<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:dcterms="http://purl.org/dc/terms/">
<rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/270520">
    <dcterms:title><![CDATA[Teaching Medieval Literature, especially Chaucer&#039;s &#039;The Canterbury Tales&#039;: Some Activities and Exercise]]></dcterms:title>
    <dcterms:description><![CDATA[Presents for high school teachers several &quot;exercises and activities that may be useful in a unit on Chaucer and the middle ages,&quot; including objectives, questions to consider, paper topics, audio-visual resources, and supplementary materials.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/277288">
    <dcterms:title><![CDATA[Teaching Method, 1391: Notes on Chaucer&#039;s &quot;Astrolabe.&quot;]]></dcterms:title>
    <dcterms:description><![CDATA[Surveys Astr to identify Chaucer&#039;s &quot;teaching method,&quot; finding evidence of his attention to teaching &quot;technically-minded small boys&quot; that clashes at times with concern for a wider audience. Considers Astr to be &quot;a dull, intentionally prolix but straightforward treatise.&quot;]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/277521">
    <dcterms:title><![CDATA[Teaching Middle English Literature with the &quot;Rose.&quot;]]></dcterms:title>
    <dcterms:description><![CDATA[Describes goals and methods of teaching the &quot;Roman de la Rose&quot; in undergraduate courses that include Middle English literature. Includes attention to manuscript illustrations and to intertextual relations of MerT to Rom.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275588">
    <dcterms:title><![CDATA[Teaching Rape in the Medieval Literature Classroom: Approaches to Difficult Texts.]]></dcterms:title>
    <dcterms:description><![CDATA[Includes thirteen essays by various authors and an introduction by the editor, all focusing on teaching medieval narratives that involve rape, attempted rape, or false accusation while attending to twenty-first-century awareness of rape, sexual violence, and classroom politics. For three essays pertaining to Chaucer, search for Teaching Rape in the Medieval Literature Classroom under Alternative Title.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/271460">
    <dcterms:title><![CDATA[Teaching Teachers: Chaucer, Ethics, and Romance]]></dcterms:title>
    <dcterms:description><![CDATA[Offers approaches to teaching ethics and spirituality in CT. Provides models and suggestions for teaching CT, and for preparing seminars and conferences designed for new or experienced teachers.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/267381">
    <dcterms:title><![CDATA[Teaching The Canterbury Tales : The Process and the Product]]></dcterms:title>
    <dcterms:description><![CDATA[Recommends a learning-centered approach to teaching CT in which students collaborate to produce a creative imitation of Chaucer&#039;s work. Description of college-level assignment included.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/270197">
    <dcterms:title><![CDATA[Teaching the Genders of Medieval Romance with Parodies: A Case Study Featuring Guerin&#039;s &#039;Long-Assed Berenger,&#039; Chaucer&#039;s &#039;Tale of Sir Thopas,&#039; and &#039;Monty Python and the Holy Grail&#039;]]></dcterms:title>
    <dcterms:description><![CDATA[Pugh explores opportunities for defining gender conventions of romance by examining parodies: knightly masculinity in Guerin&#039;s &quot;Long-Assed Berenger&quot; and in Th, and gender construction in episodes from &quot;Monty Python and the Holy Grail.&quot;]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/269453">
    <dcterms:title><![CDATA[Teaching the Language of Chaucer]]></dcterms:title>
    <dcterms:description><![CDATA[Explores an apparent disconnect between pedagogical goals of classes that study Chaucer&#039;s literature and those that study the history of the English language, suggesting that sociolinguistic approaches can help bridge the gap.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/269407">
    <dcterms:title><![CDATA[Teaching the Language of Chaucer Manuscripts]]></dcterms:title>
    <dcterms:description><![CDATA[Argues that analyzing Chaucerian manuscripts and comparing them with edited versions can help students discover important principles of variation and evidence.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275445">
    <dcterms:title><![CDATA[Teaching the Man of Law&#039;s Tale.]]></dcterms:title>
    <dcterms:description><![CDATA[Offers an approach to teaching MLT that encourages &quot;students to question their own identities and own attitudes toward race and, in doing so, come to a more complex understanding&quot; of Chaucer&#039;s story. ]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/270081">
    <dcterms:title><![CDATA[Teaching the Middle Ages Through Travel in a Semester Residential Program]]></dcterms:title>
    <dcterms:description><![CDATA[Pedagogy, syllabus, sample assignments, and itineraries for a semester-long, London-based excursion course on English medieval literature, including Chaucer.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/261364">
    <dcterms:title><![CDATA[Teaching the Middle Ages: The Challenge of Chaucer]]></dcterms:title>
    <dcterms:description><![CDATA[Pedagogical commentary on CT aligned with reader-response theory and affective stylistics.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/276079">
    <dcterms:title><![CDATA[Teaching the Past Present: Re-Creation and Reproduction in the University Classroom.]]></dcterms:title>
    <dcterms:description><![CDATA[Justifies the use of historical re-creation assignments in university classrooms, offering in appendices a sample assignment and a grading rubric. Describes examples of more and less successful student projects, with commentary and illustrations, including a number of projects produced for Chaucer classes.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/261694">
