12 February 2026
No art is quite as important as that which you love in your early adolescence, when your own individual identity first starts for form, and for better or worse, Dante's Divine Comedy was one such formative piece of art in my 12-14th years of life. Sometime around 6th grade, I had hit a reading rut, but my saviour appeared in the form of a YouTube Channel, Overly Sarcastic Productions, whose comedic little cartoon summaries of mythology, literature, and history turned me on to such works as the Divine Comedy, around which I subsequently formed my first attempts at an individual identity.
Between the comedic introduction I had to Dante and the formative role the epic played in my adolescence, I am equal parts enthused to finally study Dante in a class and surprisingly unprepared.
I fear I find myself approaching Dante with emotions first, with nostalgia and jokes barring me from making new intellectual insights. Laughing at Dante being dragged by the nape of the neck like a hapless kitten by the Very Tired Vergil may bring me endless joy (see the wonderful Gustave Doré illustration of Dante and Sassy Vergil peering at the simonists), but that well-trod road distracts me from interacting with Dante on a more academic level. While I want to come to new conclusions about Dante and particularly his place as a Medieval and proto-Renaissance artist, my mind tells me I have already explored the theology, the mythological references, the Guelph and Ghibelline spat, Dante's biography and his arrogant poet and pitiful pilgrim personas, the structure, the numbers, the subsequent historical and cultural significance, &c. I must remind myself my knowledge is dusty and raw, unformed by any guidance beyond the internet, my teenage mind, and too much free time. I cannot keep retracing the steps I took in 8th grade.
Nevertheless, we persist. One thing I haven't had much opportunity to explore is the original Italian, and though my sad bits of Spanish do not help at the reading level, I appreciate our edition's side-by-side presentation of the original and the translation I have yet to make peace with (Why is Phlegyas saying 'Gotcha' (71) and 'Outta my boat!' (75) like he's a grisled Brooklyn cabbie? Can I get Longfellow back?). Going forward, I hope to learn more from our class, as I reacquaint myself with one of my favourite weird little guys from history and literature.
5 February 2026
One of the things I did not have a chance to discuss in our seminar about Margery Kempe was the boldness with which she drew parallels between her experience and those recorded in scripture, particularly because many of the moments in scripture she echos are the experiences of men, and she, of course, was a woman and a layperson to boot. While the question of translation of both Kempe's book and the Bible making the word choice debatable is very much in my mind, I found some of the parallels distinct.
In Chapter 6, for example,"the creature fell down on her knees with great reverence and great weeping and said, 'I am not worthy, my lady, to do you service,' (Kempe 22) which strongly resembles the exchange between the faithful centurion and Jesus in Matthew 8:8, who declared he was not worthy that Jesus should enter under his roof, and John the Baptist's announcement that one was coming after him whose sandal strap he was not worthy to undo (Mk 1:7). Be the comparison either the faithful centurion or John the Baptist himself, it seems it would have been audacious, if not downright foolhardy, of Kempe to compare herself to these worthy men of the Gospel.
Again, perhaps these comparisons are a stretch, but if not, some other parallels Kempe establishes must have been nearly heretical, as I think it may be fair to infer that the medieval church would not handle a laywoman writing in her life story parallels to Jesus himself. Once again in Ch. 6, for example, St. Anne says to Kempe "follow me---I am well pleased with your service," (Kempe 22), which strongly echoes the words of God the Father in Matthew's account of the Baptism of Jesus, wherein a voice from the heavens calls Jesus his beloved son, with whom he is well pleased (Mt 3:17). Beyond similar words said to Kempe, later narrative details of Kempe's experiences also resemble those of Jesus. In Ch. 15, for example, Kempe is questioned by local religious authorities, and through the grace of Jesus, "her answers pleased the Bishop very much, and the clerks were astonished that she answered so readily and pregnantly," (Kempe 38--39), very similarly to the events in Luke's story of the boy Jesus in the temple whose answers astounded the learned religious around him (Lk 2:47). Finally, of our readings, I noted how Kempe's arrival in Jerusalem specifies how she arrived riding on an ass (Kempe 70), which is a direct, indisputable reference to Jesus' triumphant entry in Jerusalem riding on an ass (Mt. 21:1-7, Mk 11:1-7, Lk 19:28-35, Jn. 12:14).
