Fall 2016 Semester Calendar of

Owen Williamson, MA, Instructor

  • Dr Clara A Molendyk and Maj Benjamin C. EdwardsAll assignments must be turned in by the beginning of the class period on the day when they are due.  The instructor is not obliged to accept late work.
  • All major assignments and exams completed late will be penalized one letter grade for each class day they are late. 
  • In case of absence or if class is ever cancelled due to circumstances beyond Instructor control, students are still expected to complete and submit all assignments shown on this Calendar to the extent possible.
  • Acknowledgement: Many of the WW II-era article-length readings or poems used in this course appear in one or the other of Clara A. Molendyk and Benjamin C. Edwards'  two  textbook anthologies, Thus Be It Ever (1942) and The Price of Liberty (1947), both published by Harper & Brothers, New York. Although I never met them, I wish to humbly acknowledge my debt to the work of these two scholars in the creation of this course. Edwards passed away in 1982 and Molendyk in 1995 and their two textbooks are, of course, long out of print, but both books are still under copyright. Any materials used in this course that are not freely available on the Net and which I instead posted directly from these books are shared under Fair Use, for classroom ecucational purposes only.

    Graphic: Dr. Clara A. Molendyk and Maj. Benjamin C. Edwards.  Original photo taken c. 1980.

Instructor reserves the right to modify calendar to meet the needs of the class. 

Note: Certain links on this OpenCourseWare page lead to articles or pages on other servers that require permission or a subscription to access.  If you have trouble opening these pages, please check with your local or campus librarian or with the author of this page for more information on access.  I am in the process of linking alternative, completely open-access resources for all assignments.  O.W.





1. Hiroshima, by John Hershey.

This book is free online, but can also be purchased in print from Amazon.com here. We are reading the original 1946 text of the book, chapters 1 through 4 only, as linked above. 

Note: Later editions of this book have a chapter 5, which was written later and which is not included for this course. However, if you wish to find out about the later lives of some of the characters in the book, please feel free to get the newer version of the book and read chapter 5.

2. Subject and Strategy:  A Writer's Reader

     13th ed., by Paul Eschholz and Alfred Rosa. This book is available for purchase or as a rental at the UTEP bookstore. You are required to have and to follow reading assignments in this text.











 Week 1

Aug. 22-26, 2016




Start reading Chapter 1:  Reading, and Chapter 3, Writers on Writing, in Escholz and Rosa.

Pearl Harbor





Complete reading journals weekly. Assignment.

Resource: There'll be Bluebirds over the White Cliffs of Dover (audio with lyrics, ~3 min.)

Day 1 Homework: Online Welcome survey.


Discuss course, expectations and major assignments.

Introduce theme. Discuss World War II and its context.

  • Optional resource: The Rise of Hitler (Video, ~5 1/2 minutes.) Warning: No subtitles. Requires Facebook sign-in.

Resource (Audio): "Praise the Lord and Pass the Ammunition." Click here for Lyrics.

Resource: "Our Country Passes from Undeclared War to Declared War," by Dorothy Day.

Discuss: Plagiarism.

Tentative resource: Brain centers and reading. 

 Week 2:  Aug. 29-Sept 2, 2016




Continue reading chapters 1 and 3 of Escholz and Rosa.

Reading Journal 1. on "Now the U.S. Must Fight for Its Life," pages 15-21. Life magazine, Mar. 2, 1942. (Trigger warning: Contains extremely violent content,  some offensive racist language.)

Optional background resource: Battle of Dutch Harbor (Wikipedia) Jun. 3-4, 1942.

Do  Welcome survey if not already completed.

Review Plagiarism, if not done already.

Tentative: Respond to "I Hate Reading" 

Resource: College Reading.

Tentative resource: Chronic Sleep Restriction Negatively Affects Athletic Performance.

How to write a summary.

Resource: Sample First Sentences.

Summary practice: Page from Women's Day magazine, Nov. 1942. Write a one-paragraph summary.

