Required texts:
Norton Shakespeare,
    ed. Stephen Greenblatt, et al.
On-line readings as noted, available on the web version of this syllabus posted on my home page
    (go to http://mason.gmu.edu/~rmatz)
Ian Archer, "Material Londoners?" (photocopy from JLC copyshop)

This course will consider selected comedies and histories by Shakespeare with an emphasis on how those genres shape Shakespeare's representations of society and, particularly, of social conflict. Paying particular attention to categories of gender, sexuality, class and ethnicity, we will try to view the plays neither as stories of individual psychological development nor as sources of universal moral truth, but instead as complex and historically situated negotiations of these social categories. We will also attend to the way in which theater as a form comments on and even enacts these negotiations. The course will provide relevant historical contexts but stress close reading of the plays.

Course requirements: quizzes and reading responses, attendance at WSC's Love's Labour's Lost, participation in a group performance, three 5-page papers and a final.
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Schedule of readings and events:
Note: this schedule is subject to change (I will give warning, however).
 

DATES	READINGS	EVENTS
W Jan. 17		Course Introduction
M Jan. 22	Historical Introduction  Read the following selections from Greenblatt's "General Introduction" in the Norton Shakespeare: pp. 1-2; 3-17; 18-24; 30-32; 34-39** Also read: From, Stephen Gosson, Schoole of Abuse (on line); From Thomas Nashe, Pierce Penniless (on line)	**Page numbers for Greenblatt reading mark approximate beginnings and ends of sections, e.g. stop reading on page 2 at new section "Shakespeare's world"; begin reading on page 3 at new section "wealth."
W Jan. 24	Taming of the Shrew, induction and acts 1-2
M Jan. 29	Taming of the Shrew, acts 3-4; Also read: From "Homily on the State of Matrimony" (on line)
W Jan 31	Taming of the Shrew, act 5	Performance
M Feb. 5	Midsummer Night's Dream, acts 1-2
W Feb. 7	Midsummer Night's Dream, acts 3-4
M Feb. 12	Midsummer Night's Dream, act 5	Performance
W Feb. 14	Love's Labour's Lost, acts 1-3	Paper 1 assigned
M Feb. 19	Love's Labour's Lost, acts 4-5 and discussion of WSC Love's Labour's Lost performance
W Feb. 21	As You Like It, acts 1-2	Paper 1 exchanged LLL notes
M Feb. 26	As You Like It, acts 3-4
W Feb. 28	As You Like It, act 5	Performance Paper 1 due
	Spring Recess
M March 12	Merchant of Venice, acts 1-2; Also read: Ian Archer, "Material Londoners?" (photocopy at JLC copyshop)
W March 14	Merchant of Venice, acts 3-4
M March 19	Merchant of Venice, act 5	Performance
W March 21	Richard II, acts 1-2	Paper 2 assigned
M March 26	Richard II, acts 3-4	Performance
W March 28	Richard II, act 5	Paper 2 exchanged
M April 2	1 Henry IV, acts 1-2	Performance
W April 4	1 Henry IV, acts 3-4	Paper 2 due
M April 9	1 Henry IV, act 5
W April 11	2 Henry IV, acts 1-3
M April 16	2 Henry IV, acts 4-5	Performance Paper 2 assigned
W April 18	Henry V, acts 1-3
M April 23	Henry V, acts 4-5	Paper 3 exchanged
W April 25	No class (credit for attendance at WSC performance)
M April 30	Wrap up/Snow Day	Paper 3 due

Other important dates:

Jan 23: Last day to drop a course with no tuition liability
Jan 30, 8 pm: Last day to add a course
Feb 16, 5 pm: Last day to drop a course

Course policies:
Readings:
The readings for each class are due on the date listed above. Approach each assignment actively by always reading with a pen or pencil in hand. Note words, phrases or sentences that interest you, that seem significant in the context of the work, or that you have questions about. Jot down in the margins any questions or ideas you have about a particular point or the work as a whole. This practice will help you come prepared to discuss the plays in class and get the most out of class discussion; it will also help you become a more skillful reader of literary texts in general.

Participation and Attendance:
There will be some historical background presented in lecture, but as much as possible we will open up the class to discussion, to observations about the ideas presented in a text, about its style, its uses of language, its puzzling qualities--whatever grabs our attention. I am interested in your ideas. Contribution to class discussion will not be formally calculated into grades, but I will take participation into account for grades that are borderline. If you aren't in class, you can't participate in discussion, nor will active class participation wholly excuse excessive absences.

Quizzes:
Quizzes will pose questions about the day's assigned reading that are objectively and readily answerable if you have read attentively. They will be given irregularly. If you are absent you may not make up a quiz.

