Viewing archives for English and Modern Languages

Introduction

I grew up and went to school in north London before studying English at Trinity College, Dublin. I first came to Oxford for my Master’s degree at University College, and I stayed on to write my DPhil on medieval and Tudor drama. Before joining Queen’s in 2024, I taught medieval and early modern literature in the School of English and Drama at Queen Mary University of London, where I was also Head of English.

Teaching

I teach English literature from 1350–1660, and have particular interests in premodern drama, book history, and material culture. I have supervised graduate students working on a broad range of fifteenth- and sixteenth-century topics including fifteenth-century aureate verse, Henrician court poetics, and the performance of skin on the early modern stage. I welcome enquiries from potential doctoral students interested in any of the areas of my research.

Research

All my work is concerned with the material conditions that shape literary production and reception. My first two books—The Drama of Reform (Brepols, 2013) and Reading Drama in Tudor England (2018)—were about the drama written and performed in England before a culture of commercial playgoing was established at the end of the sixteenth century. I continue to work on premodern drama and have co-edited a collection of essays on dramatic manuscripts—Early English Drama in Manuscript (Brepols, 2019).

Alongside my writing about drama, I have published widely on the interactions between manuscript and print, the marketing of early printed books, and various other aspects of the early English book trade. My current book project grows from a Leverhulme-funded Major Research Fellowship and explores the reuse and recycling of old books in early modern England. Assessing the relationship between bibliographic and literary ideas about waste and reuse, it considers the role of old books (both as wasted remnants and second-hand commodities) in early modern culture. Out of this work, I am also developing a new project about the second-hand movement of books in early modern Europe.

About me

Hi! I’m Eva, and I’m a third year studying English and French at Queen’s. I grew up in the Midlands (which, contrary to popular belief, does exist…) and I chose my degree because of a lifelong fascination with language and literature. I particularly love studying Shakespeare, queer and feminist French literature, and theatre!

College experience

My favourite thing about Queen’s, and something that I tell every prospective student, is that it’s the ideal size for an Oxford college. It isn’t a huge college where it’s difficult to know everyone in your year group, but it’s big enough that there are always lots of new and interesting people to talk to. In my incredibly non-biased opinion, I also think it’s the prettiest of all the colleges (walking into Front Quad never gets old, even on early winter mornings!). Although it’s very centrally located, it also feels like a calm oasis inside because visitors aren’t generally allowed into college – so there are always plenty of spaces to kick back with a good book or catch up with friends, particularly when the weather gets warmer.

Oxford life

As a humanities student, I have far fewer formal contact hours than STEM students, so most of my days are spent in the glorious Queen’s library. I try and get to the library first thing in the morning (unless I have a lecture or tutorial to attend), and spend my morning working on some reading for my next essay or some French language work. My friends and I always have lunch in Hall together. The food at Queen’s is lovely and very decently priced, and it’s a nice social way to break up the working day. After some more work in the library in the afternoon, I usually spend my evenings catching up with friends in the Beer Cellar, or attending a rehearsal. I’m very involved in the University drama scene, and Queen’s has a lot of wonderful music and drama on offer!

Advice for applicants

You DO deserve to be here! Oxford is a weird and wonderful place, filled with a huge array of different people. No matter who you are or where your academic interests lie, if you’re passionate about your subject, there’s a place for you here. Oh, and apply to Queen’s!

Introduction

I studied German and French in Oxford at Magdalen College, where I also began my graduate work on the underground poetry of the former East Germany before getting a two-year fellowship from the FvS Foundation to Germany. I returned to a Fellowship in German at Emmanuel College in Cambridge (1990) but came over to Oxford to a Fellowship at New College in 1993. I was there, as a Tutorial fellow, for almost 30 years, from 2008 as Professor of Modern German Literature before joining Queen’s as the Schwarz-Taylor Chair in October 2022.  

