541 Summer Reading Book: Beowulf (Burton Raffel Translation), ISBN: 978-0451530967

Total Page:16

File Type:pdf, Size:1020Kb

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. Example: After landing in Denmark, Beowulf reveals his heritage and allegiances, in his conversation with the watchman: We belong by birth to the Geat people and owe allegiance to Hygelac. In his day, my father was a famous man, a noble warrior-lord named Ecgtheow. (260-263) 1. As a legendary figure, what is Beowulf’s personal motivation for leaving his homeland? What cultural values do his interactions with the Danes manifest? How does he manifest his superhuman nature? 2. How does the Beowulf poet describe the character Grendel? How does his ancestry impact his characterization, and how does it create conflict in the narrative? 3. The relationship between a king and his people is an important relationship in the cultures represented in Beowulf. How do the events in Hrothgar’s kingdom reflect the strength of this relationship? Is Hrothgar a worthy king? 4. How does the battle Beowulf fights with Grendel differ from the battle he fights with Grendel’s mother? What symbolic significance is evident in Beowulf’s strategy and choice of weaponry? 5. How does Beowulf prepare for his battle with the dragon (fire-drake)? How does this episode differ from those that detail Beowulf’s prior battles? 6. What values does the contrast between Beowulf’s actions during the fight with the dragon and the behavior of Beowulf’s Geatish followers during this fight emphasize? Who does remain with Beowulf? 7. How do Beowulf’s dying words of thanks reflect the influence of the Christian monks who preserved this early work of English Literature? ***A word of warning!!*** Please do NOT include the question in your response. This creates a false positive when you upload in TurnItIn.com (which means the English Department must investigate if you have in fact plagiarized). Failure to comply will cost you points on your summer reading. .
Recommended publications
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • A Metaphor in "Beowulf"
    University of South Carolina Scholar Commons Faculty Publications English Language and Literatures, Department of Fall 1996 A Metaphor in "Beowulf " 2487a: gūðhelm tōglād Scott wG ara University of South Carolina - Columbia, [email protected] Follow this and additional works at: https://scholarcommons.sc.edu/engl_facpub Part of the English Language and Literature Commons Publication Info Published in Studies in Philology, Volume 93, Issue 4, Fall 1996, pages 333-348. Gwara, Scott. (1996). A eM taphor in "Beowulf" 2487a: gūðhelm tōglād. Studies in Philology, 93 (4), 333-348. ©Studies in Philology 1996, University of North Carolina Press This Article is brought to you by the English Language and Literatures, Department of at Scholar Commons. It has been accepted for inclusion in Faculty Publications by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Volume XCIII Fall, 1996 Number 4 A Metaphor in Beowulf 2487a: gfthelm toglad by ScottGwara IN many respects the Beowulf-poet'sart defies comparison,as few authors from pre-Conquest England match his linguistic sophisti- cation.' Perhaps one failing of readers has therefore been to define words without serious scrutiny where the sense seems obvious. The poet's depiction of Ongenpeow's death serves as an object lesson, for one half-line in the episode has been misconstrued in dictionaries, glos- saries, and translations. Line 2487a, gi0helm toglad,occurs in a scene describing the death of Ongenpeow, king of the Scylfings: Pa ic on morgne gefragn maegoberne billes ecgum on bonan staelan, PaerOngenpeow Eoforesniosao; guOhelmtoglad, gomela Scylfing hreas <heoro>blac; hond gemunde faehbogenoge, feorhswengene ofteah.
    [Show full text]
  • 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
    [Show full text]
  • 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.
