[System] You extract structured syllabus data from university course documents. Return valid JSON only, matching the requested schema exactly.

[User]
Extract structured syllabus information from the following document.
Return JSON with keys: document_id, source_url, course_codes, instructors, emails, section_names, assignments, readings, grading_weights, due_dates, course_dates, concepts, study_plan, text_field, entities.
The study_plan value must be a JSON array of objects, one per syllabus section region, each with section_heading (string) and the same list-of-strings fields as the top level (course_codes, readings, assignments, due_dates, course_dates, concepts, grading_weights, instructors, emails), grouping items that fall under that section.

Document text:
Page 1 of 6
BIOLOGY 1A:  COURSE SYLLABUS

Fall 2013

Faculty:  Dr. Pauly and Dr. Fischer are from the Department of Plant and Microbial Biology.  Dr.
Weisblat is from the Department of Molecular Cell Biology.  The faculty will hold office hours
(while they are lecturing) as follows:

Held in 2084 VLSB
BY APPOINTMENT
Markus Pauly
MW 9-10, Th 2-3
2-1722, Calvin Lab, mpauly69@berkeley.edu
http://pmb.berkeley.edu/profile/mpauly#a2
Robert Fischer
MWF 9-10, Th 2-3 2-1314, 231A Koshland, rfischer@ berkeley.edu.
http://epmb.berkeley.edu:8080/facPage/dispFP.php?I=8.
David Weisblat MW 9-10, Th 2-3
2-8309, 385 LSA, weisblat@berkeley.edu
http://mcb.berkeley.edu/index.php?option=com_mcbfaculty&nam
e=weisblatd
Office hours are located in 2084 VLSB unless otherwise

Course Coordinator:  Mike Meighan. 2-4110, 2088 VLSB, mailbox in 2084 VLSB (and another
one in the hall outside 2088 VLSB), e-mail is {mmeighan@berkeley.edu}.   Scheduled Office
hours are M 11-12, W 10-11, 1-2 and by appointment.  I am available for advice on study habits,
techniques, course content, and on matters of scheduling, laboratory operations, exams, etc..
Typically any administrative or grading issues should be addressed to the course coordinator.

Graduate Student Instructors:  The GSI’s will instruct the discussion sections.  A GSI will be
available in the GSI office; 2084 VLSB, between 10-2, M-F.  Messages may be left in your GSI's
mailbox in 2084 VLSB.

Please turn off cell phones prior to the start of lecture.

TIME TABLE
The drop deadline is Sept. 6th.   The deadline to change grading option from P/NP to
letter grade is September 27th.
1. Lectures begin August 30th and end on December 6th .  Lectures are held in 1 Pimentel from 8-
9 AM.  Lectures may be available on the web (http://webcast.berkeley.edu/courses/).   They
are also simulcast in 10 Evans & (60 Evans if necessary).   Lecture handouts are posted on
bSpace.  No note taking service is authorized.
2. Email address:  We will routinely email the students about once a week.  We will use the
email address you have listed in the CalNet Directory.   If it isn’t the one you check, then you
need to change it in the CalNet directory.  If you have not received any emails yet, there is a
problem with your listed email address.  bSpace will be used frequently, check it!
3. ADDING:  Use Tele-BEARS.  To add Bio 1A, you must be enrolled in Bio 1AL or be exempt
from simultaneous enrollment.  For more information click under enrollment information on
our url: http://mcb.berkeley.edu/courses/bio1a/.
4. SWITCHING DISCUSSION/LAB (Permanent Switch):  On bSpace click on “Click Here
to Switch Discussion Sections” for a link to a page with instructions on how to switch
sections via TeleBears.   You need to do your best to work out your discussion assignment
by the first week.
5. DISCUSSION begins Tuesday, 9/3.   (No discussion on Monday 9/2.)  Attendance will be
taken starting Monday September 9th.  You must attend your assigned discussion section.
6. LABORATORY.  Lab lecture begins Monday September 2nd (you must watch webcast from
Spring 2013) and labs begin Tuesday September 3rd.  The first lab covers Safety, and
Equipment.  The lab exercise (lab manual) is available on bSpace and at Replica Copy.

Page 2 of 6
    Lab will be held Tuesday through Friday.  Lab lecture on September 9th will cover the second
lab, Cells and Sea water plating.
7. Attendance:  You are required to attend the lab AND discussion sections in which you are
enrolled (not waitlisted).   For further lab information, see the lab syllabus.
8. Lecture examinations are: Thursday Oct. 3rd from 7:30 - 8:30 PM (evening exam).  Monday
Nov. 4th from 8-9 AM (morning exam).  There are no make-up exams.  A handout will be
given in lecture concerning each exam.
9. Final Examination: Monday Dec. 16th at 7-10 PM.  Room(s) to be arranged.  The final exam
will be comprehensive and will cover all lectures.  You will receive a handout in lecture
regarding specific details about the final (point distribution, weighting, etc.).
10. In the case of disruption of an exam (fire alarm, bomb threat, etc.) alternative arrangements
have been made.  These may include moving the exam to another location, and/or
extending the time, and/or arranging an alternative exam date or format (possibly essay).
11. Lab exams are scheduled as follows:  First lab exam, Thursday night, October 24th (7:30 PM)
Room(s) to be arranged.  Your second Lab Exam will be held on Wednesday night
December 4th (7:30 PM).  There are no make-up lab exams.  A handout will be available on-
line concerning each exam – room assignments, material covered, etc.   There is NO
additional final exam for the lab class.
12. Assignments, exams:  When papers, etc. are returned it is your responsibility to pick them
up.  If you do not attend discussion, then you must contact your GSI and get the papers
from them, at their convenience.  Papers not picked up after 3 weeks may be discarded.

LECTURE MATERIALS:
Required textbook: Campbell Biology, 9th edition including Mastering Biology.  The textbook
is a custom edition for UCB and includes access to Mastering Biology.  You will need the 9th
edition.  The book is identical to the normal 9th edition except for the cover page.  You also need
Mastering Biology for the homework assignments.
iClicker is required.  You must have your own individual iClicker.
Required Course Reader(s):  Required course readers will be available on bSpace and most
likely also available at Replica Copy.
Exam Reader:  An exam reader with exams from past semesters is available at Replica Copy.
The cost is about $4.00.

