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                  <text>Chaucer Bibliography Online</text>
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              <text>Chaganti, Seeta.</text>
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              <text>Robert John Meyer-Lee and Catherine Sanok, eds. The Medieval Literary: Beyond Form (Cambridge: Brewer, 2018), pp. 185-211.</text>
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              <text>The Medieval Literary: Beyond Form</text>
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              <text>Franklin and His Tale&#13;
Style and Versification</text>
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              <text>SAC 43:188</text>
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              <text>2018</text>
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            <description>An account of the resource</description>
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                <text>Contemplates relations among time, seriality, causality, movement, and dancing, exploring the experiences of moving through Robert Smithson's monumental contemporary sculpture "Spiral Jetty" and watching a film of the experience as analogues to the experiences of medieval dance and references to dancing in FranT, where style and syntax evoke kinetic participation and destabilize connections between movement in time and causation, challenging modern notions of literary form. Includes four b&amp;w illustrations.</text>
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                <text>Terpsichorean Form: Geoffrey Chaucer's "Franklin's Tale" and Robert Smithson's "Spiral Jetty."</text>
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                  <text>Chaucer Bibliography Online</text>
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              <text>Meyer-Lee, Robert John, and Catherine Sanok, eds.</text>
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              <text>Cambridge: Brewer, 2018.</text>
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              <text>xii, 276 pp.; illus.</text>
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              <text>Sanok, Catherine, ed.</text>
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              <text>Background and General Criticism</text>
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              <text>SAC 43:114</text>
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                <text>The Medieval Literary: Beyond Form.</text>
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            <description>An account of the resource</description>
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                <text>Includes an introduction by the editors and ten essays by various authors that "aim to rethink the relationship between form and the literary" in a variety of Middle English works. For two essays pertaining to Chaucer, search for The Medieval Literary: Beyond Form under Alternative Title.</text>
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              <text>Johnson, Eleanor.</text>
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              <text>A. Joseph McMullen and Erica Weaver, eds. The Legacy of Boethius in Medieval England: The "Consolation" and Its Afterlives (Tempe: Arizona Center for Medieval and Renaissance Studies, 2018.), pp. 125-42.</text>
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              <text>The Legacy of Boethius in Medieval England.</text>
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              <text>Troilus and Criseyde&#13;
Sources, Analogues, and Literary Relations</text>
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              <text>SAC 43:248</text>
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                <text>Sensible Prose and the Sense of Meter: Boethian Prosimetrics and the Fourteenth Century.</text>
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            <description>An account of the resource</description>
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                <text>Explores the rational power of prose and the affective power of poetry to effect ethical transformation in Boethius's "Consolation of Philosophy," linking the work's prosimetric alteration with its theme of providential causation, and arguing that later vernacular writers modified the mixed form in ways that privilege poetry. Assessed as an extended example here, TC substitutes historical narration and emotive narratorial comment--both in verse--for the prose/poetry alternations of Boethius's mixed form.</text>
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              <text>Stavsky, Jonathan.</text>
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              <text>A. Joseph McMullen and Erica Weaver, eds. The Legacy of Boethius in Medieval England: The "Consolation" and Its Afterlives (Tempe: Arizona Center for Medieval and Renaissance Studies, 2018.), pp. 155-69.</text>
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              <text>The Legacy of Boethius in Medieval England.</text>
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          <name>Chaucer Subject</name>
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              <text>Boece&#13;
Language and Word Studies&#13;
Sources, Analogues, and Literary Tradition&#13;
Monk and His Tale&#13;
Chaucer's Influence and Later Allusion</text>
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              <text>SAC 43:222</text>
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        <element elementId="114">
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                <text>Tragic Diction in Chaucer's "Boece," the "Canterbury Tales," and Hoccleve's "Series."</text>
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            <description>An account of the resource</description>
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              <elementText elementTextId="2836913">
                <text>Explores words and nuances associated with tragedy in Chaucer's works, describing a pair of emphases in Bo that may indicate direct study of Boethius's original rather than glosses or commentaries. Considers the extent to which the Monk may have known the work, especially as indicated in the responses to the Monk by the Knight, Host, and Nun's Priest. Also assesses the resonances of MkT in Thomas Hoccleve's version of the transformation of  Nebuchadnezzar.</text>
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              <text>McMullen, A. Joseph.</text>
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              <text>A. Joseph McMullen and Erica Weaver, eds. The Legacy of Boethius in Medieval England: The "Consolation" and Its Afterlives (Tempe: Arizona Center for Medieval and Renaissance Studies, 2018.), pp. 143-54.</text>
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              <text>The Legacy of Boethius in Medieval England.</text>