*Read: A Dozen Things You Can Do On Your Own to Improve Your Reading   Answer questions.

Summary practice: "Grave Injustice done Japanese on West Coast," by Dorothy Day. Write a one-paragraph summary.

Resource "Introducing Gen Z" (A real-world summary of a book.)(Tentative) Respond: a. Are you a member of Gen Z? b. To what degree do you, personally share the characteristics mentioned in the article? c.  Do you feel this article is correct or not, and why?

Resource: "Our Country Passes from Undeclared War to Declared War," by Dorothy Day. Read if not read already. 


Week 3: Sept. 5-9, 2016

Sept. 5: Labor Day Holiday, University Closed



Start reading Chapter 2, Writing, in Escholz and Rosa.


Rationing poster

 [Updated] Reading Journal 2 on "Mental Preparedness in Wartime: BE CALM," by Eric P. Mosse (Jan. 2, 1942).

Monday, Sept. 5:  Labor Day Holiday, University Closed.

Resource: (Video): Battle Hymn of the Republic).

Review Correct First Sentences.

In-class assignment: Summary practice. Resource: Sleep Recommendations.

Resource: "If Conscription Comes for Women." by Dorothy Day.
Optional Background Resource: Sample World War II Draft Card.


Example of a real-world college-level summary/abstract.

Example of a popular-level summary (same study).

Full scientific report on the same study (May require password to access).

Full college-level article on the same study (May only work on campus, or may require password).

1.       Understanding vocabulary in context

2.       Finding main ideas

Census Day Wed. Sept. 7, 2016

Video [Trigger Warning: Content includes violence and may be highly disturbing for some viewers. ]

Another real-world summary example:

Original article:

Longitudinal Links Between Fathers' and Mothers' Harsh Verbal Discipline and Adolescents’ Conduct Problems and Depressive Symptoms, by Ming-Te Wang and Sarah Kenny.

Example of a real-world summary:

"Yelling Doesn't Help, Dec. Harm Adolescents"

1.       Understanding supporting details & identifying types of details.

2.       Recognizing transitions.

Resource: First Semester GPA.


Intro to scholarly responses/commentaries. View Response PowerPoint.

Resource (from last week): "Grave Injustice done Japanese on West Coast," by Dorothy Day,  Tentative:  Read "A US Apology for Japanese Internment." (2013). Give your response:  Should America have apologized?  Some politicians say that our country and its leaders should never apologize for any action they take, because apologies indicate weakness and America and its leaders must always act from strength.



Week  4: Sept. 12-16, 2016


Finish Chapter 2 of Escholz and Rosa

 Reading Journal 3 on your choice of one of the following articles (look over both options plus background resource for each one, and then choose only one):

Either: 1.  "Where is Sanctuary?" by Dorothy Day,  (Background resource: Dorothy Day being considered for Catholic Sainthood.)

or. 2. "The Truth about Rosie the Riveter," by Carrie Kirby.(Background resource: Rosie the Riveter.)


Resource for in-class summary exercise (Note: Link may work only on UTEP campus computers):"Caudate Over Heels in Love."  [Trigger warning: Contains adult content.]


Alternate resource for summary exercise: Antisemitism: This Cannot Be, Must Not Be Our Europe.

Tentative Background resource: Spirit of '43.  Video- ~7 min.

Don't f with writers

1.       Understanding Author’s Purpose & Tone

2.       Distinguishing facts from opinions


Exercise See headlines on front page of June 22, 1942 NY Times.

Response: Give your own response (opinion) in one or two paragraphs: Judging from this paper, how was the war going for America in June, 1942? How can you tell? Use a correct first sentence. Discuss the NYT's purpose and emotional tone Discuss the importance of not always defaulting to a purpose of "to inform."

Tentative in-class exercise: Analyze and respond to "Milwaukee." Instructions to be given in class.

      Discussion:  Identifying patterns of organization.

Briefly review structures of the summary, the argumentative/persuasive essay and the comparative essay. Introduce/discuss other common academic writing structures: Chronological, process, listing, and cause and effect. 


