AP English Language and Composition

This course is designed to assist junior and senior students to prepare, develop, and exercise the critical thinking, reading, and writing skills that will be required of them in college composition classes. The class may be considered the equivalent to a yearlong college writing course and so is aligned along the expected outcomes approved by the Council of Writing Program Administrators in 2000. Students’ utmost commitment will be required to succeed in this class. But our goal will be to foster an environment of collaboration within which we will read challenging texts and explore issues of identity, worldview, political speech, media, culture, and more through writing.

IMPORTANT RESOURCES
• Grades
• Turn It In (account creation instructions)
• State of Arizona English 11 Education Standards
• College Board for Students
• Advanced Placement English Language at the College Board
• WPA Outcomes Statement for First-Year Composition
• United States Charters of Freedom
• Amphitheater Public Schools Student Handbook
• Student Rights Handbook

RECOMMENDED BOOKS
• The Oxford American Desk Dictionary and Thesaurus, Oxford University Press
• A Pocket Style Manual, 5th edition, Diana Hacker
• The Deluxe Transitive Vampire and The New Well-Tempered Sentence, Karen Gordon
• A World of Ideas, Chris Rohmann (You gotta get this book!)

CLASS MATERIALS
• 1 Chunk Analytical Paragraph template (form)
• 2 Chunk Analytical Paragraph template (form)
• 3 Chunk Analytical Paragraph template (form)
• APELC Questions for Self-assessment
• AP Open Essay Rubric and Its Connection to Bloom’s Cognitive Taxonomy
• Bloom’s Cognitive Taxonomy
• Bloom’s Cognitive Taxonomy and Levels of Questioning
• Brag Sheet
• Course Outline
• Cover Sheet
• Critical Approaches
• Data Sheet
• Early and Late Peer Response to Non-fiction Writing
• Examples of Arrangement and Organization
• How to Prepare for a Revision Conference
• How to Process a Text (Girard’s process of “Pokerface”)
• How to Take and Review Notes (Updated)
• MLA template
• Rhetorical Devices: Common Schemes and Tropes
• Rubric Breakdown
• Text Processing Form

ASSIGNMENTS, ET CETERA
• Complete Timed-writing A, 2006 free-response question 2, Hazlitt on “On the Want of Money”, and Timed-writing B, 2007 free-response question 3, Incentives for giving, in class Thursday, August 6, and Friday, August 7.
• Review and self-score Timed-writing A, 2006 free-response question 2, and Timed-writing B, 2007 free-response question 3; compare with student samples for 2006 free-response question 2 and student samples for 2007 free-response question 3, for Monday, August 10.
• Print and review Course Outline (under Class Materials) with your parents or guardians and sign attached Affirmation; complete Data Sheet (also under Class Materials); return both Monday, August 10.
• Complete Course Outline quiz, in class Tuesday, August 11, and Wednesday, August 12.
• Print, review, and bring “Bloom’s Cognitive Taxonomy” (under Class Materials) and “The History Teacher, Collins, Thursday, August 13, and Friday, August 14.
• Analyze Automat, in class, Thursday, August 13, and Friday, August 14.
• Read chapter 1, “Reading Critically”, Brief Bedford Reader, for Monday, August 17.
• Create three (3) level 1, two (2) level 2, and two (2) level 3 questions each for Collins’s “The History Teacher” and Hazlitt’s “On the Want of Money” for Tuesday, August 18, and Wednesday August 19.
• Print, review, and bring “How to Take and Review Notes” and “Rhetorical Devices: Common Schemes and Tropes” (both under Class Materials) Thursday, August 20, and Friday, August 21.
• Analyze “Hot N Cold”, Katy Perry, in class Thursday, August 20, and Friday, August 21.
• Complete Timed-writing 1, 1992 free-response question 2, Elizabeth I at Tilbury, in class Monday, August 24.
• Print, review, and bring “Processing ‘St. Crispin’s Day’, Henry V, IV.iii, Billy Shakespeare” Tuesday, August 25, and Wednesday, August 26.
• Process “‘St. Crispin’s Day’, Henry V, IV.iii, Billy Shakespeare”, as part of notes (not to be turned-in), in class Tuesday, August 25, and Wednesday, August 26. (Complete for review next class.)
• Process Elizabeth at Tilbury (timed-writing prompt), as part of notes (not to be turned in), for Thursday, August 27, and Friday, August 28.
