Week 5 Syllabus: May 4

WHAT MAKES FOR A GOOD LOVE STORY? It is not a stretch to say that Homer’s Odyssey is one of the earliest, written love stories. The Trojan War is over Helen, who is famously known as “the face who launched a thousand ships.” The back-story to the conflict occurs at a wedding celebration, and is sparked by Paris’s deciding which is the most beautiful goddess—Hera, Athena, or Aphrodite (called the “Judgement of Paris,” it determines which sides the Greek gods and goddesses allign, Greek or Trojan). Odysseus’s chief aim is to return home to his wife, family and kingdom. This week we will finish revising our Odyssey paragraphs, discuss the Greek view of love, and transition to Shakespeare tragic love story, the play Romeo and Juliet.

MONDAY: GREY DAY/OFFICE HOURS

• Today is a grey day, and you can meet with me during Zoom office hours 12:50 and 1:50 pm. Check Canvas for the link to Zoom.

TUESDAY: BLUE DAY

• Starting with a Zoom meeting. In the even New Trier’s Canvas page is down, 2nd period can access our Zoom via this link here.

• We will finish reviewing paragraphs written about Odysseus and Penelope’s bed.

• Then having a class-wide discussion about evidence that illustrates that Homer’s epic poem is , indeed, a love story.

• HW: Compiling 6-8 pictures of annotations. These should illustrate your best insights into the poem’s meaning. While you do have annotations through the first half of the next, you might have to choose passages in the later half to re-annotate. Choose passages that reflect your dialogue with the text about meaning, and submit these to Canvas as a pdf no later than one week from today.

WEDNESDAY: GREEN DAY

• No class today.

THURSDAY: BLUE DAY

• Starting with a Zoom meeting. Check the syllabus on Canvas for a link. First period begins at 10:10, and second period at 11:20.

• Introduction to reading Shakespeare. We will watch a short, 8 minute modern telling of Romeo and Juliet. I will lecture about how to approach and read the play, along with providing some tips on how to manage the Elizabethan phrasing and wording. We will close class with a video overview of the play.

• HW: Complete the Odyssey annotation assignment, posting the pdf including your pictures to Canvas.
  

FRIDAY: GREEN DAY

• Continue exploring some of the Romeo & Juliet resources I’ve posted so far, especially the Folger Library site which has both the audio and the text for Shakespeare’s tragic play.

Week 4 Syllabus: April 27 forward

SO WHAT ARE WE TO MAKE OF THIS HERO, Odysseus? On one hand, he presents traditional heroic values in that he is brave, takes action to save others, is creative in defending himself and escapes peril time and time again. In this way, Odysseus = hero. Seen another way, Odysseus unnecessarily complicates his return home by lying (to Penelope and his father, stubbornly refuses to give way to the Gods (boasts of blinding Poseidon’s son, refuses to peacefully accept Athena’s command to forgive), and to our modern eyes, is in the least complicit in marital infidelity (with respect to not staying “true” to his wife, when she has successfully resisted the suitors advances. What is Odysseus, then? Is he flawed? Or is he merely faceted? This week, we end our study of Homer’s Odyssey.

MONDAY: GREY DAY/OFFICE HOURS

• Today is a grey day, and you can meet with me during Zoom office hours 12:50 and 1:50 pm. Check Canvas for the link to Zoom.

TUESDAY: BLUE DAY

• Starting with a Zoom meeting. Check the syllabus on Canvas for a link. First period begins at 10:10, and second period at 11:20.

• We will review the paragraphs written about Odysseus and Penelope’s bed, discussing some of the stylistic problems I’m seeing.

• HW: Watch part one of the film version of Homer’s Odyssey. Note that this version ignores the poem’s timeline, disposing of en media res. You may have to download the video to watch it. Please delete the file when done viewing. The link is here.

WEDNESDAY: GREEN DAY

• No class today.

THURSDAY: BLUE DAY

• Starting with a Zoom meeting. Check the syllabus on Canvas for a link. First period begins at 10:10, and second period at 11:20.

• We will continue to discuss some of the writing conventions and stylistic issues I’m seeing in “The Tree” paragraphs. Once done, students will begin revising these, in the least minimizing vague words, to be verbs, and rhetorical language. We may use break-out Zoom rooms to identify these and review body paragraph structure.

