221 2012 Cal


This calendar is subject to change upon the discretion of the professor. Changes will be announced in class and posted on this calendar.

Major due dates:
September 11:  Conceptual elements paper
September 13:  The Wanderer/Seafarerer paper
September 25: Summit and Conceptual Elements paper, EC paper
October 9: Beowulf exam
October 16: Judith, major paper, due
October 30: Pilgrimage paper
November 13: Hrothgar’s Playlist homework assignment due.
November 20: Love poetry/love songs paper due
December 4: Hrothgar’s Playlist digital presentation due.

August 28
Introductions: professor, students, class.
English history timeline (general)
Basic geography of British Isles, Viking homelands
Introduction to Exeter Book, riddle types,translation.
Read #33 on handout. I read OE version. One student each read others. Group answers.

Riddle One:

Hwylc is hæleþa þæs horsc ond þæs hygecræftig

þæt þæt mæge asecgan, hwa mec on sið wræce,

þonne ic astige strong, stundum reþe,

þrymful þunie, þragum wræce

fere geond foldan, folcsalo

ræced reafige? Recas stigað,

haswe ofer hrofum; hlyn bið on eorþan,

wælcwealm wera. onne ic wudu hrere,

bearwas bledhwate, beamas fylle;

holme gehrefed, heahum meahtum

wrecen on waþe, wide sended;

hæbbe me on hrycge þæt ær hadas wreah

What man is so mind-strong and spirit shrewd
He can say who drives me in my fierce strength
On fate’s road when I rise with vengeance,
Ravage the land, with a thundering voice
Rip folk-homes, plunder the hall-wood:
Gray smoke rises over rooftops–on earth
The rattle and death-shriek of men.I shake
The forest, blooms and boles, rip trees,
Wander, roofed with water, a wide road,
Pressed by might. On my back I bear
The water that once wrapped earth-dwellers,
Flesh and spirit.

For homework:
Fill in the survey on previous exposure to British literature.

August 30
Exeter Riddles in groups in class.
Introduction to OE culture, particularly as it impacts readings.
Introduction to Caedmon
“Caedmon’s Hymn”
Timeline with context.
history of poems, supplemental information
For homework:
Read The Wanderer.  There is an excellent introduction online as well.
There will be a quiz. You may take notes and use your notes. You may not photocopy the information or the poem itself.

September 4
Quiz over The Wanderer and the lecture.
Representative art works (three).
The Wanderer as elegy, wisdom, identity formation, peace homage.
Anglo-Saxon people were very fatalistic. What does this mean? How is it visible in the poem we read?
For homework: Anglo-Saxon Poetry from Dr. Nighan
Choose three of the concepts and explain how they are evidenced in The Wanderer. Make sure you cite line numbers and put quotes in quotation marks. This should be at least three paragraphs long–one paragraph each.
Extra credit: Choose up to five additional concepts and discuss how they appear in The Wanderer.

September 6

The Wanderer spaces PPt.
Introduction to conceptual elements . Why relevant to your life? How are you learning/thinking about these elements?
The Wanderer:

  • How does “Caedmon’s Hymn” involve or touch on play? How is the song part of play? What in the song is playful? (play)
  • relevant story from your own life or experience (narrative)
  • picture (design)
  • How is that different from the American culture? What does it mean for us? How is the poem relevant to our Christian walk? to our education? to our future career? What does the poem say about meaning? What does the poem say is the purpose? (meaning)
  • connection between multiple poems (symphony or big picture)
  • empathy, How is it invoked? Where does it start to be inherent in the poem? (empathy, emotion)
For examples of design in Old English/Anglo-Saxon manuscripts:

Bodleian Library Manuscript Junius 11, “The Cædmon Manuscript”
blog dedicated to marginalia (art in the margins), not limited to Old English/Anglo-Saxon, but does include these

Industrial -> Informational -> Conceptual

Conceptual elements:

  • Design
  • Symphony
  • Empathy
  • Meaning
  • Play
  • Narrative/story
  • Innovation

Taken from:

Daniel H. Pink A Whole New Mind

Jeff Dyer, Hal Gregersen, Clayton M. Christensen The Innovator’s DNA

For homework: Write two typed, double-spaced pages discussing one or more of the conceptual elements in The Wanderer or “Caedmon’s Hymn.” (You may also use both poems.)

September 11
The Seafarer
Compare/contrast The Wanderer and The Seafarer. Look specifically for how their situations are similar/different, how their attitudes are similar/different, any Christian elements, use of kennings, descriptive elements that differ or are repeated.
For homework: Write a reading response to the two poems. Either write a personal response, explaining how the poem(s) evoked an empathetic response in you based on something in your life that corresponds to the poem(s) or write an analytical response, examining the poems for contextual clues for either lifestyle or belief systems of the probable audience. Two page minimum.

