William Gilmore Simms was a novelist, poet, and literary editor from antebellum Charleston. He wa... more William Gilmore Simms was a novelist, poet, and literary editor from antebellum Charleston. He was also a Shakespearean enthusiast and editor of the apocryphal plays. Although Simms described himself ironically as scribbling compulsively in the margins of his Shakespeare text, his knowledge of the plays, their plots, and their language was broad and deep. Simms was also active in both
Abstract This essay offers a brief ethnography of North American Shakespeare Societies through th... more Abstract This essay offers a brief ethnography of North American Shakespeare Societies through the most prominent clearing house for information about such societies in the latter half of the nineteenth century: the journal Shakespeariana. Not surprisingly, Shakespeare societies almost always involved a certain degree of ritual and structure. Most of the groups listed in the journal's" Shaksperian Societies" column, like the Philadelphia Shakspere Society, seem to feature predominantly male speakers and participants, although ...
... 'Think on my words' Exploring Shakespeare's Language ... When long speeches ar... more ... 'Think on my words' Exploring Shakespeare's Language ... When long speeches are reduced to one or two basic points, or long words replaced by contemporary slang, it is not just the poetry of the lines which disappears; the ... But this is not always because of the language he uses ...
... 'Think on my words' Exploring Shakespeare's Language ... When long speeches ar... more ... 'Think on my words' Exploring Shakespeare's Language ... When long speeches are reduced to one or two basic points, or long words replaced by contemporary slang, it is not just the poetry of the lines which disappears; the ... But this is not always because of the language he uses ...
Zenocrates's passion for Tamburlaine puts an end to all that, so that in Part 2 we find Tamb... more Zenocrates's passion for Tamburlaine puts an end to all that, so that in Part 2 we find Tamburlaine becoming trapped by his own charismatic symbols. He slips into mistaking symbolic means for ends, so that his later exploits, such as burning the town where Zenocrate died, neither solidify the group nor advance his empire. No longer a messiah, Tamburlaine replicates the very authorities he had supplanted so that his rhetoric begins to ring hol-low. His charisma, in Weber's terms, has become routinized. As a result, ...
Women's Matters: Politics, Gender, and Nation in Shakespeare's Early History Plays, by ... more Women's Matters: Politics, Gender, and Nation in Shakespeare's Early History Plays, by Nina S. Levine, has won the University of Delaware's Manuscript Competition for Shakespearean Literature. The judges did their job well, for this book argues its thesis with care, but also with elegance. Women's Matters focuses on Shakespeare's earlier history plays: King John, Richard III, and most importantly, the three Henry VI plays, which have not received this kind of sustained attention since David Riggs's Shakespeare's Heroical ...
In Shakespeare's Monarchies: Ruler and Subject in the Romances, Constance Jordan sets out to... more In Shakespeare's Monarchies: Ruler and Subject in the Romances, Constance Jordan sets out to revise the New Historicist assumption that Shakespeare's plays are" political." In so doing, she contests a tendency, in literary criticism after Foucault, to essentialize power. Jordan argues that power can be theo-rized, and that it was theorized in the Renaissance. The result is a careful and detailed account of Shakespeare's relation to political discussion in his culture. Chapter 1," Shakespeare's Romances and Jacobean Political Thought," ...
SHAKESPEARE QUARTERLy 582 the idea of character has now begun to reemerge as an important—perhaps... more SHAKESPEARE QUARTERLy 582 the idea of character has now begun to reemerge as an important—perhaps even an essential—way of thinking about the political, ethical, historical, literary, and performative aspects of early modern theater”(1): so begins Paul yachnin and Jessica Slights's introduction to Shakespeare and Character. The body of the book is divided into four sections that reflect the authors' diverse perspectives on character in Shakespearean drama.
Abstract: This essay reports on a Shakespeare collaboration between a university and high school ... more Abstract: This essay reports on a Shakespeare collaboration between a university and high school English teacher and their classes. Students from the two groups discussed The Tempest online in both synchronous and asynchronous spaces and, in several cases, produced a project together. The technology that made possible this collaboration between students who were separated in time and space also influenced social and intellectual relationships between them. While students were discussing Shakespeare, in some ways ...
