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\centerline{MONT 106Q -- Mathematical Thinking}
\centerline{Fourth Writing Assignment}
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The last of the larger paper assignments this semester will be devoted to 
one of the two topics sketched below -- your choice.  (Note:  If you pick topic 1, you 
will need to return to the gallery on your own to select and study the specfic 
textiles you want to discuss.  The show is open until December 14 and the gallery
is open M-F 10am - 5pm, and Saturdays 12noon-5pm.  It will be closed
over the Thanksgiving break.)
Your essay should be at least 3 pages in length (double-spaced, single-sided).
Please submit via Google Docs or as a MS Word .doc or .docx file to
{\tt jlittle@holycross.edu} by 5:00pm on Monday, December 5.

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{\it Paper topic 1}

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Pick two of textiles in the {\it Woven Power} exhibit that we
visited in the Cantor Art Gallery and discuss in detail how they do and/or
do not make use of the symmetry transformations that we discussed in 
the unit of the course based on Chapter 4 in Ascher's {\it Ethnomathematics}.
(Be sure to consider both vertical and horizontal orientations of the 
translation axis as you are thinking about your selected pieces.)
Compare and contrast your two chosen pieces.
Recall that Prof. Rodgers said something to the effect that ``strict symmetry
would be too boring'' at one point in her presentation, 
so the women who created these textiles often ``broke symmetry'' 
by introducing variations in the patterns, colorings, etc. Sometimes they
even abandoned symmetry entirely.  Also consider the question:  Does
the interest of these textiles really depend on the use or non-use of
symmetries?  Are there other things that are more important for 
understanding their cultural and artistic meanings?  
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{\it Paper topic 2}

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The portrayal of the women in {\it Flatland} is the aspect of this
book that probably has the most potential to infuriate readers in 2016. 
Did you react that way?  If you were infuriated, what was the most
aggravating aspect for you?  
How does the Square describe women?  Look at these passages in detail and try to 
put together a general description of the way the women and their place
in Flatland society are depicted in the book.  Then consider these questions:
Do you think Edwin Abbott Abbott had a purpose in his statements
about the Flatland women, or was he just a man with the 
prejudices of his time (late 19th century Britain)?  
What is {\it satire} as a literary genre?  Is Flatland 
(as a whole, or maybe in part) a satire?  Why or why not?  If so, who or 
what is being satirized? 

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{\it Guidelines for this assignment}
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Follow these specifications:
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\item{1.} It is OK to discuss preliminary ideas for what you want to say with
your classmates or with me if you want.  I will also have time to read
preliminary drafts and get feedback to you again on this paper.  
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\item{2.} As usual, start by clearly stating the main idea you want
to get across in your paper -- its {\it thesis}.
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\item{3.}  In the following paragraphs, by drawing on our class discussions, and your
experience of the {\it Woven Power} show or your reading of {\it Flatland} as 
appropriate, present your evidence for your conclusions.
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\item{4.}  You may present evidence consisting of quotations of passages 
from {\it Flatland} or the brochure and catalog for the {\it Woven Power} show  
if you want, together with interpretations of those passages 
that come from your own thinking about them.  
Your evidence should be as specific, detailed, correct, and as varied
as possible (focus on small details and mention
the little things that support your point of view).  If you do use quotations,
identify them sufficiently carefully that I can easily track them down.
(For quotations from {\it Flatland}, a page number in the Dover edition is sufficient.) 
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\item{5.}  Your essay should be well-organized as a whole and ``flow'' 
from one point to the next.  Following an overall outline laid out in advance,
subdivide your paper into paragraphs that
each have one main point.  Do not repeat pieces of evidence unless
there is a very good reason for doing so.  Do not get ahead of yourself.
Say one thing at a time.  If you decide you want to add something, 
do not just tack it on somewhere.  Instead, figure out where it fits in the overall
scheme of your argument and put it where it belongs.
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\item{6.}  As always, your sentences should be clear, readable, and
not overly wordy.  Aim for a reasonably formal but lively style.  For this
assignment, use of the first person is more or less {\it expected} while you
are presenting your opinion about the effectiveness of the pairing of 
{\it Othello} with {\it Othello in the Seraglio}.  Generally,
colloquial ways of saying things that are acceptable in casual conversation
are not as appropriate in this kind of writing, but if you have a really
good reason for using a colloquial expression and it fits well, that's OK.  
Also, {\it please do not use a thesaurus to find impressive-sounding words} 
when simpler alternatives are available. 
An important lesson to learn for writing in college is that thesauri 
do not capture the {\it nuances in meanings} that underlie good writing.  
If you must use a thesaurus, also look up any words you select in a 
dictionary to make sure they mean exactly what you think they do!
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\item{7.} And as on previous assignments, errors in mechanics and usage 
should not annoy the reader.  (As a warning, I tend to be {\it easily annoyed by 
this sort of thing!}) Try as much as possible to avoid mistakes in 
grammar, spelling, punctuation, and word choice.
\bye
