...Summer Assignment for AA Junior English 2009-10 Welcome to next year’s AA Junior English class! The class is as rigorous as it is enriching, in that it covers more than a thousand years of British literature and culture. During the summer, you must read Seamus Heaney’s translation of Beowulf and complete the assignments listed (including the 25 vocabulary words). Heaney’s translation is available at most bookstores, or you can order his version online (or ask a current AA Junior English student if you can buy his/her used copy). The ISBN is 0393320979. It has a black cover, with a picture of a head and shoulders covered in chain mail. No other version is acceptable! DUE: Monday, August 12, 2009. STEP #1 – Purchase and read the Beowulf version listed above (both Borders at Superstition Springs Mall and Barnes and Noble at ValVista and the 60 know you will need to purchase this book). The text on the right side (the odd numbered pages) is the modern translation. STEP #2 – Complete the Vocabulary assignment (it may actually serve you better to complete the vocabulary assignment prior to reading the text). Make sure the definitions you use match the use of the word in context. You will be responsible for knowing the definitions of these words as they are used in context in the epic. Type each word and its definition in Times New Roman font, size 12. 1. anathema (page 9) 14. whorled (127) 2. lair (11) 15. ensconced (131) 3. wassail (11) 16...
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...because I wanted to see how fun she makes English and it was a lot of fun.Writing is like cooking you can only have a few ingredients but, you can make something actually mouth-watering out of it. Overall, I have greatly improved my writing skills for the future. The first essay that I would like to talk about is my Romanticism Fictional Narrative that I made in my 10th grade English class. The reason why I chose to talk about this essay is because it shows how creative I can without an outline. What I liked about this essay is how creative and descriptive it is. I made this essay by basically going off what my brain imagined. What I learned from this essay is when I do not use an an outline my ideas are more artistic....
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...recognize as heroic.” More importantly, the archetypal hero has some “…form of journey (the hero's journey archetype); these needn't be physical journeys like Homer's epics, but also spiritual journey(s)…” In the Anglo-Saxon poem, Beowulf slays dragons and monsters, as well as becomes king, and sails across vast oceans—however, Beowulf’s ultimate purpose to his journey is to be remembered for what a renowned hero he once was, as well as gain recognition from others for his heroic battles. Beowulf can be considered an archetypal hero because he possesses attributes that would be considered heroic, and also goes on a physical as well as spiritual journey. In the story of Beowulf, Beowulf has an ultimate journey that involves a call to adventure, followed by a refusal of the call, as well as reward (seizing the...
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...Stephanie Newman English 41 Midterm Essay Beowulf: Man and Monstrosity After winning his fight against the monster Grendel, Beowulf stands on rooftop and holds up the demon’s torn-off arm, displaying the mangled limb for all to see. Our hero has just defeated this monster whose attacks on the mead-hall Heorot lasted for years, thereby relieving the Danes of “no small affliction” (832). This victory scene can easily be read as a rally of hope against the grim threat of monstrosity in Beowulf—but that would be to ignore the monstrous nature of the scene itself. There is a certain horror in watching Beowulf revel unabashedly in his slaughter of another creature. As he exhibits Grendel’s “shoulder and arm, his awesome grasp” we are invited to question what “awesome” signifies in this context (835). Are we repulsed by Grendel’s destructive force? And are we impressed by Beowulf’s equally grotesque power? If monstrosity is the insolvable problem in Beowulf, then the question at hand is where it becomes manifest: in monster, or in man. One clear fact about Beowulf’s monsters is that they are pitilessly committed to human destruction. The damage they cause to the Danes and the Geats is immeasurable, and their acts of terror afford impressive description in the text. Whole sections of the epic are dedicated to the monsters’ assaults on humans. From Grendel’s first attack on Heorot, the monster gruesomely kills men by the fistful; he is depicted, in a brutely alliterative line...
