COURSE CONTRACTS FOR OXFORD COURSES
ACCREDITED THROUGH ACADEMY NORTHWEST
INDEX
GREAT BOOKS (ENG. LIT. CLASSICS)
LATIN (ENG. GRAMMAR & VOCAB.)
SEMANTICS & LOGIC
(ENGLISH)
SHAKESPEARE (ENG. SHAKESPEARE)
Credit Basis: 75 Hours = 0.5 credit
ENGLISH: LITERARY CLASSICS
[ 0.5 CREDIT/SEM.]
(GREAT BOOKS)
COURSE PLAN & GRADE CONTRACT
Course Description:
This is an online, internet course, which utilizes interactive software for
weekly, two-hour classes. Teacher and students meet in a real-time, cyber-classroom
at regularly scheduled times. Interactive communication includes both audio (via
microphone/speakers) and keyboard (via a common class screen). The course surveys
the "Great Books" of western literature, focusing on the ancient classics of
Greece and Rome. Students read the works in contemporary English translations and
analyze themes and ideas through discussion and essays. Students are provided with
weekly Study Questions and given weekly Reading Quizzes. There are two Formal Essays
per semester. The tutor functions to provide historical background, guide the
discovery process, and evaluate the students' written work.
Grade Criteria:
A= Complete all assignments with a 90% min. average
B= Complete all assignments with an 80% min. average
C= Complete all assignments with a 70% min. average
NC= Below 70% (No Credit)
Course Plan:
1. The student will read a minimum of 1500 pages from the
assigned bibliography:
Aeschylus- The Oresteia
(Agamemnon, Libation Bearers, The Eumenides)
Anselm- Cur Deus Homo; Monologium;
Proslogium
Aquinas- Summa Theologica
Aristotle- De
Anima; Metaphysics; Physics; Nicomachean Ethics; The Poetics
Augustine- The
Confessions; The City of God
Chaucer- The
Canterbury Tales
Dante- The Divine Comedy
Herodotus- History of the
Persian Wars
Homer- The Iliad and The
Odyssey
Lucretius- The Nature of Things
Machiavelli- The Prince
Plato- Gorgias; The Last Days of
Socrates; The Republic; Theaetetus; Phaedrus
Plutarch- Rise & Fall of Athens;
Roman Lives
Sophocles, Three Theban Plays
Tactitus- The Annals
Thucydides- The
Peloponnesian War
Virgil- The Aeneid
2. The student will write four critical essays averaging 500 words in length, using a
variety of at least three of the following essay types:
Narrative essay (story-telling
summary in your own words);
* Example:
"Listen to this Story about a Dragon"
Expository essay (explaining the subject to one
unfamiliar);
* Example: "How to
Slay a Dragon"
Persuasive essay (arguing a particular
interpretation);
* Example:
"Dragons Should Not be Killed"
Review essay (evaluating a book's merits in a larger
literary context);
* Example: "A
Review of Dragon Stories"
Research essay (utilizing and evaluating secondary
sources)
* Example:
"The Origin of the Dragon Concept in Greek Mythology"
Literary essay (focusing on specific literary elements
of the book)
* Example:
"The Characterization of Dragon-like Harpies in Hesiod"
GBT 1 Essay Topics:
1) Essay # 1- Iliad Narrative Essay: Book I or the Whole Iliad
(500-1000 words): See the Essay Guide # 1 in
the Great Books Atrium for GBT1 of the Oxford website for more information: http://www.oxfordtutorials.com/GBTAtriumIndex.htm
2) Essay # 2- Odyssey Expository Essay: What Made a Greek Hero?
(300-500 words): See the Essay Guide # 2 in the
Great Books Atrium for GBT1 of the Oxford website for more information: http://www.oxfordtutorials.com/GBTAtriumIndex.htm
3) Essay # 3- Antigone Persuasive Essay: Was Antigone Right or
Wrong? (250-400 words): See the Essay
Guide # 3 in the Great Books Atrium for GBT1 of the Oxford website for more
information: http://www.oxfordtutorials.com/GBTAtriumIndex.htm
4) Essay # 4- Aeschylus Expository Essay: What Was Aeschylus' Solution to the Cycle of Violence? (300-500 words): See the Essay Guide # 4 in the Great Books Atrium for GBT1 of the Oxford website for more information: http://www.oxfordtutorials.com/GBTAtriumIndex.htm
Essay Format Requirements:
1. Copy and paste all of your papers into email. File attachments
will not be accepted. Send your essay in an email to Dr. Lund at nlund@oxfordtutorials.com In the
"Subject" line of the email put your name, the class, and the number of the
essay, as follows:
To:
Dr.
