Central Philippine Adventist College

SCHOOL OF ARTS, SCIENCES AND EDUCATION

INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

Unit 1: ENGLISH LITERATURE

Desired Learning Outcomes:

At the end of the unit, the students must have:

At the end of the unit, students must have:

1. identified the invaders of the British Isles;

2. explained the types of literature that flourished during the Old English Period;
3. discussed the characteristics of a typical Anglo-Saxon Warrior; and
4. discussed the message of Beowulf
5. enumerated the qualities of the Normans and their contributions to English
Literature;
6. described Chaucer’s Prologue and each pilgrim in Canterbury Tales; and
listed down the characteristics of the ballad.
7. enumerated the contributions of Elizabethan age to the politics, economics and
literature of England;
8. discussed the forms and themes of the poems and memorized beautiful lines
from the discussed poems.
9. discussed the political and historical background of the age;
10. discussed the forms and contents of the poem;
11. memorized some lines and used these in future communication activities; and
12. appreciated the significance of the poems through film viewing, listening to
music, poetry writing and verse choir.
13. discussed the political background of the age, and describe its literary
characteristics.
14. identified the forms and contents of the poems; and
15. wrote the salient lines or passages from the poems and used these for future
communication activities.

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Central Philippine Adventist College
SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

TOPICS:
UNIT 1. ENGLISH LITERATURE

A. OLD ENGLISH

1.1 The Races of England

1.2 Epic Poetry
1.2.1 Beowulf

B. MIDDLE ENGLISH
1.1 Geoffrey Chaucer
1.1.1 The Canterbury Tales
1.2 Sir Thomas Mallory Le Morte D Arthur
1.2.1 Ballads
1.2.2 Characteristics
1.2.3 Get up and Bar the Door Lord Randal
1.2.4 Robinhood
C. ELIZABETHAN AGE

1.1 Historical- Cultural Background

1.2 Christopher Marlowe
1.2.1 The Inevitable Day
1.2.2 The Passionate Shepherd to his Love
1.3 Sir Walter Raleigh
1.3.1 The Nymph’s Reply
1.4 Sir Philip Sidney
1.4.1 Astrophel and Stella
1.5 William Shakespeare
1. Sonnets 18, 29 and 116
2. Romeo and Juliet
1.6 Sir Francis Bacon
1. Of Studies

D. CLASSICAL AND CONTEMPORARY LITERATURE

1.1 Alexander Pope

1.1.1 Essay on Criticism
2.1 John Masefield
2.1.1 Sea fever
3.1 William Ernest Henley
3.1.1 Invictus
4.1 Alfred Noyes
4.1.1 Highwayman
5.1 Rudyard Kipling
5.1.1 If

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 Central Philippine Adventist College
SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

English Literature refers to the study of texts from around the world, written in the
English language. By studying a degree in English Literature, you will learn how to analyze a
multitude of texts and write clearly using several different styles. Generally, literature refers to
different types of text including novels, non-fiction, poetry, and plays, among other forms.
However, literature is a contested term, as new mediums for communication provide different
types of contemporary literature.

Literature is generally defined as writing with artistic merit. However, other types of
text such as screenplays, nonfiction, song lyrics, and communication through other means,
could now be considered literature under the contemporary understanding of the term. An
English Literature major will likely examine texts including poetry, drama, and prose fiction,
perhaps briefly covering more contested forms of literature in their chosen path.

A survey of English literature course or test will most likely begin with the oral
traditions of Old and Middle English. The most popular is the epic poem "Beowulf." Although
there are numerous written versions of the work, it was originally a spoken poem passed
through generations of early inhabitants of England called Anglo-Saxons. The poem is a series
of adventure tales about a people called the Geats and an embattled hero named Beowulf.
Next, most courses move onto "The Canterbury Tales," which helped English to gain credibility
as a literary language in a culture where educated people wrote mainly in Latin. Written by
Geoffrey Chaucer, the "Tales" is another series of stories told by different narrators that offers
a snapshot of late medieval cultural diversity. Perhaps the most surprising thing about these
early British works is their graphic content and crude sexual content.

Its primary purpose is to provide learners with a foundation of skills necessary for the
reading of literature, those skills that will be more fully developed along the content of this
course. It helps to identify the explanations of drama, novel, poetry and Introduces learners
to the basic literary terms that are required for understanding a piece of literature. This
module also develops the taste for appreciating literature and differentiates between the
general background of diverse literary movements beginning with Old English, moving
through other literary phases and ending with Modern English Literature as well as to
categorize the social, historical and cultural background of the different periods or ages in
literature.

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 Central Philippine Adventist College
SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

LESSON 1: OLD ENGLISH

The Anglo-Saxons formed the basis of English culture, religion,

and language and ruled England for 600 years. The term Anglo-Saxon refers
to a group of settlers from the German regions of Angels and Saxony who
took over England after the fall of the Roman Empire.

The Anglo-Saxons first introduced Old English literature in the

fifth century. We refer to the years between 450 and 1066 as the the Old
English or Anglo-Saxon period. The Old English language, or Anglo-Saxon, is
the foundation of Modern English, although if untrained Modern English
speakers could hear someone speaking Old English, they would not be able
to understand it.

When the Anglo-Saxons first came to England from northern

Germany (Saxony) in the fifth and sixth centuries, they brought their
language with them. It is a Germanic language and has some fundamental
similarities to Modern German.

The most important influence upon the language was the

Norman Conquest of 1066, when William the Conqueror, a prince of
Normandy (a part of France) conquered England. William made French the
official language of the aristocracy and the law courts. Anglo-Norman French
was an elite language, and the common people did not necessarily learn it as
children, but it was the official language of the nation.

Despite Latin being the official language used to produce

literature, Old English became popular due to its use by Anglo-Saxons and
other tribes. Hence, there were many works that were produced in Old
English as well during the Anglo-Saxon period in literature.

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Central Philippine Adventist College
SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

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 Central Philippine Adventist College
SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

A. EPIC POETRY

A.1 CHARACTERISTICS OF EPIC POETRY

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 Central Philippine Adventist College
SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

A.2 BEOWULF

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Central Philippine Adventist College
SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

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Central Philippine Adventist College
SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

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Central Philippine Adventist College
SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

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 Central Philippine Adventist College
SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

Note: Read the full text of Beowulf on this link:

https://www.gutenberg.org/files/16328/16328-h/16328-h.htm

ACTIVITY 1

Directions: Based on “Beowulf”, what are the characteristics possessed by a hero? Complete
the diagram below. Add 3 more circles for your answers.

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 Central Philippine Adventist College
SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

ACTIVITY 2

Activity 3

Directions: Based on “Beowulf”, complete the following ideas on TRAITS,

ROLE IN EPIC and their EFFECT ON PROTAGONIST.

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 Central Philippine Adventist College
SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

LESSON 2: MIDDLE ENGLISH

A. GEOFFREY CHAUCER
 In 1357 he became a public
servant to countess
Elizabeth of ulster and
continued in that capacity
with the British court
throughout his lifetime.

 The Canterbury tales became

his best known and most
acclaimed work.

A.1
The Canterbury Tales made up of only 24 Tales and rather
abruptly ends before its characters even make it to Canterbury.

Theseus, duke of Athens, imprisons Arcite and Palamon, two knights

from Thebes (another city in ancient Greece). From their prison, the knights see and
fall in love with Theseus’s sister-in-law, Emelye. Through the intervention of a
friend, Arcite is freed, but he is banished from Athens. He returns in disguise and
becomes a page in Emelye’s chamber.

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 Central Philippine Adventist College
SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

Palamon escapes from prison, and the two meet and fight over
Emelye. Theseus apprehends them and arranges a tournament between the two
knights and their allies, with Emelye as the prize. Arcite wins, but he is accidentally
thrown from his horse and dies. Palamon then marries Emelye.

The Host asks the Monk to tell the next

tale, but the drunken Miller interrupts and insists that his
tale should be the next. He tells the story of an
impoverished student named Nicholas, who persuades his
landlord’s sexy young wife, Alisoun, to spend the night
with him.

He convinces his landlord, a carpenter

named John, that the second flood is coming, and tricks
him into spending the night in a tub hanging from the
ceiling of his barn. Absolon, a young parish clerk who is
also in love with Alisoun, appears outside the window of
the room where Nicholas and Alisoun lie together. When
Absolon begs Alisoun for a kiss, she sticks her rear end out
the window in the dark and lets him kiss it.

Absolon runs and gets a red-hot poker,

returns to the window, and asks for another kiss; when
Nicholas sticks his bottom out the window and farts,
Absolon brands him on the buttocks. Nicholas’s cries for
water make the carpenter think that the flood has come, so
the carpenter cuts the rope connecting his tub to the
ceiling, falls down, and breaks his arm.

Because he also does carpentry, the Reeve takes offense at the

Miller’s tale of a stupid carpenter, and counters with his own tale of a dishonest
miller. The Reeve tells the story of two students, John and Alayn, who go to the mill
to watch the miller grind their corn, so that he won’t have a chance to steal any.

But the miller unties their horse, and while they chase it, he steals
some of the flour he has just ground for them. By the time the students catch the
horse, it is dark, so they spend the night in the miller’s house. That night, Alayn

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 Central Philippine Adventist College
SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

seduces the miller’s daughter, and John seduces his wife. When the miller wakes up
and finds out what has happened, he tries to beat the students. His wife, thinking
that her husband is actually one of the students, hits the miller over the head with a
staff. The students take back their stolen goods and leave.

THE COOK'S PROLOGUE AND TALE

The Cook particularly enjoys the Reeve’s Tale, and offers to tell
another funny tale. The tale concerns an apprentice named Perkyn
who drinks and dances so much that he is called “Perkyn Reveler.”
Finally, Perkyn’s master decides that he would rather his apprentice
leave to revel than stay home and corrupt the other servants. Perkyn
arranges to stay with a friend who loves drinking and gambling, and
who has a wife who is a prostitute. The tale breaks off, unfinished, after
fifty-eight lines.

