FAST FOOD MANIA: RESEARCHING AND WRITING ABOUT THE POLITICS OF EATING English 102: Rhetoric and Composition, Fall 2013, Sect A29 (TR 1:15-2:30) Catalog Title and Description: ENGL 102 “Rhetoric and Composition.” Instruction and intensive practice in researching, analyzing, and composing written arguments about academic and public issues. Prerequisite: Completion of ENGL 101 with a grade of “C” or higher, or equivalent credit. Instructor: Justine Wells Email: foodmania102@gmail.com Classroom: Petigru College 102 Office: Humanities Office Building, Rm 312 Office Hours: After class and by appt. Course Blog: http://foodmania102.wordpress.com/ Required Course Materials: Course Packet available at Quick Copy in the basement of Russell House Michael Pollan, The Omnivore’s Dilemma, any edition (except the young adult edition) Materials to be uploaded to Blackboard. Please print these and bring them to class. Mini Stapler Print copy of Merriam-Webster dictionary or access to merriam-webster.com Computer with Microsoft Word, printer, toner, paper Storage method and backup storage method for saving all your work Recommended: Hairston, Maxine, John Ruszkiewicz, and Christy Friend. The Scott Foresman Handbook, 9th ed. Prentice Hall, 2010. COURSE SUMMARY Did you know that agriculture produces at least as much greenhouse gas as automobiles? If you were to guess how many American children are considered obese…would you guess nearly 1 in 3? Were you aware that over 90% of American corn is genetically engineered, up from 25% in 2000? As concerns like these have emerged into public conversation, more and more writers, speakers, filmmakers, and activists are interrogating how the world eats, produces food, and distributes it. This class dips into some of the most heated debates about food and its relationship to public health, sustainability, animal welfare, and biotechnology. As an English 102 class, we will use debates about food as a way in to the basic concepts of rhetoric. This class will help you recognize the rhetorical strategies of ethos, pathos, and logos, and to pay attention to argumentative purpose, style, and approach. Understanding these rhetorical skills will assist you as you develop your own argumentation about the important issues surrounding food that increasingly occupy public debates. In keeping with the information literacy component of English 102, the course will challenge you to develop your research skills as you become an expert in a topic involving food politics. Finally, as a service learning class, it will encourage you to pursue the course goals in real-world settings. Throughout the course we will touch on four major, interrelated topics—food and public health, sustainability, vegetarianism, and organic vs. conventional foods. Eventually, you will select an issue in one of these areas as your research focus for Essay 3, the major researched argumentative essay in the class. The final two weeks will culminate in argument presentations, your chance to persuade the class of your view on what to think and what to do about some of the most important questions facing eating and food systems today. English 102 at USC. English 102 builds on English 101 to help students prepare for the writing they will do in future college courses and beyond. While English 101 honed students’ abilities to critically read and closely analyze texts, English 102 develops their abilities to compose well-reasoned argumentative papers that draw on multiple sources and viewpoints. During the semester, students learn to identify the elements of an effective argument and then to apply those principles in composing researched essays about academic and public issues. This course also strengthens students’ information literacy skills, by teaching strategies for finding, assessing, using, citing, and documenting source materials. This course fulfills Carolina Core general education requirements in “Effective and Persuasive Communication-Writing” (CMW) and “Information Literacy” (INF). LEARNING OUTCOMES English 102 is designed to build on English 101 to prepare you for the writing you will do in future college courses and beyond. While English 101 honed your ability to critically read and closely analyze texts, English 102 emphasizes helping you to write well-reasoned argumentative papers that draw on multiple sources and viewpoints. In this course, you will: Learn rhetorical concepts and terms that will enable you to identify the elements of an effective argument in a range of genres and media. Craft thoughtful, persuasive arguments that acknowledge the depth and complexity of the issue(s) at hand, each of which articulates a central claim (thesis), draws on credible supporting evidence, and effectively addresses opposing viewpoints. Develop effective research habits in order to find, critically assess, select, and use appropriate supporting materials from the university libraries, the Internet, and