Old Saxon Unmet, Genesis B 313B Ungemet, and Unmetrical Scribal Forms in Germanic Alliterative Verse
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Beowulf Themes
Wednesday, November 12, 2014 • Do now: In your notebooks, answer the following prompt: –What is a hero? Explain your definition and give examples. Thursday, November 13, 2014 • Do now: In your notebooks, answer the following prompt: –What is courage? How would most people today define courage? Beowulf Themes • Good vs Evil • Violence • Identity • Courage • Strength and • Mortality Skill • The • Wealth Supernatural • Religion • Traditions & Customs Beowulf Motifs/Symbols • Motifs • Symbols –Monsters –The Golden –The Oral Torque Tradition (Rewards) –The Mead –The Banquet Hall (Celebration) Beowulf Author • Very little is known about the author –Male –Educated –Upper Class –Anglo-Saxon / Christian Beowulf Information • Poem was composed (created) in the 8th century – Although it is English in language and origin, the poem does not deal with Englishmen, but their Germanic ancestors (Danes & Geats) – The Danes are from Denmark & the Geats are from modern day Sweden Beowulf Info (cont’d) • Some of the original poem was destroyed in the Ashburnham House Fire, causing a number of lines to be lost forever (1731) • The poem is circular in that it starts out with a young warrior, he grows old, another young warrior saves the day, etc. (comes full circle) Beowulf Info (cont’d) • Beowulf’s people are the Geats • Hrothgar’s people are the Danes • Beowulf reigned as king for 50 years • According to legend, Beowulf died at the age of 90 years old • Beowulf takes place in Scandinavia Beowulf’s Origin So why wasn’t it written down in the first place? This story was probably passed down orally for centuries before it was first written down. -
Saxony: Landscapes/Rivers and Lakes/Climate
Freistaat Sachsen State Chancellery Message and Greeting ................................................................................................................................................. 2 State and People Delightful Saxony: Landscapes/Rivers and Lakes/Climate ......................................................................................... 5 The Saxons – A people unto themselves: Spatial distribution/Population structure/Religion .......................... 7 The Sorbs – Much more than folklore ............................................................................................................ 11 Then and Now Saxony makes history: From early days to the modern era ..................................................................................... 13 Tabular Overview ........................................................................................................................................................ 17 Constitution and Legislature Saxony in fine constitutional shape: Saxony as Free State/Constitution/Coat of arms/Flag/Anthem ....................... 21 Saxony’s strong forces: State assembly/Political parties/Associations/Civic commitment ..................................... 23 Administrations and Politics Saxony’s lean administration: Prime minister, ministries/State administration/ State budget/Local government/E-government/Simplification of the law ............................................................................... 29 Saxony in Europe and in the world: Federalism/Europe/International -
1 Social and Linguistic Setting of Alliterative Verse in Anglo-Saxon and Medieval England
Cambridge University Press 0521573173 - Alliteration and Sound Change in Early English - Donka Minkova Excerpt More information 1 Social and linguistic setting of alliterative verse in Anglo-Saxon and Medieval England The primary goal of this study is to establish and analyze the linguistic prop- erties of early English verse. Verse is not created in a vacuum; a consideration of some non-structural factors that could influence the composition of poetry is important for our understanding of its linguistic dimensions. This chapter presents a brief overview of the social and cultural conditions under which alliterative verse was produced and enjoyed in Anglo-Saxon and Medieval England. 