Week - University of Wisconsin–Stevens Point



Special Topic:

The Applied Humanities:

the Medical Humanities, the Digital Humanities, & the Environmental Humanities

Spring 2019: 6:30 pm – 9:00 pm, Wednesday. Room: CCC 207.

Instructor: Dr. W. John Coletta, Ph.D.

Office: 216 CCC; Phone: 346-4749

Office Hours: MWF 10 am till 11 am (and by appointment)

Email: jcoletta@uwsp.edu

Office hours: Wed 10:00 am –

Overview:

English 365: Science Literature is both an “ideas” course and a writing course. With respect to writing, students will write (1) an 8-to-10-page Research Essay with a medical-, digital-, or environmental-humanities theme; (2) a short-short story with a medical-, digital-, or environmental-humanities theme, (3) seven 500-word Discussion Papers (my course is run, in part, as an “academic conference,” with students helping to lead four course discussions during the semester); and (4) several peer reviews at two all-class, peer-review editing sessions—see “NOTE 3” below in which our “Sophisticated Rough Draft” peer-editing sessions are explained. With respect to the “ideas” around which the course is organized, students will read extensively in the fields of the “Medical Humanities,” the “Digital Humanities,” and the “Environmental Humanities”—three emerging and powerful interdisciplinary fields. To that end, we shall read and write about (1) selections from Poetry in Medicine: An Anthology of Poems About Doctors, Patients, Illness, and Healing; (2) a novel-length piece of creative non-fiction about medical research and social justice, The Immortal Life of Henrietta Lacks, by Rebecca Skloot; (3) a science-fiction novel by Ernest Cline, entitled Ready Player One, a book about the interdependence between virtual reality and reality; (4) a non-fiction book with “swag” about the nature of life and work in the digital age to come, The Fuzzy and the Techie: Why the Liberal Arts Will Rule the Digital World (2017), by Scott Hartley; (5) some chapters from an anthology entitled A New Companion to the Digital Humanities (2016), edited by Susan Schreibman et al, a book designed to show us all the power of the liberal arts as engines of innovation—especially when conjoined with digital technologies; and (6) poems and short essays with an environmental-humanities theme. As one can tell from such titles as Poetry in Medicine, The Fuzzy and the Techie, and the Digital Humanities (a mashup, again, of the mathematical and the liberal arts), this Interdisciplinary Studies course is built structurally around the synergetic idea that 1 (Science) + 1 (the Humanities) = 3 (a Profitable, Just, and Sustainable Future). Or, as I saw on a poster recently: “Science + (Art x Love) = Physician.”

The bottom line: Science Literature, English 365/565, is an “applied humanities” that course combines the study of science fiction with digital and environmental themes, the analysis of poetry and creative nonfiction with medical and scientific themes, and the reading of chapters from two books that offer practical , interdisciplinary visions of the future of the workplace in ways that foster insights and applications not available to either the sciences or the humanities in isolation. English 365 requires that students think and write well about complex interdisciplinary topics linking medicine, science, the digital future, the environment, and the humanities.

NOTE 1: There is clearly a goodly amount of reading in this course, but no more than is to be expected in an upper-division English class. The course in fact is based on the idea that you can only become a good writer if you are a good reader. However, most of you are not English majors, so the amount of reading may take a little getting used to! Be sure to look ahead, plan ahead, and portion out your reading so that you do not have to do it all the night before!

NOTE 2: We may sometimes find ourselves discussing controversial ideas; therefore, we may find ourselves annoyed, angered, p-o’d, amused beyond what is decent, etc., by what others say. My wish is to preserve each student’s right to express herself or himself, as long as this expression does not contribute to the belittling or the threatening of another. However, all ideas, if expressed respectfully, are welcome. Most importantly, I do not let my personal views effect how I grade student work!

