
- •Г.Ф.Крівчикова
- •Педагогічних внз денних та заочних форм навчання
- •Видано за рахунок автора
- •© Харківський націоальний університет імені г.С.Сковороди
- •© Г.Ф.Крівчикова
- •Contents
- •Module 1
- •Module 2
- •Requirements to the course of english literature
- •Завдання вивчення дисципліни
- •Завданнями навчальної дисципліни є формування наступних умінь:
- •Glossary of literary terms
- •How to prepare a book review
- •Critical Comments
- •Critical Reading includes:
- •Module 1 lecture #1. Anglo-Saxon (Old) Literature (450-1066)
- •Lecture # 3 The writers of the Medieval English Literature
- •Lecture # 4 The Literature of the 15th Century
- •Lecture # 5 The Literature of the Renaissance (1509-1660)
- •Lecture # 6 William Shakespeare (1564-1616)
- •Lecture # 7 The Puritan Period – the third period of English Renaissance (1616 – 1660)
- •Excerpt I [the hall heorot is attacked by grendel]
- •Excerpt II [the feast at heorot]
- •Excerpt III
- •In due season
- •Excerpt IV [beowulf's fight with the dragon]
- •Excerpt IV [beowulf’s funeral]
- •2. Anglo-Saxon Riddles
- •Riddle 1
- •Riddle 2
- •Is strangely born. Savage and fierce,
- •Is harder than ground, smarter than men.
- •In beautiful tones, teems with children,
- •Riddle 3
- •I must eagerly obey my servant,
- •Riddle 4
- •Riddle 5.
- •Riddle 6.
- •Riddle 7
- •The battle of maldon
- •Seminar #2 Geoffrey Chaucer “Canterbury Tales”
- •Summing up study questions.
- •2. "General Prologue" to Canterbury Tales
- •4. The Knight's Tale
- •5. The Miller’s Tale.
- •3. "The Pardoner's Prologue and Tale."
- •7. The Wife of Bath's Tale. (Батской ткачихи)
- •Seminar #3 English Folk Ballads
- •The banks of allan water
- •The two magicians
- •The tree ravens
- •The cruel brother
- •With a hey ho and a lillie gay
- •The cruel sister
- •The wife of usher’s well
- •Bonny barbara allan
- •8.The farmer’s curst wife
- •10. Robin hood and little john
- •Seminar #4. William Shakespeare "othello". Questions on the structure of "othello".
- •Questions to discuss
- •Analysing literary devices
- •Analyzing Style
- •5. Fill in the style chart.
- •Edmund spencer sonnet 75
- •William shakespeare
- •Sonnet 18
- •William shakespeare Sonnet 130
- •William shakespeare Sonnet 116
- •William shakespeare Sonnet 60
- •William shakespeare Sonnet 147
- •Ben johnson poem
- •John donne holy sonnet X
- •Individual work
- •Lecture # 10 The Romantic Period (1780 – 1830)
- •Lecture # 11 High Victorian Literature (1830 - 1880)
- •Lecture # 12 Late Victorian and Edwardian Literature (1880 - 1910)
- •Lecture # 13 English Literature of the 20th century (the period between 1910 – 1938)
- •Modernism and its Alternatives
- •The Theatre of Absurd.
- •Lecture # 14 English Literature of the 20th century
- •Lecture # 15 English Literature of the 20th century
- •Jonathan swift "gulliver's travels" Study Questions
- •William blake "the tiger" (from “Songs of Experience)
- •(From Songs of Innocence) The Chimney-Sweeper
- •(From “Songs of Experience”) The Chimney-Sweeper
- •Songs of Innocence Nurse's Song
- •Songs of Experience Nurse's Song
- •John keats "on first looking into chapman's homer".
- •John keats
- •William wordsworth "london, 1802".
- •William blake london
- •William wordsworth " composed upon westminster bridge ".
- •S.T.Coleridge From the rime of the ancient mariner
- •George Gordon Byron From don juan
- •Percy Bysshe Shelly Ode to the West Wind
- •Seminar #9 charles dickens "great expectations" summary questions
- •(Chapters 20-31)
- •Techniques and language
- •Characters’ struggle to cut off or separate part of their lives:
- •Read and analyse a play by one of the writers of the period.
- •Read a play by Harold Pinter
- •2. Write an analysis of one of the short stories of an English writer of the 20th century analyzing a short story.
- •Point of view
- •1. First-Person Central.
- •2. First Person Minor
- •3. Third - Person Limited.
- •4. Third - Person Central:
- •5. Third - Person Omniscient.
- •One can analyse the point of view by answering the following questions about a given story:
- •General questions for story analysis and interpretation.
- •Individual work
- •Оценивание работы студентов
- •61002, М.Харків, вул.Сумська, 37. Тел.(057)700-53-51.
William blake london
I wander through each chartered street,
Near where the chartered Thames does flow,
And mark in every face I meet
Marks of weakness, marks of woe.