• Print, review, and bring “How to Prepare for a Revision Conference” and “AP Open Essay Rubric and Its Connection to Bloom’s Cognitive Taxonomy” (both under Class Materials” Thursday, August 27, and Friday, August 28.
• Process “‘Concerning Cruelty and Clemency’, The Prince, Chapter XVII, Niccolo Machiavelli”, as part of notes (not to be turned-in), in class Monday, August 31.
• Print, review, and bring “Processing Abraham Lincoln, Second Inaugural Address” Thursday, September 3, and Friday, September 4.
• Process Lincoln text using the text-processing form (under Class Materials) for Tuesday, September 8, and Wednesday, September 9.
• Print, review, and bring “Address by President George W. Bush to a Joint Session of Congress and the American People” September 8, and Wednesday, September 9.
• Process “Address by President George W. Bush to a Joint Session of Congress and the American People” in class September 8, and Wednesday, September 9, and Thursday, September 10, and September 11.
• Timed-writing 1 revision and detailed cover sheet (under Class Materials) due Monday, September 14; title your paper “Timed-writing 1 Revision” (no quotation marks).
• Re-read “The Broken Chain”, Fisher, and following analysis, Brief Bedford Reader, pp. 13-26; read “Narration”, same, pp. 73-85; both for Monday, September 14.
• Process The Boondocks cartoon, McGruder, Brief Bedford Reader, pp. 72-73, in class Monday, September 14.
• Read “Champion of the World”, Angelou, Brief Bedford Reader, p. 86; “Speech Communities”, Roberts, handout; print, read, bring “Kanye: “I’m The Voice Of This Generation”, AP article; for Tuesday, September 15, and Wednesday, September 16.
• Answer “Meaning” qq. 2 and 4, “Strategy” qq. 1, 3, and 4, and “Language” q. 2, over Angelou, Brief Bedford Reader, p. 89, as part of discussion notes in class Tuesday, September 15, and Wednesday, September 16.
• Read “Fish Cheeks”, Tan, Brief Bedford Reader, p. 92; answer either “Journal Writing” prompt associated with the paired Angelou and Tan selections, include a consideration of culture and speech community, no less than one and a half and no more than two pages; for Thursday, September 17, and Friday, September 18.
• Answer qq. 1, 3, 4, and 5, Roberts, handout, as part of discussion notes in class Tuesday, September 15, and Wednesday, September 16.
• Complete Timed-writing 2, 1996 free-response question 2, Soto from A Summer Life, in class Monday, September 21.
• Re-process Lincoln’s Second Inaugural Address using the text-processing form (under Class Materials) for Tuesday, September 22, and Wednesday, September 23.
• Complete “This is a story about me” (fill the front and back of a sheet of paper without skipping lines) for Tuesday, September 22, and Wednesday, September 23 (not for turn-in; begin outlining your own narration using ideas from this invention or from p. 152 of the Brief Bedford Reader.
• Answer “Meaning” qq. 2 and 4, “Strategy” qq. 2, 3, and 4, and “Language” q. 2, over Tan, Brief Bedford Reader, p. 93, as part of discussion notes in class Tuesday, September 22, and Wednesday, September 23.
• Narration draft 1 due Thursday, September 24, and Friday, September 25; print and bring two (2) copies of “Early and Late Peer Response to Non-fiction Writing” (under Class Materials). This typed draft must be of some substance; be judicious, probably no less than two pages. You’ll complete a second draft and a third, final draft for submission at the end of the quarter that will be no less than three and a half and no more than four pages long.
• Read “Description”, Brief Bedford Reader, pp. 112-121, for Monday, September 28.
• Highlight “The Capricious Camera”, Ayad, handout, in class, Monday, September 28.
• Process “Indian Education”, Alexie, Brief Bedford Reader, p. 97, using the text-processing form, for Tuesday, September 29, and Wednesday, September 30.
• Read “Arm Wrestling with My Father”, Manning, Brief Bedford Reader, p. 122, for Tuesday, September 29, and Wednesday, September 30.
• Process Doug and Mizan’s House, East River, 1993, Morton, Brief Bedford Reader, pp. 112-113, in class Tuesday, September 29, and Wednesday, September 30.
