Forgot to preserve the course at start, doing it in week 6.

assets/_custom.scss

@@ -5,7 +5,7 @@
 
 
 :root {
-  --in-class: #DC6D1B;  //#36935b
+  --in-class: #36935b;  //#DC6D1B;
   --assignments: #58595B;
   --readings: #FF8200;
   --due: #c22e2e;

content/about/contact/index.md

@@ -17,8 +17,7 @@ bookToC: false
 
 ## Office hours
 
-- <i class="fas fa-clock"></i> TU 12:30--2
-- <i class="fas fa-clock"></i> TH 12:30--2
+- <i class="fas fa-clock"></i> MWF 2-3
 - Or by appointment
 
 <i class="fas fa-question-circle"></i> [What are office hours?](https://vimeo.com/270014784)

content/courses/workshops/argument-summary.md

@@ -30,20 +30,20 @@ We will practice [**summary**](/resources/open-handbook/chapter-8) by writing on
 
 *Can I use no quotations in a summary*? 
 
-- Sure, why not? You may choose to use your own words to explain the ideas of another writer. It is occasionally quite valuable to offer the exact words of another writer. But that is not necessarily the case here. The important thing is that you accurately communicate the thinking of another writer under the assigned word count. 
+- Sure, why not? You may choose to use nothing but your own words to explain the ideas you found in another piece of writing. It is occasionally quite valuable to offer the exact words of another writer. But that is not necessarily the case here. The important thing is that you accurately communicate the thinking of another writer under the assigned word count. 
 
 ---
 
-<!---
+
 ## My Summary
 
 {{< hint note >}} 
 
-<span style="color: var(--circle-dots)"><i class="far fa-dot-circle"></i></span>  My attempt to summarize [Nicholson Baker's "Changes of Mind"](/docs/baker-summary.pdf)
+<span style="color: var(--circle-dots)"><i class="far fa-dot-circle"></i></span>  My attempt to summarize [Nicholson Baker's "Changes of Mind"](/docs/baker-summary.pdf).
 
 
 {{< /hint >}}
---->
+
 
 <i class="fa fa-cloud-upload-alt"></i> [Submit this assignment to Canvas](https://canvas.dartmouth.edu)
 

content/courses/workshops/working-sources.md

@@ -48,7 +48,7 @@ Complete the following writing exercises using the passage excerpted from Percy'
 
 5. Quote from this passage using the MLA block quote format, then cite according to MLA.
 
-<!---
+
 ## Example Sentences
 
 {{< hint note >}} 
@@ -57,7 +57,6 @@ Complete the following writing exercises using the passage excerpted from Percy'
 
 
 {{< /hint >}}
---->
 
 
 ---

content/courses/writing-2/essay-1.md

@@ -40,9 +40,9 @@ What is education? What is its purpose? Write an essay exploring these questions
 
 #
 
-Formal education is one of the central features of our lives---a deep, organizing structure that has shaped and influenced us in profound and unaccountable ways. Education, like culture, is so ordinary and pervasive that it has become thoroughly naturalized and seemingly self-evident, its powerful influence rendered virtually invisible to us. Education, in short, is just something that we've always done, something that has always been with us, something that is the right and obvious thing to do---part of the everyday backdrop of life that we take for granted and rarely consider critically. 
+Formal education is one of the central features of our lives---a deep, organizing structure that has shaped and influenced us in profound and unaccountable ways. Education, like culture more broadly, is so ordinary and pervasive that it has become thoroughly naturalized, its powerful influence rendered virtually invisible to us. Education, in short, is just something that we've always done, something that has always been with us, something that is self-evidently the right and obvious thing to do---part of the everyday backdrop of life that we take for granted and rarely consider critically. 
 
-Although it is quite difficult to escape the naturalizing trance that comes from our habitual exposure to such common features of our lifeworld, it is important to develop a capacity for this form of analysis---to see more clearly the weird within the familiar. Let's attempt to do something like this now: take a step outside of your own experience of formal education and try to gain some distance on the practices and normalizing structures that have been such a large part of your life since before you can even remember. Try to set aside all you know. Defamiliarize these experiences. Hold them at a distance and try to look at them with a fresh perspective, as if for the first time. What do you see? This will require some effort: it is quite difficult to step outside of the automaticity that we fall into when we confront something that we think know well. Our knowledge and familiarity and comfort with a thing often blinds us to new insights and new knowledge about it; in an odd sense, knowledge can be a handicap. 
+Although it is quite difficult to escape the naturalizing trance that comes from our habitual exposure to such common features of our lifeworld, it is important to develop a capacity for this form of analysis---to see more clearly the weird within the familiar. Let's attempt to do something like this now: take a step outside of your own experience of formal education and try to gain some distance on the practices and normalizing structures that have been such a large part of your life since before you can even remember. Try to set aside all you know. Defamiliarize these experiences: hold them at a distance and try to look at them with a fresh perspective, as if for the first time. What do you see? This will require some effort: it is quite difficult to step outside of the automaticity that we fall into when we confront something that we think know well. Our knowledge and familiarity and comfort with a thing often blinds us to new insights about it; in an odd sense, our knowledge can be a handicap. 
 