SUMMARY Paragraph assignment introduced--Major assignment worth 10% of grade! Due Sept. 28/29. Summarize this August 11th, 2016 Washington Post article on college dropouts, by Danielle Douglas Gabrielle, in one paragraph, Summary Hints.


Week 5: Sept. 19-23,  2016



  Continue reading Chapter 14 of Escholz and Rosa.

 Reading Journal 4 on "Venereal Disease and War," by Samuel Tenenbaum. [Note: The "Amateurs" or "Khaki-Wacky" mentioned in the article were also called "Double-V Girls."]


Exercise on inferences. Resource: Hate, by Arch Oboler (from Molendyk & Edwards, 1947, pps 66-69).
Tentative: Read out loud.  [Trigger warning: Story has intensely violent content.]
Instructions: Read this article  What does this author infer about the nature of Nazi control? Support your conclusion with quotes from the article.
Afterword: Instructor's personal comments on the reading.

Resource: Read How to Read a Scientific Paper, by Adam Ruben, Discuss the emotional tone of the article.

Discuss: Transitions

Wednesday/Thursday 9/21 and 9/22/16:

Library walk-through. Meet in Library Coffee shop.


Optional resource: Round and around... (audio, 3 min 39 sec) Trigger Warning: May be offensive to some listeners.  Lyrics.

Tentative: Exercise on credibility and reliability of sources:  Did the Pope call for Hitler's death?

Resource article: Adolph Hitler's Nephew, by Louise Boyle.  Tentative: Summarize letter in one paragraph. Tentative: Respond.

SUMMARY Paragraph  cont'd.


 Week 6:  Sept. 26-30, 2016





Finish Chaper 14 in Escholz and Rosa, carefully look over chapters 4 and 16.


Reading Journal 5 on "Dynamic for Democracy," (High Points, April, 1942, pps. 36-46), by Molendyk and Edwards (.pdf). Article reproduced and posted for classroom use only.

Mon/Tues.: BRING ROUGH DRAFT OF SUMMARY Peer review of summary paragraph.

SUMMARY paragraph: Final draft due by

Wednesday, Sept. 28 / Thurs., Sept. 29  (printed).

Finding implications and inferences: Finding what is not said in the text: .

Resource: Taking one for the team. (May work only on campus computers).

Sample Midterm.(.pdf)

Resource: Heroic Chaplains. Tentative: Respond.

Optional resource:  Excerpt from audio Presentation: VE Day, by Norman Corwin. (60 minutes total. [Warning--subtitles not available.]

ALL FIVE READING JOURNALS DUE by FRI., Sept. 30 (correction), 8:30 am FOR GRADING.


Week 7:

Oct 3 - 7. 2016.



Read Chapter 5 in Escholz and Rosa.

Reading Journal 6 on "Defeated Land," by Sidney Olson, Life magazine, May 14, 1945, Pages 39, and 103-110.

Monday/Tuesday. Background resource: Nazi Surrender Document, May, 1945.

Optional resource: The Peat Bog Soldiers (Paul Robeson) Audio, ~2 1/2 minutes.  Lyrics.

Quality Control in writing: Three Big Rules.

Reading Project: Introduce weekly reading journals for rest of semester, on Hiroshima.

Comparison Essay introduced. Assignment officially issued.

Resource: More about Alcoholism. (Read Chapter 3). Analysis question: What is the easiest way to self-diagnose alcoholism?


Comparison/contrast exercise:


Tentative Resource: John Jones (Video ~10 min.)

Resource: A Year in the Life (Video 93 sec.)

Compare and contrast the contents of these two brief videos, the first from World War II, the second from our own time. [Trigger warning: Extreme realistic violence in these videos may upset some viewers. No usable subtitles on either video.]

Resource (Poem): The American Child, by Paul Enge.

Resource: How to stay Focused on Long Reading Passages. Tentative: Respond with your own opinions on these ideas. Do they work or not?