    [Show full text]
  • Translating Oral Literature
    Oral Tradition 1/1 (1986): 11-29 The Manner of Boyan: Translating Oral Literature Burton Raffel The force of oral transmission—its accuracy and integrity— is perhaps best demonstrated by comparing texts which have been transmitted in written form and orally transmitted texts, both sorts of transmission covering some fairly extensive period of time. One might expect that oral transmission would be far less effective, and that texts transmitted orally would contain many more errors, changes, deletions, accretions, and all manner of other divergences from the original form. Judah Goldin, however, describes the “baskets full of books,” the “living texts” represented by the living men who both orally transmitted and constituted, in their own persons, effective “oral publication” of Hebrew sacred material. He adds that “to us it no doubt seems that an oral text would be less trustworthy than a written one. This was not necessarily the case with the ancients” —and he cites the very plain passage in Plato’s Phaedrus which argues that writing, as opposed to oral transmission, tends to decrease rather than to increase understanding (Goldin 1955:24, n.). It must be understood, of course, not only that the ancients were accustomed both to transmitting texts orally and to acquiring texts from others via oral transmission, but also that such transmission is a very different thing from what we think of, today, as memorization. Memorization, that is, is understood by us as an essentially word-for- word affair. Oral transmission, on the other hand, plainly works with larger blocks of material, using thematic and a variety of traditionally derived patternings to aid retention.
    [Show full text]
  • Translations of Judith| Analyses of Selected English Translations and a New Version by the Author
    University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1971 Translations of Judith| Analyses of selected English translations and a new version by the author Peggy June Haugen The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Haugen, Peggy June, "Translations of Judith| Analyses of selected English translations and a new version by the author" (1971). Graduate Student Theses, Dissertations, & Professional Papers. 3940. https://scholarworks.umt.edu/etd/3940 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. TRANSLATIONS OF JUDITH: ANALYSES OF SELECTED ENGLISH TRANSLATIONS AND A NEW VERSION BY THE AUTHOR By Peggy June Haugen B.A., Smith College, 1968 Presented in partial fulfillment of the requirements for the degree of Master of Arts UNIVERSITY OF MONTANA 1971 Board oS Examiners Ltit^ D^^^, Gradu^e School {A/i-A y. IVf Dat UMI Number- EP35861 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.
    [Show full text]
  • Tradurre: Un Viaggio Viaggio Un Tradurre: — Serie Occidentale 14 Filologie Medievali E Moderne 17 Moderne E Medievali Filologie
    UN VIAGGIO NELUN TEMPO VIAGGIO TRADURRE: e-ISSN 2610-9441 Filologie medievali e moderne 17 ISSN 2610-945X Serie occidentale 14 — Tradurre: un viaggio nel tempo CAMMAROTA a cura di Maria Grazia Cammarota Edizioni Ca’Foscari Tradurre: un viaggio nel tempo Filologie medievali e moderne Serie occidentale Serie diretta da Eugenio Burgio 17 | 14 Edizioni Ca’Foscari Filologie medievali e moderne Serie occidentale Direttore | General editor Eugenio Burgio (Università Ca’ Foscari Venezia, Italia) Comitato scientifico | Advisory board Massimiliano Bampi (Università Ca’ Foscari Venezia, Italia) Saverio Bellomo † (Università Ca’ Foscari Venezia, Italia) Marina Buzzoni (Università Ca’ Foscari Venezia, Italia) Serena Fornasiero (Università Ca’ Foscari Venezia, Italia) Tiziano Zanato (Università Ca’ Foscari Venezia, Italia) Serie orientale Direttore | General editor Antonella Ghersetti (Università Ca’ Foscari Venezia, Italia) Comitato scientifico | Advisory board Attilio Andreini (Università Ca’ Foscari Venezia, Italia) Giampiero Bellingeri (Università Ca’ Foscari Venezia, Italia) Paolo Calvetti (Università Ca’ Foscari Venezia, Italia) Marco Ceresa (Università Ca’ Foscari Venezia, Italia) Daniela Meneghini (Università Ca’ Foscari Venezia, Italia) Antonio Rigopoulos (Università Ca’ Foscari Venezia, Italia) Bonaventura Ruperti (Università Ca’ Foscari Venezia, Italia) e-ISSN 2610-9441 ISSN 2610-945X URL http://edizionicafoscari.unive.it/it/edizioni/collane/filologie-medievali-e-moderne/ Tradurre: un viaggio nel tempo a cura di Maria Grazia Cammarota Venezia Edizioni Ca’ Foscari - Digital Publishing 2018 Tradurre: un viaggio nel tempo Maria Grazia Cammarota (a cura di) © 2018 Maria Grazia Cammarota per il testo © 2018 Edizioni Ca’ Foscari - Digital Publishing per la presente edizione cb Qualunque parte di questa pubblicazione può essere riprodotta, memorizzata in un sistema di recupero dati o trasmessa in qualsiasi forma o con qualsiasi mezzo, elettronico o meccanico, senza autorizzazione, a condizione che se ne citi la fonte.