Although theorists have defined hypertext as an iconoclastic medium that debunks traditional lite... more Although theorists have defined hypertext as an iconoclastic medium that debunks traditional literary concepts as the “author” and “work,” in practice students can regard information on the World Wide Web with idolatrous awe. To take advantage of the Web’s pedagogical potential, teachers of composition need to develop a rhetoric of the image that avoids both the Platonic suspicion of the visual and the urge to subordinate images to the Word. Cyberspace has been compared to the hybrid sacred/secular space of Renaissance painting. Within this space, individual Web pages can act as fetishes, negotiating the distance between these two conceptual spaces by a dialectic between metaphor and metonymy as master tropes, and, more specifically, as improvisational altars. The use of the altar-as-fetish as a metaphor for the Web suggests the ways in which “awe” before the visual rhetoric of cyberspace can be used and abused. It also suggests that composition teachers need to be less puritanical about the sensuous dimension of the Web’s visual rhetoric.
Numerous contemporary policy documents recommend that faculty from Colleges of Arts and Sciences ... more Numerous contemporary policy documents recommend that faculty from Colleges of Arts and Sciences and Colleges of Education work together to create a more seamless teacher preparation curriculum (e.g., National Commission on Teaching and American's Future 1996). These documents point out that current teacher education programs are fragmented-chronologically and philosophically. Students typically take content courses in their first two years and methods courses in their last two years and culminate with student teaching. The content courses and methods courses are often not connected; the instructors do no communicate with one another, and the content does not truly serve as a prerequisite for the methods courses. Further, many current policy documents are urging that education majors take more coursework in content areas housed in the college of arts and sciences. Thus, it is imperative that faculty form both colleges engage in meaningful dialogue about the goals of teacher preparation and the role of content courses in teacher preparation.
Recent reviews of the literature on distance learning have reached two general conclusions. First... more Recent reviews of the literature on distance learning have reached two general conclusions. First, students are about as satisfied with the quality of their education in distance-learning (DL) classes as they are in traditional or face-to-face (FTF) classes. Second, students perform about as well in DL classes as they do in FTF classes. We examine this finding of "no significant difference" in a study of students at a public university in the Southeast who were enrolled in online and FTF versions of the same English Composition course. We looked at three student outcomes: satisfaction, learning, and participation in classroom discussion. We found that being in an online class had a positive effect on satisfaction and participation, but no effect on learning even when we controlled for instructor behaviors and classroom characteristics. We attribute the positive effect of being in an online class on student satisfaction-which directly contradicts the no-significant-difference assumption-to the way in which synchronous instruction mimics the traditional classroom. Our findings attest to the importance of both technology and instruction on student satisfaction, learning, and participation.
Abstract: This study describes a collaborative research project between two composition instructo... more Abstract: This study describes a collaborative research project between two composition instructors and two librarians that analyzed citation patterns among students in the First-year Composition Program at the University of Georgia. Built upon earlier bibliometric studies, this study seeks not only to examine a large data set of citations—larger than was possible in the previous studies—but also to examine citations within the context of individual writers, teachers, assignments, and library instruction, a move that allows the researchers to ...
Abstract: Does revision of graded essays for an electronic portfolio improve First-Year Compositi... more Abstract: Does revision of graded essays for an electronic portfolio improve First-Year Composition students' scores from anonymous raters? In a sample of 450 paired essays, 46 percent improved by one or more points on a six-point scale, 28 percent remained the same, and 26 percent declined by one or more points.
Abstract This essay offers a brief ethnography of North American Shakespeare Societies through th... more Abstract This essay offers a brief ethnography of North American Shakespeare Societies through the most prominent clearing house for information about such societies in the latter half of the nineteenth century: the journal Shakespeariana. Not surprisingly, Shakespeare societies almost always involved a certain degree of ritual and structure.
Teacher education has risen to a place of prominence on many university campuses, and current con... more Teacher education has risen to a place of prominence on many university campuses, and current conditions require that teacher education be approached from an interdisciplinary perspective. At the University of Georgia, the Deans' Forum is a group of approximately 30 faculty members who have engaged in collaborative work on issues of teacher education for over four years. This manuscript describes the design, activities, and impact of the Forum.
Abstract: This essay reports on a Shakespeare collaboration between a university and high school ... more Abstract: This essay reports on a Shakespeare collaboration between a university and high school English teacher and their classes. Students from the two groups discussed The Tempest online in both synchronous and asynchronous spaces and, in several cases, produced a project together. The technology that made possible this collaboration between students who were separated in time and space also influenced social and intellectual relationships between them.
Abstract This paper details an ongoing collaboration between a university literature professor an... more Abstract This paper details an ongoing collaboration between a university literature professor and a National Board Certified secondary school teacher; the project's goal is to provide students who have not yet begun their teacher training an opportunity for Early Experiences in secondary education. Students taking an English Department course in" Shakespeare in the Classroom" worked collaboratively with secondary school students studying the same play.