NOTE 3: The Sophisticated Rough Draft (SRD) peer-editing sessions that we shall have during Week 9 and Week 15 are significant formal capstones for the writing portion of our course. Please bring to class on SRD / peer-editing days two copies of the Sophisticated Rough Draft (SRD) of your Science-fiction short-short story with a medical-, digital-, or environmental-humanities theme (Week 9) and your Research Essay (Week 15). An SRD should not be your first draft; it should at least be a second draft (thus I call it a “sophisticated” draft—meaning that you have put some real thought into it!). Your SRD should be as long as your final draft is supposed to be. Each SRD Day will only be valuable to you if you have invested time in your SRD.

NOTE 4: One of the goals of the course is to have you read “real” (not just textbook) writing, the writing of certified geniuses (and/or crazies—the line can be that thin)! So let’s have some fun!

TEXTS

Text Purchase:

Plan on using the editions of the books cited below (available at the University Bookstore). If you use editions other than these, then you will be at a real disadvantage when it comes to locating the passages about which we are speaking; we will not have time to cross-reference between competing editions. We read all three books at the same time, and quizzes begin on one of the books on the second day of class (we will be quizzed on all three books by the end of the fourth class period), so I you choose to buy your books online, be sure you consider shipping time—and use the provided ISBN number!

• Poetry in Medicine: An Anthology of Poems About Doctors, Patients, Illness, and Healing, Michael Salcman, MD, editor, ISBN 978-0-892-55449-2

• The Fuzzy and the Techie: Why the Liberal Arts Will Rule the Digital Age, Scott Hartley ISBN 978-13-2891540-5

• Ready Player One, Ernest Cline ISBN 978-0-307-88744-3

• The Immortal Life of Henrietta Lacks, by Rebecca Skloot, 978-1-4000-5218-9

Text Rental:

• A New Companion to Digital Humanities, edited by Susan Schreibman et al. ESBN: 978-1-118-68064-3

| | |

|An 8-to-10-page Research Essay on a topic related to the medical, digital, or environmental humanities (Minimum of 4 |30% |

|peer-reviewed, outside sources) | |

|A Science Fiction Short-Short Story1 with a medical-, digital-, or environmental- humanities theme | |

| |10% |

|Quizzes2 (Often picky, usually multiple choice, fill-in-the-blank, & short answer. See example “Quiz” at the end of | |

|the syllabus. Note: There are no make-up quizzes, unless you miss class for an approved university function. I do |50% |

|drop your two lowest quiz scores, however.) | |

|Panel Participation / Discussion Papers3 (Note: I run my class, in part, like an academic conference. Revolving | |

|student panels and written [typed; double-spaced] discussion papers [approx. 500 words each] drive class discussion. |10% |

|See formatting guidelines below.) Please print your Discussion Papers out and bring them to class on the day that | |

|your panel present. Keep your graded Discussion Papers & hand them in on the last day of class in a folder of some | |

|sort.) | |

|Small-Group-Discussion Days / Group Minutes4 |P/NP |

|TOTAL5 | 100% |

1 Science-Fiction Short-Short Story with a medical or digital humanities theme.

You should format your short-short story like “Excommunication” by Brian W. Aldiss—that is to say, it should fit on a postcard! Remember Edgar Allan Poe's theory of the "inexpungible word"—that a short story should have no word that does not contribute to the mood or theme. If a word is expungible, then expunge it! (Cut it out!) See . Note that, like “Excommunication,” a story can be very short yet contain powerful ideas and drama!

2QUIZ POLICY: Most every class period we will have a quiz. Quizzes will cover the readings for a given week and possibly material from in-class discussions and handouts from one class period before. I will drop your two lowest quiz scores, which could be missed quizzes. See the last page of this syllabus for an example quiz from a previous year. There are no make-up quizzes, unless an absence is due to attendance at a mandatory university function and a note from a coach, professor, or university staff member or administrator is provided.

NOTE: Commuters may also receive a special exemption if the weather so warrants. Safety first!

