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Essays on the Art of Chaucer's Verse
These fifteen essays, four of them commissioned for this volume, along with a discursive introduction which sets each essay into place and comments on its distinctive features, represent a gathering never before attempted: a symposium on Chaucer's craft that concentrates on his poetic forms, his rhythms, his riming, his versification, his prosody. In his seminal essay, Scanning the Prosodists, Alan Gaylord (the editor of this volume) had asked: To show how Chaucer moves, and in moving, moves us: is that not what the study of his prosody should do? Should it not identify a pattern of sounds in motion, a regular and expressive succession which is part of the order of verse and a major componen...
Chaucer and the Universe of Learning
Astell examines the conventions of medieval learning familiar to Chaucer and discovers in two related topical outlines, those of the seven planets and of the divisions of philosophy, an important key.
New Readings of Chaucer's Poetry
A wide range of new scholarship on Chaucer's poetry. This collection of essays makes available a wide range of new scholarship on Chaucer's poetry. Opening essays address the issues of "Chaucerian representation" and "Chaucerian poetics", arguing for the multiplicity and complexityof what Chaucer "represents" and for the importance of his dual Anglo-French background in enabling him to articulate that complexity. Chaucer's use of Ovidian and Ciceronian sources and ideas is examined, and his pursuit of simplicity and suspicion of "delicacy"; the potent issues of sexuality and spirituality, and money and death (with Chaucer's own ending and his thoughts on last things) complete the collection. Contributors: DEREK BREWER, HELEN COOPER, PAUL DOWER, JOHN V. FLEMING, JOHN HILL, TRAUGOTT LAWLER, CELIA LEWIS, R. BARTON PALMER, WILLIAM PROVOST, JOHN PLUMMER, WILLIAM ROGERS.
Regents' Proceedings
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The Canterbury Tales: Seventeen Tales and the General Prologue (Third International Student Edition) (Norton Critical Editions)
“This book has been more helpful to the students—both the better ones and the lesser ones—than any other book I have ever used in any of my classes in my more than a quarter century of university teaching.” —RICHARD L. KIRKWOOD, University of Wisconsin–Eau Claire This Norton Critical Edition includes: • The medieval masterpiece’s most popular tales, including—new to the Third Edition—The Man of Law’s Prologue and Tale and The Second Nun’s Prologue and Tale. • Extensive marginal glosses, explanatory footnotes, a preface, and a guide to Chaucer’s language by V. A. Kolve and Glending Olson. • Sources and analogues arranged by tale. • Twelve critical essays, seven...
Report
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The Canterbury Tales: Seventeen Tales and the General Prologue (Third Edition) (Norton Critical Editions)
“This book has been more helpful to the students—both the better ones and the lesser ones—than any other book I have ever used in any of my classes in my more than a quarter century of university teaching.” —RICHARD L. KIRKWOOD, University of Wisconsin–Eau Claire This Norton Critical Edition includes: • The medieval masterpiece’s most popular tales, including—new to the Third Edition—The Man of Law’s Prologue and Tale and The Second Nun’s Prologue and Tale. • Extensive marginal glosses, explanatory footnotes, a preface, and a guide to Chaucer’s language by V. A. Kolve and Glending Olson. • Sources and analogues arranged by tale. • Twelve critical essays, seven...
Reading Chaucer in Time
This book tracks how concepts of reading developed within Italian texts (including Dante's Vita nova, Boccaccio's Filostrato and Teseida, and Petrarch's Seniles) impress themselves upon Chaucer's Troilus and Criseyde and Canterbury Tales.
Mythodologies
Mythodologies challenges the implied methodology in contemporary studies in the humanities. We claim, at times, that we gather facts or what we will call evidence, and from that form hypotheses and conclusions. Of course, we recognize that the sum total of evidence for any argument is beyond comprehension; therefore, we construct, and we claim, preliminary hypotheses, perhaps to organize the chaos of evidence, or perhaps simply to find it; we might then see (we claim) whether that evidence challenges our tentative hypotheses. Ideally, we could work this way. Yet the history of scholarship and our own practices suggest we do nothing of the kind. Rather, we work the way we teach our compositio...
