Final Project Instructions


Assignment Objective:

The purpose of this report is for you to present in an articulate fashion the contribution you have made to the two phases of the Digital Edition assignment: the transcription and the contextual content.

Submission Instructions:

1)      Follow the prompts below.

2)      Post the report on a page on the Digital Edition site. The page should be labeled [Your Name]: Final Report (in my case it would be Diane Jakacki: Final Report).

3)      Incorporate the prompts into complete, well-formed paragraphs. For example: “For the transcription section of the project I was responsible for [X]. In order to complete my contribution successfully, I [Y].”

4)      The report is due Thursday, December 6 by 11pm (although you are welcome to submit it at any point between now and then.)

5)      You can choose to publish your page or save it as a password-protected page – if you choose the latter option you will need to email that password to me so that I can access your work.


Please respond to **all** of the following:

1)      Identify your contribution to the project; provide tangible proof in the form of links to draft and revised transcriptions, as well as the overall edition, and links to external sites (e.g. timeline, wiki, Prezi, etc.) with identification of your work. What do you think was your particular strength or weakness in regards to this project?

2)      Analyze how your groups functioned: what worked and what didn’t, which of the group’s strengths produced a successful submission and which challenges regarded/required particular focus to overcome. Did your recognition of those strengths and areas to improve help you to become a better group member? Provide specifics.

3)      What are your observations about the work your group submitted and the role it plays in the completed edition? If you were to participate in a similar group project again, what would you do the same? What would you change?

Assessment Rubric:

I will return comments to you as part of my assessment of your report. These comments will be included in an overall course assessment that includes my observations of your contributions over the course of the semester.

Rhetorical Awareness: 30%
Stance and Support: 20%
Organization: 25%
Conventions: 25%

Assignment Outcomes:
Categories – Critical Thinking, Rhetoric, Process, Modes and Media
• Accommodate opposing points of view
• Integrate ideas with those of others
• Adapt communication to circumstances and audience
• Use a variety of technologies to address a range of audiences
• Demonstrate adaptation of register, language, and conventions for specific contexts and audiences
• Understand collaborative and social aspects of writing processes
• Communicate in various modes and media, using appropriate technology
• Use electronic environments for drafting, reviewing, revising, editing and sharing texts
• Create WOVEN artifacts that demonstrate interpretation, analysis, synthesis, evaluation, and judgment

Archivists Answer Your Questions


1. What is an archive? Is it a collection of books? What kind of works are in an archive? What belongs in the archives? What can be found in the archives? For what purpose would I need this resource?

Good questions. You’ve used both the singular “archive” and the plural “archives.” Usually we refer to the Georgia Tech Archives (plural), and most archival institutions use the plural.

According to an archival glossary written by Richard Pearce-Moses, one of the definitions of “archives” is: “the division within an organization responsible for maintaining the organization’s records of enduring value.” This is the basic definition of what an “archives” is. The Georgia Tech Archives is also a “collecting archives,” i.e., “an organization that collects the records of individuals, families, or other organizations.” We have several collecting areas, including unique and/or rare materials of enduring value relating to the history of Georgia Tech; science fiction; the Georgia Tech Design Archives, which includes architectural drawings and records from architects and architectural firms in Atlanta and the Southeast; and the records of textile mills and the textile industry in the Southeast. We also look after the Library’s collection of rare books, which mostly relate to the history of science and technology.

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Adding Footnotes to Transcriptions

In the second part of your transcription project, you and your group are going to identify words that could/should be defined and further explained in order to make the edition more readable to your audience. Remember that you are to use the Oxford English Dictionary – no other dictionary will be accepted – in order to define these words. Your definitions should be integrated into your group’s section of “The Famous Victories” by means of footnotes.

WordPress allows what are called “shortcodes” that give you as the author extended editorial flexibility. One of these shortcodes is offered through the Netblogs plugin. In order to create a footnote using the shortcode, you bracket the text you are going to use with special nbnote shortcodes. The footnotes will then be exhibited at the bottom of your page by number.

Example (this is what you write – but without the space before nbnote and /nbnote):

Jock.: Fair my Lord, I have got a hundred pound.
Hen. 5: A hundred pound, now bravely spoken Jockey!
But come sirs, lay all your money before me.
Now by heaven here is a brave show:
But as I am [a] true Gentleman, I will have the half
Of this spent tonight. But first take up your bags:
Here come the Receivers.[ nbnote] Receiver, n. I. 1. Also (esp. in or as a title) with capital initial. A person who receives something on behalf of others. (OED Online)[ /nbnote]Let me alone.

