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ENGL 350-01: Shakespeare Dr. Joseph Sullivan

LIBR 308 Office: Thomas Hall 111
TR 2:30-3:45pm Office Phone: 376-4639
Fall 2020 E-mail: joe.sullivan@marietta.edu
Office Hours: MWF 12:00-1:00pm
and by appt.

Class Meetings:
Tuesdays: We will meet in-person in LIBR 308
Thursdays: We will meet on Zoom. The course link will be available on Moodle.
Tests will be completed on Thursdays via Proctorio.

Required Text:
Greenblatt, The Norton Shakespeare, 3rd Edition

Catalog Description: An examination, in the context of the entire canon, of plays representative of the
main periods of Shakespeare’s development. This class counts toward the fulfills Artistic Expression
category in the new General Education requirements and the L and one of the W requirements for the
old General Education. A grade of C- or better in WRIT 101 or its equivalent is prerequisite for those
working on the old General Education.

Objectives of ENGL 350:

By the end of our fifteen-week course, participants should be able to demonstrate:
*Familiarity with the contents and contexts of all of the plays on our reading list and on the individual
student’s research agenda.
*The ability to construct personal understandings of plays and poems via close readings of the texts, class
discussion and secondary research.
*The developing abilities to recognize, understand and contextualize the methods, theoretical presumptions
and conclusions of published critics.
*A developing sensitivity to the manners in which a text’s medium (in our case, either a written format or a
performance) partially constructs the content of that given text.
*The abilities to conceive, research, draft, revise and format (MLA) an original research paper on
Shakespeare suitable for submission to an undergraduate conference or journal.

Institutional Student Learning Outcomes:

Artistic Literacy
Communication
Critical Thinking
Integrative Learning

English Program Student Learning Outcomes:

Historical Perspectives/Major Works Diversity
Genre
Form and Style
Language

Mask Policy:
We will meet in-person on Tuesdays in LIBR 308. In response to the best available science and current
guidance from the Centers for Disease Control and Prevention, every student must wear a mask or other
cloth face-covering that covers their nose and mouth while in this classroom and other instructional areas.
Students who do not have a mask will be asked to leave the classroom and only return when they follow this
basic public health recommendation. Following this simple, science-based guideline will help ensure the
safety of the entire Marietta College community. The Marietta College community views the adoption of
these practices as a mark of good citizenship and respectful care of fellow classmates, faculty, and staff.
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Absences for Medical and/or Mental Health Reasons:

Students should not attend class if they have a fever of 100.4°F or greater, are ill, or are
experiencing multiple COVID-19 symptoms. In order for these absences to be excused, the student must
contact the Center for Health and Wellness (CHW) for evaluation (call 740-376-4477 or e-mail
healthandwellness@marietta.edu). CHW will be using telemedicine as the first step to provide timely and
physically distant evaluations. In-person appointments at CHW will be scheduled for hands-on assessments
and testing on an as-needed basis.
The Center for Health and Wellness will notify instructors if they have evaluated a student and feel
that the student should not be attending classes in person, for whatever reason and for whatever period of
time they specify. They will also indicate if the student should be attending classes virtually instead.
If the student is evaluated by someone other than CHW and the student or the other health care provider
shares documentation with CHW that the student should not be attending classes in person, CHW will also
notify instructors of the student's absence, along with information about when the student is expected to
return to classes, and whether the student should be attending class virtually, if the documentation provided
makes that recommendation.
If a student chooses to share documentation from a non-CHW provider directly with their
instructors, the instructor will determine whether to excuse the student's absence or not, and for what period
of time, based on the documentation provided. In those instances, the instructor will also determine whether
to excuse the student's absence from attending class virtually, and for what period of time, based on the
documentation provided.
In keeping with their obligation to protect a student's right to privacy, CHW will not share the
reason a student should not be attending classes (in person and/or virtually) without the student's
authorization.
If a student suffers from a chronic condition that leads to absence from class, he/she must have
presented documentation to Kristin English, Disability Services Coordinator and OAA Program Support.
Mrs. English will determine appropriate accommodations and will notify the student’s instructors of those
accommodations, including guidance on requests for make-up work for absences related to the chronic
medical or mental health condition.