September 13
Biblical discussion of the cross.
Folklore/stories of the cross, from early Roman era to today. (Helen, Constantine, and The Tale of Three Trees, for example.) Tree folklore related to the crucifixion.
The Dream of the Rood 
Compare this presentation of Jesus with the pre-Christian Anglo-Saxon norm of warrior leader.
If have time, Exeter riddle Weaving poem.
Hwk: Go online and look at:
Guardian’s Anglo-Saxon Gold Hoard
Take notes regarding design and one other conceptual element as seen in the photographs.

September 18
No class. Summit attendance required. For full credit on the homework assignment, you must attend a session which does NOT give you chapel credit.
For homework: Write a three-page reflection on your experience with Summit that focuses on the conceptual elements; how did the presentation you attended invoke design, symphony, narrative, play, meaning, empathy, innovation? Due September 25.
Extra credit: Attend a second summit presentation and write a reflection (as above) for it. Due September 25.

September 20
Women’s roles in OE culture. Women’s roles in contemporary Viking culture.
The Wife’s Lament
Notes on The Wife’s Lament
There are three possible readings. Groups decide which they agree with and argue for their choice.
Beowulf performed as a scop would, in Old English, with caption translation
Beowulf read aloud, with bubble translations
Epic poetry. Epic hero.
Students discuss: What is a hero? Define courage. What qualities should a good leader possess? Why is generosity important? Why is loyalty important? Why is reputation important?

For homework:Write a three-page reflection on your experience with Summit that focuses on the conceptual elements; how did the presentation you attended invoke design, symphony, narrative, play, meaning, empathy, innovation? Due September 25.
Extra credit: Attend a second summit presentation and write a reflection (as above) for it. Due September 25.

September 25
Quiz over women’s roles and epic poetry.
Presentation on the history, background, language of Beowulf. Dating question.
Introduction to Beowulf, including
declensions (5 cases: nominative, accusative, genitive, dative, instrumental; 3 genders: masculine, feminine, neuter; 2 numbers: singular, plural)
conjugations (7 strong [vowel change] and 2 weak [added ending])
ubi sunt,
oral formulaic.
Hero with a Thousand Faces
The original text. Begin reading Beowulf.
For homework: Finish reading through line 661. Take notes on characters and their interactions with each other.

September 27
Quiz over reading.
For homework: Finish reading through line 1887. Reading questions are provided. Feel free to use them to take notes.

October 2
Beowulf quiz.
Reading. Discussion.
For homework: Finish reading Beowulf. Use the reading questions as a study guide.

October 4
Discuss Beowulf, as monomyth.  Hero’s Journey cycle Questions. PowerPoint.
Graphic novel. Read. Discuss. Look at conceptual elements.
For homework: Study for exam.

October 9
Beowulf exam.
5 paragraph answers to 5 questions.
For homework: Read the Vulgate version of Judith, starting with chapter 12.
The Vulgate has all the early story, but since it was not in the OE story, we will not read it.
Extra Credit: If you wish, you may read the whole book of Judith and take notes on it. Turn those notes in for extra credit.

October 11
Judith http://www.elfinspell.com/JudithStyle.html
Art of Judith  Find art representative of the Vulgate version AND the Old English version. Or find art which is symbolic of the Old English version.
As a class, create a list similarities between OE and Vulgate version: main character’s name, setting of Israel, etc.

In small groups, create a list of ways they differ: genre–one is a prose narrative and one is a poetic narrative.

For homework:
Look for significance in the differences of the works. Write a compare/contrast paper on the two versions/works, making sure that you examine possible significance. (For this, think of the epic poetry, the place of women in OE, Anglo-Saxon culture as illustrated in other works, and the monomyth.) This is one of the major essays (looking for about 1200 words, 5 pages).

The reason to compare/contrast other OE works is that those works hint (loudly, if you are listening) at the changes between the OE and Vulgate versions of Judith. If you look at the presentation of culture in Beowulf, The Wife’s Lament, The Wanderer, etc, you can see things that will help you visualize the differences between the two Judith texts. Grabbing one text and holding it up against both the Judith pieces will help you puzzle out differences you might not otherwise have stumbled upon.

Remember, this paper is about the reasons for or significance of the differences, not simply what the differences are.

Use MLA style and a serif font (Times New Roman, Palatino, Cambria, etc).

