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Literature 315:
Enlightenment and Its Discontents
Studies in
Restoration and Eighteenth-Century British Literature, 1660-1815
fall 2005 Dr. Abby
Coykendall acoykenda@emich.edu Office Phone:
(734) 487-0147 Office
Location: Pray-Harrold Hall 603G Office Hours:
Monday & Wednesday 9:30-12:00 ~ or email for an appointment ~
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Enlightenment and Its Discontents: Studies in Restoration
and 18th-Century British Literature
Literature 315, otherwise known as “Literature of the
Neoclassical Period,” is a class in which you will investigate a wide variety
of British literature from the period that spans the late seventeenth,
eighteenth, and early nineteenth century.
This period is generally referred to as the “long” eighteenth century in
order to account for the revolutions that precede and conclude the eighteenth
century, both of which influence the direction of British literary culture
profoundly — the Restoration (of the monarchy) following the Civil War and, of
course, the French Revolution, the period’s spectacular fin de sičcle denouement. In
addition to neoclassicism, which is only one of many literary movements
prevalent at the time (and not necessarily the most interesting nor even the
most important one), we will consider other genres also representative of the
period, whether they be gothic, orientalist, libertine, sentimental, or even
those prevailing in the visual arts such as the picturesque, chinoiserie, or
rococo.
Perhaps more than any other period, the eighteenth century
represents a moment that we must evaluate and reevaluate to challenge the
values of our own time. Although often
considered the quaint, tea-and-crumpets blueprint for civil societies across
the globe, the British eighteenth century witnesses both the positives and
negatives of modernity in the extreme.
Thus, in midst of a massive expansion of the slave trade, the birth of
the market economy and finance capitalism, as well as an increasingly rigid
sex-gender system (culminating in “Angle of the House” Victorian domesticity),
we find a celebration of art and culture that students of literature still
cannot help but admire. We will test
both the apocalyptic and utopian visions of the British enlightenment through a
diverse array of texts that put issues of modernity at the fore. And ultimately whether discussing literature
or world events, we will attempt to expand rather than confine our engagement
with the material, not only putting literary works in dialogue with the
historical and philosophical texts of the time, but also examining how they
shape the myriad claims to (and contestations against) modernity that continue
to vex our own.
Course Goals:
By the end of the semester, students will be able to
1) Comprehend,
appreciate, and critically examine Restoration and Eighteenth-Century
literature;
2) Recognize the
most significant changes from the beginning to the end of the period, while also
perceiving the ways in which the period itself differs from those before and
after it;
3) Make connections
between the literature of the period and its historical context by tracing the
ways in which the literature influences the culture and the ways in which the
culture influences the literature;
4) Partake in some
of the most current, innovative, and suggestive approaches to the field by
becoming acquainted with a select yet representative sample of critical
theorists;
5) Reinforce and enrich the study of Restoration and
Eighteenth-Century literature by placing the period and its culture in a
lasting dialogue with our own.
Course Itinerary:
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Section One:
The Global Eighteenth Century |
Main Assignment: Essay Exam
One Group
Discussion Questions and Research |
Case Study
(“The Lady’s Dressing Room”); Selections from Swift, Gulliver’s Travels,
Defoe, Robinson Crusoe, Equiano, Interesting Narrative; Steele,
“Inkle and Yarico”; Addison, “The Royal Exchange” Theorist:
Edward Said (Orientalism) |
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Section Two: Inventions, Ideologies: Sexuality and Gender |
Main Assignment: Essay Exam
Two |
Restoration
Poetry (Rochester, Behn); Pope, Rape of the Lock; Haywood, Fantomina;
Gray, “Ode on the Death of a Favorite Cat”; Selections from Montagu, Turkish Embassy Letters Theorist:
Ruth Perry (“Colonizing the Breast”) |
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Section
Three: Counter-Culture, Counter-Revolution: The
Eighteenth-Century Underworld |
Main Assignment: Essay Exam
Three Critical
Essay |
Hogarth, Marriage
A-la-Mode; Gay, Beggar’s Opera; Selections from Burke, Reflections
on the Revolution and Wollstonecraft, Vindication of the Rights of Men
Theorist:
Terry Castle (Masquerade and Civilization) |
Required Texts:
The following
textbook is available at Ned’s (http://www.nedsbooks.com/emu/; 483-6400; 707
W. Cross St.), although additional copies may be available at other local
bookstores:
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Norton Anthology
of English Literature: The Restoration and Eighteenth Century, Vol. 1C, Ed.
