Self-evaluation

In relation to the work that we have prepared and presented to the class, we can point out some ideas in order to evaluate ourselves and our presentation.

Regarding the speech, it would have been better to focus more on the public during some moments, that is to say, to interact with the people who were listening, trying to make our explanations closer to them, not just talking about some features, but trying to explain what we wanted to transmit in a more understandable way.

Concerning the schedule of the work, it has followed more or less a common structure taking into account all the grammatical, lexical, phonological, metrical and etymological characteristics. Moreover, we have added a part that we considered essential to be included, which is the reading of a piece of the fragment we have worked on, a premise that our teacher mentioned we had to do when he firstly explained in what this oral presentation was going to consist of. In our opinion, however, we should have concentrated a bit more our interest on developing the part related to phonology and, mainly, to the Great Vowel Shift, a phenomenon which is already present in the Prologue we were dealing with and that we just briefly commented.

The way in which we did the presentation was different from the vast majority of presentations exposed in class. According to our point of view, we were speaking in little interventions in order to not make people get bored too much, avoiding three longer static speeches and trying to give dynamism and a wider sense of group. This also helped us to catch the attention of the audience who got interested with these alternative changes.

In spite of being quite nervous, we think that our presentation was, at least, good, because we were able to structure it in a simple schedule easy to be followed and we tried to give as many examples as we could with the aim of providing the class with a practical approach of what was being explained.

To sum up, it is necessary to emphasize that we have done our best to show a good presentation, focusing our attention not only on making a complete work summarizing the most relevant and suitable features with regard to our text, but also on presenting in public these named characteristics in the most natural and confident way, although it is appropriated to say that our nerves were present most of the time. Finally, we hope it will be evaluated taking into account the effort and the interest put in its realization, as we have done in the rest of our group previous work.

Criticism about presentations. Last week

Wednesday 3th June:


- Group 9

This presentation is characterized by an excessive use of reading due to the fact that they were rather nervous. It is also highly noticeable the presence of some mistakes related to spelling while they were exposing. Regarding pronunciation, it is considered to be good.

- Group 8

If we pay attention to the way of speaking, one of these girls pronounced very well her part of the work, giving the impression of being a native pronunciation. It is also necessary to take into account their originality when presenting a curious video related to the Chaucer’s Canterbury Tales. It gave dynamism to their presentation, which made it different from the rest of them.

- Group 7

One of the most relevant features to point out in this presentation is the lack of time offered to the audience to see carefully their PowerPoint. We consider that slides were played too quickly to be read correctly. Besides, they did not include a conclusion and a bibliography. Moreover, one of them was quite nervous but, in general, they made it well.


Friday 5th June:


- Group 6

Although this presentation was shorter than what it should have been, the three components delivered a good intervention, especially the second woman talking who showed a wonderful ability speaking to the audience. They made a good introduction, a well- built work inside and a final conclusion. They had a good pronunciation but they failed repeating too many times the same words.

- Group 5

This presentation was framed by a good introduction followed by different well-developed linguistic aspects. They talked about stylistic devices with examples such as comparisons and similes, a point which had not been seen before. They also talked about changes in the word order. However, the most interesting parts were the ones related to semantics, with allusions to words which do not longer exist as well as synonyms and also an out of the ordinary explanation of metrics.

- Group 4

This group performed a short presentation divided in three parts: plot, phonology and etymology, with a brief introduction and conclusion. In our opinion, they were very theoretical with the concepts they dealt with and some of them read most of the time, a feature which made the public got bored with their delivery. The plot of their fragment was divided in three parts that they explained correctly. Talking about etymology, they showed the changes of words across time.

- Group 3

This group was formed by three girls who were very skilled in what he delivery is concerned. The first one had a lovely pronunciation making use of her memory and confidence to create a good oral result. She even memorised the Middle English fragment she had to perform. The second explained a very interesting content and the last one, although being faster than the two previous, could handle her part with no problems. The most significant feature of their presentation was a table containing references to Old English declensions to compare them with the Middle English situation.

