Personal Blogs

2 November 2024

It’s time to do a bit of catching up. I save all the email notifications about forum posts, and I put them in a separate folder. Before moving towards looking into the detail of the TMA question, I’m going through them all, just to get a sense of what they’re all about. Before making this post, I’ve made four short posts: a comment about The Spanish Tragedy (mostly saying that I don’t yet understand it), one about Julius Caesar, one saying something about Love’s Labour’s Lost, and another one about As You Like it. I really had to struggle to remember what happened in Love’s Labour’s Lost, but I remember adding some notes in the bit of the module website.

Our tutor has posted some FAQ notes, which are helpful. Some points that I’ve noted down are: look at the English Literature Toolkit for guidance about close reading, look the Renaissance Rhetoric document, the module glossary, the Oxford English Dictionary and some OpenLearn resources. The three resources that are relevant are: Approaching plays, Approaching poetry and Approaching prose fiction.

5 November 2024

I’ve started to prepare for my TMA 1, albeit quite late. 

I’ve clicked through to the independent study, and I’ve looked at the suggested options: exploring a 2012 film adaptation (which I’ve watched whilst working through the module materials), read two critical essays (some suggestions are offered), something about Plutarch’s Lives (which are at the back of our set text), and the role of women in Julius Caesar. Although I’ve kind of done the first activity (but not really thought about the setting and direction much), I’m interested in the final activity. This said, what I’m probably going to do, is to quickly read through the introduction of the set text (I’m sure that alternative option is okay!)

Before I get there, I’m just going to remind myself by doing a quick re-read of Chapter 4: Julius Caesar and the shape of Shakespearian tragedy, and have a good look through the additional notes about Renaissance Rhetoric.

7 November 2024

Well, I think I’ve written a reasonable draft of my TMA. I compiled a whole lot of notes together when I was in London yesterday morning. I then continued my reading, writing, and editing this morning, from deepest Lincolnshire. 

Whilst on one hand, I have felt that this one has been a bit of a struggle, I quite enjoyed how it has all come together after putting in the groundwork. I’ve emailed a PDF to myself, so I can do some proofreading on my Kindle in the morning, before making some final edits.

There isn’t much of a break. The next TMA is due to be submitted by mid-December.

8 November 2024

Well, it has gone in. My first TMA for my first level 3 literature module.

I’ve looked ahead: the next chapter is all about Hamlet. I’ve eyeballed the independent study options, and whilst I might have a look at some other sources, I’m quite drawn to the activity of looking at the different versions of the text. At this point, more importantly, I need to make sure I get my head around the chapter of the module materials.

11 November 2024

Slightly worried the next deadline, I got stuck into Hamlet. I began with a video that I found on the module website, followed by a document that highlighted differences in one of Hamlet’s speeches. I then discovered an In Our Time Podcast which I thought was brilliant. The guests spoke about differences between the texts, and the different characters. I’m going to give it another listen. Now that we’ve done an exercise in close reading, I’m going to do my own exercise in close listening.

I’m up to act 4 of the set text, which is Q2, rather than the FF (if you know about this stuff; I didn’t know about this stuff until very recently). I’m surprised at how well I’m following it all. Looking back, I remember seeing two film versions of Hamlet (one with Laurence Olivier, another with Mel Gibson), a recording of an RSC performance, and a live performance in Catford. Each one was, of course, pretty different. A question I’m toying with is: why is there no clown? There are bits of the play which suggests that, perhaps, Hamlet is the clown? I should be done reading it in a couple of days. I’m actually reading it out loud to myself.

The side effect of all this is that I feel as if I’m now talking in iambic pentameter.

A final note for today: my tutor has sent a note encouraging me to start thinking about the EMA question, encouraging me to make notes whilst I do the various independent study option (I’ll share a top level summary of what I’m doing in this blog). It’s a useful reminder. I need to find a few moments to look at the EMA options.

