First Day Slide Show

1
First Day Slide Show

• English 305 Shakespeare
• Dr. Fike

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Role and Seating Chart

• Please try to sit in the same place, at least
  until I learn your names (the first couple of
  weeks).

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Electronics

• Do not use laptops or other devices capable of
  connecting with the internet.
• Turn off and put away your cell phones.
• In life/death situation, speak to me ahead of
  time about keeping your phone on vibrate.
• I may decide to keep my phone on vibrate in case
  an emergency text message arrives.
• I do not want you to use e-books in this class.

4
Syllabus and Calendar

• This course is on Blackboard, but you can also
  retrieve course materials from my website
  http//faculty.winthrop.edu/fikem.
• There is no www in this URL.

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Course Description

• 8 plays in Bevingtons The Complete Works of
  Shakespeare, any edition or The Necessary
  Shakespeare, 3rd ed. Other editions are okay,
  but they must have line numbers and footnotes.
• Shakespeares life and times in Russ McDonalds
  The Bedford Companion to Shakespeare.
• A combination of professor presentation and
  student discussion.
• Discussion is the more important feature of the
  course.
• The role of slide shows.
• They will streamline presentations and allow more
  time for discussions.
• You can print out a copy for your own use.
• They will be available after class in all cases.
  You may not have a copy of the slide shows on
  your desk during class. Why? I want this class to
  develop your ability to take notes. After class,
  if you want to check your notes against mine, the
  slide shows will be available as a resource.
  Also, sometimes the slide shows contain questions
  AND answers.

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Flipping the Classroom

• What this means.
• Are you interested?

7
Participation

• This is worth 10 points out of a possible 100.
• Try to comment at least once a day (I consider
  that a minimum).
• Discussion is THE main event in ENGL 305! Please
  respect others need and desire to contribute!
• I call on people who are generally silent. That
  is to ensure that everyone has an opportunity to
  participate.

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Points Related to the Requirements

• First, rigor This is a very difficult course.
• Second, accommodation The course is set up so
  that you will not lose much credit while youre
  getting up to speed.
• Third, the course does expect you to get up to
  speed eventually. This is more easily said than
  done because
• The plays are mostly poetry.
• Shakespeare wrote in an earlier form of English
  than we speak.

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My First Question for You

• What kind of English did William Shakespeare
  speak?
• Old English
• Middle English
• Early Modern English
• Modern English

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Answer

• Old English Beowulf spoke it.
• Middle English Chaucer spoke it.
• Early Modern English Shakespeare spoke it.
• Modern English We speak it.

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Overview of Requirements

• Examinations  40 points                          
                                 
• 20    Midterm examination
• 20    Final examination
• Term Project  50 points (page numbers are
  minimums)
• 0 Pre-proposal (a list of your top 3
  topics)
• 5       Paper Proposal (2 full pages)
• 10     Short nonresearched analysis paper (5
  full pages)
•  5      Annotated bibliography (10 sources 
  your play plus at least 9 secondary sources)
•  5      Outline including research (4-5 pages)
•  5      Draft of research paper (8-10 pages
  longer is okay too)
• 5       Self-analytical cover letter (2 pages)  
  
• 10     Final draft of research paper
•  5     Conference abstract (if you do a lesson
  plan, you are exempt from this requirement)
• Participation  10 points
• Total 100 points
• signifies process assignments, which are not
  graded according to a rigorous rubric.
•  

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Points About the Requirements

• Midterm and final examinations.
• Lots of process points for the writing project
  40 out of 50 points.
• Do not skip the process assignments.
• You will lose points.
• You will not be ready for the more advanced
  stages of the assignment.
• I will get on your case.
• Students who skip the majority of the process
  assignments may fail the course.

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Possible Outcome of Skipping the Process
Assignments

• You turn in a final draft characterized by some
  or all of the following
• Insufficient length.
• Insufficient number of sources.
• Analysis but no research.
• Sources on the Works Cited list not integrated
  into the paper itself.
• Plagiarism.
• Just a clean copy of your deeply flawed draft.

