Final Post

Ready, Set, GO

As a traditional reader, one is able to certainty pick up on thematic clusters, interactions, structure and so on, but it isn’t until you start using digital tools, where you are absolutely able to see both qualitative and quantitative occurrences, such as repetition of words and or various references to God for example. Digital tools take the best of both worlds, and slot them together.  So to summarize my argument, I strongly conclude that digital tools are the future, providing aspects of traditional readings whether it be through creating a hypothesis or by gaining qualitative and or quantitative information. However, the combination between digital tools and traditional reading is the most complete way to analyze a text.

The Beginning

Thinking back to the beginning of the semester in January seems like it was forever ago, but it was the beginning of my digital humanities journey. Coming from the lands of computers, blogging, and the creation of internet pages, I could not have ever imagined all the possibilities such tools could offer to enhance my understanding of Hamlet. My initial thoughts were “Professor Ullyot, how could you combine Shakespeare, who literally has a language of his own, with digital tools?”  Was this possibly the most awkward/ complicated combination ever? No it wasn’t, if anything it was a genius move. One thing I learned about reading Hamlet in two different semesters, as I mentioned in my other blog was that reading Hamlet isn’t as straight forward as picking up Harry Potter, and connecting the dots as the story unravels.  Hamlet is a text that one must actively read, while physically connecting the dots via notes in the margins. I did do this in the fall semester; however, I did not dive into the text and ask questions that were deeper than the surface. Or in other words, my interest didn’t lie in creating a hypothesis and making conclusions with solid evidence. While reading traditionally, repetition occurred, God references were used, and various tones were apparent throughout the text, but my questions were: “who cares and why does this matter?”. Through the use of digital tools, I learned that in fact these questions, references, and instances of repetition Shakespeare uses, are important to the text. If anything, they are the most interesting aspects of the text.

For example, although these are not the most interesting results, this tool from TAPoR pulls out names (or capital letters to be more correct) like Mars, Mercury and God. The way that this tool is capable of doing this, may for some reiterate important ideas or references, perhaps like Christianity for example.

Traditional Reading Benefits

  1. You can always trust the book as a correct source
  2. Structure is easily identified i.e.) line, sentence structure, interruptions
  3. Thematic clusters can be determined i.e.) body parts: head, heart
  4. Interactions can be determined i.e.) statements, questions, and answers
  5. Tone and performance is evident i.e.) is a character giving advice? Or is he angry?
  6. Figures of speech: metaphors, similes, double meanings

 

Flaws of the Tools

In order to use digital tools, you need to be smarter than the computer. Yes, the computer is a fast worker, but its brains do not equal the power of its user. Therefore, you must know what you are looking for, and at times you may need to question your results.  During phase 2, it was not until I compared my findings with other results from different tools (Monk, WordHoard, TAPoR, and WordSeer), that I really learned the downfalls to Voyeur. Quite often, Voyeur could not find words that certainly did appear in the text and in other tools.  The most frustrating example I had of this was found when searching for the word tongue in phase two in act 3. Voyeur told me 0 results, BUT I physically saw the word tongue with my own eyes in the text, and other tools were showing results of these occurrences. Here are three occurrences within act 3, where voyeur apparently was not recognizing any of them. Cool.

 

The work of Monk

More downfalls…

  1. Error messages are common
  2. Different versions of the text(s) can change your results
  3. Shakespeare’s language versus modern language = problem
  4. Tools search exactly what you type

 

Discovery

Warwick writes “the digital medium allows for a more inclusive approach to academic research, whereby users …become part of the process of discovery and interpretation”. Warwick’s words are exactly right, when your chosen tool is willing to work with its user and provide its user with correct results. Digital tools do not give you answers without work, it gives you data. Digital tools, Voyeur in particular, works as a hypothesis generator as a beginning step towards success. This is the beginning of your process of discovery. Right away by just looking at the visual word cloud you are able to see the words that occur most often: HMLT, Lord, love, play, and make. Or if you are a person who is more number orientated like I am, you could use the frequency chart, where numbers are listed by the most frequent used words.

