• Text Contact (856) 979-6653
• email davidbdale@comcast.net or hodges@rowan.edu
• Core Values
• Course Outline
• Syllabus
• Not Because Exercise
• Homework Assignment: Editorial Exercise TR

Sentences that follow a negative verb with because create confusion for readers.

I don’t love you because you’re beautiful.

No man can safely say this to his girlfriend because she hears the negation first and doesn’t listen to anything else he says. Our readers, like the girlfriend, hear “I don’t love you,” and then believe what follows to be an explanation for our heartlessness.

We meant to say, of course, that we do love our girlfriend, but that she is special in many ways, only one of which is her beauty. But that’s not what we said. To make sure she listens to our entire declaration, not just the first four words, we need to revise our first draft:

Good: I love you, but not because you’re beautiful.

Good: I love you not just for your beauty.

BEST: I love you for your beauty and your generous heart.

Clearly (at least I hope it’s clear to you, gentlemen) the boldest, most specific, most straightforward claim, without negatives, is the best. And of these sentences, the best are those that eliminate the because altogether.

TR Section: Copy these sentences adapted from a student essay into the Reply field below and revise them for boldness, specificity, and directness.

1. Coats wasn’t fired because he was using a legal drug, marijuana, for a legitimate purpose for which he had a prescription. He was fired for violating workplace policy.

2. An employer isn’t able to fire a person who has anxiety because they are taking the correct medication to deal with the issue.

3. Employees don’t get fired for going out and having a few beers after work because alcohol is legal, but in Colorado so is marijuana.

4. Coats shouldn’t have been fired because he was trying to treat the pain he endured on a daily basis.

5. It’s not fair to discriminate against him because he was able to ease the pain of his multiple spasms by using marijuana.

6. Coats wasn’t harming anyone at his job because he was smoking marijuana but he was doing so on his own time and not at work.

MW Section: Copy these sentences adapted from a student essay into the Reply field below and revise them for boldness, specificity, and directness. Replace negative verbs with positive verbs. (Example: replace didn’t resign with declined to resign)

WASHINGTON — The director of the Secret Service ordered an internal review of its security procedures around the White House after a man armed with a knife who jumped the fence at 1600 Pennsylvania Avenue on Friday night managed to make his way through the front door of President Obama’s home before being stopped, officials said Saturday.

7. Omar Gonzalez didn’t penetrate deep into the White House because of the swift actions of Secret Service agents.

8. The Secret Service isn’t being compelled to explain its actions because of the way it  responded to the breach of the White House, but how the breach occurred is under question.

9. Secret Service chief Julia Pierson won’t be fired because of her testimony before Congress yesterday. Her incompetence might cost her her job though.

10. Secret Service agents didn’t use deadly force against the intruder because he was carrying a knife with a 4-inch blade.

Week 1

Writing is Argument Unit. All writing is argument. Components of a Letter to the Editor. Engagement with audience. Writing for a purpose: getting published, expressing a different opinion, setting the record straight, persuading opinion, rallying supporters, recommending a policy change or action.

TUE SEP 02—Classwork only

THU SEP 04—Classwork only

Week 2

Letter to the Editor Unit. Bases for objection. Original must be sufficient, relevant, logical, reasonable, clear, complete, persuasive. Insufficiency is answered with evidence; irrelevance with redirection; illogicality with better logic . . . .

TUE SEP 09—Letter to the Editor Homework due

THU SEP 11—Rough Draft LTE due

Week 3

Letter to the Editor Unit. Revision strategies. Deep structural revisions for clarity, organization, and development of themes. Grammar and punctuation revisions following every structural revision. Establish standing and credentials. Avoid unnecessary claims. Quote only the essentials. In-class evaluation and global rewriting exercises.

TUE SEP 16—A01: LTE due

THU SEP 18—Classwork only

Week 4

Editorial Unit. Close reading strategies. Texts build upon other texts and converse. Recognize and evaluate the process of responsiveness to other authors. Evaluate the rhetorical techniques used to accomplish various goals for various audiences. Minimum grammar requirements to avoid failure. In-class exercises in local revision and text evaluation.

TUE SEP 23—A02: LTE Rewrite due

THU SEP 25—Classwork only

Week 5

Editorial Unit. Writing for meaningfulness: sentences that mean something, mean nothing. Eliminating vagueness. Revising to add claims to purposeless sentences.