GRADING PROCEDURE:   Grades will be determined numerically as follows:
Midterm Examinations (2 x 100)

200 pt’s.
Final Exam

300 pt’s.
iClicker (3 X 12), Homework via Mastering Biology (3 X 24)

108 pt’s.

Total:
608 pt’s.
See first day announcement on bSpace.  You will be informed of any assignments or
additional points on exams.
Changes affecting the point distribution, the reading schedule, or other aspects of the syllabus
may occur during the semester.  We will inform you of any changes.  Letter grades are based
upon EARNED points (not based upon needs or wants).  They are guaranteed as follows.
A (some form of an A)
100-90%
D (some form of a D)
69-60%
B (some form of a B)
89-80%
F
59-00%
C (some form of a C)
79-70%

Page 3 of 6
However, in the event that some examinations have been unusually difficult, the cut offs
for letter grades may be lowered (but only by a few percentage points, and as deemed
necessary).  Historically around 40-50% of the class EARN A’s and B’s.

iClicker points – Each question is worth ½ pt for participation and  an additional ½ pt for the
correct answer.  You can earn up to a MAXIMUM of 12 points per lecturer.  Each lecturer will
attempt to have at least 14 iClicker questions for their section.   If for some reason, there aren’t
enough iClicker points then any remaining points will be added to the final.   It is your
responsibility to register your iClicker and provide a functional iClicker.

Homework points.   A distribution of scores will be generated and a grade scale from 0 to 14
points will be assigned.  The maximum possible number of points will be 12.  Thus it is
possible to miss one or two assignments and still end up with the maximum.  No extensions of
deadlines.  Each assignment is due by 8 AM by the start of the next lecture.  The only exceptions
are the 8/30 lecture will be due Friday 9/6 by 8 AM (along with of course the Wed 9/4 lecture).

I  GRADES:  In keeping with University regulations, the grade of "incomplete" is assigned to a
student only if (1) the student has completed at least one-half of the material with a passing
grade of C or better and (2) the student presents documented medical evidence of inability to
complete the course on schedule.  The student assigned an I grade in Biology 1A must complete
the work before the first day of classes in the Fall Semester of 2014, without including the course
for units on the study list, or the I lapses to an F.
CHEATING:  UC Berkeley has adopted the following Honor Code: “As a member of the UC
Berkeley community, I act with honesty, integrity, and respect for others”.  As a  UCB student
you pledge to adhere to this code.  The rare student found cheating in the course will be
reported to the University.  The student will be given an F course grade.  Cheating is not
tolerated.  This includes ALL work—iClicker, homework assignments, pre-labs, worksheets,
quizzes, and exams!
RECOMMENDATIONS:  It is probably better for you to obtain letters from upper division
classes, in the future, but we are willing to write letters.  Your GSI will write an initial draft of
the letter (they know you the best).  The course coordinator will edit the letter and a faculty
member will sign the edited letter.  The course coordinator will then forward your letter to the
Placement center.  This takes time--at least two weeks

HOW TO DO WELL
1. Come to lectures and take notes.  Make sure you review them.
2. Keep up with the material.  It is essential that you do not fall behind.  Seek help if needed.
3. Clarify topics you do not understand by
a. Coming to faculty office hours and ask questions.
b. Coming to GSI office hours and ask questions.
c. Getting into a study group.
d. Reading the book.
e. Using email to ask the faculty questions.
4. Use the exam reader, making sure you understand the reasoning behind the answers.
5. Come to the exam review sessions and ask questions.
6. Come to discussion with questions.
BIOLOGY 1A STUDY RESOURCES
The following is a partial list.  Please take advantage of these resources.  Additional
opportunities such as faculty & graduate student reviews may also occur during the semester.
Further information is available in the lab manual and in the exam reader.

Page 4 of 6
Faculty Office Hr’s:  Office hours are typically held in 2084 VLSB.  Faculty will announce office
hours and any changes to them.
Academic Coordinator Office Hr’s (2088 VLSB): To be announced. Refer to bSpace for up to
date hours.
Graduate Student Instructors Office Hr’s (2084 VLSB): Usually M- F, 10 - 2.  Refer to bSpace for
up to date hours.

Student Learning Center (SLC, 189 Chavez Student Center):  The SLC offers student-led study
groups and tutoring.  Study groups require registration that can be done on SLC's webpage
(slc.berkeley.edu ).  Tutoring is generally available MTWTh 9-4 and F 9-12.  See the SLC's
webpage for more information.  Note:  None of the SLC's services are a substitute for lecture,
discussion, reading the text, or attending Bio 1A office hours.  However, they are an excellent
way to get additional assistance and feedback from trained undergraduate tutors who want to
assist you in meeting your academic goals.

STUDY GROUPS:  These are a great way to learn the material.  I encourage you to form study
groups, either within your lab or with other students.

Tutor Services (fee):  Formal tutoring (variable fees) from individuals may be available as the
semester progresses.  Contact Mike.
Biology 1A Web Sites: mostly bSPace and http://mcb.berkeley.edu/courses/bio1a.
Schedule of Classes
Section
Disc. Time
Disc.  Room

Section
Disc. Time
Disc.  Room
101
M 11-12 PM
2066 VLSB

201
T 11-12 PM
3102 Etcheverry
102
M 11-12 PM
123 Wheeler

202
T 11-12 PM
110 Barker
103
M 11-12 PM
2062 VLSB

203
T 11-12 PM
105 Latimer
104
M 11-12 PM
2038 VLSB

204
T 1- 2 PM
2032 VLSB
105
M 12- 1 PM
2030 VLSB

205
T 1- 2 PM
2062 VLSB
106
M 12- 1 PM
2038 VLSB

206
T 1- 2 PM
2038 VLSB
107
M 12- 1 PM
2032 VLSB

207
T 2- 3 PM
228 Dwinelle
108
M  1- 2 PM
2030 VLSB

208
T 2- 3 PM
2066 VLSB
109
M  1- 2 PM

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[System] You extract structured syllabus data from university course documents. Return valid JSON only, matching the requested schema exactly.