Lawrence Lipking (Norton 1999; ISBN #0393975673).
Make
sure to get the same edition pictured above even if you purchase the book
online, where it may be significantly less expensive; otherwise, the differing
page numbers will make it difficult, if not impossible, for you to follow along
with class discussions. The most
reliable way to get the correct edition is to search by ISBN number, a fingerprint
of sorts for the book. The Norton
Anthology of English Literature, the larger book from which the above
volume is extracted, is available on reserve in Halle Library, but if you use
the Halle version, photocopy the required pages so that you can refer to them
in class.
Many
other required texts are located online in the Halle library’s Electronic
Reserves (ER): http://reserves.emich.edu/eres/coursepage.aspx?cid=1321. It is best to print out the Electronic
Reserve materials every few weeks in advance from the multimedia computers on
the first floor of the Halle library.
These computers are more likely to open the files (and to open them
quickly) than your own computer, and printing the materials from that location
will be entirely free. Technicians are
nearby should you encounter any kind of problem.
Assignments:
Nothing is more
vital for success in this course than keeping up with, and actively engaging
in, the reading assignments, collaborative groupwork, and class
discussions. Make sure to bring a
copy of each text that we will be discussing to class. You will have to have read the assigned
material, and have it on hand, when you work together with your peers in
class. As with any university course, the
homework will take around two hours for every unit of class, so you can expect
to spend six hours each week completing the various assignments and
readings.
Writing Assignments
There will be a
significant number of writing assignments: intermittent but informal responses,
three essay exams, and a short but polished 5˝-page critical essay. The primary difference between the responses
and the critical essay is that with the responses, the mechanical elements of
writing do not matter in the least, and the goal is to freely and openly
express ideas; whereas, with the essay, the mechanical elements of writing must
be attended to very thoroughly and the goal is to defend a focused argument
clearly, coherently, and persuasively.
Collaborative Groupwork
Guidelines on
the semester-long collaborative groupwork project, which will culminate in the
5˝-page critical essay that you will author on your own, are available in the Electronic
Reserves and online: http://people.emich.edu/acoykenda/315/project.htm. All in all, the project entails 1)
researching one of the course materials in advance; 2) composing a series of
discussion questions in cooperation with the peers in your group; 3) presenting
the materials to the rest of the class; and 4) writing a critical analysis
based on one or two of the discussion questions that your group designed.
Critical Thinking / Essay Examinations
In order to
encourage critical thinking about the material, the exams will be question
driven as well. Although there will be
some true-false questions to ensure that you have read (and can recollect) the
material (worth 15%), as well as a few short-answer questions on particular
points of interest raised during the section (worth 20%), the bulk of the exam
will consist of an essay question on a particular topic of your own choosing, a
topic that you will have identified on your own in advance (worth 65%). In effect, you can write on any topic that
you like, so long as you are able to address the majority of the materials
covered in that section. You will be
able refer to an outline during the exams, but not to the texts themselves.
The third exam,
which covers much less material, will be considerably less extensive than the
other two exams. You will thus have
more time to work on the critical essay, which is due by the end of the
term.
Assessment:
As
indicated in the table below, the participation grade is a considerable portion
of your final grade — 20% — so keep up with the reading, response, and
groupwork assignments and make your voice heard in class. The more actively you participate in the
class discussions and other collaborative assignments, the more I can tailor
the direction of course to your particular interests and concerns.
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20% |
Responses,
Homework, Groupwork, Class Participation, & Presentation |
due dates: |
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25% |
Essay Exam
(Section 1): The Global Eighteenth Century |
October
24
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25% |
Essay Exam (Section
2): Inventions, Ideologies: Sexuality & Gender |
November
21
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15% |
Essay Exam (Section 3): Counter-Culture, Counter-Revolution,
& the Eighteenth-Century Underworld |
December
19 (3:00-4:30 PM) |
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15% |
5˝-Page
Research Essay Stemming from Groupwork |
December
22 (11:00
AM) |
Response/Participation points accumulate
throughout the semester, serving as a barometer of your ongoing participation
in the course. Missing classes and/or
not doing the required reading will especially hinder your ability to finish
these assignments promptly and properly since we will do groupwork or in-class
responses almost every class period. If
you miss one of those classes (or if you have not done the reading), you will
have to make up the assignment, which will be much more time-consuming and much
less interesting to do on your own.
