Objectives & Instructions This assignment introduces students to the Early English Books Online database (EEBO), which provides digital facsimiles of early modern books, pamphlets, ballads, plays, and more printed from 1473-1700. What does this mean exactly?

ENGL 2148 | Introduction to Shakespeare’s Plays | Spring 2022Writing Assignment #2 | Due Friday, February 11th in section | 20 possible pointsObjectives & InstructionsThis assignment introduces students to the Early English Books Online database (EEBO), which provides digital facsimiles of early modern books, pamphlets, ballads, plays, and more printed from 1473-1700. What does this mean exactly? Well, thanks to EEBO, scholars & students can interact with and even search texts that would otherwise require them to travel long distances to, say, the British Library in London. Through this assignment, students are prompted to think more deeply about publication & editorial practices and will analyze the material characteristics of books.Making use of the Early English Books Online database, you will perform a detailed visual analysis of Shakespeare’s Titus Andronicus (1594, Q1) as well as a comparative analysis of your contemporary version (that is, the copy of Titus that you’re reading for class). This assignment ought to be typed in Word, double-spaced, 12-point font (Times New Roman or Garamond) with one-inch top & side margins. Please number and staple pages together for your section leader. How to Access EEBO & Locate the 1594 TextGo to lib.lsu.edu. Choose ‘Databases’ in the catalog.Search ‘Databases by Name,’ and type in ‘EEBO.’ Select ‘Early English Books Online”—there will only be one option here.If you’re working off campus, input your LSU credentials.You’ve now made it to the EEBO website—congrats! Select ‘Search.’Type in “Titus Andronicus”—and be sure to keep the play’s name in quotation marks. Click ‘Search.’Your search will generate 36 hits. Scroll down until you find Shakespeare’s 1594 Titus, which will be the third record. Click on the thumbnail page images, which will permit you to flip through the document. Huzzah!To adjust the size of the images and zoom in on specific details, see the options immediately below the individual page images. Part One (200-300 words)Please describe the book in relation to its contents and form. For instance, consider the following:Describe the title page. What information is listed, and what information is given “top-billing” in terms of font size? Anything missing? Describe any images you see. Can we tell that Shakespeare is the author from the book itself?Is there a table of contents? A dedication? A list of characters? Other illustrations? What might the absence or presence of these items tell you about the book?Are there page numbers? If not, describe what takes its place? Are there act, scene, or line numbers? Is there marginalia or other writing present? What might that tell you about the text? (Hint: check image 40)Describe the font. Is it gothic, roman, or italic? What about the spelling? Do you notice differences from contemporary American English?Are there “catchwords” present? (Hint: a catchword is a word on the bottom of the page that anticipate the first word on the next page). What is it like to read this book?What surprised you most about this artifact? And why?Part Two (200-250 words)Here, you will contrast the 1594 text (from Part One) with whatever modern edition of Titus you are reading for my class. For instance, consider the following decisions made by the modern editors of your text:Describe the font. How does it differ from the 1594 text?Look at capitalization, spelling, modernizations, punctuation, and regularization (i.e., spelling words in a consistent fashion).What editorial materials are present? Are there glosses of words? Or footnotes? What about introductory or prefatory materials?What other information is included with the play?Describe the paper on which your text is printed.Any images present? Describe the binding of your text and its cover as well as any associated designs.Discuss a few of the major effects of the editorial decisions for this modern text. Put another way, how does this text change your engagement with Shakespeare’s Titus Andronicus? Grading RubricScoreQualitiesTo score 4/4 on each category4/4 Argument: you are original and persuasive, and it is clear to your readers why they should care about your writing. You shed new light on your subject text; your approach is legible and sophisticated. Your assignment demonstrates creativity and rigor of thought, and you take on challenging material in intellectually bold ways.  4/4 Organization: your assignment is organized logically. Its structure is maximally clear and inviting to your reader. Your reader never wonders how the parts of your assignment relate to one another.4/4 Evidence: when asked, you supply appropriate annotations or information. You do not just paraphrase material but rather engage with it critically and analytically. It’s clear that you have understood the text you are working with enough to say clever things about it, and to point to parts of the text to support your take on it.4/4 Expression: your assignment is elegantly written in lucid prose, and it avoids infelicities of word choice and punctuation. You write in full sentences (except when appropriate not to), and your writing is a pleasure to read. It is clear that you have invested time and effort in completing the assignment.4/4 Format/Editing: your assignment is formatted according to assignment guidelines and submitted promptly. It meets the requirements of the assignment, and it is free of typographical errors.To score 3/4 on each category3/4 Argument: Your work is solid and methodical but doesn’t arrest the reader’s attention with its innovativeness or creativity. Perhaps you don’t shed new light on your subject, but your approach is nonetheless legible and sophisticated—or, alternatively your ideas about the material are new and lively, but your approach might not be as legible or sophisticated as your concept requires.  