16 November 2024

Catch up day. I’ve chosen independent study option 1 for chapter 5. To make it easy for myself, I’ve put the text in a Word document, adjusted the font to make it bigger, and I’ve emailed it to my Kindle, so I can read it a bit more easily; my eyes are getting old. Plus, I can scribble on it with a digital pen, which will help with understanding the text.

I’ve realised that I’ve already done independent study option for chapter 6: watch a production of Hamlet. You could say I’ve watched quite a few of them.

My plan for today: read The Story of Amleth by Saxo Grammaticus, read chapter 6 of the book, and look at both the TMA and the EMA question.

Okay, I’ve chosen which TMA option I’m going to go with, and I’ve had a first go at finding some sources. I’ve found about five so far. I’m going to email these to my Kindle and hope to read these over the week.

My final bit of work for the day: I know which EMA option I’m going to do. I just need to make a choice about which set texts to choose. There’s quite a bit of time between now and the end of May so I have a bit of time to choose, but I do know that there’s quite a bit of pace to it all.

I’m starting to feel a difference between level 2 and level 3 study. I have a feeling I’m going to puzzle over TMA 2 (and the EMA).

22 November 2024

I’ve fallen off the study train since I’ve had to focus on my day job, where I’ve been going through other module materials. This said, I have been to one interesting and related event; an annual digital humanities workshop, which was facilitated by some colleagues who have been involved with the writing of the modules I’ve been studying.

Yesterday I received my TMA 1 result. I’m pleased with it, but I would have liked a higher score. I’ll be really happy if I can keep this up, but I know it’s going to be a hard slog. There has been loads of chatter on the module WhatsApp group from other students about the return of their TMA results.

The biggest learning point I’m taking away from my TMA is: be more secure in your own opinions, and try to get different sources to play off against each other. Good advice, which I need to remember.

Before delving into my day job in a lot of depth, I’m going to listen to a tutorial that I missed. There was chatter on the WhatsApp forum about that too.

25 November 2024

I feel I’m making a bit of progress, in terms of starting to organise my thoughts for the next TMA. I’ve downloaded about four or five different papers that relate to the TMA theme, and I’ve scribbled on all of them using my Kindle Scribe (or whatever it is called). One of the papers offers a set of useful definitions which I can work with. Another paper articulates the exact same idea that I had about Hamlet. I guess that is encouraging, since that might suggest that I’m starting to think like a critic?

On Wednesday I may have a bit of time to transcribe my annotations and thoughts, so I can begin to order them. In doing this, I hope to crystalise my opinions.

I’m slightly behind on the module planner, but not too behind.

There are some rumours on the WhatApp group about what is in TMA 3. I haven’t looked yet. I feel I can do TMA 2, but the rest are complete mysteries to me.

28 November 2024

I didn’t manage to do any note taking yesterday despite the best of intentions. I hauled all my books to a medical appointment, but there was no way I could find a quiet corner.

I’ve listened to two tutorials this morning. The first was recorded by my own tutor, and the second was by another tutor, which was all about Spencer. Both tutorials were really helpful, even though I’m not doing the Spencer TMA option. It was especially helpful since I’m a bit behind the reading; it shared a framework that will help me understand more clearly the reading.

Next steps? Over the next couple of days there are some really long ‘composite’ tutorials, which should be interesting. When I’ve been to one of those, I’ll be ready to start my TMA. I still need to keep up with the reading, though.

In my day job, I’ve got some tasks where I need to find some headspace some writing that also requires a bit of problem solving.

29 November 2024

Another day, another set of tutorials.

Today we had one about Hamlet, one about Donne, one about Spencer, and one about independent study. The study session focussed more on rhetoric, which I’m quite comfortable with. I recognised all the techniques that were mentioned, but I don’t know the names for everything.

I think I would like to do the earlier independent study option which was to read some essays by Michel de Montaigne.

Now that I’ve attended two tutorials on Hamlet, have written a bunch of notes, I feel I need to write my notes up, pick a few passages and then start to pull everything together.

