This essay argues that teaching Landon’s poems in the context of their original volume publication allows for greater understanding of the ways in which all Romantic-era poets deploy multiple voices in their collected works. It focuses upon strategies for teaching Landon’s Venetian Bracelet (1829) but offers a model for student engagement with Romantic poetry more generally.
Letitia Elizabeth Landon, poetic identity, lyric poetry, poetic form, epigraphs, literary canon, literary anthologies, literary allusion
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