SYLLABUS
WRT 120-40—EFFECTIVE WRITING I
Fall 2013: MWF 9:00-9:50am, Recitation 101
Prof.
Spring Ulmer
SULMER@wcupa.edu
Office:
Main Hall 524
Office
phone: (610) 436-2626
Office
Hours: M-F 7:00a.m.-8:00a.m., and by appt.
COURSE
DESCRIPTION
This
course meets the Academic Foundations in English Composition component of the
WCU General Education curriculum. This writing course is designed to encourage
your growth as a writer. You will focus on honing your organizational skills
and awareness of styles of writing, and you will become a critical reader of
texts, audiences, and situations. Finally, you will emerge from this course a
critically thinking, rhetorically-savvy writer. In other words, the course will
enable you to recognize the nuances that make written communication most
effective. This includes understanding the relationship of language and writing
to a wide variety of contexts, including the university environment and the
larger public sphere beyond campus. To become a successful writer, you need to
read. In this course you will summarize readings and synthesize (and/or
contrast) readings. You will also focus on the process of writing, rather than
only on the final product. You will learn to draft, analyze peer writing,
revise, and revise again. By doing this, you will engage in a deliberate
composing process that includes considering rhetorical options and cultural
influences. This course should enable you to be a successful writer in your
university courses, as well as in your life.
This
course meets three General Education goals that will help you learn to:
communicate effectively (examine the uses and effects of various types of writing,
noticing how different contexts for writing call for changes in tone, syntax
and genre); respond thoughtfully to diversity (by paying careful attention to
the language in which categories like race, social class, gender, sexual
orientation, age, etc., are represented), and to think critically and
analytically (to recognize and analyze patterns of argument).
COURSE
OBJECTIVES AND OUTCOMES
In
WRT 120, you will learn to:
•
find your authentic authorial voice, and trust your ability to express
significant ideas in your writing
•
develop and support a meaningful and interesting thesis
•
become a conscious user of writing technologies
•
learn what plagiarism is and how to avoid it
•
compose both informal and formal writings
•
create texts in multiple genres and recognize and analyze the differences among
these genres
•
engage in all of the recursive stages of the writing process: brainstorming,
drafting, revising, editing, and proofreading
•
engage in peer-response sessions
•
review grammar, punctuation, and spelling guidelines
•
learn how to be critical thinkers, readers, speakers, and writers who can
analyze a variety of cultural
“texts”
•
learn how to analyze a rhetorical situation: audience, purpose, context, and
tone
•
learn how to function effectively in different discourse communities; use
appropriate language
and
vocabulary according to the different groups of people and situations
•
learn to respond thoughtfully to diversity by paying careful attention and by
becoming aware
that language
decisions are not simple surface choices; learn to recognize that language may
reflect personal and/or cultural beliefs
•
learn how to locate, evaluate, use, and cite sources
•
write 20+ pages of finished writing
•
compile a portfolio; compose a final Self-Assessment Questionnaire
•
recognize your own strengths and weaknesses as a writer, and use support
available to you to
improve
your writing
[The
following original plan was revised with student input on 9/16]
OVERVIEW
What
does it mean to really think about what is happening now? What most catches our
collective interest and what is our response to current events? What do we do with
news? Throughout this writing course you will track various current events of
your choosing, as well as comment on your peers’ event selections, on a group
blog. Beyond questions like, what is news and how do we read and write about
it, and who owns the news and how does this affect what is reported, as well as
how do issues of diversity affect our reading and reactions, we will also investigate
how we consume media, and ask how best we might represent, comment upon, and
produce news. Ultimately, you’ll come away from the course having learned
something about what responsibilities and quandaries your generation now faces.
You’ll also come away having learned something about writing and what writing
can do. As a group, we will decide
upon the class’ trajectory. Perhaps we will create our own independent news
organization and broadcast and upload our own news on YouTube weekly; or maybe
we will work independently, writing in depth on the event that most consumes
our individual interests. Whatever we end up doing, we will write about the
process of what it means to immerse ourselves in the contemporary landscape
made available to us via various media sources. At the end of the semester, you
will each compile your work into a 20-page portfolio and be asked to
contemplate both your own and its existence.
REQUIRED
WORK
Additional
details and expectations for each project will be provided before they are due.
