Syllabus
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Syllabus
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SyllabusCourse Objectives and Description: This course principally aims to teach “visual literacy” in relation to viewing film as a medium that communicates ideas concerning crime, victimization and criminal justice. By “visual literacy,” we mean the ability to “read” visual texts (in specific, film) as a social construction that can be interpreted along the following levels:
Other objectives that intersect with teaching visual literacy include:
Weekly Schedule of Topics (13 Week Summer Session A Course)
Week 1: Introduction: Myth, Film, and Stereotype Required Text: Rafter, Nicole. 2000. Shots in the Mirror: Crime Films and Society. NY: Oxford Press. Introduction. Munby, Jonathan. 1999 Public enemies, public heroes : screening the gangster from Little Caesar to Touch of Evil. Chicago: University of Chicago Press. pp. 39-65 Shadoian, Jack. 1977. Dreams and Dead Ends: The American Gangster/Crime Film. Cambridge; MIT Press. pp. 285-335. Films: Public Enemy #1 (American Experience), Public Enemy (1931), G-Men (1935), Dillinger (1973).
Week 2: Victims, Perpetrators, and Heroes Required Text: Rafter, Nicole. 2000. Shots in the Mirror: Crime Films and Society. NY: Oxford Press. Chapter 1. Springer, Kimberly. 2001. "Waiting to Set it Off: African American Women and the Sapphire Fixation," in McCaughey, Martha and Neal King (eds.). Reel Knockouts: Violent Women in the Movies. Austin: University of Texas Press. pp. 172-199. Gill, Pat. Forthcoming. "The Monstrous Years: Teens, Slasher Films, and the Family." Journal of Film and Video.
Week 3: Crime: Its Causes, Psychology of Offenders Required Text: Rafter, Nicole. 2000. Shots in the Mirror: Crime Films and Society. NY: Oxford Press. Chapter 2. Gunning, Tom. 2000. "M, The City Haunted by Demonic Desire," in The Films of Fritz Lang. London: BFI Publishing. pp. 163-199. Maxfield, James. 1996. The Fatal Woman: Sources of Male Anxiety in American Film Noir, 1941-1991. Teaneck, NJ: Fairleigh Dickinson University Press. pp. 26-36. Biskind, Peter. 1983. "Wild in the Streets," Seeing is Believing. NY: Pantheon Books. pp. 197-227. Films: M, Rebel Without a Cause, The Follower Required Text: Rafter, Nicole. 2000. Shots in the Mirror: Crime Films and Society. NY: Oxford Press. Chapter 3. Everson, William. 1972. The Detective in Film. Seacausus, NJ: Citadel. pp. 72-85. Crawford, Charles. 1999. Law Enforcement and Popular Movies. Journal of Criminal Justice and Popular Culture, 6(2) 46-57. Hale, Donna. 1998. “Keeping Women
in Their Place: An Analysis of Policewomen in Videos, 1972 to 1996,” in Bailey,
Frankie and Donna Hale (eds.) Popular Culture, Crime and Justice. SF:
Wadsworth Publishing. Pp. 159-179. Weinrab, Bernard. 2002. In FX's Hit 'The Shield,' Means Justify Ends. NY Times. April 3 Films: Prince of the City, Dirty Harry, Training Day, The Shield (TV)
Required Text: Rafter, Nicole. 2000. Shots in the Mirror: Crime Films and Society. NY: Oxford Press. Chapter 4. Bailey, Frankie et al. 1998. “The Best Defense: Images of Female Attorneys in Popular Films,” in Bailey, Frankie and Donna Hale (eds.) Popular Culture, Crime and Justice. SF: Wadsworth Publishing. Pp. 180-194. Bergman, Paul and Michael Asimov. 1996. Reel Justice: The Courtroom Goes to the Movies. Andrews McMeel Publishing. pp. 20-25, 232-238, 265-269. Biskind, Peter. 1983. "We the Jury: Twelve Angry Men," Seeing is Believing. NY: Pantheon Books. pp. 10-20. Films: Twelve Angry Men, Judgement at Nurenberg, A Time to Kill (review),