[User]
Extract structured syllabus information from the following document.
Return JSON with keys: document_id, source_url, course_codes, instructors, emails, section_names, assignments, readings, grading_weights, due_dates, course_dates, concepts, study_plan, text_field, entities.
The study_plan value must be a JSON array of objects, one per syllabus section region, each with section_heading (string) and the same list-of-strings fields as the top level (course_codes, readings, assignments, due_dates, course_dates, concepts, grading_weights, instructors, emails), grouping items that fall under that section.

Document text:
<!doctype html public "-//w3c//dtd html 3.2//en">

<title>Interpretation and Argument, Fall 2005, Section AA</title>
<meta name="GENERATOR" content="Arachnophilia 4.0">
<meta name="FORMATTER" content="Arachnophilia 4.0">

76-101: Interpretation and Argument, Fall 2005, Section AA

Go to My Home Page

Science and Technology, Society and Culture: Course Resources Home Page

Syllabus (The syllabus includes the complete course description,
    list of texts, assignment due dates/daily schedule, and more).

76-101AA, Fall 2005

Assignments

Summary Assignment

Summary Assignment and Grading
        Criteria (in Word)

Summary Assignment and Grading
        Criteria (in HTML)

Synthesis-Analysis Assignment

Synthesis-Analysis Assignment and
        Grading Criteria (in Word)

Synthesis-Analysis Assignment and
        Grading Criteria (in HTML)

Contribution Assignment

Contribution
        Assignment and Grading Criteria (in Word)

Writing Samples: A summary by me, advice, and student samples (anon.)

Three Ways to Improve Your
      Writing: This document consists of a not-so-good summary, and clear-cut
      suggestions on how to improve it.

in HTML

Summary Sample Two: This sample
      is an improved version of the previous, after the recommended changes have
      been made.

 Summary of Sandra Harding's The
      Science Question in Feminism (by me) This is a sample of a summary
      essay. It deals with an entire book, but it nevertheless covers much of
      what I want you to do in summary, addressing both the problem as Harding
      sees it, and her solution. However, the language could have been simpler
      and more clear.

Writing and Reading Resources

Citation Format Guide

Peer Review Guide

101 Paper Style Sheet:
      This is the definitive style guide for papers written in this class.
      Please follow it closely.

Rewrite Policy for Papers that
      Have Been Graded

Readings, roughly in order of class coverage (updated regularly:
    see syllabus for full bibliographic citation)

Zoline,
      "The Heat Death of the Universe"

Aronowitz, "Science and Technology
      as Hegemony"

Hubble, "The Nature of Science"

*Barnes, "The Problem of Knowledge"

*Bloor, "The Strong Programme in the Sociology
      of Knowledge"

Lewontin, "A Reasonable Skepticism"
      (If you would like to read more about "genetic determinism," one of the
      concepts Lewontin alludes to in this essay, scroll down to "Additional Reading
      Material" and see 'Essays About "Genetic Determinsm"').

Namenwirth, "Science Seen Through a
      Feminist Prism"

Gross and Levitt, "Does It Matter?"

*Nanda, Meera, Against social de(con)struction
      of science: cautionary tales from the third world Vol. 48, Monthly Review,
      03-01-1997, pp 1(20). (A socialist critic warns of the pernicious effects
      of "social constructivism" in science studies on the Third World).

Levine, "What Is Science Studies For and
      Who Cares?"

  * Not Required.

The Sciences, Literature and the Arts Segment: I have decided to
      link to these online versions of Peacock's, Shelley's, Huxley's and Arnold's
      essays in the interests of conveniencce and increased access. We will discuss
      citation of these text in class, for those who will want to cite them in
      their upcoming papers.

Thomas
        Peacock, "The Four Ages of Poetry"

Percy
        Shelley, "A Defence of Poetry": This is a very good online version,
        a new encoded transcription from the photographic facsimile in The Bodleian
        Shelley Manuscripts: A Facsimile Edition, XX, ed. Michael O'Neill (New
        York and London: Garland, 1994): 20-83; PR 5401 1986 v20 Robarts Library.
        The source of the facsimile is Bodleian Library Ms. Shelley e.6., Editor:
        Ian Lancashire, Rep. Criticism On-line (1996).

Thomas Huxley, "Science
        and Culture" (1880).

Matthew Arnold, "Literature
        and Science" (1882).

C.P. Snow, The
        Two Cultures (first printed 1959)

E.O. Wilson, "The Arts
        and Their Interpretation," from Consilience: The Unity of Knowledge:
        210-37.

George Levine, "One
        Culture: Science and Literature," from One Culture: Essays
        in Science and Literature: 3-32.

*John Brockman, "The
        Emerging Third Culture" (1995).

Science and Religion Segment (more to follow)

Auguste Comte, Introduction to the Poitive
        Philosophy

Bloor, "Sources of Resistance to the
        Strong Programme"

John Hedley Brooke, Introduction and "Interaction
        Between Science and Religion: Some Preliminary Considerations,"
        from Science and Religion, Some Historical Perspectives: 1-51

*John
        Tyndall, "The Belfast Address"

      * Not Required.

Additional items of interest:

 Sociology
        of Knowledge

Biodeterminsm

 Essays About "Genetic Determinism":

 Garland, Allen, E., "Science
          Misapplied: the Eugenics Age Revisted"

Reviews and other "Gattaca" material:

 "Splicing into some serious gray
            areas: `Gattaca' is a rarity: a thoughtful science-fiction Hollywood
            offering", by Burkhard Bilger

"We have ways to make sure that
            your genes become your destiny", by Tom Wilkie

"Dishonesty
        in Science," Richard Lewontin

The
        Third Culture,
        John Brokman, ed. (The collection)

The "Sokal Affair":

      Links to texts related to the once-heated "Sokal hoax." The "Sokal Affair"
      began with an article by physicist Alan Sokal, published in Social Text,
      a rather elite academic journal of cultural analysis, edited by Stanley
      Aronowitz and Andrew Ross. The essay, later revealed as a parody of "social
      constructivist" science criticism, set off what have become known as the
      "science wars." You might want to begin with the first Sokal essay (the
      hoax) and continue from there.

