Today we are going to continue to read. I will also give you some time to work on dialectical journals. You should have at least 15 journals by tomorrow.
Tomorrow I'll also go over the projects for Part II of Beowulf.
NEW VOCABULARY WORDS:
Bellicose
Gregarious
Surly
Surreptitious
Contumacious
Jollity
Referendum
Conundrum
Sybarite
Gustatory
Regale
Unit
Learning goal
Students will be able to write a series of short analysis
papers looking at BEOWULF read during this unit in three different ways. Each short essay will connect commentary both
to DIRECT TEXT EXAMPLES (cited with the correct page number!) as well as
to the BOOK or TEXT AS A WHOLE. Students will choose five from the following:
1. THE AUTHOR AND HER/HIS TIMES: Biographical and historical
information pertinent to the novel.
What important family, community, national, and world events helped
inform this material? Do not provide an exhaustive biography; merely provide
those details that can be directly linked to the novel in a manner that is
convincing. This is one of the few sections that will require some outside
research, so please remember to cite your source(s).
2. FORM/STRUCTURE, PLOT: How is the novel organized and what
techniques are used? Discuss techniques
such as sequencing, multiple, complex, or simple plot, foreshadowing, chapter
choices. Then, provide a BRIEF outline
of the events of the plot (no more than 200 words). For some modern novels, the
plot may be difficult to describe succinctly – but try to do it anyway. When
you discuss structure, remember that you need to discuss the effect of the
intentional internal arrangement of parts.
3. POINT OF VIEW/
PERSPECTIVE: From what vantage point does the reader receive the
information? Is the perspective
reliable, or is it highly subjective?
How are important ideas received?
Is there an agenda that the narrator seems to have, either consciously
or subconsciously? Does the perspective shift, and if so, to what end? Are
characters explicit in their dialog, or does on omniscient narrator fill the
reader in concerning the larger issues?
Why is the perspective used particularly effective for this novel?
4. CHARACTER: Are each of the characters highly developed, or is most
of the writing devoted to one character? Do you learn about them through what
is not included in the text? How is
character revealed for the most part? Is through what they say? What they do?
What they wear? What they think? The people with whom they associate? What the
narrator says about them? How complex are the people that you meet? Describe the central characters including
what you find out about their names, ages, physical descriptions,
personalities, functions in the novel – in other words, the responses to the
questions asked in the preceding sentence. Also include one short quotation
that reveals their character, and explain why the quote reveals character.
5. SETTING: Where and when does
the novel occur? How many locations are
described? Are there connections between the setting(s) and character(s)? How
is the atmosphere described? Are there
any important settings that contrast or parallel each other? Why is this setting so effective in
supporting the ideas in the novel as a whole? Conversely, if the setting is
ambiguous, what details seem most important and what is the effect of the
ambiguity? Why is this story best told in this setting? When discussing
setting, remember that it does not only mean the geographical location
(topography, scenery) but also the cultural backdrop, social context, and the
artificial environment (rooms, buildings, cities, towns) as well.
6. THEME: Identify one major
theme (a central or controlling idea) and explicate the theme using specific
moments from the text, either paraphrased or directly quoted. What is the abstract concept being addressed
and what is the evaluation of that concept through the text? Are there any
“universal” truths are revealed, supported, or challenged by this theme? Be aware that a theme cannot be expressed in
a single word, and with complex works of literary merit the elucidation of a
theme requires a full paragraph or more. Also note that the theme is rarely
stated explicitly, but rather is implicit. Remember that a theme has TWO (2) PARTS: An abstract concept AND
the author’s commentary on or evaluation of that concept through the
text.
7. CRITICAL REVIEW: Find
one critical review (not a Cliffs Notes or similar source) of you novel and
offer your opinion of the critic’s analysis in two or three paragraphs. Attach
a copy of the critical review to your paper, and cite it directly. When
expressing your response to the review, be specific in your discussion. If you
agree, then explain why and carry the argument beyond what the critic pointed
out. If you disagree, provide support for your position from the text.
8. DICTION: Analyze the
novelist’s word choice. Is the language high
or formal,
neutral,
informal? Does the novelist
employ slang(faddish words)? Colloquialisms (nonstandard regional
ways of using language(like someone from Boston asking where you “paah-ked yeh caaah”)?
Jargon
(language associated with a particular trade)? Dialect (think Tom Sawyer)? Is the language plain? Flowery?
Concise? Vulgar? Dense?
