...If yes, the modern world would consider you an everyday hero. However back in the time of Beowulf, a hero is portrayed as a strong and courageous super human. And while ancient and modern hero archetypes may serve a purpose in literature, they do not accurately reflect what it means to be heroic in real life. Old stories and modern films use implied metaphors, the hero cycle, and are usually influenced by culture. Whereas a real life hero is not bound by a writers ideas, and acts on their own. In almost every heroic story or film the hero encounters a challenge. These challenges can be thought of as metaphors for heroes in real life. Beowulf goes through many challenges throughout the book, but a notable one is when he goes to Grendel’s mother’s lair. When he “sank though the murky waves for hours, and at last he saw the mud of the bottom” (570, 574) he goes through a challenge. This challenge is a great example of a metaphoric challenge. The water symbolizes all the things he must go through to get to his goal, the bottom. Also he was sinking for hours. This amount of time also shows that no matter how far away the goal seems, it’s always reachable in some way or another. A second instance of this is when Beowulf kills Grendel’s Mother and “her body fell to the floor, lifeless […] Beowulf rejoiced at the sight.” (642, 645). This illustrates that when completing your goal as a hero, you are rewarded. In this case Beowulf is rewarded with pleasure and the knowledge that the people...
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...understand the belief set. The hero is the most dominant archetype in Beowulf because it deals with the fraternity warrior’s culture. Although the pluralism of Anglo-Saxon culture is very similar to our American culture, the archetype of The Ruler takes place in America today because everyone wants to take control and have power over their own lives and others around. In Literature, an Archetype is a typical character, an action or a situation that seems to represent such universal pattern or human nature. There are many set archetypes; The Innocent, The Lover, and The Rebel. However, the one that dominates the most in Anglo-Saxon culture is the Hero. “I’ve never known fear, as a youth I fought in endless battles. I am old, now, but will fight again, seek fame still, if the dragon hiding in his tower dares to face me” (Beowulf’s Last Battle 607-610). In Anglo-Saxon culture being boastful and prideful is praised because it is a characteristic of a Hero. The poem itself was named after Beowulf to show that he was the dominant hero, the one who stood in the spotlight. “Then he stepped to another still body, clutched at Beowulf with his claws, grasped at a strong-hearted wakeful sleeper” (Beowulf 268-270). That night, Hrothgar threw a huge party for the brave Geats and Beowulf was the only man in the hall who was sober and awake. He had the foresight to not get drunk and pretend to sleep because he knew the monsters would come. Once again Beowulf is demonstrating the Anglo-Saxon...
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...2015 Beowulf Essay Beowulf is an Anglo-Saxon Epic, narrative poem. Meaning that it is a story of the battles between warriors and monsters consisting of long and descriptive speeches from each character. It follows the great and honorable Beowulf in his numerous conquests as he instills hope through the destruction of many a foe. Beowulf was passed down orally before being written down and ultimately becoming the national epic of England as it is today. Beowulf itself can be described as a story of dual ordeal, that showcases both an internal battle with human weakness and an external fight between a champion and evil monsters. Right from the beginning of the story part of the external half of the dual ordeal is outlined in these following lines: “A powerful monster, living down in the darkness, growled in pain, impatient.” (Beowulf 1-2). These couple lines showcase the first of several monstrous threats that the heroic warrior will have to soon face. Grendel is described as powerful and in darkness. This depicts that the hero, Beowulf, will have a worthy opponent to face in the battle between good and evil. Later on in the poem when Beowulf arrives to do battle with Grendel he faces Grendel unarmed to maintain his honor due to the fact that Grendel does not use weapons. The outcome of said battle is described in Beowulf, lines 330 through 338. “Grendel's one thought was to run from Beowulf, flee back to his marsh and hide there: This was a different Herot than the hall...