A Synopsis of Assignments is available
online, which details how to complete (and how to makeup) the various kinds of
coursework: http://people.emich.edu/acoykenda/315/makeup.htm.
Academic Integrity:
Plagiarism is a very serious offense
against the Code of Student Conduct. Any cheating on the exams or plagiarized
writing will automatically result in a failing, zero-percent grade for the
assignment, as well as in further disciplinary action from the Student Judicial
Services if egregious. The general rule
is that if you use three or more words of another writer in a row without
enclosing those words in quotation marks and acknowledging your source, you are
guilty of plagiarism. Turning in a
paper that you wrote for another course for this course, i.e. recycling the
same words for double credit, also constitutes academic dishonesty at EMU.
See http://www.emich.edu/halle/plagiarism.html for more
specific guidelines on plagiarism. With
the internet, plagiarism is easy and tempting to do; however, the internet also
makes plagiarism that much more easy to catch and document, so do not even
think about doing it in this class or elsewhere.
Attendance:
Because this course primarily consists
of reading and discussion — rather than facts, figures, or memorization —
attendance is crucial. You may be
absent five times without any penalty, but each absence after
that will result in a reduction of your final grade by one third of the letter
grade: that is, the sixth class missed will turn a final grade of an A into an
A-; the seventh, into a B+; and so on.
My attendance policy is less harsh than that of the English department
as a whole, which automatically fails students who miss more than two weeks of
class; instead, after missing two and a half weeks of class, your grade will
start being reduced dramatically, but not necessarily to a failing percentage
if you have otherwise done well. The
five allowable absences are for emergencies, so if you ditch class five times,
do not expect a reprieve from the rule if you become ill or have other
extenuating circumstances later in the semester. If there is a documented emergency (a death in the family, lost
limb, prison term, &c.) at the end of the term, I will go out of my way to
help in any way I can, including giving an incomplete, supposing that you have
otherwise kept up with the assignments, attended class regularly, and finished
a majority of the course.
There will be no official penalty for
lateness. However, it can have several
undesirable consequences: you may miss crucial information (such as the
extension of a deadline) often covered in the first ten minutes of class and,
of course, you will distract other students while entering the room. It is your responsibility to ensure that
you have not been marked absent because you were absent at the beginning of the
class when I take attendance. I
cannot teach the class and keep track of incoming stragglers at the same time.
Schedule
Section One — The Global Eighteenth Century
Wednesday,
September 7: Overview of Course; Student Introductions; Conjectural
Response on the Period/ HOMEWORK: 1) Get the Norton Anthology (or
use the one on reserve at Halle); 2) Read the syllabus closely; 3) Write the Conjectural Response
(if not already done); 4) Begin reading “Restoration and Eighteenth Century”
from the Longman Anthology, Part I, 905-910, available in the Electronic
Reserves [ER];
5) Read Swift, “Lady’s Dressing Room,” available in the ER or the Norton
Anthology [NA], pgs. 2584-88; 6) Survey the Descriptions of Texts
for Groupwork [ER]; 7) Make
a list of three preferred texts in order; 8) Email the list to me by Sept. 14 if you
miss class. [9+
pgs.]
Monday,
September 12: Review Syllabus, Conjectural Responses, & Swift; View
“Modern Venus”/ HOMEWORK: 1) Continue reading “Restoration and
Eighteenth Century” from the Longman Anthology, Part II, 919-927 [ER]; 2)
Begin reading “Restoration and Eighteenth Century” from the Norton Anthology
[NA 2045-53]; 3) Make a list of four significant comparisons and contrasts
between the two introductions; 4) Re-read Swift in light of historical
background; 5) Email your list of
three preferred texts to me if you miss class.
[18 pgs.]
Wednesday,
September 14: Discuss Introductions, In-class Response on Swift/ HOMEWORK: 1) Review the handout on the Collaborative
Groupwork Project; 2) See the List of Group
Assignments (available by the 15th); 3) Read the material
assigned to your group.
[2+ pgs.]
