By Gail Ashton, Louise Sylvester
This quantity of essays bargains techniques in educating Chaucer in greater schooling from a number of students and practitioners skilled in facing scholars usually made fearful through poetry perceived as textually, linguistically and culturally various from modern texts. The tasks explored during this learn concentrate on a student-centred, energetic studying designed to augment autonomous study abilities and important considering. those experiences additionally search to set up conversations - among academics and beginners, scholars and their friends, and scholars and their texts.
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Extra info for Teaching Chaucer (Teaching the New English)
What I have seen in these discussions is precisely the overcoming of historical alienation, as everybody enters into the construct “late English Middle Ages” we have developed together, all the time knowing that it was constructed with modern discursive fore-conceptions. The variousness of the conclusions expressed in the class has prevented the hardening of this participation in Chaucer’s world with the familiar “what Chaucer is trying to teach us” formulations that sometimes pop up when long-loved art is studied.
While it is an upper-level course that English majors may take as an elective, it also fulfils two requirements within the College’s “general education” scheme—the “pre-industrial or non-Western civilization” requirement and the “Tier II” 30 Steven F. Kruger 31 humanities requirement (before registering for a “Tier II” course, students have completed an introductory course in the humanities, but this might be the only university-level humanities work they have done other than a required one-semester, first-year composition course).
The English Department at Queens has an official statement on plagiarism, and I distribute this at the start of the semester, discuss it then, and return to it when students receive the assignment for Project/Critical Response #2. At this point in the course, I also have students do an exercise on the proper citation of sources; taking a page of critical prose and stripping it of its footnotes, I ask students to identify all the places where the author—whether citing verbatim or summarising someone else’s ideas—would need to include a note.