Modern Japan

 

Modern Japan

To write an historical personal essay,a creative work grounded in historical reality in which you assume the place of a participant in a major incident or issue in modern Japanese history, the student will present a plausible account of an adopted persona. In other words, the essay cannot be simple fantasy but a plausible recreation. The persona may be an elite political figure with a major role in events, a member of group touched by a major social change, a journalist, diarist, or someone else. Citations of works consulted (i.e., footnotes or endnote and bibliography) are required.

The Outcome of this unit:
Students who complete the unit’s requirements can expect to come away with a clearer understanding of the major social, political, and economic, and cultural transformations that changed Japan from a comparatively isolated agrarian state to an internationally expansionistic industrialized society before 1945 and into a post-industrial economic world power since then. Specific issues and incidents will be examined to enable students to grasp the larger dynamics that transformed society over the past 150 years.

School: School of Languages and Cultures
Department/Program: Asian Studies Program
Unit of Study: ASNS2632
Session: Semester 1, 2016
Unit of Study Outline

Unit Coordinators
Unit coordinators are listed on undergraduate and postgraduate coursework semester timetables, and can be consulted for help with any difficulties you may have.
Unit coordinators (as well as the Faculty) should also be informed of any illness or other misadventure that leads students to miss classes and tutorials or be late with assignments.
Unit Coordinator: Michael Lewis
Location: Room 524 Brennan MacCallum Bldg., A18
Email address: m.lewis@sydney.edu.au
Phone: +61-2-9351 4718
Consultation Hours: Tuesdays 2 to 4 pm and by appointment
Unit Teachers/Tutors:
Location:
Email address:
Phone:
Consultation Hours:

This Unit of Study Outline MUST be read in conjunction with the Faculty of Arts and Social Sciences Student Administration Manual (sydney.edu.au/arts/current_students/student_admin_manual.shtml) and all applicable University policies.

In determining applications and appeals, it will be assumed that every student has taken the time to familiarise themselves with these key policies and procedures.
ASNS2632: Modern Japanese Social History
UNIT DESCRIPTION
This unit of study will begin with examination of social aspects of the Meiji reforms, evaluating interpretations of their aims and effects. The focus will then turn to the emergence of new social forces in the twentieth century, including industrial workers, an urban middle class and a women’s movement. We will also explore changes in daily life and attitudes to work and leisure as urbanisation and industrialisation progressed and assess the effects of the Second World War, Occupation, and postwar political, economic, and social developments.
PREREQUISITES
This unit is available as a designated ‘Advanced’ unit for students who are already enrolled in the BA (Advanced) degree program.
LEARNING OUTCOMES
Students who complete the unit’s requirements can expect to come away with a clearer understanding of the major social, political, and economic, and cultural transformations that changed Japan from a comparatively isolated agrarian state to an internationally expansionistic industrialized society before 1945 and into a post-industrial economic world power since then. Specific issues and incidents will be examined to enable students to grasp the larger dynamics that transformed society over the past 150 years.

Students can achieve the unit’s intended outcomes through regular participation in scheduled class meetings and tutorials as well as careful consideration of readings, discussions, and films. Students also will be able to sharpen their research skills by independently researching and writing either a historiographical essay or a short research paper (2000 word minimum). Successful completion of this exercise will enable students to consider a range of secondary and primary research materials, test research questions, and present conclusions in a clear and concise manner.
LEARNING STRUCTURE
Class will meet once weekly for a two-hour lecture followed later in the week by a one-hour tutorial. The lectures will provide an overview of the subject for that particular week. The course will generally proceed chronologically albeit with exceptions made for consideration of issues of special topical importance. Students may ask questions at any time during the lecture. Additional Q&A sessions also will be provided at the end of each session. Drama films (as distinct from documentaries) will be shown in class to provide a view that puts the events in a humanistic historical context. If scheduled, attendance at the screenings of these important social documents is mandatory.

Tutorials will take up questions about issues raised in the readings, lectures, films, and class discussion through student-led debates. A schedule listing debate topics and student presenters will be organized early in the semester.

Written assessments will provide students opportunities to demonstrate their analytical thinking and how well they have understood the development of Japanese modern social history. The ability to use, understand, and critique various research materials, and use these resources in clear and concise argumentation, will be emphasized in assessment.