    <dcterms:title><![CDATA[Teaching the Resistent Woman: The Wife of Bath and the Academy]]></dcterms:title>
    <dcterms:description><![CDATA[In WBP, Chaucer represents the Wife of Bath as Woman conceived in terms of masculine discourse.  His presentation makes authoritative misogynist discourse both familiar and available for questioning.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/268255">
    <dcterms:title><![CDATA[Teaching the Squire&#039;s Tale as an Exercise in Literary History]]></dcterms:title>
    <dcterms:description><![CDATA[Ambrisco describes teaching SqT as an &quot;unsolved problem in Chaucerian reception&quot;--SqT is a work favored by the Franklin and early readers such as Spenser and Milton, but decried or ignored by formalist critics. Opening class discussion to the Orientalism of SqT, this approach empowers students to develop their own understanding of the Tale and of other works of medieval literature.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/270146">
    <dcterms:title><![CDATA[Teaching Unstable Animal Identities in Medieval Narrative]]></dcterms:title>
    <dcterms:description><![CDATA[Pedagogical report on how to study animal and human identity in Hebrew Scripture, Ovid, and medieval narrative to acquire the interpretive skills to understand postmodern texts and culture. Animals in the imagery and narrative of KnT enable readers to question categories of the human as unique and to understand the text&#039;s &quot;containing and shaping impulses.&quot;]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/268603">
    <dcterms:title><![CDATA[Team Teaching the Literature of the European and Islamic Middle Ages : The European Perspective]]></dcterms:title>
    <dcterms:description><![CDATA[Lynch describes how a team-taught, cross-cultural course in European and Islamic literatures discovers dimensions in the literatures, including SqT, FranT, and MLT.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/263600">
    <dcterms:title><![CDATA[Tearing or Breathing: Dante&#039;s Influence on &#039;Filostrato&#039; and &#039;Troilus&#039;]]></dcterms:title>
    <dcterms:description><![CDATA[The development of literary imagery and language in TC, book 3, reveals the distinctiveness of Chaucer&#039;s approach to Dante&#039;s &quot;Purgatorio;&quot; Chaucer&#039;s power and control over the language far exceed Boccaccio&#039;s in the &quot;Filostrato.&quot;]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/262005">
    <dcterms:title><![CDATA[Techniques of Alienation in &#039;Troilus and Criseyde&#039;]]></dcterms:title>
    <dcterms:description><![CDATA[In TC Chaucer deliberately uses the technique of alienation or aesthetic distancing through devices that render ordinary characters and situations peculiar and unexpected.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275424">
    <dcterms:title><![CDATA[Techniques of Characterization in Chaucer.]]></dcterms:title>
    <dcterms:description><![CDATA[Examines the &quot;process whereby realism evolved in Chaucer&#039;s work,&quot; particularly the &quot;stylistic devices by which it was secured,&quot; considering  Anel, TC, and various aspects of CT: early and late tales, the frame, and fabliaux.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/263548">
    <dcterms:title><![CDATA[Techniques of Translation: Chaucer&#039;s &quot;Boece&quot;]]></dcterms:title>
    <dcterms:description><![CDATA[Although in Bo Chaucer maintains fidelity to his source, he manipulates language through periphrastic derivatives, lexical and syntactic experimentation, combined translations, double and alternate translations, and doublets.  Bo as we have it was neither meant for the general public nor intended for circulation.  Includes notes, bibliography, index of lines, index of names and terms.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/269539">
    <dcterms:title><![CDATA[Technologies of the Late Medieval Self: Ineffability, Distance, and Subjectivity in the &#039;Book of Margery Kempe&#039;]]></dcterms:title>
    <dcterms:description><![CDATA[Discusses CT, especially WBP, in a study of the construction of the &quot;self&quot; in the late medieval and early modern periods. Focuses on how a complex sense of the self is constructed in &quot;The Book of Margery Kempe&quot; and developed into the seventeenth century.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/269262">
    <dcterms:title><![CDATA[Tel est vu qui croyait voir: Marges, bréches, et jeux optiques dans le Conte du Meunier de Chaucer]]></dcterms:title>
    <dcterms:description><![CDATA[Yvernault focuses on the narrative imbalance in MilT caused by the intrusions of the margin through description of holes and through open and broken architectural structures.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/268359">
    <dcterms:title><![CDATA[Tell It All or Not At All: Tact, Tactlessness and Good Advice in The Manciple&#039;s Tale, The Tale of Melibee and The Parson&#039;s Tale]]></dcterms:title>
    <dcterms:description><![CDATA[ManT, Mel, and ParsT are hardly tales at all, but rather a joke, an allegory, and a sermon. Yet they provide interesting comparisons between speakers and listeners, ways of speaking and ways of holding back. Reading between the lines is needed before the wisdom of the works emerges.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/261933">
    <dcterms:title><![CDATA[Tell-Tale Context: Two Notes on Biblical Quotation in &#039;The Canterbury Tales&#039;]]></dcterms:title>
    <dcterms:description><![CDATA[The Prioress by omitting the passage which extolls King David in Psalm 8 betrays herself as ignorant of history.  The Friar in blending vv.8-9 of Psalm 10 omits passages which chastise the aggrandisement of the friars at the expense of the poor.  Chaucer says that the clergy should have followed the scriptures.]]></dcterms:description>
</rdf:Description></rdf:RDF>