3 PANEL PARTICIPATION AND DISCUSSION PAPERS: Students will be placed in Discussion-Leadership Panels, in which panels they will stay for the whole semester. Each panel will help lead class discussions seven times during the semester. Panel members need not meet as a panel before helping to lead class discussions; it is sufficient that each panel member come to class with a typed (double-spaced) Discussion Paper of approximately 500 words containing the following:

1. if your panel is charged with leading a discussion on a piece of fiction, write a brief summary of the plot of each chapter for a given day; if your panel is charged with leading a discussion of a piece of non-fiction, summarize the content of the chapter for that day; if your panel is charged with leading a discussion of a poem, write a brief summary of what the poem covers (the narrative, the events, the flow of images, the assertions, et cetera, and what the events and/or images and/or assertions appear to be saying;

2. list the top three (3) take-home points from the reading, regardless of its having or not having a narrative dimension; (see “f” below)

3. create a list of three or four (3 or 4) well formed questions that relate to the reading for that day and that the student can ask of the class;

4. create a list of two or three (2 or 3) key passages from the reading with which your panel is charged for a given day. Don’t quote the passage / quotation / line / key phrase in its entirety (unless it is quite short, say fewer than ten words); for identification purposes, give the page and paragraph number and then just quote the first few words of the passage followed by an ellipsis. . . . Then, students must explain in writing briefly the significance of the selected passage / quotation / line / key phrase. Be prepared to share these passages and your explanation of significance with the class; and

5. a list of one or two (1 or 2) ways in which the reading is personally relevant to your own experiences, thoughts, opinions, or ideas.

6. KEY: if your panel is assigned more than one chapter from the reading for a given class period, you must summarize each chapter, BUT you may then treat the whole reading, that is, the several chapters that your panel has been assigned, as a single reading as you compile your lists of take-home points, questions, key passages, and personally relevant responses.

NOTE: Your “Discussion Paper” will be graded (Pass/No Pass) on its content as well as on its layout. If a student receives all “Passes” they receive an “A” for their whole PANEL PARTICIPATION grade for the semester. To receive one “No Pass” will result in a “B” for the PANEL PARTICIPATION grade; to receive two “No Passes” will result in a “C”; and so on. Listing may be used, but the items in each list should generally be well crafted sentences and paragraphs. Each discussion paper should be typed, double spaced, and no more than 500-600 words, so craft your summaries, questions, explanations, and comments carefully. Panel members should also be prepared to answer questions from the professor and students.

NOTE: I will grade your Discussion Papers immediately after your presentation in class. Your grade will be based both on that Discussion Paper and on your class performance. Please contact me if you have any concerns about Discussion-Leadership Panels.

NOTE: Hold on to all returned Discussion Papers and hand them in to me at the end of the semester (during our final-exam period) in a file folder.

4 SMALL-GROUP DISCUSSION DAYS / Group Minutes: During Small-Group Discussion Weeks, students will

come to class prepared for a quiz, as usual; however, instead of having the class period led by one of the designated panels, students will be placed in small groups and given a question or questions to discuss related to the reading for the week. Students will then select a group record keeper who will (1) note on a sheet of paper (the Group Minutes) the names of the members of the group, (2) record the main conclusions / points that the group members come to / make, and (3) read to the whole class, when the time comes, the conclusions came up with and points made during the small-group discussion. Of course, members of the group may co-present the group’s conclusions to the whole class, but a record keeper will be necessary in any case. I will collect the “Group Minutes.”

5Your final course grade may be adjusted in accordance with your Discussion-Leadership-Panel / Written Discussion-Paper / Small Group performance, and/or with the Attendance Policy (described immediately below).

