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A revisionary account of the 900-year-long history of a major poetic tradition, explored through metrics and literary history.
Two features distinguish the Canterbury Tales from other medieval collections of stories: the interplay among the pilgrims and the manner in which the stories fit their narrators. In his new book, Warren Ginsberg argues that Chaucer often linked tellers and tales by recasting a coordinating idea or set of concerns in each of the blocks of text that make up a 'Canterbury' performance. For the Clerk, the idea is transition, for the Merchant it is revision and reticence, for the Miller it is repetition, for the Franklin it is interruption and elision, for the Wife of Bath it is self-authorship, for the Pardoner it is misdirection and subversion. The parts connect because they translate one another. By expressing the same concept differently, the portraits of the pilgrims in the "General Prologue," the introductions and epilogues to the tales they tell, and the tales themselves become intra-lingual translations that begin to act like metaphors. When brought together by readers, they give the ensemble its inner cohesiveness and reveal what Walter Benjamin called modes of meaning. Chaucer also restaged events across his poem. They too become intra-lingual translations. Together with the linking passages that precede and follow a story, these episodes are the ligaments that stabilize the Tales and underwrite its remarkable elasticity. As much as the conceits that frame the work, the pilgrimage and the tale-telling contest, Chaucer's internal translations guided the construction of his masterpiece and the way his audiences have continued to read it.
Chaucer's Canterbury Tales was the subject of the first volume in the Approaches to Teaching series, published in 1980. But in the past thirty years, Chaucer scholarship has evolved dramatically, teaching styles have changed, and new technologies have created extraordinary opportunities for studying Chaucer. This second edition of Approaches to Teaching Chaucer's Canterbury Tales reflects the wide variety of contexts in which students encounter the poem and the diversity of perspectives and methods instructors bring to it. Perennial topics such as class, medieval marriage, genre, and tale order rub shoulders with considerations of violence, postcoloniality, masculinities, race, and food in the tales. The first section, "Materials," reviews available editions, scholarship, and audiovisual and electronic resources for studying The Canterbury Tales. In the second section, "Approaches," thirty-six essays discuss strategies for teaching Chaucer's language, for introducing theory in the classroom, for focusing on individual tales, and for using digital resources in the classroom. The multiplicity of approaches reflects the richness of Chaucer's work and the continuing excitement of each new generation's encounter with it.
The 2004 announcement that Chaucer's scribe had been discovered resulted in a paradigm shift in medieval studies. Adam Pynkhurst dominated the classroom, became a fictional character, and led to suggestions that this identification should prompt the abandonment of our understanding of the development of London English and acceptance that the clerks of the Guildhall were promoting vernacular literature as part of a concerted political program. In this meticulously researched study, Lawrence Warner challenges the narratives and conclusions of recent scholarship. In place of the accepted story, Warner provides a fresh, more nuanced one in which many more scribes, anonymous ones, worked in conditions we are only beginning to understand. Bringing to light new information, not least, hundreds of documents in the hand of one of the most important fifteenth-century scribes of Chaucer and Langland, this book represents an important intervention in the field of Middle English studies.