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Literature 315: Enlightenment and Its DiscontentsStudies in Restoration and Eighteenth-Century British Literature, 1660-1815 fall 2003 Dr.
Abby Coykendall acoykenda@emich.edu
Office
Location: Pray-Harrold Hall 603G ~ or by
appointment ~
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“Everything is good as it leaves the hands of the Author
of things; everything degenerates in the hands of man. … He mixes and confuses
the climates, the elements, the seasons.
He mutilates his dog, his horse, his slave. He turns everything upside down; … he loves deformity,
monsters. He wants nothing as nature
made it, not even man. … In the present state of things a man abandoned to
himself in the midst of other men … would be the most disfigured of all. Prejudices, authority, necessity, example,
all the social institutions … stifle nature [and] put nothing in its place.”
— Jean Jacques Rousseau, Emile, or On Education (1762). For an apt example, see Miss Hoare’s “Modern Venus”
(1785) and Lady Ossory’s more decorous “Modern Venus” (1786) below.
Enlightenment and Its
Discontents: Studies in Restoration and Eighteenth-Century British Literature
Literature 315,
otherwise known as “Literature of the Neoclassical Period,” is a class in which
we will investigate a wide variety of British literature from the period
spanning the late seventeenth, eighteenth, and early nineteenth centuries. Since neoclassicism is only one of many
genres prevalent at the time and not necessarily the most interesting nor even
the most important one, we will also consider a wide variety of genres
representative of the period, whether gothic, orientalist, libertine,
sentimental, epistolary, or indeed any other aesthetic of interest, including
those found in the visual arts such as the picturesque, chinoiserie, or
rococo. This period is generally
referred to as the “long” eighteenth century in order to account for the
aftereffects of the revolutions that precede and close the century, both of
which profoundly influence the direction of British literary culture; namely,
the Restoration (of the monarchy) following the Civil War and, of course, the
French Revolution, the period’s spectacular fin de siècle denouement.
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. Often considered the quaint,
tea-and-crumpets blueprint for civil societies across the globe, the British
eighteenth century in fact 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 materials, not only putting them in dialogue with the historical and
philosophical contexts of the time, but also examining how they resemble the
myriad claims to (and contestations against) modernity that still continue to
vex our own.
Required
Texts
The following books are
available at Ned’s bookstore (http://www.nedsbooks.com/emu/; 483-6400; 707 W. Cross
St.), although additional copies may be available at other EMU bookstores:
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v
Norton Anthology of English Literature:
The Restoration and Eighteenth Century, Vol. 1c, Ed.
Lawrence Lipking (Norton 1999; ISBN #0-393-97567-3)
v
The Portable Enlightenment Reader, Ed. Isaac Kramnick (Penguin 1995; ISBN # 0-140-24566-9)
v
Daniel Defoe, Roxana: The Fortunate
Mistress, Ed. John Mullan (Oxford 1998; ISBN # 0-192-83459-2)
v
Ann Radcliffe, The Romance of the
Forest, Ed. Chloe Chard (Oxford 1999; ISBN # 0-19-283713-3)
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Jane Austen, Sense and Sensibility, Ed.
Claudia L. Johnson (Norton 2002; ISBN # 0-393-97751-x)
Please make sure to get the same editions pictured and listed
above; otherwise, the differing page numbers will make it difficult for you to
follow along with class discussions.
Some required readings, if not already included in the books above or
distributed in class, will be available online at the Halle Library’s
Electronic Reserve website: http://reserves.emich.edu/. (Contact another student or myself if you
forget the password.) If you experience
difficulty printing reserve material (e.g. it prints in a mirror image), simply
uncheck the options in the print menu, especially the “Fit to Page” option that
is selected by default. Hard copies of
online reserve materials will be available at the Halle circulation desk if
they comprise more than ten pages or require downloading over 1000 KB.
Assignments
Nothing
is more vital for success in this course than keeping up with, and actively
engaging in, the daily reading assignments and class discussions. There will be a large number of writing assignments:
informal responses, polished essays, and essay exams. The responses will be posted to the class listserv after each
major reading assignment, or they may be handwritten if you prefer privacy or
have difficulty accessing the internet.
