<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/273704">
    <dcterms:title><![CDATA[Appearance, Reality, and the Ideal in Chaucer&#039;s &quot;Franklin&#039;s Tale.&quot;]]></dcterms:title>
    <dcterms:description><![CDATA[Argues that each of the major characters in FranT falls &quot;short of an ideal standard,&quot; and that, although the Franklin &quot;recognizes excellence,&quot; his Tale expresses an &quot;amused recognition of human inability to live up to ideal standards.&quot;]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/276863">
    <dcterms:title><![CDATA[Appendix 1: Chronology of the Known Chaucer–Chaumpaigne Records.]]></dcterms:title>
    <dcterms:description><![CDATA[Briefly records the chronology of Thomas Staundon, Chaucer, and Cecily Chaumpaigne]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/276862">
    <dcterms:title><![CDATA[Appendix 2. Transcriptions and Translations.<br />
]]></dcterms:title>
    <dcterms:description><![CDATA[Gathers together previously known documents concerning Cecily Chaumpaigne with newly discovered documents. Documents are transcribed and translations provided.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/276867">
    <dcterms:title><![CDATA[Appendix 3: Calendar of New Chaucer Life-Records.]]></dcterms:title>
    <dcterms:description><![CDATA[Lists and describes nine documents about Chaucer&#039;s life discovered since the publication of Chaucer&#039;s Life-Records in 1966.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/262470">
    <dcterms:title><![CDATA[Appendix: The &#039;Franklin&#039;s Tale&#039;]]></dcterms:title>
    <dcterms:description><![CDATA[Congeries of word and image in FranT relate to truth, figuration, and creativity, foregrounding the polysemy of artistic language.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275638">
    <dcterms:title><![CDATA[Applicability in Chaucer&#039;s Miller&#039;s Tale and Virgil&#039;s Aeneid.]]></dcterms:title>
    <dcterms:description><![CDATA[Describes how to use Pierre Bourdieu&#039;s notion of &quot;habitus&quot; and the modern idea of public relations to help students explore how and to what extent the punishments in MilT are or are not &quot;fair&quot;; students are grouped as PR advocates for each of the four principal characters. Describes a similar approach to teaching Virgil&#039;s &quot;Aeneid&quot; that groups students as &quot;embedded reporters&quot; in one of the four nations of &quot;Aeneid,&quot; books VII–XII.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/268433">
    <dcterms:title><![CDATA[Apply Yourself: Learning While Reading the Tale of Melibee]]></dcterms:title>
    <dcterms:description><![CDATA[The narrative structure of Mel compels the reader to read backward and forward between scenes and episodes, encouraging affective involvement in the universal sentential wisdom of the Tale. The purpose is not that Melibee learn, but that the reader learn.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/271943">
    <dcterms:title><![CDATA[Apprehending the Divine and Choosing to Believe: Voluntarist Free Will in Chaucer&#039;s &#039;Second Nun&#039;s Tale&#039;]]></dcterms:title>
    <dcterms:description><![CDATA[Argues that SNT &quot;presents conversion as a choice stimulated by apprehension of the divine through the senses&quot; and accomplished by a &quot;radical act of the will, unmediated and immediate, if not inherently violent.&quot;]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/262530">
    <dcterms:title><![CDATA[Apprehensive Moments: Conrad, Chaucer, and the &#039;Sefer Yetsira&#039;]]></dcterms:title>
    <dcterms:description><![CDATA[&quot;Sefer Yetsira&quot; of the ancient Jewish mystics, Chaucer&#039;s PF and Conrad&#039;s &quot;Heart of Darkness&quot; center on the necessary acknowledgement of the unfixed quality of language that Bakhtin describes.  All three are concerned with distinct moments in the linguistic process when the process itself becomes conscious and inevitably self-reflexive.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/266516">
    <dcterms:title><![CDATA[Apprentice Janekyn/Clerk Jankyn: Discrete Phases in Chaucer&#039;s Developing Conception of the Wife of Bath]]></dcterms:title>
    <dcterms:description><![CDATA[Working through WBP at various points in his writing career, Chaucer conceived of changing the character &quot;Janekyn&quot; to make him &quot;Jankyn,&quot; the Wife&#039;s fifth husband.  Thus, the character changes from an apprentice to a scholar boarding with the Wife to a scholar boarding with her &quot;gossip.&quot;  The Jankyn passages reveal alterations in Chaucer&#039;s initial conception.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/274696">
    <dcterms:title><![CDATA[Approaches to Middle English: Variation, Contact and Change.]]></dcterms:title>
