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Winthrop University Spring 2017 Course Syllabus ENGL 319: The British Novel

Professor: Amanda Hiner, Ph.D. Office: Bancroft 241 Phone: 803-323-2351 E-mail: hinera@winthrop.edu alhiner@comporium.net Website: http://faculty.winthrop.edu/hinera

Office Hours: TR 12:30 – 2:00; W 9:30 – 11:30; and by appointment. Class Hours: WF 8:00 – 9:15 a.m. Section Number: 001 Credit Hours: Three (3) Class Location: Owens 203

Course Description ENGL 319: The British Novel examines the English novel from its nascent development in the 18th century, to its rapid expansion and growth in the 19th century, to its modern and postmodern forms in the 20th century. The course emphasizes the historical and cultural contexts of the novels and their readers; the narrative techniques displayed in the novels; and the scholarly, critical responses to the novels. Students will read, experience, analyze, and engage in critical conversations about British novels that helped to shape the genre and that continue to influence contemporary literature, film, and popular culture, as well as our understanding of human cognition and behavior. Required Texts: Austen, Jane. Pride and Prejudice. 1813. 4th ed. Edited by Donald Gray and Mary A. Favret.

Norton, 2016.

Behn, Aphra. Oroonoko. 1688. Edited by Janet Todd. Penguin Classics, 2003.

Dickens, Charles. Oliver Twist. 1841. Edited by Fred Kaplan. Norton, 1993.

Edgeworth, Maria. Castle Rackrent. 1800. Edited and introduced by George Watson. Oxford, 1991.

Forster, E. M. Howards End. 1910. Edited by Douglas Mao. Longman, 2010.

Ishiguro, Kazuo. The Remains of the Day. Vintage International, 1988.

Shelley, Mary. Frankenstein. 1818. 2nd Ed. Edited by J. Paul Hunter. Norton, 2012.

Woolf, Virginia. To the Lighthouse. 1927. Foreword by Eudora Welty. Harvest/Harcourt, 1981.

Recommended Texts:

Acheson, Katherine O. Writing Essays About Literature: A Brief Guide for University and College Students. Buffalo, NY: Broadview Press, 2011. Print.

Harmon, William. A Handbook to Literature. 12th Ed. Boston: Longman, 2012. Print. (11th ed. may also be used.)

A reference guide of your choice, such as the Prentice Hall Reference Guide or Hacker’s Rules for Writers.

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Goals and Objectives of the Course ENGL 319 will allow students to achieve the following undergraduate goals for Winthrop Department of English Courses: Knowledge of Literature:

Knowledge of various forms of written texts (including fiction, non-fiction, poetry, essay, and novels) (Goal 1.1).

Knowledge of male and female English authors of recognized importance drawn from a variety of cultural backgrounds (Goal 1.2).

Knowledge of a major period in the history of English literature in terms of cultural contexts, styles, dominant genres, language, and subject matter (Goal 1.3).

An understanding of the role that literature plays in the development and understanding of human cultures (Goal 1.5).

Knowledge of the standard terminology of literary analysis (Goal 1.6). Knowledge of standard reference tools, methods, and forms of documentation in scholarly research

(Goal 1.7). The ability to read and interpret an unfamiliar literary text of above-average difficulty with

comprehension of its content and relevant literary characteristics (Goal 1.8). Composing and Communication Skills:

The ability to demonstrate a basic understanding of the processes appropriate to composing in a variety of forms and for a variety of audiences and purposes (Goal 3.4).

The ability to construct persuasive arguments based on careful analysis and deliberation using a voice and format suitable for the intended audience (Goal 3.5).

The ability to write research papers on appropriate topics, demonstrating correct use of standard reference tools, methods, and technology and providing proper documentation of sources (Goal 3.6).

The mastery of writing skills as measured by the English Department’s Rubric for Writing/English Courses (Goal 3.7).

The ability to speak clearly, confidently, and in conformity with current standards of usage (Goal 3.8).

Critical Analysis:

Familiarity with the concepts and pertinent applications of major critical theories and schools of criticism (Goal 4.1).

The ability to analyze critically and interpret written texts in terms of historical period, national origin, content, cultural context, tone, implied meaning, humor, structure, style, language, themes, form and mode, and rhetorical strategies (Goal 4.2)

An understanding of various means of presenting analyses and interpretations, in both written and oral forms (Goal 4.3).

