A Metaphor in "Beowulf"
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Dance and the Colonial Body: Re-Choreographing Postcolonial Theories of the Body
Université de Montréal Dance and the Colonial Body: Re-choreographing Postcolonial Theories of the Body par Rachid Belghiti Département d’études anglaises Faculté des arts et des sciences Thèse présentée à la Faculté des études supèrieures en vue de l’obtention du grade de Philosophiae Doctor (Ph.D) en études anglaises Septembre, 2012 © Rachid Belghiti, 2012 Résumé iii Cette dissertation traite la danse comme une catégorie d’analyse permettant de réorienter ou de ré-chorégraphier les théories postcoloniales du corps. Mon étude montre qu’ Edward Said, par exemple, décrit la danse seulement à travers le regard impérial, et que Homi Bhabha et Gayatri Spivak négligent complètement le rôle de la dance dans la construction de la subjectivité postcoloniale. Mon étude explique que Stavros Karayanni récemment explore la danse masculine et féminine comme espaces de résistance contre la domination coloniale. Toutefois, l’analyse de Karayanni met l’accent seulement sur le caractère insaisissable de la danse qui produit une ambigüité et une ambivalence dans le regard du sujet impériale. Contrairement aux approches de Said et de Karayanni, ma dissertation explore la danse comme un espace ou le corps du sujet colonisé chorégraphie son histoire collective que l’amnésie coloniale ne cesse de défigurer au moyen de l’acculturation et de marchandisation. Je soutiens que la danse nous offre la possibilité de concevoir le corps colonisé non seulement dans son ambiguïté, comme le souligne Karayanni, mais aussi dans son potentiel de raconter corporellement sa mémoire collective de l’intérieur de la domination impériale. Ma dissertation soutient que les catégories de l’ambiguïté et de l’insaisissabilité mystifient et fétichisent le corps dansant en le décrivant comme un élément évasif et évanescent. -
Beowulf to Ancient Greece: It Is T^E First Great Work of a Nationai Literature
\eowulf is to England what Hcmer's ///ac/ and Odyssey are Beowulf to ancient Greece: it is t^e first great work of a nationai literature. Becwulf is the mythical and literary record of a formative stage of English civilization; it is also an epic of the heroic sources of English cuitu-e. As such, it uses a host of tra- ditional motifs associated with heroic literature all over the world. Liks most early heroic literature. Beowulf is oral art. it was hanaes down, with changes, and embe'lishrnents. from one min- strel to another. The stories of Beowulf, like those of all oral epics, are traditional ones, familiar to tne audiences who crowded around the harp:st-bards in the communal halls at night. The tales in the Beowulf epic are the stories of dream and legend, of monsters and of god-fashioned weapons, of descents to the underworld and of fights with dragons, of the hero's quest and of a community threat- ened by the powers of evil. Beowulf was composed in Old English, probably in Northumbria in northeast England, sometime between the years 700 and 750. The world it depicts, however, is much older, that of the early sixth century. Much of the material of the poem is based on early folk legends—some Celtic, some Scandinavian. Since the scenery de- scribes tne coast of Northumbna. not of Scandinavia, it has been A Celtic caldron. MKer-plateci assumed that the poet who wrote the version that has come down i Nl ccnlun, B.C.). to us was Northumbrian. -
Table of Contents English I-IV
TABLE OF CONTENTS ENGLISH I–IV Literacy From a New Perspective It is important to understand that learning is different in the 21st century than it was in the 20th century. For many of us educated in the 20th century, our learning modalities are closer to Gutenberg than Zuckerberg! Learning changes as technologies change. We’re moving from what would have been a receptive learning ecology to an interactive and productive one. The 21st century is about producing knowledge. It’s a century where students need to develop unique and powerful voices plurally and consider the following questions: How do I speak to different audiences? How do I understand the rhetorical situation? How do I know what my audience needs to hear from me? How do I meet them where they are? There’s not just one generic academic voice; there are multiple voices. It’s also about learning to consider and engage diverse perspectives. —Dr. Ernest Morrell, myPerspectives Texas Author ERNEST MORRELL, Ph.D., Coyle Professor and the Literacy Education Director at the University of Notre Dame 2 Table of Contents myPerspectives Texas provides a rich survey of American, British, and world literature. It ensures that students read and understand a variety of complex texts across multiple genres such as poetry, myths, realistic fiction, historical fiction, speeches, dramas, literary criticism, letters, speeches, articles, short stories, and more. These varied texts allow students to encounter new perspectives, rethink ideas, and deepen their knowledge of contemporary, traditional, and classic literature. STUDENT EDITION THEMATIC UNITS English I. .6 English II . .11 English III. -
Beowulf Thesis Final Draft
