Samantha Herrington

Herrington 1

Samantha Herrington

Mr. Youngs

AP English Lit II, Period 7

31 October 2012

In The Canterbury Tales prologue, Chaucer takes the many characters introduced and goes into great detail in order to make them more three-dimensional and relatable. By taking a sampling of the characters that Chaucer created, one may analyze them in order to create a personalized image to the characterizations Chaucer puts forward. The Knight, the Pardoner, and the Parson all are significant characters who imitate real life though their descriptions, stereotypes, and actions. Chaucer is able to take these stereotypical, black and white characters and add another layer to them in order to make them more humanized.

The Knight is the first character introduced. He is in the front of the caravan, and his is the first story to be told. Chaucer holds him in high regard for his chivalry, truth, and courtesy. The Knight has a very impressive military background, having fought in the Crusades. The Knight is not boastful of his military successes, and is instead modest. The Knight’s dress further demonstrates this humility. He is described as wearing “simple fustian…Sadly discolored by his habergeon, For he had lately come from his voyage” (GP 75-77). Ironically, as battle-worthy as the Knight may be, he holds an aversion to conflict outside of military battle, and does not like unhappiness. In The Canterbury Tales, the Knight is the quintessential man of the time period: idealistic, brave, humble, and gentle.

Chaucer goes into detail about the Pardoner as well. The Pardoner is on the other side of the spectrum from the Knight. Where the Knight is brave, honest, and good, the Pardoner is sleazy, distrustful, and indecent. The physical description of the Pardoner is the physical representation of his personality. He is said to have “hair as yellow as wax” that “hung as does a strike of flax” (GP 676-77). The Pardoner is constantly attempting to sell pardons – leniency for sins – to the other members on the journey, despite the Host’s rules outlawing this. Though he works for the Church, the Pardoner presents himself as a man of vague sexual orientation and often uses the fake relics he brought with him on the trip to “cash in”, so to speak, on the Church. The Pardoner’s tale, a story of three men who go off to kill Death and end up dead themselves over eight bushels of gold, warns against greed and the consequences of rapacity, yet the Pardoner’s whole life-style and identity is based on greed. He is even described as having “His wallet lay before him in his lap” (GP 687), illustrating his need to have his money with him and in his sight at all times.

The Parson is another character that Chaucer holds in high regards. Unlike the Pardoner, or any other religious figure in The Canterbury Tales, the Parson is a wholly good-natured character. He is a preacher at a small town church, and practices what he preaches. A philosophy of the Parson’s is “…if gold rusts, what then shall iron do?” (GP 501). He sees himself as an example for his congregation, and knows that if he fails and disregards the laws and ideals he believes in, then the masses will surely follow. The Parson takes sinning very seriously, and will not hesitate to demand that the sinner repent, despite that person’s class, race, or sex. He upholds the values of the bible, and even the tale that he tells reflects that. He never cursed or took more then what was needed, and was instead humble, giving, and had very little possessions. The Parson never failed to visit anyone who asked for his services, in “rain or thunder, In sickness, or in sin, or any state” (GP 493-94).

Chaucer creates life-like characters through the addition of depth and description, something that many other authors, both in his time period and today, lack. He is able to use significant detail to have the characters act realistically, as any great author will.

Works Cited

Chaucer, Geoffrey. The Canterbury Tales. England: Penguin, 1951.

Print.

Duncan, Edwin. The General Prologue – An Electronic Edition.

110171. Towson University. 2000-2010. Print. 27 October 2012.

ESSAY RUBRIC

MARK / SCORE / DESCIPTIONS
9
100 / 9-8 These essays effectively and cohesively address the prompt. They offer a persuasive analysis and make a strong case for their interpretation. They cite appropriate devices called for in the question and use appropriate evidence from the text. The writing style is especially impressive, as is the interpretation and/or discussion of the specifics related to the prompt. Although these essays may not be error free, their perceptive analysis is apparent in writing that is clear, precise, and effectively organized.
Generally, essays scored a 9 reveal more sophisticated analysis and more effective control of language than those scored an 8.
8
90
X
88 / 7
85 / 7-6 These essays adequately address the prompt. They offer a reasonable analysis. The interpretation and/or discussion is on target and makes use of appropriate specifics from the text, but are not as fully developed as they could be. Although these essays may not be error free and may be less perceptive or less convincing than those in the 9-8 range, their ideas are presented with clarity and control and refer to the text for support.
Generally, essays scored a 7 present better-developed analysis and more consistent command of the elements of effective composition than do those scored a 6.
6
80
5
75 / 5 These essays demonstrate that the writer understands the prompt. They respond to the task with a plausible reading of the passage but tend to be superficial or undeveloped. While exhibiting some analysis of the passage, support from the passage may be thin or tend toward paraphrase. Although these essays demonstrate adequate control of language, they may be marred by surface errors.
Generally, essays scored a 5 lack the more effective organization and the more sustained development characteristic of those that received 7-6 points.
4
70 / 4-3 These essays offer a less than thorough understanding of the task. They often rely on plot summary or paraphrase and/or may misread the passage/poem. These responses may be characterized by an unfocused or repetitive presentation of ideas, an absence of textual support, or an accumulation of errors.
Generally, essays scored a 4 exhibit better control over the elements of composition than those scored a 3.
3
65
2
60 / 2-1 These essays compound the weaknesses of those in the 4-3 range. They may persistently misread the passage, be unacceptably brief, or contain pervasive errors that interfere with understanding. Although some attempt has been made to respond to the prompt, the ideas presented with little clarity, organization, or support from the passage. Essays that are especially inept or incoherent are scored a 1.
1
50
0 / 0 These essays do no more than make a reference to the task.
The strengths here are your use of quotations as evidence and the way you have woven them in to your phrasing. Next is working on the flow of your ideas to make a fluent and brilliant composition.