Remediate Annotations

Introduction

This document deals with the remediation of annotations that were prepared for the ISE platform and need to be reworked for the LEMDO platform. The work of remediating annotations entails taxonomic assessment and recategorization, plus fixing inconsistencies within the edition and bringing it into alignment with DRE guidelines and LEMDO encoding practices.

Check Anchors and Pointers

Check that no annotations are missing or misplaced on the LEMDO site before you begin remediating them. Compare annotated words on the staticized DRE, ISE, or QME website against your modern edition and the annotations file. Read each annotation to ensure it is anchored to the correct word or phrase. See also Create Anchors.
Do not delete anchors. There may be an annotation or collation that you do not know about that is pointing to those anchors. If you need to anchor an annotation to a different word, leave the anchors on the incorrect word, add new anchors to the correct word, and point the annotation to the newly anchored word.
Note that the programmatic addition of anchors and targets to the modern text and annotation file (respectively) does not always work. This is because the conversion removes square brackets, which means lemmas no longer match what is in the modern text. In these cases, the conversion makes the TLN the target instead and remediators must go in and add anchors in place of the TLN targets.

Add Anchors and Pointers

To add an anchor to a text, follow these steps:
Highlight the text around which you want to place an anchor
Hit Ctrl+shift+a on a PC or Cmd+shift+a on a Mac to add numbered anchors
Return to the annotation files and change the TLN targets to the anchors you just made
See also Create Anchors
Keyboard shortcuts for adding anchors and pointers:
Add anchor: ctrl+shift+a
Add pointer: ctrl+shift+p

Replace Ellipses

Converted texts will contain three spaced periods ( . . . ) used as ellipses. We never want three spaced periods to be used as ellipses, so you must replace them with an ellipsis character ( … ) from the character map on your computer. See Practice: Insert an Ellipsis Character for instructions on how to add ellipsis characters to your file from the character map.
Note that some annotations contain editorial elisions that are indicated by ellipses (either three spaced periods or the ellipsis character, whichever the editor used in the original file). Replace these ellipses with the <gap> element, the @reason attribute, and the "sampling" value.

Shorten Lemmas

Shorten lemmas that are more than three words long. Always keep at least the first and last words of the lemma. Remove any words that will not help readers identify the passage that is being annotated (e.g., “the”, “a”, “my”, “with”, “it”).
Conversion Yields:
<div>
<!-- ... -->

  <note type="label">mines my gentility with my education</note>
  <!-- ... -->
</div>
Amend to:
<div>
<!-- ... -->

  <note type="label">mines … education</note>
  <!-- ... -->
</div>
Note that converted files will have three spaced periods ( . . . ) in lemmas where words have been left out to shorten the lemma. Replace these spaced periods with an ellipsis character from the character map on your computer. See also Replace Ellipses.
Conversion Yields:
<div>
<!-- ... -->

  <note type="label">mines . . . education</note>
  <!-- ... -->
</div>
Amend to:
<div>
<!-- ... -->

  <note type="label">mines … education</note>
  <!-- ... -->
</div>

Format In-text Citations

Citations for content in glosses often appear in subsequent commentary notes.
Cut and paste citations that appear in <note> elements with the value "commentary" into those with the value "gloss". Wrap the citation in parentheses when you move it to the <note> element with the value "gloss". Delete the <note> elements with the value "commentary" if they are now empty or only contain redundant words or punctuation.
Conversion Yields:
<div>
<!-- ... -->

  <note type="gloss">A mere sign of interrogation, introducing a question.</note>
  <!-- ... -->
</div>
<div>
<!-- ... -->

  <note type="commentary">See <title level="m">OED</title> A.III.21.</note>
  <!-- ... -->
</div>
Amend to:
<div>
<!-- ... -->

  <note type="gloss">A mere sign of interrogation, introducing a question (OED A.III.21).</note>
  <!-- ... -->
</div>

Format Multiple Citations

If an editor cites more than one source in their note, use a semicolon to separate the citations in the parentheses.
Usage of semicolons in citations when the editor cites multiple sources for a single idea is documented in the style manual.
Conversion Yields:
<div>
<!-- ... -->

  <note type="gloss">Enjoying grace or favor, winning goodwill; full of the graces.</note>
  <!-- ... -->
</div>
<div>
<!-- ... -->