Technology Skills:

The ability to use technology to prepare documents (advanced word processing) (Goal 5.1). The ability to use technology to learn content (researching online, critically evaluating materials

found on the Internet and in other electronic media, documenting material correctly (Goal 5.2). The ability to use technology to communicate effectively with audiences and to deliver information

(Goals 5.4 and 5.5).

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A complete list of goals for all Winthrop Department of English courses, including those which meet requirements for NCATE certification, may be viewed at www.winthrop.edu/english/goals/index.htm.

Winthrop University University Level Competencies (ULCs)

In addition, ENGL 319’s required course work and class discussions foster the achievement of Winthrop University’s four University Level Competencies: Competency 1 Winthrop graduates think critically and solve problems.

Winthrop University graduates reason logically, evaluate and use evidence, and solve problems. They seek out and assess relevant information from multiple viewpoints to form well-reasoned conclusions. Winthrop graduates consider the full context and consequences of their decisions and continually reexamine their own critical thinking process, including the strengths and weaknesses of their arguments.

Competency 2 Winthrop graduates are personally and socially responsible.

Winthrop University graduates value integrity, perceive moral dimensions, and achieve excellence. They take seriously the perspectives of others, practice ethical reasoning, and reflect on experiences. Winthrop graduates have a sense of responsibility to the broader community and contribute to the greater good.

Competency 3 Winthrop graduates understand the interconnected nature of the world and the time in which they live.

Winthrop University graduates comprehend the historical, social, and global contexts of their disciplines and their lives. They also recognize how their chosen area of study is inextricably linked to other fields. Winthrop graduates collaborate with members of diverse academic, professional, and cultural communities as informed and engaged citizens.

Competency 4 Winthrop graduates communicate effectively.

Winthrop University graduates communicate in a manner appropriate to the subject, occasion, and audience. They create texts – including but not limited to written, oral, and visual presentations – that convey content effectively. Mindful of their voice and the impact of their communication, Winthrop graduates successfully express and exchange ideas.

ENGL 319 contributes to the successful attainment of University Competency 1 by requiring students to assess, evaluate, and synthesize information from complex, sophisticated literary texts and critical secondary sources. Students in ENGL 319 must understand, interpret, and evaluate texts; draw reasonable conclusions based on evidence; and create persuasive and well-supported written arguments about those texts.

ENGL 319 contributes to students’ achievement of University Competencies 2 and 3 by exposing students to literary representations of human experiences written from diverse perspectives by writers across multiple centuries and British sub-cultures. ENGL 319 students learn to appreciate and understand perspectives and cultures different from their own, increasing their global awareness and their capacity for empathy.

ENGL 319 students achieve University Competency 4 by consistently creating clear, persuasive, well-supported, and coherent written arguments and oral presentations. ENGL 319 students must learn to collaborate with others in groups; convey their ideas clearly and effectively; research, synthesize, and evaluate secondary sources; and write sophisticated, clear, and persuasive arguments.

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Student Learning Outcomes: Learning Objectives Related to the Humanities and Arts Perspective: By the end of the semester, students will be able to:

Demonstrate knowledge of and appreciation for diverse intellectual and/or cultural viewpoints. Critically evaluate diverse intellectual and/or cultural viewpoints. Critically evaluate aesthetic process and/or performance. Demonstrate knowledge of creative process and aesthetic values. Engage in the creative process through composition and/or performance. Demonstrate knowledge of the history of the arts. Demonstrate understanding of the relationships among various art forms within their socio-

historical contexts. Demonstrate knowledge of and appreciation for diverse values and beliefs. Critically evaluate material in a variety of formats (e.g. written, aural, visual, etc.). Gather information and to develop and effectively communicate ideas in Standard English. Conduct independent research and/or analysis.

Knowledge By the end of the semester, students will be able to:

Identify the role that literature plays in the development and understanding of human cultures (Humanities LO 7, 8, 9).

Describe how the selected readings reflect and reinforce “the diversity of ideas, institutions, philosophies, moral codes, and ethical principles” (Touchstone Goal #4; Humanities LO 2, 8, 9, 10).

Skills By the end of the semester, students will be able to:

Demonstrate their ability to read critically and to write analytically (through successful completion of tests, papers, and other graded work) (Humanities LO 12).

