ENG 352: Chaucer's Canterbury Tales
Fall 2023
Schedule of Readings and Assignments
M Aug. 28: Introductions; Chaucer’s world; Chaucer’s language; Chaucer’s Retraction W Aug. 30: The General Prologue; and read the editors’ introduction, pp. 9-43 F Sept. 1: The General Prologue; in the Appendix, read selections from William Thorpe (pp. 468-70), Benedict of Canterbury (pp. 470-73), and William Langland (pp. 479-482) M Sept. 4: Labor Day W Sept. 6: The General Prologue; in the Appendix, read selection from Jean Froissart’s Chronicles (pp. 489-495) F Sept. 8: The Knight’s Tale, Part One, pp. 63-69. M Sept. 11: Vocabulary Quiz; The Knight’s Tale, Part Two, pp. 70-77; and selections from Boethius’ Consolation of Philosophy (Appendix, pp. 465-468). W Sept. 13: The Knight’s Tale, Part Three, pp. 77-86. F Sept. 15: The Knight’s Tale, Part Four, pp. 87-95 M Sept. 18: The Miller’s Prologue and Tale, pp. 97-108 W Sept. 20: The Miller’s Tale F Sept. 22: The Miller’s Tale and The Reeve’s Prologue and Tale (pp. 109-116) M Sept. 25: The Reeve’s Tale and The Cook’s Prologue and Tale (pp. 117-118); and read “The Miller’s Tale and the Politics of Laughter” by Lee Patterson W Sept. 27: The Wife of Bath’s Prologue, pp. 147-161 (just the Prologue for today); and read excerpts from Jerome’s Against Jovinian (Appendix, p. 465) and from Jean de Meun’s Romance of the Rose (Appendix, pp. 476-479) F Sept. 29: The Wife of Bath’s Prologue and Tale (pp. 163-68); and read “Antifeminism” by Jill Mann M Oct. 2: The Wife of Bath’s Tale W Oct. 4: The Clerk’s Prologue and first two parts of The Clerk’s Tale, pp. 189-196 F Oct. 6: the rest of The Clerk’s Tale, pp, 196-208 S Oct. 7: Paper #1 due (5-6 pages) M Oct. 9: The Clerk’s Tale; and read “The Powers of Silence” by Elaine Tuttle Hansen W Oct. 11: The Merchant’s Prologue and Tale, pp. 209-228 F Oct. 13: The Merchant’s Tale ***FALL BREAK*** M Oct. 23: The Squire’s Prologue and Tale, pp. 231-241 W Oct. 25: The Franklin’s Prologue and Tale, pp. 243-58 F Oct. 27: The Franklin’s Tale; and read “In the Event of the Franklin’s Tale” by J. Allan Mitchell M Oct. 30: The Franklin’s Tale W Nov. 1: The Prioress’s Tale (pp. 287-291); and read “Criticism, Anti-Semitism, and The Prioress’s Tale” by Louise Fradenburg F Nov. 3: The Tale of Sir Thopas, pp. 292-96; read excerpt from “The Giant of Self-Figuration” by Jeffrey Jerome Cohen M Nov. 6: The Friar’s Prologue and Tale, pp. 169-75 W Nov. 8: The Friar’s Tale and The Summoner’s Prologue and Tale (pp. 176-86) F Nov. 10: The Summoner’s Tale M Nov. 13: The Pardoner’s Prologue and Tale, pp. 267-76 W Nov. 15: The Pardoner’s Tale; "Eunuch Hermeneutics" by Carolyn Dinshaw (JSTOR) F Nov. 17: The Pardoner’s Tale; "The Pardoner's Homosexuality and How it Matters" by Monica McAlpine M Nov. 20: The Nun’s Priest’s Prologue and Tale, pp. 347-359 W Nov. 22: The Nun’s Priest’s Tale; and “Chaucer’s Chauntecleer and Animal Morality” by Megan Palmer Brown M Nov. 27: The Nun’s Priest’s Tale; and “The Nun’s Priest’s Tale as Grammar School Primer, Menippean Parody, and Ars Poetrica” by Peter Travis W Nov. 29: The Second Nun's Tale F Dec. 1: Read The Parson's Prologue (pp. 399-400) and, in The Parson's Tale, read pp. 401-418 M Dec. 4: The Parson’s Tale: read in its entirety the discussion of one of the Seven Deadly Sins, read the end of the tale (pp. 457-459), and skim the rest of the tale (pp. 418-456). W Dec. 6: Re-read Chaucer’s Retraction, p. 461 *** Paper 2 is due during exam week, 10-15 pages, absolutely no later than Wednesday, Dec. 15. |
For a brief, brief overview of Chaucer's life and work, click here.
For background on pilgrimage in the Middle Ages, click here.
And for a useful introduction to St Thomas Becket, the "hooly blisful martyr" whose relics Chaucer's pilgrims are (ostensibly) traveling to Canterbury to venerate, see this blog from the Getty Museum.
For an overview of medieval cosmography, click here.
For an overview of medieval geography, click here.
