Beowulf

So, I read The Narrative Pulse of Beowulf by John M. Hill on the ferry this weekend. Hill puts forth a few interesting ideas: A) That Hrothgar tries to adopt Beowulf as a son so that Beowulf can take over as king, and he fails in this mission (and thus implies that the Danes are doomed). B) Wiglaf, who is not Geatish, may not have stuck around after Beowulf's death. Of course Beowulf has no successor. Hill also suggests that poem compressed 11 stories from Beowulf's live, a cycle of stories, each originally longer and more elaborate, and chooses only to focuses and expand two. Here are the eleven:

1) A 7-year old Beowulf fostered by Hrethel (maternal grandfather) who witnesses the sad aftermath of Haethcyn accidental killing of Herebeard.
2) As a youth Beowulf goes along with Hygelac on his rescue mission to Ravenswood (to save his brother's band of troops).
3) The swimming match with Brecca
4) Beowulf avenges destruction to the Geats by killing five sea monsters (different from the above segment)
5) A young, but somewhat distinguished Beowulf, goes to Denmark to free Heorot of Grendel
6) As a noted warrior, Beowulf serves as the point man for Hygelac's raids: most of these are against the Frisians and Franks.
7) During Hygelac's ill-fated raid into Frisian territory, Hygelac trapped and killed behind Beowulf's lead point, Beowulf kills the Frankish-Hugo champion with his bare hands and then wipes out the rest of the Frisian troops before returning home with Hygelac.
8) Beowulf supports Hygelac's son as king.
9) Heardred, the Geatish King, is entangled in the Swedish family revolt and killed by Onela. Beowulf is somewhere else, perhaps securing Waemundings inheritance against Swedish appropriation. Remember that Wiglaf's father fights for Onela against Onela's nephews. Also remember that Beowulf is the Danish savior and that the Swedes and the Danes are related by married. Onela is married to Hrothgar's sister.
10) Beowulf avenges Heardred's death and kills the Swedish king.
11) Beowulf faces the dragon.

The Mabinogion - "Rhiannon"

Branwyn, Daughter of Llyr

Finish reading "Branwen, Daughter of Llyr"

Then do the following:

1)  Connections: Characters – compare the characters of the two stories, which characters are alike.  You can compare kings, warriors, women.

   Answers should be 2-3 sentences for each character.

2) Compare the conflicts in the two stories in 2-3 sentences. 

3)    Compare the following themes in the two stories: The Role of Kings (think about who is a better king and why); The Role of Women (and yes there are women in “The Death of Conchobar”); The concept of magic (think about who uses magic in each story and what the purpose of magic is for); hospitality (yes its there in Conchobhar just not as clear); paganism vs. Christianity (perhaps more important in Conchobhar—think about the ending); man alone in a hostile world. 

Each comparison needs to be 2-3 sentences long.  

4)  Compare the endings of the two stories: how are they alike. 

5)     List your favorite moment from each story.

      6) Find a photo for each of the characters in Branwen - post these to your blog.

      

7) Find a song that fits a theme of Branwen.  

Things to Know

Medieval Literature
MEDIEVAL LITERATURE: HEROES, MONSTERS and POETS

The Medieval Period marked the transformation from oral to written literature, from pagan to Christian religion, from myth to recorded history, from political chaos to social order, from Old Roman power to the rise of Northern Europe, from Old English (a more Germanic Language) to the Modern English of Shakespeare. This period, roughly from the fall of Rome in 476 A.D. to the beginning of the Renaissance (which in England occurred during the Reign of Queen Elizabeth, who took power in 1558 A.D.), sees the formation of new World Order that is the foundation of Western Culture and the Americas. The literature produced during this time suggests a pre-historic warrior culture, but with a mix of Christian philosophy and satire. By studying this period we become more aware of where Europe came from and aware of how myths change to reflect the values of a culture. We also see glimpses of old myths that our society still clings to and holds dear.

This unit will explore medieval literature that revolves around warriors, heroes, monsters and the ideas of chivalry. We will look at the warrior culture and the roles of individuals in these cultures—particularly the roles of the King (and what makes a good king), the role of the warrior, the roles of women, and the roles of poets (skalds) or storytellers. We will look at the different ideas of afterlife, or the idea of Christianity vs. Paganism, the themes of loyalty, pride, magic and magic’s use in the world (especially in worlds associated with Christianity and/or paganism). We will look at the theme of man alone in a hostile world, why hospitality was important, banishment as a form of punishment and blood-money as a form of justice, and the concept of fate (as in “It’s a good day to die” mentality). We will also discuss the oral tradition and contrast it with the written, and we will view how the English language came to be what it is—meaning we will look at Old English and Middle English and Modern English.

