As you’re planning this project, you will want to think carefully about how to represent the texts you’re encoding. You’ll also want to track all of the encoding decisions you make in what will become your group’s internal documentation. As explained in the assignment sheet, you will each encode your documents separately, but you will write this internal documentation as a group. Part of your task, then, is to reach a consensus about how you will encode your texts—and to create a set of encoding practices that will work for all of your documents.
You can see an example of the Women Writer’s Project’s documentation here. Your own documentation will, of course, be much shorter but it should still contain all essential information on how your project had decided to approach the task of encoding the documents you are publishing.
For guidelines on writing your internal documentation, as well as some notes on the details you might consider, visit this page.
You can download the files I created to demonstrate in class below, with and without our shared analytical categories. To start creating your own encoded texts, download the “TEI exercise package” at the WWP’s resources page.
- Sample encoding (control or right click and choose “Save Link As…”)
- Sample encoding with analysis (control or right click and save)
Links and Resources
- Documentation writing guidelines
- Women Writers Online
- WWP Wiki: Getting Started with Encoding
- “Even Gentler” introduction to XML
- WWP Statement of Editorial Principles
- WWP Internal Documentation
- Slideset: An Introduction to XML
- Slideset: Basic Tagging
- WWP Resources (including the “TEI exercise package” you need to get started)
- Mary Moody Emerson Prototype Display
- Oxygen XML Editor
- TEI Boilerplate
- Word tree
- Early modern print: main site
- Early modern print: keywords in context
This page was created to support Professor Marina Leslie’s Spring 2016 course, Topics in Early Literature: Gender, Sex, and Renaissance Bodies, at Northeastern University. The archival project assignment was written by Marina Leslie and Sarah Connell, with considerable support from the WWP’s Teaching with TEI seminar group, particularly Sarah Stanley, who provided invaluable assistance with group discussions and publication for the Fall 2014 version of the project.