Your responses should be at least two paragraphs in length, although
longer (or more engaged) responses will not only enhance your grade, but also
increase the ability of other students and myself to offer feedback. The responses can be on subjects of your own
choice, but must relate to the readings assigned for that day. In contrast to the responses, the essays
will offer a thorough examination of the readings, incorporate at least some
literary criticism, and have the proper academic format. The primary difference between a response
and an 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 essays, the mechanical elements of writing must be attended
to very thoroughly and the goal is to defend a focused argument clearly,
coherently, and persuasively. There
will be two take-home exams, at the middle and at the end of the semester. They will have two sections — critical
responses and essay questions — comprehending the literary, filmic, and
critical materials that we have covered in class.
Make sure to bring a copy of the novel
or short story that we are discussing to class. Also, make sure to keep up with the readings in order to have
plenty of preparation for the essays and exams. There may be periodic, unannounced quizzes
to ensure that you are keeping up with the reading. As with any university course, homework will take around two
hours for every hour of class, and thus you can expect each week to spend six
hours outside of class completing the various assignments and readings.
Presentations
There
will be informal, in-class, 15-minute presentations of the research that you
have done for your final essay scheduled periodically towards the semester;
there will also be presentations during our last class, the time scheduled for
the final exam. I will pick the order
of the presentations randomly, which is most fair to all concerned. You need not have the paper written to do
the presentation, in which you will simply provide background on your topic,
identify a tentative thesis, and offer a synopsis of the historical context and
critical debates relating to each.
Indeed, it may well be best not to have written the paper in
advance, for I generally find that students only figure out the true purpose of
their argument and inspiration for their essay after presenting their position
to others. However, if you do the
presentation early, you will also have to turn in your research proposal early,
at least a week in advance so that there will be time to consult with me and
arrange a date beforehand. You must
turn in a research proposal at least two weeks in advance of your presentation
so that there will be time to consult with me beforehand about your research.
Grading
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20% |
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Responses,
Participation, and Research
Presentation |
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30% |
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Take-Home Examination
1 |
November 3, 2003 |
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20% |
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Take-Home Examination
2 |
December 15, 2003 |
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30% |
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Research Essay (8-10
Pages) |
December 21, 2003 |
Any late essay or exam will drop a
third of a grade for each day late; that is, an A paper will turn into A- if
turned in one day late, an A paper will turn into B+ if turned in two days
late, and so on. Responses are worth up
to 15 points; late responses are marked down only minimally, but must be turned
in within a week of the initial due date.
The best way to make up a response is by comparing the reading that you
missed to that which the class is currently considering. This will help both you and the other
students make connections and comparisons that span the course as a whole. The participation grade, largely based on
responses, quizzes, and the research presentation, is a considerable portion of
your final grade — 20% — so keep up with the reading and response assignments
and make your voice heard in class.
Your total response points will be averaged, put on a fair grading
curve, and then bumped up or down slightly depending on how actively you engage
in class discussions. The second
take-home exam is not cumulative, nor will it cover as much material as the
first exam, in order to free up more time and energy for the research essays.
Academic Dishonesty
Any
plagiarized writing or cheating on the exams will automatically result in a
failing, zero-percent grade for the assignment. Thus, if you cheat on the first exam or plagiarize on the
research essay, you can expect, at most, to receive a C- (or 70%) for your
final grade, supposing that you did everything else perfectly. With the internet, plagiarism is quite easy
and tempting to do; however, the internet also makes plagiarism that much more
easy for professors to catch and document, so do not even think about doing it
in this class or elsewhere. Plagiarism
is a very serious offense against the Code of Student Conduct. 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 citing your source, you are guilty of plagiarism. According to Funk and Wagnalls’ New
Standard Dictionary (1921), plagiarism is the “act of plagiarizing or
appropriating the ideas, writings, or inventions of another without due
acknowledgment; specifically, the stealing of passages either for word or in
substance, from the writings of another and publishing them as one’s own.” In short, plagiarism is theft. Note: Turning in a paper that you wrote for
another class as the final paper, i.e. recycling the same words for double
credit, also constitutes academic dishonesty at EMU.