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          <name>Chaucer Subject</name>
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              <text>Boece&#13;
Sources, Analogues, and Literary Relations</text>
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              <text>SAC 43:L220</text>
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                <text>Nature, Astronomy, and Cosmology in Chaucer's "Boece."</text>
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            <description>An account of the resource</description>
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                <text>Identifies Chaucer's "cosmological additions" to Boethius's "Consolation of Philosophy" when translating it as "Boece," identifying the sources of these additions in earlier translations and commentaries, and speculating that Chaucer includes glosses and extrapolations about "nature, astronomy, and cosmology" in order to emphasize Boethius's theme that "through an understanding of the cosmos . . . one can begin to learn about oneself."</text>
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              <text>McMullen, A. Joseph, and Erica Weaver, eds.</text>
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              <text>Tempe: Arizona Center for Medieval and Renaissance Studies, 2018.</text>
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              <text>xxxii, 224 pp.</text>
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          <name>Series</name>
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          <elementTextContainer>
            <elementText elementTextId="2836899">
              <text>Medieval and Renaissance Texts and Studies, no. 525.</text>
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              <text>Weaver, Erica, ed.</text>
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          <name>Chaucer Subject</name>
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              <text>Background and General Criticism&#13;
Sources, Analogues, and Literary Relations&#13;
Boece</text>
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              <text>SAC 43:113</text>
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                <text>The Legacy of Boethius in Medieval England: The "Consolation" and Its Afterlives.</text>
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            <description>An account of the resource</description>
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                <text>Twelve essays by various authors and an introduction by the editors consider the range and depth of impact of Boethius's "Consolation of Philosophy" on Old and Middle English literature and thought. The introduction summarizes the legacy of the "Consolation," describes Bo, and sketches Chaucer's engagement with the "Consolation" in his other works. For three essays pertaining to Chaucer, search for The Legacy of Boethius in Medieval England under Alternative Title.</text>
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Sources, Analogues, and Literary Relations</text>
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Sources, Analogues, and Literary Relations</text>
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Sources, Analogues, and Literary Relations</text>
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                <text>Describes a pedagogy and practice of reading PrT in light of the historical pogrom in Prague (1387), a Latin narrative of the pogrom ("Passio Judeorum Pragensium"), a Czech-and-Latin fragmentary play entitled "Ungentarius" (Ointment Seller), and accounts of the Jewish legend of the Golem--all evincing aspects of the scapegoating of Jews and "projective inversion," with emphasis on the destabilization of "Christian/Jewish inverted parallelism" and, more broadly, the "collapse of Self and Other."</text>
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</text>
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                <text>Visualizing the Jewish Other in Chaucer's "The Prioress's Tale."</text>
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                <text>Describes a classroom practice of encouraging students to explore emotional responses to PrT by asking them to illustrate any scene from the tale and then compare these illustrations with historical illustrations, from the Vernon manuscript to modern translations and adaptations. Includes 8 b&amp;w illustrations of examples from students and book history.</text>
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                <text>Applies Freudian-based neighboring theory to PrT, comparing it with several medieval exempla about Jews, and explaining how such comparisons can help students to see the necessity of interpretation in determining affection and prejudice, crime and punishment, and the "theological neighboring" of Christians and Jews.</text>
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              <text>The New Middle Ages</text>
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              <text>Background and General Criticism</text>
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          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836844">
              <text>SAC 43:109</text>
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        <element elementId="114">
          <name>Date</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836845">
              <text>2017</text>
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          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="2836836">
                <text>Jews in Medieval England: Teaching Representations of the Other.</text>
              </elementText>
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          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="2836837">
                <text>Comprises nineteen pedagogical essays in English, history, philosophy, theater, and Judaic studies by various authors who participated in a series of NEH research seminars conducted between 2003 and 2014. The introduction by the editors addresses issues of othering in medieval English societies and modern English-speaking classrooms, and summarizes the essays. The volume includes several appendices, a bibliography, and a comprehensive index. For four essays pertaining to Chaucer, search for Jews in Medieval England: Teaching Representations of the Other under Alternative Title.</text>
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                  <text>Chaucer Bibliography Online</text>
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          <name>Author / Editor</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836829">
              <text>Gust, Geoffrey W.</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="98">
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          <elementTextContainer>
