Tag Archives: Digital Writing

Website Afterlives. FAQ.

I suggest you revise the site into a professional digital portfolio. Your portfolios can be organized around a central theme of your work/research, or your professional identity can serve as the basis of the site. Once you choose a guiding idea and set of images, you can organize your larger Domain network accordingly. You may also want to revise the site in anticipation of taking another Domain of One’s Own course at Emory.
You need reorganize your content by moving the work you produced for this course into a separate section of the larger website, perhaps under a tab called Shakespeare’s Globe or ENG 210. OR, you can move the coursework generated for this class into a separate sub website that you connect to your main website. Either way, remember that a personal site (arranged thematically or according to your online identity) will likely include navigation options that direct users to pages/subdomains with content such as Resume, CourseWork, OutReach, and/or SocialMedia. Visualize your main site as a hub that supports all your interests.
You may want to move the content you generated for Shakespeare’s Globe over to a subdomain. A subdomain is an add-on domain, or a site that operates separately out of the root domain you registered. For instance my root domain is mckennarose.org and the course site shakespeare.mckennarose.org is a subdomain. Follow these instructions to move your site to a new subdomain.
Yes! I will be available online or inperson all next semester, so if you have questions email me at msrose@emory.edu. Also, the Emory Writing Center staff is trained to support web writing. Remember, if you get stuck with any sort of online writing, Google the problem and then use the instructional and then try to work through it with the instructional information the search yields.

Appeals. 29 Oct.



What did we cover on Tuesday? Do you have any questions about either the King Lear assignment or the presentation assignment?

Please note: there is no class on Nov 12 and “The Rape of Lucrece” has been removed from the schedule.


Part I. Presentation Groups

Get into your presentation groups and brain storm presentation topics. Also, I had to make some scheduling changes, so check to make sure you can present on the dates listed below. If you have a conflict on those dates, we can reschedule.
Presentation Groups:

Note: presentations should convey a explicit goal, argument, or concept that helps your audience to better understand an aspect of the play, or that sheds light on an element of the play that has been overlooked. To accomplish your task you may want to organize the entire presentation according to one of the following suggestions: provide contextual information; explain issues related to staging and/or performance history; give an overview of ways in which the textual history of the play effects its meaning; or develop a reading of a scene or entire play by teasing out a formal, rhetorical, or linguistic pattern.

Titus Andronicus Synopsis

  • Nov 3, Richard II Acts 2-3. Patrick, Hannah M., Beau, & Jeffrey
  • Nov 5, Richard II Act 4. Sun, Caroline, Danny, & Alexandra
  • Nov 10, Richard II Act 5. Robert, Madison, Ainee, & Nick
  • Nov 17, Titus Andronicus Acts 1-2. Kelsey, Isabelle, Kira, & Thomas
  • Nov 19, Titus Andronicus Act 3. Chan Bailey, June, & Tony
  • Dec 3, Titus Andronicus Act 4-5. Angeline, Shamala, Hannah P., & Sarah


Part II. Generating Discussion Questions

Since you may want to include a discussion question in your presentation, I thought we could work on discussion question generating strategies. For this exercise, stay in your presentation groups and complete the following tasks:
  • First, what are some of the major themes or goals of Richard II so far? Might want to brainstorm a list and then come to a consensus over your responses.
  • Next, choose a scene, a character, a passage, or a repeated word, image, or phrase that you think provides insight into the larger goals of the play. Summarize and close read the evidence you chose.
  • Finally, develop one discussion question out of your findings. What sorts of questions can you ask to help your classmates to better negotiate the first act of Richard II

Digital Edition Example (draft)


Below you’ll find the first draft of a Digital Edition that I wrote. Feel free to use it as a model for the blog post you have due on Thursday. I also revised the DE into a second draft called King Lear‘s Eco-Futurity.


From the division of the Kingdoms to the final “Never, never, never!” (24.303), King Lear seems totally sterile. Consider the infertility rings out in Lear’s refrain: “Nothing can come of nothing” (1.81 and 4.126); the way that the rosemary and pins Edgar “strikes” in his “bare arms” suggests nothing can grow in the earth (7.181-82); and the image of the failed graft with which Albany figures Gonoril’s “disposition” (16.32-36 Q1) as just three instances of King Lear‘s barren nature.