We will read the following texts: “The Death of Concobar” – a story from the Ulster Hero Cycle; “Branwen” – the 2nd branch of the Mabinogion about the war between Wales and Ireland because of the mistreatment of a queen and bad hospitality. The old Anglo-Saxon poems: “The Battle of Muldon”, “The Seafarer”, “The Wanderer”, “A Wife’s Lament”. “Beowulf”, “Sir Gawain and the Green Knight”, “The Death of King Arthur”, sections from the Canterbury Tales, possibly the Saga of King Hrolf Kraki and his Champions, J.R. Tolkien’s “Monsters and the Critics” and his sequel to “The Battle of Maldon” and others.

For this unit you will have a final project, a final test, an essay assignment, at least one creative writing assignment, and various quizzes on various books. We will view a bit of history and look into the humor and cruelty of an ancient world.


STUDY GUIDE and OBJECTIVES: Things you should know by end of Unit.

Note: Most importantly you should look back through your notes and returned quizzes, tests and assignments and read over them.

TEXTS that you will need to know (and I mean know beyond comprehension), be able to relate to themes, to other texts with similar themes (compare and contrast), be able to explain symbols, make arguments about actions of characters, etc.

“The Death of Conchobhar”
“Branwen, Daughter of Llyr”
“The Battle of Muldon”, “The Seafarer”, “The Wanderer”, “The Wife’s Lament”
Beowulf
Sir Gawain and the Green Knight
The Canterbury Tales

THEMES: The Corruption of Power, Christianity vs. Paganism, Man Alone in a Hostile World, The Roles of Woman, The Role of Christianity, The Roles of Kings and Warriors, Loyalty, Pride, The Role of Magic, Fate, Faith, Bloody-Money as a form of Punishment, Banishment, Good vs. Evil, Hospitality, The Transitory Nature of Life, and any others we have talked about.

Some Definitions you’ll need to remember: Wergild, wyrd, kenning, alliteration, epic hero, epic poem, epic boast, romantic literature, chivalry

List of Characters that you will need to know: Conchobhar, Cet, Meis-Geghra, Finghin, Brandigiefran, Branwen, Maholwch, Manawydan, Efnisien, Nisien, Beowulf, Grendal, Hygelac, Hrothgar, Shield Sheafson, Wulfgar, Wiglaf, Unferth, Finn, Siegmund, Weltheow, Morgan Le Fay, Sir Gawain, King Arthur, The Green Knight, The Mistress, all the characters from “The Canterbury Tales”

For major characters (or protagonists) make sure you can discuss character flaws and what those flaws are meant to do – or how they inform us of someone larger idea.

Motifs: ambush, birds and horses, the mutilation of horses, betrayal while the king is away, divine protection, the troublemaker, beheading, kin killing, important of ancestors, reputation, the arming of the warrior, the fairy world, green

Symbols: the brain-ball, the cauldron of resurrection, Heorot, Grendal, the Dragon, the fiery lake (and Grendal’s mothers’ liar), hrunting, the giant’s sword, Gawain’s shield, the girdle (remember characters themselves can also be symbols)

Allusions: for each story or book be able to pick out some allusions and link them to a theme

Irony: For each story or book be able to pick out some ironies
Make sure you keep a list of events from any book or story that backs up a theme. You will need to use examples. Specific examples.

You will need to be able to compare and contrast the four poems – Battle of Muldon, The Seafarer, The Wanderer, The Wife’s Lament—with each other and/or be able to connect to a theme and used to back up a larger book (such as Beowulf).

Be able to generalize the differences between the following: Anglo-Saxon, Celtic, and Welsh literature, between Old English and Middle English, between the ideas of Sir Gawain and The Canterbury Tales.