Thu./Fri: Midterm Exam: On BlackBoard.



Week 8:  Oct. 10 - 14, 2016






Read Chapter 6 in Escholz and Rosa.

Begin reading Hiroshima, by John Hershey.


Reading Journal 7 on Hiroshima, from beginning of the book, up to the beginning of the story of Father William Kleinsorge


How to argue: The ISARC format for argument (a guide)

Exercise: Argue in ISARC format whether or not "the tassel" (in this case, finishing this semester without quitting or dropping out, and ultimately the whole task of getting your college degree at this point in your own life) is "worth the hassle" at this point for you, personally.  Be careful to use I, me, my, we, and us in your answer.  Please be honest!

Check of class notes.


Reader response: The dark side--how to attack a text or standpoint [Refutation}.

Resource for understanding refutation: Anticipating others' false beliefs ("Theory of Mind") and apes.

Resource: Hate, by Arch Oboler (from Molendyk & Edwards, 1947, pps 66-69). (from prior week). [Trigger warning: Story has intensely violent content.]
Instructions: Read this article if not read already, and discuss background of the story Then, based on your own personal moral beliefs, use the above resource to attack the actions of either Commander Berkhoff or Pastor Halversun (your choice). Note: Attacking one does not necessarily mean defending the other.

Tentative resource article for argumentation/ refutation: Adolph Hitler's Nephew, by Louise Boyle (from week 5 of course). In his letter, what arguments does the writer give to refute the decision not to allow him to enlist in the US Armed Forces? (He was eventually allowed to enlist.) Give at least six reasons he uses to successfully refute his initial rejection. 

Resource: How to organize a text. (if not presented already.)

Comparison Essay cont'd.

Thurs. Oct. 13 and Friday, Oct. 14. Instructor will be at the Association of Rhetoric and Writing Conference. Class will NOT meet these days.

Assignment: Use class time to look at the following resources, and be ready to respond/discuss in class next week:

*Resource 1: View full ~45 minute video on the fall of Berlin  [Trigger Warning: Online version has no usable subtitles, and includes extreme combat violence.]

*Resource 2: Read brief text selection from the story "Moon of Ice," by Brad Linaweaver (1982). [Trigger warning!  Content is entirely fictional, and may be seriously offensive to some readers!]


Week 9:Oct 17 - 21, 2016





Start reading Chapter 8 of Escholz and Rosa.




Reading Journal 8 on Hiroshima, from the beginning of the story of Father Kleinsorge up to the beginning of Chapter II, "The Fire."

Background resource: An Illustrated History of the Hiroshima and Nagasaki Nuclear Bombings. [Trigger warning: Photographs may be highly disturbing to some viewers.]

Tentative Resource: "Untitled," by Norman Corwin. In Molendyk & Edwards (1947). The Price of Liberty. New York: Harper Bros.; p. 53-64.
Tentative: Audio presentation. [Trigger warning: May be upsetting to some readers.]

Tentative exercise--Response: Answer the final question in the presentation: Tell Hank Peters' mother "why it had to happen to her boy."


Resource for comparing people: Comparison (Synkrisis).

Tentative resource: College may have become more valuable.

Tentative resource: "Houston Shooting Suspect wore 3rd Reich Uniform..."  Optional audio resource: "Hitler Lives." (~3 min. Warning: No subtitles available.)

Tentative resource: Vatican supports nuclear disarmament (10/17/2016).


Thursday/Friday: Learning by reading out loud.

IMAGE Resource: Repeating aloud to another person boosts recall (Article)

Resource (to be read out loud): Litany for Dictatorships, by Steven Vincent Benét (Molendyk & Edwards, 1942, pps. 7-10).

Resource (to be read out loud in class): "Can we Avoid History's Blood-Dimmed Tide?" by John Case (2011).

Background resource: NY Times article: Dark Age?

 Week 10:

Oct. 24-28, 2016



Finish reading Chapter 8 in Escholz and Rosa, carefully look over Chapters 9 and 16.