Norm Lund
Subject: S. Wilson GBT1 Paper
1
2. Place a heading in the top corner of each essay, with your name, the class, the number of the essay, and the date, as follows:
Susan Wilson
GBT 1, Paper # 1
Oct. 30, 2005
3. Put your title at the top of the paper, in the center of the page. Every essay must have a title. Here are some examples:
a. The Iliad: A Narrative in My Own Words
b. The Greek Ideal in Homer's Odyssey
c. Antigone: Right or Wrong?
d. Aeschylus' Solution to the Cycle of Violence
4. The body of the paper should begin at the left margin and should be
in block paragraph form. This means that you will not indent at the beginning of
paragraphs, but will instead be sure to hit "enter" twice at the end of your
paragraphs so that a line is skipped between paragraphs. Each paragraph should have
at least three sentences.
5. The opening paragraph should state the main idea you wish to get across. The
middle paragraph(s) should give your arguments and/or evidence. The conclusion
should briefly summarize the point(s) which you have attempted to communicate.
6. Extensions on the due date will be given only for legitimate emergencies such as severe illnesses. Otherwise, late papers will not be accepted.
* Adapted from the "UVic Writer's Guide," by the English Dept. of the U. of
Victoria (1995),
http://webserver.maclab.comp.uvic.ca/writersguide/Pages/EssaysToc.html
ENGLISH: GRAMMAR & VOCABULARY
(LATIN I)
[ 0.5 CREDIT/SEM.]
COURSE PLAN & GRADE CONTRACT
Course Description:
This is an online, internet course, which utilizes interactive software for
weekly, two-hour classes. Although the software includes a capacity for video and a cyber-
"White Board," this online class will function primarily via audio
(microphone/speakers) and keyboard (through a mutual class screen). This course is an SAT
prep course which focuses on the Latin roots of the English language. The primary textbook
is the 5th edition of Wheelock's Latin by Frederic M. Wheelock, ed. R.
A. LaFleur (Harper Collins, 1995), supplemented by the 3rd edition of the Workbook
for Wheelock's Latin by Paul T. Comeau and R.A. LaFleur. Students have daily
assignments which are reviewed in the weekly online tutorials.
Grade Criteria:
A= Complete all assignments with a 90% minimum average
B= Complete all assignments with an 80% minimum average
C= Complete all assignments with a 70% minimum average
NC= Below 70% (No Credit)
Course Plan:
1. The student will complete fourteen chapters in the Wheelock textbook, including memorization of all vocabulary, reading, etymology, and translation exercises.
2. The student will complete all of the translation and homework assignments in fourteen chapters of the Wheelock's Workbook.
Internet Resources:
1. The web site for Oxford Tutorials hosts a large Latin Atrium which includes links to many of the best links on the internet: http://www.oxfordtutorials.com
2. The Latin Bible, or Vulgate (from vulgatus, "common" or
"public"), can be found at a number of web sites: 1) The University of Chicago
provides a search-engine for the Vulgate at http://estragon.uchicago.edu/Bibles/VULGATE.form.html
and 2) The Catholic Center at Georgia Tech hosts several ancient documents, including
Biblia Sacra Vulgatae Editionis (1922), the official Catholic edition of the Vulgate in
text form: http://cyberbuzz.gatech.edu/catholic/ and http://davinci.marc.gatech.edu/catholic/scriptures/vulgata-clementina.html
3. The Classics Atrium is a very interesting site, including "This Day in
Ancient History" (what was happening on this day or date in ancient Greece, Rome, or
elsewhere?), "The Ancient World on Television" (a weekly review of television
shows, good and bad, having to do with the ancient world in general), and "The
Rostra" ("RealAudiomeets the ancient world"!--news broadcasts in Latin from
Radio Finland, talk shows about subjects connected to the ancient world and its
literature, etc.). For this site go to: http://web.idirect.com/~atrium/
4. The Classics and Mediterranean Archaeology site is one the most complete listings of all things ancient and classical on the internet. It has been created and is maintained by the Classical Department at the University of Michigan. Take a look at the table of contents, and especially the Art Images section for pictures, photos, etc. This site is at: http://rome.classics.lsa.umich.edu/welcome.html
5. Electronic Resources for Classicists is another one, maintained by the University of California, Irvine. Excellent organization and *very* complete, if a little daunting. Looks more severe and professional, but take a look at the "Lists and Links to Classics Resources": http://www.tlg.uci.edu/~tlg/index/resources.html.