THE MANS OF LAW'S

INTRODUCTION, PROLOGUE, TALE,
AND EPILOGUE
The Host reminds his fellow In the tale, the
pilgrims to waste no time, because Muslim sultan of Syria converts his
lost time cannot be regained. He entire sultanate (including himself)
asks the Man of Law to tell the to Christianity in order to persuade
next tale. The Man of Law agrees, the emperor of Rome to give him
apologizing that he cannot tell any his daughter, Custance, in
suitable tale that Chaucer has not marriage. The sultan’s mother and
already told—Chaucer may be her attendants remain secretly
unskilled as a poet, says the Man faithful to Islam. The mother tells
of Law, but he has told more her son she wishes to hold a
stories of lovers than Ovid, and he banquet for him and all the
doesn’t print tales of incest as Christians. At the banquet, she
John Gower does (Gower was a massacres her son and all the
contemporary of Chaucer). In the Christians except for Custance,
Prologue to his tale, the Man of whom she sets adrift in a
Law laments the miseries of rudderless ship. After years of
poverty. He then remarks how floating, Custance runs ashore in
fortunate m Northumberland, where a
constable and his wife,
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SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

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 Central Philippine Adventist College
SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

Hermengyld, offer her shelter. She claims that the child should be
converts them to Christianity. kept and loved no matter how
Merchants are, and says that his malformed. Donegild substitutes a
tale is one told to him by a letter saying that Custance and
merchant. her son are banished and should
One night, Satan be sent away on the same ship on
makes a young knight sneak into which Custance arrived. Alla
Hermengyld’s chamber and returns home, finds out what has
murder Hermengyld. He places the happened, and kills Donegild.ers
bloody knife next to Custance, convert to Christianity, and
who sleeps in the same chamber. Custance and Alla marry.
When the constable returns home, After many
accompanied by Alla, the king of adventures at sea, including an
Northumberland, he finds his slain attempted rape, Custance ends up
wife. He tells Alla the story of how back in Rome, where she reunites
Custance was found, and Alla with Alla, who has made a
begins to pity the girl. He decides pilgrimage there to atone for
to look more deeply into the killing his mother. She also
murder. Just as the knight who reunites with her father, the
murdered Hermengyld is swearing emperor. Alla and Custance return
that Custance is the true to England, but Alla dies after a
murderer, he is struck down and year, so Custance returns, once
his eyes burst out of his face, more, to Rome. Mauricius
proving his guilt to Alla and the becomes the next Roman
crowd. The knight is executed, emperor.
Alla and many oth while Alla is
away in Scotland, Custance gives Following the Man of
birth to a boy named Mauricius. Law’s Tale, the Host asks the
Alla’s mother, Donegild, Parson to tell the next tale, but
intercepts a letter from Custance the Parson reproaches him for
to Alla and substitutes a swearing, and they fall to
counterfeit one that claims that bickering.
the child is disfigured and
bewitched. She then intercepts
Alla’s reply, which

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Central Philippine Adventist College
SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

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 Central Philippine Adventist College
SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

THE WIFE OF BATH'S PROLOGUE AND

TALE

The Wife of Bath gives a lengthy account of her feelings about

marriage. Quoting from the Bible, the Wife argues against those
who believe it is wrong to marry more than once, and she explains
how she dominated and controlled each of her five husbands. She
married her fifth husband, Jankyn, for love instead of money. After
the Wife has rambled on for a while, the Friar butts in to complain
that she is taking too long, and the Summoner retorts that friars
are like flies, always meddling. The Friar promises to tell a tale
about a summoner, and the Summoner promises to tell a tale
about a friar. The Host cries for everyone to quiet down and allow
the Wife to commence her tale.
In her tale, a young knight of King Arthur’s court rapes a
maiden; to atone for his crime, Arthur’s queen sends him on a quest
to discover what women want most. An ugly old woman promises
the knight that she will tell him the secret if he promises to do
whatever she wants for saving his life. He agrees, and she tells him
women want control of their husbands and their own lives. They go
together to Arthur’s queen, and the old woman’s answer turns out
to be correct. The old woman then tells the knight that he must
marry her. When the knight confesses later that he is repulsed by her
appearance, she gives him a choice: she can either be ugly and
faithful, or beautiful and unfaithful. The knight tells her to make the
choice herself, and she rewards him for giving her control of the
marriage by rendering herself both beautiful and faithful.

THE FRIAR'S PROLOGUE AND TALE

The Friar speaks approvingly of the Wife of Bath’s Tale, and offers to lighten
things up for the company by telling a funny story about a lecherous
summoner. The Summoner does not object, but he promises to pay the Friar
back in his own tale. The Friar tells of an archdeacon who carries out the law
without mercy, especially to lechers. The archdeacon has a summoner who

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 Central Philippine Adventist College
SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

has a network of spies working for him, to let him know who has been
lecherous. The summoner

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 Central Philippine Adventist College
SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

extorts money from those he’s sent to summon, charging them more money
than he should for penance. He tries to serve a summons on a yeoman who is
actually a devil in disguise. After comparing notes on their treachery and
extortion, the devil vanishes, but when the summoner tries to prosecute an
old wealthy widow unfairly, the widow cries out that the summoner should
be taken to hell. The devil follows the woman’s instructions and drags the
summoner off to hell.

The Summoner, furious at the Friar’s Tale, asks the company to let
him tell the next tale. First, he tells the company that there is little difference
between friars and fiends, and that when an angel took a friar down to hell to show
him the torments there, the friar asked why there were no friars in hell; the angel
then pulled up Satan’s tail and 20,000 friars came out of his ass.

In the Summoner’s Tale, a friar begs for money from a dying man
named Thomas and his wife, who have recently lost their child. The friar
shamelessly exploits the couple’s misfortunes to extract money from them, so
Thomas tells the friar that he is sitting on something that he will bequeath to the
friars. The friar reaches for his bequest, and Thomas lets out an enormous fart. The
friar complains to the lord of the manor, whose squire promises to divide the fart
evenly among all the friars.

The Host asks the Clerk to cheer up and tell a merry tale, and the Clerk
agrees to tell a tale by the Italian poet Petrarch. Griselde is a hardworking
peasant who marries into the aristocracy. Her husband tests her fortitude in
several ways, including pretending to kill her children and divorcing her. He
punishes her one final time by forcing her to prepare for his wedding to a
new wife. She does all this dutifully, her husband tells her that she has
always been and will always be his wife (the divorce was a fraud), and they
live happily ever after.

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SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

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 Central Philippine Adventist College
SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

The Merchant reflects on the great difference between the patient

Griselde of the Clerk’s Tale and the horrible shrew he has been married to for
the past two months. The Host asks him to tell a story of the evils of marriage,
and he complies. Against the advice of his friends, an old knight named January
marries May, a beautiful young woman. She is less than impressed by his
enthusiastic sexual efforts, and conspires to cheat on him with his squire, Damien.
When blind January takes May into his garden to copulate with her, she tells him
she wants to eat a pear, and he helps her up into the pear tree, where she has sex
with Damien. Pluto, the king of the faeries, restores January’s sight, but May,
caught in the act, assures him that he must still be blind. The Host prays to God to
keep him from marrying a wife like the one the Merchant describes.

The Host calls upon the Squire to say something about

his favorite subject, love, and the Squire willingly complies. King
Cambyuskan of the Mongol Empire is visited on his birthday by a
knight bearing gifts from the king of Arabia and India. He gives
Cambyuskan and his daughter Canacee a magic brass horse, a
magic mirror, a magic ring that gives Canacee the ability to
understand the language of birds, and a sword with the power to
cure any wound it creates. She rescues a dying female falcon that
narrates how her consort abandoned her for the love of another.
The Squire’s Tale is either unfinished by Chaucer or is meant to
be interrupted by the Franklin, who interjects that he wishes his own
son were as eloquent as the Squire. The Host expresses
annoyance at the Franklin’s interruption, and orders him to begin
the next tale.

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 Central Philippine Adventist College
SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

The Franklin says that his tale is a familiar Breton lay, a folk ballad of ancient
Brittany. Dorigen, the heroine, awaits the return of her husband, Arveragus, who has gone to
England to win honor in feats of arms. She worries that the ship bringing her husband home will
wreck itself on the coastal rocks, and she promises Aurelius, a young man who falls in love with
her, that she will give her body to him if he clears the rocks from the coast. Aurelius hires a
student learned in magic to create the illusion that the rocks have disappeared. Arveragus returns
home and tells his wife that she must keep her promise to Aurelius. Aurelius is so impressed by
Arveragus’s honorable act that he generously absolves her of the promise, and the magician, in turn,
generously absolves Aurelius of the money he owes.

Appius the judge lusts after Virginia, the beautiful daughter of Virginius.
Appius persuades a churl named Claudius to declare her his slave, stolen from him by
Virginius. Appius declares that Virginius must hand over his daughter to Claudius. Virginius tells
his daughter that she must die rather than suffer dishonor, and she virtuously consents to her father’s
cutting her head off. Appius sentences Virginius to death, but the Roman people, aware of Appius’s
hijinks, throw him into prison, where he kills himself.

TheHost isdismayedby thetragic injusticeof thePhysician’sTale, andasksthe

Pardoner totell somethingmerry. Theother pilgrimscontradict theHost, demandinga moral tale,
whichthePardoner agreestotell after heeatsanddrinks. ThePardoner tellsthecompany howhe
cheatspeopleout of their money by preachingthat money istheroot of all evil. Histaledescribes
threeriotousyouthswhogolookingfor Death, thinking that they cankill him.

Anoldmantellsthemthat they will find Deathunder atree. Instead, they find eight
bushelsof gold, whichthey plot tosneak intotownunder cover of darkness. Theyoungest goesinto
towntofetchfoodanddrink, but bringsback poison, hopingtohavethegoldall tohimself. His

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SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

companionskill himtoenrichtheir ownshares, thendrink thepoisonanddieunder thetree. His

talecomplete, thePardoner offerstosell thepilgrimspardons, andsinglesout theHost tocomekiss hisrelics.
TheHost infuriatesthePardoner by accusinghimof fraud, but theKnight persuadesthe
twotokissandbury their differences.

The Shipman’s Tale features a monk who tricks a merchant’s wife

into having sex with him by borrowing money from the merchant, then giving
it to the wife so she can repay her own debt to her husband, in exchange for
sexual favors. When the monk sees the merchant next, he tells him that he
returned the merchant’s money to his wife. The wife realizes she has been
duped, but she boldly tells her husband to forgive her debt: she will repay it in
bed. The Host praises the Shipman’s story, and asks the Prioress for a tale.

The Prioress calls on the Virgin Mary to guide her tale. In an

Asian city, a Christian school is located at the edge of a Jewish ghetto. An
angelic seven-year-old boy, a widow’s son, attends the school. He is a devout
Christian, and loves to sing Alma Redemptoris (Gracious Mother of the
Redeemer). Singing the song on his way through the ghetto, some Jews hire a
murderer to slit his throat and throw him into a latrine. The Jews refuse to
tell the widow where her son is, but he miraculously begins to sing Alma
Redemptoris, so the Christian people recover his body, and the magistrate
orders the murdering Jews to be drawn apart by wild horses and then hanged.

The Host, after teasing Chaucer the narrator about his

appearance, asks him to tell a tale. Chaucer says that he only knows one tale,
then launches into a parody of bad poetry—the Tale of Sir Thopas. Sir
Thopas rides about looking for an elf-queen to marry until he is confronted
by a giant. The narrator’s doggerel continues in this vein until the Host can
bear no more
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SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

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 Central Philippine Adventist College
SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

and interrupts him. Chaucer asks him why he can’t tell his tale, since it is the
best he knows, and the Host explains that his rhyme isn’t worth a turd. He
encourages Chaucer to tell a prose tale.

Chaucer’s second tale is the long, moral prose story of Melibee.

Melibee’s house is raided by his foes, who beat his wife, Prudence, and severely
wound his daughter, Sophie, in her feet, hands, ears, nose, and mouth. Prudence
advises him not to rashly pursue vengeance on his enemies, and he follows her
advice, putting his foes’ punishment in her hands. She forgives them for the
outrages done to her, in a model of Christian forbearance and forgiveness.