While looking at the frequency chart for act 3, I’ve been given quantitative evidence: love is a word that occurs most (23 times) in act 3.  Although this is an evident theme a traditional reader could have easily pulled out after reading Hamlet, we must remember that we are only in the stage of constructing a hypothesis, where Warwick writes “users of digital resources do know what they need and if they don’t find it they will not use things that are unfit for their needs”.  In other words, digital users will keep looking until they are able to collect the evidence, whether it is qualitative or quantitative data, to make a conclusion. By keep looking, I mean these tools are not capable of pulling out the differences between how the word love is used. Hamlet states, “I did love you once” (3.1. 114) when speaking to Ophelia as way to express an emotion that was once there. In the play put on by the Players, you read “you shall see anon how the murderer gets the love of Gonzago’s wife” (3.2.256). Yes, love is mentioned, but it is not really used in the context of an individual expressing love as an emotion to another individual.  Depending on what a user of digital tools was looking for, the quantitative data could distract you from coming to a correct assumption about love in the play. There are many other occurrences where this issue was present.  Hamlet/ Shakespeare uses the words honest and fair to question Ophelia, when in modern day, these terms are used very differently.  See my blog post for a further explanation and dictionary definitions.

Traditional Questions

With traditional reading though, what would one do with the theme love? We could use qualitative evidence to compare the different types of love? Or analyze how Hamlet uses the word love? Is he really in love with Ophelia? Regardless of the direction one may choose, I feel like a conclusion can be reached, but the so what factor is missing. Why not take your hypothesis to the next level and use frequencies, visuals and chart comparisons to deepen your analysis?

Making Progress

Since we were using digital tools, I decided that it wouldn’t make sense to go to the text we used in class to look for information, and then put it into my program. I tried to stay dedicated to digital tools. Luckily, my tool Voyeur allowed for me to maintain my dedication. Voyeur provides a corpus reader, which is practically the text itself. For some tools, this is where there was some disconnect.  Most other tool users could not a) read an entire act, scene, or play b) modify their text and or c) take their data, and achieve visual results. I believe most students will agree that tools are great for quantitative data, but Voyeur is much different. It combines the best of both worlds like mentioned above. (To be honest, the second half of the semester my text book of Hamlet sat collecting dust). Voyeur was, however, beneficial in the way that I could modify Hamlet to either include, or exclude things that were tainting my data. For example, one of the biggest downfalls to Voyeur was the fact that speakers could not be separated from their names being mentioned. In other words, this was ruining my quantitative data, by making it seem like Hamlet was mentioned 100 times, when over 75% of the Hamlet occurrences was when he was speaking.  TAPoR, however, was the tool which was responsible for gathering when characters spoke.  By separating character’s lines via TAPoR, then putting my information into Voyeur, it was much easier to analyze each character’s word choices, emotions (qualitative) and frequencies (quantitative) and or information.

Voyeur- Results are tainted because the file has not been edited

 

Because Voyeur offered the ability to read the text through the corpus reader, I was able to gain both qualitative and quantitative occurrences, which I don’t think was something I could have necessarily gained through traditional reading on its own.  Although I wasn’t able to “make notes on a piece of paper, doodle, fold it up and carry” Voyeur with me, like Warwick states when she compares traditional texts with digital humanities, the information I was able to drag out of Voyeur was something beyond any traditional reader could gain alone.

Corpus Reader - Just like a book ...

 

The conclusions I came to, as seen in my blog, was a combination of reading through the corpus gaining qualitative and quantitative information, then submitting it into the program to further analyze the qualitative data. Even though I was randomly typing in words, checking their frequencies and looking for connections, this would have been completely impossible through traditional reading. Again, I know this because the first time around reading Hamlet, these themes were overlooked, probably due to the complexity the story line or language.  First I noticed that Shakespeare makes references to body parts, for example “go, go, you question with a wicked tongue” (3.4.10), or compares words to daggers, “I will speak daggers to her but use none” (3.2.386).  By slowly typing in each word in search bar that was a part of the body, my phase two group was able to make the theme of our presentation based on senses (eyes, hearing, and speaking/ tongue). Finding this information was new to me. I never would have been able to make the connection between all of the senses, if I did not break down act three, and draw connections through the frequency occurrences.  I think by slotting information into a program allows you to slow down and analyze it in a way you never would. Like mentioned above, without the use of numbers or data to prove your point, the so what factor occurs. I strongly believe that with the help of digital tools, you are able to fill the so what void. It is like science. You make a hypothesis, but until you prove your hypothesis with data and results, it is invalid and useless.

