English 227: Final Study Guide
Wednesday, March 17th from 11-1pm in HSB-2
For the final, be able to….
1. Define tragedy, and explain why Paradise Lost could be considered a tragedy, citing specific evidence from the text.
2. Explain how the political turmoil of the day (Cromwell, the Restoration) informs Paradise Lost.
3. Indicate some significant events that occurred between 1660 and 1785.
4. Explain what The Royal Society was, and Cavendish’s and Swift’s views of it, as evidenced in their writings.
5. Compare and contrast Swift’s “Stella’s Birthday, 1719” (1180-1181) with Shakespeare’s Sonnet 130 (741), citing similarities/differences in both content and form.
6. Define satire and explain why “A Modest Proposal” OR Gulliver’s Travels is effective satire.
7. Identify one theme in Thomas Gray’s “Elegy Written in a Country Churchyard, and show how specific rhetorical devices (alliteration, metaphor, etc.) support this theme.
8. Provide insight into what it might have been like to be a (middle/upper-class) woman in the 18th century, drawing on what you know of the lives of Anne Finch, Lady Montagu, and Mary Wollstonecraft.
9. Summarize the main points of the excerpt you read of Wollstonecraft’s “Vindication.”
10. Describe the historical role Lady Montagu played in eradicating small pox in Britain.
11. Compare and contrast the theme of beauty as it’s developed in Montagu’s “The Small Pox” and Wollstonecraft’s “Vindication.”
12. Be able to compare/contrast two works from the following list – Paradise Lost, New Blazing World, Gulliver’s Travels, or "Essay on Man" – discussing each work’s purpose, and what each work has to say about human nature, given the world it depicts.
Monday, March 15, 2010
Tuesday, March 9, 2010
Wednesday, March 10th
In-class writing:
Individually, respond to the following quote from “A Vindication of the Rights of Woman”: “The conduct and manners of women, in fact, evidently prove that their minds are not in a healthy state; for, like the flowers which are planted in too rich a soil, strength and usefulness are sacrificed to beauty; and the flaunting leaves, after having pleased a fastidious eye, fade, disregarded on the stalk, long before the season when they ought to have arrived at maturity” (112).
Then, in groups, answer the following questions:
1. What facts interested you about Mary Wollstonecraft’s life (pgs. 108-112)? Do you think her circumstances influenced her perspective on education? If so, how?
2. Wollstonecraft says she pays “particular attention to those in the middle class, because they appear to be in the most natural state” (113). What does she mean by this, and do you agree with her assertion?
3. What does Wollstonecraft mean when she says, “The soft phrases, susceptibility of heart, delicacy of sentiment, and refinement of taste are almost synonymous with epithets of weakness, and that those beings who are only the objects of pity and that kind of love, which has been termed its sister, will soon become objects of contempt” (114).
4. What does she say about the style in which she will write her “Vindication” – and her reasons for choosing it?
5. In summary, Wollstonecraft asserts that women have been taught “by the example of their mothers” (116) to fulfill a specific societal role. What is this role? In contrast, what is Wollstonecraft’s vision for what women can and should be?
6. What inconsistencies does Wollstonecraft see in Milton?
7. Do you feel this essay is still relevant in the 21st century? Why or why not?
Groups:
1) Lydia, Brenda, Surayya
2) Inessa, Jess, Melanie, Kathleen (Xiaoxi)
3) Frank, Becca, AJ, Jacqui
4) Kaitlyn, Hillery, Ashley
5) Sean, Janna, Mikenna, Melissa
Individually, respond to the following quote from “A Vindication of the Rights of Woman”: “The conduct and manners of women, in fact, evidently prove that their minds are not in a healthy state; for, like the flowers which are planted in too rich a soil, strength and usefulness are sacrificed to beauty; and the flaunting leaves, after having pleased a fastidious eye, fade, disregarded on the stalk, long before the season when they ought to have arrived at maturity” (112).
Then, in groups, answer the following questions:
1. What facts interested you about Mary Wollstonecraft’s life (pgs. 108-112)? Do you think her circumstances influenced her perspective on education? If so, how?
2. Wollstonecraft says she pays “particular attention to those in the middle class, because they appear to be in the most natural state” (113). What does she mean by this, and do you agree with her assertion?
3. What does Wollstonecraft mean when she says, “The soft phrases, susceptibility of heart, delicacy of sentiment, and refinement of taste are almost synonymous with epithets of weakness, and that those beings who are only the objects of pity and that kind of love, which has been termed its sister, will soon become objects of contempt” (114).
4. What does she say about the style in which she will write her “Vindication” – and her reasons for choosing it?
5. In summary, Wollstonecraft asserts that women have been taught “by the example of their mothers” (116) to fulfill a specific societal role. What is this role? In contrast, what is Wollstonecraft’s vision for what women can and should be?
6. What inconsistencies does Wollstonecraft see in Milton?
7. Do you feel this essay is still relevant in the 21st century? Why or why not?
Groups:
1) Lydia, Brenda, Surayya
2) Inessa, Jess, Melanie, Kathleen (Xiaoxi)
3) Frank, Becca, AJ, Jacqui
4) Kaitlyn, Hillery, Ashley
5) Sean, Janna, Mikenna, Melissa
Tuesday, March 9th
Today’s Agenda:
Listen to NPR story about Lady Montagu
In-class writing: Letters give us insight into the personal lives of authors, monarchs, etc., often offering a different perspective than their more formal works. Given that letter writing has become somewhat obsolete, having been replaced by e-mail, texting, etc., where do you think future generations will obtain such insights?