other sources. Effectively integrate material from research into your papers via summary, paraphrase, and quotation. Document source materials correctly using MLA style and understand basic principles of intellectual property and academic integrity. Work through a full range of writing processes—including invention, planning, drafting, revision, and editing—in order to produce effective college-level essays; Work with classmates to share ideas and critique each other’s work in progress. Develop a clear, effective, and engaging writing style, free of major errors and sensitive to a variety of rhetorical situations. In addition, in our themed, service learning course, you will: Develop knowledge of the course theme—public debate about how food and food systems are connected to public health, social justice, sustainability, animal welfare, and technological change Develop all the above skills in real-world settings during your service experience. ASSIGNMENTS You will have some form of reading and writing due for nearly every class period, ranging from WordPress posts to short writing assignments to essays to feedback on class presentations. Below is the assignment breakdown. Essays (60% total): The units are arranged around three formal essay assignments: Essay 1 (10%): Researched Argument Response, 3-4 pages Essay 2 (10%): Researched Rhetorical Analysis, 3-4 pages Essay 3 (30%): Major Researched Argument Paper, 5-6 pages. Components include: Essay 3 Annotated Bibliography (5%, required to pass the essay): 12-15 sources with critical preface and paper proposal for Essay 3 Essay 3 Argument Presentation (5%): 8-10 minute Powerpoint presentation of your Essay 3 argument (8%); Participation as a respondent for others’ presentations (2%). Note: You must be in class to earn credit for your presentation and your role as respondent. No makeups. Essay 3 (20%) Essay 4 (5%): Reflection on Service, 3-4 pages Volunteer Work (10%): 12-14 hours of service with an approved community service project; participation in related class assignments and discussion. Short Writing Assignments (SWAs) (10%): These are short, formal, 500-600 word essays. We will have about 7 SWAs during the semester, which will offer you the opportunity to develop skills of analysis, research, and argumentation. Your required trip to the Writing Center also counts as an SWA. WordPress Posts (10%): (8%) 11 reading posts, due 10 pm the day before the assigned reading. Basic Structure: Reading posts should include 2 very concise comments, 75-150 words each. What surprised, angered, delighted, or saddened you in your reading? Which of the author’s claims did you agree or disagree with, and why? Did you notice any remarkable fallacies or rhetorical strategies? Have you found links to relevant online materials? “ILP” Reading Posts: For posts marked “ILP,” please add the following in addition to your regular reading post: Please do a little online research about the author and publication of today’s reading. In just 75-150 words: Who is the author? What is his/her role or area of expertise? Can you identify his/her political affiliation? What can you find out about the publication where this piece appeared? Does it seem to be a reliable source? What is the publication’s mission statement? What particular audiences does it seem to be targeting? Grading: All reading posts will be evaluated based on clarity, thoughtfulness, basic grammaticality, and evidence you have done the whole reading. I will drop the lowest grade of one of these. (1%) 1-3 posts with image about your service involvement (to be posted directly after your service); (1%) 5+ additional posts throughout the semester. These can be links to news articles, comments/photos on what you’re having for dinner, responses to others’ posts, etc. I will give specific instructions for a couple of these. Quizzes (5%): There will be unit quizzes for units 1 and 2. These will concern what we discuss in class and the readings. Participation, homework, classwork (5%): Since we are approaching argument as an inherently collective activity, your participation in class is crucial. Participation will be evaluated based on your engagement in class, which includes thoughtful listening and responding, positive attitude, bringing texts to class every day, and genuine effort in in-class activities. Our WordPress site offers another venue for class participation. Outright violations of behavioral expectations such as sleeping and texting in class will significantly lower your participation grade. There will be occasional homework in addition to SWAs. Sometimes these will be in the form of a WordPress post. Classwork includes group and individual activities in class; I will sometimes collect these to check your participation. Other Requirements: ILPs: Various assignments throughout the semester are labeled as “ILP” or Information Literacy Protocol assignments. These are designed to meet