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Discussion question for Shakespeare class

I have attached the details below with the question. This needs to be around 700 words format does not neccesarily matter.

PROJECT  A
Year
Cost  ($)
Income  ($)
Present  Value  ($)
0
1
2
3
Total  Net  
Present  Value
-­‐2,000
-­‐400
-­‐400
-­‐400
0
800
800
800
 $      (2,000.00)  $        363.64    $        330.58    $        300.53    $      (1,005.26)
PROJECT  B
Year
Cost  ($)
Income  ($)
Present  Value  ($)
Project  B  has  the  highest  
NPV  from  the  above  
table.  However,  both  
projects  have  negative  
and  therefore  not  worth  
for  making  investments.
0
1
2
3
Total  Net  
Present  Value
-­‐1,000
-­‐900
-­‐200
-­‐200
0
700
600
600
 $      (1,000.00)  $    (181.82)  $        330.58    $        300.53    $            (550.71)
Discussion Week 2
For this week’s writing post, you will complete two primary tasks on the Discussion Board:
1. You will select one word from Hamlet’s first three soliloquies (1.2, 2.2, or 3.1) that is either
new to you or is used in a new way to you. You will then use the Oxford English Dictionary
(OED) to look up the etymological history of that word, and to create an etymological entry
for the word according to the instructions below.
2. Then, you will produce a close reading of 5-10 lines from the Hamlet soliloquy in which your
chosen word appears. In your close reading, please explain the significance of several key
terms in the passage. In other words, pull out the most important words (including the word
from the etymology entry) and tell the reader why they’re important. You should also note
how Shakespeare uses rhetorical devices or formal elements to make meaning (e.g. how do
form and content work together to make meaning?). This close reading should be one
paragraph long.
1. Etymology instructions:
To get started, please watch the short instructional video entitled: “OED Etymology Tutorial.” Next, scan
through Hamlet’s soliloquies in Acts 1-3 to find one word that is unfamiliar to you. You can make your
selection based on the word itself or its specific usage in the context of the speech. The word can be any
part of speech but may not be a proper noun. When you have picked your word, navigate to the Oxford
English Dictionary via the following link: http://www.oed.com.colorado.idm.oclc.org/ (Links to an
external site.).
In conjunction with the instructional video, use the information you gather from the OED to answer the
following questions about your key word:
a. Identify the text in which the earliest entry for the word appears. After clicking through to
the full dictionary entry of the word, identify the word’s earliest use and note the text in
which it appears.
b. Identify the definition of the word in (or close) to 1604.
c. Decide which definition entry fits the word in the context of the speech in which it
appears.
2. Close-reading Paragraph Instructions:
To get started, please close read the 5-10 lines in which your keyword from the etymology entry appears.
Why does your keyword stand out as being important? You should also focus on other repeated words, a
striking or troubling image, or another choice that seems worth analyzing. How does the word/image
contribute to the larger meaning of the text? Please be sure to include 2 -3 sentences of analysis for every
line of text you quote.
If you’ve never written a close reading before, you are welcome to follow this four-step structure for your
paragraph:
1. The first step in providing evidence is coming to terms with the author’s meaning. This
means summarizing and/or contextualizing the quotation you intend you use. This step
introduces your reader to the topic of the quotation.
2. Quote the text. In addition to providing context for your reader, you need to think more
about linking the author’s language to your own points. You should use the author’s key
words to advance your own point rather than letting the quotation be the point. One way to
approach this is to follow your quotation with two sentences.
3. The first sentence (re)uses the author’s key words to make your point. Pull out the key terms
from the quotation and use them to make a point (i.e. don’t just restate them). This is where
you will analyze the quotation.
4. The second sentence tells the reader why your point matters. Don’t rely on your reader to
figure out the significance of your argument.
Please use the Oxford English Dictionary as evidence in your close-reading. For an example of a close
reading, please see the example I have posted from an undergraduate essay on “Hamlet.”
Note: Feel free to find performance videos to help you to imagine how the lines might be delivered on
stage (e.g. the David Tennant’s RSC performance discussed in the tutorial). Please do include a link to any
video that you use in your close reading.

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