- •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 “A Vindication of the Rights of Woman” by Mary Wollstonecraft
1. From the context, what do you conclude that the word want in line 5 means?
A need
B lack
C plan
D desire
2. Which of the following best describes the tone of the phrase as ignorance is courteously termed, in line 9?
A sad
B sympathetic
C ironic
D bitter
3. Which type of figurative language is Wollstonecraft using in the phrase beauty is woman’s scepter in line 11?
A simile
B personification
C metaphor
D metaphysical conceit
4. What does Wollstonecraft claim “seeks to adore its prison” in line 12?
A the ignorant woman’s mind
B a beautiful woman’s scepter
C a gilt cage
D an artificial character
5. According to Wollstonecraft in lines 14–16, what is the effect of women’s having only one employment?
A They direct their thoughts to insignificant things.
B They open their minds and develop character.
C They develop insignificant character traits.
D They seldom extend their views past the present.
6. According to Wollstonecraft, what sinks a man below his fellows?
A advantage without mental exertion
B riches and every advantage
C the ramifications of argument
D weakness
7. From the context, what do you conclude that the word enervated, in line 21, means?
A strengthened
B frightened
C excited
D weakened
8. To whom does the word delegates, in line 33, refer?
A husbands
B women
C kings
D tyrants
9. Which of the following is the main idea of the paragraph that begins on line 33?
A Men and women are naturally tyrannical.
B Tyranny is unavoidable in the household.
C Women are not capable of tyrannical behavior.
D The effects of tyranny are never isolated.
10. From the context, what do you conclude that the word drawn, in line 40, means?
A created
B closed
C drained
D confused
11. On the basis of this passage, with which of the following statements do you think Wollstonecraft would be most likely to agree?
A Equality between the sexes is impossible.
B Truth is based on utility.
C Arbitrary power cannot be justified.
D Innocence is the most desirable condition.
12. On the basis of this passage, what do you think the overall tone of this essay is?
A ironic
B authoritative
C humorous
D sarcastic
13. From your reading of this selection, what do you think the author’s main purpose was?
A to persuade
B to instruct
C to inform
D to entertain
14. What is the main idea of this passage?
A Men and women must be treated differently.
B There is no such thing as truth.
C Inequality and tyranny are needless evils.
D Women are more adept than men.
DIRECTIONS Carefully read the following passages. Use context clues to help define any words with which you are unfamiliar. Pay close attention to the use of figurative language, argument, and tone. Then, on a separate sheet of paper, answer the questions that follow.