Attendance and Participation Policy:

Every absence will count against your final point total (percentage). Since we only meet once a week, even one absence is the equivalent of missing three 50-minute class sessions. Thus, each unexcused absence may diminish your final grade by 2% each (i.e., by two [2] percentage points from your final course percentage total). A regular pattern of tardiness may also lead to a penalty: three tardies equal one absence. If you must miss class because you are a member of a university athletic team or university musical group, etc., and attendance at an event or performance is mandatory, then, if you bring me, in advance of your absence, a note from a coach, professor, or university staff member or administrator, you may be excused from class.

NOTE: If you must commute by car, let me know. Absences and tardies related to the weather for these students will receive some special consideration and may be “forgiven” as safety is more important than a given class period!

SRD Attendance Policy:

Students must bring to class on designated SRD Days (see Weeks 9 & 15 of our “Calendar” below) two (2) copies of their Sophisticated Rough Drafts (SRDs). On these days, students will engage in a peer-review session during which they will read each other’s work and have, of course, their work read in turn. Each SRD must be sophisticated (not merely a first draft) and formatted like the short-short stories in the “Futures” section of Nature.

The more sophisticated your SRD is, the more the comments that students make during SRD Day will mean to you. In other words, if you write a last-minute draft that you, yourself, know is no good, then when your peer reviewers tell you that your essay is no good, well, you knew that already! However, if you bring in an SRD that you think “works well,” and then you find that your readers have real problems with it anyway, well, then, you have learned something!

To fail to attend a Sophisticated Rough Draft (SRD) day is to lose an additional 1.5 points (over and above the point/s lost for missing a standard class period) from your final course percentage point total. To come to class on SRD Day but without an SRD would result in the loss of 1 point from your final course percentage total. To come to class with an incomplete SRD would also result in the loss of 1 point from your final course percentage point total. If you are sick and can’t attend class, you might want to find some friends or family members to serve as peer reviewers.

GENERAL ATTENDANCE NOTE: Disruptive behavior—such as rude huffs and sighs, constant turning to check the clock, listening to music, text messaging, watching hockey-highlight videos on your phone, closing loudly your books before the actual end of class—may affect your grade. However, I would talk to you ahead of time before ever actually reducing your grade. Please note though that if you have a complaint about how things are going, please come talk to me about it.

COURSE CALENDAR

NOTE: Readings are due the date that they are listed. “Course Calendar” is subject to change with notice.

|Week |Wednesday |

|1 | |

| |Introduction and syllabus |

| |Assign panels (1-6) 1/23 |

|2 | |

| |from Poetry in Medicine, from “I. The Wisdom of the Body: Anatomy and Physiology,” only “Dear Sir,” by Sarah N. Cross (Panel 1) |

| |from The Immortal Life of Henrietta Lacks, Chapters 1-5 (Panel 2) |

| |from Ready Player One, Chapter 0000-0002 (Panel 3) |

| |from The Fuzzy & the Techie, Chapter 1 (Panel 4) |

| |Handout: from “An Essay on Man,” Alexander Pope (Panel 5) |

| | |

| |1/30 |

|Week |Wednesday |

|3 | |

| |from Poetry in Medicine, from “II. Contagions, Infections, & Fevers,” only “The Common Cold,” by Ogden Nash (Panel 6) |

| |from The Immortal Life of Henrietta Lacks, Chapters 6-10 (Panel 1) |

| |from Ready Player One, Chapters 0003-0005 (Panel 2) |

| |Handout: “Adam Speaks,” by John Milton (Panel 3) |

| | |

| |2/06 |

|4 | |

| |from Poetry in Medicine, from “III. Blindness, Pain, & Other Ailments,” only “Stroke,” by Sharon Dolin (Panel 4) |

| |from Ready Player One, Chapters 0006-0008 (Panel 5) |

| |from The Fuzzy and the Techie, Chapter 2 (Panel 6) |

| |from A New Companion to Digital Humanities, Chapter 1, “Between Bits and Atoms” (Panel 1) |