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...The Power of Knowledge Knowledge can be approached in different ways and numerous interpretations are considered. Knowledge can be stimulated through humility or ignorance. I have selected three separate texts that illustrate the connection human aspirations and knowledge has in common and the impact hierarchy rankings have on one’s insight. The literary analysis essay interprets and defines the term “knowledge”. The meaning focuses around learning, instruction, insight, philosophy, and proficiency. The texts that will be used throughout the essay as sources are: Beowulf translated by Michael Swanton, The Wife of Bath’s Tale and the author is Geoffrey Chaucer, and The Tempest which is a product of William Shakespeare. Characters from the chosen texts demonstrate their perception of knowledge and wisdom based on the significance of superficial existence. People’s assumed power and privilege promote certain actions they could partake in when trying to fulfill personal desires. Acts of knowledge can be either appropriate or inappropriate gestures. It is difficult to distinguish right from wrong deeds the overall circumstances has to be examined and the answer lies in the outcome of the decision when wisdom was applied. There is good and evil in everyone, selfless or self-centered choices formulate one’s character and the observed perception others have. The texts educate the reader that karma usually constructs challenges or rewards depending on if your knowledge was practiced...
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...James Walker English 240 Professor Johnson 24 November 2008 The Associated Importance of Grendel’s Mother “In revenge and in love, woman is more barbarous than man” --Friedrich Nietzsche Among the phratry of characters descended from the lines of the epic poem Beowulf, none capture the reader’s attention as “the son of Ecgtheow,” Beowulf himself, and perhaps few others as the three prominent monsters he finds himself grappling with. In the Norton Anthology of English Literature, Volume A, the editor’s introduction to Beowulf notes the inclination towards the three monsters in the poem center[ing] around Beowulf’s three great fights against preternatural evil, which inhabit the dangerous and demonic space surrounding human society” (31). However, despite the critical importance of Grendel’s mother, both as an overwhelming presence in the fight with Beowulf and as a symbol of reflection, the climax and resolution in the first half of the poem, it is easy to miss her prominence due to the limited number of poetic lines she’s given. Thus, the essay attempts to provide credit where credit is due in analyzing how the physical description and Grendel’s mother’s presence is significant or enhances a reader’s understanding of the poem, in emphasizing Beowulf’s increasing aptitude as hero, as well as to the overall poem. Grendel’s mother, unknown to the reader until well after her son’s detached arm is returned to him, is overshadowed by the poem’s abundant reference...
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...VIII. English Language Arts, Grade 10 A. Composition B. Reading Comprehension Grade 10 English Language Arts Test Test Structure The grade 10 English Language Arts test was presented in the following two parts: ■ the ELA Composition test, which used a writing prompt to assess learning standards from the Massachusetts English Language Arts Curriculum Framework’s Composition strand ■ the ELA Reading Comprehension test, which used multiple-choice and open-response questions (items) to assess learning standards from the English Language Arts Curriculum Framework’s Language and Reading and Literature strands A. Composition The spring 2012 grade 10 English Language Arts (ELA) Composition test and Composition Make-Up test were based on learning standards in the Composition strand of the Massachusetts English Language Arts Curriculum Framework (2001). The learning standards for the Composition strand appear on pages 72–83 of the Framework, which is available on the Department website at www.doe.mass.edu/frameworks/current.html. ELA Composition test results are reported under the reporting categories Composition: Topic Development and Composition: Standard English Conventions. Test Sessions and Content Overview The ELA Composition test included two separate test sessions, administered on the same day with a short break between sessions. During the first session, each student wrote an initial draft of a composition in response to the appropriate writing prompt on the next...
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...epidemic in Boston. He decided his biology essay would be about smallpox. Smart choice for Mitty because he seemed to be attached to the envelope, so why not choose the topic. The dead doctor would be at blame, mostly. He had decide it to be a good idea to keep scabs from the 1902 Boston Smallpox Epidemic. Many ‘what if’s’ are in question, such as, What if the doctor had not kept them? Would Mitty have ever had a topic? Would Mitty have possibly contracted the smallpox disease?. All those what if’s and thoughts run through your mind while another one does, who is to blame? His mother would be partially to blame, just not as much as the doctor. She had bought the medical textbook from the doctor and let her son, Mitty Blake, use it. If she knew what the book contained I doubt she would let Mitty near it though. Mitty keeping the scabs a secret was not the right choice to pick on his part either. Since Mitty didn’t tell anyone anything his friends and family suspected nothing, including his mother. If she knew her son was struggling she would blame herself and no one needed that so Mitty kept it to himself. Mr. Lynch, Mitty’s biology teacher, is also kind of to blame. He assigned the assignment to the class and expected many expectations which Mitty is a slacker and procrastinator so he had difficulties completing the task. Mr. Lynch and Mrs. Abram had special plans to get Mitty involved with school more so they assigned essays, one about disease and the...
