~ Handbook ~

Begin by reading the introduction below. You may proceed directly from there, or use the index.

Introduction

This handbook gives suggestions about essay-writing, and information about Shakespeare's texts, theater, and style. It should be used as a supplement to or reminder of material in lectures and precepts. Each section has links to other relevant sections or to more detailed information. You may click on a link from the list at the end of a section or from the highlighted words as they appear. For instance, if you click on the word theater you'll go immediately to the relevant section, and there you'll find further links. At the end of any section you can also return to this page or to our home page.

Here are some general comments about writing in Lit 131:

A good critical essay emerges from the confrontation between an interested reader and an interesting text. It's ignited by the sparks that fly (the things that excite or puzzle you), and fanned by re-reading, thinking and re-writing. You may worry that your idea is not absolutely original: don't. If the idea you're writing about has never been written about before, there may be a good reason for that. On the other hand, you've (presumably) never written about the idea before; and since you are unique and very interesting, you'll probably bring a slant that no one else could bring. None of this absolves you from the necessity to cite, fully and honestly, any sources that have contributed to your essay. If you're in doubt about the protocols of quotation or footnotes--or the prohibition on plagiarism--check with your preceptor.

Despite popular opinion, your teachers prefer lively writing to dull writing; and despite popular opinion, lively writing is usually briefer and simpler than dull writing. The active voice is often livelier, briefer, and simpler than the passive: compare "I like this essay" to "It is interesting to note that this essay has things in it which it would be possible to like if it were not written with so many unnecessary words that the feeling one has is of wanting to scream." You are welcome to put yourself into the essay by way of the first-person singular--just so long as the expression of mere opinion ("I think Hotspur is a jerk") doesn't take the place of analysis and explanation.

Good writing is writing for an audience. Who's yours? Assume an audience that shares some basic knowledge with you: for instance, anyone reading your essay knows that "William Shakespeare, the great English playwright, wrote the wonderful play King Lear." On the other hand, don't write for just one person: "As you said in class, King Lear is a great play" is too chummy, as well as superfluous. Keeping your audience in mind is a good way of finding out whether you've adduced sufficient evidence, through analysis, to demonstrate the value and cogency of your idea.

Revise and proofread. Quote accurately, distinguishing between verse and prose. Double space. Leave margins of approximately 1.25 inches. Number your pages. Staple them together. Have fun. Revise and proofread.