1 ENG 242 Roadmap: Week 3 This week begins the first week of Module 2: The 16th Century (1485-1603). We will spend 4 weeks in this module. This document has 3 sections: • • • Readings Resources Tasks for This Week You can either do the Readings first, or look at the Resources first to give you some background and then do the readings. IMPORTANT!!!! You might not be able to access the web links you see underlined throughout this document. (Sometimes that is only possible if you download the document instead of just viewing it.) But no worries. That’s ok. Every site I ask you to visit is listed in this week’s Content. Note: Anything you see below in blue and underlined is a hyperlink. Readings There are 6 required readings this week: 1. Queen Elizabeth I’s Golden Speech, given November 30, 1601 to her last Parliament (NAEL, pp. 396-399 or Golden Speech online). Scroll down and begin at Mr. Speaker… 2. Queen Elizabeth I’s On Monsieur's Departure (text only) or You Tube: On Monsieur's Departure, with lyrics set to music by the German electro-medieval band Qntal. You will find the poem in NAEL, p. 394. 3. The Faerie Queene, Book 1, Canto 1 Summary No, I am not a fan of reading summaries in place of the actual great literature. However, experience has taught me that sometimes students are so confused about what’s going on in this story, they are unable to appreciate its beautiful language. Therefore, reading the Summary first will at least let you know what is happening in this narrative poem. 2 You will be reading the first Canto (part) of an epic poem by Edmund Spenser, written to glorify Queen Elizabeth in a time where Protestants (Elizabeth) and Catholics (her enemies) were vying for control of the throne. Normally I would put this Summary under Resources, but to understand the poem, you need this background. OK, so this recent short film might be cheesy, but it will help you understand FQ’s plot: Faerie Queene: Short Film. 4. Edmund Spenser’s The Faerie Queene: Book 1, Canto 1. You are only reading the first Canto. A Canto is a form of division in an epic poem. Now that you know the story from the Summary, try to enjoy the poetry. It is quite beautiful. In my f2f classes, students really love the story and the poetry, once they understand what’s happening. You can hear it read at You Tube: Faerie Queene, but there is no text to read as you listen. You could look at a printed copy or view the text on a separate screen. This recording skips the Proem (the preface where the poet calls on his muse Queen Elizabeth to inspire him—“O holy Virgin”; “Great Lady of the Greatest Isle”). It starts right at Canto 1. (NAEL 404-418) 5. These 2 poems beg to be read together: Christopher Marlowe’s classic poem “The Passionate Shepherd to His Love” and Sir Walter Raleigh’s “The Nymph’s Reply to the Shepherd.” Marlowe’s poem is a pastoral lyric, an ideal world of love where a simple boy invites a partner to live with him forever in the natural world. Raleigh, a rival of Marlowe, plays the hater and writes a response: what the nymph (the girl) would actually say to a dude like the shepherd in real life. Alternately, read them in NAEL, Marlowe 499-500 and Raleigh 488-489. Resources Resources are meant to help you understand the course material. Skim through the choices and see what might be helpful to you. You must view #4! 1. Unit Preview: English Renaissance (16th Century) I would only watch the first 4 minutes. That’s all we’ll cover this week. 2. Queen Elizabeth I Biography @ 1.5 minutes, this gives you some background on her life, especially on the Protestant vs. Catholic issue 3. Elizabeth: Movie Trailer A preview for the movie starring Cate Blanchett, but shows some exciting highlight’s of the Queen’s life 4. The Faerie Queene is an epic poem, but it is also an Allegory. This short YouTube video explains the meaning of this literary term. In Spenser’s poem, Red Crosse Knight represents the heroic Christian Protestant male; Una his lady represents purity and the One (Una) True Church; the monster Errour (mistake) and the priest/wizard Archimago (false image) represent the evil (to Spenser) Catholic Church. 5. Many folks make YouTube videos reading poetry. There are many for The Passionate Shepherd to His Love. This one has nearly 40,000 hits. 6. Former English teacher Sting updated Marlowe’s poem in his 1993 smash Fields of Gold. 7. I loved this Xtranormal piece that has Marlowe’s and Raleigh’s characters in a dialogue. The tone is perfect! The Passionate Shepherd to His Love with His Nymph's Reply - YouTube 3 Tasks There are 2 tasks you should focus on this week: 1. Quiz 3 2. Weekly Discussion (20 points) Task 1: Quiz 3, 16th Century (Part 1) To prepare for this quiz, complete all readings for Week 3. Know Canto, Pastoral Lyric, and Allegory. All are highlighted within this document. Task 2: Discussion Week 3 features a Discussion on Module 2 (The 16th Century, Part 1) and the required readings. You are responsible for answering 1 (one) of the questions below. Be sure to read Rubric: Discussion Postings (in Content, Important Course Information) before composing your answer. This will give you the requirements and expectations I use to calculate your weekly score for Discussion. Week 3 Discussion Post Options Be sure to state in your Subject line which option you have chosen. Choose 1 only!! IMPORTANT GROUND RULES! No more than 2 students may answer the same question. If you think you know which question you want to answer, I suggest you create a post as soon as possible with at least the Subject line containing your choice (Option 2, FQ, Monster, for example). You can always go back at a later