UNIT SCHEDULE
For reading assignments and additional descriptions of other unit of study activities see the weekly schedule at the end of this unit of study outline.
Semester One 2016
Week Week beginning Lecture [content] Tutorial
1 29 February Introduction to the Course and the Tokugawa Legacy
Discuss assigned readings and additional information on coursework
2 07 March Meiji Restoration Social Dynamics First student-led discussion session or debate, 08 March
3 14 March Early Social Revolution: City and Countryside
4 21 March* Forging Subjects and Citizens
BREAK 28 March – 3 April SESSION BREAK / EASTER
5 4 April Political Stirring: City and Countryside First exam in-class; tutorial recess, 05 April
6 11 April Popular Rights, Constitution, and Expansionism
7 18 April Mass Culture: Women’s Rights Movement Position, research paper outlines and bibliographies due at beginning of lecture 19 April
8 25 April* 1930s: Remaking Society at Home
9 02 May Imperial Collapse
10 09 May The Occupation
11 16 May Boom and Bust: Lost Decades
12 23 May Whither Japan: After Fukushima and Beyond Unit review during tutorials
13 30 May In-class Exam In-Class Exam on 31 May. Note: Papers due after final exam on Friday, 3 June. Submit via Turnitin drop on eLearning site
STUVAC 06 June STUVAC
EXAMS 13 June* EXAM PERIOD commences
* NB: Public holidays on Friday 25 March, Monday 25 April, and Monday 13 June.

ATTENDANCE
According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 80% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board. The Examiner’s Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.
If a unit of study has a participation mark, your attendance may influence this mark.
For more information on attendance, see http://sydney.edu.au/arts/current_students/policies.shtml.
READING REQUIREMENTS

The textbooks listed below are all REQUIRED readings. They are available for purchase at the University Co-op Bookshop. The may also be borrowed at the Fisher Library two-hour loan collection.

Required Readings:

Tipton, Elise K., Modern Japan (Third Edition) Routledge, 2016.
ISBN 978-1-138-78085-9

Lewis, Michael, A Life Adrift: Soeda Azembo, Popular Song, and Modern Mass Culture in Japan, Routledge, 2009. ISBN 978-0-415-59216-1

Walthall, Anne, ed., The Human Tradition in Modern Japan, Scholarly Resources, 2002. ISBN 978-0842029124

Huffman, James L., Modern Japan: A History in Documents (Second Edition) Oxford: Oxford, 2010. ISBN 978-0195392531

Recommended Reading:

Nagatsuka, Takashi (Author), Ann Waswo (Translator), The Soil: A Portrait of Rural Life in Meiji Japan (Voices from Asia) California: 1993, Reprint Edition ISBN 978-0520083721
ONLINE COMPONENTS
PowerPoint summary presentations of weekly lectures will be posted on the eLearning site for this unit of study. Messages to students will also be sent from this and other online sites.
The writing assessments for this unit, project outlines and final papers, are to be sent online to a drop box for Turnintin submission.
This unit requires regular use of the University’s Learning Management System (LMS), also known as Blackboard. You will need reliable access to a computer and the internet to use the LMS. The University uses learning analytics to understand student participation on the LMS and improve the student learning experience.
The easiest way to access the LMS is through MyUni (click on the ‘MyUni’ link on the university home page, http://sydney.edu.au or link directly to the service at https://myuni.sydney.edu.au/. There is a ‘Blackboard LMS’ icon in the top row of the QuickLaunch window on the left hand side of the screen.
If you have any difficulties logging in or using the system, visit the Student Help area of the LMS site, http://sydney.edu.au/elearning/student/help/.
The University’s Privacy Management Plan governs how the University will deal with personal information related to the content and use of its web sites. See http://sydney.edu.au/privacy.shtml for further details.
Lecture Recording
Lectures delivered in University-owned lecture theatres are recorded and may be made available to students on the LMS. However, you should not rely on lecture recording to substitute your classroom learning experience.
ASSESSMENT TASKS AND DUE DATES

Tutorial discussion presentation (or debate) 5% Due according to sign-up schedule
to be established

Test 1 20% Due 5 April

Outline and bibliography for position or short
Research paper 10% Due 19 April

Writing assessment (position, research,
historical persona paper) 25% Due 3 June

Final exam 30% Due 31 May

Continuous assessment (based on active
Participation and attendance) 10% Assessed throughout semester
Additional information about assessments:

Writing assessment options will be further explained during the first two weeks of tutorials. The discussion sessions will require students to either lead the discussion or form small teams to debate key issues explored in weekly readings, lectures, and films. The debate presentations will take place during the tutorial.

