Marginal Glosses Research Articles

Pronouns of Address in Spanish‐Language Textbooks: The Case for vos

ABSTRACT The voseo is a frequently used second person singular form of address in many New World varieties of Spanish. Unfortunately, most textbooks of Spanish regularly treat the use of til, usted, ustedes, and vosotros, but ignore vos. This article includes a survey of 37 first‐year secondary and postsecondary Spanish textbooks for their coverage of the voseo. All texts were carefully analyzed via a page‐by‐page survey of explanations, tables of contents, readings, marginal glosses, and indexes. Results of the survey revealed that only 16 percent of the analyzed texts included any reference to the voseo. The article also makes recommendations for the inclusion of the voseo in future textbooks of Spanish and in class instruction. Indeed, the vos may be considered as the simple addition of one more vocabulary item that could improve students' communicative competence in Spanish.Several factors support an increased attention on vos: our students have contact with a number of native speakers who regularly use vos. This contact is between our students and Central and South Americans both as immigrants in the United States and through contact with native speakers when our students travel and study in Central and South America. Therefore, the ever‐increasing contact with dialect speakers exhibiting vos requires increased attention to this important form of address in pedagogical materials and class lessons at all levels.

The Chester Mystery Cycle: A New Edition with Modernised Spelling

This edition of the medieval Chester cycle - 24 plays dramatizing the history of the world from Creation to Doomsday - is based on all eight extant manuscripts. Drawing on his earlier scholarly edition of the plays from the Early English Text Society, Professor Mills here presents a simplified edition of the full text. Marginal glosses and introductory essays to each play are provided and modern English spelling and punctuation is used throughout.

A FIELD TEST OF FIVE FORMS OF MARGINAL GLOSS STUDY GUIDE: AN ECOLOGICAL STUDY

Abstract This paper reports results of a study where marginal gloss was employed as an adjunct comprehension aid in multiple sections of a college introductory education course. An ecological research design was used whereby rigid control over subject behavior and research setting were relinquished in favor of application and testing of the strategy in an ecologically valid environment. Consequently, results are relevant to researchers and practitioners alike.

The Floure and the Leafe, The Assembly of Ladies, The Isle of Ladies ed. by Derek Pearsall, and: Three Middle English Charlemagne Romances ed. by Alan Lupack, and: Six Ecclesiastical Satires ed. by James Dean, and: Heroic Women from the Old Testament in Middle English Verse ed. by Russell A. Peck