• HW: Watching the second and last part of the film version of Homer’s Odyssey. That link is here. Note: the captioning is slightly off at the start of the video. There’s nothing I could do to correct that, but within a minute or two it resolves itself.
  

FRIDAY: GREEN DAY

• Begin exploring some of the Romeo & Juliet resources I’ve posted so far, especially the Folger Library site which has both the audio and the text for Shakespeare’s tragic play.

The Tree

Homer’s Odyssey is thick with symbolism. From the more obvious—water as a symbol for purification from sin and rebirth, or birds and symbols of the Gods’ will, to the more sublime—Polyphemos’s one eye as a symbol for his limited observation of nostos, or Argos’s death as a symbol for his master’s return and ultimate act of insult, mythology is full of symbols.

The most obvious symbol in our story’s end is the olive tree around which Odysseus and Penelope have build their home, a tree which serves as a bed post in their marriage bed. Having read nearly all of the Odyssey, how do you interpret this symbol?

Write one paragraph that a) follows argumentative structure (claim, context sentence for quote, direct quote, commentary with explanation and additional evidence), and b) provides insight in the epic poem’s theme. Put another way, what do we learn from this Odyssey, and how does the tree illustrate that lesson?

Take 10-15 minutes to write that paragraph right now, and then copy and paste it as a comment into this thread.

Week 3 Syllabus: April 20 on

ONE MIGHT ASSUME THAT THE REUNIFICATION of Odysseus and Penelope would mean the end of Homer’s tale. But it isn’t. The slaying of the suitors and servants who befriended them enrages their surviving families—understandibly so. How has Odysseus’s actions nearly lead to a civil war within Ithaca? Furthermore, why does Odysseus need to test his father Laertes, to see if he will recognize him? What purpose does this test serve? Is that a strength or failing of Odysseus?

MONDAY: GREY DAY/OFFICE HOURS

• Today is a grey day, and you can meet with me during Zoom office hours 12:50 and 1:50 pm. Check Canvas for the link to Zoom.

TUESDAY: BLUE DAY

• Starting with a Zoom meeting. Check the syllabus on Canvas for a link. First period begins at 10:10, and second period at 11:20.

• Check in will be completing “The Tree” writing assignment on squarespace.

• How, in book 23, is Penelope behaving “like Odysseus”? What similarities do we see between her and Odysseus? Why does she feel that she must test him?

• HW: Read book 24, the last of Homer’s Odyssey.

WEDNESDAY: GREEN DAY

• No class today.

THURSDAY: BLUE DAY

• Starting with a Zoom meeting. Check the syllabus on Canvas for a link. First period begins at 10:10, and second period at 11:20.

• Looking back at book 24 carefully. What does the suitors discussion with Achilles and Agamemnon reveal about the ancient Greek values? Why does Odysseus choose to test Laertes, when the memory of his lost son is clearly so painful? And what does that reveal about ancient Greek values?

• HW: Read four sections from the following podcast transcript about Homer’s Odyssey, starting with “The Odyssey’s End” through and including the section, “Heraclitus and the Homeric World View.” That’s toward the bottom of that web page: it’s located here.
  

FRIDAY: GREEN DAY

• We will watch a film version of the Odyssey next week, as we transition to our final text, Shakespeare’s Romeo & Juliet. You will NOT have to purchase a hard copy of the text for our study of the play.

Globe Player: Shakespeare Lives

Star Cross'd: a contemporary take on Shakespeare's Romeo and Juliet

Video Block

Double-click here to add a video by URL or embed code. Learn more

Star Cross’d is the second in the British Council’s series of films for Shakespeare Lives 2016. Poet and illustrator Laura Dockrill’s contemporary take on Romeo and Juliet is set on a windswept English beach, where ‘two houses, both alike in common crime’ wage an ice-cream war. Will true love win out, over the tutti frutti?

Romeo & Juliet: Folger Edition

Students can use the Folger Library edition of Shakespeare’s Romeo & Juliet in lieu of purchasing a copy of the tragedy. The FL also has audio files available for listening, also for free.

Week 2 Syllabus: April 13 ahead

WE COME TO THE BLOODY end of Odysseus’s tale. He kills all those disloyal to whom, and then purifies the halls of his home with fire and incense. But our tale does not end when the suitors are gone, and he and Penelope are reunited. Where, in the chapters depicting the slaying of the suitors, does Homer hint that there’s more to this poem than just Odysseus’s return to home, and his reunion with his wife and son?

