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<h3><div align="center">
SYLLABUS FOR E230 INTRODUCTION TO SHAKESPEARE, CHAPMAN U SPRING 2010 (2/02/10)
</div></h3>

<p align="center">Image </p>

<p align="center"><b>Email | Home | Syllabus | Policies | Questions | Presentations | Journals? | Paper <br /> Final | Blogs | Audio | Guides | Links | Calendar | Catalog | Panther News</b></p>

<h3 align="center"><font color="#7800A7">BASIC INFORMATION</font></h3>

<p><b>COURSE INFORMATION.</b> English 230. MWF 10:00-10:50 a.m. Location: Smith Hall 111. Instructor: Alfred J. Drake, Ph.D. Office hours: 11:00-12:00 MW in Jazzman Cafe (Beckman Hall, 1st. floor). <b>e230@ajdrake.com.</b> Catalog: "English 230 provides a general introduction to Shakespeare by considering representative tragedies, comedies, histories, and romances. Designed for those without extensive prior knowledge, this course gives students a historical, literary, and theoretical understanding of Shakespeare's dramatic works. English 230 does not count toward the English major. Majors should take ENG 430 or 432. (Offered fall semester.) 3 credits." The English Dept. is located in Wilkinson 217 and the administrative staff may be reached at <b>engdept@chapman.edu</b> or by phone: (714) 997-6750.</p>

<p><b>REQUIRED TEXTS AT THE CHAPMAN U BOOKSTORE</b></p>

<p>Greenblatt, Stephen et al., eds. <i>The Norton Shakespeare.</i> 2nd edition. Four-Volume Genre Paperback Set. Norton, 2008. ISBN-13: 978-0-393-93152-5.</p>

<h3 align="center"><font color="#7800A7">OPTIONAL RESOURCES TO HELP YOU DO WELL</font></h3>

<p><b>BROWSE INSTRUCTOR'S BLOG AND COLLECTIVE STUDENT BLOG</b>. My thoughts on the assigned readings; separately, I will post a running blog with written versions of students' in-class presentations.</p>

<p><b>LISTEN TO OUR CLASS SESSIONS IN MP3 AUDIO</b>. Audio becomes available a day or two after each session.</p>

<p><b>CHECK OUT RELEVANT ON-SITE STUDY GUIDES</b>. For this class, best are <b><a href="http://www.ajdrake.com/wiki/tiki-list_file_gallery.php?galleryId=7">C17-C16 GUIDES</a></b> and the <b><a href="http://www.ajdrake.com/wiki/tiki-list_file_gallery.php?galleryId=3">WRITING GUIDES</a></b>.</p>

<p><b><a href="http://www.ajdrake.com/wiki/tiki-index.php?page=E230_Film_Recs">VIEW FILM RECOMMENDATIONS FOR ASSIGNED PLAYS</a></b>. Selected DVD's will be placed on 24-hour library reserve.</p>

<p><b><a href="http://www.ajdrake.com/wiki/tiki-index.php?page=E230_Book_Recs">VIEW SUPPLEMENTARY BOOK RECOMMENDATIONS</a></b>. Brief list of recent and older studies on Shakespeare.</p>

<p><b><a href="http://www.bardweb.net/grammar/grammar.html">VIEW SHAKESPEARE RESOURCE CENTER'S GUIDE TO ELIZABETHAN GRAMMAR</a></b>. This excellent offsite guide covers syntax (word order), key rhetorical devices such as antithesis, and usage shifts aside from offering a limited, searchable glossary.</p>

<p><b><a href="http://old.perseus.tufts.edu/cgi-bin/ptext?doc=Perseus:text:1999.03.0079">VISIT ALEXANDER SCHMIDT'S ONLINE 1902 SHAKESPEARE LEXICON</a></b>. Good supplement to the <i>Norton</i> notes. </p>

<p><b>BROWSE OFFSITE LINKS</b>. For this course, most appropriate would be <b><a href="http://www.ajdrake.com/wiki/tiki-directory_browse.php?parent=10">C17-C16 BRITISH LITERATURE LINKS</a></b>.</p>

<h3 align="center"><font color="#7800A7">COURSE RATIONALE AND PLAN</font></h3>

<p><b>COURSE POLICIES.</b> Please review the <b>Course Policies Page</b> early in the semester. Key points easily stated here: missing more than 20% of sessions may affect course grade; academic dishonesty may result in course failure. The four evaluative requirements outlined below must be substantially completed to pass the course. Since most assignments will be due by email, it is students' responsibility to contact me promptly if they do not get an email verifying receipt of materials.</p>

<p><b>MAJOR STUDY UNITS AND COURSE OBJECTIVES.</b> This course will cover a selection of Shakespeare's comedies, histories, tragedies and romance plays; the reading list follows that structure. We will pay special attention to Shakespeare's linguistic and rhetorical excellence and to the structure of his plays, but due attention will also be given to cultural and historical background, biography, stage history, acting methods, and other topics as appropriate. Brief segments of film productions may be shown to illustrate key scenes on occasion, and if there's an interest I can arrange to show full plays at a time other than our regular meeting hour. Please view a good production of as many of the plays as you can. Here are my <b>Film Recommendations</b>. The Chapman Library stocks the BBC collection and additional productions; selected DVD's from my own collection will be on Library reserve for a 24-hour checkout period, including all assigned plays and at least two different versions of <i>Macbeth,</i> <i>Hamlet,</i> and <i>King Lear.</i></p>

