ON LITERATURE AND GRAMMAR: A Selection of Annotated Medieval and Renaissance English Texts for (Spanish) University Students

2020 ◽  
Author(s):  
Gema Chocano Díaz ◽  
Noelia Hernando Real
Keyword(s):  
William Shakespeare ◽  
University Students ◽  
Geoffrey Chaucer ◽  
English Language ◽  
English Literature ◽  
Christopher Marlowe ◽  
Sir Philip Sidney ◽  
William Langland ◽  
Sir Thomas Wyatt ◽  
Selection Of

On Literature and Grammar gives students and instructors a carefully thought experience to combine their learning of Middle and Early Modern English and Medieval and Renaissance English Literature. The selection of texts, which include the most commonly taught works in university curricula, allows readers to understand and enjoy the evolution of the English language and the main writers and works of these periods, from William Langland to Geoffrey Chaucer, from Sir Philip Sidney to Sir Thomas Wyatt and Henry Howard, Earl of Surrey, and from Christopher Marlowe to William Shakespeare. Fully annotated and written to answer the real needs of current Spanish university students, these teachable texts include word-by-word translations into Present Day English and precise introductions to their linguistic and literary contexts.

scholarly journals Teaching the Big Three: Making Sense of Chaucer, Shakespeare, and Milton

2021 ◽  
Vol 6 (2) ◽  
pp. 44-53
Author(s):  
Edward R. Raupp
Keyword(s):  
William Shakespeare ◽  
Foreign Language ◽  
Geoffrey Chaucer ◽  
John Milton ◽  
English Language ◽  
English Literature ◽  
Master's Level ◽  
Level Of Education ◽  
Making Sense ◽  
Language And Literature

Arguably, the three most important early writers in the English language – indeed, one might say the founders of the language – are Geoffrey Chaucer (1343-1400), William Shakespeare (1564-1616), and John Milton (1608-1674).  Yet our experience at the higher level of education is that students have had little exposure to the life and times of these writers or of their work.  Our study shows that, while some Georgian school leavers have been exposed briefly to a bit of Shakespeare, few have chanced to encounter Chaucer and none to Milton.  Moreover, while teaching what we might call “The Big Three” of English language and literature, much the same might be said at the master’s level: a bit of Shakespeare, little of Chaucer, and none of Milton.  To the extent that students of English as a foreign language encounter any literature at all, they tend to be offered little other than literal translation.  “Retell the text.”  They miss the nuances of the English language as they would encounter them through the greatest of writers.  It is, therefore, essential that those who teach any or all of these great writers develop a strategy to fit the needs of the students while meeting the objectives of the course.  The key to making sense of Chaucer, Shakespeare, and Milton is to make connections to what students already know, to their own experiences, to make these greatest of all English writers relevant to the lives of the students in ways they can understand. Keywords: English literature, Chaucer, Shakespeare, Milton

scholarly journals Early English meter as a way of thinking

2017 ◽  
Vol 4 (1) ◽  
pp. 41-65
Author(s):  
Eric Weiskott
Keyword(s):  
Case Studies ◽  
Intellectual History ◽  
Middle English ◽  
Fourteenth Century ◽  
Geoffrey Chaucer ◽  
English Literature ◽  
William Langland ◽  
Middle English Literature ◽  
Verse Form ◽  
Early English

The second half of the fourteenth century saw a large uptick in the production of literature in English. This essay frames metrical variety and literary experimentation in the late fourteenth century as an opportunity for intellectual history. Beginning from the assumption that verse form is never incidental to the thinking it performs, the essay seeks to test Simon Jarvis’s concept of “prosody as cognition”, formulated with reference to Pope and Wordsworth, against a different literary archive.The essay is organized into three case studies introducing three kinds of metrical practice: the half-line structure in Middle English alliterative meter, the interplay between Latin and English in Piers Plowman, and final -e in Chaucer’s pentameter. The protagonists of the three case studies are the three biggest names in Middle English literature: the Gawain poet, William Langland, and Geoffrey Chaucer.

