English 345.01, Shakespeare                                          Spring 2003                 

Stephan Flores (sflores@uidaho.edu);                                 

Allison Machlis (allison_machlis@hotmail.com)                 

Class meets: 12:30-1:45 TTH JEB 236                                

Office hours: MW 12:30-1:30 & by appt. 125 Brink Hall, 885-7419 (Dr. Flores); 2:00-3:30, 103 Brink Hall (Ms. Machlis)

Prerequisite: English 102 or equivalent; English and English education majors must have passed or be currently enrolled in English 210; non-English majors are advised to have completed English 210 or a college-level literature course.

Required Texts:

            The Norton Shakespeare. Ed. Stephen Greenblatt. Norton, 1997.

            McEvoy, Sean. Shakespeare: The Basics. Routledge, 2000.

            Criticism and other historical texts available on library reserve.

Course Description: We will study Shakespeare's drama through primary and secondary texts, films and perhaps some in-class performance, and exchange points of view as we work together to develop our understanding of selected plays in the genres of romantic comedy, history, mixed-genre, tragedy, and romance. Through class and group discussion, a summary of criticism, succinct critical responses and journal entries, and longer essays, the class shall explore the social, sexual, political, performative, and formal issues that these texts represent, and consider Shakespeare's development as a playwright. 

Requirements:

1. Journal Response (250 words, titled) on Twelfth Night that explores the play’s dramatic representation of an issue of cultural and historical significance, prompted in part by one of the study questions provided as well as your own reactions and understanding.

2. Critical Summary-Response (600 words, titled) that presents a focused summary of a critical perspective on The Merchant of Venice and a reflective, question and problem-posing response to that perspective.

3. Paraphrase/Explication (600 words, titled) of a short passage (fifteen lines or so) from Henry the Fifth and In-Class Explication (500-600 words) on Measure for Measure. A paraphrase restates and translates to provide the gist of the original, though this exercise may not only explain but necessarily distort meaning. An explication presents a meticulous, thorough, and systematic close reading (annotation) or unfolding line by line, presenting your questioning sense of the text’s meanings, methods, and implications. The explication is not only explanatory or expository but implicitly argumentative: an occasion for you to discover, clarify, and account for your understanding and interpretative analysis of the passage and its function in context(s). This is also a chance to share your perceptions, enthusiasms, and even your doubts as you delve into the text’s significance and purpose.

4. Critical Response on Othello (550-600 words, single-spaced, titled,) that cites a critical perspective on the play as a point of reference and departure for further analysis. Your observations and analysis should be succinct and sharply focused, with potential for substantial development.

5. Term Essay (6 pp. double-spaced): this critical essay develops ideas prompted by our study, discussion, and viewing of the plays, by recent scholarship, and by your particular perspectives. Ms. Machlis and I shall attend to the ways that you select, define, and engage questions and contradictions, and to the clarity, imagination, and grace that you demonstrate in presenting your topic, (hypo)thesis, and argument. We do not always expect essays to conclude by "solving" such problems or by "proving" your thesis; we hope that you address interesting topics in thoughtful and useful ways. Please feel invited to confer with us during the writing process.

6. In-class Final Exam on Macbeth and The Winter’s Tale (two short explications/analyses).

7. Participation in class and group discussion (including informal writing and performance exercises). Please take advantage of opportunities to discuss your reactions, share your insights and study, and to listen and reply to others' ideas. We shall call regularly upon individuals and groups to facilitate class discussion. Individuals and groups shall also prepare in advance to lead off discussion once each during the semester. On these days the group shall lead off our discussion by presenting their positions on the material (with some brief summary, focus on key points in the reading, perhaps some incorporation of secondary criticism or historical research or interpretation through direction and performance), and by suggesting further issues the class might consider. Individuals shall take turns over the semester to present Thesis-Sentence critical responses: the Thesis-Sentence presents a reasoned, interpretative, precise claim on some aspect of the play in question. We hope these strategies will enable you to move the class in directions you find most helpful, give you opportunities to develop critical skills through collaboration, and provide for a productive, interesting exchange of perspectives and participation among the class.

8. Due dates: All required work is due at the beginning of class on the due date--work turned in later will be marked late and graded accordingly. All required graded written work will be downgraded one notch (for example, B+ to B, converted to points for each assignment) for each weekday late (not just days classes meet but counting just one day for a weekend). Work submitted more than a week late will not be accepted. I will grant short extensions for medical and family emergencies--but talk with me as soon as possible to request an extension. ALWAYS KEEP EXTRA COPIES OF YOUR WORK.

9. Attendance is required. Excellent attendance is rewarded; poor attendance is penalized. If you have no absences by the semester's end (excused or not), you will receive four bonus points; with only one absence you will receive two bonus points. Two absences will not affect your semester grade, but a third absence will lower your semester total by four points, with a seven point reduction for each additional absence (for example: four absences=minus 11 points, five absences = minus 18 points); six or more absences will cause you to fail the class, regardless of your semester point total. Almost all absences will be counted--excused or not--if something extraordinary occurs, talk to me.

10. Grades: Journal Response (15 points); Critical Summary-Response (25 pts); Paraphrase/Explication (30 pts); In-Class Explication (25 pts); Critical Response (30 pts); Term Essay (100 pts); Final Exam (50 pts). These required assignments add up to a maximum of 275 points. Thus 247-275 points equals an A, 220-246 equals a B, 192-219 equals a C, 165-191 equals a D, and anything below 165 merits an F. I shall also reserve a potential three bonus points based on my perceptions of the strength of your participation and efforts over the semester.

11. Office hours. I encourage you to confer with me, or with Ms. Machlis--especially before assignments are due--to talk about your interests, intentions, and writing strategies. My office is not accessible to the handicapped, so please let me know if you need to meet me elsewhere. If you cannot make my regular hours, we’ll arrange another time. I also welcome communicating with you by E-mail (sflores@uidaho.edu)