<p><b>CLASSROOM ACTIVITIES.</b> Lecture, student presentations, and discussion. I encourage questions and comments — student participation improves any course, broadening its scope and introducing a variety of opinion that wouldn't be available otherwise. We may also do some small-group work. <i>Class sessions improve significantly when students take an active part: I become more spontaneous, remembering to mention things I might have forgotten to say and making new connections.</i> My tasks are to lecture concisely, to listen well, to ask good questions, and to help you find out more about our texts. Your tasks are to listen, respond, and develop your own ideas, your own "voice," as a reader of literary works. In humanities study, insightful interpretation and an ability to make interesting connections are central goals.</p>

<h3 align="center"><font color="#7800A7">HOW YOUR PERFORMANCE WILL BE EVALUATED</font></h3>

<p><b>PRESENTATIONS REQUIREMENT: LINK TO FULL INSTRUCTIONS.</b> At the beginning of the course, students will sign up for two or three (depending on class size) five-minute in-class presentations on authors/works of their choosing (if possible). I will provide presenters with specific questions to address from among those on the questions pages, and a few days after sign-up I will post a schedule on the Presentations page. Each session will feature one or more presentations. <u><i>Required:</i></u> Drop by the Jazzman Cafe (Beckman Hall, 1st. floor) to discuss your first presentation with me at least a week before you are scheduled to speak in class; then email me a final written version by the day before your presentation. For the second presentation, one week in advance email me as full a draft as possible of what you intend to say in class. I will email you back with advice. If I suggest developing the remarks further, email me a revised version at least one day before your in-class presentation. I will post final written versions to a collective "students' blog" on the wiki site: everyone is welcome to access the entries as they are added by visiting the appropriately named link on the <b>Course Blogs Index Page</b>. I won't judge students on their rhetorical skills during the presentation, but rather on evidence of prior preparation and consultation as well as on the written draft. <b><u>How to do well on this assignment</u></b>: meet with/email me as required, and send a final written version; good critics challenge and pose questions, so craft your responses to invite discussion; aim for spontaneity and a personal touch: use the question as a springboard rather than a prescription; speak up, but don't rush things. (20% of course grade.)</p>

<p><b>JOURNALS REQUIREMENT: LINK TO FULL INSTRUCTIONS?.</b> Responses to a choice of questions from the study questions page for each play. Four separate journal sets due by email as specified below in the session schedule. Electronic format required. I will not mark journal sets down unless they are late (maximum grade = B), incomplete, or so brief and derivative as to suggest evasion of intellectual labor: they should consist of honest responses to the assigned readings, not "yes-or-no" style answers, quotation of the assigned texts without further comment, or pasted secondary material from Internet sources. <b><u>How to do well on this assignment</u></b>: read instructions; complete entries as you go through each text; send sets on time, making sure I verify receipt; respond with a thoughtful paragraph on each chosen question--use your own words and refer to the texts' specific language. (30% of course grade.)</p>

<p><b>TERM PAPER REQUIREMENT: LINK TO FULL INSTRUCTIONS.</b> <i>By the end of Week 13 (Sunday, 5/02) a one-paragraph description addressing the general topic <u>and</u> specific argument of the projected paper will be due by email.</i> (Full rough drafts are also encouraged.) Not providing this description on time may affect the final draft grade. Please read the term paper instructions carefully since they contain the general prompt, suggested topics, and advance draft comments. I reserve the right to require proof of the final paper's authenticity, such as notes or an early draft. Final draft (5-7 pages) due as specified towards the bottom of the syllabus page. There is no need to consider this a research paper, though you are free to make it one. See <b>Chapman Library</b>. <b><u>How to do well on this assignment</u></b>: send required advance paragraph on time and incorporate advice I send; allow time for revision; proofread and follow <b><a href="http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=7">MLA formatting and style guidelines</a></b>; avoid exhaustive coverage and stale generalities: instead, develop a <i>specific, arguable</i> set of claims, demonstrating their strength by showing how they enhance our understanding of <i>specific language, structures, and themes</i>; document your online/print sources; read instructions and take advantage of Resources/Guides/Writing Guides: <b>MLA</b>, <b>Grammar</b>, <b>Deductive (see especially)</b>, <b>Citing</b>, <b>Analyzing</b>, and <b>Editing</b>. (30% of course grade.)</p>

<p><b>FINAL EXAM REQUIREMENT: LINK TO FULL INSTRUCTIONS.</b> The exam will consist of substantive id passages (30% of exam), mix-and-match questions (match phrase or concept x to author/text y; 30% of exam), and key lecture points paired with substantive quotations from the assigned texts (40% of exam). There will be more choices than required responses. Books and notes allowed for all sections, <i>but no laptops</i>. Students may not share books or notes during the exam. Exam date: see below. <b><u>How to do well on this assignment</u></b>: read the online prep. sheet; take good notes and ask questions/make comments; above all, enjoy the works rather than thinking of them only as "test material." If you take pleasure in the assigned texts' language, attend to the sophistication with which they have been structured, and reflect on the intellectual/moral/spiritual value you derive from them, you are likely to earn a good exam grade. (20% of course grade.)</p>

<p><b>EMAILING JOURNALS, TERM PAPER, PRESENTATION DRAFTS TO E230 at AJDRAKE.COM.</b> Email journals, presentations, and term paper as attachments. Don't send more than one document in the same email. Label subject lines appropriately: "E230 Journal 1, Jane Smith" etc. You can paste journal sets into a regular email or send them as an attachment. (Journal "sets" include responses to questions about several authors; do not send entries on each author in a given set separately — responses on the relevant authors should be combined into one document.) <i>Contact me if you don't receive an email confirmation within approximately three days.</i></p>