| |Handout: “Golden Lines,” by Gerard De Nerval (Panel 2) |

| | |

| |2/13 |

|5 | |

| |from Poetry in Medicine, from “IV. Powders, Pills, & Other Remedies,” only “Advertisement” by Wislawa Szymborska (Panel 3) |

| |from Ready Player One, Chapters 0009-0011 (Panel 4) |

| |from Digital Humanities, Chapter 2, “Embodiment, Entanglement, and Immersion . . .” (Panel 5) |

| |Handout: “Remembrances,” John Clare (Panel 6) |

| | |

| |2/20 |

|6 | |

| |SMALL-GROUP DISCUSSION DAY: As per usual, read all the readings in preparation for a quiz! However, note that the are no |

| |assigned panels; instead, students will be placed into small groups, each group then being given a set of questions to guide its |

| |discussion of the reading. During the last hour of class, each group will then present its findings to the whole class. |

| | |

| |from Poetry in Medicine, “V. From the Children’s Ward,” only “TV Room at the Children’s Hospice,” by Michael Ryan |

| |from The Immortal Life of Henrietta Lacks, Chapters 11-15 |

| |from Ready Player One, Chapters 0012-0014 |

| |from The Fuzzy and the Techie, Chapter 3 |

| |Handout: “Nutting,” by William Wordsworth |

| |[Note to myself: Distribute the short-short-story assignment handout, including Aldiss’s postcard-sized short-short story |

| |entitled “Excommunication”] |

| |2/27 |

|7 | |

| |from Poetry in Medicine, “VI. Looking Inside: Procedures, Surgical & Diagnostic,” only “Dr. Williams Delivers a Baby,” by Michael|

| |Salcman (Panel 1) |

| |from The Immortal Life of Henrietta Lacks, Chapters 16-20 (Panel 2) |

| |from Ready Player One, Chapters 0015-0017 (Panel 3) |

| |Handout: from “Two Look at Two,” by Robert Frost (Panel 4) |

| | |

| |3/06 |

|Week |Wednesday |

|8 | |

| |from Poetry in Medicine, “VI. Looking Inside: Procedures, Surgical & Diagnostic,” only “Negatives,” by L. E. Sissman (Panel 5) |

| |from Ready Player One, Chapters 0018-0020 (Panel 6) |

| |from The Fuzzy and the Techie, Chapter 4 (Panel 1) |

| |from Digital Humanities, Chapter 3 “The Internet of Things” (Panel 2) |

| |Handout: “Renewing the Earth,” US Bishops (Panel 3) |

| | |

| |3/13 |

|Spring | |

|Break |NO CLASS |

| |3/20 |

| | |

|9 |SRD DAY 1: Science Fiction Short-Short Story with a Medical-, Digital-, or Environmental Humanities Theme (Come to class with two|

| |drafts of your SRD.) |

| | |

| | |

| |from Poetry in Medicine, “VII. Tumors, Trauma, & Tumult,” only “Cancer,” by J. D. McClatchy (Panel 4) |

| |from Ready Player One, Chapters 0021-0023 (Panel 5) |

| |from Digital Humanities, Chapt. 6, “New Media and Modeling: Games and the Digital . . .” (Panel 6) |

| | |

| |3/27 |

|10 | |

| |SMALL-GROUP DISCUSSION DAY: As per usual, read all the readings in preparation for a quiz! However, note that the are no |

| |assigned panels; instead, students will be placed into small groups, each group then being given a set of questions to guide its |

| |discussion of the reading. During the last hour of class, each group will then present its findings to the whole class. |

| | |

| |from Poetry in Medicine, “VIII. Doctors & Other Healers,” only “The Apprentice Surgeon,” by Michael Salcman |

| |from The Immortal Life of Henrietta Lacks, 21-25 |

| |from Ready Player One, Chapters 0024-0026 |

| |from The Fuzzy and the Techie, Chapter 5 |

| |DUE: Formatted (like a postcard with your picture or an image related to the story) Short-Short Story. Be sure to attach to your|

