About the Final Paper/Project

NOTE: You must use Microsoft Word (or Office) Software, any version 1995 or older. If you need it for your home computer, please purchase it immediately if ordering by mail because it may take 2-3 weeks to arrive. If you are an IHCC student, you may buy Word for a low price by going to www.inverhillsbookstore.com and, at the bottom of the page, clicking on "Microsoft Promo."

You must use Word or Office to write and send me the term paper by attachment, to read my comments that I send back, and to make your revisions on the term paper. You can NOT use an ".rtf" attachment to send your manuscript, as this will not retain page number inserts, it will not show my comments and markings properly, and it will not let you make revisions as I require them. Word is a common and expected software program in almost all 3000 and 4000 level classes in college and in many online classes at any level. Again, as long as you are an IHCC student, you may buy a new copy of a recent version of Word for $66 (as of 4-09) by going to the bottom of the page at www.inverhillsbookstore.com and clicking on "Microsoft Promo."

This is a writing-intensive course that transfers officially to UM-Twin Cities as a lower-division writing-intensive course. To qualify for this distinction, all term papers must be 10+ typed, double-spaced pages and, without exception, must be "significantly revised" after they have been turned in for a grade the first time. The higher your grade the first time you turn it in, the higher your grade can be when you revise it. I will provide a clear and extensive checklist of requirements for writing your papers. And after you turn in the full, formal paper, I will provide a clear checklist of what you need to revise in it.

No paper can be accepted as revised unless it receives a grade of "C" or better on the revision, and it must keep being revised until it is at a minimum of a C or higher level of quality. If you do not revise, your course work is considered incomplete, and you cannot receive a passing grade. Your final revised paper will be given a letter grade and awarded X's or points as follows:

You should develop your paper from one of your weekly rough-draft "literary/interpretive thesis papers." Use a theory/idea from Campbell or use another theory. (See "Theories.") The rough-draft lit thesis paper that you decide to use will be called your Draft I of your final paper. You don't have to write a new Draft I--your Draft I simply will be the rough-draft weekly paper that you choose. However, if you want to start on an entirely new reading, you can do an Interpretive Thesis (IT) on it as part of your homework, and this Interpretive Thesis (IT) then becomes your Draft I. (If you want to write on something you've read in a previous semester, you'll still need to read it again and treat it like homework this semester--you can reread it during the the independent homework time allowed to you around the time you are starting to work on your term paper.) However, you must make up your mind about what Interpretive Thesis will become your Draft I--and do so no later than the time when you give me your Draft II.

The first (1) means, for example, one or more of Joseph Campbell's ideas, like the hero's journey, the definition of a hero or a helper, etc.; or any other theory from psychology, philosophy, history, culture, sociology, etc., etc. If you don't use Campbell, then see the list of links to "Theories" for a starting point. However, Campbell's ideas are a safe and natural choice. Anything outside of Campbell should be okayed with me before you even start writing it so that you don't waste your time writing something that you can't use. Above all, you should not choose a theme that comes from the myth itself--i.e., do not choose something inherent/embedded in the myth that most people who have read it a couple of times would agree is present in it.

The second (2) means that you may use one or more classic myths or modern ones. You do not have to ask permission if you decide to use one of the course readings. If you choose something else, and especially if you choose something modern, be sure that you have okayed it with me--again, do this before you start reading it so that you do not waste your time on something that can't be used. Also, as you choose, you should remember that you can't just choose any old myth; instead, because this is a literature course, you must choose mythic literature and examine the myth as quality literature. However, the I tend to take an expanded view of what "literature" is, and I have accepted papers about critically well-received graphic novels and modern, well-received twists of fairy tales. But do ask me first.

There are four drafts due at the times shown on the schedule, and these drafts MUST BE ON TIME. There are almost no exceptions to this, as the value of having multiple drafts (and in getting a consultation form me about one of them) is significantly diminished if one or more drafts are late.

The purpose of this term paper is not just to grade you on what you have learned, but also--and more importantly--to give you a chance to stretch the wings you have been growing in this course and to really dig more deeply into a specific subject in which you are interested. For this reason, there are independent reading assignments during the period of time when you are working on the first three drafts so that you can choose something of your own, even something somewhat long, if you wish..

See below, "Grading Requirements," on how you will be graded on (1) your contents, (2) your supports and details for your contents, (3) your organization of your paper using an interpretive thesis, (4) your use of orderly, well connected, thoughtful, and cohesive units of ideas and paragraphs, and (5) your mechanical presentation--grammar, spelling, punctuation, and typing Each of these five elements will be graded separately and equally. Again, see below--go over the "Grading Requirements" below carefully.