Teaching

I have for a long time taught across the modern German syllabus with a special interest in poetry and the contemporary. My focus will now be graduate teaching: for those with an interest in modern or contemporary literature, East German literature, the Berlin Republic, poetry, translation, spectres, angels, ecology, Brecht and Rilke.

Research

I started my academic life researching the samizdat poetry, art and music scene that existed in East Germany before the fall of the Berlin Wall.  I have continued my interest in the GDR and have published widely on modern German culture, especially of the post-1945 and contemporary periods; my interests range from poetry and the poetic tradition to modernity, GDR literature; contemporary German culture, lateness, afterness, women’s writing, angels, spectres, translation, Rilke and Brecht. Since 2014 I have also led the project Mediating Modern Poetry. I am also a prize-winning translator of contemporary German literature, including Evelyn Schlag, Raoul Schrott, Michael Krüger, Durs Grünbein, Volker Braun and Ulrike Almut Sandig. I think of myself very much as a practitioner alongside my academic work and have taught poetry writing and translation and been awarded artist residences in UK and Germany.

Publications

Recent publications include:

Ulrike Almut Sandig, Monsters Like Us, trans. by Karen Leeder (London, New York, Calcutta: Seagull Books, 2022).

Karen Leeder, ed. (with Lyn Marven), Ulrike Draesner: A Companion (New York, Berlin: de Gruyter, 2022).

Volker Braun, Great Fugue, trans. by Karen Leeder and David Constantine (Ripon: Smokestack Books, 2022).

Via Lewandowsky & Durs Grünbein, Intercom: Dialogue, trans. by Karen Leeder (Göttingen: Steidl, 2022).

Introduction

I grew up in Hoboken, New Jersey, across the Hudson River from downtown Manhattan. I completed a BA in Comparative Literature and History of Art and Architecture at Brown University in 2015, followed by an MPhil in European and Comparative Literatures and Cultures at the University of Cambridge in 2016. I spent two years teaching high school history in Connecticut before returning to Cambridge to pursue a PhD in French with funding from the Gates Cambridge Scholarship programme. I joined Queen’s as a Career Development Fellow in French in the autumn of 2022.

Teaching

I teach French Literature, with a focus on the sixteenth and seventeenth centuries, across the first-year course and FHS. I also teach translation into English.

Research

My research demonstrates a preoccupation with the relationship between communication and power in early modern French literature. My doctoral thesis explores Michel de Montaigne’s conception in the Essais of the mechanics of communication, as well as the ways communication influences and is influenced by social and political structures. Adopting a theoretical approach rooted in pragmatic language philosophy, with a particular focus on relevance theory’s cognitively-inflected account of utterance interpretation, the thesis examines Montaigne’s portrayals of communication in four contexts: conversation and civility, diplomacy, jurisprudence, and prayer and exegesis. The sustained use of a pragmatic framework to analyse Montaigne’s evocations of seemingly disparate communicative domains, typically treated separately by intellectual history, reveals patterns in his thinking that traverse these domains.

My next project, provisionally entitled ‘“Ces mots semblent être des charmes”: Speech, Authority, and Force in the Tragedies of Corneille and Racine’, explores the instrumentality of authoritative speech in seventeenth-century French tragedy. Homing in on the speech of monarchs and oracles in particular, it considers how these figures take advantage of, or circumvent, communicative conventions to influence and construct social and political realities. A pragmatics-oriented analysis of forceful speech offers a new means of comparing and contrasting the canonical works of Corneille and Racine. The project also incorporates works by their contemporaries, including Catherine Bernard and Jean Rotrou, to offer an analysis of how monarchical and oracular speech operate in the broader realm of seventeenth-century theatrical theory and practice.

Publications

‘A Message from the Margins: The Role of the Infante in Corneille’s Le Cid’, French Studies, Volume 74, Issue 4(2020), 519-535. https://doi.org/10.1093/fs/knaa166.

 ‘Words, Meaning and Force: The Placebo Effect in Montaigne’s Essais and Vair’s Des Charmes’, Montaigne Studies 29 (2017), 213-224.