For a survey of writers who significantly influenced Chaucer's work, click here.
See here for introductions to various topics in medieval Christian religion and theology:
For a briefly annotated bibliography on Chaucer, click here.
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Learning Outcomes
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Course Policies, et cetera ...
On Middle English
All Chaucerian texts will be read in Middle English, and special emphasis will be devoted during the first two or three weeks of conference toward developing students' understanding of this early stage of our language. Most importantly, we will read the texts out loud in class on a very regular basis. While we may not all perfect our Middle English accents throughout the semester, a cheerful willingness to tackle the difficulties of the language will foster a greater appreciation of Chaucer's poetry and will help to ensure success in the course.
Papers
The purposes of this course are many, but we shall aim at cultivating an appreciation and understanding of Chaucer's poetics while simultaneously examining the larger critical issues that The Canterbury Tales pose. In Paper 1 (5-6 pages, due October 9), you will do an in-depth close reading of a single tale; such a paper consists of a thesis about the tale grounded in close textual analysis. For Paper 2 (10-15 pages, due during exam week, in lieu of a final exam), I encourage you to identify a larger problem posed by two or more of The Canterbury Tales; such a paper will require both close textual analysis and the consultation of secondary sources.
Critical Review
One of the goals of upper-level English courses is to introduce you to the variety of critical methods used by literary scholars. To that end, in addition to the two essays described above, you will pass in a critical review (2-3 pages) of any one of the secondary critical readings assigned for the class. Your goals in this review are twofold: 1. to provide a concise and accurate summary of the article under consideration (this might take about one page) and 2. to offer a critique of the methods and/or assumptions under which the article operates or of the conclusions which it finally presents. This article review is due on the class day on which the reading itself is due.
Artificial Intelligence Policy
The short version: The use of generative artificial intelligence such as (but not limited to) ChatGBT, Grammarly, Ginger, ProWriting Aid etc., is not allowed in work for this course. Its would consititute a violation of the Academic Misconduct Policy. The use of these or of any other generative AI will result in a failing grade.
The long version: Artificial Intelligence is an oxymoron. It is not intelligent. At best, it is a tool, like a calculator, that merely appears "intelligent" to us. At worst, it is a prop, a shabby substitute for human thought and human creativity. Unlike human beings, artificial intelligence does not experience pain or sorrow any more than a calculator or a chariot or an axe. Unlike human beings, artificial intelligence does not experience responsibility or the pang of conscience, nor does it suffer consequences. Unlike human beings, artificial intelligence has no orientation toward or desire to know or to represent the truth. The use of generative artificial intelligence in this course, or in almost any course, is a betrayal and an undermining of human thought, human creativity, and human dignity. As a parting thought, I'd share with you the words of Arthur Weasley in Harry Potter and the Chamber of Secrets: "Never trust something that can think for itself if you can't see where it keeps its brain." (I would add scare quotes around "think," however, as artificial intelligence cannot really think; again, it has only the appearance of thinking. For further thoughts along this line, please refer to Gertrude E. M. Anscombe, Intention.)
Late Papers
The first essay and the critical review should be printed submitted in paper format. The final essay should be submitted to my email address—[email protected]—as either a .doc or a .pdf file (no Google docs, please). I do not write comments on papers that are passed in late without a documented excuse. Furthermore, late papers are subject to the standard grade deduction of half a grade per day late.
Grading
For those of you who are interested, the final course grade will be calculated thus:
Paper 1 : 20% Paper 2: 40%
Critical Review: 10% Class Participation: 20%
Vocabulary Quiz: 10%
Attendance and COVID-19
The following recommendations should guide your decision about coming to class:
• Self-isolation is the recommended course of action for anyone experiencing flu-like symptoms, whether due to possible coronavirus or to other illnesses. Please stay at home if you feel sick, and contact the Health and Counseling Center (HCC) or your healthcare provider to discuss. This is especially important if you think you may have an infectious disease.
• You should not attend class if you have tested positive for COVID-19 in the last 10 days, or if you have received notification or advice from the college or a health professional (including HCC staff) to quarantine or self-isolate. In such cases, you should communicate with the professor via email as soon as possible.
• The CDC suggests that people with the following symptoms may have COVID: fever or chills, cough, shortness of breath or difficulty breathing, fatigue, muscle or body aches, headache, new loss of taste or smell, sore throat, congestion or runny nose, nausea or vomiting, diarrhea. As always, please consult a medical professional (members of the HCC or otherwise) if you have any questions about your health or health safety.
• If you suspect or know you have been exposed to a case of COVID-19, contact the HCC right away to discuss your next steps. For more information, visit the CDC’s webpage on isolation and quarantine.
If you need to miss a class, or series of classes, due to illness, self-isolation, and/or quarantine, you are responsible for emailing me to let me know as soon as possible. You are also responsible for coordinating with me to complete work that you might miss due to absences.
Special Accommodations
Accommodations will be given to students who have conditions that affect their performances in class. Please provide documentation for these concerns and be sure to speak to the instructors within the first two weeks of class. For questions on these accommodations and official processes of getting tested, please contact Disability Services: [email protected].