In every cry of every man,
In every infant’s cry of fear,
In every voice, in every ban,
The mind-forged manacles I hear:
How the chimney-sweeper’s cry
Every black’ning church appalls,
And the hapless soldier’s sigh
Runs in blood down palace walls.
But most through midnight streets I hear
How the youthful harlot’s curse
Blasts the new-born infant’s tear,
And blights with plague the marriage hearse.
Where is the speaker in London walking?
What does he see?
What does he hear?
This mixing up of the senses, i.e., hearing sights or seeing sounds, etc. is common in Romantic poetry and helps to convey complicated mental states. The speaker of this poem hears many things, some are sounds and some are sights. What are they?
It is certainly possible for a city with its streets to be chartered, but not a river. What do rivers often symbolize? What might a chartered river symbolize?
What connection is there between the Chimney Sweeper's cry and the Church? See the poems about chimneysweepers above.
What connection is there between an unfortunate solider and the palace where the king lives?
Why does Blake refer to the 'Marriage hearse'? What does this imply about weddings?
William wordsworth " composed upon westminster bridge ".
Earth has not anything to show more fair:
Dull would he be of soul who could pass by
A sight so touching in its majesty:
This city now doth, like a garment, wear
The beauty of the morning: silent bare,
Ships, towers, domes, theatres, and temples lie
Open unto the fields, and to the sky:
All bright and glittering in the smokeless air.
Never did sun more beautifully steep
In his first splendor, valley, rock, or hill;
Ne'er saw I, never felt, a calm so deep!
The river glideth at his own sweet will:
Dear God! The very houses seem asleep:
And all that mighty heart is lying still!
What time of day is it? Will this quiet scene last?
Explain the choice of the word "heart" in the last line. Why is the heart chosen (rather than brain, liver, etc.) for the synecdoche? Discuss how this synecdoche personifies the city.
How do the repealed enforced pauses of line 6 help too create the impression of size and diversity, which Wordsworth wants to give of London?
S.T.Coleridge From the rime of the ancient mariner
(Lines 83-138)
The Sun came up upon the right,
Out of the Sea came he;
And broad as a weft1 upon the left
Went down into the Sea.
And the good south wind still blew behind,
But no sweet Bird did follow
Ne2 any day for food or play
Came to the Mariner's hollo3!
And I had done an hellish thing to
And it would work 'em woe4:
For all averr'd5, I had kill'd the Bird
That made the Breeze to blow.
Ne dim ne red, like God's own head,
The glorious Sun uprisf:
Then all averr'd, I had kill'd the Bird
That brought the fog and mist.
'Twas right, said they, such birds to slay7
That bring the fog and mist.
The breezes blew, the white foam flew, so
The furrow8 follow'd free:
We were the first that ever burst
Into that silent Sea.
Down dropt9 the breeze, the Sails dropt down,
'Twas sad as sad could be
And we did speak only to break
The silence of the Sea.
All in a hot and copper sky
The bloody sun at noon,
Right up above the mast did stand,
No bigger than the moon.
Day after day, day after day,
We stuck, ne breath ne motion,
As idle as a painted Ship
Upon a painted Ocean.
Water, water, every where
And all the boards did shrink;
Water, water, every where
Ne any drop to drink.
The very deeps10 did rot11: O Christ!
That ever this should be!
Yea, slimy things did crawl with legs
Upon the slimy Sea.
About, about, in reel and rout12
The Death-fires danc'd at night;
The water, like a witch's oils,
Burnt green and blue and white.
And some in dreams assured were
Of the Spirit that plagued13 us so:
Nine fathom14 deep he had follow'd us
From the Land of Mist and Snow.
And every tongue thro' utter drouth15
Was wither'd16 at the root;
We could not speak no more than if
We had been choked with soot17.
Ah wel-a-day!18 what evil looks
Had I from old and young;
Instead of the Cross the Albatross
About my neck was hung.
weft: cross threads of a web
ne: nor.
hollo: call
work 'em woe: bring them misfortune
averr'd: claimed
uprist: rose up
slay: kill
furrow: movement of the water
dropt: dropped
deeps: bottom of the ocean
rot: become rotten
reel and rout: violent, tumultuous action.
plagued: haunted, followed incessantly.
fathom: a unit of measurement for the sea.
drouth: drought, lack of water.
wither'd: dried up.
17. soot: chimney dust.
18.wel-a-day: Alas! (an obsolete exclamation).
What is the rhyme scheme of this poem?
Find at least two examples of each of the following:
• repetition …………………………………………..
• alliteration...............................................................
• internal rhyme.........................................................
• archaic language .....................................................
• simile ......................................................................
Find examples in the text of supernatural phenomena. Describe the effect they have on you and comment on Coleridge's declared aims with regard to his task in the Lyrical Ballads.
In which direction was the ship going? How do you know this?
Describe in your own words what happens to the ship.
How does the mariner feel about having killed the albatross? How do his fellow mariners react? Are they consistent in their attitude? Support your answer with evidence from the text.
Why do you think the mariner killed the albatross? Was there any justification for his action?
Have you ever done something in a moment of folly which you later regretted? How, if at all, did you try to make up for this action?