HIST 341
The American Colonies
FA 2023
Instructor: Professor Terry Bouton
Phone: 410-455-2056
E-MAIL: bouton[at]umbc.edu
Office: Fine Arts 510
Office Hours: (online) MW 12:30pm to 1:00pm and by appointment [link provided on Blackboard]
(It is always best to email before you plan to come to office hours so I can block out time for you. I typically schedule meetings with students and advisees during office hours, so it’s best to contact me before you plan to arrive to make certain I’m available.)
Course Webpage: https://terrybouton.wordpress.com/hist-341-the-american-colonies/
*I would advise bookmarking this page since it has links to all the documents and assignments*
Course Meeting Place: Interdisciplinary Life S 230
Campus Map: http://www.umbc.edu/aboutumbc/campusmap/map_flash.html
Course Meeting Time: Mon./Wed. 2:00pm-3:15pm
Course Description: History 341 will explore North American History from the initial contact between Europeans and Native peoples to the eve of the American Revolution. Particular attention will be devoted to examining the changing relationships between European, Indigenous, and African peoples as well as to the internal evolution of these diverse societies. The goal of the class will be to determine how race, geography, economics, and religion shaped competing social and cultural worlds in early America.
This will not be your traditional history course. I see it as a public history course that bridges past and present in innovative–and I think important–ways. This semester we will be producing a series of short 500-word scripts that will later be filmed as part of a new educational video series I plan to launch on YouTube at the end of the Spring 2024 semester. Your scripts will give viewers an up-to-date and accurate history of various parts of the colonial American experience. They will be based on the current consensus among academic historians for any given topic and present the key evidence that historians use to back their interpretations. The ultimate objective is applied learning with real-world impact, measurable in views, likes, and follows on social media.
What we are doing this semester is part of a larger public history undertaking that I call “Three Minute History Professor.” This project is my attempt to address what I see as a critical gap in public history and history education created by the seismic shift of the world moving onto social media platforms filled with inaccurate history. As far as reach, the biggest source of historical misinformation is YouTube, with over 2.5 billion users who mostly come to the site to watch short digital videos. YouTube is in desperate need of reputable, accurate history to counter the misinformation but professional historians have no meaningful presence on the platform. History is a huge discipline that covers thousands of years of global human existence, but it has a relatively miniscule online footprint.
This course is part of my attempt to pioneer a place for academic history on YouTube and, eventually, TikTok. I want to show academic historians that they can use their teaching to create interesting, up-to-date, historically accurate student-produced short-video content. I hope we can inspire other historians and students to join us so that collectively the historical community can fill YouTube with reliable and accurate history content across topics, fields, geography, and time periods. You are going to help me show it can be done–and come out better than you might expect, mostly because of the energy and commitment students bring to the project.
Here’s an overview of the Three Minute History Professor project and how it fits into this class: https://terrybouton.wordpress.com/three-minute-history-professor/
Aside from the content knowledge, you will also pick up some practical writing and social media skills. Today’s world is about capturing attention, getting to right to the point, and keeping things creative and concise so you don’t overwhelm today’s short attention spans. That’s what these scripts are designed to do: give you experience in the kind of short-form storytelling that is a highly marketable skill. You will get three chances to develop scripts this semester, following the same process each time, so you have chances to learn and improve to hone your skills.
(For those of you interested in gaining more digital storytelling skills and producing videos of your own scripts, I will be teaching HIST 427, Digital Public History, next semester (SP 2024). The course will be turning the scripts from this class (and my course last spring) into finished, professional-looking videos. Your script will get produced regardless of whether you take the course or not (provided it’s of production-quality). But if you take HIST 427, you will have the option of seeing the script-to-video project all the way through—and gaining some digital video production skills in the process).
Course Format:
This project-based course will mix discussion, group workshops, and individual meetings. Given the heavy focus on individual projects most of the course will be conducted online via individual meetings with me to select topics, devise research strategies, review research, and draft the scripts. Students will workshop the scripts in small groups. And then we will come together as a group to discuss your collective findings and draw conclusions before turning to the topics in the next unit and repeating the process. This is a learning-by-doing course where I give each of you personalized direction and feedback, and you give and receive feedback from each other. We are creating history for public consumption where the goal is to produce accurate, interesting scripts that convey big ideas clearly. Reaching that goal will require a collaborative effort between you, me, and the rest of the class.