Attendance
Because
this class primarily consists of reading and discussion — rather than facts,
figures, or memorization — attendance is crucial. You may be absent four times without penalty. Each absence after that will result in a
reduction of your final grade by one-third the letter grade: that is, the
fifth class missed will turn a final grade of an A into an A-; the sixth, into
a B+; and so on. The four absences are
for emergencies, so if you ditch the class four times, do not expect a reprieve
from the rule if you become ill or have other extenuating circumstances towards
the end of the semester. If there is a
true documented emergency (a death in the family, lost limb, prison term,
&c.) at the end of the semester, 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. Aside from the grade
reduction, missing classes will hinder your ability to do the assignments
properly and promptly. Likewise, even
though there will be no penalty for lateness, it can have several undesirable
consequences: you may miss critical information (such as the extension of a
deadline) often covered in the first ten minutes of class and, of course, you
will likely distract other students and myself while entering the room. If you are late, it is your responsibility
to ensure that you have not been marked absent. If you are absent from class, contact another student who can
fill you in on missed work before contacting me. Above all, make sure to withdraw from the course by November 11,
2003 if you find that you cannot attend class regularly or fall too far behind
in the reading.
Course Itinerary
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Section One: The Global Eighteenth
Century |
Main Assignment: Responses &
Discussion |
Selections from the Portable
Enlightenment and Norton Anthology; Including Philosophies of Race, Cultures
Primitive/Progressive, and Wholesale Conquest (Hume, Kant, Gibbon, Adam
Smith, &c.), Swift’s Gulliver’s Travels, Steele’s “Inkle and
Yarico,” Addison’s “Royal Exchange,” Behn’s Oroonoko, Sancho and
Sterne’s letters, Equiano’s Interesting Narrative |
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Section Two: Inventions, Ideologies:
Sexuality and Gender |
Main Assignment: Take-Home Exam 1 |
Haywood’s Fantomina;
Fielding’s “Female Husband”; Defoe’s Roxana;
Selections from the Portable Enlightenment and Norton Anthology,
Including Materialisms (la Mettrie, Cleland) and Gender Politics (Astell,
Kant); Pope’s Rape of the Lock, and Gray’s Odes |
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Section Three: Counter-Culture,
Counter-Revolution, and the Surfeit of Conformity |
Main Assignment: 8-10 pg. essay on at least
one of the major readings incorporating research and criticism |
Brief Tour thro’ the
novel (Richardson, Fielding, Goldsmith);
Thrale-Piozzi’s diaries; Home’s Scottish Tragedy, Douglas; Radcliffe’s
Romance of the Forest; Blake; Selections from the Portable
Enlightenment and Norton Anthology, Including Political
Theory, Revolutionary Debates, Religion/Superstition, and Aesthetics |
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Section Four: Retrofitting the
Eighteenth Century |
Main Assignment: Take-Home Exam 2 |
Application to Austen’s Sense
and Sensibility; Contextual and Critical Materials |
Schedule
Section One:
The Global Eighteenth Century
Wednesday,
September 3: Introduction; Jonathan Swift, “Lady’s
Dressing Room” (In-class handout) / Homework: Review the syllabus and write down any questions that you
have; Get books; Read “The Restoration and Eighteenth Century” in the Norton
Anthology (NA), pgs. 2045-49; Read another (better) introduction also
entitled “The Restoration and Eighteenth Century” from the Longman Anthology
(905-928) in the Electronic Reserves (ER) at http://reserves.emich.edu/
(18c);
and Immanuel Kant’s “What is
Enlightenment?” in the Portable Enlightenment (PE), pg. 1-7. Identical versions of the Norton
introduction and “What is Enlightenment?” are available in the ER if you cannot
get the books by Friday.
