After reading the play The New New (pgs. 671-675) by Kelly Stuart answer the following discussion question in 150 words and reply to two of your classmates.
At the end of the story, the two writers decide to continue writing the story about Jimmy. What do you think that says about them? What did Naomi reveal about Jimmy?
Read these instructions carefully. You don’t get a second chance at completing this assignment.
Choose ONE of the questions below for your essay response. Develop a well-organized essay of at least 2-3 typed, double-spaced pages, using MLA formatting and documentation style. **You must supply direct quotes from the literature (course readings) to support your ideas.
NO USE OF I, ME, WE, YOU – in your writing. This is an analysis, not a personal essay.
Use the readings, the Dallas College Library Databases, (Literary Reference Center or Academic Search Complete) or Google Scholar for your research. You may use two additional research sources in addition to the reading assignments. List all sources used on a Works Cited page.
From the literature we read, identify each type of conflict, and give an example from both Gawain and the Green Knight and The Canterbury Tales. Compare and contrast the types of conflict. Which type of conflict do you think is the most effective? Why?
Compare and contrast the use of humor in the two works: Gawain and the Green Knight and The Canterbury Tales. How does the use of humor help to support the central theme of each? Does one author make better use of humor? Be sure to clearly state the central theme of each work and then discuss the role humor plays in supporting these themes.
Compare and contrast the use of violence in the two works: Gawain and the Green Knight and The Canterbury Tales. In what way does the use of violence further a central theme of each work. Does one author make better use of violence? Be sure to clearly state the central themes of each work and then discuss the role violence plays in supporting those themes.
Compare and contrast the morality being promoted in the two works: Gawain and the Green Knight and The Canterbury Tales. What are the two or three values being promoted in each work. Are the same values being promoted in both or are different values being promoted? How is the presentation of these values similar or different? Which author is more successful in promoting specific values?
Note: Although this is an exam, it’s still an essay, and as such, you may use the OWL or visit the Academic Skills Center for tutorial support. Be sure to follow directions for in-person tutorial support. Dr. Forbess
Sir Gawain and the Green Knight
• Author: Unknown
• The Pearl Poet
• Or The Gawain Poet
• Written in the late 14th Century
A Brief Summary
• Sir Gawain and the Green Knight (Middle English: Sir Gawayn and þe Grene Knyȝt) is a late 14th-century Middle English chivalric romance.
• It is one of the best-known Arthurian stories, with its plot combining two types of folk motifs, the beheading game and the exchange of winnings.
• Written in stanzas of alliterative verse, each of which ends in a rhyming bob and wheel, (ABABA – five rhymed lines following a section of unrhymed lines)
• The tale draws on Welsh, Irish and English stories, as well as the French chivalric tradition.
• It is an important example of a chivalric romance, which typically involves a hero who goes on a quest which tests his prowess.
• It remains popular in modern English renderings from J. R. R. Tolkien, and others, as well as through film and stage adaptations.
A Brief Summary Continued
• The tale describes how Sir Gawain, a knight of King Arthur’s Round Table, accepts a challenge from a mysterious “Green Knight” who dares any knight to strike him with his axe if he will take a return blow in a year and a day.
• Gawain accepts and beheads him with his blow, at which the Green Knight stands up, picks up his head and reminds Gawain of the appointed time.
• In his struggles to keep his bargain, Gawain demonstrates chivalry and loyalty until his honor is called into question by a test involving Lady Bertilak, the lady of the Green Knight’s castle.
• The poem survives in one manuscript, which also includes three religious narrative poems: Pearl, Purity and Patience.