And yet, for all the “Never’s,” “Nothing’s,” and “O’s” (24.304), the play teems with animal and vegetable life. There is a veritable assemblage of foxes, horses, cats, adders, vultures, bears, crows, choughs, and all manner of dogs. Add to the menagerie of animals rosemary, samphire, and of course, “rank fumitory and furrow-weeds,/With burdocks, hemlock, nettles, cuckoo-flowers,/Darnel, and all the idle weeds that grow/In our sustaining corn” (18.3-5), and the play seems less a barren waste and more a seething aggregate of viability. Not only does the play stage vegetable excesses amid the total collapse of civilization, characters constantly attribute ruin to cataclysmic natural events. For instance, Gloucester attributes several crises to “These late eclipses in the sun and moon” (2.101-102), just as Kent credits “the stars/The stars above us” for their dire conditions. Despite the ruin, waste, and nihility with which the play engages its audience, I argue King Lear offers a model for sustainable futures. The prototype for human, nonhuman, and inhuman ecology the play provides is an especially useful resource for 21st century readers. Since we live after radical environmental change, i.e. humans effect the world now more than ever, we need to reconsider the future we have imagined for ourselves. If we look to our past, as Shakespeare looks to his, we can find ways to face our mistakes to develop a more capacious regard for forms of life.

Critical Responses

King Lear has been a regarded as an exemplary instance of the pastoral in English since its inception. In recent years the play has become a key text for Posthumanism. Two key examples of Posthumanist King Lear scholarship are Laurie Shannon’s “Poor, Bare, Forked: Animal Happiness and the Zoographic Critique of Humanity,” from her book, The Accommodated Animal: Cosmopolity in Shakespearean Locales and Andreas Hofele’s “‘I’ll see their trial first’: Law and Disorder in Lear’s Animal Kingdom,” from his book Stage, Stake, and Scaffold: Humans and Animals in Shakespeare’s Theater.

Though Shannon and Hofele both agree that King Lear engages the animal kingdom as much as human sovereignty, they make two different arguments. Shannon argues XXXXX.  Summarize and compare both authors. Then explain how a synthesis of their argument informs my edition.

Recent Performance History

Animals, vegetables, and minerals are important in two recent production of King Lear.

When John Lithgow played Lear in Central Park two summers ago, one commenter explained how a raccoon crossed the stage while Mr. Lithgow was off of it. The blog provided a record of all sorts of unexpected nonhuman interventions over the course of the production, as well as Mr. Lithgow’s delightful reflections on the production. XXXXX. Develop with citations XXXXX.

Consider also a recent production of the play in London in which the director cast one human and nine sheep. In Lear with Sheep, Develop with citations from page.  Summarize and compare both performances. Then explain how a synthesis of their argument informs my edition.

King Lear, Scene 17 (the text below is cut and paste and illegible. Will need to format using easy bootstrap short code plugin tools such as columns or a table. Also, no links or gloss yet)

Enter Kent and a Gentleman.
Kent. Why the King of Fraunce is so suddenly gone backe,
know you no reason.
Gent. Something he left imperfect in the state, which since his
2347.5comming forth is thought of, which imports to the Kingdome,
So much feare and danger that his personall returne was most re
quired and necessarie.
Kent. Who hath he left behind him, General.
Gent. The Marshall of France Monsier la Far.

2347.10Kent. Did your letters pierce the queene to any demonstratiõ

Gent. I say she tooke them, read them in my presence,
And now and then an ample teare trild downe
Her delicate cheeke, it seemed she was a queene ouer her passion,
Who most rebell-like, sought to be King ore her.
2347.15Kent. O then it moued her.
Gent. Not to a rage,patience and sorow streme,
Who should expresse her goodliest you haue seene,
Sun shine and raine at once, her smiles and teares,
Were like a better way those happie smilets,
2347.20That playd on her ripe lip seeme not to know,
What guests were in her eyes which parted thence,
As pearles from diamonds dropt in briefe,
Sorow would be a raritie most beloued,
If all could so become it.
2347.25Kent. Made she no verball question.
Gent. Faith once or twice she heau’d the name of father,
Pantinglyforth as if it prest her heart,
Cried sisters,sisters, shame of Ladies sisters:
Kent, father, sisters, what ith storme ith night,
2347.30Let pitie not be beleeft there she shooke,
The holy water from her heauenly eyes,
And clamour moystened her, then away she started,
To deale with griefe alone.
Kent. It is the stars,the stars aboue vs gouerne our conditions,
2347.35Else one selfe mate and make could not beget,
Such different issues, you spoke not with her since.
Gent. No.Kent. Was this before the King returnd.
Gent. No, since.
Kent. Well sir, the poore distressed Lear‘s ith towne,
2347.40Who some time in his better tune remembers,