    [Show full text]
  • Bartlett City Schools 12Th Grade Unit 1 BCS Literacy Vision Unit Overview
    Bartlett City Schools 12th Grade Unit 1 BCS Literacy Vision Unit Overview In this unit, students will read about and discover how people are made into heroes. Students will be able to: • Read a variety of texts to gain the knowledge and insight needed to write about heroism. • Expand your knowledge and use of academic and thematic vocabulary. • Write an argument that has a clear structure and that draws evidence from texts and background knowledge to support a claim. • Conduct research projects of various lengths to explore a topic and clarify meaning. • Correctly use syntactical devices to elaborate text and add interest to writing and presentations. • Collaborate with your team to build on the ideas of others, develop consensus, and communicate. • Integrate audio, visuals, and text in presentations. Essential Questions: • What makes a hero? Anchor Text(s) • Historical Perspectives: Focus Period 750-1066: Ancient Warriors • Anchor Text, Epic Poetry: from Beowulf, translated by Burton Raffel (NP) • Media, Graphic Novel: from Beowulf: Gareth Hinds Related Texts Informational Texts • Essay: Accidental Hero, Zadie Smith (830L) • Science Article: The New Psychology of Leadership, Stephen D Reicher, Michael J. Platow, S. Alexander Haslam (1360L) • Science Article: What is Charisma and Charismatic Leadership?, Ronald E. Riggio • Speech: Speech Before Her Troops, Queen Elizabeth I (1150L) • Speech: Defending Nonviolent Resistance, Mohandas K. Gandhi (1390) • Speech: Pericles’ Funeral Oration, Thucydides, translated by Rex Warner (1240L) Literary
    [Show full text]
  • TABLE of CONTENTS GRADES 6 –12 OPEN a WORLD of IDEAS It Is Important to Understand That Learning Is Different in the 21St Century Than It Was in the 20Th Century
    TABLE OF CONTENTS GRADES 6 –12 OPEN A WORLD OF IDEAS 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 Author ERNEST MORRELL, Ph.D., Coyle Professor and the Literacy Education Director at the University of Notre Dame 2 TABLE OF CONTENTS myPerspectives 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 UNITS Grade 6 . .. 6 Grade 7 . .. 9 Grade 8 . 13 Grade 9 . 16 Grade 10 . .. 21 American Literature . 26 British and World Literature .
    [Show full text]
  • Beowulf: Lost in Translation?
    Beowulf: Lost in Translation? We’re going to look at several translations of the same scene in Beowulf, one of the grossest, coolest parts of the poem: the scene in which Beowulf rips Grendel’s arm off. Read these translations, then answer the questions on the reverse. A bitter parting from life was that day destined for him; But his going away the eldritch spirit was sent off on his out of this world and the days of his life far faring into the fiends' domain. would be agony to him, and his alien spirit It was then that this monster, who, moved by spite would travel far into fiends' keeping. against human kind, had caused so much harm -- so feuding with God -- found at last Then he who had harrowed the hearts of men that flesh and bone were to fail him in the end; with pain and affliction in former times for Hygelac's great-hearted kinsman and had given offence to God had him by the hand; and hateful to each found that his bodily powers failed him. was the breath of the other. Hygelac's kinsman kept him helplessly A breach in the giant locked in a handgrip. As long as either lived, flesh-frame showed then, shoulder-muscles he was hateful to the other. The monster's whole sprang apart, there was a snapping of tendons, body was in pain, a tremendous wound bone-locks burst. To Beowulf the glory appeared on his shoulder. Sinews split of this fight was granted; and the bone-lappings burst.
    [Show full text]