The module calendar says that I’m now officially behind.

On 18 October 2024, I attended an Arts and Humanities study day which took place at the OU campus in Milton Keynes. There were a couple of other versions of this day, which took place at other locations. I think there were events Wales (I think in Cardiff), and another one in Scotland (I think in Glasgow), and another in Belfast, but I don’t know the specifics.

This 2024 event follows the study event that I attended in 2023 which took place at the London School of Economics. I attended this event whilst wearing a couple of metaphorical hats. The first was, primarily, as an A334 literature student (I can scarcely believe that I’ve just started my first level 3 module, which I’m a bit worried about), and second as someone who works in the STEM faculty; I was there to see what the FASS faculty was getting up to.

The event began with an introduction by Donna Loftus and Tim Hammond. I remember Tim from last year, perhaps because he gave me a pencil and offered a gentle jokey implication that I might “join the scientists”. Anyway, I missed Tim’s introduction, since I got lost on my bike ride from the Milton Keynes train station. Apologies Tim!

Study Skills Session

The first session I attended had the title L2&3 English Literature which was facilitated by Peter Lawson. He opened with a comment about the broad skills that are needed: ‘a sensitivity to language, an ability to spend time reading, intelligence to connect sentences, plots and narratives’.

There were some useful practical pointers: make sure we know our way around the assessment guide (and make sure that we read it properly), the module guide, and be aware of the English Literature Toolkit.

Peter took us through some learning outcomes that were from A335, but also apply to some of the other modules too. OU learning outcomes are divided up into a number of different categories (and these categories apply to all modules, science modules as well as arts modules): knowledge and understanding, cognitive skills, key skills, and practical and/or professional skills.

Breaking this down further, knowledge could include knowledge of genres, set texts, contexts, use of different types of media, and understanding the processes through which text can become canonical. Cognitive skills relate to the comparing and contrasting of texts, reading articles for scholarly voices, identifying texts for further study, relating texts to their historical and cultural contexts. Key skills: building arguments (or, preparing a well written discussion), and selecting of resources to create your argument (discussion), development of independent study as well as collaborative working. Regarding professional skills: effectiveness of communication, using a range of different tools, planning and time management.

Peter shared some important practical tips that can be easily overlooked, since they sound very obvious: read the question more than once, look for any accompanying guidance that relates to the question, be mindful about the word limits, note the referencing format, make targeted notes to help you answer the question, and set aside time for planning.

It was also interesting (and reassuring) that the abbreviation PEAL was highlighted, which can help with the writing of essays. Each paragraph should begin with a Point, provide Evidence (which could be a quotation to, or reference of a text, or a point that a critic has made), a sentence that Analyses the text that has just be shared, and then offer a Link back to the question. Another use of L I’ve heard, is to provide a Linking sentence to the next point of an argument (or discussion). A related (and very obvious, and very simply) tip that I’ve remembered is that a paragraph should only present or share a single point.

Another tip was, when it comes to TMAs, avoid any unnecessary ‘waffle’. In other words, don’t be rhetorical.

Finally, before you submit something, check a submission for errors, checking for spelling and grammar. My own approach is to read through a double-spaced printout a day before I submit, covering it with my own red pen. I’ve been thoroughly astonished at how much nonsense I’ve very nearly submitted to my tutor.

It’s interesting that the TMA 1s for all the literature modules explore a similar skill: close reading a fragment of text. Some further tips: check the set text from where your bit of text has come from, get a printout, and add a whole load of notes. On the topic of notes, I noted down that on A334 TMAs 3 and 5 require evidence of sources from outside the module materials. In other words, have a look to the library.

Write Now!

Next up, was a return to the Berrill Lecture Theatre, which was were the introduction had taken place. This shorter session was all about the Write Now! online sessions, which are designed to, well, get everyone writing.