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Why All the Process Points?

• Multiple stages compensate for your human nature
  (procrastination).
• You will not get the paper right on the first
  try.
• You need to have someone coach you through the
  proper process for developing a researched essay.
• Great things can be accomplished if you work all
  semester on the project.
• Students report that my method works well in
  other courses and for honors theses.

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What Kind of Great Things?

• 25 of the students who took this class from me
  in Fall 2009 presented their papers at
  conferences.
• Publications in The Oswald Review
• Sally Shader on The Tempest
• James Funk on Hamlet
• Publication in the Sigma Tau Delta Review
• Alex Muller on King Lear
• NCUR submissions 4 students from spring 2013, 5
  from fall 2013.
• Ask for a volunteer reader.

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What a Past Student Said

• I dont know what I would have done if we had
  had to turn this paper in without the different
  stages. The research paper was a big help for me
  because I learned a lot, and I know that this
  experience will help me in my future English
  classes.

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Dont Procrastinate!

• The most beneficial action to take during this
  process is consistent meetings with the
  professor. They are guiding and informative.
  Procrastination and fear are the pitfalls to this
  assignment. Though procrastination was not
  frequent, when it did occur it was detrimental to
  the process and my own sanity. Fear played a
  large role in causing the procrastination by
  having not yet established confidence in my
  writing ability. The process has been exhausting
  and mind numbingly painful, and, as with Dr.
  Fikes English 203, the most beneficial process
  experienced this semester.

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Emphasis on the Writing Process

• I ended up really enjoying the exploration of my
  topic and the step-by-step development it went
  through. I found that the process of doing the
  research and writing one step at a time was
  very helpful and effective. It helped me to
  maintain my attention on the assignment instead
  of procrastinating and made the development of
  research and writing quality easier to handleI
  plan to employ this method in other papers in the
  future.

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Incremental Improvement

• I like the portfolio method because it allowed
  me to see my writing as a whole, and I can see
  the progress.

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A Marathon, Not a Sprint

• As the end of the semester approaches, I have
  never felt more grateful than I am now of a
  professor who required my term paper in such
  small doses. With two other research papers that
  are due on the same day as this one, I did not
  have a final sprint to the finish, additional and
  unnecessary anxiety, or crippling amounts of
  hours to be spent at the last minute regarding
  this Shakespeare paper. I now wish that my other
  two papers were turned in in the same fashion. I
  have even taken time to apply some of these
  techniques to my other final papers.

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Multiple Stages

• This paper has been quite the learning
  experience for me. I have not been required
  (since 11th grade) to work in a research paper
  using the writing process / multiple-drafting.
  This process is a wake-up call for me. If I am
  going to be the best English major I can be, I
  need to step it up a notch and work harder (use
  this writing process) on my research papers.

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No Train Wrecks

• I am so glad that this paper had to be written
  in stages. Otherwise, it would probably be as
  terrible as some of the others I am turning in
  this same week (they are so terrible because I
  have been allowed to procrastinate in writing
  them). I have four other papers due right now,
  and two of them have not even been started.

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No Procrastination

• The biggest weakness I have is procrastinating.
  Thankfullythe overall product required steps
  throughout the semester. Honestly, had the
  project not been structured as such, I would have
  done appallingly on this paper. Having pieces
  due at various times throughout the semester
  allowed me time to pick a more specific topic,
  refine my thesis, meet with Dr. Fike, and
  generally organize my thoughts and argument. The
  time required also allowed me to find more
  applicable sources and learn how to better locate
  sources for any research paper.

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From a Graduate Student

• Normally, I procrastinate. But the incentive
  of assignments and grades has worked in my favor.
  This has been the least stressful paper I have
  ever written and the stages, which I tried to
  do completely and well, meant that the paper came
  together automatically. Most of all, I
  appreciate the way the paper assignment has been
  designed for my success by gently forcing me to
  do all the required steps.

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Thinking Takes Time

• The gradual graded process of brainstorming,
  researching, writing, and rewriting was very
  beneficial. This format for the project helped
  me manage my time well enough to seriously
  consider each step and produce work that I am
  proud to present. I had enough time to rethink
  ideas, work out problems, and enjoy the research.