Reading Journal 9 on Hiroshima, up to the beginning of Chapter III, "Details are being investigated."

Friday, Oct. 28, 2016. Class drop/withdrawal deadline

Comparison Essay continued

Tentative: Video selection from movie, The Day After (1983). (Trigger warning: Extreme cinematic violence. May be upsetting to some viewers.)

Tuesday/Wednesday: Revising and proofreading (slide show). Tentative: Generic rubric sheet distributed.  Quality control expectations for Comparison Essay and other college assignment.

Response practice resources:

Tentative Resource 1. (.pdf): The Catholic Worker  response to Hiroshima. (by Dorothy Day) 

Instructions: Respond with a five-sentence ISARC argument supporting your own personal opinion on the item you choose. Label your sentences I,S,A, R and C.

Tentative Resource 2: "Aftermath" (poem), by Siegfried Sassoon.

Note: The above poem is from World War I, but Molendyk and Edwards include it in their 1947 anthology (pps. 78-79) in reference to World War II.

Resource: (Audio/video) When the Lights Go On Again All Over the World, by Vera Lynn.  (~3 1/2 min.)  Lyrics for song.

Resource: (Audio/Video): There'll be Bluebirds Over the White Cliffs of Dover.

Optional Resource (Audio): Smoke on the Water, by Wesley Tuttle. [Warning: No subtitles. Lyrics may be offensive to some.]


Optional Resource: National WWII Museum Fact Sheet on Iwo Jima. (pdf)

Resource (audio): Ballad of Ira Hayes, by Johnny Cash (1964). (Audio/Video ~4 min.) Tentative: Respond.  Lyrics.

Optional resource:  Zombie ants. / Image. Tentative response: What would be your reaction if this fungus infection were to cross from ants to humans?


 Week 11: 

Oct. 31 - Nov. 4, 2016



Read Chapter 7 in Escholz and Rosa.

Fascism isn't to be debated--it is to be smashed.

 Reading Journal 10 on Hiroshima, up to the beginning of Chapter IV, "Panic Grass and Feverfew."

Discuss "Tone."

Resource 1. : "Now the U.S. Must Fight for Its Life," page 15. Life magazine, Mar. 2, 1942. (This is the first page from the Journal #1 Assignment from Week 2 of the course, above.  Trigger warning: Contains extremely violent content,  some language now considered offensive and racist.)

Resource 2: "Sundown in OurTown," by John Bosman. pages 23-24  Newsdigest magazine, Jul. 15, 1943.

Tentative Exercise:  Compare and contrast the emotional tone of the two articles. Explain.

More tentative exercises: Identifying tone and genre in reading and writing. Resources:
Resource: " Lasting Consequences of World War II."
Resource: The Diary of a German, by Ilya Ehrenburg. (Trigger warning: Contains examples of extreme violence and cruelty, may be upsetting to some readers.)
Resource: Facebook's Excuse for It's Lack of Workplace Diversity, by Teamebony.

Tentative Resource: Human/animal Chimeras.  Respond.

Resource: Ground Zero 1945.
Resource: Hiroshima Archive.
Resource: Hiroshima Peace Memorial Museum.


Argumentation essay practice: First read and then argue in ISARC format for either a.) or b.) -- your choice.

a.) In our country the older generations are wiser, smarter and much better informed than we are. They truly care about us, and we can trust them to make the best decisions for our future. That's why we elect and reelect them and why we pay them to take care of all the big questions in this world, so that we can have the freedom to concentrate on the things that interest us most (school, family, friends, love, fun, shopping, sports, music and entertainment, exercise, diet, hair, shoes, clothes, fashion, gaming, etc.). This way, right now while we are still in college we don't have to go around stressing out about the big adult issues out there that aren't any of our business, dangerous stuff that we as young people can't change and shouldn't ever get mixed up with. 


b.) In our country the older generations simply don't care about young people; they only care about holding on to power, bossing the world around and lining their own pockets with other people's money, getting elected and reelected, and getting their fat paychecks. We can't expect that older generation to protect us and save us from new and dangerous crises if we young adults don't start right now to look out for ourselves, our families and the interests of our own younger generation. It's very simple: Older people represent the past. We are the future. Even though we may hate politics we still have to get ready to step up now and become the new leaders of our own future, leading our families and our country in what we need to do to survive and to build a better world. But we can only do this if right now, while we are still in college, we start doing our little bit every day to make our world a better place  instead of just hiding in a corner trembling with fear, watching the parade march by.