  <note type="commentary">See <title level="m">OED</title> adj. 1 and Dusinberre.</note>
  <!-- ... -->
</div>
Amend to:
<div>
<!-- ... -->

  <note type="gloss">Enjoying grace or favor, winning goodwill; full of the graces (OED adj. 1; Dusinberre).</note>
  <!-- ... -->
</div>

Choose Values for Note Types

LEMDO handles annotations quite differently than the ISE platform did. LEMDO organizes annotations according to type rather than length. The ISE had three levels of annotation, plus a performance level introduced specifically for QME’s needs.
Level 1 was for essential explanatory notes aimed at undergraduate readers. These notes appeared in the print edition, which mean that ISE editors were invited to think about the Broadview print editions as they prepared their notes.
Level 2 was for longer, more detailed notes. A selection of Level 2 notes went into the Broadview text.
Level 3 was for lengthier discussions of interesting, controversial, or complex material. These notes, which were generally excluded entirely from the Broadview texts, often deal with textual problems.
LEMDO has more annotation types than the ISE platform offered. The table below explains how the conversion process transforms the ISE levels into LEMDO types, with brief commentary on what you may need to do with the converted notes.
IML level values pre-conversion LEMDO’s post-conversion TEI values on <note> Probable remediation
1 gloss gloss
2 commentary commentary, textual, lexical, or performance
3 commentary commentary, textual, lexical, performance
perf performance performance
video video video
The important thing for the electronic edition is to get the type of note right. All level 2 and 3 annotations have been converted to <note> elements with @type and "commentary". We need to determine what they actually are (commentary, textual, performance, or lexical), thereby bringing these remediated editions into line with born-LEMDO editions.
Editors often offered extended commentaries on the history and potential meaning of a word, with quotations from the OED.
You will mainly encounter commentary notes that need to be changed to textual notes and performance notes (and possibly lexical notes).

Gloss

All <note> elements that had the @level value of "1" have been converted to <note> elements with the @type value of "gloss". In most cases, this conversion is correct.
You still need to check all annotations with the value "gloss" because you will have to change the type on some of them. The value "gloss" is for a single-word or short-phrase definition of a word or phrase in the text. They are meant to facilitate comprehension for the average American college junior (third-year student in Canada). Sometimes, the level 1 annotations in the electronic editions went beyond the simply gloss and strayed into the zone of commentary. You must check to ensure there is nothing wrapped in a <note> element with a @type attribute and "gloss" value that is a commentary or a textual, lexical, pedagogical, or performance note.
If you notice something in these tags that is not a gloss, open a new note tag, paste the material in it, and choose an appropriate type value.
Example showing how the <note> element with a @type attribute and "gloss" value glosses the lemma:
<div>
<!-- ... -->

  <note type="label">breed me well</note>
  <!-- ... -->
</div>
<div>
<!-- ... -->

  <note type="gloss">Bring me up well, with a good education.</note>
  <!-- ... -->
</div>

Commentary

Commentary notes that only contain citations are redundant. Cut and paste citations from elemtents with "commentary" values into the <note> element that contains the text that is being cited.
Format the citations correctly by deleting any introductory words or phrases and wrapping them in parentheses at the end of the sentence that glosses the term.
Conversion Yields:
<div>
<!-- ... -->

  <note type="gloss">Myself.</note>
  <!-- ... -->
</div>
<div>
<!-- ... -->

  <note type="commentary">See Abbott 223.</note>
  <!-- ... -->
</div>
Amend to:
<div>
<!-- ... -->

  <note type="gloss">Myself (Abbott 223).</note>
  <!-- ... -->
</div>

Performance

Only use this note type when the editor is discussing specific productions, performances, or traditions. Do not use this type for notes in which the editor discusses early modern theatrical conventions in general.
Conversion Yields:
<div>
<!-- ... -->

  <note type="commentary">The close friendship of Rosalind and Celia has been much studied in criticism and in the theatre in light of the modern women’s movement. Cases in point include Dorothy Tutin as Rosalind and Janet Suzman as Celia in David Jones’s 1967-8 RSC production, Juliet Stevenson as Rosalind and Fiona Shaw as Celia in Adrian Noble’s 1985 RSC production, and Elizabeth Laidlaw as Rosalind and Kate Fry as Celia in David H. Bell’s 2002 production for Chicago Shakespeare Theater … </note>
  <!-- ... -->
</div>
Amend to:
<div>
<!-- ... -->