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              <text>Cham: Palgrave Macmillan, 2018.</text>
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        <element elementId="99">
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          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836831">
              <text>xii, 232 pp.</text>
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        <element elementId="104">
          <name>Series</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836832">
              <text>The New Middle Ages</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="102">
          <name>Chaucer Subject</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836833">
              <text>Background and General Criticism&#13;
Language and Word Studies&#13;
Miller and His Tale&#13;
Reeve and His Tale&#13;
Merchant and His Tale&#13;
Shipman and Hus Tale&#13;
Troilus and Criseyde</text>
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          </elementTextContainer>
        </element>
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          <name>Source</name>
          <description/>
          <elementTextContainer>
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              <text>SAC 43:107</text>
            </elementText>
          </elementTextContainer>
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        <element elementId="114">
          <name>Date</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836835">
              <text>2018</text>
            </elementText>
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          <element elementId="41">
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            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="2851836">
                <text>Assesses Chaucer's "enticing eroticism and provocative perversity" as "clear and vital signs of premodern pornography." Historicizes terms such as "obscene," "pornographic," and "erotic," and proposes "Chauceroticism" to describe the various ways the poet uses innuendo and detail to provoke, reveal, and conceal erotic action and pleasure in those of his works "where the act of coitus is presented in some detail." MilT combines pornography with humor; RvT with brutality; MerT with anti-chivalric sentiment; ShT with prostitution; and TC with "amorous 'jouissance'."</text>
              </elementText>
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            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="2851837">
                <text>Chaucerotics: Uncloaking the Language of Sex in "The Canterbury Tales" and "Troilus and Criseyde."</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
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  <item itemId="275591" public="1" featured="0">
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                  <text>Chaucer Bibliography Online</text>
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          <elementTextContainer>
            <elementText elementTextId="2836821">
              <text>Gulley, Allison.</text>
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              <text>Allison Gulley, ed. Teaching Rape in the Medieval Literature Classroom: Approaches to Difficult Texts (Amsterdam: Arc Humanities, 2018), pp. 113-27.</text>
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          <elementTextContainer>
            <elementText elementTextId="2836823">
              <text>Teaching Rape in the Medieval Literature Classroom</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="102">
          <name>Chaucer Subject</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836824">
              <text>Wife of Bath and Her Tale&#13;
Recordings and Films</text>
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          </elementTextContainer>
        </element>
        <element elementId="109">
          <name>Source</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836825">
              <text>SAC 43:168</text>
            </elementText>
          </elementTextContainer>
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        <element elementId="114">
          <name>Date</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836826">
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          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="2836819">
                <text>"How Do We Know He Really Raped Her?" Using the BBC "Canterbury Tales" to Confront Student Skepticism towards the Wife of Bath.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="2836820">
                <text>Ponders the complications and implications of discussing rape in modern classroom considerations of WBT, and recommends using the BBC television version of the tale to help raise and confront its inherent questions and values.</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
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  <item itemId="275590" public="1" featured="0">
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          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="521447">
                  <text>Chaucer Bibliography Online</text>
                </elementText>
              </elementTextContainer>
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      <elementContainer>
        <element elementId="110">
          <name>Author / Editor</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836813">
              <text>Houlik-Ritchey, Emily.</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="98">
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          <elementTextContainer>
            <elementText elementTextId="2836814">
              <text>Allison Gulley, ed. Teaching Rape in the Medieval Literature Classroom: Approaches to Difficult Texts (Amsterdam: Arc Humanities, 2018), pp. 91-112.</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="108">
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          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836815">
              <text>Teaching Rape in the Medieval Literature Classroom</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="102">
          <name>Chaucer Subject</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836816">
              <text>Reeve and His Tale</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="109">
          <name>Source</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836817">
              <text>SAC 43:157</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="114">
          <name>Date</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836818">
              <text>2018</text>
            </elementText>
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          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="2836812">
                <text>Identifies contradictions and complications in legal and ethical understandings of rape, and describes how issues of consent and culpability can be used productively in classroom discussion of RvT to help students understand their own values as well as those that inhere in the text.</text>