Attendance at lectures and tutorials is required to fulfill the continuous assessment minimum requirement. To assure full credit for this part of the course the quality of participation, not merely showing up, will be assessed. Missing a third of the course, measured by attendance at lectures and tutorials, may result in a determination that the student has not fulfilled the unit of study’s basic requirements and is ineligible for a passing mark.

The format for written work will be presented during tutorial sessions. Do keep in mind an outline and bibliography for the paper will be due midway in the semester. This is an important assignment, the significance of which resembles the connection of good blueprint to well built house.

In form, an outline is simple description of what you intend to do with your position paper or research project. It should include either a question or a statement of the position you wish to take if writing a position paper. Using the format Roman numeral, capital letter, lower case latter, plain numeral, one might briefly describe each part of the argument to be presented or the evidence or support for views. The outline should also contain a section for tentative or working conclusions, which may be subject to change.

The bibliography is a listing of books and other materials you intend to use in the writing assignment. In need not be annotated and you need not have read the book or other work at this time. The bibliographical format can be any of the major formats used in academic writing. Most historians or historians in training use the Chicago style for footnotes or endnotes. Students are encouraged to use various web-based services for assistance in research and writing techniques.

If opting to write an historical personal essay, a creative work grounded in historical reality in which you assume the place of a participant in a major incident or issue in modern Japanese history, the student will present a plausible account of an adopted persona. In other words, the essay cannot be simple fantasy but a plausible recreation. The persona may be an elite political figure with a major role in events, a member of group touched by a major social change, a journalist, diarist, or someone else. Citations of works consulted (i.e., footnotes or endnote and bibliography) are required for this option as well as all others.

Late Submissions: Late essays or research papers will not be accepted unless an extension has been granted before the date that the assignment is due. All work must be submitted to satisfactorily complete this unit of study.

Examinations: Examinations primarily will be essay tests in which students will be asked to demonstrate their understanding of the readings, lectures, and other material discussed in lectures and tutorials. The exams will test the student’s ability to integrate facts and interpretations in demonstrating his or her understanding of modern Japanese social history.