• All are thought to have been written by the same author, dubbed the “Pearl Poet” or “Gawain Poet”, since all four are written in a North West Midland dialect of Middle English
Genre: Romance
Elements of Romantic Literature:
• First, be cautioned—the word “romance” does not mean a love story
• Adventure involving a knight on a quest
• Some fantasy and magic are present
• Both Christian and pagan elements
• Could be dragons and/or monsters
• Mysterious places
• Begins at a noble court
Romantic Hero
The Romantic Hero typically follows these criteria:
• Strict code of knightly conduct
• Absolute loyalty to his king
• Extremely generous
• Never breaks an oath
• Defends the helpless
Sub-Genre: The Testing Plot
A Testing Plot usually has…
• A strong main character
• Pushed to compromising high ideals
• Character wavers on making a decision because there is not an easy choice to be made • The decision usually looks like choosing between the “wrong thing” to do or
loosing money or social position
Sir Gawain and the Green Knight in Middle English • Wel gay watz þis gome gered in grene,And þe here of his hed of his hors swete.
Fayre fannand fax vmbefoldes his schulderes; A much berd as a busk ouer his brest henges, Þat wyth his hi3lich here þat of his hed reches Watz euesed al vmbetorne abof his elbowes, Þat half his armes þer-vnder were halched in þe wyse Of a kyngez capados þat closes his swyre; Þe mane of þat mayn hors much to hit lyke, Wel cresped and cemmed, wyth knottes ful mony Folden in wyth fildore aboute þe fayre grene, Ay a herle of þe here, an oþer of golde; Þe tayl and his toppyng twynnen of a sute, And bounden boþe wyth a bande of a bry3t grene, Dubbed wyth ful dere stonez, as þe dok lasted, Syþen þrawen wyth a þwong a þwarle knot alofte, Þer mony bellez ful bry3t of brende golde rungen. Such a fole vpon folde, ne freke þat hym rydes, Watz neuer sene in þat sale wyth sy3t er þat tyme, with y3e. He loked as layt so ly3t, So sayd al þat hym sy3e; Hit semed as no mon my3t Vnder his dynttez dry3e.
Sir Gawain and the Green Knight in Middle English
Click on the link to listen to the opening lines of Sir Gawain spoken in Middle English
Arthurian Romance/Courtly Love
• There is no solid evidence for/against the reign of a historic “King Arthur.”
• Some historians suggest Arthur was a Roman military leader who held power anywhere from 3rd to 7th century A.D. (Artorius = “plowman”)
• Arthur is more important for the legends that developed around him and his “Knights of the Round Table”
• Statue of King Arthur from around 1400AD
Arthurian Romance/Courtly Love Continued
• Arthur traditionally credited with uniting all England (i.e. uniting the pagan tribes) and therefore creating the potential for the development of a unique British character after the Norman invasion of England.
• Arthurian legends reach height in/around 12th century A.D.
Chivalric Tradition
• Even more importantly, it is around the legendary King Arthur that the chivalric tradition of the middle ages developed.
• Chivalry – from the French word cheval or “horse” – refers to the code of behavior that was expected of knights (all noblemen).
• This tradition was also called courtesie (also French), meaning “the behavior of the court.”
Chivalry
• “Chivalry” comes from the French cheval, or horse (n.b. Norman influence in language).
• Only the wealthiest people in medieval society could keep horses and afford to use them in combat.
• “Chivalry” became associated, therefore, with the qualities of “horsemen”, or knights.
• related words: cavalier (Fr., L.), cavalry (from L. caval), caballero (Sp.)
Arthurian Tradition
• In Arthurian tradition, the “Knights of the Round Table”
• Lancelot,
• Galahad,
• Gawain
• Embodied – both individually and en masse, the characteristics of courtesie or “courtly love.”
Characteristics of Courtly Behavior
• Respect the king. Do nothing to bring him dishonor.
• Respect women. Do nothing to bring dishonor to any woman.
• Protect the poor and the weak.
• Honor God as a faithful Christian.
Examples of the Code of Chivalry
• Thou shalt defend the Church.
• Thou shalt respect all weaknesses, and shalt constitute thyself the defender of them.
• Live to serve King and Country.
• Live to defend Crown and Country and all it holds dear.
• Live one’s life so that it is worthy of respect and honor.
• Live for freedom, justice and all that is good.
• Never attack an unarmed foe.
