CRITICISM
Eliza Haywood and Empire: Exposing Empire in the Female Spectator
Constructing and Performing Masculinity in the Novels of Richardson, Radcliffe and Austen
Character and Context in Equiano and Swift
“The Power of my Pen”: Wielding Subjectivity to Engage and Influence the Collective Experience of the Nation
Dividing the Kingdom: Non-Monarchical Perioditization of English Lit
Lesson Plans
It’s all in the family (business): Divided Power and Organizational Behavior In King Lear, Act 3
“Thou think’st ‘tis much that this contentious storm invades us to the skin. So ‘tis to thee, But where the greater malady is fixed the lesser is scarce felt. Thoud’st...
Othello and the Drama of Basic Cable: A Lesson Plan
Preface: Playwrights and journalists tell stories; reality is for the courts to decide. The question of OJ's guilt or innocence will be tested by various technical procedures specific to the...
Lesson Plan for: Dividing kingdoms, people, and minds: King Lear, Act 1
"'I've always been an actor,’ said Mr. Taylor, who is 35 and serving five years for cocaine possession and battery. ‘We always have on our masks -- life is a...
Shakespeare’s Prince: A Lesson Plan for Contemplating Shape-Shifting & Authenticity in Shakespeare’s Henry IV Part 1
“It is necessary for a prince, who wishes to maintain himself, to learn how not to be good and to use this knowledge and not use it, according to the...
Fortune’s Fool: A Lesson Plan for Romeo & Juliet
Romeo+Juliet+Fortune “I am fortune’s fool!” Romeo cries after killing Tybalt (68). This lesson plan asks students to perform a close reading of that scene, and to identify/examine the other utterances...