The Host wishes that his own wife

were as patient as Melibee’s, and calls upon the Monk to tell
the next tale. First he teases the Monk, pointing out that
the Monk is clearly no poor cloisterer. The Monk takes it
all in stride and tells a series of tragic falls, in which noble
figures are brought low: Lucifer, Adam, Sampson,
Hercules, Nebuchadnezzar, Belshazzar, Zenobia, Pedro of
Castile, and down through the ages.

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SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

After seventeen noble “falls” narrated by the Monk, the Knight interrupts,
and the Host calls upon the Nun’s Priest to deliver something more lively. The
Nun’s Priest tells of Chanticleer the Rooster, who is carried off by a flattering
fox who tricks him into closing his eyes and displaying his crowing abilities.
Chanticleer turns the tables on the fox by persuading him to open his mouth
and brag to the barnyard about his feat, upon which Chanticleer falls out of the
fox’s mouth and escapes. The Host praises the Nun’s Priest’s Tale, adding that
if the Nun’s Priest were not in holy orders, he would be as sexually potent as
Chanticleer.

In her Prologue, the Second Nun explains that she will tell a saint’s life, that
of Saint Cecilia, for this saint set an excellent example through her good works and wise
teachings. She focuses particularly on the story of Saint Cecilia’s martyrdom. Before Cecilia’s new
husband, Valerian, can take her virginity, she sends him on a pilgrimage to Pope Urban, who
converts him to Christianity. An angel visits Valerian, who asks that his brother Tiburce be
granted the grace of Christian conversion as well. All three—Cecilia, Tiburce, and Valerian—are
put to death by the Romans.

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When the Second Nun’s Tale is finished, the company is

overtaken by a black-clad Canon and his Yeoman, who have heard of the
pilgrims and their tales and wish to participate. The Yeoman brags to the
company about how he and the Canon create the illusion that they are
alchemists, and the Canon departs in shame at having his secrets discovered.
The Yeoman tells a tale of how a canon defrauded a priest by creating the
illusion of alchemy using sleight of hand.

The Host pokes fun at the Cook, riding at the back of the
company, blind drunk. The Cook is unable to honor the Host’s request that he tell
a tale, and the Manciple criticizes him for his drunkenness. The Manciple relates
the legend of a white crow, taken from the Roman poet
Ovid’s Metamorphoses and one of the tales in The Arabian Nights. In it,
Phoebus’s talking white crow informs him that his wife is cheating on him.
Phoebus kills the wife, pulls out the crow’s white feathers, and curses it with
blackness.

As the company enters a village in the late

afternoon, the Host calls upon the Parson to give them a fable.
Refusing to tell a fictional story because it would go against the
rule set by St. Paul, the Parson delivers a lengthy treatise on the
Seven Deadly Sins, instead.

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Activity 4: Directions: Answer the character map below. Use the Wife of Bath
as example.

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Journal Entries
The narrator writes that many pilgrims enjoyed the Knight’s Tale, but the Miller rudely interrupts to tell his own
story.

Your task here is to write a journal entry as a pilgrim in The Canterbury Tales. Rewrite what happens in “The
Miller’s Prologue” from your own point of view, commenting on your own opinion of the Miller and also the other
characters’ reactions. You may choose to express positive or negative feelings towards the Miller, but you cannot add
major events which are not already in the text.

Your entry should include references to:

• Your own occupation (use TEACHER as occupation)

• Your personal opinion about the Knight’s Tale

• Your opinion about the Miller’s response

• Your observations on how others are responding to the Miller, and

whether or not you agree with them.

We have provided a sample beginning for your journal entry; feel free to use it or start
your own. Use the example below as your basis of your introduction.

The Knight had just finished telling his sad but wonderful story, when
all of a sudden this rude man interrupted! I was shocked—I would never think of doing
that, as I have been brought up to be very courtly and polite.

Activity 6

Emailing
You are close friends with the Wife of Bath, who has just sent you an excerpt
from her Prologue to explain some of her life events. You want to email her back with your
reaction. You should be reacting to it as if this were a true story your friend has told you.

Compose an email to the Wife of Bath, telling her what you think of her history. Include your
opinion of her husband’s book and how you felt about these stories. Express how you might
feel if someone close to you told you this same story, and offer words of encouragement if
needed. The purpose of the email should be to reflect upon the story, rather than just
summarize what you read.

Remember, this is in email form, so it does not have to be extremely formal.

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Advertising Copy
In this story, the characters are complaining about the monk’s tale and asking for a different
kind of story. Imagine that they have asked you, the host, to find them additional storytellers to
join their group, after being disappointed in the monk. Write a long and detailed Help Wanted
Ad describing what kind of storyteller you are looking for. Use clues for the text in this story,
but you may also add your own priorities and desires as well—what kind of story do you want
to see next? considering what you think will keep your interest as a reader.

Your ad should not be like most employment ads in the paper today, which are filled with
abbreviations and other shorthand to make the ad fit into a small space in the paper. Instead,
you should make your ad a comprehensive overview of what the job entails, so prospective
employees would know exactly what the employer is looking for and what they could expect on
the job. We have provided a brief sample one for you, based on a prospective employee who
might be similar to the author of “The Knight’s Tale.”

Example:

STORYTELLER WANTED – must be highly experienced in the language of courtly love, well-
travelled, and detail-oriented. Must be able to identify with characters in own story. War
experience is preferred and qualities of humility and honor are required.

This is an exceptional opportunity for someone who wishes to tell stories with a moral or
didactic ending.

Great support system and feedback will be provided for the employee.

We offer a competitive salary and benefits package, with promotion opportunities. You’ll make a
good living, while making journeys enjoyable for others.

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B. SIR THOMAS MALORY

King Arthur and His Knights of the

Round Table

The Emblem of the Knights

The emblem of the Knights of the Round Table worn round

the necks of all the Knights was given to them by King
Arthur as part of the ceremony of their being made a
knight.

The Order's dominant idea was the love of God, men,

and noble deeds. The cross in the emblem was to remind
them that they were to live pure and stainless lives, to
stive after perfection and thus attain the Holy Grail.

The Red Dragon of King Arthur represented their allegiance to the King.
The Round Table was illustrative of the Eternity of God, the equality, unity, and comradeship of
the Order, and singleness of purpose of all the Knights.

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KING ARTHUR

King Arthur is the figure at the heart of the Arthurian legends. He is said to be the son of Uther
Pendragon and Igraine of Cornwall. Arthur is a near mythic figure in Celtic stories such as Culhwch and
Olwen. In early Latin chronicles he is presented as a military leader, the dux bellorum. In later romance
he is presented as a king and emperor.

The Excalibur The Holy Grail

CHARACTER LIST

Uther Pendragon The mightiest of all English kings. Uther is the father of King Arthur as well as three
daughters.
Igrayne The wife of the Duke of Cornwall. Uther Pendragon seduces and later marries her. She is the
mother of King Arthur.
Guinevere Arthur's wife and Launcelot's lover. Guinevere encourages moral and chivalrous behavior
from the knights, and she dearly loves and is loved by both Arthur and Launcelot. Laudegreaunce
Guinevere's father, who gives Arthur the Round Table.
Merlin Arthur's adviser, prophet and magician
Lot A king married to one of Uther Pendragon's daughters. Arthur seduces Lot's wife, not knowing that
she is Arthur's own sister, and they are the parents of Mordred. King Lot is one of the eleven kings who
are hostile to Arthur; he is slain by Pellanor.
Mordred Arthur's son by his sister, Lot's wife. Merlin prophesies that Mordred will destroy
Arthur; they kill each other in a battle for the throne of England. Mordred is half-brother to
Gawain, Gareth, Gaheris, and Aggravain.
Laucelot du Lake Ban's son, who is considered the greatest knight in the world and remains devoted to
Guinevere throughout his life. Because of his deep friendship with Tristam, Launcelot gives Tristam his
castle, Joyous Gard, so that Tristam can live there with Isode in peace.
Launcelot is later tricked into sleeping with Elayne, who bears his son, Galahad, the celebrated knight who
succeeds in the Grail Quest. As a result of his affair, Guinevere banishes Launcelot from Camelot, and he
goes half-mad with grief. Elayne arranges for his healing by the Grail, and Launcelot is welcomed back to
Camelot.
Elayne Pellas' daughter who bears Launcelot's son, Galahad.
Galahad Elayne's and Launcelot's son. Galahad fills the Sege Perilous, the seat at the Round Table that
no man has been worthy enough to fill. He also pulls the sword from the floating stone, thus gaining the
title of the best knight in the world but also accepting the sword's curse that it will later cause a grievous
wound. Galahad is the knight who achieves the Grail Quest.

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Morgan le Fay Uther Pendragon's third daughter; she later marries King Uriens. She tries to kill Arthur
so that her lover, Accolon, can be king.
Accolon Morgan le Fay's lover.
Ector The knight who raised Arthur until the boy pulled the sword from the stone and claimed his right
to the throne. Ector goes on the Grail Quest but fails.
Kay Sir Ector's son. He is knighted by Arthur and later goes with Arthur on a pilgrimage to St.
Michael's Mount.
Ban and Bors Two kings from overseas who are loyal to Arthur. Bors goes on the Grail Quest and
assists Galahad.
The Lady of the Lake The woman who gives Arthur his new sword, after he loses it in a fight with
Pellanor. It belonged to her lover, who was killed his own brother. She then takes the sword to Lady Lyle
of Avilon, who misused it.
Lady Lyle of Avilon A woman who wears a sword and scabbard at all times; she searches for the best
and hardiest man in the kingdom to pull it out. Sir Balyn is that man.
Balyn He pulls out the Lady of Avilon's sword, and then beheads the Lady of the Lake, who killed his
mother. This act loses Arthur's respect for Balyn. He kills Launceor and Launceor's lady, and he kills
Garlon. He is also called The Knight of the Two Swords, and he both kills and is killed by his brother,
Balan.
Balan Sir Balyn's brother.
Launceor of Ireland One of Arthur's knights; he sets out after Balyn to avenge the Lady of the Lake's
death, but is killed by him, instead.
Lady of Astalot A maiden in love with Launcelot; he wears her token of love on his sleeve because he
is trying to disguise himself. She dies of grief when Launcelot leaves her.
Lavine The brother of the Lady of Astalot; he fights on Launcelot's side.
Urry A knight who is healed from his wounds by Launcelot; Urry pledges his devotion to Launcelot.
Melliagaunce A knight who lusts after Guinevere and kidnaps her. He is later killed by Launcelot.
Lucan and Bedivere The last two knights left standing with Arthur in his battle against Mordred.