<h3 align="center"><font color="#7800A7">STUDY QUESTIONS FOR JOURNALS AND PRESENTATIONS</font></h3>

<p align="center"><b><i>A MIDSUMMER NIGHT'S DREAM</i></b> | <b><i>TWELFTH NIGHT</i></b> | <b><i>THE MERCHANT OF VENICE</i></b> | <b><i>HENRY V</i></b><br /><b><i>MACBETH</i></b> | <b><i>HAMLET</i></b> | <b><i>KING LEAR</i></b> | <b><i>ANTONY AND CLEOPATRA</i></b> | <b><i>THE TEMPEST</i></b></p>

<h3 align="center"><font color="#7800A7">SESSION SCHEDULE: FOLLOWING WORKS DISCUSSED ON DATES INDICATED</font></h3>

<p><b>*Note:</b> The General Introduction (1-99) should be read carefully over the course of the semester and material from it may appear on the final exam. The short introductions to the individual plays and to the genres are assigned as well. The nine plays below are arranged successively by type: three comedies, one history, four tragedies, and one romance play.</p>

<h3><font color="#7800A7">WEEK 1</font></h3>

<p>Mon. 02/01. Course introduction: Wiki site, procedures and evaluation requirements.</p>

<p>Wed. 02/03. Introduction to the Elizabethan/Stuart Periods and to Shakespeare's life and art.</p>

<p>Fri. 02/05. Introduction to Shakespeare's language: general observations and selected <i>Sonnets</i> ((<i>Norton,</i> Romances and Poems 606-59).</p>

<h3><font color="#7800A7">WEEK 2</font></h3>

<p>Mon. 02/08. <i>A Midsummer Night's Dream</i> (Acts 1-2, Comedies pp. 377-94). For this play: <b>Questions</b> | <b><a href="http://ajdrake.com/blogs/230_spr_10/2010/01/week-02.html">Instructor's Blog</a></b> | <b>Audio</b>.</p>

<p>Wed. 02/10. <i>A Midsummer Night's Dream</i> (Acts 2-3, Comedies pp. 384-408).</p>

<p>Fri. 02/12. <i>A Midsummer Night's Dream</i> (Acts 3-4, Comedies pp. 394-414).</p>

<h3><font color="#7800A7">WEEK 3</font></h3>

<p>Mon. 02/15. <i>A Midsummer Night's Dream</i> (Acts 4-5, Comedies pp. 408-424).</p>

<p>Wed. 02/17. <i>Twelfth Night</i> (Act 1, pp. Comedies 697-710). For this play: <b>Questions</b> | <b><a href="http://ajdrake.com/blogs/230_spr_10/2010/01/week-03.html">Instructor's Blog</a></b> | <b>Audio</b>.</p>

<p>Fri. 02/19. <i>Twelfth Night</i> (Act 2, Comedies pp. 710-722).</p>

<h3><font color="#7800A7">WEEK 4</font></h3>

<p>Mon. 02/22. <i>Twelfth Night</i> (Act 3, Comedies pp. 722-36).</p>

<p>Wed. 02/24. <i>Twelfth Night</i> (Acts 4-5, Comedies pp. 736-50).</p>

<p>Fri. 02/26. <i>The Merchant of Venice</i> (Act 1, Comedies pp. 435-45). For this play: <b>Questions</b> | <b><a href="http://ajdrake.com/blogs/230_spr_10/2010/01/week-04.html">Instructor's Blog</a></b> | <b>Audio</b>.</p>

<p><b>JOURNAL SET 1 DUE BY EMAIL SUNDAY 02/28; SEE INSTRUCTIONS?.</b> (Reminder: this set includes <i>Midsummer</i> and <i>Twelfth Night.</i> respond with a full paragraph to 6 questions on each play spanning at least three acts. Please expect an email from me verifying receipt of this and subsequent journal sets.)</p>

<h3><font color="#7800A7">WEEK 5</font></h3>

<p>Mon. 03/01. <i>The Merchant of Venice</i> (Act 2, Comedies pp. 445-59).</p>

<p>Wed. 03/03. <i>The Merchant of Venice</i> (Acts 3-4, Comedies pp. 460-83).</p>

<p>Fri. 03/05. <i>The Merchant of Venice</i> (Acts 4-5, Comedies pp. 473-89).</p>

<h3><font color="#7800A7">WEEK 6</font></h3>

<p>Mon. 03/08. Lecture on Shakespeare's English History Plays.</p>

<p>Wed. 03/10. <i>Henry V</i> (Act 1, Histories pp. 769-79). For this play: <b>Questions</b> | <b><a href="http://ajdrake.com/blogs/230_spr_10/2010/01/week-06.html">Instructor's Blog</a></b> | <b>Audio</b>.</p>

<p>Fri. 03/12. <i>Henry V</i> (Acts 2-3, Histories pp. 779-805).</p>

<h3><font color="#7800A7">WEEK 7</font></h3>

<p>Mon. 03/15. <i>Henry V</i> (Act 4, Histories pp. 805-825).</p>

<p>Wed. 03/17. <i>Henry V</i> (Act 5, Histories pp. 825-36).</p>

<p>Fri. 03/19. <i>Macbeth</i> (Act 1, Tragedies pp. 825-37). For this play: <b>Questions</b> | <b><a href="http://ajdrake.com/blogs/230_spr_10/2010/01/week-07.html">Instructor's Blog</a></b> | <b>Audio</b>.</p>