Monday,
September 19: Introduction to the Section; Review Collaborative Groupwork
Project; Groupwork Step One/
HOMEWORK: 1) Consult Discussion
Questions on Edward Said [ER]; 2) Read
Said, “Imaginative Geography and Its Representations,” Orientalism [ER, 5 pgs.];
3) Optional Reading, “Travel, Trade, and the Expansion of Empire” [Norton Topics
Online]; Ongoing Project: a) Do groupwork
task; b) Read outside article; c) Write research report.
[5+ pgs.]
Wednesday,
September 21: Watch and Discuss Edward Said on Orientalism/ HOMEWORK: 1) Consult Discussion Questions on Gulliver’s
Travels [ER];
2) Read Jonathan Swift, Gulliver’s Travels, Introductory Material,
Chapter 1-2 of Part I [NA 2329-30; 2334-46]; 3) Re-read Said, “Imaginative
Geography” [ER];
4) If you miss class, watch the video on reserve at the Halle library;
Ongoing Project: a) Do groupwork task; b) Read outside
article; c) Write research report. [19+ pgs.]
Monday,
September 26: Discuss Orientalism and Gulliver’s Travels;
In-Class Response on Swift and Said/ HOMEWORK: Read Swift, Gulliver’s
Travels, Chapter 5-6 of Part I [NA 2354-64];
2)
Background on Joseph Addison and Richard Steele [NA 2479-81]; 3) Addison, “The
Royal Exchange,” Spectator #69 [ER, 4 pgs.];
Ongoing Project: a) Do groupwork
task; b) Read outside article; c) Write research report. [16+ pgs.]
Wednesday,
September 28: Discuss Coffee-House Capitalism & Gulliver’s Travels/ HOMEWORK: 1) Read Swift, Gulliver’s Travels,
Chapter 1-2 of Part II [NA 2372-83]; Ongoing Project:
a)
Do groupwork task; b) Read outside article; c) Write research report. [11+ pgs.]
Monday, October
3: Two-Page Research
Report Due; Discuss Gulliver’s Travels; Groupwork Step Three/ HOMEWORK: 1) Read Swift, Gulliver’s Travels,
Chapter 3 & 5 of Part II [NA 2383-89, 2392-98]; 2) Polish Discussion Questions for your
Group; 3) Group One must email the questions to me by 9 AM on the
5th; 4) Group Two must email the questions to me
by 9 AM on the 10th; 4) All remaining groups must email the
questions to me by 9 AM on the 12th.
[12 pgs.]
Wednesday,
October 5: Discuss Gulliver’s Travels/ HOMEWORK: 1) Read Swift, Gulliver’s Travels,
Chapter 8 of Part II and Chapter 2 of Part III [NA 2407-19]; 2) View America Awakens etching [ER]; 3)
Consult Discussion Questions for Steele [ER]; 3) Read
Steele, “Inkle and Yarico” [ER, 4 pgs.];
4) Polish the Discussion Questions for your Group; 5) Group Two must email the
questions to me by Mon. 9 AM; 4) All remaining groups must email the questions to me by Wed. 9 AM. [16 pgs.]
Monday, October
10: Conclude Gulliver’s Travels; Group One Presents
Steele/ HOMEWORK: Read “Slavery
and the Slave Trade in Britain” [Norton Topics
Online]; 2) Consult Discussion Questions for Equiano [ER]; 3) Read
Olaudah Equiano, Interesting Narrative [NA 2812-21]; 3) Polish the Discussion Questions for your Group; 4) All remaining groups must email
the questions to me by Wed. 9 AM. [11
pgs.]
Wednesday,
October 12: Conclude “Inkle and Yarico”; Discuss the Transatlantic
Slave Trade; Group Two Presents Equiano/ HOMEWORK: 1) Consult Discussion Questions for Defoe [ER]; 2) Read
Defoe, Robinson Crusoe [ER, 25
pgs.]; 3) Write an informal, 350-word response comparing and contrasting Defoe
with either Addison, Steele, or Equiano.
[25 pgs.]
Monday, October
17: Conclude Interesting Narrative; Group Three Presents
Defoe; Begin Review for Exam One/ HOMEWORK: 1) Review Handout on Exam One
[ER];
2) Optional Reading on Taking Essay Exams [ER]; 3)
Review Section One Materials; 4) Design Essay Question and Outline for Exam
One. [0 pgs.]
