Category Archives: Student Posts

ENG 212 Final Project: “Reasonable Doubt,” a Podcast

One semester after the conclusion of my Shakespeare class, I have returned to this site with a new multimodal project to present.  This past semester, I have oriented my study of English not around Old Bill, but around serial narratives.

In ENG 212, we read Dickens’s Great Expectations, we watched the first season of Mad Men, and we listened to the first season of Serial, the podcast.  We focused on how seriality affects narrative technique, how presentation affects content.

We learned that new technologies often lead to new modes of presentation and accordingly, new stories altogether.  The podcast Serial resonated with me as it was my first experience with a story that unfolded as I listened to it.  This form of presentation, as we discussed in class, promotes a greater level of investment and intrigue among its listeners than would an open-and-shut case.  For this reason, I chose to produce my own podcast for my final project.

This podcast examines a murder trial currently underway in Fulton County.  I have changed the names of those involved, but the facts surrounding the case remain the same.  The episode not only examines the actual criminal investigation and witness testimonies, but also comments on legal theory and the nature of our justice system.  I tried to challenge listeners to think: what does it mean that our court system can let murderers walk?  Or put an innocent person in prison for life?

I also looked at the nature of evidence and the psychology of eyewitness testimony.  How might a witness’s memory conform a narrative that investigators encourage?  Just how much doubt constitutes reasonable doubt?

If this podcast were to become a series, these questions would come up repeatedly, because, of course, these questions really do come up every day in court rooms all over the world.  Many people, however, never consider them until they’re either in handcuffs or sitting in a jury box.  It is my hope that this episode provokes its listeners to consider these questions more explicitly, and does so in an interesting and engaging way.

Finally, the podcast as a format challenged me in many ways.  I tried to communicate a large amount of information while maintaining listeners’ attention and interest.  To achieve this goal, I used music before, during, and after the narration to provide a sense of cohesion.  I also used audio from a TED Talk to alleviate the monophony.  Ultimately, I came away with a better appreciation for podcasters and all verbal storytellers.

Enjoy the episode!

Audio

Script and Sources

 


Blog Post #8 (Extra Credit)

The Destructive Nature of Humans: A Coral Reef Perspective 

Blog Post #3 Rewritten

I am a home. I am a resource. I am a wonder of the natural world. I was once a beauty to behold. I was once lush. I was once colorful and vibrant. I was once vast and epic. Now I am steadily withering away. Now, the animals and plants that used to utilize me and prosper have left to find better homes. But some of these animals have no homes to turn to. My bright color and lush landscape is darkening and decaying. I am a coral reef and I am disappearing in front of your eyes. I feel weak and I feel sadness. But I also feel betrayal. I feel disrespected by those that should want to protect me and heal me.

I feel disrespected by those that should want to protect me and heal me.

I am being smothered in sediment by large boats that rip through me dragging along debris. The ecosystem that once surrounded me and protected me is being widened and exposed to allow more human traffic to come through. There are plans in place that will speed up and even enhance this process, at which point I will have no chance to recover. There is a small number of those that are working to study me and trying their best to protect me from this human development, but their voices are being drowned out by larger, more established businesses ashore.

Why would they want to destroy like they have? Do they not understand the role I play? Do they not understand what I provide for them? Yes, I was once I natural wonder that was incredible to behold, but I am also a home to so many. I play such a crucial role in the cycle between plants and animals and even the humans on the shore. Do they not understand that I contribute to their own lifestyle? Do they not understand that by destroying me they are hurting themselves? And what about the others they are hurting. The coral species that necessitate my space to survive and once I am gone they will forever be gone too. What about the fish and the turtles that will dwindle in numbers dangerously low once I am no longer able to provide for them. Do they not care that they are destroying past a point of no return?

