University of North Alabama Hamlet by William Shakespeare Annotations To complete the assignment, you will need to do the following: Be sure to have read

University of North Alabama Hamlet by William Shakespeare Annotations To complete the assignment, you will need to do the following:

Be sure to have read all of the assigned text before working on this assignment.
Have access to Microsoft Word or Adobe Acrobat Reader DC on the device you wish to use to complete this assignment.
Download either this Word file or this PDF , and read the selection carefully.
Use the Comment feature to create the following types of annotation for the FULL document:
Ask at least 2 questions of the excerpt. 10 pts.
Create at least 2 comments on the excerpt. 10 pts.
Create at least two clarifications of language/passages in the excerpts 10 pts.
Use clear, appropriate language. Annotations may be informal but should follow the basic rules of Standard American English grammar. 5 pts.
Once you have completed the annotations, save your file as a new document. I recommend saving the file as “Your Name Title of the Text Annotations.” EXAMPLE: Jane Doe HAMLET Annotations.pdf. or Jane Doe HAMLET Annotations.docx Upload your saved file to the dropbox. Remember that you need to see .pdf or .doc or .docx at the end of the file name. I cannot grade files saved in other formats.

Annotation Assignment Explanation

Annotations are as old as printed texts and are the origin points for what we call the essay. Learning to annotate your readings can help you use source material in interesting ways; careful annotations will also help you document using sources more easily.

Annotations can come in three basic types:

Questions
Comments
Clarifications

Questions: You can ask questions of the text in an annotation. Imagine that you are jotting down questions that you might ask the author. These questions should make specific reference to passages within the text and should focus on issues of content or of style. Content questions might explore where the author’s ideas come from (Where did this image come from?), what the effect of the author’s description is (What emotion does this passage evoke?) or how much information is presented (Why use this piece of information? Are the pieces of information missing? Why?). Style questions will look at word choice, sentence structure, and literary terminology (Why use this metaphor? What is the effect of rhyme here?)

Comments: Respond to what the author has to say. Comments can be as simple as “This is confusing.” to the more complex, a response to the author’s ideas. Comments should be narrowly focused and should attempt to add to the conversation about the text by applying your own knowledge regarding literary devices and/or the story/narrative/poem.

Clarifications: Sometimes the language of a text is confusing. Clarifications allow you to make clearer what is confusing. Clarifications often supply definitions to unfamiliar terms or take the complicated language of the source and reword the idea in your own language for easier reference. To clarify the definitions of terms, I recommend using either the Merriam-Webster Dictionary (Links to an external site.) or the Oxford English Dictionary (Links to an external site.).

For this assignment, you will be given a passage from the work to annotate using either Microsoft Word or Adobe Acrobat Reader DC.

Remember that you have access to several Microsoft Office products through the university. If you have not downloaded your Microsoft Office package through UNA, you can find instructions to do so here (Links to an external site.). You will use the comment feature in Word to annotate the document.
Alternatively you can download Adobe Acrobat Reader DC free here: https://get.adobe.com/reader/ (Links to an external site.). Use the highlight and notetaking features in Adobe Acrobat Reader DC to create your annotations.
Video walkthroughs for Word and Adobe are posted below:
(Videos to be posted by June 10th)

For a sample annotation, see this file.

To complete the assignment, you will need to do the following:

Ask at least 2 questions of the text. 10 pts.
Create at least 2 comments on the text. 10 pts.
Create at least two clarifications of language/passages in the text 10 pts.
Use clear, appropriate language. Annotations may be informal but should follow the basic rules of Standard American English grammar. 5 pts.

Once you have completed the annotations, save your file as a new document. I recommend saving the file as “Your Name Title of the Text Annotations.” EXAMPLE: Jane Doe The Iliad Annotations.pdf. Upload your saved file to the dropbox. Remember that you need to see .pdf at the end of the file name. I will not be able to grade files saved in other formats.

Annotations Rubric

Annotations Rubric

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeQuestionsThese questions should make specific reference to passages within the text and should focus on issues of content or of style. Content questions might explore where the author’s ideas come from (Where did this image come from? Why make this association?), what the effect of the author’s description is (What emotion does this passage evoke? Why evoke it?) or how much information is presented (Why use this piece of information? Are there pieces of information missing? Why?). Style questions will look at word choice and sentence structure.

10.0 to >7.0 pts

Productive Questions

Questions posed will lead to greater interaction with the work. The answers to the questions will require someone to look back at the work for specific evidence.

7.0 to >0 pts

Unproductive Questions

The questions asked have obvious answers when the passage is considered in connection with the rest of the text. The questions can be answered with a simple “yes” or “no.”