6. There is a web site which is called "Roman Sites" consisting in a
collection of images of art, archeology, coins, and other fascinating remnants of the
ancient world: http://www.ukans.edu/history/index/europe/ancient_rome/E/Roman/RomanSites*/.
A site named Maecenas sponsored by the University of Buffalo is another good collection of
images of modern Italy and other western Mediterranean regions relating to ancient Rome: http://wings.buffalo.edu/AandL/Maecenas/general_contents.html
And Plan of Rome has pictures of models of the ancient city of Rome and its
architecture as it would have looked in its day.
7. The "Latin Grammar reference," an online grammatical resource which is part of the Perseus Project of the Classics Department at Tufts University, in Medford, MA., is at: http://www.perseus.tufts.edu/cgi-bin/text?lookup=ag+gram.+toc&vers=english
The online grammatical reference includes an exhaustive data base with an extensive index and table of contents for easy reference. The reference is still under development (a few sections are not yet complete.)
SEMANTICS
& LOGIC [English]
[ 0.5 CREDIT/SEM.]
COURSE PLAN & GRADE CONTRACT
Course Description:
This
course is a one-year study (2 semesters) of propositional logic (introductory and
intermediate) utilizing the Mars Hill Textbook Series. The first semester covers Introductory
Logic, 3rd ed. (Canon Press, 1997) and the following topics: Introduction to deductive
logic; Logical definitions; Statements & relationships; Arguments in normal English;
Informal fallacies. The second semester covers Intermediate Logic (Canon Press,
1996) and these topics: Introduction to symbolic logic; Logical propositions; Truth
tables; Formal proofs; and Truth trees. After completing this class students should be
able:
1) to recognize and define logical terms and abbreviations;
2) to think, speak, and write more clearly;
3) to identify common logical fallacies;
4) to construct logical arguments;
5) to evaluate arguments for soundness & validity.
In the first semester average preparation time is estimated at 2-3 hours/week. In the second semester the average preparation time
is estimated at 4-6 hours/week because the material is substantially more complicated and
difficult.
Required Texts:
This course will utilize two Mars Hill textbooks (and the two answer keys) published by
Canon Press:
(1) Introductory Logic, 3rd ed. (1997) (Textbook and Exercise Key) by Douglas J. Wilson
and James B. Nance;
(2) Intermediate
Logic (1996) (Textbook and Exercise Key) by James B.
Nance. All four of these books are published
by Canon Press, Moscow Idaho.
These texts must be ordered directly from Canon Press, P.O. Box 8741, Moscow, ID 83843.
They have a toll-free number: 1 800 488-2034 and accept Visa, Discover, and MasterCard.
The costs are $15.00 for the Introductory Logic text and $ 4.00 for the companion Exercise
Key; and $25.00 for the Intermediate Logic text and $ 6.50
for the companion Logic Exercise Key.
Course Requirements:
Students are responsible to keep up with the weekly reading and homework assignments. During the school year students are also
required to complete a glossary of logical terms and abbreviations. A list of those terms and abbreviations is included
in the student packet. During the first
semester most lessons will introduce several new logical terms. At the beginning of each class during the first
semester there will be a brief quiz over the assignment for that week, usually focusing on
just one or two of the new terms. Students are
not required to hand in their homework
assignments. After the quiz we will go over
the lesson and the homework for that week together. In
addition to the weekly homework quizzes there will two exams: 1) a Semester Exam which
will cover the logical fallacies; and 2) a Final Exam which will cover logical terminology
and the rules of inference and replacement.
Assignments:
1st Semester Reading Quizzes on Logical Terminology- 25%
1st Semester Exam on Informal Logical Fallacies- 25%
Glossary of Logical Terms & Abbreviations-
25%
Final Exam on Logical Terms & Rules- 25%
Grading Criteria:
A= Complete all assignments with a 90% min. average
B= Complete all assignments with an 80% min. average
C= Complete all assignments with a 70% min. average
NC= Below 70% (No Credit)
First Semester
Click here for 2005-2006 Master
Calendar (with Holidays, etc.)
