First draft of Fall 21 Complete--Assuming in-person teaching.

assets/_defaults.scss

@@ -27,6 +27,9 @@ $black: #000 !default;
 $color-link: #36935b !default;
 $color-visited-link: #36935b !default;
 
+// #36935b prior green link color
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 $body-font-color: $black !default;
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content/about/bio/index.md

@@ -16,7 +16,7 @@ I wrote [*The Open Handbook*](/resources/open-handbook)---a free, open-source re
 
 I'm a mildly accomplished computer nerd. I like open-source software and culture. I'm a fan of Canonical's [Ubuntu](https://ubuntu.com) and System 76's [Pop!_OS](https://pop.system76.com/). I'm particularly enthused by the [Pandoc](https://pandoc.org/), [Markdown](https://daringfireball.net/projects/markdown/syntax), and [Hugo](https://gohugo.io/) projects.
 
-I'm married with two small children and a cat. The cat and I are both from Tennessee. That is the only good thing about the cat. 
+I'm married with two small children and a cat. The cat is also from Tennessee. That is the only good thing about the cat. 
 
 Lately I've been listening to [The National](https://americanmary.com/), [Future Islands](https://future-islands.com/), and [Aidan Knight](https://www.aidanknight.com/) a lot. 
 

content/courses/workshops/_index.md

@@ -31,6 +31,10 @@ This term we will do a series of workshops designed to learn and practice variou
 <span style="color: var(--circle-dots)"><i class="far fa-dot-circle"></i></span>  [Argument summary](/courses/workshops/argument-summary) 
 {{< /hint >}} 
 
+{{< hint note >}} 
+<span style="color: var(--circle-dots)"><i class="far fa-dot-circle"></i></span>  [Argument synthesis](/courses/workshops/argument-synthesis) 
+{{< /hint >}} 
+
 {{< hint note >}} 
 <span style="color: var(--circle-dots)"><i class="far fa-dot-circle"></i></span>  [Bibliography | Works Cited](/courses/workshops/mla-bibliography)
 {{< /hint >}} 
@@ -51,11 +55,7 @@ This term we will do a series of workshops designed to learn and practice variou
 ---
 
 {{< hint note >}} 
-<span style="color: var(--circle-dots)"><i class="far fa-dot-circle"></i></span> Synthesis workshop
-{{< /hint >}} 
-
-{{< hint note >}} 
-<span style="color: var(--circle-dots)"><i class="far fa-dot-circle"></i></span> Theoretical analysis workshop
+<span style="color: var(--circle-dots)"><i class="far fa-dot-circle"></i></span> Theoretical argument
 {{< /hint >}} 
 
 {{< hint note >}} 

content/courses/workshops/annotation.md

@@ -18,7 +18,7 @@ In college you will encounter demanding texts of great complexity. You will be a
 
 ## What is annotation?
 
-Annotation refers to the process of making meaningful marks on a text as you read it. These marks are helpful for a number of reasons that I describe in the [first chapter](http://localhost:1313/resources/open-handbook/chapter-1/) of the *Open Handbook*. This chapter comes first because it is perhaps the most important new skill and habit that you can develop as a first-year student. 
+Annotation refers to the process of making meaningful marks on a text as you read it. These marks are helpful for a number of reasons that I describe in the [first chapter](/resources/open-handbook/chapter-1) of the *Open Handbook*. This chapter comes first because it is perhaps the most important new skill and habit that you can develop as a first-year student. 
 
 ## Annotation strategies
 

content/courses/workshops/mla-bibliography.md

@@ -31,7 +31,7 @@ In the MLA style the final bibliography is known as the "Works Cited" page. The
 ---
 
 ## Directions
-Your assignment is to create a Works Cited page using several provided sources as if you were using them for a paper. What is the proper way to represent them? You may use the [MLA bibliography](https://no-silo.com/resources/open-handbook/chapter-11-mla/) section to figure out how to cite these sources on the Works Cited page. 
+Your assignment is to create a Works Cited page using several provided sources as if you were using them for a paper. What is the proper way to represent them? You may use the [MLA bibliography](https://no-silo.com/resources/open-handbook/chapter-11-mla/) section of the *Open Handbook* to figure out how to cite these sources on the Works Cited page. 
 
 ---
 

content/courses/workshops/sentence-variety.md

@@ -68,7 +68,7 @@ man” (47).
 a healthy, conscious man” until he watched a condemned prisoner “[step] slightly aside to
 avoid a puddle” on the way to the gallows (47).
 
-4. By moving “slightly aside to avoid a puddle,” a condemned man makes George Orwell suddenly realize a “curious” truth---“what it means to destroy a healthy, conscious man” (47).
+4. By moving “slightly aside to avoid a puddle,” a condemned man makes George Orwell suddenly realize a most “curious” truth: “what it means to destroy a healthy, conscious man” (47).
 