| |short-short story all the peer-review forms that you received during SRD Day. (No SRDs need be handed in) |

| | |

| |4/03 |

|11 | |

| | |

| |from Poetry in Medicine, “IX. Patients,” only “from The Mastectomy Poems, “THE BRIDGE,” by Alicia Suskin Ostriker (Panel 1) |

| |from Ready Player One, Chapters 0027-0029 (Panel 2) |

| |from Digital Humanities, Chapter 8, “Making Virtual Worlds” (Panel 3) |

| |Handout: “Oh, Lovely Rock,” by Robinson Jeffers (No panel; I am the panel! Read for quiz.) |

| |[Note to myself: Distribute handout for the 8-10-page Research Essay assignment] |

| | |

| |4/10 |

|Week |Wednesday |

|12 | |

| |from Poetry in Medicine, “X. The Wounded Mind: Depression and Dementia,” only “Alzheimer’s: The Wife,” by C. K. Williams (Panel |

| |4) |

| |from The Immortal Life of Henrietta Lacks, Chapters 26-31 (Panel 5) |

| |from Ready Player One, Chapters 0030-0033 (Panel 6) |

| |from The Fuzzy and the Techie, Chapter 7 (Skip Chapter 6) (Panel 1) |

| |Handout: “Ghosts,” by Mary Oliver (Panel 2) |

| | |

| |4/17 |

|13 | |

| |from Poetry in Medicine, “XI. The Final Journal: Death & Dying,” only “The Last Words of My English Grandmother,” by William |

| |Carlos Williams (Panel 3) |

| |from Ready Player One Chapters 0034-0037 (Panel 4) |

| |from Digital Humanities, Chapter 23, “Screwmeneutics and Hermenumericals: The Computationality of Hermeneutics” (Panel 5) |

| |Handout: “American Indian Wilderness,” by Louis Owens (Panel 6) |

| | |

| |4/24 |

|14 | |

| |SMALL-GROUP DISCUSSION DAY: As per usual, read all the readings in preparation for a quiz! However, note that the are no |

| |assigned panels; instead, students will be placed into small groups, each group then being given a set of questions to guide its |

| |discussion of the reading. During the last hour of class, each group will then present its findings to the whole class. |

| | |

| |from The Immortal Life of Henrietta Lacks, Chapters 32-38 |

| |from The Immortal Life of Henrietta Lacks, “Afterward” |

| |from Ready Player One Chapters 0038-0039 |

| |from The Fuzzy and the Techie, Chapter 8, “The Future of Jobs” |

| | |

| |5/01 |

|15 | |

| |SRD / Peer Review Day 2: 8-10-page Research Essay. Bring to class two [2] copies of your 8-10-page Research Essay with a minimum|

| |of 4 outside, peer-reviewed sources; your SRD may be 6-8 pages at this point. |

| |5/08 |

| | |

Notes:

1. More Attendance Stuff: A regular pattern of tardiness may also lead to a penalty: three tardies equal one absence. Again, if you must be late to class or miss class because you are a member of a university athletic team or university musical group, etc., and attendance at an event or performance is mandatory, if you bring me, in advance of your absence, a note from a coach, professor, or university staff member or administrator, you may be excused from class.

2. POSSIBLE COMMUTER EXEMPTION: Commuters may receive special consideration with respect to tardiness and absence when the roads are bad! SAFETY IS FOREMOST! If you must commute by car, let me know. Absences and tardies related to the weather for these students may be forgiven. Safety is more important than a given class period!

3. NOTE: STUDENTS WITH SPECIALS CONCERNS OR NEEDS: I am here to help you get the most out of your academic experience. Please see me about any concern, need, and/or accommodation. Students may only be vaguely aware of their needs and rights, so come talk to me if you have any concerns, be they personal, political, physical, behavioral, or psychological.

For an example quiz, see next page.