“WHAT KINSHIP SHOULD MEAN:” AN EXAMINATION OF THE ETHNIC AND NATIONALIST THEMES WITHIN BEOWULF ADAPTATIONS An Undergraduate Research Scholars Thesis by CLAIRE NOWKA Submitted to the Undergraduate Research Scholars program at Texas A&M University in partial fulfillment of the requirements for the designation as an UNDERGRADUATE RESEARCH SCHOLAR Approved by Research Advisor: Dr. Britt Mize May 2017 Major: History TABLE OF CONTENTS Page ABSTRACT ..................................................................................................................................1 Thesis Statement ...............................................................................................................1 Theoretical Framework .....................................................................................................1 Project Description ...........................................................................................................1 ACKNOWLEDGMENTS .............................................................................................................3 INTRODUCTION .........................................................................................................................5 A Question of Kinship .......................................................................................................4 Why Study Adaptations? ...................................................................................................6 Methodology ......................................................................................................................7 -
Dating Beowulf
8 What the raven told the eagle: animal language and the return of loss in Beowulf 1 Mo Pareles Whatever its flaws, Old English literature continues to rebuke the humanist narcissism that denies non-human animals possession of symbolic language. Like us, the early English knew that in singing, birds speak. As Susan Crane notes, at least one strain in medieval Western European thought held that birds composed ‘a society with a metaphoric relation to human society, in which birdsong fills the function of human language’,2 and recent critics have heard welcome eruptions of interspecies intercourse in the avian voices of Old English literature.3 In this vein of ecocritical optimism, I too read in the bird language of Beowulf a profound moment of interspecies connection. But I argue that within Beowulf the human is excluded from and indeed denigrated by the intimacy of wild creatures; when birds gossip about human corpses, this intimacy thematises the breakdown of socially embedded human knowledge. Beowulf is an ideal site for those creatures and readers drawn to dire human straits, since far from a celebration of heroic achievement, the poem is a relentless chronicle of human failures. The most abject and notorious of these include queens’ failures to weave peace; fathers’ failures to protect and avenge their sons; Danes’ failures to defend themselves; pagans’ failures to communicate with the divine and achieve salvation; human failure to control objects and make things work, as in the cases of both swords and gold; Beowulf’s failure to ensure peace and security for his people; and the ultimate failure of the heroic ideal of lordship, which impossibly requires both wise statecraft and martial recklessness. -
541 Summer Reading Book: Beowulf (Burton Raffel Translation), ISBN: 978-0451530967
541 Summer Reading Book: Beowulf (Burton Raffel translation), ISBN: 978-0451530967 Summer Reading Assignment and College Application Essay Expectations 1. Submit your new draft of your college application essay on the first day of class to your seminar teacher. Combine your revised essay as the first page of a document that includes the draft that has your junior teacher’s comments on it as the second page. Submissions lose half credit if they do not include the draft that has your junior teacher’s comments on it. Submit your assignment electronically as per your seminar teacher’s instructions. 2. While reading Beowulf, answer the following questions. Make sure to incorporate passages from the text in your answers, citing the lines you quote. You will submit your summer reading electronically on the first day of classes. When quoting and citing passage from Beowulf, apply the following format: Up to three lines of verse (the lines of poetry as they appear in the text), offset the quoted passage from your prose with quotation marks, indicate the ends of lines with backslashes, and cite the line numbers. Example: After landing in Denmark, Beowulf reveals his heritage to the watchman: “…my father was a famous man,/ a noble warrior-lord named Ecgtheow” (262-263) 1869-73. For more than three lines of verse, reduplicate the entire passage as it appears in the text (including lineation and capitalization), setting off the passage from your prose by tabbing the entire passage in 1 inch; do not use quotation marks, unless they are the author’s. Cite as above. -
Books for Courses 2010
