English

This series aims to reflect the best and most innovative in medieval pedagogies, providing resources for instructors, students, and administrators wishing to understand the current and future place of medieval studies in the modern academy. Books in Teaching the Middle Ages will respond to current trends and debates reshaping modern classrooms and curricula, including issues of identity, race, gender, sexuality, religion, violence, disability, environment, technology, and how medievalists teach these topics in our classrooms. These projects should be grounded in the scholarship of teaching and learning and/or data-driven pedagogical research methods.

... Through Henry V's high metatheatre, he repeatedly reminds his audience that the play's miracles derive from the collaborative stagecraft the playhouse both houses and engenders. ... But Shakespeare's other romances are also metatheatrical. ...

Thomas Rist's book title signals his purpose. By referring to early modern England as “Reforming England” rather than “Reformed England”, he commits himself to what he (quoting Allison Shell) calls the “reclamation” of English Renaissance literature. ...

Over half of this impressive new edition of Love's Labour's Lost, one of Shakespeare's earliest comedies, is composed of scholarly discussion of the play, in a lengthy, multi-part introduction, extensive footnotes, and a concluding section containing supplementary ...

... Praise ofFolly.1 Robin Headlam Wells and Alison Birkinshaw also note the "distinctly Dionysian character" of Falstaff's "musical predilections,"2 and John Dover Wilson writes that Falstaff "does for our imaginations ... what Bacchus or Silenus did for the ancients," ...

HAMLET'S personae proceed in pairs. Scholars have long noted that in Hamlet Shakespeare gives us not only braces of siblings and lovers but nearly interchangeable" doubles"(Rosencrantz and Guildenstem, Cornelius and Voltemand), as well as pairs of ...

Original Course Description: In this course, students should become more confident as interpreters of college-level reading and will become well-prepared for W131. Students will also gain a wider range of tools for interpreting academic texts and for developing their ideas in relation to those texts. We will focus on using summary, analysis, and synthesis to produce thoughtful, organized, theory-driven essays, and will continue to work on organizational strategies and effective language use within that context.

My Title for the Course: Our Identity & Sexuality As Defined By the Media & Social Media

As described in the above course description, I will focus largely on helping each of my students work from their personal set of skills summarizing, analyzing and synthesizing information. Students in my class will create new material that will question, challenge and compare information demonstrated in the required course readings. More specifically, I have organized this course to focus on and specialize in the areas of personal identity and sexuality, and how those characteristics are impacted and formed by our everyday confrontation with the media, as well as our own use of social media. As some may guess, my class will confront the ideas of body exploitation, prioritization of values, and how relationships and individual worth are tallied (in advertisements, on social media, and in our own minds), as well as how information is being differently distributed and how credibility may be interpreted, among other concepts.