All assessment tasks are required and must be attempted to pass this unit. Note that some tasks are to be submitted online through the University’s eLearning (AKA: Blackboard) site.
ASSESSMENT CRITERIA
This unit uses standards-based assessment for award of assessment marks. Your assessments will be evaluated solely on the basis of your individual performance.
SUBMISSION OF ASSESSMENTS
Compliance Statements
All students are required to submit an authorised statement of compliance with all work submitted to the University for assessment, presentation or publication. A statement of compliance certifies that no part of the work constitutes a breach of the Academic Honesty in Coursework Policy 2016.
The format of the compliance statement will be in the form of:
a. a University assignment cover sheet; or
b. a University electronic form.
Assessment Submission
Submission of assessment tasks will be required by the due date. Written assessments must be submitted online through the LMS. Other assessments, for example visual or oral assessments, must be submitted according to the assessment instructions.
Work not submitted on or before the due date are subject to a penalty of 2% per day late. Refer to http://sydney.edu.au/arts/current_students/late_work.shtml for the Policy on Late Work.
ACADEMIC DISHONESTY AND PLAGIARISM
Academic honesty is a core value of the University, so all students are required to act honestly, ethically and with integrity. This means that the University is opposed to and will not tolerate academic dishonesty or plagiarism, and will treat all allegations of academic dishonesty and plagiarism seriously. The consequences of engaging in plagiarism and academic dishonesty, along with the process by which they are determined and applied, are set out in the Academic Honesty in Coursework Policy 2016. You can find these documents University Policy Register at http://sydney.edu.au/policies (enter “Academic Honesty” in the search field).
Definitions
According to the Policy, plagiarism means representing another person’s work (i.e., ideas, findings or words) as one’s own work by presenting, copying or reproducing it without appropriate acknowledgement of the source. Academic dishonesty means seeking to obtain or obtaining academic advantage for oneself or others (including in the assessment or publication of work) by dishonest or unfair means. Academic dishonesty includes, but is not limited to:
• Resubmission (or recycling) of work that is the same, or substantially the same as work previously submitted for assessment in the same or in a different unit of study. Every unit of study expects each student to produce new material based upon research conducted in that unit;
• Dishonest plagiarism;
• Engaging another person to complete or contribute to an assessment in your place; and
• Various forms of misconduct in examinations (including copying from another student and taking prohibited materials into an examination venue).
Use of Similarity Detection Software
Students should be aware that all written assignments submitted in this unit of study will be submitted to similarity detecting software known as Turnitin. Turnitin searches for matches between text in your written assessment task and text sourced from the Internet, published works, and assignments that have previously been submitted to Turnitin for analysis.
There will always be some degree of text-matching when using Turnitin. Text-matching may occur in use of direct quotations, technical terms and phrases, or the listing of bibliographic material. This does not mean you will automatically be accused of academic dishonesty or plagiarism, although Turnitin reports may be used as evidence in academic dishonesty and plagiarism decision-making processes. Further information about Turnitin is available at http://sydney.edu.au/arts/current_students/plagiarism_and_turnitin.shtml.
SPECIAL CONSIDERATION
Students can apply for Special Consideration for serious illness or misadventure. An application for special consideration does not guarantee the application will be granted.
Further information on applying for special consideration is available at http://sydney.edu.au/arts/current_students/special_consideration.shtml.
OTHER POLICIES AND PROCEDURES RELEVANT TO THIS UNIT OF STUDY
The Faculty’s Student Administration Manual is available for reference here http://sydney.edu.au/arts/current_students/student_admin_manual.shtml. Most day-to-day issues you encounter in the course of completing this Unit of Study can be addressed with the information provided in the Manual. It contains detailed instructions on processes, links to forms and guidance on where to get further assistance.
YOUR FEEDBACK IS IMPORTANT
The Unit of Study Survey
The University conducts an online survey for units of study every semester. You will be notified by email when the survey opens. You are encouraged to complete the survey to provide important feedback on the unit just before the end of semester. You can complete the survey at http://www.itl.usyd.edu.au/surveys/complete

How Student Feedback has been used to develop this Unit of Study

Student feedback has been used to evaluate readings, resulting in dropping some readings and adding others. Students’ comments have also been used to design required assessments and determine tutorial activities.
STAYING ON TOP OF YOUR STUDY
For full information visit http://sydney.edu.au/arts/current_students/staying_on_top.shtml
The Learning Centre offers workshops in Academic Reading and Writing, Oral communications Skills, Postgraduate Research Skills, Honours, masters Coursework Program, Studying at University, and Workshops for English Language and Learning. Further information about The Learning Centre can be found at http://sydney.edu.au/stuserv/learning_centre/.
The Write Site provides online support to help you develop your academic and professional writing skills. All University of Sydney staff and students who have a UniKey can access the WriteSite at http://writesite.elearn.usyd.edu.au/.
The FASS Writing Hub has a wide range of programs at both Undergraduate and Postgraduate levels that focus on writing across the curriculum. The FASS Writing Hub offers drop-in sessions to assist students with their writing in a one-to-one setting. No appointment is necessary, and this service is free of charge to all FASS students and/or all students enrolled in WRIT units. To find out more visit http://sydney.edu.au/arts/teaching_learning/writing_hub/index.shtml.
Pastoral and academic support for Aboriginal and Torres Strait Islander students is provided by the STAR Team in Student Support services, a dedicated team of professional Aboriginal people able to respond to the needs of students across disciplines. The STAR team can assist with tutorial support, mentoring support, cultural and pastoral care along with a range of other services. More information about support for Aboriginal and Torres Strait Islander students can be found at http://sydney.edu.au/current_students/student_services/indigenous_support.shtml.
Free online Library tutorials are available at http://sydney.edu.au/library/skills, with one designed especially for students studying in the Humanities and Social Sciences at http://libguides.library.usyd.edu.au/.
Mobile Learn is the Sydney Uni App for iPhone and Android. The full set of features available on the mobile app for the University LMS can be found in detail in this PDF document: Features in the mobile App for the University LMS (PDF). Search for University of Sydney on the iTunes store or the Android Marketplace, install the app, and you can access the LMS by clicking on the ‘Bb Learn’ icon. Important: due to the limitations of mobile devices you cannot submit assignments using the assignment tool. You should not complete graded tests (quizzes) using your mobile device due to the possibility of internet drop out.
OTHER SUPPORT SERVICES
Disability Services is located on Level 5, Jane Foss Russell Building G20; contact 8627 8422 or email disability.services@sydney.edu.au. For further information, visit their website at http://sydney.edu.au/stuserv/disability/.
Counselling and Psychological Services (CAPS) are located on Level 5, Jane Foss Russell Building G20; contact 8627 8433 or email caps.admin@sydney.edu.au. For further information, visit their website at http://sydney.edu.au/current_students/counselling/.
DETAILED SCHEDULE OF READINGS AND LECTURES