In-class writing: What is the tone of “The Small-Pox”? Cite 3 quotes from the poem to support your answer. Select one from stanzas 1-4, one from stanzas 5-7, and one from stanzas 8-10. How do you feel about the narrator after reading this poem? Explain.
Listen to NPR story about Mary Wollstonecraft
Listen to NPR story about Lady Montagu
In-class writing: Letters give us insight into the personal lives of authors, monarchs, etc., often offering a different perspective than their more formal works. Given that letter writing has become somewhat obsolete, having been replaced by e-mail, texting, etc., where do you think future generations will obtain such insights?
In-class writing: What is the tone of “The Small-Pox”? Cite 3 quotes from the poem to support your answer. Select one from stanzas 1-4, one from stanzas 5-7, and one from stanzas 8-10. How do you feel about the narrator after reading this poem? Explain.
Listen to NPR story about Mary Wollstonecraft
Monday, March 8, 2010
Monday, March 8: Anne Finch and Lady Montagu
Today, we'll focus on Anne Finch and Lady Montagu (whom you may remember from our presentation on women writers earlier in the quarter!) After a short presentation, please answer the following questions about Anne Finch's poems:
1) Is Finch's portrayal of Adam/Eve closer to Lanyer's or Milton's? Explain.
2) What is the rhyme scheme of this poem?
3) What is the meter of this poem? (See handout, Tips for Scanning Poetry)
4) Why do you think Finch chose to write "Friendship between Ephelia and Ardelia" as a dialogue? How does it impact your reading of the poem?
5) Read "Life's Progress" and briefly outline the stages of life; which stage does Finch seem to prefer? (Cite evidence from the poem to support your answer.) Also, discuss some of the metaphors Finch uses as well as their significance.
Pisgah = the mountain in the Bible from which Moses saw the Promised Land for the first time
Groups:
1) Lydia, Brenda, Surayya
2) Inessa, Jess, Melanie
3) Frank, Becca, AJ, Jacqui
4) Kaitlyn, Hillery, Ashley
5) Jordan, Janna, Mikenna
1) Is Finch's portrayal of Adam/Eve closer to Lanyer's or Milton's? Explain.
2) What is the rhyme scheme of this poem?
3) What is the meter of this poem? (See handout, Tips for Scanning Poetry)
4) Why do you think Finch chose to write "Friendship between Ephelia and Ardelia" as a dialogue? How does it impact your reading of the poem?
5) Read "Life's Progress" and briefly outline the stages of life; which stage does Finch seem to prefer? (Cite evidence from the poem to support your answer.) Also, discuss some of the metaphors Finch uses as well as their significance.
Pisgah = the mountain in the Bible from which Moses saw the Promised Land for the first time
Groups:
1) Lydia, Brenda, Surayya
2) Inessa, Jess, Melanie
3) Frank, Becca, AJ, Jacqui
4) Kaitlyn, Hillery, Ashley
5) Jordan, Janna, Mikenna
Sunday, March 7, 2010
Friday, March 5th
Today, groups met to work on presentations, and individuals conducted research related to their final papers. We'll be back in HSB-2 Monday.
Thursday, March 4, 2010
Thursday, March 4th
Today, first finish these four questions from yesterday:
Alexander Pope Questions:
What is the author's stated or implied purpose for writing this work?
What are the key features of the world in which the character(s) find themselves?
What is the author saying about human nature through his portrayal?
How did the time in which the author lived inform his vision?
Then, choose one word (love, soul, reason, innocence) and....
1) Define it (in your own words). It may have multiple definitions.
The format for a definition: Word to be defined + is + general class + the quality which makes it unique
Example: rhythm is a movement or procedure with uniform or patterned recurrence of a beat, accent, or the like.
2) Then find examples of its usage in the works we've read this quarter. See Johnson's dictionary on pgs. 1394-1398 for an example.
Alexander Pope Questions:
What is the author's stated or implied purpose for writing this work?
What are the key features of the world in which the character(s) find themselves?
What is the author saying about human nature through his portrayal?
How did the time in which the author lived inform his vision?
Then, choose one word (love, soul, reason, innocence) and....
1) Define it (in your own words). It may have multiple definitions.
The format for a definition: Word to be defined + is + general class + the quality which makes it unique
Example: rhythm is a movement or procedure with uniform or patterned recurrence of a beat, accent, or the like.
2) Then find examples of its usage in the works we've read this quarter. See Johnson's dictionary on pgs. 1394-1398 for an example.
Wednesday, March 3, 2010
Wednesday, March 3rd
Thomas Gray's "Elegy Written in a Country Churchyard"
Setting the tone (stanzas 1-3)- “knell” (line 1), “weary way” (line 3), “solemn stillness” (line 6), “complain” (in this context, to express sorrow) – (line 10)
Themes
Mourning - (Stanzas 1-3)
The inevitability/permanence of death – “The cock’s shrill clarion, or the echoing horn,/No more shall rouse them from their lowly bed” (lines 19-20).
Death as the great equalizer – “The paths of glory lead but to the grave” (line 36).
