...other act of humanity? If yes, the modern world would consider you an everyday hero. However back in the time of Beowulf, a hero is portrayed as a strong and courageous super human. And while ancient and modern hero archetypes may serve a purpose in literature, they do not accurately reflect what it means to be heroic in real life. Old stories and modern films use implied metaphors, the hero cycle, and are usually influenced by culture. Whereas a real life hero is not bound by a writers ideas, and acts on their own. In almost every heroic story or film the hero encounters a challenge. These challenges can be thought of as metaphors for heroes in real life. Beowulf goes through many challenges throughout the book, but a notable one is when he goes to Grendel’s mother’s lair. When he “sank though the murky waves for hours, and at last he saw the mud of the bottom” (570, 574) he goes through a challenge. This challenge is a great example of a metaphoric challenge. The water symbolizes all the things he must go through to get to his goal, the bottom. Also he was sinking for hours. This amount of time also shows that no matter how far away the goal seems, it’s always reachable in some way or another. A second instance of this is when Beowulf kills Grendel’s Mother and “her body fell to the floor, lifeless […] Beowulf rejoiced at the sight.” (642, 645). This illustrates that when completing your goal as a hero, you are rewarded. In this case Beowulf is rewarded with pleasure and the...
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...Dominic Bowen Beowulf Archetype Hero essay Within the tale of “Beowulf” four character traits can be found which define the Anglo Saxon Hero. The first is loyalty, as demonstrated by the relationship between Lord and thane. According to page 23 of the “Beowulf” introduction, “a relationship based less on subordination of one man’s will to another than on mutual trust and respect.” The second and third characteristics are strength and courage. The importance of these specific traits to the Anglo-Saxon people is clearly presented during the reciting of Sigemund’s tale within Heorot. As the song states, “He was adventurer most famous, far and wide through the nations, for deed of courage – he had prospered from that before, the protector of warriors – after the war-making of Heremod had come to an end, his strength and his courage” (38). The final piece which comprises the Anglo-Saxon hero is the notion of fame. The only afterlife a warrior could ever aspire to have was immortality through fame. One again this is explained by the introduction to the story, “Beowulf’s chief reward is pagan immortality the memory in the minds of later generations of a hero’s heroic actions” (24-25). By understanding what defines a hero it is a simple matter to comprehend why Beowulf is considered by some to be the greatest of all. He posses unfaltering loyalty to his king and allies, and save for his final battle his thanes show the same devotion to him. His strength is unparalleled, as he is...
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...Trails of heroic fate of Beowulf Introduction The narrative of epic poem Beowulf consists of three episodes in which the hero is engaged in the peculiar mission of fighting with three fabulous monsters (Fisher 1958, p.173). The first monster Grendel is quickly defeated; the second, Grendel’s dam is depicted with greater elaboration but also ends in demise at the hands of Beowulf; and the eventual dragon, distanced from the previous two in a span of fifty years, brings the heroic career of aging Beowulf to an end. The unity of Beowulf’s three fights from ease to death, perceived by some researchers like Klaeber (1950), holds the epic together. Others see the epic poem more than a collection of three different fights in a hero’s life, but it is united and intertwined by two parts—the fights with Grendel and his dam and the final dragon fight—signaling “the opposition of hero and king, youth and age, the beginning and ending of a life achievement” (Tolkien 1936). On the basis of this premise, Fisher (1958) conceives the theme of the epic as the “doom of Beowulf”, the integration of “redemption and judgment treated in a way which skillfully blends the Germanic hero with the Christian saint” (p.171). Wrenn (1958) states the similar notion, arguing Beowulf, a Germanic hero, shows his greatest splendor “ not alone in winning glory by victory, but rather by finding his supremely noble qualities especially in the moment of death in battle”. The essay aims to analyze the three fights...
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...1004 November 20, 2013 Formal Essay Assignment Throughout the years there have been different interpretations on medieval and ancient literature. Ancient Greek literature has seemed to stem from involving many stories about the interventions of the gods and the consequences they have on man. While medieval literature is consumed by religious writings that involve a romantic hero that faces a quest of chivalry and conquers an evil villain. Medieval literature also branches from knights behaving in a certain code of ethics that involve taking oaths and being loyal to their kings and individuals while in combat. While viewing medieval and ancient literature I perceived a couple interesting aspects that are influential with modern society. Honor and leadership are seen today not only from men, but also women. Also, fidelity and women have been The oldest poem in English language literature Beowulf is one of the most symbolic forms of medieval literature to be created. The poem depicts several emotions and characteristics that are still used today in modern society. While Beowulf is still on a conquest to help the good of his family heritage, he faces a dilemma with leadership and honor. He is constantly proving himself throughout the poem to be seen as a superior dominant figure for his people and at the same time, wants to be respected and seen in a heroic light. Although this poem depicts a glimpse of the past, the vast majority of men in modern day society, want to be seen or...