NOTE: This unit of study may be revised by the instructor as needed for more effective teaching and course administration. Content, schedule, assessment formulae, and other content may be revised during the semester.

Weekly Schedule
Week/Date Readings Assignments and Activities
Week 1
29 February Introduction to the Course and the Tokugawa Legacy

Tipton, Elise K., Modern Japan (Third Edition) Oxon: Routledge, 2016, (hereafter cited as Tipton with chapters and page numbers)

Chapter 1, “Tokugawa Background: The Ideal and the Real,” pp. 1-23.

Huffman, James L., Modern Japan: A History in Documents (Second Edition) Oxford: Oxford, 2010, (hereafter cited as Huffman, Docs, with chapters and page numbers)

“What is a document?,” “How to read a document,” “ Introduction,” and Chapter 1, “The Land of Shogun and Daimyo,” pp. vi-37.

Walthall, Anne, ed., The Human Tradition in Modern Japan, Scholarly Resources, 2002 (hereafter cited as Walthall with individual essay authors, chapters, and page numbers)
Introduction: “Tracking People in the Past,” pp. xi-xx.

Video: Japan: Memoirs of a Secret Empire (SBS 2009). Tutorial: Discuss debate format and Tokugawa background of modern Japanese society.
Week 2
07 March The Social Dynamics behind the Meiji Restoration: Warriors, Peasants, and Barbarians

Tipton, Chapter 2, “The Mid-century Crisis,” pp. 24-41.

Huffman, Docs, Chapter 2, “The Old Order Topples: 1853-68,” pp. 29-47.

Walthall; Luke Roberts, “Mori Yoshiki: Samurai Government Officer,” pp. 25-42.

Video: “The Return of the Barbarians,” Part 3 of Japan: Memoirs of a Secret Empire (SBS 2009). Suggested tutorial debate topic (note: students free to formulate own debate issue in all tutorials ): “Japan Should/Should Not Open its Doors.”
Week 3
14 March The Social Revolution: Cities and Countryside

Tipton, Modern Japan, Chapter 3, “The Early Meiji Revolution,” pp. 42-63.

Huffman, Docs, Chapter 3, “Confronting the Modern World: 1868-89,” pp. 49-71.

Lewis, Michael, A Life Adrift: Soeda Azembo, Popular Song, and Modern Mass Culture in Japan, Routledge, 2010 (hereafter cited as “Lewis, Azembo,” with chapter and page numbers cited.) Chapter 1, “My Early Years,” pp. 1-14. Tutorial debate 2: “’Civilization and Enlightenment’: The Case for and Against.”
Week 4
21 March
SESSION BREAK/Easter: 28 March-3 April
Forging Subjects and Citizens: Women, Minorities, and Meiji Education

Tipton, Modern Japan, Chapter 4, “Defining a Japanese National Identity,” pp. 64-83.

Walthall; M. William Steele, “The Ishizaka of Notsuda,” pp. 61-76; and Gregory Smits, “ Jahana Noboru: Okinawan Activist and Scholar,” pp. 99-113.

Video: Pacific Century: “The Meiji Revolution”
SESSION BREAK/Easter: 28 March-3 April Tutorial debate 3: “How to Create a ‘Nation’: Central or Local Initiatives?”
Week 5
4 April The Social Revolution: Cities and Countryside

Recommended Reading: Nagatsuka, Takashi (Author), Ann Waswo (Translator), The Soil: A Portrait of Rural Life in Meiji Japan (Voices from Asia) California: 1993. This may be discussed at Week 6 tutorial. 05 April: First Exam in class during lecture. Tutorial recess.
Week 6
11 April Political Reforms from the Bottom and Top II: Freedom, Popular Rights, the Meiji Constitution, and Incipient Expansionism.