I am a coral reef and I am symbolic of a larger problem in human society. I am the remnants of humankind’s destructive tendencies. Humans do not think about the compounding results of their abrasive actions. They tend to not think about the future through the perspective of those who they have affected. I do not have a voice like humans do, but I have been essential to their lifestyle. Yet, they show me no respect. Not only do they ignore my existence within their developmental plans, but they ravage me along the away to achieve their goals. My only hope now is that I can serve as an example of human’s destructive nature. I hope that the world will learn from this mistake. I hope they will prioritize the natural world like me and appreciate what we do. I hope others will be appreciated and protected.

coral-bleaching-catlin-seaview-1

http://www.livescience.com/52427-chilling-photos-coral-bleaching.html

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http://usercontent2.hubimg.com/10419915_f260.jpg

The Beginning of a New Journey

          Hi, welcome to my website! My name is Angeline Goh and I’m a student at Emory University. Growing up in Malaysia, our education system did not expose us to Shakespeare’s works, therefore I chose to enroll myself in a Major Authors English class that close reads the Tempest, the Taming of the Shrew, King Lear, Richard II, and Titus Andronicus. Being a math and science geek, I am quantitative by nature hence there were many challenges and obstacles I faced while I was introduced to the complex yet fascinating world of Shakespeare. Although, it was difficult to understand Early Modern English, my knowledge of Shakespeare increased exponentially with the help of google and the Oxford English Dictionary. Based on the plays we read in class, I found Shakespeare’s works to be highly misogynistic. I understand that it was written in a century where societal construct favors men but as a millennial, I found this to be extremely problematic. Also, Shakespeare incorporates nature and mythology into his plays, it was interesting to uncover the meaning of those references by reading various research and papers. To address those problems, I coalesced knowledge from different disciplines to think critically about Shakespeare’s play which is also the central theme of my website.

          Throughout the semester, with the lens of a 21-year-old female, I focused on different modern world problems such as feminism, both environmental and social problems, understanding how it plays into the diverse materials we explored in this course. One thing I enjoyed about this class is the conversations that ensured every week, listening to classmates share their perspective definitely enlightened me to the fact that no one person is the same. In fact, based on neuroscience, from single conversations to broader culture shapes microscopic details of our brain, who we are depends on where we’ve been, our brain constantly changes its circuitry and the patterns in our neural networks. Putting this lesson into practice in my daily life definitely improved my communication skills. As humans, we interpret messages using our own judgement and viewpoint which often leads to misunderstandings.

          Writing for this class requires a vast combination of cognitive domain which encompasses intellectual thinking skills. Before I penned my thoughts down, I identified previously learned materials then I summarized the key points and critical examples for my blog post. After that, I developed and restructured the information followed by breaking it down into parts so that the organization structure is understood. Subsequently, I synthesized the information and integrated details from other studies from various fields in order to modify and enhance my argument. This was the core process I used to complete the assignments, I found that the ability to evaluate and pinpoint which citations were relevant in validating my claim was crucial in forming a compelling case.

          I remember distinctly that I struggled with the visual rendering assignment because I was conditioned to write long wordy papers in college where I had the freedom to explain and expand my ideas in eight to ten pages. To condense a tremendous amount of why’s and how’s into a one-page infographic using visual iconography to help readers understand the Taming of the Shrew more fully was definitely a challenge. Not to mention, I possess the artistic abilities of an 8-year-old, it is one of my core weaknesses. Hence, it took eight hours to harness my inner Claude Monet. It paid off. Through creating a visual rendering that outlines the relationships between the characters, it highlighted the lack of a motherly figure in the play. This discovery steered me in the direction of unveiling the reason behind the exclusion of maternal characters in many of Shakespeare’s works which influenced my diverse compositions on feminism. As a result of this assignment, I acquired the capability to sum up arguments creatively with art, the aim was to provide my readers a mind map that captures the essence of the play, provoking thoughts and discussions with just one look at the piktochart.

