Classical Reception Studies

The University of Western Ontario Classical Studies 3905G/Arts and Humanities

3391G, Winter 2022 Randall Pogorzelski

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Welcome Welcome to Classical Reception Studies! This is a course designed for students with an interest in the post-classical reception of ancient Greek and Roman cultures, but it doesn’t require any specific background knowledge. If you’re especially interested in ancient Greece and Rome, you should consider learning Latin and ancient Greek, but for this course all of the readings are in English. Instructor

My name is Randall Pogorzelski, and I will be your instructor for this course. Please call me Randy. I’ve been working in Western’s Department of Classical Studies since 2011. Before I came to Western, I was a Lecturer at Scripps College in Claremont, California, at the University of California, Irvine, and at the University of New England in Armidale, New South Wales. I teach mostly classical Latin language and literature courses, but I also have some experience with Greek language and literature courses as well as ancient history courses. My research focus is on the poetry of the early Roman Empire, most especially Virgil and Lucan. I also have an interest in the use of classical literature and myth in modern literature and

culture. I wrote my Ph.D. thesis at the University of California, Santa Barbara on Virgil and James Joyce, and I’ve taught courses including texts like Watchmen and Frankenstein. There are few things I enjoy more than talking about classical literature and history, so please feel free to contact me any time with questions about the course or about ancient Greece and Rome in general. Contact Email (rpogorze@uwo.ca) is the best way to get in touch with me, but I’m also happy to talk in person or by Zoom. Sometimes talking about things is easier and better than trying to type everything. I’m in my office (Lawson Hall 3205B) a lot, so feel free to drop by any time. Or you can send me an email and we can set up a time for a chat. Class Meetings When class meetings are in person, they will be on Tuesdays 1:30-3:20pm and on Thursdays 1:30-2:20pm. Course Description This course will focus on the ways in which post-classical cultures, up to and including cultures of the twenty-first century, have received ancient Greek and Roman literature, history, and material culture. Topics may include representations of Greece and Rome in literature and film, modern adaptations of ancient texts, the history of scholarship, the cultural power of ruins and museums, and the role of Greece and Rome in various forms of nationalism and imperialism. All assigned texts will be in English and no previous experience of classical studies is required.

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Content Warning This course will cover not only ancient material that includes depictions of violence, but also modern material about sensitive topics including racism, colonialism, suicide, sexual assault, and gender-based violence. Moreover, in part because the course will involve discussion, I cannot guarantee that nobody will say anything hurtful or offensive. In short, I cannot promise that our class meetings will be a safe environment for all students. If you believe that lecture on or discussion of any particular topic may cause you harm, please let me know so that we can discuss possible accommodations. How to Study and Complete the Course Although the initial plan was to teach this course in person, public health advice and university policy has dictated that this course will be taught remotely through at least the end of January. None of the grading scheme will change. As long as the course is remote, I will post an audio recording of a lecture and a set of PowerPoint slides by Tuesday afternoon every week (and I’ll aim to post them a bit sooner than that). Then you’ll listen to the lecture, take the quiz, and post in the forum for the week by Wednesday at 5pm. We’ll use the forum posts as the basis for a class discussion on Zoom on Thursdays from 1:30-2:20pm. If and when public health advice and university policy determines that it is safe to have in-person classes, students will be expected to attend class meetings in person. Accommodation can be arranged on a case-by-case basis for students who have a specific reason for not being able to attend class in person. Possible accommodations may or may not include recording lectures (but not class discussions), attending class by Zoom, and/or arranging alternative assessment. If you have need of such accommodation, please contact the instructor. The decision about whether to grant this type of accommodation will be solely the instructor’s. For other types of accommodation or consideration, please follow the usual Western procedures, contacting Accessible Education or the Academic Counselling office in your home faculty as appropriate The course will have a regular, weekly structure. For each week there will be a reading assignment, a lecture on Tuesday, and a class discussion on Thursday. You may complete the assigned reading before the lecture or after (or both). After a few weeks, you should be able to figure out a pattern that works best for you. You will find more details about the reading assignments and lecture topics below (pages 4-5). In addition to reading the assigned text, attending the lecture, and participating in the discussion, in each week you will have two assignments: a quiz and a forum post. Both the quiz and the forum post will be available in OWL and due weekly by Wednesday at 5pm. The purpose of these assignments is not to assess your knowledge, but to encourage you to engage with the material on a weekly schedule and not to fall behind. Accordingly, the forum posts will be graded only in that you will get credit for completing them, and you will be able to redo each quiz as many times as you’d like. Additionally, you will be allowed to use any materials you’d like for the quizzes, including books, notes, the internet, and collaboration with other people. I would only ask that you honestly try to engage with the material yourself, and when you’re helping a classmate, please help them to find the right answer rather than just telling them what it is. You will find more details about the format of the quizzes and requirements for the forum posts below (pages 6-7)