 ‘“Le plus fructueux et naturel exercise de nostre esprit”: Conversation et domaine public dans les œuvres de Montaigne, Guazzo, et Castiglione’, Bulletin de la Societé internationale des amis de Montaigne, 73 (2021), 199-212.

Introduction

I’m Klara and I’m about to begin my second year reading French and Linguistics. I’m from Sydney, Australia, which meant that I was very unfamiliar with the application process for Oxford before looking into it myself.

To be perfectly honest, there was nothing which made French stand out to me more than any other modern European language with which I was familiar at the time. I was fascinated by linguistics, and so looked into courses that involved it. Naturally, modern languages came up and I decided to apply for French simply because it was the language in which I was most confident. Yet I always knew that the language I ultimately decided to pick was not as important as knowing the way in which it would be taught at Oxford, for the most enjoyable aspect of the course is the freedom it allows for one to delve further into areas in which one is most interested, and this is even more so the case as the years progress.

It is important to remember that you are expected to have done all the reading and preparation before turning up to a tutorial, contrasting with the way most lessons in school were structured, where one would consolidate knowledge through homework after new content was introduced in a class. The Oxford system is unique in this way, and allows you to engage in more substantial discussions in tutorials and make the most of the time you have with your tutor, which admittedly is not a considerable amount in the course of the short eight-week terms! Most important of all is to read widely around your subject as well as in depth, because these ultimately become the guiding thoughts behind your own theories and interpretations that you will come to develop in the course.

All in all, the course represented a relatively small part of the Oxford experience in the past year. Outside of tutorials and time spent writing weekly essays, I was often rushing between a number of societies to which I had signed up during the Freshers’ Fair, including just about every language society, Physics society, Philosophy society, the Bibliophile society (which holds fantastic events that allow you to visit rare collections in the libraries of other colleges), amongst others. There was a brief spell of coxing too, which afforded a lovely view of the river Isis at sunrise, and much bell-ringing, several times a week before Evensong.

College experience

Speaking of Evensong, life in Oxford is largely affected by college life, and Queen’s, at least to all those who go there and to a good number of students from other colleges, is certainly one of the friendliest colleges. The College upholds many of its age-old traditions – and this makes Hall particularly enjoyable. Having been Arts Rep for the past two terms, it was a joy to have the opportunity to organise College events throughout the term, including our very first Giant Easter Egg Hunt, a “creative portraiture” gallery in the JCR, and a lockdown photography competition during the odd remote term that we had for Trinity 2020.

There is, as a general rule, always something going on in Oxford, and you need only keep half an eye open to be endlessly entertained and curious during your time here.

Queen’s has a particular strength in the English and Modern Languages joint school, usually admitting one of the largest cohorts for the subject in the University. The course divides roughly half and half between the English curriculum and that of the chosen modern language. Students choose options from the subjects studied by single honours students in each subject. Although English and Modern Languages is a separate degree, students study alongside single honours students in both English and Modern Languages. The intention is to provide a context for interdisciplinary study, similar to the Philosophy, Politics, and Economics course. We believe that the tutorial system in a collegiate university provides an especially fruitful environment for this type of study.

Tuition for this Honour School is provided by the Tutors in French, German, Spanish and English, and by the Lecturers in French, Italian, Portuguese and Russian.  You may want to read the separate descriptions under English and Modern Languages for more information about the two elements of the course.


Introduction

I grew up in London before coming up to Oxford to read English at Lady Margaret Hall. After graduating, I moved to Jesus College, Oxford for my Masters in medieval literature and subsequently for my DPhil. I have taught medieval English language and literature, and the English language, at a variety of Oxford colleges since 2008. Most recently, I have been working as a researcher on the EU-funded project CLASP: A Consolidated Library of Anglo-Saxon Poetry located at the English Faculty here in Oxford. 

Teaching

I teach medieval language and literature, covering the period from the earliest written records of English in the seventh century until the reign of Henry VIII in the mid-sixteenth century. My teaching focuses, however, particularly upon the early medieval period. I also teach the history and development of the English language.