The forces that shape a person’s life – “Their lot forbade: nor circumscribed alone/Their growing virtues, but their crimes confined” (lines 65-66)
Unrealized potential – “Some village-Hampden that with dauntless breast/The little tyrant of his fields withstood;/Some mute inglorious Milton here may rest,/Some Cromwell guiltless of his country’s blood” (lines 57-60).
Respect for the unhonored dead – “Let not Ambition mock their useful toil,/Their homely joys, and destiny obscure/Nor Grandeur hear, with a disdainful smile,/The short and simple annals of the poor” (lines 29-32); “For thee, who mindful of th’ unhonored dead” (line 93).
Interconnectedness: All manner of inanimate things and concepts (death, time, knowledge) are participating and even conversing with the author.
Literary devices
Rhyme scheme – abab cdcd efef etc.
Meter – iambic pentameter
Personification – “The moping owl does to the moon complain” (line 10); Can Honor’s voice provoke the silent dust” (line 43).
Alliteration – “pomp of power” (line 33) “shapeless sculpture” (line 79)
Symbolism – “Some heart once pregnant with celestial fire” (line 46)
Analogy – “Full many a flower is born to blush unseen,/And waste its sweetness on the desert air” (lines 55-56)
Alexander Pope
Biographical information - p. 1239
Questions:
What is the author's stated or implied purpose for writing this work?
What are the key features of the world in which the character(s) find themselves?
What is the author saying about human nature through his portrayal?
How did the time in which the author lived inform his vision?
Setting the tone (stanzas 1-3)- “knell” (line 1), “weary way” (line 3), “solemn stillness” (line 6), “complain” (in this context, to express sorrow) – (line 10)
Themes
Mourning - (Stanzas 1-3)
The inevitability/permanence of death – “The cock’s shrill clarion, or the echoing horn,/No more shall rouse them from their lowly bed” (lines 19-20).
Death as the great equalizer – “The paths of glory lead but to the grave” (line 36).
The forces that shape a person’s life – “Their lot forbade: nor circumscribed alone/Their growing virtues, but their crimes confined” (lines 65-66)
Unrealized potential – “Some village-Hampden that with dauntless breast/The little tyrant of his fields withstood;/Some mute inglorious Milton here may rest,/Some Cromwell guiltless of his country’s blood” (lines 57-60).
Respect for the unhonored dead – “Let not Ambition mock their useful toil,/Their homely joys, and destiny obscure/Nor Grandeur hear, with a disdainful smile,/The short and simple annals of the poor” (lines 29-32); “For thee, who mindful of th’ unhonored dead” (line 93).
Interconnectedness: All manner of inanimate things and concepts (death, time, knowledge) are participating and even conversing with the author.
Literary devices
Rhyme scheme – abab cdcd efef etc.
Meter – iambic pentameter
Personification – “The moping owl does to the moon complain” (line 10); Can Honor’s voice provoke the silent dust” (line 43).
Alliteration – “pomp of power” (line 33) “shapeless sculpture” (line 79)
Symbolism – “Some heart once pregnant with celestial fire” (line 46)
Analogy – “Full many a flower is born to blush unseen,/And waste its sweetness on the desert air” (lines 55-56)
Alexander Pope
Biographical information - p. 1239
Questions:
What is the author's stated or implied purpose for writing this work?
What are the key features of the world in which the character(s) find themselves?
What is the author saying about human nature through his portrayal?
How did the time in which the author lived inform his vision?
Tuesday, February 23, 2010
Wednesday, Feb. 24th
Recap of Tuesday's in-class writing:
Compare and contrast Swift’s “Stella’s Birthday, 1719” (1180-1181) with Shakespeare’s Sonnet 130 (741)
Similarities
Similar perspective: Man to a woman whom the author values and loves deeply.
Both are realistic, describing physical appearance.
Both address inner vs. outer beauty.
“Both poems, while somewhat unflattering, are simultaneously complimentary by virtue of their truth.” -- Lydia
Differences
Both have an identifiable rhyme scheme, but Shakespeare’s is ababcdcdefefgg (as is typical of a sonnet) and Swift’s is couplets (aabbccdd eeffgghhgg).
Shakespeare doesn’t explicitly name the subject of his poem; Swift does.
Shakespeare uses contrast “If snow be white, why then her breasts are dun” (line 3), visual images; Swift is more symbolic.
Shakespeare only praises his mistress’s physical beauty while Swift also praises Stella’s intelligence (wit).
Shakespeare’s tone is harsher.
Passion (Shakespeare) vs. admiration (Swift)
Compare and contrast Swift’s “Stella’s Birthday, 1719” (1180-1181) with Shakespeare’s Sonnet 130 (741)
Similarities
Similar perspective: Man to a woman whom the author values and loves deeply.
Both are realistic, describing physical appearance.
Both address inner vs. outer beauty.
“Both poems, while somewhat unflattering, are simultaneously complimentary by virtue of their truth.” -- Lydia
Differences
Both have an identifiable rhyme scheme, but Shakespeare’s is ababcdcdefefgg (as is typical of a sonnet) and Swift’s is couplets (aabbccdd eeffgghhgg).
Shakespeare doesn’t explicitly name the subject of his poem; Swift does.
Shakespeare uses contrast “If snow be white, why then her breasts are dun” (line 3), visual images; Swift is more symbolic.
Shakespeare only praises his mistress’s physical beauty while Swift also praises Stella’s intelligence (wit).
Shakespeare’s tone is harsher.
