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Home :: Archive :: 1997 :: July ::
EMLS 3.1 Please cross-post
The Shakespeare Conference: SHK 8.0793.  Saturday, 26 July 1997.

From:           Joanne Woolway <
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Date:           FriDAY, 25 Jul 1997 08:31:59 +0100 (BST)
Subject:        EMLS 3.1 Please cross-post

_"All's Well that Ends Well," "Love's Labour's Lost," "A Midsummer
Night's Worst Nightmare": Or, How Early Modern Literary Studies 3.1
Finally Came to Fruition._

This lamentable tale of the delay of EMLS 3.1 begins in March 1997 with
a deliberate decision to move EMLS's publication schedule to May,
September, January, to avoid clashing with beginnings and ends of term
and the MLA's December convention. Our timing slightly out of joint, we
nonetheless felt confident that all was on schedule. But then a
tempestuous noise of thunder and lightning was heard overhead and the
Oriel College ethernet connection was hit by a bolt from the heavens.
Suddenly, e-mail was no more, the internet receded into virtual
unreality, and EMLS's non-existent funding was channelled into
trans-atlantic phone-calls.

The journal did not appear.

Happier news was on the horizon, though, as a post-doctoral fellowship
beckoned Ray Siemens to the University of Alberta. A welcome offer, its
only drawback was that it meant him packing up and sending off his books
and files and computer to these distant lands.

And still the journal did not appear.

Back in Oxford, meanwhile, and Joanne Woolway's other job (Adviser to
Women Students) got her involved in a lengthy harassment case, which
wiped out two weeks of term. This bode some strange eruption to our
state . . .  A job offer (Lecturer at Oriel College) added further
distraction, though this time of a more welcome nature.

So still the journal did not appear.

Close to completion, the files were mounted on the EMLS site, carefully
proof-read by a new team of editorial assistants, Sean Lawrence, Gillian
Austen, and Jennifer Lewin (now in charge of interactive EMLS, with Paul
Dyck). But some mischievous spirit had altered an access password and
the homepage only showed issue 2.3. (O cursed spite, that ever I was
born to set this right, said Joanne)

And still the journal did not appear.

To be or not to be?: that really was the question.

But finally, it has appeared, and we now present this issue to our
patient audience. The table of contents is below, and the EMLS site can
be found at http://purl.oclc.org/emls/emlshome.html

Included alongside issue 3.1 is the first in the EMLS Special Issue
Series, edited by Ian Lancashire and Michael Best, and entitled _New
Scholarship from Old Renaissance Dictionaries: Applications of the Early
Modern English Dictionaries Database._

EMLS is always happy to consider submissions and new ideas for
publication: full submission details, contact addresses, etc. can be
found on the site.

Happy reading!

Raymond G. Siemens     Joanne Woolway
Early Modern Literary Studies

= = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = =

Early Modern Literary Studies 3.1 (May 1997):

Editor: Joanne Woolway, Oriel College, Oxford

Articles:

Steve Sohmer. "12 June 1599: Opening Day at Shakespeare's Globe."

Randall Martin. "Isabella Whitney's 'Lamentation upon the death of
William Gruffith.'"

Emma Roth-Schwartz. "Colon and Semi-Colon in Donne's Prose Letters:
Practice and Principle."

Note:

Jeffrey Kahan. "Ambroise Pare's Des Monstres as a Possible Source for
Caliban."

Reviews:

Patricia Parker. Shakespeare from the Margins: Language, Culture,
Context. Chicago: U of Chicago P, 1996. Mary Bly, Washington University,
St. Louis.

Chris Fitter. Poetry, Space, Landscape: Toward a New Theory.  Cambridge:
Cambridge UP, 1995. Garrett A. Sullivan, Jr., Pennsylvania State
University.

William S. Carroll. Fat King, Lean Beggar: Representations of Poverty in
the Age of Shakespeare. Ithaca: Cornell UP, 1996. Michael Long, Oriel
College, Oxford University.

Mark Breitenberg. Anxious Masculinity in Early Modern England.
Cambridge: Cambridge UP, 1995. Stephen Longstaffe, University College of
St Martin.

Hilary Hinds. God's Englishwomen: Seventeenth-Century Radical Sectarian
Writing and Feminist Criticism.  Manchester: Manchester UP, 1996. Mark
Houlahan, University of Waikato..

Melanie Hansen and Suzanne Trill, eds. Voicing Women: Gender and
Sexuality in Early Modern Writing. Renaissance Texts and Studies,
Keele, Staffordshire: Keele UP, 1996. Elizabeth Hodgson, University of
British Columbia.

David Lindley. The Trials of Frances Howard: Fact and Fiction at the
Court of King James. New York: Routledge, 1993. Bryan N.S. Gooch,
University of Victoria.

Lady Mary Wroth. Lady Mary Wroth: Poems. A Modernized Edition. R. E.
Pritchard, ed.  Keele, Staffordshire: Keele UP, 1996. Joyce Green
MacDonald, University of Kentucky.

S. P. Cerasano and Marion Wynne-Davies, eds. Renaissance Drama by Women:
Texts and Documents. New York:  Routledge, 1996. Patricia Ralston,
Covenant College.

EMLS Special Issue Series 1 (April 1997): New Scholarship from Old
Renaissance Dictionaries: Applications of the Early Modern English
Dictionaries Database. Ian Lancashire and Michael Best, eds.

Editorial Preface. Ian Lancashire, University of Toronto, and Michael
Best, University of Victoria.

"That purpose which is plain and easy to be understood": Using the
Computer Database of Early Modern English Dictionaries to Resolve
Problems in a Critical Edition of The Second Tome of Homilies (1563).
Stephen Buick, University of Toronto.

Renaissance Dictionaries and Shakespeare's Language: A Study of
Word-meaning in Troilus and Cressida. Mark Catt, University of Toronto.

Did Shakespeare Consciously Use Archaic English? Mary Catherine
Davidson, University of Toronto.

An English Renaissance Understanding of the Word "Tragedy,"1587-1616.
Tanya Hagen, University of Toronto.

Understanding Shakespeare's Titus Andronicus and the EMEDD. Ian
Lancashire, University of Toronto.

Reflections of an Electronic Scribe: Two Renaissance Dictionaries and
Their Implicit Philosophies of Language. Jonathan Warren, University of
Toronto.

"A Double Spirit of Teaching": What Shakespeare's Teachers Teach Us.
Patricia Winson, University of Toronto.
 

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