1.1 The Anglo-Saxon poetic scene Verse composition was a foremost outlet of creativity and a cherished form of entertainment, moral edification, and historical record keeping for the Anglo- Saxons. When the Northumbrian priest and chronicler Bede (b. 672/673– d. 735) wrote his Ecclesiastical History of the English People in Latin, the poetic rendition of important themes and events in the vernacular must have already been a highly prestigious undertaking. Bede tells us how Cadmon, an illiterate shepherd, found his inability to sing in company shameful. In a dream a stranger appeared urging him to sing the song of the Creation and he uttered “verses which he had never heard.” He was then taken to the monastery at Whitby where his divine poetic gift was tested and confirmed. He spent the rest of his life as a layman in the monastery, enjoying the fellowship of the abbess and the learned brethren, and composing more religious poetry. -
Cain's Kin and Abel's Blood: Beowulf 1361-4
Opticon1826, Issue 9, Autumn 2010 CAIN’S KIN AND ABEL’S BLOOD: BEOWULF 1361-4 By Michael D.J. Bintley Amongst the various texts which are thought to have influenced the depiction of Grendel’s mere in Beowulf, the possibility has not yet been considered that the poet also drew upon a tradition associated with Grendel’s descent from Cain, also to be found in the composite Genesis poem of the Junius manuscript (Oxford, Bodleian Library MS Junius 11, SC 5123), and Aldhelm’s Carmen de virginitate. This connection only becomes apparent upon closer examination of the woodland grove overhanging the refuge in Grendel’s fens. Of the many trees that appear in Old English literature, few can be as sinister as these. These trees contribute memorably to Hrothgar’s description of the mere: Nis þæt feor heonon milgemearces þæt se mere standeð; ofer þæm hongiað hrinde bearwas, wudu wyrtum fæst wæter oferhelmað. It is not far hence in a measure of miles that the mere stands; over it hang frosty trees, a wood fast in its roots overshadows the water. (Beowulf 1361-4)1 These trees appear once again in the description of the journey to the mere following the attack by Grendel’s mother: Ofereode þa æþelinga bearn steap stanhliðo, stige nearwe, enge anpaðas, uncuð gelad, neowle næssas, nicorhusa fela; he feara sum beforan gengde wisra monna wong sceawian, oþ þæt he færinga fyrgenbeamas ofer harne stan helonian funde wynleasne wudu; wæter under stod dreorig on gedrefed. Then went those sons of nobles over steep and stony slopes, thin ascending paths, narrow single tracks, unknown ways, precipitous cliffs, many dwellings of water-monsters. -
Eomer Gets Poetic: Tolkien's Alliterative Versecraft James Shelton East Tennessee State University, [email protected]
Journal of Tolkien Research Volume 5 | Issue 1 Article 6 2018 Eomer Gets Poetic: Tolkien's Alliterative Versecraft James Shelton East Tennessee State University, [email protected] Follow this and additional works at: https://scholar.valpo.edu/journaloftolkienresearch Part of the Literature in English, British Isles Commons Recommended Citation Shelton, James (2018) "Eomer Gets Poetic: Tolkien's Alliterative Versecraft," Journal of Tolkien Research: Vol. 5 : Iss. 1 , Article 6. Available at: https://scholar.valpo.edu/journaloftolkienresearch/vol5/iss1/6 This Conference Paper is brought to you for free and open access by the Library Services at ValpoScholar. It has been accepted for inclusion in Journal of Tolkien Research by an authorized administrator of ValpoScholar. For more information, please contact a ValpoScholar staff member at [email protected]. Shelton: Eomer Gets Poetic: Tolkien's Alliterative Versecraft The fact that Tolkien had an affinity for Old English and, therefore, Old English impacted his writing style are two contentions which are variously argued and proven throughout Tolkien scholarship. They are well supported enough that they need not be rehashed here, see Shippey, Flieger, Higgins, et passim. It is enough for this investigation into Tolkien's use of Old English alliterative verse to note his penchant for leaning heavily on such forms as he enjoyed, and had a professional interest in, is widely accepted in Tolkien scholarship. Additionally, it should be mentioned that Tolkien's use of Old English seems to be at its peak with the Riders of Rohan. In fact, to paraphrase Michael Drout, the Riders of Rohan are Anglo-Saxons except they have horses.1 Additionally, it has been stipulated that the Riders of Rohan use a specific dialect of Old English known as Mercian. -