  <note type="performance">The close friendship of Rosalind and Celia has been much studied in criticism and in the theatre in light of the modern women’s movement. Cases in point include Dorothy Tutin as Rosalind and Janet Suzman as Celia in David Jones’s 1967-8 RSC production, Juliet Stevenson as Rosalind and Fiona Shaw as Celia in Adrian Noble’s 1985 RSC production, and Elizabeth Laidlaw as Rosalind and Kate Fry as Celia in David H. Bell’s 2002 production for Chicago Shakespeare Theater … </note>
  <!-- ... -->
</div>
Example of a note that is not a performance note:
<div>
<!-- ... -->

  <note type="label">at the door</note>
  <note type="commentary">This could be imagined to be the door of the walled garden on Oliver’s estate, but the sense of space in the Elizabethan theatre is so fluid that this conversation can also be imagined to take place indoors, in Oliver’s house.</note>
  <!-- ... -->
</div>

Textual

Textual notes include anything regarding how editors have interacted with the text from centuries ago until today. If an editor discusses their own edition, or the quartos, folios, or octavos of plays, that is also a textual note.
Conversion Yields:
<div>
<!-- ... -->

  <note type="label">manège</note>
  <!-- ... -->
</div>
<div>
<!-- ... -->

  <note type="gloss">
    <quote>The training, handling, and directing of a horse in its paces; a training to good paces</quote> (OED). The Folio reads <quote>mannage</quote>.</note>
  <!-- ... -->
</div>
Amend to:
<div>
<!-- ... -->

  <note type="label">manège</note>
  <!-- ... -->
</div>
<div>
<!-- ... -->

  <note type="gloss">
    <quote>The training, handling, and directing of a horse in its paces; a training to good paces</quote> (OED).</note>
  <!-- ... -->
</div>
<div>
<!-- ... -->

  <note type="textual">The Folio reads <quote>mannage</quote>.</note>
  <!-- ... -->
</div>
Conversion Yields:
<div>
<!-- ... -->

  <note type="commentary">Warburton’s proposed emendation of substituting <q>our</q> for <q>your</q> twice in this phrase has sometimes been adopted by editors, and <q>your</q> for <q>our</q> would be an easy typographical error, but the Folio reading makes sense as it stands.</note>
  <!-- ... -->
</div>
Amend to:
<div>
<!-- ... -->

  <note type="textual">Warburton’s proposed emendation of substituting <q>our</q> for <q>your</q> twice in this phrase has sometimes been adopted by editors, and <q>your</q> for <q>our</q> would be an easy typographical error, but the Folio reading makes sense as it stands.</note>
  <!-- ... -->
</div>

Lexical

Use this note type when the editor discusses at length the origin or meaning of a word (or words). LEMDO also considers phrases like The OED cites this as its sole instance to be lexical notes.
When OED citations and phrases like The OED cites this as its sole instance appear in commentary notes, do the following:
Cut and paste the OED citation into parentheses at the end of the text node of the <note> element with @type and "gloss".
Add another note element with a @type attribute and the value "lexical".
Cut and paste the phrase into this lexical note (rephrase as necessary).
Tag OED as a title with the @level attribute and the value "m".
Conversion Yields:
<div>
<!-- ... -->

  <note type="gloss">Assignment of a share.</note>
  <!-- ... -->
</div>
<div>
<!-- ... -->

  <note type="commentary">The <title level="m">OED</title> cites this as its sole instance. To <q>allot</q> is to distribute by lot, or into lots.</note>
  <!-- ... -->
</div>
Amend to:
<div>
<!-- ... -->

  <note type="gloss">Assignment of a share (OED n.).</note>
  <!-- ... -->
</div>
<div>
<!-- ... -->

  <note type="commentary">To <q>allot</q> is to distribute by lot, or into lots.</note>
  <!-- ... -->
</div>
<div>
<!-- ... -->

  <note type="lexical">The <title level="m">OED</title> cites this as its sole instance.</note>
  <!-- ... -->
</div>
Conversion Yields:
<div>
<!-- ... -->

  <note type="gloss">Plot, conspire (OED 9, quoting this passage).</note>
  <!-- ... -->
</div>
Amend to:
<div>
<!-- ... -->

