Shakespeare Adapting Chaucer: “Myn Auctour Shal I Folwen, If I Konne”
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Introduction: Conceptual Personae 1
NOTES Introduction: Conceptual Personae 1. Duc De La Rochefoucauld, Moral Maxims and Reflections in Four Parts: Written in French by the Duke of Rochefoucault, Now Made in English (London: M. Gillyflower, 1694), no. CCCLXXX. 2. Odo Marquard, In Defense of the Accidental: Philosophical Studies, trans. Robert M. Wallace (Oxford: Oxford University Press, 1991). 3. Dante Alighieri, Divine Comedy: Verse Translation and Commentary, Vol. 1: Inferno, ed. and trans. Mark Musa (Bloomington and Indianapolis: Indiana University Press, 1996), 7.84 [p. 65]. 4. Francesco Petrarch, “Preface: To the Noble and Distinguished Azzo Da Correggio,” Remedies for Fortune Fair and Foul: A Modern English Translation, vol. 1, ed. and trans. Conrad H. Rawski (Bloomington and Indianapolis: Indiana University Press, 1991), p. 1. An early fifteenth-century English translation of a small part of the work survives in Cambridge University Library MS Ii. VI.39; see F. N. M. Diekstra, ed., A Dialogue between Reason and Adversity: A Late Middle English Version of Petrarch’s De Remediis (Assen: Royal Vangorcum, 1968). 5. Giovanni Boccaccio, The Decameron, trans. G. H. McWilliam (London: Penguin, 1972), p. 127. 6. John Gower, Confessio Amantis, VI.1569–70, in The English Works of John Gower, 2 vols., ed. G. C. Macaulay, EETS e.s. 81–82 (London: Oxford University Press, 1900; reprinted 1979). 7. John Lydgate, Fall of Princes, ed. Henry Bergen, EETS e.s. 121–24 (London: Oxford University Press, 1924–27; reprinted 1967), 1.54; Thomas Malory, The Works of Sir Thomas Malory, vol. 3, ed. Eugene Vinaver, rev. P. J. C. Field (Oxford: Oxford University Press, 1990), p. -
Handout for “Gower and #Metoo” Georgiana Donavin, Westminster College ICMS, 2019
Handout for “Gower and #MeToo” Georgiana Donavin, Westminster College ICMS, 2019 Sources for Teaching: Bertolet, Craig E. “From Revenge to Reform: The Changing Face of 'Lucrece' and Its Meaning in Gower's Confessio Amantis.” Philological Quarterly 70 (1991): 403-421. Brundage, James. A. Law, Sex, and Christian Society in Medieval Europe. Chicago: University of Chicago Press, 1987. Bullón-Fernández, María. Fathers and Daughters in Gower's Confessio Amantis: Authority, Family, State, and Writing. Publications of the John Gower Society, 5. Cambridge: D.S. Brewer, 2000. -----. “Translating Women, Translating Texts: Gower's 'Tale of Tereus' and the Castilian and Portuguese Translations of the 'Confessio Amantis'.” In John Gower: Manuscripts, Readers, Contexts. Ed. Malte Urban. Turnhout, Belgium: Brepols, 2009. 109-32. Dinshaw, Carolyn. “Rivalry, Rape and Manhood: Gower and Chaucer.” In Chaucer and Gower: Difference, Mutuality, Exchange. Ed. R.F. Yeager. Victoria, B.C.: English Literary Studies, 1991. 130-152. Dunn, Caroline. “The Language of Ravishment in Medieval England.” Speculum 86.1 (2011): 79-116. Edwards, Suzanne M. The Afterlives of Rape in Medieval English Literature. New York: Palgrave, 2016. Gravdal, Kathryn. Ravishing Maidens: Writing Rape in Medieval French Literature and Law. Philadelphia: University of Pennsylvania Press, 1991. Harbert, Bruce. “The Myth of Tereus in Ovid and Gower.” Medium AEvum 41 (1972): 208-214. Lepley, Douglas L. “The Tale of Tereus (CA, V, 5551-6048).” In John Gower's Literary Transformations in the Confessio Amantis: Original Articles and Translations. Ed. Peter G. Beidler. Washington, D.C.: University Press of America, 1982. 63-69. Mast, Isabelle. “Rape in John Gower's Confessio Amantis and Other Related Works.” In Young Medieval Women. -
John Dryden and the Late 17Th Century Dramatic Experience Lecture 16 (C) by Asher Ashkar Gohar 1 Credit Hr