Passion (Shakespeare) vs. admiration (Swift)
Tuesday, February 23rd
Tuesday's agenda:
1) Quiz
2) Discuss final paper/project
3) Finish Cavendish worksheet/discuss
4) Jonathan Swift - "Stella's Birthday, 1719" (1180) and Shakespeare's Sonnet 130 - compare and contrast (in-class writing)
5) Swift as satirist: What is satire?
1) Quiz
2) Discuss final paper/project
3) Finish Cavendish worksheet/discuss
4) Jonathan Swift - "Stella's Birthday, 1719" (1180) and Shakespeare's Sonnet 130 - compare and contrast (in-class writing)
5) Swift as satirist: What is satire?
Tuesday, February 16, 2010
Thurs., Feb. 11th-Tues., Feb. 16th
Thursday, Feb. 11th: Mid-term
Friday, Feb. 12th: Milton video
Monday, Feb. 15th: Holiday, no class
Tuesday, Feb. 16th: Quiz, Book 9 Paradise Lost; discussion of Book 9.
In groups, summarize your assigned lines, highlighting key events with quotes from the text.
Lines 404-531: Lydia, Brenda, Surayya
Lines 532-678: Inessa, Jess, Kathleen (Xiaoxi)
Lines 679-833: Frank, Becca, AJ
Lines 834-959: Kaitlyn, Hillery, Sean
Lines 960-1099: Jordan, Janna, Melanie
Lines 1100-1189: Melissa, Ashley, Jacqui
Then (all), compare and contrast Milton's portrayal of Eve or Adam with Lanyer's, citing at least two quotes from each text to illustrate the similarities and/or differences. Submit your work.
Friday, Feb. 12th: Milton video
Monday, Feb. 15th: Holiday, no class
Tuesday, Feb. 16th: Quiz, Book 9 Paradise Lost; discussion of Book 9.
In groups, summarize your assigned lines, highlighting key events with quotes from the text.
Lines 404-531: Lydia, Brenda, Surayya
Lines 532-678: Inessa, Jess, Kathleen (Xiaoxi)
Lines 679-833: Frank, Becca, AJ
Lines 834-959: Kaitlyn, Hillery, Sean
Lines 960-1099: Jordan, Janna, Melanie
Lines 1100-1189: Melissa, Ashley, Jacqui
Then (all), compare and contrast Milton's portrayal of Eve or Adam with Lanyer's, citing at least two quotes from each text to illustrate the similarities and/or differences. Submit your work.
Tuesday, February 9, 2010
Tuesday February 9th
Please see the post for Friday, Feb. 5th for the mid-term study guide.
During today's class, we discussed the following:
1. Understanding the Plot
Eve suggests she and Adam venture out separately (“Let us divide our labors” -- Book 9, line 214). However, Adam is hesitant. Why?
2. Literary Conventions
“I now must change/Those Notes to Tragic” (Book 9, lines 5-6).
Definition: Tragedy depicts the downfall of a noble hero or heroine, usually through some combination of hubris, fate, and the will of the gods. The tragic hero's powerful wish to achieve some goal inevitably encounters limits, usually those of human frailty (flaws in reason, hubris, society), the gods (through oracles, prophets, fate), or nature. Aristotle says that the tragic hero should have a flaw and/or make some mistake (hamartia). The hero need not die at the end, but he / she must undergo a change in fortune. In addition, the tragic hero may achieve some revelation or recognition (anagnorisis--"knowing again" or "knowing back" or "knowing throughout" ) about human fate, destiny, and the will of the gods. Aristotle quite nicely terms this sort of recognition "a change from ignorance to awareness of a bond of love or hate."
Source: http://faculty.gvsu.edu/websterm/Tragedy.htm
Explain how this definition applies to Paradise Lost.
3. Theme
Identify one recurrent theme (freedom vs. bondage, the relationship between good and evil, loss & redemption, ambition, etc.), image, or idea in Books 1-9. Find 5-7 quotes in Books I-9 that develop this theme. Note the book number, page number, and line number for each quote.
4. Food for thought for Friday’s reading:
“In Genesis, the story of Adam and Eve's fall is told in a single line: 'she took of the fruit thereof, and did eat, and gave also unto her husband with her; and he did eat' (Genesis 3:6) In Paradise Lost, Adam eats the fruit of knowledge two hundred fourteen lines after Eve. Milton imagines an intervening mental strife unequalled in the history of the world as Adam comes to choose love and death over rational knowledge of God. The story is no longer one of disobedience, but man's disobedience of God in favor of a human relationship. Critics argue that Milton struggles to define the ideal human relationship even as he views such bonds as inherently human flaws that distance the individual from God.”
Luxon, Thomas H., ed. The Milton Reading Room, http://www.dartmouth.edu/~milton, March, 2008.
During today's class, we discussed the following:
1. Understanding the Plot
Eve suggests she and Adam venture out separately (“Let us divide our labors” -- Book 9, line 214). However, Adam is hesitant. Why?
2. Literary Conventions
“I now must change/Those Notes to Tragic” (Book 9, lines 5-6).