AN INTRODUCTORY GRAMMAR of OLD ENGLISH Medieval and Renaissance Texts and Studies
AN INTRODUCTORY GRAMMAR OF OLD ENGLISH MEDievaL AND Renaissance Texts anD STUDies VOLUME 463 MRTS TEXTS FOR TEACHING VOLUme 8 An Introductory Grammar of Old English with an Anthology of Readings by R. D. Fulk Tempe, Arizona 2014 © Copyright 2020 R. D. Fulk This book was originally published in 2014 by the Arizona Center for Medieval and Renaissance Studies at Arizona State University, Tempe Arizona. When the book went out of print, the press kindly allowed the copyright to revert to the author, so that this corrected reprint could be made freely available as an Open Access book. TABLE OF CONTENTS PREFACE viii ABBREVIATIONS ix WORKS CITED xi I. GRAMMAR INTRODUCTION (§§1–8) 3 CHAP. I (§§9–24) Phonology and Orthography 8 CHAP. II (§§25–31) Grammatical Gender • Case Functions • Masculine a-Stems • Anglo-Frisian Brightening and Restoration of a 16 CHAP. III (§§32–8) Neuter a-Stems • Uses of Demonstratives • Dual-Case Prepositions • Strong and Weak Verbs • First and Second Person Pronouns 21 CHAP. IV (§§39–45) ō-Stems • Third Person and Reflexive Pronouns • Verbal Rection • Subjunctive Mood 26 CHAP. V (§§46–53) Weak Nouns • Tense and Aspect • Forms of bēon 31 CHAP. VI (§§54–8) Strong and Weak Adjectives • Infinitives 35 CHAP. VII (§§59–66) Numerals • Demonstrative þēs • Breaking • Final Fricatives • Degemination • Impersonal Verbs 40 CHAP. VIII (§§67–72) West Germanic Consonant Gemination and Loss of j • wa-, wō-, ja-, and jō-Stem Nouns • Dipthongization by Initial Palatal Consonants 44 CHAP. IX (§§73–8) Proto-Germanic e before i and j • Front Mutation • hwā • Verb-Second Syntax 48 CHAP. -
Old Frisian, an Introduction To
An Introduction to Old Frisian An Introduction to Old Frisian History, Grammar, Reader, Glossary Rolf H. Bremmer, Jr. University of Leiden John Benjamins Publishing Company Amsterdam / Philadelphia TM The paper used in this publication meets the minimum requirements of 8 American National Standard for Information Sciences — Permanence of Paper for Printed Library Materials, ANSI Z39.48-1984. Library of Congress Cataloging-in-Publication Data Bremmer, Rolf H. (Rolf Hendrik), 1950- An introduction to Old Frisian : history, grammar, reader, glossary / Rolf H. Bremmer, Jr. p. cm. Includes bibliographical references and index. 1. Frisian language--To 1500--Grammar. 2. Frisian language--To 1500--History. 3. Frisian language--To 1550--Texts. I. Title. PF1421.B74 2009 439’.2--dc22 2008045390 isbn 978 90 272 3255 7 (Hb; alk. paper) isbn 978 90 272 3256 4 (Pb; alk. paper) © 2009 – John Benjamins B.V. No part of this book may be reproduced in any form, by print, photoprint, microfilm, or any other means, without written permission from the publisher. John Benjamins Publishing Co. · P.O. Box 36224 · 1020 me Amsterdam · The Netherlands John Benjamins North America · P.O. Box 27519 · Philadelphia pa 19118-0519 · usa Table of contents Preface ix chapter i History: The when, where and what of Old Frisian 1 The Frisians. A short history (§§1–8); Texts and manuscripts (§§9–14); Language (§§15–18); The scope of Old Frisian studies (§§19–21) chapter ii Phonology: The sounds of Old Frisian 21 A. Introductory remarks (§§22–27): Spelling and pronunciation (§§22–23); Axioms and method (§§24–25); West Germanic vowel inventory (§26); A common West Germanic sound-change: gemination (§27) B. -
English Alliterative Verse: Poetic Tradition and Literary History