This is a different way of learning than you might be accustomed to. While I will provide some content knowledge directly, most of the learning will happen through your own research and then by workshopping and discussing your scripts with the rest of the class. Most weeks will involve individual meetings with me (online via WebEx) to discuss your progress, give feedback, and plan next steps. At the end of each unit, we will come together in person to discuss your collective findings, which I will put in context and relate to larger developments in the field. I see this as an effective way to give students both breadth and depth of knowledge. From a teaching standpoint, the most important part of the course is the intimate, lasting understanding you get from the deep engagement of researching and writing about the topics you select.
Each student will produce three scripts, one for each topical unit of the course. The units follow along with the three parts of Alan Taylor’s American Colonies textbook, which is the only assigned reading for the course. (You will do other reading as part of your research projects and when you workshop each other’s drafts).
Each unit will unfold in the same 5-week cycle. On first week of each unit, I will meet individually online with each student via WebEx (or a class Discord channel) to create a specific script and research plan based on ideas students get from. (To ease you into this, for Unit 1, I will create a list of specific topics and have students select from the list). Week two of each unit will involve online individual meetings with me to discuss the main points and evidence and to plan out the script. Week three will be a first draft of a 500-word script and individual meetings to discuss my feedback on them. Week four will be the second draft of a 500-word script and an online, asynchronous class workshop. You will also receive feedback from me and I will be available for individual meetings. On Week five, students will submit their final scripts for the unit and we will MEET IN PERSON to discuss the scripts and how they fit into the overall history of the era. By the end of the week, each student will submit an essay analyzing all the scripts. Then the next week the cycle starts again. We will do this three times over the semester, once for each unit.
Learning Objectives:
After this course student will be able to:
- Find and communicate the historical consensus on the central topics of colonial North America
- Locate reputable secondary sources, primary sources, and visual imagery for any given historical topic
- Distill complex historical points into short, coherent, lively text
- Script a video that is both interesting and historically accurate
Readings:
Alan Taylor, American Colonies: The Settling of North America (Penguin 2001)
Requirements:
The various tests and assignments for the course will produce a possible 400 points. Your total grade for the class will be determined by tallying your scores the following five elements:
WEEKLY ASSIGNMENTS (13 @ 100 pts. each): 1,300 pts.
FINAL ESSAY 200 pts.
Total Grade: 1,500 pts.
At the end of the semester:
1,350-1,500 points will be an A
1,200-1,349 points will be a B
1,050-1,199 points will be a C
900-1,049 points will be a D
Below 900 points will be an F
NOTE: Students taking HIST 413 on a Credit/No Credit basis should remember that the university requires that you earn a final grade of at least a C to receive credit for the course. History majors and potential history majors need a C or better for the credits to count toward the major.
Weekly Assignments (1,300 pts. in 13 assignments, each worth 100 pts.):
There are 13 assignments throughout the semester. They range over a variety of different kinds of assignments, from topic ideas and a bibliography to evolving drafts of scripts and videos. The specific assignments are detailed below on the course schedule and will be posted on Blackboard. You will be graded based on the quality and effort demonstrated by your work. You can find rubrics for the different types of assignments on Blackboard (make sure you give those a read before starting any assignment).
Final Essay (200 pts.):
A final essay with question TBA that analyzes the scripts for the different units over the semester.
Course Policies and Guidelines:
Late Work:
Try REALLY hard not to fall behind in this course. Most of the assignments are sequential and build on earlier work. That means if you get behind you will need to get caught up so you are ready for the next step. I will do everything I can to make sure that everyone who falls behind gets caught up as quickly as possible. The credit reduction for lateness will depend on the circumstances, the quality of the work submitted, and the length of time. Be forewarned, if I have to do too much script editing/writing, your grades for the assignment and the final project will reflect your neglect.
IMPORTANT: I require everyone to save a personal copy of all of their work on their home computer, thumb drive, or whatever other storage device they have. Since Blackboard is occasionally buggy, I HIGHLY suggest that you type out your response with a word processing program and then cut and paste your response into Blackboard. If you have a problem with Blackboard, it is your responsibility to ensure that I receive a copy of your posting by the deadline. DO NOT automatically email me a copy of every posting. ONLY email postings in the event of a Blackboard emergency.