STUDIES IN THE AGE OF CHAUCER DEREK PEARSALL, ed. The Floure and the Leafe, The Assembly a/Ladies, The Isle ofLadies. Middle English Texts Series. Kalamazoo, Mich.: Medieval Institute Publications, 1990. Pp. 146. $6.95. ALANLUPACK, ed. Three Middle English Charlemagne Romances. Middle English Texts Series. Kalamazoo, Mich.: Medieval Institute Publica­ tions, 1990. Pp. 207. $6.95. JAMES DEAN, ed. Six Ecclesiastical Satires. Middle English Texts Series. Kalamazoo, Mich.: Medieval Institute Publications, 1991. Pp. 250. $8.95. RUSSELL A. PECK, ed. Heroic Womenfrom the Old Testament in Middle English flerse. Middle English Texts Series. Kalamazoo, Mich.: Medi­ eval Institute Publications, 1991. Pp. x, 157. $8.95. These are the first four volumes ofthe ambitious and timely Middle English Texts Series published by TEAMS (the Consortium for the Teaching ofthe Middle Ages), designed to make available for classroom use, in paperback and at a very low cost, works other than those by Chaucer, Gower, Lang­ land, the Gawain poet, and Malory. Such texts are usually too expensive for students or are outofprint, and severalnewly edited here are in fact the first scholarly editions published in this century. The general editor of the series, Russell Peck, of the University of Rochester, has long felt the lack ofgood student editions of works that can be taught in conjunction with the major authors or that are otherwise important in the period. The availability ofthese and future volumes in the series should stimulate teachers to create courses that bring familiar and unfamiliar texts into new configurations. Their design and reasonable prices permit assigning only one or two works from a volume, mixing and matching from several volumes to create new groups of primary texts for different course units. Within each volume every text is self-contained: it has its own introduc­ tion, bibliography, marginal glosses (or full translations of knotty lines at the bottom ofthe page), and explanatory notes following. Words common to all the texts in a volume appear in a short glossary in the back. The volumes are handsomely printed in modern orthography in a 7-by-10-inch format that leaves a good amount of white space for student note-taking. The level of glossing, both on the page and in the back, assumes that the reader already has some knowledge of Middle English gained by prior or concurrent undergraduate study of Chaucer. The first two poems in Derek Pearsall's volume (respectively 595 and 756 258 REVIEWS lines, both in rhyme royal) are reprinted with corrections from his 1962 edition, now out of print. Their explanatory notes are sharply reduced or rewritten versions ofthat edition'snotes. Both are allegoricaldreamvisions that have femalenarrators,and, while the sex of their authors is unknown, they are clearly not by the same person, as Skeat thought (Chaucerian and Other Pieces [1897]). The first writer has "radiant and eccentric gifts" (p. 29) and often echoes Chaucer, while the second is capable only of "skillful hack-work" and is chiefly interested in the mechanics of running a noble household. The Isle of Ladies runs 2,235 lines, mainly in octosyllabic couplets, and thus takes up two-thirds of the volume. Its copy text is AnthonyJenkins's Garland edition (1980). Pearsall charitably characterizes this third dream vision as vapid and diffuse, with "almost no power of visualization." He sees its sentences operating to "pump out clouds of verbiagethat, itis hoped, will precipitatehereand thereas sense" (p. 67). It was included not for its literary worth but as "an excellent complement" to the first two poems "in discussions of the fate of late medieval allegory" and its representation of relations between men and women. Its narrator's "dream of male desire" is "perfectly transparent as an allegory of sexual repression and fulfillment" (p. 65). Pearsall also finds it interesting that the "I" of the dreamer is presented on the one hand with "a stumbling earnestness" and "a desire that the audience should re-live with him his experiences," and on the other with "a carelessly sophisticated mock­ nai:vete" and self-conscious play with conventions that "makesuswonder,as we wonder with Chaucer, whether we have been taken in" (p. 66). Al­ though such a formulation may seem to an unsympathetic...

Chaucer and the Latin Muses

Muse of the uniqueHistorical fact, defending with silenceSome world of yours beholding, a silenceNo explosion can conquer, but a lover's yesHas been known to fill.W. H. Auden, ‘Homage to Clio’The Clio and Calliope evoked in the prohemia of Books II and III of Troilus and Criseyde are handily glossed in Chaucer editions as Muses of history and epic poetry respectively, but without citations of sources for these attributions. Stephen A. Barney's notes in The Riverside Chaucer suggest that in both evocations Chaucer is following Statius rather than Dante, and both he and B. A. Windeatt mention the marginal gloss ‘Cleo domina eloquentie’ in MS Harley 2392 of Troilus. Vincent J. DiMarco's note to the name Polymya in Anelida and Arcite identifies her as Muse of ‘sacred song,’ after her name-sense ‘she who is rich in hymns,’ but DiMarco does not elaborate on her pertinence to the context of the poem. There is little in current Chaucer criticism on schemes of attributes for the Muses; and yet without an idea of what values for the Muses Chaucer is drawing upon, it is difficult to appreciate their thematic force in Troilus.

Facilitating Effects of Marginal Glosses on Foreign Language Reading

larly amenable channel for second language acquisition is well established (Krashen).1 Recently, arguments have been advanced supporting the reading of L2 literary texts as powerful sources of linguistic and cultural input (Kramsch; Goldenstein). In fact, the use of any authentic selection is apparently very appealing to foreign language students in the US (Swaffar). The understanding of such passages can be improved by the L2 reader's use of knowledge of text topic and structure (Hudson; Carrell). Many literary passages, however, contain so many low-frequency vocabulary items that the reader's background knowledge may be unavailable because of the undue attention required to decode individual word meanings. In this case, reading no longer provides a minimally stressful access to real language but becomes instead a threeto four-hour ordeal, mainly because of the [non-native reader's] constant recourse to a dictionary (Crow: p. 242). The importance of vocabulary is underscored by a study which found that, in certain contexts, just one unfamiliar word can render a sentence or even a whole passage incomprehensible (Wittrock, Marks & Doctorow). One traditional means of bridging the gap between the L2 text and the L2 reader's limited cultural