Friday,
September 5: Overview of Enlightenment, Eighteenth Century, & Class
Objectives; Discuss Kant / Homework: Email acoykenda@emich.edu to be added onto the class listerv; Read
Jonathan Swift, Gulliver’s Travels, Introductory Material; Part I,
Chapt. 1 & 5-6; and Part II, Chapt. 1-5 & 8 (NA 2298-99; 2329-40,
2354-64, 2372-98, 2407-14)
Monday,
September 8: Discuss Travel Narratives, Swift / Homework: Read Gulliver’s
Travels, Part III, Chapt. 1 and Part IV, Chapt. 1-7 (NA 2414-19, 2428-54); Lady Mary Wortley Montagu, Turkish
Embassy Letters (ER 57-60, 69-72); Adam Smith, “Four Stage Theory” (PE 378-80)
Wednesday,
September 10: Discuss Swift, Epistolary Anthropology (Montagu, Smith, & the
Scottish Enlightenment Generally) / Homework: Finish Gulliver’s Travels (NA 2454-73); Read Laura
Brown, “Reading Race” (ER 366-69); Horace Walpole, “Account of the Giants
Lately Discovered” (ER, 9 pgs.); Edward Said, “Imaginative Geography and Its
Representations,” Orientalism (ER, 4 pgs.)
Friday,
September 12: Discuss Swift/Walpole, Brown’s Foes or Proto-Saids? / Homework: Read Aphra Behn, Oroonoko
(NA 2165-67; 2170-2188); Ann
Bermingham, “Fashion’s Revolutions” (ER 99-106); Malek Alloula, The
Colonial Harem (ER 7-26, largely images); Anne McClintock, Imperial
Leather (ER 21, 27-31,36-42, 44-45); Write a Response on Swift or Behn (or
both) that incorporates at least one of the critics, sending it in plain text
to the listserv email address at coylit315@list.emich.edu; For confirmation or
to see responses, visit the listerv archives at http://list.emich.edu/pipermail/coylit315/; If you have any
difficulty, either email your response to me or turn in a hard copy on Monday.
Monday,
September 15: Discuss Behn, the Erotics of Cultural Consumption / Homework: Finish Oroonoko (NA
2188-2215); Read Sancho’s and
Sterne’s letters, Samuel Johnson (NA 2806-12)
Wednesday,
September 17: Discuss Behn, Sympathy Tragic & Transcontinental / Homework: Read Richard Steele,
“Inkle and Yarico,” Spectator #11 (ER 47-51); Felicity Nussbaum, “Sexual Geography” (ER 95-97,
112-13); Olaudah Equiano, Interesting
Narrative (NA 12-21); Henry
Louis Gates, The Signifying Monkey
(ER 152-158); Nell Boyce, “Out of
Africa?” (ER 54-55)
Friday,
September 19: Discuss Sentimentalism & its Economics / Homework: Read Joseph Addison, “The Royal Exchange,” Spectator #69 (PE 480-82); Smith, Wealth
of Nations (PE 505-14); Enlightenment
Discourses on Slavery (PE 629-39, 644, 649-57, 669); Write a response on Oroonoko incorporating at least one of the week’s
secondary sources, whether critical, philosophical, or historical.
Monday,
September 22: The Global Eighteenth Century in Conclusion: Global Culture,
Global Production, & Global Cultural Production / Homework: Read Eliza Haywood, Fantomina (http://andromeda.rutgers.edu/~jlynch/Texts/fantomina.html)
Section Two:
Inventions, Ideologies; Sexuality and Gender
Wednesday,
September 24: Discuss Haywood, Amatory Fiction, & the “Rise” of the Novel / Homework: Read Henry Fielding, “The Female Husband” (ER
29-51); Bermingham, “The Picturesque
and Ready-to-Wear Femininity” (ER 81-82, 90-99)
Friday,
September 26: Discuss Fielding, Female Masquerade, & Authorial
Transvesticism / Homework: Read Daniel Defoe, Roxana (Intro. vii-xxvii,
Preface, 5-30), paying especial attention to the preface; Read la Mettrie, “Man
a Machine” (PE 202-8); John Cleland, Memoirs
of a Woman of Pleasure, a.k.a.
“Fanny Hill” (PE 257-65); Cleland’s full text (not required) is available online at the following
address http://www.infomotions.com/alex/authors.html.