TUE SEP 30—Editorial Exercise due

THU OCT 02—Classwork only

Week 6

Op-Ed Unit. Writing for meaningfulness: sentences that mean something, mean nothing. Eliminating vagueness. Revising to add claims to purposeless sentences.

TUE OCT 07—A03: Editorial due

THU OCT 09—Classwork only

Week 7

Op-Ed Unit. Responsible writing is fair and accurate. Practice in composing both fair and unfair summaries. Deciding when and how much to quote, when and how to summarize for clarity and effectiveness.

TUE OCT 14—A04: Editorial Rewrite due

THU OCT 16—Classwork only

Week 8

Research and Citation Unit. Finding and evaluating sources most appropriate for argument. Citation skills and mechanics. Gathering linked sources. Works cited technique.

TUE OCT 21—A05: Op-Ed due

THU OCT 23—Classwork only

Week 9

Argument Development Unit. Writing is synthesis of our opinion with others. Developing the voice appropriate to the argument. Incorporating sources into arguments. Converting rhetorical questions to strong clear claims.

TUE OCT 28—A06: Op-Ed Rewrite due

THU OCT 30—Classwork only.

Week 10

Critical Engagement Unit. Rebuttal is argument. Effectively incorporating refutation as positive proof of our own claims. Recognizing and practicing methods of refutation appropriate to different types of author failure.

TUE NOV 04—Election Day, No Classes.

THU NOV 06—Classwork only

Week 11

Critical Engagement Unit. Authors in broad agreement nonetheless write differently to engage audiences for different purposes. Examining a range of opinion on a single topic by numerous authors with different goals.

TUE NOV 11—A07: Annotated Bibliography for the Throwdown

THU NOV 13— A08: Summaries and Purposes for the Throwdown

Week 12

Self-Reflective Unit. Self reflection is argument. Crafting the ideal “argument” that a student has met the written, specific goals for a course. Rhetorical approaches to achieve maximum effectiveness.

TUE NOV 18—A09: Critical Engagement Essay due (complete with inclusive My Take section)

THU NOV 20—Classwork only

Week 13

Portfolio Unit. Final polish exercises.

TUE NOV 25—A10: Reflective Statement due

THU NOV 27—No Class. Thanksgiving Day.

Week 14

Portfolio Unit. Final polish exercises.

TUE DEC 02—A11: Critical Engagement Rewrite due

THU DEC 04—Portfolio due

Week 15

TUE DEC 09—Last Class Day. Oral Presentations.

THU DEC 11—Finals Week Grade Conferences for all 20 Students

Finals Week

TUE DEC 16—Finals Week Grade Conferences Cancelled if accomplished on THU DEC 11

Week 1

Writing is Argument Unit. All writing is argument. Components of a Letter to the Editor. Engagement with audience. Writing for a purpose: getting published, expressing a different opinion, setting the record straight, persuading opinion, rallying supporters, recommending a policy change or action.

WED SEP 03—Classwork only

MON SEP 08—Classwork only

Week 2

Letter to the Editor Unit. Bases for objection. Original must be sufficient, relevant, logical, reasonable, clear, complete, persuasive. Insufficiency is answered with evidence; irrelevance with redirection; illogicality with better logic . . . .

WED SEP 10—Letter to the Editor Homework due

MON SEP 15—Rough Draft LTE due

Week 3

Letter to the Editor Unit. Revision strategies. Deep structural revisions for clarity, organization, and development of themes. Grammar and punctuation revisions following every structural revision. Establish standing and credentials. Avoid unnecessary claims. Quote only the essentials. In-class evaluation and global rewriting exercises.

WED SEP 17—A01: LTE due

MON SEP 22—Classwork only

Week 4

Editorial Unit. Close reading strategies. Texts build upon other texts and converse. Recognize and evaluate the process of responsiveness to other authors. Evaluate the rhetorical techniques used to accomplish various goals for various audiences. Minimum grammar requirements to avoid failure. In-class exercises in local revision and text evaluation.

WED SEP 24—A02: LTE Rewrite due

MON SEP 29—Classwork only

Week 5

Editorial Unit. Writing for meaningfulness: sentences that mean something, mean nothing. Eliminating vagueness. Revising to add claims to purposeless sentences.

WED OCT 01—Editorial Exercise due

MON OCT 06—A03: Editorial due

Week 6

Op-Ed Unit. Writing for meaningfulness: sentences that mean something, mean nothing. Eliminating vagueness. Revising to add claims to purposeless sentences.