Demonstrate a basic understanding of the processes appropriate to composing in a variety of forms and for a variety of audiences and purposes (Humanities LO 12).

Apply the skills of literary research, including MLA documentation and research sources (Humanities LO 13, 14).

Incorporate appropriate literary terminology in discussions of assigned works. Attitudes By the end of the semester, students will be able to:

Recognize literature as a source of wonder and insight (Humanities LO 3, 4, 9, 10). Global Learning Initiative: This course fulfills the goals of the Global Learning Initiative by exposing students to a wide variety of cultural, political, and literary texts written by writers from diverse classes and socio-economic backgrounds within eighteenth- to twentieth-century British society. The course emphasizes how literature both expresses and reinforces diverse cultural, political, and ethical values within British society. Assigned Reading and Research: This course will demand careful and attentive reading of all assigned novels; critical essays; and handouts provided in class, through the class website, or through the class listserv. Students will be assigned occasional reading journal assignments in response to the daily reading material. Students will be expected to come to class prepared to discuss and write about all assigned texts. Occasional unannounced reading quizzes will be administered to assess the degree to which students have read and understood the assigned readings.

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Assigned Papers and Activities:

1. Consistent, substantive Verbal Participation in class, to be assessed in accordance with the Class Participation Rubric provided in class. Please understand that this course is built around small-group and large-group discussion, and it is imperative that you attend class, read all assigned texts, and contribute meaningfully and frequently to the class discussions. Occasional unannounced Reading Quizzes and in-class writings will be administered and will contribute to the Verbal Participation grade in the course.

2. Critical Essay: A formalist, close-reading analysis of a student-chosen assigned literary text incorporating borrowed material and adhering to MLA formatting guidelines. (4 pages minimum)

3. Researched Critical Essay Paper Proposal and Annotated Bibliography: A typed minimum-two-page proposal for the literary term paper topic and an annotated bibliography of secondary sources related to the term paper topic. (6 secondary sources minimum)

4. Researched Critical Essay: A longer, researched paper incorporating secondary sources and submitted both as a rough draft and as a final draft. The goal for this assignment is to produce a polished, conference-ready academic paper. (8 – 10 page minimum with at least 5 secondary sources)

5. Midterm and Final Exams: In-class short answer and essay exams on the assigned novels.

6. Oral Report: A five-minute oral presentation on a British novelist not assigned in the course. Students must provide biographical and bibliographic information about the author and must submit a written bibliography which will be distributed to the class through the class listserv.

Course Requirements: Verbal Participation/Reading Quizzes: 10% Short Essay (4 pp.): 15% Critical Essay Proposal/Annotated Bib.: 15% Critical, Researched Essay (8 – 10 pp.): 25% Midterm Exam: 10% Final Exam: 15% Oral Report: 10%

The lowest reading quiz grade will be dropped. The short critical essay can be submitted at the end of the semester for a revised grade (optional revision). The revised grade will be an average of the original grade and the final grade on the paper.

Grading of Assignments: All essays will be graded in accordance with the English Department’s published Rubric for Writing/English Courses, available at http://www2.winthrop.edu/english/rubric.htm, on my faculty website, and provided for students in class. The “Class Participation” grade will be determined by your verbal participation in class and in small group work and by your performance on the in-class writing assignments and reading quizzes. I will assess your in-class verbal participation against the Verbal Participation Rubric provided for

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you in class. Please understand that in order to receive a “B” in in-class participation, you must offer substantive comments and/or questions more than once during each class period. Essay grades and final grades will be based on the following plus/minus 100 point scale:

100 – 93% = A 76 – 73% = C 92 – 90% = A- 72 - 70% = C- 89 – 87 % = B+ 69 – 67% = D+ 86 – 83% = B 66 – 63% = D 82 – 80% = B- 62 – 60% = D- 79 – 77% = C+ 59 – below = F