October 16
Bayeux Tapestry video from ACU students, from Wiggins’ Art History I class
Bayeux Tapestry
History of Britain (review, update)
Introduction to the Middle English period with context.
Watch Sir Gawain and the Green Knight. (Additional as desired.)

Sir Gawain and the Green Knight (This is off line.) Working link for SGGK.

Games? Challenge? Was this wise on Arthur’s part? How were the knights unchivalrous?

For homework: Read through the end of section 24. Look for chivalric virtues and quote relevant lines (also give stanza number). Some chivalric virtues include:
Courage (Willingness to take risks and/or keeping calm in an emergency)
Fortitude (Sticking to the consequences of a risk gone sour)
Fidelity (Truth to one’s word and contract)
Loyalty (to individuals and to the crown–to anyone to whom a person ought to be loyal)
Hospitality and Respect for Hospitality
Continence (part of more general virtue of temperance, specifically applied to controlling sexual appetite and desire)
Chastity (maintaining sexual purity)
Courtesy (both speech and behavior)

Journal questions are presented to help you follow along in the reading. (Though they may be done for EC. See next note.)

Extra credit (two options):

 (Due October 23)  Answer the reading questions on Sir Gawain and the Green Knight.

(Due October 30) Think of romance and chivalry as you or someone you know has experienced it. Write about that. (Symphony, meaning, narrative/story) You may do both extra credit options.

October 18
Introduction to the concept of chivalry and “romance.”
Introduction to the Pearl Poet and Sir Gawain and the Green Knight.

Sir Gawain and the Green Knight
Remind students to look for conceptual elements: design, narrative, empathy, play, meaning, symphony, innovation. These are not new concepts. They are just being taken into account in a different way.

Also consider how Sir Gawain’s story fits the monomyth and how the work is/is not an epic.
For homework:
Finish reading. Questions are provided as a reading/study guide.

The following is a summary and overview you could use as a review for the final exam: http://csis.pace.edu/grendel/projs4a/gawain.htm
Some fun marginalia:http://gotmedieval.blogspot.com/2010/08/when-you-least-expect-it-expect-bears.html

Extra credit (two options):
 (Due October 23)  Answer the reading questions on Sir Gawain and the Green Knight.

(Due October 30) Think of romance and chivalry as you or someone you know has experienced it. Write about that. (Symphony, meaning, narrative/story) You may do both extra credit options.

You may do both extra credit options.

October 23    Modernized reading of Everyman.

Quiz over Sir Gawain and the Green Knight.
Youtube video of “Live Like You Were Dying” to The Bucket List.
Everyman, in original language

Read Everyman with students reading individual parts.

For homework: Finish reading the play. Answer the Everyman Questions.

October 25

Introduction to Chaucer, pilgrimage, and The Canterbury Tales.
Opening of Canterbury Tales
Begin reading Chaucer, “General Prologue”
Read lines 1-42 in the original language from the “General Prologue.”

Chaucer’s Canterbury Tales, “General Prologue” descriptions of characters:
43-78 Knight
79-100 Squire
101-117 Yeoman
118-161 Prioress
165-207 Monk
208-269 Friar
270-284 Merchant
285-308 Clerk (This group also reads Guildsmen.)
309-330 Man of Law
331-360 Franklin
361-378 Guildsmen:
(haberdasher [notion seller, 19th C tinker], dyer, weaver, carpenter, tapestry maker)
379-387 Cook
388-410 Shipman
411-444 Physician
445-476 Wife of Bath
477-528 Parson
529-544 Plowman
545-566 Miller (This group also reads Cook.)
567-586 Manciple
587-622 Reeve
623-668 Summoner
669-714 Pardoner
You are responsible for all the characters in bold.

715-858 Prologue wrap up Parallel texts: ME and ModE

Homework: Extra credit on chivalry and romance in the modern era is due on Tuesday. You may work on that or you may have the whole weekend off!

October 30
Read “The Pardoner’s Tale.”
For a side-by-side ME and Modern English version go to:
You will have to scroll down on the left and then click on “The Introduction to the Pardoner’s Tale” first lines on the left. You will also have to click on “Next” at the bottom of the page to keep reading.

18th C poetic retelling of the tale.
For homework: Finish reading.
Answer questions 2-14 on “The Pardoner’s Tale.”

November 1
Read “The Nun’s Priest’s Tale”
For a side-by-side ME and Modern English version go to:
You will have to scroll down on the left and then click on “The Nun’s Priest’s Prologue” on the left. You will also have to click on “Next” at the bottom of the page to keep reading.
For homework: 

Write about pilgrimage. These are various questions that might help you. You do not have to write on all of them. This assignment must be 3 pages.