<h3><font color="#7800A7">WEEK 8</font></h3>

<p>Mon. 03/22. <i>Macbeth</i> (Acts 2-3, Tragedies pp. 837-57).</p>

<p>Wed. 03/24. <i>Macbeth</i> (Acts 4-5, Tragedies pp. 857-78).</p>

<p>Fri. 03/26. <i>Macbeth</i> (Acts 4-5, Tragedies pp. 857-78).</p>

<p><b>JOURNAL SET 2 DUE BY EMAIL SUNDAY 03/28; SEE INSTRUCTIONS?.</b> (Reminder: this set includes <i>Merchant,</i> <i>Henry V,</i> and <i>Macbeth</i>; respond with a full paragraph to 5 questions on each play spanning at least three acts.)</p>

<h3><font color="#7800A7">WEEK 9</font></h3>

<p>Mon. 03/29. Spring Break: No classes.</p>

<p>Wed. 03/31. Spring Break: No classes.</p>

<p>Fri. 04/02. Spring Break: No classes.</p>

<h3><font color="#7800A7">WEEK 10</font></h3>

<p>Mon. 04/05. <i>Hamlet</i> (Act 1, Tragedies pp. 336-56). For this play: <b>Questions</b> | <b><a href="http://ajdrake.com/blogs/230_spr_10/2010/01/week-10.html">Instructor's Blog</a></b> | <b>Audio</b>.</p>

<p>Wed. 04/07. <i>Hamlet</i> (Act 2, Tragedies pp. 356-72).</p>

<p>Fri. 04/09. <i>Hamlet</i> (Act 3, Tragedies pp. 372-92).</p>

<h3><font color="#7800A7">WEEK 11</font></h3>

<p>Mon. 04/12. <i>Hamlet</i> (Act 4, Tragedies pp. 393-408).</p>

<p>Wed. 04/14. <i>Hamlet</i> (Act 5, Tragedies pp. 408-424).</p>

<p>Fri. 04/16. <i>King Lear</i> (Act 1, Tragedies pp. 739-759). For this play: <b>Questions</b> | <b><a href="http://ajdrake.com/blogs/230_spr_10/2010/01/week-11.html">Instructor's Blog</a></b> | <b>Audio</b>.</p>

<h3><font color="#7800A7">WEEK 12</font></h3>

<p>Mon. 04/19. <i>King Lear</i> (Act 2, Tragedies pp. 759-73).</p>

<p>Wed. 04/21. <i>King Lear</i> (Act 3, Tragedies pp. 773-87).</p>

<p>Fri. 04/23. <i>King Lear</i> (Act 4, Tragedies pp. 787-802).</p>

<h3><font color="#7800A7">WEEK 13</font></h3>

<p>Mon. 04/26. <i>King Lear</i> (Act 5, Tragedies pp. 803-23).</p>

<p><b>JOURNAL SET 3 DUE BY EMAIL WEDNESDAY 04/28; SEE INSTRUCTIONS?.</b> (Reminder: this set includes <i>Hamlet</i> and <i>King Lear</i>; respond with a full paragraph to 6 questions on each play spanning at least three acts.)</p>

<p>Wed. 04/28. <i>Antony and Cleopatra</i> (Act 1, Tragedies pp. 889-902). For this play: <b>Questions</b> | <b><a href="http://ajdrake.com/blogs/230_spr_10/2010/01/week-13.html">Instructor's Blog</a></b> | <b>Audio</b>.</p>

<p>Fri. 04/30. <i>Antony and Cleopatra</i> (Act 2, Tragedies pp. 902-21).</p>

<p><b>PARAGRAPH DESCRIBING GENERAL TOPIC AND SPECIFIC ARGUMENT FOR TERM PAPER DUE BY EMAIL SUNDAY 05/02; SEE INSTRUCTIONS.</b></p>

<h3><font color="#7800A7">WEEK 14</font></h3>

<p>Mon. 05/03. <i>Antony and Cleopatra</i> (Acts 3-4, Tragedies pp. 921-56).</p>

<p>Wed. 05/05. <i>Antony and Cleopatra</i> (Acts 4-5, Tragedies pp. 940-67).</p>

<p>Fri. 05/07. <i>The Tempest</i> (Act 1, Romances and Poems pp. 374-89). For this play: <b>Questions</b> | <b><a href="http://ajdrake.com/blogs/230_spr_10/2010/01/week-14.html">Instructor's Blog</a></b> | <b>Audio</b>.</p>

<h3><font color="#7800A7">WEEK 15</font></h3>

<p>Mon. 05/10. <i>The Tempest</i> (Acts 2-3, Romances and Poems pp. 389-410).</p>

<p>Wed. 05/12. <i>The Tempest</i> (Acts 4-5, Romances and Poems pp. 410-25).</p>

<p>Fri. 05/14. <i>The Tempest</i> (Acts 4-5, Romances and Poems pp. 410-25).</p>

<p><b>JOURNAL SET 4 DUE BY EMAIL EXAM DAY; SEE INSTRUCTIONS?.</b> (Reminder: this set includes <i>Antony,</i> and <i>Tempest</i>; respond with a full paragraph to 6 questions on each play spanning at least three acts.)</p>

<h3><font color="#7800A7">FINALS WEEK</font></h3>

<p><b>Final Exam</b> Date: 8:00-10:30 a.m. Monday, May 17th. <b>Term Paper Due by Email Monday, May 24 or sooner.</b> I must turn in grades by 4:00 p.m., Sunday, May 30. For your other courses, check the Spring 2010 <b>Chapman Final Exam Schedule.</b></p>