  <note type="gloss">Plot, conspire (OED)</note>
  <!-- ... -->
</div>
<div>
<!-- ... -->

  <note type="lexical">The <title level="m">OED</title> quotes this passage under definition 9.</note>
  <!-- ... -->
</div>
Conversion Yields:
<div>
<!-- ... -->

  <note type="gloss">Scurvy, rascally.</note>
  <!-- ... -->
</div>
<div>
<!-- ... -->

  <note type="commentary">From French <q>rogne</q>, scab, scurf; hence <q>rogneux</q>, mangy, scurvy. <title level="m">OED</title> quotes this line.</note>
  <!-- ... -->
</div>
Amend to:
<div>
<!-- ... -->

  <note type="gloss">Scurvy, rascally (OED).</note>
  <!-- ... -->
</div>
<div>
<!-- ... -->

  <note type="lexical">From French <q>rogne</q>, scab, scurf; hence <q>rogneux</q>, mangy, scurvy (OED). The <title level="m">OED</title> quotes this line.</note>
  <!-- ... -->
</div>

Pedagogical

Pedagogical notes are new in LEMDO. You are unlikely to use this tag in texts from before 2020. Some editors will be finishing their editions in IML and may choose to create pedogogical notes. At the time of writing (2020), we have not yet had to remediate any IML files using this new note type. When we do, we’ll write a programmatic conversion. You will merely need to check that the note does not contain material that is more properly commentary. Pedagogical notes are meant to be instructional notes for teachers.

Editorial

Editorial notes are allowed only in supplemental texts and critical paratexts. See Editorial Notes and Annotations for Supplementary Materials for more information on adding notes to supplementary texts.

Video

Some annotations contain video clips. QME’s Performance-as-Research methodology means that performance is a commentary on the text. There were only 61 instances in the files in the ise-developers repo, all of them in just two QME files:
emdFBFB_M_annotation.xml
emdFV_M_annotation.xml
We can expect to see more such video notes in annotation files coming to us from QME editors who are finishing their work in IML.

Classify Ambiguous Notes

Some notes do not fit easily into a single note type category. In these cases, you must choose the note type that seems most appropriate.
The note in the example below could be considered both a textual note and a performance note. We decided to tag it as a textual note because the editor is primarily talking about editions, not performances.
Conversion Yields:
<div>
<!-- ... -->

  <note type="commentary">Capell, in his 1774 and 1779 editions, 1.60, relates the story of an old townsman of Stratford, who, on being asked by his neighbors what he remembered of Shakespeare, answered <quote>that he saw him once brought on the stage upon another man’s back; which answer was applied by the hearers to his having seen him perform in this scene the part of Adam</quote>. Similarly, William Oldys (in Steevens’s 1778 edition, 1.204), tells of one of Shakespeare’s younger brothers … </note>
  <!-- ... -->
</div>
Amend to:
<div>
<!-- ... -->

  <note type="textual">Capell, in his 1774 and 1779 editions, relates the story of an old townsman of Stratford, who, on being asked by his neighbors what he remembered of Shakespeare, answered <quote>that he saw him once brought on the stage upon another man’s back; which answer was applied by the hearers to his having seen him perform in this scene the part of Adam</quote> (Capell 1.60). Similarly, William Oldys (in Steevens’s 1778 edition, 1.204), tells of one of Shakespeare’s younger brothers who … </note>
  <!-- ... -->
</div>

Differentiate Electronic and Print Annotations

LEMDO editions are designed to be electronic first. Neither remediators nor editors should be thinking about the print edition while preparing annotations. But as remediator, you will find it helpful to keep in mind that the editors whose work you are remediating probably did think about the print edition. They were invited to classify as level 1 anything suitable for a classroom edition.
LEMDO turns its attention to a print edition only after the electronic edition is published. We consider the print edition to be a remediated version of the electronic edition.