Draft of Comparison Essay

due in hardcopy (printed out)

Tues/Wednesday, Nov. 1st/2nd (corrected) at the beginning of class

Tentative: Peer review.

CautionFinal Draft of Comparison Essay

due Thursday/Friday in class.


Thurs./Fri.: Argumentation Essay Assigned. Discuss.

 In-class analysis practice: Analyze for situation, purpose and intended/actual audience (Understanding author’s purpose & tone).

Optional Resource: "Atom Bomb and Conscription Still Issues to be Faced," by Dorothy Day.

Optional resource: Manila Massacre
(Trigger warning: Contains scenes of graphic violence. May be seriously offensive to some readers.)

Tentative Resource for practice ISARC argumentation: German Teens who Rebelled Against Hitler, by Jake Rossen.  Tentative Assignment: Argue in ISARC format whether a young person like yourself has a responsibility to rebel against tyranny like these young people did, or whether a person like yourself always has an overriding duty to obey legitimate adult authority instead. Put yourself in the situation--use I, me, we and us in your argument!


 Week 12: 

Nov.  7 - 11, 2016


 Start reading Chapter 12 in Escholz and Rosa.

Gold Star


Reading Journal 11 on Hiroshima, up to the sentence, "Dr. Fujii said, 'It’s hard to be cautious  in Hiroshima these days. Everyone seems to be so busy.'”

Discuss argumentation essay.

Mon./Tues: Discuss options for book test (reading project).

ISARC format argument practice:  Why is there such a large racial divide in graduation rates at UTEP, and how can we equalize and raise those rates while still protecting educational excellence?


Resource : EdTalk Project Graduation rates.

Optional Resource 1: Graduation rates (article)

Optional resource 2:  The Need to Close the Empathy Gap in School Reform, by Chris Stewart.


Summary Practice: Choose one:


1. Optional resource: Young Adults' Problem Drinking.

2. Optional resource; Getting in the Flow: Sexual pleasure is a kind of trance. (Trigger warning: Scientific discussion of an adult subject.)

       Argument practice (ISARC): Choose one.


        A. In today's dog-eat-dog world America must depend on strength and cannot be held back by weakness, dissent, self-doubt or hesitation. Our government must always offer us firm, confident leadership, led by our strongest, firmest, healthiest, most powerful and most disciplined leaders.  We need to have a muscular, manly form of government, a government in which we can trust, one that scorns laxity, self-questioning, corruption, empty debate and division, and where strong and capable hands are always in firm control in time of crisis. We must never let silly political squabbles, crooked politicians or  internal enemies divide us  Instead we must share an unbreakable unity of national purpose and a true faith in Old Glory, in the sure knowledge that whatever we must do we will proudly march forward together as one nation under the Stars and Stripes, secure in the knowledge that in the eyes of heaven and of history America is always right.

      B. In today's world of crises and challenges, a nation like America must be judged first and foremost on how it treats its weakest and most vulnerable citizens. Our government must always be a government of the people, by the people and for all the people. In order to encourage the most vulnerable and the weakest among us to rise above adversity and succeed we must maintain a caring and open government that we can depend on to help, a government that offers opportunity to all and represents the will of the majority.  At the same time we must always be open to questioning,  dissent, diversity of opinion and legitimate criticism from inside and out, be proud of our freedom and our diversity, and act with the humility that comes from knowing that someday history will surely judge us on what we do and what we fail to do as a nation.