the course’s information literacy component. Checking Your Student Email: It is a course requirement that you check your student email regularly so that I can send you announcements and answer any questions that come up between class periods. One-on-one conferences: Each student will have 2 required conferences with me where we will discuss your Essay 3 topic and research. Final Portfolio: In place of a final exam, you will have a final portfolio due at the end of the semester where you will revise Essays 1, 2, and 3 per the feedback you received from me, fellow classmates, the Writing Center, etc. The portfolio should contain the following: First drafts of all Essays and the Essay 3 Annotated Bibliography with my feedback Final Drafts of Essays 1, 2, 3 All SWAs with my feedback Other materials that demonstrate your progress in the course ***The final portfolio is due on our scheduled final date. No early or late portfolios will be accepted. A complete final portfolio with substantive revisions to Essays 1, 2, and 3 is required to pass the class SERVICE Service options will include research, data entry, media projects, farmer’s market shifts, and farming shifts. You will rank order your top 3 choices and be assigned to one position, which will involve about 12-14 total hours of service. WRITING CENTER The majority of your grade in this course will be based on the quality of your writing. I strongly encourage you to visit the campus Writing Center for help with your writing, and to visit it often. You will have one required trip. Call 608-777-2078 or visit http://artsandsciences.sc.edu/write/appointments.html to make an appointment. LIBRARY RESEARCH SUPPORT Run into a question in the course of your library research? The Thomas Cooper Reference desk is there to help. Remember that you can always visit, call (803-777-4866), or chat (click “Ask a Librarian”) with a reference specialist. They have daytime and evening hours synched to peak research times. Have lots of research questions? New this year, you can book a private consultation with a librarian. Get all your research done in an hour, and learn how to do it faster in the future! (To make an appointment, click “Book a Librarian” on the Thomas Cooper Library website). DISABILITY STATUS Any student who because of a disability may need special arrangements or accommodations to meet the requirements of this course should consult with the instructor as soon as possible. The office of Disability Services provides an array of services to meet the needs of students with disabilities, according to Section 504 of the Rehabilitation Act of 1973 and the Americans With Disabilities Act of 1990. See information and guidelines provided in the College’s student handbook and The Carolina Community: Student Handbook and Policy Guide.  TENTATIVE SCHEDULE. This schedule is guaranteed to change throughout the semester to meet our needs. Readings may be added or replaced. All readings should be brought to class in print form. Most but not all assignments are listed and briefly described. It is your responsibility to keep up-to-date on schedule changes and any additional instructions for homeworks, WordPress posts, SWAs, etc. UNIT 1: RESPONDING TO ARGUMENTS: RESEARCHED ARGUMENT RESPONSE PAPER Food and Public Health: Interrogating the Roles of Business, Government, and Consumer In this unit we will read a variety of views about what is wrong with America’s food system, and how to fix it, touching on issues of public health, social justice, and sustainability. If the food system needs to be improved—and all the parties in this debate agree that it does—then how should it be improved? What is the role of business, government, and consumers? In this unit you will have two SWAs that challenge you to summarize and respond to the answers we encounter to these questions, either objecting to them or defending them against potential objections. All this will culminate in Essay 1, the Argumentative Response Paper you submit, workshop, and revise at the unit’s end. Early in the unit, I will assign you to a service option based on the preferences you submit. R 8/22: Intro T 8/27: Fast Food Nation Read for today: Eric Schlosser, “Intro,” “The Founding Fathers,” “Your Trusted Friends” (1-17, 42-57, Fast Food Nation) ; Marion Nestle, “Today’s ‘Eat More’ Environment: The Role of the Food Industry” Due by 10 pm Monday: Reading post to WordPress (see instructions above) R 8/29: Fast Food Nation Read for today: Eric Schlosser, “What’s in the Meat,” (193-225, Fast Food Nation); Reading on Logos and Ideology Due by 10 pm Wednesday: Reading post to WordPress + ILP 1 (See instructions for reading posts and ILP reading posts above) Due in class: Printed and signed Academic Responsibility Statement (available on Blackboard, certifying that you have read the First Year English Statement on Academic Responsibility and Procedures webpages). T 9/3: Fast Food Nation Read for today: Eric Schlosser, “Have It Your Way,” (255-270, Fast Food Nation) Due: SWA 1, ILP 1 (Argument Response Paper, Reasons). 