QUIZ, English 365 Name: __________________________________________________________

Date: ___________________ Signature: _______________________________________________________

Please sign off on all changes. I grade on a curve, unless to do so would lower your grade.

from Do Androids Dream of Electronic Sheep?

1. Fill in the blank: “A merry little surge of electricity piped by automatic alarm from the mood

________________________ beside his bed awakened Rick Deckard.”

2. Fill in the blank with two words: “‘Dial 888,’ Rick said . . . . ‘The desire to

______________________________, no matter what’s on it.’”

3. The narrator speaks of WWT: World War ___________________________________

A. Three

B. Terminus

C. Tech (the “Tech War” for short)

D. Thirty

4. What is a person called generically who has lost his or her status as a “regular” because of the biological changes from “the omnipresent dust”?

Hint: starts with an “s”______________________________________

5. What simulated or electric animal does Deckard presently own?

6. What appears to be the name of the dominant religious / ethical system that is presently in place?

A. Carterism

B. Percheronism

C. Mercerism

D. Quietism

7. How are androids referred to colloquially in Chapter 1?

8. Which is true (from the reading)?

A. the sun has ceased to shine on Earth

B. the moon has been blown up

C. the oceans have evaporated

D. Venus has turned red in the sky

9. A person (who would also be a member of the category that provides the correct answer to question 4) who has failed the “minimum mental faculties test” is known in popular parlance as a

Starts with a “c”:_____________________________________

10. Fill in the blank: “Time to grasp the handles, he said to himself, and crossed the living room to the black ________________________ box.”

A. empathy

B. solace

C. bioplasma

D. exercise

[continued]

from The Island of the Day Before, Chapter 37-39 and the “Colophon”

11. Chapter 38 is entitled, “An Enquiry into the Nature and Place of ______________________________” (One word)

12. How had Lilia been disguised? (484)

13. Who kills Ferrante?

A. Lilia

B. Padre Emanuel

C. Senor de Salazar

D. Biscarat

14. The “Insula Vesalia,” or the “Land of the Dead,” upon Ferrante’s arrival, is populated with

A. automata, soulless machines, like in the hold of the Daphne

B. anatomized bodies, like in a medical school dissecting room

C. only insects and vermin, crawling endlessly over each other

D. only bodies frozen in ice as if captured in midstride

15. Lilia is stranded on a rock on the eastern shore of the Island of Solomon? Describe her location relative to Roberto’s. (492)

16. (2 points) Name two actions (among several) that Roberto takes regarding the Daphne as he prepares to leave the ship.

17. Looking from the Daphne back to the island, having pushed himself away from that ship forever, what does Roberto see “above the line traced by the treetops”? (503)

18. What invention is mentioned? (507)

A. Ingersoll’s marine astrolabe

B. Harrison’s marine chronometer

C. Porter’s atmospheric sextant

D. Sorenson’s barometer

19. The narrator’s first hypothesis about how Roberto’s manuscript came down to our time involves

A. Abel Tasman

B. Archibald Tonga

C. Günter Zeeland

D. Sir Sydney

20. The narrator’s second hypothesis about how Roberto’s manuscript came down to our time involves extensively

A. Captain Cook

B. Christopher Columbus

C. Admiral Nelson

D. Captain Bligh

21. The narrator mentions ___________________________, so he must be a contemporary of ours.

A. New York Yankees

B. World Trade Center

C. Hollywood

D. Barcelona Olympic Games

-----------------------

SYLLABUS

English 365/565: Science Literature

University of Wisconsin-Stevens Point

Grading

FINAL EXAM PERIOD: Wednesday, May 15th, 7:15 pm - 9:15 pm

1. DUE: 8-10-page Research Essay (marked FINAL DRAFT) (attach peer-review forms; do not hand in your SRD)

2. Hand in a folder of some sort with your Discussion Papers

3. Complete Course Evaluation

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