Questions for Odyssey Part 1 Test

Total Page：16

File Type：pdf, Size：1020Kb

Questions for Odyssey Part 1 Test 1. Odysseus’s encounter with the Cicones after the Greeks leave Troy indicates that the Greeks— 2. Why did Odysseus warn his men not to eat the lotus plant? 3. Why are the Sirens a danger to passing sailors? 4.What does Helios mean by his threat to “go down forever / to light the dead men in the underworld”? 5.Why is Teiresias considered knowledgeable about the future? 6. How are epithets used in the Odyssey? 7. Which of the following is an example of an epithet? 8. The battles that the epic hero has with hostile gods, forces of nature, and monsters are called— 9. An epic hero is defined as... 10. Like all epic heroes, Odysseus— 11. Why does Odysseus explain that “in my heart I never gave consent” during the long time he spent with Calypso and Circe? 12. Which of the following is the best paraphrase of Circe’s description of Scylla? 13. Which question would be most useful in evaluating Odysseus’s strategy for escaping from Polyphemus? 14. Homer’s Odyssey was written when? 15. The correct chronological order of events of the Odyssey? 16. One episode does NOT suggest the theme of resisting temptation. Which one? 17. Odysseus tells us Scylla is the “far worst I ever suffered.” Why? 18. What method helps Odysseus himself to avoid the Sirens? 19. The main virtue we see on display at Cyclops’ island? 20. Which is not a Homeric simile? 21. Odysseus learns some important things in Hades. Which one is NOT one of them? 22. It’s not chronological! Homer starts his epic with Odysseus... 23. Which is NOT one of the heroic virtues on our list? 24. The main virtue we see on display at Cyclops’ island? 25. The mistake with the Cicones, according to Homer? ESSAY: Write a 1‐2 paragraph response to the prompt printed at the top of the Odyssey passage handed you in class. Support your ideas with TE from the passage above and from previous episodes from The Odyssey. .

Copy Link

Recommended publications

The Rhythm of the Gods' Voice. the Suggestion of Divine Presence
T he Rhythm of the Gods’ Voice. The Suggestion of Divine Presence through Prosody* E l ritmo de la voz de los dioses. La sugerencia de la presencia divina a través de la prosodia Ronald Blankenborg Radboud University Nijmegen [email protected] Abstract Resumen I n this article, I draw attention to the E ste estudio se centra en la meticulosidad gods’ pickiness in the audible flow of de los dioses en el flujo audible de sus expre- their utterances, a prosodic characteris- siones, una característica prosódica del habla tic of speech that evokes the presence of que evoca la presencia divina. La poesía hexa- the divine. Hexametric poetry itself is the métrica es en sí misma el lenguaje de la per- * I want to thank the anonymous reviewers and the editors of ARYS for their suggestions and com- ments. https://doi.org/10.20318/arys.2020.5310 - Arys, 18, 2020 [123-154] issn 1575-166x 124 Ronald Blankenborg language of permanency, as evidenced by manencia, como pone de manifiesto la litera- wisdom literature, funereal and dedicatory tura sapiencial y las inscripciones funerarias inscriptions: epic poetry is the embedded y dedicatorias: la poesía épica es el lenguaje direct speech of a goddess. Outside hex- directo integrado de una diosa. Más allá de ametric poetry, the gods’ special speech la poesía hexamétrica, el habla especial de los is primarily expressed through prosodic dioses es principalmente expresado mediante means, notably through a shift in rhythmic recursos prosódicos, especialmente a través profile. Such a shift deliberately captures, de un cambio en el perfil rítmico.