ENGLISH ALLITERATIVE VERSE English Alliterative Verse tells the story of the medieval poetic tradition that includes Beowulf, Piers Plowman, and Sir Gawain and the Green Knight, stretching from the eighth century, when English poetry first appeared in manuscripts, to the sixteenth century, when alliterative poetry ceased to be composed. Eric Weiskott draws on the study of meter to challenge the traditional division of medieval English literary history into ‘Old English’ and ‘Middle English’ periods. The two halves of the alliterative tradition, divided by the Norman Conquest of 1066, have been studied separately since the nineteenth century; this book uses the history of metrical form and its cultural meanings to bring the two halves back together. In combining literary history and metrical description into a new kind of history he calls ‘verse history,’ Weiskott reimagines the historical study of poetics. eric weiskott is Assistant Professor of English at Boston College. In addition to publishing widely on alliterative verse and early English literary history in journals such as Anglo-Saxon England, ELH, Modern Language Quarterly, Modern Philology, Review of English Studies, and Yearbook of Langland Studies, Weiskott is also a practicing poet. Most recently, his poems have appeared in burnt- district, Cricket Online Review, and paper nautilus. His first poetry chapbook was Sharp Fish (2008). With Irina Dumitrescu, he has co- edited a volume of essays with the working title Early English Poetics and the History of Style. cambridge studies -
Semantic Shift in Old English and Old Saxon Identity Terms
Western University Scholarship@Western Electronic Thesis and Dissertation Repository 5-7-2019 1:00 PM Semantic Shift in Old English and Old Saxon Identity Terms David A. Carlton The University of Western Ontario Supervisor Toswell, M. J. The University of Western Ontario Graduate Program in English A thesis submitted in partial fulfillment of the equirr ements for the degree in Doctor of Philosophy © David A. Carlton 2019 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Medieval Studies Commons Recommended Citation Carlton, David A., "Semantic Shift in Old English and Old Saxon Identity Terms" (2019). Electronic Thesis and Dissertation Repository. 6183. https://ir.lib.uwo.ca/etd/6183 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. Abstract Christianity substantially altered Germanic life during the early Middle Ages. However, no large-scale studies have attempted to visualize Christianization through macroscopic semantic trends, nor have any studies used Old Saxon as a control group to illustrate the role of Christianity in less obvious semantic contexts. The core question of this project, then, revolves around semantic corpora and their role in clarifying sociocultural phenomena: how can a cross-section of Old Saxon and Old English semantics help clarify Christianity's role in re-shaping early medieval Germanic identity? This study uses corpus linguistics, post-colonial/historical theory, and Digital Humanities approaches to schematize the processes underlying the semantic shift of eight Old English/Old Saxon lexeme pairs— ambiht/ambaht, facen/fekan, gædeling/gaduling, hosp–hosc/hosk, geneat/ginot, scyldig/skuldig, þegn/thegan, and wlanc/wlank—that illustrate how the Anglo-Saxons and Continental Saxons re- interpreted their social and moral “Self” between ca. -
Genesis (B'reshiyt 6:9 – 11:32) Introduction: Chapter 6
NOAH GENESIS (B’RESHIYT 6:9 – 11:32) INTRODUCTION: 1. Because of the wickedness – the mixing and mingling – God determined to blot out all inhabitants of the earth. a. Mankind had corrupted his way and, consequently, corrupted the earth itself. 2. Josephus records that Adam had predicted destruction of world by flood and fire. a. Antiquities of the Jews, Book I, chapter 2, paragraph iii. 3. Lamech named him “Noah” indicating that he would bring “rest,” meaning of name. a. Geneological record in Gen. 5 seems to indicate that he was born in 1056. b. Possibility that he was born in 1058, written in Hebrew as . 4. Noah was the remnant – “he found grace” in the eyes of the LORD; he was righteous, unpolluted and walked with God. a. Noah, like Adam, would be father of mankind after the flood. b. From the beginning, we see that there is always a remnant. c. Apparently, Noah was the ONLY one considered righteous. 5. The flood waters are called “the waters of Noah” in Isaiah 54:9. a. Rabbis deduce that the waters are Noah’s responsibility. b. He had been content to protect his own righteousness by distancing himself. 6. If he had completed responsibility to that generation fully, flood might not have happened. a. Inferring that, ultimately, God’s people are responsible for some events. b. “Sons of God” in Gen. 6 are how narrative begins; ends with corrupted earth. 7. Much is made of fact that Noah “walked with God” but Abraham “before Him.” a. Abraham is considered as spiritually superior to Noah. -