- Group 2

This group was innovative in the sense that they included a recording to show how their Middle English text was read. Apart from that, their presentation had also a map referring to the Indo-European languages to show the influences they had in the English language. The PowerPoint’s division was good and it included different grammatical aspects but the only thing to highlight in a negative way is that they didn’t communicate with the audience, making more attention to what they had prepared than to the people they were talking to.

- Group 1

This group developed a very well-formed presentation with different points regarding to etymology, phonology, scansion, grammar, syntax and the content of their fragment. The three components created a very attractive PowerPoint which attracted visually the spectator, with graphics, images and different colours. The etymological analysis was very complete talking about evolution, variations and origin and in the phonological examination, they mentioned and explained the Great Vowel Shift making use of their text together with a piece of reading in Middle English. It clearly seems that they had worked hard.

Criticism about presentations

Friday 22nd May:

- Group 27:

Regarding the content, this group has used too much theory which could be applied more to the book in general than to their fragment itself. The amount of information and the time devoted to metrics was too much if we take into account the other grammatical points. In what the delivery and performance is concerned, the first integrant of the group had a wonderful English but he should have pronounced better as he was not clearly understood most of the time. The second component was more monotonous in his talking and he reduced the previous rhythm. The last man talking showed a wonderful facility to face the audience and he made his intervention entertaining and funny. With these characteristics, he attracted the attention of the public.

- Group 25:

This group made a documented and complete power point presentation focusing their attention in different grammatical aspects together with a conclusion they had extracted from the work they had done. Although they had some problems with the vision of the phonological symbols, this didn’t affect the whole result of their performance. We have to say that the two older women in this group showed more capacity and calmness while performing in front of the class. In general, this group had a good delivery and a well-structured work.

- Group 24:

In our opinion, this group has been one of the best taking into account content and also delivery. Their division into phonology, semantics and syntax was well explained and they provided the presentation with enough examples to make it clear and understandable for everybody. They also added a bibliography which was lacked in previous presentations. The parts were compensated in the time they took and, consequently, they didn’t bore the audience. The three components had very good English and were very articulate. We think this has been a model for later presentations.

- Group 22:

This group surprised us with an active development of the presentation taking continuous turns to speak and creating, as a result, an enjoyable performance. They started their PowerPoint with a thorough introduction of the characters who appeared in their fragment which helped the hearers locate themselves in the action. Maybe the content was not as complete and detailed as the two previous ones but the delivery was pleasant and nice in general. They were also the first ones reading a piece of their fragment in Middle English which was the main aim of the presentation according to the instructions the teacher gave the first time he mentioned this work.



Wednesday 27th May:


- Group 21.

This group included a very good introduction and conclusion about the contents exposed in class and we can highlight as a whole that they represented a relevant difference in the way of talking about their work. One of them seemed to be quite nervous and consequently, the way of speaking was not suitable at all, with a notable lack of fluency when introducing the slides in the PowerPoint. The rest of them were characterized with a good language usage in speaking.

- Group 18.

Talking about directness towards the audience, this is perhaps the most participative presentation regarding the total we have seen in class, since they made people keep attentive while asking some questions to the public, one of them answered in an audio. Besides, they seemed more confident with this interaction between speaker and hearer.

- Group 17.

Both people demonstrated that the fact of being only two people has nothing to do when making a good presentation. The girl was able to defend in an eloquent way her part of the text, being direct to people with a positive and fresh attitude towards them. The boy did not show such an active performance, but he did all his best to explain the part belonging to him.




Friday 29th May:

- Group 16

The three members of the group perform a quite clear presentation. In spite of a significant lack of security on stage, the contents were explained in a suitable way. They did not include graphics during their exposition, but in general it was quite complete.

- Group 14.

The first component did not make an adequate intervention by crossing his arms, which made audience be concentrated on this position for a long time. Something to be pointed out was the inclusion of audio resources to play some fragments in Middle English, although they finally could not be listened to.

- Group 12.

The participation of this group was a little briefer than the rest of the teams, but it did not affect to the quality of the general contents, which they were able to develop with any problem. The pronunciation was quite accurate.

- Group 11.