[Show full text]
The Odyssey Homer Translated Lv Robert Fitzç’Erald
I The Odyssey Homer Translated lv Robert Fitzç’erald PART 1 FAR FROM HOME “I Am Odysseus” Odysseus is in the banquet hail of Alcinous (l-sin’o-s, King of Phaeacia (fë-a’sha), who helps him on his way after all his comrades have been killed and his last vessel de stroyed. Odysseus tells the story of his adventures thus far. ‘I am Laertes’ son, Odysseus. [aertes Ia Men hold me formidable for guile in peace and war: this fame has gone abroad to the sky’s rim. My home is on the peaked sea-mark of Ithaca 4 Ithaca ith’. k) ,in island oft under Mount Neion’s wind-blown robe of leaves, the west e ast it C reece. in sight of other islands—Dulichium, Same, wooded Zacynthus—Ithaca being most lofty in that coastal sea, and northwest, while the rest lie east and south. A rocky isle, but good for a boy’s training; I (I 488 An Epic Poem I shall not see on earth a place more dear, though I have been detained long by Calypso,’ 12. Calypso k1ip’sö). loveliest among goddesses, who held me in her smooth caves, to be her heart’s delight, as Circe of Aeaea, the enchantress, 15 15. Circe (sür’së) of Aeaea e’e-). desired me, and detained me in her hail. But in my heart I never gave consent. Where shall a man find sweetness to surpass his OWfl home and his parents? In far lands he shall not, though he find a house of gold.
[Show full text]
2017 Released Items Grade 10 English Language Arts/Literacy Literary Analysis Task
Partnership for Assessment of Readiness for College and Careers Grade 10 English Language Arts/Literacy Literary Analysis Task 2017 Released Items English Language Arts/Literacy 2017 Released Items: Grade 10 Literary Analysis Task The Literary Analysis Task requires students to read two literary texts that are purposely paired. Students read the texts, answer questions for each text and for the texts as a pair, and then write an analytic essay. The 2017 blueprint for PARCC’s grade 10 Literary Analysis Task includes six Evidence-Based Selected Response/Technology-Enhanced Constructed Response items as well as one Prose Constructed Response prompt. Included in this document: • Answer key and standards alignment • PDFs of each item with the associated text(s) Additional related materials not included in this document: • Sample scored student responses with annotations and practice papers • PARCC Scoring Rubric for Prose Constructed Response Items • Guide to English Language Arts/Literacy Released Items: Understanding Scoring • PARCC English Language Arts/Literacy Assessment: General Scoring Rules for the 2015 Summative Assessment English Language Arts/Literacy PARCC Release Items Answer and Alignment Document ELA/Literacy: Grade 10 Text Type: LAT Passage(s): from The Lotos-Eaters / from The Odyssey Item Code Answer(s) Standards/Evidence Statement Alignment VH134881 Item Type: EBSR RL 10.1.1 Part A: B RL 10.4.1 Part B: C VH134907 Item Type: EBSR RL 10.1.1 Part A: D RL 10.3.2 Part B: B, F VH134914 Item Type: EBSR RL 10.1.1 Part A: B RL 10.4.1 Part B: A RL 10.5.1 VH135543 Item Type: EBSR RL 10.1.1 Part A: D RL 10.3.2 Part B: B, F VH134985 Item Type: EBSR RL 10.1.1 Part A: B L 10.5.1 Part B: D VH134990 Item Type: EBSR RL 10.1.1 Part A: A RL 10.5.1 Part B: A VH134951 Item Type: PCR RL 10.1.1 Refer to Grade 10 Scoring Rubric RL 10.9.1 English Language Arts/Literacy Today you will read and analyze passages from two poems.
[Show full text]
Pause in Homeric Prosody
PDF hosted at the Radboud Repository of the Radboud University Nijmegen The following full text is a publisher's version. For additional information about this publication click this link. http://hdl.handle.net/2066/140838 Please be advised that this information was generated on 2021-09-26 and may be subject to change. AUDIBLE PUNCTUATION Performative Pause in Homeric Prosody Audible Punctuation: Performative Pause in Homeric Prosody Proefschrift ter verkrijging van de graad van doctor aan de Radboud Universiteit Nijmegen op gezag van de rector magnificus prof. dr. Th.L.M. Engelen, volgens besluit van het college van decanen in het openbaar te verdedigen op donderdag 21 mei 2015 om 14.30 uur precies door Ronald Blankenborg geboren op 23 maart 1971 te Eibergen Promotoren: Prof. dr. A.P.M.H. Lardinois Prof. dr. J.B. Lidov (City University New York, Verenigde Staten) Manuscriptcommissie: Prof. dr. M.G.M. van der Poel Prof. dr. E.J. Bakker (Yale University, Verenigde Staten) Prof. dr. M. Janse (Universiteit Gent, België) Copyright©Ronald Blankenborg 2015 ISBN 978-90-823119-1-4 [email protected] [email protected] All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the author. Printed by Maarse Printing Cover by Gijs de Reus Audible Punctuation: Performative Pause in Homeric Prosody Doctoral Thesis to obtain the degree of doctor from Radboud University Nijmegen on the authority of the Rector Magnificus prof.