    <dcterms:description><![CDATA[Includes papers from the eighth International Conference on Middle English, University of Murcia, Spain, 2013. For two essays that pertain to Chaucer, search for Approaches to Middle English: Variation, Contact and Change under Alternative Title.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/274104">
    <dcterms:title><![CDATA[Approaches to Poverty in Medieval Europe.]]></dcterms:title>
    <dcterms:description><![CDATA[Examines two major medieval turning-points in the relationship between rich and poor: the revolution in charity of the twelfth and thirteenth centuries, and the era of late medieval crises when the vulnerability of the poor increased and charitable generosity often declined. For an essay that pertains to Chaucer, search for Approaches to Poverty in Medieval Europe under Alternative Title.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/273115">
    <dcterms:title><![CDATA[Approaches to Teaching Chaucer&#039;s &quot;Canterbury Tales&quot;]]></dcterms:title>
    <dcterms:description><![CDATA[Second edition of 1980 volume, &quot;Approaches to Teaching Chaucer&#039;s &#039;Canterbury Tales,&#039;&quot; providing articles on pedagogical approaches to teaching CT and including updated section, &quot;The Canterbury Tales in the Digital Age.&quot; Sections offer strategies for teaching CT in a variety of classroom scenarios, applying critical theoretical approaches and using classroom technologies, electronic, and multimedia materials. Features thirty-six essays, including many essays from the first edition; summaries of reference and background materials; editions; translations; critical works; and ideas for teaching Chaucer&#039;s language.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/264356">
    <dcterms:title><![CDATA[Approaches to Teaching Chaucer&#039;s Canterbury Tales]]></dcterms:title>
    <dcterms:description><![CDATA[A collection of pedagogical articles from diverse perspectives--general overviews and approaches as well as specific approaches--by well-known Chaucerians, including John Fisher, Emerson Brown, Robert M. Jordan, William Provost, and Thomas W. Ross.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/269500">
    <dcterms:title><![CDATA[Approaches to Teaching Chaucer&#039;s Troilus and Criseyde and the Shorter Poems]]></dcterms:title>
    <dcterms:description><![CDATA[Thirty brief essays on teaching TC, BD, HF, PF, LGW, and the lyrics, divided into four groups and an appendix: (1) materials (survey of editions and teaching aids by the editors); (2) backgrounds (lyrics, William A. Quinn; French tradition, Karla Taylor; Italian tradition, Warren Ginsberg; Boethius, Dante, and tragedy, Noel Harold Kaylor, Jr.; vernacular writing, Susannah Mary Chewning; paleography and codicology, Julia Boffey; paganism and Christianity, Scott Lightsey; contemporary politics and the New Troy, Alison A. Baker; women in Chaucer&#039;s poetry, Lynn Arner; masculinities and Brian Helgeland&#039;s A Knight&#039;s Tale, Holly A. Crocker); (3) approaches (performance, William A. Quinn; critical tradition, Glenn A. Steinberg; three lyrics, Carolynn Van Dyke; postmodern dream visions, Myra Seaman; LGW, Michael Calabrese; TC as dialogic, Clare R. Kinney; words, antiquity, and the narrator in TC, Peggy A. Knapp; gender theory, the editors; Chaucer, Henryson, and Shakespeare, Roger Apfelbaum; deconstruction, historicism, and psychoanalysis, James J. Paxson; grammar and An ABC, Martha Rust; prosody in Rom and PF, Alan T. Gaylord; reading Middle English, Barbara Stevenson; visual approaches, Glenn Davis; Grandson and Chaucer, Jean-François Kosta-Théfaine); (4) course contexts (notes from first-time teaching, Jenifer Sutherland; using journals and debates, Marcia Smith Marzec; teaching nonmajors, Adam Brooke Davis; teaching graduate students, Lorraine Kochanske Stock); (5) appendix on reading aloud, Alan T. Gaylord.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/266812">
    <dcterms:title><![CDATA[Approaches to Teaching Sir Gawain and the Green Knight]]></dcterms:title>
    <dcterms:description><![CDATA[Twenty-four brief essays on pedagogical approaches to teaching &quot;Sir Gawain and the Green Knight,&quot; arranged by class level and course design.]]></dcterms:description>
    <dcterms:description><![CDATA[Includes a section of &quot;Materials&quot; for teaching the poem, i.e., critical, textual, and audiovisual aids.]]></dcterms:description>
    <dcterms:description><![CDATA[Recurrent references to Chaucer help indicate approaches to teaching his works and clarify relations between the two poets.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/271488">
    <dcterms:title><![CDATA[Approaches to Teaching the Poetry of John Gower]]></dcterms:title>