500-600 words total, respond to one of Schlosser’s arguments in the material we have read. Then, either object to that argument or defend it against the best possible objection you can think of. Here are the best steps to follow: Before you begin writing: First, identify one of Schlosser’s main claims in “Have It Your Way” or an earlier chapter—for instance, something he is trying to convince us that consumers, business, or government should do to correct the problems with the food system. Then figure out what reasons he is providing to support that conclusion. Sometimes authors will have unstated reasons or assumptions that you need to identify to make sense of their arguments. Once you’ve figured all this out, you are ready to begin writing: In the first 150 words or less (1 paragraph): Briefly summarize the argument you have identified—that is, briefly state one of Schlosser’s main claims and the main reason(s) and assumptions that support that claim. As you should always do when discussing someone’s viewpoint in writing, be sure to include relevant information about the author (particularly their title and/or role), place of publication, and audience (targeted or real) that you know or can gather from online research. Then, state your thesis, in bold—the claim you will defend in this paper about whether the argument is problematic or defensible. In the remaining 350-400 words (2-3 paragraphs): If you disagree with Schlosser, use the paper to argue against one or more of the reasons or assumptions. If you agree, describe the best objection that someone might make to his reasons or assumptions, and argue for why that objection ultimately fails. Remember, you are trying to convince your reader of your view of Schlosser’s argument! In class: Discuss service component of course and potential service avenue R 9/5: Conscious Capitalism Read: John Mackey “Conscious Capitalism: Creating a New Paradigm for Business,” Milton Friedman, “The Social responsibility of Business is to Increase Its Profits” Due by 10 pm Wednesday: Reading post to WordPress + ILP 2 In class: Students submit service preferences T 9/10: Food Deserts Read: Allyson Karpyn and Sarah Treuhaft, “The Grocery Gap: Finding Healthy Food in America” (A Place at the Table: The Crisis of 49 Million Hungry Americans and How to Solve It); Mark Bittman, “Is Junk Food Really Cheaper?”; Michael Pollan, “You Are What You Grow,” Reading on Fallacies Due by 10 pm Monday: Reading post to WordPress + ILP 3 In class: A Place at the Table In class: Students assigned service task R 9/12: How Junk Food Can End Obesity Read: David H. Freeman, “How Junk Food Can End Obesity” Due: SWA 2 (Argument Response Paper, Fallacies). 500-600 words total, respond to one of Freeman’s main arguments. Then, either object to that argument or defend it against the best possible objection you can think of. Here are the best steps to follow: Before you begin writing: First, identify one of Freeman’s main claims. Then figure out what reasons he is providing to support that claim. Sometimes authors will have unstated reasons or assumptions that you need to identify to make sense of their arguments. Once you’ve figured all this out, you are ready to begin writing: In the first 150 words or less (1 paragraph): Briefly summarize the argument you have identified—that is, briefly state one of Freeman’s main claims and the main reason(s) and assumptions that support that claim. As you should always do when discussing someone’s viewpoint in writing, be sure to include relevant information about the author (particularly their title and/or role), place of publication, and audience (targeted or real) that you know or can gather from online research. Then, state your thesis, in bold—the claim you will defend in this paper about whether the argument is problematic or defensible. In the remaining 350-400 words (2-3 paragraphs): If you disagree with Freeman, use the paper to argue that he commits one or more crucial fallacies that disable his argument. If you agree, describe the best objection that someone might make about a fallacy he commits, and argue for why that objection ultimately fails. Remember, you are trying to convince your reader of your view of Freeman’s argument! In class: Assign service options to students T 9/17: Animals Welfare; Food Inc. Read: Humane Society: The Dirty Six Due by 10 pm Monday: WordPress post, ILP 4. Instead of your regular post, please do the following: Using Google News, find 4-6 recent articles (from the last 1 or 2 yrs) that demonstrate the exigence or urgency of the issue at stake in the reading you plan to analyze for Essay 1. Given what has happened in the news recently, why is it important to analyze the reading at this point in time? Instead of your regular WorPress post, please post the following: Cite each of you 4-6 sources per MLA style, and include the online link. Below each citation, summarize the source in about 75 words each (if they are opinion pieces, be sure to state what the author argues). This research will come in handy as you compose your Essay 1 introduction. In class: Students report on service plans In class: Food Inc.: How Industrial Food is Making Us Sicker, Fatter, and Poorer—And What You Can Do About It R 9/19: Food Inc. In class: Food Inc.: How Industrial Food is Making Us Sicker, Fatter, and Poorer—And What You Can Do About It In class: Unit 1 Quiz T 9/24: Essay 1 Workshop Due: ESSAY 1 (Researched Argument Response Paper): 3 hard copies. This draft may be single spaced. In class: Essay 1 workshop Due by 10 pm Friday 9/27: REVISED ESSAY 1 (email as a Word document) UNIT 2: ANALYZING THE RHETORIC OF ARGUMENTS: RHETORICAL ANALYSIS PAPER Conventional, Industrial, Organic: Exploring Food Chains Reporter Michael Pollan wanted to know where his food came from, so he set about the task of finding out… only to discover just how hard this is. In this unit we will read about Pollan’s journey as he dissects the industrial, big organic, and small organic food systems operative in America. In this course of his voyage, he will encounter pressing questions of public health, sustainability, animal welfare, and biotechnologies. Our purpose in this unit is not only to consider these questions and learn all that Pollan has to share about where our food comes from, but also to interrogate Pollan’s rhetorical style and strategies—his argumentative purpose, structure, and approach, and the varied ways he develops his character and appeals to audience emotions. Your two SWAs in this unit will take on this task, as well as Essay 2, which you will submit, workshop, and revise at the end of the unit. During this unit, you should be finishing up your service requirement. R 9/26: The Ominivore’s Dilemma Read: Michael Pollan, The Ominivore’s Dilemma; Reading on Ethos and Pathos Due by 10 pm Wednesday: Reading post to WordPress + ILP 5 Due by 6 pm Friday 9/27: REVISED ESSAY 1 (upload Word Document to Blackboard) T 10/1: The Ominivore’s Dilemma Read: Michael Pollan, The Ominivore’s Dilemma Due: SWA 3 (Rhetorical Analysis Paper: Appeal to Ethos or Pathos) 500-600 words total. For this rhetorical analysis paper, you will analyze the effectiveness of Pollan’s manipulation of emotion OR his use of character to persuade a specific audience. In the first 150 words or less (1 paragraph): summarize the argument (state its main claim and primary supporting reason(s)), including relevant information about its author (particularly their title and/or role), place of publication, and audience (targeted or real) that you can gather from online research. Then, state your thesis, in bold—the claim you will defend in this paper about the effectiveness of Pollan’s manipulation of emotion OR his use of character for particular audiences. In the remaining 350-450 words (2-3 paragraphs): Pick ONE of the following: Evaluate Pollan’s manipulation of emotion: What specific emotions does he evoke (name at least 3)? How does he evoke those emotions (consider specific word choice, imagery, tone, perspective, symbols, etc.). How would evoking these emotions help convince a particular audience of their view? What audiences might be alienated, offended, or dismissive of this use of emotion? Do you see any fallacies of emotion (pathos) (See course packet)? OR Evaluate Pollan’s use of character: What specific character traits does he build (name at least 3)? How does he build those traits (consider specific word choice, imagery, tone, perspective, symbols, etc.). How would these character traits help convince a particular audience of their view? What audiences might be alienated, offended, or dismissive of this use of character? Do you see any fallacies of character (ethos) (see course packet)? R 10/3: The Ominivore’s Dilemma Read: Michael Pollan, The Ominivore’s Dilemma; Reading on Rhetorical Analysis Due by 10 pm Wednesday: Reading post to WordPress T 10/8: The Ominivore’s Dilemma Read: Michael Pollan, The Ominivore’s Dilemma Due: SWA 4 (Rhetorical Analysis Paper: Analysis of Argumentative Purpose, Structure, and Approach). 