Masters, do not forget to specify, when time and place shall serve, that I am an ass …
Now is the time. This is the place.
I will be regularly awarding Golden Dogberries for “extraordinary student contributions to the existing body of work on Shakespeare / EMP”. Answers, in fact, that the much-loved constable would be proud of.
It’s genuinely remarkable, occasionally bordering on the mind-boggling, that some of these students lose all common sense and/or familiarity with their mother tongue for just one module in the year’s studies: their Shakespeare one.
Entries are anonymised, and meant affectionately. Not all of them are students I personally teach, but they are all students whose work I have marked as part of my day job. I hope you’ll enjoy your notoriety. BUT … if you recognise your work, and want your contribution removed for any reason, just drop me a line.
July 2017: Richard III (Year 9)
Student MM: “By planning to set his brother Clarence and the king in deadly hate the one against the other he [Richard] isn’t helping himself.”
Student RF: “the noun ‘villain’ in my opinion means he wants to be a villain.”
“My thoughts and feelings on this is like really scared, and it leaves you thinking is he trustworthy? Will I get killed, and why is he so hunchback?”
Student TF: “Shakespeare uses pathetic fallacy therefore the readers will not feel as intimidated because we know Richard isn’t going to hurt the audience.”
Student ON: “In the century of Shakespeare there has to be a killing in some view, the knowing speech says though out [sic] Shakespeare’s plays.”
“The word ‘villain’ describes Richard a lot! and the way Shakespeare uses this word through out [sic] the play makes us very fond of him.”
“As you can see, Richard is gaining and demanding into top royalty.”
Student OL: “The ‘G’ is important because all the characters in the play think it is George the duke of Clarins.”
Student IB: “If you think you hated Richard before, think again. This [when he woos Princess Elizabeth] is when you will despise Richard III and say that he should be banished to hell for all eternity.” (not the usual dogberry – but strong feelings, a little scarily expressed)
June 2017: Richard III (Year 9)
Student ON: “I think readers who are going to read this will remember the first quotation will think again that it already has been used before with others!? Because the context “off with his head!” is very reminding to others in the pass.”
Student CB: “Richard appears like this in the play because he has killed other people. Appearing determining with this same quote as he will do anything to be royal.”
June 2017: Macbeth (Year 10)
Student IS: “The quotation ‘What’s the boy Malcolm? Was he not born of woman?’ This shows that Macbeth does not like people who change gender as he sees them as cowards.“
May 2017: Macbeth (Year 10)
Student TK: “Shakespeare uses language to present the characters of the witches as aliens. Macbeth when seeing the witches asks ‘What are you?’ and Banquo says ‘that seem not like the inhabitants of the earth’. This makes the witches seem like aliens, as nobody refers to them as humans. Focussing on ‘what’, this shows that he cannot even guess what they are, which shows how weird the witches are to him.”
March 2017: Macbeth (Year 10)
Student EM: “At the time the play was written Scottland [sic] was very dark, wet and boggy.”
February 2017: Much Ado About Nothing (Year 8)
Student NK: “Hero is dead due to all the grief, but is still alive as it was due to a broken heart.”
Student NK: (diary entry in character of Claudio on his wedding day): “When I find that fat, selfish cow I am going to punch or beat him in any way so he feels the pain I felt.” [note to student – violence against women is never acceptable. IF this is what you are suggesting – who can say? Unless you become POTUS]
Student DM: (diary entry in character of Hero on her wedding day): “the priest asked us: ‘if either of you know any inward independent why you should not be married?”
January 2017: Richard III (Year 12)
Student CH: “Clearly, the play is designed to be acted.”
Student CH: “This is where the soliloquy takes place. This is essentially an avid and personal conversation, though one-sided.”
Student OS: “His ambition and eloquence advocated allies and rid of foes, albeit all foes or obstacles to the throne were eliminated with deadly means.”
Student OS: “In the original performances plays were long and the audience weren’t cultured enough to sit through an entire performance without tuning out some of the parts. The steady beat was to keep them on their toes”