PENGUIN GROUP (USA) Medieval Studies BOOKS FOR COURSES 2010 Here is a great selection of Penguin Group (USA)’s of Medieval Studies titles. Click on the 13-digit ISBN to get more information on each title. Examination and personal copy forms are available at the back of the catalog. For personal service, adoption assistance, and complimentary exam copies, sign up for our College Faculty Info Service at http://www.penguin.com/facinfo 2 • TABLE OF CONTENTS Cover design by Jaya Miceli. Table of Contents EARLY MEDIEVAL ENGLAND/ ANGLO-SAXON ERA (A.D. 400-1066) .................................. 3 ENGLAND IN THE HIGH MIDDLE AGES (A.D. 1066-1300) ....... 3 THE AGE OF ARTHUR .................................................. 4 ENGLAND IN THE LATE MIDDLE AGES (A.D. 1300-1499) ........ 5 GEOFFrey CHAUCER................................................... 6 IRELAND, SCOTLAND, & WALES ......................................... 6 THE VIKING AGE/SCANDINAVIA ........................................ 7 FRANCE ......................................................................... 9 SPAIN .......................................................................... 10 GERMANY .................................................................... 10 EASTERN EUROPE & RUSSIA ........................................... 10 ITALY ........................................................................... 11 DANTE ALIGHIERI .................................................... 12 EARLY CHRISTIANITY & THE CRUSADES ........................... 12 BYZANTINE & EARLY OTTOMAN -
Female Representations of Heroism in Old English Poetry
University of Louisville ThinkIR: The University of Louisville's Institutional Repository Electronic Theses and Dissertations 5-2018 Breaking with tradition(?) : female representations of heroism in old english poetry. Kathryn A. Green University of Louisville Follow this and additional works at: https://ir.library.louisville.edu/etd Part of the English Language and Literature Commons Recommended Citation Green, Kathryn A., "Breaking with tradition(?) : female representations of heroism in old english poetry." (2018). Electronic Theses and Dissertations. Paper 2971. https://doi.org/10.18297/etd/2971 This Doctoral Dissertation is brought to you for free and open access by ThinkIR: The University of Louisville's Institutional Repository. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of ThinkIR: The University of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. BREAKING WITH TRADITION(?): FEMALE REPRESENTATIONS OF HEROISM IN OLD ENGLISH POETRY By Kathryn A. Green B.A., University of Louisville, 1987 M.A., University of Louisville, 2012 A Dissertation Submitted to the Faculty of the College of Arts and Sciences of the University of Louisville in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Humanities Department of Comparative Humanities University of Louisville Louisville, KY May 2018 Copyright 2018 by Kathryn A. Green All rights reserved BREAKING WITH TRADITION(?): FEMALE REPRESENTATIONS OF HEROISM IN OLD ENGLISH POETRY By Kathryn A. Green B.A., University of Louisville, 1987 M.A., University of Louisville, 2012 Dissertation Approved on April 19, 2018 by the following Dissertation Committee: ___________________________________________ Dr. -
Closed Spaces: Beckett and Confinement James Little Doctor of Philosophy in English Trinity College Dublin August 2017
Closed Spaces: Beckett and Confinement James Little Doctor of Philosophy in English Trinity College Dublin August 2017 ii Declaration I declare that this thesis has not been submitted as an exercise for a degree at this or any other university and it is entirely my own work. I agree to deposit this thesis in the University’s open access institutional repository or allow the library to do so on my behalf, subject to Irish Copyright Legislation and Trinity College Library conditions of use and acknowledgement. Signature _________________________ iii Summary This thesis is the first sustained study of Samuel Beckett’s career-long engagement with confinement, examining both his use of institutions of coercive confinement as well as the closed spaces of his later prose and drama. Focussing on twenty-two case studies from Beckett’s critical, poetic, dramatic and prose writing, including the seven prose works in which institutions of confinement feature as key locales, it combines a historicist approach to institutional and performance space with the methodologies of genetic criticism (which studies an author’s manuscripts to investigate the geneses of his/her works) and spatial theory. Close readings of Beckett’s texts form the basis for a re-evaluation of his development as a writer and director. Chapter 1 analyses Beckett’s use of images of confinement, which allowed him to formulate key aesthetic problems in his critical monograph Proust, his posthumously published novel Dream of Fair to Middling Women and his short stories ‘Dante and the Lobster’ and ‘Fingal’. Chapters 2 and 3 examine the function of institutional space in Murphy and Watt, two novels in which an asylum setting is central to the narrative development, as well as to the development of Beckett’s own poetics. -
Title Author/Translator ISBN Publisher