Research

My research focuses on Old English literature (roughly anything written in English before the twelfth century). I have particular interests in vernacular poetics, cultural constructions of space and place, and architectural metaphor. I am also peculiarly interested in the conceptualization of prisons in early medieval prose and verse, which is the focus of the book on which I’m currently working.

Publications

  • ‘The Gates of Hell: Invasion and Damnation in an Anonymous Old English Easter Vigil Homily’, in Leeds Studies in English: Special Issue – Architectural Representation in Early Medieval England (forthcoming).
  • Landes to fela: Geography, Topography and Place in The Battle of Maldon’, in English Studies 98:8 (2017), 781–801.
  • ‘Associative Memory and the Composition of Ælfric’s Dominica in Quinquagessima (Catholic Homilies I 10)’, Notes & Queries 64:1 (2017), 5–10.
  • ‘Rewriting Gregory the Great: the Prison Analogy in Napier Homily I’, Review of English Studies 68 (2017), 203–23.
  • ‘Incarceration as Judicial Punishment in Anglo-Saxon England’, in eds. Jay Paul Gates and Nicole Marafioti, Capital and Corporal Punishment in Anglo-Saxon England (Woodbridge: Boydell, 2014), 92–112.
  • ‘Literal and Spiritual Depths: re-thinking the ‘drygne seað’ of Elene’, Quaestio Insularis 10 (2009), 27–44.

Teaching

I teach Lusophone Literature from the nineteenth century to the present day, especially Eça de Queirós; Fernando Pessoa; women writers; the literature of Portuguese-speaking Africa.

Research

My research examines Portuguese and Brazilian literature from the nineteenth century to the present day and twentieth century literature from Portuguese-speaking Africa. My interests include genre and gender, canon-formation; women writers and images of women; Portuguese modernism; the role of literature in colonial and post-colonial representations of the nation.

Publications

  • Editor, with Stephen Parkinson, Reading Literature in Portuguese. Commentaries in Honour of Tom Earle, (Oxford: Legenda, 2013)
  • Antigone’s Daughters? Gender, Genealogy, and the Politics of Authorship in Twentieth-Century Portuguese Women’s Writing, with Hilary Owen (Lewisburg: Bucknell University Press, 2011)
  • Editor, with Stephen Parkinson and T. F. Earle, A Companion to Portuguese Literature, (Woodbridge: Tamesis, 2009)
  • Editor, with Claire Williams, Closer to the Wild Heart. Essays on Clarice Lispector, (Oxford: Legenda, 2002)
  • Imagens do Eu na Poesia de Florbela Espanca, (Lisbon: Imprensa Nacional- Casa da Moeda, 1997) 
  • Editor, with Glória Fernandes, Women, Literature and Culture in the Portuguese-Speaking World (Lampeter: Edwin Mellen Press, 1996)

At The Queen’s College, I teach first, second and fourth year undergraduates preparing them for their Preliminary examinations (Paper I) and Final Honour School Examinations (Paper I and Paper IIB).

I am also a College Lecturer at Trinity College and St Edmund Hall and a Language Tutor at the University Language Centre.

Introduction

I was born and raised in New York. The Cold War mentality of the 1970s gave Russian civilization a great mystique. I made my first trip to Russia at the end of my school years the very week that the Soviet Union invaded Afghanistan. The Iron Curtain had an incredible mystique and also inspired bafflement – if you looked not too far below and behind the surface gloom and deprivation there were fantastic traditions of culture, literature, cinema and art. The noble life-stories of writers who dedicated themselves to truth and art was also highly gripping. Alexander Solzhenitsyn’s Nobel Prize Lecture which I read as a schoolboy made a monumental impression although my professional interests have now carried me far from his fiction.