Elevated? Select a passage that
illustrates your observations and discuss this passage directly.
9. SYNTAX (Sentence
structure): Analyze the sentence and
phrase patterns. Are the sentences
predominantly simple, compound, or complex?
Are the sentences intentionally long and complex or are they precise and
simple? How is punctuation used? Select a passage that illustrates your
observations concerning syntax, complete the attached Style and Syntax Analysis Chart,
and discuss your example specifically.
10. TONE: What is the author’s attitude towards the
subject of the novel? Discuss how the
author creates the tone you identified through a variety of vehicles including
plot, characterization, setting, and anything else that contributes to tone.
Use specific text examples to support your findings.
11. TITLE: Why is this title so appropriate for the
novel? Does it have literal or symbolic
significance? Does it actually appear in
the novel, and if so, what is the situation? Is the title an allusion, and if
so, why would the title include this allusion? Does the title implicitly
connect to the theme of the work?
12. MEMORABLE QUOTE: Choose and
type out one quotation that you
believe to be significant or noteworthy. Please explain your choice. Is it an
especially moving moment? Is it especially well-written? Why does this quote
stand out for you?
13. Symbol or literary
device: Choose a symbol or literary device that you believe to be significant
to this book. Discuss how it is used,
what ideas it backs up (what it means), and perhaps why the author used it. Make sure you use examples for the text and
you connect the symbol or device to the text as a whole.
Scale/Rubric
relating to learning goal:
4 – The student can write on five different views of the
book relating them to each other to form one main argument or idea.
3 – The student can write adequate on at least three
selections looking at the epic poem in five different ways.
2 – With help from the instructor the student is able to
write adequate on at least three selections – from the least above – looking at
the epic poem in five different ways.
1 – Even with help from the instructor the student is
unable to write on three selections (they maybe able to write on 1-4) looking at
the epic poem in different ways.
UNIT I:
MEDIEVAL LITERATURE: HEROES, MONSTERS and POETS
The Medieval
Period marked the transformation from oral to written literature, from
pagan to Christian religion, from myth to recorded history, from
political chaos to social order, from Old Roman power to the rise of
Northern Europe, from Old English (a more Germanic Language) to the
Modern English of Shakespeare. This period, roughly from the fall of
Rome in 476 A.D. to the beginning of the Renaissance (which in England
occurred during the Reign of Queen Elizabeth, who took power in 1558
A.D.), sees the formation of new World Order that is the foundation of
Western Culture and the Americas. The literature produced during this
time suggests a pre-historic warrior culture, but with a mix of
Christian philosophy and satire. By studying this period we become more
aware of where Europe came from and aware of how myths change to reflect
the values of a culture. We also see glimpses of old myths that our
society still clings to and holds dear.
This unit will explore
medieval literature that revolves around warriors, heroes, monsters and
the ideas of chivalry. We will look at the warrior culture and the roles
of individuals in these cultures—particularly the roles of the King
(and what makes a good king), the role of the warrior, the roles of
women, and the roles of poets (skalds) or storytellers. We will look at
the different ideas of afterlife, or the idea of Christianity vs.
Paganism, the themes of loyalty, pride, magic and magic’s use in the
world (especially in worlds associated with Christianity and/or
paganism). We will look at the theme of man alone in a hostile world,
why hospitality was important, banishment as a form of punishment and
blood-money as a form of justice, and the concept of fate (as in “It’s a
good day to die” mentality). We will also discuss the oral tradition
and contrast it with the written, and we will view how the English
language came to be what it is—meaning we will look at Old English and
Middle English and Modern English.
We will read the following
texts: “The Death of Concobar” – a story from the Ulster Hero Cycle;
“Branwen” – the 2nd branch of the Mabinogion about the war between Wales
and Ireland because of the mistreatment of a queen and bad hospitality.
The old Anglo-Saxon poems: “The Battle of Muldon”, “The Seafarer”, “The
Wanderer”, “A Wife’s Lament”. “Beowulf”, “Sir Gawain and the Green
Knight”, “The Death of King Arthur”, sections from the Canterbury Tales,
possibly the Saga of King Hrolf Kraki and his Champions, J.R. Tolkien’s
“Monsters and the Critics” and his sequel to “The Battle of Maldon” and
others.
For this unit you will have a final project, a final
test, an essay assignment, at least one creative writing assignment, and
various quizzes on various books. We will view a bit of history and
look into the humor and cruelty of an ancient world.
