Our group's goal with our annotations was to provide a variety of notable information covering linguistic, historical, and cultural elements, as well as facts about William Shakespeare's The Tempest itself, since the poem focuses on the character Caliban. In this way, we hoped even a first-year English undergraduate without in-depth knowledge of this play would be able to read Browning's poem and understand all of the constant references to specific characters and their dynamics. Furthermore, we annotated pieces of vocabulary that an average reader might not have stored in their mental dictionary. We highlighted certain connotations we considered relevant to gaining a better understanding of the narrator Caliban's psychological state and perspective on the being he considers his God and creator, Sycorax, as well as Caliban's general understanding of godhood and power. Ultimately, rather than overwhelm the reader with annotations, we strove to achieve a balance of diverse...
moreENG 334 Victorian Poetry and Prose – STM USask Dashboard
Description
This is the COVE group for English 334: Victorian Poetry and Prose at St. Thomas More College, University of Saskatchewan. Here, we can create and post timeliness on course topics, upload (public domain or creative commons) images related to our studies, blog about our research progress, and publish our chosen anthology pieces.
Galleries, Timelines, and Maps
Our group selected John Kitto's 1845 poem "Mary" for our annotation project. The poem references many aspects of the author's life such as his disability, his fascination with the east, and his romantic approach to life. Our group chose to include annotations on linguistic changes, as well as cultural and biographic information reflected in the work. Cultural and historical annotations are meant to contextualize the poem in order to aid undergraduates in understanding and interpretations, and linguistic annotations define unusual words or sentence structures and highlight specific connotations.
Cassidy Serhienko, Erin Milne, Jayson Maruschak, Stephanie Shaw
Our goal was to make our annotations of Kipling’s “If” as accessible as possible to someone who has strong reading skills but not an extensive knowledge of poetry, such as a first-year English student. We chose four categories for our annotations: interpretive, language, historical context, and structure/form. We chose to divide the work by categories (though some of us shared categories to divide the work more evenly) because we decided that it would allow the annotations to flow better, rather than splitting the poem up by stanzas. We wanted to provide basic background about who the author is and what context he was writing in. We did not want to overload the reader with information, and included interpretative analysis and links to outside resources that could aid the reader in forming their own understanding of the poem.
By Drew, Hind, and Clara:
Coventry Patmore’s Prologue from The Angel in the House was an interesting text to annotate. To create our anthology, we started our research by looking at the author’s background, in an attempt to understand how it influenced his work.
Ultimately, we tried to make our anthology understandable to an undergraduate audience. When reading the poem, we aimed to highlight whatever stood out to us, or whatever we felt an undergraduate audience would not understand.
There was a struggle differentiating between the annotation categories of textual and linguistic. Eventually, we decided that textual would refer to intertextual references, while linguistic would refer to the root words (i.e. masculine, feminine, etc.)
Hello folks!
If you can see this, you've been successfully added to the group for English 334. COVE Editions is a new tool for me as well as for you, so we will be learning together as we go here. The good news is that it's relatively intuitive—a lot like other blogging platforms if you've used them before. There will be a discussion forum on our Blackboard Learn page to ask questions about COVE Editions and COVE Studio, especially any for tech difficulties you run into, and we will use our combined knowledge to get the answers.
I'm really looking forward to seeing what our class can produce together to contribute to the knowledge about Victorian literature and culture!
— Kylee-Anne
Individual Entries
Our group's goal with our annotations was to provide a variety of notable information covering linguistic, historical, and cultural elements, as well as facts about William Shakespeare's The Tempest itself, since the poem focuses on the character Caliban. In this way, we hoped even a first-year English undergraduate without in-depth knowledge of this play would be able to read Browning's poem and understand all of the constant references to specific characters and their dynamics. Furthermore, we annotated pieces of vocabulary that an average reader might not have stored in their mental dictionary. We highlighted certain connotations we considered relevant to gaining a better understanding of the narrator Caliban's psychological state and perspective on the being he considers his God and creator, Sycorax, as well as Caliban's general understanding of godhood and power. Ultimately, rather than overwhelm the reader with annotations, we strove to achieve a balance of diverse...
moreOur group selected John Kitto's 1845 poem "Mary" for our annotation project. The poem references many aspects of the author's life such as his disability, his fascination with the east, and his romantic approach to life. Our group chose to include annotations on linguistic changes, as well as cultural and biographic information reflected in the work. Cultural and historical annotations are meant to contextualize the poem in order to aid undergraduates in understanding and interpretations, and linguistic annotations define unusual words or sentence structures and highlight specific connotations.
Cassidy Serhienko, Erin Milne, Jayson Maruschak, Stephanie Shaw
Our goal was to make our annotations of Kipling’s “If” as accessible as possible to someone who has strong reading skills but not an extensive knowledge of poetry, such as a first-year English student. We chose four categories for our annotations: interpretive, language, historical context, and structure/form. We chose to divide the work by categories (though some of us shared categories to divide the work more evenly) because we decided that it would allow the annotations to flow better, rather than splitting the poem up by stanzas. We wanted to provide basic background about who the author is and what context he was writing in. We did not want to overload the reader with information, and included interpretative analysis and links to outside resources that could aid the reader in forming their own understanding of the poem.
By Drew, Hind, and Clara:
Coventry Patmore’s Prologue from The Angel in the House was an interesting text to annotate. To create our anthology, we started our research by looking at the author’s background, in an attempt to understand how it influenced his work.
Ultimately, we tried to make our anthology understandable to an undergraduate audience. When reading the poem, we aimed to highlight whatever stood out to us, or whatever we felt an undergraduate audience would not understand.
There was a struggle differentiating between the annotation categories of textual and linguistic. Eventually, we decided that textual would refer to intertextual references, while linguistic would refer to the root words (i.e. masculine, feminine, etc.)
Hello folks!
If you can see this, you've been successfully added to the group for English 334. COVE Editions is a new tool for me as well as for you, so we will be learning together as we go here. The good news is that it's relatively intuitive—a lot like other blogging platforms if you've used them before. There will be a discussion forum on our Blackboard Learn page to ask questions about COVE Editions and COVE Studio, especially any for tech difficulties you run into, and we will use our combined knowledge to get the answers.
I'm really looking forward to seeing what our class can produce together to contribute to the knowledge about Victorian literature and culture!
— Kylee-Anne