I have been visiting professor at Berkeley, Columbia, and the Ecole Normale Superieure, rue d’Ulm, and have given invited lectures at IRLI, St Petersburg, the Anna Akhmatova Museum, St Petersburg; and in recent years at the universities of Cambridge, Columbia, University of Colorado (Boulder), Yale University, and Harvard University. I am a Fellow of the British Academy.

Research

My research falls into four areas: 

The Russian Enlightenment in its comparative European context

I am the author of a number of studies, a major translation, a monograph and editor of a forthcoming book that aim to revise our understanding of the modernization and secularization of Russian culture in the 18th century through the transmission of fundamental ideas of the Western European and British Enlightenment to Russia during the reign of Catherine the Great.  My skill set includes an excellent knowledge of French and English literature and thought in the period, history of science, and classical literature and its reception in this period.  I also have a very good knowledge of institutional history of the Russian Enlightenment and its Academies and an excellent knowledge of rare printed sources (often pursued in rare book libraries all over the world). Without this learning I could not ask the questions that I think are important to the subject and of interest to me.  On this basis I have pursued questions about the impact of science on literature, the image of the nobleman, the figure of the Enlightened despot, the key area of translation, and the capacity of literature to raise philosophical consciousness have all sought to reveal the quality and type of engagement with ideas that transformed Russian elite culture and thought.  The edition of Montesquieu’s masterpiece The Persian Letters published by OUP in its trade series is actually quite a scholarly production, and gave me a chance to pursue some questions outside the Russian context and for a larger audience.

For the past several years I have had an excellent collaboration with Dr Kelsey Rubin-Detlev, currently Foote Junior Research Fellow, The Queen’s College, Oxford, and from January 2018 Assistant Professor at USC, Los Angeles. We have produced a pilot database of the correspondence of Catherine the Great, called CatCor, to be launched in summer 2018. The databse has attacted support from the British Academy/Leverhulme Foundation and the John Fell Fund.  For two years we ran a highly successful international TORCH Network called Enlightenment Correspondences: http://torch.ox.ac.uk/enlightenmentcorr

The work of Alexander Pushkin

Much of my research has been on the work of Russia’s most famous writer, Alexander Pushkin.  I am the author of a monograph on Pushkin’s most important narrative poem the Bronze Horseman.  My book on Pushkin’s lyric poetry that aims fundamentally to revise the notion that his poetic genius was effortless, naïve, all style and no intellectual content.  It aims to lay bare just how his engagement with key concepts about the body and soul, the imagination, Nature—many of them part of the Enlightenment legacy in which he was so well read—informs his writing at a far more profound level than interpretations have allowed.   The book made it onto the cover of the Times Literary Supplement has been well received in many scholar journals and provoked considerable argument and disagreement, which is good too.  I edited the Cambridge Companion to Pushkin, which contains much new research by a distinguished group of scholars, and continue to write articles about Pushkin.

Russian poetry:  the traditions

Outside the above areas of concentrations I have produced a steady stream of articles on major poets of the 20th century. I suppose it was on that basis that I was commissioned to write the new chapter entry on Russian poetry for the new Princeton Encyclopedia of Poetry and Poetics, which is probably the reference Bible for scholars in all literatures who work on poetry.  The common denominator of these items of research is that they explore the connection between poetry and aesthetic and political movements of the period.  I am at the beginning of a new generation of projects, and continue to believe that much of what I am doing has a revisionist value because I look at new material and also at familiar material in a new light and in a much deeper context than has been customary.  One example of this would be the work I am currently doing on Osip Mandelshtam, for many the greatest Russian poet of the 20th century, whose poems of the 1930s have been overlooked as too difficult and puzzling.  The entire book as I write is aimed at dismantling an ossified critical method that simply doesn’t work for the subject.  Potentially these arguments can radically change scholarly views on his development and genius.  One reviewer of Pushkin’s Lyric Intelligence said that the book had a lot to teach people who work on poetry in general.  I’d like to think that this new project, which is one among several, might offer some new thoughts on how to understand difficulty of the linguistic and representative kind that we find in modern poetry.