We were asked to complete a couple of structured freewriting activities, having been asked a couple of questions. The first question was: ‘how do you feel about being an OU student?’ The second was: ‘what are your goals for developing your skills as an academic writer doing your studies this year?’ Following Peter’s session, I wrote down ‘using other resources, using opinions of critics and understanding what they are’.

I made a note of a couple of closing points: many arts and humanities modules are running the Write Now! sessions. Also, writing isn’t easy. It can take time what works best for you, which means being open to new ideas and approaches. Finally, accountability can be useful.

I interpret this final point to mean: it can be useful to set yourself targets, but equally, it may well be useful to tell other people that you’re doing studying for certain periods of time.

Five things to know about literature

This next session was facilitated by Richard Jones, Head of Discipline, English Literature and Creative Writing. Underpinning his session, he had a key question: what does it mean to study literature? What follows is a summary of his headline points, which I’ve summarised from my own notes. Any mistakes are my own, rather than Richard’s:

1) Form

When it comes to literature, forms could be categorised as poetry, prose, and drama 

Within these forms, there is the notion of genre, which relates to ‘a type of something’ where a reader has a set of expectations about ‘the forms’ that are used.

Breaking this down further, poetry can contain rhymes, rhythms and patterns, use imagery, employing techniques such as metaphor and personification. (I’m expecting to find out a lot more about all this in the second half of block 1 of A334). Prose can be, of course, novels and short stories. Dramas are, of course, plays.

2) Nuance

Texts can be read in different ways. There is ambiguity within literature.

3) Time (or history)

Literature has been created during a particular time. Reflecting on this point, literature can be performed, interpreted, and used within different times. There’s a point here about the use of language, and that meanings of words can change over time.

4) Words (or language)

We’re inside language, which means that we’re studying language and its use very closely.

5) Work

This can have an ambiguous meaning. It can mean the work of writing, or it can be ‘a work’ of art having been produced. It can (of course) be hard work to figure out what a text means. Also, the work of others find their way into other works.

Special interest talk: Ekphrastic approaches

The final session of the event had a curious title: Working with artists - ekphrastic approaches, which was given by Joanne Reardon. Apparently ekphrasis means ‘writing about art’, which is a word that was completely new to me. In some respects, this final talk was about writing practice and how writing and art can be connected together.

During this session I scribbled down a few points on my notebook, which paraphrase. These are that ‘writers can make excellent collaborators’, and that ‘a writer is always looking for what isn’t there’. Also, when writing or considering works of art, a great question to ask is ‘what emotional impact does it have on you?’

Reflections

The sessions of the literature stream all relate to an interesting theme: the work of writing. Peter’s session focussed on skills that relate to our work of writing TMAs, Richard’s session explicitly mentioned the notion of work in its different forms, and Joanne’s reflections on her own work as a writer offers a nice conclusion to the day.

There were a couple of bits that I skived off from: the music bit, which was open to everyone, and the library session (I’ve been to quite a few of those). It was really nice to meet with fellow students, which really underlines the importance and value of face-to-face events.

On this final point, it would have been nice to have more discussions. It would also be useful to share experiences of study between the different levels. As a new third level student, I’m not (yet) entirely sure what I have in store for this forthcoming academic year.

Many thanks to all the organisers and facilitators. A really helpful set of sessions. As mentioned in the final paragraph of the summary of the 2023 event: face-to-face is important.

1 September 2024

I’ve been looking through some of the databases we have access to. I had a look at the Oxford English Dictionary (OED), Early English Books Online (EEBO), Eighteenth Century Collections Online (ECCO), The Reading Experience Database (UK RED) and ProQuest One Literature (PQ1L).

I did a few random searches in EEBO and I was amazed at the number of curious books I could find. When messing with ECCO I was very impressed that it could relate textual searches to sections of manuscripts. The Defoe search was a great exercise. I found the UK RED database interesting, but a bit more curious. I’m guessing it can be useful to understand more about how texts are talked about, received (by the reader and readers) and shared. It was interesting to discover a suggestion that Austen had read Gulliver’s Travels, evidenced by a letter where she mentions horses.