Each member of this group made a well-structured presentation, demonstrating clarity and order regarding all the information presented in their PowerPoint. Despite being a bit nervous at the beginning of the presentation, they made audience pay attention and finally, they gave their most sincere acknowledge for the interest showed by the audience.

- Group 10.

They were the only group who used the blackboard to explain the famous Great Vowel Shift, something not used until then. It is also necessary to point out a great pronunciation and a suitable way of talking to the audience expressing security and confidence. To finish, they gave thanks sincerely to everybody for our attention.

Portfolio 6 List of Words

LIST OF WORDS AND TIMES REPEATED

A:  (19)  

Al:  (3)

Ale-stake: 

Also: 

And:  (15)

As:  (10)

Assoillyng:

At:

Atte:

Awe:

Ay:

Bar:

Be:

Bettre:

Blood:

Bokeleer:

Burdoun:

But:  (7)

By:  (2)

Byte:

Caas:

Cake:

Chekes:

Clense:

Clepen:

Colpons:

Comen:

Compeer:

Concubyn:

Conseil:

Court:

Crie:  (2)

Curs:  (2)

Cursyng:

Daunger:

Day:

Decree:

Dede:

Diocise:

Dooth:

Drede:

Dronken:

Drynken:

Ech:

Eek:  (3)

Ercedekenes: (2)

Excuse: 

Felawe:  (3)

Fewe:

Flex:

Foond:

For:  (6)

Freend: 

Fro:

Ful: (2)

Fulle:

Fynch:

Fynde:

Garleek:

Gentil:  (2)

Gerland:

Gilty:

Girles:

Gise:

Good: (2)

Greet:  (2)

Grope:

Had:

Hadde:  (8)

Half:

Harlot:

Have:  (2)

He:  (25)

Heed: 

Heeng:

Heer:

Helle:

Helpen:

Henge:

Herde:

Hider:

Hir: (2)

His:  (12)

Hood:

How:

Hym:  (7)

I: 

If: (2)

In:  (6)

Is:  (2)

It:  (4)

Iuris:

Jay:

Jolitee:

Kan:  (2)

Knew:

Knobbes:

Knowen:

Koude:  (2)

Kynde:

Latyn:

Lay:

Lekes:

Lerned:

Lokkes:

Loude:

Love:

Loved:

Lyed:

Maad:

Man:

Mannes:

Me:

Men:

Month:

Myghte:

Ne:

Nevere:

No:  (2)

Noght:

Noon:  (2)

Nor:

Of:  (13)

Oghte:

On:

Oon:  (2)

Oother:

Or:

Ounces:

Out:

Overspradde:

Owene:

Owher:

Oynement:

Oynons:

Pardoner:  (2)

Philosophie:

Pope:

Prively:

Pulle:

Purs:  (3)

Quart:

Questio:

Quid:

Reed:  (2)

Right:  (2)

Rome:

Rood:

Rouncivale:

Savith:

Set:

Seyde:

Sholde:  (2)

Shuldres:

Significavit:

Sittynge:

Slee:

Smothe:

So:

Som:

Somonour:

Soong:

Soule:

Soun:

Speke:  (2)

Spent:

Streight:

Strike:

Strong:

Stif:

Suffre:

Swich:

Techen:

Termes:

Thanne:  (3)

That:  (7)

The:  (9)

Ther:

Therwith:

This:  (2)

Thre:

Thyng:

Thynne:

To:  (5)

Trompe:

Twelf:

Two:

Upon:

War:

Was:  (4)

Watte:

Wel:  (5)

Were:  (3)

Wered:

Wex:

Whan:

Whelkes:

White:

Whoso:

With:

Wol:

Wolde:  (6)

Wonder:

Wood:

Woot:

Word:

Wyn:  (3)

Ye:

Yelow:

Yonge:

Ypunysshed:

CANTERBURY TALES' PROLOGUE

1. Original text:

GP 631 Ne oynement that wolde clense and byte,

GP 632 That hym myghte helpen of his whelkes white,

GP 633 Nor of the knobbes sittynge on his chekes.