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...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 the epoch preceding, and how each aided in the development of a national literature. (3) A readable biography of every important writer, showing how he lived and worked, how he met success or failure, how he influenced his age, and how his age influenced him. (4) A study and analysis of every author's best works, and of many of the books required for college-entrance examinations. (5)...
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...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 page. During the second session, each student revised his or her draft and submitted a final composition, which was scored in the areas of Topic Development and Standard English Conventions. The Scoring Guides for the MCAS English Language Arts Composition are available at www.doe.mass.edu/mcas/student/elacomp_scoreguide.html. Reference Materials At least one English-language dictionary per...
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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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...History of English Literature Overview Anglo-Saxon Literature (500-1100) The Angles and Saxon conquered what is now called England in the 5th and 6th centuries. Christian missionaries taught the English to write. Northumbria soon produced Caedmon and Bede. Heroic poetry of a Christian kind is the chief legacy of Old English literature, notably Beowulf and the Elegies. A considerable prose literature grew up after King Alfred. Middle English Literature (1100-1500) Literature in England in this period was not just in English and Latin but in French as well and developed in directions set largely in France. Epic and Elegy gave way to romance and Lyric. English writing revived fully in English after 1360 and flowered in the reign of Richard II (1372-99). It gained a literary standard in London English after 1425 and developed modern forms of verse, prose and of Drama. The conquest of England in 1066 by William of Normandy displaced English as medium of literature. The language of new rulers was French. Saxons dealing with the King had to learn French and French was the language of court and the law for three centuries. Four genres of Middle English are: i. 1. Fabliau 2. Lyric 3. Dream Allegory 4. Ballad Geoffrey Chaucer Chaucer is the best story teller and the narrative poet. Chaucer tells his stories in a most effective way. He has the knack of transforming an old tale into a new one in such a manner that its appeal increases manifold and its human...
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...THE BIBLE’S INFLUENCE ON ENGLISH-AMERICAN LITERATURE by Zhang Lanlan June, 2007 Xiaogan University Abstract As the sutra of the Christianity, the Bible has a great influence on both English and American literature and offers an eternal theme of their literary creation .English and American writers use stories of the Bible by three main methods. First, they quote person's names or stories of the Bible as the characters' names or plots of the creations from the Bible directly. Sometimes they make some changes on the original stories. Sometimes they quote stories directly from the Bible as the writing materials. Second, they make use of symbolic meaning of the Bible by some technical such as simile, metaphor and symbolism, so that the stories could exert a great influence on contrasting with the new products. Third, they merge the plots of the Bible to give connotative efforts to the readers. Exploring the methods helps us know the western culture and consciousness, have a good appreciation and study for the English-American literature. key words: English-American literature ; the Bible; methods 《圣经》在英美文学作品中的影响 摘要 作为基督教的经典，《圣经》对英美文化影响深远，为英美文化创作提供了永恒的母题。英美作家化用《圣经》故事的主要方法有：直接引用《圣经》中的人名作为作品的人物名称，或直接引用《圣经》故事或对原型故事进行变形或处理，作为创作素材；通过比喻，隐喻或象征等手法，把《圣经》故事的寓意融汇到作品情节中或人物性格里，使这些故事发挥有力的陪衬作用；使作品中的人物，故事和情节与《圣经》故事大体对应，让《圣经》能穿越时空的限制，从而发挥隐含的参照作用。 探讨英美作家化用《圣经》的方法，有助于我们了解英美文化的思想意识，更好的学习，欣赏乃至研究英美文学作品。 关键词：英美文学；《圣经》；方式 ...
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...accessibility to teenagers, able readers can view the play from a more literary perspective, examining the themes of hostility ad its effect on the innocent, the use of deception and its consequences, and the effects of faulty decision making. They can study how the characters function within the drama and how Shakespeare uses language to develop plot, characters, and themes. The most able students can develop skills involved in literary criticism by delving into the play’s comic and tragic elements and its classically tragic themes: the role of fate and fortune, the inevitable nature of tragedy, and the isolation of the tragic hero. This teacher’s guide will be divided into several parts: (1) a brief literary overview, including a synopsis and commentary on the play; (2) suggestions for teaching the play, including activities, discussion questions, and essay topics to be used before, during, and...