Week 6: Prisons, Inmate Subcultures, and Correctional Staff Required Text: Rafter, Nicole. 2000. Shots in the Mirror: Crime Films and Society. NY: Oxford Press. Chapter 5 & 6. Chetwood, Derral. 1998. “Prison Movies,” in Bailey, Frankie and Donna Hale (eds.) Popular Culture, Crime and Justice. SF: Wadsworth Publishing. Pp. 209-231. Clowers, Marsha. 2001. Dykes, Gangs, and Danger: Debunking Popular Myths about Maximum-Security Life. Journal of Criminal Justice and Popular Culture. 9:1. Freeman, Robert. 1998. "Public Perception and Corrections: Corrections Officers as Smug Hacks," in Bailey, Frankie and Donna Hale (eds.) Popular Culture, Crime and Justice. SF: Wadsworth Publishing. Pp. 196-207. Films: Take the Money and Run, Monsters’
Ball, Shawshank Redemption For Week 7 to 12 go to: http://english3.fsu.edu/~kpicart/crimefilm/lectures.htm
Week 7A: An Introduction to Film Language/Technique, and the Coding of Stereotypes in Film Online Introductory Lecture: Week 2 in http://english3.fsu.edu/~kpicart/humfilm/lectoc.html Supplementary Texts: Lippman, “Stereotypes,” “Codes and their Enemies” Belton, “Classical Hollywood Cinema: Style” Bordwell and Thompson, “Style in Citizen Kane” Articles found in: Jason Grant McKahan, Caroline Joan (Kay) Picart, Gregory J. Thompson and Kathryn Field, Multicultural Dimensions of Film: A Reader. 7th Ed. NY: McGraw-Hill, 2001. ISBN: 0072514469 or 0072527528
Selected Ed Gein Sources: Films: Shadow of a Doubt; Citizen Kane; Ed Gein
Week 7B: Depictions of Monstrosity in Relation to Crime in Film Online Introductory Lecture: Week 13 in http://english3.fsu.edu/~kpicart/humfilm/lectoc.html Supplementary Texts: Caroline Joan (Kay) S. Picart, The Cinematic Rebirths of Frankenstein. Praeger Publishers, 2001. ISBN: 0-275-97363-8, Chapter III. Edward J. Ingebretsen, At Stake: Monsters and the Rhetoric of Fear in Public Culture (Chicago: University of Chicago Press, 2001), Introduction. Films: Silence of the Lambs and Hannibal; excerpts from Frankenstein and the Monster from Hell and Immortality
Week 8: Crime and the Film Noir Online Introductory Lecture: Week 8 in http://english3.fsu.edu/~kpicart/humfilm/lectoc.html Supplementary Texts: Belton, “Film Noir: Somewhere in the Night” Thompson, “We Should Reject Traditional Masculinity” Place, “Women in Film Noir” (optional) Articles found in: Jason Grant McKahan, Caroline Joan (Kay) Picart, Gregory J. Thompson and Kathryn Field, Multicultural Dimensions of Film: A Reader. 7th Ed. NY: McGraw-Hill, 2001. ISBN: 0072514469 or 0072527528
Blade Runner Script/Transcription
Links Films: Double Indemnity; LA Confidential; Blade Runner Week 9: Crime, Gender, Sexuality, and Genre in Horror-Slasher Films Online Introductory Lecture: Weeks 8 and 6A-B in http://english3.fsu.edu/~kpicart/humfilm/lectoc.htm Supplementary Texts: Freud, “Fetishism” Mulvey, “Visual Pleasure and Narrative Cinema” Rubin, “Thinking Sex” Weber, “A Conceptual Framework for Understanding Race, Class, Gender & Sexuality”
Articles found in: Jason Grant McKahan, Caroline Joan (Kay) Picart, Gregory J. Thompson and Kathryn Field, Multicultural Dimensions of Film: A Reader. 7th Ed. NY: McGraw-Hill, 2001. ISBN: 0072514469 or 0072527528 Edward J. Ingebretsen, At Stake: Monsters and the Rhetoric of Fear in Public Culture (Chicago: University of Chicago Press, 2001), Chapter III.
Selected Ed Gein Sources:
http://www.crimelibrary.com/gein/geinmain.htm Films: Psycho and Ed Gein; Marnie; Vertigo Week 10: Human Rights and Depictions of Race, Gender and Class in the Melodrama and Science Fiction Texts: Toni Morrison’s Beloved or Margaret Atwood’s The Handmaid’s Tale Aldous Huxley’s Brave New World or George Orwell’s 1984
Films: Beloved, Jonathan Demme, dir., 1998 or The Handmaid’s Tale, Volke Schlöndorff, dir., 1990. A Clockwork Orange, Stanley Kubrick, dir., 1971; or 1984, Michael Radford, dir., 1984.