GP 634 Wel loved he garleek, oynons, and eek lekes,

GP 635 And for to drynken strong wyn, reed as blood;

GP 636 Thanne wolde he speke and crie as he were wood.

GP 637 And whan that he wel dronken hadde the wyn,

GP 638 Thanne wolde he speke no word but Latyn.

GP 639 A fewe termes hadde he, two or thre,

GP 640 That he had lerned out of som decree --

GP 641 No wonder is, he herde it al the day;

GP 642 And eek ye knowen wel how that a jay

GP 643 Kan clepen " Watte " as wel as kan the pope.

GP 644 But whoso koude in oother thyng hym grope,

GP 645 Thanne hadde he spent al his philosophie;

GP 646 Ay " Questio quid iuris " wolde he crie.

GP 647 He was a gentil harlot and a kynde;

GP 648 A bettre felawe sholde men noght fynde.

GP 649 He wolde suffre for a quart of wyn

GP 650 A good felawe to have his concubyn

GP 651 A twelf month, and excuse hym atte fulle;

GP 652 Ful prively a fynch eek koude he pulle.

GP 653 And if he foond owher a good felawe,

GP 654 He wolde techen him to have noon awe

GP 655 In swich caas of the ercedekenes curs,

GP 656 But if a mannes soule were in his purs;

GP 657 For in his purs he sholde ypunysshed be.

GP 658 " Purs is the ercedekenes helle, " seyde he.

GP 659 But wel I woot he lyed right in dede;

GP 660 Of cursyng oghte ech gilty man him drede,

GP 661 For curs wol slee right as assoillyng savith,

GP 662 And also war hym of a Significavit.

GP 663 In daunger hadde he at his owene gise

GP 664 The yonge girles of the diocise,

GP 665 And knew hir conseil, and was al hir reed.

GP 666 A gerland hadde he set upon his heed,

GP 667 As greet as it were for an ale-stake.

GP 668 A bokeleer hadde he maad hym of a cake.

GP 669 With hym ther rood a gentil PARDONER

GP 670 Of Rouncivale, his freend and his compeer,

GP 671 That streight was comen fro the court of Rome.

GP 672 Ful loude he soong " Com hider, love, to me! " 

GP 673 This Somonour bar to hym a stif burdoun;

GP 674 Was nevere trompe of half so greet a soun.

GP 675 This Pardoner hadde heer as yelow as wex,

GP 676 But smothe it heeng as dooth a strike of flex;

GP 677 By ounces henge his lokkes that he hadde,

GP 678 And therwith he his shuldres overspradde;

GP 679 But thynne it lay, by colpons oon and oon.

GP 680 But hood, for jolitee, wered he noon,

2. Translation:

Nor ointment, that could cleanse and bite,

That might help him of his white pimples),

Nor of the boils sitting on his cheeks.

He loved well garlic, onions and also leeks,

And drinking strong wine red as blood.

Then he would talk and cry as if he was crazy.

And when he had well drunk the wine,

Then he would speak no word but Latin

A few terms he had two or three

That he had learned out of some decree;

No wonder, he had been hearing them all the day,

And you also know well how even a jay

Can call “Walter” as well as the Pope can

But, who could challenge him in other thing?

Then he had spent all his philosophy;

Always “Questio quid juris” he would cry.

He was a gentle and kind rascal;

One could not find a better fellow.

He would allow for a quart of wine

A good fellow to have his concubine

For twelve months, and forgive him completely;

Secretly, he could also seduce a woman,

And if he found anywhere a good fellow,

He would teach him to have no awe
Of the archdeacon’s curse in such a case,

But if a man's soul were in his purse;

For his purse he would be punished.

"Purse is the archdeacon's hell," said he.

But I know well he lied right indeed;

Each guilty man ought to be afraid of cursing,

Because a curse will slay as absolution saves,

And also beware of a Significavit.

He had in his control as he pleased

The young people of the diocese,

And knew their secrets, and advised all of them.

He had set upon his head a garland

As great as if it were for a stake

He had made himself a buckler of a cake

With him there rode a noble PARDONER

Of Rouncivale, his friend and his companion

That had come straight from the court of Rome

Loudly he sang: “Come hither, love, to me!”