Definition: Tragedy depicts the downfall of a noble hero or heroine, usually through some combination of hubris, fate, and the will of the gods. The tragic hero's powerful wish to achieve some goal inevitably encounters limits, usually those of human frailty (flaws in reason, hubris, society), the gods (through oracles, prophets, fate), or nature. Aristotle says that the tragic hero should have a flaw and/or make some mistake (hamartia). The hero need not die at the end, but he / she must undergo a change in fortune. In addition, the tragic hero may achieve some revelation or recognition (anagnorisis--"knowing again" or "knowing back" or "knowing throughout" ) about human fate, destiny, and the will of the gods. Aristotle quite nicely terms this sort of recognition "a change from ignorance to awareness of a bond of love or hate."
Source: http://faculty.gvsu.edu/websterm/Tragedy.htm
Explain how this definition applies to Paradise Lost.
3. Theme
Identify one recurrent theme (freedom vs. bondage, the relationship between good and evil, loss & redemption, ambition, etc.), image, or idea in Books 1-9. Find 5-7 quotes in Books I-9 that develop this theme. Note the book number, page number, and line number for each quote.
4. Food for thought for Friday’s reading:
“In Genesis, the story of Adam and Eve's fall is told in a single line: 'she took of the fruit thereof, and did eat, and gave also unto her husband with her; and he did eat' (Genesis 3:6) In Paradise Lost, Adam eats the fruit of knowledge two hundred fourteen lines after Eve. Milton imagines an intervening mental strife unequalled in the history of the world as Adam comes to choose love and death over rational knowledge of God. The story is no longer one of disobedience, but man's disobedience of God in favor of a human relationship. Critics argue that Milton struggles to define the ideal human relationship even as he views such bonds as inherently human flaws that distance the individual from God.”
Luxon, Thomas H., ed. The Milton Reading Room, http://www.dartmouth.edu/~milton, March, 2008.
Friday, February 5, 2010
Mid-term Study Guide
- Know the kings/queens from Elizabeth I – Charles II. Have general knowledge about their leadership styles and birth/death dates.
- Know when the Civil War occurred and some of the reasons behind it, as well as key players (such as Oliver Cromwell).
- Know what is meant by the term metaphysical poetry, and be able to identify metaphysical themes and rhetorical devices in the poems we’ve read.
- Know what an epic is and be able to explain why Milton’s Paradise Lost is considered an epic.
- Be able to compare/contrast Lanyer's and Milton’s visions of the Fall.
- Be able to trace a single theme through at least three works we’ve read this quarter.
- Be able to compare/contrast at least three representations of women in any three works we’ve read.
This exam will be open note/open book!
- Know when the Civil War occurred and some of the reasons behind it, as well as key players (such as Oliver Cromwell).
- Know what is meant by the term metaphysical poetry, and be able to identify metaphysical themes and rhetorical devices in the poems we’ve read.
- Know what an epic is and be able to explain why Milton’s Paradise Lost is considered an epic.
- Be able to compare/contrast Lanyer's and Milton’s visions of the Fall.
- Be able to trace a single theme through at least three works we’ve read this quarter.
- Be able to compare/contrast at least three representations of women in any three works we’ve read.
This exam will be open note/open book!
Thursday, February 4, 2010
Thursday, Feb. 4th - Milton cont.
Yesterday, we discussed the debate that took place in Pandemonium (Satan’s Palace), specifically Moloch’s speech advocating for “open War” (51) and Belial’s speech, recommending the status quo.
Returning to the worksheet from yesterday, groups discussed which speech they found most convincing and why.
Then, they moved on to Mammon’s speech (pg. 946, line 229), answering the following questions:
1. What is Mammon’s argument? How is it received? Favorably? Unfavorably? Why?
2. Do you think Satan had any intention of taking Moloch’s, Belial’s, or Mammon’s recommendations to heart, or was his plan to set off for the new world all along?
3. If Satan already knew his next move, why stage the debate?
4. What is Satan’s rationale for wanting to visit the new world?
Finally, the groups shared their views on Satan (yesterday's homework).
Returning to the worksheet from yesterday, groups discussed which speech they found most convincing and why.
Then, they moved on to Mammon’s speech (pg. 946, line 229), answering the following questions:
1. What is Mammon’s argument? How is it received? Favorably? Unfavorably? Why?
2. Do you think Satan had any intention of taking Moloch’s, Belial’s, or Mammon’s recommendations to heart, or was his plan to set off for the new world all along?
3. If Satan already knew his next move, why stage the debate?
4. What is Satan’s rationale for wanting to visit the new world?
Finally, the groups shared their views on Satan (yesterday's homework).
Wednesday, February 3, 2010
Wednesday, Feb. 3
Today, we began discussing Milton and his epic work, Paradise Lost. We talked about epic as a genre and looked specifically at Books 1 & 2. We tried to listen to an NPR story on Milton (linked below), with marginal success. Darn technology!
The in-class activity and homework is noted below:
In-class Activity:
Moloch says, “My sentence if for open War” (Book 2, line 51). Belial, however, speaks out against Moloch, advocating avoiding war. What are his reasons?
1.
2.
3.
Which argument, in your opinion, is more convincing? Why?
Homework: The introduction says romantics saw Satan as a “dynamic rebel.” Renaissance readers, however, were more likely to see Satan as an Elizabethan hero-villain, with his many soliloquies and his tortured psychology of brilliance twisted toward evil” (920). One may also see Satan as a trickster, “a mischievous or roguish figure in myth or folklore who typically makes up for physical weakness with cunning and subversive humor” (American Folklore). In a paragraph, explain how you see Satan, citing at least two quotes in your response.
