesandoneoftheversionsofLittleRedRidingHood.How
doesthetheoryopenup/explainthestory?Whatdoyounoticeinthestorythatspeakstothetheory?
Whatdidyounotnoticeuntilreadingthetheory/Whatdidreadingthetheorymakeyounoticeeven
more?(HomeworkWriting4)[Instructorsmightalsousethetextbookscriticaltheoreticalarticles.]
WeekFour,ClassTwo:Theory
InClass:[Discussion.GroupActivity].1.Talkingabouttheory.2.Ingroups,makeachartthatdividesandexplains
thedifferentversionsandthetheories.Forexample,howwouldthedifferenttheoristsreadPerrault's
version?Areanyoftheversionsspecificallyonethingoranother?3.Discussionofcharts.Whatdid
differentreadingsdototext?
Homework:Bringinoneofyourfavoritechildren'stales(thiscouldbeabook/movie/oralstory/song/other).Ifyou
donothavethetextitselftobringintoclass(forexample,ifitisastorythatyouhadbeentoldoraTV
showyoualwayswatched),thatisokay.Writeasummaryofyourchosentale.Then,writealistofwhat
youthinkareimportantthingsinthetale(events,characters,dialogue,etc.).(HomeworkWriting5)

WeekFive,ClassOne:AnalyzingYourChildren'sText
InClass:[Largegroup,theninpairs/singularly].1.Shortwritingabouttext.RepeatwhatwedidwithLittleRed
RidingHoodtoyourchosentext.First,whyisthistextachildren'stext?Isitanothereducationalorsocial
issue?2.Then,whatdoestheapplicationofdifferenttheoristsdotothetext?Arethereanyconnections
betweenyourtextandLittleRedRidingHood?Arethereanyconnectionsinthewaysthatthetheorists
couldbeappliedtothem?
Homework:RoughDraft.Pickonetheoryandapplyittochildren'stexts(oneormoreoftheLittleReds,yourin
classtext).Whatdoesthistheorydotothetext?Howdoesitopenitup?Howdoesitcritiqueit?23page

draft.

WeekFive,ClassTwo:WritingWorkshop
InClass:Discussionandactivityforworkingwiththeroughdrafts.
Homework:MidProcessDraft.Pleaseemailitto(emailaddress)by_________.Itshouldbeatleast50%different
thanyourroughdraft.Itmustincludequotesfromtheliterarytextsandtheory.(34pages)

WeekSix,ClassOne:PeerReview
InClass:Groupreviewofoneauthorandpeerreview.
Homework:FinalCopy(submitwithroughdraft,midprocess,andpeerreview).(5pages)

WeekSix,ClassTwo:PaperPresentation
Inclass:Collectpapersandreadseveraloutloud.

Unit4:Justice

[Thisunitaddressestheplace(orlackthereof)ofmoralityinliterature.Italsoraisesthequestionofwhether
literatureisreflectiveofaculturalattitudesorwhetherithasanactiveroleincreatingculturalattitudes.Thisunit
alsointroducestheideaofputtingliteratureincontext;inthiscasePerkins"TheYellowWallpaper"isreadinthe
contextofAmericanlate19thcenturyattitudestowardwomenandthepathologizingofwomen.Studentswill
readselectionsthatraisequestionsaboutgenderjusticeandracialjusticeandwillthenwriteanessayoneitheran
issueofgenderorrace.]

WeekSeven,ClassOne:Whatistheroleofmoralityinwritingandreading?
Inclass:ReadNiemoller,FirstTheyCamefortheJews(351)andCullen,Incident(671).Discussion:whatisthe
roleofmoralityforwritersandforreaders?Whatistheroleofliteratureinengagingsocietyinissuesof
justice?
Homework:ReadBambara,TheLesson(554).Writeatwopageresponseabouthowthespeakerstoneinthe
poemswereadinclassandthenarratorstoneinBambarasstoryaffectsyourreadingoftheevents
thesetextsdescribe.DoCullenssingsongyrhythmandBambarasuseofhumorleadyoutotakethese
accountsofinjusticelessseriouslythanthoseinNiemoller?Why,orwhynot?(HomeworkWriting6)

