Understanding Sonnet 130 (Preview)

Close Reading of Sonnet 130: Form, Theme, and Cultural Context (and a Rage Comic)

I’m preparing to teach Shakespeare again this fall. Seton Hill offers the course every other year, so each time it comes around, it feels new.  The course will focus on plays, but I do like starting out with a brief unit on the sonnet in order to help my students get accustomed to the language. It occurred to me that a lecture on the sonnet would be a good place to start…

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Misleading Publisher Email Promises Paid Stipend, Delivers Lottery

An email from a reputable higher education publisher just landed in my inbox. “Paid Invitation to Review Digital, Print Products.” But the actually messages says “If you complete the survey by July 21st, 2015, your name will be entered into a drawing to receive one of three $50 Visa Gift Cards.” Hm… how would Reputable Academic Publisher like it if I “paid” for their products by taking dozens of titles from their…

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Journalism academics: mocked by the media and stifled by universities

  [T]he traditional consensus is that journalism education should be focused on practical vocational skills including shorthand, news gathering and news writing and yet it is situated within an academic environment, whose core business is research.Although the practitioner academic is fairly common in universities today, due to the huge rise in converted polytechnics teaching vocational courses, a big divide still exists between practitioners and researchers. |  I recently decided that…

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Understanding Shakespeare: “Pick a play. Click a line…”

Pick a play. Click a line. Instantly see articles on JSTOR that reference the line. Understanding Shakespeare is a collaborative project between JSTOR Labs and the Folger Shakespeare Library. It’s a research tool that allows students, educators and scholars to use the text of Shakespeare’s plays to quickly navigate into the scholarship written about them—line by line. Source: Understanding Shakespeare

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Why Love Lyrics Last

I am inclined to agree with the “favorite scholarly idea” that is here criticized, if only to offer a counterpoint to the notion that the “I” who speaks in each Shakespeare sonnet is a coherent and consistent stand-in for Shakespeare himself, and that the proper way to understand a poem is to imagine a situation that might have motivated the poet to write this poem. In order to teach literary…