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Learning Outcomes At the end of this course you will be familiar with foundational theories of and recent developments in the field of classical reception studies. This is an increasingly significant subfield of classical studies and one with particular relevance for appreciation and analysis of modern cultures. You will be able to discuss knowledgably and without notes key texts and ideas in classical reception studies. When topics like the repatriation of classical artworks or modern adaptations of Greek myths come up in conversation, you should be able to make comparisons of modern ideas with ancient ones using specific examples. More generally and more importantly, you will have improved your ability to analyze texts and other cultural phenomena. Sources are not always straightforward or trustworthy, and you will practice “reading against the grain,” i.e., reading sources to find out more than just what they want to tell you. In the process you will have improved your skills in critical thinking and analysis—skills which are transferrable to a variety of fields of study and professional employment, and which will improve your appreciation of any text. You will have practiced and developed your scholarly writing ability—an ability useful not only for professional scholars, but in a variety of careers. Most importantly, this course aims to develop an ongoing interest in the postclassical reception of ancient Greek and Roman cultures. It will be work, but it should also be fun, and I hope you will leave this course with a desire to learn more classical reception studies, whether you plan to take more courses in the area or not. Required Texts Atwood, Margaret. The Penelopiad. Toronto: Vintage Canada, 2006. ISBN: 978-0676974256 Other assigned texts will be available on the OWL site or online from Western Libraries. Schedule of Readings and Class Topics This list of reading assignments is subject to change. Week 1 (Tuesday 1/11 to Thursday 1/13) Reading Assignment: This course syllabus Lecture Topic: Introduction to the course Special Forum Post Topic: Why did you decide on this course? Special Quiz Note: This week’s quiz will be based on the syllabus. Week 2 (Tuesday 1/18 to Thursday 1/20) Reading Assignment: James Porter, “Reception Studies: Future Prospects” Lecture Topic: Classics and Modern Nationalism

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Week 3 (Tuesday 1/25 to Thursday 1/27) Reading Assignment: Cicero, Against Verres 2, book 4 Lecture Topic: Ancient Roman Cultural Property Week 4 (Tuesday 2/1 to Thursday 2/4) Reading Assignment: Margaret Miles, “Art as European Plunder” Lecture Topic: Cicero and the Modern Invention of Cultural Property Week 5 (Tuesday 2/8 to Thursday 2/10) Reading Assignment: Emily Greenwood, “Classics as School of Empire” (content warning: racism) Lecture Topic: Afro-Greeks Week 6 (Tuesday 2/15 to Thursday 2/17) Reading Assignment: Charles Martindale, “Five Concepts in Search of an Author” Lecture Topic: Tradition and Reception Reading Week (Saturday 2/19 to Sunday 2/27) Week 7 (Tuesday 3/1 to Thursday 3/3) Reading Assignment: No reading assignment for this week Lecture Topic: Research methods and essay writing Special Forum Post Topic: What are you writing your essay about? Special Quiz Note: This week’s quiz will ask you to do some online research. Essay 1 due Friday, 3/4 at 5:00pm Week 8 (Tuesday 3/8 to Thursday 3/10) Reading Assignment: Stanley Fish, “Interpreting the Variorum” Lecture Topic: Reader-Response Theory Week 9 (Tuesday 3/15 to Thursday 3/17) Reading Assignment: Arjun Appadurai, “The Past as a Scarce Resource” and Kwame Anthony Appiah, “Whose Culture Is It, Anyway?” Lecture Topic: The Uses of the Past Week 10 (Tuesday 3/22 to Thursday 3/24) Reading Assignment: Margaret Atwood, The Penelopiad (content warning: sexual violence) Lecture Topic: Literary Reception and Interpretation Week 11 (Tuesday 3/29 to Thursday 3/31) Reading Assignment: Lillian Doherty, “Actual Audiences: Contemporary Critics and the ‘Penelope Question’” Lecture Topic: The Penelopiad and The Penelope Question

