online syllabus:

http://people.emich.edu/

acoykenda/315/f05

electronic reserves:

http://reserves.emich.edu/ (315)

 class handouts:

http://people.emich.edu/acoykenda/

315/handouts.htm

halle library website:

http://www.emich.edu/halle/

literature databases:

http://merlyn.emich.edu/ indexdesubject.php

~ schedule ~


 

Literature 315: Enlightenment and Its Discontents

Studies in Restoration and Eighteenth-Century

British Literature, 1660-1815 

fall 2005

Dr. Abby Coykendall

acoykenda@emich.edu
http://people.emich.edu/acoykenda/

Office Phone: (734) 487-0147

Office Location: Pray-Harrold Hall 603G

Office Hours: Monday & Wednesday 9:30-12:00

~ or email for an appointment ~ 

Section Registration # 13545
Monday & Wednesday 3:30 - 4:45 PM
Pray-Harrold Hall 308

 

 

 

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:

 

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)

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”)

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:

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. 

 

20%

Responses, Homework, Groupwork, Class Participation, & Presentation

due dates:

25%

Essay Exam (Section 1): The Global Eighteenth Century

October 24

25%

Essay Exam (Section 2): Inventions, Ideologies: Sexuality & Gender

November 21

15%

Essay Exam (Section 3): Counter-Culture, Counter-Revolution, & the Eighteenth-Century Underworld

December 19 (3:00-4:30 PM)

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.