The hoax, published in Social Text: "Transgressing
        the Boundaries: Towards a Transformative Hermeneutics of Quantum Gravity",
        by Alan Sokal

Revelation of the hoax in Lingua Franca: "A
        Physicist Experiments With Cultural Studies," by Alan Sokal

Social Text's editorial response to Sokal's Lingua Franca
        article: This
        Site was down the last time I tried it.

FEEDBACK

 Click here to send a message to me.

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[System] You extract structured syllabus data from university course documents. Return valid JSON only, matching the requested schema exactly.

[User]
Extract structured syllabus information from the following document.
Return JSON with keys: document_id, source_url, course_codes, instructors, emails, section_names, assignments, readings, grading_weights, due_dates, course_dates, concepts, study_plan, text_field, entities.
The study_plan value must be a JSON array of objects, one per syllabus section region, each with section_heading (string) and the same list-of-strings fields as the top level (course_codes, readings, assignments, due_dates, course_dates, concepts, grading_weights, instructors, emails), grouping items that fall under that section.

Document text:

1

HIST 2112 – The United States Since 1877
Fall 2026

Instructor Information
Instructor: Professor Daniel Amsterdam
Email: daniel.amsterdam@hsoc.gatech.edu
General Course Information
Description
Through a combination of lectures, readings, visual art, documentary photography and film, this
course examines the major political, economic, social and cultural trends that have made the
United States the nation that it is today. The class also examines related dynamics in Atlanta and
in Georgia more generally. The course focuses on the period since 1877 and especially
examines:
1) the rise of a modern industrial economy and its transformation in recent decades;
2) the creation of modern American government as well as debates over its proper size
and scope;
3) how inequality has riddled American society and how various groups have sought to
redress this fact;
4) why the United States has gone to war since the late 19th century and how these
conflicts have, in turn, shaped American life.
Course Learning Outcomes
1) To give students a greater understanding of major events and trends that have shaped
the development of the United States since 1877, including in Georgia and Atlanta.
2) To give students a greater understanding of what historians do and therefore what
“history” is.
3) To convince students that historical inquiry is critically important for making sense of
the world around them.
4) Additional, related learning objectives specific to general education (Core Impacts)
requirements as discussed below.

2

Required Course Materials
1) Rebecca Burns, Rage in the Gate City: The Story of the 1906 Atlanta Race Riot (available as
an e-book through the Georgia Tech Library; there is no need to purchase this book).
2) Michael C.C. Adams, The Best War Ever: America and World War II (available as an e-book
through the Georgia Tech Library; there is no need to purchase this book).
3) Robert A. Pratt, We Shall Not Be Moved: The Desegregation of the University of Georgia
(available as an e-book through the Georgia Tech Library; there is no need to purchase this
book).
4) Warren St. John, Outcasts United: An American Town, A Refugee Team, and One Woman’s
Quest to Make a Difference. ISBN: 0385522045
You will need to purchase this book at the Georgia Tech Bookstore on Tech Square,
online, or obtain it through the Georgia Tech Library or Interlibrary loan. Be sure not to
read the young adult version.
5) Brief excerpts (1-3 pages) from the following primary sources, which will be posted on
Canvas and do not need to be purchased.
Josiah Strong, Our Country
Booker T. Washington, “Atlanta Exhibition Address”
W.E.B. DuBois, “Of Mr. Booker T. Washington and Others”
Preamble to the Constitution of the Knights of Labor
Platform of the Populist Party.

Albert J. Beveridge, “March of the Flag”
Platform of the Anti-Imperialist League
Mrs. Arthur M. Dodge against Suffrage
Lyman Abbot, “Why Women Do Not Wish the Suffrage”
The Kennan Telegram
The Novikov Telegram
Martin Luther King, Jr., “Letter from a Birmingham Jail”
Clark M. Clifford, “A Viet Nam Reappraisal”
Students for a Democratic Society, “The Port Huron Statement”
Casey Hayden and Mary King, “Sex and Caste: A Kind of Memo”
Ronald Reagan, “A Union of Individuals” (1988)
William Jefferson Clinton, “Statement on Signing 1996 Welfare Reform Act”

3

Grading Policy:
Students’ final grades will be determined through the following exams/exercises:
In-Class Exercises on Required, Book-Length Readings (15%)
Mid-Term I (20%)
Mid-Term II (20%)
Mid-Term III (20%)
Final Exam (25%)

Grading Scale for Final Grades:
90-100 – A
80-89.99 – B
70-79.99 – C
60-69.99 – D
59.99 and Below – F

Final grades will not be “rounded up.” In other words, to receive an A in the course, you must
earn an actual, final average of 90.00 or above. A final average of 79.95, for instance, will be a
C.
Description of Graded Components:
Due to the high student-teacher ratio in the class, all exams will be multiple choice. The in-class
exercises related to required book-length reading will vary, but students should feel confident
that they will perform well on them if they have completed the assigned readings.
Course Policies
Attendance and/or Participation
Attendance is mandatory for exams and on days when we discuss the required book-length
readings. Exceptions will be made only for documented medical and family emergencies or due
to an Institute-excused absence. Although I do not take attendance on days when there is a
lecture, it is exceedingly difficult to succeed in the class without attending all classes. If you do
miss a lecture, I am happy to answer questions about the content that you missed but only after
you have obtained notes from a classmate.
Academic Integrity
Georgia Tech aims to cultivate a community based on trust, academic integrity, and honor.
Students are expected to act according to the highest ethical standards. Review Georgia Tech’s
Honor Code and the student Code of Conduct.