MONDAY: GREY DAY/OFFICE HOURS

• Today is a grey day, and you can meet with me during Zoom office hours 12:30 and 1:30 pm. Check Canvas for the link to Zoom.

TUESDAY: BLUE DAY

• Starting with a Zoom meeting. Check the syllabus on Canvas for a link. First period begins at 10:10, and second period at 11:20.

• Looking back on book 21. Is Penelope aware that Odysseus has returned? What evidence do we see in support of her being aware? What evidence do we see against that argument? To what extent to we see Homer and the gods acknowledging that his return has been fated?

• HW: Read book 22, a particularly bloody chapter in the poem. As you read, pay careful attention to how Odysseus, Telemachus, the Swineherd and Athena answer the Suitors pleas for mercy. Some are forgiven. Most are killed. Why are those that are spared, forgiven?

WEDNESDAY: GREEN DAY

• On the google sheet “Women in the Odyssey,” to the right of your four quotes, write 2-3 sentences that explain your view of the women in the epic poem. Are the women in the Odyssey important? If so, how so? If not, how not? Remember, a claim is a probable, provable, and debatable thesis statement that a) describes your idea and b) previews your reasoning.

• This is on the shared google sheet, NOT canvas. Avoid phrases like, “I think,” “I believe,” or “In my view.” Remember, you should have 2-3 sentences, and include Fagles, Homer, and the title Odyssey.

THURSDAY: BLUE DAY

• No zoom meeting today.

• Check in by completing the “Spared!” assignment in canvas.

• HW: Read book 23. Here we see the roles of Odysseus and Penelope reversed, as she becomes the one to test him, using her guile to test this stranger who claims to be Odysseus. At this point, do we practically believe that Penelope doubts her husband’s return and this stranger’s identity? How, in this book, is Penelope behaving “like Odysseus”? Have book 23 read by class on Monday.

FRIDAY: GREEN DAY

• The Odyssey does not end with the reunification of Odysseus and Penelope. Next week we will take read the two final books of the poem and think about what the poem is about.

Week 1 Syllabus: April 6 forward

WOULD ODYSSEUS EVER BE ABLE to return to Ithaca without the help of women? Consider the help he gets from women, both divine and mortal. Goddesses care for and protect him (Athena of course, Calypso certainly, and even Circe once compelled to). Once he arrives at an island with civilized hosts, the princess Nausicca takes him into her care and protection, bathes, clothes, feeds him and guides him into the King and Queen’s presence. It is these people who ultimately convey Odysseus, sleeping, onto the shores of Ithaca. And this is even before arriving home. What is the role of women in the Odyssey? Are they scheming traitors who thwart the Olympian gods plans? Are they faithful servants, following their patriarchal orders? Are they ingenious and blithely powerful agents of change, who succeed where men have failed for over a decade?

MONDAY: BLUE DAY

• In book 19, we see gender roles reversed. Penelope and the Nurse interrogate the disguised beggar, but despite his best attempts at deception, the Nurse knows his true identity. Does Penelope? After taking some initial responses on Zoom, we’ll start a writing exercise on a google sheet.

• In book 20, again the women seem to take control as Athena and Eurycleia prepare for the suitor’s slaughter. How do these two manage events to go against the suitors, and in Penelope’s interest? And why are the other men so blind to what is clearly being presaged? We will return to the google sheet, adding more evidence for the same writing assignment.

• HW: Review your annotations for books 19 and 20, gathering evidence . Have four quotes (2 per book) gathered by class on Wednesday.

TUESDAY: GREEN DAY

• The google sheet “Women in the Odyssey” has been shared with you via the google drive. Check either the google drive or the google sheet application to find the spreadsheet that I shared with you.

• This assignment is to be completed in the classroom’s google sheet, NOT Canvas.

WEDNESDAY: BLUE DAY

• Read through the posted quotes on the shared google sheet.

• Read the following article by Prof. Wilson about the role of women in the Odyssey.

• With the remaining time in class and using homework time today and tomorrow, read and annotate book 21.

THURSDAY: GREEN DAY

• Book 21 is the final act leading to the killing of everyone connected to the Suitors, as both Odysseus and Telemachus take their revenge. As you read, pay attention to subtext, or the story hidden behind the more obvious plot. How much is Penelope aware of, and how much is Odysseus in control of, in respect the orchestrating the big reveal (that Odysseus has returned, and he wields a deadly vengeance)? Next week, when we return to class, we will discuss the reader’s view of events that lead up to the Suitors’ slaughter.