Medieval Alliterative Verse
• Like all other examples of literature we’ve read thus far, Sir Gawain and the Green Knight almost certainly began as an oral history carried from village-to-village by a bard – or singing storyteller.
• Like the Iliad and Beowulf, therefore, Sir Gawain and the Green Knight is marked by meter, rhyme, and (as with Beowulf) alliteration.
• All these poetic devices were intended to help in the oral retelling of the story.
Why is it called Alliterative Verse?
• VERSE FORM: the “Gawain stanza”–a varying number of alliterative long lines terminated by a “bob & wheel,” five short rhyming lines (ababa).
Alliterative Verse • He was a fine fellow fitted in green —
And the hair on his head and his horse’s matched. It fanned out freely enfolding his shoulders, and his beard hung below as big as a bush, all mixed with the marvelous mane on his head, which was cut off in curls cascading to his elbows, wrapping round the rest of him like a king’s cape clasped to his neck. And the mane of his mount was much the same, but curled up and combed in crisp knots, in braids of bright gold thread and brilliant green criss-crossed hair by hair. And the tossing tail was twin to the mane, for both were bound with bright green ribbons, strung to the end with long strands of precious stones, and turned back tight in a twisted knot bright with tinkling bells of burnished gold. No such horse on hoof had been seen in that hall, nor horseman half so strange as their eyes now held in sight. A
He looked a lightning flash,B they say: he seemed so bright;A and who would dare to clash B in melee with such might?A
As Epic Poetry
Review: Characteristics of the Epic Hero
1. He is a model of faith, loyalty, or bravery…
2. who makes a long, difficult journey…
3. to do battle on behalf of another…
4. perhaps using his own superhuman talents…
5. against an enemy who may himself have or be guarded by supernatural powers.
As Epic Poetry Continued
Review: Characteristics of the Epic Poem
1. An epic poem is a long, highly-stylized narrative poem…
2. that recounts the exploits of its main character – the epic hero.
3. Because most epic poetry originated as sung or spoken verse, it is rigidly metered and rhymed
Journey or Quest
• In medieval poetry, the epic hero’s journey to battle (like Achilles’ voyage to Troy or Beowulf’s to Dane-land) becomes a quest.
• A quest is “an adventurous expedition in search of something spiritually fulfilling or self-enhancing.”
Conventions of Medieval Romance
Medieval Romances: • Often have unprovoked and violent fighting!
• Are set in a mystical place and time (the Dark Ages)
• Present supernatural elements, and magical powers from the pagan world
• Have a hero who is on a noble adventure or quest
• Have a loose, episode-like structure
• Include elements of courtly love
• Embody ideals of chivalry
• Time frame of a year and a day
The Idea of Courtly Love
• This relationship was modeled on the feudal relationship between a knight and his liege lord.
• The knight serves his courtly lady with the same obedience and loyalty which he owes to his liege lord.
• She is in complete control; he owes her obedience and submission.
• The knight’s love for the lady inspires him to do great deeds, in order to be worthy of her love or to win her favor.
The Idea of Courtly Love Continued
• “Courtly love” was not between husband and wife because it was an idealized sort of relationship that could not exist within the context of “real life” medieval marriages.
• In the middle ages, marriages amongst the nobility were typically based on practical and dynastic concerns rather than on love.
• “Courtly love” provided a model of behavior for a class of unmarried young men who might otherwise have threatened social stability.
• Knights were typically younger brothers without land of their own (hence unable to support a wife).
• They became members of the household of the feudal lords whom they served.
More on the Idea of Courtly Love
The lady is typically older, married, and of higher social status than the knight because she was modeled on the wife of the feudal lord, who might naturally become the focus of the young, unmarried knights’ desire.
The literary model of courtly love may have been invented to provide young men with a model for appropriate behavior.
It taught bored young knights to control their baser desires and to channel their energy into socially useful behavior (love service rather than wandering around the countryside, stealing or raping women).
Still More on the Idea of Courtly Love
The “symptoms” of love were described as if it were a sickness.