JOHN DRYDEN AND THE LATE 17TH CENTURY DRAMATIC EXPERIENCE LECTURE 16 (C) BY ASHER ASHKAR GOHAR 1 CREDIT HR. JOHN DRYDEN (1631 – 1700) HIS LIFE: John Dryden was an English poet, literary critic, translator, and playwright who was made England's first Poet Laureate in 1668. He is seen as dominating the literary life of Restoration England to such a point that the period came to be known in literary circles as the “Age of Dryden”. The son of a country gentleman, Dryden grew up in the country. When he was 11 years old the Civil War broke out. Both his father’s and mother’s families sided with Parliament against the king, but Dryden’s own sympathies in his youth are unknown. About 1644 Dryden was admitted to Westminster School, where he received a predominantly classical education under the celebrated Richard Busby. His easy and lifelong familiarity with classical literature begun at Westminster later resulted in idiomatic English translations. In 1650 he entered Trinity College, Cambridge, where he took his B.A. degree in 1654. What Dryden did between leaving the university in 1654 and the Restoration of Charles II in 1660 is not known with certainty. In 1659 his contribution to a memorial volume for Oliver Cromwell marked him as a poet worth watching. His “heroic stanzas” were mature, considered, sonorous, and sprinkled with those classical and scientific allusions that characterized his later verse. This kind of public poetry was always one of the things Dryden did best. On December 1, 1663, he married Elizabeth Howard, the youngest daughter of Thomas Howard, 1st earl of Berkshire. -
Cato, Roman Stoicism, and the American 'Revolution'
Cato, Roman Stoicism, and the American ‘Revolution’ Katherine Harper A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy. Arts Faculty, University of Sydney. March 27, 2014 For My Parents, To Whom I Owe Everything Contents Acknowledgements ......................................................................................................... i Abstract.......................................................................................................................... iv Introduction ................................................................................................................... 1 Chapter One - ‘Classical Conditioning’: The Classical Tradition in Colonial America ..................... 23 The Usefulness of Knowledge ................................................................................... 24 Grammar Schools and Colleges ................................................................................ 26 General Populace ...................................................................................................... 38 Conclusions ............................................................................................................... 45 Chapter Two - Cato in the Colonies: Joseph Addison’s Cato: A Tragedy .......................................... 47 Joseph Addison’s Cato: A Tragedy .......................................................................... 49 The Universal Appeal of Virtue ........................................................................... -
Dryden on Shadwell's Theatre of Violence
James Blac k DRYDEN ON SHADWELL'S THEATRE OF VIOLENCE All admirers of J ohn Dryden can sympathise w ith H.T . Swedenberg's dream of o ne day "finding bundle after bundle of Dryden's manuscripts and a journal kept thro ugho ut his career. .. .! turn in the journal to the 1670's and eagerly scan the leaves to find out precisely when MacFlecknoe was written and what the ultimate occasion for it was. " 1 For the truth is that although MacFlecknoe can be provisionally dated 1678 the " ultimate occasion" of Dryden's satire on Thomas Shadwell has never been satisfactorily explained. We know that for abo ut nine years Dryden and Shadwell had been arguing in prologues and prefaces with reasonably good manners , chiefly over the principles of comedy. R.J. Smith makes a case for Shadwell's being considered the foremost among Dryden's many adversaries in literary argumentatio n, and points out that their discourse had reached the stage where Dryden, in A n Apology for Heroic Poetry ( 16 77), made "an appeal for a live-and-let-live agree ment." 2 T he generally serious and calm nature of their debate makes MacFlecknoe seem almost a shocking intrusion- a personally-or politically-inspired attack which shattered the calm of discourse. Surely-so the reasoning of commentators goes- there