British LiteratureBritish Literature

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British Literature Thursday British Literature Thursday 12/1412/14

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Why Study Literature?

1.So we can see God

2.Critical Thinking Skills

3.Discernment

4.To Join in the Universal Conversation

5.Spiritual Growth

From From LegendLegendto to HistoryHistoryMr. Krake – British LiteratureMr. Krake – British Literature

Roman Impact on BritainRoman Impact on Britain

• Roads

• Fortifications

• Aqueducts

• Military protection from invasion

• Universal Language (Latin)

• CurrencyIs our world moving towards a universal language/currency?

Bayeaux TapestryBayeaux Tapestry

• 230 Feet Long x 20 Inches.

• French needleworker’s stitched on strips of linen.

• Hung in the French town of Bayeaux.

• Tells the story of William the Conqueror Invading England.

Norman ConquestNorman Conquest

• Normans – “North Men” – Vikings, who invaded France.

• Brought Feudalism to England.

Saxon LiteratureSaxon Literature

• Heroic Poetry:– Recounting the achievements of warriors

• Elegiac Poetry:– Lamenting the deaths of loved ones and the

loss of the past.

Literature of the Middle AgesLiterature of the Middle Ages

• Secular:– Poetry of Love & Nature– Ballad

• Folk song telling a story

Literature of the Middle AgesLiterature of the Middle Ages

• Religious:– Miracle Plays, or “Mystery Plays”

• Bible stories

– Morality plays

The Changing English LanguageThe Changing English Language

• Celts– Gaelic

• Danes– Germanic

• Angles– Germanic

• Romans– Latin

• Normans– French

Conquest & InvasionConquest & Invasion

• Englisc (Old English)

• Normans – French involvement (Middle English)– bedd– candel– eorth– faederm– froendscipe

– healf– healp– mann– moder– waeter

History: Paganism and Christianity Pg. 38 Background for Understanding

Paganism – monsters, lives in the hands of fate. Christianity – single deity, freedom of individuals,

good & evil.

Things to look for as we read: p. 39

Literary Focus Epic

A long narrative poem about a legendary or heroic figure.

Kenning Caesura

Grammar & Style Appositive phrases

Nouns that modify the subject to identify, explain, or rename them.

The Canterbury Tales

• Background on Chaucer p. 86

• History: Pilgrimages

• Characterization

• Old English v. Middle English

by Geoffrey Chaucer

Features of Canterbury Tales

• Reader’s Expectations– Expectations of the Characters based

on vocation, type, “stereotype.”– Irony, individualism

Context – Medieval Times• Social Hierarchy

– Aristocracy– Middle Class– Lower Class

• Traditional Vocational Division of Society.– Traditional three-fold division of medieval life

& ideal figures in the General Prologuea. Those who fight (Knight)b. Those who pray (Parson)c. Those who labor (Plowman)

Context – Medieval Times

• Chaucer’s General Prologue is one of the first to show people as individuals instead of types

• Much like Italian painter, Giotto, who was the first to paint individual face perspective, (Comitatus, Purdue University)

Aristocracy• Knight:

– warrior, crusader; embodies courtly values. One of the “ideals”

• Squire: – knight's son; embodies the qualities of the typical

romance hero

(Klein, University of Alaska Anchorage)

Aristocracy• Nun (Prioress):   

– pretender to courtly life: table manners, bad French, lap dogs

• Friar : – utter violation of his vows, but a great guy to be with – supposed to be poor and chaste, but is "wanton and

merry" (208)

– associates with local women and taverners

(Klein, University of Alaska Anchorage)

Middle Class• Clerk:

– another ideal portrait; contrasts with the Merchant– perfect student; bookish, pious; large library – prays for those who enable his study

• Franklin – Santa Claus figure – All about the food: eating well.

