This document provides the syllabus for an electronic literature course taught by Dr. Claudia Grinnell and Cameron Irby at the University of Louisiana Monroe in the spring of 2017. The course will introduce students to electronic literature through discussions of works like Neuromancer, The Stanley Parable, Gone Home, and Undertale. Students will participate in online discussions, write response papers, and research electronic literature works for a final paper. The course aims to help students understand how the internet has influenced literature and media. Grades will be based on online assignments, a midterm, final exam, and a research paper on works of electronic literature.
Video link :
https://youtu.be/OdS0Yu_uPwE
In this ppt the viewer will able to know about Plagiarism. Plagiarism is the representation of another author's language, thoughts, ideas, or expressions as one's own original work. In educational contexts, there are differing definitions of plagiarism depending on the institution. Plagiarism is considered a violation of academic integrity and a breach of journalistic ethics. It is subject to sanctions such as penalties, suspension, expulsion from school or work, substantial fines and even incarceration. Recently, cases of "extreme plagiarism" have been identified in academia.
• .
Portion explained:
1. Plagiarism- A Malpractice
2. Introduction of Plagiarism
3. Etymology of Plagiarism
4. Is Plagiarism Criminal Act ?
5. Plagiarism academia and journalism
6. Definitions of Plagiarism
7. Forms of academic plagiarism
8. Sanctions for student plagiarism
9. Plagiarism education
10. Factors influencing students' decisions to plagiarize
11. Self-plagiarism
12. Factors that justify reuse
13. Organizational publications
Video link :
https://youtu.be/OdS0Yu_uPwE
In this ppt the viewer will able to know about Plagiarism. Plagiarism is the representation of another author's language, thoughts, ideas, or expressions as one's own original work. In educational contexts, there are differing definitions of plagiarism depending on the institution. Plagiarism is considered a violation of academic integrity and a breach of journalistic ethics. It is subject to sanctions such as penalties, suspension, expulsion from school or work, substantial fines and even incarceration. Recently, cases of "extreme plagiarism" have been identified in academia.
• .
Portion explained:
1. Plagiarism- A Malpractice
2. Introduction of Plagiarism
3. Etymology of Plagiarism
4. Is Plagiarism Criminal Act ?
5. Plagiarism academia and journalism
6. Definitions of Plagiarism
7. Forms of academic plagiarism
8. Sanctions for student plagiarism
9. Plagiarism education
10. Factors influencing students' decisions to plagiarize
11. Self-plagiarism
12. Factors that justify reuse
13. Organizational publications
For links and resources from the talk: treglia.wikispaces.com/The+Internet
Collaborating on the Web: Transforming Teaching and Research in Higher Education
Join Kristen Treglia, Senior Instructional Technologist, for a two-part conversation about the Internet and higher education.
Thursday, November 20th
11:00 a.m. - 12:00 p.m.
Rose Hill - Walsh Family Library - Flom Auditorium
Part one reviews tools for collaboration and best practices for using the Web in teaching, learning, and research. The web is about 25 years old. Part two investigates implications of various online trends and how educators and students might collaboratively use and experience the Internet for the next 25 years. The session takes place March 12, 2015.
This session is recorded for viewing at a later date:
fordham.edu/LearnIT_Archives
Reading Online Persuasive Texts to Write Online Persuasive Texts: Secondary and College Students’ Reading Practices in Online Role-play Activities
Richard Beach, University of Minnesota
Paper presented at the National Reading Conference, 2009
www.knitkart.com business plan shortlisted for NASSCOM 10,000 Startups Program. Invited to pitch in front of VCs and Angel Investors in Delhi on 6th Nov 2014. Got shortlisted by an Angel Venture Nursery who seed funded Peter Thiel Fellow OYO Rooms in 2012.
For links and resources from the talk: treglia.wikispaces.com/The+Internet
Collaborating on the Web: Transforming Teaching and Research in Higher Education
Join Kristen Treglia, Senior Instructional Technologist, for a two-part conversation about the Internet and higher education.
Thursday, November 20th
11:00 a.m. - 12:00 p.m.
Rose Hill - Walsh Family Library - Flom Auditorium
Part one reviews tools for collaboration and best practices for using the Web in teaching, learning, and research. The web is about 25 years old. Part two investigates implications of various online trends and how educators and students might collaboratively use and experience the Internet for the next 25 years. The session takes place March 12, 2015.