[Show full text]
Story 1: the Cicones
THE WANDERINGS OF ODYSSEUS – STORIES 1-11 STORY 1: THE CICONES THE WANDERINGS OF ODYSSEUS – STORIES 1-11 (OF 30) 1 2 3 4 5 6 7 8 9 10 11 THE CICONES SHIP AND CREW COUNT BEFORE AFTER 12 Ships 12 Ships 608 Men 536 Men After ten long years, the Trojan War is over. The ACHAEANS (a name for the Greeks) have defeated the Trojans. ODYSSEUS, his men, and their twelve ships, begin their journey home to ITHACA. The storm winds take them to the land of the CICONES where Odysseus and his men sack the main city Ismarus, attack their people, and steal their possessions. Odysseus and each of his men share the stolen riches equally. Odysseus urges that they leave. The crew do not listen. They slaughter the Cicones’ sheep and cattle, and drink their wine. The Cicones call for help. Now stronger and larger in number, the Cicones fight back with force. Odysseus loses six men from each of his twelve ships. He feels he and his men are being punished by ZEUS. Odysseus and the rest of his crew sail away before any more men are killed. BOOK AND LINE REFERENCES BOOK 9 (OF 24) Fagles (Fa) Fitzgerald (Fi) Lattimore (La) Lombardo (Lo) 9.44-75 9.43-73 9.39-66 9.42-68 NOTE: The numbers appearing after the Book Number (in this case, Book 9) are the specific line numbers for each translation. Although Book Numbers are the same across all four translations, line numbers are not. If you are using a prose translation (and line numbers aren’t provided), use the Book references provided above; the line numbers can be used to provide an approximate location in that Book for the particular passages.
[Show full text]
01. Pelling, Homer and Question
Histos Supplement ( ) – HOMER AND THE QUESTION WHY * Christopher Pelling Abstract : Historiography’s debt to Homer is immense, especially in exploring matters of cause and effect. The epics trace things back to beginnings, even if those are only ‘hinges’ in a still longer story; they use speech-exchanges not merely to characterise individuals but also to explore features of their society; the interaction of human and divine is complex, but the narrative focus characteristically rests more on the human level; allusiveness to narratives of earlier and later events also carries explanatory value. Epic and historiography alike also cast light on why readers find such aesthetic pleasure in stories of suffering, brutality, and death. Keywords: Homer, historiography, causation, explanation, intertextuality. t is no secret, and no surprise, that Greek historiography is steeped in Homer: how could it not be so? Epic was the great genre for the sweep Iof human experience, especially but not only in war; Homer was the narrator supreme. There have been many studies of the ways that individual historians exploit Homer to add depth to their work. I have contributed one myself on Herodotus, 1 Maria Fragoulaki writes in this volume on Thucydides, and others have covered writers down to and including the Second Sophistic. 2 Still, when completing a monograph on historical explanation in Herodotus,3 I was struck even more forcefully than before by how many of the characteristic interpretative techniques—not merely what they do, but how they do it—are already there in the Iliad and Odyssey. As the similarity of title shows, this paper is a companion piece to that book, though a full treatment would itself have swollen to monograph proportions, and the points have relevance to many other historical writers as well as Herodotus.