(Klein, University of Alaska Anchorage)

Middle Class• Skipper

– expert seaman; knows all the harbors, ports, tides, and currents of the entire Mediterranean basin

– thievery, piracy, mass murder

• Doctor – Racket with pharmacist – gets a cut– Fancy clothes– profit minded; healing not an end but a means

• Wife of Bath – larger than life: scarlet stockings, red face – Rank conscience: goes to church to be seen– Husbands are her specialty (5 husbands)

(Klein, University of Alaska Anchorage)

Lower Class• Parson:    

– Ideal clergyman: Gives to poor (l. 489), Visits people when sick or in trouble

– Imitated Christ, Practiced what preached• Plowman:    

– physically and spiritually an ideal portrait – Works in the name of God, Pays tithes properly

• Miller:     – stout, thick-necked, wrestler, mouth like a furnace,

red hair, large nostrils, – thief (gold thumb)

• Summoner & Pardoner:     – Clerical figures, but depraved

(Klein, University of Alaska Anchorage)

Lower Class• Host:

– Owns Tabard, governing force – proposes the tale-telling contest

• Narrator:  – Chaucerian persona– Speaking from memory. (he has “time and space” to tell his

story)– Mediator between the pilgrims and the audience (readers)– Opinionated (describes them as they “seem to me”)– Compassionate – Ironic – Easily impressed– Observant– Biased

(Klein, University of Alaska Anchorage)

Characterization

• Chaucer plays against stereotypes.

• Pilgrims often defined by what is not said as well as by description.

Characterization

• Direct Characterization: – the writer makes direct statements about a

character's personality and tells what the character is like.

– Example: “The patient boy and quiet girl were both well mannered and did not disobey their mother.”

– The author is directly telling the audience the personality of these two children. The boy is “patient” and the girl is “quiet.”

Characterization• Indirect Characterization

– shows things that reveal the personality of a character. There are five different methods of indirect characterization:

Speech - What does the character say? How does the character speak?

Thoughts - What is revealed through the character’s private thoughts and feelings?

Effect on others toward the character. - What is revealed through the character’s effect on other people? How do other characters feel or behave in reaction to the character?

Actions - What does the character do? How does the character behave?

Looks - What does the character look like? How does the character dress?

CharacterizationA. Ed Johnson scratched his head in confusion as the

sales rep explained Dralco’s newest engine performance diagnostic computer. The old mechanic hated modern electronics, preferring the old days when all he needed was a stack of manuals and a good set of tools.

B. “That Ed Johnson,” said Anderson, watching the old mechanic scratch his head in confusion as the sales rep explained Dralco’s newest engine performance diagnostic computer. “He hasn’t got a clue about modern electronics. Give him a good set of tools and a stack of yellowing manuals with a carburetor needing repair, and he’d be happy as a hungry frog in a fly-field.”

Characterization

• Indirect characterization “shows” the reader.

• Direct characterization “tells” the reader.

BritLitPast and Past Perfect Tenses

• Read pg. 87 on “Grammar and Style”• Chaucer tells his story in past tense.

As he does this, at times he needs to use both simple past and past perfect.

• Review the notes on pg. 87 and make sure you know the difference.

Past Perfect

                                      

The Past Perfect expresses the idea that something occurred before another action in the past. It can also show that something happened before a specific time in the past.

Literary Focus p. 165Literary Focus p. 165

►Folk BalladFolk Ballad Narrative Poem meant to be sungNarrative Poem meant to be sung 4-line Stanzas rhyme on 2-4.4-line Stanzas rhyme on 2-4. Refrain – repeated line.Refrain – repeated line. Tell a story. (don’t develop characters)Tell a story. (don’t develop characters)

Lord Randall p. 171Lord Randall p. 171

Lord Randall p. 171Lord Randall p. 171

►One of the most famous and gruesome One of the most famous and gruesome ballads from the Middle Agesballads from the Middle Ages

►Warning (lovers beware)Warning (lovers beware)

Let’s ReadLet’s Read “Lord Randall”“Lord Randall”

►Two VoicesTwo Voices Mother and SonMother and Son

►Where hae ye been? Where hae ye been? Dialect - The form of a language spoken Dialect - The form of a language spoken

by people in a particular region or groupby people in a particular region or group ““Lord Randall,” and “Barbara Allan” are Lord Randall,” and “Barbara Allan” are

Scottish-English.Scottish-English.

