John Skelton and Poetic Authority is the first book-length study of Skelton for almost twenty years, and the first to trace the roots of his poetic theory to his practice as a writer and translator. It demonstrates that much of what has been found challenging in his work may be attributed to his attempt to reconcile existing views of the poet's role in society with discoveries about the writing process itself. The result is a highly idiosyncratic poetics that locates thepoet's authority decisively within his own person, yet at the same time predicates his 'liberty to speak' upon the existence of an engaged, imaginative audience. Skelton is frequently treated as a maverick, but this book places his theory and practice firmly in the context of later sixteenth as well asfifteenth-century traditions. Focusing on his relations with both past and present readers, it reassess his place in the English literary canon.

This book explores how Horace's poems construct the literary and social authority of their author. Bridging the traditional distinction between 'persona' and 'author', Ellen Oliensis considers Horace's poetry as one dimension of his 'face' - the projected self-image that is the basic currency of social interactions. She reads Horace's poems not only as works of art but also as social acts of face-saving, face-making and self-effacement. These acts are responsive, she suggests, to the pressure of several audiences: Horace shapes his poetry to promote his authority and to pay deference to his patrons while taking account of the envy of contemporaries and the judgement of posterity. Drawing on the insights of sociolinguistics, deconstruction and new historicism Dr Oliensis charts the poet's shifting strategies of authority and deference across his entire literary career.

Whitman has long been more than a celebrated American author. He has become a kind of hero, whose poetry vindicates beliefs not only about poetry but also about sexuality and power. In Whitman Possessed: Poetry, Sexuality, and Popular Authority, Mark Maslan presents a challenging theory of Whitman's poetics of possession and his understandings of individual and national identity. By reading his works in relation to nineteenth-century theories of sexual desire, poetic inspiration, and political representation, Maslan argues that the disintegration of individuality in Whitman's texts is not meant to undermine cultural hierarchies, but to make poetic and political authority newly viable. In particular, Maslan explores the social impact of nineteenth-century sexual hygiene literature on Whitman's works. He argues that Whitman developed his ideas about poetry, sexuality, and authority by responding to a prominent argument that desire subjected male bodies to a penetrating and feminizing force. By identifying poetic inspiration with this erotic dynamic, Whitman imbued his poetic voice with a kind of transformative power. Whitman aligned his poetry with an impartial authority hard to find elsewhere and inclined his work as a poet to speak for the voiceless, for the masses, and for an entire nation.

When Plato set his dialogs, written texts were disseminated primarily by performance and recitation. He wrote them, however, when literacy was expanding. Jill Frank argues that there are unique insights to be gained from appreciating Plato’s dialogs as written texts to be read and reread. At the center of these insights are two distinct ways of learning to read in the dialogs. One approach that appears in the Statesman, Sophist, and Protagoras, treats learning to read as a top-down affair, in which authoritative teachers lead students to true beliefs. Another, recommended by Socrates, encourages trial and error and the formation of beliefs based on students’ own fallible experiences. In all of these dialogs, learning to read is likened to coming to know or understand something. Given Plato’s repeated presentation of the analogy between reading and coming to know, what can these two approaches tell us about his dialogs’ representations of philosophy and politics? With Poetic Justice, Jill Frank overturns the conventional view that the Republic endorses a hierarchical ascent to knowledge and the authoritarian politics associated with that philosophy. When learning to read is understood as the passive absorption of a teacher’s beliefs, this reflects the account of Platonic philosophy as authoritative knowledge wielded by philosopher kings who ruled the ideal city. When we learn to read by way of the method Socrates introduces in the Republic, Frank argues, we are offered an education in ethical and political self-governance, one that prompts citizens to challenge all claims to authority, including those of philosophy.

Focusing in particular on pairings of writers within the larger grouping of poets, this book suggests how literary partnerships became pivotal to American poets in the wake of Donald Allen's 'New American Poetry' anthology.

This study investigates the sometimes complementary, sometimes conflicting concepts of literary authority and authorship, and the forces that work either to merge or separate them in several medieval and Renaissance contexts. Arguing that the idea of authorial authority is a central artistic concern in these periods, Poetic License explores the various practical techniques and theoretical considerations by which writers mediate between the related demands of creative autonomy and those of authoritative sanction, examining the formative influence of the tensions that result. Miller's study proceeds from a dual perspective, focusing both on individual writers and on the poetic forms popular in these periods. In particular, she examines the problem of authority in the medieval dream-vision, in allegory, and in the Renaissance sonnet cycle and the related concept of imitation, taking as major examples Chaucer's House of Fame, Spenser's Faerie Queene, and the sonnet sequences of Sidney and Spenser.