William Gilmore Simms was a novelist, poet, and literary editor from antebellum Charleston. He wa... more William Gilmore Simms was a novelist, poet, and literary editor from antebellum Charleston. He was also a Shakespearean enthusiast and editor of the apocryphal plays. Although Simms described himself ironically as scribbling compulsively in the margins of his Shakespeare text, his knowledge of the plays, their plots, and their language was broad and deep. Simms was also active in both
Abstract This essay offers a brief ethnography of North American Shakespeare Societies through th... more Abstract This essay offers a brief ethnography of North American Shakespeare Societies through the most prominent clearing house for information about such societies in the latter half of the nineteenth century: the journal Shakespeariana. Not surprisingly, Shakespeare societies almost always involved a certain degree of ritual and structure. Most of the groups listed in the journal's" Shaksperian Societies" column, like the Philadelphia Shakspere Society, seem to feature predominantly male speakers and participants, although ...
... 'Think on my words' Exploring Shakespeare's Language ... When long speeches ar... more ... 'Think on my words' Exploring Shakespeare's Language ... When long speeches are reduced to one or two basic points, or long words replaced by contemporary slang, it is not just the poetry of the lines which disappears; the ... But this is not always because of the language he uses ...
... 'Think on my words' Exploring Shakespeare's Language ... When long speeches ar... more ... 'Think on my words' Exploring Shakespeare's Language ... When long speeches are reduced to one or two basic points, or long words replaced by contemporary slang, it is not just the poetry of the lines which disappears; the ... But this is not always because of the language he uses ...
Zenocrates's passion for Tamburlaine puts an end to all that, so that in Part 2 we find Tamb... more Zenocrates's passion for Tamburlaine puts an end to all that, so that in Part 2 we find Tamburlaine becoming trapped by his own charismatic symbols. He slips into mistaking symbolic means for ends, so that his later exploits, such as burning the town where Zenocrate died, neither solidify the group nor advance his empire. No longer a messiah, Tamburlaine replicates the very authorities he had supplanted so that his rhetoric begins to ring hol-low. His charisma, in Weber's terms, has become routinized. As a result, ...
Women's Matters: Politics, Gender, and Nation in Shakespeare's Early History Plays, by ... more Women's Matters: Politics, Gender, and Nation in Shakespeare's Early History Plays, by Nina S. Levine, has won the University of Delaware's Manuscript Competition for Shakespearean Literature. The judges did their job well, for this book argues its thesis with care, but also with elegance. Women's Matters focuses on Shakespeare's earlier history plays: King John, Richard III, and most importantly, the three Henry VI plays, which have not received this kind of sustained attention since David Riggs's Shakespeare's Heroical ...
In Shakespeare's Monarchies: Ruler and Subject in the Romances, Constance Jordan sets out to... more In Shakespeare's Monarchies: Ruler and Subject in the Romances, Constance Jordan sets out to revise the New Historicist assumption that Shakespeare's plays are" political." In so doing, she contests a tendency, in literary criticism after Foucault, to essentialize power. Jordan argues that power can be theo-rized, and that it was theorized in the Renaissance. The result is a careful and detailed account of Shakespeare's relation to political discussion in his culture. Chapter 1," Shakespeare's Romances and Jacobean Political Thought," ...
SHAKESPEARE QUARTERLy 582 the idea of character has now begun to reemerge as an important—perhaps... more SHAKESPEARE QUARTERLy 582 the idea of character has now begun to reemerge as an important—perhaps even an essential—way of thinking about the political, ethical, historical, literary, and performative aspects of early modern theater”(1): so begins Paul yachnin and Jessica Slights's introduction to Shakespeare and Character. The body of the book is divided into four sections that reflect the authors' diverse perspectives on character in Shakespearean drama.
Abstract: This essay reports on a Shakespeare collaboration between a university and high school ... more Abstract: This essay reports on a Shakespeare collaboration between a university and high school English teacher and their classes. Students from the two groups discussed The Tempest online in both synchronous and asynchronous spaces and, in several cases, produced a project together. The technology that made possible this collaboration between students who were separated in time and space also influenced social and intellectual relationships between them. While students were discussing Shakespeare, in some ways ...