Objectives: By the end of this unit some of the things students should be able to do include

1) Define wergild and give examples from various stories on how it works and why it was important as a form of justice
2) Define wyrd and give examples of heroes that followed this idea or code of life. Explain with examples why it was important to warrior society.
3) Define kenning and give examples
4) Define alliteration and give examples from alliterative poems
5) Define Epic Hero and Epic Poem
6) Keep a list of characters and be able to describe them and compare them to characters from other stories in relation to themes
7) Define chivalry and describe how certain characters followed the chivalric code.
8) Keep a list of symbols and relate these to major themes
9) Keep a list of motifs involving “types of stories” or events that reoccur in oral tradition
10) Be able to describe the rules and structure of warrior society
11) Define scop and discuss the important of poets in some of these stories
12) Discuss flaws of characters and how these flaws cause characters downfall
13) Compare the Seafarer, Wanderer, Wife’s Lament by relating them to warrior society
14) Discuss irony (and type) in each of these works
15) Define “Frame Story”
16) Define and give elements of a “saga”
17) Keep a list of events and descriptions that help you explore the following themes: Man Alone in A Hostile World, Paganism vs. Christianity, The Role of Kings, The Role of Warriors, The Role of Women, The Idea of Honor, Good vs. Evil, Loyalty, Pride, Hospitality, The transitory nature of life.
18) Define and give examples of

Branwyn

Today we will discuss your homework - what you read and what it means.  Then finish reading Branwyn, Daughter of Llyr.

Homework for tonight - look up your vocabulary words:

Courtliness
Sedately
Accrue
Malady
Affliction
Gorge
Infamous
Purge
Loathsome
Martyr

Branwen, Daughter of Llyr

Today - we will listen to your rewrites of Conchobhar and then move onto Branwen, Daughter of Llyr.

Objectives: As we read "Branwen" I want you to be able to apply the following themes - Paganism vs. Christianity, The Roles of Kings and Women.  Also be able to discuss the motives of Efnisen.


Wergild and Wyrd

Wergild, part of the warrior code and translated roughly as "man price", is the amount of money a person or family could accept in place of vengeance if a relative was killed. It was an agent of peacekeeping, a very important concept in a world ruled by honor, a world were the code meant that you needed some sort of retribution.

For more information on wergild go HERE

Wyrd roughly means fate, as at some given time all men are doomed to die. But, fate is continually connected to past actions. The past influences the future, and the future influences the past. For more info. click here. 

ROLES OF WOMEN in Medieval Literature:

Cup Bearer/Hostess 

Peace Pledge

Mother of Warriors

Keeper of the home  

Roles of Kings and Warriors; Warrior Tradition

Qualities of a King

Acts as peace keeper
Acts as Ambassador
Be a good host
Compassionate
Good Speaker
Loyal to his country
Sacrifices for his country
Ring giver or sharer of treasure
Rewards his warriors or knights
Law Giver and Judge
Fair in decisions
Good listening
Puts country before self
Noble, decisive, respectful
Punishes those who must be punished
Pays blood money or wergild when necessary
Handles pressure, doesn’t lose his temper easily
Keeps his word
Intelligent and wise
Stands for the beliefs of his country
Stands as a symbol of his country


Qualities of Warrior Tradition

Reputation most important thing for both Warrior and King
Honor – if honor is broken revenge is necessary
Loyality connection between King and his warriors
Warriors follow commands of King and protect him, King rewards them with food, shelter, treasure
Oath of Faithfulness exchanged between King and followers
Life after death based on deeds done in one’s life so that the poets will sing
Wergild vs Blood Revenge (blood money as a form of justice)
Banishment as a form of punishment
Murder of one’s family as the greatest sin
Importance of Hospitality
Wyrd – The Role of Fate (Destiny – Norns)

“Since a man may not avert his destiny, he should suffer it well.”

Qualities of Warrior

Superior physical and mental strength
Superior Morals – stands as symbol for his people
Superior Intelligence, Cunning, Mental toughness
Seeks or has done great deeds to build reputation
Honorable
Follows the command of his King, loyal to king and country
Brave, Courageous
Willing to risk life for others
Follows the idea of Wyrd
Self-Honor – important concept
Self-sacrifice, selfless
Leadership
Noble, chivalric (? – depends on tradition), just
Keeps the peace
Team player (?)