          A career in business involves the obvious functions such as management and marketing, but there’s an increasing need for business majors to apply their skills in government, international commerce, health care, arts, and non-profit organizations. This is where the liberal arts degree comes in handy. Business principles can serve as the backbone for economic, political and social systems at all levels. Any business degree will involve working with numbers and statistical analysis, so being comfortable with math is an advantage. We need to have the ability to ‘see the big picture’ when it comes to organizational structures, taking into consideration the goals of the group, considering the raw materials or rough data, and developing plans to move projects forward. As a business school student, the ability to communicate concise written and verbal information, excel at team work, and work well under sometimes sustained pressure are expected.

          After pondering about this, I realize the aptitude required in this class is comparable to those needed as a business student. From this course, I learned to listen to instructions and deliver the assignments in a timely manner. In the real world, clients will have a list of demands and it is our job to provide the deliverables before a deadline. Problem solving is the prime asset of a business major, we ought to look at a setback from distinct angles to yield the best solution. The visual rendering assignment definitely taught me that approaching a subject differently brings light to issues that never crossed your mind.  Moreover, Shakespeare embeds problems with monarchy within his plays, the references and symbolisms send significant messages regarding the outcomes of greed and power. He urges us to ask the question, is greed for power human nature? Since animals react based on instincts, can we evolve beyond our animalistic tendencies by combating our innate hunger? Is greed a bad?  The concept of arbitrage in business is the simultaneous buying and selling of securities, currency, or commodities in different markets or in derivative forms in order to take advantage of differing prices for the same asset until prices are equal. This shows that greed has its pros, without it we as a species would not continue to develop and advance the world around us.

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Tempest Short Paper: The Struggle Between Illusion and Reality in The Tempest

Draft

Following the end of both the tempest and the fading of Prospero’s magical manipulation, the mystical veil of the island beings to be lifted and results in resolution on a grand scale. Act 5 as a whole brings together the inhabitants who have been preoccupied by the masques that were performed by the spirits of nature and illusion.

In lines 33-57 of Act 5, Prospero brings together the “elves of hills, rooks, standing lakes, and groves, speaking through a metaphorical frame that reflects on the various workings within nature’s beauty. It can be evidenced by Prospero’s descriptions of the “ebbing Neptune”, the backdrop of the “moonshine” in which fairies circle around, and work alongside the “noontide sun”, forced forward by the “mutinous winds”. Prospero is appealing to an eco-environmental perspective in that his control over the natural forces of the earth is to be thrown away, accomplished by breaking his staff and “bury[ing] it certain fathoms in the earth” and going through with “drown[ing] [his] book”. This observation accentuates the notion of the mysteriousness of nature and its doings that no man can use to his advantage.

The closing monologues by Prospero in Act 5 culminate in his plea for forgiveness and his own reconciliation. The winding down of The Tempest brings it along the lines of a more harmonious ending that equates to the more relatable concept of marriage tying all loose ends together. Our protagonist is swift to say that in the coming morning that he “hope[s] to see the nuptial of these. dear-belovèd solemnized” as well as “retire…to my[his] Milan”. Prospero is crafting a union that will quell this figurative storm between political opponents. ”. Prospero was able to present himself as a humane character that displays his genuine for his daughter and the hopes of peace between enemies. Yet, it then seems as if all exit in fashion that makes it appear as if this whole series of events was one heightened illusion that made use of no physical space by any means. Prospero comes forth and addresses the crowd, asking for the “help of their[your] good hands” to keep him afloat, “or else his[my] project fails. This relates to Beresmeyer’s idea that “Shakespeare is …more alert to the fac”. Prospero was able to present himself as a humane character that displays his genuine for his daughter and the hopes of peace between enemies. t that the effectiveness of his plays depends on the participation of a very active and imaginative audience”. The story becomes a façade for the stage performance by Prospero and his trickery and mastery of persuasion.

 

Final

Titus Andronicus and Honor Killings

          Within the pages of Titus Andronicus, killing in the name of honor occurs repeatedly. My presentation aims to expose the reasons behind honor killing and tying it to the real world where it is still practiced in some societies today. I combined studies on feminism, honor killing and oppression to structure my presentation.