WED OCT 08—Classwork only

MON OCT 13—A04: Editorial Rewrite due

Week 7

Op-Ed Unit. Responsible writing is fair and accurate. Practice in composing both fair and unfair summaries. Deciding when and how much to quote, when and how to summarize for clarity and effectiveness. 

WED OCT 15—Classwork only

MON OCT 20—A05: Op-Ed due

Week 8

Research and Citation Unit. Finding and evaluating sources most appropriate for argument. Citation skills and mechanics. Gathering linked sources. Works cited technique.

WED OCT 22—Classwork only

MON OCT 27—A06: Op-Ed Rewrite due

Week 9

Argument Development Unit. Writing is synthesis of our opinion with others. Developing the voice appropriate to the argument. Incorporating sources into arguments. Converting rhetorical questions to strong clear claims.

WED OCT 29—Classwork only

MON NOV 03—Classwork only: Introduction to the Critical Engagement Assignment (aka The Throwdown)

Week 10

Critical Engagement Unit. Rebuttal is argument. Effectively incorporating refutation as positive proof of our own claims. Recognizing and practicing methods of refutation appropriate to different types of author failure.

WED NOV 05—Classwork only

MON NOV 10—A07: Sources 1, 2, 3, for the Throwdown

Week 11

Critical Engagement Unit. Authors in broad agreement nonetheless write differently to engage audiences for different purposes. Examining a range of opinion on a single topic by numerous authors with different goals.

WED NOV 12—A08: Summaries and Purposes for the Throwdown

MON NOV 17—A09: Critical Engagement Essay due (complete with inclusive My Take section)

Week 12

Self-Reflective Unit. Self reflection is argument. Crafting the ideal “argument” that a student has met the written, specific goals for a course. Rhetorical approaches to achieve maximum effectiveness.

WED NOV 19—Classwork only

MON NOV 24—A10: Reflective Statement due

Week 13

Portfolio Unit. Final polish exercises.

WED NOV 26—Classwork only

MON DEC 01—A11: Critical Engagement Rewrite due

Week 14

Portfolio Unit. Final polish exercises.

WED DEC 03—Portfolio due

MON DEC 08—Oral Presentations (Tie Break credit assignment). In-class defense of Throwdowns

Week 15

WED DEC 10—Finals Week Grade Conferences

MON DEC 15—Finals Week Grade Conferences

Core Values

An important component of the Course Syllabus

Rowan’s First-Year Writing Program ascribes to the following Core Values. At semester’s end, you’ll write a Reflective Statement describing the many ways you have achieved these values throughout the course. Start now taking notes whenever you have an insight about the Core Values; they’ll be very helpful when it’s time to write your Reflective Statement.

Core Value I

Understand that writing is a practice which involves a multi-stage, recursive and social process.

Students come to experience writing as a collection of practices and processes that involve multiple, recursive stages of exploration, discovery, conceptualization, and development. They also come to understand that these writing practices and processes are social and interactive.

The recursiveness of writing is embodied in non-linear composing activities, which include reading, inventing, collaborating, drafting, reviewing, reflecting, responding to feedback, rereading, rewriting, revising, and editing.  While the concept of process is most “visible” in the drafts of students’ final portfolios, the invention stages of writing are equally important and extensive.

• You can demonstrate perseverance and openness in developing your ideas and writing across time.
• You can use reading and composing processes as a way to think, to discover, and to explore ideas, and you recognize this as a necessary writing practice.
• You can identify an awareness for multiple writing processes and how to effectively apply them to various writing situations.
• You can demonstrate responsiveness to readers’ feedback through reflection and revision.
• You can distinguish between local and global revision as a reader and a writer, and you practice these at appropriate points in the revision process.
• You can identify where to go, what to ask, and what to do at various stages in the writing process for feedback and support.

Core Value II

Understand that close and critical reading/analysis allows writers to understand how and why texts create meaning.

Students come to understand that writing—their own and others’—is a process that creates, shapes, and conveys meaning, and that texts represent conversations between self, other texts, and the world.  This recognizes that meaning is generated intertextually; that is, texts build upon and respond to other texts, and texts can be placed in conversation with one another.  Students explore and develop ideas by closely and critically reading texts, analyzing and synthesizing ideas so as to enter into new conversations in their writing.  Students learn that texts represent meanings in different ways in different settings, disciplines, and discourse communities.  Students also come to understand that texts are not limited to alphabetic and print texts, but also include visual and electronic texts.