The “lovesick” knight’s typical symptoms: sighing, turning pale, turning red, fever, inability to sleep, eat, or drink.
What’s Next?
Review the instructional materials for Sir Gawain and the Green Knight: The Literature
Think about all of the stories we’ve read for this class so far.
For this journal entry, write about two of these stories that either (a) share a theme, which means that both stories essentially make the same point in their own ways or (b) share a topic, but have differing themes, which means they make different points about the same topic. For example, if there are two stories about growing up that seem to make the same point, that would be option (a); if there were two stories that each made a different point about growing up, that would be option (b).
In your journal entry, write about the two stories and their themes. How are they expressed in the story? What other literary elements contribute to the theme (symbol, setting, etc)? What quotes show or emphasize the theme? Is the theme the same as the lesson learned by the main character?
Your journal entry should be about 300 words long, written in an academic style. There’s no formatting requirements for journal entries, but be sure you include the names of the stories and authors. If you use quotes from the stories, be sure to include page numbers. Do not consult or use outside sources for this assignment. This is a journal entry, so no introduction or conclusion is required. Just be sure you follow the assignment, answer the questions, proofread carefully, use complete sentences, and include details to support your points.
In 2007 the Star Ledger newspaper told of a young man (unnamed for his own protection) in Newark who witnessed a murder while walking home one day. It was a territorial drug dispute that didn’t even involve the murder victim who was just in the wrong place at the wrong time. The man who witnessed the murder recognized a couple of the assailants who also recognized him. He ran and wasn’t found until police discovered him during investigations.
He knew the right thing but he also knew he could put himself, his wife, and young child in danger. There are laws to protect witnesses in NJ but these laws are not always effective. Some witnesses to such murders had been murdered by gang members eager to protect themselves.
The man in the news article eventually agreed to testify when police promised to relocate him and his family to Puerto Rico.
For our discussions this week, answer the following questions and then interact with the postings of others.
1) Talk to another person you know about Kant’s moral principle of a categorical duty to never make yourself the exception to a duty you’d expect others to follow (the categorical imperative). What does this person think about it? Do either of you believe there is ever such a thing as an unquestionable moral duty and, if so, how would that apply to the murder witness in this case? If you think a witness to such a murder would be right to say nothing, explain if and when it is ever justifiable to follow a duty that could seriously cost you personally.
2) From the article “How to be True to Your Word” https://experiencelife.com/article/how-to-be-true-to-your-word/, do you think the following statement about lying is true? Share your thoughts: “We may think our lying is for a good reason: to keep from insulting or wounding someone we care about, to avoid our own discomfort, to smooth over conflict or to make someone happy. Really, though, we most often lie to make our own reality more comfortable” (Cat Thompson, “How to be True to Your Word”, Experience Life, 2012). What about the so-called “white lie”? Is this kind of lie, sometimes called a pro-social lie, something morally justifiable as you see it, or not?
_____________________________________________________
Your initial post must be a minimum of 150 words. Your response to your classmate must be a minimum of 75 words.
**You are encouraged to respond to more than one peer, but your primary peer response must meet the word count.
Mr. Ryder was faced with the dilemma of acknowledging a part of his past that, in the eyes of society, was incompatible with the new life he created. Share if you agree or disagree with Mr. Ryder’s decision regarding Liza Jane. Does the same dilemma of relationships and social status occur today? How?
http://www.gutenberg.org/cache/epub/11057/pg11057-images.html
In one 500-word post, please respond to both of the following questions:
Include specific examples from at least two of this week’s readings.
Make sure to properly cite the readings to receive full credit. Citations should look like this: (Garcia 61) or (Garcia 2012: 61), for example. If you are paraphrasing a very general idea in the reading, you do not need to include a page number. However, direct quotes always require citations, and paraphrases of very specific ideas should have citations as well. (Paraphrases can be harder to know when to cite, so being extra cautious may help take off some of the stress.)