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...James Walker English 240 Professor Johnson 24 November 2008 The Associated Importance of Grendel’s Mother “In revenge and in love, woman is more barbarous than man” --Friedrich Nietzsche Among the phratry of characters descended from the lines of the epic poem Beowulf, none capture the reader’s attention as “the son of Ecgtheow,” Beowulf himself, and perhaps few others as the three prominent monsters he finds himself grappling with. In the Norton Anthology of English Literature, Volume A, the editor’s introduction to Beowulf notes the inclination towards the three monsters in the poem center[ing] around Beowulf’s three great fights against preternatural evil, which inhabit the dangerous and demonic space surrounding human society” (31). However, despite the critical importance of Grendel’s mother, both as an overwhelming presence in the fight with Beowulf and as a symbol of reflection, the climax and resolution in the first half of the poem, it is easy to miss her prominence due to the limited number of poetic lines she’s given. Thus, the essay attempts to provide credit where credit is due in analyzing how the physical description and Grendel’s mother’s presence is significant or enhances a reader’s understanding of the poem, in emphasizing Beowulf’s increasing aptitude as hero, as well as to the overall poem. Grendel’s mother, unknown to the reader until well after her son’s detached arm is returned to him, is overshadowed by the poem’s abundant reference...
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...The book of Beowulf and the movie have a lot differences and also has its similarities. Most of the time the movie is very different from the book movies always want to give things drama and more excitement. also movies make us understand more of the book if you are not a reader. but books have those tasteful words and always a lot more detail and Beowulf was one of those. it was so much different from the book. In Beowulf the epic poem Hrothgar was not the father of Grendel. In the poem there is never any mention of either Hrothgar and Beowulf ever being involved or enticed to become the fathers of Grendel or the dragon which the major points in the movie. Hrothgar was also a good person in the poem rather than being an old drunken like...
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...ENGLISH LITERATURE ITS HISTORY AND ITS SIGNIFICANCE FOR THE LIFE OF THE ENGLISH-SPEAKING WORLD A TEXT-BOOK FOR SCHOOLS BY WILLIAM J. LONG, PH.D. (Heidelberg) TO MY FRIEND C H T IN GRATITUDE FOR HIS CONTINUED HELP IN THE PREPARATION OF THIS BOOK CANTERBURY PILGRIMS From Royal MS., 18 D.ii, in the British Museum PREFACE This book, which presents the whole splendid history of English literature from Anglo-Saxon times to the close of the Victorian Era, has three specific aims. The first is to create or to encourage in every student the desire to read the best books, and to know literature itself rather than what has been written about literature. The second is to interpret literature both personally and historically, that is, to show how a great book generally reflects not only the author's life and thought but also the spirit of the age and the ideals of the nation's history. The third aim is to show, by a study of each successive period, how our literature has steadily developed from its first simple songs and stories to its present complexity in prose and poetry. To carry out these aims we have introduced the following features: (1) A brief, accurate summary of historical events and social conditions in each period, and a consideration of the ideals which stirred the whole nation, as in the days of Elizabeth, before they found expression in literature. (2) A study of the various literary epochs in turn, showing what each gained from...
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...J.R.R Tolkien’s novel The Hobbit follows the journey of one central hero, Bilbo Baggins, and his company of dwarves as they embark to Erebor to retake the dwarves’ homeland. This epic tale can be analyzed using a mythological, biographical, or historical critic’s point of view. There are also a few themes seen throughout the novel, including greed and the journey. From a mythological standpoint, one could mention the works of literature that Tolkien himself said has influenced his fantasies about the fabled land of Middle-earth: Iceland’s Poetic Edda and Beowulf. Some tales in Norse mythology can also be analyzed to apply to Tolkien’s novel. Based on a biographically and historically opinion, one might talk about the World Wars’ effect on Tolkien and his novels. Another approach that could be taken is one based on the archetypes seen in The Hobbit; the hero, Bilbo Baggins, and the villain, the dragon Smaug. One could connect the archetypes and events of The Hobbit to those of Beowulf. The Hobbit could also be seen as a novel of the genre bildungsroman, which means “coming-of-age” and focuses on the emotional and physical development of the main character. The use of mythological criticism in the analysis of J.R.R Tolkien’s first novel The Hobbit is by far the most popular among renowned literature critics – one of whom was CS Lewis, an author of children’s fantasy novels himself. It is easy to explain the story from a mythological point of view; many ancient texts have themes...
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...drapes and tassel, and, weary from the sea, stacked wide shields Sheets and pillows worth a castle. of the toughest hardwood against the wall, The single gown she wore was sheer … And made her shapely form appear. … And the troops themselves She’d thrown, in order to keep warm, were as good as their weapons. Then a proud warrior An ermine stole over her arm, questioned the men concerning their origins: White fur with the lining dyed „Where do you come from, carrying these Alexandrian purple. But her side, Decorated shields and shirts of mail, Her face, her neck, her bosom These cheek-hinged helmets and javelins? Showed whiter than the hawthorn blossom. I am Hrithgar’s herald and an officer. The knight moved towards the bed’s head. I have never seen so impressive or large She asked him to sit down and...