Getting started on Blackboard: Blackboard is relatively easy to use and will allow you to have access to course materials 24 hours a day, 7 days a week through the Internet. If you have registered for the course, you should automatically be registered on Blackboard. As a UMBC student, you have a personal email account and access to the Internet and through the school’s many on-campus computer labs. You can also access Blackboard off campus through a personal account or from the UMBC dial-up. BEFORE you do anything else, check to see if you are enrolled in the course by going to http://blackboard.umbc.edu. If you have been automatically registered, take some time to explore the Blackboard site for the course. If Blackboard indicates that you are not registered, follow the directions at the main Blackboard site for new users.
Email:
I will send all email messages to your UMBC email account (yourusername@umbc.edu). If you do not usually check this account, have messages forwarded to your preferred email address (such as yahoo, gmail, etc.). For help with this procedure, or if you have other questions about UMBC’s Office of Information Technology services visit the OIT helpsite at http://www.umbc.edu/oit/. Helpdesk personnel in the on-campus computer labs can help with most questions. The helpdesk phone number is 410-455-3838.
Random Rules:
1) TURN OFF CELL PHONES, BEEPERS, WATCH ALARMS, or any other device that might disturb the class. I will make examples of those who violate this rule (for example, if your phone rings, I will take the call).
2) Laptops in the Classroom: I’m fine with people using their laptops to take notes in class. But it is both rude and disruptive for you to be emailing, surfing the web, playing World of Warcraft, IMing in Google chat, visiting your Second Life, watching SNL clips on Youtube, or updating your Facebook profile while you’re sitting in my class. If you don’t think I can tell, you’re wrong. (Hint: you staring at your laptop screen, smiling and laughing when we’re talking about, oh say, slaves being tortured is something of a giveaway). If I have to speak to you about this, you’re not going to be happy. So try to curb your net addiction for the 75 minutes we’re in class. Thanks!
3) Coming to class late. At some point everyone is late for reasons beyond their control. I understand that. But when you start making a habit of coming to class late, you’re disrupting me and your fellow students.
Academic Integrity:
By enrolling in this course, each student assumes the responsibilities of an active participant in UMBC’s scholarly community in which everyone’s academic work and behavior are held to the highest standards of honesty. Cheating, fabrication, plagiarism, and helping others to commit these acts are all forms of academic dishonesty, and they are wrong. Academic misconduct could result in disciplinary action that may include, but is not limited to, suspension or dismissal. To read the full Student Academic Conduct Policy, consult the UMBC Student Handbook, the Faculty Handbook, or the UMBC Policies section of the UMBC Directory. To read the policy online, see: http://www.umbc.edu/integrity/.
See the UMBC resources on Academic Integrity: https://academicconduct.umbc.edu/plagiarism/
I show no mercy toward cheaters. If you are caught cheating on any test or assignment, you will receive a zero for that grade, fail the course, and I will submit your name to the proper disciplinary authority. Rest assured that I will do all I can to see that those disciplinary bodies take the strongest possible action against anyone who cheats. Potential cheaters: you have been warned.
All other course and university policies applicable to this class may be found on the course Blackboard site.
COURSE SCHEDULE
OF
MEETINGS, TOPICS, AND ASSIGNMENTS
*Week 1 (Week of Aug. 30): ONLINE (Synchronous)
This week we will meet on Wednesday, Aug. 30 online via WebEx so that I can give you an overview of the course, show you examples of finished scripts and videos, and demonstrate how to locate the sources and evidence you will need for your scripts.
Wed., Aug. 30: We will meet online today in my WebEx Classroom during class time (2:00pm-3:15pm) (I will provide a link).
Introduction: An overview of colonial American history, The “Three Minute History Professor” Project, and what we are doing this semester. I will be be showing you some videos from past semesters so you can see the end goal as well as reviewing sample scripts so you can get a sense of what your work should look like at the end of each unit. I will also review how to find secondary sources that will serve as the basis of your scripts.
Reading: Alan Taylor, American Colonies, Part 1, “Encounters”
Part 1 “Encounters” examines the varieties of experiences between European settlers and the Native peoples they encountered. We will focus on three chapters: Chapter 2, “Colonizers, 1400-1800” which talks about Columbus, the “Columbian Exchange,” “Ecological Imperialism,” and the role of disease; Chapter 3, “New Spain, 1500-1600” that talks about Conquistadors, the “requerimiento,” The Spanish enslaving Indians, the encomiendas and ecomenderos system; and Chapter 4, “The Spanish Frontier, 1530-1700,” that covers the Coronado Expedition, Cabez de Vaca, and the Pueblo Revolt.