500-600 words total. For this rhetorical analysis, you will analyze Pollan’s purpose, approach, and argumentative structure. In the first 150 words or less (1 paragraph): summarize Pollan’s project, including relevant information about its author (particularly their title and/or role), place of publication, and audience (targeted or real). Then, state your thesis, in bold—the claim you will defend in this paper about the effectiveness of Pollan’s purpose, approach, and/or argumentative structure for particular audiences. In the remaining 350-450 words (2-3 paragraphs): In 2-3 paragraphs, defend your thesis, being sure to use brief quotes from the text. R 10/10: The Ominivore’s Dilemma Read: Michael Pollan, The Ominivore’s Dilemma Due by 10 pm Wednesday: Reading post to WordPress In class: Unit 2 quiz T 10/15: Essay 2 Workshop Due: ESSAY 2 (Rhetorical Analysis Paper): 3 hard copies. This draft may be single spaced In class: Handout and discuss research topics Due by 10 pm Wednesday: REVISED ESSAY 2 (Upload Word document to Blackboard) R 10/17: Class Cancelled; Fall Break UNIT 3: RESEARCHING AND COMPOSING YOUR OWN ARGUMENTS: SERVICE REFLECTION; RESEARCHED ARGUMENTATIVE PAPER Sustainability, Biotechnology, and Technofoods Punning on Michael Pollan’s title, Pierre Desrochers and Hiroko Shimizu’s recent book, The Locavore’s Dilemma: In Praise of the 10,000-Mile Diet, argues that locavore and organic advocates like Michael Pollan have it all wrong if they care about feeding the world. In this unit we will discuss the meaning of “sustainability” and the potential for different types of food systems to achieve it. Then you will turn to your own research for Essay 3, where you will delve into a single issue in one of our topic areas or one of your own choosing, ultimately sharing your research with the class and attempting to persuade us of your view. In this unit you will also submit Essay 4, your service reflection, and share your service experience on WordPress if you have not done so already. T 10/22: Sustainability and Biotechnology; THIS WEEK: Individual conferences on paper topic Read: Pierre Desrochers & Hiroko Shimizu, “The Globalization of the Food Supply Chain and Its Discontents,” (17-41, The Locavore’s Dilemma: In Praise of the 10,000-Mile Diet) Due by 10 pm Monday: Reading post to WordPress + ILP 6 Due in class: Top 3 topic choices for Essay 3 In class: Sign up for individual conference on paper topic R 10/24: Sustainability and Biotechnology Read: Mark Shonwald, “Why I’ll Boycott Whole Foods in 2018”; Reading on Evaluating Sources Due by 10 pm Wednesday: Reading post to WordPress + ILP 7; Post a link to one online source related to your essay topic and briefly evaluate it according to the standards in your reading on “Evaluating Sources”) In class: Start Seeds of Death: Unveiling the Lies of GMOs T 10/29: Library Research Day CLASS MEETS IN LIBRARY TODAY; MORE INFO TO COME Due: Homework (500 words). (150 words) Summarize an argument from a reading I assigned you during our conference. Discuss how you want to use it for Essay 3. If you agree, how will you innovate? List at least 6 types of findings and/or sources you will need to make your case. Where will you look for arguments that you disagree with? What disciplines and types of publications will you seek out? In class: Sign up for individual conference on research progress R 10/31: Sustainability and Biotechnology Due: SWA 6, ILP 8 (Argument Response Paper, 500 words). For this argumentative response paper, choose an article that gives the best possible argument you can find that you disagree with, and convince your reader that this argument is faulty. In the first 150 words or less (1 paragraph): summarize the assigned argument (state its main claim and primary supporting reason(s)), including relevant information about its author (particularly their title and/or role), place of publication, and audience (targeted or real) that you can gather from online research. Then, state your thesis, in bold—the claim you will defend in this paper about why the argument is problematic. In the remaining 350-450 words (2-3 paragraphs): Argue against one or more of the reasons or assumptions that the argument is making, and/or point out a fallacy. Due: List 6 types of findings and sources you need for Essay 3 In class: Seeds of Death: Unveiling the Lies of GMOs T 11/5: Class cancelled for individual conferences Due at conference: ½ Essay 3 Annotated Bibliography R 11/7: Essay 3 Annotated Bibliography Due: ESSAY 3 ANNOTATED BIBLIOGRAPHY Due: Essay 3 Annotated Bibliography, intro, and outline T 11/12: Essay 3 Workshop Due: ESSAY 3 (Researched Argumentative Paper) In class: Peer review R 11/14: Essay 3 Argument Presentations Due before class: Essay 3 Powerpoint presentation posted to WordPress page In class: Act as a respondent for fellow students Due by 6 pm Friday: REVISED ESSAY 3 (Upload Word document to Blackboard) T 11/19: Essay 3 Argument Presentations; Latest date to complete service and submit WordPress post/image on service Due: ESSAY 4 (Reflection on Service) In class: Act as a respondent for fellow students R 11/21: Substitute; TBA T 11/26: Class cancelled to make up for required trip to Writing Center R 11/28: Class cancelled; Thanksgiving Break Due by today: Visit to the Writing Center (counts as SWA 7) T 12/3: Essay 3 Argument Presentations In class: Act as a respondent for fellow students R 12/5: Essay 3 Argument Presentations In class: Act as a respondent for fellow students FINAL EXAM DATE Final Portfolios due in regular classroom (Sorry, no early or late portfolios will be accepted) 4