Russian Literary History

As co-author of a major substantial new History of Russian Literature, as well as articles on individual writers and their relationship to the literary canon, I have devoted much time to thinking about the whole question of national literary traditions and national identity–and perhaps surprisingly to the openness of Russian literature from the medieval period to the twentieth century.

Publications

Please visit my department webpage.


Introduction

I grew up in Kent, and after attending the local state grammar school I read English at Oxford, where I took my undergraduate and graduate degrees. I have taught at Oxford since 1999, and have also worked at the universities of Reading and Southampton.

Teaching

I teach English literature from the Anglo-Saxon period up to the sixteenth century. I also regularly teach the history, theory and use of the English language.

Research

My principal research interests are in Chaucer, the medieval and sixteenth-century love lyric, and poetics, with an emphasis on how form precedes and generates meaning. I am interested in interrogating the agendas which drive the taxonomy of poetic form, and in challenging the division still made between medieval and early modern literature. I have recently completed a book on the role of rhyme in late medieval and early Renaissance love lyric. This book shows that decorum in the choice of vocabulary, combined with the limited rhyme resources of English, render certain clusters of words and ideas almost inevitable, particularly in complex poetic forms demanding large rhyme-groups. As a result, the essentially arbitrary element of rhyme comes to generate features of the experience of love in poetry, and the impression of subjectivity in love lyric is a side-effect of the necessities of rhyme.

Publications

  • ‘Chaucer’s presence in Songes and Sonettes’ in Stephen Hamrick (ed.), Tottel’s Songes and Sonettes in Context (Ashgate, 2013), pp. 87-110.
  • ‘An obscured tradition: the sonnet’s relationship to its fourteen-line predecessors’, Review of English Studies 62 (2011), 373-92.
  • Edition of Tottel’s Miscellany (Penguin Classics, 2011). Co-edited with Tom MacFaul.
  • The Sources of Chaucer’s Poetics (Ashgate, 2008).
  • ‘Resistance, Regard and Rewriting: Virginia Woolf and Anne Thackeray Ritchie’, English 57 (2008), 42-64.

Teaching

C19th to contemporary Italian history, literature and cinema.

Graduate Teaching: MSt in Medieval and Modern Languages. MSt in Film Aesthetics

Research

20th century Italian culture: I am particularly interested in the relationship between political history and narrative. I recently worked on censorship during the Fascist regime and on immigration in contemporary Italian cinema; I am currently working on the reciprocal influence of Italian and US culture.

A video of Guido discussing his research in modern Italian culture is available at:

http://www.ox.ac.uk/research/humanities/humanities_video.html

Publications

Books:

  • Mussolini censore: Storie di letteratura, dissenso e ipocrisie (Roma-Bari: Laterza, 2013)
  • Vita e omicidio di Gaetano Pilati: 1881-1925 (Florence, Cesati, 2010)
  • Elio Vittorini: Letteratura in tensione (Florence, Cesati, 2008)
  • Censorship and Literature in Fascist Italy (Toronto University Press, 2007) –  American  Association of Italian Studies Book Prize for 2007
  • Kaos: Luigi Pirandello e i fratelli Taviani (Palermo, L’Epos, 2007)
  • Elio Vittorini: The Writer and the Written (Leeds, Northern Universities Press, 2000)
  • Il mondo scritto: Forme e ideologia nella narrativa di Italo Calvino (Turin, Tirrenia, 1995)

Edited books:

  • With Emma Bond and Federico Faloppa, Destination Italy: Representing Migration in Contemporary Media and Narrative (Oxford, Peter Lang, 2015)
  • With Martin McLaughlin and Franca Pellegrini, Sinergie narrative: Cinema e letteratura nell’Italia contemporanea (Florence, Cesati, 2008)
  • With Robert Gordon, Culture, Censorship and the State in 20th Century Italy (Oxford, Legenda, 2005)


Introduction

Originally from Southern Germany, I studied German and Theology at the University of Eichstätt, came to Oxford as a graduate student to St Edmund Hall where I specialised in the area of Medieval German Mysticism, and completed my MSt in Research Methods in Modern Foreign Languages in 1998 and my Staatsexamen in Germany in 1999.