On Middle English
All Chaucerian texts will be read in Middle English, and special emphasis will be devoted during the first two or three weeks of conference toward developing students' understanding of this early stage of our language. Most importantly, we will read the texts out loud in class on a very regular basis. While we may not all perfect our Middle English accents throughout the semester, a cheerful willingness to tackle the difficulties of the language will foster a greater appreciation of Chaucer's poetry and will help to ensure success in the course.
Papers
The purposes of this course are many, but we shall aim at cultivating an appreciation and understanding of Chaucer's poetics while simultaneously examining the larger critical issues that The Canterbury Tales pose. In Paper 1 (5-6 pages, due October 9), you will do an in-depth close reading of a single tale; such a paper consists of a thesis about the tale grounded in close textual analysis. For Paper 2 (10-15 pages, due during exam week, in lieu of a final exam), I encourage you to identify a larger problem posed by two or more of The Canterbury Tales; such a paper will require both close textual analysis and the consultation of secondary sources.
Critical Review
One of the goals of upper-level English courses is to introduce you to the variety of critical methods used by literary scholars. To that end, in addition to the two essays described above, you will pass in a critical review (2-3 pages) of any one of the secondary critical readings assigned for the class. Your goals in this review are twofold: 1. to provide a concise and accurate summary of the article under consideration (this might take about one page) and 2. to offer a critique of the methods and/or assumptions under which the article operates or of the conclusions which it finally presents. This article review is due on the class day on which the reading itself is due.
Artificial Intelligence Policy
The short version: The use of generative artificial intelligence such as (but not limited to) ChatGBT, Grammarly, Ginger, ProWriting Aid etc., is not allowed in work for this course. Its would consititute a violation of the Academic Misconduct Policy. The use of these or of any other generative AI will result in a failing grade.
The long version: Artificial Intelligence is an oxymoron. It is not intelligent. At best, it is a tool, like a calculator, that merely appears "intelligent" to us. At worst, it is a prop, a shabby substitute for human thought and human creativity. Unlike human beings, artificial intelligence does not experience pain or sorrow any more than a calculator or a chariot or an axe. Unlike human beings, artificial intelligence does not experience responsibility or the pang of conscience, nor does it suffer consequences. Unlike human beings, artificial intelligence has no orientation toward or desire to know or to represent the truth. The use of generative artificial intelligence in this course, or in almost any course, is a betrayal and an undermining of human thought, human creativity, and human dignity. As a parting thought, I'd share with you the words of Arthur Weasley in Harry Potter and the Chamber of Secrets: "Never trust something that can think for itself if you can't see where it keeps its brain." (I would add scare quotes around "think," however, as artificial intelligence cannot really think; again, it has only the appearance of thinking. For further thoughts along this line, please refer to Gertrude E. M. Anscombe, Intention.)
Late Papers
The first essay and the critical review should be printed submitted in paper format. The final essay should be submitted to my email address—[email protected]—as either a .doc or a .pdf file (no Google docs, please). I do not write comments on papers that are passed in late without a documented excuse. Furthermore, late papers are subject to the standard grade deduction of half a grade per day late.
Grading
For those of you who are interested, the final course grade will be calculated thus:
Paper 1 : 20% Paper 2: 40%
Critical Review: 10% Class Participation: 20%
Vocabulary Quiz: 10%
Attendance and COVID-19
The following recommendations should guide your decision about coming to class:
• Self-isolation is the recommended course of action for anyone experiencing flu-like symptoms, whether due to possible coronavirus or to other illnesses. Please stay at home if you feel sick, and contact the Health and Counseling Center (HCC) or your healthcare provider to discuss. This is especially important if you think you may have an infectious disease.
• You should not attend class if you have tested positive for COVID-19 in the last 10 days, or if you have received notification or advice from the college or a health professional (including HCC staff) to quarantine or self-isolate. In such cases, you should communicate with the professor via email as soon as possible.
• The CDC suggests that people with the following symptoms may have COVID: fever or chills, cough, shortness of breath or difficulty breathing, fatigue, muscle or body aches, headache, new loss of taste or smell, sore throat, congestion or runny nose, nausea or vomiting, diarrhea. As always, please consult a medical professional (members of the HCC or otherwise) if you have any questions about your health or health safety.
• If you suspect or know you have been exposed to a case of COVID-19, contact the HCC right away to discuss your next steps. For more information, visit the CDC’s webpage on isolation and quarantine.
If you need to miss a class, or series of classes, due to illness, self-isolation, and/or quarantine, you are responsible for emailing me to let me know as soon as possible. You are also responsible for coordinating with me to complete work that you might miss due to absences.
Special Accommodations
Accommodations will be given to students who have conditions that affect their performances in class. Please provide documentation for these concerns and be sure to speak to the instructors within the first two weeks of class. For questions on these accommodations and official processes of getting tested, please contact Disability Services: [email protected].
The lyf so short, the craft so long to lerne ...