 5. As the condemned man approaches the gallows and steps slightly aside to avoid a puddle,
 Orwell observes: “It is curious, but till that moment I had never realized what it means to

content/courses/writing-2/course-description.md

@@ -71,6 +71,10 @@ type: docs
 <span style="color: var(--circle-dots)"><i class="far fa-dot-circle"></i></span>  [Argument summary](/courses/workshops/argument-summary) 
 {{< /hint >}} 
 
+{{< hint note >}} 
+<span style="color: var(--circle-dots)"><i class="far fa-dot-circle"></i></span>  [Argument synthesis](/courses/workshops/argument-synthesis) 
+{{< /hint >}} 
+
 {{< hint note >}} 
 <span style="color: var(--circle-dots)"><i class="far fa-dot-circle"></i></span>  [Bibliography | Works Cited](/courses/workshops/mla-bibliography)
 {{< /hint >}} 
@@ -90,11 +94,7 @@ type: docs
 ---
 
 {{< hint note >}} 
-<span style="color: var(--circle-dots)"><i class="far fa-dot-circle"></i></span> Synthesis workshop
-{{< /hint >}} 
-
-{{< hint note >}} 
-<span style="color: var(--circle-dots)"><i class="far fa-dot-circle"></i></span> Theoretical analysis workshop
+<span style="color: var(--circle-dots)"><i class="far fa-dot-circle"></i></span> Theoretical argument
 {{< /hint >}} 
 
 {{< hint note >}} 

content/courses/writing-2/essay-3.md

@@ -28,7 +28,7 @@ Use Freire's essay as as theoretical lens. You will have to work hard to provide
 Here is a slice of a theoretical analysis that might give you a sense of how to use the theory and provide proper context for your analysis:
 
 
->Although Freire argues that liberation education culminates in a a collective effort to change the world, Max's efforts in this regard fail to embrace the communitarian philosophy that Freire espouses. Freire insists that education and knowledge may only exist in dialogue---in the open exchange of ideas between equal partners engaged in a process of mutual inquiry (88). For Freire, these moments of co-inquiry inevitably lead to praxis---where the views, ideas, and values held by a community are used to transform the world into a more democratic and free society (75). While Max is keen to change the world, shaping it to his needs and wants, his praxis is always self-interested; he fails to understand Freire's imperatives of community, dialogue, and consensus. In essence, rather than shape the world *with* others, as Freire implores, Max insists on altering the world for himself alone.
+>Although Freire argues that liberation education culminates in a collective effort to change the world, Max's efforts in this regard fail to embrace the communitarian philosophy that Freire espouses. Freire insists that education and knowledge may only exist in dialogue---in the open exchange of ideas between equal partners engaged in a process of mutual inquiry (88). For Freire, these moments of co-inquiry inevitably lead to praxis---where the views, ideas, and values held by a community are used to transform the world into a more democratic and free society (75). While Max is keen to change the world, shaping it to his needs and wants, his praxis is always self-interested; he fails to understand Freire's imperatives of community, dialogue, and consensus. In essence, rather than shape the world *with* others, as Freire implores, Max insists on altering the world for himself alone.
 >
 >There are numerous examples of Max's selfish failure to engage in the types of communication that Freire recommends. For example, [blah, blah, blah].
 

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

@@ -5,7 +5,7 @@ bookToc: true
 bookHidden: true
 title: "Writing 2: Syllabus"
 ---
-
+[<div style="text-align:center">{{< figure src="/img/prof.jpg" title="Meet Your Professor" width=400 >}}</div>](/about/bio)
 
 # Writing 2: Education and Authority
 
@@ -67,7 +67,7 @@ Here is a list of the typical assignments and activities that we will do each we
 
 - After annotating and taking notes, contribute to [Hive](/resources/hive)---our open-source repository of notes, ideas, and questions about our course readings.
 
-The following three numbered sections explain each of these practices in more detail:
+The following three numbered sections explain these practices in more detail:
 
 ### I. Annotating Texts
 
@@ -381,6 +381,13 @@ All students are entitled to full access to this course, regardless of disabilit
 <span style="color: var(--readings)"><i class="fas fa-circle"></i></span> **Readings**
 
 - <i class="fa fa-book-open"></i> *Open Handbook*, ["Plagiarism"](/resources/open-handbook/chapter-10/)
+{{< /hint >}}
+
+{{< hint note >}}
+<span style="color: var(--in-class)"><i class="fas fa-circle"></i></span> **In-class work**
+
+- <i class="fa fa-bullhorn"></i> Discuss reading 
+- <i class="fas fa-code-branch"></i> In-class work on the [Working with Sources Workshop](/courses/workshops/working-sources/) and [Argument Summary Workshop](/courses/workshops/argument-summary)
 
 {{< /hint >}}
 
@@ -391,7 +398,7 @@ All students are entitled to full access to this course, regardless of disabilit
 
 {{< hint note >}}
 <span style="color: var(--in-class)"><i class="fas fa-circle"></i></span> **In-class work**
-- <i class="fa fa-question-circle"></i> Question of the Day™
+- <i class="fa fa-box"></i> Friday Soapbox
 - <i class="fas fa-search"></i> Review answers to [Working with Sources Workshop](/courses/workshops/working-sources/)
 - <i class="fa fa-code-branch"></i> Peer review of [Argument Summary Workshop](/courses/workshops/argument-summary)
 
@@ -647,7 +654,7 @@ All students are entitled to full access to this course, regardless of disabilit
 
 {{< /details >}}
 
-{{< details "Week Seven" open >}}
+{{< details "Week Seven" >}}
 #
 
 
@@ -813,14 +820,15 @@ All students are entitled to full access to this course, regardless of disabilit
 
 {{< hint note >}}
 <span style="color: var(--in-class)"><i class="fas fa-circle"></i></span> **In-class work**
+- <i class="fa fa-question-circle"></i> Question of the Day™ 
 - <span style="color: var(--donuts)"><i class="fas fa-dot-circle"></i></span> Eat celebratory donuts!
 - Winter Meetings
 - Introduction to Writing 3
 
 {{< /hint >}}
 
 
-- <i class="fa fa-question-circle"></i> Question of the Day™ 
+
 
 
 {{< hint note >}}