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After Uther Pendragon's death, the wizard Merlin forms a stone and in it a sword.
On this sword it is written that anyone who can pull it out of the stone will become the new King
of England. After many years, the young Arthur, secretly the son of Uther Pendragon, pulls the
sword out of the stone and becomes King. Together with Merlin, he constructs a round table, at
which only the best knights of England may sit. More and more knights come to join the
brotherhood of the Round Table, and each has his own adventures.
Eventually, the holy knight Galahad, the son of Sir Lancelot, comes to Arthur's court.
With his coming, all the knights ride throughout Europe in search of the Holy Grail of Jesus
Christ. Only four knights see the Grail: Sir Lancelot, Sir Percival, Sir Bors de Gaunnes, and Sir
Galahad. After the Grail is found, the last battle of the Knights of the Round Table is fought. In
this battle many knights die, and with them King Arthur, Sir Gawain, who is Arthur's nephew,
and Mordred, the wicked son of King Arthur, and his half-sister Morgana le Fay. King Arthur is
taken away to Avalon, a secret island after he is terribly wounded by Mordred while he was
making the final stab with his sword to kill Mordred.

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CRITICAL OVERVIEW

From the time Le Morte d'Arthur was published in 1485 by Caxton, it was a popular success.
During the fifteenth century, other forms of the Arthurian legend, such as the French romances,
were already experiencing a surge in popularity. Malory took the legends centering on King
Arthur and his Knights of the Round Table and created the first complete chronicle of an
English "king" written in the English tongue.

In "Caxton's Preface," Caxton suggests that Malory's text served the function of
presenting English readers with a story of Arthur in their native tongue that rivaled those
legends written by the French. Moreover, Caxton promoted Le Morte d'Arthur as a national epic
whose intent was "that noble men may see and learn the noble acts of chivalry." Certainly the
story intrigued its contemporaries and was widely read; in fact, as Cooper notes in her
introduction, Malory's book was reprinted numerous times, and even when other versions of the
legend ceased to be reprinted Malory's survived.

King Arthur: Fact or Fiction

Although Malory's work is clearly fictional in its details, there is some debate over
whether or not King Arthur actually existed. He is first mentioned in Welsh poems from the
sixth century, though these offer nothing specific regarding his accomplishments.
In the ninth century, he is mentioned in a collection of Welsh history, but is not yet
referred to as a king. In the twelfth century, Geoffrey of Monmouth wrote History of the Kings
of Britain, a popular text that included Arthur among its list of noble rulers. At the same time,
French writers began documenting their own versions of traditional tales of Arthur.
Some scholars argue that the legend of Arthur is based on an actual Welsh chieftain.
Some believe the legend has its origins in a second-century Roman general named Lucius
Artorius Castus. Still others believe that he is entirely the creation of bards and storytellers. No
significant evidence has yet been found to favor any one theory over the others, and it is
unlikely that the true source of the legend will ever be known for certain.

Note: Please do further reading on this link:

https://www.gutenberg.org/files/1251/1251-h/1251-h.htm

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Activity 8
COMPREHENSION QUESTIONS:

1. Discuss the advantages and disadvantages of a social system built on loyalty,

honor, and trust.
2. What qualities did King Arthur and his Knights of the Round Table possess that
would still make them heroes today?
3. Explain what you think is the meaning of the statement that the Arthurian
legend is "psychological archeology".

4. Discuss the ways in which Le Morte d'Arthur is a very moral tale.

5. What dimension does the Holy Grail story line add to the legend of King Arthur?

6. What are the major themes of Le Morte d'Arthur?

7. Why is Sir Thomas Malory's masterpiece Le Morte d'Arthur of major

importance to literary history?

8. What were the requirements of the Arthurian warrior?

9. What was the dual nature of the men and women in Malory's tale?

10. What theme does the character of Merlin embody?

11. How does the ending of Le Morte d'Arthur keep hope alive?

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c.B ALLADS

|| LIT 205 (Ma’am Jonalyn)

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It has no
single
author,
A verbal rather; It
sort of was the
poetry
It has which product of
no underwen many
t
written reasonabl poets.
e changes
form. over
time.

Time cannot The

change texts poet is
of the
literary the
ballad as it legal
is preserved
in hard and
owner
soft copies. They are
of his
more polished ballad.
and lengthy.

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C.1 Get Up and Bar the Door

It fell about the Martinmas time,

And a gay time it was then, Then by there came two gentlemen,
When our goodwife got puddings to make, At twelve o’clock at night,
And she’s boild them in the pan. And they could neither see house nor hall,
Nor coal nor candle-light.

The wind sae cauld blew south and north,

And blew into the floor; “Now whether is this a rich man’s house,

Or whether is it a poor?”
Quoth our goodman to our goodwife,
But ne’er a word wad ane o’ them speak,
“Gae out and bar the door.”
For barring of the door.
“My hand is in my hussyfskap,
And first they ate the white puddings,
Goodman, as ye may see;
And then they ate the black;
An it should nae be barrd this hundred year,
Tho muckle thought the goodwife to hersel,
It’s no be barrd for me.”
Yet ne’er a word she spake.

They made a paction tween them twa,

Then said the one unto the other,
They made it firm and sure,
“Here, man, tak ye my knife;
That the first word whae’er should speak,
Do ye tak aff the auld man’s beard,
Should rise and bar the door.
And I’ll kiss the goodwife.”

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“But there’s nae water in the house, “Will ye kiss my wife before my een,
And what shall we do than?” And scad me wi’ pudding-bree?”
“What ails ye at the pudding-broo, Then up and started our goodwife,
That boils into the pan?” Gied three skips on the floor:

“Goodman, you’ve spoken the foremost

O up then started our goodman,
word,
An angry man was he:
Get up and bar the door.”

Activity 9
Directions: Read the questions carefully. Write your answer on your composition notebook.

1. What was the goodwife busy doing that she wanted her husband to get up and bar the door?
a. doing her nails
b. in the shower
c. cooking/doing chores
d. taking care of son
2. What pact did they make?
a. first one to get up has to bar the door
b. first one to kiss the other has to bar the door
c. they did not create a pact
d. first one to talk has to get up and bar the door
3. What did the robbers want to do to the husband?
a. shave him
b. kiss him
c. kill him
d. strip him
4. What did they want to do to the wife?
a. shave her
b. kiss her
c. kill her
d. strip her
5. Who talked first?
a. Wife
b. Husband
c. robber #1
d. robber #2
6. What is the lesson?
a. don't be lazy
b. always get up and bar the door
c. listen to your wife
d. don't listen to your wife
7. The final stanza of "Get Up and Bar the Door" -
a. reveals the narrator's relation to the couple
b. provides a comic twist to the story
c. serves the intruders their comeuppance
d. describes the husband's tragic downfall

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8. What word best describes the two intruders' behavior toward the couple?
a. Friendly
b. Loyal
c. Honest
d. Threatening
9. The two intruders have come because -
a. they have a long-standing feud with the couple
b. the couple are known far and wide for their hospitality
c. they are traveling and need a place to stay for the night
d. they are at war and need to take over the house
10. The intruders into the couple's house are two -
a. Kings
b. members of the gentry, or landowning class
c. escaped convicts
d. serfs from the neighboring manor
11. "Get Up and Bar the Door" -
a. illustrates the rituals of courtly love
b. shows the importance of holiday puddings in the Middle Ages
c. pokes fun at the absurd bickering of a husband and wife
d. condemns bandits who prey on simple folk
12. All of the following elements are typical characteristics of ballads except -
a. sensational or supernatural events
b. tragic subject matter
c. omission of details
d. mixed metaphors
13. How is "Get Up and Bar the Door" not a typical ballad?
a. It is comic.
b. The characters are not superhuman.
c. It is set in England.
d. Characters' motives are not spelled out.
14. A ballad is organized into stanzas called
a. Couplets
b. iambic pentameter
c. quatrains
d. tetrameter
15. All of the following are themes of ballads EXCEPT
a. Revenge
b. unrequited love
c. living happily ever after
d. jealous sweethearts

C.2 Robinhood and the Three

Squires
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There are twelve months in all the Nor have they robbed any virgin,
year,
Nor with other men’s wives have lain.”
As I hear many men say,

But the merriest month in all the year

“O what have they done?” said bold
Is the merry month of May. Robin Hood,

“I pray thee tell to me.”

Now Robin Hood is to Nottingham “It’s for slaying of the king’s fallow
gone, deer,
With a link-a-down and a-day, Bearing their longbows with thee.”
And there he met a silly old woman, “Dost thou not mind, old woman,”
Was weeping on the way. he
“What news? what news, thou silly old said,
woman? “Since thou made me sup and dine?
What news hast thou for me?” By the truth of my body,” quoth bold
Said she, “There’s three squires in Robin Hood,
Nottingham town, “You could not tell it in better time.”
Today is condemned to dee.

“O have they parishes burnt?” Now Robin Hood is to Nottingham

he said, “Or have they ministers slain? gone,

Or have they robbed any virgin, With a link-a-down and a-day,

Or with other men’s wives have lain?” And there he met with a silly old
palmer,

Was walking along the highway.

“They have no parishes burnt, good
sir,”

Nor yet have ministers slain, “What news? what news, thou silly old
man?
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What news, I do thee pray?”

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Said he, “Three squires in Nottingham It shall make thee come down.”
town

Are condemned to die this day.”

Then he put on the old man’s cloak,

Was patched black, blue, and red:

“Come change thine apparel with me,
old man, He thought it no shame all the day
long
Come change thine apparel for mine.
To wear the bags of bread.
Here is forty shillings in good silver,

Go drink it in beer or wine.”

Then he put on the old man’s breeks,

Was patched from ballup to side:

“O thine apparel is good,” he said,
“By the truth of my body,” bold Robin
“And mine is ragged and torn. can say,
Wherever you go, wherever you ride,
“This man loved little pride.”
Laugh ne’er an old man to scorn.”

Then he put on the old man’s hose,

“Come change thine apparel with me, Were patched from knee to wrist:
old churl,
“By the truth of my body,” said bold
Come change thine apparel with mine: Robin Hood,
Here are twenty pieces of good broad “I’d laugh if I had any list.”
gold,

Go feast thy brethren with wine.”

Then he put on the old man’s shoes,

Were patched both beneath and

Then he put on the old man’s hat, aboon:
It stood full high on the crown: Then Robin Hood swore a solemn
“The first bold bargain that I come at, oath,

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“It’s good habit that makes a man.” “By the truth of my body,” the sheriff
he said,

Now Robin Hood is to Nottingham “That’s well jumped, thou nimble old
gone, man.”

With a link-a-down and a-down,

And there he met with the proud “I was ne’er a hangman in all my life,
sheriff, Nor yet intends to trade.
Was walking along the town. But cursed be he,” said bold Robin,

“That first a hangman was made.

“O Christ you save, O sheriff,” he said,

“O Christ you save and see: “I’ve a bag for meal, and a bag for
And what will you give to a silly old malt,
man And a bag for barley and corn,
Today will your hangman be?” A bag for bread, and a bag for beef,

And a bag for my little small horn.

“Some suits, some suits,” the sheriff
he said,
“I have a horn in my pocket:
“Some suits I’ll give to thee;
I got it from Robin Hood;
Some suits, some suits, and pence
thirteen, And still when I set it to my mouth,

Today’s a hangman’s fee.” For thee it blows little good.”