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Process Rocks

• I have learned that everyone is in charge of the
  quality of their own paper writing experience.
  If one procrastinates, fails to do the proper
  amount of research, or does not meet with Dr.
  Fike when they need help, the process will be
  unpleasant and stressful. However, if one
  carefully follows the process for each step, puts
  in the work, and asks for help if needed, this
  paper has the potential to be a highly enjoyable
  and satisfying learning experience.

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Outlines Are Cool

• In writing this paper, I learned how helpful the
  writing process is, and especially how helpful an
  outline is. I am notorious for waiting until the
  last minute to write a paper, and having this set
  up in steps to force me to do work has made this
  much less stressful for me. I have no doubts
  that if it had not been set up like that, I would
  have started my eight pages last night and not
  gotten any sleep.

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My Favorite Comment

• Each time a graded draft of my essay was
  returned, the lazy part of my personality would
  look over the comment sheet and complain, Its
  not good enough yet! Reluctantly, I would read
  over the comments and the paper, and as I reread
  my essay, new ideas would slowly start to connect
  in my brain. With each new epiphany, I would
  become prouder of my paper. I even had moments
  when I couldnt resist the urge to do a little
  jig around my room while boasting, Im so
  smart, in a sing-song voice.

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Another Option

• Those seeking teacher licensure at the bachelors
  level (and only those people) may elect a lesson
  plan for teaching a Shakespeare play at the high
  school level.
• This option should be about 5 times as much work
  as a term paper and should be at least 5 times as
  long (50-75 pages).
• If you are seeking teacher licensure you do not
  have to do a lesson plan.
• A lesson plan is NOT a way to avoid reading
  criticism. In fact, the plan requires a minimum
  10-page critical introduction. That single
  assignment is longer than the 8-page minimum for
  the final draft of the researched essay.
• Elect this option only if you are all in and
  want to work really hard to produce a superior
  product.
• Do not elect this option if you have trouble with
  lower-order matters.
• I can only handle 1 or 2 lesson plans per
  semester.

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A Frequent Objection

• We are not studying any of the plays that are
  taught in SC high schools--Macbeth, Romeo and
  Juliet, Julius Caesar.
• My reply The curriculum in SC high schools is
  not driving the reading assignments in this
  university-level class.
• If you are an English education student, consider
  doing a lesson plan on one of those three plays.
• I picked the plays that are, in my view, the best
  preparation for the GRE subject test and for
  graduate study.
• They are also, in my view, among the richest,
  most accessible examples of comedy, history,
  tragedy, and romance.
• Plus they enable us to introduce many key
  concepts relevant to the Elizabethan period and
  the Renaissance.

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Options for Term Project

• Term paper in multiple stages
• Lesson plan in multiple stages

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In a Nutshell

• ENGL 305 is the study of the following things
• 8 plays
• 4 types of drama (comedy, history, tragedy,
  romance) modes
• 40-50 key concepts (a bow to CRTW)
• Shakespeares life and times
• A term project

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The Third Rail

• Attendance We will follow Winthrop's
  standard attendance policy "If a student's
  absences in a course total 25 percent or more of
  the class meetings for the course, the student
  will receive a grade of N, F, or U, whichever is
  appropriate" (Undergraduate Catalog 2005-2006
  30). There are 28 scheduled class meetings
  therefore, a seventh absence means that you have
  failed the course. In order to make up a missed
  assignment, you must provide some kind of
  official paper documentation (e.g., doctor's
  note, obituary, letter from the athletic
  department). I will keep the documentation in a
  file until the end of the semester. This policy
  holds for all absences, regardless of the cause
  this includes absences for Winthrop-sponsored
  activities like athletic competitions and Model
  UN. Remember An "excused" absence means that
  you may make up work that was due on that day,
  but the absence still counts toward the total
  number of absences. If you do not provide
  documentation, you will not be allowed to make up
  missed work. If you will be absent because of
  university business on a due date, you must
  submit your work in advance.