The Edifying Margins of Renaissance English Books

When Horatio tells Hamlet, “I knew you must be edified by the margent ere you had done” (V.ii. 156-57), we find ourselves amused and bemused trying to imagine what conceiveable edification could be gleaned from a marginal gloss on the courtly gabble of Osric's invitation to the duel. Yet while Horatio was having his little joke about edifying margents, Renaissance commentators, scholarly annotators, translators, editors, printers, and authors of all kinds were busily constructing elaborate scaffolds of printed marginalia around texts both ancient and modern, ranging from Holy Writ to handbooks for New World entrepreneurs and manuals on the courtly art of self-defense. The ostensible and frequently advertised purpose of this marginal material was to make texts more accessible to the “general reader,” to provide the non-specialist working on a difficult text a place to stand that was grounded on more familiar books, ideas, and experience.

Facilitating Effects of Marginal Glosses on Foreign Language Reading

Facilitating Effects of Marginal Glosses on Foreign Language Reading

"Ci parle l'aucteur": The Rubrication of Voice and Authorship in "Roman de la Rose" Manuscripts

Rubrication is an essential part of the textual apparatus of a medieval manuscript book. Composed by copyists, rubrics serve an important function of mediation between the text and its readers: they may identify author and title, mark episodic divisions of narrative texts, or provide a moral commentary.' Insofar as the rubric addresses the reader directly, from outside the fictional world, it resembles a narrator's intervention; but since it is a voice from outside the narrative framework, it can be compared even more appropriately to a gloss. Rubrics differ from glosses in that they are most often placed between segments of text, in sequential arrangement, rather than existing in simultaneous juxtaposition with the text as does a marginal or interlinear gloss. But like a gloss, the rubrication surrounds and invades the text, interacting with it and yet remaining apart; its difference is clearly marked by the red ink in which it is written.

A Few Practical Suggestions toward Solving the Listening Dilemma

The student who is attempting to read or compose in a second language often has the luxury of time for deliberation, and frequently the use of reference materials. The student who is attempting to convey an idea orally has the opportunity to speak at a rate he is comfortable with and to retract an occasional error. On the other hand, the student who is listening to a native speaker has very few comprehension aids if he does not immediately understand what the speaker said. The student may ask for a repetition, but such requests quickly become tedious and the would-be conversation dissolves into gestures and then silence. Regardless of the theory a teacher embraces as to how a second language is learned, we must all deal with the fact that our students must practice the listening skill a great deal at all levels of language learning if they are to be partners with native speakers in meaningful conversations. Furthermore, if we want our students to be as serious as we are about their learning to listen effectively, we must be willing to evaluate them frequently, employing a grading system which is valid, simple, and flexible. A problem encountered by many teachers is the lack of recordings suitable for use with their particular classes. Many teachers have given up on recordings sold with texts, especially test recordings, because they are difficult. Other commercial recordings are often placed in this category, if they are considered at all. Students are done a disservice, however, when they are denied access to a variety of native voices. Many rejected recordings can be quite useful if the teacher will determine why they are difficult. Does the recording presuppose knowledge of vocabulary which has not previously been introduced, or to which students have not had adequate exposure for rapid-paced comprehension? Does it require students to remember too much material before responding to comprehension questions? Is the rate of speech too fast for a particular group of students? Does the subject matter presuppose factual knowledge which students do not possess? Does the content of the selection depend on subtle points of grammar which may not yet have been mastered? Let us suppose that a teacher wishes to use a particular recording, the text of which is printed in his students' textbook, as a listening activity. The textbook contains marginal glosses of unfamiliar vocabulary which is to be recognized only in passing, not internalized. Another list of vocabulary follows the taped selection in the text; this is a list of the new words which are contained in the selection and which the authors of the text wish the students to learn as active vocabulary. The teacher succumbs to the temptation of allowing the students to look at the script of the recording in their text, since the vocabulary is already printed there. These students have just lost one more opportunity for listening practice. The listening skill has'now become confused with the reading skill. Some students may indicate comprehension without even listening to the recording at all. Without the availability of the textbook, the recording is clearly difficult. Hence the dilemma. Let us now address the questions raised earlier, assuming that all apply to a particular *Articles for this section may be sent to Ms. Marilynn Pavlik, Lyons Township High School, 100 South Brainard Avenue, La Grange, Illinois 60525. Please send 2 typed copies (or the original and one copy) for each paper submitted. Maximum length is 15 double-spaced pages.

