Sir Gawain and the Green Knight: Chivalry
THE THIRTEEN RULES OF CHIVALRY KNOWN AS THE QUEST
1. A TRUE KNIGHT must be a gentleman, yet not fail in duty.
2. A TRUE KNIGHT must uphold the Dignity of Men and Women,
remembering that all are born free and equal in Dignity and Rights.
3. A TRUE KNIGHT’s manner of living is an example to the young.
4. A TRUE KNIGHT shall at no time act outrageously nor do murder or be
cruel in any way to man or beast.
5. A TRUE KNIGHT respects and defends the rights of all men and women to
hold and practice religious beliefs other than his own.
6. A TRUE KNIGHT takes no part in wrongful quarrel, but at all times
supports the lawful rights of all men and women.
7. A TRUE KNIGHT’s word is his bond.
8. A TRUE KNIGHT must be honorable in all things and know good from evil.
9. A TRUE KNIGHT must be of modest demeanor and shall not seek worship
of himself.
10. A TRUE KNIGHT must seek out such Quests as lead to the protection of
the oppressed and never fail in Charity, Fidelity, and the Truth.
11. A TRUE KNIGHT speaks evil of no man. A slanderous tongue brings shame
and disgrace to an Honorable Knight.
12. A TRUE KNIGHT never betrays a trust of confidence given to him by a
brother Knight.
13. A TRUE KNIGHT must so order his life that by his contribution, the people
of the world may hope to live together in greater peace and tolerance.
Compare the above to GAWAIN:
The poem describes Gawain's armor in detail. He carries a red shield
that has a pentangle painted on its front. The pentangle is a token of
truth. Each of the five points are linked and locked with the next,
forming what is called the endless knot. The pentangle is a symbol that
Gawain is faultless in his five senses, never found to fail in his five
fingers, faithful to the five wounds that Christ received on the cross,
strengthened by the five joys that the Virgin Mary had in Jesus (The
Annunciation, Nativity, Resurrection, Ascension, and Assumption), and
possesses brotherly love, pure mind and manners, and compassion most
precious. The inside of the shield is adorned with an image of the
Virgin Mary to make sure that Gawain never loses heart
The Pentangle
1. "Fiue wyttez" (five senses): may indicate that Gawain did not sin
through sensual indulgence, but cf. "fyue wyttez" in 2193 (st. 88),
where wyttez have most to do with intelligence, ability to understand a
situation, etc.
2. "Fyue fyngres" (five fingers): no special significance is apparent
here; may signify manual competence or physical strength. Some critics
refer to the use in some devotional manuals of the image of the
five-fingered hand.
3. "Fyue woundez" (Five Wounds of Christ): a typical subject of
meditation; here Gawain's fealty (Borroff) or faith (Tolkien, Vantuono)
is said to depend on them. The original afyaunce vpon folde 'trust upon
earth/in the world' may be understood as "trustworthiness" if we see the
outward-directed virtue as reflecting something inside Gawain.
4. "Fyue joyez" (Five Joys of Mary): a variable list, but usually
Annunciation, Nativity, Resurrection, Ascension, Assumption; here
Gawain's force (Borroff) or valour (Tolkien) or bravery (Vantuono) is
said to derive from them (forsnes 'fortitude' in the original).
5. The "fyft fyue" are the social virtues (generosity, good fellowship, cleanness, courtesy, compassion).
Structures: Be able to explain the following structures (example how they work and what themes the reinforce).
2-part structure 3-part structure Parallelism Story about 3 Nations Interlinking Loops
Digressions: Be able to explain the following digressions and how they reinforce one of themes
Hengest and Finn Sigemund Heremod Modthryth How Beowulf becomes King Hygelac's Death Why the Geats will be overrun
Explain the following motifs and themes with detailed examples from the text (three for each)
Exile Kin Killing Wergild and Wyrd Role of Kings Role of Women Paganism vs. Christianity Peace Pledges
Literary Terms
Kenning - define and give four examples Litotes - define and give three examples Flytes - define and give an example Epic Boast - define and give an example Apositive - define and give two examples Alliteration - define and give two examples Symbols - give four symbols and discuss their meaning Censura - define
2. Describe Heorot 3. What is important about the descriptions of Shield Sheafson? What was his childhood like? What was has burial like? 4. Discuss the manner in which Beowulf addresses the sentinel guarding the coast? What is odd about it? 5. Give two reasons Beowulf comes to Denmark. 6. Why does Grendal attack Heorot? 7. How is Heorot symbolized before Grendal’s coming? 8. How long has Heorot remained empty? 9. What is the significance of Grendal being descended from Cain? 10. Give four examples of Kennings in the story. 11. Give four examples of Alliteration in the story. 12. Discuss wergild and how it has worked so far in the story. 13.
Discuss how the following themes have appeared in the story: Loyalty,
Reputation, good vs. evil, Christianity vs. Paganism, role of women,
role of Kings, role of the Warrior, Beowulf as a anti-war poem. Give
examples of scenes that back up each
14. How does Beowulf become king? 15. Who are the Geats sworn enemies? 16. What are some of Beowulf’s heroic exploits after Grendel and before the dragon? 17. How does Pride get the best of Beowulf? 18. Which of Hygelac’s sons was killed by his brother? What theme does this reinforced? 19. How does the role of the warrior vs. the role of the king work in these pages? 20. What purpose does the comparison between Beowulf and Siegmund serve? The comparison between Beowulf and Hermod? 21. Why is the story of Finn included just before Welthow appears? 22. Describe the lake. 23. What does Hrothgar warn Beowulf about in his speech? 24. Why are their ancestors so important to the warriors in Beowulf? 25. Identify and discuss the Christian influences on the poem. 26. Identify and discuss the Viking/Scandinavian elements in the poem. 27. Discuss the code of loyalty in Beowulf. How is the society structured? What is important to the warriors in Beowulf? What qualities did they feel a good king should possess? What do they consider “courageous”? 28. Discuss the battle between good and evil in the poem. Who represents good? Who represents evil? 29. Discuss the role of women in this patriarchal world. Cite examples from the text. 30. Is Beowulf a hero? Why/why not? 31. Discuss the role of reputation in Beowulf. Cite examples from the text. 32. Compare and contrast the battles with Grendel and the dragon. Consider the cause of each monster’s attack, Beowulf ’s motivation for countering the attack, Beowulf ’s battle preparations, and the conclusions of each battle. 33. Discuss the behavior of Beowulf ’s men in each of these battles. 34. What attitudes and actions lead to Beowulf ’s downfall? Defend your answer with examples.
Today, we are going to look at a chapter from The Saga of Grettir the Strong and discuss the connection with Beowulf. We are also going to continue reading lines 2100-2400.
You will have new vocabulary words on Monday.
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 conceptANDthe author’s commentary on
or evaluation of that concept through the text.
7. CRITICALREVIEW: 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.
Scale/Rubric relating to learning goal:
4 – The student
can write on five different views of the book relating them to each other to form
one main argument or idea.
3 – The student
can write adequately on at least five selections looking at the epic poem in
five different ways.
2 – With help
from the instructor the student is able to write adequate on at least five
selections – from the least above – looking at the epic poem in five
different ways.
1 – Even with
help from the instructor the student is unable to write on five selections
(they maybe able to write on 1-4) looking at the epic poem in different
ways.