must have been a casus belli. It used to be thought that Dryden was reacting to an attack by Shadwell in The Medal of j ohn Bayes, but this theory has been discounted.3 A.S. Borgman, a Shadwell biographer, would like to be able to account for Dryden's "turning against" Shadwell and making him the butt of MacFlecknoe: Had he wearied of [Sh adwell's) rep eated boasts o f friendship w ith the wits? Had he become disgusted with (h is) arrogant treatment of those who did not applaud th e humours in The Virtuoso and A True Widow? Had he tired of DRYDEN ON SHADWELL'S THEATRE OF VIOLENCE 299 seeing Shadwell "wallow in the pit" and condemn plays? Or did some word or act bring to his mind the former controversy and the threat then made of condemning dulness?4 D.M. -
Lydgate and the Roman Antique
FLORILEGIUM 11, 1992 LYDGATE AND THE ROMAN ANTIQUE Paul M. Clogan The obsession with Lydgate's style, according to Derek Pearsall, "is endless, and to some extent self-sufficient, for there is no other poet in whom 'style' becomes so nearly an end in itself, a fixed entity, whose relation to 'subject' is one of abstract congruence not expressive embodiment."1 For John Ganim Lydgate's "often prolix narrative style . can be understood as part of a process of literary history that begins to include an audience broader than the court or monastery. His style comes about from a union of the perspectives of the court and the cloister; ... his creation of a voice that could speak to prince and merchant on the same level."2 This paper focusses on the relation of narrative and moral generalization in The Siege of Thebes and suggests that it springs from a elaboration of elements in the tradition of the roman antique and, in particular, the recovery and assimilation of Le Roman de Thebes into the prose text of the Histoire ancienne jusqu'a Cesar, the earliest ancient history written in Old French. Lydgate's "anxiety of influence"3 to "complete" Chaucer's Knight's Tale by narrating the beginnings of the story of Thebes led him to choose the prose Thebes in the Histoire ancienne as his source rather than the verse Roman de Thebes, which Chaucer negotiates in his adaptation of Statius's Thebaid in the Knight's Tale. And that has made all the difference. Lydgate makes explicit the moral significance of the story of Thebes, which Chaucer 7 8 FLORILEGIUM 11, 1992 left implicit. -
Davies. Troilus and Siege
! ‘Wereyed on every side:’ Chaucer’s Troilus and Criseyde and the Logic of Siege Warfare* D"#$%& D"'$%( Geo)rey Chaucer’s Troilus and Criseyde is a narrative of war that disavows any interest in recounting the events of war. Set towards the end of the Trojan War, Chaucer’s tale turns its back on valorous deeds and bloody battles in favour of the love a)air between a Trojan prince and a beautiful widow, Troilus and Criseyde. *is attitude is epitomized by a line from the opening of the poem that Chaucer closely translated from Giovanni Boccaccio’s Il Filostrato: ‘*e thynges fellen, as they don of werre’ (+.+!,).+ *ings happened, as they do in war: armies attacked the city, the city fought back; pitched battles occurred, soldiers died; the war of attrition continued. *e events of the Trojan War are ‘wel wist’ (+.-.), and it is not Chaucer’s task or his intention to recapitulate what we already know about the war. *is idea is repeated at the end of the poem, where Chaucer states that if he had intended to write ‘*e armes of this ilke worthi man, / *an wolde ich of his batailles endite; / But for that I to writen /rst bigan / Of his love, I have seyd as I kan’ (-.+.0-–+.01). If Chaucer had meant to write about Troilus’ military endeavours, then * For their criticism, commentary and support, I would like to thank Kellie Robertson and the two anonymous readers of New Medieval Literatures, Aaron Bartels-Swindells, Arthur Bahr, Rita Copeland, Helen Cushman, Jonathan Morton, Paul Saint-Amour, Emily Steiner, Spencer Strub and David Wallace, and audiences at the Sewanee Medieval Colloquium, Delaware Medieval Association and La Poésie dans les temps de guerre for comments and suggestions. -
Criseydanconversations5.Pdf (51.42Kb)
