<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/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:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275233">
    <dcterms:title><![CDATA[The &quot;Canon Yeoman&#039;s Tale&quot;: Invention, Discovery, Problem-Solving, and Innovation.]]></dcterms:title>
    <dcterms:description><![CDATA[Interprets CYPT as &quot;Chaucerian critique of the male desire to use technological and scientific innovation to generate alone, excluding women from creation and thus overthrowing the normative pairing of sex contraries upon which medieval religious, social, and political authority resided.&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/275232">
    <dcterms:title><![CDATA[Feminism and Women&#039;s Experience in the &quot;Manciple&#039;s Tale.&quot;]]></dcterms:title>
    <dcterms:description><![CDATA[Explores the &quot;powerlessness of the voiceless&quot; in ManPT, focusing on Phebus&#039;s wife, who has no voice in the Tale, in contrast with the speaking crow whose voice is taken from him and the ventriloquized mother of the Manciple. Designed for pedagogical use, includes questions for discussion on voice and gender in ManPT, CT, and other works in Middle English.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275231">
    <dcterms:title><![CDATA[The &quot;Friar&#039;s Tale&quot;: Animals and the Question of Human Agency.]]></dcterms:title>
    <dcterms:description><![CDATA[Introduces the field of &quot;critical animal studies&quot; and assesses the degree to which characters and animals in FrT can be considered to have agency. Designed for pedagogical use, includes several questions for discussion and suggestions for further study of CT in light of critical animal studies.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275230">
    <dcterms:title><![CDATA[The &quot;Prioress&#039;s Tale&quot;: Relating to the Past, Imagining the Past, Using the Past.]]></dcterms:title>
    <dcterms:description><![CDATA[Explores the relations between emotion and identity in PrPT, observing that the presence of Jews &quot;amps up its emotional charge,&quot; particularly how it &quot;provokes--and coopts--a huge range of emotions in the service of Christian piety.&quot; Considers the saints&#039; life genre, the age of the clergeon, song, performance, and rhyme royal as intensifiers. Designed for pedagogical use, includes several questions for discussion.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275229">
    <dcterms:title><![CDATA[Imagining the World in Maps and Stories: &quot;Sir Thopas.&quot;]]></dcterms:title>
    <dcterms:description><![CDATA[Thinks about Thopas &quot;in the context of medieval maps,&quot; and considers the Tale&#039;s pointers and misdirections in plot and genre, assessing them in light of the traditional Chaucer-Pilgrim / Chaucer-Poet distinction. Designed for pedagogical use, includes several questions for discussion.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275228">
    <dcterms:title><![CDATA[Sexuality, Obscenity, and Genre in the &quot;Merchant&#039;s Tale&quot;: The Case of Fabliau.]]></dcterms:title>
    <dcterms:description><![CDATA[Describes the generic features of the fabliau, and explores how and what extent the MerT fulfills and overturns these features in its plot, diction, biblical allusion, and courtly conventions, also commenting on interpolations in two manuscripts. 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/275227">
    <dcterms:title><![CDATA[Race and Racism in the Man of Law&#039;s Tale.]]></dcterms:title>
    <dcterms:description><![CDATA[Treats geography, lineal descent, and &quot;religious and political difference&quot; as racial markers in MLT and its analogues, suggesting that skin color &quot;lurks in the shadows.&quot; Designed for pedagogical use, includes several exercises and questions for discussion.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275226">
    <dcterms:title><![CDATA[The Body and Its Politics in the &quot;Pardoner&#039;s Tale.&quot;]]></dcterms:title>
    <dcterms:description><![CDATA[Cautions that what we say about the Pardoner&#039;s body &quot;might say something about ourselves&quot;; summarizes critical discussion of the Pardoner&#039;s sex, sexuality, and rhetoric; and comments on the Old Man, Death (compared to Terry Pratchett&#039;s Mort), the Host&#039;s response to the Pardoner, and the Pardoner&#039;s silence. Includes several classroom projects and questions for discussion.]]></dcterms:description>
</rdf:Description><rdf:Description rdf:about="https://chaucer.lib.utsa.edu/items/show/275225">
    <dcterms:title><![CDATA[The Idea of Public Poetry in the Reign of Richard II.]]></dcterms:title>
    <dcterms:description><![CDATA[Defines and describes the social and rhetorical emphases that characterize the persona and poetic &quot;common voice&quot; of late-medieval English &quot;public poetry,&quot; exemplified here most extensively in analyses of Langland&#039;s &quot;Piers Plowman&quot; and Gower&#039;s &quot;Confessio Amantis,&quot; but cast into relief by Chaucer&#039;s practices in CT, especially in MLT, FranT, and Mel. The voice is &quot;common&quot; insofar as it is &quot;vernacular, practical, worldly, plain, public-spirited, and peace-loving&quot; (96) speaking to their &quot;audience&#039;s best and most actively responsible selves as members of the human community&quot; (109).]]></dcterms:description>
</rdf:Description></rdf:RDF>