• You can read texts closely to interpret and understand writers’ messages, and read texts critically to evaluate, critique, and question those messages and how they are constructed.
• You can recognize or trace how ideas emerge and combine to create meaning in others’ texts as well as your own.
• You can analyze and synthesize ideas across multiple texts, exploring issues or questions, so as to develop your own ideas and enter into an existing conversation.
• You can read texts with a writerly eye so as to identify and evaluate strategies and approaches as potential models in your own writing.

Core Value III

Understand that writing is shaped by audience, purpose, and context.

Students come to understand that all texts are rhetorically situated and can be analyzed using the rhetorical elements of purpose(s), audience(s), and context(s).  Students can rhetorically analyze their own texts and those of others to understand how writers shape and create texts and to understand the options available to them as purposeful writers. Students understand writing as a social communicative act which involves the creation of a purposeful message for a perceived audience. Students also understand that audience expectations, such as textual conventions, vary according to situations or genres.

• You are familiar with the vocabulary and concepts that define rhetorical situations and can apply them in analyzing and evaluating your own and others’ texts, including print, visual, digital, and multimedia.
• You can identify, for others and yourself, multiple available strategies and options for creating desired rhetorical effects.
• Your own writing is both meaningful and responsive to authentic rhetorical purposes.
• Your own writing demonstrates the ability to respond to varying audience- and context-defined textual conventions and expectations, including, but not limited to form, format, support, use of citations, grammar, and mechanics.

Core Value IV

Understand the role of information literacy in the practice of writing.

Students come to understand that the informed writing associated with academic discourse expects writers to contextualize their own writing within existing conversations and provide sources and evidence beyond their own personal experiences and opinions. Students learn the importance of illustrations and evidence to support their own ideas and interpretations.   Students will develop their information literacy skills in a digital environment and be able to locate, evaluate, select, and incorporate appropriate information to create rhetorically savvy writing.

• You can practice inquiry-driven research in the service of corroborating, expanding, and developing your ideas.
• You can find and evaluate sources to appropriately trace, contextualize, illustrate, explain, or support the ideas in your writing, recognizing that there are different types of information, different ways to find information, and different ways to interpret information based on rhetorical situations.
• You can appropriately select and effectively incorporate information into your writing from a variety of sources—including personal experience, observations, interviews, television, film, websites, and other electronic media (YouTube, podcasts, etc.), as well as books, newspapers, and magazines.
• You can meet academic audiences’ expectations for documentation of sources with signal phrases, in-text citations, and works cited pages/bibliographies.

Core Value V

Understand the ethical dimensions of writing.

Students become aware that the practice of writing is personal, public, and social and thus has ethical ramifications for themselves and others. As such, students develop the ability to conscientiously read, analyze, and research topics so as to understand their complexity and ramifications and to ethically represent ideas to others in their own writing. In addition to the rather broad social responsibilities of research and writing, students develop an understanding of their accountability to the intellectual community as a whole, and to the university in particular, which includes the practices associated with academic integrity, such as accurately representing the ideas of others and acknowledging sources of information appropriately through citation.

• You show awareness of the complexity of ideas associated with issues or topics.
• You have written about topics that have meaning, and you have engaged responsibly with these topics.
• You recognize and can justify your own point of view.
• You acknowledge and show respect for different views/opinions of others in your writing.
• You show an awareness of the priority of logical appeals over emotional ones and the pitfalls of fallacious reasoning.
• You observe the rules of academic honesty and intellectual property.
• You recognize and create boundaries between your voice and the voices of others and appropriately use paraphrase, quotations, and citations in accordance with the expectations of academic integrity.

• Text Contact (856) 979-6653
• email davidbdale@comcast.net or hodges@rowan.edu
• Update Class Notes
• Professor Conferences
• Uncategorized
• Course Outline
• Syllabus
• Bottom-line Grammar Exercise
• Homework Assignment: Editorial Exercise MW

Professor Conferences

Your very devoted professor will meet you any time and any place you deem convenient to help you with your academic writing, but if you don’t suggest an exotic location and time, the default will be James 2110 following class.