The Prologue of theCauallero Çifar: An Example of Medieval Creativity

The Prologue of the<i>Cauallero Çifar</i>: An Example of Medieval Creativity

Marginal Glosses in the N-Town Manuscript, British Library, MS Cotton Vespasian D. VIII

Marginal Glosses in the N-Town Manuscript, British Library, MS Cotton Vespasian D. VIII

The Holy Name of the God of Moses and the Prologue of St John's Gospel

It is now over twenty years since Alejandro Dez Macho announced his discovery of a complete text of the Palestinian Targum contained in the Codex Neofiti I of the Vatican Library. Even before the first volume of the editio princeps was published, the importance of Neofiti 1(N) and its marginal and interlinear glosses (Ngl) was apparent not only to specialists in the Aramaic language, Old Testament studies, and Jewish Literature of the Second Temple, Mishnaic and Talmudic times, but also to New Testament scholars. A particular feature of N which was bound to attract attention sooner or later is its frequent use of the formula Memra (utterance, word) of ahweh in the first chapter of Genesis in place of the Ἐlohim of the Massoretic Text, a feature encountered otherwise only in the Fragmentary Targum (FT). As we shall see presently, the exact significance of the term Memra was once a matter for keen scholarly debate, some asserting that it represented an entity separate from God, an intermediary between God and the created order, others roundly denying that it was any such thing, and regarding it only as a reverent means of avoiding pronunciation of the Holy and Ineffable Name. For reasons shortly to be described it was the latter opinion which finally prevailed and which is now generally accepted as established fact; but in the days before the scholarly debate on Memra was concluded it had been quite common for New Testament scholars to argue that, as an hypostasis and intermediary between God and the world, Memra had formed either the single antecedent, or one of the antecedents, to the Logos of the prologue of St John's Gospel. The presence of Memra in the text of N to Gen. i, and its frequent appearance in the Ngl, has led to renewed scholarly interest in the relationship of Memra to St John's Logos, so much so that A. Dez Macho, McNamara, and Domingo Muoz are all prepared to consider Memra a key concept in any discussion of St John's prologue. With the results of previous scholarship in mind, and in the light of new evidence, it would appear that the time is now right for a critical evaluation of these recent claims.

The Neofiti I Marginal Glosses and the Fragmentary Targum Witnesses to Gen. VI-IX

The Neofiti I Marginal Glosses and the Fragmentary Targum Witnesses to Gen. VI-IX

The Neofiti i mArginal Glosses and the Fragmentary Targum Witnesses To Gen. Vi-Ix1)

The Neofiti i mArginal Glosses and the Fragmentary Targum Witnesses To Gen. Vi-Ix1)

Miss Havisham Brought to Book

We are lucky to have in Forster's admirable life of Dickens what Forster himself calls the “germ” of Great Expectations. Forster reports that in 1860 Dickens announced in a letter, “For a little piece I have been writing—or am writing; for I hope to finish it to-day—such a very fine, new, and grotesque idea has opened upon me, that I begin to doubt whether I had not better cancel the little paper, and reserve the notion for a new book. You shall judge as soon as I get it printed. But it so opens out before me that I can see the whole of a serial revolving on it, in a most singular and comic manner.” “This,” Forster adds, “was the germ of Pip and Magwitch,” and a marginal gloss declares, “Germ of new tale.”