              </elementText>
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          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="2851139">
                <text>Classroom PSA: Values, Law, and Ethics in "The Reeve's Tale."</text>
              </elementText>
            </elementTextContainer>
          </element>
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  </item>
  <item itemId="275589" public="1" featured="0">
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              <name>Title</name>
              <description>A name given to the resource</description>
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                <elementText elementTextId="521447">
                  <text>Chaucer Bibliography Online</text>
                </elementText>
              </elementTextContainer>
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      <elementContainer>
        <element elementId="110">
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          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836805">
              <text>Pugh, Tison.</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="98">
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          <elementTextContainer>
            <elementText elementTextId="2836806">
              <text>Allison Gulley, ed. Teaching Rape in the Medieval Literature Classroom: Approaches to Difficult Texts (Amsterdam: Arc Humanities, 2018), pp. 77-90.</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="108">
          <name>Alternative Title</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836807">
              <text>Teaching Rape in the Medieval Literature Classroom</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="102">
          <name>Chaucer Subject</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836808">
              <text>Background and General Criticism&#13;
Miller and His Tale&#13;
Reeve, and His Tale&#13;
Wife of Bath and Her Tale&#13;
Legend of Good Women&#13;
Chaucer's Life</text>
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          </elementTextContainer>
        </element>
        <element elementId="109">
          <name>Source</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836809">
              <text>SAC 43:117</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="114">
          <name>Date</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836810">
              <text>2018</text>
            </elementText>
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        <elementContainer>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="2836803">
                <text>Speech, Silence, and Teaching Chaucer's Rapes.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="2850980">
                <text>Maintains that attention to speech and silence is crucial to literary analysis and to understanding medieval notions of gender difference, exemplifying how the speech/silence binary can be explored in complex ways to help analyze rape as a plot device in classroom discussions of MilT, RvT, WBP, the Lucrece and Philomena accounts in LGW, and Chaucer's biography</text>
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          </element>
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  </item>
  <item itemId="275588" public="1" featured="0">
    <collection collectionId="8">
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              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="521447">
                  <text>Chaucer Bibliography Online</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
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      <elementContainer>
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          <description/>
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            <elementText elementTextId="2836797">
              <text>Gulley, Alison, ed.</text>
            </elementText>
          </elementTextContainer>
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        <element elementId="98">
          <name>Published</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836798">
              <text>Amsterdam: Arc Humanities, 2018.</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="99">
          <name>Physical Description</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836799">
              <text>viii, 218 pp.</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="102">
          <name>Chaucer Subject</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836800">
              <text>Background and General Criticism</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="109">
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          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836801">
              <text>SAC 43:106</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="114">
          <name>Date</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836802">
              <text>2018</text>
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        <elementContainer>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="2836795">
                <text>Teaching Rape in the Medieval Literature Classroom: Approaches to Difficult Texts.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="2836796">
                <text>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.</text>
              </elementText>
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          </element>
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  </item>
  <item itemId="275587" public="1" featured="0">
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            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
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                <elementText elementTextId="521447">
                  <text>Chaucer Bibliography Online</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
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      </elementSetContainer>
    </collection>
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      <elementContainer>
        <element elementId="110">
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          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836789">
              <text>Goldie, Matthew Boyd.</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="98">
          <name>Published</name>
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          <elementTextContainer>
            <elementText elementTextId="2836790">
              <text>Ithaca: Cornell University Press, 2019.</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="99">
          <name>Physical Description</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836791">
              <text>xi, 293 pp.</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="102">
          <name>Chaucer Subject</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836792">