5 Books IV and V: Exchange and Inconstancy Following the consummation scene and close of Book III, the figure of Criseyde spirals downward to her fate as the exemplar of inconstancy and fickleness as she has come to be known. In Book IV the affair of Troilus and Criseyde moves beyond the private space and into the realm of public politics. Pandarus’ “zone of private power,” as Sarah Stanbury calls it, is shattered, and his control is severed. So, too, we witness the narrator’s own unraveling under the weight of impending scenes which he seemingly wishes not to render. But Criseyde continues to be the hinge on which the story pivots, and it is on her actions, as always, the outcome seemingly depends. Elizabeth Archibald (“Declarations of ‘Entente’ in Troilus and Criseyde”) continues her study of ‘entente’ in Book IV, in which she argues “every use of the word is connected to Criseyde’s intentions and decisions” (203). In fact, she states, “Criseyde’s ‘entente’ is the focus of Book IV, and by the end of the book the narrator gives us clear indications that we are to take Criseyde’s intentions as ephemeral and untrustworthy” (205). Troilus determines to accept Criseyde’s desires in her trade to the Greeks: For which he gan deliberen, for the beste, That though the lordes wolde that she wente, He wolde lat hem graunte what hem leste, And telle his lady first what that they mente; And whan that she hadde seyd hym hire entente, Therafter wolde he werken also blyve, 70 Theigh al the world ayeyn it wolde stryve. -
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Devils to Ourselves An analysis of the humanistic pessimism that links Chaucer’s Troilus and Criseyde to Shakespeare’s Troilus and Cressida as well as Romeo and Juliet Juliette Mann Submitted in Partial Fulfillment of the Prerequisite for Honors in English Literature under the advisement of Cord Whitaker April 2017 2017 Juliette Mann 1 Table of Contents: Dedication and Acknowledgements (Page 3) Chapter 1: Troilus and Troilus: An examination of the flawed nature of Chaucer’s and Shakespeare’s respective heroes (Page 13) Chapter 2: Criseyde and Cressida: How differing depictions of “falsehood” shape Shakespeare’s and Chaucer’s respective morals (Page 30) Chapter 3: Redemption from Chaucer to Shakespeare An analysis of religious morals in Troilus and Criseyde and Romeo and Juliet (Page 47) Chapter 4: Romeo and Juliet to Troilus and Cressida A discussion of how ideals of love and life shift within Shakespeare’s own work (Page 60) Conclusion (Page 78) Bibliography (Page 81) 2 For D.R.M. I would like to acknowledge the work of my advisor, Professor Cord J. Whitaker, and thank him for his tireless work on my behalf. Without his advice and direction, this work would not exist. Thank you as well, to Professor Yu Jin Ko and Professor William Cain, for their comments which ultimately helped shape my final draft. Thank you once more to Professor Ko for first introducing me to Troilus and Cressida, and to my Oxford tutor, Laura Ashe, for the endless inspiration. 3 Although Chaucer and Shakespeare lived and wrote roughly 200 years apart, they both managed to produce works that set the precedent for tragedy and romance. -
A Comparison of Two Medieval Story-Tellers : Geoffrey Chaucer and John Gower
University of the Pacific Scholarly Commons University of the Pacific Theses and Dissertations Graduate School 1967 A comparison of two medieval story-tellers : Geoffrey Chaucer and John Gower Margaret Joan Byerly University of the Pacific Follow this and additional works at: https://scholarlycommons.pacific.edu/uop_etds Part of the Comparative Literature Commons, Literature in English, British Isles Commons, and the Social and Behavioral Sciences Commons Recommended Citation Byerly, Margaret Joan. (1967). A comparison of two medieval story-tellers : Geoffrey Chaucer and John Gower. University of the Pacific, Thesis. https://scholarlycommons.pacific.edu/uop_etds/1630 This Thesis is brought to you for free and open access by the Graduate School at Scholarly Commons. It has been accepted for inclusion in University of the Pacific Theses and Dissertations by an authorized