Read all of this Web page carefully and, preferably, print it out. Consider what subjects you most would enjoy developing. Talk with me and/or others to develop ideas or ask for comments on your initial ideas. Here are directions for the first two drafts:

DRAFT I and DRAFT II OF TERM PAPER:

The Draft I of your graded paper is a rough-draft IT (“Interpretive Thesis”), 300+ words in length (see “Weekly Papers--Interpretive Thesis”). This IT can be from a previous, current, or future reading in the course, or a reading of your own choice (with permission from me). If you have already received X's for it as a previous or current IT, then you may simply remind me in 50+ words what your main argument (1 sent.) and 3-5 reasons why (3-5 sentences) are, or you may send me back the "X'ed" version with a note at the top stating it is your Draft I. If your IT is new, please tell me that, too. Send it labeled in the subject line as "Draft I Term Paper." This Draft I must be on time--it cannot be a week late like regular weekly papers.

NOTE ABOUT SCRIPTURE: Please do not choose, as your literary selection, something from a religion's scripture: e.g., you may not critique Bible, Koran, or other scriptural stories. However, it is okay to use elements of scripture to critique other literature: e.g., one student discussed the myth of Orpheus by comparing Orpheus and Jesus. For more explanation about this, see (click here on) "Note about Scripture" below in "Grading Requirements."

The Draft II is in two parts, both of which must be in on time:

Part I should be a simple outline of your paper composed of nothing more than your thesis sentence for the entire paper and your three to five reasons why it is true (your three, four, or five main topic sentences). Please have at least four-six complete sentences, and write them with the thesis argument/interpretation first (so I clearly understand this is your main argument), and then the three or four reasons why (again, so I can clearly understand these are your three or four supporting reasons).

It may help to use this formula, if you wish: "My argument is _____. There are three [or four] reasons why this is true. First, ____. Second, ____. Third, ____. [Fourth, etc. ____.]"

Part II should be an expanded, 3+ page, typed (double-spaced) version of the Draft I (sent by attachment or surface mail, or dropped off).   Hopefully, this draft should be starting to look like the graded paper. Again, it should be typed. It, too, must be on time. How do you make this Draft into 3+ pp., double-spaced? Add quotations. If you're having trouble expanding, reading the "Draft III" requirements below, where there are a number of ideas. Then start adding quotations. You don't necessarily need outside sources, yet, for the Draft II--you may simply use just your reading--but if you want to start using outside sources, that's fine, too. In any case, do use a lot of quotations from your reading.

Why should you have a lot of quotes from your reading? The idea is that in Draft I you mainly just summarized or mentioned what you read in your reading, but in Draft II and III you need to show me--by adding direct quotations that prove, exemplify, and detail what you say is there. A typical good interpretive literary thesis may have as many as three, four, or five quotations per typed, double-spaced page--occasionally short (less than a line), most medium (1-4 lines), occasionally a few long (over 4 lines and indented on left)--most of it from the reading that is being discussed.

Pretend your audience is someone else in this class (other than me), and you must provide quotations to remind them of exactly what the reading says in order to gain their trust that you are understanding it logically and interpreting it in a reasonable way. For the Draft II, do this adding of quotations enough to fill out each of your three to five sections a bit more, until you have your required length (or more--which is okay, too).

Your Draft III is the one you first turn in to me for actual grading. For expanding it, first read the above about "Draft II, Part II," and consider how you can expand your paper quite a bit just by having a lot of quotations from your reading. There is some very important and helpful information in this section above.

Second, you may use Campbell as much as you want. You also may use summaries of his steps in the "heroic 1uest" that he defines in Hero and can be found in summarized form in several Web sites I've listed in the "TEXTBOOKS & RESOURCES" page of our Web site (go there and look under "Other Online Resources").