Motivation and Direction of Reading Assignments on the Intermediate Level

THE topic of this paper cannot be discussed without reference to a greater and unresolved issue. In the light of the audio-lingual substructure of contemporary foreign language learning, the intermediate level has become quite a puzzle for methodological considerations. The character of the approach on this level not only determines whether or not the instructional process will be an organic continuum that maintains and expands the active language habit, but it also determines whether or not the tremendous efforts and considerable expenses of audio-lingual first-year work are justified. The problem is centered in the reading course that occupies the most prominent position of secondyear college work. The main task of intermediate reading is to provide the transition from the plain and practical everyday language to the language of literature. This necessitates a gradual shifting of emphasis from the natural situations to the more unique and often problematic situations of fiction, from simple fact and obvious meaning to complicated thought and hidden meaning, from the mechanics of grammar to the subtleties of style. From the ideal view of the continuum this task must be guided by two essential and demanding principles: first, the development of reading techniques that enable the student to get meaning directly from the printed page with little or no recourse to translation; second, the development of ability and confidence to discuss the reading matter in the foreign language and with an ever increasing degree of sophistication. The first principle offers a challenge, especially for textbook editing, and indeed it is already reflected and supported by a growing number of recent texts that feature marginal glosses in the foreign language instead of the more traditional English equivalents. These glosses encourage the student to stay within the foreign language when confronted with new vocabulary; the English equivalents simply reduce thumbing time without contributing to the realization of the principle stated. Unfortunately, the second principle of the continuum cannot count on a device or technique that equals the effectiveness of carefully worked out marginal glosses. This causes many teachers (especially also excellent teachers) who value mature literary discussion to surrender to the use of English. A radical audio-lingualist would have to call this treason, but in so doing he fails to accept the dual commitment of the intermediate phase toward language and literature. The rather genuine argument for the return to English is simply this: the student lacks ease of expression and the more refined, critical vocabulary to take part in and profit from the discussion of a literary work. This can hardly be denied. On the other hand, it is part and parcel of the intermediate commitment to develop this ease of expression; furthermore, much of the vocabulary of literary criticism exists, though dormantly, in the form of readily accessible cognates. In German, for example, one can rely on words such as: Vers, Reim, Strophe, Rhythmus, Alliteration, Allegorie, Metapher, Symbol, Humor, Ironie, Satire, (and their respective derivatives). These are but a very few of a long list. There is no doubt that this vocabulary can be supplied, either gradually or in form of a handout at the beginning of the course. Naturally, no miracles are to be expected from these words, words, words, since there are many other factors involved,-linguistic, literary, psychological, and methodological. But nevertheless, early familiarity with the terms of literary criticism is one of the prerequisites for rewarding discussions of literary works in the foreign language. The more such prerequisites are recognized and fulfilled, the closer will we come to the realization of the continuum principles. The main purpose of this paper is to re-examine the assignment practice, and to find out what new concepts are necessary to make the

A Durham Canonical Manuscript of the Late Twelfth Century

This paper seeks to present merely a preliminary report on a twelfh-century English canonical manuscript of more than usual interest. The work in question is the Durham Cathedral MSC.III.i, ff. 1v-18r, of which a complete analysis with full palaeographical description will be published later, giving clearer definition to the discussions simply outlined here. To deal briefly with the physical appearance of the manuscript first: the folios are 13½ × 9½ in. in size, and the canonical matter is transcribed in double or triple columns with an average of sixty-five lines to the column, carefully written in several different hands of the later twelfth century, with many rubrics and occasional brief marginal references, comments or glosses. It may be said at once that one obvious point of interest in this work is the variety of types of composition, many of them common-place enough individually, gathered together compactly within a few folios of a single volume, revealing the many-sided activities of English canonical collectors at a very creative and formative period in the history of canon law.