In the following years, I taught German in the contexts of Secondary School and Adult Education near Manchester, before returning to Oxford in 2013.

Teaching

Since 2013, I have been teaching Translation into German. I now teach St Peter’s, Hertford, Queen’s, New College, Oriel, Jesus College, Brasenose, Merton and Pembroke students of all years of study.


Introduction

During my undergraduate studies at Union College, I spent a term in France, where I returned to teach after completing my degree. After a Master’s at Ohio State, I did my PhD at Brown, focusing on nineteenth-century French poetry. I came to Queen’s in 2016.

Following my education in non-selective state schools in the U.S., I pursued undergraduate and postgraduate study and taught at both private and public institutions before coming to Oxford. I welcome applications from excellent students from all corners of the globe and from all walks of life. I also share the University’s commitment to an inclusive environment, which ‘promotes equality, values diversity and maintains a working, learning and social environment in which the rights and dignity of all its staff and students are respected.’

Teaching

I teach French language and literature to all years of the French undergraduate course at Queen’s. In addition to translation from French into English and first-year grammar classes, I teach a range of topics of nineteenth- and twentieth-century French literature. I’m happy to supervise graduate work on nineteenth-century French literature, particularly in poetry.

Research

Much of my research has focused on 19th century poetry: specifically, at the intersection of poetic form and underlying tensions within and around a text. I have tended to work on poets of the second half of the century, including Baudelaire, Rimbaud, Verlaine, and Krysinska, in my research and in translations as well. I have been the editor of the scholarly journal Nineteenth-Century French Studies since 2014.

Publications

You can find out more about my current research projects, and a list of selected publications, on my Faculty webpage.

Introduction

After attending a comprehensive, I studied French and German at Cambridge, spent a year in Berlin learning Ancient Greek, and then returned to Cambridge to do my PhD on the poet Friedrich Hölderlin. After that, I was college lecturer in German at Keble College, Oxford for a year, then lecturer in the German Department at Bristol for three years, and came to Queen’s in 2000. From 2002-3 I was a Fellow of the Alexander-von-Humboldt Foundation in Berlin, and in 2018-19 I held a research fellowship from the Leverhulme Trust. I am currently the Tutor for Undergraduates at Queen’s.

Teaching

I teach a wide range of authors and topics in the modern period, so from the mid-18th century to the present day. Precisely what mainly depends on the interests of my students in a given year, but I am interested in all literary genres and also in some aspects of thought. I teach language to all years, especially translation. Most of my graduate supervision has been on 20th-century poetry.

Research

My main interest is poetry, not just when it’s written in German. I did my thesis on Hölderlin, a poet writing after the French Revolution but only really discovered in the 20th century. Since then, I have worked on a number of other poets – including Goethe, Mörike, and Celan – and have recently completed a book on Rilke. I have also translated Hölderlin and Rilke and am interested in ideas about translation. I see my work as broadly comparative and have written on English and French writers as well as German.

Publications

Selected publications are listed below and a full list of publications is available here.

  • Crossings (Legenda, 2024): https://www.mhra.org.uk/news/2024/04/22/the-intermingledness-of-language-and-world.html.
  • Rilke: the Life of the Work (OUP, 2020)
  • Rainer Maria Rilke, Letters to a Young Poet & The Letter from the Young Worker (Penguin, 2011; Penguin Classics, 2012) [translator and editor]
  • Friedrich Hölderlin, Essays and Letters (Penguin, 2009) [translator and editor, with Jeremy Adler]
  • Agenda Vol. 45 No. 2 (Spring 2010): C. H. Sisson Special Issue [guest editor]
  • ‘The romantic lyric’, in The Cambridge Companion to German Romanticism (CUP, 2009)
  • Hölderlin and the Dynamics of Translation (Legenda, 1998)

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