Then Robin he turns him round about, “O wind thy horn, thou proud fellow:

And jumps from stock to stone: Of thee I have no doubt;

I wish that thou give such a blast

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Till both thy eyes fall out.”

The first loud blast that he did blow,

He blew both loud and shrill,

A hundred and fifty of Robin Hood’s

men

Came riding over the hill.

The next loud blast that he did give,

He blew both loud and amain,

And quickly sixty of Robin Hood’s men

Came shining over the plain.

“O who are those,” the sheriff he said,

“Come tripping over the lea?”

“They’re my attendants,” brave Robin

did say,

“They’ll pay a visit to thee.”

They took the gallows from the slack,

They set it in the glen;

They hanged the proud sheriff on that,

Released their own three men.

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Activity 10
Directions: Answer the following tasks.

1. What specific steps does Robin Hood take to rescue the three squires from execution?
Elaborate.
2. Many words have more than one definition. For example, meal can mean “food served
at a certain time of day” or “ground grain.” What does it mean in line 89? What is Robin
Hood doing as he speaks lines 89–91?
3. As what you have learned on our previous subjects on repetition and rhyme, identify
patterns of repetition and rhyme in lines 33–48. In what ways do these sound devices
help you understand Robin’s exchange with the old man?
4. Describe the subject matter of “Robinhood and the Three Squires”. Which aspects of the
ballad would most likely appeal to an audience of common people? Explain your opinion.
5. Paraphrase lines 21–24. Why have the three squires been condemned to die?

C.3 Lord Randal

‘O where ha’ you been, Lord Randal, bed soon,
my
For I’m wearied wi’ hunting, and fain
son?
wad lie down.’
And where ha’ you been, my handsome
young man?’ ‘And wha gat your leavins, Lord Randal,
‘I ha’ been at the greenwood; mother, my son?
mak my bed soon, And wha gat your leavins, my handsome
For I’m wearied wi’ hunting, and fain young man?’
wad lie down. ‘My hawks and my hounds; mother, mak
my bed soon,
‘An wha met ye there, Lord Randal, my
For I’m wearied wi’ hunting, and fain
son?
wad lie down.’
An wha met you there, my handsome
young man?’ ‘And what became of them, Lord
‘O I met wi my true-love; mother, mak Randal, my son?
my bed soon, And what became of them, my
For I’m wearied wi’ hunting, and fain handsome young man?’
wad lie down.’ ‘They stretched their legs out an died;
mother, mak my bed soon,
‘And what did she give you, Lord
For I’m weary wi’ hunting, and fain
Randal, my son?
wad lie down.’
And what did she give you, my
handsome young man?’
‘Eels fried in a pan; mother, mak my
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‘O I fear you are poisoned, Lord Randal, ‘My gold and my silver; mother, mak my
my son! bed soon,
I fear you are poisoned, my handsome For I’m sick at the heart, and I fain wad
young man!’ lie down.’
‘O yes, I am poisoned; mother, mak my
bed soon, ‘What d’ ye leave to your brother, Lord
For I’m sick at the heart, and I fain wad Randal, my son?
lie down.” What d ‘ye leave to your mother, my
handsome young man?’
‘What d’ ye leave to your mother, Lord ‘My house and my lands; mother, mak
Randal, my son? my bed soon,
What d ‘ye leave to your mother, my For I’m sick at the heart, and I fain wad
handsome young man?’ lie down.’
‘Four and twenty milk kye; mother, mak
my bed soon, ‘What d’ ye leave to your true-love, Lord
For I’m sick at the heart, and I fain wad Randal, my son?
lie down.’ What d ‘ye leave to your true-love, my
handsome young man?’
‘What d’ ye leave to your sister, Lord ‘I leave her hell and fire; mother, mak
Randal, my son? my bed soon,
What d’ ye leave to your sister, my For I’m sick at the heart, and I fain wad
handsome young man?’ lie down.’

Activity 11
Discussion Questions

1. This poem is like a short murder mystery. Who is the victim? Who is the killer? How is the victim
killed?
2. Why do you think Lord Randall doesn't tell his mother immediately what happened?
3. The phrase "sick at the heart" has both a literal and a figurative meaning. What are the different
interpretations of this phrase?
4. What type of poem is 'Lord Randall'?
5. Explain the origins of this poem.
6. Why has Lord Randall been away from home?
7. Why does Randall need to lie down?
8. What can be inferred from the last stanza of this poem?
9. What does Lord Randall mean when he says 'mak my bed soon'?

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LESSON 3: ELIZABETHAN AGE

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A. CHRISTOPHER MARLOWE

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Born : 26 February 1564 Canterbury, England-

Died : 30 May 1593 (aged 29 ) Deptford , England . He was stabbed in a barroom fight by a
drunken man.
Occupation: A great Dramatist, playwright, poet and translator of the Elizabethan era.
Literary movement : English Renaissance theatre
Notable work(s)
Plays: The Jew of Malta, Edward the Second, The Tragical History of Doctor Faustus.
Poetry : The Passionate Shepherd to His Love ,Hero and Leander
Marlowe greatly influenced William Shakespeare, who was born in the same
year as Marlow . Many scholars believe that if Christopher Marlowe had lived longer, he might
have become a greater dramatist than William Shakespeare. Marlowe was the first one to use
blank verse that encourage Shakespeare to try it . Blank verse is any verse comprised of
unrhymed lines all in the same meter, usually iambic pentameter. Marlowe was also the first to
write a tragedy in English, again paving the way for Shakespeare.

1.1 THE INEVITABLE DAY

(From The Tragedy of Dr. Faustus) Christopher Marlowe

Faustus, O Faustus! O, I’ll leap up to Heaven!---Who pulls me

down?
Now has thou but one bare hour to live,
See, where Christ’s blood streams
And then thou must be damned perpetually! inthefirmament!
Stand still, you ever-moving spheres of One drop of blood will save me; O my
Heaven Christ!-
That time may cease, and midnight never Rend not my heart for naming of my Christ!
come
Yet will I call on him; O spare me, Lucifer!
For nature’s eye, rise, rise again, and make
Where is it now? ‘tis gone; and see where
Perpetual day: or let this hour be but
God
A year, a month, a week, a natural day,
Stretcheth out his arm, and bends his ireful
That Faustus may repent and save his soul! brows

O lente, lente currite, noctis equi! Mountains and hills, come, come and fall on
me
The stars move still, time runs, the clock
And hide me from the heavy wrath of
will strike
Heaven!
The devil will come, and Faustus must be
damned No! No!

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Then will I headlong run into the earth: Or why is it this immortal that thou hast?
Gape, earth! O, no, it will not harbour me! O, Pythagoras, metempsychosis! Were that
Your stars that reigned at may nativity. true,

This soul should fly from me, and I be

Whose influence hath allotted death and
changed
Hell

Now draw up Faustus, like a foggy mist, Into some brutish beast!

Into the entrails of yon labouring cloud, All beasts are happy,

That, when you vomit forth into the air, For, when they die,

Their souls are soon dissolved in elements;

My limbs may issue from your smoky
mouth: But mine must live, still to be plagued in
Hell
But let my soul mount and ascend to
Heaven! Cursed be the parents that engendered me!
O, half the hour is past! ‘twill all be past No, Faustus, curse thyself, curse, Lucifer
anon!
That hath deprived thee of joys of Heaven.
O God! If thou will not have mercy on my
soul, It strikes, it strikes! Now, body, turn to air,

Yet for Christ’s sake whose blood hath Or Lucifer will bear thee quick t Hell!
ransomed me
O soul, be changed into small water drops,
Impose some end into my incessant pain;
OAnd fall into the ocean---never be found!
Let Faustus live in Hell for a thousand
years--- My God! My god! Look not so fierce on me!

A hundred thousand, and at last be saved! Adders and serpents, let me breathe a
while!
No end is limited to damned souls
Ugly Hell, gape not! Come not, Lucifer!
Why wert thou not creature wanting soul?
I'll burn my books!---O Mephistophilis!

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Activity 13
CHARACTER LETTER

A character letter is a formal letter that gives personal details about a person or a character. It is also known as
character reference or personal reference. Write a character letter for Faustus, Lucifer and Faustus’ scholar
friend.

1. Pretend that you are Faustus. Write a letter to Lucifer. Propose your idea for trading your soul for

twenty-four years of power. State your case strongly by presenting reasons and objectives.

2. Pretend that you are Lucifer. Write a letter to Faustus outlining what he must agree to should you grant

his wish.

3. Pretend that you are one of Faustus’ scholar friends. Write a letter trying to convince Faustus

not to sell his soul.

1.2 THE PASSIONATE SHEPHERD TO HIS LOVE

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Activity 14

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Activity 15

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B. SIR WALTER RALEIGH

One of the most colorful and politically powerful members of the court of Queen Elizabeth
I, Raleigh has come to personify the English Renaissance. Born at Hayes Barton, Devonshire, most
likely in 1554, Raleigh came from a prominent family long associated with seafaring. One of the
first examples of his poetry appeared in 1576 as the preface to George Gascoigne’s satire The
Steele Glas. Two years later, Raleigh and his half-brother Sir Humphrey Gilbert sailed to North
America in an unsuccessful attempt to find the Northwest Passage.

In 1580, Raleigh took part in the English suppression of Ireland, earning a reputation as a war
hero primarily for leading a massacre of unarmed Spanish and Italian troops. Upon his return to
England, Raleigh was summoned by Queen Elizabeth to serve as an advisor on Irish affairs.

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If all the world and love were young, In folly ripe, in reason rotten.
And truth in every shepherd’s tongue,

These pretty pleasures might me move, Thy belt of straw and Ivy buds,
To live with thee, and be thy love. Thy Coral clasps and amber

studs, All these in me no means

Time drives flocks from field to can move To come to thee and be
fold, When Rivers rage and Rocks grow
cold, thy love.

And Philomel becometh dumb,

The rest complains of cares to But could youth last, and love still
breed,
come. The flowers do fade, and
Had joys no date, nor age no need,
wanton fields, To wayward winter
Then these delights my mind might
reckoning yields, move
A honey tongue, heart of gall, To live with thee, and be thy love.
Is fancy’s spring, but sorrow’s fall.

But could youth last, and love still

Thy gowns, thy shoes, thy beds of breed,
Roses, Had joys no date, nor age no need,
Thy cap, thy kirtle, and thy posies Then these delights my mind might
Soon break, soon wither, soon move
forgotten: To live with thee, and be thy love.

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Activity 16

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C. SIR PHILIP SYDNEY

 November 30, 1554 – October 17, 1586

 Son of Sir Henry Sidney and Lady Mary Dudley.
 He was named after his grandfather King Philip of Spain.
 A poet, statesman, soldier, courtier, member of Parliament,
and patron of scholars.
 He was also an artist during the reign of Queen Elizabeth.
 His greatest Literary achievement was “Astrophel and Stella”.
In sheer technical bravado, this series of sonnets rank second
only of Shakespears sonnets of excellence.