Medieval Literature - "The Death of Conchoblar"

Unit Learning goal

Students will be able to write a series of short analysis papers looking at one book read during this unit in five different ways.  Each short essay will connect commentary both to DIRECT TEXT EXAMPLES (cited with the correct page number!) as well as to the BOOK or TEXT AS A WHOLE.  Students will choose five from the following:

1. THE AUTHOR AND HER/HIS TIMES: Biographical and historical information pertinent to the novel.  What important family, community, national, and world events helped inform this material? Do not provide an exhaustive biography; merely provide those details that can be directly linked to the novel in a manner that is convincing. This is one of the few sections that will require some outside research, so please remember to cite your source(s).

2. FORM/STRUCTURE, PLOT: How is the novel organized and what techniques are used?  Discuss techniques such as sequencing, multiple, complex, or simple plot, foreshadowing, chapter choices.  Then, provide a BRIEF outline of the events of the plot (no more than 200 words). For some modern novels, the plot may be difficult to describe succinctly – but try to do it anyway. When you discuss structure, remember that you need to discuss the effect of the intentional internal arrangement of parts.

3. POINT OF VIEW/ PERSPECTIVE: From what vantage point does the reader receive the information?  Is the perspective reliable, or is it highly subjective?  How are important ideas received?  Is there an agenda that the narrator seems to have, either consciously or subconsciously? Does the perspective shift, and if so, to what end? Are characters explicit in their dialog, or does on omniscient narrator fill the reader in concerning the larger issues?  Why is the perspective used particularly effective for this novel?

4. CHARACTER: Are each of the characters highly developed, or is most of the writing devoted to one character? Do you learn about them through what is not included in the text?  How is character revealed for the most part? Is through what they say? What they do? What they wear? What they think? The people with whom they associate? What the narrator says about them? How complex are the people that you meet?  Describe the central characters including what you find out about their names, ages, physical descriptions, personalities, functions in the novel – in other words, the responses to the questions asked in the preceding sentence. Also include one short quotation that reveals their character, and explain why the quote reveals character.

5. SETTING:  Where and when does the novel occur?  How many locations are described? Are there connections between the setting(s) and character(s)? How is the atmosphere described?  Are there any important settings that contrast or parallel each other?  Why is this setting so effective in supporting the ideas in the novel as a whole? Conversely, if the setting is ambiguous, what details seem most important and what is the effect of the ambiguity? Why is this story best told in this setting? When discussing setting, remember that it does not only mean the geographical location (topography, scenery) but also the cultural backdrop, social context, and the artificial environment (rooms, buildings, cities, towns) as well.

6. THEME: Identify one major theme (a central or controlling idea) and explicate the theme using specific moments from the text, either paraphrased or directly quoted.  What is the abstract concept being addressed and what is the evaluation of that concept through the text? Are there any “universal” truths are revealed, supported, or challenged by this theme?  Be aware that a theme cannot be expressed in a single word, and with complex works of literary merit the elucidation of a theme requires a full paragraph or more. Also note that the theme is rarely stated explicitly, but rather is implicit. Remember that a theme has TWO (2) PARTS: An abstract concept AND the author’s commentary on  or evaluation of that concept through the text.

7. CRITICAL REVIEW: Find one critical review (not a Cliffs Notes or similar source) of you novel and offer your opinion of the critic’s analysis in two or three paragraphs. Attach a copy of the critical review to your paper, and cite it directly. When expressing your response to the review, be specific in your discussion. If you agree, then explain why and carry the argument beyond what the critic pointed out. If you disagree, provide support for your position from the text.

8. DICTION:  Analyze the novelist’s word choice.  Is the language high or formal, neutral, informal?  Does the novelist employ slang(faddish words)? Colloquialisms (nonstandard regional ways of using language(like someone from Boston asking where you “paah-ked yeh caaah”)? Jargon (language associated with a particular trade)? Dialect (think Tom Sawyer)? Is the language plain?  Flowery?  Concise?  Vulgar?  Dense?  Elevated?  Select a passage that illustrates your observations and discuss this passage directly.

9. SYNTAX (Sentence structure):  Analyze the sentence and phrase patterns.  Are the sentences predominantly simple, compound, or complex?  Are the sentences intentionally long and complex or are they precise and simple?  How is punctuation used?  Select a passage that illustrates your observations concerning syntax, complete the attached Style and Syntax Analysis Chart, and discuss your example specifically.

10. TONE:  What is the author’s attitude towards the subject of the novel?  Discuss how the author creates the tone you identified through a variety of vehicles including plot, characterization, setting, and anything else that contributes to tone. Use specific text examples to support your findings.