This session is recorded for viewing at a later date:
fordham.edu/LearnIT_Archives
Reading Online Persuasive Texts to Write Online Persuasive Texts: Secondary and College Students’ Reading Practices in Online Role-play Activities
Richard Beach, University of Minnesota
Paper presented at the National Reading Conference, 2009
www.knitkart.com business plan shortlisted for NASSCOM 10,000 Startups Program. Invited to pitch in front of VCs and Angel Investors in Delhi on 6th Nov 2014. Got shortlisted by an Angel Venture Nursery who seed funded Peter Thiel Fellow OYO Rooms in 2012.
CalendarProfessor Joseph McElligott English 307 - The NoTawnaDelatorrejs
Calendar
Professor Joseph McElligott
English 307 - The Novel
[email protected]
Thursday - Zoom - 6:00 - 8:40 PM
Office Hours: Zoom - Thursday 4:00-5:00 PM
718-960-8680
Course Description - Topics in The Novel— Course Catalogue Description:
Intensive study of book-length fictional narratives – from non-Western and BIPoC
authors as well as from the European, British, and/or U.S. canons. Attention to the history
and politics of the genre: for example, its centrality to capitalism and colonialism as well
as to their contestation. The goal of this course is the successful completion and analysis
of the following texts:
“The Gangsters” By Colson Whitehead
The Catcher in the Rye by J.D. Salinger
Brown Girls: A Novel by Daphne Palasi Andreades
The Man Who Lived Underground by Richard Wright
Personal identity, social responsibility, moral virtue, society, social values and justice,
class distinction and cultural forces are timeless issues, all found in these novels and are
just as relevant today as they were when they were written.
Course Goals: During our exploration of these novels special attention will be paid to the
evolution of the genre from the eighteenth century to the present. Our goal, which will be
accomplished through literary technique, will be to explore thematic, historical, social,
economic, gender and political concerns found during these historical time periods. We will also
examine a variety of narrative structures and the indispensable elements used in the creation of
the novel. This will include: title, author, publisher, setting, characters, foreshadowing, plot,
theme, symbolism, imagery, language, and tone.
Course Objectives: In order to achieve mastery and create a deeper understanding of the history
of the novel and its properties, our journey starts at the very foundation of our language, which is
Standard English grammar. It is essential that all reading assignments take into consideration
multiple viewpoints including social, historical, and political perspectives. In addition to these
perspectives, we will also investigate the rise of the novel and corresponding historical
advances. Further analysis of the novel will include questions of personal identity, individual
and civic responsibility and social justice. Your critical analysis should also take into
consideration many of the social conditions that individuals have historically encountered during
the various settings. In order to achieve an in depth understanding of the novels, I will provide
numerous links to a variety of web pages and handouts. Other relevant themes of the novels that
will be discussed in class include, the quest for social and economic justice, the pursuit of wealth
mailto:[email protected]
Calendar
at any cost and the resulting fragmentation and stratification of society. The final research paper
will be used as barometer in determining your mastery of the numerous literary com ...
ENG 360 01 American PoetrySpring 2019TuesdayFriday 800 –.docxchristinemaritza
ENG 360 01 American Poetry
Spring 2019
Tuesday/Friday 8:00 – 9:15 St. Mary’s B1
Brandon Clay
Course Description:
ENG 360 is a survey of a selection of American poetry and poetics from the Puritan era to the present, showing the effects of the Romantic revolution on an American Puritan tradition and the making of a national vernacular for poetry. Students will study poetic technique and read authors such as Bradstreet, Taylor, Freneau, Emerson, Longfellow, Poe, Thoreau, Whitman, Dickinson, Robinson, Dunbar, Crane, Stein, Sandburg, Stevens, Williams, Pound, H.D., Moore, Eliot, Millay, Hughes, Cullen, Zukofsky, Auden, Roethke, Bishop, Berryman, Brooks, Lowell, Plath, Glück, Levertov, Ginsberg, Merrill, Kinnell, Rich, Pinsky, and Collins. This is a writing intensive course and it meets literature requirements for graduation.
Course Learning Outcomes:
· To become familiar with the history of and different styles of American poetry
· To develop an understanding of the historical and social frameworks in which poems are written
· To understand different critical approaches to the interpretation of poetry
· To refine the critical and analytical skills used in verbal and written discussions of poetry
· To develop an enjoyment of and appreciation for poetry
Prerequisite:
ENG 142, earning a “C” or better.
