The implications for teaching and editing are immense, and support the already compelling case against modernized-diction texts of Shakespeare. This is especially true for younger students who are generally the ones most avidly protected from Elizabethan diction, but also the ones best equipped mentally, developmentally, to learn unfamiliar words and constructions…as they would be in the materialized memory-palace of the theatre. (Watson, “Shakespeare’s New Words,” 2012, 361)
Wednesday’s Wisdom
Performance Approaches to Shakespeare 