11. TITLE:  Why is this title so appropriate for the novel?  Does it have literal or symbolic significance?  Does it actually appear in the novel, and if so, what is the situation? Is the title an allusion, and if so, why would the title include this allusion? Does the title implicitly connect to the theme of the work?

12. MEMORABLE QUOTE:  Choose and type out one quotation that you believe to be significant or noteworthy.  Please explain your choice. Is it an especially moving moment? Is it especially well-written? Why does this quote stand out for you?

13. Symbol or literary device: Choose a symbol or literary device that you believe to be significant to this book.  Discuss how it is used, what ideas it backs up (what it means), and perhaps why the author used it.  Make sure you use examples for the text and you connect the symbol or device to the text as a whole.

Objectives (smaller chunks of overall goal) and suggested time periods

Students will be able to

STUDY GUIDE and OBJECTIVES: Things you should know by end of Unit.

Note: Most importantly you should look back through your notes and returned quizzes, tests and assignments and read over them.

TEXTS that you will need to know (and I mean know beyond comprehension), be able to relate to themes, to other texts with similar themes (compare and contrast), be able to explain symbols, make arguments about actions of characters, etc.

“The Death of Conchobhar”
“Branwen, Daughter of Llyr”
“The Battle of Muldon”, “The Seafarer”, “The Wanderer”, “The Wife’s Lament”
Beowulf

Hrolf Kraki
Sir Gawain and the Green Knight
The Canterbury Tales

THEMES: The Corruption of Power, Christianity vs. Paganism, Man Alone in a Hostile World, The Roles of Woman, The Role of Christianity, The Roles of Kings and Warriors, Loyalty, Pride, The Role of Magic, Fate, Faith, Bloody-Money as a form of Punishment, Banishment, Good vs. Evil, Hospitality, The Transitory Nature of Life, and any others we have talked about.

Some Definitions you’ll need to remember: Wergild, wyrd, kenning, alliteration, epic hero, epic poem, epic boast, romantic literature, chivalry

List of Characters that you will need to know: Conchobhar, Cet, Meis-Geghra, Finghin, Brandigiefran, Branwen, Maholwch, Manawydan, Efnisien, Nisien, Beowulf, Grendal, Hygelac, Hrothgar, Shield Sheafson, Wulfgar, Wiglaf, Unferth, Finn, Siegmund, Weltheow, Morgan Le Fay, Sir Gawain, King Arthur, The Green Knight, The Mistress, all the characters from “The Canterbury Tales”

For major characters (or protagonists) make sure you can discuss character flaws and what those flaws are meant to do – or how they inform us of someone larger idea.

Motifs: ambush, birds and horses, the mutilation of horses, betrayal while the king is away, divine protection, the troublemaker, beheading, kin killing, important of ancestors, reputation, the arming of the warrior, the fairy world, green

Symbols: the brain-ball, the cauldron of resurrection, Heorot, Grendal, the Dragon, the fiery lake (and Grendal’s mothers’ liar), hrunting, the giant’s sword, Gawain’s shield, the girdle (remember characters themselves can also be symbols)

Allusions: for each story or book be able to pick out some allusions and link them to a theme

Irony: For each story or book be able to pick out some ironies
Make sure you keep a list of events from any book or story that backs up a theme. You will need to use examples. Specific examples.

You will need to be able to compare and contrast the four poems – Battle of Muldon, The Seafarer, The Wanderer, The Wife’s Lament—with each other and/or be able to connect to a theme and used to back up a larger book (such as Beowulf).

Be able to generalize the differences between the following: Anglo-Saxon, Celtic, and Welsh literature, between Old English and Middle English, between the ideas of Sir Gawain and The Canterbury Tales.