Two Women Writers
· Poems, Anne Bradstreet, read the following:
· “The Flesh and the Spirit”
· “The Author to Her Book”
· “ Upon the Burning of Our House”
· “In Memory of My Dear Grandchild” (all 3 poems, pp 242)
· ***“A Narrative of the Captivity and Restoration,” Mary Rowlandson, pp 267-84; 293-301
In this Module, we read two important early American women writers: Anne Bradstreet and Mary Rowlandson. Both of these writers were very influential in early American literature and history. In a very real sense, both of these women were “on their own” in the vast wilderness of the New World. Rowlandson is literally in the “savage” wilderness, captive to Indians; but also, as a lone female poet struggling to learn her art and develop her technique, Bradstreet is also “alone” in the wilderness of the “literary world”. In the Neoclassical Age, to develop as a poet, a poet needs to interact with other poets, needs access to literature and the society of literate people to learn and master the techniques that “make a poet” then. These things did not exist in Bradstreet’s time in America, so her poems are more amazing because she really did achieve it all by herself.
Unlike most of the Puritan writers, Bradstreet’s poetry continues to be very popular in the modern day, and she is always a popular discovery for many readers in this class. She is foundational in the creation of a “tradition” of women’s literature in American Literary history, but it’s important to also note that she is also the foundational poet in all American Literature. Edward Taylor, the other important poet of the Puritan period, does not have the modern popularity and appeal that Bradstreet does. Readers just enjoy Bradstreet’s poems more, and fewer readers know Taylor than Bradstreet.
Rowlandson is influential for different reasons. She is not the “great writer” that Bradstreet is; rather, she is an average writer with a great tale to tell, and we read her today to gain insight into the ideas and the time (and because it’s fun to read). Her narrative is somewhat controversial in the modern day because her descriptions of Native Americans, and the judgments she makes of their society, were widely read. Some modern readers believe, therefore, that her narrative helps to establish the negative stereotypes of Native Americans that, in later years, contribute to the destruction of Indian culture. On the other hand, many readers find her narrative exciting, revealing, and connected to the active ideas of their own Faith. It is also factually true, and the massacre that begins the narrative took place in actual history not far from this College. As well, many modern Christian readers still react profoundly to her text, and it’s interesting to see that even after 300 years, she is still addressing her Christian audience successfully. Still other readers just find it a really interesting and enjoyable historical read!
· Think about the poems of Bradstreet. What themes does Bradstreet focus on in her poems? Talk about one or two of the big ideas you think Bradstreet develops.
· Bradstreet writes a kind of poem that is often called “contemplative”. Review the glossary entry for contemplative poetry, and then apply that definition to one of the poems by Bradstreet.
· Why do you think Bradstreet’s poems remain popular with readers in the modern day? Speculate on the question using the readings you’ve completed.
· What poem by Bradstreet did you like best: summarize the poem and explain why.
· What about Rowlandson? What themes come out of her “Captivity Narrative”? Explain
· What are the “negative stereotypes”, that some readers object to in Rowlandson? Do you think she is harsh, demeaning, or unfair to the Natives, or is her attitude understandable? Explain.
· At first, Rowlandson is filled, understandably , with great anger, hatred, and fear of her Indian masters. Does Rowlandson change her views of Natives by the end of her story? If so, how? Where do you see it, if at all?
· What part of Rowlandson’s narrative did you enjoy the most, or find the most interesting? Summarize the episode and explain why.
· Which of the two writers did you enjoy reading more? Why? Explain.
Compose a 750 to 1250 word essay in MLA format using one of the following questions:
1. Select two of the poems assigned for Module 8. Identify one dominant theme in each poem. Construct an argument about how the tone, speaker, and diction help in developing that theme.
The Poems that I chose to use are Robert Hayden, “Those Winter Sundays” and Adrienne Rich, “Aunt Jennifer’s Tigers”
Successfully completing this assignment will involve constructing an overall thesis for your essay that addresses one of the prompts above and then using quotations and references to specific scenes from the works you select as evidence to support your argument. Reference the Writer’s Workshops in Modules 1, 2, 3, 6, and 8 for helpful advice about constructing literary arguments as well as using MLA format for your essay, quotations, citations, and references.