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...OLD ENGLISH LITERATURE • Palaeolithic nomads from mainland Europe; • New inhabitants came from western and possibly north-western Europe (New Stone Age); • in the 2nd millennium BC new inhabitants came from the Low Countries and the middle Rhine (Stonehenge); • Between 800 and 200 BC Celtic peoples moved into Britain from mainland Europe (Iron Age) • first experience of a literate civilisation in 55 B.C. • remoter areas in Scotland retained independence • Ireland, never conquered by Rome, Celtic tradition • The language of the pre-Roman settlers - British (Welsh, Breton); Cornish; Irish and Scottish Gaelic (Celtic dialect) • The Romans up to the fifth century • Britain - a province of the Roman Empire 400 years • the first half of the 5th century the Angles, Saxons, and Jutes (N Germany, Jutland) • The initial wave of migration - 449 A. D. • the Venerable Bede (c. 673-735) • the Britain of his time comprised four nations English, British (Welsh), Picts, and Scots. • invaders resembling those of the Germans as described by Tacitus in his Germania. • a warrior race • the chieftain, the companions or comitatus. • the Celtic languages were supplanted (e.g. ass, bannock, crag). * Christianity spread from two different directions: * In the 5th century St Patrick converted Ireland, in the 7th century the north of England was converted by Irish monks; * in the south at the end of the 6th century Aethelberht of Kent allowed the monk Augustine...
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...A Perspective on Traditional Literature • Traditional literature can provide a window on cultural beliefs and on the spiritual and psychological qualities that are part of our human nature. The Origin of Folk Literature • Children sometimes identify these stories as “make-believe,” as contrasted with “true” or “stories that could really happen.” • The origin of the myths has fascinated and puzzled folklorists, anthropologists, and psychologists. • Folktales are also of special interest to scholars of narrative theory because of the way the tales are honed by many generations of telling; only the most important elements of the story survive. The Value of Folk Literature for Children • When Jacob and Wilhelm Grimm published the first volume of their Household Stories in 1812, they did not intend it for children. • Originally folklore was the literature of the people; stories were told to young and old alike. • Traditional literature is a rightful part of a child’s literature heritage and lays the groundwork for understanding all literature. Folktales • Folktales have been defined as “all forms of narrative, written or oral, which have come to be handed down through the years.” • Questions often arise about which of the available print versions of a tale is the “correct” or authentic text. Types of Folktales • There will be features of these stories that are unique to each culture...
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...DIFFUSION……………………………………….17 1.3.2 THE ROLE OF THE PRINTING IN THE FORMATION OF THE ENGLISH LANGUAGE………………………………………………….…….19 1.3.3 PRINCIPAL MIDDLE ENGLISH WRITTEN RECORDS AS A REFLECTION OF ONGOING CHANGES IN STANDARDIZATION………25 CONCLUSION…………………………………………………….…………....28 REFERENCES………………………………………………………………….30 APPENDIX 1……………………………………………………………………33 INTODUCTION linguistic history english language The English language has had a remarkable history. When we first catch it in historical records, it is a language of none-too-civilized tribes on the continent of Europe along the North Sea. From those murky and undistinguished beginnings, English has become the most widespread language in the world, used by more peoples for more purposes than any language on Earth. The early part of the Modern English saw the establishment of the Standard written English we know today. Its standardization was first due to the need of the central government for regular procedures by which to conduct its business, to keep its records and to communicate with the citizens of the land. Standard languages are often the by-products of bureaucracy, developed to meet a...