“ “Lord Randall”Lord Randall”

►Foreshadowing? Stanzas 3-4Foreshadowing? Stanzas 3-4►The message of love?The message of love?

““Wild wood” – “eels boil’d in broo”Wild wood” – “eels boil’d in broo” complicated? – strange/dangerouscomplicated? – strange/dangerous

Define “Substantive”A substantive posting should respond in a way that

adds significantly to the discussion:– Build on the comments of others; – Share quotes, articles, and Web sites that add to our

learning – Suggest alternative solutions and viewpoints; – Provide quotes or references to course discussions or

readings;– Point out problems; – Disagree in a constructive and respectful manner;– Pose thought-provoking questions to others; – Justify your opinions with appropriate reasoning; – Share from your life experiences that relate to the topic.

Define “Substantive”• The below rubric is provided to describe what is

expected of a substantive response.

Substantive Response RubricUndeveloped

1 pointsBelow Average2 points

Average3 point

Good4 point

Excellent5 point

Comments that are personal, off topic, or that simply state agreement or disagreement without explanation.

Comments that recall information (from the text or discussions), demonstrate knowledge of major ideas (i.e. that list, describe label, previously stated ideas – do not build on existing information)

Comments that compare and contrast ideas from course content with real world examples, interpret facts, and infer causes by integrating course content, summarize/ interpret existing ideas

Comments that identify separate components, identify patterns, use information from course content to solve a new problem, or that recognize hidden meanings

Comments that compare and discriminate between ideas, relate comments from lectures and readings, assess the value of theories in real world situations, make choices based on reasoned arguments from course content, use old ideas to create new ones, and predict or draw conclusions for real world situations

EFFECTIVE WRITING• SAT Scoring Guide

• 4 Categories:– Point of View– Organization– Language– Grammar

POINT OF VIEW• 6Effectively and insightfully develops a point of view on the issue and

demonstrates outstanding critical thinking, using clearly appropriate examples, reasons, and other evidence to support its position

• 5Effectively develops a point of view on the issue and demonstrates strong critical thinking, generally using appropriate examples, reasons, and other evidence to support its position

• 4Develops a point of view on the issue and demonstrates competent critical thinking, using adequate examples, reasons, and other evidence to support its position

• 3develops a point of view on the issue, demonstrating some critical thinking, but may do so inconsistently or use inadequate examples, reasons, or other evidence to support its position

• 2develops a point of view on the issue that is vague or seriously limited, demonstrating weak critical thinking, providing inappropriate or insufficient examples, reasons, or other evidence to support its position

• 1develops no viable point of view on the issue, or provides little or no evidence to support its position

ORGANIZATION• 6Is well organized and clearly focused, demonstrating

clear coherence and smooth progression of ideas• 5Is well organized and focused, demonstrating

coherence and progression of ideas • 4Is generally organized and focused, demonstrating

some coherence and progression of ideas • 3is limited in its organization or focus, but may

demonstrate some lapses in coherence or progression of ideas

• 2is poorly organized and/or focused, or demonstrates serious problems with coherence or progression of ideas

• 1is disorganized or unfocused, resulting in a disjointed or incoherent essay

LANGUAGE• 6Exhibits skillful use of language, using a varied,

accurate, and apt vocabulary• 5Exhibits facility in the use of language, using

appropriate• 4Exhibits adequate but inconsistent facility in the use

of language, using generally appropriate vocabulary • 3displays developing facility in the use of language,

but sometimes uses weak vocabulary or inappropriate word choice

• 2displays very little facility in the use of language, using very limited vocabulary or incorrect word choice

• 1displays fundamental errors in vocabulary

GRAMMAR• 6Is free of errors in grammar, usage, and mechanics • 5Is generally free of most errors in grammar, usage,

and mechanics • 4Has some errors in grammar, usage, and mechanics • 3contains an accumulation of errors in grammar,

usage, and mechanics• 2contains errors in grammar, usage, and mechanics

so serious that meaning is somewhat obscured • 1contains pervasive errors in grammar, usage, or

mechanics that persistently interfere with meaning