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Week 12 (Tuesday 4/5 to Thursday 4/7) Reading Assignment: No reading assignment for this week. Lecture Topic: Overview of Classical Reception Studies Essay 2 due Friday, 4/8 at 5:00pm Final exam date and time as scheduled by the registrar Assessment The components of your grade in this course will be weekly quizzes, weekly forum posts, two short essays, and a final exam. Having your performance in a course assessed and graded can be stressful, but please try to keep in mind that grades are an important part of your university experience. You’re here not only to learn, but also to have your level of success in learning assessed. Think of having your work graded as an opportunity to show what you’ve learned. Also, remember that your grades are a measure of your academic performance and not a judgment of you as a person. Percentage Breakdown Quizzes: 10% Forum Posts: 10% Essay 1: 20% Essay 2: 30% Final Exam: 30% Important Dates Essay 1: Due Friday, March 4th, 5:00pm, via OWL Essay 2: Due Friday, April 8th, 5:00pm, via OWL Final Exam: As scheduled by the registrar Quizzes In each of the 12 weeks of this course, you will have a quiz due by 5pm on Wednesday. The quizzes will be available in the OWL quiz tool, and they will be graded automatically by OWL. You will be allowed to use any materials you’d like for the quizzes, including books, notes, the internet, and collaboration with other people. I would only ask that you honestly try to engage with the material yourself, and when you’re helping a classmate, please help them to find the right answer rather than just telling them what it is. You will receive your score immediately and you will be able to redo each quiz as many times as you’d like, but your final attempt will have to be submitted before the quiz closes. Only your ten best quiz scores will count, and your lowest two scores will be dropped. Because the quizzes are designed so everyone can get 100%, you should be able to skip two quizzes without suffering any penalty. No late quizzes will be accepted. Only under very exceptional circumstances will academic consideration be granted to a student who misses more than two quizzes.

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Forum Posts Every week by 5:00pm on Wednesday you will be required to write a brief post for the OWL discussion forum. Your post should be between 100 and 200 words. Each week you should choose one passage, image, piece of information, or idea from the week’s material that you found interesting and write 100 to 200 words about it. It doesn’t need to be your favourite thing, just something that you found interesting. There are two exceptions to this topic: In week 1 you should write about why you decided to take this particular course, and in week 7 you should write about what you’re writing your first essay about. Your forum post will receive full credit if it shows any kind of engagement with the material for the week, and the bar will be set low. I won’t give you credit for just writing the word “Reception” 100 times, but you don’t need to put a huge amount of time or effort into crafting a deep and beautiful analysis. Each week you write a post you will get 1% for your course grade, up to a maximum of 10%. That means that you can skip two weeks without penalty. No late posts will receive credit. Only under very exceptional circumstances will academic consideration be granted to a student who misses more than two posts. Final Exam First, a note about academic integrity. At the end of the winter semester of 2020, the pandemic forced the cancellation of in-person exams, and professors scrambled to put together exams that could be completed unsupervised and submitted online. There was, in several Classical Studies courses, strong evidence of widespread cheating, primarily by sharing questions and answers in group chats. These chats even appeared for classes in which the exams were untimed and open-book. This was not about improving students’ grades. It was about saving students the effort of looking up the answers. The speed with which such group chats appeared and the brazen quality of the posts stating explicitly that the purpose of the group chats was cheating broke my heart. I know grading causes stress and students can get desperate, but in that semester, it wasn’t cheating in last-resort desperation because of difficult circumstances that hurt me so much as the casual revelation of cheating as an automatic first response to the lack of direct supervision. If the only thing keeping you from cheating is enforcement, I don’t know how I can relate to you at all. I believe that there is a difference between knowing things and knowing where to look things up, and that knowing things is better. I hope you believe that too. The exam for this course will be designed to test your knowledge of the course material, and that means it’s important that you write the exam yourself, without help from other people, books, notes, or websites. The exam will give you five questions, of which you will choose four to answer. You will be asked to write 200-300 words in response to each question, and the more detailed you can be, the better. These are not precisely essay questions, but it would be good to organize your answers into one or two structured paragraphs rather than simply writing everything you can think of in a haphazard style. Do not write more than 300 words in response to any one question. You will have two hours. You may not use any books, notes, websites, or other materials. You may not collaborate with anyone. The exam will be cumulative.