Week 11: Crime, Justice and Narratives about Rape Texts: Carol Clover, “Carrie and the Boys,” in Men, Women, and Chainsaws (hereafter, MWC), (Princeton, New Jersey: Princeton University Press, 1992) ISBN: 0-691-00620-2, pp. 3-20 Clover, “Getting Even,” MWC, pp. 114-165 Excerpts from the Violence Against Women Act Civil Rights Provisions and selected cases (e.g. Brzonkala v. Morrison, et. al.; Liu v. Striuli, Mattison vs. Click) Films: The Accused; Death and the Maiden; possibly I Spit on Your Grave (excerpts) Week 12: Fact and Fiction in Depictions of the Holocaust Text: Schindler’s List, Thomas Kenneally Films: Schindler’s List; America and the Holocaust: Deceit and Indifference (documentary); Shoah (survivor testimonies—excerpts)
Requirements/Criteria for Grading First Half of the Course 1. MidTerm Exam (Week 6) 50% (50 points) 2. Fortnightly Blackboard Posts of 250-500 words (Weeks 2, 4, 6): 30% (30 points) These assignments will ask students to view and comment on themes in relevant films. Films discussed in lectures and assigned readings are preferred. However, students may review other films (with instructor permission). To locate other films use the keyword page (http://us.imdb.com/Sections/Keywords/types_all) at the Internet Movie Data Base. 3. Attendance and Participation: 20% (20 points) Attendance will be taken at the start of class via sign-in sheet. Students are expected to stay for the entire class (don't double book your life!) and participate in the discussions. There are 6 classes in Dr. Greek's section of the course. For each class attended the student earns participation points. Other points will be earned by class participation in Campus forum discussion.
Second Half of the Course
Policies Relevant for the Second Part of the Course: Attendance Policy: Students are encouraged to attend every class in order to benefit from the lecture as well as the class discussion. However, if class must be missed, a legitimate reason (illness, etc.), with proper documentation, must be presented to the instructor. After one unexcused absence students will be penalized and face a half a letter grade dropped from the final grade upon each additional absence. Two latenesses (which means if your name is called during the roll and you are not in the classroom, you are late) constitute one unofficial absence; this means 6 latenesses constitute the same thing as three unexcused absences. Note that there is no make-up work for classes missed; requirements due then must be submitted on time, or ahead, through e-mail. My e-mail is: kpicart@english.fsu.edu. Gordon Rule Requirement: Also, since this course is considered a Gordon Rule class, students must obtain a C- or better in order to pass the Gordon Rule requirement. For further information on these university policies, refer to the handbook at http://www.fsu.edu/Books/Student-Handbook. Policy on the Gordon Rule Requirement: Students who do not meet the Gordon Rule writing requirement will not receive a grade higher than a D+ for the course, regardless of the average on all other required course work. Academic Honor Code: The Florida State University General Bulletin contains an Honor Code that is repeated verbatim in the Student Handbook. You are responsible for knowing and conforming to it; in addition to the information listed in the Handbook, you are also cautioned that: 1. If you take material that is not yours, from any source (inclusive of websites), and copy it into anything you submit, you are obligated to provide a footnote, endnote or parenthetical reference and works cited list at the end of the paper. 2. Material that is lifted verbatim from other texts must be placed in quotation marks or, in the case of anything longer than three sentences, blocked quotes, indicating its source, as in item # 1 above. 3. Material that is paraphrased must also be documented as in item # 1. 4. Persons who violate the Honor Code and/or any of the items above in any requirement, whether minor or major, will receive an “F” for the course. Thus,
contrary to students' beliefs, plagiarism isn't just a little thing. Any time
you take someone else's words, ideas or concepts, you must cite your
source and give credit to the actual author. This is especially true for
anything you pick from the web. Knowing the appropriate citation for your
material is your responsibility. Failure to cite your sources and give credit to the original author will be punishable to the extent your FSU Student Handbook provides for plagiarism. This can lead all the way up to expulsion from Florida State University. When in doubt, cite your source! For further information on plagiarism and the honor code, see: http://www.fsu.edu/Books/Student-Handbook/codes/honor.html. ADA Statement: Students with documented disabilities needing academic accommodations should, in the first week of class: 1.) register with and provide documentation to the Student Disability Resource Center (SDRC) and 2.) bring an authorized letter from SDRC to the professor, indicating the need for academic accommodations, if necessary. This and all other class materials are available in alternative format, upon request. The instructors will do everything they can to ensure fairness to everyone in class. For further information, refer to: http://www.fsu.edu/~staffair/dean/StudentDisability/index.html. Required Assignments/Format: This course will employ a