• Narration draft 2 due Thursday, October 1, and Friday, October 2; bring the second pages (late peer response sheets) of the two “Early and Late Peer Response to Non-fiction Writing” documents you printed for the first revision. This second draft must be well developed, no less than three pages at this middle point or, maximally, very near completion.
• Answer “Meaning” qq. 1, 3, and 4, “Strategy” qq. 1 and 3, and “Language” q. 2 and 3, over Manning, Brief Bedford Reader, p. 126, as part of discussion notes in class Thursday, October 1, and Friday, October 2.
• Read “Shooting Dad”, Vowell, Brief Bedford Reader, p. 30, for Thursday, October 1, and Friday, October 2, and bring one manila folder, right-, middle-, or left-tabbed (doesn’t matter).
• Answer “Meaning” qq. 2, 4 and 5, “Strategy” qq. 1, 2, and 3, and “Language” qq. 1 and 2, over Vowell, Brief Bedford Reader, p. 136, as part of discussion notes in class Monday, October 5.
• Timed-writing 2 revision and detailed cover sheet (under Class Materials) due Tuesday, October 6, no later than 3:00 pm; title your paper “Timed-writing 2 Revision” (no quotation marks).
• Read “No Name Woman”, Hong Kingston, Brief Bedford Reader, p. 470, for Tuesday, October 6, and Wednesday, October 7.
• Answer “Meaning” qq. 1 and 3, “Strategy” qq. 1, 3, and 4, and “Language” qq. 1 and 3, over Hong Kingston, Brief Bedford Reader, p. 480, as part of discussion notes in class Tuesday, October 6, and Wednesday, October 7.
• Read “Once More to the Lake”, White, Brief Bedford Reader, p. 494, for Thursday, October 8, and Friday, October 9.
• Final narration draft due Thursday, October 8, and Friday, October 9. This final draft should be no less than three and no longer than four pages long.
• Read “Classification”, Brief Bedford Reader, pp. 294-303, and “Talk and Action”, Wardhaugh, and “Nine ideas About Language”, Daniels, handouts, for Tuesday, October 20, and Wednesday, October 21.
• Complete Timed-writing 3, 1981 free-response question 3, Szasz on identity, in class Monday, October 19.
• Read “Argument and Persuasion”, Brief Bedford Reader, pp. 414-431, for Tuesday, October 20, and Wednesday, October 21.
• Answer qq. 1, 2, 3, 4, 6, 8, and 9 over Wardhaugh, as part of discussion notes in class Tuesday, October 20, and Wednesday, October 21.
• Complete and discuss Speech Act theory worksheet activities 6.04 and 6.05 in class Tuesday, October 20, and Wednesday, October 21.
• Complete and discuss Speech Act theory worksheet activities 6.06 and 6.07 in class Thursday, October 22, and Friday, October 23.
• Read “Dorado Pride Time”, Palantir op-ed, highlight claims (evaluations) green, data (evidence) yellow, and warrants (analyses and inferences) blue, and evaluate in class Thursday, October 22, and Friday, October 23.
• Read “Pinning Down Semantics”, Gregory, handout, and “Self-reliance”, Emerson, The Language of Literature, p. 364, for Tuesday, October 27, and Wednesday, October 28. (Bring the giant, yellow text to class those days.)
• Attend discuss ee. 1, 2, 3, 5, 6, and 7. and answer qq. 1, 2, 3, 4, 5, and 7, over Gregory, as part of discussion notes in class Tuesday, October 27, and Wednesday, October 28. (Finish at home for class.)
• Read “Metaphors We Live By”, Lakoff and Johnson, handout, and read “The Ways We Lie”, Ericsson, Brief Bedford Reader, p. 317, for Monday, November 2.
• Print, review, and bring “‘You’re not intelligent enough to marry’, bride told”, Daily Mail, and “Interracial couple denied marriage license in La.”, Associated Press, for for Tuesday, November 3, and Wednesday, November 4.
• Answer qq. 1, 2, 3, 4, 6, and 7, over Lakoff and Johnson, as part of discussion notes in class Monday, November 2. (Finish at home for class.)
• Process “Marrying Absurd”, Didion, Brief Bedford Reader, p. 145, using the text-processing form, for Tuesday, November 3, and Wednesday, November 4. (Remember, be insightful, but precise and concise with your answers to each item on the form. No answer need be more than three or four sentences except, arguably the question where you identify two essential, existential questions where explication for each would be necessary.)