This is what you’ll see:
Jock.: Fair my Lord, I have got a hundred pound.
Hen. 5: A hundred pound, now bravely spoken Jockey!
But come sirs, lay all your money before me.
Now by heaven here is a brave show:
But as I am [a] true Gentleman, I will have the half
Of this spent tonight. But first take up your bags:
Here come the Receivers.[nbnote] Receiver, n. I. 1. Also (esp. in or as a title) with capital initial. A person who receives something on behalf of others. (OED Online)[/nbnote]Let me alone.

Click “Edit this post” if you want to see the shortcode properly used.

DE Transcription Guidelines

The transcription component of the digital edition assignment includes two milestones:

  1. A transcription that approximates as best you can the spelling, grammar, mechanics, and layout of the 1598 facsimile.
  2. A revised and expanded transcription that reflects your group’s decision about spelling and grammar. This revision will also incorporate definitions and glosses in footnote form that will help your readers make better sense of a passage. You will use the Oxford English Dictionary (OED) – no other dictionary will be accepted. You may also include links to the SRP abstracts that help contextualize your passage for your audience.

Remember that you will be working on this component of the assignment as part of a per-determined group. You can split up work however you want. Remember also that each group member is supposed to contribute equally to these tasks. You will evaluate yourself and your group mates when this component has been completed

At the beginning of Friday’s class each group will be asked to share a brief verbal summary explanation of your passage to your fellow students. This will help everyone in the class to understand how their passage fits into the larger play.

English 1102 SRP Research Process questionnaire

Please take a moment to answer the following questions regarding your experience with the Library research session and  the Library Research Guide created for the Short Research Project.

Click to go to the Google form questionnaire.

Note: your contribution to this questionnaire will be anonymous; it will assist Sherri Brown and Dr. Jakacki in evaluating your approach to using the library for credible research, and will assist in developing similar project approaches in the future.

Adding Films on Demand Film Clip to SRP Abstract

When you create your SRP Abstract, you will want to add either an image or a film clip to help your audience identify your topic.  If you choose to add a film segment from the Films on Demand database, you will need to add a link to the embed code in order for the film to be viewable off-campus (due to our secure proxy server.  The link you want to add is:

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Model SRP Abstract

As you prepare your abstract for the Short Research Project (draft due for review Friday Oct. 12, final version due the morning that you are scheduled to give your in-class presentation), Your abstract will be published on your section site (not the main course site). Please use the following model:

William Shakespeare

(this title should go in the post title field at the top of the edit window.)
Presenter: Diane Jakacki

The Chandos portrait of William Shakespeare (c. 1610)

William Shakespeare: (1565-1616). Elizabethan/Jacobean playwright and poet, considered by many to be the preeminent English dramatist of the modern era. In my presentation I will concentrate on how Shakespeare participated in a larger campaign involving many notable English authors and artists to reinforce the issues and perspectives of the Tudor and Stuart dynasties. At the same time, I hope to demonstrate how many of Shakespeare’s plays, including his histories, present an at times subversive message about the dangers of what some critics have identified as the police state that existed in the end of Queen Elizabeth’s reign.

Works referenced:

  • Boswell-Stone, W.G. Shakespeare’s Holinshed: The Chronicle and the Historical Plays Compared. New York: B Blom, 1966. Print.
  • Brown, John Russell. The Oxford Illustrated History of Theatre. Oxford, UK: Oxford UP, 1995. Print.
  • Holland, Peter. “Shakespeare, William (1564–1616).” Oxford Dictionary of National Biography. Ed. H. C. G. Matthew and Brian Harrison. Oxford: OUP, 2004. Online ed. Ed. Lawrence Goldman. May 2012. 7 Oct. 2012.
  • In Search of Shakespeare.. Perf. Michael Wood. 2004, Video.

Images incorporated in presentation:

  • “The Globe Theatre” drawing by Wenceslas Hollar. Sketch. Wikimedia Commons. Accessed 7 October 2012.
  • “Queen Elizabeth, the Armada Portrait.” Painting. Wikimedia Commons. Accessed 7 October 2012.
  • “William Shakespeare, the Chandos Portrait.” Painting. Wikimedia Commons. Accessed 7 October 2012.

All You’ve Ever Wanted to Know about the Library . . . And More.

Where can I physically get a video?  Does the library carry more recent movies too?
If you need a video that is on reserve for class (Henry V), you will ask for it at the Library Services Desk on 1 West of the Library. Films on reserve can usually only be borrowed for 2 or 4 hours – ask at the desk how long you have when you check it out.   If you’re looking for other DVDs, including recent releases of feature films and television series, you’ll find them in the Gilbert Lounge located on 1 West just before you cross from the Library into the Clough Commons.  These DVDs can be borrowed for 5 days at a time and can be renewed if no one else requests them.  You can borrow up to 5 DVDs at one time.  You can browse, look up titles in the catalog, or find a full list sortable by date or title at

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