Traditional vs. Digital

I believe that a reader could easily create a hypothesis, compare themes, words and references without the use of digital tools.  However, I strongly believe that with the help of digital tools, their speed, frequency lists, and visuals, can provide that extra bit of information that can take understanding and learning to entire new level. A computer or a digital tool, as we know, is smart, but not as smart as its user. Tools are full of flaws that can often taint our understanding if further investigation is not taken. In Warwick’s blog, she quotes Helen Chatergee who does work at UCL Museums and “suggests that when we handle real objects, different parts of our brains respond than when we see a digital surrogate”. It does not specify how the brain responds differently, but the fact that this quote states that it does, demonstrates that both digital tools and traditional reading used together could provide the most useful results. At least this way, our brains are responding differently to each method to gain a complete picture.

 

Works Cited

Shakespeare, William. Hamlet. Ed. Ann Thompson and Neil Taylor. London: Arden Shakespeare, 2006. Print.

Warwick, Claire  http://clairewarwick.blogspot.ca/2012/01/inaugural-lecture.html

 

WAIT! We still have so much more to learn!

I started making some process, which was oddly enough not prompted by my tool. I became frustrated yet again with Voyeur because as I have been experiencing and learning about my team mate’s tools, I feel like Voyeur doesn’t really have anything new or special to add to the table (or at least that is how I see it through my eyes).  I was amazed by Jesse’s tool, WordSeer, and its ability to search for a person “described as”.  This prompted me to use Voyeur in a different way than I ever had. Instead of randomly searching words in Voyeur and or looking in the cloud for words appearing often, I decided to start reading the text in the corpus from Act three, scene 1 to the end of scene 3. I began to analyze and suddenly picked up on important words on my own.

As a starting point, we came up with a general theme.  Madness in Hamlet is portrayed in his actions or thoughts, conversation with Ophelia, the famous to be or not to be speech, and the play the mousetrap.  While reading the text I started to recognize certain words reoccurring under the idea of deceit, and the power of words (which i am saving for later 😀 ). 

Believe, hear and know don’t sound like special words at first, but the use of them are important. While reading the context of these words, I was immediately reminded of Shakespeare’s Othello and Iago’s lines, “I’ll pour this pestilence into his ear” (II.iii.330). The concept of pouring these deadly lies in Othello’s ear is directly reflected in Hamlet, both literally and metaphorically.  Claudius poisons Hamlet’s father in the ear, and uses words metaphorically to manipulate people and fill their ears full of lies (poison).

In our scene 1-3, know appears a total of 10 times, hear 8, heard 4, hearing once and believe 5 times.

While referring to the context of these words, believe was often used in terms of lies and deception by believing. For example Hamlet says: “you should not have believed me” and “believe none of us” at two different times.  In order to believe or know, one must HEAR or learn of it in some way. We all know that quote “seeing is believing”, well in Hamlet seeing and hearing apparently allows one to believe as well. Sadly, what they believe to be the truth is nothing but poison (more often than not at least anyways). Some of you may or may not find this interesting, but I thought these specific words were very important because characters relied so heavily on convincing characters of things, or fooling them with words.  Believe, hear and know are all closely related enough for me to make a connection individually, together, and in comparison to Othello.  Put aside Hamlet and Othello for a moment, it is interesting to think about how heavily we allow words, true or not (by hearing) to suddenly become something we quickly know or believe.

With this being said, I thought it might be interesting to take some of the words gathered from Hamlet and also submit a file in Voyeur of Othello to compare them.

Full Othello vs. Act 3 Hamlet

While inserting Othello into Voyeur, i learned more about my own tool. Apparently if you submit/ upload an entire play into the program, the results are a million more times interesting. Unfortunately, I kept getting error messages with Hamlet, but I thought some of you may be interested in what more Voyeur could offer.

Full Othello

Look at the pretty colors in the corpus reader! It also splits the play into scenes, shows the longest documents, lists distinctive words and shows the highest vocabulary density (ex, scene 2).

Back to work… although the characters within in the act of Hamlet rely on hearing or seeing to prove things, Othello the play relies heavily on characters not seeing things. This lead me to concentrate on the power of Hamlet’s words and language choice which help to drive his thoughts. While piecing together hear/know/believe with the power of words, I was also interested in looking into the connection between actions and words.

I guess presentations begin on Friday, and I can honestly say that Voyeur and our tools have so much more to offer than what we have already explored! I cant wait to share our findings with the rest of the class.

 

I had an epiphany :)

I have finally gained some greater insight to the benefits of text analysis tools. While referring to my first blog post from phase two last week, it was evident that I was struggling with the XML file. I tried again to figure out how Tapor works, but no such luck. So, after devoting hours and developing what feels like carpal tunnel, act 3 is completely hand edited.  Thank God Voyeur can do the rest of my work for me.