Required Text(s):
Lehman, David, ed. The Oxford Book of American Poetry. Oxford: Oxford UP, 2006.
Expected Student Behavior in Class:
All students are expected to behave in a professional and courteous manner to both the professor and other students in class, and to follow the procedures as outlined in this syllabus for this course. If the professor deems that a student has failed to adhere to this standard, the professor shall make a report to both the Dean of the School of Arts & Sciences, and the Dean of Students. Please follow all policies as written in the 2018-2019 Student Handbook.
Preparation and Active Class Participation:
Students are required to read all works for the course. Assignments must be read prior to the class in which the particular work(s) will be discussed. Papers must be written in MLA format, using and citing quotations from primary and/or secondary sources. Written work is due at the beginning of class on the due date specified on the schedule below. Major writing assignments will be submitted electronically using Moodle and Turnitin.com. Some written work may also be turned in as a hard copy. Use white paper and 12 point, Times New Roman font with one-inch margins. All papers must be stapled and (per MLA format) include name, class title, instructor name, and due date in upper left hand corner.
Note that Student Performance counts for 15% of the final grade (complete grading system described below). This is defined as how a student conducts him/herself in the class, and refers specifically to attendance, lateness, manners, and respect towards professor and fellow students. A student can expect to receive a.
Fahad Aldehani
Kyeongheui Kim
LING 136
05.5.2015
Euromail
Eric Weinerin the article ”What Germans can teach us about e-mail.” The author says that the Amerimail is more informal and chatty. I agree that Americans send emails to each other more often than Eurabian. Also, they reply and use smiley faces like it is a text message. From self-experiment, I got an email from my adviser at the University and we were replaying for three days which looks like a SMS text. In the other hand, the Euromail is more formal and powerful than the Amerimail because Europeans email less and only for higher and necessary purposes. Amerimail has more informal words and very short. Americans replay to each other faster and impatience unlike the Europeans. Comment by K Kim: The whole title? Comment by K Kim: How do you know? Do you have evidence of it?
Weinersays “Other forms of electronic communication, such as SMS text messaging, are more popular in Europe than in the United States.” I disagree with the author that Europeans use the electronic communications such as their phones more than the Americans. I went to Europe, and From what I noticed that Europeans uses their cellphones less than Americans. In New York people cannot communicate with each other physically by saying “Hi” in the streets because most of them busy by texting, calling or even emailing. In Europe people like to send email or talk face to face more than using their cell phones. For instance, when I was in Europe I noticed that Europeans gather at some cafés or some nice restaurants for business meeting or a family gathering talking to each other instead of holding their cell phones and chatting with other people. In the US people like to text other people even when they are together sitting at the same place. Comment by K Kim: The author focuses on email.
It appears that you have not checked Reading Note Guidelines and paid attention to the sample Reading Note, either. You are supposed to write the Reading Note the way you write an essay.
Where are Introduction and Conclusion?
Grade: 3.2 out of 4
International Studies 100: Global Citizenship
Summer 2015: On-Line
Professor Richard R. Marcus
Office: LA3-100a
Phone: (562) 985-4714
Email: [email protected]
Skype: richard.marcus (Long Beach)
Course Description
Most, if not all, of us are citizens of particular nation-states. We also have other communities of belonging, such as local, ethnic, religious, or perhaps even our Beach pride. In these communities, we take some level of responsibility for our fellow members and expect to have a voice in determining the rules and actions that affect us. In what ways, however, should we also see ourselves as citizens of the world? How are our economic, cultural, political, and social lives connected to those in faraway places? How do our actions affect people living across the globe? Are these effects positive or negative? How do decisions made elsewhere affect our own lives? What is our responsibility ...
