- All's Well That Ends Well
- Antony and Cleopatra
- As You Like It
- The Comedy of Errors
- Coriolanus
- Cymbeline
- Hamlet
- Henry IV, Part 1
- Henry IV, Part 2
- Henry V
- Henry VI, Part 1
- Henry VI, Part 2
- Henry VI, Part 3
- Henry VIII
- Julius Caesar
- King John
- King Lear
- Love's Labor's Lost
- A Lover's Complaint
- Macbeth
- Measure for Measure
- The Merchant of Venice
- The Merry Wives of Windsor
- A Midsummer Night's Dream
- Much Ado About Nothing
- Othello
- Pericles
- The Rape of Lucrece
- Richard II
- Richard III
- Romeo and Juliet
- Shakespeare's Sonnets
- The Taming of the Shrew
- The Tempest
- Timon of Athens
- Titus Andronicus
- Troilus and Cressida
- Twelfth Night
- The Two Gentlemen of Verona
- Venus and Adonis
- The Winter's Tale
Matilda says this in regards to her initial impressions of Great Expectations. The novel contains words she and her classmates don’t understand, and though this may be due to an inadequate foundational education—which Jones never discusses—it is also because the students have never encountered certain concepts that the book draws upon. As a result, Matilda uses the process of association to piece together an understanding of Great Expectations. Trying to grasp the idea of a “marsh,” she sifts through her own experiences, finding a rough equivalent by evoking the “quicksand” she’s heard exists near the copper mine. This is…