The in-class activity and homework is noted below:
In-class Activity:
Moloch says, “My sentence if for open War” (Book 2, line 51). Belial, however, speaks out against Moloch, advocating avoiding war. What are his reasons?
1.
2.
3.
Which argument, in your opinion, is more convincing? Why?
Homework: The introduction says romantics saw Satan as a “dynamic rebel.” Renaissance readers, however, were more likely to see Satan as an Elizabethan hero-villain, with his many soliloquies and his tortured psychology of brilliance twisted toward evil” (920). One may also see Satan as a trickster, “a mischievous or roguish figure in myth or folklore who typically makes up for physical weakness with cunning and subversive humor” (American Folklore). In a paragraph, explain how you see Satan, citing at least two quotes in your response.
Tuesday, February 2, 2010
Tuesday, Feb. 2
Today, we finished our discussion of Lanyer's "Pilate's Wife Apologizes for Eve," discussing the answers to these questions:
1. Write a character sketch of Eve. What are her virtues, faults, motivations, etc.?
2. Why does Langer begin and end with reference to Pontius Pilate and his wife?
3. What’s one theme that runs through these 12 stanzas? Find two quotes to support your claim.
4. What does Lanyer mean by, “Let not us women glory in men’s fall,/Who had power given to overrule us all” (lines 759-760).
5. According to Lanyer, why should Adam be “most to blame” (line 778)?
6. What is the source of man’s knowledge? Why do you think she makes this point? (Lines 807-808)
Then, we briefly recapped English history from Elizabeth I's reign through the Restoration. (PowerPoint available upon request.)
Tomorrow, Milton!
1. Write a character sketch of Eve. What are her virtues, faults, motivations, etc.?
2. Why does Langer begin and end with reference to Pontius Pilate and his wife?
3. What’s one theme that runs through these 12 stanzas? Find two quotes to support your claim.
4. What does Lanyer mean by, “Let not us women glory in men’s fall,/Who had power given to overrule us all” (lines 759-760).
5. According to Lanyer, why should Adam be “most to blame” (line 778)?
6. What is the source of man’s knowledge? Why do you think she makes this point? (Lines 807-808)
Then, we briefly recapped English history from Elizabeth I's reign through the Restoration. (PowerPoint available upon request.)
Tomorrow, Milton!
Monday, February 1, 2010
Monday, Feb. 1
Today's agenda:
Presentation: Women writers of the 17th and 18th century.
Group Evaluations
Intro. to Aemelia Lanyer
Read aloud: "Pilate's Wife Apologizes for Eve" (661-663)
Tomorrow: Lanyer cont. and the The Civil War
Presentation: Women writers of the 17th and 18th century.
Group Evaluations
Intro. to Aemelia Lanyer
Read aloud: "Pilate's Wife Apologizes for Eve" (661-663)
Tomorrow: Lanyer cont. and the The Civil War
Sunday, January 31, 2010
Tuesday, January 26, 2010
Tuesday, January 26th
Today, the take-home quiz was distributed (due Friday) and students had a chance to work with their groups. Presentations begin Thursday!
Monday, January 25, 2010
Monday, January 25th
Today, we met in TC-208 and explored databases, etc. which will provide valuable information for the presentations. These sources are listed below.
Biography Resource Center
Literature Resource Center
Encylopedia Britannica
ipl2 - Literary Criticism
Biography Resource Center
Literature Resource Center
Encylopedia Britannica
ipl2 - Literary Criticism
Sunday, January 24, 2010
Friday, January 22nd
Friday, groups gave their mini-presentations on poems assigned Thursday, finishing up our discussion of John Donne. Monday, we'll get started on group presentations. Please meet in TC-208. Thanks.
Wednesday, January 20, 2010
Wednesday, January 20th and Thursday, January 21st
Wednesday, we discussed Ben Jonson and John Donne, focusing on their lives and work. We also discussed metaphysical poetry. According to www.poets.org, metaphysical poetry is a “poetic style in which philosophical and spiritual subjects were approached with reason and often concluded in paradox. This group of writers established meditation—based on the union of thought and feeling sought after in Jesuit Ignatian meditation—as a poetic mode."
Debora Schwarz, faculty member at California State Polytechnic University, identified these characteristics in metaphysical poetry:
- a tendency to look inward, reflecting on love and religion
- a penchant for imagery that is novel, "unpoetical" and sometimes shocking, drawn from the commonplace (actual life) or the remote (erudite sources), including the extended metaphor of the “metaphysical conceit.”
- simple diction (compared to Elizabethan poetry) which echoes the cadences (or rhythms) of everyday speech
- an argumentative structure (with the poet's lover; with God; with oneself)
- often rugged meter, not "sweet" or smooth like Elizabethan verse. This ruggedness goes naturally with the metaphysical poets' attitude and purpose: a belief in the perplexity of life, a spirit of revolt.
She also indicated the best metaphysical poetry is honest, unconventional, and reveals the poet's sense of the complexities and contradictions of life. It is intellectual, analytical, psychological, and bold; frequently it is absorbed in thoughts of death, physical love, and religious devotion.
(Full PowerPoint available upon request.)
For the quiz Thursday, know a bit about the lives of Jonson and Donne, know what metaphysical poetry is (including a conceit), and be able to identify elements in Donne's poems that align with the definition above.