Wednesday,
October 19: Survey Section to Review for Exam; Compare
Reponses; Groupwork on Comparisons and Contrasts; Peer Review Essay
Questions/ HOMEWORK: 1) Prepare for Exam One; 2) Optional:
Meet with me during my Extended Office Hours to confer about your essay
question and outline (Friday 3-5 PM); 3) Make up any Section One assignments by
the next class period. [0
pgs.]
Monday, October 24: Exam One (The Global Eighteenth
Century)/ HOMEWORK: 1) Finish reading “Restoration and Eighteenth Century” from the Longman
Anthology, Part III [ER 911-918]; 2) Consult Discussion
Questions for Restoration Poetry [ER]; 3) Read Earl of Rochester,
“Disabled Debauchee” and “The Imperfect Enjoyment” [NA 2162-65]; 4) Read Aphra
Behn, “The Disappointment” [NA 2165-70].
[15 pgs.]
Section Two — Inventions,
Ideologies: Sexuality and Gender
Wednesday,
October 26: Introduction to the Section; Group Four Presents
Restoration Poetry/ HOMEWORK: 1) Continue reading “Restoration and Eighteenth
Century” in the Norton Anthology [NA 2058-62]; 2) Consult Discussion
Questions for Haywood [ER]; 3) Read Eliza Haywood, Fantomina
[ER]. [24 pgs.]
Monday, October
31: Conclude Restoration Poetry; Set up Jigsaw Coverage of Perry;
Group Five Presents Haywood/
HOMEWORK: 1) Consult Handout on Ruth Perry
[ER];
2) Read Perry, “Colonizing the Breast” [ER]; 3) Do
your particular task. [23 pgs.]
Wednesday,
November 2: Jigsaw Coverage of Perry/ HOMEWORK: 1) Consult Discussion Questions for Montagu [ER]; 2) Read Lady Mary Wortley
Montagu, Turkish Embassy Letters [ER]; 3) Read Background on
Alexander Pope, Rape of the Lock (NA 2505-8; 2525-26); Read (and
Re-Read) Pope, Rape, “Letter to Mrs. Arabella Fermor” & Canto 1-2
[NA 2527-33]. [22 pgs.]
Monday, November 7: Conclude Jigsaw
Coverage of Perry; Background on Poetics & Pope; Group Six Presents Montagu/ HOMEWORK: 1) Consult Discussion Questions for Gray [ER]; 2) Background on Thomas
Gray [NA 2825-26]; 3) Read Gray, “Ode on the Death of a Favorite Cat” [ER]; 3) Review William Blake’s
Illustrations for Gray’s Ode; 4) Read (and Re-Read) Pope, Rape,
Canto 3-5 [NA 2533-44]; 5) Write down one overriding confusion about Pope’s
Rape. [24 pgs.]
Wednesday,
November 9: Discuss Pope & Share Confusions; Review Debate
Structure; Conclude Montagu; Group Seven Presents Gray/ HOMEWORK: 1) Re-Read Pope, Rape of the Lock
in its entirety [NA
2527-44]; 2)
On a computer, write both a pro and a con proposition for a possible debate
topic, copying and pasting them five times (on the same page or otherwise) so
that you have five copies for class.
[34 pgs.]
Monday, November
14: Selection of Topics for Rape of the Lock; Groupwork;
Debate/ HOMEWORK:
1)
Review Handout on
Exam Two [ER]; 2)
Optional Reading on Taking Essay Exams [ER]; 3)
Review Section Two Materials; 4) Make a list of five significant comparisons
and/or contrasts between Pope
and one of the other authors for this section (Rochester, Behn, Haywood,
Montagu, or Gray); 5) Design Essay Question and Outline for Exam Two. [0
pgs.]
Wednesday,
November 16: Survey Section Two to Review for Exam; Groupwork on
Comparisons and Contrasts; Peer Review Essay Questions/ HOMEWORK: 1) Prepare for Exam Two; 2) Optional:
Meet with me during my Extended Office Hours to confer about your essay question
and outline (Friday 3-5 PM); 3) Make up any Section Two assignments by the next
class period. [0
pgs.]