Although theorists have defined hypertext as an iconoclastic medium that debunks traditional lite... more Although theorists have defined hypertext as an iconoclastic medium that debunks traditional literary concepts as the “author” and “work,” in practice students can regard information on the World Wide Web with idolatrous awe. To take advantage of the Web’s pedagogical potential, teachers of composition need to develop a rhetoric of the image that avoids both the Platonic suspicion of the visual and the urge to subordinate images to the Word. Cyberspace has been compared to the hybrid sacred/secular space of Renaissance painting. Within this space, individual Web pages can act as fetishes, negotiating the distance between these two conceptual spaces by a dialectic between metaphor and metonymy as master tropes, and, more specifically, as improvisational altars. The use of the altar-as-fetish as a metaphor for the Web suggests the ways in which “awe” before the visual rhetoric of cyberspace can be used and abused. It also suggests that composition teachers need to be less puritanical about the sensuous dimension of the Web’s visual rhetoric.
Numerous contemporary policy documents recommend that faculty from Colleges of Arts and Sciences ... more Numerous contemporary policy documents recommend that faculty from Colleges of Arts and Sciences and Colleges of Education work together to create a more seamless teacher preparation curriculum (e.g., National Commission on Teaching and American's Future 1996). These documents point out that current teacher education programs are fragmented-chronologically and philosophically. Students typically take content courses in their first two years and methods courses in their last two years and culminate with student teaching. The content courses and methods courses are often not connected; the instructors do no communicate with one another, and the content does not truly serve as a prerequisite for the methods courses. Further, many current policy documents are urging that education majors take more coursework in content areas housed in the college of arts and sciences. Thus, it is imperative that faculty form both colleges engage in meaningful dialogue about the goals of teacher preparation and the role of content courses in teacher preparation.
Recent reviews of the literature on distance learning have reached two general conclusions. First... more Recent reviews of the literature on distance learning have reached two general conclusions. First, students are about as satisfied with the quality of their education in distance-learning (DL) classes as they are in traditional or face-to-face (FTF) classes. Second, students perform about as well in DL classes as they do in FTF classes. We examine this finding of "no significant difference" in a study of students at a public university in the Southeast who were enrolled in online and FTF versions of the same English Composition course. We looked at three student outcomes: satisfaction, learning, and participation in classroom discussion. We found that being in an online class had a positive effect on satisfaction and participation, but no effect on learning even when we controlled for instructor behaviors and classroom characteristics. We attribute the positive effect of being in an online class on student satisfaction-which directly contradicts the no-significant-difference assumption-to the way in which synchronous instruction mimics the traditional classroom. Our findings attest to the importance of both technology and instruction on student satisfaction, learning, and participation.
Abstract: This study describes a collaborative research project between two composition instructo... more Abstract: This study describes a collaborative research project between two composition instructors and two librarians that analyzed citation patterns among students in the First-year Composition Program at the University of Georgia. Built upon earlier bibliometric studies, this study seeks not only to examine a large data set of citations—larger than was possible in the previous studies—but also to examine citations within the context of individual writers, teachers, assignments, and library instruction, a move that allows the researchers to ...
Abstract: Does revision of graded essays for an electronic portfolio improve First-Year Compositi... more Abstract: Does revision of graded essays for an electronic portfolio improve First-Year Composition students' scores from anonymous raters? In a sample of 450 paired essays, 46 percent improved by one or more points on a six-point scale, 28 percent remained the same, and 26 percent declined by one or more points.
Abstract This essay offers a brief ethnography of North American Shakespeare Societies through th... more Abstract This essay offers a brief ethnography of North American Shakespeare Societies through the most prominent clearing house for information about such societies in the latter half of the nineteenth century: the journal Shakespeariana. Not surprisingly, Shakespeare societies almost always involved a certain degree of ritual and structure.
Teacher education has risen to a place of prominence on many university campuses, and current con... more Teacher education has risen to a place of prominence on many university campuses, and current conditions require that teacher education be approached from an interdisciplinary perspective. At the University of Georgia, the Deans' Forum is a group of approximately 30 faculty members who have engaged in collaborative work on issues of teacher education for over four years. This manuscript describes the design, activities, and impact of the Forum.
Abstract: This essay reports on a Shakespeare collaboration between a university and high school ... more Abstract: This essay reports on a Shakespeare collaboration between a university and high school English teacher and their classes. Students from the two groups discussed The Tempest online in both synchronous and asynchronous spaces and, in several cases, produced a project together. The technology that made possible this collaboration between students who were separated in time and space also influenced social and intellectual relationships between them.
Abstract This paper details an ongoing collaboration between a university literature professor an... more Abstract This paper details an ongoing collaboration between a university literature professor and a National Board Certified secondary school teacher; the project's goal is to provide students who have not yet begun their teacher training an opportunity for Early Experiences in secondary education. Students taking an English Department course in" Shakespeare in the Classroom" worked collaboratively with secondary school students studying the same play.
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