What struck me about the PQ11 database is the extent to which it is possible to gain more directly access articles written by critics. For the A233 I was relying on the OU library to find critical perspectives and voices. Whilst I did okay, there this might have been a more useful (and faster) too.

This activity has also helped me to think about my day job. When I was a computing research student I remember discovering an article that related literary criticism and choosing bits of software to solve a problem. At the time, I didn’t really fully appreciate what it was going on about and why it was important. I’m now beginning to see its point. Practicing software engineers need to be critics. At this point, I’m on the cusp of digressing completely, so I need to stop. I’m noting all this down since I wanted to remember this reflection.

A final task in the morning: a listen to the audio about how the module approaches equality and diversity, and how it speaks to people from different backgrounds. A great listen.

5 September 2024

My module blocks have arrived! They are now decorating my desk, and will probably do so for a couple of weeks. This said, I’ve done couple of random bits of early ‘study’. 

I’ve leafed through the introduction to the Turkish Embassy Letters. Having once written a travelogue of my own, I have a feeling that this might me ‘my kind of book’.

I enjoyed ‘The Playhouse’ video. There’s a lot in that one; the history of The Globe and The Rose theatres. One of the things I’m going to do is to have a cycle down to the South Bank to find ‘New Globe Walk’ and ‘Rose Alley’. I need to watch this one again.

I’ve also had a watch of the Book 1 Chapter 1 video, Performing As you like it. In the introduction, Danson Brown shared the view that “the old fashioned view was that the text was king”. The director who is featured in the video asks the question about whether performance should be king.

It was also suggested that the job of a director is to make the text clear, and to help the audience believe the characters. Often, directors make some cuts of the text to make plays more accessible. In the video there are comments about the interpretation of words and the playing scenes.

An interesting comment is that As You Like It is a play about education, that “it is a practical tutorial in love”. Being new to the play, and having only been through the text once, I’ve yet to form my own view, but it’s an interesting perspective.

The key point of the video is that there’s a difference between how academics read and analyse the texts, and how directors interpret texts so they can be performed. Everything depends on your perspective.

The final thing I do is to have a quick look at the independent study section, just to get a feel for what we have in store. All the independent study sections are in a single document, which makes everything easy to navigate; there is one section for each of the block chapters. The option for the first chapter are: explore another Shakespeare comedy (which is an activity I quite like the look of), read the introduction to the set text (which is quite lengthy), read two essays (which look quite interesting), and review timelines of As You Like It (which will take quite a bit of time).

I’m clearly going to be busy.

8 September 2024

One of my lockdown discoveries was cycling. From where I live in London, I discovered that I can relatively easily cycle to most of central London. Itching for a bit of exercise, I decided to go on a mini field trip, to find the site of The Rose playhouse.

It wasn’t too difficult to find: I picked up a cycle path from Greenwich, followed the path to London Bridge, and then headed towards Southwark Bridge. When heading north, I took a left, and then took a right, and then found Rose Walk, which was featured in one of the materials on the module materials. It took me about 35 minutes to get there, which was pretty good going.

It turns out that the venue has 6 plays in a single day! On one Saturday, the programme begins with Dr Faustus by Marlowe, and then finishes with Hamlet. These are all clearly abridged; each play is said to last one hour.

I’m going to have to come back.

11 September 2024

Towards the end of last week, I noticed a copy of Bill Bryson’s biography of Shakespeare languishing on my shelves. I can’t remember where it came from; I think it must have been either a Christmas or birthday present. I’m roughly halfway through it, and there’s a lot that I recognise that is also covered in the Greenblatt text.

One thing that really interested me was a reference to other writers. Kyd gets a mention. There was also a reference to someone called Thomas Heywood (Wikipedia) who is said to have written over 200 plays (of which only a small number are said to survive). Who is this Heywood?