HUMN 142 M9 Essay 3 Rubric
HUMN 142 M9 Essay 3 Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeIntroduction
Provides context; includes thesis and forecast if required.
10.0 pts
Clearly provides all necessary information and sets expectations.
8.0 pts
Minor lack or excess of information; minor lack of clarity.
6.0 pts
Confusing, vague or lacking.
10.0 pts
This criterion is linked to a Learning OutcomeBody Structure
Paragraphs focus on one major idea; Transitions clearly show relationships among ideas.
10.0 pts
Paragraphs consistently meet expectations; transitions very clear.
8.0 pts
1-3 lapses in paragraphs; 1-3 problems with transitions.
6.0 pts
So many lapses in paragraphs or problems with transitions that comprehension is difficult.
10.0 pts
This criterion is linked to a Learning OutcomeConclusion
Decisively ends paper.
10.0 pts
Ends paper with powerful impact; creates a fully satisfying sense of completion.
8.0 pts
Ending works, but may be weak or does not create a good sense of completion.
6.0 pts
Weak, confusing or missing ending.
10.0 pts
This criterion is linked to a Learning OutcomeContent
Paper effectively responds to the topic; paper is sufficient length to adequately address the topic; both works are discussed thoroughly.
30.0 pts
Paper carefully and thoroughly responds to the topic, discusses both works intelligently and compares and contrasts them effectively.
24.0 pts
Paper adequately responds to the topic; length is adequate to address the topic; there is discussion of two works of literature.
18.0 pts
Paper does not respond effectively to the topic; length is insufficient to adequately address the topic; discussion of one work missing or incomplete.
30.0 pts
This criterion is linked to a Learning OutcomeWriting Style
Variety of sentence constructions, appropriate brevity, use of parallelism, poetic effects (such as metaphor, simile, alliteration). Appropriate; avoids jargon, slang, and overly emotionally charged words.
15.0 pts
Pleasing variety of sentence constructions; always effective and appropriate brevity, use of parallelism and/or poetic effects.
12.0 pts
Relatively few minor errors.
9.0 pts
Errors detract significantly from comprehension or create significant distractions.
15.0 pts
This criterion is linked to a Learning OutcomeGrammar
Fragments, run-ons, tense, voice, person, disagreement, spelling, punctuation.
10.0 pts
Few to no errors (1% or less of assignment word total).
8.0 pts
Some errors (less than 5% of word total).
6.0 pts
Errors detract significantly from comprehension.
10.0 pts
This criterion is linked to a Learning OutcomeSources
Integration and Citation: Quoting, summarizing, and paraphrasing; in-text citations and references adhere to required style.
15.0 pts
Sources interspersed with writer’s own analysis or synthesis; quotes are less than 10% of paper; 1-5 minor errors in documentation.
12.0 pts
Sources interspersed with writer’s own work; quotes are less than 20% of paper; more than 5 minor errors in documentation.
9.0 pts
Sources strung together with little of the writer’s own work; quotes are 50% or more of paper; citations missing or with major errors; plagiarism.
15.0 pts
Total Points: 100.0
One of Ibsen’s biographers argues that the play is not so much about women’s rights as about “the need of every individual to find out the kind of person he or she really is, and to strive to become that person.” 1 For this writing assignment, you must use two of the articles of critical commentary that are posted in the Critical Commentary folder in Module 9 on Blackboard as well as your own reading of the play to support Meyer’s interpretation. In other words, the question that you are trying to answer in this essay is: In what ways is this play an argument for the individual’s responsibility to find out who they really are, whether they are a man or a woman?
You will use A Doll House as your primary source. The two critical articles that you select to incorporate as support for the argument that you are making are your secondary sources. I have uploaded an essay called “Emotions in ‘The Story of an Hour’” as a model for you of how literary scholars write essays about texts with the incorporation of critical commentary by other scholars.
Please one of Our representative below to Place an Order or email us at support@writerscholar.com