•
Rhetorical, creative, and annotated reading responses (5 pages of blog journal
writing): 20%
• Cultural
Analysis paper (5 pages): 25%
• Researched
News Article (3 pages): 15%
•
Fictionalizing the opposite viewpoint (3 pages): 10%
•
Attendance and participation: 10%
•
Final portfolio + SAQ: 15%
•
Final exam (4 pages): 5%
CLASS POLICIES
Attendance
and Participation
Absences
in this class not only mean you miss crucial discussions, lectures on writing
style and techniques you need to succeed in college, they are an insult to
class community. We rely on one another for more than half of our grade, and
for this reason it is imperative that you attend class, and that you arrive
with work prepared and in hand. That said, only three absences of any kind are
permitted. Serious medical situations or emergencies are considered exceptions
to this rule, and if you find yourself in such a situation, it is your
responsibility to contact the Office of Judicial Affairs and Student Assistance
at 610-436-3511. Too many missed classes can seriously affect your final grade.
The Office of Judicial Affairs and Student Assistance provides a notification
service on behalf of students who missed classes for an extended period of time
(three days or more) due to a medical situation or a significant family
emergency. This notification does not serve as an “excused absence,” it simply
alerts me as to why you have been absent. If you are absent for a period longer
than a week, please know that passing this course will be extremely challenging
for you, and that you must call (610) 436-3511 to request assistance from the
Office of Judicial Affairs and Student Assistance.
Absences
Policy for University-Sanctioned Events
You
are advised to carefully read and comply with the excused absences policy for
university-sanctioned events contained in the WCU Undergraduate Catalog. I will
require a “fair alternative” to attendance on those days that you must be
absent from class. I will designate such alternatives and their due dates prior
to the event. This means that you must submit original documentation on
university letterhead signed by the activity director, coach, or adviser
detailing the specifics of the event in advance. You are also expected to turn
in assignments due on days of the event prior to their due dates.
Diversity
Fair Language
The
writing for this course should not assume the gender, race, ethnicity,
nationality, disability status, or sexual orientation of a person is a known.
Final
Exam
There
will be a final exam. This exam is worth 5% of your final grade.
Grades
The
goal here is to fall in love with writing and to write as if your life and the
lives of others depended on it (and you and they do!). To achieve this aim, I
will give you as much feedback and attention as I can. I will conference with
you throughout the semester to discuss your writing and class progress.
Half
of your grade in this course is dependent upon communal work. Communal work
will be graded P/F. Pass means that everyone worked together and succeeded in
examining, writing, and producing a meaningful project. Fail means that one
person shouldered other persons’ work, and that relatively little or nothing
meaningful was experienced or produced. Should a class fail, your final
individual grade (based on the 50% of your individual work) will be dropped one
letter grade. I expect no class to fail.
Final
and individual grades will be based on traditional standards:
•
A (93-100), A- (90-92)—Excellent: Work that presents original thinking or
insight that is clearly, correctly, and gracefully written. The piece reflects
a sophisticated voice, rhetoric, analysis, and language.
•
B+ (87-89), B (83-86), B- (80-82)—Good: Work that fully satisfies an
assignment’s expectations with clear competence. The level of sophistication of
thought and writing that represents an A is absent, but the piece is well
written in terms of argument, mechanics, support and structure, and choice of
details.
•
C+ (77-79), C (73-76), C- (70-72)—Fair: An adequate piece of work that
minimally meets an assignment’s specifications and is generally correct in
terms of mechanics and structure, but one that lacks thorough analysis or
elaboration and sharp focus.
•
D+ (67-69), D (63-66), D- (60-62)—Poor: Work that is inadequate in at least one
way, including failure to maintain focus, skimpy or illogical development, and
significant errors in writing mechanics.
•
F range (0-59)—Failure: Work that fails to respond acceptably to an assignment
or that fails to be submitted on time.