13 September 2024

Continuing with independent study, I found a couple of interesting resources on BBC Sounds: an episode of In Our Time that was all about Marlowe, and short three part crime drama, which was all about Marlowe’s death. I have no idea about how they will stretch it out to three hours… If I can find the time to listen, I’ll find out.

I listened to In Our Time early one morning, but fell asleep, waking up at the moment where the presenters were discussing what evidence there is about Marlowe being a spy. I really need to give it another listen when I’m a bit more awake.

As an aside, Marlowe is buried not too far from a new bakery I regularly visit. I’m getting to know Deptford quite well, but I don’t tend to visit too many ale houses.

14 September 2024

Over the last couple of days, I watched an RSC production of Love's Labour's Lost on Drama Online.

To help with my study I downloaded a copy of the text from Project Guttenberg.

When learning plays, I tend to read a synopsis on Wikipedia to help me to figure out what is going on.

An independent study task is to compare the play with As You Like it. Some things that I’m going to look at are: characters, plot, setting, and use of language. Specifically, how verse and prose used? Also, is it a similar length to As You Like It?

I’m not going to write a lot here, since I’m going to let the play sit with me for a while. 

I really liked was the RSC’s staging, especially the context that the production used, which worked really well with the ending, amplifying the themes of the play. I also liked that it had a play within a play, which reminded me of A Midsummer Night’s Dream. Two three simplistic points: there was the role of the clown (which has some similarities to As You Like It), and the role that verse plays, and there is a diversity (but a symmetry) of characters.

Another thought that crossed my mind: perhaps I could watch Dr Faustus, which is also available on Drama Online. I’ve heard it mentioned so many times. I know it only by reputation.

I’m keen to get ahead, since I know that I have a challenging couple of months in front of me, where I won’t have an environment that is very conducive to study, whilst doing my best to do my day job.

15 September 2024

As hoped, I watched a production of Dr Faustus through the Drama Online library. What follows are a rough set of notes, since I’m letting it all sit with me for a while. The production was impressive, taking place on two levels in the Greenwich Theatre, which I’ve been to a couple of time before. (I think It was by the same production company with made a version of The Dutchess of Malfi, which we covered on an earlier module).

The play had clear and direct references to scholarship and study. Faustus mentioned the disciplines of medicine, law and divinity, whilst expressing an interest in divinity. This may well link to Marlowe’s experience of being a scholar at Cambridge, and having been from Canterbury (I picked all this up through an episode of In Our Time). Faustus ignored all these subjects in favour of necromancy, where he conjured up a spirit called Mephistophilis who was a constant presence through the play.

I’ve noted down the occasional interesting line, such as “I think hell is a fable”, which I expect had a dramatic effect. There were also regular references to ‘books’, books which provide details about how to do necromancy. This reminded me quite a bit of The Tempest, where there is Prospero. Notably, towards the end of the play, I noted down the words “I’ll burn my books” when Faustus became overwhelmed by the impact of his own actions.

Remembering a discussion from In Our Time, an interesting question to ask is: could Marlowe have written comedies? There were certainly some funny moments in the Drama Online production.

Whilst I was watching Dr Faustus, I was reminded of Harry Potter, and the young wizards use of Latin sounding incantations to execute spells. The thought that is rattling through my head is: how come ghosts, spirits and magic have such a hold on art and literature? Why do they feature so regularly in depictions of the human condition? Not being spiritual at all, and not being a follower of any religion, this is something that I struggle with. This said, this might speak to why I find studying the humanities interesting.

I liked Dr Faustus. Without using too many words, I found it a pretty scary play. The Drama Online struck me as the Elizabethan version of a horror movie.

16 September 2024

I’ve found a series on BBC Sounds called The Shakespeare Sessions. I recently listened to an episode called Exit Burbage which I thought was really interesting. I do recommend it. There’s a reference to an archive in Washington, a recreation of the Blackfriars Theatre in Virginia, a reference to a painting of Burbage in the Dulwich Picture Gallery, which I’ve never visited.

Looking on a map, the road next to Dulwich Picture Gallery is called Burbage Road.