          The killing of Lavinia in Act V Scene 3 is a prominent example of honor killing in the play.

Titus Andronicus. An if your highness knew my heart, you were.
My lord the emperor, resolve me this:
Was it well done of rash Virginius
To slay his daughter with his own right hand,
Because she was enforced, stain’d, and deflower’d?

Saturninus. It was, Andronicus.

Titus Andronicus. Your reason, mighty lord?

Saturninus. Because the girl should not survive her shame,
And by her presence still renew his sorrows.

Titus Andronicus. A reason mighty, strong, and effectual;
A pattern, precedent, and lively warrant,
For me, most wretched, to perform the like.
Die, die, Lavinia, and thy shame with thee;
[Kills LAVINIA]
And, with thy shame, thy father’s sorrow die! (5.3.2566-2580)

          It begs us to ask the question, is the killing of Lavinia justified? Although murder is cruel, would it be worse to let her live in pain and sorrow?

Source Cited

Weber, William W. “Worse Than Philomel”: Violence, Revenge, And Meta-Allusion In Titus Andronicus.” Studies In Philology 112.4 (2015): 698-717. Academic Search Complete. Web.

SILVERSTONE, CATHERINE. “‘Honour The Real Thing’: Shakespeare, Trauma And Titus Andronicus In South Africa.” Shakespeare Survey 62.(2009): 46-57. Academic Search Complete. Web.

Scott, Lindsey. ““Groaning Shadows That Are Gone”: The Ghosts Of Titus Andronicus.” English Studies 96.4 (2015): 403-423. Academic Search Complete. Web.

Willis, Deborah. “‘The Gnawing Vulture’: Revenge, Trauma Theory, And Titus Andronicus.” Shakespeare Quarterly53.1 (2002): 21. Academic Search Complete. Web.

Shakespeare, William. “Titus Andronicus: Entire Play.” Titus Andronicus: Entire Play. MIT, n.d. Web.

 

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Shakespeare’s Globe

Shakespeare-_2991459b

Welcome to the site! Allow me to introduce its purpose, themes, and format.

I created this site for an undergraduate Shakespeare class at Emory University. The class, ENG 210W: Shakespeare’s Globe, explored a handful of Shakespearean plays and performances, with an emphasis on how they inform contemporary issues, particularly environmental concerns. This site, then, serves as a record of my own inquiries into how these enduring and esoteric plays survive to illuminate current issues like climate change.

For the purposes of this site, Shakespeare becomes a kind of ecology—a living, breathing subject that responds to shifts in culture and academia. These plays, while historically significant, offer much more than their historical interpretations might suggest. They reflect on the very psychology and sensibility that comprise the human condition. In particular, Shakespeare frequently comments on humanity’s relationship with nature. In what ways do these considerations of nature and human influence shine light on today’s environmental concerns? That question, along with some other considerations, become the subject and purpose of this website.

Unfortunately, Shakespeare does not offer a definitive interpretation of nature. For Gonzalo and his sailors in The Tempest, nature offers a potential for innocence and abundance. For Prospero and King Lear, however, nature becomes subjugated for their own advantage and ambition. In Titus Andronicus, nature provides an asylum for Chiron and Demetrius’s dark desires to play out, causing other characters to contemplate whether our planet’s natural order promotes life and prosperity, or chaos and violence. Ultimately, Shakespeare’s conflicting portrayals of nature parallel humanity’s own complicated relationship with the environment, which is precisely why Shakespeare studies can inform contemporary environmental issues.

Along the way, other assignments spurred me to consider other topics, like language, violence, and power. I explored these topics through a variety of mediums. The class emphasized “multimodal research techniques” to overcome a common handicap in conventional Shakespeare studies—the impulse toward historicist interpretations. While historical contexts certainly prove vital in understanding the plays, the concepts and themes benefit from their consideration not only in relation to contemporary issues, but also through contemporary means.

