Sample Blog Post Assignment #1

Important Update 7/26/18: The Medieval Institute recently merged the Medieval Undergraduate Research website with this one. All posts from the old site have been transferred here, and the  undergraduate content can now be found under the "Undergrad Wednesdays" category. The rest of the information in this post remains accurate and up-to-date.

In light of my recent introduction to the Medieval Undergraduate Research site as a useful pedagogical tool here, I thought it might be helpful for some instructors to see a few additional sample assignments in current use. Pasted below is the prompt I am testing out this semester in my upper division Canterbury Tales course, which, based on the drafts I’ve seen so far, is likely to produce successful results. A second sample written by Maj-Britt Frenze and designed as an extra credit project will follow soon.

I intentionally wrote the assignment below to be easily adapted for many kinds of courses. Please feel free to borrow and/or modify it for your own use. This assignment could also work for graduate courses (see my rationale on how important it is for grad students to build online, public profiles here).

Blog Post Assignment

[Note: This assignment has two due dates, one for a draft, and another for a revised version. Because students’ work will be available online for anyone to see, I want them put out their best, carefully revised work.]

Length: 750-1000 words

For this assignment, you will be writing in a digital genre for a real audience of academic and public readers. Your work will be published online at the Medieval Institute’s Medieval Undergraduate Research site (http://sites.nd.edu/medievalundergrads/).
Your topic should introduce and interpret a text (or, alternatively, a manuscript of the text) from the course calendar. Choose one that you have not yet written about and that you do not plan to write about for your final essay. This is a short piece, you want your topic to be specific, i.e.—one character in a tale, a particular setting, theme, image, etc.
The point of this assignment is to learn what can be accomplished in a particular digital genre as opposed to a traditional academic essay. The following requirements are intended to get you thinking about how to present your work effectively using a technological platform, or, rather, how to craft your ideas with a slightly different set of tools. Your blog post must, therefore:

Make a connection between the medieval text and the modern world in a way that demonstrates its relevance to the modern reader (connections to pop culture, tv, film, books, social media, news, etc., all work well). Why should your readers care about what they might see as an old, dusty, out-of-touch narrative?
Use multimedia intentionally and thoughtfully. Don’t just plop some pictures in and move on. Any pictures, videos, memes, etc., need to be on topic, integrated into the post, and add real value to the point you are making. If you use manuscript images, be sure the images are not copyrighted, or else let me know so that we can request permissions to publish them. Include photo captions when necessary to identify subject matter and/or cite the source/owner of the image.
Close read and interpret carefully chosen passages from the text.
Address a wide audience that includes your colleagues and professors, but also your family, friends, and future employees (who will care about your ability to write well!). In other words, don’t assume that your audience has previous knowledge about the text, or that they know the specialized jargon of your discipline. Do write professionally, but accessibly.
Include a Works Cited in MLA format at the end and, if relevant, consider linking to online resources in the body of the post. One advantage of digital genres is that you can insert links to other online academic resources anywhere in your post. Be sure to carefully vet those sources for quality and relevance. Libraries and museums (e.g.––The British Library, The Getty Museum) often have excellent catalogs, blogs, online galleries, and more. Many academics and universities also work on fantastic projects: online editions, facsimiles and images of manuscripts, mapping projects, blogs, etc.
Include a list of 5 tags (keywords about your posts). Blog sites are organized by categories and tags. Your post will be categorized under our course title “Canterbury Tales,” but you will decide the tags for your post. Tags are keywords that identify the subject matter of your work, such as authors, themes, time periods, etc. A user might, for instance, want to click on the “Chaucer” tag to see a listing of all the posts about Chaucer on the site.
Interlink with one or two of your classmate’s posts (in your final draft). Interlinking between posts on a blog site is one way to increase traffic and to highlight the connections between the site’s various entries. These links constitute a form of citation that is not possible in print essays, and they allow you to explore how to use this digital citation method. Thus, when you turn in your first draft, we will workshop the blog posts, and you will be required to make a connection between your work and someone else’s with a link to their post. You can simply write in brackets and bold text [link to X’s post here]. Integrate this connection as smoothly as possible into your text. It should sound like it belongs there, not like you added it because your teacher made you do it.

Some Sample Student Posts from Spring 2018

Astin Ballard, “Emily’s Modes of Expression in the ‘Knight’s Tale’-A Precursor to the #MeToo Movement”

Natalie Weber, “Teaching the Canterbury Tales in the Alt-Right Era”

Megan Kollitz, “Islamaphobic Rhetoric in Chaucer: Not Just ‘A Thing of the Past’”

Follow-up: This assignment was one of the most successful ones I've given in over ten years of teaching. Many students commented on it in their student evaluations, and students simply write better when they have the freedom to choose a topic they're interested in, make the material relevant to their lives, and work in a popular genre that appeals to them. Try it!

Karrie Fuller, Ph.D.
University of Notre Dame/St. Mary’s College

April 19, 2018December 24, 2024

“And the eyes of them both were opened”: The Moment of Knowing in an Anglo-Saxon Bible

When Eve and Adam ate the forbidden fruit, the Book of Genesis tells us, their eyes were opened, and they knew that they were naked. In modern editions of the Bible, the verses are divided as follows:

6 … and she took of the fruit thereof, and did eat, and gave to her husband who did eat.