This Summoner sang him a strong bass

Never had a trumpet sounded half so strong

This Pardoner had the hair as yellow as wax

But it hung smoothly as does a bunch of flax

By strands hang the locks that he had

And therewith he overspread his shoulders

But it laid separately, in strips, one by one

But he wore hood at noon for happiness.

3. Transcription:

Ne oynement that wolde clense and byte

n ‘oɪnement ðat ‘wɔldə ‘klns ænd ‘bitә

That hym myghte helpen of his whelkes white,

ðæt hɪm ‘mɪxt ‘hɛlpen ɔv hɪs ‘wɛlkəz ‘witə

Nor of the knobbes sittynge on his chekes.

nɔr ɔv ðe ‘knɔbes ‘sɪtɪƞg ɔn hɪz ‘ʧɛkəz

Wel loved he garleek, oynons, and eek lekes,

wɛl ‘lʊvd he ‘gɑrlek, ‘oɪnɔnz ænd ek ‘lkez

And for to drynken strong wyn, reed as blood;

ænd fɔr to ‘drnkən ‘stroƞg ‘wind ‘red æz ‘blɔd

Thanne wolde he speke and crie as he were wood.

Ɵæn ‘wɔl he ‘spɛk ænd ‘kriə æz he wɛr ‘wɔd

And whan that he wel dronken hadde the wyn,

ænd wæn ðæt he wl ‘drʊnken hæd ðe ‘win

Thanne wolde he speke no word but Latyn.

ðæn ‘wɔl he ‘spk nɔ ‘wɒrd bʊt læ ‘tin

A fewe termes hadde he, two or thre,

Ә fjuːә ‘trməz ‘hɑd he ‘tuː ɔr ‘Ɵre

That he had lerned out of som decree –

ðæt he hæd ‘lɛrned ut ɔv sɒm d ‘kre

No wonder is, he herde it al the day;

Nɔ ‘wɒnder ɪz, he ‘hrde ɪt ɔl ðə ‘daɪ

And eek ye knowen wel how that a jay

ænd ek jə ‘knɔwen wɛl hu: ðæt ə ‘dʒaɪ

Kan clepen " Watte " as wel as kan the pope.

kæn ‘klpen “ ‘wɑt” æz wl æz ‘kæn ðə ‘pɔpə

But whoso koude in oother thyng hym grope,

bʊt wɔsɒ ‘kude ɪn ɔðer ‘Ɵɪƞg hɪm ‘grɔpə

Thanne hadde he spent al his philosophie;

Ɵæn ‘hɑd he ‘spent ɔl hiz fɪlɔsɔ ‘fiə

Ay " Questio quid iuris " wolde he crie.

aɪ ‘kwstɪə ‘kwɪd ‘ɪurɪs” ‘wɔl he ‘kriə

He was a gentil harlot and a kynde;

He ‘wæz ə ‘dʒntəl ‘hɑrlɔt ænd ə ‘kində.

A bettre felawe sholde men noght fynde.

ə ‘betrə fe ‘ləʊ fe ‘lawə ðe ‘men nɒxt ‘fində

He wolde suffre for a quart of wyn

he ‘wɔlde ‘sɔfrə fɒr ə ‘kʊɑrt ɒv ‘winə

A good felawe to have his concubyn

ə ‘gɔd fe ‘lɔʊ tə ‘hæv hɪz kɒnkʊ ‘binə

A twelf month, and excuse hym atte fulle;

ə ‘twelv ‘mɒnƟ ænd eks ‘juz hɪm ætə ‘fulə

Ful prively a fynch eek koude he pulle.

fʊl ‘prɪvɪli ә ‘fɪnʧ ‘kʊd he ‘pulә

And if he foond owher a good felawe,

ænd ɪv he ‘fɔnd ‘ɔvwer ə ‘gɔd fe ‘ləʊə

He wolde techen him to have noon awe

he ‘wɒldə ‘tʧen hɪm tə ‘hæv nɔn ‘æwə

In swich caas of the ercedekenes curs,

ɪn sʊɪʧ ‘kɑz ɒv ðә erʧe ‘dkenes ‘kʊrz

But if a mannes soule were in his purs;

bʊt ɪv ə ‘mɑnz sɔl ‘wer ɪn hɪs ‘pʊrz

For in his purs he sholde ypunysshed be.