Tipton, Modern Japan, Chapter 5, “Late Meiji,” pp. 84-101.

Continue Lewis, Azembo, Chapter 2, “The Period of Soshi Politics and Political Songs,” pp. 46-74; and Lewis, Azembo, Chapter 4, “Before and after the Russo-Japanese War (1905-1905),” pp. 102-149.

Huffman, Docs, Chapter 4, “Turning Outward: 1890-1912,” pp. 73-95.

Walthall; Sally A. Hastings, “ Hatoyama Haruko, “Ambitious Woman,” 81-98; Gail Lee Bernstein, “Matsuura Isami: A Modern Patriarch in Rural Japan,” pp. 137-153. Tutorial debate 4:
“Positive or Passive Foreign Policy: What is Best for Japan?”
Week 7
18 April Mass Culture, Women’s Rights, Women’s Demands

Tipton, Modern Japan, Chapter 6, “An Emerging Mass Society,” pp. 102-123.

Huffman, Docs, Chapter 5, “Imperial Democracy: 1912-30,” pp. 97-119.

Lewis, Azembo, Chapter 5, “Enka, A New Style,” pp. 173-200; and Lewis, Azembo, Chapter 6, “Taisho: An Abbreviated History,” pp. 201-228.

Optional reading: Lewis, Azembo, Introduction, “A Life Adrift,” pp. xv-xxxvi Tutorial debate 5: “Imperial Democracy Is/Is Not Democratic?”

19 April: Position or short research paper outlines and bibliographies due at beginning of lecture.

Week 8
25 April The 1930s: Remaking Society at Home

Tipton, Modern Japan, Chapter 7, “Contesting the Modern in the 1930s,” pp. 124-143.

Huffman, Docs, Chapter 6, “The Dark Era: 1930-45,” pp. 121-147.

Lewis, Azembo, Prefatory Poem, “Advance! New Order, Advance!” pp. xxxvii-xl. Tutorial debate 6: “The Rise of the Right in 1930s Japan: Domestic or International Causes?”
Week 9
02 May Imperial Collapse and the Dark Valley

Tipton, Modern Japan, Chapter 8, “The Dark Valley,” pp. 144-165.

Walthall; Robertson, “Yoshiya Nobuko: Out and Outspoken in Practice and Prose,” pp. 155-174.

Video: The Road to War: Japan;
NHK: Pacific War. Tutorial debate 7: “The Dark Valley’: Accurate or Inaccurate Description for Japan circa 1935-45?”
Week 10
9 May The Occupation, the Rebuilding 1950s, and 1960s Prosperity

Tipton, Modern Japan, Chapter 9, “Out of the Ashes…” pp. 166-188; and Chapter 10, “The Economic Miracle…” pp. 189-212.

Huffman, Docs, Chapter 7, “The Reemergence: 1945-70,” pp. 149-173.

Walthall; Igarashi,“Yokoi Shoichi: When a Soldier Finally Returns Home,” pp. 197-212. Tutorial debate 8: “The Postwar Recovery (Economic, Political, and Social): Miraculous or Predictable”?
Week 11
16 May Boom and Bust: Lost Decade(s)
Tipton, Modern Japan, Chapter 11, “The ‘Rich’ Country,” pp. 213-232; Chapter 12, “The Lost Decade(s),” pp. 233-255.

Huffman, Docs, Chapter 8, “Japan as a World Power: After 1970,” pp. 177-199.

Walthall; Alan Tansman, “Misora Hibari: The Postwar Myth of the Mournful,” pp. 213-229. Tutorial debate 9: Lost decades or “normal nation”?
Week 12
23 May Whither Japan: After Fukushima and the Future

Tipton, Modern Japan, Chapter 13, “Back to the Future,” pp. 256-269. Unit review will be held in class and during tutorials.
Week 13
30 May-3 June Final Exam in class 31 May; writing assessments due 3 June via online submission. 31 May: Final Exam;
3 June: Writing Assessment due.