lecture and discussion format. Students are required to come in, having read the required texts for the day, in order to present and defend their opinions, as well as critique those of others and pose clarificatory questions; thus skills of listening and oral argumentation are very much part of the course design. Online lectures are available for some of the lectures, as will student edition and teacher edition PowerPoint presentations to assist students in learning the material. Student edition PowerPoints are mainly questions posted to help the students think about the material before they come to class; teacher edition PowerPoints have suggested answers to these questions that will be shown within the context of the discussion-lectures. In general, to prepare for the class, one should: 1. read the online lecture, if it is available, in order to have a general sense of how various themes connect; 2. read the assigned or supplementary texts in order to answer the student edition powerpoints, and come to class with these filled out with your own answers (Note: on weeks when you have multiple powerpoint activities assigned, the professor will point out which Student Edition powerpoints you should pay especial attention to; 3. after the lecture, review the material by going over the Teacher Edition powerpoints in conjunction with any film clips that might be online and films that have been assigned in preparation for either: a. threaded conversations; b. the draft; c. the final paper. Student Edition powerpoints are open to general access, but Teacher Edition powerpoints are password protected; passwords will be made known to students every week. Every week, your answers to the assigned Student Edition powerpoints will be collected at the start of every class, and returned the week after. All these are graded from the A-F scale, in keeping with the rest of the requirements stated in the syllabus. There are no cancellations for missed Student Edition powerpoints. Your participation and attendance will be determined by: 1. your physical presence in class; 2. whether or not you have been tardy, and how many times (determined by the roll call, started at random anywhere in the class list); 3. whether you hand in your Student Edition powerpoints (only accepted at the start of the class); 4. whether your Student Edition powerpoints reveal an attempt to read the reading materials in concert with preparations for class; 5. whether you speak up and contribute consistently and reflectively in class. Items 1-3 above are necessary but not sufficient to performing well in class; they are requirements to passing the course. Remember that threaded conversations go on during assigned weekends, from Fridays through Saturdays, midnight. You may post earlier than these times, if you wish to. Use a minimum of 250 words and a maximum of 500 words (double spaced within BB) for undergraduates, and a minimum of 300 words and a maximum of 500 words (double spaced within BB) for graduates, again seeking to comment substantively on lectures (in class and on-line) in relation to theoretical and practical issues in teaching the material to the class. Indicate the word count at the top of the post and make certain you double space the entry. If you do not indicate the total word count or double space, I will be forced to grade you one level lower; if you fail to do both, then you will be graded two levels lower. I will not cancel any missed or the lowest scoring assignments/posts, given how quickly the summer term passes. Posts should be made in the general discussion board, so everyone has access to the material, and may comment on individual posts. Feedback on how you are doing (both in your presentations and BB threaded conversations) will be provided through BB and will be handed back to you in class. Graduate students are required to assist in preliminarily evaluating, under the guidance of the professor, the threaded conversations of the undergrads. Graduate students have until Tuesday, noon, during weeks 8 and 9, to hand in their assigned threaded conversation posts to pre-mark, in pencil, their recommendations for letter grades for these assigned papers, with brief justifications for their rankings from A, B, C, D, F. Graduate students should submit their assigned stacks to Williams 227 by noon on the Tuesdays of Weeks 8 and 9. All weekly threaded conversations will be available in a box outside Williams 227 on Thursday afternoons, and grades will be posted via Blackboard by Fridays. Final decisions lie with the professor. Draft and Final Paper Grading Criteria: Note: Your draft and final essay grade will be based on the following criteria. Each category will be compiled of whole points, no partial points will be given. All of these criteria are equally weighted.
1) Spelling Mechanics Structural Detail: These essays are to
consist of 5 pages (draft) or 10 pages (final paper), typewritten in a standard
format (MLA, APA, Chicago or any other standard format so long as the usage is
consistent), double-spaced, with 11 point font and 1 inch margins. You
must use the proper film credits (http://us.imbd.com)and
spell the characters' and actors' names correctly—e.g. Clarice Starling
(Jodie Foster). Your essay must have a clear thesis, which is to be followed by
a series of arguments that support your thesis, using specific examples from the
film and readings.
