Required Texts:
The Norton Shakespeare, ed. Greenblatt et al.
Readings posted on WebCT course site (print out and bring to class)

Course description:
Shakespeare's tragedies and romances depict intense human experiences: loss and death on the one hand, sudden reunion and restoration on the other. No wonder they have had such a lasting impact. Yet we should also keep in mind that Shakespeare, as a working playwright, was writing particularly to the experiences--the fears and fantasies--of his contemporary audience. Indeed, both a fascination with and an anxiety about the historical changes occurring in Renaissance England are in part responsible for the greatness of these plays--and Renaissance drama more generally. We'll consider Shakespeare's tragedies and romances in terms of these changes and also attend to the way in which the Renaissance theater as a form and an institution gives Shakespeare a distinctive perspective on his world. In addition, we'll learn about the history of Shakespeare's theater and his texts.  And we'll see what promises to be a spectacular performance of Macbeth, with special effects created by Teller of the magician team Penn and Teller.

Course requirements:
WebCT postings, quizzes, three exercises, attendance at the Folger Theater's Macbeth, and visit to the current Folger exhibition on imagining history in Shakespeare's England (you can view this exhibition before the play, so you won't need two trips to the Folger), one essay, a midterm and a final.

For a guide to dates and ticket prices for Macbeth, click here.  And for directions to the Folger Theater, click here.

Shakespeare's sonnets 1, 2, 18, 20, 21, 42, 64, 65, 116, 125, 127, 129, 135, 147, 151

James Shapiro, from A Year in the Life of William Shakespeare: 1599 (WebCT)

Professor Ed Gero on performing King Lear

Optional: begin reading Measure for Measure

M-N
Post about performing Lear

3rd exercise due by this date

Essay assigned

Instructions are online for each exercise; click on the relevant link below. Some of these assignments may be unfamiliar, so I strongly suggest coming to see me if you have questions about how to proceed.

1. Close reading
2. Textual cruxes or variations
3. Words, Words, Words
4. Reading Around
5. SparkNotes

Postings: Threads: Each student is responsible for two 250-300 word postings that make an argument about the text in order to initiate discussion about some aspect of it. Responsibility for these threads is designated by the first letter of your last name. See the schedule of readings above for your specific dates. This response should be posted on WebCT by 9:00 pm the day before the designated class.

Postings: Responses: Each student is responsible for 12 responses to the above. You must provide at least six responses by spring break. Responses can be to the original posting or to other responses about it. If you post after we've had a class on the particular text, you can also bring in class lecture or discussion, but make sure you are responding to the online dialogue, not to class alone. Discussions will close one week after they start. Postings should be around 50 words--you don't need an extended argument, but "you're wrong" or "great point" will not qualify. Please treat fellow posters with the same respect and seriousness on line as you would in class.

Postings: Evaluation: I will evaluate postings--both originating threads and responses--based on your consistent and rich participation in the online dialogue. I will not grade individual postings, however. Here is the scale I will use, based on 100 points total.

For each of 2 originating threads missed: -20 points
For each of 12 responses missed: - 4

For example, someone who missed no originating threads and 3 responses would score 88 or 88%, a B+. I also reserve the right to adjust grades up or down based on the quality of what's posted.

Quizzes: There will be 10-14 in class quizzes, given at random. Quizzes cannot be made up. The quizzes will test that you've done the reading and achieved a basic understanding of it.

Essay: This course will have one 5-7 page essay, assigned on April 15 and due on April 29. The essay will allow you to write on a topic that encompasses 1 to 3 plays. I also want you to drawn on and develop material from lectures.

Midterm: The midterm will test your knowledge of the plays and the ideas presented in class about them. It will cover all the reading up to spring break. If you do not consistently do the reading and come to class, you will have a hard time doing well on the midterm.

Final: The final will test your knowledge of the plays and the ideas presented in class about them. It will cover all the reading up to the end of class, and be given on Thursday May 8, from 1:30-2:45 p.m. If you do not consistently do the reading and come to class, you will have a hard time doing well on the final.

Here is how I will weight the assignments:

3 Exercises @ 5% = 15%
Postings = 12 % (see above for how grade is calculated)
Quizzes = 24% (based on points achieved/total points of all quizzes)
Essay 14 %
Midterm 15 %
Final 20 %

Paper Standards:
Formal assignments (exercises and essays) should by typed with standard margins, spacing and type size. They should be carefully proofread and neatly presented. WebCT postings can be more informal (abbreviations, some proofing errors) as long as they remain readable and substantive in content.

Paper Helps:
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 A114 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, any kind study aid or internet resources.

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.