FRIDAY

• No classes today for Good Friday, and other religious holidays.

Office Hours on Zoom

ON GREY DAYS, my office hours are 12:50-1:50 pm. When you use the following zoom link, you will be added into a waiting room, and I will meet with students individually. Generally, we can talk as long as you like, but if there is another student waiting, I will attempt to limit conferences to five minutes. 

You can access the Zoom meeting by checking announcements in our canvas course. As always, I will NOT publish these zoom links publicly.

Zoom meetings

Need help connecting to zoom? Here’s a link to New Trier IT department’s student guide.

Looking for the link to the Zoom meeting? It’s in your school email, AND also appears on the Canvas syllabus.

As a matter of course, I will NOT publish links to our classroom zoom meetings on my public, squarespace syllabus. I WILL send links via your school email, and I WILL add them to the syllabus on Canvas. Please know that those meetings will only be accessible during the published times, usually about 10 minutes before the listed start time.

Looking forward to seeing your faces! And remember—this will be an extension of our classroom. All comments and images shared via Zoom must be classroom appropriate, and are subject to NTHS disciplinary code.

Week 10 Syllabus: March 31 forward

GREETINGS, ONLINE SCHOLARS! Our administration is attempting to make online learning more manageable for all of us, creating a split-day schedule. In a typical week, our English class falls on BLUE days, and except for shortened weeks, we will run class twice a week. GREEN days are when your other classes meet. And GREY days are set aside for longer term projects, and office hours where you can communicate with teachers (via email, phone, video-conferencing). To help you manage this schedule, I will keep our calendar as it has been both here on Squarespace and on Canvas. I hope this well help you better manage your time, and give you more time to focus in the weeks to come.

MONDAY: NO CLASSES

• No classes will meet today. Teachers are conferencing with the Administration and making adjustments to their courses to fit with the new schedule the Administration has created.

• I should have the new syllabus up by seven pm on Monday night.

TUESDAY: OUR FIRST GREY DAY

• Students should check the syllabus for week-long assignments and activities . You have this entire day to plan for your own learning.

• The English Department will keep office hours on GREY days from 12:50-1:50. I will either be responding to email live, or be hosting a live Q&A via Zoom, or possibly both.

• Teachers are using this day for planning the week and grading materials.

• HW: In this new model, you will be more in control of determining what you need to do and when. Yes, there will still be specific deadlines for assignments. But Grey days are set aside for you to plan your own learning.

WEDNESDAY: OUR FIRST BLUE DAY (Periods EB-4)

• We will be working on finishing up the last five books of Homer’s Odyssey.Today you will start with a check in on book 18, on canvas. What does the reader learn about Ithaca, as a society, based upon Odysseus’ conflict with the beggar, Idros? Complete this BEFORE our Zoom meeting today.

• From 10:10 to 10:40, first period will meet for a Zoom, where we’ll have a classroom wide discussion about communities in crisis.

• From 11:20 -1:1:50, second period will meet for a similar large group discussion.

• Students will be reading the Odyssey, reading books 19 and 20, and keeping annotations about how Odysseus attempts to save his kingdom. What lessons has Odysseus learned while travelling home from Troy? How are those lessons applicable in Ithaca, his kingdom in chaos, his very life—and his family’s lives—in mortal danger?

THURSDAY: OUR FIRST GREEN DAY (Periods EB, and 5-9)

• On Green Days, you will working primarily working on Early Bird and Periods five through nine.

• There will NOT be specific, homework assignments due on these days. Neither will we have planned, classroom activities.

• Plan out your reading between now and next Monday, the next blue day.

FRIDAY: Second Grey Day

• From 12:50 to 1:20 today I will be available to take any questions about 3rd quarter grades. You should only reach out for a conference if you see a missing assignment in the canvas gradebook AND if you believe your grade is lower than it should be.

• Next week, Monday and Wedensday are blue days, Tuesday and Thursday are green days. No school Friday for the religious holiday, so no grey days next week.