4

Any student suspected of cheating or plagiarism on a quiz, exam, or assignment will be reported
to the Office of Student Integrity, who will investigate the incident and identify the appropriate
penalty for violations.
Core IMPACTS
This is a Core IMPACTS course that is part of the Social Sciences area.
Core IMPACTS refers to the core curriculum, which provides students with essential knowledge
in foundational academic areas. This course will help master course content, and support
students’ broad academic and career goals.
This course should direct students toward a broad Orienting Question:
• How do I understand human experiences and connections?
Completion of this course should enable students to meet the following Learning
Outcome:
• Students will effectively analyze the complexity of human behavior, and how
historical, economic, political, social, or geographic relationships develop, persist,
or change.
Course content, activities and exercises in this course should help students develop the
following Career-Ready Competencies:
•  Intercultural Competence
•  Perspective-Taking
•  Persuasion
This is also a Core IMPACTS course that is part of the Georgia Legislative Requirement
This course should also direct students toward a broad Orienting Question:
• How do I prepare for my responsibilities as an engaged citizen?
Completion of this course should enable students to meet the following Learning
Outcome:
• Students will demonstrate knowledge of the history of the United States and the
history of Georgia
Course content, activities and exercises in this course should help students develop the
following Career-Ready Competencies:
•
Critical Thinking

5

•
Intercultural Competence
•
Persuasion
Accommodations for Students with Disabilities
If you are a student with learning needs that require special accommodation, contact the Office
of Disability Services (404-894-2563) as soon as possible to make an appointment to discuss
your special needs and to obtain an accommodations letter. Please also e-mail me as soon as
possible in order to set up a time to discuss your learning needs.
Student-Faculty Expectations Agreement
At Georgia Tech, we believe that it is important to strive for an atmosphere of mutual respect,
acknowledgement, and responsibility between faculty members and the student body. The
Student-Faculty Expectations articulate some basic expectations that you can have of me and that
I have of you. In the end, simple respect for knowledge, hard work, and cordial interactions will
help build the environment we seek. Therefore, I encourage you to remain committed to the
ideals of Georgia Tech while in this class.

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[System] You extract structured syllabus data from university course documents. Return valid JSON only, matching the requested schema exactly.

[User]
Extract structured syllabus information from the following document.
Return JSON with keys: document_id, source_url, course_codes, instructors, emails, section_names, assignments, readings, grading_weights, due_dates, course_dates, concepts, study_plan, text_field, entities.
The study_plan value must be a JSON array of objects, one per syllabus section region, each with section_heading (string) and the same list-of-strings fields as the top level (course_codes, readings, assignments, due_dates, course_dates, concepts, grading_weights, instructors, emails), grouping items that fall under that section.

Document text:
                                             MATH 21-120
                   Differential and Integral Calculus
                      Spring 2007 Course Syllabus

Course Description: This course is intended primarily for Business
Administration and Economics majors. Topics include functions, limits,
derivatives, logarithmic, exponential, and trigonometric functions, inverse
functions; L'Hospital's Rule, curve sketching, Mean Value Theorem,
related rates, linear and quadratic approximations, maximum-minimum
problems, inverse functions, definite and indefinite integrals, and
hyperbolic functions; applications of integration, integration by
substitution and by parts. We will cover most of the material in Chapters
1--6.

Textbook: Calculus: Early Transcendentals, fifth edition, by James
Stewart; published by Brooks/Cole; 2003

Instructor: Weining Kang, WEH 6218, 268-8486,
weikang@andrew.cmu.edu
• Lecture: MWF 12:30pm -- 1:20pm MM 103
• Office hours: M 7:00pm -- 9:00pm, W 8:00pm -- 9:00pm in WEH
6218

Teaching Assistants:
Elena Cristina Canepa, ecanepa@andrew.cmu.edu
• Office/hours: WEH 6213/TBA
• Recitation (A): TuTh 8:30am -- 9:20am DH 1212
• Recitation (B): TuTh 9:30am -- 10:20am PH 226B

Gregory E Peim, gpeim@andrew.cmu.edu
• Office/hours: WEH 6215/ TBA
• Recitation (C): TuTh 9:30am -- 10:20am BH 136A

Attendance: Lecture and recitation attendance is required. In the event
that you miss a class, it is your responsibility to get the material from
another student. It is absolutely vital that you read the assigned material in
advance so that you may be sufficiently prepared to understand the

concepts when they presented in class and be able to ask focused questions
about concepts that are not yet clear to you.

Homework: Homework assignments will be announced in lectures and
will also be posted on the course website. They should be completed by
the indicated due dates. Homework will be collected in the recitation on
the due dates. Late homework will not be accepted. The teaching
assistants have mailboxes in Wean Hall 6113. You can turn in your work
there in advance of the due dates if you will be unable to attend. All
assignments must include your recitation section letter and will be
returned to you during recitation. These homework assignments will
comprise a substantial portion of your grade and you will be expected to
take them seriously and to write them up neatly. Please make every effort
to complete all the assigned exercises. The assigned exercises will be used
as a resource for constructing your exams.

Exams and Quizzes: There will be three (3) midterm exams as well as
one (1) final exam. The final exam is scheduled by the University. The
midterm exams are tentatively scheduled for February 12th, March 19th
and April 23rd. Makeup exams will be given only for appropriately
documented reasons of illness, family emergency, religious obligation, or
participation in a University sponsored event. No notes (or books) or
calculators will be allowed during the exams.  There will be seven (7)
quizzes. Those quizzes will be taken during the recitations. The dates of
quizzes will be announced during the lectures in advance. There will be
no makeup quizzes.

Grading: Your course grade will be based on the following:
• 15% Homework, 10% Quizzes, 15% Exam 1, 15% Exam 2, 15%
Exam 3, 30% Final Exam.

Academic Dishonesty: Academic dishonesty is considered a serious
offense at Carnegie Mellon University. Students caught cheating will face
an administrative sanction which may include failure of the course or even
expulsion from the university.