Der Sentenzenkommentar des Kardinals Stephan Langton Ed. by Artur Michael Landgraf (review)

2i6Book Rievews true, will make still stronger the opinion of Father FUas that Jesus was also conceived within the virginal marriage. Father Filas follows the lead of other scholars in thinking that some of the titles given to Joseph (as adoptive Father, foster father, putative father, legal father, vicarious father, and others), though true in what they express, do not express the full truth sufficiently. Rightly, we think, he settles for the title virginal father. This gives expression to the idea that Joseph is a father in the true sense, but also that he is father, not by physical cooperation, but by his virginal marriage to the Virgin Mother. We can but highly recommend this concise and correct study on the Great St. Joseph's supreme dignity of being the virginal father of the Incarnate Son of God. Dominic J. Unger, O. F. M. Cap. St. Conrad Friary Annapolis, Md. Landgraf, Artur Michael (Edit.), Der Sentenzenkommentar des Kardinals Stephan Langton. (Beiträge zur Geschichte der Phüosophie und Theologie des Mittelalters, Bd. XXXII, Heft i) Münster Westfalen: Aschendorffsche Verlagsbuchhandlung, 1952. Pp. XXXIX+158. It is deplorable that only a few theological works, dating from the early XIIIth century, have been published, since this is an important period in the evolution of theology. To help remedy this situation is an intention of Landgraf in editing Stephen Langton's Commentary on the Sentences (Foreword, p. VII). The volume contains an Introduction (p. XI—XXXIX), the text of Stephen's work (p. 1—153) and a short Index (p. 155—158). The edition is based on the only known manuscript, which is analysed in the Introduction (p. XI—XVII). It is a manuscript of the early XIIIth century, containing various glosses, mostly on the Sentences of Peter Lombard . The work chosen for pubUcation is not ascribed to any author. Consequently , Landgraf is faced with the task of proving its authenticity (p. XVIII—XXXIV). He first shows that it is a work of the early XIIIth century , chiefly by stating that it already has our division of the Bible into chapters, but is without our division of the Sentences into Distinctions. Landgraf then attempts to prove further that it is a work of Langton. His main argument is based on a comparison between certain texts of the Gloss and two authentic works of Stephen: the Quaestiones and the Commentary on St. Paul. Landgraf also mentions a few problems encountered in preparing the present edition: identifying the citations, finding the exact text of the Sentences explained, and working out a good reading of the text itself. The latter difficulty was not easy to manage with only one manuscript on hand (p. XXXIV—XXXIX). As far as the text of the Gloss is concerned, it should be noted that it ends abruptly with Sentences IV, D. II c. 6. There is no obvious reason Book Reviews217 why. But is does not seem that the fact is due to the copyist of the manuscript . Apparently, he did not find any more in his model. The Index lists the manuscripts and authors quoted by Landgraf, as well as the sources and contents of the Gloss. No distinction, however, is made between these various items. Both the Introduction and the text-edition meet the ordinary scientific norms of this type of work. But the present reviewer would make the following critical observations. First, it is hard to see how Landgraf's arguments in favor of the authenticity surpass the stage of great probabiUty. Secondly , one cannot readily understand why the Editor calls the work a Commentary on the Sentences, and even considers it is "the first Commentary on the Sentences" ever written (p. XXXVIII). Surely, the work is somewhat longer than the earliest glosses on the Sentences; but if the famous writing of Alexander of Hales is still a Gloss (see edit, of Quaracchi, vol. I and II, igsi—1952), a fortiori, this one, which covers only 150 pages. Actually Landgraf contradicts himself. He maintains that there is no doubtthat the work ofStephen was born as a marginal gloss,written originallyin the rand of a copy of the Sentences, and transcribed independently later (p. XVII). According to the...

The Theology of Luther's Lectures on Romans

“A Reform manifesto”: Thus did Professor James Mackinnon characterise Luther's Commentary on Romans. This twofold collection of interlinear and marginal glosses (glossae) and continuous expositions (scholia), discovered only at the birth of the present century and first published in 1908 under the editorship of Johannes Ficker, represents the doctrinal core of the Protestant Reformation. The Wittenberg Theses only marked the practical outcome of a theological revolution which had already been announced in Luther's Lectures on Romans, delivered in the years 1515 and 1516. This declaration of theological independence merits close attention. It is indeed a work of genius “of very great span, of remarkable clarity and vigour,” as Henri Strohl affirmed. Karl Holl went even further. He regarded this as Luther's greatest achievement, along with his Galatians, and thought it still unsurpassed.