Monday,
September 29: Discuss Defoe, Materialism, and Pornography / Homework: Read Defoe, Roxana (30-80)
Wednesday,
October 1: Discuss Defoe / Homework: Read Defoe, Roxana (80-130)
Friday,
October 3: Discuss Defoe / Homework: Read Defoe, Roxana (130-190); Mary Astell, “Some Reflections on Marriage” (PE 560-567)
Monday,
October 6: Discuss Defoe, Astell, the Commodification of Women / Homework: Read Defoe, Roxana (190-240)
Wednesday,
October 8: Discuss Defoe / Homework: Read Defoe, Roxana (240-290)
Friday,
October 10: Discuss Defoe / Homework: Finish Defoe, Roxana (290-330); Write
a response on Defoe and Haywood or Defoe and Fielding (or all three) that
incorporates at least one of the secondary materials and post to the listserv; Read Alexander Pope, “Essay on Man,” lines
1-76 (NA 2554-55, 2555-56); Pope, Rape
of the Lock, “Letter to Mrs.
Arabella Fermor,” & Canto 1 (2505-8, 2526-30)
Monday,
October 13: Discuss Defoe, Pope, & the Economies of Gender / Homework: Read Pope, Rape of the Lock, Cantos 2-3
(2530-37); Jean Jacques Rousseau, “Duties of Women” (PE 568-79)
Wednesday,
October 15: Discuss Pope,
Rousseau, Sexualities Neoclassical & Romantic / Homework: Read Pope, Rape of the Lock, Cantos 4-5
(2537-44); Kant, “The Fair Sex” (PE 580-86); Giles Jacob, “Rape of the Smock,”
Book I (ER 203-9)
Friday,
October 17: Discuss the Male (or
Readerly) Gaze, Aesthetic Verisimilitude & Voyeurism / Homework: Re-read Pope, Rape of the Lock (2526-44); Thomas
Paine, “Women, Adored and Oppressed” (PE 586-590); Laura Brown, “Capitalizing on Women,” Ends of
Empire (ER 103, 112-18); Write Response on Pope incorporating
criticism and post to the listserv.
Monday,
October 20: Discuss Pope, Paine,
Sexualities Amazon & African / Homework: Thomas Gray, “Ode on the Death of a Favorite Cat, Drown’d in a Tub of
Gold Fishes” (ER, 1 pg. [Also Available Imageless NA 2829-30]); Gray, “Elegy
Written in a Country Churchyard” (NA 2830-33); William Blake’s Illustrations
(ER, 2 docs, 4 pgs.); Gray’s Letters, Including the Tour thro’ the Alps (ER
TBA)
Wednesday,
October 22: Discuss Gray / Homework: Review materials and guidelines for midterm
exam; Read “Guidelines on Essay Formatting and Organization,” particularly for
organizational tips; Write down any questions that you have.
Friday,
October 24: Discuss Essay
Guidelines & Take-Home Examination 1, Due Monday, November 3 / Homework: Do Take-Home Exam
Monday, October
27- Friday, October 31:
Watch and Discuss Ang Lee’s Sense and Sensibility Wednesday
4-7 PM at Halle Library, Room 302 / Homework: Do Take-Home Exam;
Read Oliver Goldsmith, “The Deserted Village” (NA 2857-67); Optional reading,
Deborah Kaplan’s “Mass Marketing Jane Austen” in the Norton Critical Edition of
Sense and Sensibility (SS) (402-410), which I will discuss (and
summarize) on Wednesday; If you cannot make it to the screening, watch the
video on reserve in the library.
Section Three:
Counter-Culture, Counter-Revolution, and the Surfeit of Conformity
Monday,
November 3: Discuss Goldsmith,
Review Research Papers and Presentations (Proposal Due Mon., December 1) / Homework: Read Selections from Goldsmith, The
Vicar of Wakefield (ER 9-12); Hester Thrale-Piozzi, “Family Book” (ER
2858-61, 2863-64, 2868-71); Samuel Richardson, Pamela (ER 82-87,
198-205, 353), and Henry Fielding, Joseph Andrews (ER 67-69, 78-80,
324-331); William Warner, “The Pamela Media
Event” (ER, 5 pgs.)
Wednesday,
November 5: Discuss “Why the Story
of the Origin of the (English) Novel is an American Romance (If Not the Great
American Novel)” (from Homer Brown, Cultural Institutions of the Novel) / Homework: Read John Home, Douglas (ER 1-69)
Friday,
November 7: Discuss the Gothic
Revival and its Celtic Fringe / Homework: Read Ann Radcliffe, Romance
of the Forest (vii-xxiv, 1-44); Burke, “The Sublime” (PE 329-32); Blake,
Annotations on Sir Joshua Reynolds’ Discourses III & VII (ER
404-7, 409-12); Reynolds’ Discourses, available in the Supplemental
Readings (ER), are not required.