ASTROPHEL AND STELLA

“Astro” derives from the Greek word for star “phel” is a loose transliteration of part
of the Greek word philos (love or loving) or philein (to love).
“Stella” derives from the Latin word Stella, meaning star.
Astrophel- means star lover or loving a star...
Stella- means star...
It consist of 108 sonnets and 11 songs.
It centers on a man who loves a shining beauty. She is the star that illuminates his life.

SUMMARY
Sir Philip Sidney tried to read a lot of poems and a lot of literary pieces of famous poets
but he is still not convinced until such time that he realized that it will be better if he will write
with his heart.

The author opens his sonnets by explaining his motivation for composing the sonnets
sequence. He believe that when his love will read his sonnets she will certainly returns his
affection.
He is a zealous lover, a self-critical poet.
He is a slave to love and he has no power to escape it.
Her eyes are black, and her eyes have a destructive effect on Astrophel.

If love is really a sin, Asrophel will gladly be sinful.

Astrophel is unable to determine whether his first glimpse of Stella was a curse or a
blessing.

Lord Robert Rich is unable to recognize his wife’s superior qualities ...

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Asrophel asked: Is the faithful lover viewed as an idiot? Are beautiful women as proud as
they are on earth? Do they desire love and attention but scorn those who give it to them? Do
they call ungratefulness a virtue?

Astrophel bemoans his unhappy state, failing to recognize his love for Stella until after
she married another man. He cannot blame anyone else for his misfortune because he was the
cause for his unhappiness. He was unable to recognize the “day” that was rising near him,
namely Stella.

A beautiful nymph lives in the east, and she is rich in all qualities. She is rich in beauty,
well-known, heart, and above all virtue. Yet even though this nymph is rich in all things, he
greatest misfortune for Asrophel is she is a Rich.

And even though he suffers, he knows that it is better to write poetry to her than to lie
down and moan in despair. He hopes that the offering of his poetry will ouch her heart.

Astrophel won in the tournament of horsemanship.

The people who are most hesitant to admit that they love are the ones who love the
most.

Sonnet 66. Stella blush.

Sonnet 69. Stella has finally admitted her love for Astrophel and she gave him the
monarchy of her heart.

Sonnet 72. Astrophel recognizes that he most give up desire. But ultimately he does not
know how to do so.

Without Stella, he does not have any day; he is living perpetually in night. Moreover, his
days are darker than his nights because he knows that he should have Stella’s bright eyes
shining on him.

Whenever Astrophel’s sorrow is melted away, he immediately begins to think of

Stella
again. His heart opens and is filled with her light.

... Sidney’s sonnets center on the love of a man named Astrophel for a beautiful woman
named Stella. Sidney based Astrophel on himself and Stella on a woman his Aunt introduced to
him to the queen’s court in 1581, Penelope Devereux, daughter of the 1st Earl of Essex.
Earlier, when she was just emerging from adolescence, Sidney exhibited an interest in her; her
father hoped she would marry Sidney. But after her arrival at court, she married Robert Rich,
1st Earl of Warrick. Nevertheless, Sidney fell in love with her. In 1582, he wrote Astrophel and
Stella.

... In the sonnets, Astrophel says Stella keeps her distance and in time she marries
another man. But she is not happy in her marriage and eventually falls in love with Astrophel.
However, she remain true to her marriage vows and declines his invitation to become intimate.

Note: Please read more about Astrophel and Stella on this link: www2.latech.edu

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Activity 17
Directions: Out of the sonnet, make a poem with illustration based on what you understood.

D. WILLIAM SHAKESPEARE

- baptized on April 26, 1564 and died on April 23, 1616, in Stratford-upon-Avon,
England.
-was an English poet, playwright and actor, widely regarded as the greatest
writer and dramatist by all time.
- also called England’s National Poet.
-known as the Bard of Avon.

D.1 Sonnet 18

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This is one of the most famous of all the sonnets, justifiably so. But it would be
a mistake to take it entirely in isolation, for it links in with so many of the other sonnets through
the themes of the descriptive power of verse; the ability of the poet to depict the fair youth
adequately, or not; and the immortality conveyed through being hymned in these 'eternal lines'.

It is noticeable that here the poet is full of confidence that his verse will live as
long as there are people drawing breath upon the earth, whereas later he apologizes for his
poor wit and his humble lines which are inadequate to encompass all the youth's excellence.
Now, perhaps in the early days of his love, there is no such self-doubt and the eternal summer
of the youth is preserved forever in the poet's lines.

D.2 Sonnet 29

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It is uncertain whether the state of disgrace referred to in this sonnet is a real

or imaginary one, for we have no external evidence of a dip in Shakespeare's fortunes which
might have contributed to an attack of melancholy and a subsequent castigation of fate as the
perpetrator. It is tempting to relate works to periods in an author's life.

Certainly the years in which Shakespeare wrote Lear and Timon of Athens seem
not to have been the happiest of times, but it is almost impossible to correlate particular events
in his life, and the possible emotional crises that they could have produced, with publication
dates, or known dates of production of his plays.

D.3 Sonnet 116

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Sonnet 116 is about love in its most ideal form. The poet praises the glories of
lovers who have come to each other freely, and enter into a relationship based on trust and
understanding. The first four lines reveal the poet's pleasure in love that is constant and strong,
and will not "alter when it alteration finds." "

The following lines proclaim that true love is indeed an "ever-fix'd mark" which
will survive any crisis. In lines 7-8, the poet claims that we may be able to measure love to
some degree, but this does not mean we fully understand it.

Love's actual worth cannot be known – it remains a mystery. The remaining

lines of the third quatrain (9-12), reaffirm the perfect nature of love that is unshakeable
throughout time and remains so "ev'n to the edge of doom", or death.

In the final couplet, the poet declares that, if he is mistaken about the constant,
unmovable nature of perfect love, then he must take back all his writings on love, truth, and
faith. Moreover, he adds that, if he has in fact judged love inappropriately, no man has ever
really loved, in the ideal sense that the poet professes.

Activity 18

Task 18. 1
Directions: Use any graphic organizer to brainstorm the sonnet 18 and
create a poem. Write an original free verse 3-stanza poem.

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Task 18. 2
SONNET 29
1. What's the meaning of "Sonnet 29"?
2. Pick out expressions from the poem to show the poet's dejection.
3. What lines summarize the theme of the sonnet 29?
4. From Shakespeare's point of view and according to "Sonnet 29,"
what is the significance of love?
5. What is the reason behind the shame felt by the speaker in
"Sonnet 29"?

Task 18. 3
SONNET 116
Write a reaction/reflection paper on Sonnet 116. It must be in two
paragraphs.

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"Romeo and Juliet" is a tragedy written by William Shakespeare early in his career. It was among Shakespeare's
most popular plays during his lifetime and, along with "Hamlet," is one of his most frequently performed plays.
The story is set in Verona, Italy, and revolves around two young lovers whose deaths ultimately reconcile their
feuding families. The play explores themes of love, fate, conflict, and the passage from youth to maturity.

The play was written in the early part of Shakespeare's career, probably between 1591 and 1595. Its plot is
based on an Italian tale, which Shakespeare adapted, creating enduring characters and dramatic tension through
his masterful use of language.

Characters and Descriptions

1. Romeo Montague: The play's male protagonist, Romeo is a young man who is impulsive, passionate,
and deeply in love. Initially infatuated with Rosaline, his affections quickly transfer to Juliet upon meeting
her. His love for Juliet drives the plot of the play and leads to his tragic end.
2. Juliet Capulet: The play's female protagonist, Juliet is a young girl of thirteen who quickly matures
through her relationship with Romeo. Intelligent, beautiful, and determined, she defies her family to
pursue her love for Romeo.
3. Friar Laurence: A Franciscan friar who is a mentor to Romeo and Juliet. He secretly marries them in
hopes of reconciling their families. His well-intentioned actions lead to unintended consequences.
4. Mercutio: Romeo's close friend and a kinsman to Prince Escalus. Mercutio is witty, playful, and often
mocks Romeo's romantic notions. His death at the hands of Tybalt escalates the conflict between the
Montagues and Capulets.
5. Tybalt Capulet: Juliet's hot-headed cousin, Tybalt is aggressive, quick to draw his sword, and despises
the Montagues. His altercation with Mercutio and subsequent death at Romeo's hands deepen the feud.
6. The Nurse: Juliet's faithful confidante and loyal intermediary in Juliet's affair with Romeo. The Nurse
provides comic relief with her bawdy humor but is deeply devoted to Juliet.
7. Capulet (Lord Capulet): Juliet's father, who is initially portrayed as a caring and reasonable man.
However, his insistence on Juliet marrying Paris and his rage when she refuses reveal his authoritarian
side.
8. Lady Capulet: Juliet's mother, who is eager to see her daughter marry Paris. She is not as close to Juliet
as the Nurse is and seems more concerned with social status than her daughter's happiness.
9. Montague (Lord Montague): Romeo's father, who is concerned about his son's melancholy at the
beginning of the play. He is a relatively minor character.
10. Lady Montague: Romeo's mother, who dies of grief after Romeo is exiled from Verona. Her role is small
but underscores the familial love and loss theme.
11. Paris: A nobleman and kinsman of the Prince, Paris wishes to marry Juliet and is favored by her parents.
He is polite and respectful, but his love for Juliet is not reciprocated.
12. Benvolio: Romeo's cousin and thoughtful friend, Benvolio tries to diffuse violent scenes in public places
and is a peacemaker.
13. Prince Escalus: The ruler of Verona who struggles to maintain peace between the Montagues and
Capulets. He is related to Mercutio and Paris.
14. Balthasar: Romeo's dedicated servant, who brings Romeo the news of Juliet's death, unaware that her
death is a ruse.
15. Friar John: A fellow Franciscan tasked with delivering a crucial message to Romeo. He is unable to do so
due to a plague outbreak, which leads to tragic consequences.
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"Romeo and Juliet" remains a powerful exploration of young love, fate, and the destructive nature of familial
conflict. Its characters are vividly drawn and its themes universally resonant, ensuring its enduring popularity.
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Note: Read more the story on:

https://www.shakespeare.org.uk/explore-shakespeare/shakespedia/shakespeares-plays/romeo-and-juliet/

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Activity 19

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Two key things One thing another
character says character says
about her
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Symbol associated with the character’s identity

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Describe the
character’s
personality Description of
Appearance

Relationship to
other characters
Character’s view
on love and
marriage

Two key things One thing another

character says character says
about him

Symbol associated with the character’s identity

1. Romeo
2. Juliet
3. Capulet
4. Friar Laurence

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E. SIR FRANCIS BACON

Sir Francis Bacon (later Lord Verulam and the Viscount St.
Albans) was an English lawyer, statesman, essayist, historian,
intellectual reformer, philosopher, and champion of modern
science.
Born on January 22, 1561 in Strand, London.
His father, Sir Nicholas Bacon, was a famous English politician
and Lord Keeper of the Great Seal during the reign of Queen
Elizabeth I of England. His mother, Lady Anne Cooke, daughter of Sir Anthony Cooke, a
knight and one-time tutor to the royal family. Bacon was mostly homeschooled in his early
years. He entered Trinity College, Cambridge in 1573 to 1575 when he was merely 12. He
also attended the University of Poitiers.
Francis Bacon is often called the father of modern science. He initiated a massive
reformation of every process of knowledge for the advancement of learning divine and
human. As the creator of empiricism, Francis Bacon formulated a set of empirical and
inductive methodologies, for setting off a scientific inquiry, known as the Baconian method.
His call for a plotted procedure of inquiring things, with an empiricist naturalistic approach,
had a profound impact on the rhetorical and theoretical framework for science.
Bacon also served as the philosophical inspiration behind the progress of the Industrial
age . He always suggested that scientific work should be done for charitable reasons, and for
relieving mankind’s misery with the invention of useful things.
Bacon also authored several books and essays that advocated reformations of the law, many
of them regarding religious, moral and civil meditations.
Francis Bacon was appointed a Lord Chancellor in 1618. Unfortunately, he was
accused of bribery and was forced to resign, after which Bacon retired to his estate
continuing with his literary, scientific, and philosophical work.
He died of pneumonia in Highgate, London on April 9, 1626 at the age of 65 years old.

