This assignment is adopted from one created by Elisa Beshero-Bondar of the University of Pittsburgh-Greensburg. It serves as a model for how one might empower students as scholars of individual texts, acting as the editors of a scholarly volume. Previous work in collaborative annotation is presumed in this summative exercise. Update: Elisa has revised this assignment for fall 2015.
This is a major project assignment for our class and is designed to build upon the short annotation assignments you have recently completed. With this assignment, you will “adopt” a 19th-century British poem from the collection I have assembled. Note these poems reside at canonical digital homes (author archives and other repositories). Some options involve working solo, and others permit working in small groups. You (alone, or with your group) will take the lead in researching the contexts in which this poem was written, as well as its references to people, places, events, other writers and texts. Your annotations should guide readers through the poem’s shifts in topic, place, and tone, discuss difficult passages and comment on imagery, symbolism, and sensory effects.
Do all of your writing in Hypothesis annotations for this assignment. Your poem must have a researched and developed historical context section as a page level note. The bulk of your annotations will be targeted at particular words, phrases, or section of the poem.
At least three of your annotations should demonstrate that you have read current scholarly articles discussing this poem, and that you are extracting relevant information from these articles in your own words, geared to educating a general community of readers. We also aim with this assignment to add a layer of academic scholarship to len