Let me say before I begin, that while being in English 205 last semester with professor Ullyot, I read Hamlet for the first time. I gained a surface level understanding. In attempt to analyze the text, In September, we flipped page by page, act by act while attempting to determine if Hamlet really was mad. Talk about old school. It wasn’t until this semester in 203, when I began to deeply analyze Hamlet with the help of Voyeur, that I gained all these great insights into the text. I just think it is amazing how a program is capable of analyzing the text, while bringing words, and other thought provoking ideas to the table. Sorry for the rant, but I am just amazed at my process of learning that these tools have evoked.

Now to be begin..

Act 3 is huge. We have the “to be or not to be” speech, Hamlet and Ophelia explore their relationship, some Guildenstern, Rosencrantz, Claudius, Gertrude, the players and the Mousetrap. In other words a lot of changes are made and a lot of drama begins. My first thought was revenge. Where does revenge appear in act 3? Well apparently not much. A total of 6 different times (revenge, revenged, revengeful). Not all that useful at this point. Today was a day in our meeting, where none of our programs could agree on the amount of times ANY word showed up.  In order to stay consistent, I put my faith in Voyeur.

Moving on, to begin the group focused on analyzing Hamlet and Ophelia’s relationship. There were two reasons for that:

  1. To define their relationship
  2. So we could determine on the same level, what each tool really could add to the analysis

Love was a word that was used 23 times between all of the characters appearing in act three. While concentrating on the scene where Hamlet tells Ophelia to go to a nunnery, Voyeur also picked up on the words honest and fair. However, Hamlet uses these worlds much differently than we do today.

Oxford Dictionary DefinitionÂ

I took the instances where honest and fair appeared and compared them while looking at their context. Since the box inside Voyeur is so tiny, i moved my information to word.

Copy and pasted honesty and fair side by side to compare

It was not until I looked further into Hamlet’s word choices, that I realized how often Hamlet used honest and fair. I have found recently that Hamlet constantly reiterates words as a way to either get answers from someone or to prove a point. Mad/madness is another instance in 3.4, where he keeps hanging on to this idea in order to prove to both his mother and himself that he is not mad. Hamlet’s unwillingness to stop hanging off ideas seems to be one of the biggest give aways to his ‘madness’.

Prior to analyzing Hamlet with the tools, I believed Hamlet had many reasons to act the way he acted. I never wanted to connect his actions to the assumption that he was mad. Again, with the help of the tools, by simply just analyzing Hamlet’s word choices and crazy tangents, its has become more clear than ever that Hamlet is mad. He is always scheming, and diverting his emotions off on to other characters.

Although Hamlet continues to treat Ophelia in a way less than what one would expect, it is interesting to see that Ophelia maintains her respect for him. After Hamlet makes a scene with the honest and fair ordeal, he starts up again and tells Ophelia “I did love you once”. Through the majority of the scene, Ophelia maintains her cool while using God and “sweet heaven” as external powers to ‘help’ Hamlet. Although she is concerned by his actions and words, she never turns on Hamlet or begins to treat him of a lesser value.

In order to further analyze Ophelia and Hamlet’s relationship, the extractor tool from Tapor would be very useful in separating these relationships from the rest of the play.

I am slowly going crazy 654321 switch!

I had it easy, but I guess this is where my struggles begin. I don’t think I have hit any level of frustration dealing with these tools until now! I remember back in phase one, my biggest struggles was attempting to figure out how to log in to this blog business and post. Here it begins..

To begin I pasted in the XML file and expected to have some misleading information because Voyeur needs to have characters speaking split from characters names mentioned, as well as stage directions removed. I struggled a bit, attempting to copy all of act 3 into Microsoft word to edit it (LOL). What a mistake that was. I am sorry but 60 pages of editing is not going to happen. What was I thinking?

I know that Tapor has a tool that does this; however, after spending two hours reading phase one blog posts from the team, and also messing around with the Tapor tool, I was unsuccessful in my mission. I was however able to figure out how to separate speakers. Unfortunately I could only get Gertrude’s lines to work and she really only appears in 3.4 (which ALSO keeps including itself in our analysis of 3 to 3.3).

I was also able to figure out how to use the tool from Tapor that counts the caps. I think this is a really unique and useful tool, especially since it is able to pull out names that one would not think to search. For example Jove or God.