It is my hope that this site demonstrates Shakespeare’s capacity to contribute meaningfully to current conversations about climate change and other environmental issues. Furthermore, I hope that this site illustrates the benefit in addressing Shakespeare through unconventional, alternative methods by transcending, but not ignoring, traditional interpretations and presentations.


As I mentioned, this site tackles Shakespeare through a variety of analytical styles. Although the site exists more or less as a blog in terms of format, most entries reflect greater consideration than a casual blog post. The entries include a paper, an infographic, a presentation, a digital edition that includes a glossed text, and a handful of blog posts.

This variety of techniques challenged me to step out of the conventional rhetorical frame that most English classes operate within. I saw how analysis could occur and develop without thesis statements or even words, at all. The most compelling explorations of Shakespeare leverage not only their content, but also their presentation.

The first short paper, covering The Tempest, provided an opportunity to gain footing not only with writing about Shakespeare, but also with working through the diversity of interpretive modes within Shakespeare studies. In the paper, I examined an essay by Ingo Berensmeyer that advocates for “media ecology,” or the potential for a work like The Tempest to function across many mediums and generations due to its emphasis on fundamental, unchanging human drives and concerns. The essay, a familiar format, offered a chance to grapple with new ideas surrounding Shakespeare studies within a comfortable medium.

The next assignment tugged at my fledgling artistic sensibilities. Using Piktochart, I created an infographic that examined Shakespeare’s use of insults and, more broadly, the uniquely volatile character of vernacular language. The assignment developed my eye for design. I was challenged to consider what my viewers would think, where they would look first, in what sequence they would read through the graphic. Unlike in writing a paper, I thought acutely about how my work would be interpreted rather than merely developing an argument.

This newfound awareness of the reader carried over to my “Digital Edition,” an assignment that argued for the parallel between the ingratitude that King Lear’s daughters show toward their father in his final years, and the ingratitude that humans show toward our “mother” earth. I examine the strange phenomenon of caring for one’s original caretaker, or parent, as they grow older, and how this relates to the current need to care for the Earth. Again, I sidestepped the conventional frame of analysis and looked at both critical responses to King Lear and contemporary stagings of the play. It concludes with a close reading and glossed text of a passage from the First Quarto of the play.

My last assignment, a presentation of violence and power in Titus Andronicus, leveraged the power of images to convey the significance of violence. Although I kept it PG-13, the images nevertheless helped illustrate concepts like the commodification of human flesh, and the relationship between Saturninus and the Saturn of Roman mythology. This unconventional medium provided further evidence for the idea that Shakespearean analysis benefits from contemporary modes of presentation.


Going forward, I aim to apply the skills I’ve learned in this course when thinking through other contemporary problems. Climate change is not merely an isolated, recent issue; it is the manifestation of a hubris that began long ago, and that Shakespeare comments on frequently. I intend to explore how other classic texts and celebrated authors dealt with the human-nature dynamic, and how that can further inform today’s conversations.

Furthermore, this class has developed my research and presentation skills, which I will confidently carry over to law school one year from now. The diversity of both content and presentation that this course encouraged will help me to think through concepts and understand how older documents, like Supreme Court cases, can inform today’s issues. Law school frequently demands robust personal consideration of past attitudes and legal decisions. I am confident that this course has taught me to not only respect historical interpretations, but also formulate my own ideas within my position in contemporary society.

I have a newfound appreciation for mediums like visual renderings and slideshow presentations to convey ideas that are typically confined to an essay. Certain concepts, like violence, benefit from audiovisual enhancement. In the future, I will actively consider how new forms of media can supplant or complement conventional methods. This site mainly examines Shakespeare’s relation to contemporary environmental concerns—which is, after all, just one example of how the past can inform the present.

Image source.