UNIT 1: ENCOUNTERS
*Week 2 (Week of Sept. 4): ONLINE (INDIVIDUAL WEBEX MEETINGS)
Individual Meetings: Unit 1 Topic Selection and Research Design
This week I will meet with each of you individually via WebEx to define your script project for Unit 1. We will establish the main point of your script and discuss sources to help you understand the topic and collect evidence for your script.
SIGN-UP FOR A TIME TO MEET WITH ME ONLINE VIA WEBEX
THE SIGN-UP GOOGLE DOC AND WEBEX LINKS ARE ON BLACKBOARD
Assignment #1 (Due Thurs., Sep. 7 by 11:59PM): BLACKBOARD DISCUSSION: SCRIPT ANALYSIS
What are the elements of a good script? Analyze the scripts in the “Sample Scripts” folder on Blackboard and report your findings. How are the scripts structured? How do they frame their main points? How do they try to grab the viewer’s attention? How many sub-points do they make? What kinds of evidence do they use to demonstrate those points? How much evidence do they use to demonstrate each point? (The objective of this assignment is to get a sense of what is involved in script-creation by examining the nuts-and-bolts of some completed scripts. I also want you to get a feel for the scripts and the “house-style” of presentation as well as how they approach topics and the kinds of information and evidence they use).
*Week 3 (Week of Sept. 11): IN PERSON
Mon., Sep. 11: IN PERSON meeting 2:00pm-3:45pm, Interdisciplinary Life S 230
Topic: Scripts, research, and best practices.
Assignment #2 (Due Tues., Sept. 12 by 11:59PM): Script 1: Main Point, Sub-Points, and Evidence
Explain the main point that your script is going to make, the interesting way you intend to introduce the idea, the sub-points of the script will make, and the evidence (specific examples and quotes you get from secondary sources) that demonstrate the main argument and sub-points. Include citations for quotations and specific examples. Post your response to the Assignment #2 prompt on Blackboard.
Wed., Sep. 13: In Person, Individual Meetings (Department of History, Fine Arts, My office: room 510)
Sign up on the Google Doc for a meeting time with me in my office in the history department, Fine Arts 510 to discuss your main point, sub-points, and evidence
*Week 4 (Week of Sept. 18): ONLINE (INDIVIDUAL WEBEX MEETINGS)
Assignment #3 for (Due Mon., Sept. 18 by 11:59PM): Script 1 Draft 1
Submit your Script 1 Draft 1 to Blackboard. The target for the script is 500 words. Your drafts may be longer because you are still trying to decide which points are the most important and which specific examples and quotes to use. I will help you define your main points and determine the most effective quotes and examples.
Individual Meetings: Script 1 Draft 1
This week I will meet with each of you individually via WebEx to discuss Script 1 Draft 1 for your Unit 1 project. I will provide verbal feedback on each draft to accompany the written feedback I give.
SIGN-UP FOR A TIME TO MEET WITH ME ONLINE VIA WEBEX
THE SIGN-UP GOOGLE DOC AND WEBEX LINKS ARE ON BLACKBOARD
*Week 5 (Week of Sept. 25): ONLINE (Asynchronous Workshop of Script 1 Draft 2)
Assignment #4 (Two Due Dates!): Workshop of Script 1 Draft 2
This assignment has two parts.
PART 1: Submit Script 1 Draft 2 to the Blackboard Discussion Board on Mon., Sept. 25 by11:59PM
PART 2: Read and comment on each of the scripts posted by your classmates. Your comments on each script should: 1) Identify at least one strong point, 2) Identify at least one thing that needs work, and 3) Offer at least one suggestion for how to improve the script. All Comments in this Online Workshop are Due on Thurs., Sept. 28 by 11:59PM
Your grade for Assignment #4 is based on your participation in the Workshop. I will offer my own script feedback in the Discussion Board comments section under each script. If a script requires significant revision, I will handle those comments through email.