time and complete the full post by deadline. That way, you are likely to get one of your first choices. It is your responsibility to check the Discussions list to see if your choice has already been claimed by 2 other students. If you choose it anyway and 2 other students have already elected that option, yours will not be counted. You will earn no credit for that post. If you are 1 of the 2 to answer the question, make sure your post adds something new to what has already been said. It may not be a rehash of someone else’s ideas. If you are worried someone else is going to say what you want to say, do your post early. Short version: it pays to post early! You may respond to any other students’ posts you want, regardless of the topic you chose to write about. (In other words, Queen Elizabeth posters can respond to Marlowe/Raleigh posters, etc. 4 Your answer to the question should be at least 2 paragraphs! Discussion Questions to Choose From (pick only 1!) 1. Question 1: The Golden Speech, Queen Elizabeth’s Voice • In ¶ 1, discuss 3 examples from The Golden Speech that show Elizabeth views herself as a ruler. For each, explain how she perceives her role as the leader of England. Be sure to use specific examples from the speech to back up your point. For an A or B score, you should quote at least one line from the text. • In ¶2, discuss if you feel these characteristics that Elizabeth sees in herself are important to our society today. Does the modern world call for different skills or traits than Elizabeth has? How are these the same or different? 2. Question 2: The Golden Speech, Queen Elizabeth as a Female Leader • In ¶ 1, discuss the following: toward the end of the speech, Elizabeth refers to herself, as she speaks to her all-male audience, as having “my sexly weakness.” Do you think she comes across as a weak leader? Why or why not? Find 3 examples from The Golden Speech to support your point. Be sure to use specific examples from the speech to back up your point. For each, explain how your example shows Elizabeth as strong or weak. For an A or B score, you should quote at least one line from the text. • In ¶2, discuss if you feel female leaders are held to different expectations or standards than male leaders. Should they possess the same skills, regardless of gender? Would you consider the possibility of a female president, like Hillary Clinton or Carly Fiorina? Why or why not? 3. Question 3: Paraphrase of On Monsieur’s Departure • If you choose this question, you will not be writing 2 ¶s. Rather, you will paraphrase the 3 stanzas of Elizabeth’s poem, On Monsieur’s Departure. Paraphrase means to take each line (or sometimes 2 lines together) and out them into your own, modern words, as you might express those thoughts today. I expect your paraphrase to come in between 12-18 lines (the original has 18). 4. Question 4: Analysis of On Monsieur’s Departure • In ¶ 1, discuss 3 lines or images from this poem that show that show what the speaker is feeling. For each, explain how the line or image expresses the speaker’s emotions. What is she feeling, and how do you know? What do these lines communicate? For an A or B score, you should quote at least one line from the poem. • In ¶2, discuss whether you can or cannot relate to the feelings Elizabeth is expressing. It is ok to be as personal as you are comfortable with. Do you think this poem was meant to be shared, or only to be read privately? If you had written it, would you want it be read by other people? 5 5. Question 5: Contrast between The Golden Speech & On Monsieur’s Departure • In “The Golden Speech” we see Queen Elizabeth’s public/professional persona, and in “On Monsieur’s Departure,” we see her get personal. In ¶ 1, contrast her voice in these two pieces. What’s different in how she speaks publicly vs. how she speaks privately? Use a quote or two from both texts to help you make your point, but remember to focus on your own analysis. • In ¶2, discuss whether you feel it is important to have a separation between public and private lives. In these days of reality television like Keeping Up with Kardashians and Braxton Family Values, we seem to crave knowing the details of celebrities’ lives. Is this our right, or should there be a line between public and private? 6. Question 6: Faerie Queene and the Male Hero • In ¶ 1, discuss 3 characteristics of Red Crosse Knight. He is the hero in this story. How is he portrayed? What does he do that is heroic? Be sure to use specific examples from the poem to back up your point. For an A or B score, you should quote at least one line from the text. • In ¶2, discuss how Red Crosse Knight is similar to or different from the fictional heroes we have met so far: Beowulf and Lanval. Of these 3 characters, whom do you feel is most heroic? 7. Question 7: Faerie Queene and the Portrayal of the Female • In ¶ 1, discuss 3 examples discuss 3 characteristics of Una. She is the female in this story. How is she portrayed? Does she seem like a real woman to you, or more of a character type? Be sure to use specific examples from the poem to back up your point. For an A or B score, you should quote at least one line from the text. • In ¶2, discuss what changes you notice in the portrayal of women, female characters, from Beowulf to Lanval to Faerie Queene. How do you see the role of the female changing or evolving among the 3 narratives: Wealhtheow/Grendel’s mother, the lovely maiden/the Queen, and Una? 8. Question 8: Faerie Queene and the Portrayal of the Monster • In ¶ 1, discuss 3 characteristics of the monsters in this story. Of course, you want to talk about the filthy serpent Errour (Error) and what it represents. You may also consider the villain Archimago (the bad guy pretending to be a kindly monk—his name means False Image) as one of the monsters. Be sure to use specific examples from the poem to back up your point. For an A or B score, you should quote at least one line from the text. • In ¶2, discuss how this monster (or these monsters, if you’re also talking about Archimago) are similar to or different from “the monstrous” we saw in Beowulf and Lanval. What is the threat? What is it trying to do to take down the hero and everything he cares about? 