- •Contents
- •Before the Anglo-Saxons
- •Anglo-Saxon England
- •Early Anglo-Saxon Life
- •Cultural Influences key idea Early Anglo-Saxon literature reflected a fatalistic worldview, while later works were influenced by rapidly spreading Christianity. The Spread of Christianity
- •The Development of English: Old English (450-1150)
- •Unit 2. The medieval period
- •Historical Context key idea With the Norman Conquest, England entered the medieval period, a time of innovation in the midst of war.
- •The Monarchy
- •Conflict and Plague
- •The Development of English: Middle English (1150-1500)
- •Indulgences
- •Royalty and the People
- •Ideas of the Age key ideas This period became known as the Age of Reason, because people used reason, not faith, to make sense of the world. The Age of Reason
- •A Changing Language: Restoration English
- •War with France
- •A Changing Language: Late Modern English
- •Monarchy in the Modern Style
- •Progress, Problems, and Reform
- •Cultural Influences key ideas Writers clashed over Britain’s expanding imperialism. British Imperialism
- •A Changing Language: The Birth of Standard English
- •Old English Poetry
- •Early Authors: Histories and Sermons
- •Literature Focus II. The Epic and the Epic Hero
- •French Romance
- •Reading Check
- •The Age of Chaucer
- •The Beginnings of Drama
- •Literature Focus II. The Ballad Tradition
- •Literature Focus III. Miracle and Morality Plays
- •Renaissance Drama
- •The Rise of Humanism
- •Spiritual and Devotional Writings
- •Metaphysical and Cavalier Poetry
- •Literature Focus II. The Sonnet
- •Literature Focus III. Shakespearean Drama Shakespeare’s Influence
- •Shakespeare’s Theater
- •Shakespearean Tragedy
- •Literature Focus IV. The Metaphysical Poets
- •Literature Focus V. The Cavalier Poets
- •I could not force an artificial dew [tears]
- •If it prove fair weather.”
- •The Age of Johnson
- •Literature Focus II. Nonfiction of the 18th Century
- •Other Forms of Nonfiction
- •Literature Focus III. Satire a History of Mockery
- •Characteristics of Satire
- •I sing— . . .
- •Romanticism Evolves
- •The Late Romantics
- •Literature Focus II. Romantic Poetry
- •Romantic Poetry’s Defining Features
- •Literature Focus III. Form and Meaning in Poetry
- •Literature Focus IV. The Byronic Hero
- •Characteristics of the Byronic Hero
- •The Legacy of the Byronic Hero
- •Realism in Fiction
- •Victorian Viewpoints
- •Victorian Viewpoints
- •Literature Focus II. The Growth and the Development of Fiction
- •The Novel Comes of Age
- •New Forms Emerge
- •Reading comprehension Reading Assessment I. Anglo-Saxon and Medieval Poetry
- •Comprehension
- •Written response
- •Comprehension
- •Written response
- •Reading Assessment II. Anglo-Saxon Prose
- •Comprehension
- •Reading Assessment III. Renaissance poetry
- •Sonnet 97 by William Shakespeare
- •Comprehension
- •Written response
- •Reading Assessment IV. Renaissance prose
- •From “Of Cunning” by Sir Francis Bacon
- •Comprehension
- •Reading Assessment V. Restoration prose
- •From “The Battle of the Books” by Jonathan Swift
- •Comprehension
- •From “The Poor and Their Betters” by Henry Fielding
- •Comprehension
- •Written response
- •Reading Assessment VI. Romantic literature
- •From “a Vindication of the Rights of Woman” by Mary Wollstonecraft
- •Comprehension
- •From “The Prelude, Book VI” by William Wordsworth
- •From “Hymn to Intellectual1 Beauty” by Percy Bysshe Shelley
- •Comprehension
- •Written response
- •Reading Assessment VII. Victorian literature
- •From “The New Railway” from “Dombey and Son” by Charles Dickens
- •Comprehension
- •Neutral Tones by Thomas Hardy
- •From “Adam Bede” by George Eliot
- •Comprehension
- •Written response
Comprehension
Directions Answer these questions about the excerpt from The Canterbury Tales.