[Assistant] {"document_id": "b5bc1bcb3694a30683f4bd936b3fe7304f741d358d94175906208780ca959a3b", "source_url": "https://www.math.cmu.edu/users/weikang/math120/MATH%2021-120.pdf", "course_codes": ["MATH 21", "MWF 12", "MM 103", "PH 226B", "BH 136A"], "instructors": ["Instructor: Weining Kang"], "emails": ["weikang@andrew.cmu.edu", "ecanepa@andrew.cmu.edu", "gpeim@andrew.cmu.edu"], "section_names": ["Textbook", "assignments", "Grading", "Office hours"], "assignments": ["midterm exams are tentatively scheduled for February 12th, March 19th", "Exam 3, 30% Final Exam."], "readings": ["Textbook: Calculus: Early Transcendentals, fifth edition, by James"], "grading_weights": ["15%", "10%", "30%"], "due_dates": [], "course_dates": [], "concepts": [], "study_plan": [{"section_heading": "", "course_codes": ["MATH 21"], "readings": [], "assignments": [], "due_dates": [], "course_dates": [], "concepts": [], "grading_weights": [], "instructors": [], "emails": []}, {"section_heading": "Textbook", "course_codes": ["MWF 12", "MM 103"], "readings": ["Textbook: Calculus: Early Transcendentals, fifth edition, by James"], "assignments": [], "due_dates": [], "course_dates": [], "concepts": [], "grading_weights": [], "instructors": ["Instructor: Weining Kang"], "emails": ["weikang@andrew.cmu.edu"]}, {"section_heading": "Office hours", "course_codes": ["PH 226B", "BH 136A"], "readings": [], "assignments": [], "due_dates": [], "course_dates": [], "concepts": [], "grading_weights": [], "instructors": [], "emails": ["ecanepa@andrew.cmu.edu", "gpeim@andrew.cmu.edu"]}, {"section_heading": "assignments", "course_codes": [], "readings": [], "assignments": [], "due_dates": [], "course_dates": [], "concepts": [], "grading_weights": [], "instructors": [], "emails": []}, {"section_heading": "assignments", "course_codes": [], "readings": [], "assignments": [], "due_dates": [], "course_dates": [], "concepts": [], "grading_weights": [], "instructors": [], "emails": []}, {"section_heading": "assignments", "course_codes": [], "readings": [], "assignments": ["midterm exams are tentatively scheduled for February 12th, March 19th"], "due_dates": [], "course_dates": [], "concepts": [], "grading_weights": [], "instructors": [], "emails": []}, {"section_heading": "Grading", "course_codes": [], "readings": [], "assignments": ["Exam 3, 30% Final Exam."], "due_dates": [], "course_dates": [], "concepts": [], "grading_weights": ["15%", "10%", "30%"], "instructors": [], "emails": []}], "text_field": "text", "entities": [{"label": "COURSE", "text": "MATH 21", "start": 45, "end": 52, "source": "regex"}, {"label": "READING", "text": "Textbook: Calculus: Early Transcendentals, fifth edition, by James", "start": 744, "end": 810, "source": "regex"}, {"label": "EMAIL", "text": "weikang@andrew.cmu.edu", "start": 903, "end": 925, "source": "regex"}, {"label": "COURSE", "text": "MWF 12", "start": 939, "end": 945, "source": "regex"}, {"label": "COURSE", "text": "MM 103", "start": 961, "end": 967, "source": "regex"}, {"label": "EMAIL", "text": "ecanepa@andrew.cmu.edu", "start": 1088, "end": 1110, "source": "regex"}, {"label": "COURSE", "text": "PH 226B", "start": 1234, "end": 1241, "source": "regex"}, {"label": "EMAIL", "text": "gpeim@andrew.cmu.edu", "start": 1261, "end": 1281, "source": "regex"}, {"label": "COURSE", "text": "BH 136A", "start": 1357, "end": 1364, "source": "regex"}, {"label": "ASSIGNMENT", "text": "midterm exams are tentatively scheduled for February 12th, March 19th", "start": 2764, "end": 2833, "source": "regex"}, {"label": "GRADING_WEIGHT", "text": "15%", "start": 3353, "end": 3356, "source": "regex"}, {"label": "GRADING_WEIGHT", "text": "10%", "start": 3367, "end": 3370, "source": "regex"}, {"label": "GRADING_WEIGHT", "text": "15%", "start": 3380, "end": 3383, "source": "regex"}, {"label": "GRADING_WEIGHT", "text": "15%", "start": 3392, "end": 3395, "source": "regex"}, {"label": "GRADING_WEIGHT", "text": "15%", "start": 3404, "end": 3407, "source": "regex"}, {"label": "ASSIGNMENT", "text": "Exam 3, 30% Final Exam.", "start": 3409, "end": 3432, "source": "regex"}, {"label": "GRADING_WEIGHT", "text": "30%", "start": 3417, "end": 3420, "source": "regex"}, {"label": "SECTION", "text": "Textbook", "start": 744, "end": 752, "source": "heuristic_ner"}, {"label": "INSTRUCTOR", "text": "Instructor: Weining Kang", "start": 856, "end": 880, "source": "heuristic_ner"}, {"label": "SECTION", "text": "Office hours", "start": 972, "end": 984, "source": "heuristic_ner"}, {"label": "SECTION", "text": "assignments", "start": 1811, "end": 1822, "source": "heuristic_ner"}, {"label": "SECTION", "text": "assignments", "start": 2213, "end": 2224, "source": "heuristic_ner"}, {"label": "SECTION", "text": "assignments", "start": 2332, "end": 2343, "source": "heuristic_ner"}, {"label": "SECTION", "text": "Grading", "start": 3290, "end": 3297, "source": "heuristic_ner"}]}


[System] You extract structured syllabus data from university course documents. Return valid JSON only, matching the requested schema exactly.

[User]
Extract structured syllabus information from the following document.
Return JSON with keys: document_id, source_url, course_codes, instructors, emails, section_names, assignments, readings, grading_weights, due_dates, course_dates, concepts, study_plan, text_field, entities.
The study_plan value must be a JSON array of objects, one per syllabus section region, each with section_heading (string) and the same list-of-strings fields as the top level (course_codes, readings, assignments, due_dates, course_dates, concepts, grading_weights, instructors, emails), grouping items that fall under that section.

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[System] You extract structured syllabus data from university course documents. Return valid JSON only, matching the requested schema exactly.