• EXTRA-CREDIT OPPORTUNITY: Process r5 Productions assembly; updated details below, but print and bring “How to Process a Text” (not the Text Processing Form) to the assembly Wednesday, November 4, and use it to take copious notes on the presentation.
• Read and highlight “What’s Wrong with Gay Marriage?”, Pollitt, and “Gay ‘Marriage’: Societal Suicide”, Colson, handouts, and on a sheet of paper titled after the readings, briefly answer “Meaning” qq. 1, 2, 3, and 4, “Strategy” qq. 1, 2, and 4, and “Language” qq. 1, 2, 3, and 4, for the former, and “Meaning” qq. 1, 2, and 3, “Strategy” qq. 1, 2, and 3, and “Language” qq. 1 and 2, for the latter, as part of notes (not to be turned-in), keeping in mind that all of your answers must point back to the text, for Thursday, November 5, and Friday, November 6. Further, consider also both nos. 4 under Connections for Writing for both handouts.
• Timed-writing 3 revision and detailed cover sheet (under Class Materials) due Tuesday, November 10, no later than 3:00 pm; title your paper “Timed-writing 3 Revision” (no quotation marks).
• Answer “Meaning” qq. 1 , 2, 3, and 4, “Strategy” qq. 1 and 2, and “Language” qq. 1 and 2, over Ericsson, Brief Bedford Reader, p. 325, as part of discussion notes in class Monday, November 9, and Tuesday, November 10. (Finish at home for class.)
• View and process The Persuaders, Rushkoff, Monday, November 9, Tuesday, November 10, Thursday, November 12, and Friday, November 13.
• Complete Timed-writing 4, 1997 free-response question 4, Postman on dystopia, in class Monday, November 16.
• Read “The Equity of Inequality”, Will, p. 401, and “Why Don’t We Complain?”, Buckley, p. 445, both in the Brief Bedford Reader, for Tuesday, November 17, and Wednesday, November 18.
• Frame Postman excerpt in class in class Tuesday, November 17, and Wednesday, November 18.
• Answer “Meaning” qq. 2, 3, and 4, “Strategy” qq. 2 and 3, and “Language” q. 2, over Buckely, Brief Bedford Reader, p. 450, as part of discussion notes in class Tuesday, November 17, and Wednesday, November 18.
• EXTRA-CREDIT OPPORTUNITY: Process r5 Productions assembly, or, for those who missed the assembly, process the r5 Productions website ReinventMyNormal.com, using the text-processing form for Thursday, November 19, and Friday November 20.
• Answer “Meaning” qq. 1, 2, 3, and 4, “Strategy” qq. 1 and 2, and “Language” qq. 1, 2, and 3, over Will, Brief Bedford Reader, p. 403, as part of discussion notes in class Thursday, November 19, and Friday, November 20.
• Read “Example”, pp. 154-162, and “On Compassion”, Ascher, p. 163, both in the Brief Bedford Reader, for Monday, November 23.
• Answer “Meaning” qq. 2, 3, and 4, “Strategy” qq. 1, 2, and 4, and “Language” qq. 1 and 4, over Ascher, Brief Bedford Reader, p. 165, as part of discussion notes in class Monday, November 23.
• Read “Homeless”, Quindlen, Brief Bedford Reader, p. 168; print, review, and bring “On Dumpster Diving”, Eighner, for Tuesday, November 24, and Wednesday, November 25.
• Answer “Meaning” qq. 1, 2, and 3, “Strategy” qq. 1, 2, 3, and 4, and “Language” q. 1, over Quindlen, Brief Bedford Reader, p. 170, as part of discussion notes in class Tuesday, November 24, and Wednesday, November 25.
• Persuasion draft 1 due Monday, November 30; print and bring two (2) copies of “Early and Late Peer Response to Non-fiction Writing” (under Class Materials). This typed draft must be no less than two pages. You’ll complete a second draft and a third, final draft for submission at the end of the quarter that will be no less than two and a half and no more than three pages long.
• Read and highlight “The FBI Is Reading over Your Shoulder”, Gelsey, handout, and, on a sheet of paper titled after the reading, briefly answer “Meaning” qq. 1, 2, and 3, “Strategy” qq. 1, 3, and 5, and “Language” qq. 1, 2, and 3, as part of notes (not to be turned-in), keeping in mind that all of your answers must point back to the text, for Tuesday, December 1, and Wednesday, December 2.
