General Instructions: Save your work often during the course of this exam. I recommend that you write the exam in a simple text editor on the classroom PC, such as Write (the Windows Notepad may not allow you to write as much as you need to in one document). To run Write, open the file manager, pull down the file menu, select "run" and type "write" in the dialogue window. Periodically during the exam, pull down the file menu in Write and choose "save"; when you're done with the exam, pull down the file menu, choose "save as" and in the bottom left of the "save as" dialogue window, choose to save as file type "text files". Note the directory to which your file is going to be written, so you can find it again. If you use unix mail, upload the file to your unix account and mail it to me, firstname.lastname@example.org. If you use PCmail, start PCmail on the lab machine and mail me the exam. If you have a diskette and would prefer simply to hand it to me on that, that's fine too. And last but not least, if you finish early you may elect to print out your exam and hand it in that way.
Please number your answers (I.1, I.2, II.1, II.2, etc.) so I will be sure to know what answer goes with what question. The exam is timed to take ten minutes less than the class period, in order to give you time for a break. You are welcome to consult any notes, readings, psychics, or other aids to memory and reflection--however, please don't talk to one another during the exam. I don't recommend spending your time browsing notes or readings during the first part of the exam, because you need to answer those ten (or eleven) questions in twenty minutes.
Don't spend more than a minute or two on each of these--either you know or you don't. 2 points apiece: answer at least the first ten.
<html> <head> <body> <p> </p> </body> </head> </html>
extra credit (choose one)
20 points apiece: answer any four. You should not spend more than half an hour in answering any of these questions. Good things: specific reference to any of the course reading, or to reading you have done on your own; imaginative extrapolation from the question asked to other, more interesting questions you would like to answer; good writing; clear thinking. Bad things: vague references, gestural generalities, factual error, unexamined assumptions.
I cannot help feeling, Phaedrus, that writing is unfortunately like painting; for the creations of the painter have the attitude of life, and yet if you ask them a question they preserve a solemn silence. And the same may be said of speeches.Please explain Socrates' analogy, and please explain why this analogy is relevant to our discussions in this class.
My question is this: is the transition from page to pixel a significant one? Let's hold off on all the new things you can do with words on a screen (hypertext, and so on) and focus on the physical act of reading text.