Although I learned some great things and not so great things about Tapor, Voyeur is my tool. I am forced at this moment to work with what I have, and what I already know. Until these issues can be ironed out, unfortunately I am using it as it is. I feel like the majority of the tools could be used as a starting point, while Voyeur will be one of the tools used towards the end in order to further our analysis. Therefore, I’ve concluded that my hypothesis to begin analyzing act 3, should be basic, while excluding anything to do with characters specifically (until I can get my issues fixed).

The word cloud! Hamlet is appearing in the biggest font. Thank god. Something is cooperating with me this afternoon.

YAY! RESULTS 🙂

Working off of the word cloud, love was quite a large word. Love appeared 28 times, while loves and loved appeared once.  This started to make me think about how the word love is used and how it changes throughout act 3 by all characters. This would also be neat to try it with other commonly used words! I found it interesting that “loved” was appearing towards the beginning. The word “loved” is past tense, meaning that Hamlet once did love.  The combination of the words love and loves appear later, but by doing so, it demonstrates a change in feelings.  If Tapor was cooperating with me, I could simply use just Hamlet’s line to analyze how his feelings change from his famous “to be or not to be” speech, to his confrontation with his mother in 3.4. Another tool that is capable of searching for synonyms or even lemmas to determine words similar to love would be useful as well.

 

When paralleling my tool to other tools, I think Voyeur excels in the ability to do comparisons. I was never one for the frequency charts or graphs, but I can see now how useful these aspects will be for phase 2. There are SO many other avenues that can be explored in act 3, that I didnt know where to begin. Act 3 is where a lot of drama begins and because of that, Ive been super overwhelmed! On top of this feeling of being overwhelmed, my tool has been giving me more problems than ever! Like i mentioned before, until I sit down and find ways to solve my issues, I am kind of at a stand still.

Voyeur: my treasured tool

Before I begin, I’d like to mention that Voyeur is probably now become the world’s easiest program to use in my eyes. I even find managing my way around ucalgary blogs to be more frustrating and confusing than the ability to run Voyeur. Like seriously, half the time i cant find the log-in page. But on a more serious note, this journey for me has been very exciting. I come from the lands of creating HTML pages and working with Photo editing programs. This right down my alley 😉

Since my last post, I’ve learned some minor things about Voyeur that has opened a few doors to further my analysis. This is where I wish I could go back to my previous post and hit the delete button! One of the biggest discoveries was the ability to search a word within “words in the entire corpus”, while receiving a list of all the results, instead of a specific word that shows up alone in the “words in document” bar.  This could have saved me a lot of comparing and searching for words in stage one! The good vs. good night issue I had in blog post one, can now be scratched out.

While struggling to determine the weakness(es) of our tool, we concluded that Voyeur didn’t have a help button, or an explanation page to assist users to better run the program. However, shortly after, we blindly discovered the tiny little question mark in the top left corner of every box. How did we miss that? I do not know.  Although that may seem silly, when clicking on the button, some group members found that they were led to a broken link. This could be that, Voyeur, like a lot of other tools being used in English 205, are picky with browsers. I never had any problems with my browser (Firefox).

In order to further appreciate what Voyeur has to offer, we looked at some of the other blog posts and tools. Again, I feel like since Voyeur is SO user friendly, that it is probably one of the better analysis programs since it offers a variety of both visual and concrete data. Everything that a user could possibly use is located on one screen. Convenient, I know.  There is no need to flip back and forth between screens, and even the boxes of data can be minimized.

I feel by being limited to only analyzing 3.4, our group is running in circles, looking to take on much larger chunks of the text. I think that Voyeur will be more useful in the next stage, because we will be able to compare ideas, themes, and characters on a much larger scale. We came up with a lot of neat ideas that could not be used in this stage, since 3.4 is only a very small portion of Hamlet.

The tools in the customizable template have been a topic of discussion.  Prior to today, as a group, we concluded that the extra tools are too similar, and not very helpful in our analysis. Kassidy had mentioned that he even attempted to google the purpose of these visual tools and how they worked. No such luck. Ruby posted a few screenshots of the extra visual tools using the text from 3.4 here. Although many comments have been made on the useless of the tool, I attempted to prove that these tools were more than just pretty to look at.  I wanted to figure out when in the text this knots occurred, and why they were looping and intersecting.  I decided on the words HMLT, GRTE, mad and madness to keep my scope very small.