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...dramatizations for the Elizabethan stage. Shakespeare knew how to entertain and involve an audience with fast-paced plots, creative imagery, and multi-faceted characters. Macbeth is an action-packed, psychological thriller that has not lost its impact in nearly four hundred years. The politically ambitious character of Macbeth is as timely today as he was to Shakespeare's audience. Mary McCarthy says in her essay about Macbeth, "It is a troubling thought that Macbeth, of all Shakespeare's characters, should seem the most 'modern,' the only one you could transpose into contemporary battle dress or a sport shirt and slacks." (Signet Classic Macbeth) Audiences today quickly become interested in the plot of a blindly ambitious general with a strong-willed wife who must try to cope with the guilt engendered by their murder of an innocent king in order to further their power. The elements of superstition, ghosts, and witchcraft, though more readily a part of everyday life for the Renaissance audience, remain intriguing to modern teenagers. The action-packed plot, elements of the occult, modern characterizations, and themes of import to today's world make Macbeth an excellent choice for teaching to high school students. This study guide offers ideas for presenting Macbeth to a high school class. The activities have been divided into sections: 1. 2. 3. 4. a brief literary overview, including a synopsis and commentary on the play; suggestions...
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... • Omniscient narration: The narrator knows all of the actions, feelings, and motivations of all of the characters. For example, the narrator of Leo Tolstoy’s Anna Karenina seems to know everything about all the characters and events in the story. • Limited omniscient narration: The narrator knows the actions, feelings, and motivations of only one or a handful of characters. For example, the narrator of Lewis Carroll’s Alice’s Adventures in Wonderland has full knowledge of only Alice. • Free indirect discourse: The narrator conveys a character’s inner thoughts while staying in the third person. Gustave Flaubert pioneered this style in Madame Bovary, as in this passage: “Sometimes she thought that these were after all the best days of her life, the honeymoon, so-called.” Objective narration: A style in which the narrator reports neutrally on the outward behavior of the characters but offers no interpretation of their actions or their inner states....
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...Beginning theory An introduction to literary and cultural theory Second edition Peter Barry © Peter Barry 1995, 2002 ISBN: 0719062683 Contents Acknowledgements - page x Preface to the second edition - xii Introduction - 1 About this book - 1 Approaching theory - 6 Slop and think: reviewing your study of literature to date - 8 My own 'stock-taking' - 9 1 Theory before 'theory' - liberal humanism - 11 The history of English studies - 11 Stop and think - 11 Ten tenets of liberal humanism - 16 Literary theorising from Aristotle to Leavis some key moments - 21 Liberal humanism in practice - 31 The transition to 'theory' - 32 Some recurrent ideas in critical theory - 34 Selected reading - 36 2 Structuralism - 39 Structuralist chickens and liberal humanist eggs Signs of the fathers - Saussure - 41 Stop and think - 45 The scope of structuralism - 46 What structuralist critics do - 49 Structuralist criticism: examples - 50 Stop and think - 53 Stop and think - 55 39 Stop and think - 57 Selected reading - 60 3 Post-structuralism and deconstruction - 61 Some theoretical differences between structuralism and post-structuralism - 61 Post-structuralism - life on a decentred planet - 65 Stop and think - 68 Structuralism and post-structuralism - some practical differences - 70 What post-structuralist critics do - 73 Deconstruction: an example - 73 Selected reading - 79 4 Postmodernism - 81 What is postmodernism? What was modernism? -...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSICS EDITION OF G EORG E B E R N A R D S HAW ’S PYGMALION By LAURA REIS MAYER BUNCOMBE COUNTY SCHOOLS, ASHEVILLE, NORTH CAROLINA S E R I E S E D I T O R S JEANNE M. MCGLINN, Ph.D., University of North Carolina at Asheville and W. GEIGER ELLIS, Ed.D., University of Georgia, Professor Emeritus 2 A Teacher’s Guide to the Signet Classics Edition of George Bernard Shaw’s Pygmalion TABLE OF CONTENTS An Introduction .......................................................................................3 Synopsis of the Play .................................................................................3 Prereading Activities .................................................................................6 During Reading Activities ......................................................................13 After Reading Activities .........................................................................21 About the Author of this Guide .............................................................29 About the Editors of this Guide .............................................................29 Full List of Free Teacher's Guides...........................................................30 Click on a Classic ..................................................................................31 Copyright © 2007 by Penguin Group (USA) For additional teacher’s manuals, catalogs, or descriptive brochures, please email academic@penguin.com or write...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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