This dissertation focuses on the relationship between the teaching of writing and the pedagogy of love in a 13th-century Anglo-Norman manuscript, the Bodmer 82. Starting from a critique of Gaston Paris' 1896 edition of the Donnei, a late 12th or early 13th-century lover's dialogue at the center of the Bodmer 82, I examine recent theoretical permutations of French medieval studies before analysing the medieval philological tradition. I then use this hermeneutical model, which relied on representations of female agency and saw love as an essential, creative force, to analyse the Donnei as a pedagogical treatise that taught simultaneously how to love and how to write. The lover's debate and the collection as a whole exemplify a typically medieval model of textual unity based on diversity, which teaches ethics through pleasure and thus confirms the role that love played in medieval education. I argue that the entire manuscript can be read as a didactic compilation on love most likely intended for a female audience, since at one time it belonged to Wilton Abbey, the wealthiest of medieval English nunneries where generations of noble women learned to read and write.