Prosopography

Janelle Jenstad

Janelle Jenstad is a Professor of English at the University of Victoria, Director of The Map of Early Modern London, and Director of Linked Early Modern Drama Online. With Jennifer Roberts-Smith and Mark Kaethler, she co-edited Shakespeare’s Language in Digital Media: Old Words, New Tools (Routledge). She has edited John Stow’s A Survey of London (1598 text) for MoEML and is currently editing The Merchant of Venice (with Stephen Wittek) and Heywood’s 2 If You Know Not Me You Know Nobody for DRE. Her articles have appeared in Digital Humanities Quarterly, Elizabethan Theatre, Early Modern Literary Studies, Shakespeare Bulletin, Renaissance and Reformation, and The Journal of Medieval and Early Modern Studies. She contributed chapters to Approaches to Teaching Othello (MLA); Teaching Early Modern Literature from the Archives (MLA); Institutional Culture in Early Modern England (Brill); Shakespeare, Language, and the Stage (Arden); Performing Maternity in Early Modern England (Ashgate); New Directions in the Geohumanities (Routledge); Early Modern Studies and the Digital Turn (Iter); Placing Names: Enriching and Integrating Gazetteers (Indiana); Making Things and Drawing Boundaries (Minnesota); Rethinking Shakespeare Source Study: Audiences, Authors, and Digital Technologies (Routledge); and Civic Performance: Pageantry and Entertainments in Early Modern London (Routledge). For more details, see janellejenstad.com.

Joey Takeda

Joey Takeda is LEMDO’s Consulting Programmer and Designer, a role he assumed in 2020 after three years as the Lead Developer on LEMDO.

Martin Holmes

Martin Holmes has worked as a developer in the UVicʼs Humanities Computing and Media Centre for over two decades, and has been involved with dozens of Digital Humanities projects. He has served on the TEI Technical Council and as Managing Editor of the Journal of the TEI. He took over from Joey Takeda as lead developer on LEMDO in 2020. He is a collaborator on the SSHRC Partnership Grant led by Janelle Jenstad.

Navarra Houldin

Project manager 2022–present. Textual remediator 2021–present. Navarra Houldin (they/them) completed their BA in History and Spanish at the University of Victoria in 2022. During their degree, they worked as a teaching assistant with the University of Victoriaʼs Department of Hispanic and Italian Studies. Their primary research was on gender and sexuality in early modern Europe and Latin America.

Nicole Vatcher

Technical Documentation Writer, 2020–2022. Nicole Vatcher completed her BA (Hons.) in English at the University of Victoria in 2021. Her primary research focus was womenʼs writing in the modernist period.

Rylyn Christensen

Rylyn Christensen is an English major at the University of Victoria.

Tracey El Hajj

Junior Programmer 2019–2020. Research Associate 2020–2021. Tracey received her PhD from the Department of English at the University of Victoria in the field of Science and Technology Studies. Her research focuses on the algorhythmics of networked communications. She was a 2019–2020 President’s Fellow in Research-Enriched Teaching at UVic, where she taught an advanced course on Artificial Intelligence and Everyday Life. Tracey was also a member of the Map of Early Modern London team, between 2018 and 2021. Between 2020 and 2021, she was a fellow in residence at the Praxis Studio for Comparative Media Studies, where she investigated the relationships between artificial intelligence, creativity, health, and justice. As of July 2021, Tracey has moved into the alt-ac world for a term position, while also teaching in the English Department at the University of Victoria.

Orgography

LEMDO Team (LEMD1)

The LEMDO Team is based at the University of Victoria and normally comprises the project director, the lead developer, project manager, junior developers(s), remediators, encoders, and remediating editors.

Metadata

Authority title Remediate Annotations
Type of text Documentation
Short title
Publisher University of Victoria on the Linked Early Modern Drama Online Platform
Series Linked Early Modern Drama Online
Source
TEI Customization created by Martin Holmes, Joey Takeda, and Janelle Jenstad; documentation written by members of the LEMDO Team
Editorial declaration n/a
Edition Released with Linked Early Modern Drama Online 1.0
Encoding description Encoded in TEI P5 according to the LEMDO Customization and Encoding Guidelines
Document status prgGenerated
Funder(s) Social Sciences and Humanities Research Council of Canada
License/availability This file is licensed under a CC BY-NC_ND 4.0 license, which means that it is freely downloadable without permission under the following conditions: (1) credit must be given to the author and LEMDO in any subsequent use of the files and/or data; (2) the content cannot be adapted or repurposed (except in quotations for the purposes of academic review and citation); and (3) commercial uses are not permitted without the knowledge and consent of the editor and LEMDO. This license allows for pedagogical use of the documentation in the classroom.