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At the time of writing this syllabus, I am assuming that it will be possible to arrange an in-person exam in the April exam period, and I will require students to write the exam in person. If that is not possible or for students who have received accommodation that demands an online exam, the exam may have to be an OWL exam. A practice exam will be available at some point before the end of classes, but it will not be required, and I will not provide feedback on your practice answers. I will provide sample answers to the practice questions. The best answers will be clear, concise, and organized. They will display a deep and detailed knowledge of the material covered in the course. Where possible and relevant, they will give specific dates and names, spelled correctly (alternate but still correct spellings will be acceptable). The best answers may use comparative evidence and discuss the larger significance of the topic in question, but they will do so in a way relevant to and arising from the question. Essays You will write two essays for this course, each 1,250-1,500 words (approximately 4-5 pages, but please count words rather than pages). Writing two short essays rather than one long one will give you a chance to learn from the mistakes of your first essay and improve on the second. I will return your first essay with detailed marginal notes. I will write only a brief summative comment about your second essay. How to turn in your essays: You must submit your essay as PDF file to the assignment on the OWL site. The filename should be your last name followed by “Essay 1” or “Essay 2.” No paper copy is necessary. The OWL assignment will use Turnitin.com for textual similarity review for the detection of plagiarism. All required papers may be subject to submission for textual similarity review to the commercial plagiarism detection software under license to the University for the detection of plagiarism. All papers submitted for such checking will be included as source documents in the reference database for the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the service is subject to the licensing agreement, currently between The University of Western Ontario and Turnitin.com (http://www.turnitin.com). If you are unable to submit your essay by the deadline: I take deadlines more seriously than many of my colleagues do. I think it’s a good thing that you have some professors who would rather have you write the best essay you can and hand it in when it’s ready than have you rush to hand in something inferior by the deadline. On the other hand, by giving you that much time, those professors encourage you to spend more time on your essay than is necessary or desirable. I want you to get into the habit of thinking of writing short essays as no big deal, and that means writing what you can by the deadline, submitting it, and moving on to the next thing. This is why I ask you to write a brief essay halfway through the semester, and instead of revising it for resubmission based on my notes, I want you to forget about that first essay and just use my notes to do better on the next one. That is also why I impose significant penalties for late work. For every hour an essay is late I will deduct 0.25% from your essay grade (i.e. 6% per day, calculated by hour).

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If the self-reported absence system operates this year as it has done for the past couple of years, and you use one of your self-reported absences for a day on which an essay is due, I will grant you a 72-hour extension. If you do not self-report an absence, but you are unable to submit your essay on time for a good reason, you must see an academic counsellor in your home faculty to request academic consideration. I will not grant any extensions without a self-report or a recommendation from an academic counsellor. Formatting: Your paper must be in 12pt. Times New Roman with 1-inch (2.54cm) margins. Please include page numbers and your name on every page in a document header. Your paper must have a title. No cover sheet is necessary. You can find examples of the formatting I’m looking for in the PowerPoint slides for Week 7. Sources and Citations: For your citations, please follow the guidelines in the Chicago Manual of Style. The complete manual is available online through the UWO library. You may use either “traditional footnotes” or “author-date” style. If you aren’t sure, my own preference is for author-date style. When citing ancient sources, you should not use page numbers, but rather the standard locations in the ancient sources. Sections 14.256-14.266 of the Chicago Manual of Style deal with “Classical Greek and Latin References.” In general, those of you who can’t read Greek or Latin may have to estimate the line numbers from the translations in the Loeb texts. In general, for ancient poetry that means citing book and line numbers or book, poem, and line numbers. For ancient prose sources, you should cite the book and chapter numbers. This is a standard scholarly practice that allows us to find the cited passage in the original source even when we use different editions. In case you have any questions about how to cite ancient sources, I will devote some lecture time to the issue before the first essay is due. There is no set number of primary or secondary sources you must use in your essay. The best essays will make good use of both primary and secondary sources, but they will also use sources as needed to support the argument and locate it in the scholarly conversation rather than simply citing sources for the sake of citations. The audience: Write your paper for a generally knowledgeable academic audience. Do not assume that your audience has read the primary or secondary sources you are citing. Please avoid writing to me or to your classmates. You must not assume that your audience has any knowledge of our class lectures or discussions. Do not refer to our class in your paper. It may be helpful to imagine that you are writing for an academic journal or conference, or that you are composing a writing sample for a scholarship application. Topic for Essay 1: Please analyze an example of a postclassical reception of something from ancient Greece or Rome. As long as you write your essay about something relevant to classical reception studies, any topic will be acceptable. Please note, however, that you may not submit the same essay for