E.1 OF STUDIES
Studies serve for delight, for ornament, and for ability. Their chief use for delight, is in
privateness and retiring; for ornament, is in discourse; andfor ability, is in the judgment, and
disposition of business. For expert men can execute, and perhaps judge of particulars, one by
one; but the general counsels, and the plots and marshalling of affairs, come best, from those
that are learned. To spend too much time in studies is sloth; to use them too much for
ornament, is affectation; to make judgment wholly by their rules, is the humor of a scholar.
They perfect nature, and are perfected by experience: for natural abilities are like natural
plants, that need pruning, by study; and studies themselves, do give forth directions too much
at large, except they be bounded in by experience.

Crafty men contemn studies, simple men admire them, and wise men use them; for they teach
not their own use; but that is a wisdom without them, and above them, won by observation.

Read not to contradict and confute; nor to believe and take for granted; nor to find talk and
discourse; but to weigh and consider. Some books are to be tasted, others to be swallowed,

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and some few to be chewed and digested; that is, some books are to be read only in parts;
others to be read, but not curiously; and some few to be read wholly, and with diligence and
attention. Some books also may be read by deputy, and extracts made of them by others; but
that would be only in the less important arguments, and the meaner sort of books, else distilled
books are like common distilled waters, flashy things.

Reading maketh a full man; conference a ready man; and writing an exact man.
And therefore, if a man write little, he had need have a great memory; if he confer little, he had
need have a present wit: and if he read little, he had need have much cunning, to seem to
know, that he doth not. Histories make men wise; poets witty; the mathematics subtile; natural
philosophy deep; moral grave; logic and rhetoric able to contend. Abeunt studia in mores. Nay,
there is no stond or impediment in the wit, but may be wrought out by fit studies; like as
diseases of the body, may have appropriate exercises.

Bowling is good for the stone and reins; shooting for the Lungs and breast;
gentle walking for the stomach; riding for the head; and the like. So if a man’s wit be
wandering, let him study the mathematics; for in demonstrations, if his wit be called away
never so little, he must begin again. If his wit be not apt to distinguish or find differences, let
him study the Schoolmen; for they are cymini sectores. If he be not apt to beat overs matters,
and to call up one thing to prove and illustrate another, let him study 197 the lawyer’s cases.
So every defect of the mind, may have a special receipt.

Activity 20

Directions: Explain the following lines.

Discussion:

Discussion:

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Discussion:

E.2 OF REVENGE
REVENGE is a kind of wild justice; which the more man’ s nature runs to,
the more ought law to weed it out. For as for the first wrong, it doth but offend the law; but the
revenge of that wrong, putteth the law out of office. Certainly, in taking revenge, a man is but
even with his enemy; but in passing it over, he is superior; for it is a prince’s part to pardon.

And Solomon, I am sure, saith, It is the glory of a man, to pass by an offence.

That which is past is gone, and irrevocable; and wise men have enough to do, with things
present and to come; therefore they do but trifle with themselves, that labor in past matters.
There is no man doth a wrong, for the wrong’s sake; but thereby to purchase himself profit,
or pleasure, or honor, or the like.

Therefore why should I be angry with a man, for loving himself better than
me? And if any man should do wrong, merely out of ill-nature, why, yet it is but like the thorn
or briar, which prick and scratch, because they can do no other. The most tolerable sort of
revenge, is for those wrongs which there is no law to remedy; but then let a man take heed, the
revenge be such as there is no law to punish; else a man’s enemy is still before hand, and it is
two for one. Some, when they take revenge, are desirous, the party should know, whence it
cometh.

This is the more generous. For the delight seemeth to be, not so much in doing
the hurt, as in making the party repent. But base and crafty cowards, are like the arrow that flieth
in the dark. Cosmus, duke of Florence, had a desperate saying against perfidious or neglecting
friends, as if those wrongs were unpardonable; You shall read (saith he) that we are commanded
to forgive our enemies; but you never read, that we are commanded to forgive our friends. But
yet the spirit of Job was in a better tune: Shall we (saith he) take good at God’s hands, and not
be content to take evil also? And so of friends in a proportion.

This is certain, that a man that studieth revenge, keeps his own wounds green,
which otherwise would heal, and do well. Public revenges are for the most part fortunate; as that
for the death of Caesar; for the death of Pertinax; for the death of Henry the Third of France; and
many more. But in private revenges, it is not so. Nay

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rather, vindictive persons live the life of witches; who, as they are mischievous, so end they
infortunate.

LESSON 3: CLASSICAL AND CONTEMPORARY LITERATURE

A. CLASSICAL AGE
The Parthenon is one of the most iconic symbols of the classical era, exemplifying ancient
Greek culture
Classical antiquity
- is a term for a long period of cultural history centered on the Mediterranean Sea,
comprising the interlocking civilizations of ancient Greece and ancient Rome, collectively known
as the Greco-Roman world.
It is the period in which Greek and Roman society flourished and wielded great influence
throughout Europe, North Africa and Southwestern Asia.
Conventionally, it is taken to begin with the earliest-recorded Epic Greek poetry of Homer
(8th–7th century BC), and continues through the emergence of Christianity and the decline of the
Roman Empire (5th century AD). It ends with the dissolution of classical culture at the close of
Late Antiquity (300–600), blending into the Early Middle Ages (600– 1000). Such a wide sampling
of history and territory covers many disparate cultures and periods. "Classical antiquity" may refer
also to an idealised vision among later people of what was, in Edgar Allan Poe's words, "the glory
that was Greece, and the grandeur that was Rome.
The culture of the ancient Greeks, together with some influences from the ancient Near
East, was the basis of art,[2] philosophy, society, and educational ideals, until the Roman imperial
period. The Romans preserved, imitated and spread over Europe these ideals until they were able
to competitively rival the Greek culture, as the Latin language became widespread and the
classical world became bilingual, Greek and Latin.[3][4] This Greco-Roman cultural foundation has
been immensely influential on the language, politics, educational systems, philosophy, science, art,
and architecture of the modern world: From the surviving fragments of classical antiquity, a revival
movement was gradually formed from the 14th century onwards which came to be known later in
Europe as the Renaissance, and again resurgent during various neo-classical revivals in the 18th
and 19th centuries.

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A.1 Alexander Pope

"Essay on Criticism": An Introduction

Pope's "Essay on Criticism" is a didactic poem in heroic couplets, begun, perhaps, as early as
1705, and published, anonymously, in 1711. The poetic essay was a relatively new genre, and the
"Essay" itself was Pope's most ambitious work to that time. It was in part an attempt on Pope's part to
identify and refine his own positions as poet and critic, and his response to an ongoing critical debate
which centered on the question of whether poetry should be "natural" or written according to
predetermined "artificial" rules inherited from the classical past.

The poem commences with a discussion of the rules of taste which ought to govern poetry, and
which enable a critic to make sound critical judgments. In it Pope comments, too, upon the authority
which ought properly to be accorded to the classical authors who dealt with the subject; and concludes
(in an apparent attempt to reconcile the opinions of the advocates and opponents of rules) that the rules of
the ancients are in fact identical with the rules of Nature: poetry and painting, that is, like religion and
morality, actually reflect natural law. The "Essay on Criticism," then, is deliberately ambiguous: Pope
seems, on the one hand, to admit that rules are necessary for the production of and criticism of poetry, but
he also notes the existence of mysterious, apparently irrational qualities—"Nameless Graces," identified
by terms such as "Happiness" and "Lucky Licence"—with which Nature is endowed, and which permit
the true poetic genius, possessed of adequate "taste," to appear to transcend those same rules. The critic,
of course, if he is to appreciate that genius, must possess similar gifts.

True Art, in other words, imitates Nature, and Nature tolerates and indeed encourages felicitous
irregularities which are in reality (because Nature and the physical universe are creations of God) aspects
of the divine order of things which is eternally beyond human comprehension. Only God, the infinite
intellect, the purely rational being, can appreciate the harmony of the universe, but the intelligent and
educated critic can appreciate poetic harmonies which echo those in nature. Because his intellect and his
reason are limited, however, and because his opinions are inevitably subjective, he finds it helpful or
necessary to employ rules which are interpretations of the ancient principles of nature to guide him—
though he should never be totally dependent upon them. We should note, in passing, that in "The Essay
on Criticism" Pope is frequently concerned with "wit" — the word occurs once, on average, in every
sixteen lines of the poem. What does he mean by it?

Pope then proceeds to discuss the laws by which a critic should be guided — insisting, as any
good poet would, that critics exist to serve poets, not to attack them. He then provides, by way of
example, instances of critics who had erred in one fashion or another. What, in Pope's opinion (here as
elsewhere in his work) is the deadliest critical sin — a sin which is itself a reflection of a greater sin? All
of his erring critics, each in their own way, betray the same fatal flaw.

The final section of the poem discusses the moral qualities and virtues inherent in the ideal critic,
who is also the ideal man — and who, Pope laments, no longer exists in the degenerate world of the early
eighteenth century.

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Note: Read “Essay on Criticism” on: https://www.google.com/url?

sa=t&source=web&rct=j&url=http://olympos.cz/Uceni/Sarkissian/Pop e.pdf&ved=2ahUKEwifiur-
9obvAhVPzlsBHQMLDnlQFjAAegQIAhAc&usg=AOvVaw2dP3ruGsZtZvZiLGP1A9yK

Activity 21

Directions: Summarize the “Essay on Criticism” using your own words.

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Survey of English and American Literature

B. CONTEMPORARY LITERATURE

Contemporary literature reflects current trends in life and culture and because
these things change often, contemporary literature changes often as well. Contemporary
literature most often reflects the author's perspective and can come across as cynical. It
questions facts, historical perspectives and often presents two contradictory arguments side
by side. Contemporary literature is ironic and reflects a society's political, social and personal
views.