*Week 6 (Week of Oct. 2): ONLINE (INDIVIDUAL WEBEX MEETINGS)
Reading: Alan Taylor, American Colonies, Part 2, “Colonies”
Part 2, “Colonies,” gives a tour of the different British American colonies, starting with Virginia and the Chesapeake, then up to Puritan New England, down to the West indies, back up to Carolina and the Middle colonies. For Unit 2, you will follow the trail through the different colonies hunting for a topic for your next script.
Individual Meetings: Unit 2 Topic Selection and Research Design
This week I will meet with each of you individually via WebEx to define your script project for Unit 2. We will establish the main point of your script and discuss sources to help you understand the topic and collect evidence for your script. Read American Colonies, Part 2, “Colonies” to get topic ideas.
SIGN-UP FOR A TIME TO MEET WITH ME ONLINE VIA WEBEX
THE SIGN-UP GOOGLE DOC AND WEBEX LINKS ARE ON BLACKBOARD
*Week 7 (Week of Oct. 9): IN PERSON
Assignment #5 (Due Mon., Oct. 9, by 11:59PM): Script 1 Final
Submit the final version of your 500-word Script 1 to the assignment prompt on Blackboard. Title the file with your last name, a subject title for the video, and “FA23.” (i.e. Bouton. ColumbusFlatEarth.FA23). This will make it easier to find and work with the scripts when they are made into videos. Your grade for Script 1 Final will be determined by the overall quality of your final script and how well you incorporated feedback.
IN PERSON, Classroom Both Days
Mon., Oct. 9: IN PERSON Content Discussion of Unit 1 Scripts
Wed., Oct. 11: IN PERSON Lecture: Encounters in Colonial America
UNIT 2: Colonies
*Week 8 (Week of Oct. 16): ONLINE (INDIVIDUAL WEBEX MEETINGS)
Assignment #6 (Due Mon., Oct. 16 by 11:59PM): Script 2: Main Point, Sub-Points, and Evidence: Explain the main point that your script is going to make, the interesting way you intend to introduce the idea, the sub-points of the script will make, and the evidence (specific examples and quotes you get from secondary sources) that demonstrate the main argument and sub-points. Include citations for quotations and specific examples. Post your response to the Assignment #6 prompt on Blackboard.
SIGN-UP FOR A TIME TO MEET WITH ME ONLINE VIA WEBEX
THE SIGN-UP GOOGLE DOC AND WEBEX LINKS ARE ON BLACKBOARD
*Week 9 (week of Oct. 23): ONLINE (INDIVIDUAL WEBEX MEETINGS)
Assignment #7 for (Due Mon., Oct. 23 by 11:59PM): Script 2 Draft 1
Submit your Script 2 Draft 1 to Blackboard. The target for the script is 500 words. Your drafts may be longer because you are still trying to decide which points are the most important and which specific examples and quotes to use. I will help you define your main points and determine the most effective quotes and examples.
Individual Meetings: Script 2 Draft 1
This week I will meet with each of you individually via WebEx to discuss Script 2 Draft 1 for your Unit 2 project. I will provide verbal feedback on each draft to accompany the written feedback I give.
SIGN-UP FOR A TIME TO MEET WITH ME ONLINE VIA WEBEX
THE SIGN-UP GOOGLE DOC AND WEBEX LINKS ARE ON BLACKBOARD
*Week 10 (week of Oct. 30): ONLINE (Asynchronous Workshop of Script 2 Draft 2)
Assignment #8: Workshop of Script 2 Draft 2
This assignment has two parts.
PART 1: Submit Script 2 Draft 2 to the Blackboard Discussion Board on Mon., Oct. 30 by 11:59PM)
PART 2: Read and comment on each of the scripts posted by your classmates. Your comments on each script should: 1) Identify at least one strong point, 2) Identify at least one thing that needs work, and 3) Offer at least one suggestion for how to improve the script. All Comments in this Online Workshop are Due on Thurs., Nov. 2 by 11:59PM
Your grade for Assignment #8 is based on your participation in the Workshop. I will offer my own script feedback in the Discussion Board comments section under each script. If a script requires significant revision, I will handle those comments through email.
*Week 11 (Week of Nov. 6): ONLINE (INDIVIDUAL WEBEX MEETINGS)
Reading: Alan Taylor, American Colonies, Part 3, “Empires”
Part 3, “Empires,” examines the collision of empires in North America as well as the changes in North American societies in the 18th century. The section ends with the war that became a catalyst for the American Revolution.