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Tardiness

• Tardiness  Please remember that coming in
  late disrupts everyone and may even stop the
  class for a few moments.  Try to arrive at least
  a few minutes early and be ready to begin right
  at the start of the hour. Get out your book,
  notebook, and pen or pencil BEFORE the days
  activities begin.  Arriving 10 or more minutes
  late (or leaving 10 or more minutes early) will
  be considered a full absence.  I will count every
  three tardy arrivals (less than 10 minutes late)
  as a full absence.  Tardy-generated absences will
  count against the university's 25 attendance
  policy.  Finally, if you come in late, you must
  see me after class so that I change your absence
  mark to a tardy mark.  If you do not see me after
  class, your tardiness will count as an absence.

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Past vs. Future

• I take an active approach to late or missing
  assignments as well as absences because I want
  you to do well and because I want us to avoid
  conflict at the end of the semester when, for
  example, you have earned 58 or have been absent
  8 times.
• I will e-mail you. I will speak to you. I will
  call the Academic Success Center about you.

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Memorandum of Understanding

• Punctuality The class starts on time. Please be
  a few minutes early. If you happen to arrive
  late, speak to the professor after class so that
  he converts your absence to a tardy. Be sure to
  review the tardy and absence policies in the
  syllabus.
• Reading You are required to read, annotate, and
  bring to class the day's assigned materials, as
  indicated on the course calendar. For HMXP and
  CRTW All of the books required for this course
  are on reserve at the Dacus Library you can make
  a photocopy of the day's text(s) even if you do
  not yet own the book.
• Preparation Bring your books to class.
• Electronic devices Turn off and put away all
  electronic devices.
• Eating and drinking You may consume clear water
  with no ice but nothing else. You may not eat in
  the classroom before, during, or after class.
• Comprehension If you do not understand what the
  professor is saying, ask him a question about it.
• Conferences with the professor If you want your
  professor to read your paper, ask him to do so at
  your conference. Bring two word-processed copies.
  You need to express clearly the degree of
  assistance you seek. He will gladly let you know
  if you are on the right track. He will answer
  whatever questions you have. But he is not a mind
  reader.
• Post-traditional Students Please come see me
  this week.

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Questions

• Do you have any questions at this point?

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Day Twos Assignment

• Bedford Companion
• Shakespeare, "Shakespeare," and the Problem of
  Authorship, 11-28
• Comedy, 81-85
• Performances, Playhouses, and Players, 109-28
  esp. The Countryside, 225-28
• A Midsummer Night's Dream, Act 1
• Pre-proposal due

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Pre-Proposal

• It may be handwritten on notebook paper or word
  processed.
• List your top 3 paper topics.
• In order to do this, have a look at the suggested
  topics online at http//faculty.winthrop.edu/fikem
  /Courses/ENGL20305/ENGL2030520Paper20Topics.ht
  m
• Topics in red are highly recommended.

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Write a page in response to the following
questions

• What motivated you to take ENGL 305?
• What is your previous experience with
  Shakespeare?
• What are your favorite activities?
• What makes you unique? Is there anything else
  youd like me to know about you?
• Is there anything that makes it difficult for you
  to meet the requirements of this course?
• Will you need any accommodations?

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Sonnet 73

• That time of year thou mayst in me behold When
  yellow leaves, or none, or few, do hangUpon
  those boughs which shake against the cold, Bare
  ruin'd choirs, where late the sweet birds sang.
  In me thou seest the twilight of such day As
  after sunset fadeth in the west, Which by and by
  black night doth take away,Death's second self,
  that seals up all in rest. In me thou see'st the
  glowing of such fire That on the ashes of his
  youth doth lie, As the death-bed whereon it must
  expire Consumed with that which it was nourish'd
  by.    This thou perceivest, which makes thy
  love more strong,   To love that well which thou
  must leave ere long.

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Video

• The Elizabethan Age, DA 355 .E45 1990
• OR
• Shakespeare in London The Life Times of the
  Real William Shakespeare, PR 2918 .S5 1999
• END