Introduction: Laurie E. Maguire (Magdalen College, University of Oxford).
Part I How To Do Things with Sources.
1. French Connections: The Je-Ne-Sais-Quoi in Montaigne and Shakespeare: Richard Scholar (Oriel College, Oxford).
2. Romancing the Greeks: Cymbeline’s Genres and Models: Tanya Pollard (Brooklyn College, City University of New York).
3. How the Renaissance (Mis)Used Sources: The Art of Misquotation: Julie Maxwell (Lucy Cavendish College, Cambridge).
Part II How To Do Things with History.
4. Henry VIII, or All is True: Shakespeare’s “Favorite” Play: Chris R. Kyle (Syracuse University).
5. Catholicism and Conversion in Love’s Labour’s Lost: Gillian Woods (Wadham College, Oxford).
Part III How To Do Things with Texts.
6. Watching as Reading: The Audience and Written Text in Shakespeare’s Playhouse: Tiffany Stern (University College, Oxford).
7. What Do Editors Do and Why Does It Matter?: Anthony B. Dawson (University of British Columbia).
Part IV How To Do Things with Animals.
8. “The dog is himself”: Humans, Animals, and Self-Control in The Two Gentlemen of Verona: Erica Fudge.
9. Sheepishness in The Winter’s Tale: Paul Yachnin (McGill University).
Part V How To Do Things with Posterity.
10. Time and the Nature of Sequence in Shakespeare’s Sonnets: “In sequent toil all forwards do contend”: Georgia Brown (independent scholar).
11. Canons and Cultures: Is Shakespeare Universal? : A. E. B. Coldiron (Florida State University).
12. “Freezing the Snowman”: (How) Can We Do Performance Criticism?: Emma Smith (Hertford College, Oxford).
- A helpful guidebook for anyone trying to think of a new approach to Shakespeare
- Twelve experts take new critical positions in their field of study using the writings and analysis of Shakespeare, to show how writers (students and academics) find topics and develop their ideas
- Features autobiographical prefaces that explain how the experts chose their topics and why the editor commissioned these particular essays, topics, and authors
- Argues that literary research is a reaction to experiences, thoughts or feelings
- Essays are arranged in small dialogues of two or three, forming a debate
- Teaches students to respond individually to cultural positions