SHAKESPEARE

The content of the course changes almost every year--different plays are selected and different themes are explored. The changes are incorporated in the Course Outline that is distributed to students in the beginning of the semester and is posted on the course's e-learning (Moodle) class. The purpose and aims of the course (as described below) remain the same. The participation of students in class discussions constitutes an important aspect of the course.

The form of information technology that the teacher of this course uses is the e-learning (Moodle) in conjunction with the internet. E-learning is used routinely for the following course activities: -announcements of all sorts that concern the class (these are sent automatically to each registered student via the e-class's mailing system) -the creation of an electronic library which includes documents relevant to the course (electronic books and articles, notes, links to useful sites, definitions of new terms, electronic primary sources not easily accessible to students, and several other aids that the teacher feels may be of use to the students. -the assignment of take-home quizzes or written papers: the teacher uploads the quiz or other assignment and the students, after completing it, upload their answers within a certain deadline. -the posting of student presentations (sharing with their fellow students what they presented in class).

Student performance is evaluated on the basis of written exams, papers, and oral presentations, which include: (1) brief, take-home assignments on specifice questions, (2) in-class oral presentations on some aspect of the course, and (3) a comprehensive, essay-type exam on complex questions at the end of the semester. Also, students are given the opportunity to write (optionally) a research paper on an approved topic. However, in no case can the research paper option become a substitute for the final exam, which the student must pass if the research paper is to be counted in the final grade. It is noted that the take-home assignments and participation of students in class discussions play an advisory role (i.e., they help the instructor to form an opinion about the student’s abilities), whereas the class presentations, the final exam, and the research paper (if written) play a definitive as well as advisory role in the student’s final grade. The criteria of evaluation include the following: -Correct (idiomatic) use of the English language -Organization of thought -Understanding of the basic ideas explored in the course -Critical thought and synthetic ability -Originality -Maturity and sophistication of thought -Comprehensive coverage of the course material -Effectiveness of communication with an audience (esp. on oral presentation) The above criteria and means of assessment are explained to students at the beginning of the semester and are also posted on the course's e-learning site.

Norton Shakespeare: The Tragedies Κροντήρη, Τινα. Ο Σαιξπηρ, η Αναγέννηση κι Εμείς (Θεσσαλονίκη, 2001)

Crystal, David. ‘Think on my Words’: Exploring Shakespeare’s Language. PR 3072. C79 2008. Dollimore, Jonathan & Alan Sinfield. Political Shakespeare. PR 2976.P644 Jackson, Russell. The Cambridge Companion to Shakespeare on Film. Cambridge University Press, 2000. PR3093.C36 Κrontiris, Tina. Women and/in the Renaissance. Thessaloniki: University Studio Press, 2000. McDonald, Russ. The Bedford Companion to Shakespeare. Bedford, 2001. Smith, Emma. The Cambridge Ιntroduction to Shakespeare. Cambridge University Press, 2007. Tennenhouse, Leonard. Power on Display: The Politics of Shakespeare’s Genres. PR 3017.T45 1986