The English Miscellany

The witty banter and rivalry that we encounter in the plays of William Shakespeare or Oscar Wilde, or the novels of Jane Austen, often presents difficulties for students who are unsure how to write about it. It's not enough just to say that a speech is funny or humorous. Even 'witty' is at times quite vague given the complexity of rhetoric and style that characters had available to them. First, there are the professed attitudes to love and relationships. Typical roles taken up by characters include the scorner of love, and the woman who rejects her suitors. Whether the underlying motivation is authentic, realistic, or psychologically coherent and credible often matters less than the sheer pleasure to be had from the verbal battles that ensue. Second, audiences are expected to enjoy the 'badinage' of witty courtiers. This is an opportunity for malicious sentiments to be expressed with wit. Communication shifts in mood and tone from shrewdness and wisdom to ext

Shakespeare in Love with Puns The second part of my exploration of rudeness in Shakespeare couples Sonnet 135 with a discussion of his work written by Dr Samuel Johnson in 1765 In this poem 'Will' is punned in a variety of senses: (1) willpower; (2) Will Shakespeare; (3) a bequest; (4) the penis; (5) future/s. Sense (4) is the one that you are least likely to encounter in discussions that want to shield readers from the reality of the eroticised encounter with the male genitalia.  Whoever hath her wish, thou hast thy Will, And Will to boot, and Will in overplus; More than enough am I, that vex thee still, To thy sweet will making addition thus. Wilt thou, whose will is large and spacious Not once vouchsafe to hide my will in thine? Shall will in others seem right gracious, And in my will no fair acceptance shine? The sea, all water, yet receives rain still, And in abundance addeth to his store; So thou, being rich in Will, add to thy Will One will of mine, t

In recent years we have moved a long way from teacher-led Practical Criticism Q&A. As learners we are always searching for fun ways to explore texts. Experience demonstrates that allowing children to be creative is an excellent way to build critical engagement. Fun means deeper learning, and in my view, play cultivates questions. So let's have the courage to allow our students to play with plots and create their own interpretations of them. This approach need not displace traditional literary/critical writing exercises. Rather, it serves as a way of incubating enjoyable and engaging point(s) of entry to the text. How does this approach work? I'm not going to write up a detailed lesson plan, but you will find a short case study below. The newspaper model can be adapted to any text. (I recently worked with this approach using Charles Dickens's Great Expectations .) The project briefly sketched below will also help the learners to be more aware of style, tone, a