WEEK
Session Exercise(s)/Topic(s)
Pages
in Text
1.
1/Statements
pp.
1-7
2.
2-3/Self-Supporting & Supported
Statements pp. 8-12
3.
4-5/Relationships/Consistency &
Disagreement pp. 13-20
4.
6-7/One Basic Verb/Categorical
Statements pp. 21-26
5.
8-9/The Square of
Opposition/Contradiction pp.
27-33
6.
10-11/Contrariety & Implication
pp.
34-42
7. 12-13/The
Square of Opposition/Arguments
pp. 43-49
8.
14-15/Truth & Validity/The Syllogism
pp.
50-56
9.
16-17/Moods/Figures of Syllogisms
pp.
57-64
10. 18/Distribution of
Terms/Testing Syllogisms pp.
65-71
11. 19-20/Immediate
Inferences/Translating
pp.
75-82
12.
21-22/Parameters/Exclusives/Enthymemes
pp. 83-92
13. 23-24/Hypothetical
Syllogisms
pp.
93-99
14. 25-26/Fallacies of
Distraction & Ambiguity
pp. 103-111
15. 27/Fallacies of Form
pp.
112-115
16. 28/Detecting Fallacies
& SEMESTER EXAM pp. 116-118
Second Semester
Click here for 2005-2006 Master
Calendar (with Holidays, etc.)
WEEK
Session Exercise(s)/Topic(s)
Pages
in Text
1.
1-2/Definitions/Genus
& Species
pp.
1-17
2.
3-4/Extension
& Intension/Methods
pp.
18-23
3.
5-6/Rules for
Defining/Propositional Logic
pp.
24-33
4.
7-8/Negation,
etc./Truth Tables for Truth Value pp. 34-42
5.
9-10/The
Conditional & the Biconditional
pp.
43-49
6. 11-12/Truth
Tables for Validity
pp.
50-56
7. 13-14/Shorter
Truth Tables
pp.
57-62
8. 15-16/Shorter Truth
Tables (cont'd)
pp.
63-71
9. 17/The Dilemma
pp.
72-76
10. 18-20/Rules of Inference
& Recog. Inference pp. 79-90
11. 21-22/Developing Formal
Proofs
pp.
91-95
12. 23-25/Rules of
Replacement/Practicing Proofs pp.
96-108
13. 26-27/Conditional
Proof/Reductio ad Absurdum pp. 109-116
14. 28-29/Proving Rules
Unnecessary/Completeness pp. 117-124
15. 30-32/Truth
Trees/Decomposition Rules
pp.
127-158
16. Final Day of Class
& FINAL EXAM
ENGLISH: SHAKESPEARE
[ 0.5 CREDIT/SEM.]
COURSE PLAN & GRADE CONTRACT
Course Description:
This is an online, internet course, which utilizes interactive software. It
covers Shakespeare's life and times, focusing on several of his most well-known plays and
poems. Students will critique and analyze these literary works through reading,
discussion, essays, and a 'readers' theater' approach. The minimum reading for this course
is four plays, to include at least one comedy and one tragedy. The writing component
requires a minimum of three critical essays. Students are also encouraged to attend a live
performance of Shakespeare, and to watch at least video productions of Shakespeare's
plays.
Grade Criteria:
A= Complete all assignments with a 90% minimum average
B= Complete all assignments with an 80% minimum average
C= Complete all assignments with a 70% minimum average
NC= Below 70% (No Credit)
Course Plan:
1. The student will read a minimum of seven plays. In Shakespeare 1 and Shakespeare
2 these plays must include at least two tragedies and two comedies. In Shakespeare 3
the plays will include the Major & Minor Tetralogies (see below).
2. For each play the student will create a journal which includes:
a. a one-page summary (250-300 words) of each play in his/her own words
b. a list of 25 unfamiliar vocabulary words and their meanings
c. a list of 10 literary devices in the plays, with references to play/act/scene
d. one-paragraph (50-100 words) expressing what the student considers to be the main idea, purpose, point, or value of the play
3. Student will participate in a 'readers theater,' taking the role of a different Shakespearean character for each of the four plays.
