The required text is my book An Introduction to Complex Analysis, published by John Wiley & Sons, Inc. We will cover selected material from Chapters 1-5. The idea is to establish a good, clear foundation from chapters 1-3 and then spend a good bit of time on Chapter 4 (the residue calculus) and Chapter 5 (boundary value problems), which will be of particular interest to students in engineering and science.

The prerequisite is Calculus III (Math 2057 at LSU), multidimensional calculus. A student's experience in other mathematics, science, and engineering courses might compensate for not having had Calculus III.

In grading a problem on homework or a test, I use a numerical scale from 0 to 10, thus: 8.5 to 10, A; 6.5 to 8.4, B; 4.5 to 6.4, C; 2.5 to 4.4, D. Interpret all scores according to that conversion table, not as percentages. There is a statement of criteria below.

Requirements: There will be two 80-minute tests, a two-hour final exam, and a number of problem sets. In assigning problems to be written up and turned in, I'll allow some choice as to which ones you do and how many you do. In addition, I will suggest other problems for you to do on your own (not to be turned in), which you will be responsible for.

Your written solutions to problems should be easy to read, neat, organized, clear, and well-written - as well as correct. You should write at a level such that your solutions will be easy for your fellow students to understand. Your work on the problems must be your own, with the following exceptions: You may consult the text and other books. You may consult me for help. To a limited and reasonable extent, you may consult other persons or work with others in the class, but if you give or receive such assistance, you must acknowledge all instances of so doing on your paper. I may sometimes make copies of your solutions to problems and test questions and distribute them to the class, with attribution.

Grading Formula: Let T denote your average grade on the two 80-minute tests; E, your grade on the final exam; and P, your overall grade on problems that are assigned to write up and turn in. Let X be the higher of T and E , except that X may be higher than that - as explained below. Your overall grade in the course will be no lower than

The grade P: You will get points and credit only for problems on which your grade is 7 or better. You are expected to earn credit for at least 30 problems; if PT is your total number of points, and you have credit for Q problems, then

The grade X: Your grade X may be higher than max(T,E) if during the semester you get credit for more than 30 problems.  In fact, if you do an outstanding job on the problems, your overall score on the problems can count up to 40% of your course grade.  Here is how X will be computed. Assuming that Q is at least 30 but no more than 60, then

Being present: I expect you to attend class faithfully and to keep up with assigned work. When you are absent, or if you are late to class, or if you leave class early, I will assume that you have good reason; but please let me know why. If you have difficulties of any kind that affect your work, I will be glad for you to tell me about them. Whenever there is some way you think I can help, please ask. It will be best for you not to miss scheduled tests; but if you find that you are unable to take a test (or even the final exam) at the appointed time due to illness or other difficulty, please discuss it with me as soon as possible. Once you have taken the final, or any other test, a re-take is not allowed. When a test or problem set is graded and handed back to you, you should look it over carefully, and if you have any question or complaint about the grading, you should discuss it with me. It never hurts to ask.

Your background always has an effect on how well you do in a mathematics course. It is normal, during the course, to review, re-learn, or learn background material; everyone has to do this to some extent. It is OK to ask for help with it. But it is your reponsibility.

Oral tests: If an individual student and I agree to do it, then an oral test may be substituted for any one of the scheduled tests. If a student schedules a make-up, then I reserve the right to insist that it be an oral test. The final exam will not be given as an oral exam.

Read the book: Do not expect to read a math book fast. Read the book actively. Try to be convinced that you understand each line before going on to the next. An assignment to "read Section x" includes not just a thorough reading but also doing a few of the exercises at the end.

Personal advice: Have due respect for what you're up against in your academic program. Take care of your health and of your general well-being. You need to be in good physical condition to succeed. Get the physical exercise that you need, and eat properly. Do what you need to do to assure that you have helpful conditions in the places where you live, work, and sleep. If you have emotional problems, get help, or at least find a friend to talk to; don't go it alone, and don't despair.
 
 

10.00 The Exercise is done completely. All answers are correct. Procedures and reasoning are made clear, though not in excessive detail, and are correct. All statements are correct. The paper is neat and readable. The writer uses complete sentences. (Remember that sentences can be written in mathematical symbols.) The writer uses symbols correctly, including the equal sign = and the symbol that means "implies," =>. The writer provides a sketch whenever one is asked for or needed to make things clear. Sketches are reasonably accurate and appropriately labeled.

8.00 or 9.00 The writer demonstrates a good understanding of the Exercise, although the criteria for a 10.00 are not all met. If there is an error in an answer, it is one that is not easily spotted; that is, it does not render the answer implausible. If there is an error in an answer, then it does not indicate a lack of understanding. It seems likely that if the writer attempted another similar Exercise, he or she would get it entirely correct.

6.00 or 7.00 The writer has correctly done most of the Exercise. Or the writer followed a good procedure but made an error in carrying it out that he or she should have caught. The writer probably needs a bit of help before he or she can be expected to do another such Exercise correctly.