Monday, November
21: Exam Two
(Inventions, Ideologies: Sexuality and Gender) / HOMEWORK: 1) Read Background on William Hogarth [NA 2652-54]; 2) Review Hogarth, Marriage A-la-Mode
online (http://people.emich.edu/acoykenda/315/hogarth.htm), clicking on
the links for larger images, or, if necessary, see the version in the anthology
[NA 2654-59]; 3) Read Terry Castle, Masquerade and
Civilization [ER]; Ongoing Project: a) Work on 5˝-Page Research
Essay Stemming from Groupwork, due December 22 at 11 AM (see the Collaborative
Groupwork Project handout for details); b) Optional: Meet with me during my Office
Hours to confer about your research paper (MW 9:30-12:00). [30 pgs.]
Section Three — Counter-Culture,
Counter-Revolution, and the Eighteenth-Century Underworld
Wednesday,
November 23: NO CLASS (Thanksgiving Recess)
Monday, November
28: Introduction to the
Section; In-class Response on Castle; Watch Hogarth’s Marriage ŕ la Mode
(40 min.)/ HOMEWORK:
1)
Read Background
on Oliver Goldsmith [NA 2857-58];
2) Dedication to “The Deserted Village” [ER]; 3) “The Deserted Village” [NA 2858-67]; 4) Review “Timeline of the French Revolution,” online
if at all possible [ER]; 5) View Eugéne Delacroix, Liberty Leading the People (1830) [ER]; 6) Read William Blake, The
French Revolution [ER]; Ongoing Project: a) Work on Research Essay; b) Optional: Meet
with me during my Office Hours to confer about your research paper (MW
9:30-12:00). [17
pgs.]
Wednesday,
November 30: Discuss the French Revolution; Groupwork on Responses and
Poems/
HOMEWORK: 1) Consult
Discussion Questions on Burke [ER]; 2) View
James Gillray, “Smelling
out a Rat” (1790) [ER]; 3) Read
selections from Edmund Burke, Reflections on the Revolution in France [ER]; Ongoing
Project: a) Work on Research
Essay; b) Optional: Meet with me during my Office Hours to confer
about your research paper (MW 9:30-12:00).
[11 pgs.]
Monday, December
5: Conclude Castle & Hogarth; Group Eight Presents Burke/ HOMEWORK: 1) Review Conjectural Responses from the
first day of class; 2) Write an Optional, 350-word Extra-Credit Response on the
Conjectural Response (due 12/19);
3) Consult Discussion Questions on Wollstonecraft [ER]; 4) Read
selections from Mary Wollstonecraft, Vindication of the Rights of Men [ER]; Ongoing
Project: a) Work on Research
Essay; b) Optional: Meet with me during my Office Hours to confer
about your research paper (MW 9:30-12:00).
[8 pgs.]
Wednesday,
December 7: Discuss Conjectural Responses; Group Nine Presents
Wollstonecraft/
HOMEWORK: 1) On a
computer, write both a pro and a con proposition for a possible debate topic on
the revolution readings (Goldsmith, Blake, Burke, & Wollstonecraft),
copying and pasting them five times (on the same page or otherwise) so that you
have five copies for class; Ongoing Project: a) Work on Research
Essay; b) Optional: Meet with me during my Office Hours to confer
about your research paper (MW 9:30-12:00).
[0 pgs.]
Monday, December
12: Selection of Questions for Revolution Controversy; Debate/ HOMEWORK: 1) Review Handout on Exam Three [ER]; 2)
Review Section Three Materials; 3) Design Essay Question and Outline; Ongoing
Project: a) Work on Research
Essay; b) Optional: Meet with me during my Office Hours to confer
about your research paper (MW 9:30-12:00).
[0 pgs.]
Wednesday,
December 14: Survey Section to Review for Exam; Groupwork on
Comparisons and Contrasts; Peer Review Essay Questions/ HOMEWORK: 1) Prepare for Exam Three; 2) Optional:
Meet with me during my Extended Office Hours to confer about your essay
question and outline, or about your research essay (Friday 3-5 PM); 3) Make up
any Section Three assignments by the next class period; Ongoing Project: a) Work on Research
Essay. [0
pgs.]
Monday, December
19 (3:00-4:30 PM): Exam Three
(Counter-Culture, Counter-Revolution)/ HOMEWORK: 1) Work on
5˝-page Research
Essay.
Thursday,
December 22 (11:00 AM): 5˝-Page Research Essay Due / Either drop it
in my mailbox in the English Department office (612 Pray Harrold) or slide it under
my office door (603G Pray Harrold); if the office is closed, you can approach
the mailboxes from the back hallway; anything handed in after 11 AM sharp will
not be given any credit, nor will papers sent by email.