Attendance Policy: Once your grade has been determined by the plus/minus grading scale, the following attendance policy will affect your final grade in the course: Three absences (excused or unexcused) or less will have no effect your final grade in the course. Four absences will subtract three percentage points from your final grade, five absences will subtract five percentage points, and six absences will subtract six percentage points. Seven or more absences (equal to 25% of the course) will result in a grade of “N,” “F,” or “U,” whichever is appropriate. If you arrive after roll is taken, it is your responsibility to remind me after class that you should be marked “present.” Late Paper Policy: All due dates for essays, assignments, and readings are noted in the syllabus. You should note that you will lose one half letter grade (5 percentage points) for each calendar day an essay is turned in late. All essays must be submitted to Turnitin by midnight on the day they are due in class. Late submissions to Turnitin will receive the same late paper penalty as a late hard-copy submission. No paper will be graded that has not been successfully submitted to Turnitin. Draft and Revision Policy: I will be happy to comment on and provide feedback on drafts submitted to me in my office or in class up to 24 hours prior to the paper’s due date. I will not accept drafts for review one day (or less) before the paper is due. I will make every attempt to return drafts to you within 48 hours of receiving them. I will not proofread or make sentence-level corrections on your papers, but will comment on any weaknesses or strengths I see in the draft. Response Paper One may be turned in for a revised grade at the end of the semester. No late optional revisions will be accepted, and your final grade on the assignment will be an average of the original grade and the revised grade. Plagiarism and Academic Honesty: Plagiarism refers to the act of presenting someone else’s thoughts, words, ideas, or lines of argument as your own. Plagiarism is a serious academic offense which can result in failure in a course and, whether intentional or not, is a violation of the Code of Student Conduct. You will be required to print, read, and sign a copy of the English Department’s document The Correct Use of Borrowed Information, which thoroughly explains the scope of this academic violation. Ignorance of or failure to consult this material is no excuse. Unless you explicitly give credit to another source in your essays, your written words and ideas are assumed to be your own. Failure to acknowledge the ideas and words of other sources, including those found in your textbooks and on websites, will be treated as a case of plagiarism and academic dishonesty, and, depending on the severity of the case, will result in a grade reduction on the assignment, failure of the assignment, or failure of the course.

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Duplicate Submission of Papers: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance. This is to conform to the Student Code of Conduct, §V, which states: “Academic misconduct includes but is not limited to . . . presenting the same or substantially the same papers or projects in two or more courses without the explicit permission of the professors involved.” Student Code of Conduct: As noted in the Student Conduct Code: “Responsibility for good conduct rests with students as adult individuals.” The policy on student academic misconduct is outlined in the “Student Conduct Code Academic Misconduct Policy” in the online Student Handbook. Use of Technology: Winthrop automatically generates a listserv for each class using the Winthrop e-mail addresses of all students enrolled in a class on the first day of instruction. If you add the class late or if you prefer to use an alternate e-mail address, you must personally enroll in the listserv. You can find the instructions for doing so at http://www.winthrop.edu/acc/imailsrv.asp. All students are required to enroll in the class listserv by the second class period. All materials distributed on the class website or listserv must be printed out, read, and brought to class. All cell phones must be set to “vibrate” and put away in backpacks during class. No texting or cell phone use is permitted during class time; texting in class will result in a lowered class participation grade in the course. The College of Arts and Sciences’ Policy for the Appropriate Use of Hand‐held and Wireless Technologies is in effect for this class.

Instructor Availability: You can expect me to be available as a resource from which to draw and to obtain feedback. I am very responsive to email questions as long as I know who the email is from and have all information necessary to provide a complete answer. While I do check my email and voicemail regularly, I do not necessarily check them late in the evenings. Therefore, if you procrastinate on an assignment, you may not have the information you need to complete the assignment appropriately. Please plan your time accordingly to maximize the probability that you will receive a response in time for it to be useful.

Writing Center: The Writing Center, located in 242 Bancroft Hall, provides free consultation and tutoring. You are encouraged to seek assistance there when drafting or revising your essays. Please call the Writing Center to schedule an appointment well in advance of your assignment due date (x2138); you may access the Writing Center website.

Academic Success Center: Winthrop’s Academic Success Center is a free resource for all undergraduate students seeking to perform their best academically. The ASC offers a variety of personalized and structured resources that help students achieve academic excellence, such as tutoring, academic skill development (test taking strategies, time management counseling, and study techniques), group and individual study spaces, and academic coaching. The ASC is located on the first floor of Dinkins, Suite 106. Please contact the ASC at 803-323-3929 or success@winthrop.edu.