‘fɔr ɪn hɪs ‘pʊrz hɪ ʃɒldə ɪ ‘pʊnɪʃɪd be

" Purs is the ercedekenes helle, " seyde he.

‘purz ɪz ðә erʧe ‘dkenes ‘hel ‘saɪd he

But wel I woot he lyed right in dede;

bʊt wel ɪ ‘wɔt he ‘lied ‘rɪgt ɪn ‘ddә

Of cursyng oghte ech gilty man him drede,

ɒv ‘kursɪƞg ɔgt eʧ ‘gɪltɪ ‘mɑn hɪm ‘drdə

For curs wol slee right as assoillyng savith,

fɒr ‘kʊrz wul s ‘l ‘rɪgt æz a ‘sɔɪlɪƞg ‘sɑvɪƟ

And also war hym of a Significavit.

ænd ‘ɔlsə ‘wɑr hɪm ɒv ðә sɪgnɪfɪ ‘kɑvɪ

In daunger hadde he at his owene gise

ɪn ‘daʊndʒer ‘hæd he æt hɪz ‘ɔnə ‘gizə

The yonge girles of the diocise,

ðә ‘jungə ‘girles ɒv ðә dɪə ‘zizə

And knew hir conseil, and was al hir reed.

ænd ‘knju hɪr ‘kɒnsaɪl ænd ‘wæz ɔl hɪr ‘rd

A gerland hadde he set upon his heed,

ə ‘grland ‘hæd he ‘set ǝ ‘pɒn hɪs ‘hd

As greet as it were for an ale-stake.

æz ‘grt æz ɪt ‘wrə fɒr ən ‘ɑlə ‘stɑka

A bokeleer hadde he maad hym of a cake.

ə ‘bʊkler ‘hæd he ‘mad hɪm ɒvə ‘kɑka

With hym ther rood a gentil PARDONER

wɪð hɪm ðer ‘rɔd ә ‘gǝntɪl pɑrdɒ ‘nr

Of Rouncivale, his freend and his compeer,

ɒv ‘runsɪvɑl hɪs ‘frnd ænd hɪs kɒm ‘pr

That streight was comen fro the court of Rome.

ðæt ‘streɪgt ‘wæz ‘kʊmən frɒ ðe ‘kurt of ‘rɔmǝ

Ful loude he soong " Com hider, love, to me! "

fʊl ‘lud he ‘sɔƞg ‘kʊm ‘hidə ‘luvə tɔ me

This Somonour bar to hym a stif burdoun;

ðɪs sʊmʊ ‘nur ‘bɑr tɒ hɪm ə ‘stiv ‘burdun

Was nevere trompe of half so greet a soun.

wæz ‘nevə ‘trʊmp ɒv ‘hɑlf sɒ ‘grtə ‘sun

This Pardoner hadde heer as yelow as wex,

ðɪs ‘pɑrdɒnr hæd ‘hrd æz ‘jlɒ æs ‘wks

But smothe it heeng as dooth a strike of flex;

bʊt ‘smuð ɪt ‘hiƞg æs ‘dɔƟ ә ‘strɪkə ɒv ‘flks

By ounces henge his lokkes that he hadde,

bɪ ‘unsɪs ‘heƞg hes ‘lɔkes ðæt he ‘hædә

And therwith he his shuldres overspradde;

ænd ‘ðrwɪƟ hә hes ‘ʃuldres ɒvәr ‘spradә

But thynne it lay, by colpons oon and oon.

bʊt ‘ðin ɪt ‘lɑɪ bɪ ‘kʊlpʊns ‘ɔn ænd ‘ɔn

But hood, for jolitee, wered he noon,

bʊt ‘hud fɒr jɒlɪ ‘t ‘werә he ‘nɔn.