Third, you can and, in fact, must have quotations from at least two other sources (or more, if you wish). If you are working with a particular theory, discipline, professional area, or the like, you may be able to go--in any library--to a "subject encyclopedia" or "subject dictionary," which means not a general dictionary or encyclopedia but rather one specific to a profession or discipline--e.g., Dictionary of Psychology, Encyclopedia of Theories, or Encyclopedia of Economics (none of which are real but rather fictional examples). The only general encyclopedia that is really acceptable, sometimes, for an academic or professional paper is the Encyclopedia Britannica, which I will accept as a source, too. You also may use textbooks on academic subjects. In such books, you can look up your theories you are applying, whether from psychology, politics, sociology, religion, etc., and see if there is a particular definition or pattern you can quote and apply to your literary reading. In addition, histories, biographies, and autobiographies may be useful for background information. Librarians are very glad to help with such searches, too, if you just explain what you're trying to find and why. In addition, you can do a similar search of your own online by Googling (www.Google.com) using the right kinds of word combinations. Try several different word combinations in several different searches to see what is available: e.g., "U.S. President Greek myth interpret." Be careful that the source you choose is legitimate and academic/professional; it's fine to "steal" ideas as long as you give the Web source credit in your bibliography and paper.

Fourth, you really really should use NoodleTools Bibliography Maker. Thanks to the English Department, the College got a subscription to this bibliography-making tool in fall 2007. It helps students make excellent bibliography pages. If you want to be sure you get a great grade on your bibliography, use NoodleTools. You just simply type in your entries by answering the questions you are asked. Then it forms each entry for you. And you then copy the entry (or all of them as a group) to your bibliography page. I use it myself for professional English papers. See the directions for using NoodleTools: choose the "MLA" format.

And if you really feel you are still floundering, definitely make a trip or two (with assignment printed out, in hand, along with your main reading) to the Writing Center, 2nd fl. above the library. It has some of the best Writing Center tutors in the whole state (because we pay enough to attract more highly educated tutors), and they love helping students figure out how to develop and expand upon a subject. You can call for an appt., too, or even do online tutoring. See the Web URLs and ph. # at the end of the next paragraph.

Given that this is a 2000-level literature course, the assumption is that you have had at least one 1000-level writing, composition, or literature course. If you have not (or even if you have), the IHCC Writing Center may be of great benefit to you. You can see tutors in person or receive online tutoring help. To get help, copy this assignment (in the colored box below) and take it or send it to your tutor. You also can use a national service for which Inver Hills has a contract, a service called "SmartThinking." Here are the two resources:

As you develop the final draft of your paper, use the five grading standards and requirements listed immediately below (Contents, Details, Organization, Units of Ideas & Paragraphing, and Presentation) as a detailed "map" or set of guidelines for what your paper must have in its finished form. I will give you a separate letter grade for each of these five standards and then average the five letter grades. All five standards are equal to each other: i.e., each is the equivalent of 20% of the term paper's grade. For example, if your five grades for these five parts are "B, A, C, A, C," they would be averaged to give you a strong "B."

However, you should be aware that if you really have done a horrible job of doing something, or effort appears completely absent, you can receive not just an "F" for that part, but rather an "FF." An "FF" is twice as bad. While an "F" is the equivalent of about 40-60%, an "FF" is equal to 0%. For example, an "F" and an "A" average to a "C"; however, an "FF" and an "A" average to an "F." For this reason, if you might have trouble, especially, with grading standard #4 (paragraphing, grammar, and typing), you would be wise to get the help of a writing tutor to fix such things. The steps in doing so are easy: (1) Have a copy of these requirements and the most recent typed copy of your paper. (2) Make an appointment or just walk in to the IHCC daytime Writing Center (directly above the library). (3) Specify for what you want help: if it is just grammar, ask for help with just that; if it is for paragraphing, as for that. Be sure to point out the specific grading requirements below with which you want help. If you do not ask, your tutor may start you from scratch, make recommendations for content changes, and thus not have time to help you with grammar or paragraphing.

There are thorough directions about how to deliver the paper at the bottom of this page, below. Before you send it, please label your parts as mentioned in my emails to you. If there is no mention of labeling, then at a minimum, please label your quotations/paraphrases either by placing them in bold type or, if you are turning the paper in physically, in bold type or with "X's" in pen or dark pencil in the right or left margins.

Next, please read the "Grading Requirements" very, very thoroughly. Preferably, print them out and use them as a checklist. An easy way to print them is to copy them with your cursor, paste them into an email or MS Word file, and then print the email or file:

Interpretive Literary Thesis--Grading Requirements (6-09)
You will be graded on these actual requirements, step by step. You will receive a letter for grade for
each of the five sections below, "1."-"5.," and then these five letter grades will be averaged to create your grade.

1. CONTENTS: Are the contents as follows?

· Interpret using one main argument, a main interpretive system or idea, and several sections showing supportive reasons why your interpretation is sensible. State it in the intro and conc. Throughout your paper, sound logical, balanced, and academic. Imagine & explain it all to an audience of intelligent students not in this course. Use clear, sensible reasoning.

