Medieval reading - Info and Reading Options
grammar, rhetoric, and the classical text
By Suzanne Reynolds
"Medieval reading" was published by Cambridge University Press in 1996 - Cambridge [England], it has 235 pages and the language of the book is English.
“Medieval reading” Metadata:
- Title: Medieval reading
- Author: Suzanne Reynolds
- Language: English
- Number of Pages: 235
- Publisher: Cambridge University Press
- Publish Date: 1996
- Publish Location: Cambridge [England]
“Medieval reading” Subjects and Themes:
- Subjects: ➤ Ancient Rhetoric - Appreciation - Books and reading - Education, Medieval - History - Latin literature - Latin philology - Learning and scholarship - Literacy - Literature, Medieval - Medieval Education - Medieval Literature - Medieval Rhetoric - Middle Ages - Rhetoric, Ancient - Rhetoric, Medieval - Roman influences - Study and teaching - Latin language, grammar - Latin literature, history and criticism - Literature, medieval, history and criticism - Literacy, history - Books and reading, history - Literary criticism - Ancient & classical - Latin language - Grammar
- Places: Europe
- Time: Medieval, 500-1500 - To 1500
Edition Specifications:
- Pagination: xvi, 235 p. :
Edition Identifiers:
- The Open Library ID: OL797524M - OL2950163W
- Online Computer Library Center (OCLC) ID: 33041971
- Library of Congress Control Number (LCCN): 95033499
- ISBN-10: 0521472571
- All ISBNs: 0521472571
AI-generated Review of “Medieval reading”:
Snippets and Summary:
In recent years, the shift of power to the reader has been marked.
"Medieval reading" Description:
The Open Library:
This book argues for a radically new approach to the history of reading and literacy in the Middle Ages. It investigates the use of complex literary texts as the basis of elementary instruction in the Latin language and, using medieval teachers' notes (glosses) on a classical text (Horace's Satires) and a selection of other unpublished manuscript materials, it demonstrates that the reading of classical literature was profoundly shaped by the demands of acquiring Latin literacy through the arts of grammar and rhetoric. The resolutely literal readings of Latin texts found in these educational and institutional contexts call for a reassessment of the relationship of Latin and vernacular discourses in medieval culture, and of some central notions in medieval hermeneutics, notably allegory and authorial intention.
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