A.John Masefield

John Masefield, (born June 1, 1878,

Ledbury,Herefordshire, Eng.—died May 12,
1967, nearAbingdon, Berkshire), poet, best
known for his poems of the sea, Salt-Water
Ballads (1902, including “Sea Fever” and
“Cargoes”), and for his long narrative
poems, such as The Everlasting Mercy
(1911), which shocked literary orthodoxy
with its phrases of a colloquial coarseness
hitherto unknown in 20th-century English
verse.
Educated at King’s School, Warwick, Masefield was apprenticed aboard a
windjammer that sailed around Cape Horn. He left the sea after that voyage and
spent several years living precariously in the United States. His work there in a
carpet factory is described in his autobiography, In the Mill (1941). He returned to
England, worked for a time as a journalist for the Manchester Guardian, and settled
in London.
After he succeeded Robert Bridges as poet laureatein 1930, his poetry became
more austere.

Other of Masefield’s long narrative poems are Dauber (1913), which

concerns the eternal struggle of the visionary against ignorance and materialism,
and Reynard the Fox (1919), which deals with many aspects of rural life in
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England. He also wrote novels of adventure—Sard Harker (1924), Odtaa(1926),

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and Basilissa (1940)—sketches, and works for children. His other works include
the poetic dramas The Tragedy of Nan (1909) and The Tragedy of Pompey the
Great (1910), as well as a further autobiographical volume, So Long to Learn
(1952). Masefield was awarded the Order of Merit in 1935.

I must down to the seas again, to the lonely sea and the sky,
and all i ask is a tall ship and a star to steer her by,
and the wheel's kick and the wind's song and the white sail's shaking,
and a grey mist on the sea's face, and a grey dawn breaking.

I must down to the seas again, for the call of the running tide
is a wild call and a clear call that may not be denied;
and all i ask is a windy day with the white clouds flying,
and the flung spray and the blown spume, and the sea-gulls crying.

I must down to the seas again, to the vagrant gypsy life,

to the gull's way and the whale's way where the wind's like a whetted knife;
and all i ask is a merry yarn from a laughing fellow-rover
and quiet sleep and a sweet dream when the long trick's over.

Activity 22

Directions: Make a slogan with illustration based on the “Sea

Fever”. Make your work simple yet presentable.

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B. William Ernest Henley

Henley's literary reputation rests almost entirely on this single poem. In 1875
one of Henley's legs required amputation due to complications arising from tuberculosis.
Immediately after the amputation he was told that his other leg would require a similar
procedure. He chose instead to enlist the services of the distinguished surgeon Joseph Lister,
who was able to save Henley's remaining leg after multiple surgical interventions on the
foot.While recovering in the infirmary, he was moved to write the verses that became
"Invictus". This period of his life, coupled with recollections of an impoverished childhood, were
primary inspirations for the poem, and play a major role in its meaning.

 It was written in 1875 and published in 1888

 originally with no title

 in his first volume of poems, Book of Verses, in the section Life and Death (Echoes)

 Latin for unconquered, invincible, undefeated

 A lyric poem in four-quatrain (four-lined stanzas), 16 lines

 Written in 1875; published in 1892 in a collection Life and Death (Echoes).

 Originally had no title until editor Arthur Quiller-Couch included the poem in The
Oxford Book of English Verse.

 A poem that shows how passionate and unconquered he is.

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INVICTUS
(Written in 1874)
Out of the night that covers me,
Black as the Pit from pole to pole, I
thank whatever gods may be For
my unconquerable soul.

In the fell clutch of circumstance

I have not winced nor cried aloud.
Under the bludgeonings of chance
My head is bloody, but unbowed.

Beyond this place of wrath and tears

Looms but the Horror of the shade,

And yet the menace of the years
Finds, and shall find, me unafraid.

It matters not how strait the gate, How

charged with punishments the scroll.
I am the master of my fate: I
am the captain of my soul.

Activity 23

Directions: Answer the following comprehensively.

1. In what way does the poet present the theme of human resilience in "Invictus"?
2. How is resilience is presented through the poem Invictus written by William Ernest
Henley?
3. In Invictus, what is the meaning of "Looms but the Horror of the shade"?
4. What is the central idea of the poem "Invictus" by William Ernest Henley?
5. What does this line in the poem mean: "How charged with punishments the scroll"?
6. Invictus could be performed as verse choir. If you were to train this to your students
later, rewrite the poem and put slash punctuations (single and double) for pauses as
your guide to train them.

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C. Alfred Noyes

Born to Alfred and Amelia Adams Noyes on September 16, 1880, Alfred Noyes
grew up in Wolverhampton, England. His father, a grocer and a teacher, taught Noyes Latin
and Greek. Noyes attended Exeter College, Oxford, but left before he earned a degree. At the
age of twenty-one he published his first collection of poems, The Loom Years(1902), which
received praise from respected poets such as William Butler Yeats and George Meredith.

Between 1903 and 1908, Noyes published five volumes of poetry including The
Forest of Wild Thyme (1905) and The Flower of Old Japan and Other Poems (1907). In his early
work, Noyes claimed he was seeking to “follow the careless and happy feet of children back into
the kingdom of those dreams which...are the sole reality worth living and dying for; those
beautiful dreams, or those fantastic jests.” His books were widely reviewed and were published
both in Britain and the United States. Among his best-known poems from this time are “The
Highwayman” and “Drake.” “Drake," which appeared serially in Blackwood’s Magazine, was a
two-hundred page epic about life at sea. Both in style and subject, the poem shows a clear
influence of Romantic poets such as Tennyson and Wordsworth.

Literary Writings
In 1922 he began an epic called The Torch Bearers, which was published in
three volumes (Watchers of the Sky, 1922;The Book of Earth, 1925; and The Last Voyage,
1930). The book arose out of his visit to a telescope located at Mount Wilson, California and
attempted to reconcile his views of science with religion. His wife died in 1926 and Noyes
turned increasingly to Catholicism and religious themes in his later books, particularly The
Unknown God (1934) and If Judgment Comes (1941). During the World War II, Noyes lived in
Canada and America and was a strong advocate of the Allied effort. In 1949, he returned to
Britain. As a result of increasing blindness, Noyes dictated all of his subsequent work. His
autobiography, Two Worlds for Memory, was published in 1953. Alfred Noyes died on June 25,
1958, and was buried on Isle of Wight.

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The Highway Man

The wind was a torrent of darkness among Plaiting a dark red love-knot into her long
the gusty trees. black hair.

The moon was a ghostly galleon tossed And dark in the dark old inn-yard and a
upon cloudy seas. stable wricket creaked.

The road was a ribbon of moonlight over a

purple moor,
Where Tim the ostler listened, his face was
And the highway man came riding-riding- white and peaked.
riding-
His eyes were hollows of madness, his hair
The highway man came riding, up to the old like mouldy hay.
inn door.
But he loved the landlord’s daughter,

The landlord’s rep-lipped daughter,

He’d a French cocked-hat on his forehead, a
bunch of lace at his chin, Dump as a dog he listened, and he heard
the robber say-
A coat of the claret velvet, and breeches of
brown doe-skin “One kiss my bonny sweetheart. I’m after a
prize to night,
They fifted with never a wrinkle.
But I shall be back with the yellow gold
His boots were up to the high and he rode before the morning light,
with a jeweled twinkle.
Yet, if they press me sharply and harry me
His pistols butts a twinkle through the day,

His rapier hilt a twinkle under the jeweled Then look for me by moonlight,
sky.
Watch for me by moonlight,

I’ll come to thee by moonlight, though hell

Over the cobbles he cluttered and dashed should bar the way.”
in the dark inn-yard.

He tapped with his whip on the shutters,

but all was locked and barred. He rose upright in the stirrups. He scarce
could reach her hand,
He whistled a tune to the window, and who
should be waiting there. But she loosened her hair in the casement,

But the landlord’s black-eyed daughter, His face burnt like a brand.

Bess, landlord’s daughter, As the back cascade of perfume came

tumbling over his breast,

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Activity 24

Directions: Answer the following questions below.

1. What was mood in the opening of the poem? Explain why.

2. Why is Tim, the ostler, important to the narrative?
3. In lines 31 – 37 how is the adoring love conveyed and why is it important?
4. In Part 2, the mood shifts, what is the importance of setting in determining the mood?
5. Lines 68 – 77 is the climax. What poetic devices help build the tension?
6. Why are lines 91 – end written in italics? Who is “they say”?

Activity 25
Directions: If you were to make an illustration of the poem “Highwayman”, what do you
think best fits to the poem? Create a possible illustration of it.
 Central Philippine Adventist College
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D. Rudyard Kipling
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If—
RUDY ARD K IP L IN G

If you can keep your head when all about you

Are losing theirs and blaming it on you,
If you can trust yourself when all men doubt
you, But make allowance for their doubting too;
If you can wait and not be tired by waiting,
Or being lied about, don’t deal in lies,
Or being hated, don’t give way to
hating,
And yet don’t look too good, nor talk too wise:

If you can dream—and not make dreams your

master; If you can think—and not make thoughts
your aim;
If you can meet with Triumph and Disaster
And treat those two impostors just the
same;
If you can bear to hear the truth you’ve spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to,
broken, And stoop and build ’em up with worn-
out tools:

If you can make one heap of all your winnings

And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
And never breathe a word about your loss;
If you can force your heart and nerve and
sinew To serve your turn long after they are
gone, And so hold on when there is nothing in
you Except the Will which says to them: ‘Hold
on!’

If you can talk with crowds and keep your virtue,

Or walk with Kings—nor lose the common touch,
If neither foes nor loving friends can hurt you,
If all men count with you, but none too
much; If you can fill the unforgiving minute
With sixty seconds’ worth of distance run,
Yours is the Earth and everything that’s in it,
And—which is more—you’ll be a Man, my
son!
Central Philippine Adventist College
SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature
 Central Philippine Adventist College
SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

Activity 26

|| LIT 205 (Ma’am Jonalyn)

 Central Philippine Adventist College
SCHOOL OF ARTS, SCIENCES AND EDUCATION
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Survey of English and American Literature

Activity 27
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SCHOOL OF ARTS, SCIENCES AND EDUCATION
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Survey of English and American Literature

RUBRICS

1. Illustrations of Poetry/Story Board

Illustration-40%
Understanding-15%
Interpretation-20%
Explanation-25%

2. Short Answer Assessment Rubric

Content- 35%
Organization of Ideas-30%
Grammar, Usage and Mechanics-20%
Details-15%

3. Slogan with Illustration

Craftsmanship- 45%
Creativity-35%
Originality-45%

Adapted from:

JONALYN B. DUHAYLUNGSOD
Course Facilitator
 Central Philippine Adventist College
SCHOOL OF ARTS, SCIENCES AND EDUCATION
INTER SEMESTER, ACADEMIC YEAR 2024-2025
Survey of English and American Literature

References:
https://www.birmingham.ac.uk/Documents/international/study-abroad/S2-only-
English-Literature-Level-H-Modules.pdf

https://www.internationalstudent.com/study-literature/what-is-english-literature/

https://www.researchgate.net/publication/324574587_Introduction_to_English_Literat
ure

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