Week 8 Syllabus: March 16 on

NOW THAT WE ARE IN AN ONLINE FORMAT, class will have three parts: a start-of-day check-in, during the day classwork, and homework. The check-in activity will be shorter, and will require you to submit something to Canvas, either a short written response to a prompt, submitting homework, or even a short comprehension quiz. That needs to happen no later than noon. Classroom activities will require you to study either online materials or Homer’s Odyssey. Finally, homework will compliment the daily activity, either deepening students’ understanding, or extending that understanding beyond the text.

MONDAY

• Check-in activity: Short writing assignment on Book 13, to be posted on Canvas.

• For class: Read (and listen) to the last part of Hamilton’s Mythology handout, an overview of the Greek pantheon of gods.

• HW: Read and annotate book 14 for class tomorrow. Why must Odysseus go first to the forest and to the swineherd's hut rather than to his own palace? Why does Odysseus conceal his identity? Is there symbolic significance to this situation? Are the false stories Odysseus tells in Ithaca somewhat revealing about the reality of his own life?

TUESDAY

• Check-in activity: Download and read the “Odyssey Overview” pdf on Canvas.

• For class: Access the google sheet from either your google drive app (shared with me) or via your school email account. Today you are adding 2-3 quotes from the last three books we’ve read, 12-14.

• HW: Reading book 15 tonight for homework. Notice the close proximity of Odysseus and Telemachus 's return home. Can the perils and lessons that Telemachus 's learns about be somehow compared to that Odysseus's faced on his travels, and will face here at home? What is the significance of the help that Telemachus  gives to the fugitive prophet Theoclymenos?

WEDNESDAY

• Class check-in: Download “Odysseus at Ithaca” and begin working on key plot/thematic points for Odysseus’s return home.

• For class: read an annotate book 16. What do you think about the fact that Odysseus reveals his identity to his son? What of their plot to kill the suitors? Is it justified? Does it accord well with the principles of justice set forth in the Odyssey ? What do you think of Athena's eagerness to see the suitors killed? Is that proper in a divinity? Is Athena, the goddess of wisdom, wise?

• HW: For homework: add notes from books 14 and 15 to the “Odysseus at Ithaca” worksheet.

THURSDAY

• Class check-in: Written response to assignment question about identity.

• For class: Finish adding quotes to your order/xenia google-sheet. You should have finished adding five quotes by 3 pm today.

• HW: Read and annotate book 17. Why does Odysseus wish to go to his own palace disguised as a beggar? What does the beggar disguise symbolize? Why is it important for him to show patience and self-restraint, even when hit and insulted? What is the meaning of the death of Argos, Odysseus's old hunting dog? Consider the advice of Athena to Odysseus (lines 470-473). Is that a consistent statement? Does it reveal an internal contradiction?

Friday

• Class check-in: Written evaluation of the online, remote-learning experience so far. Please limit your observations to our course, not other courses you might be taking.

• Read and annotate book 18. What is the symbolic meaning of Odysseus's confrontation with the beggar Iros? Why does Odysseus warn Amphinomos about the danger of his return and vengeance (lines 157-187)?

• HW: No homework over Spring Break.

Remote Learning Next Week

Continutng with Homer’s Odyssey, but moving to Canvas…

As we anticipated, we will run class next week from our canvas web page. The course syllabus and materials will shift to that platform effective as-of this posting (3/13/2020). I will likely have next week’s syllabus posted either Friday or Saturday in preparation for next week’s curricular activities.

Week 7 syllabus: March 9 forward

ODYSSEUS RETURNS TO ITHICA this week, but not before Poseidon reinforces his divine lesson. After burying Elpenor, Odysseus will face the Sirens, the Prowling Rocks, Scylla and Charybdis before drifting, for seven days, at sea, alone. Only then will he arrive on Scheria where he discovers the perfect community, and only then will the gods allow him the help he needs to reach home. Interestingly enough, it is only when Odysseus takes responsibility for his actions that he is allowed to land on an island that respects nostos and the gods, a community of good order, that he’ll be able to return home. Coincidence?

MONDAY

• No class because of late start schedule.

• HW: Finish reading Book 12 for class on Wednesday.

TUESDAY

• Returning to the Underworld. We will spend some time examining the advice Odysseus receives from the shades he encounters while in the land of the dead, and then students will write A-A-B-B stanzas describing what he learns from each, matching the meter of “The People in Your Neighborhood.” How do these lessons fit the same lessons about community and responsibility that we began studying last week?