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...Review for Midterm #1—Classical & Medieval Cultures The in-class portion of the exam will consist of 30 objective questions (multiple-choice and matching) and 2 short answer questions (no more than three sentences per answer). The in-class portion of the exam will be worth 100 points. The out-of-class essay will be worth an additional 100 points. See below for the out-of-class essay questions. Ancient Near Eastern & Greek Culture Terms: Trojan War, anthropomorphism, polytheism, monotheism, Archaic Age, Classical Age, Hellenistic Age Art & Artworks: Sculpture: relief sculpture, free-standing sculpture, idealism, naturalism; characteristics of Archaic sculpture, kouros, kore; characteristics of Classical sculpture, Myron, Discus Thrower, Polycleitus, Spear-Bearer, Canon, unknown sculptors, Zeus, Three Goddesses,, Praxiteles, Aphrodite of Knidos; characteristics of Hellenistic sculpture, Laocoon and his Sons, Old Shepherdess ; Architecture, frieze, pediment, entablature, capital, metope, triglyph,; Characteristics of Doric, Ionic, and Corinthian styles, Parthenon, Temple of Athena Nike, Erectheion (with Porch of the Maidens), Propylaia Literature & Drama: epic poetry, Epic of Gilgamesh, Homer, Iliad, Odyssey; Hesiod, Theogony; Theater of Dionysus, tragedy, comedy, Oresteia of Aeschylus, Antigone & Oedipus the King by Sophocles, Medea by Euripides, Lysistrata by Aristophanes, characteristics of tragedy, hubris, hamartia, catharsis Thought: Pre-Socratic...
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...ENGLISH LITERATURE ITS HISTORY AND ITS SIGNIFICANCE FOR THE LIFE OF THE ENGLISH-SPEAKING WORLD A TEXT-BOOK FOR SCHOOLS BY WILLIAM J. LONG, PH.D. (Heidelberg) TO MY FRIEND C H T IN GRATITUDE FOR HIS CONTINUED HELP IN THE PREPARATION OF THIS BOOK CANTERBURY PILGRIMS From Royal MS., 18 D.ii, in the British Museum PREFACE This book, which presents the whole splendid history of English literature from Anglo-Saxon times to the close of the Victorian Era, has three specific aims. The first is to create or to encourage in every student the desire to read the best books, and to know literature itself rather than what has been written about literature. The second is to interpret literature both personally and historically, that is, to show how a great book generally reflects not only the author's life and thought but also the spirit of the age and the ideals of the nation's history. The third aim is to show, by a study of each successive period, how our literature has steadily developed from its first simple songs and stories to its present complexity in prose and poetry. To carry out these aims we have introduced the following features: (1) A brief, accurate summary of historical events and social conditions in each period, and a consideration of the ideals which stirred the whole nation, as in the days of Elizabeth, before they found expression in literature. (2) A study of the various literary epochs in turn, showing what each gained from...
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...large roles in the poem. Both play their part but are described very little. Wealthow is often only called the "gold-ringed queen" and only exists to play "a noble woman who knew what was right" (Raffel, 31). Despite her noble status, Wealthow holds her tongue and is only mentioned when she serves Beowulf and his soldiers mead from a jeweled cup. Grendel's mother, on the other hand, plays a slightly bigger role, but only as an evil idenity. Her name is never revealed and she is only known as Grendel's mother, signifying that the male defines the female. Additionally, Grendel's mother is the only female character that poses a threat to Beowulf and his men. Unfortunately, she is portrayed as a "mighty water witch", insinuating that any woman who defied an man was evil and wicked (Raffel, 41). These two female characters demonstrate the Anglo-Saxon ideas that women should be figures rather than hold any real power. Notes how women have become stronger forces in the world, yet are still held back by men. In the movie, Grendel's mother is shown to be little more than a sex object in the eyes of men, which actual allows her to hold power over them. She is able to seduce Hrothgar and Beowulf, creating sons for her evil to live on through. These monsters eventually attack the men as the repercussions of the "sins of the fathers" (Zemeckis). Grendel's mother demonstrates everything the Anglo-Saxon's thought women should not be: a woman who held power of the men. Grendel's mother shows the...