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credit in more than one course, so if you have written on your chosen topic for another course already, be careful to make sure your essay for this course is unique and does not reuse material you have submitted for another course. Topic for Essay 2: You have three options for this assignment.

Option 1 (recommended): Write an essay that follows the same guidelines as the first essay, but on a different topic in classical reception studies. Just write a new 1,250-1,500-word essay on any topic relevant to our class. Option 2: You may choose instead to expand on your first essay and write a 2,500-3,000-word essay that incorporates your first essay but adds new material to it. Option 3: You may produce some kind of project that engages creatively in some way with classical reception studies, accompanied by a 1,250-1,500-word written statement of the significance of your project. If you choose this option, it would be a good idea to discuss your idea with me ahead of time, and please note that the usual grading rubric will not apply. Instead, each project and accompanying statement will be graded according to unique criteria applicable to the specific project and statement.

Department of Classical Studies: Grading Rubric for Honors-Level Essays 90 – 100 / A+ (Outstanding) Writing strongly demonstrates: i) significant originality and high degree of critical engagement with primary sources and secondary scholarly literature, ii) sophisticated synthesis and analysis of theoretical and conceptual dimensions of topic, iii) all major primary and secondary sources have been consulted, iv) prescribed format of paper including proper citation of sources is rigorously followed; mature prose style free of grammatical error. 80 – 89 / A (Excellent) Writing clearly demonstrates: i) originality and high degree of critical engagement with primary sources (written or material) and the secondary scholarly literature, ii) writing is perceptive and probing in its conceptual analysis, iii) topic is focused, logically organized, and thesis effectively presented and argued, iv) majority of primary and secondary sources have been consulted, v) prescribed format of paper including proper citation of sources is followed; well developed prose style virtually free of grammatical error. 75 – 79 / B+ (Very Good) Writing demonstrates: i) above average analysis, critical thinking, and independent thought, ii) topic is addressed in reasonable depth and/or breadth, thesis is well presented and clearly argued, iii) representative selection of primary and secondary sources has been consulted, iv) prescribed format of paper including proper citation of sources is followed; good intelligible prose style relatively free of grammatical error. 70 – 74 / B (Good) Writing demonstrates: i) satisfactory attempt at analysis and critical thinking; arguments supported by reasonable evidence, ii) topic has been addressed in some depth and/or breadth, iii)

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somewhat limited selection of primary and secondary sources has been consulted, iv) text is generally well written; some problems with grammar and prose style. 60 – 69 / C (Competent) Writing demonstrates: i) only adequate engagement with the topic, ii) limited depth and/or breadth in conceptualization and discussion of topic, iii) insufficient number of primary and/or secondary sources has been consulted, iv) paper has numerous problems of organization, clarity of argument, and grammar. 50 – 59 / D (Poor) Writing demonstrates: i) inadequate engagement with topic, ii) factual errors regarding primary sources and lack of understanding of secondary literature, iii) few of key primary and secondary sources have been consulted, iv) prose style is difficult to follow, improper format for paper, incorrect citation of sources, many grammatical errors. Below 50 / F (Unacceptable) Writing demonstrates: i) failure to comprehend the topic, ii) topic is not clear, text is disorganized and/or unintelligible, iii) few or no relevant primary and/or secondary sources have been consulted, iv) writing skills do not meet the minimum university entrance-level standards. 0 (No Grade due to plagiarism) Online Resources You may find the following online resources helpful. Most of them require a subscription, so if you’re not on campus you’ll need to log in before you can access the texts. To find these resources, a keyword search of the Library catalogue should work. The Loeb Classical Library This is an excellent and pretty comprehensive collection of ancient Greek and Roman texts with the original Latin or Greek and an English translation. You can find it by doing a keyword catalogue search for “Loeb Classical Library.” The Chicago Manual of Style, 17th ed. This is my preferred writing style manual, and in it you’ll find detailed answers to all kinds of questions about how to write an essay. TOCS-IN (Table of Contents of Journals of Interest to Classicists) This is a good database of journal articles. If you’re doing independent research, you can search for keywords and get a good list of articles to look at. It’s freely available, so you don’t need to go through the library. L’Année Philologique More than TOCS-IN, this is the standard database of articles and books in Classical Studies. The interface is complex and can be a little clunky, but it’s worth doing a search on the topic of your research. The Bryn Mawr Classical Review