In-class work:
In the groups noted below, prepare a mini-presentation for Friday about your assigned poem. Be prepared to read the poem aloud, explain its key elements (in terms of content and form), and raise two questions for discussion.
1) Kaitlyn, AJ, Frank, Jordan - "Song" (806-807)
2) Mikenna, Melanie, Becca, Ashley - "A Valediction: Forbidding Mourning" (811-812)
3) Jacqui, Melissa, Brenda, Jason, Sean - "The Flea" (810)
4) Inessa, Jess, Lydia, Janna - from Holy Sonnets (6), pg. 815
5) Claudia, Surea, Kathleen (Xiaoxi), Hillery from Holy Sonnets (10), pg. 815
Debora Schwarz, faculty member at California State Polytechnic University, identified these characteristics in metaphysical poetry:
- a tendency to look inward, reflecting on love and religion
- a penchant for imagery that is novel, "unpoetical" and sometimes shocking, drawn from the commonplace (actual life) or the remote (erudite sources), including the extended metaphor of the “metaphysical conceit.”
- simple diction (compared to Elizabethan poetry) which echoes the cadences (or rhythms) of everyday speech
- an argumentative structure (with the poet's lover; with God; with oneself)
- often rugged meter, not "sweet" or smooth like Elizabethan verse. This ruggedness goes naturally with the metaphysical poets' attitude and purpose: a belief in the perplexity of life, a spirit of revolt.
She also indicated the best metaphysical poetry is honest, unconventional, and reveals the poet's sense of the complexities and contradictions of life. It is intellectual, analytical, psychological, and bold; frequently it is absorbed in thoughts of death, physical love, and religious devotion.
(Full PowerPoint available upon request.)
For the quiz Thursday, know a bit about the lives of Jonson and Donne, know what metaphysical poetry is (including a conceit), and be able to identify elements in Donne's poems that align with the definition above.
In-class work:
In the groups noted below, prepare a mini-presentation for Friday about your assigned poem. Be prepared to read the poem aloud, explain its key elements (in terms of content and form), and raise two questions for discussion.
1) Kaitlyn, AJ, Frank, Jordan - "Song" (806-807)
2) Mikenna, Melanie, Becca, Ashley - "A Valediction: Forbidding Mourning" (811-812)
3) Jacqui, Melissa, Brenda, Jason, Sean - "The Flea" (810)
4) Inessa, Jess, Lydia, Janna - from Holy Sonnets (6), pg. 815
5) Claudia, Surea, Kathleen (Xiaoxi), Hillery from Holy Sonnets (10), pg. 815
Tuesday, January 12, 2010
Tuesday, January 12th
Today, we continued our discussion of Shakespeare. Our agenda was as follows:
1) Distribute quiz, due Friday.
2) Discuss sonnet 130, pg. 741 (also linked below)
3) Provide a brief overview of Shakespeare's plays, including the genre of Romantic Comedy.
4) Watch an excerpt from the movie Twelfth Night (Act 1, scene 5 and Act 2, scene 2). This excerpt is linked below.
5) In groups, share the discussions questions you brought to class. Choose 4 to answer as a group. Be prepared to share your questions and answers in class tomorrow.
Groups:
1) Kaitlyn, Hillery, Becca, Claudia
2) AJ, Brenda, Sean, Jessica F.
3) Inessa, Jess, Ashley, Jacqui
4) Frank, Melissa, Kathleen (Xiaoxi), Janna
5) Jordan, Melanie, Surea
1) Distribute quiz, due Friday.
2) Discuss sonnet 130, pg. 741 (also linked below)
3) Provide a brief overview of Shakespeare's plays, including the genre of Romantic Comedy.
4) Watch an excerpt from the movie Twelfth Night (Act 1, scene 5 and Act 2, scene 2). This excerpt is linked below.
5) In groups, share the discussions questions you brought to class. Choose 4 to answer as a group. Be prepared to share your questions and answers in class tomorrow.
Groups:
1) Kaitlyn, Hillery, Becca, Claudia
2) AJ, Brenda, Sean, Jessica F.
3) Inessa, Jess, Ashley, Jacqui
4) Frank, Melissa, Kathleen (Xiaoxi), Janna
5) Jordan, Melanie, Surea
Monday, January 11, 2010
Schedule: Week 2
Monday: Sir Walter Raleigh, Shakespeare (sonnets).
Tuesday: Distribute quiz. Discuss Twelfth Night, 745-761 (Act 1, Scene 1 - Act 2, Scene 3). Three discussion questions due (see assigment at right).
Wednesday: Twelfth Night, 761-782 (Through Act 4, Scene 3).
Thursday: Finish Twelfth Night.
Friday: Quiz due, Ben Jonson.
Tuesday: Distribute quiz. Discuss Twelfth Night, 745-761 (Act 1, Scene 1 - Act 2, Scene 3). Three discussion questions due (see assigment at right).
Wednesday: Twelfth Night, 761-782 (Through Act 4, Scene 3).
Thursday: Finish Twelfth Night.
Friday: Quiz due, Ben Jonson.
Sunday, January 10, 2010
Friday, January 8th
Friday, we completed the group work and finished our discussion of Queen Elizabeth I. Please see Monday's homework related to Sir Walter Raleigh. Next week: Sir Walter Raleigh, Shakespeare, and Ben Jonson.