    <dcterms:description><![CDATA[Discusses Gower&#039;s influence on other Middle English writers and provides recommendations for teaching Gower, from community college to graduate programs. Includes several essays specific to Gower&#039;s relationship to Chaucer. Includes bibliography references and an index. For two essays that pertain to Chaucer, search for Approaches to Teaching the Poetry of John Gower under Alternative Title.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/274020">
    <dcterms:title><![CDATA[Approaches to Teaching the Poetry of John Gower.]]></dcterms:title>
    <dcterms:description><![CDATA[Twenty-five pedagogical essays by various authors, with an introduction by the editors and a comprehensive index. For four essays that pertain to Chaucer, search for Approaches to Teaching the Poetry of John Gower under Alternative Title.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/272449">
    <dcterms:title><![CDATA[Approaching Medieval Disorder: Folk Routes]]></dcterms:title>
    <dcterms:description><![CDATA[Refers to Chaucer in connection with rebellion and violence.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/262841">
    <dcterms:title><![CDATA[Appropriate Enough: Telling &#039;Classical&#039; Allusions in Chaucer&#039;s &#039;Canterbury Tales&#039;]]></dcterms:title>
    <dcterms:description><![CDATA[Examines little-noticed instances &quot;where allusions to classical texts, or to medieval recreations of pagan life and times,&quot; form part of Chaucer&#039;s narrative strategy in TC,MerT, and MilT.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/273782">
    <dcterms:title><![CDATA[Appropriateness of Character to Plot in the &quot;Franklin&#039;s Tale.&quot;]]></dcterms:title>
    <dcterms:description><![CDATA[Comments on how &quot;early elaboration&quot; of characters in MilT and MerT &quot;renders plausible later climactic action,&quot; and argues that the &quot;marriage passage&quot; of FranT (5.744-805) works in similar fashion, helping to justify the thoughts and actions of Dorigen and Arveragus later in the Tale. The characterizations of Aurelius and the Clerk also contribute to the &quot;appropriateness of character to plot&quot; in FranT.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/265116">
    <dcterms:title><![CDATA[Apropos the Love Plot in Chaucer&#039;s Troilus and Criseyde and Shakespeare&#039;s Troilus and Cressida]]></dcterms:title>
    <dcterms:description><![CDATA[In Chaucer&#039;s TC and Shakespeare&#039;s &quot;Troilus and Cressida,&quot; the actions focused on the lovers are remarkably alike in general contours and specific internal resonances, a resemblance which points to Chaucer as Shakespeare&#039;s source. Chaucer shows a clash of people with differing emotional and philosophical assumptions, Shakespeare a clash of abstract creeds.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/272035">
    <dcterms:title><![CDATA[Arabic Influences on Chaucer: Speculative Essays on a Study of a Literary Relationship]]></dcterms:title>
    <dcterms:description><![CDATA[Describes how Arabic writing &quot;bridged&quot; Hellenic tradition and medieval philosophy, how Arabic science influenced Western civilization, how Arabic literature influenced portion of CT, and how courtly love in TC may reflect the influence of Ibn Hazan&#039;s &quot;Tawq al-Hamama&quot; (&quot;The Ring of the Dove&quot;).]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/271807">
    <dcterms:title><![CDATA[Arboreal Politics in the &#039;Knight&#039;s Tale&#039;]]></dcterms:title>
    <dcterms:description><![CDATA[Examines the grove in KnT in the context of hunting and forest laws; reveals how Chaucer alters Boccaccio&#039;s &quot;Teseida&quot; to turn the grove first into a politicized space of human discord and then into a space of destruction, evoking warfare among men and against the natural world. By presenting the grove as Theseus&#039;s space, Chaucer advocates a &quot;custodial view of power&quot; that finds models in positive interactions with nature, even as he suggests that humans are incapable of lasting harmony.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/273458">
    <dcterms:title><![CDATA[Archaic Style in English Literature.]]></dcterms:title>
    <dcterms:description><![CDATA[Explores the use of &quot;archaic linguistic and poetic style&quot; in poetry and drama, 1590–1674, analyzing how combinations of anachronism and nostalgia help to influence the idea of English &quot;nationhood.&quot; Includes recurrent comments on lexical &quot;Chaucerisms&quot; and &quot;Chaucer&#039;s authority,&quot; and Chapter 4, &quot;Chaucer, Gower, and the Anxiety of &quot;Obsolescence&quot; (pp. 69–104), explores how four early modern works express or resist concern about obsolescence through use of Chaucer and Gower, considering Book IV of Spenser&#039;s &quot;The Faerie Queene,&quot; the anonymous play &quot;The Return from Parnassus,&quot; Shakespeare and Wilkins&#039;s &quot;Pericles,&quot; and William Cartwright&#039;s &quot;The Ordinary.&quot;]]></dcterms:description>
</rdf:Description></rdf:RDF>