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If you’re looking for books instead of articles, this is a good place to start. It’s a searchable series of online book reviews covering most of the books published in the fields of Classics and Ancient History since 1990. Do a search for some keywords on your topic and you should get a nice list of books to look at. It’s freely available, so you don’t need to go through the library. Kallendorf, Craig. A Companion to the Classical Tradition. Malden, MA: Wiley-Blackwell,

2007. This is a collection of short articles on various topics in classical reception studies, and it’s a good place to start if you’re trying to think of a topic or get started researching. Hardwick, Lorna, and Christopher Stray. A Companion to Classical Receptions. Malden,

MA: Wiley-Blackwell, 2008. This is another collection of short articles on various topics in classical reception studies, and it’s also a good place to start if you’re trying to think of a topic or get started researching. Note from the Dean of Arts and Humanities You are responsible for ensuring that you have successfully completed all course prerequisites and that you have not taken an antirequisite course. Lack of prerequisites may not be used as basis of appeal. If you are not eligible for a course, you may be removed from it at any time, and you will receive no adjustment to your fees. These decisions cannot be appealed. Plagiarism Students must write their essays and assignments in their own words. Whenever students take an idea, or a passage of text from another author, they must acknowledge their debt both by using quotation marks where appropriate and by proper referencing such as footnotes or citations. Plagiarism is a major academic offence (see Scholastic Offence Policy in the Western Academic Calendar). Scholastic Offences Scholastic offences are taken seriously and students are directed to read the appropriate policy, specifically, the definition of what constitutes a Scholastic Offence, at the following Web site: http://www.uwo.ca/univsec/pdf/academic_policies/appeals/scholastic_discipline_undergrad.pdf UWO Policy on Academic Consideration https://registrar.uwo.ca/academics/academic_considerations/ Students seeking academic consideration for any missed tests, exams and/or assignments worth 10% or more of their final grade must either complete a Self-Reported Absence Form (provided the conditions for submission are met) or apply to the Office of the Dean of their home faculty and provide documentation. Academic consideration cannot be granted by the instructor or department. In addition to completing a Self-Reported Absence Form or applying to the Office of the Dean of their home faculty, students seeking academic consideration must communicate with their

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instructors no later than 24 hours after the end of the period covered by either the self-reported absence or Student Medical Certificate, or immediately upon their return following a documented absence. UWO Accessibility Policy Western has many services and programs that support the personal, physical, social and academic needs of students with disabilities. For more information and links to these services: http://accessibility.uwo.ca/ Accessibility Options Student Accessibility Services (SAS) plays a central role in Western’s efforts to ensure that its academic programs are accessible for all students at the graduate and undergraduate levels. SAS arranges academic accommodation for classes, exams, internships and other course or program activities. SAS also provides digital and Braille textbooks, accessible campus transportation, learning strategy instruction for students with learning disabilities, access to computer labs that are equipped with assistive technology, referrals for assessments and other services, and bursaries for students who meet OSAP’s eligibility criteria. You may wish to contact SAS at 519 661-2111 x 82147 or visit their website: http://www.sdc.uwo.ca/ssd/ for any specific question regarding an accommodation. Information regarding accommodation of exams is available on the Registrar’s website: www.registrar.uwo.ca/examinations/accommodated_exams.html Mental Health Students who are in emotional/mental distress should refer to Mental Health@Western http://www.health.uwo.ca/mental_health/ for a complete list of options about how to obtain help. Copyright Lectures and course materials, including power point presentations, outlines, and similar materials, are protected by copyright. You may take notes and make copies of course materials for your own educational use. You may not record lectures, reproduce (or allow others to reproduce), post or distribute lecture notes, wiki material, and other course materials publicly and/or for commercial purposes without my written consent.