• HW: Book 12 should be read by class tomorrow. Every person in your group should write a verse for ONE additional person Odysseus meets in the Underworld.

WEDNESDAY

• Discussion of book 12.

• HW: Start book 13 tonight, due by Friday. Pay careful attention to how Odysseus returns to Ithaca, to whom he speaks, and his course of action while there. Nothing is accidental! Almost every decision, every action is purposeful and carries symbolic importance. For example—why does he stay with the Swineherd?

THURSDAY

• Returning to selections from Edith Hamilton’s Mythology. We will pick up where we left off, with the Olympian gods, re-starting with Artemis.

• HW: Finishing book 13 of Homer’s Odyssey.

Friday

• Odysseus will return to a hostile environment. Keep in mind all the encounters he’s had on mysterious islands over the last ten years; these experiences haven’t exactly been positive. So here he’s returning to another island, facing his greatest unknown: what will his kingdom be like, twenty years after his departure? Will his son be alive? Will his wife have remarried? What has happened in Ithaca over the last two decades?

• HW: Read Book 14 over the weekend. How is the swineherd loyal to Odysseus? How does he demonstrate responsibility to his community via his actions?

Week 6 syllabus: March 2 on

A SINCERE THANKS TO MS. THINNES FOR HER EXPERTISE and assistance while I was recovering from surgery. And a very deep and sincere thanks to all the well wishes and acts of kindness I’ve received from you, my students! Your thoughtful and compassionate notes meant a lot to me over the past month.

MONDAY

• Last day of class with Ms. Thinnes. While the course syllabus will continue on squarespace, I will endeavor to use the gradebook that she set up on canvas. Today you will begin discussing book 10, Odysseus and his men trapped on Circe’s isle.

• HW: Finish reading Book 10.

TUESDAY

• Mr. Easton returns! We will step back from Homer’s Odyssey for a moment to watch the first 45 minutes of a documentary, Greece: Crucible of a Civilization. We will take notes on the life of Cleisthenes, an early Greek leader who forsook his aristocratic heritage and lead Athens to democratic meritocracy and ultimately to empire.

• HW: Identiy FIVE quotes from what we have read so far that illustrate the theme of a) community and b) responsibility (that’s five total, NOT five for each.) Have book 11 read for class on Friday.

WEDNESDAY

• We will spend part of class finishing the section of the documentary on the life of Cleisthenes, and part of class on a google-sheet that lists the passages you’ve identified as being thematically important.

• HW: Have book 11 read for Friday’s discussion.

THURSDAY

• Finsihing our discussion of book 10. Odysseus leaves more bodies on the island. Who is left behind here, and what do we learn about their demise? Why must Odysseus land on these seemingly random islands and encounter these mythical monsters/deities? We will spend the last 10 minutes of class reviewing our community/responsibility quotes.

• HW: Begin work on writing assignment, due Monday. Have book 11 finished for class tomorrow.

Friday

• Odysseus in the underworld!

• HW: Reading book 12 for class on Monday, and book 13 for class on Tuesday..

Update

Scholars:

Everything with my surgery went well. Dr. Helfand said that everything about me was textbook and entirely boring—good news for me, certainly! I’m home from the hospital and resting. Later this week I’ll touch base with Mrs. Thinnes to check in on class.

Just wanted to pass on the good news to you all. Wishing I was there in class,

Mr. E

University of Pennsylvania Resources

Their page includes timelines, background, maps, even pronunciation guides.

Though older than you, this Penn web site is a very good resource for readers of Homer’s epic poetry. Click on the link above to explore these resources.

Background on Greek Gods, Goddesses

The above video is more general, and includes an overview of Hesiod’s Theogany (the story of how the Greek gods come to be established).

This video is a more comprehensive overview of the Greek pantheon.

Audio for Fagles trans. of Homer's Odyssey

We are reading the Robert Fagles translation of Homer’s Odyssey. The cover above will link you to audio files of the text. Feel free to read along with this audio. That may help with pronunciation of names. However, you MUST be reading physical text while using this audio. It supplements the text, and can not replace it.

Final Exam

Your final will take place at 12:00 noon on
Tuesday, January 21
in room C-224, Northfield

Bring pens, pencils, water, tissue, and of course your independent novel. I will collect and grade annotations after the final, so bring your book. You can’t use it during the essay portion if you do not have it.