Perhaps I have overstated these similarities in the words of Kempe and the Gospels, but if they are true, perhaps this blurring of the lines delineating women from men of faith were an exacerabting addition to Kempe's already 'threatening' existence to the male religious leaders of England. While, of course, Kempe also lends particular attention on Mary and Mary Magdalene in her book, these instances particularly stood out to me as parallels that must have been particularly unusual for a lay woman to be drawing in the late medieval period. Ultimately, the men of the Gospels with whom Kemp draws parallels with her own life were the reasoning for the Church to grant only men paths to religious authority. Kempe must therefore have been either very brave or very foolish to assert herself as having such experiences that echoed those of the notable men of the Gospel, including, but not limited to Jesus himself. How Kempe got printed rather than burned for heresy must be its own fascinating story.
29 January 2026
The Prioress' Tale reiterates a focus on Mary that caught my attention in Sir Gawain and the Green Knight, as well. I believe I have heard something or other about different increases in Marian cult(s) throughout Christian history, but without conducting an entire research project on the topic, I have to content myself with more surface-level analysis at this point. Between the two works, we now have both men and women with a particular devotion to Mary, and my post-counter-cultural movement mind wants so badly view these Marian devotions with a pro-feminist lens. I want so badly for Mary to have been lauded even in the middle ages as a woman strong enough to place all her faith in God, despite any dangers to herself; who was raised in honor above all other humans, excepting only Jesus himself; who could tell Jesus the actual Christ to go do something and he would do it.
Unfortunately for my female empowerment version of Mary, she is best known for 1) her Virgin birth, and 2) her fiat (rather than her survival by the grace of God of her precarious social position as a poor, pregnant, unmarried Jewish woman in first-century Palestine). Mary, then, is not so much a strong woman who overcame threats of bodily harm and social exile to be a guardian and guide to Jesus, but a meek, humble, and devoted virgin. I must presume that the medieval Englishman, then, more likely saw Mary as a model for women to be chaste and virtuous and submissive to the will of authority, i.e., a notably masculine God. Ultimately, I suppose I oughtn't have been surprised Mary had such a cult following amongst the saint-crazed medieval Christians who loved a good miracle story and a submissive woman.
22 January 2026
Shifting from Gawain and the Green Knight to The Canterbury Tales, I have noticed a shift in the depth of characterization. Being more well-versed in literature from approximately Shakespeare and later, reading the earlier Aurthurian tale felt more like seeing archetypes and symbolic figures moving through an allegory more than reading a story with complex characters as I find in later novels. Although Gawain had his one moment of weakness, he otherwise appeared to be a young, idealistic, and nearly perfect model of a chivalric knight. This flatness of character is a symptom, I presume, of the genre and the style of the time, but I find myself more interested already in the pilgrims on their way to Canterbury.
Even in the general prologue, Chaucer reveals each pilgrim is not exactly as they seem, laying out their position, their appearance, and their flaws. Although these characters are literal archetypes, with approximately none of the pilgrims having a name that is not their primary occupation or otherwise their place in society, I find most of the pilgrims to have more complexity in their character. The men and women of faith and justice are often greedy and even lustful, and every other character is running something like a ponzi scheme on their superiors. One of the characters I found most interesting was the Prioress is described more like a noblewoman in disguise with her well-fed purse dogs than a cloistered nun. With only a few pilgrims excepted due to very brief introductions or explicit descriptions of their goodness, such as in the cases of the Parson and his brother, the Plowman, Chaucer's wayward characters are already more complex and interesting to me than Gawain's more perfectly heroic character.
15 January 2026
Since I took ENLT 317 with Prof. Williamson in the spring of 2024, I had all but forgotten about my ePortfolio, so much so that I was surprised I still had the site buried in my Google Drive. Now being a bit older and hopefully a bit wiser, I aim to flesh out the site more thoroughly. Before, I had simply used this site to post my journal entries, as that was was the course required. This time, however, I am approaching the ePortfolio with a greater appreciation for keeping my work as a record of my growth. I am setting for myself a goal, therefore, to accumulate on the site a more comprehensive portfolio of my work so I might refer back to the site as evidence of my learning and growth at SMC.
I plan to focus my showcased work on projects and papers from my major classes, as that will be most relevant to me as I continue my learning and growth. If I'm being particularly ambitious, I may also plan to keep this portfolio beyond graduation, as it may have use as an example of a portfolio or Google Sites as a tool that I might refer back to in my early years teaching English. As of now, that is only an idea, however, and for the time being, I hope to create a more robust display of my undergraduate work to refer back to for my own reflection on my growth.