Fall, 2017 Semester Course Map of

Owen Williamson, MA, Instructor


***Click here for extra credit opportunities!***

  • 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 Course Map 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 on your own. Subject and Strategy textbook

2. Subject and Strategy:  A Writer's Reader

     14th 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. 28-Sept. 1, 2017




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

[Memes are for discussion and analysis only. ]

Pearl Harbor





Complete reading journals weekly. Assignment.

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

Day 1 Homework: Online Welcome survey.

Join Class Facebook Group.


Discuss course, expectations and major assignments.

Introduce theme. Discuss World War II and its context. Nazi

  • 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." ~2 1/2 minutes. Click here for Lyrics.

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

Discuss: Plagiarism.

How to write a summary.

Writing diagnostic: Plagiarism.

Introduce Writing Lab.

Tentative resource: Brain centers and reading. 

Tentative resource for summary: The War on Stupid People. Tentative: Discuss in relation to your own college career.

Week 2: Sept. 4-8, 2017  

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: Original article from 75 years ago contains extremely violent content, text includes some language that is now considered offensive and/or racist.)

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

Do  Welcome Survey if not already completed.

Tentative: Respond to "I Hate Reading" 

Resource: College Reading.

Tentative resource: Chronic Sleep Restriction Negatively Affects Athletic Performance.

Resource: Sample First Sentences.

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

Tentative Exercise: 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.

Tentative 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. 11-15, 2017



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


Rationing poster

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

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 (1943)
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 9/13/2017

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

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, May 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.  Assignment: Respond to Video (may require Facebook signon to view).

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. 18-22, 2017


Finish Chapter 2 of Escholz and Rosa

Stamp out fascism!

 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 scientific discussion of adult subject matter.]


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

Tentative Background resources:

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" and an intended audience of "anyone who reads this."

Optional resource: Dorothea Lange’s Censored Photographs of FDR’s Japanese Concentration Camps.


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

      Discussion / "chalk talk":  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! 

Summary Subject: Choose one of these articles (your choice):

1. Black Babies more likely to miss nursing care. Or,

2. Sleeping patterns and college students. Or,

3. College students and risky sex.

  Summary Hints.

Summary assignment draft due Oct. 2 or 3  for review.


Week 5: Sept. 25-29, 2017



  Continue reading Chapter 14 of Escholz and Rosa.

 Reading Journal 4 on "Venereal Disease and War," by Samuel Tenenbaum. Pps. 578-582.[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  Respond: 1. What does this author infer about the nature of Fascist control? Support your conclusion with quotes from the article. Respond: 2. Did Pastor Hilverson do wrong? Why or why not? Support your conclusion with quotes from the article.
Afterword: Instructor's personal comments on the reading.

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

Resource: Round and around... (audio, 3 min 39 sec) Trigger Warning: May be offensive to some listeners.  Lyrics.  Tentative: Respond. Do YOU think this song offensive? Why or why not? 

Resource article: Succeeding in College, Don't Be a Diva. Tentative: Respond--What are the three best suggestions in this article, and why? (Explain "Why?" individually for each of the three suggestions you choose. )

Quality Control in writing: Three Big Rules.  (Rules apply from this point forward in class.)

Opinion, Fake news vs. facts. Regular Google vs scholar.google.com

Tentative Resource: "Untitled," by Norman Corwin. In Molendyk & Edwards (1947). The Price of Liberty. New York: Harper Bros.; p. 53-64. Tentative: Audio presentation of this article, ~30 min. [Trigger warning: May be upsetting to some readers.]

SUMMARY Paragraph  cont'd.


 Week 6: Oct. 2-6, 2017




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.

Optional: Background resource for journal article 5: Teaching English in Wartime: A Brief Guide. (1942).

Mon./Tues. Oct 2/3 :  BRING DRAFT OF SUMMARY TO CLASS:  Review of summary paragraph. Anyone without draft of summary will be dismissed and counted absent.  

Resource article: "Germany to probe Nazi-era medical science," by Megan Gannon. Tentative: Respond--Should any further Nazi-era human brain tissue samples that are discovered and were taken from people who were murdered in the Holocaust be (1.) simply incinerated as medical waste as soon as they are discovered, or (2.) should they be permanently preserved as evidence and for future valuable scientific study, or (3.) should they be ceremonially buried in a cemetery with a proper funeral, as the last physical remains of these tragic victims? Why?   