Monday,
November 10: Discuss Intertexts:
Romanticism on about Neoclassicism / Homework: Read Radcliffe, Romance
of the Forest (44-97); Read Locke, An Essay Concerning Human
Understanding (PE 185-87)
Wednesday,
November 12: Discuss Radcliffe,
Locke, Gothic Empiricism / Homework: Read Radcliffe, Romance of the Forest
(97-142); Frances Burney, “Encountering the King” (NA 2793-97)
Friday,
November 14: Discuss Radcliffe,
Melodrama, Madness, and Institutional Vicissitudes / Homework: Read Radcliffe, Romance of the Forest
(142-199); Hume, “Of Miracles” (ER, 9 pgs.); Paine, “Age of Reason” (PE 174-80)
Monday,
November 17: Discuss Radcliffe,
Hume, and Secular Superstition / Homework: Read Radcliffe, Romance of the Forest
(199-244); Rousseau, “Profession of Faith of a Savoyard Vicar” (PE 134-39)
Wednesday,
November 19: Discuss Radcliffe,
Rousseau, Romantic Exile
/ Homework: Read Radcliffe, Romance
of the Forest (244-293); Rousseau, “Discourse on the Origin of Inequality”
(PE 424-29)
Friday, November 21: Discuss the Social & Sexual Contracts / Homework: Finish Radcliffe, Romance of the Forest (293-363); Smith, Theory of Moral Sentiments (SS 273-75); Burke, Reflections on the Revolution in France (SS 281-83); Write a response on Radcliffe that incorporates at least one of the secondary materials and post to the listserv
Monday, November 24: Discuss the Surfeit of Conformity in
Conclusion, the Romance of Real Life / Homework: Read Raymond Williams, “Sensibility” (SS
333-36); Samuel Johnson, Rambler, No. 4 “On Fiction” (NA 2712-15); Jane Austen,
Sense and Sensibility (SS ix-xviii, 5-135); Do Research Essay Proposal,
due Monday, December 1 with the essay itself due Sunday, December 21.
Wednesday, November 26 - Friday,
November 28: Thanksgiving Recess
Section
Four: Retrofitting the Eighteenth Century
Monday,
December 1: Discuss Austen’s Sense
of Sense and Sensibility
/ Homework: Read Austen, Sense
and Sensibility (135-97)
Wednesday,
December 3: Discuss Austen /
Homework: Read Austen, Sense
and Sensibility (197-252); Read Mary Wollstonecraft, Vindication of the
Rights of Women (SS 284-90)
Friday,
December 5: Discuss Austen,
Johnson, Williams / Homework: Finish Austen, Sense and Sensibility
(252-69); Read Isobel Armstrong, “Taste”; Deidre Shauna Lynch, “The Personal
and the Pro Forma”; Eve Kosofsky Sedgwick, “Jane Austen and the Masturbating
Girl” (SS 338-48, 359-73, 382-401); Write
a response on Austen that incorporates at least one of the secondary materials
and post to the listserv
Monday,
December 8: Discuss Austen and
Austen Criticism / Homework: Review Readings and Guidelines for Take-Home
Examination 2, Due Monday, December 15; Write down questions.
Wednesday,
December 10: Review Take-Home
Examination 2 and Presentations / Homework: Do Take-Home Examination 2; Prepare for Presentations;
Write Research Essay.
Monday,
December 15, 1:00 — 2:30 PM: Research Presentations. Take-Home Examination
2 Due.
Sunday,
December 21, 12:00 PM: Research
Essay Due. Drop it in my mailbox in the
English Dept., 612 Pray Harrold (the office will be closed, but you can
approach the mailboxes from the back hallway) or slide it under my office door,
603G Pray Harrold. Anything handed in
after 12 PM sharp will not be given any credit. Also leave a self-addressed, stamped manila envelope if you want
commentary on your essay.