What we are come about,and by no meanes will yeeld to see his

Gent. Why good sir?
Kent. A soueraigne shame so elbows him his own vnkindnes
That stript her from his benediction turnd her,
2347.45To forraine casualties gaue her deare rights,
To his dog-harted daughters, these things sting his mind,
So venomously that burning shame detaines him from Cordelia.
Gent. Alack poore Gentleman.
Kent. Of Albanies and Cornewals powers you heard not.
2347.50Gent. Tis so they are a foote.
Kent. Well sir, ile bring you to our maister Lear,
And leaue you to attend him some deere cause,
Will in concealement wrap me vp awhile,
When I am knowne aright you shall not greeue,
2347.55Lending me this acquaintance, I pray you go along with me.



Language Games. 1 Oct.



Good work on Tuesday! We provided some fresh answers to questions Shrew provokes. We used Stephen Greenblatt’s famous concept, Renaissance self-fashioning, as ground on which to assess the relative liberty of characters in Shrew.

To review, Greenblatt argues his term self-fashioning “describes the practice of parents and teachers; it is linked to manner or demeanor, particularly that of the elite; it may suggest hypocrisy or deception of one’s nature or intention in speech or action…It invariably crosses the boundaries between the creation of literary characters, the shaping of one’s own identity, the experience of being molded by forces outside one’s control, and the attempt to fashion other selves” (3).

We got at how Shrew exemplifies the irony at the center of self-fashioning. For example, Lucentio & Hortentio have to give up their identities to find them, and Petruccio’s exaggerated individualism depends on a huge cluster of old clothes, broken weapons, a dying horse, and the microorganisms that infect it. Both Kelsey and Isabelle pointed out that “hearsay” in act 3 contributes to play’s investment in staging ways social expectations, (expressed through gossip?), shapes the identity of the characters. I suggest Katherine’s and Bianca’s language games (wooing scene 2.1 & Latin/Music lesson 3.1) offer an alternative to the orthodoxy of the gossips because the literally challenge the coherence of the structure of the system. As Bruce Smith explains the ladies’ play with language,

“upsets the concords of words by seizing the masculine hic and eschewing the feminine haec. Also at issues in their actions is a disruption in the governing of words, whereby the stronger controls the weaker, as, for example, the noun controlling the verb; the substantive, the adjective; the antecedent the relative pronoun. When Bianca takes over Lucentio’s Latin verse and turns it to her own ends, the verb governs the noun; the adjective, the substantive; the pronoun the antecedent. All preposterous. ‘Take heed he hear us not,’ ‘presume not,’ ‘despair not’: In the three commands that conclude her construal, Bianca turns the usually governing masculine ‘I’ into the acted-on ‘you.’” (348).

For Further Consideration
For your consideration: Per Madison’s provocative reading, is Katherine a virgin? Is Bianca?; Is the play pedagogical?; and what time is it?

Part I. Questions?

Read Katherine’s Final Speech (5.2.142-184) and complete the following tasks:
For 5 minutes write as many questions about the speech as you can. Then take 5 more minutes and answer 2-3 of the questions you generated.

Part II.Assessment

(Collaboratively Generated Assessment Criteria for Visual Rendering Assignment)

We are going to generate the criteria I use to assess the final drafts of your Visual Renderings as a group. In order to generate the assessment criteria, please complete the steps below:

Visual Rhetoric. Sept 24

L0035582 An Iron 'scolds bridle' mask used to publicaly humiliate
Credit: Wellcome Library, London. Wellcome Images
An Iron 'scold's bridle' or 'branks' mask, with large nose piece, grotesque ears and two horns, used to publicly humiliate and punish, mainly women, for speaking out against authority. Brussels, Belgium
1550 - 1800 Published:  - 

Copyrighted work available under Creative Commons Attribution only licence CC BY 4.0 http://creativecommons.org/licenses/by/4.0/


Nice discussion on Tuesday! We drew out some of the following features from Shrew‘s first act:

  • Physiological/medical valences derived from both the idea that the whole play is framed as cure for Sly’s melancholy (Induction 2.125-32), and the Petrarchan love tropes (love darts) see Lucentio (1.1.218-19)
  • Hannah told us that shrew is the root for shrewd, which opens up ways to consider Katherine that are grounded in the language. According to the OED the term ‘shrew’ can also pertain to men, what’s that about?
  • While there is no way to be sure if the play reflects early modern expectations of the right and wrong ways to be a man or a woman, we can ask: why does this play provoke us to consider general social attitudes toward sex and gender? We compared these ideas to Ferdinand and Miranda’s vows in Tempest 3.2
  • We talked about staging conventions: all male casts; animal bating that was conducted the same theaters where the plays were played; stock characters of the Commedia dell’arte such as Grumio, the pantalone; that the groups of men form a sort-of classic style chorus; and that references to corporal punishments through out the text, such as “To cart her, rather” (1.1.58) suggest “folk performances” such as Skimmington Rides; Cucking Stools; and scold bridles.

Donna Haraway & Animal Studies

Term Definition
Anthropocentrism The distinction human/animal falls short of really differentiating all the different sorts of animals and people on the one hand, and on the other hand, the human/animal divide cannot describe ways the two are always interacting. The line dividing the two categories can be dangerous b/c it authorizes terrible mistreatment of humans and animals.
Companion Species Haraway says maybe looking at loving human/animal relationships might be a good place to start: “Historically situated animals in companionate relationships with equally situated humans are, of course, players in the world” (99). It’s very good to realize that people partner with dogs, horses, cats, cows, etc. to shape the word. But…Haraway argues, that’s not the whole story because human and animal partnership change over time & for her that “becoming with” is a much kinder place to think about relationships (99). To that end she says, “The partners do not precede their relating, all that is is the fruit of becoming with–” (99)
‘Companion’ While “companion species” in ordinary usage doesn’t quite encapsulate the sort of movement she’s interested in, its a really good phrase and she doesn’t want to throw it away. Instead she gets to the bottom of it, by first think through the history of the ways the terms have been used. Overall ‘companion’ denote eating together. And also, perhaps, who eats; who or what can be eaten?
‘Species’ Specre, Latin for ‘too look/behold is at the root of ‘species.’ From its root, Haraway draws out the connection between specre, the root of species, and respecre (or respectus), which is the root of modern English word ‘respect.’ That is to say, respect also means to look again. So Haraway argues that the term companion species already has built into it a movement or futurity that can best describe humans and animals. Or as she explains, “To knot companion and species together in encounter, in regard and respect, is to enter the world of becoming, with, where, who and what are precisely what are at stake” (102).
Applications What might it mean to suggest the of Kate and Petruccio that “the partners do not precede their relating”? There are several instances in Shrew in which human and animal voices are indistinguishable, what are the implications of such confusions? Are there moments in Shrew in which characters ‘look again’ and are then irrevocably changed from that point forward?

Part I. Key Word Search, Visual Rendering, &

Piktochart, ‘How-To’

Please complete the following tasks. Be prepared to cite evidence from the text to support your findings during discussion:

  • Choose a key term from Taming of the Shrew & briefly describe or make note of the passage in which you found it
  • Look up your word in the OED and/or UrbanDictionary, or Brill Renaissance Latin Dictionary
  • Look up your word in Open Source Shakespeare
  • Draw some conclusions about your findings: does usage vary over time; does the word show up in fewer or more plays than you expected; is it more likely to show up in comedies than tragedies; were there connotations you did not expect, etc.?

Part II. Franco Zeffirelli‘s Taming of the Shrew (1967)

2.2 “wooing sequence” (36-48 mins)The_Taming_of_the_Shrew_(1967_film)_poster

While we watch the clip, please consider the following questions:
What’s the relationship between the visual and aural in this scene? Where are the scenes set? Does the character movement, scope of the shots, color composition, and/or lighting enhance the dialogue? Does the composition or adaptation contradict your reading of 2.2?

Etymology.Sept 22.

Screen Shot 2015-09-20 at 6.38.28 PM


We talked about how Shrew is a play deeply interested in the relative status of evidence. In other words, what sorts of evidence are most persuasive, or, even more specifically, is visual, verbal, or aural rhetoric more likely to persuade a person of the truth? Why the emphasis on visual evidence/rhetoric in this play? How does the “Induction” fit with the rest of the play? We talked about Textual Criticism, and ways in editorial practices have different relationship between claims and evidence than Literary Criticism (i.e. close reading & argument driven analysis). We talked about evidence and types of appeals or modes of writing in terms of the assignment Visual Rendering Assignment which is due Sept 29.