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...Class Professor Humphrey Due May 21, 2015 Essay 4: Development of Heroes (+Hamlet) The Heroes of the Greek and Rome poetries share few common uniqueness. They are heroic in that they all sacrifice, they are all intelligent, they all have their own faith or luck, they are all remembered or also known as Kleos and they all wander and deal with many problems. We have read many of them in this course such as Odysseus, Oedipus, Aeneas, Achilles and Beowulf. Then there is the great Hamlet who is not one of the Greek Heroes but a character from a play by William Shakespeare. Today in this essay, I want to compare some of the Greek poetry characters with the Prince Hamlet. First of all, I want to talk about few similarities between Hamlet and one of the Greek poet characters we have learned from this course. In my opinion, the story of Hamlet itself can be very analogous to the story of the poetry Oedipus. Both of the story have a plague or a outbreak going on from the beginning of the story. In the Oedipus the King, it starts with the Plague of Thebes where then Oedipus start to take actions for his people. This is where he shows his heroic features being a great leader for his city and sacrificing himself to solve the problem. The play Hamlet also starts with an outbreak and there seems to be something strange. The play starts with, "who’s there?" (Act 1 scene 1 line 1) by one of the guards. The fact that the play starts out with a question and with a guard, it foreshadows that there...
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...English 175-‐02: Introduction to Literary Genres Instructor: Aaron Schab aschab@uidaho.edu 209 Brink Hall Department of English University of Idaho Course Meets: Life Sciences South 163 Monday/Wednesday/Friday 9:30 am – 10:20 am January 9, 2013 – May 10, 2013 Course Description In this class, we will learn about the basic conventions and terms used to understand and discuss the three major genres of literature: fiction, poetry, and drama. This class will help you understand the sometimes baffling world of literature, and is intended to provide the general student with basic experience in literary analysis. Additionally, I hope this class will lead you to a lifelong appreciation for (and engagement with) reading literature. Although this class features extensive reading and writing, it is not necessary for you to be a bookworm or a writing superstar to succeed in this class – if you ...
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...Senior English Curriculum Map: 2010-2011 School Year English IV * Note: “Sacred Book List” Addendum is at the end of this document Quarter #1 August 23 to October 22 Essential Questions: 1. How do writers and artists organize or construct text to convey meaning? 2. What does it mean to be a stranger in the village? Unit Goals 1. To understand the relationship between perspective and critical theory. 2. To apply critical theories to various texts studied and created. 3. To control and manipulate textual elements in writing to clearly and effectively convey a controlling idea or thesis. Student Published Portfolios: For each of the first three quarters, students are required to complete three to four published writing portfolio products. Quarter 4 is devoted to completion of the Laureate Research Project. . Pacing: This map is one suggestion for pacing. Springboard pacing guides precede each unit in the “About the Unit” sections and offers pacing on a 45-minute class period length. Prentice Hall Literature – Use selections from Prentice Hall throughout the quarter to reinforce the standards being taught as well as the embedded assessments within the SpringBoard curriculum. QUARTER #1 SpringBoard Curriculum Pacing Guide August 23 – October 22 Standards and Benchmarks | Unit Pacing Guide | SpringBoard Unit/Activities | Assessments | SpringBoard Unit 1Literature * The students will analyze and compare significant works of...
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...Министерство образования и науки Республики Казахстан Кокшетауский государственный университет им. Ш. Уалиханова An Outline of British Literature (from tradition to post modernism) Кокшетау 2011 УДК 802.0 – 5:20 ББК 81:432.1-923 № 39 Рекомендовано к печати кафедрой английского языка и МП КГУ им. Ш. Уалиханова, Ученым Советом филологического факультета КГУ им. Ш. Уалиханова, УМС КГУ им. Ш. Уалиханова. Рецензенты: Баяндина С.Ж. доктор филологических наук, профессор, декан филологического факультета КГУ им. Ш. Уалиханова Батаева Ф.А. кандидат филологических наук, доцент кафедры «Переводческое дело» Кокшетауского университета им. А. Мырзахметова Кожанова К.Т. преподаватель английского языка кафедры гуманитарного цикла ИПК и ПРО Акмолинской области An Outline of British Literature from tradition to post modernism (on specialties 050119 – “Foreign Language: Two Foreign Languages”, 050205 – “Foreign Philology” and 050207 – “Translation”): Учебное пособие / Сост. Немченко Н.Ф. – Кокшетау: Типография КГУ им. Ш. Уалиханова, 2010 – 170 с. ISBN 9965-19-350-9 Пособие представляет собой краткие очерки, характеризующие английскую литературу Великобритании, ее основные направления и тенденции. Все известные направления в литературе иллюстрированы примерами жизни и творчества авторов, вошедших в мировую литературу благодаря...
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