1 Summer 2013 Dr. S.E. Cayleff Email .docxjoyjonna282
1
Summer 2013 Dr. S.E. Cayleff
Email: [email protected]
SDSU WS 341B: HISTORY OF AMERICAN WOMEN, 1880 – PRESENT
Required Text:
(1) DuBois & Dumenil, Through Women’s Eyes: An American History with Documents. 3
rd
(brown)
edition
STUDENT LEARNING OUTCOMES, OR GOALS OF THIS CLASS:
After taking this class, students will be able to:
Situate women’s experiences, historical institutions and events within specific eras in American
history
Analyze the human experience with a feminist and critical gendered analysis
Differentiate amongst the experiences of diverse women as their positions are affected by race,
social class and free, indentured or slave status
Examine the cultural institutions that determine the material circumstances of women’s lives
(religion, law, medicine and so on…)
Analyze how cultural and gendered norms and ideals impact diverse women’s lives (e.g.:
patriarchy, heteronormativity, notions of what is normal and abnormal and so on…)
Explain ways in which social institutions have limited women’s power and authority
Recognize ways in which women have resisted and rebelled against social, cultural & political
institutions
Recognize how women have formed separate institutions, ways of being and communities within
these historical eras
Develop and apply your critical thinking and writing skills
Recognize and analyze present-day gendered relations
Analyze primary source documents, acquiring critical writing and analytical skills
This course is one of two courses (WS 341A and 341B) you may choose to take to fulfill the American
Institutions requirement for your General Education at SDSU. Title 5, California Code of Regulations,
Article 5, Section 40404 requires that all students demonstrate an understanding of American history,
the United States Constitution, and California state and local government.
Us e o f Bl a c k b o a r d
Blackboard is our course management system. Your discussions, assignments, emails grades will all
be through Blackboard. It is important that you check Blackboard several times each week for updates
and class information. If you do not have access to high-speed internet, I highly advise you become
familiar with our campus computers.
COMMUNICATION: We will communicate primarily through email and discussion boards. You’ll also
see a place to post general questions on the Discussion Board, and everyone can “subscribe” to that
Q & A forum so that you see questions to me—and my replies—in your email. You can also email me
at [email protected] I will respond to emails generally within 24 hours.
Online Communication & Etiquette: Taking an online course means you, as a
communicator, need to overcome the lack of nonverbal cues in communication. We can’t see you
smile when you write something you think is funny! When taking a course online, it is important to
remember several points of etiquette that wil ...
DIVERSITY IN THE URBAN LANDSCAPESEMINAR ON MULTICULTURALISM IN .docxpetehbailey729071
DIVERSITY IN THE URBAN LANDSCAPE:
SEMINAR ON MULTICULTURALISM IN THE UNITED STATES
LSP 200-307
DePaul University Dr. Jesse Mumm
Geography Department email: [email protected]
Spring Quarter 2019 office: Schmitt Academic Center Room 533
Friday 8:30 – 11:30 AM office hours: Friday 4 – 5 PM
Arts & Letters Hall Room 208 office phone: 773-325-4135
How do we make sense of our city – so full of the cultures of the world, yet so divided? This Seminar on Multiculturalism in the United States takes a geographic approach to how ideas of diversity and multiculturalism are imagined, debated and lived through lenses of race, class, gender, sexuality, culture and power. We will consider examples from across the United States but focus on the urban history and present struggles of the City of Chicago. We will think through “geographies of encounter” and experiences of multiculturalism in everyday life, and practice discussion and debate on how we navigate human difference in our city today. We begin by critically questioning the reality and the debate around multiculturalism, then dive into the “City of Neighborhoods” and examine the relationships between geography and power. We devote particular attention to black, Latino and white Chicagos, and then follow the historical upheavals that have rearranged the present urban landscape, as segregation, suburbanization, Urban Renewal, gentrification, privatization, and place-making contend to remake the city. Students will read critical texts assessed through weekly quizzes, write weekly reading reviews, conduct original ethnographic fieldwork in Chicago neighborhoods, and practice writing and presenting cogent arguments and interpretations of what it means to live in a multicultural city.
OBJECTIVES
Achieve fluency in the major debates on multiculturalism in the United States.
Identify patterns, parallels and correlations in racialized urban landscapes.
Practice seminar engagement skills in listening, discussion, presentation and argumentation.
Develop analytical writing, critical thinking, and organizing evidence from multiple sources.
Find your own voice in writing interpretations of changes in multicultural Chicago.
REQUIRED COURSE TEXTS
Urban Life: Readings in the Anthropology of the City,sixth edition, George Gmelch & Petra
Kuppinger, editors, is available at our DePaul University Bookstore.
All the rest of the assigned articles and readings are posted for free online on our
Desire2Learn course site in the form of pdf or Word documents, to be printed at your expense or read in electronic form.
All readings are to be completed before Friday of the week assigned for discussion. Quizzes
are based on all the readings for that particular week only; Reading Reviews encompass two weeks at a time.
COURSE REQUIREMENTS
Reading Reviews: 20% GRADING:
Weekly Quizzes 10% A 90-100%
Presentation 10% B 80-89%
First Paper 25% C 70-79%
.