STUDY GUIDE and OBJECTIVES: Things you should know by end of Unit.
Note: Most importantly you should look back through your notes and returned quizzes, tests and assignments and read over them.
TEXTS
that you will need to know (and I mean know beyond comprehension), be
able to relate to themes, to other texts with similar themes (compare
and contrast), be able to explain symbols, make arguments about actions
of characters, etc.
“The Death of Conchobhar”
“Branwen, Daughter of Llyr”
“The Battle of Muldon”, “The Seafarer”, “The Wanderer”, “The Wife’s Lament”
Beowulf
Sir Gawain and the Green Knight
The Canterbury Tales
THEMES:
The Corruption of Power, Christianity vs. Paganism, Man Alone in a
Hostile World, The Roles of Woman, The Role of Christianity, The Roles
of Kings and Warriors, Loyalty, Pride, The Role of Magic, Fate, Faith,
Bloody-Money as a form of Punishment, Banishment, Good vs. Evil,
Hospitality, The Transitory Nature of Life, and any others we have
talked about.
Some Definitions you’ll need to remember: Wergild,
wyrd, kenning, alliteration, epic hero, epic poem, epic boast, romantic
literature, chivalry
List of Characters that you will need to
know: Conchobhar, Cet, Meis-Geghra, Finghin, Brandigiefran, Branwen,
Maholwch, Manawydan, Efnisien, Nisien, Beowulf, Grendal, Hygelac,
Hrothgar, Shield Sheafson, Wulfgar, Wiglaf, Unferth, Finn, Siegmund,
Weltheow, Morgan Le Fay, Sir Gawain, King Arthur, The Green Knight, The
Mistress, all the characters from “The Canterbury Tales”
For
major characters (or protagonists) make sure you can discuss character
flaws and what those flaws are meant to do – or how they inform us of
someone larger idea.
Motifs: ambush, birds and horses, the
mutilation of horses, betrayal while the king is away, divine
protection, the troublemaker, beheading, kin killing, important of
ancestors, reputation, the arming of the warrior, the fairy world, green
Symbols:
the brain-ball, the cauldron of resurrection, Heorot, Grendal, the
Dragon, the fiery lake (and Grendal’s mothers’ liar), hrunting, the
giant’s sword, Gawain’s shield, the girdle (remember characters
themselves can also be symbols)
Allusions: for each story or book be able to pick out some allusions and link them to a theme
Irony: For each story or book be able to pick out some ironies
Make
sure you keep a list of events from any book or story that backs up a
theme. You will need to use examples. Specific examples.
You will
need to be able to compare and contrast the four poems – Battle of
Muldon, The Seafarer, The Wanderer, The Wife’s Lament—with each other
and/or be able to connect to a theme and used to back up a larger book
(such as Beowulf).
Be able to generalize the differences between
the following: Anglo-Saxon, Celtic, and Welsh literature, between Old
English and Middle English, between the ideas of Sir Gawain and The
Canterbury Tales.
Objectives: By the end of this unit some of the things students should be able to do include
1) Define wergild and give examples from various stories on how it works and why it was important as a form of justice
2)
Define wyrd and give examples of heroes that followed this idea or code
of life. Explain with examples why it was important to warrior society.
3) Define kenning and give examples
4) Define alliteration and give examples from alliterative poems
5) Define Epic Hero and Epic Poem
6)
Keep a list of characters and be able to describe them and compare them
to characters from other stories in relation to themes
7) Define chivalry and describe how certain characters followed the chivalric code.
8) Keep a list of symbols and relate these to major themes
9) Keep a list of motifs involving “types of stories” or events that reoccur in oral tradition
10) Be able to describe the rules and structure of warrior society
11) Define scop and discuss the important of poets in some of these stories
12) Discuss flaws of characters and how these flaws cause characters downfall
13) Compare the Seafarer, Wanderer, Wife’s Lament by relating them to warrior society
14) Discuss irony (and type) in each of these works
15) Define “Frame Story”
16) Define and give elements of a “saga”
17)
Keep a list of events and descriptions that help you explore the
following themes: Man Alone in A Hostile World, Paganism vs.
Christianity, The Role of Kings, The Role of Warriors, The Role of
Women, The Idea of Honor, Good vs. Evil, Loyalty, Pride, Hospitality,
The transitory nature of life.
18) Define and give examples of allegory, allusion, personification, caesura, litotes, and aphorism