Reading Responses:
The reading responses are meant to help you read carefully, to prepare for class discussion and to aid you in finding starting points for your essays. A reading response should either ask a question about or observe some aspect of the reading that is not answerable by a fact. For example, a question about plot would not be appropriate while an observation about the use of a certain image or the reasons behind a puzzling sequence of events in the plot would be. You may also wish to speculate about how your question or observation would matter for other moments in the text, or why it seems an important matter to consider. A reading response of a half page to a page will be required for each day's reading, and collected at the end of class (the responses need not be typed). I will frequently begin class by asking some of you to read out your responses. I will read all your responses and grade them on a credit/no credit basis. They will get credit if they are turned in at the end of class and meet the criteria above. Grading will be based on the number of no credits: 0-3=A; 4-5=B; 6-7=C; 8-9=D; 10 or more=F. I will also use reading responses to keep track of who was in class for a particular day, so if you were in class but did not do a question (say it's not so!) let me know you were there.

Paper Deadlines:
Each paper will be due twice: the first time in class at the paper workshop scheduled one week after each paper is assigned, and the second time one week following that. During the workshop you'll have a chance to trade papers with fellow students and raise questions or give each other suggestions for revision. You'll have the second week to revise your paper, based on this input and on your own rethinking and rewriting. The second week after the paper is assigned both the revised and original version of the paper will be handed in to me. I hope that this system will build revision, so necessary to good writing, into the structure of the course.

Late papers: You need to have your first paper done on time so that you can work on it in the paper workshop. I also expect that the final versions will be handed in on time. Late final versions will be graded down a half grade for each day late. On late first versions, see below under "paper standards."

Paper Standards (final and first versions):
Each paper should be about five pages long, typed with standard margins, spacing and type size. It should be carefully proofread and neatly presented. The paper topics will relate to issues we have discussed in class, and you are encouraged to bring to bear class discussion in your writing. You are also encouraged to expand on these discussions and credit will be given for new ideas.

I'll grade the paper on basis of the revised version only, but I will expect the original version to be your best initial attempt at the topic. Original versions not done, not typed or obviously incomplete will result in a half letter grade reduction in the evaluation of the final paper. It would not be fair for other students to have to read work that is not your best; additionally, it is in your interest to write as good an original version as possible, so that your second version is even better. Remember that because everyone has two tries at the paper, I will accordingly have higher expectations for the final version.

Paper Helps:
During the scheduled workshops, you'll have a chance to give and get advice on your papers. Additionally, I encourage you to come see me at my office hours or to make an appointment to see me. When we meet, try to have a draft of the paper you are working on. This will give us something more concrete to talk about. There is also available a Writing Center at Robinson A116 that can provide you with further individual attention to your writing. I encourage you to take advantage of this excellent facility.

I would also suggest that you give yourself plenty of time to work. Writing a paper at one sitting is, for most people, unpleasant, and the results are not likely to be satisfactory. Start early!

Plagiarism:
Since this class emphasizes the development of your own close reading and interpretive skills, you are not encouraged to consult secondary sources. If you do choose to look at such work, however, you must cite, using a standard citation format, all the articles, books or other sources that your own writing draws on, either directly or indirectly. Such sources include (but are not limited to) introductions to editions of the texts we're reading and any kind study aid.

Also note that uncited sources will constitute plagiarism even if they ended up in your work without your conscious knowledge (e.g. you forgot you read the material; you confused your own notes with notes on a source), since part of the scholarly responsibility that comes with using secondary sources is keeping track of which words or ideas were yours and which came from a source. If you do not wish to take on this responsibility then you should not consult secondary sources.

I will take all suspected cases of plagiarism to the Honor Committee.

Final:
The final will consist of a set of short take-home essays that will require you to recall and synthesize ideas from the entire semester, as well as to demonstrate your skills as a close reader. It will likely also address any plays (e.g. Henry V) that you've had no chance to write about.

Grading:
The final grade will be derived as follows:
 

Quizzes	7 %
Reading Responses	10 %
Group Performance	5 %
First paper	16 %
Second paper	21 %
Third paper	21 %
Final	20 %

Please come see me if you have any questions about grading, the syllabus or the class. I look forward to having the chance to meet you. Best wishes for a good semester!
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A Specific, complex and/or striking thesis, thesis developed without digression through the course of the paper, consistently precise, sensitive and/or striking interpretations of the text, crafted prose, no major mechanical problems

B Specific thesis, thesis generally developed through the course of the paper, consistently good interpretation of text, competent prose, minor mechanical problems

C Has a thesis, but one that needs greater specificity or complexity, thesis developed with some digression or repetition, some good interpretation, some mechanical problems

D Very general thesis, thesis development digressive or repetitive, plot summary or thoughts/speculations not based on textual evidence, major mechanical problems

F No thesis or thesis development