[User]
Extract structured syllabus information from the following document.
Return JSON with keys: document_id, source_url, course_codes, instructors, emails, section_names, assignments, readings, grading_weights, due_dates, course_dates, concepts, study_plan, text_field, entities.
The study_plan value must be a JSON array of objects, one per syllabus section region, each with section_heading (string) and the same list-of-strings fields as the top level (course_codes, readings, assignments, due_dates, course_dates, concepts, grading_weights, instructors, emails), grouping items that fall under that section.

Document text:
Syllabus
Linguistics 101, UNC-Chapel Hill
Elliott Moreton∗
2019 August 21 (W)
1
Description
LING 101 is a general introduction to the structure, function, and development of natural
human language. The questions addressed include
• What do you know when you know a language?
• How do children come to know it?
• How and why do languages change over time?
• Why are there so many languages?
• How can we tell when two languages have a common ancestor? When the ancestor
did not survive, how can we reconstruct it?
• What properties are common to all natural languages, and why?
These questions are approached through formal analysis (usually qualitative, but some-
times quantitative) of data elicited from humans (sometimes ourselves).
There are no prerequisites.
2
Course organization
Elliott Moreton
Cai Yu
Peng Yiwen
Role
Class instructor
Recitation instructor
Recitation instructor
Oﬃce
Smith 101
Smith 304
Smith 304
Oﬃce Hours
ΘF 12 −1
T 12:30–2:30
T 12:30–2:30
email
moreton
yucai96
yiweny
@email.unc.edu
@ad.unc.edu
@live.unc.edu
Class
Peabody 104
Phillips 381
Peabody 010
Time
MW 11–11:50
F 10:10–11
F 10:10–11
Class
Phillips 224
Peabody 220
Time
F 11:15–12:05
F 11:15–12:05
∗Copyright c⃝2019 by Elliott Moreton. Permission to re-publish this document or any part of it in any
form is expressly denied without written permission of the copyright holder. In particular, the copyright
holder does not grant permission for this document to be posted on any website by anyone other than
himself. This means YOU, CourseHero.com and your competitors.
1

Textbook (required): O’Grady et al., Contemporary Linguistics, 7th ed.
Website:
https://users.castle.unc.edu/∼moreton/Ling101/101log.html.
The
website is where you will ﬁnd the reading assignments and homework assign-
ments.
Monday
Wednesday
Friday
Week n
HW and read-
ing assigned.
Week n + 1
HW due, read-
ing ﬁnished.
HW returned.
3
Requirements
Final grades for this course will be calculated as follows:
40% Homework. There will be problem sets approximately weekly, amounting to a total of
20–40 pages of written work per student over the course of the semester. Homeworks
are due at the start of class on Monday. They are to be handed in on paper, but
may be typed or hand-written. No homework grades will be dropped. Homework
will be graded on a three-point scale from 0 to 2. It is checked for completeness and,
additionally, one or two random parts are scrutinized to check the content of your
answers. To receive the highest score, 2, the homework must meet two requirements:
– It must be complete.
– The parts that were scrutinized must show understanding of the material and
demonstrate real eﬀort on your part.
A homework which meets only one of the criteria will receive a grade of 1, i.e., if it
is incomplete (but at least 50% complete), or if the checked portion shows lack of
eﬀort or lack of understanding. A homework which fails to meet both criteria will
receive a grade of 0. Solutions will be discussed in recitation sections. In calculating
ﬁnal grades, 2 corresponds approximately to 100, a 1 approximately to 80, and a 0
precisely to 0; hence, missing an assignment is much worse than doing it poorly.
45% Exams. There will be two midterms and a ﬁnal, all in-class and cumulative from the
beginning of the course, all equally weighted (15% each). Please note that the exams
may cover material from any component of the course, be it lecture, recitation,
reading, or homework. (For example, an exam question may address material that
was covered only in the reading.)
15% Attendance and participation. The recitation sections will involve a lot of discussion,
which everyone should contribute to over the course of the semester. Multiple un-
excused absences from recitation or lecture will have a direct negative eﬀect on the
attendance and participation grade (as well as an indirect one on the other compo-
nents). The same applies to a pattern of coming late or being unprepared for class
discussion.
Numeric grades will be converted to UNC’s letter-grade system by mapping the numeric
range from 60 to 100 onto the 10 passing letter grades from D to A, with four numeric points
per step (except that A has 5 points, 96 to 100).
2

4
Policies
Attendance. If you must miss class because of a medical or family emergency, you should
let your recitation TA know beforehand by emailing, phoning, slipping a note under their
door, or buttonholing them in person. If you miss a class, it is your responsibility to get
missed materials from the instructors or other students. Always check the website if you
have been absent.
Reading. You are expected to come to class having done the reading and thought about
it until either (a) it makes sense, or (b) you can express precisely what about it doesn’t
make sense; either way, you’ll have something to talk about in class.
Late assignments: Homework solutions may be discussed in lecture the day the assign-
ment is due, and will certainly be discussed in recitation sections. Therefore, as a general
rule, no late assignments will be accepted for credit. Exceptions may be made if
• You got advance permission (by asking the recitation instructor before the due date)
to hand in an assignment late, or
• You couldn’t come to campus on the day the assignment is due because of a serious
illness or other unexpected emergency. You need to get the assignment in to your
recitation instructor at the earliest possible opportunity with a written explanation
of the situation. Email is best.
Collaboration, citation, and outside sources. It is a really good idea to discuss assign-
ments with others in the class and solve the problems together.
However, each person
should write up their solution alone.
The library and the World Wide Web are full of information about linguistics, and
you are encouraged to use them to supplement the class materials. If the explanation of
some topic in the class reading leaves you puzzled, it can be very helpful to track down a
diﬀerent explanation elsewhere. However, you should remember that homework and
exam problems are for solving, not for looking up the answers to. If your
assignment is to ﬁgure out how suﬃx vowels aﬀect root vowels in Pulaar (a Niger-Congo
language of Mauritania), it is perfectly ﬁne to look up concepts like “suﬃx”. It is not at
all ﬁne to get a reference grammar of Pulaar out of the library and see what it says about
suﬃx and root vowels!
If you collaborate or consult out-of-class sources on an assignment, you need to acknowl-
edge them in the writeup, to give credit where it is due.
The Carolina Honor Code is in eﬀect in this class, and I will treat violations
seriously. You should review it at http://instrument.unc.edu. If you have questions
about interpretation, you should bring them to me. Every assignment you hand in
must be accompanied by a signed statement that you have complied with the
Code requirements in everything related to that work, e.g., “I completed this
assignment in full compliance with the Honor Code.”.
Recording. Permission to make audio or video recordings of lecture or recitation will be
given only in special circumstances (e.g., to students with hearing impairments).
Communication. Email will be the main channel for oﬃcial communications. Hence,
everyone should check email at least once a day from Monday through Friday.
3