 ---
 
@@ -52,7 +52,7 @@ Although it is quite difficult to escape the naturalizing trance that comes from
 
 It might be helpful to begin your thinking by adopting the objective, cold analysis of some alien sociologist from outer space who has traveled many light-years to study the ways of humans. 
 
-After cultivating this perspective, ask yourself: Are the purposes of education we commonly cite (perhaps even the ones you argued for in your first draft) actually reflected in how we construct systems of education? If not, what values does education truly seem to promote when we look at it in this new perspective? Does education has we have known it have some occulted or clandestine goals or purpose? Are there things that you see in this new light that seem odd or counterproductive or wrong in how we go about education? Why do we do the things we do? Why have we built the educational institutions that we have? Are these "educational" experiences and structures actually promoting what we claim they do?
+After cultivating this perspective, ask yourself: Are the purposes of education we commonly cite (perhaps even the ones you argued for in your first draft) actually reflected in how we construct systems of education? If not, what values does education truly seem to promote when we look at it in this new light? Does education as we have known it have some occulted or clandestine goals or purposes? Are there things that seem odd or counterproductive or wrong in how we go about education? Why do we do the things we do? Why have we built the educational institutions that we have? Are these "educational" experiences and structures actually promoting what we claim they do?
 
 ---
 
@@ -66,7 +66,7 @@ After cultivating this perspective, ask yourself: Are the purposes of education
 --->
 ---
 
-<!---
+
 
 {{< hint note >}} 
 <span style="color: var(--readings)"><i class="fas fa-clipboard"></i></span> First Draft Notes
@@ -229,7 +229,6 @@ If we imagine that the reader has a good grasp on what you've just argued, how s
 
 {{< /details >}}
 
---->
 <i class="fa fa-cloud-upload-alt"></i> [Submit this assignment to Canvas](https://canvas.dartmouth.edu)
 
 

content/courses/writing-2/wr2-syllabus.md

@@ -146,7 +146,7 @@ Rather than use a laptop or tablet to read our course readings, *I ask that you
 
 ### II. Critical Reading Notes
 
-Create an electronic document for composing critical notes dedicated to each reading. Take *detailed* notes on each of our course texts. Since you will write essays about these texts, these notes will be of significant help to you later. Your aims here should be to:
+Create a document for composing critical notes dedicated to each reading. You may prefer to write by hand, although most students make notes using electronic means. (I presently use something called [Obsidian](https://obsidian.md/) to create my own personal knowledge base). Either way, take *detailed* notes on each of our course texts. Since you will write essays about these texts, these notes will be of significant help to you later. Your aims here should be to:
 
 - **Reduce** the entire argument to its bare essentials using paraphrase, summary, and selective quotation---carefully documenting page numbers during this activity.
 
@@ -215,7 +215,7 @@ Students will submit three formal essays and several smaller writing assignments
   your writing or discuss your ideas.
 
 ---
-<!---    
+
 ## Grading
 
 Decades of research on grading concludes that it is counterproductive, even harmful, to the process of education. If you care to examine it for yourself, Alfie Kohn [has conveniently summarized](http://www.alfiekohn.org/article/case-grades/) the key findings of this scholarship. 
@@ -239,9 +239,7 @@ At the end of the term we will reflect together on your progress, effort, partic
 <span style="color: var(--due)"><i class="fas fa-star-of-life"></i></span> To earn this right (and pass the course), all assignments must be completed and a solid attendance record must be kept. </span>
 {{< /hint >}}
 
-
 ---
---->
 
 ## Help With Your Writing
 
@@ -295,7 +293,7 @@ Please make me aware of anything that will hinder your success in this course.
 
 ## Schedule of Readings and Assignments
 
-{{< details "Week One" open >}}
+{{< details "Week One" >}}
 
 
 {{< hint note >}} 
@@ -352,11 +350,12 @@ Please make me aware of anything that will hinder your success in this course.
 <span style="color: var(--in-class)"><i class="fas fa-circle"></i></span> `In-class work`
 - <i class="fa fa-box"></i> Friday Soapbox
 - <i class="fa fa-code-branch"></i> [Peer Review](/courses/workshops/peer-review/): During class time today you will meet with two of your colleagues to perform peer review
+- Discuss revision.
 
 
 
 <span style="color: var(--due)"><i class="fas fa-circle"></i></span> `Due`
-- <i class="fa-solid fa-file"></i> Bring copies of the syllabi for your other two classes for class today.
+- <i class="fa-solid fa-file"></i> Place a copy of the syllabi from your other two classes [in our shared folder](https://drive.google.com/drive/folders/1PLDwFI11qv7-8b0qxFd9EZ7UGfay-Me1?usp=drive_link).
 - <i class="fa fa-bullseye"></i> Essay 1 Draft
     - <i class="fas fa-print"></i> Bring a printout of your essay to class
     - <i class="fas fa-cloud-upload-alt"></i> [Submit to Canvas by 10pm](https://canvas.dartmouth.edu)
@@ -659,7 +658,7 @@ Please make me aware of anything that will hinder your success in this course.
 