  • Is there anything like a pilgrimage experience in your ecclesiastical or personal history? What is the closest you have ever gotten? How is it like a pilgrimage or how you imagine one was? How is it different?
  • Read through the words to “I’m a Pilgrim and I’m a Stranger.” In what ways can you relate to Shindler’s poem?
  • Read through the Medieval Times on pilgrimage. Take notes. Which one of these would you have found to be most interesting? What do you think of Henry VIII after reading this? What did you already know about him? Why was he important in ecclesiastical (church) history for England? Who was his successor? How are they similar as far as church history is concerned?

November 6

Hrothgar’s Playlist introduction. Stethoscope. 
(1. Homework assignment. 2. Digital presentation.)
Read the knight’s tale. Answer questions.

November 8

We will not meet today.
For homework: “Hrothgar’s Playlist”
Hrothgar’s Playlist homework assignment parameters:
Choose a character from the readings this semester.
Find 5 to 7 songs that would be relevant for that character.
Order them by relevance. (Most relevant first.)

Email me by Monday, November 12th, at noon.  Attach the list and the words to the songs, with a link to where you found the words either embedded in the title or at the bottom of each song.

On Tuesday, November 13, for class,
1) bring a two-page MSWord argument explaining why the songs you chose are appropriate for that character and
2) have a playable version of the most relevant song. We will listen to these in class.

Also, now would be a good time to begin work on Hrothgar’s Playlist, the digital presentation.

Hrothgar’s Playlist digital presentation parameters:

If you chose the same character as before, then you need to
Create a digital story of the playlist, using text, audio, and video. Sections of the songs may be excerpted or you may use only the most relevant song for the music. This should be between three and five minutes long.

If you chose a different character for the digital presentation:
Choose a character from the readings this semester.
Find at least two songs which are particularly relevant for that character. Email me links to the songs and a paragraph each explaining how/why they are relevant.
Create a digital story of the playlist, using text, audio, and video. Sections of the songs may be excerpted or you may use only the most relevant song for the music. This should be between three and five minutes long.

November 13
Due: The two-page argument explaining why the songs you chose are relevant.
A single song on something that can be played in class (if your iPad is loud enough, it can be on there).
Hrothgar’s Playlist, most relevant songs. Can you identify the character?
For homework: Continue work on Hrothgar’s Playlist, the digital presentation.

November 15
Introduction to the Renaissance.
(possibly clips from: The Princess Bride or My Big Fat Greek Wedding.)
Christopher Marlowe “The Passionate Shepherd to His Love”
Sir Walter Raleigh “The Nymph’s Reply to the Shepherd” (side-by-side version w/ notes)
John Donne “The Bait”

John Donne:
“The Flea”
“Valediction Forbidding Mourning”
Love’s Alchemy”

William Shakespeare:
Introduction (“Three Little Pigs”)

Shakespeare, life and times. (?Same?) Shakespeare adaptations.
Sonnet 18 “Shall I compare thee to a summer’s day?”
Sonnet 97 “How like a winter hath my absence been”
Sonnet 116 “Let me not to the marriage of true minds”
Sonnet 130 “My mistress’ eyes are nothing like the sun”
Sonnet 138 “When my love swears that she is made of truth”
For homework: Begin reading The Tempest, the graphic novel version.

Extra credit: Discuss the various presentations of love in two of the poems; compare them with the lyrics for two modern romantic songs. Include a copy of the lyrics for the two modern songs. (1200-1500 words, not including the lyrics to the songs).

November 20
Extra credit paper on the love poems/love songs due.
There will be a podcast over the Shakespearean sonnets. Whatever not covered in class.

For homework:
Finish reading The Tempest.

November 27
Quiz. In-class activities over the play–some group, some individual.
For homework:
Work on Hrothgar’s Playlist, the digital presentation.

November 29
Introduction to Neo-classical period. “A Modest Proposal” by Swift. Questions to answer.

For homework: Finish Hrothgar’s Playlist, digital presentation.

Final possible extra credit all semester: Come to my house WHEN? and watch The Tempest on television. Bring your own soda pop and a pillow to sit on. Popcorn and other snacks will be provided. You will need to write up a two-page description of where the play onscreen deviated from the play in graphic novel form.

December 4
Evaluations should be done today.
Hrothgar’s Playlist.
For homework:

December 6
Hrothgar’s Playlist.
For homework: Prepare for final; organize your notes. The exam will consist of questions such as on the Beowulf exam and a series of short identification questions. The essays will count for 70% and the short answer as 30% of the final exam grade.

Final: In our regular classroom. Folks with a 95 average will be excused from the final. If your average becomes a 95 after Hrothgar’s Playlist, I will send you an email.

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