5
Approximate schedule
Week
Date
Topics
Events
1
8/21
8/23
W
F
Knowledge of language. Language struc-
ture.
2
8/26
8/28
8/30
M
W
F
Phonetics:
anatomy,
articulation,
sound. International Phonetic Alphabet.
3
9/4
9/6
W
F
Phonology: distribution, contrast and
allophony.
4
9/9
9/11
9/13
M
W
F
Natural classes and phonological rules
5
9/16
9/18
9/20
M
W
F
Morphology: morphemes.
Derivation
and inﬂection.
6
9/23
9/25
9/27
M
W
F
Lexical categories and word structure.
Midterm 1, 9/25.
7
9/30
10/2
10/4
M
W
F
Syntax: Constituency. X-bar theory.
8
10/7
10/9
10/11
M
W
F
Movement and dependency. Parametric
variation.
9
10/14
10/16
M
W
Semantics:
Extension vs.
intension;
truth value vs. truth conditions. Com-
positionality.
10
10/21
10/23
10/25
M
W
F
Acquisition:
Induction
and
induc-
tive bias.
Acquisition of ﬁrst-language
phonology.
11
10/28
10/30
11/1
M
W
F
Acquisition of syntax. Critical periods.
Midterm 2, 10/30.
12
11/4
11/6
11/8
M
W
F
Language variation:
Language vari-
eties and sociolinguistics.
13
11/11
11/13
11/15
M
W
F
Language
change:
Lexical change.
Regular sound change.
14
11/18
11/20
11/22
M
W
F
Comparative reconstruction.
15
11/25 M
Language families.
16
12/2
12/4
M
W
Wrap-up
12/10 F
FINAL EXAM, noon.
4

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[System] You extract structured syllabus data from university course documents. Return valid JSON only, matching the requested schema exactly.

[User]
Extract structured syllabus information from the following document.
Return JSON with keys: document_id, source_url, course_codes, instructors, emails, section_names, assignments, readings, grading_weights, due_dates, course_dates, concepts, study_plan, text_field, entities.
The study_plan value must be a JSON array of objects, one per syllabus section region, each with section_heading (string) and the same list-of-strings fields as the top level (course_codes, readings, assignments, due_dates, course_dates, concepts, grading_weights, instructors, emails), grouping items that fall under that section.

Document text:

      <TITLE>76-101 Interpretation and Argument, Sections Q & T</TITLE>

76-101 Interpretation and Argument, Sections Q & T
Spring 1999

Instructor: David A. Van Every

Syllabus: 76101 Q & T Syllabus_S99

The Synthesis-Analysis Paper Assignment: Graded Assignment #2

The Contribution Paper Assignment: Graded Assignment #3

The "Many cultures in the discussion classroom" homework assignment: ManyCulturesInTheClassroom

Supplementary Materials:

   * Example synthesis-analysis papers -
SynthesisAnalysisExamples

   * Synthesis-Analysis Criteria Scale - SynthesisAnalysisScaleS99

   * Synthesis-Analysis Peer Review Form - AnlprrevS99

   * Example Contribution papers -
ContributionExamples

   * Contribution Paper Criteria Scale - ContribScaleS99

   * Contribution Paper Peer Review Form - ContribPaperPeerReview

   * "A Different Place" Materials -
ADifferentPlaceMilestones, ValueOrientations

   * Topical helps - ArgumentsForExistence&Significance, ArgumentByAnalogy, ArgsOfPolicy, ArgsOfClassification, ArgsOfValues, Quotations, Support, PatternsOfOrganization, DevilsAdvocate, SixClaims, Forecasting, MaintainingFocus, Comparisons&Disjunctions, TopicSentences, GivingResearchTalks, & Refutation.

A Supplemental Reading:

On Culture, Canons, and College Curriculum (From Review of Higher Education 21.1)

Scanned Readings:

Teaching and Learning. In Ideological Dilemmas: A Social Psychology of Everyday Thinking. (pp. 41-64).

Billig, M. et al (1988).  This is Socrate's drawing: Socrate's drawing.

Deconstructing Hard Times. In Bloom H (Ed.), Charles Dickens's Hard Times. (pp. 113-127).

Connor, S. (1987). This is the diagram for Connor's article:
"statistics" vs "stuterings". Here are definitions of metonymy and metaphor:
MetonymyAndMetaphor.

Issues in Education (Asante, Wortham, Lehrman, & Spender). In Strategies of Argument. (pp. 637-662).
 Hirschberg, S. (1996).

Culture and Self in Multicultural Education: Reflections on Discourse, Text, and Practice.

Hoffman, D. M. (1996).

Multicultural discourse and curriculum reform: A critical perspective.

McCarthy, C. (1994).

Multicultural education: Toward a historical and political inquiry.

Watkins, W. H. (1994).

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[System] You extract structured syllabus data from university course documents. Return valid JSON only, matching the requested schema exactly.

[User]
Extract structured syllabus information from the following document.
Return JSON with keys: document_id, source_url, course_codes, instructors, emails, section_names, assignments, readings, grading_weights, due_dates, course_dates, concepts, study_plan, text_field, entities.
The study_plan value must be a JSON array of objects, one per syllabus section region, each with section_heading (string) and the same list-of-strings fields as the top level (course_codes, readings, assignments, due_dates, course_dates, concepts, grading_weights, instructors, emails), grouping items that fall under that section.

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