 #
 
-{{< details "Week Six" >}}
+{{< details "Week Six" open >}}
 #
 
 

content/resources/open-handbook/chapter-11-mla.md

@@ -448,7 +448,7 @@ If the source is only on a single page, use `p.` rather than `pp.` to indicate t
 
 
 {{< mla-ref >}}
-Grisham, Wyatt. "A Soccer Mom's Lament." *Sports and Parenting*, 28 Oct. 2017, <span class="highlight">www.sandp.org/soccermomslament</span>.
+Grisham, Wyatt. "A Soccer Mom's Lament." *Sports and Parenting*, 28 Oct. 2017, <span class="highlight">www.sportsandparenting.org/soccermomslament</span>.
 {{< /mla-ref >}}
 
 

content/resources/open-handbook/chapter-3.md

@@ -56,7 +56,7 @@ insight into how best to present your thinking, reasoning, and evidence. You mig
 - What political views do they hold?
 - What ideas or commonalities do you share with them?
 - What does your audience already know about the topic you plan to present?
-- What form will your audience expect that your writing will take? (For example, if the writing occurs within a specific academic discipline, your writing will need to adopt to the preferred style for that discipline: [**MLA**](/resources/open-handbook/chapter-11-mla), [**Chicago**](/resources/open-handbook/chapter-11-chi), APA, etc.)
+- What form will your audience expect that your writing will take? (For example, if the writing occurs within a specific academic discipline, your writing will need to adopt to the preferred style for that discipline: [MLA](/resources/open-handbook/chapter-11-mla), [Chicago](/resources/open-handbook/chapter-11-chi), APA, etc.)
 
 
 Questions like these can help us imagine the audience we address in

content/resources/open-handbook/chapter-4.md

@@ -57,7 +57,7 @@ To retain your work and stay organized, you might use a simple paper
 system made up of manila folders or large 3-ring binders. Or you might use a hierarchical folder
 system on your computer organized by class, project, or term.
 Alternatively, you might embrace a powerful bibliographic manager like
-[Zotero](https://www.zotero.org/). Whatever you choose, create a system for
+[Zotero](https://www.zotero.org/) or make your own personal knowledge archive with something like [Obsidian](https://obsidian.md/). Whatever you choose, create a system for
 staying organized and stick with it.
 
 ## A poor file-saving strategy
@@ -155,12 +155,35 @@ open them. There is no right or wrong way to make a filing system, and
 one size will not fit all. You will have to determine for yourself what
 system makes sense.
 
-<!---
+
+## Back up all your data
+
+
+All of this hard work of organizing will be for nothing, however, if you
+don't take pains to back up your data. *Please, I beg of you, back up
+all your data regularly and keep a copy separate from your main working
+computer*. There are heartbreaking stories of people losing years of
+work in a hard drive failure, theft, or house fire/flood. Very few
+people are disciplined enough to back up their work regularly on their
+own initiative; instead, you should embrace some kind of [regular,
+automated system](https://www.jwz.org/blog/2007/09/psa-backups/) to
+ensure your work will survive any tragedy.
+
+> <i class="fas fa-bomb"></i> At some point in the future you will boot up your laptop and it will
+    begin smoking, or be infected by ransomware, or display the
+    [BSoD](https://en.wikipedia.org/wiki/Blue_Screen_of_Death). You will
+    have no backups. As you cry salty tears you will remember reading
+    these words and not doing anything about it. **I told you so.**
+
+---
+---
+
+
 {{< hint note >}}
-<span style="color: var(--due)"><i class="fas fa-hand-paper"></i></i></span> If you don't plan to work with huge file systems or lots of data, you may stop reading now. <span style="color: var(--due)"><i class="fas fa-hand-paper"></i></i></span>
+<span style="color: var(--due)"><i class="fas fa-hand-paper"></i></i></span> *If you don't plan to work with huge file systems or lots of data, you may stop reading now*. <span style="color: var(--due)"><i class="fas fa-hand-paper"></i></i></span>
 
 {{< /hint >}}
---->
+
 
 ## Very large filing systems
 
@@ -350,23 +373,3 @@ human-readable.
 
 #
 
-## Back up all your data
-
-
-All of this hard work of organizing will be for nothing, however, if you
-don't take pains to back up your data. *Please, I beg of you, back up
-all your data regularly and keep a copy separate from your main working
-computer*. There are heartbreaking stories of people losing years of
-work in a hard drive failure, theft, or house fire/flood. Very few
-people are disciplined enough to back up their work regularly on their
-own initiative; instead, you should embrace some kind of [regular,
-automated system](https://www.jwz.org/blog/2007/09/psa-backups/) to
-ensure your work will survive any tragedy.
-
-> <i class="fas fa-bomb"></i> At some point in the future you will boot up your laptop and it will
-    begin smoking, or be infected by ransomware, or display the
-    [BSoD](https://en.wikipedia.org/wiki/Blue_Screen_of_Death). You will
-    have no backups. As you cry salty tears you will remember reading
-    these words and not doing anything about it.
-
-**I told you so.**