Plagiarism
and Academic Integrity
Plagiarism—passing
off the work of another person’s as your own—is a serious offense. In the
academic world, plagiarism is theft (and punishable). Information from sources,
whether quoted, paraphrased, or summarized, must be given credit through
citations. It is especially important that paraphrase be both cited and put
into your own words. Merely rearranging a sentence or changing a few words is
not sufficient. It is your responsibility to adhere to the university’s
standards for academic integrity. Violations of academic integrity include any
act that violates the rights of another student in academic work, that involves
misrepresentation of your own work, or that disrupts the instruction of the
course. In addition to plagiarizing, other violations include (but are not
limited to): cheating on assignments or examinations; selling, purchasing, or
exchanging of term papers; falsifying of information; and using your own work
from one class to fulfill the assignment for another class without significant
modification. Proof of academic misconduct can result in the automatic failure
and removal from this course. For questions, refer to the English Department’s
Undergraduate Handbook, the Undergraduate Catalogue, the Ram’s Eye View, and
the University website.
No
Grade, Violation of Academic Integrity, and Violation of Student Code of
Conduct
For
questions regarding Academic Dishonesty, the No-Grade Policy, Sexual
Harassment, or the Student Code of Conduct, refer to the English Department’s
Undergraduate Handbook, the Undergraduate Catalogue, the Ram’s Eye View, and
the University website. Please understand that improper conduct in any of these
areas will not be tolerated and may result in immediate ejection from the
class.
Z
Grade Policy
The
‘Z’ Grade designation will be given to a student who stops attending class,
does not complete assignments, and fails to officially withdraw from a course
by the 9th week of the semester. This grade has the same value as an F for all
academic purposes, including computation of the cumulative average.
Informal
Assignments
These
will include keeping field notes, annotated bibliographies, and writing the
Reflective Letter. Note that these minor assignments collectively will be worth
more than 25% of your final grade.
Papers
You
will draft and complete a number of formal writing assignments, totaling 20
pages of finished writing. These assignments will give you the opportunity to
write in several different genres. You will be given opportunities to revise
your writing with the benefit of feedback from the instructor and peers.
Paper
Format
Always
include your name, the date, and course number and section on the top right
corner of the page. Number your pages. Double space the lines. Staple multiple
pages. Use 12-pt Times New Roman font.
Assignment
Policy
I
will accept NO late papers. (The only papers that are handed in post-deadline
that I may award passing grades to will be written by students with documented,
excused absences.) Papers must arrive in class on the day they are due, typed,
and in paper form.
Portfolio
All
students taking any level WRT course will complete a Self-Assessment
Questionnaire (SAQ), which asks questions about what you learned in the WRT writing
class. All students taking any level WRT course will also compile a portfolio
of formal writing completed in the course this semester. The portfolio will
contain a portfolio checklist. The SAQ and portfolio help the Composition
Program assess the effectiveness of our courses at meeting specific general
education goals. In order to pass the course, this portfolio must be correctly
assembled and submitted on time.
Writing
Center
Visit
the University Writing Center! Lawrence 214: 610-436-2121.
Library
Support
FHG
Library offers services to help students, including advice on locating
traditional and electronic sources, and interlibrary loan (free of charge).
Approach a reference librarian for assistance or visit the library web site for
additional information.
Students
with Disabilities
If
you have a disability that requires accommodations under the Americans with
Disabilities Act (ADA), please present your letter of accommodations and meet
with me as soon as possible so that I can support your success. If you would
like to know more about West Chester University’s Services for Students with
Disabilities (OSSD), please contact the OSSD which is located at 223 Lawrence
Center. OSSD hours of Operation are Monday – Friday 8:30am - 4:30pm. Phone
number: 610-436-2564. Fax number: 610-430-5860. Email address: ossd@wcupa.edu Web address: http://www.wcupa.edu/ussss/ossd/
APSCUF
I
am a member of APSCUF, the Association of Pennsylvania State College and
University Faculties. We uphold the highest standards of teaching, scholarly
inquiry, and service. We are an organization that is committed to promoting
excellence in all that we do to ensure that our students receive the highest
quality education. For more on our organization, see www.apscuf.org.
EMERGENCY PREPAREDNESS
You
are encouraged to sign up for the University’s free WCU ALERT service, which
delivers official WCU emergency text messages directly to your cell phone. For
more information and to sign up, visit www.wcupa.edu/wcualert. To report an
emergency, call the Department of Public Safety at 610-436-3311.
SCHEDULE
Week
One: WARMING UP & CHASING ICE
Aug
26 Introduction to course and each other. Chasing
Ice showing.
Aug
28 Chasing Ice showing cont.
Discussion. Introduction to rhetorical analysis.
Homework
for Aug 30: Rhetorically analyze the film Chasing
Ice. Follow “Paper Format” directions in syllabus.