7 And the eyes of them both were opened, and when they perceived themselves to be naked, they sewed together fig leaves, and made themselves aprons.[1]

The pause comes after the eating of the fruit, emphasizing this act. The immediate results of the act—the opening of the eyes, the recognition of nakedness, and the couple’s decision to cover their nakedness with fig leaves—all follow in quick succession. The next verses detail the further consequences of humanity’s fall. But what if the turning point were not so much the act of choosing to disobey God and eat the fruit, but the cognitive effect of doing so, the revelatory moment when human understanding changed? Such is the interpretation created by one eleventh-century manuscript of the Old Testament in Old English.

This manuscript (Cambridge, British Library, Cotton MS Claudius B.iv) was probably created around 1020-1040, and is large and heavily illustrated. It contrasts with another surviving manuscript of the Old Testament, Oxford, Bodleian Library, Laud Misc. 509, which was likely based on the same exemplar, but which is small and unillustrated. The punctuation differs significantly throughout the two manuscripts. Laud Misc. 509 punctuates Genesis 3:6-7 as follows (the ⁊ symbol is the scribal abbreviation for “and”):

⁊ genam þa of þæs treowes wæstme. ⁊ geæt ⁊ sealde hire were. He æt þa ⁊ heora begra eagan wurdon geopenode hig oncneowon þa þæt hig nacode wæron ⁊ siwodon fic leaf ⁊ worhton him wædbrec.

[and took then of the tree’s fruit. and ate and gave (it) to her husband. He ate then and the eyes of them both were opened they knew then that they were naked and sewed fig leaves and made themselves clothing]

The passage is a bit of a run-on. Punctuation separates Eve’s act of taking the fruit from her eating it and giving it to her husband, but everything that follows does so without a pause.

Contrast this with the same passage in MS Claudius B.iv:

⁊ genam ða of ðæs treowes wæstme. ⁊ geæt. ⁊ sealde hyre were. He æt ða ⁊ heora begra eagan wurdon geopenode .·.

[and took then of the tree’s fruit. and ate. and gave (it) to her husband. He ate then. and the eyes of them both were opened .·.]

The punctuation mark .·. is the “strongest” punctuation mark in the scribe’s repertoire. Used infrequently compared to the single punctus, it represents the biggest pause. And that is the last line on the page (although there is in fact space for at least a couple more words). The reader must pause here at the moment when the eyes of the first human beings are opened, and lift their own eyes to the top of the next page. This page begins with an image: the naked Eve and Adam, Adam in the act of eating the fruit, the serpent in a tree to the left. The text resumes below it, midway through Genesis 3:7, with a large colored initial that, combined with the previous punctuation and page change, suggests that this should be considered a significant break in the text, and that something new is beginning:

Hi oncneowon ða ðæt hi nacode wæron. ⁊ sywodon him fic leaf. ⁊ worhton him wædbrec.

[They knew then that they were naked. and sewed themselves fig leaves. and made themselves clothing.]

While the image still suggests the significance of the eating of the fruit, the page layout and strong punctuation invite the reader to pause and reflect at a different point in the narrative: the time when “the eyes of them both were opened” and the knowledge of good and evil was revealed. What did the world look like, in that moment?

Cambridge, British Library, Cotton MS Claudius B.iv, fols. 6 verso and 7 recto. (A twelfth-century annotator has added commentary in Latin at the bottom of the pages and within the borders of the second image.)

Emily Mahan
PhD Student, Medieval Studies
University of Notre Dame

Further reading:

Rebecca Barnhouse and Benjamin C. Withers, The Old English Hexateuch: Aspects and Approaches, Kalamazoo, MI: Medieval Institute Publications, 2000.

N. Doane and William P. Stoneman, Purloined Letters: The Twelfth-Century Reception of the Anglo-Saxon Illustrated Hexateuch (British Library, Cotton Claudius B. iv), Tempe: Arizona Center for Medieval and Renaissance Studies, 2011.

Benjamin C. Withers, The Illustrated Old English Hexateuch, Cotton Claudius B.iv: The Frontier of Seeing and Reading in Anglo-Saxon England, Toronto: University of Toronto Press, 2007.

[1] Douay-Rheims 1899 American Edition, Gen. 3:6-7.

April 4, 2018

Having a Fit about Fitts: The Manuscript Structure of Sir Gawain and the Green Knight

For many students, Sir Gawain and the Green Knight will likely be the first medieval text they are assigned to read. Frequently included in popular anthologies such as the Norton, Sir Gawain is a story that even non-medievalists such as myself are likely to have some degree of familiarity with. However, despite the poem’s familiarity Sir Gawain still holds a number of surprises in store for scholars and readers. In particular, I wish to discuss here what have come to be known as the four “fitts” the poem is commonly divided into.