4. Student will write two typed essays (500-1000 words) addressing a topic of
interest in the plays. In Shakespeare 1 and Shakespeare 2 these essays must include
one tragedy and one comedy. In Shakespeare 3 these essays must include one play in
the Major Tetralogy and one play in the Minor Tetralogy. Suggested essay topics
include:
a. Shakespeare's view of pride (e.g. blind pride in a heroic
figure);
b. Shakespeare's view of love (e.g. selfless love in a supporting
figure);
c. Shakespeare's view of women;
d. Shakespeare's relevance today
e. Shakespeare's view of justice and mercy
5. Student will write a third, typed essay, of 300-500 words, comparing two
video performances of a play by Shakespeare. The essay must include the viewpoint of least
one other student who also viewed the same videos, and with whom the essayist discussed
the relative merits and weaknesses of the productions.
Internet Resources:
1. Shakespeare Atrium & Canon: www.oxfordtutorials.com/Shakespeare.htm
2. William Shakespeare and the Internet": daphne.palomar.edu/shakespeare
3. Shakespeare's Complete Works: www-tech.mit.edu/Shakespeare/works.html
4. Barlett's Quotations: www-tech.mit.edu/Shakespeare/Quotes/bartlett.html
5. Lamb's Tales From Shakespeare: http://daphne.palomar.edu/shakespeare/
6. Shakespeare Timeline: http://daphne.palomar.edu/shakespeare/
7. Shakespeare Genealogy: http://daphne.palomar.edu/shakespeare/
8. Online Biography Quiz: daphne.palomar.edu/shakespeare/quiz/bioquiz.htm
9. Shakespeare Glossary: www.gh.cs.su.oz.au/~matty/Shakespeare/glossary.html
10. Collected Works: www.gh.cs.su.oz.au/~matty/Shakespeare/Shakespeare.html
11. The Oxford Society Web Site: http://www.shakespeare-oxford.com/
12. Interactive Shakespeare Online: http://www.shakespeare.com/
13. Encyclopedia Britannica Online: http://www.eb.com
14. Shakespeare Concordance: http://www.concordance.com/shakespe.htm
15. Shakespeare Forum: www-tech.mit.edu/Shakespeare/cgi-bin/commentary/get/
16. Online Writer's Guide: webserver.maclab.comp.uvic.ca/writersguide
17. Essay Guide: webserver.maclab.comp.uvic.ca/writersguide/Pages/EssaysToc
18. Shakespeare Illustrated: www.cc.emory.edu/ENGLISH/classes/Shakespeare/
19. Collected Works: www.gh.cs.su.oz.au/~matty/Shakespeare/Shakespeare.html
Print Resources:
1. Bate, Jonathan. The
Genius of Shakespeare (Oxford U. Press, 1998): "A new kind of
biography" by an Oxford scholar which supports the traditional view of Shakespeare.
According to Bate, Shakespeare's lack of a university education turned out to
be his greatest strength. It is simply a cultural bias to deny that a mere
grammer-school boy and butcher's son could prove to be as talented as the university wits
of his day. 386pp.);
2. Boyce, Charles. Shakespeare A to Z: The Essential Reference to His
Plays, His Poems, His Life and Times, and More (Delta/Roundtable Press, 1990). This
reference book has it all: short paragraphs which identify characters according to the
plays in which they occur; longer paragraphs with the historical background behind all of
the plays and characters; complete summaries of all the plays with lucid commentary.
728pp.
3. Boyce, Charles. The Wordsworth Dictionary of Shakespeare
(Wordsworth Editions Ltd., 1996): This is a new publication of the same
book, Shakespeare A to Z (see above). It is the same book and just as helpful, but
please note that this version uses smaller pages with a smaller print font.
4. Burgess, Anthony. Shakespeare
(Elephant Paperbacks, 1970): A biographical work which assumes traditional
authorship and which aims: "to set down the main facts about the life and society
from which [Shakespeare's] poems and plays arose," in the context of the Elizabethan
age. Follows topical chapters on subjects such as "Home, School,
Marriage, London, Globe," etc. Includes a good index. 238pp.);
5. Charney, Maurice. All of Shakespeare (Columbia U. Press, 1993): This
remarkable little volume contains summary essays and literary evaluations of the entire
corpus of Shakespeare's work, including all of the plays and the poems. One chapter
is dedicated to the Sonnets. Written by a professor from Rutgers U., the essays are
very readable and full of helpful insights. Contains a substantial index.
