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Editing Early Modern Women
  • Edited by Sarah C. E. Ross, Paul Salzman
  • Published online:
    05 August 2016
    Print publication:
    21 July 2016
  • This collection of new essays is a comprehensive exploration of the theoretical and practical issues surrounding the editing of texts by early modern women. The chapters consider the latest developments in the field and address a wide range of topics, including the 'ideologies' of editing, genre and gender, feminism, editing for student or general readers, print publishing, and new and possible future developments in editing early modern writing, including digital publishing. The works of writers such as Queen Elizabeth I, Mary Wroth, Anne Halkett, Katherine Philips and Katherine Austen are examined, and the issues discussed are related to the ways editing in general has evolved in recent years. This book offers readers an original overview of the central issues in this growing field and will interest students and scholars of early modern literature and drama, textual studies, the history of editing, gender studies and book history.

  • Chapter 1 - Introduction

  • Edited by Sarah C. E. Ross, Victoria University of Wellington, Paul Salzman, La Trobe University, Victoria
  • Book:
    Editing Early Modern Women
    Published online:
    05 August 2016
    Print publication:
    21 July 2016, pp 1-18

  • Summary

    This introductory chapter outlines the tensions between mainstream early modern editorial theory and practice, and the demands of early modern women's texts, in particular tensions between prioritization of authorial identity, and the new textualism. The unique temporalities of editing early modern women--its burgeoning at a point synchronous with historicist and textualist literary-critical movements; its (arguable) maturation in the age of digital editing--have generated unique challenges as well as unique solutions and methodologies that have the potential to speak back to the editorial mainstream. This introduction outlines the theoretical interventions offered by the chapters in this volume, directed at a number of key questions. How do we edit texts that have no editorial history, or whose editorial histories are concerned with oddity and exemplarity rather than canonicity? How do we edit texts that do not fit easily into conventional taxonomies of ‘literature’, and what contexts should we present for them? How can textual editing upset conventional hierarchies of literary value, while still finding a readership? And how can digital methods of editing, archiving, and amassing early modern texts facilitate multiple editorial and literary-critical aims?

  • Chapter 12 - Anthologizing Early Modern Women's Poetry

  • from Part III - Out of the Archives, into the Classroom
  • Edited by Sarah C. E. Ross, Victoria University of Wellington, Paul Salzman, La Trobe University, Victoria
  • Book:
    Editing Early Modern Women
    Published online:
    05 August 2016
    Print publication:
    21 July 2016, pp 215-231

  • Summary

    This chapter explores the theoretical and practical concerns at play in our anthology of Women Poets of the English Civil War, a student-focused edition of poetry by Hester Pulter, Anne Bradstreet, Katherine Philips, Margaret Cavendish, and Lucy Hutchinson. Tensions between the generic, stylistic, and material diversity of early modern women’s writing and the normative model of the mainstream anthology have generated provocative discussions of the gender politics of anthologizing. Against that background, we argue for the ongoing need to make early modern women's poems available for the classroom in modernized, accessible form--in the form that student readers encounter Shakespeare and other canonical poets. Our modernization of these women's poems encourages formalist readings that take seriously women's poetic engagements, while our choices of multiple copytexts enable us to represent that complex mediation and production of women poets of the Civil War. Exploring the competing demands of getting women poets into the canon, encouraging formalist reading, and reflecting the historicity of the poetic text, we argue that there is a still-urgent need for anthologies such as Women Poets of the English Civil War in taking early modern women's writing to the student reader.

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