Responses- Social Proof

I sent out an e-mail asking questions regarding the methods of teaching Shakespeare to several high school teachers yesterday. I e-mailed several from my hometown area in TX, a few in MS, GA and some local ones here in Utah.

So far, I have received two responses from TX.

Here is a few samples of their answers:

Q: Do you encourage your students to use Sparknotes before/during their reading of Shakespeare? Why/ why not?

A: I do not encourage them to use any “cheat sites” like Sparknotes before they read because a) the real play is much better written, more moving, and more interesting than any summary, and b)  encouraging them to read the “cheat” sites would only undercut their confidence as readers and scholars.  If I gave them Sparknotes to read instead of the real play, then I might send the message that the students are not able to read the original text. 

A:  I do NOT encourage the use of Sparknotes because I don’t believe it gives them enough information (and most of my students no nothing about Sparknotes yet!) I want them to use the actual text and we discuss it a lot. I don’t even rely on the parallel versions with my pre-AP students. I DO use those with my on-level students, however, and Sparknotes has great parallel versions.  

Q: Do you think it is appropriate to teach Shakespeare to high school students? 

A: I do teach it, but yes, it’s appropriate. They need the exposure to Shakespeare to be able to understand allusions later in life, if not NOW.

Both teachers indicated that they utilize audio books and/or have their students read it aloud-- either way they are assured the students read the original text because they work it into their classrooms. 

I am thinking about asking Professors to get some varied responses. University students are more likely to know about and use Sparknotes with their demanding schedule and mostly assigned outside reading. 

What do you think?