Objectives: By the end of this unit some of the things students should be able to do include

1) Define wergild and give examples from various stories on how it works and why it was important as a form of justice
2) Define wyrd and give examples of heroes that followed this idea or code of life. Explain with examples why it was important to warrior society.
3) Define kenning and give examples
4) Define alliteration and give examples from alliterative poems
5) Define Epic Hero and Epic Poem
6) Keep a list of characters and be able to describe them and compare them to characters from other stories in relation to themes
7) Define chivalry and describe how certain characters followed the chivalric code.
8) Keep a list of symbols and relate these to major themes
9) Keep a list of motifs involving “types of stories” or events that reoccur in oral tradition
10) Be able to describe the rules and structure of warrior society
11) Define scop and discuss the important of poets in some of these stories
12) Discuss flaws of characters and how these flaws cause characters downfall
13) Compare the Seafarer, Wanderer, Wife’s Lament by relating them to warrior society
14) Discuss irony (and type) in each of these works
15) Define “Frame Story”
16) Define and give elements of a “saga”
17) Keep a list of events and descriptions that help you explore the following themes: Man Alone in A Hostile World, Paganism vs. Christianity, The Role of Kings, The Role of Warriors, The Role of Women, The Idea of Honor, Good vs. Evil, Loyalty, Pride, Hospitality, The transitory nature of life.
18) Define and give examples of allegory, allusion, personification, caesura, litotes, and aphorism

19) Keep a dialectical journal on Beowulf

20) Write short analytical essays on the Anglo-Saxon poems “The Seafarer” and “The Wanderer”

21) Create a PowerPoint overview of “Sir Gawain and the Green Knight”

22) Deliver an oral presentation of a story from The Canterbury Tales

THE DEATH OF CONCHOBAR

 go here

QUESTIONS for “The Death of Conchobhar”

1)    Explain the ending.  How does this story fit the theme of Paganism vs. Christianity? 

2)    Makes inferences (educated guesses based on the information in the text): What is Conchobhar like?  Describe his personality. 

3)    Is Conchobhar a good king?  What information informs your opinion?

4)    What was life like back in this period accounting to the information in the story?

5)    Who was Meis-Geghra?

6)    How does Cet trick Conchobar?

7)    Retell this story in contemporary English.  This retelling should be at least a page and you are expected to act it out.

Syllabus

British Literature
Course Syllabus: 2014-2015
Instructor: Mr. Fielding
Phone: 983-3604

Course Description: British Literature and Composition

Emphasis: The accelerated development of critical literary skills and devices to use in the analysis of works of fiction, poetry, and non-fiction. The writing of formal essays, research papers, and creative fiction and poetry.

The primary purpose of English 11 is to provide an opportunity for students to expand their critical thinking and writing skills by focusing on some of the challenging material of American Literature. The course is similar to English 10 in the dissection of literature in the pursuit of analysis but the class will cover more material and the expectation of the student’s performance is much higher. We will also look at the history of the English Language while exploring works of literature written by British writers. 

We will build on the foundation established in English 11 for composing literary, persuasive, and reflective essays, and to produce an original research paper. Additionally, students will utilize proper writing conventions appropriate to their learning level. To accomplish this, students will actively read from an extensive selection spanning all literary genres, analyze these works, develop original theses, and share their ideas in formal compositions (persuasive, reflective, and analytical), class discussions, and oral presentations.

In other words the class will dissect literature (and literary genres) at the roots—for the roots beneath the tree are extensive and only by understanding those roots can one understand the entire tree. We will look at literature as an investigation, an exploration, an adventure. We will examine genres and themes and we will share our ideas, interests and findings by discussion and writing essays, poetry, and fiction and by doing research to find out more.

Texts: Beowulf, Sir Gawain and the Green Knight, The Canterbury Tales, Hamlet, Jonathan Swift, selections from Literature and Language Arts Textbook, among others.

JOURNALS/BLOGS

Students will be required to keep a blog throughout the year. This blog will be your journal writing for the year. In this blog/journal will be reading reflections, lists of literary devices found in stories and novels, creative assignments that correspond with readings, pre-writing exercises, analytic writing.

NOTE: I read every blog entry and you will lose points for skipping entries or not following directions. If you do not understand an assignment please ask.

GRADES:

Tests – 25% of overall grade
Papers—25% of overall grade
Projects—20% of overall grade
Quizzes, class work, homework—20% of overall grade
Journals/Blogs—10% of overall grade

Scale:

100- 93 = A
92.49- 90 = A-
89.49- 87 = B+
86.49-83.00 = B
82.49- 80.00 = B-
79.49-77.00 = C+
76.49- 73 = C
72.49-70.00 = C-
69.49-67.00 = D+
66.49- 63.00 = D
62.49- 60 = D-
Below 60 = F

Late Work: Mark down 10% per day. You are expected to turn in work on the deadlines due.

 PowerPoint overview of Medieval Literature.

Also: WHY DO YOU READ POETRY