Threaded Conversations Grading Criteria: In order to receive any grade higher than 59 points on a 100 point scale, the student must meet the word limits set, which is set between 250 to 300 words for undergrads and 250 to 500 words for grads (not counting bibliographic and film citation references. At the top of the post, kindly indicate the word count. Failure to do so results in a deduction to the next lower mark; not double spacing will also result in the same amount of deductions. To check your word count, in MSWORD use "Tools" -> "Word Count" and look at the number after 'words.' Remember that the purpose of a threaded conversation is not to have an “informal” chat, but to compose a formal summary and well thought out response to key issues or themes raised in class as focused by a guide question, and/or in response to other posts made (this part of optional, given the word limit). Thus, the referencing of the text (cite pages numbers and the specific author in parenthesis) and the movies (year, actor, character) are important to cite. Non-specific language like “the father in the movie about rape” is indicative of sloppy thinking. You are encouraged to develop your own interpretations, but the burden of proving the fruitfulness and validity of your position falls on your shoulders. In order to encourage free-ranging discussion beyond the borders of the classroom and the graded threaded conversations, supplementary threaded conversation forums are going to be created to allow free ranging posts, which will be monitored and counted towards “participation” in general. The same rules of etiquette and substance apply to this forum as well. There will be no guide questions; you may talk to each other about whatever you want to, provided these are related substantively to the course. You may also post more than once in this forum if you choose to. Threaded Conversations Grading Scale:93-100 points The student shows detailed comprehension of the question and the material and provides a very clear argumentation with compelling proof and cites the texts and movies correctly. Proper English grammar and spelling are essential for this grade. 87-92 points The student shows detailed comprehension of the question and the material and provides for the most part a very clear argumentation; the texts and movies are cited but not specifically enough. Proper English grammar and spelling are essential. 80-86 points The student shows detailed comprehension of the question and the material and provides a good argumentation. The texts and movies are cited but not specifically enough. Very few spelling or grammar errors may occur. 73-79 points The student shows average comprehension of the question and the material. There are either minor argumentation or spelling or grammar errors in the writing. Some quoting of the text and movies occurs, but not consistently and systematically. 67-72 points The student shows either problems with the comprehension of the question and/or the material and at times lacks adequate argumentation. Spelling/grammar errors may also be frequently present. Some quoting of the text and movies occurs, but not consistently and systematically. 60-66 points The student shows problems with the comprehension of the question and the material and lacks proper argumentation. Spelling and grammar errors are frequently present. There may also be a large amount of wordiness. No or imprecise quoting of the texts and movies. 00-59 points The student meets any of the following criteria: - No or imprecise quoting of the texts and movies. - word count too low (compare the required word count set by your instructor(s)). - not answering the question provided (i.e. writing about everything else, but the question asked). - student has no grasp of the material (pure, unsubstantiated opinion posing as an argument) - excessive spelling and grammar errors, including--but not limited to--frequent incomplete sentences. You have access to a free writing center on campus if you need help in improving your English. - Student is caught plagiarizing: automatic 00 for that assignment. Further consequences may follow (so please do not even try this)! - 00 points for not turning in an assignment on time. Graduate Student Additional Work: Graduate students will be required to hand in longer draft and final papers, and to assist with monitoring and evaluating undergraduate threaded conversations in collaboration with the professor. Grading Scale: 93-100% A 90-92% A- 87-89% B+ 83-86% B 80-82% B- 77-79% C+ 73-76% C 70-72% C- 67-69% D+ 63-66% D 60-62% D- 00-59% F
Policies on Electronic Communication and Access to Information:
The FSU internal networks and connections to the
National Information Infrastructure provide a wide range of facilities for
communication between individuals and for disseminating information and ideas.
Electronic communication and information resources will be increasingly
important to University faculty, staff, and students. The University supports
open access to electronic communication and information, as follows:
Owners of computer accounts are responsible for all
use of the accounts. They should follow guidelines to prevent unauthorized use
by others, and report intrusions to the system administrators. The University
cannot guarantee that, in all instances, copies of critical data will be
retained on University systems. It is ultimately the responsibility of computer
users to obtain secure, backup copies of essential files for disaster recovery.
VIOLATIONS:Violations of computer and network policy
as outlined in this document
will be considered on a case-by-case basis according to established policies;
determinations may include denial of access privileges. In all instances,
measures will be taken to protect the system; however, due-process rights of
everyone involved will be observed in all cases. Users are reminded that some
uses of the network are governed by the University Honor Code, local, State, or
Federal laws.