Genesis B: Effectively Teaching Old English Literature
GENESIS B: EFFECTIVELY TEACHING OLD ENGLISH LITERATURE TO HIGH SCHOOL ENGLISH STUDENTS Thesis Supervisor: ________________________________ Susan Morrison, Ph.D, Thesis Supervisor Approved: ____________________________________ Heather C. Galloway, Ph.D. Director of the University Honors Program GENESIS B: EFFECTIVELY TEACHING OLD ENGLISH LITERATURE TO HIGH SCHOOL ENGLISH STUDENTS HONORS THESIS Presented to the Honors Committee of Texas State University-San Marcos In Partial Fulfillment of the Requirements For Graduation in the University Honors Program By Chelsea Maria Coverly San Marcos, Texas May 2010 COPYRIGHT By Chelsea Maria Coverly 2010 iii Acknowledgements: To Dr. Susan Morrison for all of her hard work and support with this project. For keeping me on track and focused, and for all of her kind words of encouragement. Thank you so very much for inspiring me to complete a project of this aptitude. To Dr. Heather Galloway for her support, wisdom, and for her help with the essentials needed to complete my research. To Professor Diann McCabe for her kindness and thoughtfulness, and for providing me with the vision to assemble this project. To my Mother Janelle, my Brother Brandon, my Husband Kenneth, Mother-in-Law Kimberly, and all of our family for their unremitting motivation, their support, and their love. To Mrs. Vicki McCall, Ms. Adrianne Turner, and Mrs. Stacia Crescenzi for all of their help in providing me with the tools needed to work with their students in the classrooms. iv TABLE OF CONTENTS Page ACKNOWLEDGEMENTS................................................................................... iv TABLE OF CONTENTS ........................................................................................v ABSTRACT .......................................................................................................... vi CHAPTER I. Introduction: What Do Teachers Teach High School Students? Why? ..............1 II. -
Representations of Mormonism in American Culture Jeremy R
University of New Mexico UNM Digital Repository American Studies ETDs Electronic Theses and Dissertations 8-19-2011 Imagining the Saints: Representations of Mormonism in American Culture Jeremy R. Ricketts Follow this and additional works at: https://digitalrepository.unm.edu/amst_etds Part of the American Studies Commons Recommended Citation Ricketts, eJ remy R.. "Imagining the Saints: Representations of Mormonism in American Culture." (2011). https://digitalrepository.unm.edu/amst_etds/37 This Dissertation is brought to you for free and open access by the Electronic Theses and Dissertations at UNM Digital Repository. It has been accepted for inclusion in American Studies ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. Jeremy R. Ricketts Candidate American Studies Departmelll This dissertation is approved, and it is acceptable in quality and form for publication: Approved by the Dissertation Commillee: , Chairperson Alex Lubin, PhD &/I ;Se, tJ_ ,1-t C- 02-s,) Lori Beaman, PhD ii IMAGINING THE SAINTS: REPRESENTATIONS OF MORMONISM IN AMERICAN CULTURE BY JEREMY R. RICKETTS B. A., English and History, University of Memphis, 1997 M.A., University of Alabama, 2000 M.Ed., College Student Affairs, 2004 DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy American Studies The University of New Mexico Albuquerque, New Mexico May 2011 iii ©2011, Jeremy R. Ricketts iv DEDICATION To my family, in the broadest sense of the word v ACKNOWLEDGMENTS This dissertation has been many years in the making, and would not have been possible without the assistance of many people. My dissertation committee has provided invaluable guidance during my time at the University of New Mexico (UNM).