· Develop 3200+ w. min. (10-12+ pp.). You may write 1 large paper or 2-3 smaller, shorter ones, as long as the total is 3200+ w. (bib. part of 3200 w.). No interpretation of scriptural stories.

2a. SUPPORTING DETAILS: Are the details as follows for your paper?

·   Intro and Conc.: two strong quotations – one in each.
·   Each section: average of 2+ quotes per page (e.g., one page may have 1 quotation if the next has 3), mostly from literature you discuss. (2+ paraphrases may replace 1 quote.) You must also have min. 1+ quote from your theory/comparison source (e.g., from Campbell) in the first paragraph of each body section.
·   All quotes: all quotes meeting mins. above must be substantial (not 2-3 w.).
·   3+ sources: (1) your lit reading, (2) Campbell or another source of theory, & (3) one other academic source (see below). (You must use Campbell's Hero or another source describing your theory. Also find an additional outside source(s) as backup for what you are saying, but they can ONLY be a history or other background of the author, background about a period of time, or background about an interpretive theory: please do not use Q's from official literary interpretations the author or literature you have chosen. Also, please do not use literary interpretations by professional interpreters/reviewers--instead, use your own interpretations and avoid others' interpretations/reviews.
·   Backup sources should be serious academic library/book/journal resources: no religion’s scripture counts, even if you use it for comparison/contrast (because one can prove almost anything from scripture, and it is not considered a purely academic source). No dictionaries or general encyclopedias are allowed, either, like Wikipedia (except Britannica is okay). However, subject dictionaries and subject encyclopedias are okay (e.g., Encyclopedia of Literature, etc.), as are histories, autobiographies, and biographies. Campbell & additional general theory/textbooks are just fine.

2b. WORKS CITED: Use an official, separate-page, double-spaced, alphabetized, MLA "Works Cited" page. Make it using "NoodleTools" (1^st-time password—"Research") or "Citation Machine": see http://depts.inverhills.edu/English/research.htm (or use a grammar handbook or www.onlinegrammar.org.)

3.      ORGANIZATION: Does the organization have these parts? (See all below.)

·        Title: Make it original, centered, and not the type of ppr. or reading title.
·        Introduction: Only 1 parag. under 200 w. (Subtitle optional).
·        Summary: After intro., before body.1 parag. 100-200 w. Undr. Subt.
·        Body: Original Subtitles + topic sentences, & 4 parags. min. per section.
·        Conclusion: Only 1 parag. under 200 w. Underlined Subtitle.

Intro.	Author, Title, “Quote”; story subject; interpret. + its source. 1 par.
Sum.	Summary. Summarize the person, problem, solution, & main characters. (No Q’s). (Remember subtitle!) 1 parag. 100-200 w.
3-5 body sects.	3-5 sections. Each section: (1) Subtitle on line alone, (2) 1st sent. stating section's reason/proof, & (3) 1^st parag. describing theory/idea/ comparison with 1+ quote from theory/comparison source. You must write a min. of 1 typed page (320+ w.) per body section. Each sect.: 4+ paragraphs.
Conc.	Conclusion. Author/”Title,” “Quote”; story subject; your interpretation. (Remember subtitle!) 1 parag. under 200 w.

4. UNITS OF IDEAS/PARAGRAPHS: Are idea units/parags. well formed?

· Does each major body sect. start w/1+ parags. explaining theory from source?

· Are major ideas organized using one or more full paragraphs?

· Logic, clarity, and flow: Are major idea units logically ordered, are they introduced and concluded clearly and succinctly, and do they flow well from one to another using transitions?

· Are there 4+ paragraphs in every body section, with each paragraph at least 2 sentences long but less than 200 words in length?

· Each paragraph’s topic sents. & concl. sents.: Does each paragraph start with a topic sentence stating the paragraph’s purpose/content, and end with a concl. sent.—its outcome or point? To do this, add to the 1^st & last sentence of each paragraph a key word or phrase from the Subtitle of its body section.

· Avoid starting or ending a paragraph with a quotation!

5. PROFESSIONAL APPEARANCE: Have you edited and printed well?

5a. MECHANICS (grammar, spelling, punct.):

Use proper grammar, spelling, and punctuation. Especially watch these:

· “You/your” & “I/my/me/mine”: change/delete, except if in “quotes.”

· Present tense: Keep to the same verb tense as consistently as reasonably possible. Generally when writing about literature, you use the present tense to describe what the author is saying: e.g., “In Hamlet, Shakespeare is arguing about the soul. In Hamlet’s opening stanzas, for example, Shakespeare shows him questioning deep personal meanings. Hamlet says, “….’”