Turnitin.com: In order to be graded, papers must be submitted to Turnitin.com by midnight on the day the paper is due in class. “I couldn’t get Turnitin to work” does not constitute an excuse for late submission of a paper. The

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normal late paper policy will apply to all papers not submitted to Turnitin on time. Student tutorials for using turnitin.com are available on the Dacus website. Turnitin Class I.D.: 14348990 Turnitin Class Password: Ilovenovels Syllabus Change Policy: In the event that I must make minor changes in the syllabus or reading schedule, I will notify you of those changes in writing, in class, and through the class listserv. It is your responsibility to follow the most recent and updated course syllabus. Students with Disabilities/Need of Accommodations for Access: Winthrop University is committed to providing access to education. If you have a condition which may adversely impact your ability to access academics and/or campus life, and you require specific accommodations to complete this course, contact the Office of Accessibility (OA) at 803-323-3290, or accessibility@winthrop.edu. Please inform me as early as possible once you have your official notice of accommodations from the Office of Accessibility. Expectations for Classroom Behavior/Safe Zones Statement: The classroom environment should provide a safe environment for exploring ideas and challenging assumptions. Students are expected to listen respectfully to the voices of other individuals and to share their own opinions and values in a positive, respectful manner. Students and the instructor are expected to treat each member of the class with respect, civility, care, and kindness. Classroom behavior that a reasonable person would view as substantially or repeatedly interfering with the conduct of the class will not be tolerated in this course. Students who engage in disruptive behavior will be subject to sanctions as specified in the Student Conduct Code.

Time and Location of Final Exam:

Winthrop University policy requires that all classes meet during their scheduled final examination period.

This schedule can be found on the Rec. and Reg. website. Winthrop University policy specifies that

personal conflicts such as travel plans and work schedules do not warrant a change in examination time.

You are responsible for checking the time of your final examination and for making arrangements to be

there. The final exam will be held at 8:00 a.m. on Wednesday, April 26th, in our regular classroom.

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Dr. Amanda Hiner ENGL 319: The British Novel WF Course Calendar, Spring 2017 Please purchase the selected Norton and Longman editions for each novel. Assigned critical essays are required readings and are located at the end of the Norton and Longman editions of the novels. Day Date Discussion Topics Readings and Assignments

W Jan 11 Introduction to the Course Discussion of Course Policies and Assignments. Come to each class with that day’s assigned pages already read and annotated. In addition to completing these readings and assignments, students will present one five-minute Oral Report during the semester.

F Jan 13 The Nascent Novel Introduction to the Novel. Read Hunter, “Novels and ‘The Novel’: The Critical Tyranny of Formal Definition,” and Bird, “How to Read a Novel,” website and listserv. Receive Oral Report Assignment.

F Jan 13 Last Day to Add/Drop Courses without Dean’s Permission.

W Jan 18 The Eighteenth-Century Post-Colonial Novel; Travel Narratives

Behn, Oroonoko, Introduction and pp. 3 – 50. Read Lipking, “The New World of Slavery,” website and listserv. Receive Critical Essay Assignment

F Jan 20 The Eighteenth-Century Post-Colonial Novel; Travel Narratives

Read Oroonoko, pp. 50 – 77. Read Equiano, from The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African, Written by Himself, website and listserv.

W Jan 25 The Eighteenth-Century Regional/Historical Novel

Read Edgeworth, Castle Rackrent, pp. 1 – 59.

F Jan 27 Literary Satire; The Eighteenth-Century Regional/Historical Novel

Read Edgeworth, Castle Rackrent, pp. 59 – 117.

W Feb 1 The Regency Novel of Manners

Read Austen, Pride and Prejudice, pp. 3 – 75. Read “Biography” notes by Austen, Austen-Leigh, and Austen-Leigh and Le Faye, pp. 269 – 273.

F Feb 3 Read Austen, Pride and Prejudice, pp. 75 – 141. Read Whately, “Technique and Moral Effect in Jane Austen’s Fiction,” pp. 309 – 310. Read Simpson, “The Critical Faculty of Jane Austen,” pp. 312 – 314.

W Feb 8 Read Austen, Pride and Prejudice, pp. 141 – 200. Read Spence, “Writing as Work,” pp. 280 – 281 and Honan, “Last Years at Chawton,” pp. 281 – 284. Read Vivien Jones, “Feminisms,” pp. 357 – 367.