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...Dragon Name Dragon The word dragon entered the English language in the early 13th century from Old French dragon, which in turn comes from Latin draconem (nominative draco) meaning "huge serpent, dragon", from the Greek word δράκων, drakon (genitive drakontos, δράκοντος) "serpent, giant seafish". The Greek and Latin term referred to any great serpent, not necessarily mythological, and this usage was also current in English up to the 18th century. Morphology A dragon is a mythological representation of a reptile. In antiquity, dragons were mostly envisaged as serpents, but since the Middle Ages, it has become common to depict them with legs, resembling a lizard. Dragons are usually shown in modern times with a body like a huge lizard, or a snake with two pairs of lizard-type legs, and able to emit fire from their mouths. The European dragon has bat-like wings growing from its back. A dragon-like creature with wings but only a single pair of legs is known as a wyvern. Comparative mythology Further information: Chaoskampf, Sea serpent, Proto-Indo-European religion § Dragon or Serpent and Serpent (Bible) The association of the serpent with a monstrous opponent overcome by a heroic deity has its roots in the mythology of the Ancient Near East, including Canaanite (Hebrew, Ugaritic), Hittite and Mesopotamian. Humbaba, the fire-breathing dragon-fanged beast first described in the Epic of Gilgamesh is sometimes described as a dragon with Gilgamesh playing the part of...
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...VIII. English Language Arts, Grade 10 A. Composition B. Reading Comprehension Grade 10 English Language Arts Test Test Structure The grade 10 English Language Arts test was presented in the following two parts: ■ the ELA Composition test, which used a writing prompt to assess learning standards from the Massachusetts English Language Arts Curriculum Framework’s Composition strand ■ the ELA Reading Comprehension test, which used multiple-choice and open-response questions (items) to assess learning standards from the English Language Arts Curriculum Framework’s Language and Reading and Literature strands A. Composition The spring 2012 grade 10 English Language Arts (ELA) Composition test and Composition Make-Up test were based on learning standards in the Composition strand of the Massachusetts English Language Arts Curriculum Framework (2001). The learning standards for the Composition strand appear on pages 72–83 of the Framework, which is available on the Department website at www.doe.mass.edu/frameworks/current.html. ELA Composition test results are reported under the reporting categories Composition: Topic Development and Composition: Standard English Conventions. Test Sessions and Content Overview The ELA Composition test included two separate test sessions, administered on the same day with a short break between sessions. During the first session, each student wrote an initial draft of a composition in response to the appropriate writing prompt on the next...
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...Adlerisms 1. “I can think, I can wait, I can fast…” –Siddhartha 2. “Fate will unwind as it must…” -Beowulf 3. “A mistake is repeated until it is learned…” -Confucius 4. “My worst enemy, my best friend – myself…” -Henry Reyna – Zoot Suit 5. “Tender yourself more dearly!” -Polonius, Hamlet 6. “If you fail to prepare – prepare to fail…” -Steve Prefontaine, Olympic Gold Medalist 7. “Our intentions are far more different than our actions…” -Coach Adler LQHS 8. “Defeat distraction, or distractions will defeat you…” -Coach Adler LQHS 9. “Those who settle for less end with less…” -Coach Adler LQHS 10. “A good fall makes one wiser…” -Aesop 11. “If I were you I would turn back now and save some time and grief. Believe me; you’re heading in the wrong direction…” -Coach Adler LQHS, The Two Ants 12. “In the middle of the journey of our life – I came to find myself in a dark woods where the straightway was lost…” -Dante Alighieri 13. “Acta non verba” (Actions not words) -Latin Idiom 14. “Carpe diem” (Seize the day) -Latin Idiom 15. “A good student only needs to be told once!” -Coach Adler LQHS 16. “Every day wasted is another day you’ll never get back!” -Boyd Grant, Fresno State Basketball 17. “A future filled with regret is not a bright one…” -Koby Serreitelli 18. “If you remain organized you stay in control” -Elise Alverzez 2013 19. “Impossible is just a big word that gets thrown around by small...
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...to portray. During the highest peak of the Greek era the society valued body and mind intellect; creating some of the most famous philosophers known to time. Main Ideas and Values of Ancient Greek Civilization Ancient Greek civilization has contributed too many parts of today's society. The teachings and doings of Ancient Greeks have contributed important lessons that many societies still use to base their own laws and ethics on. The Ancient Greeks realized values of loyalty, glory, intelligence and hospitality were important to incorporate into everyday life. Ancient Greek civilization valued dualism, truth and “good society”. Helping your fellow man was an important aspect of ancient Greek society. They offered food, shelter and protection to travelers without question. Loyalty was also embedded in everything the Greeks did. Implementing simple values of loyalty, intelligence, and hospitality into everyday life helped create a strong “good society”; which the Greek valued very much. It is not known why the Greeks felt this way, but with the strong beliefs Ancient Greek had with their gods, it is easy to believe that they did this in practice of...
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