<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/275258">
    <dcterms:title><![CDATA[Sisterhood and Brotherhood in the &quot;Knight&#039;s Tale.&quot;]]></dcterms:title>
    <dcterms:description><![CDATA[Treats the breaking of sisterhood (Emelye and Hippolyta) and brotherhood (Palamon and Arcite) in KnT as Chaucer&#039;s adaptations of Ciceronian ideals in order to &quot;intensify questions of desire agency and social justice&quot; in the face of worldly mutability. Designed for pedagogical use, includes several questions for discussion.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275257">
    <dcterms:title><![CDATA[The &quot;Shipman&#039;s Tale&quot;: Deciphering, Coding, and Confusion.]]></dcterms:title>
    <dcterms:description><![CDATA[Encourages readers to keep track of the money in ShT, assessing the coded actions of gifting, receiving, and reciprocating in the Tale, analyzing the merchant&#039;s response to Don John&#039;s request for 100 franks (7.281-96), and suggesting that the readers come up with their own assessments of the merchant and whether he deserved the trick played upon him. Includes several classroom projects and questions for discussion.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275256">
    <dcterms:title><![CDATA[Environment, Landscape, and Nature in &quot;The Merchant&#039;s Tale.&quot;]]></dcterms:title>
    <dcterms:description><![CDATA[Explores the &quot;complications&quot; involved in defining &quot;environment,&quot; &quot;landscape,&quot; and &quot;nature&quot; in MerT, and views the narrative through an &quot;ecocritical&quot; lens, describing the critical method and showing that in the Tale &quot;literary devices revolving around water, stone, vegetation, and animals repeatedly undercut the meanings their speakers apparently intend.&quot; Designed for pedagogical use, includes several questions for discussion and suggestions for further reading.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275255">
    <dcterms:title><![CDATA[Gender and Sexual Identities in the &quot;Summoner&#039;s Prologue&quot; and &quot;Tale.&quot;]]></dcterms:title>
    <dcterms:description><![CDATA[Describes distinctions that derive from transgender politics and explores how the gender and sexual identities in SumPT--&quot;largely constructed by and through its twin genres of antifraternal critique and fabliau&quot;--&quot;insinuate that friars are both womanizers and sodomites.&quot; Designed for pedagogical use, includes several questions for discussion.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275254">
    <dcterms:title><![CDATA[&quot;The Tale of Melibee&quot;: Local Government, Power, Lordship, and Resources.]]></dcterms:title>
    <dcterms:description><![CDATA[Approaches Mel as a mirror for princes, concerned with the power of lordship and the value and function of proverbs and didactic literature. Includes several classroom projects and questions for discussion.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275253">
    <dcterms:title><![CDATA[Prompts for New &quot;Pilgrims.&quot;]]></dcterms:title>
    <dcterms:description><![CDATA[This webpage coordinates and comments upon approaches to medieval texts as &quot;multimodal&quot;; designed for classroom use, with suggestions for further exploration and hypertext links to texts, illustrations, and related materials. Arranges the approaches in three groups: 1) Visual Narratives: Susan Crane, &quot;Chaucer&#039;s Earth and NASA&#039;s Space Photography&quot;; Tom Boyle, &quot;The Bayeux Graphic Novel&quot;; and Kathryn Vulic, &quot;Reading The Tale of Sir Thopas as Text and Image&quot;; 2) Unexpected Affinities: Vincent A. Lankewish, &quot;Victorianists, Victorians, and the &#039;Father of English Poetry&#039;&quot;; Lee Sheldon, &quot;Modular Storytelling in Literature and Video Games&quot;; Brendan Fitzgerald, &quot;Millennials, Monsters, and the Middle Ages&quot;; Christa T. Cottone, &quot;&#039;To Have of Sondry Tongues Ful Knowyng:&#039; Spanish, Middle English, and Me&quot;; and Kisha Tracy, &quot;A Community of Grieving Readers: &#039;The Book of the Duchess&#039;&quot;; 3) Creative Performances: Peter Sutton, &quot;Translating Piers Plowman&#039;s Landscapes and Soundscapes&quot;; Nicole Smith, &quot;Crafting an Edition: From Manuscript to Print&quot;; Christopher W. Totten, &quot;A Trip to &#039;La Mancha&#039;: Inhabiting Literature Through Games&quot;; and Baba Brinkman, &quot;Chaucer with a Beat&quot; [video recording].]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275252">
    <dcterms:title><![CDATA[Manuscripts of the &quot;Canterbury Tales.&quot;]]></dcterms:title>
    <dcterms:description><![CDATA[Summarizes the &quot;textual world&quot; of the late-medieval England  and describes the international development of the printing press. Comments on references to literacy and literate materials in Chaucer&#039;s works, explores the implications of Adam, remarks on the complexity of CT manuscripts (&quot;a mess&quot;), and argues that in CT Chaucer investigates the truth-value of &quot;bokes&quot; and bookish learning. Designed for pedagogical use.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275251">