Wednesday, January 6, 2010
Thursday, January 7th
Groups --
1: Kaitlyn, Melissa, Becca
2: Jason, Surae, Lydia, Claudia
3: Inessa, Kathleen, Brenda, Jessica W.
4: Frank, Melanie, Jacqui, Sean
5: Jordan, AJ, Ashley, Hillery
6: Jessica F., Janna, MiKenna
With your group, please answer the following questions/complete the following tasks:
1. Both “Written on a Wall at Woodstock” (618) and “On Monsieur’s Departure” (619) use contrast. Is this an effective technique for conveying the poem’s central idea? Explain. (Choose either poem.)
2. In “On Monsieur’s Departure,” Elizabeth says, “My care is like my shadow in the sun,/Follows me flying, flies when I pursue it,/Stands and lies by me, doth what I have done” (lines 7-9). What does she mean in these lines?
3. What are the main ideas Elizabeth is trying to convey in “On Marriage” (622-623)? Do you get the sense that she ever intends to marry? Support your answer with evidence from the speech.
4. Considering her speech in combination with the letters to Mary, Queen of Scots and James VI, how does Elizabeth feel about Mary’s execution? In your opinion, is Elizabeth “guiltless and innocent” (627)?
5. Write one discussion question related to any of Queen Elizabeth’s writings.
One person in your group (or a combination of people) should record your responses.
1: Kaitlyn, Melissa, Becca
2: Jason, Surae, Lydia, Claudia
3: Inessa, Kathleen, Brenda, Jessica W.
4: Frank, Melanie, Jacqui, Sean
5: Jordan, AJ, Ashley, Hillery
6: Jessica F., Janna, MiKenna
With your group, please answer the following questions/complete the following tasks:
1. Both “Written on a Wall at Woodstock” (618) and “On Monsieur’s Departure” (619) use contrast. Is this an effective technique for conveying the poem’s central idea? Explain. (Choose either poem.)
2. In “On Monsieur’s Departure,” Elizabeth says, “My care is like my shadow in the sun,/Follows me flying, flies when I pursue it,/Stands and lies by me, doth what I have done” (lines 7-9). What does she mean in these lines?
3. What are the main ideas Elizabeth is trying to convey in “On Marriage” (622-623)? Do you get the sense that she ever intends to marry? Support your answer with evidence from the speech.
4. Considering her speech in combination with the letters to Mary, Queen of Scots and James VI, how does Elizabeth feel about Mary’s execution? In your opinion, is Elizabeth “guiltless and innocent” (627)?
5. Write one discussion question related to any of Queen Elizabeth’s writings.
One person in your group (or a combination of people) should record your responses.
Wednesday, January 6th
Today, students shared highlights of their assigned time period. Once I receive all the timelines, I will share them with the class.
Then, I provided an overview of Queen Elizabeth I - her genealogy, significant aspects of her reign, and a brief look at a couple of her poems. Unfortunately, I can't post the PowerPoint to the blog, but if you were absent, please send an e-mail to request it.
Tomorrow, there will be a short quiz (see note at right) and more discussion of Elizabeth I's work. Please have read Sir Walter Raleigh's works (as noted on the syllabus) by Friday.
Then, I provided an overview of Queen Elizabeth I - her genealogy, significant aspects of her reign, and a brief look at a couple of her poems. Unfortunately, I can't post the PowerPoint to the blog, but if you were absent, please send an e-mail to request it.
Tomorrow, there will be a short quiz (see note at right) and more discussion of Elizabeth I's work. Please have read Sir Walter Raleigh's works (as noted on the syllabus) by Friday.
Tuesday, January 5, 2010
Tuesday, January 5th
Today, in assigned groups, students worked on a timeline for their 50-year period. Each group will report out on their findings Wednesday, discussing major historical figures and authors, and significant events.
These timelines will be distributed to everyone in the class as a reference for future discussions and readings.
Wednesday, we will also begin discussing Queen Elizabeth I and some of her poetry.
These timelines will be distributed to everyone in the class as a reference for future discussions and readings.
Wednesday, we will also begin discussing Queen Elizabeth I and some of her poetry.
Monday, January 4, 2010
Monday, January 4th
Today, we reviewed the syllabus and got to know one another. Tomorrow, we’ll get to work on a timeline, providing historical context for future discussions.
The homework: According to last name, focus on a 50-year span. Research who was in power during those years, birth/death dates for the authors on our syllabus, and identify at least four significant events that happened during that time.
1550-1600: Last names that begin with A-B
1600-1650: Last names that begin with C-H
1650-1700: Last names that begin with I-P
1700-1750: Last names that begin with R-S
1750-1800: Last names that begin with T-Z
Also, please obtain the text, The Longman Anthology of British Literature, ASAP!
The first quiz is Thursday; it will only cover the Queen Elizabeth I readings, including the introduction on pgs. 616-618.
Welcome to class!
The homework: According to last name, focus on a 50-year span. Research who was in power during those years, birth/death dates for the authors on our syllabus, and identify at least four significant events that happened during that time.
1550-1600: Last names that begin with A-B
1600-1650: Last names that begin with C-H
1650-1700: Last names that begin with I-P
1700-1750: Last names that begin with R-S
1750-1800: Last names that begin with T-Z
Also, please obtain the text, The Longman Anthology of British Literature, ASAP!
The first quiz is Thursday; it will only cover the Queen Elizabeth I readings, including the introduction on pgs. 616-618.
Welcome to class!
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