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<body>

<h3><div align="center">
SYLLABUS FOR E230 INTRODUCTION TO SHAKESPEARE, CHAPMAN U SPRING 2010 (2/02/10)
</div></h3>

<p align="center">Image </p>

<p align="center"><b>Email | Home | Syllabus | Policies | Questions | Presentations | Journals? | Paper <br /> Final | Blogs | Audio | Guides | Links | Calendar | Catalog | Panther News</b></p>

<h3 align="center"><font color="#7800A7">BASIC INFORMATION</font></h3>

<p><b>COURSE INFORMATION.</b> English 230. MWF 10:00-10:50 a.m. Location: Smith Hall 111. Instructor: Alfred J. Drake, Ph.D. Office hours: 11:00-12:00 MW in Jazzman Cafe (Beckman Hall, 1st. floor). <b>e230@ajdrake.com.</b> Catalog: "English 230 provides a general introduction to Shakespeare by considering representative tragedies, comedies, histories, and romances. Designed for those without extensive prior knowledge, this course gives students a historical, literary, and theoretical understanding of Shakespeare's dramatic works. English 230 does not count toward the English major. Majors should take ENG 430 or 432. (Offered fall semester.) 3 credits." The English Dept. is located in Wilkinson 217 and the administrative staff may be reached at <b>engdept@chapman.edu</b> or by phone: (714) 997-6750.</p>

<p><b>REQUIRED TEXTS AT THE CHAPMAN U BOOKSTORE</b></p>

<p>Greenblatt, Stephen et al., eds. <i>The Norton Shakespeare.</i> 2nd edition. Four-Volume Genre Paperback Set. Norton, 2008. ISBN-13: 978-0-393-93152-5.</p>

<h3 align="center"><font color="#7800A7">OPTIONAL RESOURCES TO HELP YOU DO WELL</font></h3>

<p><b>BROWSE INSTRUCTOR'S BLOG AND COLLECTIVE STUDENT BLOG</b>. My thoughts on the assigned readings; separately, I will post a running blog with written versions of students' in-class presentations.</p>

<p><b>LISTEN TO OUR CLASS SESSIONS IN MP3 AUDIO</b>. Audio becomes available a day or two after each session.</p>

<p><b>CHECK OUT RELEVANT ON-SITE STUDY GUIDES</b>. For this class, best are <b><a href="http://www.ajdrake.com/wiki/tiki-list_file_gallery.php?galleryId=7">C17-C16 GUIDES</a></b> and the <b><a href="http://www.ajdrake.com/wiki/tiki-list_file_gallery.php?galleryId=3">WRITING GUIDES</a></b>.</p>

<p><b><a href="http://www.ajdrake.com/wiki/tiki-index.php?page=E230_Film_Recs">VIEW FILM RECOMMENDATIONS FOR ASSIGNED PLAYS</a></b>. Selected DVD's will be placed on 24-hour library reserve.</p>

<p><b><a href="http://www.ajdrake.com/wiki/tiki-index.php?page=E230_Book_Recs">VIEW SUPPLEMENTARY BOOK RECOMMENDATIONS</a></b>. Brief list of recent and older studies on Shakespeare.</p>

<p><b><a href="http://www.bardweb.net/grammar/grammar.html">VIEW SHAKESPEARE RESOURCE CENTER'S GUIDE TO ELIZABETHAN GRAMMAR</a></b>. This excellent offsite guide covers syntax (word order), key rhetorical devices such as antithesis, and usage shifts aside from offering a limited, searchable glossary.</p>

<p><b><a href="http://www.perseus.tufts.edu/hopper/text?doc=Perseus:text:1999.03.0079" target="_blank">VISIT ALEXANDER SCHMIDT'S ONLINE 1902 SHAKESPEARE LEXICON</a></b>. Good supplement to the <i>Norton</i> notes. </p>

<p><b>BROWSE OFFSITE LINKS</b>. For this course, most appropriate would be <b><a href="http://www.ajdrake.com/wiki/tiki-directory_browse.php?parent=10">C17-C16 BRITISH LITERATURE LINKS</a></b>.</p>

<h3 align="center"><font color="#7800A7">COURSE RATIONALE AND PLAN</font></h3>

<p><b>COURSE POLICIES.</b> Please review the <b>Course Policies Page</b> early in the semester. Key points easily stated here: missing more than 20% of sessions may affect course grade; academic dishonesty may result in course failure. The four evaluative requirements outlined below must be substantially completed to pass the course. Since most assignments will be due by email, it is students' responsibility to contact me promptly if they do not get an email verifying receipt of materials.</p>

<p><b>MAJOR STUDY UNITS AND COURSE OBJECTIVES.</b> This course will cover a selection of Shakespeare's comedies, histories, tragedies and romance plays; the reading list follows that structure. We will pay special attention to Shakespeare's linguistic and rhetorical excellence and to the structure of his plays, but due attention will also be given to cultural and historical background, biography, stage history, acting methods, and other topics as appropriate. Brief segments of film productions may be shown to illustrate key scenes on occasion, and if there's an interest I can arrange to show full plays at a time other than our regular meeting hour. Please view a good production of as many of the plays as you can. Here are my <b>Film Recommendations</b>. The Chapman Library stocks the BBC collection and additional productions; selected DVD's from my own collection will be on Library reserve for a 24-hour checkout period, including all assigned plays and at least two different versions of <i>Macbeth,</i> <i>Hamlet,</i> and <i>King Lear.</i></p>