10.0 pts

This criterion is linked to a Learning OutcomeCommentsComments can be as simple as “This is confusing.” to the more complex, a response to the author’s ideas. Comments should be narrowly focused and should attempt to add to the conversation about the text by applying your own knowledge regarding literary devices and/or the story/narrative/poem.

10.0 to >7.0 pts

Productive Commentary

Comments focus on interpretation and analysis or explorations of the use of specific literary terminology.

7.0 to >0 pts

Unproductive Commentary

Comments focus primarily on statements of preference such “I like this” or “I don’t understand.” without making clear what in the work lead to that response.

10.0 pts

This criterion is linked to a Learning OutcomeClarificationsClarifications allow you to make clearer what is confusing. Clarifications often supply definitions to unfamiliar terms or take the complicated language of the source and reword the idea in your own language for easier reference. To clarify the definitions of terms, I recommend using either the Merriam-Webster Dictionary or the Oxford English Dictionary.

10.0 to >7.0 pts

Productive Clarifications

Clarifications focus on vocabulary that the average beginning literary scholar may find challenging or unfamiliar. Successful clarifications will use the dictionary as a starting point rather than the sole means of clarifying a term.

7.0 to >0 pts

Unproductive Clarifications

Clarifications fail to make clear how the term is used in the work OR rely entirely on the dictionary to explain the term.

10.0 pts

This criterion is linked to a Learning OutcomeStandard American English GrammarWhile the annotations may be informal in style, they should still follow the rules of standard American English grammar.

5.0 to >1.0 pts

Effective Use of Standard American English Grammar

Ideas are presented clearly in complete sentences that are mostly free of major errors (sentence fragments, pronoun-agreement errors, subject-verb agreement errors, and run-on/comma splices) but may have some minor errors (inappropriate punctuation, spelling errors, confused phrasing).

1.0 to >0 pts

Ineffective Use of Standard American English Grammar

Ideas are not expressed clearly because of multiple major (sentence fragments, pronoun-agreement errors, subject-verb agreement errors, and run-on/comma splices) and minor (inappropriate punctuation, spelling errors, confused phrasing) errors.

5.0 pts

Total Points: 35.0 Sample Annotation
Source Text: “Danny Deever” by Rudyard Kipling Taken from
https://www.poetryfoundation.org/poems/46782/danny-deever on September 4, 2018.
‘What are the bugles blowin’ for?’ said Files-on-Parade.
‘To turn you out, to turn you out,’ the Colour-Sergeant said.
‘What makes you look so white, so white?’ said Files-on-Parade.
‘I’m dreadin’ what I’ve got to watch,’ the Colour-Sergeant said.
For they’re hangin’ Danny Deever, you can hear the Dead March play,
The Regiment’s in ’ollow square—they’re hangin’ him to-day;
They’ve taken of his buttons off an’ cut his stripes away,
An’ they’re hangin’ Danny Deever in the mornin’.
‘What makes the rear-rank breathe so ’ard?’ said Files-on-Parade.
‘It’s bitter cold, it’s bitter cold,’ the Colour-Sergeant said.
‘What makes that front-rank man fall down?’ said Files-on-Parade.
‘A touch o’ sun, a touch o’ sun,’ the Colour-Sergeant said.
They are hangin’ Danny Deever, they are marchin’ of ’im round,
They ’ave ’alted Danny Deever by ’is coffin on the ground;
An’ ’e’ll swing in ’arf a minute for a sneakin’ shootin’ hound—
O they’re hangin’ Danny Deever in the mornin!’
Annotations for William Shakespeare, Hamlet
Act 1, Scene 3, Lines 60-87
Polonius (Speaking to his son Laertes as he departs for Paris)
Yet here, Laertes? Aboard, aboard, for shame!
The wind sits in the shoulder of your sail,
And you are stayed for. There, my blessing with thee.
And these few precepts in thy memory
Look thou character. Give thy thoughts no tongue,
Nor any unproportioned thought his act.
Be thou familiar, but by no means vulgar.
Those friends thou hast, and their adoption tried,
Grapple them unto thy soul with hoops of steel,
But do not dull thy palm with entertainment
Of each new-hatched, unfledged courage. Beware
Of entrance to a quarrel, but, being in,
Bear ’t that th’ opposèd may beware of thee.
Give every man thy ear, but few thy voice.
Take each man’s censure, but reserve thy judgment.
Costly thy habit as thy purse can buy,
But not expressed in fancy (rich, not gaudy),
For the apparel oft proclaims the man,
And they in France of the best rank and station
[Are] of a most select and generous chief in that.
Neither a borrower nor a lender [be],
For [loan] oft loses both itself and friend,
And borrowing [dulls the] edge of husbandry.
This above all: to thine own self be true,
And it must follow, as the night the day,
Thou canst not then be false to any man.
Farewell. My blessing season this in thee.

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