What the heck does this mean? Well by looking at this screenshot, it looks like nothing but a children’s art project.  When you click on the different segments of the lines, information is brought up. The pop up tells you the context of the word, but it fails to mention who spoke that specific line. So where do I go from here? By breaking down these segments into easier manageable sections, I concluded that Gertrude stating “alas, he is mad” was the beginning of this mad debate ( we already knew this though). Following this, both mad and madness are continually brought up by Hamlet.

Note: I made the version on left so i didn’t need to keep click on each segment. I thought this would be an easier way to figure out what was going in.

One flaw to this specific visual tool is that I don’t think a user would be able to rely solely on these images. I used a lot of background knowledge in order to assure myself that these conclusions were correct or at least on par. These images are good for understanding basic connections on how words or perhaps conversations flow, but the amount of time it took to break down the knots allowing for a conclusion, was annoying. Another interesting thing to note is why is it that Hamlet and Gertrude’s circles are different sizes when we know they speak equally 25 times?  With that being said, I don’t know if I failed at attempting to figure these knots out, or if I was really making something out of nothing , but at least I can say I tried.

On a more positive note, I am very excited to see what Voyeur can offer for phase two of group projects 🙂

 

My experience with Voyeur..

 

After experiencing a quick glimpse into Voyant after the workshop in class, my anxiety began to grow as phase one of group projects grew closer and closer to the start date.  After meeting with my group to finalize the group contracts, we decided for our next meeting that each member must find something new about Voyant. Overwhelmed with the complicated template of Voyant, I didn’t know where to begin. I didn’t have a starting point, a research question, nor had I had much experience.  I decided that I would work off something I knew for sure, the themes in Hamlet.

To begin, I enabled the stop list and was quickly surprised by the words which were most frequently used according to the word summary. Gertrude and Hamlet both showed up 25 times, good 10, bad 3, love 4, sweet 3, madness 5 and mad twice.  Not only is this list surprising, but it also demonstrates the themes and context of scene four. I wanted to further investigate the theme good vs evil. While referring back to the Hamlet textbook, I recalled this scene being a dark, less loving scene. So why words such as love, sweet and especially good, showing up so much more often than darker, evil words?

Voyant has the ability to search a word, click on the word in the frequency list (to further investigate its location), and it also shows the context of the word in its original sentence.  After further investigation, I found that “good” was appearing more often because Voyant was picking up on “good” in “good  night”,  which was used five times.  There went the support for my good vs. evil theme.  One downfall to Voyant already, is it picks up on words in the results that might not been expected.

Mad and madness in Hamlet is another huge theme of the play.  I wanted to look into who first used this word in the scene, who said it most, and I also thought maybe I could determine if Hamlet really was mad. I compared the two words, mad and madness with Hamlet and Gertrude, and I was surprised to find out that Hamlet uses mad/madness a total of five times, while Gertrude uses it once.  To me, this suggests that in this scene itself, Hamlet demonstrates he is mad by constantly hanging on to a comment his mother originally made.

Working off of mad and madness, I was led to question the validity of Voyant. Was Voyant counting mad in the word madness? After referring to the keywords in context menu, I learned that Voyant only searches for specific words you search for. This is a downfall to Voyant, as I mentioned before with the good vs. evil theme.  If you’re looking for more than just a root word, you need to specifically search words. For example, words ending in “ing” “s” “ness” etc. do not come up.

Although I have only mentioned the basic tools that Voyant offers, there are a lot of hidden visual options as well. At first our group was using Google to find the location of our additional tools, but with further investigation we found out each user is able to personalize their template by selecting or removing any tool. I found this to be very overwhelming, but these visual tools and extra options may be beneficial to those who enjoy tools such as word clouds, and line bubbles.

Custom Template Example

Custom Template

List of  Tools: the Google list: http://hermeneuti.ca/voyeur/tools

As Voyant at first seemed very difficult to use,  with time I picked up very quickly on the basics of this program. I am excited to see what more this program has to offer and what more there is to be investigated on Hamlet. My next step is to find a hypothesis or theme within this scene, which will become the basis of our presentation to demonstrate the advantages, disadvantages and use of Voyant.

Ps. The Voyant group is working off a custom version of Hamlet  — http://engl203.ucalgaryblogs.ca/category/ph1-voyeur/ Has another group found a way to separate characters speaking versus characters names being mentioned?

 

– Carly 🙂