<p><b>CLASSROOM ACTIVITIES.</b> Lecture, student presentations, and discussion. I encourage questions and comments — student participation improves any course, broadening its scope and introducing a variety of opinion that wouldn't be available otherwise. We may also do some small-group work. <i>Class sessions improve significantly when students take an active part: I become more spontaneous, remembering to mention things I might have forgotten to say and making new connections.</i> My tasks are to lecture concisely, to listen well, to ask good questions, and to help you find out more about our texts. Your tasks are to listen, respond, and develop your own ideas, your own "voice," as a reader of literary works. In humanities study, insightful interpretation and an ability to make interesting connections are central goals.</p>

<h3 align="center"><font color="#7800A7">HOW YOUR PERFORMANCE WILL BE EVALUATED</font></h3>

<p><b>PRESENTATIONS REQUIREMENT: LINK TO FULL INSTRUCTIONS.</b> At the beginning of the course, students will sign up for two or three (depending on class size) five-minute in-class presentations on authors/works of their choosing (if possible). I will provide presenters with specific questions to address from among those on the questions pages, and a few days after sign-up I will post a schedule on the Presentations page. Each session will feature one or more presentations. <u><i>Required:</i></u> Drop by the Jazzman Cafe (Beckman Hall, 1st. floor) to discuss your first presentation with me at least a week before you are scheduled to speak in class; then email me a final written version by the day before your presentation. For the second presentation, one week in advance email me as full a draft as possible of what you intend to say in class. I will email you back with advice. If I suggest developing the remarks further, email me a revised version at least one day before your in-class presentation. I will post final written versions to a collective "students' blog" on the wiki site: everyone is welcome to access the entries as they are added by visiting the appropriately named link on the <b>Course Blogs Index Page</b>. I won't judge students on their rhetorical skills during the presentation, but rather on evidence of prior preparation and consultation as well as on the written draft. <b><u>How to do well on this assignment</u></b>: meet with/email me as required, and send a final written version; good critics challenge and pose questions, so craft your responses to invite discussion; aim for spontaneity and a personal touch: use the question as a springboard rather than a prescription; speak up, but don't rush things. (20% of course grade.)</p>

<p><b>JOURNALS REQUIREMENT: LINK TO FULL INSTRUCTIONS?.</b> Responses to a choice of questions from the study questions page for each play. Four separate journal sets due by email as specified below in the session schedule. Electronic format required. I will not mark journal sets down unless they are late (maximum grade = B), incomplete, or so brief and derivative as to suggest evasion of intellectual labor: they should consist of honest responses to the assigned readings, not "yes-or-no" style answers, quotation of the assigned texts without further comment, or pasted secondary material from Internet sources. <b><u>How to do well on this assignment</u></b>: read instructions; complete entries as you go through each text; send sets on time, making sure I verify receipt; respond with a thoughtful paragraph on each chosen question--use your own words and refer to the texts' specific language. (30% of course grade.)</p>

<p><b>TERM PAPER REQUIREMENT: LINK TO FULL INSTRUCTIONS.</b> <i>By the end of Week 13 (Sunday, 5/02) a one-paragraph description addressing the general topic <u>and</u> specific argument of the projected paper will be due by email.</i> (Full rough drafts are also encouraged.) Not providing this description on time may affect the final draft grade. Please read the term paper instructions carefully since they contain the general prompt, suggested topics, and advance draft comments. I reserve the right to require proof of the final paper's authenticity, such as notes or an early draft. Final draft (5-7 pages) due as specified towards the bottom of the syllabus page. There is no need to consider this a research paper, though you are free to make it one. See <b>Chapman Library</b>. <b><u>How to do well on this assignment</u></b>: send required advance paragraph on time and incorporate advice I send; allow time for revision; proofread and follow <b><a href="http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=7">MLA formatting and style guidelines</a></b>; avoid exhaustive coverage and stale generalities: instead, develop a <i>specific, arguable</i> set of claims, demonstrating their strength by showing how they enhance our understanding of <i>specific language, structures, and themes</i>; document your online/print sources; read instructions and take advantage of Resources/Guides/Writing Guides: <b>MLA</b>, <b>Grammar</b>, <b>Deductive (see especially)</b>, <b>Citing</b>, <b>Analyzing</b>, and <b>Editing</b>. (30% of course grade.)</p>

<p><b>FINAL EXAM REQUIREMENT: LINK TO FULL INSTRUCTIONS.</b> The exam will consist of substantive id passages (30% of exam), mix-and-match questions (match phrase or concept x to author/text y; 30% of exam), and key lecture points paired with substantive quotations from the assigned texts (40% of exam). There will be more choices than required responses. Books and notes allowed for all sections, <i>but no laptops</i>. Students may not share books or notes during the exam. Exam date: see below. <b><u>How to do well on this assignment</u></b>: read the online prep. sheet; take good notes and ask questions/make comments; above all, enjoy the works rather than thinking of them only as "test material." If you take pleasure in the assigned texts' language, attend to the sophistication with which they have been structured, and reflect on the intellectual/moral/spiritual value you derive from them, you are likely to earn a good exam grade. (20% of course grade.)</p>

<p><b>EMAILING JOURNALS, TERM PAPER, PRESENTATION DRAFTS TO E230 at AJDRAKE.COM.</b> Email journals, presentations, and term paper as attachments. Don't send more than one document in the same email. Label subject lines appropriately: "E230 Journal 1, Jane Smith" etc. You can paste journal sets into a regular email or send them as an attachment. (Journal "sets" include responses to questions about several authors; do not send entries on each author in a given set separately — responses on the relevant authors should be combined into one document.) <i>Contact me if you don't receive an email confirmation within approximately three days.</i></p>

