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Teaching Chaucer

Ashton, Gail, (1957-)

Teaching Chaucer

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teaching Chauceredited by Gail Ashton andLouise Sylvester.
其他作者:	Ashton, Gail,
出版者:	Basingstoke [England] ;Palgrave Macmillan,2007.
面頁冊數:	xi, 167 p.
附註:	Essays based on a panel discussion organized for the New Chaucer Society colloquium held 2004in Glasgow.
叢書名:	Teaching the new English
標題:	English poetryStudy and teaching.Middle English, 1100-1500
電子資源:	access to fulltext (Palgrave)
ISBN:	9780230627512

Teaching Chaucer
Teaching Chaucer[electronic resource] /edited by Gail Ashton andLouise Sylvester. - Basingstoke [England] ;Palgrave Macmillan,2007. - xi, 167 p. - Teaching the new English.

Essays based on a panel discussion organized for the New Chaucer Society colloquium held 2004in Glasgow.

Includes bibliographical references (p. 153-162) and index.

Introduction / Gail Ashton -- Chaucer for fun and profit / Peggy A. Knapp -- A series of linked assignments for the undergraduate course onChaucer's Canterbury tales / Steven F. Kruger -- Why we should teach-and our students perform-The legend of good women / Fiona Tolhurst -- "Cross-voiced" assignments and the critical "I" / Moira Fitzgibbons -- Teaching the language of Chaucer / Louise Sylvester -- Teaching the language of Chaucer manuscripts / Simon Horobin -- Creating learning communities in Chaucer studies: process and product / Gail Ashton -- "The wonders that they myghte seen or heere": designing and using web-based resources to teach medieval literature / Philippa Semper -- Chaucer and thevisual image: learning, teaching, assessing / Lesley Coote.

This volume of original essays brings together contributors from both sides of the Atlantic to offer innovations in teaching and learning in Chaucer Studies from scholars and practitioners withhands-on experience of engaging students. Students of Chaucer are often unfamiliar withpoetry that is textually, linguistically and culturally different fromcontemporary material. The projects explored in this study put students first to encourage active, often collaborative learning designed to enhance critical thinking and independent research skills. The kinds of learning experiences describedhere confront, often simultaneously, issues about language, manuscript evidence, the reception of texts, performance and orality, history, and cultural images and contexts - from both medieval and contemporary perspectives. Contributors mediate philosophy and pragmatics to reach out to all those teaching pre-twentieth-century texts for, above all, this book seeks to establish conversations: betweenstudents and teachers, students and their peers, and students and texts.

Electronic reproduction.
Basingstoke, England :
Palgrave Macmillan,
2009.

Mode of access:World Wide Web.

ISBN: 9780230627512

Standard No.: 10.1057/9780230627512doiSubjects--Personal Names:

177993
Chaucer, Geoffrey,
d. 1400.Subjects--Topical Terms:

473790
English poetry
--Study and teaching.--Middle English, 1100-1500Index Terms--Genre/Form:

214472
Electronic books.

LC Class. No.: PR1924 / .T43 2007eb

Dewey Class. No.: 821/.1

Teaching Chaucer
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520 $a This volume of original essays brings together contributors from both sides of the Atlantic to offer innovations in teaching and learning in Chaucer Studies from scholars and practitioners withhands-on experience of engaging students. Students of Chaucer are often unfamiliar withpoetry that is textually, linguistically and culturally different fromcontemporary material. The projects explored in this study put students first to encourage active, often collaborative learning designed to enhance critical thinking and independent research skills. The kinds of learning experiences describedhere confront, often simultaneously, issues about language, manuscript evidence, the reception of texts, performance and orality, history, and cultural images and contexts - from both medieval and contemporary perspectives. Contributors mediate philosophy and pragmatics to reach out to all those teaching pre-twentieth-century texts for, above all, this book seeks to establish conversations: betweenstudents and teachers, students and their peers, and students and texts.
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