Aug
30 Weathering Ice. Homework for Sept
4: continue to work on your weathering a photograph and upload your best work
(take picture/scan/etc…) to the class blog. (VERY IMPORTANT: When blogging now
and in the future, always print out copy for your portfolio. Keep the copy in
your folder—proof of your work, especially if the class decides to edit the
blog).
Last
Day to Drop: Saturday August 31
Last
Day to Add/Course Withdraw: Begins Sunday September 1
Week
Two: BLOGGING DISASTER
Labor
Day - No Classes: Monday September 2
Sept
4 Analyzing visual work. Discussion concerning differences in filmic and
photographic genres. Homework for Sept 6: Read “Climate Wars and Climate Peace”
(pages 98-110) in Making Peace with the
Earth. Rhetorically analyze. Include bibliographic citation.
Sept
6 Genres: blogging, nonfiction, film, photography. What is nature and how do we
best
read
and write about/document it? Homework for Sept 9: Environmental journal entry
(any genre): blog it. Read first chapter of My
Abandonment, pages 3-48. Come prepared to discuss text in class.
Week
Three: HOW BEST TO REPRESENT THE ENVIRONMENT?
Sept
9 Rhetorically analyzing the first chapter of My Abandonment. Discussing fictional responses to the environment.
Homework for Sept 11: Read “Icebreaker” (page 113) and “A Meditation on
Magnetic Fields” (p. 114-115) in Toxic
Flora.
Sept
11 Rhetorically analyzing last two poems from Toxic Flora. Comparing to Terry
Tempest
Williams’ “prose poem” epilogue to Ice.
Poetic responses to the
environment.
Homework for Sept 13: Read an environmental article and write a poem inspired
by the reading: blog it.
Sept
13 Class discussion. We decide on this day to change the syllabus; students
aren’t invested in the texts I’ve selected or the course theme.
Week
Four: CURRENT EVENTS (WHO OWNS THE NEWS?)
Sept
16 Rhetorically and culturally analyze your found articles. Homework for Sept
18: annotated current event blog entry; must analyze or critique news producer
and/or author, as well as comment upon cultural information found within the text.
Also: respond to another student’s blog entry.
Sept
18 Discussion. Homework for Sept 20: annotated current event blog entry; must
analyze or critique news producer and/or author, as well as comment upon
cultural information found within the text. Also: respond to another student’s
blog entry.
Sept
20 Producing the news. Real analysis (knowing the difference between observation
and inference) versus clichéd conclusion. Homework for Sept 23: annotated
current event blog entry; must analyze or critique news producer and/or author,
as well as comment upon cultural information found within the text. Also:
respond to another student’s blog entry.
Week
Five: DIVERSITY IN THE MEDIA
Sept
23 Showing of Control Room. http://www.youtube.com/watch?v=RmPUx7OH1T8
Homework
for Sept 25: Research one of your topics from last week in greater depth;
search in particular for another news article on the same topic but
written/produced from a differing cultural standpoint. What do you discover? 1
page freewrite (post on blog). Also: respond to another student’s blog entry.
Continue to post whenever you come across an intriguing news story.
Sept
25 Annotated Bibliography (Assignment
#1) due. Ascertaining how our identity affects how we read. Homework for
Sept 27: Reflect on how your own subject position affects how you read media
sources. 1 page freewrite (post on blog). Also: respond to another student’s
blog entry. Continue to post whenever you come across an intriguing news story.
Sept
27 Listen to a journalist who follows stories via Twitter: http://www.npr.org/2013/01/31/170765393/distant-witness-social-medias-journalism-revolution
Consider
composing your own news story using Twitter, blogs, Instagram, and/or other
social media. Filming our ten-minute weekly news show. Homework for Sept 30: Brainstorm
ideas for your own news story. 1 page (post on blog). Also: respond to another
student’s blog entry. Continue to post whenever you come across an intriguing
news story.
Week
Six: CULTURAL ANALYSIS
Sept
30 Writing the Cultural Analysis Essay, Assignment #2 overview. Coming up with
a thesis. Homework: work on draft. Complete at least two pages and bring them
to conference. Continue to post whenever you come across an intriguing news story.
Oct
2 Conference. Continue to post whenever you come across an intriguing news story.
Oct
4 Conference. Filming our ten-minute weekly news show. Continue to post
whenever you come across an intriguing news story.