<h3 align="center"><font color="#7800A7">STUDY QUESTIONS FOR JOURNALS AND PRESENTATIONS</font></h3>

<p align="center"><b><i>A MIDSUMMER NIGHT'S DREAM</i></b> | <b><i>TWELFTH NIGHT</i></b> | <b><i>THE MERCHANT OF VENICE</i></b> | <b><i>HENRY V</i></b><br /><b><i>MACBETH</i></b> | <b><i>HAMLET</i></b> | <b><i>KING LEAR</i></b> | <b><i>ANTONY AND CLEOPATRA</i></b> | <b><i>THE TEMPEST</i></b></p>

<h3 align="center"><font color="#7800A7">SESSION SCHEDULE: FOLLOWING WORKS DISCUSSED ON DATES INDICATED</font></h3>

<p><b>*Note:</b> The General Introduction (1-99) should be read carefully over the course of the semester and material from it may appear on the final exam. The short introductions to the individual plays and to the genres are assigned as well. The nine plays below are arranged successively by type: three comedies, one history, four tragedies, and one romance play.</p>

<h3><font color="#7800A7">WEEK 1</font></h3>

<p>Mon. 02/01. Course introduction: Wiki site, procedures and evaluation requirements.</p>

<p>Wed. 02/03. Introduction to the Elizabethan/Stuart Periods and to Shakespeare's life and art.</p>

<p>Fri. 02/05. Introduction to Shakespeare's language: general observations and selected <i>Sonnets</i> ((<i>Norton,</i> Romances and Poems 606-59).</p>

<h3><font color="#7800A7">WEEK 2</font></h3>

<p>Mon. 02/08. <i>A Midsummer Night's Dream</i> (Acts 1-2, Comedies pp. 377-94). For this play: <b>Questions</b> | <b><a href="http://ajdrake.com/blogs/230_spr_10/2010/01/week-02.html">Instructor's Blog</a></b> | <b>Audio</b>.</p>

<p>Wed. 02/10. <i>A Midsummer Night's Dream</i> (Acts 2-3, Comedies pp. 384-408).</p>

<p>Fri. 02/12. <i>A Midsummer Night's Dream</i> (Acts 3-4, Comedies pp. 394-414).</p>

<h3><font color="#7800A7">WEEK 3</font></h3>

<p>Mon. 02/15. <i>A Midsummer Night's Dream</i> (Acts 4-5, Comedies pp. 408-424).</p>

<p>Wed. 02/17. <i>Twelfth Night</i> (Act 1, pp. Comedies 697-710). For this play: <b>Questions</b> | <b><a href="http://ajdrake.com/blogs/230_spr_10/2010/01/week-03.html">Instructor's Blog</a></b> | <b>Audio</b>.</p>

<p>Fri. 02/19. <i>Twelfth Night</i> (Act 2, Comedies pp. 710-722).</p>

<h3><font color="#7800A7">WEEK 4</font></h3>

<p>Mon. 02/22. <i>Twelfth Night</i> (Act 3, Comedies pp. 722-36).</p>

<p>Wed. 02/24. <i>Twelfth Night</i> (Acts 4-5, Comedies pp. 736-50).</p>

<p>Fri. 02/26. <i>The Merchant of Venice</i> (Act 1, Comedies pp. 435-45). For this play: <b>Questions</b> | <b><a href="http://ajdrake.com/blogs/230_spr_10/2010/01/week-04.html">Instructor's Blog</a></b> | <b>Audio</b>.</p>

<p><b>JOURNAL SET 1 DUE BY EMAIL SUNDAY 02/28; SEE INSTRUCTIONS?.</b> (Reminder: this set includes <i>Midsummer</i> and <i>Twelfth Night.</i> respond with a full paragraph to 6 questions on each play spanning at least three acts. Please expect an email from me verifying receipt of this and subsequent journal sets.)</p>

<h3><font color="#7800A7">WEEK 5</font></h3>

<p>Mon. 03/01. <i>The Merchant of Venice</i> (Act 2, Comedies pp. 445-59).</p>

<p>Wed. 03/03. <i>The Merchant of Venice</i> (Acts 3-4, Comedies pp. 460-83).</p>

<p>Fri. 03/05. <i>The Merchant of Venice</i> (Acts 4-5, Comedies pp. 473-89).</p>

<h3><font color="#7800A7">WEEK 6</font></h3>

<p>Mon. 03/08. Lecture on Shakespeare's English History Plays.</p>

<p>Wed. 03/10. <i>Henry V</i> (Act 1, Histories pp. 769-79). For this play: <b>Questions</b> | <b><a href="http://ajdrake.com/blogs/230_spr_10/2010/01/week-06.html">Instructor's Blog</a></b> | <b>Audio</b>.</p>

<p>Fri. 03/12. <i>Henry V</i> (Acts 2-3, Histories pp. 779-805).</p>

<h3><font color="#7800A7">WEEK 7</font></h3>

<p>Mon. 03/15. <i>Henry V</i> (Act 4, Histories pp. 805-825).</p>

<p>Wed. 03/17. <i>Henry V</i> (Act 5, Histories pp. 825-36).</p>

<p>Fri. 03/19. <i>Macbeth</i> (Act 1, Tragedies pp. 825-37). For this play: <b>Questions</b> | <b><a href="http://ajdrake.com/blogs/230_spr_10/2010/01/week-07.html">Instructor's Blog</a></b> | <b>Audio</b>.</p>