This semester I’m on campus MTWR 8:00—9:15 only; however, I’m delighted to linger for conferences even if they have to be scheduled hours after class adjourns. Don’t hesitate to schedule yourself for a day your class doesn’t meet, or for a time that doesn’t immediately follow your class meeting. I do have afternoon and evening classes to teach in Philadelphia, so not every time is available, but otherwise I’m very accommodating and committed to meetings as an essential part of your instruction.

You’re obligated to meet with me once before the midterm break and once after, so think ahead and schedule some painless interference early to avoid conflicts with the other 40 or so students with similar obligations.

Professor Conferences Google Doc Link

We probably shouldn’t have to study grammar in College Composition I, but the fact is not everybody who gets into college is comfortable with grammar basics. We’ll drill or review grammar basics in class only if necessary, but I will enforce strict standards for minimally correct writing.

FAILS FOR GRAMMAR
Papers that violate these very basic rules will fail, at least temporarily, but you’ll have every opportunity to revise your work until your writing is error-free and worthy of a grade.

If your paper fails for basic grammar, I’ll refer you back to this post for advice on how to correct mistakes. I’ll add to this list of 13 basic rules if other errors show up in papers often enough to warrant a new rule.

Rule 1. There/Their/They’re
They’re has only one use. It’s a contraction for They are.
Example: They’re really tasty.
Their has only one use. It’s a possessive for Them.
Example: Their chips are really tasty.
There is used the rest of the time, as an adverb of place, or as a pronoun to introduce sentences.
Example: There are plenty of chips over there.

Rule 2. Its/It’s
It’s has only one use. It’s a contraction for It is.
Example: It’s a simple rule.
Its has only one use. It’s a possessive for It.
Example: Stand that baby on its head.

Rule 3. The reason is because
Because means for the reason that.
It’s repetitiously and repeatedly redundant to say that “the reason for something is because….”
Wrong: The reason he lost his license is because he got so many tickets for speeding and reckless driving.
Right: He lost his license because he got so many tickets for speeding and reckless driving.
Right: He lost his license by driving recklessly and speeding.

Rule 4. Pronoun genders and number
It’s considered socially insensitive to automatically use male pronouns where a person’s gender is not known.
Socially insensitive: Be careful with your antecedents, or your reader will lose his place.

The common solution, of mixing a singular noun with a plural pronoun, however, is worse.
Grammatically incorrect: Be careful with your antecedents, or your reader will lose their place.
One solution is to alternate male and female pronouns in your writing.
Correct: Be careful with your antecedents, or your reader will lose her place.
Another solution is to stick with plurals.
Correct: Be careful with your antecedents, or your readers will lose their place.

Rule 5. Count and Noncount Nouns
Use the word number, not the word amount, to refer to things that can be counted, like votes. Use the word amount, not the word number, to refer to things that cannot be counted, like voting. The easy way to determine whether the noun can be counted or not is to apply the word many or much.

How many votes? Votes can be counted. Therefore we talk about the number of votes.
Correct: Early registration increased the number of votes cast in the last election: two million votes.

How much voting? Voting cannot be counted. Therefore we talk about the amount of voting.
Correct: Early registration increased the amount of voting in the last election: much more than last year.

Use the word fewer, not the word less, to refer to things that can be counted, like votes. Use the word less, not the word fewer, to refer to things that cannot be counted, like voting. The easy way to determine whether the noun can be counted or not is to apply the word many or much.

How many votes? Votes can be counted. Therefore we talk about more or fewer votes.
Correct: Fewer votes were cast this year than last year.

How much voting? Voting cannot be counted. Therefore we talk about more or less voting.
Correct: Less voting occurs in off-Presidential years than in Presidential-election years.

Rule 6. To/Too/Two
This one should be learned before high school.
Two has only one use. It’s a number.
Example: I’ll take two of those.
Too is a conjunction meaning and or in addition.
Example: I’d like one of those too.
Example: Too, I’d like one of those. (This use is rare.)
Too is also an adverb meaning excessive.
Example: Those kids are too cute.
To is used in every other case: to form infinitives, as a preposition to indicate place, or to mean roughly for the purpose.
Example: To get to London, to go to the concert, you’ll need to cross the bridge.

Rule 7. Periods and Commas Inside the Quotes
Always, always, always, always, always. Periods and commas always go inside the quotes.
Always: Election day is not just a “day,” but could really be called “election month.”
Never: Election day is not just a “day”, but could really be called “election month”.