Week
Seven: PEER REVIEW
Fall
Break - No Classes: Monday - Tuesday October 7-8
Oct
9 Peer Review.
Oct
11 Peer Review. Filming our ten-minute weekly news show. Homework for Oct 14: Complete
Assignment #2. Work Cited page mandatory.
Week
Eight: GENRE
Oct
14 Assignment #2 due. Writing the
news; brainstorming what makes a good news story. Homework for Oct 16: Begin
researching and interviewing for your news story. Continue to post whenever you
come across an intriguing news story.
Oct
16: For class on Oct 16, bring in copies of first drafts of your news stories. Continue
to post whenever you come across an intriguing news story.
Oct
18: Peer Review. Filming our ten-minute weekly news show. Homework for Oct 21:
Revise your story. Continue to post whenever you come across an intriguing news
story.
Week
Nine: AUTHORING THE NEWS
Oct
21 Conferences. Bring your folder with all your writings thus far. Continue to post
whenever you come across an intriguing news story.
Oct
23 Conferences. Bring your folder with all your writings thus far. Continue to post
whenever you come across an intriguing news story.
Oct
25 Questions? Use of images, and/or social media, video, etc… Filming our ten-minute
weekly news show. Homework for Oct 21: Complete your news story. What have you noticed
about how news gets created and the decisions made as you’ve become involved in
the process of its composition? 1 page freewrite (blog). Continue to post
whenever you come across an intriguing news story.
End
of course withdrawal period: Friday October 25
Last
day to submit work for NG grades and arrange for P/F or Audit: Friday October
25
Week
Ten: ASSUMING OPPOSING VIEWPOINTS
Oct
28 Assignment #3 due. Taking on the
opposing viewpoint as your own. What is objectivity? Homework for Oct 30: Begin
rewriting a news story from a perspective opposite your own. Continue to post
whenever you come across an intriguing news story.
Oct
30 Fieldtrip to a newsroom. Homework for Nov 1: Continue to write your “fictional”
news story. Continue to post whenever you come across an intriguing news story.
Nov
1 Discussing the difference between academic, journalistic, videographic, and
creative approaches. Filming our ten-minute weekly news show. Homework for Nov.
4: Continue drafting your fictional news story. Continue to post whenever you
come across an intriguing news story.
Week
Eleven
Nov
4 Peer Review. Homework for Nov 6: Complete your “fictional” news story. Continue
to post whenever you come across an intriguing news story.
Nov
6 Assignment #4 due. Continue to post
whenever you come across an intriguing news story.
Nov
8 Portfolio composition. Writing the SAQ as the introduction to your portfolio.
News show.
Week
Twelve
Nov
11 Choosing selections from the “best of” our news show. Homework for Nov 13:
Begin to revise your writing for your portfolio.
Nov
13 Choosing selections from the “best of” our news show. Homework for Nov 15:
Continue to revise your writing for your portfolio.
Nov
15 Filming, and dividing up editorial tasks for editing, producing, and distribution
for the “best of.”
Week
Thirteen
Nov
18 Presentations.
Nov
20 Presentations.
Nov
22 Presentations.
Week Fourteen
Nov
25 Last questions about portfolios, checklist, and SAQ, and prep for final
exam.
Homework
for Dec 2: Portfolio construction, SAQ drafting.
Thanksgiving
Break - No Classes: Wed. - Friday November 27-29
Week
Fifteen
End
of term withdrawal period: Monday December 2
Dec
2 Questions, celebration. Homework for Dec 4: Finish readying portfolio.
Dec
4 Portfolio Due. Drawing names for goodbye gifts. Homework: Make gift.
Dec
6 Gift exchange. Last questions, remarks.
Reading
Days: Saturday - Sunday December 7-8
Final
Examinations: Tuesday - Saturday December 10-14
FINAL
for this class: TBA (Letter to me about what you’ve taken away from this course
about the process of analyzing, writing, and producing news, not to mention how
cultural and structural discrepancies and inequalities, not to mention understandings
of genre impacts the “truth” as reported to and by us.)
WRITING ASSIGNMENTS
Assignment
#1: Annotated Bibliography
Blog
is rough draft. Final draft will include suggested grammar revisions from your
peers.