4. Metrics:

Ne OY/neMENT / that WOL/de CLENSe/ and BYTe,/

That HYM/ myghte HEL/pen OF/ his WHEL/kes WHITe,/

Nor OF/ the KNO/bbes SI/ttinge ON/ his CHE/kes.

Wel LOVED/ he GAR/leek, OY/nons, AND/ eek LE/kes,

And FOR/ to DRYN/ken STRONG/ wyn, REED/as BLOOD;/

Thanne WOLDE/he SPEKE/and CRIe/as HE/were WOOD./

And WHAN/ that HE/ wel DRON/ken HADDe/ the WYNN,/

Thanne WOLDE/ he SPE/ke NO/ word BUT/ LaTYN./

A FE/we TER/mes HADDE/ he, TWO/ or THRE,/

That HE/ had LER/ned OUT/ of  SOM/ deCREE --/

No WON/der IS,/ he HERDe/ it AL/ the DAY;/

And EEK/ ye KNO/wen WEL/ how THAT/ a JAY/

Kan CLE/pen " WATTE "/as WEL/ as KAN/ the POPe./

But WHO/ so KOUDe/ in OO/ther THING/ hym GROPe,/

Thanne HADDE/ he SPENT/ al HIS/ phiLO/ soPHIe;/

Ay " QUES/tio QUID/ iuRIS/ " wolDE/ he CRIe./

He WAS/ a GEN/til HAR/lot AND/ a KYNDe;/

A  BE/ttre FE/lawe SHOL/de MEN/ noght FYNDe/.

He WOL/de SU/ffre FOR/ a QUART/ of WYN/

A GOOD/ feLAWE/ to HAVE/ his CON/cuBYN/

A TWELF/ month, AND/ exCUSE/ hym AT/te FULe;/

Ful PRI/veLY/ a FYNCH/ eek KOUDe/ he PULLe/.

And IF/ he FOOND/ oWHER/ a GOOD/ feLAWE,/

He WOL/de TE/chen HIM/ to HAVE/ noon AWe/

In SWICH/ caas OF/ the ER/ceDE/keNES/ curs, 

But IF/ a MANNES/ soule WERE/ in HIS/ purs;

For IN/ his PURS/ he SHOLDe/ yPU/nySSeD/ be

" Purs IS/ the ER/ceDE/keNES/ helle, " SEYDe/ he. 

But WEL/ I WOOT/ he LY/ed RIGHT/ in DEDe;/

Of CUR/syng OGHTe/ ech GIL/ty MAN/ him DREDe,/

For CURS/ wol SLEE/ right AS/ assoiLLYNG/ saVITH/,

And AL/so WAR/ hym OF/ a sigNI/fiCA/vit. 

In DAUN/ger HADDE/ he AT/ his OWE/ne GISe/

The YON/ge GIR/les OF/ the DIO/ciSE/,

And KNEW/ hir CON/seil, AND/ was AL/ hir REED/.

A GER/land HADDe/ he SET/ uPON/ his HEED,/

As GREET/ as IT/ were FOR/ an ALe/-stake.

A BOKE/leer HADDe/ he MAAD/ hym OF/ a CAKE./

With HYM/ ther ROOD/ a GEN/til PAR/doNER/

Of ROUN/ciVALE/, his FREEND/ and HIS/ comPEER/,

That STREIGHT/ was CO/men FRO/ the COURT /of ROMe./

Ful LOUDe/ he SOONG/ “ com HI/der, LOVe/, to ME! "/

This SO/muNOUR/ bar to/ hym a STIF/ burDOUN;/

Was NE/vere TROMPe/ of HALF/ so GREET/ a SOUN./

This PAR/doNER/ hadde HEER/ as YE/low AS/ wex,

But SMOTHE/ it HEENG/ as DOOTH/ a STRIKE/ of FLEX;/

By OUN/ces HENGe/ his LO/kkes THAT/ he HADDe,/

And THER/with HE/ his SHUL/dres O/verSPRADDe;/

But THYNNe/ it LAY,/ by COL/pons OON/ and OON./

But HOOD,/ for JO/liTEE/, wered HE/ noon,/