administrator of Scholarly Commons. For more information, please contact [email protected]. A COMPARISON OF TWO MEDIEVAL STORY-TELLERS: GEOFFREY CHAUCER AND JOHN GOWER A Thesis Presented to The Faculty of the Graduate School University of the Pacific ---~--- In Partial Fulfillment of the Requirements for the Degree Master of Arts by Margaret Joan Byerly January 1967 'fhis thesis, written and submitted by is approved for recommendation to the . Graduate·Council, University of the Pacific. Department Chairman or Dean: Thesis Committee: TABLE OF CONTENTS CHAPTER PAGE I. AN INTRODUCTION TO CHAUCER AND GOWER • • .1 .: • • • • • ; II. THE CONFESSIO AMANTIS AND THE CANTERBURY TALES • • 5 11 III. "CONSTANCE OR "THE MAN OF LAH'S TALE" • • • • • • 14 11 IV. "FLORENT OR "THE \fiFE OF BATH'S TALE" • • • • • • 41 v. ''VIRGINIA II OR II THE PHYSICIAN t s TALE" • • • • • • • 60 VI. -
Epic to Novel
EPIC TO NOVEL THOMAS E. MARESCA Epic to Novel OHIO STATE UNIVERSITY PRESS Copyright® 1974 by the Ohio State University Press All Rights Reserved. Manufactured in the United States of America Portions of the chapter entitled "Dryden11 appeared in the summer 1974 issue ofELH under the title "The Context of Dryden's Absalom and Achitophel." Library of Congress Cataloging in Publication Data Mare sea, Thomas E Epic to Novel Bibliography: p. 1. English fiction — Early modern, 1500-1700 — History and criticism. 2. Epic poetry. English — History and criticism. I. Title. PR769.M3 823\03 74-19109 ISBN 0-8142-0216-0 ISBN 0-8142-0289-6 Original hard-cover edition 3 March 1975 Paperback reprint issued May 1977 FOR DIANE CONTENT S Preface ix Dryden 3 Pope 79 Swift 135 Fielding 181 List of Texts Cited 235 Index 237 PREFACE This book attempts to trace the process by which the novel replaced the epic as the major literary form in English. It explores the hows and whys of this process by an analysis of the subject matter of epic rather than its form or manner; that is, it attempts to find out what post-classical readers understood when they read epic by examination of major commentaries on Virgil's Aeneid from the early Middle Ages through the Renaissance. After that it proceeds to the same goal by close reading of major English literary works that bear a parodic relation to epic. I understand the epic tradition this book talks about as a heterogeneous body of materials growing from a single root, always changing and transforming them selves, but changing in ways and directions indicated by their earliest shaping. -
A Midsummer Night's Dream Education Pack
EDUCATION PACK 1 Contents Introduction Introduction ....................................................................................................................................................3 Section 1: An Introduction to Shakespeare ……………………......................................................................……4 William Shakespeare 1564 - 1616 ..................................................................................................................5 Elizabethan and Jacobean Theatre..................................................................................................................7 Section 2: The Watermill’s Production of A Midsummer Night’s Dream....................................................10 A Brief Synopsis ............................................................................................................................................11 Character Profiles…………………………………………………………………………………………………………………………………….13 Character Map...............................................................................................................................................15 Themes of The Watermill’s A Midsummer Night’s Dream………………………………………………………………………..16 Meet the Cast................................................................................................................................................18 The Design Process........................................................................................................................................21 Costume Designs……………………………………………………………………………………………………………………………………..23