WeekSeven,ClassTwo:GenderandJustice
Inclass:Discussionofhomeworkandintroductionoftextsongenderandjustice.
Homework:ReadMaxineHongKingston,"NoNameWoman"(486)andCharlottePerkinsGilman,"TheYellow
Wallpaper"(924).[Thesetwodifferentstories,bothwrittenbywomenandbothaddressingparticular
inequitiesthatwomenexperience,mayallowinstructorstoigniteadiscussionabouthowliteratureis
perhapsboth/orreflectiveofculturalconcernsandalsoactiveininstigatingsuchconcern.]Writeatwo
pageresponseontowhatextenteachofthesereadingsisaboutinjustice.Definewhatyoumeanbythe
term.(HomeworkWriting7)

WeekEight,ClassOne:JusticeandPunishment
Inclass:ReadShermanAlexiesCapitalPunishment(656),SeamusHeaneysPunishment(688),andCarolyn
ForchesTheColonel(681).Homework:WritearoughdraftofEssayfourforhomework.(23pages)

WeekEight,ClassTwo:Workshop
InClass:Discussionandactivityforworkingwiththeroughdrafts.Homework:MidProcessDraft.Pleaseemailitto
(emailaddress)by_________.Itshouldbeatleast50%differentthanyourroughdraft.Itmustinclude
quotesfromtheliterarytextsandtheory.(34pages)

WeekNine,ClassOne:Workshop

InClass:Groupreviewofoneauthorandpeerreview.
Homework:FinalCopy(submitwithroughdraft,midprocess,andpeerreview).(5pages)

Unit5:ARaisinintheSunandtheDocumentedEssay

WeekNine,ClassTwo:Introduction
Inclass:LangstonHughes,ThemeforEnglishB(328),Harlem(375):Smallgroupworkcomparingthepoems.
Homework:BeginreadingLorraineHansberrysARaisinintheSun(374412),Writea12pgresponsetoquestions
TBAonthefirsthalfoftheplay.(HomeworkWriting8)

WeekTen,ClassOne:Raisin
Inclass:Discussionofhomeworkandplay
Homework:FinishreadingARaisinintheSun(412441)Writea2pageresponsetotheplay,beginningwith
question2onpg.503andusingevidencefromtheplaytoillustrateyourpoint(HomeworkWriting9)

WeekTen,ClassTwo:IdentifyingIssuesinthePlay
Inclass:Discussionofhomeworkandendofplay.

Homework:Identifysomeissuestheplayexploresandconsiderwhichcriticallenswouldbeusefulinexploring
theseissues.(HomeworkWriting10)

WeekEleven,ClassOne:ARaisinintheSuninContext
Inclass:Discussionoftheplaycontinued.

Homework:Choosingoneoftheissuesthattheplayexplores,writea34pageroughdraftofanessayonARaisin
intheSun.Useacriticallenstohelpyoufocusyourinterpretation.Withrespecttothisissue,determine
inwhatwaysthis1959playisorisnotrelevanttolifeintheUnitedStatestoday.Youmaywishtousea
criticallenstohelpfocusyourinterpretation.

WeekEleven,ClassTwo
Inclass:AsaclassexplorethewebsiteRacialandReligiousCovenantsintheU.S.andCanada
http://wbhsi.net/~wendyplotkin/DeedsWeb/and/oradditionalsourcesinyourtextbook.[Instructorsmay
wishtoshareadditionalsourcesrelatedtoplayorgiveadditionalinstructionsonresearch.]

Homework:Writeamidprocessdraftofyouressay(45pages)inlightofwhatyouhavejustreadinclass.
Incorporateatleastthreesourcesintoyournewdraft.Submitacopyofyourpaperby__________.You
willreceivefeedbackby________.

WeekTwelve,ClassOne:DocumentingYourEssay
InClass:PeerReviewanddiscussionofappropriatedocumentation

WeekTwelve,ClassTwo:DocumentingYourEssay
Inclass:ReviewofWorksCitedpage

Homework:Completefinaldraftofessay(67pages)

Unit5:PortfolioReview

WeekThirteen,ClassOne:PortfolioReview


WeekThirteen,ClassTwo:PortfolioReview

Portfolioisdueonexamday.

[Whiletherearefourteenweeksinthesemester,thissyllabusoutlinesroughlythirteenweeks,soindividual
instructorshaveroomtoadjusttheirscheduleaccordingly]