Your assignment demonstrates creativity and rigor of thought, but maybe you didn’t really take on a challenge. 3/4 Organization: your assignment is organized more or less logically, though from time to time your reader might get a little lost or wonder how one part of your assignment relates to another.  You might not have signposted turns in your writing or made clear when you were transitioning from one part to another.3/4 Evidence: when asked, you supply appropriate information, but you might lean toward paraphrasing material rather than analyzing it. You’ve clearly thought about the text deeply, but you might not always offer all the support for your claims that you need to be fully persuasive.3/4 Expression: your assignment is well-written, though from time to time there might be a weird word choice or awkward phrase.  You write in full sentences (except when appropriate not to), and your writing is enjoyable to read.  It is clear that you have invested time and effort in completing the assignment.3/4 Format/Editing: your assignment is formatted according to syllabus guidelines and submitted promptly. It meets the requirements of the assignment, but it might suffer from some typographical errors.To score 2/4 on each category2/4 Argument: your work might be dutifully executed, but it might not be maximally interesting to the reader or tell a compelling story about the text you are considering. Your work is either illuminating or legible and sophisticated, but probably not both. Your assignment demonstrates thought and effort, but there’s less creativity or challenge involved than you might otherwise showcase. 2/4 Organization: your assignment struggles from time to time with its internal logic or its clear presentation to the reader. Your reader might get lost more often than she is not, or she might wonder how one part of your assignment relates to another. You might need a few more signposts or better transitions between movements of your assignments.2/4 Evidence: when asked, you might supply appropriate information, but not enough; or, you might only paraphrase material rather than engage in analysis. You might stay on the surface of the text rather than think deeply about it, or you might have a couple claims that are not persuasive because they lack the support they need.2/4 Expression: your assignment struggles sometimes with its style. One rule of thumb: when you read it aloud, it sounds clunky or hard to follow.  You write in full sentences (except when appropriate not to), but it can be confusing to follow the sense of your sentences; or, you write in incomplete sentences when full ones are appropriate. Maybe it is not totally clear that you have invested as much time or effort in completing the assignment as you might have needed—you might have rushed it.2/4 Format/Editing: your assignment is more or less formatted according to assignment guidelines—though there might be a hiccup or two in font choice, margins, or other such details for submission described in the syllabus—and it is submitted promptly. It meets the requirements of the assignment, but it might have a lot of typographical errors, or just a couple big ones (like misspelling a character’s name). There’s also a chance your assignment more or less meets the assignment requirements, but is a little too short, or went a little off topic—though it is still thoughtful and insightful and generally well-done.To score 1/4 on each category1/4 Argument: you might not be clear on the kind of work you need to be doing for this assignment. Maybe your assignment doesn’t reflect thought or effort, or maybe there’s no sign of any creativity or willingness to take on a challenge. The good news here is that your section leader is here to help and can work with you to ensure that your next mark for this category is higher. Go to your section leader’s office hours or make an appointment to talk about how to boost this mark! 1/4 Organization: your assignment seems generally disorganized, and your reader might be confused for much of the time. Talk with your section leader about developing some strategies for better organizing the next assignment, so that it reads more coherently for your reader, and so your ideas and insights translate better to the page.1/4 Evidence: when asked, you do not supply appropriate information.  You don’t analyze observations, and, as a result, your work is not especially persuasive to your reader. That’s okay—this is a process. Talk with your section leader about how you can better deploy the kinds of stuff we talk about in lecture and section—formal elements and analysis—so that your writing is more convincing in the next assignment.1/4 Expression: your assignment shows that perhaps you haven’t found your writing voice yet. You might struggle to put ideas on the paper, but they get a little too knotted to make sense to the reader. Or perhaps the work was so rushed you didn’t get a chance to execute it well.  If you’re having trouble expressing yourself on the page, don’t worry—lots of folks do, and that’s why courses like this one exist.  Talk to your section leader about how you might better translate what you want to say into what you write in the next assignment. We have tips and suggestions to help!1/4 Format/Editing: your assignment shows some significant trouble meetings the formatting and/or assignment guidelines. Talk with your section leader about making sure your next assignment gets the credit its ideas and creativity deserve by meeting the submission requirements described in this syllabus and assignment sheet.   

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