1. Instructor: Dr. Claudia Grinnell
Instructor: Cameron Irby
HONR 4010
Electronic Literature, Spring 2017
Email: Cameron Irby – irbycl@warhawks.ulm.edu
Dr. Claudia Grinnell – grinnell@ulm.edu
Course Description
Electronic Literature is often described as a “digitally-born literary work.” Unlike traditional literature (books,
newspapers,and other print material), electronic literature is created for technology and often eschews
conventional writing practices. This makes studying electronic literature a daunting task for some, and there are
still regions of academia that reject the credibility of e-lit. This class is designed to introduce students to
electronic literature and some of its most common forms, but many students will have already come into contact
with e-lit without even realizing it. This course should still be considered by those students, as we will also be
applying literary theory to these works in an attempt to obtain a deeper understanding of them.
In HONR 4010, we will discuss the rise of Internet culture and how it has affected traditional literature, read
works of literature that have influenced this culture, and experience some of the new and upcoming types of
electronic literature through mediums such as hypertext, video games, and interactive fiction. This will be an
online course, meaning that all of our meetings and discussions will take place on Moodle and through email.
Course Textbooks/Materials
While many of these texts can be found online for free, there are some that need to be purchased elsewhere.
Please do not pirate any of the materials, as that is stealing and stealing is bad (and illegal under federallaw).
Books:
Neuromancer by William Gibson (ISBN: 978-0441569595)
E-Lit:
The Stanley Parable by Galactic Cafe ( http://www.stanleyparable.com/ )
Gone Home by The Fulbright Company ( http://gonehome.game/ )
Undertale by Toby Fox ( http://undertale.com/ )
Other Materials:
Acomputer with a Windows OS (otherwise known as a “PC”). Mac can work, but not every item on the
syllabus is geared for Apple OS. The ULM library has plenty to borrow if you cannot obtain one.
Please do NOT use a smartphone to complete assignments!
ABroadband Internet connection or better. Because many varieties of Electronic Literature are found on
the Internet, it is expected that all students have a way to access them. ULM has numerous wireless
hotspots across campus,and the ULM library has computers that can be utilized for this purpose.
Course Methods
2. Students will participate in in-depth forum discussions,submit brief essays detailing their personal reactions to
a given work, and communicate with their peers and their instructors to complete an original research paper on
a work of electronic literature.
Course Topics
We will discuss...
Predictions and Realities of the Internet
Internet culture
Cyberpolitics
Traditional literature vs Electronic literature
The Growth of E-Lit
Other issues relevant to class as they arise
Course Goals/Student Learning Objectives
To learn about how the Internet became such a dominant part of our lives
To discover the founding ideologies of Internet culture
To understand the ongoing debate between Traditional Media and New Media
To acknowledge and understand the growing number of New Media genres
To create in students the desire to apply what they have learned to their daily lives and their current
media consumption
To develop presentation and public speaking skills
To foster better relations between fellow classmates and promote deeper discussions
To develop critical thinking, active reading, research,and writing skills at the undergraduate level.
Course Requirements,Assignments, and Grading
30% Research Paper
You will research one or two related texts of electronic literature (hypertext novels, video games,
interactive fiction, etc.) and make a detailed argumentative essay for why your chosen works should be a
part of the canon of electronic literature. Your argument will need to be backed by research and other
sources. Do not tell us what the work is about; tell us why it matters.
◦ Works may be related to those we've discussed in class, but they cannot focus on any of the assigned
texts. In other words, you may reference one of the works we discuss, but it cannot be the topic of
your work. I want you to search for something new and not simply regurgitate what you've picked
up in class.
◦ Paper Requirements
▪ 8-10 pages
▪ 12pt Times New Roman (Not Comic Sans!), Double-spaced
▪ MLAFormat
▪ 8 or more scholarly (Peer-reviewed) sources
30% Online Assignments
20% Midterm Exam
20% Final Exam
Policies on...
Late Work
◦ Because all assignments will be open at least a week in advance, I will NOT accept any late online
3. submissions. Forums, response papers, essays,etc. will be given a ZERO if they are not turned in
by the due date.
◦ I will only allow make-ups if you were absent due to extenuating circumstances or you provided
warning ahead of time.
Missed Final Exams
◦ Must be negotiated in advance.
◦ I will excuse a student from the final only if s/he qualifies for an Incomplete and is willing to take an
“I” for the semester.