Academic Dishonesty:
Dishonesty within the academic community is a very serious matter, because dishonesty destroys the basic
trust necessary for a healthy educational environment. Academic dishonesty is any treatment or
representation of work as if one were fully responsible for it, when it is in fact the work of another person.
Academic dishonesty includes cheating, plagiarism, theft, or improper manipulation of laboratory or
research data or theft of services. A substantiated case of academic dishonesty may result in disciplinary
action, including a failing grade on the project, a failing grade in the course, or expulsion from the College.

Proctoring:
This class requires online proctored exams. Online proctored exams are timed exams that you take while
proctoring software monitors your computer's desktop, webcam video and audio. ENGL 350 will use
Proctorio. Proctorio comes at no cost to students and requires no scheduling in advance of the exam itself.
The extent to which Proctorio monitors your computer’s desktop, webcam video and audio is based on
settings set by the faculty member in advance.

TurnItIn.Com:
Please note that by enrolling in this class you are agreeing to submit your papers online to a plagiarism-
prevention program called TurnItIn.com. You should note that TurnItIn.com – always without your name
and any personal information – will retain your paper as part of their database so that students who
plagiarize from it can be detected. Only the faculty member of your course and the campus TurnItIn
administrator will have access to your name.

Missed class time due to co-curricular events or religious observances:

Classes missed due to participation in college-sponsored co-curricular events or college-recognized
religious observances are considered excused absences provided appropriate procedures are followed. The
student must notify the instructor at the earliest possible time before the absence and arrange to make up
missed work as defined by the instructor’s syllabus. The co-curricular activity must be a performance,
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professional meeting, or athletic contest to be considered an excused absence. The religious observance
must appear on the College’s calendar of religious observances in order to be considered an excused
absence. If it does not, an excused absence can be granted only if the student requests special permission
from the Dean of the Faculty. An excused absence allows the student to make up exams or quizzes given
during the absence, or to reschedule oral presentations. It is the responsibility of the student to get notes
from the class and to compensate as much as possible for the absence. It is also the student’s responsibility
to work with the instructor in determining an appropriate time for make-up assignments. Students must
recognize that many classroom and laboratory activities cannot be replicated and that absences may be
detrimental to their performance.

Grading Scale:
A 94-100 C 74-76
A- 90-93 C- 70-73
B+ 87-89 D+ 67-69
B 84-86 D 64-66
B- 80-83 D- 60-63
C+ 77-79 F 0-59

The ARC:
Students who believe that they may need accommodations due to a documented disability should contact
the Academic Resource Center (Andrews Hall, Third floor) and the instructor as soon as possible to ensure
that such accommodations are implemented in a timely manner. You must meet with the ARC staff to verify
your eligibility for any accommodation and for academic assistance. In addition, the ARC provides a vast
array of academic support services that can help strengthen academic performance and lead to success.
Some of the services available include individualized academic guidance and support, study skills
assistance, tutoring (individual, group, and drop-in), workshops, specialized computer programs, resource
library, services to students with disabilities, and a quiet study area. For more information, please contact
the ARC at 376-4700.

The Writing Center:

Marietta College’s Campus Writing Center provides a collaborative, supportive, and instructional
environment where students work closely with peer tutors to strengthen their college-level writing
skills. They are committed to fostering growth and understanding in the writer, not just in the
paper. Any writers seeking help with the conception, research, drafting, or revising stages of their
paper are welcome. The Campus Writing Center is located on the main floor of Thomas. Be aware that
you should be actively involved in your session at the Writing Center; you cannot drop your paper off
for the tutors to 'fix.' What the tutors will do is discuss your work at any stage of the writing process
and provide honest and constructive feedback. Note: tutorial sessions work best if you understand
the assignment before you go to the writing center.