· Topic sents.: The 1^st sent. of each main body sect. must sum up whole section.

· Quote correctly: Lastname says comma "Quotation" (page) period:
Smith says, "Find freedom" (16). OR According to Jones, "Can we be free" (17)?
OR The character exclaims, “Don’t go” (Smith 16)! Don’t use author’s name twice.

· Leaving words out: mid-sent., 4 spaces & 3 dots: “Xxx. .. . .. . ... xxx.” End of sent., 3 spaces, a period, & 3 dots: “xxx. . .. . ... ..” or “xxx. .. . .. . ..” (6). Begin. of sent., Tolkien says that “a fine time was had by all” or Tolkien says, “[A] fine time was had by all.”

· Sandwich quotes with lead-in and lead-out explanatory or "point is" sents.

· Don’t start/end parag. with a quote. Use summary sents. (indented "Q" end OK).

    5b. PRINTING: Have you typed the manuscript formally for academics and/or professionals, according to the following standards?

· Use Word to type. AVOID MSWorks (as its final drafts get format problems)! Buy Word cheap: see “Microsoft Promo” at bottom of www.inverhillsbookstore.com.

· Margins: 1" margins equal on both sides, and about equal top & bottom

· No Extra-Large Bottom Margins: in Word, highlight whole ppr., right click, click on “Paragraph,” click on “Line & Pg. Breaks,” & uncheck all boxes.

· Page #s: Use MS Word number system: “Insert” numbers on right of page. Place the p. # inside the margin. Do not hand type it before/after the margin.)

· Page breaks: At beginning of bib. or 2nd ppr., use "Insert/Break/Page Break."

· True Double Spacing: 15-20 double-spaced lines per every 6".

· Parag. & subtitle spacing: parags. w/1^st-line indent 8-10 spaces. No extra line spaces between parags. or around subtitles (just double space throughout).

· Bibliography: Separate page titled “Works Cited.”.Alphabetize. Double space in, before, & after each entry. Use “hanging” indents (not parag. indents or numbering)—mark the bib. & go to "Format/ Paragraph/Special/Hanging."

· Indent all quotes over 4 normal lines by 1" (not ½") on left (not on right)—twice as much as the indent before a paragraph--and double space consistently.

· Subtitles: Underlined alone on line; no bold, italics, or “:”; even w/left marg.

· Paper: 20# bond (standard printer paper--this sheet of paper is 20# bond);

· Style of Print: clean, dark, ragged-right, letter-quality, 12-point font (like this sheet); Times New Roman (like this sheet), CG Times, Ariel, or Garamond

(Grading Guidelines: A = excellent, B = very good, C = acceptable, D = substandard, F = unacceptable, FF = no credit whatsoever.)

After looking at your paper again, I will determine whether you have revised it substantially. If you have, I will raise your grade. The amount I raise it will depend partly on how well you did on the Draft III grade. Papers originally at an "A" or "B" can go upward about 1/3 to 2/3 of a letter grade; those in the C and D range can go up about 1 letter grade, possibly a bit more; and those that started as F's must be revised (and, if needed, re-revised) until they go up to some kind of "C."

Revising your Draft III is required. If you revise sufficiently, your grade on your Draft III will be raised. If you revise little or not at all, your revision will not be counted, and you will need to keep revising more until you have raised your grade on your paper to at least a "C." Because this class is WRIT (Writing Intensive), you must revise substantially in order to receive a passing grade in the class.

After you turn your paper in for grading, I will read it and then give you a grade based on the five "Grading Requirements" above. You then will have until the time indicated on the "Schedule" (near the end of the semester) to revise it. Your revisions must be substantial, they must be done step by step directly on the draft I graded so that I can see very clearly and precisely the changes you have made. If you need to add something substantial, write a note on your paper for me--e.g., "see" or "go to ___"--and then indicate whether I should look at the back of that sheet or turn to another, new sheet that you have typed or handwritten. PLEASE DO NOT SAY, "I FOUND IT EASIER TO JUST WRITE A NEW PAPER." I can understand that, and it makes sense, but it makes my grading three to ten times harder because I have to compare the old copy to the new one, sometimes line by line or even (with grammar) letter and space by letter and space. It is much, much easier for me to judge how much revision you have done and what its quality is when you do the revision directly on the Draft III that I graded. I really appreciate your help in this matter.

So, I hope you'll try to do as well as you can on your Draft III's, for the first grading of your paper, so that your final grade on your Draft IV's will be higher, too.