• Read and discuss “NSA to store yottabytes of surveillance data in Utah megarepository”, CrunchGear, and process “iWATCH, iREPORT, i KEEP US SAFE (iWATCH)” in class Tuesday, December 1, and Wednesday, December 2.
• Read and highlight “How the USA Patriot Act Defends Democracy”, Dinh, handout, and, on a sheet of paper titled after the reading, briefly answer “Meaning” qq. 1, 2, 4, and 5, “Strategy” qq. 1 and 2, and “Language” qq. 1, 2, and 3, keeping in mind that all of your answers must point back to the text, for Thursday, December 3, and Friday, December 4.
• Persuasion draft 2 due Monday, December 7; bring the second pages (late peer response sheets) of the two “Early and Late Peer Response to Non-fiction Writing” documents you printed for the first revision. This second draft must be well developed, no less than two and a half and no more than three pages.
• Timed-writing 4 revision and detailed cover sheet (under Class Materials) due Tuesday, December 8, no later than 3:00 pm; title your paper “Timed-writing 4 Revision” (no quotation marks).
• Read “The Unquiet Death of Robert Harris”, Kroll, Brief Bedford Reader, p. 438, for Tuesday, December 8, and Wednesday, December 9.
• Read and discuss “Jurors defend verdict that led to Texas execution”, Associated Press, and answer “Meaning” qq. 1, 3, 4, and 5, “Strategy” qq. 1, 2, 3, 4, and 5, and “Language” qq. 2 and 3, over Kroll, Brief Bedford Reader, p. 442, keeping in mind that all of your answers must point back to the text, in class Tuesday, December 8, and Wednesday, December 9.
• Final persuasion draft due Thursday, December 10, no later than 3:00 pm. This final draft should be no less than two and a half and no longer than three pages long.
• Read “The Penalty of Death”, Mencken, Brief Bedford Reader, p. 432, for Thursday, December 10, and Friday, December 11.
• Answer “Meaning” qq. 1, 3, 4, and 5, “Strategy” qq. 1, 2, 3, 4, and 5, and “Language” qq. 2 and 3, over Mencken, Brief Bedford Reader, p. 435, keeping in mind that all of your answers must point back to the text, in class Thursday, December 10, and Friday, December 11.
• Print, review, and bring “Are there any objective moral principles?”, Thewlis, and “The Challenge of Cultural Relativism”, Rachels, for Monday, January 4.
• Listen to “Chinua Achebe: A Hero Returns”, BBC World Service Documentaries, and read Things Fall Apart, Achebe, for Monday, January 4. (Recommended: “Rebranding Nigeria”, also from BBC World Service Documentaries.)
• Read “The World on the Turtle’s Back”, The Language of Literature, p. 24; guide your reading and answer qq. 1-4 on p. 31, for Tuesday, January 5, and Wednesday, January 6.
• Review qq. 1-4 over “The World on the Turtle’s Back”, The Language of Literature, p. 31, in class Tuesday, January 5, and Wednesday, January 6.
• Review Things Fall Apart, cc. 1-6, Friday, January 7, and Thursday, January 8.
• First and fourth period, turn-in note review for Thursday, January 7, and Friday, January 8, on Monday, January 11.
• Complete Timed-writing 5, 2007 Form B free-response question 1, Criteria for curators for inclusion of art and artifacts in museums, in class Tuesday, January 12, and Wednesday, January 13.
• Second and third period, turn-in note review for Monday, January 11, on Monday, January 18.
• Frame “Heaven and Nature”, New York Times and “Audiences experience ‘Avatar’ blues”, CNN, and answer the following questions as part of discussion notes: 1) What aspects of the pantheistic worldview does Douthat observe in Avatar in the Times piece? If you’ve not seen the movie, what of the other movies he refers to?, 2) What do other movies or texts you’re familiar with reveal about their creators’ worldviews? Are they implicit or explicit?, 3) What does the Piazza piece reveal about Avatar’s audience? How might you connect Piazza’s explanation to Postman or Szasz?, 4) How does each speaker synthesize ideas from various sources to support his or her argument?, 5) Consider pantheistic texts and motifs; do they reflect reality? What connections to Things Fall Apart and Ibo culture can you make?; in class Tuesday, January 19, and Wednesday, January 20.