<h3><font color="#7800A7">WEEK 8</font></h3>

<p>Mon. 03/22. <i>Macbeth</i> (Acts 2-3, Tragedies pp. 837-57).</p>

<p>Wed. 03/24. <i>Macbeth</i> (Acts 4-5, Tragedies pp. 857-78).</p>

<p>Fri. 03/26. <i>Macbeth</i> (Acts 4-5, Tragedies pp. 857-78).</p>

<p><b>JOURNAL SET 2 DUE BY EMAIL SUNDAY 03/28; SEE INSTRUCTIONS?.</b> (Reminder: this set includes <i>Merchant,</i> <i>Henry V,</i> and <i>Macbeth</i>; respond with a full paragraph to 5 questions on each play spanning at least three acts.)</p>

<h3><font color="#7800A7">WEEK 9</font></h3>

<p>Mon. 03/29. Spring Break: No classes.</p>

<p>Wed. 03/31. Spring Break: No classes.</p>

<p>Fri. 04/02. Spring Break: No classes.</p>

<h3><font color="#7800A7">WEEK 10</font></h3>

<p>Mon. 04/05. <i>Hamlet</i> (Act 1, Tragedies pp. 336-56). For this play: <b>Questions</b> | <b><a href="http://ajdrake.com/blogs/230_spr_10/2010/01/week-10.html">Instructor's Blog</a></b> | <b>Audio</b>.</p>

<p>Wed. 04/07. <i>Hamlet</i> (Act 2, Tragedies pp. 356-72).</p>

<p>Fri. 04/09. <i>Hamlet</i> (Act 3, Tragedies pp. 372-92).</p>

<h3><font color="#7800A7">WEEK 11</font></h3>

<p>Mon. 04/12. <i>Hamlet</i> (Act 4, Tragedies pp. 393-408).</p>

<p>Wed. 04/14. <i>Hamlet</i> (Act 5, Tragedies pp. 408-424).</p>

<p>Fri. 04/16. <i>King Lear</i> (Act 1, Tragedies pp. 739-759). For this play: <b>Questions</b> | <b><a href="http://ajdrake.com/blogs/230_spr_10/2010/01/week-11.html">Instructor's Blog</a></b> | <b>Audio</b>.</p>

<h3><font color="#7800A7">WEEK 12</font></h3>

<p>Mon. 04/19. <i>King Lear</i> (Act 2, Tragedies pp. 759-73).</p>

<p>Wed. 04/21. <i>King Lear</i> (Act 3, Tragedies pp. 773-87).</p>

<p>Fri. 04/23. <i>King Lear</i> (Act 4, Tragedies pp. 787-802).</p>

<h3><font color="#7800A7">WEEK 13</font></h3>

<p>Mon. 04/26. <i>King Lear</i> (Act 5, Tragedies pp. 803-23).</p>

<p><b>JOURNAL SET 3 DUE BY EMAIL WEDNESDAY 04/28; SEE INSTRUCTIONS?.</b> (Reminder: this set includes <i>Hamlet</i> and <i>King Lear</i>; respond with a full paragraph to 6 questions on each play spanning at least three acts.)</p>

<p>Wed. 04/28. <i>Antony and Cleopatra</i> (Act 1, Tragedies pp. 889-902). For this play: <b>Questions</b> | <b><a href="http://ajdrake.com/blogs/230_spr_10/2010/01/week-13.html">Instructor's Blog</a></b> | <b>Audio</b>.</p>

<p>Fri. 04/30. <i>Antony and Cleopatra</i> (Act 2, Tragedies pp. 902-21).</p>

<p><b>PARAGRAPH DESCRIBING GENERAL TOPIC AND SPECIFIC ARGUMENT FOR TERM PAPER DUE BY EMAIL SUNDAY 05/02; SEE INSTRUCTIONS.</b></p>

<h3><font color="#7800A7">WEEK 14</font></h3>

<p>Mon. 05/03. <i>Antony and Cleopatra</i> (Acts 3-4, Tragedies pp. 921-56).</p>

<p>Wed. 05/05. <i>Antony and Cleopatra</i> (Acts 4-5, Tragedies pp. 940-67).</p>

<p>Fri. 05/07. <i>The Tempest</i> (Act 1, Romances and Poems pp. 374-89). For this play: <b>Questions</b> | <b><a href="http://ajdrake.com/blogs/230_spr_10/2010/01/week-14.html">Instructor's Blog</a></b> | <b>Audio</b>.</p>

<h3><font color="#7800A7">WEEK 15</font></h3>

<p>Mon. 05/10. <i>The Tempest</i> (Acts 2-3, Romances and Poems pp. 389-410).</p>

<p>Wed. 05/12. <i>The Tempest</i> (Acts 4-5, Romances and Poems pp. 410-25).</p>

<p>Fri. 05/14. <i>The Tempest</i> (Acts 4-5, Romances and Poems pp. 410-25).</p>

<p><b>JOURNAL SET 4 DUE BY EMAIL EXAM DAY; SEE INSTRUCTIONS?.</b> (Reminder: this set includes <i>Antony,</i> and <i>Tempest</i>; respond with a full paragraph to 6 questions on each play spanning at least three acts.)</p>

<h3><font color="#7800A7">FINALS WEEK</font></h3>

<p><b>Final Exam</b> Date: 8:00-10:30 a.m. Monday, May 17th. <b>Term Paper Due by Email Monday, May 24 or sooner.</b> I must turn in grades by 4:00 p.m., Sunday, May 30. For your other courses, check the Spring 2010 <b>Chapman Final Exam Schedule.</b></p>


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