5
pages (double-spaced)
You
are currently blogging about current events. Step 1. Copy your blogs—you must
include at least 5—(including, if you’d like, your analyses on Balog and Shiva
simply transformed into an annotated entry: see the steps of this assignment
for information as to how to do this) into a word document and format it
correctly (according to the paper format subheading in the syllabus). Step 2.
Write a MLA-style citation for each website address you’ve visited while
writing these blog entries, citing the authors, title of the articles, etc…
(Sample: Harris, Robert. “Evaluating Internet Research Sources.” VirtualSalt.
15 June 2008. Web. 20 Apr. 2009. <http://www.virtualsalt.com/evalu8it.htm>.)
Step 3. Alphabetically order each of your entries. (Author’s last name
beginning with ‘A’ would be placed first, for example; if no author exists,
than the first letter of the title is the letter to use). Step 4. Add summaries
and opinions that you’ve published on the class blog for each story beneath the
corresponding alphabetical citation information; include at least one paragraph
of summary and one paragraph of opinion (which MUST demonstrate your
understanding and use of rhetorical
analysis; in other words, your opinion should comment upon the author’s background,
and/or the intended audience, and/or the publisher and why this particular
story has been published, etc…)
Assignment
#2: Cultural Analysis
Rough
Draft, Peer Review, Final Draft Required
5
pages (double-spaced)
Step
1. Using your annotated bibliography and the articles you’ve begun to analyze,
study the articles and your responses to them for cultural information. Come up
with a list of observations and another list of the inferences you draw from
these observations. Step 2. Choose one particular article and look for the same
news, but reported upon from a different cultural perspective; for instance,
you might have initially found an article on Syria in The New York Times, but
then you look for a very similar article reported from a very different
cultural context published on the same day or during the same week in Al
Jazeera. Or, to give another example, you might find mainstream news about the
new Miss America of Indian origin, and then find a paper that is published in
India that is also reporting about this event. Or, perhaps you might compare
something you read in a predominantly black publication and compare it to a more
white publication reporting on the same issue. Or perhaps one article is
written by a man, and you find another about the same topic written by a woman
that’s noticeably different… Etc… Step 3. Ask yourself in both cases rhetorical
questions: what contexts made the various interpretations of this news item
possible? Who are the publishers of this news and who are their audiences? What
values, beliefs, or ideologies are reinforced or reflected or hidden within the
articles? What values, beliefs, or ideologies are disrupted or resisted by
them? What values, beliefs, or ideologies are produced as a result of the
publication of this news? Really, what you are trying to pinpoint is how each
article interprets the same news differently and how and why. Freewrite your
responses to these questions. Step 4. How does your culture effect how you read
these texts? Interrogate your own cultural blind spots, privileges, etc... Step
5. Come up with a strong thesis, such as “Although the context surrounding the
murder of [name of victim in article] in [title of article #1] is undeniably
outrageous, [name of author] chooses to veil questions of racial and sexual
identity, yet hints at these things through the quoted dialect and by
describing the victim in a sexually explicit way. Whereas in [title of article
#2] the author plainly reveals the [name of victim]’s race and gender and then
offers an in-depth analysis of the relevance of victim’s culture to the crime
committed. [Title of article #2] holds my attention, because I am a white woman
who has survived such a crime. I believe that [author #1] is purposely
withholding information because [whatever reason].” Remember: your analysis
(close reading of the article in question) will be focused and incisive, thus
also opening up space for your larger philosophical/cultural/ideological
reflections. Please include your cultural background, but don’t make the essay
about you. It is an essay about how you’ve analyzed and interpreted two news
articles with differing takes on the same item of concern. Step 6. Back up your
claim with supporting information and analysis. Synthesize multiple critical
viewpoints into a new interpretation of the issue at hand. Step 7. Restate your
thesis and make sure it is complicated by a summary of all the supporting
evidence you’ve gathered and included, and then offer your new look at the news
item to conclude. You are welcome to conclude with a question, as not all
theses are 100% defendable.
Assignment
#3: Write Your Own News Story
Rough
Draft, Final Draft Required.
4
pages (double-spaced), option to include your own photographs (two at most).
Assignment
#4: Fictionalize Your News Story by Writing from an “Opposing” or Radically
Different Viewpoint
Rough
Draft, Peer Review, Final Draft Required
3
pages (double-spaced)
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