Home » Category archives: 'Themes'
Last week, Jeremy Corbyn tweeted an advert for Poetry for the Many, his anthology of poetry co-edited with Len McCluskey, with a quotation from Percy Bysshe Shelley’s The Masque of Anarchy. This post explores the confused response to Corbyn’s use of Shelley and ill-made comparisons to Vogon poetry by various parts of the UK media. Continue reading
As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. We thought it would … Continue reading
As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. We thought it would … Continue reading
From Minerva Press to Ann Julia Hatton/‘Ann of Swansea’ This post on the poet and novelist Ann Julia Hatton (1764–1838), better known in the Romantic period by her pen-name, ‘Ann of Swansea’, picks up several … Continue reading
As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I thought it would … Continue reading
As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I thought it would … Continue reading
As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I thought it would … Continue reading
As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I thought it would … Continue reading
As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I thought it would … Continue reading
As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I thought it would … Continue reading
As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I thought it would … Continue reading
As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I thought it would … Continue reading
As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I thought it would … Continue reading
As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I thought it would … Continue reading
As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I thought it would … Continue reading
As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I thought it would … Continue reading
As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I thought it would … Continue reading
As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I thought it would … Continue reading
As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I thought it would … Continue reading
As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I thought it would … Continue reading
As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I thought it would … Continue reading
As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I thought it would … Continue reading
As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I thought it would … Continue reading
As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I thought it would … Continue reading
As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I thought it would … Continue reading
by Daniel Cook with Kristin Lindfield-Ott As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader … Continue reading
paLaura Kremmel is beginning the last year of her PhD at Lehigh University, completing a dissertation that considers the ways in which Romantic-era Gothic literature picks up the theories of late eighteenth century medicine. She has … Continue reading
Lucy Johnson is in her third year of an English PhD at the University of Chester. Her thesis examines representations of the ‘metaleptic echo’ in the writing of Mary Shelley and Percy Bysshe Shelley. She is … Continue reading
by Daniel Cook As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I … Continue reading
Erin Johnson is in the fourth year of her DPhil in English at the University of Oxford. Her thesis examines representations of masculinity in the Brontës’ early writing and mature work. She’s also submitting BELLADONNA, a … Continue reading
by Daniel Cook As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I … Continue reading
In this two-part post, Stephen Basdeo analyses the evolving Romantic and Victorian legacy of the most famous heroic outlaw found in English folklore, Robin Hood.Robin Hood: A Romantic Hero The Legacy of Ivanhoe (1820) In a previous … Continue reading
In this two-part post, Stephen Basdeo analyses the evolving Romantic and Victorian legacy of the most famous heroic outlaw found in English folklore, Robin Hood. In 1795 Joseph Ritson (1752-1803) published Robin Hood: A Collection … Continue reading
by Emma Butcher The blow is struck—the lyre is shattered–the music is hushed at length. The greatest—the most various–the most commanding genius of modern times has left us to seek for that successor to his … Continue reading
by Daniel Cook As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I … Continue reading
by Daniel Cook As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I … Continue reading
by Daniel Cook As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I … Continue reading
by Daniel Cook As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I … Continue reading
by Daniel Cook As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I … Continue reading
by Daniel Cook As part of this ongoing series on Teaching Romanticism we will consider the ways in which we lecture on and discuss individual authors, whether during author-specific modules or broader period surveys. I … Continue reading
by Daniel Cook At this time of year we begin to field queries, and applications, for our Taught Masters programmes. As it happens, the postgraduate committee in the School of Humanities at Dundee have also … Continue reading
by Daniel Cook This semester I’m convening a new upper-level undergraduate module: Scottish Literature before 1900. A couple of years ago our resident Scottish literature expert, a highly affable and active George MacDonald scholar, David … Continue reading
I know, I know, this isn’t Christmassy. But it is timely. And, I promise, there will be poetry – oodles of the stuff – in the new year. In fact, if you read to the … Continue reading
by Daniel Cook When I moved to Scotland last year to take up a permanent post as a Lecturer in English at the University of Dundee I inherited a popular module entitled Romantic and Gothic … Continue reading
