Lynn Enterline – författare

This persuasive book analyses the complex, often violent connections between body and voice in Ovid's Metamorphoses and narrative, lyric and dramatic works by Petrarch, Marston and Shakespeare. Lynn Enterline describes the foundational yet often disruptive force that Ovidian rhetoric exerts on early modern poetry, particularly on representations of the self, the body and erotic life. Paying close attention to the trope of the female voice in the Metamorphoses, as well as early modern attempts at transgendered ventriloquism that are indebted to Ovid's work, she argues that Ovid's rhetoric of the body profoundly challenges Renaissance representations of authorship as well as conceptions about the difference between male and female experience. This vividly original book makes a vital contribution to the study of Ovid's presence in Renaissance literature.

This persuasive book analyses the complex, often violent connections between body and voice in Ovid's Metamorphoses and narrative, lyric and dramatic works by Petrarch, Marston and Shakespeare. Lynn Enterline describes the foundational yet often disruptive force that Ovidian rhetoric exerts on early modern poetry, particularly on representations of the self, the body and erotic life. Paying close attention to the trope of the female voice in the Metamorphoses, as well as early modern attempts at transgendered ventriloquism that are indebted to Ovid's work, she argues that Ovid's rhetoric of the body profoundly challenges Renaissance representations of authorship as well as conceptions about the difference between male and female experience. This vividly original book makes a vital contribution to the study of Ovid's presence in Renaissance literature.

Shakespeare's Schoolroom places moments of considerable emotional power in Shakespeare's poetry-portraits of what his contemporaries called "the passions"-alongside the discursive and material practices of sixteenth-century English pedagogy. Humanist training in Latin grammar and rhetorical facility was designed to intervene in social reproduction, to sort out which differences between bodies (male and female) and groups (aristocrats, the middling sort, and those below) were necessary to producing proper English "gentlemen." But the method adopted by Lynn Enterline in this book uncovers a rather different story from the one schoolmasters invented to promote the social efficacy of their pedagogical innovations. Beginning with the observation that Shakespeare frequently reengaged school techniques through the voices of those it excluded (particularly women), Enterline shows that when his portraits of "love" and "woe" betray their institutional origins, they reveal both the cost of a Latin education as well as the contradictory conditions of genteel masculinity in sixteenth-century Britain.In contrast to attempts to explain early modern emotion in relation to medical discourse, Enterline uncovers the crucial role that rhetoric and the texts of the classical past play in Shakespeare's passions. She relies throughout on the axiom that rhetoric has two branches that continuously interact: tropological (requiring formal literary analysis) and transactional (requiring social and historical analysis). Each chapter moves between grammar school archives and literary canon, using linguistic, rhetorical, and literary detail to illustrate the significant difference between what humanists claimed their methods would achieve and what the texts of at least one former schoolboy reveal about the institution's unintended literary and social consequences. When Shakespeare creates the convincing effects of character and emotion for which he is so often singled out as a precursor of "modern" subjectivity, he signals his debt to the Latin institution that granted him the cultural capital of an early modern gentleman precisely when undercutting the socially normative categories schoolmasters invoked as their educational goal.

Shakespeare's Schoolroom places moments of considerable emotional power in Shakespeare's poetry-portraits of what his contemporaries called "the passions"-alongside the discursive and material practices of sixteenth-century English pedagogy. Humanist training in Latin grammar and rhetorical facility was designed to intervene in social reproduction, to sort out which differences between bodies (male and female) and groups (aristocrats, the middling sort, and those below) were necessary to producing proper English "gentlemen." But the method adopted by Lynn Enterline in this book uncovers a rather different story from the one schoolmasters invented to promote the social efficacy of their pedagogical innovations. Beginning with the observation that Shakespeare frequently reengaged school techniques through the voices of those it excluded (particularly women), Enterline shows that when his portraits of "love" and "woe" betray their institutional origins, they reveal both the cost of a Latin education as well as the contradictory conditions of genteel masculinity in sixteenth-century Britain.In contrast to attempts to explain early modern emotion in relation to medical discourse, Enterline uncovers the crucial role that rhetoric and the texts of the classical past play in Shakespeare's passions. She relies throughout on the axiom that rhetoric has two branches that continuously interact: tropological (requiring formal literary analysis) and transactional (requiring social and historical analysis). Each chapter moves between grammar school archives and literary canon, using linguistic, rhetorical, and literary detail to illustrate the significant difference between what humanists claimed their methods would achieve and what the texts of at least one former schoolboy reveal about the institution's unintended literary and social consequences. When Shakespeare creates the convincing effects of character and emotion for which he is so often singled out as a precursor of "modern" subjectivity, he signals his debt to the Latin institution that granted him the cultural capital of an early modern gentleman precisely when undercutting the socially normative categories schoolmasters invoked as their educational goal.

Tracing the development of narrative verse in London's literary circles during the 1590s, this volume puts Shakespeare's Venus and Adonis and The Rape of Lucrece into conversation with poems by a wide variety of contemporary writers, including Thomas Lodge, Francis Beaumont, Christopher Marlowe, Thomas Heywood, Thomas Campion and Edmund Spenser. Chapters investigate the complexities of this literary conversation and contribute for the current, vigorous reassessment of humanism's intended consequences by drawing attention to the highly diverse forms of early modern classicism as well as the complex connection between Latin pedagogy and vernacular poetic invention.Key themes and topics include:-Epyllia, masculinity and sexuality-Classicism and commerce-Genre and mimesis-Rhetoric and aesthetics