I need to make a visit.

18 September 2024

I’ve finally finished the Bryson book. I enjoyed it. I particularly liked the section where he talks about Shakespeare’s changing reputation over time. There was also a reference to the Folger library, which was mentioned in the podcast I listened to.

Next steps: continue to have a listen to the BBC Sounds series that I found, and finally get onto reading the first chapter of the module block. After this, I’ll return back to the module website to see what else is coming up.

I’m very mindful that I need to continue to get ahead, but I’m also mindful that the module starts soon.

20 September 2024

I went to see a production of Hamlet last night. It took place at a local theatre. I was really looking forward to it. I had been to the ‘studio’ bit of my local theatre, but not the main one, which has a capacity of eight or nine hundred. I was intrigued about what it was going to be like. I was also in for an unexpected surprise; the box office had upgraded my ticket (to make sure the audience gets a bit closer to the stage).

The production was by a company called The Lord Chamberlain’s Men; a name of a company that is mentioned in the module materials (but it obviously wasn’t the same one, having been founded in 2005).

The performance lasted just over two hours, which meant that there were clearly some sections that were cut. Plus, all the actors had to speak pretty quickly to get through all the action. Being a ‘traditional’ company, all the women were played by men. Whilst they did a pretty good job of it, I did question this particular nod towards authenticity.

The pace had a curious effect on how Hamlet came across. The actor who played the miserable prince was positively cheery. This said, he was very good at fencing.

The performance made me reflect on how I related to the play. It’s themes of grief and loss resonated, and its conclusion emphasises potential consequences of it were to become all encompassing. Grief is about life, but grief can cast a shadow over light.

I think I’m beginning to ‘get’ the cathartic role of tragedies.

24 September 2024

A fellow student from our WhatApp group said “it’s starting to get real” after announcing that it was possible to book on tutorials.

I’ve booked onto pretty much everything I could. My diary is now jam packed with interesting sounding events.

It is starting to get real.

25 September 2024

An email from my tutor, which had a link to a very reassuring and thorough introductory video. 

Interestingly, I don’t make a video recording for my undergrad students (yet), but I do for my postgrad students, where make an Adobe Connect empty room recording. 

As a part of his video, he asked two questions: what I was looking forward to (Shakespeare), and what I wasn’t looking forward to (Austen).

No study today; I’ve been too busy marking exams.

30 September 2024

A couple of days ago I heard from my tutor; we exchanged a couple of friendly emails.

I’m aware that this pre-start month is slipping through my fingers and the module is just about to begin. I’ve not done anything of note over the last week, other than vaguely identifying which lever arch file I’m going to use for all my notes.

Next week I’m going to try to start a regular study habit. Before I login to my work inbox, I’m going to spend a bit of quality time with my module materials. There. I’ve written it. I’m hoping to make myself accountable. To myself.

Good luck to all fellow A334 students!

With months to go before the start of my next module, I thought I would summarise where I’ve got to with my pre-reading (or pre-studying).

I began by downloading as many of the course texts to my digital reading device as I could, and then by watching different productions of the plays that feature within the first block.

To be honest, I’m a bit intimidated by this module. There are books in the reading list that I’ve started and have never finished, as well as plays that I’ve seen, but I’ve never thoroughly understood. The key question is: can I make it to the other side, getting a good grade?

6 June 2024

My set books have arrived!

I bought a set of second hand text from a former A233 student. It’s quite a package. I am now officially scared.

I’ve watched one production of As You Like It from Drama Online. It took me a bit of time to figure out what it was about (it’s all about love). There’s one soliloquy by Jacques that I recognised immediately. 

30 June 2024

I had a long drive to visit my parents. Before setting off, I downloaded Pride and Prejudice from Audible. As well as listening to it, I’ve been starting to watch a dramatized version which can be found on BBC iPlayer, starring Colin Firth as Darcy. I’m gradually making a bit of progress, but it’s taking a bit of time. I’m quite liking Mr Bennett.