    <dcterms:title><![CDATA[Two Kinds of Anxiety in the &quot;Canterbury Tales&quot;: A Study of the Host and Framing Narrative.]]></dcterms:title>
    <dcterms:description><![CDATA[Uses visualization software (the &quot;network analysis software Gephi&quot;) to represent the interactions among the pilgrims in the links between tales in CT, focusing on the importance of the Host and his &quot;twin anxieties&quot;--concern with haste and with narrative form--characterizing him as a &quot;blustering fool . . . who yet aspires to and wields a certain kind of power&quot; in his efforts to hurry things along and direct emphasis on teaching and entertaining. Charts in a series of diagrams the Host&#039;s importance to the social network of the CT. Designed for pedagogical use, includes several questions for discussion.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275250">
    <dcterms:title><![CDATA[Rape and Justice in the &quot;Wife of Bath&#039;s Tale.&quot;]]></dcterms:title>
    <dcterms:description><![CDATA[Comments on several medieval legal cases involving charges of rape, describes the role of rape in pastourelle tradition, and argues that, even though &quot;no form of justice . . . can fully undo rape&#039;s harms,&quot; WBT &quot;demonstrates the pressing need for justice to address those damages and prevent future violence.&quot; Designed for pedagogical use, includes several questions for discussion.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275249">
    <dcterms:title><![CDATA[Chaucer&#039;s Difficult Lives.]]></dcterms:title>
    <dcterms:description><![CDATA[Outlines &quot;Chaucer&#039;s lives as poet, public figure, and literary persona,&quot; with recurrent reminders of the limits of what can be known from surviving evidence. Designed for pedagogical, includes suggestions for further reading.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275248">
    <dcterms:title><![CDATA[Chaucer&#039;s Middle English.]]></dcterms:title>
    <dcterms:description><![CDATA[Introduces Chaucer&#039;s language as a dialect and a stage in the development of English. Designed for classroom use, includes sections on vocabulary, grammar, style and register, and the opening eighteen lines of the GP.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275247">
    <dcterms:title><![CDATA[Emotion, Feeling, Intensity, Pleasure, and the &quot;Franklin&#039;s Tale.&quot;]]></dcterms:title>
    <dcterms:description><![CDATA[Compares the functions and effects of Dorigen&#039;s &quot;odd pleasure of intense feeling&quot; in FranT with those of Marianne Dashwood in Jane Austen&#039;s Sense and Sensibility, considering their feelings in light of their respective community structures and gender expectations. Includes several classroom projects and questions for discussion.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275246">
    <dcterms:title><![CDATA[The &quot;Monk&#039;s Tale&quot;: Disability/Ability.]]></dcterms:title>
    <dcterms:description><![CDATA[Describes how GP reflects &quot;Chaucer&#039;s fascination&quot; with social diversity and &quot;bodily variety,&quot; and reads MkT as a &quot;verse anthology of disability narratives,&quot; using various approaches drawn from disability studies to examine several of the Monk&#039;s accounts, those of Antiochus and Zenobia most extensively. Designed for pedagogical use, includes several questions for discussion.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275245">
    <dcterms:title><![CDATA[Everyday Life in Late Medieval England.]]></dcterms:title>
    <dcterms:description><![CDATA[Introduces the social practices in Chaucer&#039;s age; designed for classroom use. Arranged by the cycle of the day, with commentary on food, clothing, shelter, marriage, childhood, days of the week, festivals, and more, with hypertext links (some broken) to passages in CT, to illustrations of objects, and to descriptions of medieval life.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275244">
    <dcterms:title><![CDATA[Children, Violence, and Ethics in the &quot;Physician&#039;s Tale.&quot;]]></dcterms:title>
    <dcterms:description><![CDATA[Posits a &quot;Children&#039;s Cluster&quot; of tales in CT (including all of fragments 6 and 7) wherein a &quot;child has a central place&quot; in each tale. Then argues that Virginia&#039;s voice and the tensions and &quot;digressions&quot; in PhyT encourage an ethical interpretation of her death as a murder, not a sacrifice. Designed for pedagogical use, includes several questions for discussion.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275243">
    <dcterms:title><![CDATA[Protest, Complaint, and Uprising in the &quot;Miller&#039;s Tale.&quot;]]></dcterms:title>