9. Chaucer develops the Squire’s character by
A. describing his appearance and talents
B. comparing him to other young nobles
C. showing other characters’ reactions to him
D. relating conversations between characters
10. Reread lines 7–14. Why might it be ironic that the Squire is described as “singing he was, or fluting all the day”?
A. The reader assumes that all cadets receive musical instruction as part of their training.
B. Chaucer suggests that the Squire is more interested in traveling than in pleasing his lady.
C. The reader expects the Squire to be training for battle rather than playing music.
D. Chaucer depicts the Squire first as a wild horseman and then as a polite cadet.
11. Reread lines 11–15. The Squire’s style of dress suggests that he is
A. youthful and vain
B. timid and scholarly
C. rugged and unkempt
D. strange and mysterious
12. Which one of the Squire’s character traits emerges in lines 21–22?
A. bravery
B. innocence
C. respectfulness
D. leadership
13. Chaucer’s gently ironic depiction of the Squire comes from the contrast between the young man’s
A. artistic talents and his well-groomed appearance
B. occupation as a knight in training and his personal interests
C. average height and his impressive athletic abilities
D. love of family and his loyalty to his country
14. Which lines in the excerpt characterize the Squire as a well-educated nobleman?
A. lines 1–3
B. lines 4–6
C. lines 7–10
D. lines 16–18
Written response
Short Response Write three or four sentences to answer this question.
15. List three character traits of the Squire. Cite line references from the excerpt to support your choices.
Extended Response Write two or three paragraphs to answer this question.
16. Chaucer compares the Squire to different things in nature. Identify two of these comparisons and explain what they reveal about the Squire.
Reading Assessment II. Anglo-Saxon Prose
DIRECTIONS Answer these questions about the excerpt from The Ecclesiastical History of the English People by the Venerable Bede
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from The Ecclesiastical History of the English People by the Venerable Bede From that time, the south part of Britain, destitute of armed soldiers, of martial stores, and of all its active youth, which had been led away by the rashness of the tyrants, never to return ... suffered many years under two very savage foreign nations, the Scots from the west, and the Picts from the north. We call these foreign nations, not on account of their being seated out of Britain, but because they were remote from that part of it which was possessed by the Britons ... On account of the irruption of these nations, the Britons sent messengers to Rome with letters in mournful manner ... An armed legion was immediately sent them, which, arriving in the island, and engaging the enemy, slew a great multitude of them, drove the rest out of the territories of their allies, and having delivered them from their cruel oppressors, advised them to build a wall between the two seas across the island, that it might secure them, and keep off the enemy; and thus they returned home with great triumph . . . But the former enemies, when they perceived that the Roman soldiers were gone, immediately coming by sea, broke into the borders, trampled and overran all places, and like men mowing ripe corn, bore down all before them. Hereupon messengers are again sent to Rome, imploring aid ... A legion is accordingly sent again, and, arriving unexpectedly in autumn, made great slaughter of the enemy ... Then the Romans declared to the Britons, that they could not for the future undertake such troublesome expeditions for their sake, advising them rather to handle their weapons like men, and undertake themselves the charge of engaging their enemies, who would not prove too powerful for them, unless they were deterred by cowardice; and, thinking that it might be some help to the allies, whom they were forced to abandon, they built a strong stone wall from sea to sea ... This famous wall, which is still to be seen, was built at the public and private expense, the Britons also lending their assistance. It is eight feet in breadth, and twelve in height, in a straight line from east to west, as is still visible to beholders ... After their departure, the Scots and Picts, understanding that they had declared they would come no more, speedily returned, and growing more confident than they had been before, occupied all the northern and farthest part of the island, as far as the wall ... At last, the Britons, forsaking their cities and wall, took to flight and were dispersed. The enemy pursued, and the slaughter was greater than on any former occasion; for the wretched natives were torn in pieces by their enemies, as lambs are torn by wild beasts. Thus, being expelled their dwellings and possessions, they saved themselves from starvation, by robbing and plundering one another, adding to the calamities occasioned by foreigners ... till the whole country was left destitute of food, except such as could be procured in the chase. |