• Review Things Fall Apart, cc. 14-18, in class Thursday, January 21, and Friday, January 22.
• Worldview research statements due Thursday, January 21, and Friday, January 22, at the end of class.
• Read “Shooting an Elephant”, Orwell, Brief Bedford Reader, p. 484, and answer “Meaning” qq. 2, 3, and 5, “Strategy” qq. 1 and 2, and “Language” qq. 1 and 2, as part of your notes for Monday, January 25. Be prepared to quiz.
• Process Orwell in class Monday, January 25
• Timed-writing 5 revision and detailed cover sheet (under Class Materials) due Tuesday, January 26, and Wednesday, January 27, no later than 3:05 pm each day; title your paper “Timed-writing 5 Revision” (no quotation marks).
• Read “Behind the Formaldehyde Curtain”, Mitford, Brief Bedford Reader, p. 241, and answer “Meaning” qq. 2, 3, and 5, “Strategy” qq. 1, 6, and 7, and “Language” qq. 2 and 3, as part of your notes, for Tuesday, January 26, and Wednesday, January 27.
• Review Things Fall Apart, cc. 20-22, in class Tuesday, January 26, and Wednesday, January 27.
• Process Mitford in class Tuesday, January 26, and Wednesday, January 27.
• Review Things Fall Apart, cc. 23-25, in class Thursday, January 28, and Friday, January 29.
• Read “The Meanings of a Word”, Naylor, Brief Bedford Reader, p. 388, and answer “Meaning” qq. 1, 3, and 4, “Strategy” qq. 1, 2, and 3, and “Language” q. 1, as part of your notes, for Monday, February 1.
• Process Naylor in class Monday, February 1.
• First and third period, turn-in note review for Tuesday, January 26, on Monday, February 1.
• Process “Body Ritual Among the Nacirema”, Miner, Brief Bedford Reader, p. 252, using the text-processing form, for Tuesday, February 2, and Wednesday, February 3.
• Read “Letter to the Rev. Samson Occom”, “Letter to John Adams”, The Language of Literature, p. 282, and frame the texts as you read, for Tuesday, February 2, and Wednesday, February 3.
• Read “When the Negro Was in Vogue”, Hughes, p. 932, and “My City”, Johnson, p. 940, both in Language of Literature, for Monday, February 8.
• Process (assess and frame, at least) Hughes in class Monday, February 8.
• Complete Timed-writing 6, 2009 free-response question 1, Issues pertaining to the exploration of space, Tuesday, February 9, and Wednesday, February 10.
• Read “Black Men and Public Space”, Staples, Brief Bedford Reader, p. 179, and answer “Meaning” qq. 1, 2, and 3, “Strategy” qq. 1, 2, and 3, and “Language” q. 1, as part of your notes, Tuesday, February 16, and Wednesday, February 17.
• Process Staples in class Tuesday, February 16, and Wednesday, February 17.
• Print, read, bring “Rethinking Malcolm X’s inflammatory rhetoric”, The Star, for Tuesday, February 23, and Wednesday, February 24.
• Print, read, bring “Letter from Birmingham Jail”, King, for Monday, March 1.
• Timed-writing 6 revision and detailed cover sheet (under Class Materials) due Monday, March 1, no later than 3:30 pm; title your paper “Timed-writing 6 Revision” (no quotation marks).
• First and second period, turn-in note review for Tuesday, February 23, and Wednesday, February 24, on Monday, March 1.
• Complete 2008 practice free-response question 1, Global-warming policy considerations, in class Monday, March 16.
• Third and fourth period, turn-in note review for Monday, March 1, and Tuesday, March 2, Wednesday, March 3, on Monday, March 8.
• Complete 2008 practice free-response questions 2 and 3, Cary, “Why Establish This Paper?”, and Drabble on conformity, in class Tuesday, March 9, and Wednesday, March 10.
• Process “I Want a Wife”, Brady, Brief Bedford Reader, p. 272, using the text-processing form, for Tuesday, March 9, and Wednesday, March 10.
• Complete 2008 practice multiple-choice section, Cary, “Why Establish This Paper?”, and Drabble on conformity, in class Tuesday, March 9, and Wednesday, March 10.
• Worldview research outlines due Monday, March 22.
• STANDING EXTRA-CREDIT OPPORTUNITY: The one-ended stick.