Calendar Updates

Blog Post 2, now due Tuesday, Oct 6.

Take minute and answer the following:
Is Katherine a shrew, why? And…so what?

Part I. “Companion Species: Entangling Dogs, Baboons, Philosophers, and Biologists”

Please get into the groups that follow, introduce yourselves to your peers, and then respond to the prompts below. Write down as much as you will need to participate in discussion and be prepared to cite specific instances from the text.

  1. Ainee, Hannah M., Nicholas, & Robert
  2. Alexandra, Jeffery, Danny, & Angeline
  3. Kelsey, Beau, Caroline, Chan, & Thomas
  4. June, Sun, Isabelle, Patrick, Shamala, & Bailey
  5. Kira, Sarah, Madison, Tony, & Hannah P.
  • What does Haraway mean by “companion species”? What steps does she take to define her terms? (i.e. what strategies doe she use to define the terms?) 
  • What does the term “Companion Species” give her that other terms, such as Posthumanism, cannot (102)? Why? 
  • According to Haraway, What “obligation” did Derrida fail to meet with his cat? What kept him from answering the cat’s invitation (103)? What does she suggest What should he (or really ‘we’) have done differently?
For your consideration…

Part II. Key Word Search

Please complete the following tasks. Be prepared to cite evidence from the text to support your findings during discussion:

  • Choose a key term from Taming of the Shrew & briefly describe or make note of the passage in which you found it
  • Look up your word in the OED
  • Look up your word in Open Source Shakespeare
  • Draw some conclusions about your findings



Induction. Sept 17



Prospero’s Project: On Tuesday we attempted to defines Prospero’s “project” as the revenge he may, or may, not exact on Antonio and/or Alonso. Early modern revenge drama (or plotlines in the case of The Tempest) generally feature a wronged man, who enacts retributive “justice.” That is, the revenger is only satisfied when the person who wronged him has suffered in the exact same way he was made to suffer.  Is revenge was moral? Argued Miranda was the most sympathetic character in the play, and wondered if Prospero’s moral authority was undermined by his inability to read or recognize an affinity between his own suffering and the suffering he inflicts upon Caliban?

What are some other ways to define Prospero’s “project”?

Theater History: Also wanted to emphasize that the London in which plays like The Tempest were played, was filled with theaters and performances of all types. And while Shakespeare has had a pronounced effect on the subsequent generations, in large part due to his editors, he was part of a thriving scene and produced his work in collaboration with other writers, actors, and theater impresarios.

Textual Scholarship

Term Definition
Crux Crux (Latin for “cross”, “gallow”, or “t-shape”) is a term applied by palaeographers, textual critics, bibliographers, and literary scholars to a point of significant corruption in a literary text. More serious than a simple slip of the pen or typographical error, a crux (probably deriving from Latin crux interpretum = “crossroad of interpreters”) is difficult or impossible to interpret and resolve. Cruxes occur in a wide range of pre-modern (ancient, medieval, and Renaissance) texts, printed and manuscript.

Consider the following unresolvable crux:

Ferdinand responds to the Prospero’s truncated masque by saying,

Le me live here ever;

So rare a wondered father and wise

Makes this place a paradise. (4.1.123-25)

The crux is contained in the word wise, or is it wife? What are some options for resolving this problem? 

The Oxford editors choose ‘wise’ and MIT Open Source chooses ‘wife.’ The crux hinges on the representation of the terminal, or descending ‘s,’ which, in the first Folio, looks more like ‘f’ than usual.

So what makes the island a paradise for Ferdinand? Is it Prospero or Miranda? There is no answer that accommodates both–If editors or actors choose ‘wife’ they exclude the father & if editors or actors choose ‘wise’ they exclude the wife. The term excluded in the judgement, sort of haunts the decision b/c cannot have a daughter without a father and vice versa. 

Though the crux cannot be resolved–a judgement always has to be made–editors can interrupt the reading process by calling attention to the apparatus itself, i.e. glossing the line and reminding the reader what types of technology render the double reading.

Taming of the Shrew

How does the RSC poster below attempt to resolve the problem of the two texts of Taming of the Shrew?


Shrew Induction I & II

What does the Lord mean when he says, “Sirs, I will practice on this man” (Induction 1.35) and why?

Compare the Lord’s treatment of Sly to his treatment of the dogs.

Who does the Lord get to the play Sly’s “humble wife” (Induction I.115) & what instructions does the Lord tell his servant to pass along to Bartholomew?

