Early English Lit
Syllabus
Notes
Exercises
Early English Literature
1. According to the Anglo-Saxon Chronicle, ______________, a Celtic leader, invited the Angles to help him defend his homeland against Picts.
2. In King Horn, the Saracens, unlikely Muslims, are most often interpreted as being ___________________.
3. Riddles that compare their subjects to plants are classified as ____________________.
3. Identify the quote and answer the question following:
First,
my lord forsook his family
for
the tossing waves; I fretted at dawn
....
But that man's kinsmen laid secret plans
to part us, so that we should live
most wretchedly, far from each other
in this wide world; I was seized with longing.
A. Name the work.
B. Name
the genre to which this work is classified.
C. Name the only other Anglo-Saxon poem, besides this one, that has a female narrator.
D. Give one possible scenario for the female narrator in this work.
RIDDLE
ASSIGNMENT
ENGLISH 5440
DR. JAMISON
Using your new knowledge of Anglo-Saxon riddles and the classifications on the Notes page, create your own riddle. Keep in mind that, in Old English riddling, the kernel form of the riddlic metaphor is the kenning. The riddle should be of the same type as the Old English riddles, but the solution should be a modern object, person, concept, etc. Imagine that, hundreds of years from now, some reader might learn about a fundamental aspect of our society from your riddle. Bring a copy of the riddle to class on September 23.
On a separate sheet of paper, provide the answer to the riddle, the category to which it belongs, and an explanation of how your riddle captures the Anglo-Saxon tradition of riddling. This part of the assignment is due on September 23.
Be prepared to share your riddle with the class on Wednesday,
September 23. Do not give your classmates (or me) the answer
to your riddle until we discuss it in class!
QUESTIONS
FOR CONSIDERATION
(for Wednesday's readings)
1.
What do these poems have in common?
Why might the term "elegy" be an appropriate description?
2.
What is the situation of the speaker in each of these
poems?
3.
What characteristics do these poems share with other
Anglo-Saxon poetry we've read thus far?
4.
Does Christianity or "pagan fate" have the larger role? Consider
each poem separately.
5.
What poetic imagery and devices do you observe?
TRANSLATION
EXERCISE
Due Monday, August 28th
Using the resources on the Old English Aerobics website and the online resources listed below, translate the Old English poem "Wulf and Eadwacer." Try not to rely upon the translation in our text or upon any other translation. Rather, consult an Anglo-Saxon dictionary and/or grammar to create your own translation. Wrestle with possible ambiguities and note words that can be translated variously or that you can not find in reference. Include a brief explanation of how you translate difficult terms. Next, explain possible meanings of the poem based on your translation and your knowledge of Anglo-Saxon culture/ society. Be prepared to explain your translation to the class.
Other resources:
Old English Dictionary:
http://home.comcast.net/~modean52/oeme_dictionaries.htm
Webster's Online Old
English Dictionary:
http://www.websters-dictionary-online.org/translation/Old+english/
John Clark Hall's Old English Dictionary: http://lexicon.ff.cuni.cz/texts/oe_clarkhall_about.html
Study Questions: Beowulf
As you read Beowulf, trace one of the following recurring elements. Be sure to note particular page numbers and mark passages of interest. Consider the contribution of the element to the whole. Write a brief response (3-4 pages) on the element you choose, and be prepared to share it with the class..
1. References to Christianity. (These passages may seem curiously juxtaposed with pagan references. How do Christian allusions fit within the frame of Beowulf? Consider in detail several specific passages. Note also the role of Fate. How is it reconciled with Christianity? What attributes of the story seem incompatible with Christianity? Why?)
2. Heroic code of conduct. (Most agree that this is a "macho" poem. What values are expected of the heroic characters? To whom does their loyalty lie? How do they demonstrate loyalty? Consider flyting (battle boasting), ofermod (excessive pride), prowess, courage, etc.)
3. Women. (What conclusions can we draw about the role of women in Anglo-Saxon society? In what ways is their role powerful? In what ways are they merely military pawns? Explore the role of the woman as diplomat, peaceweaver, queen, mother, pawn, etc. Refer to several female characters in the text.)
From "King Edwin's Council":
1. Under what conditions does King Edwin agree to accept Christianity?
2. What role do his thegns have in his decision?
from "Caedmon's Vision" and "Caedmon's Hymn":
3. Why doesn't Caedmon sing (at the beginning of the narrative)?
4. According to Bede, what is the purpose of Anglo-Saxon poetry? (See not only "Caedmon's Hymn," but also "Bede on Himself.")
5. Describe how Caedmon composes, and how his compositions presumably were circulated, according to Bede's narrative.
From "Cuthbert's Death and Disinterment":
6. Our editor writes that Bede's audience "expected the miraculous" (Crossley-Holland 163). Outline the miraculous events in this narrative.
From "The Dream of the Rood":
7. Find examples of heroic language in the poem (i.e., Christ is referred to as "warrior").
8. Discuss the importance of the narrator in this poem.
Dr. Carol Jamison
Gamble Hall 202C
Armstrong Atlantic State University
11935 Abercorn Street
Savannah, GA 31419
Phone: 912.344-3097