(1) Graded paper (Draft I, Draft II, Draft III, and Draft IV): Almost all drafts of the term paper, rough or finished, must be turned in exactly on time, or you lose some credit. If you are late in turning in one of the rough drafts for the term paper, then I will deduct about 1/3 of your letter grade from the term paper for each rough draft that is late. If you don't turn in the rough drafts at all, then you will lose another 1/3 of your letter grade from the term paper for each rough draft not turned in. And if the term paper itself is late, here are the penalties:

When is a graded paper due? It is due on the first due date given. Even if you miss or skip class, the paper is still due that day. You should try to bring it to class. However, if you don't have the paper, still show up at class. You can, instead, turn it in anytime before midnight using one of the following options. If you use one of these options, please remember two things: (1) You must still be able to prove that you turned the paper in by midnight the due date, and (2) you still must do any labeling or other special additions I have requested.

(Will you lose credit for not doing the labeling? Yes, you will, if it is the end of the semester and I won't see you again--you'll lose a letter grade for not labeling the parts of a paper if I have requested labels. No, you won't, if it's not the end of the semester; instead, I'll hand you your paper back the next time I see you and ask you to label it--but with no loss of credit.)

To prove that you have finished and turned in your paper by the required time and due date, see my emails to you about it. In general, unless my email says otherwise, you will need to do one of the following (the following instructions are generic for any year in which I am teaching the course; for detailed due dates and times, see my emails to you):

a. You may place it under my door or in my mailbox BEFORE I LEAVE SCHOOL on the day it is due. My office is Business 136 (B-136), and my mailbox is in the Business building, right across the hall from my office. (My office, B-136, is in a group of offices accessible through a doorway just a few feet inside the front doors of the Business building, on the right as you enter the building. My mailbox is inside a workroom that is just across from my office; feel free to enter the workroom, look for all the mailbox slots, and stick your paper in the slot above my name. Or, easier yet, just stick your paper under my office door.

b. If I have already left, then on the day the paper is due, you may take it to my secretary, Michelle and have her sign and date it before she leaves at 4 pm. She sits at the front desk in the group of offices I am in. Her desk is in the front open area, just before my office. If Michelle is not there, you may try to find an instructor in the same group of offices and ask him or her to sign and date the manuscript. This is only necessary if I have already left for the day.

c. You may mail it to me by USPO before pick-up time for that day so that there is a postmark on it with the due day's date. If you choose this option, regular mail is okay on papers due during the semester but occasionally can take up to ten days; for this reason, I recommend "Priority Mail" ($3-4), which takes three days or less. And if you're mailing a final draft at the end of the semester, you must send it by "Priority Mail" or "Overnight Delivery" ($12-14) because I have to get grades in by a certain time.

d. If you are experienced with sending attachments by email, you may send me your paper in an MS Word email attachment. (However, don't do this if it is revision of a draft I've marked with pen marks, and on which you have made editing changes by pen or pencil.) Definitely do not send an attachment by email unless you’ve already done it and know how to do it. And be sure to ask me to send a note back saying I got it, as occasionally such emails get lost in hyperspace or come to me untranslatable. If you do choose this option, be sure to still label the parts of your paper, if I have required you to do so. You may label parts by using bold markings and/or, if necessary, underlining or [brackets] to show parts. Your email and attachment should be dated by midnight (unless I have told you otherwise by email), so send it well before midnight, especially in case the Internet is slow (which it can be at mid-term and in finals week, even near midnight) or you make an error and receive a not-sent message. Deadlines still apply, according to the exact time I receive it, not the time you sent it.

e. You may take it to my condominium in Minneapolis, 410 Groveland Ave., in Minneapolis. Before nine p.m., just come to my condo. After nine p.m. (but before twelve midnight) you may take it to my condominium association's 24-hour security desk at 400 Groveland Ave., hand it to the desk clerk, and ask him to sign and date it. Then you will need to let me know by phone or email the next day that you delivered a package for me to my security office. Groveland Avenue is in South Minneapolis, near the Walker Art Museum and Loring Park, not far from Uptown, and I'm right at the intersection of I-94, I-35W, and I-394. However, it's hard to find my place. Use the directions in "Contact Richard" to find it.

The views and opinions expressed in this page are strictly those of the page author.The contents of this page have not been reviewed or approved by the University of Minnesota.

The views and opinions expressed in this page are strictly those of the page author.
The contents of this page have not been reviewed or approved by the University of Minnesota.