Blog Post 7- Rough Draft

Throughout this website, the overall goal was to uncover the themes used in Shakespeare’s plays that might shed some light on several environmental and ecological problems happening today. Many of his plays have themes that can be applied to ecological issues today. It was difficult, however, because Shakespeare’s plays don’t revolve around ecological problems, with perhaps the exception of the Tempest. However, Shakespeare’s plays have themes such as revenge, order, slavery, pride, and greed, which can easily translate into modern day issues. His plays were designed to make an impact on his audience in some way, and today we must work towards making an impact on others as well.

Analyzing was a key skill used in creating different assignments. Shakespeare is rarely straightforward, and so it is imperative that any quote that is used has been fully analyzed. For example, in Act I Scene II of The Tempest, Caliban tells Prospero, “I am all the subjects that you have, which first was mine own king.” Prospero was the Duke of Milan and reigned over many subjects, but after being confined to the island he only “reigns” over Caliban. Similarly, today humanity “rules” over the earth and it is the only subject that mankind reigns over. This comparison shows how counterintuitive it is to destroy the environment because, without the earth, humanity lacks its one subject.

Shakespeare is rarely obvious about his themes, and so application was a major facet of analyzing these texts. For example, the concept of kingdom is a major facet of King Lear and application was integral in examining this play. In my third blog post, I compared King Lear’s kingdom to the epidemic of colony collapse, because of the similarities in the breakdown of societies. Application of Shakespeare’s works allows us to further analyze these ecological issues. In his essay “Eleven Principles of the Elements”, Cohen remarks, “We seek an elemental Ecocriticism that discovers in imaginative and critical texts a lush archive for thinking ecology anew.” Shakespeare’s works are not new, but these ecological disasters are. There are, however, certain aspects of humanity that never die. These aspects, such as humanity, devotion, and allegiance, are all aspects that we today can use to address these ecological issues.

Mankind has created more problems than they have been able to fix, but looking to Shakespeare may lend an idea as to how we can fix these issues. For example, in King Lear Shakespeare showed us how important order is in a kingdom because it keeps the kingdom running and functional. Similarly, we can look to how a bee colony is run to see the importance of structure and order. In Act 1 Scene 1, Lear says “’tis our fast intent to shake all cares and business from our age, conferring them on younger strengths, while we unburned crawl toward death.” It is slightly morbid, but it shows how a kingdom is run, with the younger generation working as the older generation slides out of the way. However, in colony collapse the worker bees have been dying off, which ruins the order of the kingdom and destroys the colonies. Applying practical methods to Shakespeare is an important skill when analyzing ecological problems today because so much of the animal kingdom is represented in his plays.

There is also an element of hope in all of Shakespeare’s plays. In his novel, A New Diplomacy for Sustainable Development: The Challenge of Global Change, Kjellen talks about how King Lear “provides an example of the rehabilitation of wisdom, which is accompanied by a constant invocation of folly and stupidity in the guise of cleverness” (Kjellen, 17). There is no doubt that mankind has had its fair share of stupidity and folly, but Shakespeare’s plays hold out hope for humanity. As long as we learn from our mistakes, our society has the potential to really grow and change in how we approach ecological problems. All it takes is a little digging, and Shakespeare opens up a whole new world to his readers.

 

TO DO FOR PAPER:

  • Add more knowledge/skills
  • Analyze a greater STEM problem
    • Look into renewable resources?
  • Add more about Titus Andronicus
  • Talk more about the projects

 

TO DO FOR BLOG REVISION:

  • Finish pull quotes
  • Try and create images for front pages
  • Create a more coherent sidebar
  • Figure out the page issue
  • Add more media
  • Add tags

 

Blog Post #7

Digital Shakespeare Webtext Draft

A central theme that runs throughout my website is the idea of helping the defenseless with the assistance of Shakespeare. Shakespeare’s works evolve and adapt over time. Part of this evolution includes relating his plays to current or ongoing crises. Then, trying to find parallels that can help to work through problems and launch discussion and eventually produce change. It is easier to make connections to topics that a person is already passionate about. For me, these topics include animal welfare and gender equality. I tend to make connections within the texts we read to current burdens in society that reflect my concerns. Specifically, within The Taming of the Shrew, King Lear and, Titus Andronicus I focused on the disparities which animals and women face in the literature and how this is can be related to present day. In the case of women, The Taming of the Shrew and Titus Andronicus both demonstrate considerable gender imbalance through unjust expectations of women and their treatment as commodities. King Lear sends a strong message of neglect, which can also be used to analyze the lack of respect humankind has for animals in society.