The text of Sir Gawain survives physically in just a single manuscript (Cotton Nero A.x.) in the possession of the British Library. The poem was rediscovered in the 1830s by Sir Frederic Madden, the Keeper of Manuscripts at the British Library and one of the foremost English scholars of his day. Madden edited and published the first edition of the poem, Syr Gawayne, in 1839. Here Madden inaugurated the tradition of dividing the text into four parts, or “fitts” as he termed them. This division has subsequently been unquestioningly received by most subsequent editors of the poem. In 1947, Laurita Lyttleton Hill became one of the first scholars to question the palaeographical justifications for Madden’s four-part division, writing, “One can only suppose that in the hundred years and more since Sir Frederic Madden’s ‘Syr Gawayne,’ tradition has solidified the published form of the poem into a mold that no one cares to disturb.”[1]

In the introduction to their 1925 scholarly edition of the poem J.R.R. Tolkien and E. V. Gordon note that “The four main divisions of the poem are indicated by large ornamental coloured capitals. Smaller coloured capitals without ornament occur at the beginning of lines 619, 1421, 1893, 2259.”[2] In her scholarship Hill dug deeper into these paleogeographic descriptions, casting doubt on whether Tolkien and Gordon’s descriptions of the capitals as “large” or “small” were entirely accurate, and on whether the degrees of the capitals’ ornamentation stands up to scrutiny as a justification for the divisions.

http://www.bl.uk/learning/timeline/item126560.html

Ultimately, Hill advocated for a nine-part division recognizing all of the manuscript’s capitals as places of division. Hill ended her argument with the emphatic claim, “It has become evident, however, that there is no absolute four-fold division of Gawain. Such a division exists only in printed tradition and cannot be supported by any attentive examination of Cotton Nero A.x. or of the poem itself.” I have included at the end of this post Hill’s diagram showing at what points in the narrative the capitals recognized in her nine-fold division occur in contrast to Madden’s. Kathryn Kerby-Fulton notes of the nine potential divisions, “One could make several observations: first, the divisions closely parallel the spirit of the medieval narrative summaries marking progress through romances—these tend to mark knightly clashes, deaths, and miraculous events. Second, perhaps more profoundly, the medieval divisions mark moments of soul searching.”[3] Although the four-fitt division creates a recognizable narrative structure for modern readers, it perhaps does so at the expense of the potentially richer alternative of attempting to recover these earlier conceptions of narrative progression.

Most subsequent editions since Hill’s article up to the present day have maintained Madden’s four-part division; however, an enriching scholarly conversation has taken up the debate surrounding the question of the four-fitt division’s paleographic merits. Unfortunately, this debate has been largely absent from the paratextual materials of many modern editions, such as Simon Armitage’s popular translation (which has since been taken up and used by the Norton). Many of these editions do not attempt to justify or explain their decision to retain Madden’s four-part division; due to the significant nature of Madden’s intervention it seems like an error to avoid addressing this decision, as many of the poem’s readers will, as a result, remain unaware about the poem’s structural uncertainty. I hope that recent scholarly endeavors such as the Cotton Nero A.x. Project, which seeks to increase access to the manuscript by digitizing it, will help to resuscitate this scholarly debate and perhaps even inspire new editions of Sir Gawainthat adhere more closely to the manuscript’s structure.

Division	Scribal Initial	Madden’s Division	Correlation with the Poem
I	S	Part I	The beheading test, part 1; the new year, the blow received, lines 1-490.
II	T	Part II	The year passes before the annual combat; the knight is armed: lines 491-618.
III	T	N/A	The pentangle, the character of Gawain; the journey; Christmas Eve Gawain’s prayer for guidance; Lines 619-762.
IV	N	N/A	The sudden appearance of the perilous castle; Gawain’s reception; Christmas festivities; the exchange winnings proposed and accepted; Lines 763-1125.
V	F	Part III	The huntsman host; the deer hunt; temptation 1; lines 1126-1420.
VI	S	N/A	The huntsman host; the boar hunt; temptation 2; the fox hunt; temptation 3; the magic girdle; Lines 1421-1892.
VII	N	N/A	The fox hunt concluded; Gawain asks for a guide; he bids goodbye to those in the castle: lines 1893-1997.
VIII	N	Part IV	New Year; the journey resumed; the ford perilous; the Green Knight appears: lines 1998-2258.
IX	T	N/A	The beheading test part 2; the blow returned; the connection of Morgan la Faye with the plot; Gawain returns to Arthur’s court: lines 2259-2530.

Source: Hill, Laurita Lyttleton. “Madden's Divisions of Sir Gawain and the `Large Initial Capitals' of Cotton Nero A.X..” Speculum, 21, 1, 1946, pp 70-71.

Joshua Wright
PhD student, English
University of Notre Dame

[1] Laurita Lyttleton Hill, “Madden’s Divisions of Sir Gawain and the `Large Initial Capitals’ of Cotton Nero A.X..” (21:1), 67.
[2] V. Gordon and J.R.R. Tolkien, editors, Sir Gawain and the Green Knight. VIII.
[3] Kathryn Kerby-Fulton, Madie Hilmo, and Linda Olson, Opening Up Middle English Manuscripts. 59.