Title Author/Translator ISBN Publisher FIRST-YEAR FALL CEC 120 Introductory Latin I (K. Heinze) A Primer of Ecclesiastical Latin (The Catholic University of America Press) John F. Collins ISBN 13: 978-0813206677 The Catholic University of America Press HIS 103 History of Western Civilization I (R. Shaw) Western Civilization: Beyond Boundaries 7th edition (Thomas F. X. Noble, et al.) 978-1133610120 Wadsworth Publishing HIS 103 2020F Course Anthology LIT/CEC 141 Introduction to Classical Literature (K. Persson) A Pocket Style Manual, 8th ed. (pub. date Sept. 1, 2017) Diana Hacker, Nancy Sommers 978-1319057404 Bedford/St. Martins The Oresteia, Aeschylus trans. Robert Fagles 978-0140443332 Penguin Classics Three Theban Plays, The Sophocles, trans. Robert Fagles 978-0140444254 Penguin Classics Odyssey, The (trans. Robert Fagels) Homer. Trans. Robert Fagles 978-0140268867 Penguin Classics Deluxe Edition Aeneid, The Virgil, trans. by Robert Fagles 978-0143105138 Penguin Classics Deluxe Edition Iliad, The (trans. Robert Fagels) Homer. Trans. Robert Fagles 978-0140275360 Penguin Classics Deluxe Edition PHI 141: Logic (M. Schintgen) An Introduction to Traditional Logic (2nd ed.) (Book Surge) Scott Sullivan 978-1419616716 Book Surge PHI 141 2020F Course Anthology FIRST-YEAR FULL-YEAR THE 100 Christian Doctrine (J. Meenan) Catechism of the Catholic Church (2nd edition) (Softcover) (Libreria Editrice Vaticana) (Green) 978-1574551105 USCCCB Catechism of the Catholic Church (2nd edition) (Softcover) (Libreria Editrice Vaticana) (Red) 978-0-88997-547-7 CCCB Catechism of the Catholic Church (2nd edition) (Hardcover) (Libreria Editrice Vaticana) 978-0385508193 Image: Random House Summa Theologiae (hard copy recommended; also available online for those who wish to print the relevant articles [printing fees will be applied]) 978-0-87061-063-9 Ave Maria Press (from the Dominican Fathers) THE 100 2020F Course Anthology LAS 090 Chorus Sheet music will be provided throughout the semester; you may wish to have a black binder to keep it in. -
Old English Newsletter
OLD ENGLISH NEWSLETTER Published for !e Old English Division of the Modern Language Association of America by !e Medieval Institute, Western Michigan University and its Richard Rawlinson Center for Anglo-Saxon Studies Editor: R.M. Liuzza Associate Editors: Daniel Donoghue !omas Hall VOLUME NUMBER FALL ISSN - O!" E#$!%&' N()&!(**(+ Volume "# Number $ Fall %&&' Editor Publisher R. M. Liuzza Paul E. Szarmach Department of English Medieval Institute The University of Tennessee Western Michigan University "&$ McClung Tower $#&" W. Michigan Ave. Knoxville, TN "(##)-&*"& Kalamazoo, MI *#&&+-'*"% Associate Editors Year’s Work in Old English Studies OEN Bibliography Daniel Donoghue Thomas Hall Department of English Department of English (M/C $)%) Harvard University University of Illinois at Chicago Barker Center / $% Quincy St. )&$ S. Morgan Street Cambridge MA &%$"+ Chicago, IL )&)&(-($%& Assistant to the Editor: Tara Lynn Assistant to the Publisher: David Clark Subscriptions: The rate for institutions is ,%& -. per volume, current and past volumes, except for volumes $ and %, which are sold as one. The rate for individuals is ,$' -. per volume, but in order to reduce administrative costs the editors ask individuals to pay for two volumes (currently "+ & "#) at one time at the discounted rate of ,%'. Correspondence: General correspondence regarding OEN should be addressed to the Editor; correspondence regard- ing the Year’s Work and the annual Bibliography should be sent to the respective Associate Editors. Correspondence regarding business matters and subscriptions should be sent to the Publisher. Submissions: The Old English Newsletter is a referreed periodical. Solicited and unsolicited manuscripts (except for independent reports and news items) are reviewed by specialists in anonymous reports. Scholars can assist the work of OEN by sending offprints of articles, and notices of books or monographs, to the Edi- tor. -
Exegetical Theory and Textual Communities in Late Anglo-Saxon England
Exegetical Theory and Textual Communities in Late Anglo-Saxon England By Jacob Eli Hobson A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in English and Medieval Studies in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Katherine O’Brien O’Keeffe, Chair Professor Emily V. Thornbury Professor Jonas Wellendorf Spring 2017 1 Abstract Exegetical Theory and Textual Communities in Late Anglo-Saxon England by Jacob Eli Hobson Doctor of Philosophy in English and Medieval Studies University of California, Berkeley Professor Katherine O’Brien O’Keeffe, Chair This dissertation, a study in political hermeneutics, claims the practice of biblical interpretation as one of the primary shaping forces of Anglo-Saxon literature and society. From the educational reforms of King Alfred (r. 871-99) through the end of the Anglo-Saxon kingdom (c. 1066), anyone who received an education in England began by memorizing the Psalms and progressed to the study of biblical exegesis, a method of reading that moves from the historical analysis of scripture to the figurative description of moral action in the present and eternal punishment or reward in the future. Exegetical theory inscribes human action in the morally charged temporalities of Christian salvation history, encompassing all historical time from Creation to Judgment Day. It provides a foundational method by which Anglo-Saxons read texts, but it also becomes a powerful structuring principle of sacred and secular society as a whole. The practice of scriptural interpretation interpellates individual subjects as historical actors, and it frames social institutions, from monasteries to the kingdom itself, as agents in the unfolding progress of world history.