A main concern I had with Shakespeare’s works is that although we tend to utilize his works to work through current issues in society, I am not sure that Shakespeare intended his works to be used in such a way, and in fact may have had very opposing beliefs. In The Taming of the Shrew, the reader is introduced to the strong-willed, and thus very counter-culture, Katherine. However, by the end of the play, she is dependent on and obedient to Petruchio. I analyze the word “wench” and its use under the idea that it is representative of an independent woman. However, perhaps Shakespeare actually meant to use “wench” to make mockery of Katherine’s headstrong personality through its derogatory use. In the case of King Lear and Titus Andronicus, which both end in almost total destruction, perhaps the point was not meant to teach lessons on the perils of maltreatment of animals and women, but give a gloomy forecast of what our future holds. It can be quite difficult to adapt Shakespeare’s works to current issues when the original intent is so unclear. It makes me question the potency of the argument I try to make.

Although the issue of Shakespeare’s original intent remains unsolved. I believe one can turn to Ingo Bernesmeyer, a professor of English, and his take on the possibilities of Shakespeare’s works. Ingo Bernesmeyer states in his essay that New Historicism and Presentism “run the risk of reducing Shakespeare to a monolithic… They tend to lose sight of the global portability and adaptability of Shakespeare” (Berensmeyer 517). It is Berenesmeyer opinion that Shakespeare can be both historically significant as well repeat its message throughout time and in various contexts. Perhaps my worry that the original intent was quite different than my intent can be both true and perfectly okay. Berensmeyer claims the play’s history and its evolution through different contexts can actually coexist. Perhaps they can even be on different ends of a moral spectrum, but still carry important meaning. One way to work through my dilemma is to necessitate the use of historical context and project that if Shakespeare were able to see the developments in society since his time like currents readers can, his opinions might shift. In the case of women’s rights, if he was able to see the accomplishment’s of women in our history and the disparities between cultures in which women hold equal power and cultures where they are still mistreated, he would change is original outlook. If he could see the great amount of destruction we have done to our environment and the effects this has on animals, he would prioritize sustainable efforts. Perhaps Shakespeare would be swayed by today’s efforts for gender equality and animal welfare.

Through my blog page, I gained a lot of skills regarding making information more interactive and thus more engaging. I gained perspective on the importance of addressing not only the topics that are assigned but also taking into consideration how the audience will receive my work. It is one thing to write out an entry and explore ideas, but it is another to make the piece of work attractive to the reader. I learned that it matters a lot less the work you put into your analysis if it is not done in a captivating manner. I found that writing under the setting of “blog” was not as educational of an experience for me because I was simply doing it to the grade. However, creating the presentation through Powerpoint, the infographic through Piktochart and making the digital edition interactive was a lot more of a scholastic experience for both me and the audience. By thinking about what would be more attractive and captivating, I was forced to think about the material with more depth. Thinking about what others would find interesting pushed me to explore more and thus uncover what I would not otherwise have been able to. This push to delve further into multiple disciplines also provided me with skills on how to synthesize information to current events.

List of things to do on site:

  • Add pictures, with a focus on the wordier parts of the blog to add balance
  • Add links to videos, blogs, articles, etc.
  • Play around with the format of the site to make it more appealing
  • Add a portion of site dedicated to just how we can link Shakespeare with current crisis, specifically regarding animal and women’s rights
  • Fix “welcome” statement to reflect ongoing themes
  • Add updated The Tempest short paper
  • Pull quotes
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