Individual Meetings: Unit 3 Topic Selection and Research Design
This week I will meet with each of you individually via WebEx to define your script project for Unit 3. We will establish the main point of your script and discuss sources to help you understand the topic and collect evidence for your script. Read American Colonies, Part 3, “Empires” to get topic ideas.
SIGN-UP FOR A TIME TO MEET WITH ME ONLINE VIA WEBEX
THE SIGN-UP GOOGLE DOC AND WEBEX LINKS ARE ON BLACKBOARD
*Week 12 (Week of Nov. 13): IN PERSON
Assignment #9 (Due Mon., Nov. 13, by 11:59PM): Script 2 Final
Submit the final version of your 500-word Script 2 to the assignment prompt on Blackboard. Title the file with your last name, a subject title for the video, and “FA23.” (i.e. Bouton. ColumbusFlatEarth.FA23). This will make it easier to find and work with the scripts when they are made into videos. Your grade for Script 2 Final will be determined by the overall quality of your final script and how well you incorporated feedback.
IN PERSON, Classroom Both Days
Mon., Nov. 13: IN PERSON Content Discussion of Unit 2 Scripts
Wed., Nov. 15: IN PERSON Lecture: Touring the Colonies
UNIT 3: EMPIRES
*Week 13 (Week of Nov. 20): ONLINE (Asynchronous)
Assignment #10 (Due Mon., Nov. 20 by 11:59PM): Script 3: Main Point, Sub-Points, and Evidence: Explain the main point that your script is going to make, the interesting way you intend to introduce the idea, the sub-points of the script will make, and the evidence (specific examples and quotes you get from secondary sources) that demonstrate the main argument and sub-points. Include citations for quotations and specific examples. Post your response to the Assignment #10 prompt on Blackboard.
SIGN-UP FOR A TIME TO MEET WITH ME ONLINE VIA WEBEX
THE SIGN-UP GOOGLE DOC AND WEBEX LINKS ARE ON BLACKBOARD
*Week 14 (Week of Nov. 27): ONLINE (Asynchronous)
Assignment #11 for (Due Mon. Nov. 27 by 11:59PM): Script 3 Draft 1
Submit your Script 3 Draft 1 to Blackboard. The target for the script is 500 words. Your drafts may be longer because you are still trying to decide which points are the most important and which specific examples and quotes to use. I will help you define your main points and determine the most effective quotes and examples.
Individual Meetings: Script 3 Draft 1
This week I will meet with each of you individually via WebEx to discuss Script 3 Draft 1 for your Unit 3 project. I will provide verbal feedback on each draft to accompany the written feedback I give.
SIGN-UP FOR A TIME TO MEET WITH ME ONLINE VIA WEBEX
THE SIGN-UP GOOGLE DOC AND WEBEX LINKS ARE ON BLACKBOARD
*Week 15 (Week of Dec. 4): ONLINE (Asynchronous Workshop of Script 3 Draft 2)
Assignment #12: Workshop of Script 3 Draft 2
This assignment has two parts.
PART 1: Submit Script 3 Draft 2 to the Blackboard Discussion Board on Mon., Dec. 4 by 11:59PM)
PART 2: Read and comment on each of the scripts posted by your classmates. Your comments on each script should: 1) Identify at least one strong point, 2) Identify at least one thing that needs work, and 3) Offer at least one suggestion for how to improve the script. All Comments in this Online Workshop are Due on Thurs., Dec. 7 by 11:59PM
Your grade for Assignment #12 is based on your participation in the Workshop. I will offer my own script feedback in the Discussion Board comments section under each script. If a script requires significant revision, I will handle those comments through email.
*Week 16 (Week of Dec. 11): IN PERSON, Classroom Both Days
Mon., Dec. 11: IN PERSON Content Discussion of Unit 2 Scripts
Assignment #13 (Due Thurs., Dec. 14, by 11:59PM): Script 3 Final
Submit the final version of your 500-word Script 3 to the assignment prompt on Blackboard. Title the file with your last name, a subject title for the video, and “FA23.” (i.e. Bouton. ColumbusFlatEarth.FA23). This will make it easier to find and work with the scripts when they are made into videos. Your grade for Script 3 Final will be determined by the overall quality of your final script and how well you incorporated feedback.
Final Essay: Due Mon., Dec. 18 (question TBA)
Terry Bouton 