What sorts of evidence do the Lord and his servants offer to Sly to persuade him that he is actually “a mighty man of much descent” (II.13)?

Visual Rendering

  • Go to
    Open Anatomy of Social Scene and read through Read through the infographics “Death and Dying in Macbeth and Hamlet”; “Shakespeare’s Game of the Hollow Crown” & “Shakespeare’s Enchanted Forest”
  • As you read, consider some of the following questions:
    Who is the author? Who is the intended audience?
    Of what is the author trying to persuade the reader? Is the author successful?
    How does the author balance text and image? How does design effect meaning?
    How do infographics compare to argumentation? Is one more persuasive than the other? Why or why not?

Writing Help


MLA In-Text Basics

Function Description
Quotation Marks Unless you are citing a text that is more than four typed lines, end punctuation goes underneath quotation marks.
Block/Long Quotes For block or long citations, start a new line and indent 1”; no quotation marks; and parenthetical goes after the end punctuation.
In-Text Citations If author/title is named in a signal phrase, just follow the citation with page number(s) or act.scene.line number(s). EX: (1.2.34-42)
Paper Format Upper Left: Your Name, Teacher’s Name, Course Title, Date. Double space; title; double space; indent; and begin first paragraph

MLA Works Cited

For blog posts please link to alphanumeric sources, i.e. if you are citing The Tempest, link to an online database source. Be sure to link all images to the URL on which you found them. Check out this page for more help on Attributing Photos in WordPress. For longer assignments, please include a “works cited” below the main body of the text.

Document Notation
Book Author Last Name, First Name. Tile of Work. Edition. Editor(s). Place Published: Publisher, Date Published.
Article Last Name, First Name. “Article Title.” Journal Title Volume.Issue (Date): Page Range.
Website Editor, Author, or Compiler (if available). Name of the Site. Version Number. Name of Organization/Institution Affiliated with the Site. Date of Resource Creation. Medium of Publication. Date Accessed.  

Writing Resources

Conventions. 10 Sept.



Historical Terms Description
16th & 17th century Shakespeare, and the thriving theater business to which he contributed, performed in public, open air theaters; private, indoor theaters; at court; at the ins-at-court; at the colleges; and on tour from 1576 (when James Burbage opened The Theater in Shoreditch) till 1642 (when the staging of plays was banned by the Puritans who controlled Parliament during the First English Civil War).
Elizabethan Queen Elizabeth I ruled England 1559-1603. 
Jacobean James I ruled England and Scotland 1603-1625.
Renaissance (1450-1600 approx.) The term “Renaissance” came into use in the later half of the 19th century to describe cultural production in mostly Italy and France. Literary critics and historians began describing Shakespeare as an author belonging to the “English Literary Renaissance” in the early part of the 20th century. Might want to keep in mind: Terms contemporary scholars use to describe the past are “…more typically extensions of the naming practices seen in examples of ‘Renaissance’ businesses found in any telephone directory: labels that seek to suggest qualities in objects, practices, persons, and times that do not obviously possess them” (Douglas Bruster “Shakespeare and the End of History” 149). 
Early Modern (1500-1700 approx.) Term applied by scholars and historians in the late 20th century to describe the period defined by events such as the Reformation, the printing press, the Age of Discovery, Vanishing Point Perspective, etc. This term emphasizes and affinity between Shakespeare’s time and post-war America. The term is also useful because, unlike Renaissance, it does not assume that the period prior was somehow dead enough to be reborn.
Restoration (1660-1689) Last gasp of the Tudor/Stuart monarchy and a production of art, especially theater, that advanced impulses similar to those Shakespeare and fellow authors, actors, impresarios. This little slice of English history describes the years Charles II and briefly his brother James II ruled England were restored to the throne in England after eleven years of Parliamentary rule called the Interregnum. The theaters in England remained closed from 1642-1660.

Writing Workshop

Part I. Take 10 minutes and read through the draft of the short paper that you brought to class. Once you have finished make note of the following:

  • What is your main claim and how have you developed it?
  • Do you define your key terms?
  • Do you attend to the citations you chose from The Tempest at the sentence level? 
  • In a couple of sentences describe the next steps you plan to take.

Part II. Push the desks into a circle, and each of you can read her/his paper aloud or describe your claim, terms, and evidence. Take note as your peers read and/or describe their papers, so you can ask questions/make suggestions when they finish speaking.

1 2