Abstract
A comprehensive course which sought to fully understand the works of Geoffrey Chaucer should contain samples from all his works: Troilus and Criseyde, Legend of Good Women, Romaunt of the Rose, Boece, Book of the Duchess … Being an advocate for the absolute brilliance of this writer, why is there so much emphasis on the Canterbury Tales in my teaching?
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Works cited
The Chaucer MetaPage (2005.12.12) http://www.unc.edu/depts/chaucer/index.html
Harvard Chaucer pages on “Language and Linguistics” (2005.12.12) http://www.courses.fas.harvard.edu/~chaucer/lang_ling.html
Howells, Richard (2003). Visual Culture. Cambridge: Polity Key Skills with Chaucer (2005.12.12) http://www.english.heacademy.ac.uk/explore/resources/index.php
Mann, Jill (1973). Chaucer and Medieval Estates Satire: The Literature of Social Classes and the General Prologue to the Canterbury Tales. Cambridge: Cambridge University Press
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Coote, L. (2007). Chaucer and the Visual Image: Learning, Teaching, Assessing. In: Ashton, G., Sylvester, L. (eds) Teaching Chaucer. Teaching the New English. Palgrave Macmillan, London. https://doi.org/10.1057/9780230627512_10
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DOI: https://doi.org/10.1057/9780230627512_10
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-4039-8827-0
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