Hall, Kim F. "The unessay." Throughlines. www.throughlines.org/suite-content/the-unessay. [Date accessed].

The unessay

An attempt at tackling an intellectual knot outside the constraints of the usual college essay.

Download the transcript
Kim F. Hall
Barnard College

This unessay assignment is often the final assignment in Kim F. Hall’s "Black Shakespeares" course.  

As you may know, the word “essay” means “attempt.” Usually, this is an attempt at understanding something that is complex and explaining that complexity. Similarly, the unessay is your attempt at tackling an intellectual knot outside the constraints of the usual college essay or research paper. Your unessay should deeply and critically engage with the topic of the course; while you are welcome to move between past and present, there should be some substantive engagement with the premodern. However, your texts, interpretation and analysis of premodern materials do not have to cover topics that we have discussed in class. The pedagogical purpose of the unessay is to create opportunities for you to pursue the things that arouse your intellectual curiosity and to explore them in any medium that suits you, which includes music, art, poetry, animation, sewing/stitching, drama, short film, etc. Whatever form your unessay takes you will write a paratextual statement that explains the relation of your unessay to the class and the interpretive and creative choices that you made.

You will be graded on the depth of your analysis and engagement with your choice of topic as well as the effort that you put into the unessay. The "unessay" was originally formulated by Professor Paul O'Donnell, who notes, “In an unessay you choose your own topic, present it any way you please, and are evaluated on how compelling and effective you are.” One way to think about the unessay for this class is to consider the question: How can I best convey my interest in the subject to other students and scholars?

Your unessay should include

  1. A title
  2. A clear focus
  3. Some attention to issues raised by scholarship in the field (talk to me! use those lightning review notes!)
  4. A paratextual statement that outlines your focus and goals for the project
  5. NOTE: I'd like a paragraph description of what you might like to do (which can be your interests thus far, etc.) and for you to make an appointment to talk about it by [DATE]. 
Download assignment instructions

Further learning

Video

Witnessing whiteness in the early modern world

It is crucial to scrutinize whiteness when exploring early modern constructions of social difference with students. Students are not often taught to see issues of white privilege and power.

Kim F. Hall
Video

Blackness and Shakespeare's sonnets

Shakespeare’s works at large, and early modern literature more broadly, all deal with constructions of race. Shakespeare’s sonnets are especially fruitful for considering how the languages of fairness and darkness are used in nuanced ways to develop particular understandings of race.

Kim F. Hall

Recommended

Video

Racial mixing in Titus Andronicus

Teaching Titus Andronicus can open up conversations about early modern English familiarity with race, racial difference, and mixed-race identity.

Kyle Grady
Essay

Henry V and belonging

Shakespeare's language and status in the Western canon can feel inhospitable to many students, especially students of color. Teaching Henry V with a focus on linguistic identity, legitimacy, and belonging can open conversations that allow students to carve out a Shakespeare for themselves.

Ruben Espinosa
Essay

Shakespeare and the history of Indian policy in the United States

It is important when teaching Shakespeare in America to acknowledge the colonial legacy that brought his texts to this land.

Madeline Sayet