THEOLOGY AND ENGLISH LITERATURE: FROM CHRISTOPHER MARLOWE TO ALEXANDER POPE

2018 ◽  
Vol 5 (2) ◽  
pp. 82-87
Author(s):  
Suruchi Kumari ◽  
Ashish Alexander
Keyword(s):  
William Shakespeare ◽  
John Milton ◽  
English Literature ◽  
Christopher Marlowe ◽  
John Donne ◽  
Biblical Theology ◽  
Alexander Pope ◽  
Trinitarian Theology ◽  
Freedom Of Choice ◽  
High Degree

Generally, it is not obvious to people that theology has contributed a lot in the formation of English literature. So, this paper tries to picture and convince how the writings of English Literature writers have impacts and influences in themselves from the biblical theology. Writers like William Shakespeare uses the theology of grace in his play All’s Well that’s End Well. John Milton pens theology of Freedom of Choice. John Donne writes Trinitarian Theology. Christopher Marlowe shows the theology of Doctor Faustus, which shines under the title like purgatory the highest junction. Alexander Pope reflects the theology of participation in self Salvation and shows theodicy in his work. Theology and English literature go together. They are inseparable. Theology is interwoven in English Literature. It appears convincingly that William Shakespeare, John Milton, John Donne, Christopher Marlowe, and Alexander Pope have sufficiently left grains in their writings which compel to justify the significance of theology in English Literature. Thus, a high degree of significance the biblical theology immerges within the arena of English Literature which may be taught to the English literature readers with a well stuff of biblical theology which is very much beneficial for the understanding of English literature knower.

Monasticism

2015 ◽  
Author(s):  
Vincent Gillespie
Keyword(s):  
William Shakespeare ◽  
Geoffrey Chaucer ◽  
John Donne ◽  
William Langland ◽  
Religious Group ◽  
Henry Viii ◽  
Medieval Period ◽  
Late Medieval ◽  
Catholic Clergy ◽  
Late Medieval Period

As he faced his own dissolution, Henry VIII repeatedly invoked a religious group who had been absent from his kingdom for seven years: the monks. The 1570s saw an irrevocable change in the nature of English Catholicism as Catholic clergy trained in England died, retired, or conformed. During this period, the first waves of Englishmen trained in the new continental “seminaries” as Catholic secular priests swore allegiance to the universal Church and to the Pope as missionaries for Christ. Moreover, the new orders such as the Theatines, the Capuchins, and the Jesuits eclipsed traditional European and coenobitic monasticism. This article examines the cultural disappearance of monks, monasteries, and monasticism in England during the late medieval period. It also considers how authors such as William Shakespeare, Henry Howard, Earl of Surrey, Thomas Walsingham, Barnabe Googe, John Donne, William Langland, and Geoffrey Chaucer remember the monks in their works.

Introduction

2007 ◽  
Author(s):  
Paul Strohm
Keyword(s):  
Middle English ◽  
Geoffrey Chaucer ◽  
English Literature ◽  
William Langland ◽  
Literary Genre ◽  
John Gower ◽  
John Lydgate ◽  
Middle English Literature ◽  
Intellectual Labor ◽  
Narrative Forms

This book examines Middle English literature and includes works by Geoffrey Chaucer, John Gower, William Langland, and John Lydgate. Essays deal with topics ranging from romances to drama, chronicles, and other narrative forms, as well as gossip, orality and aurality, translation, and multilingualism. The book also looks at vernacular texts that harbor refined ideas about beauty, aesthetics, and literary genre; authorship, an unstable category lurking in the undiscovered space between manual and intellectual labor; and the presence of “literature” in apparently “nonliterary” environments.

scholarly journals “THANK YOU, IT REALLY MAKES MY DAY”: COMPLIMENT RESPONSES REVISITED

2021 ◽  
Vol 5 (2) ◽  
pp. 321-331
Author(s):  
Shofiyyahtuz' Zahro ◽  
Emy Sudarwati
Keyword(s):  
University Students ◽  
English Language ◽  
English Literature ◽  
Efl Learners ◽  
Compliment Responses ◽  
Scale Down ◽  
English Speaking ◽  
Using Data ◽  
Literature Class ◽  
International English

Complimenting is a typical speaking act and the method in which it is responded to can vary based on the culture of the speakers as well as the influence of other circumstances. The purpose of this study was to provide a more in-depth knowledge of compliment response research based on how it is used by university students learning EFL in everyday life. Furthermore, this study also aims at finding out if exposure to another culture affects university students learning English as a second language while responding to compliments. The data were garnered using data elicitation method by complimenting the participants’ look, possession, character, or aptitude. The finding found that the participants used ten types of responses; listed from the most frequently used type of compliment responses to the least used type of compliment responses: Comment Acceptance (8), Appreciation Token (2), Comment History (2), Question (2), Praise Upgrade (1), Reassignment (1), Return (1), Scale Down (1), Disagreement (1), and Qualification (1). According to the data, the majority of students in an international English literature class at Brawijaya University are likely to accept the compliments. Students tend to take compliments by thanking them and then making related comments. English-speaking countries consider a simple "thank you" to be an adequate response to a praise. This present study also confirms that short term encounterance with foreign culture exposure slightly affect EFL learners’ way of responding to compliments. This shows that the students learn the English language culture in terms of compliment.