[Show full text]
The Return of Odysseus: Discovering the Homeric Wisdom of Αἴ Σἴμα
The Return of Odysseus: Discovering the Homeric Wisdom of αἴ σἴμα Dennis R. Maust 24 January 2011 It is clear that the general origin of poetry was due to two causes, each of them part of human nature. Imitation is natural to man from childhood, . he is the most imitative creature in the world, and learns at first by imitation. And it is also natural for all to delight in works of imitation. The truth of this second point is shown by experience: . we delight to view the most realistic representations . The explanation is to be found in a further fact: to be learning something is the greatest of pleasures not only to the philosopher but also to the rest of mankind. Aristotle (Poetics: 1448b[3-15], or Ch. 4, 1-5) ἀμείνω δ’ αἴζιμα πάνηα. Homer (The Odyssey: Loeb, 7.310 and 15.71) Preface The motivation for this essay was a question that sometimes opens a seminar covering Odysseus’ departure from Calypso’s island of Ogygia: “Why did he say no?” That is, why did Odysseus reject Calypso’s offer of immortality and agelessness? One of my summer 2005 Literature seminars opened with this question. It has lingered with me since. I would like to think that this revised submission offers a more focused, succinct, and tightened-up discourse while also injecting relevant new material. However, not without some remorse do I relegate most previous Aristotelian references to footnotes and an appendix. Aristotle not only illuminates certain methods and purposes of Homer, but philosopher and poet share connections, perhaps even dependencies, that merit appreciation and deserve attention – albeit not here.
[Show full text]
Close Reading of Book Nine, “In the OneEyed Giant’S Cave,” Pp
Book Nine Handout The events in Books Nine through Twelve are flashbacks being told to the Phaeacians by Odysseus himself. The events of these books reveal how the trials Odysseus faces develop his character from the end of the Trojan War through his time with the Phaeacians. Activity 1: Text Structure One feature of the epic is beginning in the middle of the story (in medias res). Study the graphic below so that you will understand the text structure. What is the effect of Homer’s choice concerning how to structure a text and the events within it? By beginning in the middle of things, the reader’s interest is piqued. It seems strange that such a famous warrior should be crying for home. Knowing how Odysseus’s men ended up creates suspense, compelling the reader to continue in the story. Activity 2: Close Reading of Book Nine, “In the OneEyed Giant’s Cave,” pp. 211214 Read the opening passage of Book Nine, which is reprinted for you below. Some lines have been removed, but the line numbers follow the original text. Follow the instructions below as you annotate: 1. For your first reading, define the terms that have been bolded for you. Write a synonym or definition directly above the bolded word. 2. For your second reading, use a handbook of mythological terms, the glossary of terms in the back of your text, or the Internet to look up background information for the shaded terms. Write the explanation directly above the term. 3. Finally, use the questions on the right side of the text to guide you as you record your insights and impressions about the text.
[Show full text]
ABSTRACT Hopkins's Homer: a Scholarly Edition of Gerard Manley
ABSTRACT Hopkins’s Homer: A Scholarly Edition of Gerard Manley Hopkins’s Dublin Notes on the Iliad Melinda Creech, Ph.D. Mentor: Joshua King, Ph.D. In a letter to his mother (13 January 1886), Gerard Manley Hopkins mentioned that he was “taking notes for one [a book] on Homer’s art.”(CW II 757). These notes on the Iliad, made while Hopkins was living in Dublin, on sixty-five pages of folded sheets of paper, are housed at Campion Hall, Oxford. In the Campion Hall manuscript, Hopkins makes this final statement: “After this I am going to make my notes mainly on my interleaved book. Feb. 12 ’86.” Those additional fifteen pages, interleaved into his copy of Homeri Ilias (1883), are housed at the Foley Library, Gonzaga University, Spokane, Washington. Taken together, the two sets of notes, consisting of 514 items and pertaining to fifty- seven pages in his edition of the Iliad, were written between November 1884 and ca. February 1886. A transcription of Hopkins’s notes, those housed at Campion Hall, and those housed at Gonzaga University, and a commentary on those notes comprises the bulk of the dissertation. These Dublin Notes on the Iliad, written by Hopkins during one of the darkest times of his life, when he was estranged from his country, his family, and his beloved Wales, provide a unique insight into the way he regarded the art of Homer’s poetry—the way Homer ordered the words, phrases, and lines that contributed to that poetry; the way that “stock” epithets were not stock at all, but expressed nuanced characteristics of the things and people they modified; the value Homer placed on the inscape of words, fitting each word into its place in the lines of dactylic hexameter—and the way Hopkins reflected his study of Homer in his own poetry, particularly the poetry he wrote and revised while living in Ireland.