SUMMARY paragraph: Final draft due by Oct 4/5.

Tuesday/Wednesday: Tentative Video if not seen already: The Fall of Berlin  (~10 min). Trigger warning: Extreme combat violence and destruction. May be upsetting to some viewers. Russian audio with English subtitles.

Tentative Audio Resource: Presentation on VE Day, by Norman Corwin.  Full presentation is ~60 min. [Trigger warning: May be upsetting to some readers. No subtitles or script available.]


Resource: Heroic Chaplains. Tentative: Respond.

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

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


Week 7:  Oct. 9-13, 2017



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: Background resource: Nazi Surrender Document, May, 1945.

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

Optional resource: The Socratic Method.

Quality Control in Writing: Resource from Pro Writing Aid: "What Editing Issues Fast Track Writing Submissions to the Reject Pile?" by Susan Maccarelli

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). Tentative analysis question: What is the easiest way to self-diagnose alcoholism?

Optional Resource: Heavy drinking during adolescence.  Tentative: Summarize

Video: The Effect of War on Children (1946. ~20 min.). Trigger warning: Seriously upsetting to viewers. No subtitles.

Tentative comparison/contrast exercise:

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

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

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

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



Wed/Thurs/Fri: Midterm Exam: On BlackBoard.


Week 8: Oct. 16-20, 2017 






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


Discuss midterm grades.

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

Exercise: argue in ISARC format whether or not  finishing this semester without quitting this class 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! 

Optional resource (2017),  Study Identifies Factors that Lead to Greater College Success. Then,

Check of class notes. Review the two kinds of comparison from Week 4, and Three Big Rules from Week 5.

Tentative resource: Nancy Wake. Video, ~2 min. 

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

Tentative 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 or ethical 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.

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

Comparison Essay cont'd.

*Resource: 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!]  Compose a brief, five-sentence ISARC argument with your opinion on the following question:  If history had gone differently, could such a world as described in this story have ever existed?  Why or why not?


Week 9:  Oct 23-27, 2017





Start reading Chapter 8 of Escholz and Rosa.


Photo: Sophie Scholl, executed at age 21 for leading student resistance to Hitler.

mother teresa quotes - Google Search







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

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

Analytical response: Argue in ISARC format: Do wars "just happen" at certain times, sort of like hurricanes or earthquakes?  Or can and should we as citizens do anything to prevent or resist them? 

Resource for comparing people: Comparison (Synkrisis).

Tentative resource: College may have become more valuable.

Optional audio resource: "Hitler Lives." (~3 min. Warning: No subtitles available.)

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


Wed/Thu/Fri: 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).

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

Tentative background resource: NY Times article.

Tentative: Keeping a positive attitude in college. Exercise: Write a five-sentence ISARC argument defending Mother Teresa's quote. Identify your sentences I, S, A, R and C.

 Week 10:  Oct. 30-Nov. 3, 2017




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."

. Class drop/withdrawal deadline

Comparison Essay continued

Tentative resource if not seen already: Video selection from movie, The Day After (1983). (Trigger warning: Extreme cinematic violence. May be seriously 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:

Instructions:  Resource: "Aftermath" (poem), by Siegfried SassoonRespond with a five-sentence ISARC argument supporting your own personal opinion on what Sassoon wrote. Label your sentences I,S,A, R and C. Important: Respond directly to Sassoon's arguments; do not simply give your own opinion on war

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.

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

 Week 11: Nov. 6-10, 2017




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."

More tentative exercises: Identifying tone and genre in reading and writing. Resources:

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

Optional background resource: National WWII Museum Fact Sheet on Iwo Jima. (pdf)
Resource: The Diary of a German, by Ilya Ehrenburg. (Trigger warning: Contains examples of extreme violence and cruelty, may be upsetting to some readers.)
Tentative Resource: (Audio/video) When the Lights Go On Again All Over the World, by Vera Lynn.  (~3 1/2 min.)  Lyrics for song. Discuss personal reaction to song.

Tentative Resource: Human/animal Chimeras.  Respond.