F Feb 10 The Regency Novel and Nineteenth-Century Social Class

Read Austen, Pride and Prejudice, pp. 200 – 266. Read Michie, “Social Distinction in Jane Austen,” pp. 370 – 381 and Macpherson, “Rent to Own: or, What’s Entailed in Pride and Prejudice,” pp. 381 – 391.

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Feb 15 The Bildungsroman (Novel of Formation); The Nineteenth-Century Socio-Economic Novel

Read Dickens, Oliver Twist, Chapters 1 – 19, pp. 17 – 139. Critical Essay Due in Class and on Turnitin

F Feb 17 The Victorian Social Problem Novel

Read Dickens, Oliver Twist, Chapters 20 – 37, pp. 139 – 247. Read Walder, “Oliver Twist and Charity,” pp. 515 – 525.

W Feb 22 Read Dickens, Oliver Twist, Chapters 38 – 49, pp. 247 – 331. Read Engel, “The Social and Political Issues,” pp. 495 – 499.

R Feb 23 Interim Grades Due

F Feb 24 The Newgate Novel Read Dickens, Oliver Twist, Chapters 50 – 53, pp. 331 – 360. Read

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“The Poor Law Debate,” pp. 365 – 372; “The Poor Law Riots,” pp. 372 – 372; Dickens, ”An Appeal to Fallen Women,” pp. 381 – 383; Hollingsworth, “The Newgate Novel and the Moral Argument,” pp. 469 – 477.

W Mar 1 In-Class Midterm Essay Exam

F Mar 3 No Class Dr. Hiner presenting at an academic conference out-of-state.

W Mar 8 The Gothic Novel Read Shelley, Frankenstein, pp. 5 – 161. Receive Research Proposal/Annotated Bibliography Assignment

W Mar 8 Course Withdrawal Deadline

F Mar 10 Critical Responses to the Gothic Novel

Read Holmes, “Mary Shelley and the Power of Contemporary Science,” pp. 183 – 194, Hitchcock, “The Monster Lives On,” pp. 263 – 270, Levine, “Frankenstein and the Tradition of Realism,” pp. 311 – 316, Moers, “Female Gothic: The Monster’s Mother” pp. 317 – 327, and Poovey, “‘My Hideous Progeny’: The Lady and the Monster,” pp. 344 – 355.

W Mar 15 No Class Spring Break.

F Mar 17 No Class Spring Break.

W Mar 22 The Edwardian/Fin de Siècle Novel

Read Forster, Howards End, Chapters 1 – 14, pp. 3 – 102. Read “Money,” pp. 285 – 289.

F Mar 24 Read Forster, Howards End, Chapters 15 – 26, pp. 102 – 188. Read “The Condition of England,” pp. 316 – 338. Receive Critical Research Paper Assignment

W Mar 29 Read Howards End, Chapters 27 – 44, pp. 188 – 273. Read “Culture and Bloomsbury,” pp. 365 – 381.

F Mar 31 The Modernist Novel Read Woolf, To the Lighthouse, pp. 3 – 78.

W Apr 5 Read Woolf, To the Lighthouse, pp. 78 – 143.

F Apr 7 MLA Documentation and Research Strategies

Read Woolf, To the Lighthouse pp. 145 – 209. In-class Discussion of MLA Documentation and Research Paper Strategies. Read and annotate one copy of “The Correct Use of Borrowed Information,” website and listserv. Early Registration Begins

W Apr 12 The Postmodern Novel Read Ishiguro, The Remains of the Day, pp. 3 – 88. Research Paper Proposal/Annotated Bibliography Due in Class

F Apr 14 Read Ishiguro, The Remains of the Day, pp. 88 – 159.

W Apr 19 Read Ishiguro, The Remains of the Day, 159 – 245.

F Apr 21 Last Day of Class Review for Final Exam and Complete Course Evaluations.

T Apr 25 Study Day. No Class. Final Draft of Critical Essay Due in My Office (Bancroft 241) by 6:00 p.m. No late papers will be accepted.

W Apr. 26 8:00 a.m. Final Essay Exam in our Regular Classroom. Optional Revision of Short Critical Essay Due by Friday, April 28th, in my office (Bancroft 241).