Course Evaluation
◦ Please complete the online evaluation of this course by the end of the semester.
◦ This helps me as a professor to improve and lets you make this course better for the next class.
Communication
◦ Contact Dr. Grinnell via her office hours or through email.
◦ Contact Cameron Irby via email.
Plagiarism
The English department adheres to the ULM published policy on Academic Dishonesty (see Page4 in ULM
Student Policy Manual, or http://www.ulm.edu/studentpolicy/). This policy pertains foremost to deliberate acts
of plagiarism, punishable on a first offense by a minimum of a “0” on the plagiarized assignment and a report of
the incident to appropriate University officials. On a second offense,the minimum sanction is an “F” in the
course. On a third offense, the minimum sanction is disciplinary action at the University level (academic
probation, suspension, etc). More serious first or second offenses may result in action at the University level as
well.
However, if a freshman year instructor determines to his or her satisfaction that a student’s genuine
misunderstanding of quotation, citation or documentation rules that are being learned in the class has resulted in
accidental plagiarism on an assignment the instructor may opt to give a “50” rather than a 0.
Plagiarism may be defined as the use of another person’s words, ideas, research or interpretation of facts; and
images, graphics or other original work without appropriate citation and documentation. In this class,we use the
rules of MLA style. To avoid plagiarism one must:
1. Put all borrowed language—even key words—into quotation marks or block quotation
format.
2. Avoid copying a source’s sentence structure and order of ideas too closely without quoting
directly.
3. Cite in parentheses the author’s name and page or paragraph number if applicable for all
quotations from a source and for all borrowed ideas, facts,graphics, statistics or other
materials.
4. Provide an entry on a Works Cited page prepared according to MLAstyle for every source
used and cited in the paper.
Emergencies
If there's a fire, take the nearest stair case and walk down quietly in single file.
If there's a weather alert that requires it, we should go to the first floor and avoid sitting or standing too
close to glass doors or windows.
If someone has a serious accident or becomes seriously ill, we should call the campus police or 9-11.
If another emergency arises, follow directions and use common sense to protect yourself and your
classmates.
Student Services
The following services are available to students, and we encourage you to use them when you need them.
4. Student Success Center (http://www.ulm/edu.cass/)
Counseling Center http://www.ulm.edu/counselingcenter/
Special Needs at http://www.ulm.edu/studentaffairs/
Library http://www.ulm.edu/library/referencedesk.html
Computing Center Help Desk http://www.ulm.edu/computingcenter/helpdesk
The Write Place (Located on the Third floor of Walker Hall) is not only a center for assigned 1001/1002
activities but also a place where students may go for tutoring or for use of computers.
Students with Special Needs
In this class I happily accommodate students with special needs. Contact the Counseling Center to establish
appropriate accommodations and have them send me a letter spelling out what I can do in formal terms. Also,
please stop by and talk to me so that we can establish a one to one understanding of how to best cooperate to
optimize your learning experience in this class.
Title IX
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an
educational program or activity that receives federalfunds, including federalloans and grants. Furthermore, Title
IX prohibits sex discrimination to include sexual misconduct, sexual violence, sexual harassment and retaliation.
If you encounter unlawful sexual harassment or gender-based discrimination, please contact Student Services at
318 342 5230 or to file a complaint, visit www.ulm.edu/titleix.
5. IMPORTANT:Everything that follows is subject to change and will be amended or
added to throughout the semester. Always check Moodle or email me if you are unsure
as to what is assigned.
Spring 2017
Week One – Background Information on Digital Humanities / Introductions
Week Two – Neuromancer , ResponsePaper
Week Three – Cyberpunk films & Neuromancer, Forum
Week Four – Selected Readings on e-lit, Forum
Week Five – My Body & a Wunderkammer, Forum
Week Six – Depression Quest, Forum
Week Seven – Mardi Gras Break, Midterm
Week Eight – Young Hae Chang Heavy Industries, Reaction Paper, Forum
Week Nine – E-poetry, Forum
Week Ten – TheStanley Parable, Forum
Week Eleven – Gone Home, Forum
Week Twelve – Undertale, Reaction Paper
Week Thirteen – Undertale, Forums
Week Fourteen – Spring Break, ResearchPaperSummaries Due
Week Fifteen – Generative Works, forum
Week Sixteen – ResearchPaperDue, Final exams for Graduating Seniors
Week Seventeen – Final Exams for non-graduating students