Conflict

2007 ◽  
Author(s):  
Marion Turner
Keyword(s):  
Fourteenth Century ◽  
Geoffrey Chaucer ◽  
English Literature ◽  
William Langland ◽  
The Political ◽  
John Gower ◽  
Textual Production ◽  
Political Upheaval ◽  
Thomas Usk

Richard II’s reign as king of England was characterized by an explosion in the production of literary and political vernacular texts and by dramatic political upheaval. In the last quarter of the fourteenth century, crises such as the Great Revolt, the development of Lollardy, mayoral disputes, and usurpation coincided with the emergence of writers such as Geoffrey Chaucer, John Gower, and William Langland, along with many other literary practitioners such as John Clanvowe and Thomas Usk. Broadsides, pamphlets, and other publically-circulated documents employed literary modes for political ends. This article examines the highly politicized and difficult environment in which late fourteenth-century English literature was born. It considers the political nature of textual production and how increased access to textuality encouraged people to employ texts as political ammunition.

scholarly journals Leo Nikolayevich Tolstoy and the Influence of English Literature

2019 ◽  
Vol IV (II) ◽  
pp. 536-545
Author(s):  
Amara Khan ◽  
Zainab Akram ◽  
Irfan Ullah
Keyword(s):  
William Shakespeare ◽  
English Language ◽  
Mark Twain ◽  
English Literature ◽  
George Bernard Shaw ◽  
Original Form ◽  
Global Literature ◽  
The World ◽  
Personal Library ◽  
Bernard Shaw

While Tolstoy is regarded as the greatest writer of global literature and his work being translated into all major languages of the world, his literary relationship with the literature in the English language is largely ignored. The paper explores the influence of the Anglophone scholars and literary figures on the formation of Tolstoy as a great pillar of literature. The paper explores the influence of English and American writers by detailing the contents of his personal library, publications and diary entries. H.D. Thoreau, R.W. Emerson, Longfellow, Mark Twain, Walt Whitman, Laurence Stern, Ernest Miller Hemingway, William Shakespeare, and George Bernard Shaw. His moral rectitude, his love for realism and his humanism find a close connection with the mentioned writers, and the paper details this connection. The paper establishes the position that Tolstoy was a person with the greatest creativity and imagination, he was open to the formative influence and in the process forged his original form of the influence he imbibed in his realistic writings.

scholarly journals The Voice of Learners on English Literary Texts: Passing on the Mantle

2021 ◽  
Vol 12 (4) ◽  
pp. 153-166
Author(s):  
Norhanim Abdul Samat ◽  
Nur Alwani Syahirah Azmi ◽  
Tina Abdullah
Keyword(s):  
High School ◽  
High School Students ◽  
Language Proficiency ◽  
English Language ◽  
English Literature ◽  
Evaluation Criteria ◽  
English Language Teaching ◽  
Literary Texts ◽  
School Students ◽  
Selection Of

This study examines how pre-service teachers assess the appropriateness of literary texts used by high school students in terms of learners’ age, linguistic needs, and language proficiency. It also aims to determine the relevance of the texts used to learners’ cultural understanding. The participants in this study were five pre-service teachers who participated in a content analysis study of five literary texts. They analyzed the content of the texts using the four categories of textbook evaluation criteria proposed by Tomlinson (2001), namely, media-specific criteria, content-specific criteria, learner-specific criteria, and language criteria. The evaluation results were positive. All participants agreed that all five texts were appropriate for high school learners, with average levels of compliance ranging from moderate to appropriate. In addition to selecting texts that are appropriate for the learners’ language level, the topics and issues addressed in the texts should also be appropriate for the learners’ interest, so the selection of literary texts is crucial. Finally, more local texts should be selected for the English literature curriculum to highlight local cultures and practices. It is expected that this study will contribute to English language teaching as the findings of this study will provide necessary information to those who are concerned with the selection of appropriate literary texts for schools. In addition, this study will raise awareness among teachers and curriculum designers of the need to consider learners’ level of competence when evaluating and selecting from the many literary texts available.

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