Optional resource: US Navy Certificate.

Optional Resource: Hiroshima Archive (article).

Optional resource: Catholic colloquium on nuclear disarmament.

Optional resource: Alamogordo.


Thursday/Friday: Cartoon Guide to Rhetoric

 Week 13: 

Nov.  14-18, 2016


Reading Journal 12 on Hiroshima, to end of Chapter 4 (end of online book).

Resource: Failure of Skin-Deep Learning, by Bruce Alberts. Response:
 1. In your opinion, so far has this course (ENGL 0312) included any "skin-deep" learning as described by Alberts, or not?  Why or why not? If so, how can this be corrected?
 2. Describe any experience have you, personally, had in the past or with other current college courses, with "skin-deep learning" as described in the article.
  3. Based on your personal experience as a student, do you find the author's thesis to be correct or not? Why or why not?

Resource: Battle Hymn of the Republic

Optional resource: Leonard Cohen, Songs from a Room. (Audio, ~3 1/2 minutes.)

Tentative movie video selection related to theme of course, from: Philadelphia Experiment II.

Argumentation Essay review Thurs. Nov. 17 / Fri. Nov. 18.

Optional resource: Moscow Victory Parade 1945 (video): Audio in Russian. Subtitled in English. ~18 min.

Video (optional): VJ Day ~3 min

Extra optional background resource: 70th Anniversary Moscow Victory Parade 2015 (video) Audio in Russian. Subtitled in garbled English. ~1 hr 20 min.

Extra optional background resource: 70th Anniversary Beijing (China) Victory Parade 2015 (video). Audio in English. ~50 min. [Warning: No subtitles available!] 

Resource: Cartoon, by Toles (1987). Reproduced and posted for classroom use only.  Text of cartoon. 


 Week 14 :

Nov.  21-23, 2016.

Thanksgiving holidays Nov. 24-25, 2016




All reading journals (1 through 12) due online by Wednesday, Nov. 24,  at 1:30 pm. Assignment closes at that time. 


--> Book test on Hiroshima Monday Nov. 21 / Tuesday, Nov. 22.



Course Evaluations reminder.

Check of class notes.


Resource (2016): NY Times report on President Obama in Hiroshima. Tentative: Respond to resource--What (if any) should our response be? Argue in ISARC format.



Tentative resource: US Gov't video "Don't be a Sucker" ~17 min.


Article from NY Times.


Turn in Argumentation Essay. Final Draft due by Tuesday, Nov. 22 / Wednesday, Nov. 23, at the beginning of class.


ALL READING JOURNALS FROM 2nd HALF OF SEMESTER DUE online by Thursday, Nov. 24, 6:00 pm.


Thanksgiving Holiday Nov 24-27, 2016.

Week 15.
Nov. 28 - Dec. 1, 2016
(Fri., Dec 2, Dead Day)




World War II memorialReview/practice for final exam.


Resource: Letter of Claudius

Tentative resource: "International Day to Eliminate Nuclear Weapons."


Resource: First Semester GPA

Optional resource: (Brief Video on Groucho Marx) (requires Facebook access.)

Optional resource: Hiroshima Revsionism. (2015)

Optional resource: How US Hiroshima Mythology Insults Veterans (2016)

Optional resource: Yes, Dropping Atomic Bombs on Japan was a Good Thing (2016)




Last day of classes and complete withdrawal from the University is Thursday, Dec. 1, 2016.


 Week 16

Final exam

Dec. 5, 2016, 7:00 am UGLC 220

You should expect to spend SIX to NINE HOURS every week outside of the classroom working on this class (online, researching, discussing, writing, and most of all, reading).   If you are not willing to devote this amount of time on the course, you cannot expect to do well.


For educational purposes only.



Owen M. Williamson - Education Bldg 211E - phone: (915) 747 7625 - fax: (915) 747 5655
The University of Texas at El Paso - 500 W. University Ave. - El Paso, TX 79968
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