9. Question 9: “The Passionate Shepherd to His Love” • In ¶ 1, discuss the following: Some feminists hate “The Passionate Shepherd to His Love.” They think the speaker in Marlowe’s poem is condescending to his partner, trying to lure her with material objects. They 6 also say the life he’s offering doesn’t sound too great: stay with me out in the country and nature will be all we’ll ever need. Be sure to use specific examples from the poem to back up your point. For an A or B score, you should quote at least one line from the text. • In ¶2, discuss what would woo you from a speaker expressing his or her love. What are you looking for in a partner? Would you be swayed by this shepherd’s plea? 10. Question 10: “The Nymph’s Reply to the Shepherd” • In ¶ 1, discuss the following: Many readers like Raleigh’s version of events better. They find it more realistic. Still others say Raleigh’s nymph is a witch (with variations in spelling). Where do you stand? Would you have been persuaded by the shepherd? Or like the nymph (girl) of Raleigh’s poem, would you say, “Forget it! For an A or B score, you should quote at least one line from the text. • In ¶2, discuss whether you believe relationships can still be romantic. The speaker of this poem is all about being realistic. Today, we seem to worry about pre-nups and making sure we know everything about our partners before making a commitment. Have we taken all the magic out of being in love? 1 Online Discussions Rubric IMPORTANT! Initial posts must be 300-400 words. Responses to others must be 100-200 words. Desired Specific Requirements Grade To earn the desired grade, the student: • Initiates at least one original post and responds to at least two posts from others • Skillfully uses clear, forceful, and precise language: formal English with correct spelling, punctuation, and engaging voice • Follows discussion instructions exactly A • Uses own words and ideas in thorough, thoughtful, and creative posts • Ensures that all posts are relevant, substantive, and polite • Explicitly comments on the ideas of others when posting responses 30-27 In addition, for all literature discussions, the student: • Uses the text, quoting at least one passage as evidence for his or her ideas • Makes real world connections which are unique and relevant to the literature • Reads and responds to the assignment with insight, understanding, and creativity • Truly engages the text, sharing "discoveries" that reveal a higher understanding of the literature • Initiates at least one original post and responds to at least two posts from others • Uses clear language and, for the most part, correct spelling, punctuation, and voice • Mostly follows discussion instructions • Uses own words and ideas in relatively creative, thoughtful posts; posts could be more thorough B • Makes a clear effort that posts are relevant, substantive, and polite • Refers to the ideas of others when posting responses 26-24 In addition, for all literature discussions, the student: • Uses the text, summarizing the literature as evidence for ideas • Ties real world connections to the literature • Reads and responds to the assignment with understanding and creativity • Shows interest in the text, sharing understandings that reveal comprehension of the literature 2 C 23-21 D 18-20 F 19-↓ • • • • • • Initiates at least one original post and responds to at least one post from others Uses somewhat unclear language and shows some errors in correct spelling, punctuation, and voice Does not follow discussion instructions completely Uses own words but does not attempt any intellectual creativity; posts are brief Sometimes writes posts that are not completely relevant, substantive, or polite Occasionally refers to the ideas of others when posting a response, but at times jumps in with no clear connection to other posts In addition, for all literature discussions, the student: • Sometimes uses the text, but more often falls back on personal stories or real world connections which, while specific, do not reflect the text • Reads and responds to the assignment • Shows a basic understanding of the literature, but brings few insights to the discussion • Does not initiate at least one original post and/or respond to at least one post from others • Uses unclear language and shows multiple errors in correct spelling, punctuation, and voice • Does not follow discussion instructions • Writes posts that are too brief and/or fail to show thought • Writes posts that are irrelevant, non-substantive, and/or impolite • Does not connect to the ideas of others when responding, or does not respond to others at all In addition, for all literature discussions, the student: • Rarely uses the text and does not share “real world” connections • Does not demonstrate that s/he has fully read the assigned text • Shows little or no understanding of the literature and brings no insights to the discussion • Fails to post at all • Fulfills half or less of discussion instruction requirements • Plagiarizes or restates others’ posts
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