Notice of Non-Discrimination:
Marietta College is an equal opportunity educator and employer that values diversity. In our
educational, admissions and employment policies, scholarship and loan programs, and athletic and other
activities, Marietta College does not discriminate on the basis of age, race, color, national or ethnic origin,
disability, sex, gender identity, gender expression, sexual orientation, religious affiliation, veteran status, or
any other protected status.
Responsibility for coordination of compliance efforts and receipt of inquiries concerning Title VI of
the Civil Rights Act of 1967, the Age Discrimination Act of 1975, and the Americans With Disabilities Act
of 1990 (the latter related to employee concerns only) has been delegated to: Debra C. Evans, Director of
Human Resources, (740) 376-4835, dce001@marietta.edu.
Responsibility for coordination of compliance efforts and receipt of inquiries concerning Section 504 of the
Rehabilitation Act of 1973, and the Americans With Disabilities Act of 1990 (the latter related to student
concerns only) has been delegated to: Kristin English, Disabilities Specialist/504 Coordinator, (740) 376-
4467, thomask@marietta.edu.
Responsibility for coordination of compliance efforts and receipt of inquiries concerning Title IX of
the Education Amendments of 1972 (gender-based discrimination and harassment) has been delegated to:
Richard Danford, Title IX Coordinator, (740) 376-4899, danfordr@marietta.edu
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Tentative Schedule:

August 18: Introduction to ENGL 350

The Taming of the Shrew Inductions 1 & 2 and Acts I-II
August 20: The Taming of the Shrew Acts III- IV

(During the week of August 24-28, we will screen together scenes from The Taming of the Shrew.)

August 25: The Taming of the Shrew Act V and preparation for group work
August 27: Group Work on The Taming of the Shrew

September 1: Much Ado About Nothing Acts I-II

September 3: Group Presentations on The Taming of the Shrew

September 8: Much Ado About Nothing Acts III-IV

September 10: Much Ado About Nothing Act V

September 15: Richard II Acts I-II

September 17: Test on The Taming of the Shrew and Much Ado about Nothing

September 21: Much Ado About Nothing Prose and Verse Project
September 22: Richard II Acts III-IV
September 24: Richard II Acts V

September 29: The Rape of Lucrece lines 1-924

October 1: Speech Recitations
October 4: Speech Explications due

October 6: The Rape of Lucrece lines 925-1855

October 8: Titus Andronicus Acts I-II

(During the week of October 12-16, all students will meet Dr. Sullivan for research topic conferences)

October 13: Titus Andronicus Acts III-IV

October 15: Titus Andronicus Act V

October 20: Othello Acts I-II

October 22: Test on Richard II, The Rape of Lucrece, and Titus Andronicus

October 27: Othello Acts III-IV

October 29: Othello Act V

November 3: Antony and Cleopatra Acts I-II

November 5: Antony and Cleopatra Acts III-IV

November 10: Antony and Cleopatra Acts V

November 12: Test on Othello and Antony and Cleopatra

November 17: Research Paper Conferences

Saturday, November 21 Research Paper Due by 11:59pm

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Zoom Recording:
In order to provide on-line access to course material, your instructor reserves the right to record any class
period using Zoom. This means that you may be visible or comments/questions made in class could
potentially be part of a recording. All recordings are the property of Marietta College and will be used only
for educational purposes.

Components of the Final Grade:

Tests: There are three tests scheduled for the term. Tests will measure your comprehension and
understanding of all the material covered since the previous test. You should be familiar with all of the
literary texts for each unit and you should also pay attention to class discussion, footnotes in the text, and
author/work introductions. The majority of questions are short answer and brief essay (1-2 paragraph length
responses). Other formats may appear as well.

The Taming of the Shrew Group Project: For this project, the class will be assigned into groups on
August 20 and will work together in class on August 25 to prepare a reading of a scene from the play
assigned to the group. On September 3, the groups will present their scenes to the class. Each member of
the group will write a three-page MLA-formatted reflection paper that 1) analyzes the decisions productions
need to make when staging that given scene and 2) explores how specifically the group’s work together has
helped you understand better the play as a whole. The reflection paper must include internal citations from
the playtext.

Much Ado About Nothing Prose and Verse Project: Shakespeare’s dramatic texts are interwoven with
prose and verse. When we attend productions, this distinction can be lost on people unfamiliar with his
canon. Much Ado About Nothing is a work dominated by prose; however, it does contain verse. Write a
three-page essay that explicates two short passages from the play, one in prose and the other in verse. How
do the forms affect the meaning of the scenes? In addition, to what degree is your verse prosaic, your
selected prose poetic? Essays will be evaluated on the appropriateness of the selections, the insight of the
main thoughts, the development of analysis, the coherence of communication, and the correct use of the
MLA format. Papers must include internal citations to the playtext.