Technology, Education, and Copyright Harmonization Act of 2001: (Relevant to the use of streamed material online) Revises Federal copyright law to extend the exemption from infringement liability for instructional broadcasting to digital distance learning or distance education. Excludes from such exemption (thus subjecting to infringement liability) any work produced or marketed primarily for performance or display that is given by means of a copy of phonorecord that is not lawfully made and acquired and the transmitting government body or accredited nonprofit educational institution knew or had reasons to believe was not lawfully made and acquired. Allows under specified conditions the performance and display of reasonable and limited portions of any copyrighted work in an amount comparable to that which is typically displayed in the course of a live classroom session, by or in the course of transmission. Regarding Spam/Jokes/Chain Letters: Please note that anything that is inappropriate to say face-to-face in class is generally inappropriate to distribute on the web course. Also the mailing lists should not be used for anything but communicating within the class environment. Inappropriate behavior of this kind will result in severe consequences as outlined in the FSU Student Handbook (email abuse punishment can range from revoking your computer access to expulsion in severe cases). Refer to: http://www.fsu.edu/Books/Student-Handbook/codes/honor.html. For more on Email Abuse, also see: http://www.acns.fsu.edu/docs/policy.html. If you feel that some course-relevant information should be made available to the entire class, email the instructor(s) with a request to post on the announcement board. The instructor(s) will make the decision of appropriateness. Miscellaneous Technology Resources: A. If you run into any technological difficulties, please contact (in addition to your assigned instructors and TAs): http://us.fsu.edu or call 644-8502 for live technological support; http://training.us.fsu.edu/course_handouts/html.pdf (particularly the section on page 21 of the pdf file). http://hotwired.lycos.com/webmonkey/reference/html_cheatsheet/index.html (HTML reference sheet) in order to learn how to boldface, underline, italicize, etc. in your threaded conversation posts. B. Instructions on double spacing in Blackboard threaded conversation posts: (NOTE: This is important in order to allow for enough space for commentary on the posts; failure to do so results in deductions to the next lower level to your mark.) a. Open Microsoft Word (not sure if this will work entirely for Corel’s WordPerfect, Mac/PC or Notepad on a PC). For those following these steps in WP or on a Mac, we would like to get your feedback if things don’t work for you. Please email your assigned instructor or mentoree. b. Write your post and save it as a *.doc file (where * = the file name you give your post on the computer you’re working). c. Highlight the written text from the beginning to the end. You do so by left clicking your mouse at the beginning of the text, holding the left mouse button, drag the cursor (arrow or whatever shape it is for you) to the end of the text, which should automatically move as you drag it. d. Use Control + C keys together to copy the highlighted content (alternatively you can use the right mouse while the mouse arrow is over the highlighted area and click "Copy" in the menu). Go to the Blackboard writing panel, place your cursor at the beginning of the document and use Control + V (or the right mouse menu "Paste") to "paste" the content. e. Once pasted, use the following HTML (web page) codes to create paragraph marks: Use the upper key to the comma (i.e. the pointed bracket to the left, or less than sign) followed by the letter P and the upper key to the period (i.e. the pointed bracket to the right, or greater than sign). The pointed brackets tell the computer that you are giving an HTML command and that you are not just writing text. You may use a return before and after to make the marks easily visible for you as you go. f. Hit Preview after you create a copy of your text within Blackboard (same as when you transferred it from Word or Notepad). This way, if something happens, you can just paste it all in again, without having to do the return marks or HTML codes again. g. Submit h. Words of Caution: Do not use your Browser’s back button (the <- on the top) and do not resize your window while writing. Any of these will wipe out your writing!
OR: a. Write out your entire post in your word processing program. b. Then copy it and paste it into Blackboard. c. Start at the top of the post at the left side of the page, hit arrow down and enter. d. Do that for the entire document. e. Hit preview. f. It shows the document, not double spaced. g. Hit the back button (the one within Blackboard not the Netscape back button. h. Do the arrow down/enter procedure again. i. Hit preview and it should appear double spaced.
OR: a. Write out your entire post in your word processing program. b. Then copy it and paste it into Blackboard. c. At the end of every line, hit enter twice, to manually convert into a DS format.
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Class meets in Williams 121B M 9 to Noon |