learning goal:

  • review current list of  responses to: what does it mean to think like a mathematician
    • which of these responses appear most often in Catherine, Claire, Hal, or Robert?
    • how do these appearances affect meaning of the overall play?
  •  to think like a dramatist / playwright is to ________________


  • re-visit, review, revise, refine what you want to say about the play itself or its insights
    • to TRNTN by end of class, submit a fresh prospectus, which has two sections: 1) new ideas taken from these two exercises and 2) reflection on your earlier prospectus (for example, how do these new ideas reinforce, adjust, re-direct the earlier prospectus)