Rule 8. Then/Than
Clear rules determine when these two words are used. They are in no way interchangeable.
Then: Used for time: “Then we had ice cream; now we have ice cream soup.”
Then: Used for consequence, with if: “If it melts, then we’ll have soup.”
Than: Used for comparisons only, such as finer: “Nothing could be finer than to be in Carolina.”
Again, only with comparisons, such as all the other options: “Other than waiting, we had nothing to do.”

Rule 9. Affect/Effect
Affect (the verb) and Effect (the noun) are interchangeable about one time in a million. Forget about that one time; you’ll never need it. Instead, concentrate on the 999,999 times you’ll be correct by following this rule:
Affect: The cold does not affect me. Affect is a verb.
Effect: The cold has no effect on me. Effect is a noun.
Affect/Affectation: The cold does not affect me, but I pretend it does: it’s an affectation of mine. Affectation is the noun form of the verb affect. Effect has no “noun form” because it’s a noun!
(If you must know about that one time in a million, I’ll tell you, but I shouldn’t risk it: “To effect that change, we had to pull all his teeth.” The meaning of this use of effect is “to put it into effect.”)

Rule 10. Your/You’re
You’re has only one use. It’s a contraction for You are.
Example: You’re a fine writer.
Your has only one use. It’s a possessive adjective for You.
Example: Your writing is quite strong.

Rule 11. Single Quotes/Double Quotes
Other countries can do what they like, but in America, we use Double Quotes for everything!
Even if you’re just using quotes ironically, or for another special purpose, they’re always double, not single quotes.
Correct: McDonald’s “healthy menu” is meant as a joke.
Correct: The word “vague” shows up too often in my notes.

The only proper use of Single Quotes is inside Double Quotes.
Correct: “All our restaurants offer ‘healthy’ menu items,” said Ray Croc.

Rule 12. The Banned 2nd Person
Although it’s technically not bad grammar, writing 2nd-person sentences that address the reader as “you” is banned from academic writing.
Incorrect: You are far more likely to be pulled over for speeding if you are a teenager.
Correct: Teenagers are far more likely to be pulled over for speeding.

Rule 13. Plurals and Possessives
Writers who make mistake the plural for a possessive once will often do so repeatedly. An occasional typo won’t trigger a Fails for Grammar, but pervasive errors will.
Incorrect: America is the worlds most obese nation.
Correct: America is the world’s most obese nation.
Correct: Earth is fine but there may be other worlds we could occupy.

The rule is only slightly more complicated when a plural is formed without an “s.”
Incorrect: Democracy is every citizens responsibility.
Incorrect: Democracy is the peoples’ responsibility.
Correct: Democracy is the people’s responsibility and every citizen’s privilege.
Correct: Democracy is strong when all citizens’ rights are observed.

Today’s Exercise in 3 Parts

Part 1: In a Reply to this post, identify the rules (if any) that this review has helped you understand.
Part 2: Open your A02 assignment and verify that you haven’t violated any of these rules.
Part 3: In a Reply to your own A02, leave this note: “I have verified that my writing does not violate the Bottom-line Grammar rules, cross my heart.”

Depending on your section, your assignment A02 was due just before midnight Tuesday, or just before midnight Wednesday, less than 3 hours from now.

Timely Posts so far

1. aspiretoinspire
2. bagofchips
3. bloo
4. bukowski
5. dean
6. domia abr wyrda
7. eagles
8. falooda
9. fluffy
10. frozen8
11. gamer
12. garwin
13. giantsfan
14. greentwinky
15. iglesias
16. ipl37
17. jaime
18. kai
19. mandragon
20. matteo
21. max (but lost your A01. Reconstruct please.)
22. mazda
23. munchkin
24. ovechkin
25. owllover (but no Homework)
26. perry
27. rhett
28. rowansonlyjetsfan (but no Homework)
29. sionnain
30. sparky
31. supafreak
32. syntaxattack
33. thedawg
34. thestayathomedad
35. tiger
36. tobes (but no Homework)
37. treehugger36
38. velociraptor
39. vermster7

Not yet posted

1. mica
2. something (no A01, and no recent Notes. Have you dropped?)
3. soul

Missing in Inaction

42 usernames for two classes with a total of 43 students means one of you hasn’t posted in your username. You may not exist for credit purposes. Get your name on one of these lists before midnight. I’ll be up watching the blog.