W2012 ENGL203

Teaching Hamlet in the Humanities Lab

[This is the revised text of a conference paper I gave in a panel on digital humanities teaching at the Renaissance Society of America (RSA) annual meeting in Washington DC on Friday 23 March 2012. Thanks to Diane Jakacki and William R. Bowen for the invitation to attend.]

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On blogging in the Digital Humanities

[This is a companion post to “On blogging in English 203,” which I wrote for students in — wait for it — my English 203 (Hamlet in the Humanities Lab) seminar.]

Blogging in the social, pure, and applied sciences is a common enough practice that two members of the London School of Economics’ Public Policy Group said today that it is “one of the most important things that an academic should be doing right now” — namely, circulating ideas-in-progress to readers in more immediate and (yes) more interesting forms than traditional academic publishing.

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On blogging in English 203

Students in my English 203 (Hamlet in the Humanities Lab) seminar this term will each publish five blog posts in March 2012 (see schedule) to the course blog. These posts, and the comments they will write on each other’s posts, count for 35% of their 50% Team Projects. Add that to the 30% Final Paper they’ll write as much longer posts, and clearly some guidelines and grading rubrics are in order, both for blog posts and for comments.

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Blog posts in English 203

I’ve written expanded guidelines and a detailed rubric both for blog posts and comments on your colleagues’ posts in English 203 (Hamlet in the Humanities Lab). Here they are.

Encoding Exercise Description for English 203

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Introduction

Digital text-analysis relies on a layer of encoded information between the text and the algorithms that analyze it. Encoding is the necessary first step to making the elements of a text show us interesting things.

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Team Project Description for English 203

There are two phases to your Team Project in English 203 (Hamlet in the Humanities Lab), each worth different grades, for a total grade of 50%:
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English 203: The Twitter Assignment

Using twitter in English 203 will help me listen to your reactions to the course material, to make my teaching more responsive to your questions. (As some of you will know, I did this in a larger Shakespeare course last term.) My goal is to encourage you each to ask questions about the course material, questions that will identify “trending topics” (as twitter calls them) in the class at large. I want to help each of you move toward higher-level questions by the end of the course: questions that show not merely how much you know, but how well you think. With time, are you moving from understanding to analyzing, and from analyzing to evaluating? Do you read between the lines, make connections between passages, convey more than one layer of information?

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Hamlet in the Humanities Lab

This post has been converted to a permanent page, so that I can nest contents related to the course there.