    <dcterms:description><![CDATA[Describes the concern with the &quot;embodiment&quot; of peasants in medieval estates theory, explores physicality in the GP description of the Miller, and examines rebelliousness and animal imagery in MilPT, aligning them with &quot;peasant poetics&quot; and the Uprising of 1381. Designed for pedagogical use, includes several questions for discussion.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275242">
    <dcterms:title><![CDATA[Love and Marriage in the &quot;Wife of Bath&#039;s Prologue.&quot;]]></dcterms:title>
    <dcterms:description><![CDATA[Explores how and to what extent the WBP &quot;presents both the challenges to women&#039;s agency posed by medieval marriage and, conversely, the ways existing practices of medieval marriage could be manipulated to empower women.&quot; Designed for pedagogical use, includes several questions for discussion.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275241">
    <dcterms:title><![CDATA[The &quot;Nun&#039;s Priest&#039;s Tale&quot;: Entertainment versus Education.]]></dcterms:title>
    <dcterms:description><![CDATA[Explores the tension between &quot;solaas&quot; and &quot;sentence&quot; in three features of NPT (its representations of humans and non-humans, its reference to the Uprising of 1381, and its gender politics), investigating the importance of the rhetoric of the Tale in interpreting the relative seriousness of these concerns. Includes several classroom projects and questions for discussion.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275240">
    <dcterms:title><![CDATA[The &quot;Parson&#039;s Tale&quot;: Religious Devotion and Spiritual Feeling.]]></dcterms:title>
    <dcterms:description><![CDATA[Investigates the extent to which ParsT as a manual of confession can be seen to encourage the process of &quot;individualization&quot; theorized by Michel Foucault and to subvert the &quot;immense control that the Church had over medieval lives&quot; and aligning with Lollard thinking. Designed for pedagogical use, includes several questions for discussion.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275239">
    <dcterms:title><![CDATA[Authority (Familial, Political, Written) in the &quot;Clerk&#039;s Tale.&quot;]]></dcterms:title>
    <dcterms:description><![CDATA[Argues that ClP &quot;confronts the social politics of translation and accessibility&quot; after which the &quot;re-vernacularization&quot; in ClT &quot;progresses . . . toward class and gender accessibility,&quot; &quot;addresses the politics of tyranny and class,&quot; and engages issues of authority, freedom, and sovereignty found elsewhere in the CT. Designed for pedagogical use, includes several questions for discussion.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275238">
    <dcterms:title><![CDATA[Suffering Bodies in the &quot;Knight&#039;s Tale.&quot;]]></dcterms:title>
    <dcterms:description><![CDATA[Explores &quot;mortal embodiment&quot; in KnT, particularly in the descriptions of Arcite&#039;s lovesickness, injuries, and death, contrasting their physicality with the metaphysical perspective of Theseus&#039;s final speech. Designed for pedagogical use, includes several questions for discussion.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275237">
    <dcterms:title><![CDATA[English Society c. 1340–1400: Reform and Resistance.]]></dcterms:title>
    <dcterms:description><![CDATA[Describes the events and social impact of major historical events in fourteenth-century England: war with France, Black Death, the Uprising of 1381, Wycliffite reform, and their interrelations. Designed for classroom use.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275236">
    <dcterms:title><![CDATA[Wages, Work, Wealth, and Economic Inequality in the &quot;Reeve&#039;s Tale.&quot;]]></dcterms:title>
    <dcterms:description><![CDATA[Interprets the Reeve&#039;s conflict with the Miller and the sexual politics and violence of RvT in light of late-medieval agrarian economy and Marxist ideas of the inequities of economic exchange. Designed for pedagogical use, includes several questions for discussion.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275235">
    <dcterms:title><![CDATA[Religious Debate and Polemic in the &quot;Retraction.&quot;]]></dcterms:title>
    <dcterms:description><![CDATA[Considers Ret in light of the medieval humility topos, penitential practice, and Lollard reform, raising questions about Chaucer&#039;s intentions in his works and the extent of our ability to perceive them. Designed for pedagogical use, includes several questions for discussion.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275234">
    <dcterms:title><![CDATA[The &quot;General Prologue&quot;: Cultural Crossings, Collaborations, and Conflicts.]]></dcterms:title>
    <dcterms:description><![CDATA[Explores the &quot;conflict and friction&quot; of GP as a stand-alone tale, also reading it forward to the following tales and backward from them. Designed for pedagogical use, includes several questions for discussion.]]></dcterms:description>
</rdf:Description></rdf:RDF>