Table of Contents

Introduction: Imagining Inquisition - Mary C. Flannery and Katie Louise Walter
Inquisition, Public Fame, and Confession: General Rules and English Practice - Henry Ansgar Kelly
The Imperatives of Denunciatio: Disclosing Other's Sins to Disciplinary Authorities - Edwin Craun
English Provincial Constitutions and Inquisition into Lollardy - Ian Forrest
The Contest over the Public Imagination of Inquisition, 1380-1430 - Diane Vincent
'Vttirli Onknowe'? Modes of Inquiry and the Dynamics of Interiority in Vernacular Literature - Mary C. Flannery
'Vttirli Onknowe'? Modes of Inquiry and the Dynamics of Interiority in Vernacular Literature - Katie Louise Walter
From Defacement to Restoration: Inquisition, Confession and Thomas Usk's Appeal and Testament of Love - Jenny Lee
Confession, Inquisition and Exemplarity in The Erle of Toulous and Other Middle English Romances - James Wade
Heresy Inquisition and Authorship, 1400-1560 - Genelle Gertz
Imitating Inquisition: Dialectical Bias in Protestant Prison Writings - Ruth Ahnert
Response Essay: Chaucer's Inquisition - Emily Steiner

About the Author

Ian Forrest is professor of social and religious history at the University of Oxford.

Reviews

The essays collected together . . . successfully highlight the tensely creative interrelationship of form of official legal documentary culture and individual authorship in both old and new genres.
*JEGP*

In their collective approach, the authors explicate the way in which the process of inquiry ('inquisitio') became a judicial and confessional tool whereby ecclesiastical authorities . . . constructed a rationale and accompanying institutions that enabled them to root out and correct errors of belief and practice.
*JOURNAL OF CHURCH AND STATE*

A valuable collection that offers intriguing insights into understanding medieval inquisition as a complex and dynamic concept not confined to investigations of heresy.
*MEDIAEVISTIK 26, 2013*

[A] volume of worthy articles and a welcome contribution to the field.
*STUDIES IN MEDIEVAL AND RENAISSANCE TEACHING*