[Show full text]
Julia Roberts- Mythomemology for the Odyssey
Julia Roberts Epic Mythomemology (The Odyssey) Book 1 of The Odyssey The book starts with an invocation of the Muses. All the survivors from Troy return home safely, expect Odysseus. Trapped in the cave of the nymph Calypso, the goddess keeps Odysseus hostage longing for him as her husband. All the Gods has empathy for Odysseus. but Poseidon is enraged by Odysseus for killing the Cyclops Polyphemus . The God’s assemble in meeting, (except Poseidon who travels to the Ethiopians) and Zeus finds issue with the way the mortals always blame the Gods. Athena tells Zeus to let all those mortals die, but to help Odysseus, the man with a cursed fate. Zeus decides to work out a plan with the Gods to bring Odysseus back- disregarding the anger of Poseidon. Athena proposes for Hermes to go to Ogygia Island to the nymph Calypso and release Odysseus, while she goes to the house of Telemachus to send the young prince off to learn more about his father’s journey home. The Gods agree, and Athena goes off to the home of Telemachus disguised as Mentes, an old friend of Odysseus. Athena, as Mentes, makes a prophecy to Telemachus that his father is really alive and making plans for a journey home. Telemachus tells Mentes of the misfortunes of his family and the suitors who are trying to court his mother. Mentes tells Telemachus to drive the suitors out of his home, send his mother to her father’s home to arrange a new marriage (if she wishes), and to sail out in quest to find news of his father.
[Show full text]
Illinoisclassica21977goold.Pdf
1 The Nature of Homeric Composition G. p. GOOLD Sing, Goddess, of Friedrich son of Wolf, Who brought countless griefs upon the Homerists, And sent to Hades many valiant souls of professors, W'hen on a time there clashed together in strife The lynx-eyed Analysts and much-enduring Unitarians. First did one hero take up a huge, jagged hypothesis, \Vhich no two scholars of this age could believe (Though he alone believed it quite easily), And hurled it at foeman's shield of six indubitable strata; But, checked thereby, the shameless assumption glanced aside. Next did the other lift up a much larger hypothesis, And threw it, nor missed, at enemy's book: Through six editions did the missile penetrate, But the seventh stopped it, made of the hide of a calf. Then the two armies advanced with clamour unspeakable, And a chorus of Babel arose before the face of heaven. As when the South Wind sheds a mist over mountain-peaks, A mist hated of shepherd, but to robber better than night, Even so ascended a thick dust-cloud of uncertainty From beneath their feet as they went. CLCR25 (191 1) 63. The Homeric Question is an apt phrase. The difficulty of any genuine attempt to determine the process by which our texts of the Iliad and the Odyssey were composed may well lead even an optimist to despair. But the greatness of the poems inspires lasting pleasure and interest in every age and I hope will permit a hearing for my claim, however deluded, to be able to progress a little nearer the heart of the matter.
[Show full text]
Book 9: New Coasts and Poseidon’S Son
book 9: New Coasts and Poseidon’s Son In Books 6–8, Odysseus is welcomed by King Alcinous, who gives a banquet in his honor. That night the king begs Odysseus to tell who he is and what has happened to him. In Books 9–12, Odysseus relates to the king his adventures. “i am laertes’ son” ANALYZE VISUALS “What shall I This sculpture of Odysseus was produced in Rome sometime say first? What shall I keep until the end? between a.d. 4 and 26. How would The gods have tried me in a thousand ways. you describe the expression on But first my name: let that be known to you, his face? 5 and if I pull away from pitiless death, friendship will bind us, though my land lies far. I am Laertes’ son, Odysseus. Men hold me 7–8 hold me formidable for guile: formidable for guile in peace and war: consider me impressive for my cunning and craftiness. this fame has gone abroad to the sky’s rim. 10 My home is on the peaked sea-mark of Ithaca under Mount Neion’s wind-blown robe of leaves, 11–13 Mount Neion’s (nCPJnzQ); Dulichium in sight of other islands—Dulichium, (dL-lGkPC-Em); Same (sAPmC); Zacynthus (zE-sGnPthEs). Same, wooded Zacynthus—Ithaca being most lofty in that coastal sea, 15 and northwest, while the rest lie east and south. A rocky isle, but good for a boy’s training; I shall not see on earth a place more dear, 18–26 Odysseus refers to two beautiful though I have been detained long by Calypso, goddesses, Calypso and Circe, who have delayed him on their islands.
[Show full text]