              <text>Background and General Criticism&#13;
House of Fame&#13;
Prioress and Her Tale</text>
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          </elementTextContainer>
        </element>
        <element elementId="109">
          <name>Source</name>
          <description/>
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            <elementText elementTextId="2836793">
              <text>SAC 43:105</text>
            </elementText>
          </elementTextContainer>
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        <element elementId="114">
          <name>Date</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="2836794">
              <text>2019</text>
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          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="2836787">
                <text>Scribes of Space: Place in Middle English Literature and Late Medieval Science.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="2851835">
                <text>Explores how philosophers, theologians, poets, and other thinkers in late medieval England altered ancient ideas of geographical space. Analyzes medieval science, theology, literature, and maps, and the "relationship between high science and high literature" of the Middle Ages. Looks at the "science of motion" in HF and ideas of "local space" in PrT.</text>
              </elementText>
            </elementTextContainer>
          </element>
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              <text>Routledge Research in Aesthetics.</text>
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Troilus and Criseeyde&#13;
Monk and His Tale</text>
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                <text>Considers tragedy from the perspective of analytical philosophy, arguing "that tragic literature seeks to offer moral and linguistic redress (compensation) for suffering'; it "involves the balancing of a protagonist's suffering with guilt (and vice versa)," and the successful expression of "pain and suffering" is one of its principal and communal purposes. Considers a wide variety of theoretical and  literary works, with recurrent commentary on Chaucer's depictions and descriptions of tragedy, especially in TC and MkT.</text>
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              <text>Canterbury Tales--General&#13;
Knight and His Tale&#13;
Man of Law and His Tale&#13;
Clerk and His Tale&#13;
Franklin and His Tale&#13;
Physician and His Tale&#13;
Prioress and Her Tale&#13;
Nun's Priest and His Tale&#13;
Second Nun and Her Tale&#13;
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                <text>God's Patients: Chaucer, Agency, and the Nature of Laws.</text>
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                <text>Explores the concept of "cooperative" or "conjoint" agency in Chaucer's works to examine ideas "about the transition from the Middle Ages to modernity." Examines the notion of passivity in the works of Chaucer and Bernard of Clairvaux, as well as themes of "action-and-passion" and "will-and-law" in CT. Focuses on MLT, ClT, NPT, KnT, SNT, FranT, PhyT, and PrT.</text>
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              <text>Bridges, Venetia.</text>
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              <text>Studies in Medieval Romance</text>
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Monk and His Tale</text>
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                <text>Examines connection between "language and cultural identity" and claims that Chaucer mocks "Alexander's 'storie' as 'commune' "in MkT. Analyzes how Latin, French, and English Alexander narratives were read, and rewritten, in medieval literature between 1150 and 1350, providing a "multilingual and comparative approach" to understanding modern studies of medieval Alexander literature.</text>
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              <text>Chaucer's Global Compaignye.</text>
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                <text>Go Ask Alisoun: Geoffrey Chaucer and Deafland (Deafness as Authority).</text>
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                <text>Questions the assumptions underlying critical commentary on the Wife of Bath's deafness, exploring potential parallels between authority and experience, literacy and orality, and hearing and deafness. Indicts the "audism" of much of the commentary, and prefers the approach of Edna Edith Sayers. See the "Response" by a group of scholars in Literature Compass 16.1 (2019)</text>
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              <text>Bradbury, Jill Marie, Geoffrey Clegg, Stephanie L. Kerschbaum,&#13;
Pamela Kincheloe, and Tonya Stremlau.</text>
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Kerschbaum, Stephanie L. &#13;
Kincheloe, Pamela&#13;
Stremlau, Tonya</text>
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              <text>Literature Compass 16 (2019</text>
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              <text>Background and General Criticism</text>
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                <text>A group of "deaf/Deaf/hard of hearing scholars with wide-ranging expertise in literary studies, rhetoric, disability studies, and Deaf Studies" express "deep reservations" about Robinson's essay.</text>
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                <text>Response to Carol L. Robinson, "Go Ask Alisoun: Geoffrey Chaucer and Deafland (Deafness as Authority)."</text>
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              <text>Blatt, Heather.</text>
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              <text>Manchester Medieval Literature and Culture.</text>
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              <text>Background and General Criticism&#13;
Troilus and Criseyde&#13;
Wife of Bath and Her Tale&#13;
Adam Scriveyn&#13;
Manuscripts and Textual Studies</text>
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                <text>Participatory Reading in Late-Medieval England.</text>
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                <text>Draws on modern media studies to clarify practices of "participatory reading" in late medieval England, exploring how vernacular authors, texts, and manuscripts elicit and/or limit the agency of their readers who engage with texts in making meaning, often in embodied ways. Attends recurrently to Chaucer's works, including analysis of his request that Gower and Strode "correcte" TC (V.1858) as a "closed access" invitation to limited participation (similarly found in Adam). Also treats "non-reading" in TC and WBP, and assesses the placement of John Lydgate's "The Siege of Thebes" in CT in relation to KnT as evidence that Lydgate "grants . . . license to nonlinear readings" of the works.</text>
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