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


Tentative Argumentation practice: First read article and listen to song, then argue in ISARC format:

Resource: German Teens who Rebelled Against Hitler, by Jake Rossen

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

Assignment: After reading the article and hearing the song, argue in ISARC format whether a young person has a responsibility to try and rebel against fascism like these young people did, or whether a person like yourself always has an overriding duty while still young to obey adults in positions of leadership instead. Put yourself in the situation--use
I, me, we and us (first person) in your argument!


Draft of Comparison Essay

due in hardcopy (printed out)

Mon./Tues/Wednesday, Nov. 6/7/8 , at the beginning of class

Peer review.

CautionFinal Draft of Comparison Essay

dueWed/Thurs, Nov. 8/9 in


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


In-class explanation: Situation, purpose and intended vs. actual audience (Understanding author’s purpose & tone).

Real-world resource for analysis of situation, purpose and intended audience: 2017 Hawaii Emergency Management Agency instructions in case of nuclear attack.

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.)


 Week 12: Nov. 13-17, 2017 


 Start reading Chapter 12 in Escholz and Rosa.

Gold Star


Defeating Hitler

USSR Stamp: Storming of the Reichstag.


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.


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.

ISARC format argument practice. Argue: 1. Why is there such a big difference in graduation rates at UTEP? 2. How can we equalize and raise those rates at UTEP while still protecting educational excellence?

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 discussions of adult subjects.)

       Argument practice (ISARC): Choose one.


        A. In today's dog-eat-dog world America must always operate from a position of righteous strength, and cannot be held back by any sort of weakness, division, self-doubt or hesitation. Our government must offer us firm, confident leadership, led by our strongest, healthiest, most powerful and most disciplined leaders.  We need to have a muscular, brave and manly form of government, a government everyone can look up to, one that refuses on principle to accept back-talk, uncertainty and self-questioning, and that rejects crooked politics, empty debate, wimpy excuses or shameful apologies. We need a government where strong and capable hands are always confidently at the wheel. We must never let stupid internal squabbles, crooked politicians, lying news media, hostile foreign foes or our own disloyal traitors divide us. Instead, we must march forward together in an unbreakable unity of national purpose and a true faith in our flag, in the sure knowledge that whatever we must do we will do it proudly as the world's greatest nation, bold and fearless under the Stars and Stripes, unshakable in the knowledge that 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,  peaceful 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 heaven and history will surely judge us on all that we do and all that 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.

Cartoon Guide to Rhetoric

Week 13:  Nov. 20-22, 2017  

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

Wed. Nov. 22--last day to submit Extra Credit work (optional).

Tentative Resource: Battle Hymn of the Republic

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


Tentative Resource: War and Propaganda, by Ron Forthofer. Respond:  How does present day "propaganda" as described by Forthover affect you personally?  Write in the first person, using "I, me, we and us."


Argumentation Essay in-class peer review Tues/Wed, Nov. 21/22. Bring rough draft!

Video (Tentative) 2 1/2 min. Warning: Graphic war violence, no subtitles.

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

Optional resource: Academic article (2016) "Many college students take remedial courses, but only some benefit, researchers find." Respond: How have you, personally, benefitted so far from taking this developmental course? Write response in first person, using "I," "me," and "my."

 Week 14 :  Nov. 27-Dec. 1, 2017





--> Book test on Hiroshima, assigned Monday/Tuesday. Due date to be announced.


ALL READING JOURNALS FOR SEMESTER DUE online by Monday, Nov. 27, 8:00 am. Journals close after that time.



Course Evaluations reminder.

Check of class notes Wednesday/Thursday.

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/ Wednesday, Nov. 28/29 at the beginning of class.


Tentative audio presentation: Norman Corwin audio for VJ day. Warning: No subtitles. Trigger Warning:  Contains some words and phrases that may now be considered offensive and/or racist.


Tentative summary practice on your choice of one of these two articles:


A. Scientific article on the possibility of time travel.


B. Scientific article, "Diet Products Can Make You Fat."




Week 15. Dec. 4-7, 2017

(Fri., Dead Day)




World War II memorialReview/practice for final exam.


Resource: Letter of Claudius

Tentative: Sample Final Exam.

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

Resource: Nuclear War will bring nothing but doom...



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.


 Week 16

Final exam

Monday, Dec. 11, 2017, 7:00 AM Location TBA

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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