Speech Recitation and Explication: We are going to have a drawing to match each student with a speech
from The Taming of the Shrew, Much Ado About Nothing, and Richard II. You will analyze and practice
the speech and deliver it via Zoom on October 1 or 2 by appointment. Your recitation will be evaluated on
its fluidity and coherence. You will additionally write a two-page MLA-formatted essay that analyzes what
the speech in its rhetorical choices and its underlying meaning reveals about the given character.

Ten-Page Research Paper and Annotated Bibliography: The final project of the semester will be a ten-
page essay that explores and makes an argument based on the ENGL 350 Call for Papers which instructs
you to explore the potential relationships between theoretical literary readings of the plays and applied
theatrical productions of those same works. To ensure depth of analysis, the papers must focus on no more
than one of the plays or poems; however, the papers can cite here or there from other plays or poems, when
doing so forwards one’s argument about the central text. The essay must be MLA-formatted and it must
internally cite the primary source you are analyzing and at least seven peer-reviewed published secondary
sources that do not include introductions to the play or encyclopedia entries. The sources should be journal
articles or book chapters. The bibliography must be annotated. Each entry will include at least two and no
more than three well-developed paragraphs. The first paragraph will identify the overall approach of the
article and will paraphrase the complete set of the article’s main thoughts. The second (and possibly the
third) paragraph(s) will evaluate the merits of the article. How well does the article set an agenda for itself
and how completely does it accomplish its agenda? To what extent do you agree with the articles’
characterization of the play and to what extent do you agree with the articles’ conclusions?
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Call for Papers

ENGL 350: Shakespeare

Integrating Shakespeare on Page and Stage

Topic Conferences: October 12-16

Final Conferences: November 17
Research Paper/Annotated Bibliography Due: November 21

The plays of William Shakespeare constitute a unique constellation of inherently intergalactic

bodies. The playtexts themselves are literary artifacts. Poems. Dramatic prose. Studied in English
Departments alongside novels, short stories, and poetic works, such as sonnets. At the same time,
these same plays are the best-known dramatic works of the past half-millennium and are staged
constantly around in globe in a myriad of different languages. In addition, the audience of
Shakespeare’s plays draws from every walk of life. For example, Dr. Richard Krause, one of
MC”s most illustrious graduates who led the infectious disease lab for the NIH, was a life-long
avid fan of Shakespeare. As somewhat hyperbolically alluded above, Shakespeare’s realm bridges
galaxies.

ENGL 350 seeks papers that integrate consideration of an issue raised in literary studies and a
production issue relevant to theatrical studies. Of course, there is some overlap in categorization.
We are not creating a taxonomy, so do not over-fret this distinction. For example, actors are very
concerned with the rhythm of blank verse lines and literary scholars are also very interested in
scanning meter. That issue genuinely belongs to both fields. For our purposes, thinking in terms
of page and stage will serve us well, even if it is a complex equation.

Examples of issues related to theatrical production include overall choices in artistic conception, in
addition to specific topics, such as casting, stagecraft, lighting, sound, score, costuming, make-up,
acting, marketing, etc. Examples of issues related to literary study include historical periods,
figurative language, poetic forms, genre, characterization in a literary sense, theme, etc. BOTH
fields sometimes choose to explore theories rooted in Philosophy, Cultural Studies, Politics,
Economics, Psychology, Historiography, etc.

It is recommended that everyone skims ahead through all of the works we are going to cover in the
class, as well as other plays found in Shakespeare’s canon, in order to maximize the probability
that people will find a play well-suited to their interests.

The finished product will be comprised on an MLA-formatted essay of at least ten complete
double-spaced pages that is then followed by a seven-entry annotated bibliography.

The essay will be evaluated on the appropriateness of the research question, the quality of the
individual’s reading of the chosen play, the useful and quality of cited secondary sources, the
coherence of organization, the clarity and precision of word choice, and the complete and
correct use of the MLA format. The annotated bibliography entries will be evaluated on the
appropriateness of the sources, the completeness and coherence of the summaries, and the
insightfulness of the analysis.