2026-04-27T12:25:40Zhttps://uvadoc.uva.es/oai/request

oai:uvadoc.uva.es:10324/172572021-06-30T08:11:57Zcom_10324_5343com_10324_5186com_10324_29291col_10324_5345

Ma, Ruen-chuan Filardo Llamas, Laura Gastle, Brian Gutiérrez Rodríguez, Marta María Sáez Hidalgo, Ana 2016-06-21T18:11:22Z 2016-06-21T18:11:22Z 2012 ES: Revista de filología inglesa, 2012, N.33, pags.17-28 0210-9689 http://uvadoc.uva.es/handle/10324/17257 17 33 28 This paper considers how Gower's Confessio Amantis and Christine de Pizan's Épître Othéa function as vemacular accessus ad auctores, as critical introductions to the classical narratives that they repurpose as models of moral behavior. By examining these works, I investigate how the type of learning associated with the study of Latin texts becomes an exemplum that inspires the development of the vernacular's literary capacities. A comparison of the two suggests that the former theorizes the vernacular's potential as a literary language to identify the interpretive skills that it still needs to acquire, while the latter demonstrates such an acquisition. Together, Gower and Christine demonstrate the rise of a more "learned" vernacular in the late Middle Ages, primed by skills taken from Latinate practices and ready to stake its claim on literary excellence. spa info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by-nc-nd/4.0/ Attribution-NonCommercial-NoDerivatives 4.0 International Filología Inglesa Text and gloss in Gower's "Confessio Amantis" and Christine de Pizan's "Épître Othéa": vernacular "accessus" info:eu-repo/semantics/article