
- •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 “Sonnet 97.”
1. The rhyme scheme of this sonnet is
A abab bcbc cdcd ee
B aabb ccdd eeff gg
C abab cdcd efef gg
D abba cddc acca ee
2. Which statement best summarizes the first quatrain?
A An entire year has passed while two loved ones are separated.
B The years go by quickly for two loved ones waiting to be reunited.
C Remembering the summer is the best way to spend the lonely winter.
D Being away from a loved one feels like a bleak winter.
3. By personifying “old December” in the first quatrain, which feeling does the speaker convey?
A pleasure
B weariness
C emptiness
D anxiety
4. What information does the speaker reveal in the second quatrain?
A The time is late summer or early autumn, when crops are ready for harvesting.
B Although it is now almost autumn, the speaker still misses the loved one who is away.
C It is much easier to be apart during the summer when food and sun are plentiful.
D The loved ones’ separation will end when summer arrives.
5. Which season is personified as a mother ready to give birth?
A winter
B spring
C summer
D autumn
6. Which image in the poem conveys nature’s bounty?
A “From thee, the pleasure of the fleeting year” (line 2)
B “And yet this time remov’d was summer’s time” (line 5)
C “The teeming autumn, big with rich increase” (line 6)
D “And thou away, the very birds are mute” (line 12)
7. The image in lines 9–10 conveys the speaker’s feelings of
A contentment
B melancholy
C expectation
D shame
8. In the third quatrain, which idea is conveyed by the turn, or shift in thought?
A The lovers’ unhappy separation is reflected in the hot summer weather.
B The speaker cannot experience summer until the lovers are reunited.
C Signs of the changing seasons are visible everywhere to the speaker.
D The season’s harvest will benefit fatherless children.
9. In the couplet, Shakespeare evokes the sights and sounds of an approaching winter to emphasize the
A anticipation of unanswered love
B chaos caused by the change of seasons
C dismay over the loved one’s absence
D unpredictability of true love
Directions Answer these questions about “A Valediction: Of Weeping.”
10. The rhyme scheme in this poem is
A ababccded
B aabbbbccc
C abcbcdefe
D abbaccddd
11. In lines 1–9, the poet compares the speaker’s tears to
A reflections of the loved one’s face in water
B coins minted with the loved one’s image
C fruits preserved as emblems of the summer
D the distance that will separate the lovers
12. Which statement best summarizes lines 7–9?
A The speaker dreads being separated from the lover.
B Tears are meaningless to two people who are truly in love.
C Distance will help the lovers overcome their unhappiness.
D The lovers do not recognize the significance of their separation.
13. Which end rhyme is a slant rhyme?
A forth, worth
B be, thee
C more, bore
D grow, so
14. In lines 10–16, the poet develops the metaphysical conceit by comparing a tear to a
A map worn by the beloved
B workman’s fine art
C globe of the world
D portrait of the beloved
15. In lines 19–22, the beloved’s power to cause weeping is compared to the moon’s power to
A illuminate the night sky
B reflect off the surface of water
C represent universal mystery
D control the tides of the sea
16. In each stanza, Donne consistently uses exact rhymes in the
A first four lines
B last three lines
C fifth and sixth lines
D first and third lines
17. The pain of separation described in “A Valediction: Of Weeping” differs from that described in “Sonnet 97” in that it is
A anticipated rather than experienced
B expected to last forever
C brought on by astonishing events
D emotional rather than analytical