One of the affordances of digital editions like The Pulter Project is the ease with which readers can remediate the text of poems and visually alter their form in a new document. As a pedagogical tool, poetic re-formations—or as Lisa Samuel and Jerome McGann call them “deformances”—can help readers to identify formal features and visually mark them through underlining, bolding, or insertion of space or line breaks. 1. For more methods of experimenting with re-forming verse as a close-reading practice, see Lisa Samuel and Jerome J McGann’s “Deformance and Interpretation,” New Literary History 30, no. 1 (1999): 25–56.
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This Amplified Edition of “Aristomenes” re-forms Pulter’s verse by dividing the twenty-eight-line emblem into seven quatrains. Starting with my own transcription of the poem based on images from the Brotherton manuscript, I modernized the spelling to improve accessibility but retained the manuscript version’s punctuation and capitalization. I then experimented with inserting line breaks to accentuate the formal decisions that Pulter made when writing and to prioritize her organization of events and sources in this short, tightly-woven work. For instance, in this representation of the poem, the units of action and argument that govern the poem’s logic are made more apparent through the visual breaks between stanzas.
We might say, for example, that the first stanza introduces the central figure Aristomenes and his penchant for escaping captivity. The second stanza describes his imprisonment, and the third stanza, his decisive action to grab hold of the fox. The fourth narrates Aristomenes’ escape, leaving the fifth stanza to relate the moral of Aristomenes’ story. The poem’s movement from narration to prescription is evident in the first five stanzas, and then is repeated again in the final two stanzas. The sixth stanza relates two Old Testament narratives of miraculous escape, while the seventh packs in a short contemporary example and a final takeaway for readers.
Such a breakdown of stanzas may not reflect how Pulter imagined the emblem when writing it; however, this Amplified Edition hopes to demonstrate how readers might textually, typographically, and visually play with poems to better understand the convergences of form, content, and meaning.
— Leah Knight and Wendy Wall