424pp. );
6. Chute, Marchette. Shakespeare of London
(Dutton Co., 1949): Considered a classic biographical account of the
traditional Shakespeare, his life and times, based upon the documentary record and
expressing a vivid picture of the Elizabethan theatre and of the personalities involved.
Includes a very substantial index. 372pp. Unfortunately this classic is
out of print. Check your local library. Many copies are still in
circulation);
7. Clark, W.G. & W.A. Wright, eds. The
Unabridged Shakespeare (Running Press, 1989);
8. Cowan, Louise & Os Guiness, eds. Invitation to the
Classics (Baker, 1998): This is a gem of a resource, sub-titled:
"A Guide to Books You've Always Wanted to Read." It includes fresh
material by credentialed, Christian scholars, providing introductions and summaries, study
questions and discussions of the relevance, for dozens of the literary classics, including
a chapter on Shakespeare's Hamlet, King Lear, Midsummer Night's Dream, and The Tempest by
Louise Cowan, former chairman of the English Dept., and dean of the Graduate School at the
U. of Dallas. 384pp.);
9. Epstein, Norrie. The Friendly Shakespeare: A
Thoroughly Painless Guide to the Best of the Bard (Penguin USA, 1994): Another
handy and economical resource which is recommended for High School and College students.);
10. Fox, Levi. The Shakespeare Handbook
(G.K. Hall & Co., 1987): A compendium of scholarly essays on topics such
as "The Elizabethan World,: "Shakespeare's Life," "Elizabethan &
Jacobean Theater," and "Shakespeare on Film." Assumes traditional
authorship. 264 pp.);
11. Greenblatt, Stephen, gen. ed. The Norton Shakespeare:
Based on the Oxford Edition (Norton & Co., 1997): Contains the
modern-spelling Oxford Shakespeare with supplementary introductions, textual notes, and
brief bibliographies, as well as a combination of marginal glosses and footnotes
explaining and clarifying archaic words and concepts; 3,420 pp.);
12. Honan, Park. Shakespeare
: A Life (Oxford U. Press, 1998);
13. Laroque, Francois, et al. The Age of Shakespeare
(Abrams, 1993);
14. Lamb, G. F. Dictionary of Shakespeare Quotations
(Wordsworth Editions, 1998): The relevance of this resource is
reflected in the fact that Shakespeare is the most widely quoted author in the English
language. This classic selection lists 2,160 quotations (250pp.) by subject and
topic headings.);
15. Leithart, Peter. Brightest
of Heaven of Invention (Canon Press, 1996): This is a first-rate
Christian commentary on six of Shakespeare's most popular plays: Hamlet; Macbeth; The
Taming of the Shrew; Much Ado About Nothing; Julius Caesar; Henry V. No index, but
many helpful review and study questions. 286pp.);
16. Matus, Irvin Leigh. Shakespeare, In fact
(Continuum, 1994): A well-researched and documented investigation of the
historical sources associated with Shakespeare's works and the questions about authentic
authorship. Provides a strong and winsome defense of traditional
Shakespearean authorship);
17. Rowse, A. L. William Shakespeare (Harper
& Row, 1963): A fresh biographical study which ssumes traditional
authorship and includes reference to Shakespeare's dependence upon the Bible as a
primary source: "Of all Shakespeare's 'sources' the Bible and the Prayer Book come
first and are most important. Altogether there are definite allusions to forty-two
books of the Bible... It is impossible to exaggerate the importance, then, of this
grounding in childhood: for the adult [Shakespeare] the Bible and the Prayer Book formed
the deepest, most constant and continuing influence and inspiration" pp. 41, 47);
18. Scott, Mark W. Shakespeare for Students
(Gale Research Inc., 1972): Includes a chronology and critical
interpretations of As You Like It; Hamlet; Julius Caesar; Macbeth; The Merchant of Venice;
A Midsummer Night's Dream; Othello; Romeo and Juliet. Each play includes overviews
as well as topical and character studies, explanatory annotations and sources for further
study. 529 pp.);
Students are also encouraged to investigate the introductions and literary notes
in older encyclopedias (with 'signed' articles) as well as older and contemporary critical
editions of Shakespeare's works and to visit the Shakespeare Atrium of the Oxford
Tutorials website for updated resources and information: http://www.oxfordtutorials.com/ShakespeareAtrium.htm