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| discussion questions for beowulf: Write Like this Kelly Gallagher, 2011 If you want to learn how to shoot a basketball, you begin by carefully observing someone who knows how to shoot a basketball. If you want to be a writer, you begin by carefully observing the work of accomplished writers. Recognizing the importance that modeling plays in the learning process, high school English teacher Kelly Gallagher shares how he gets his students to stand next to and pay close attention to model writers, and how doing so elevates his students' writing abilities. Write Like This is built around a central premise: if students are to grow as writers, they need to read good writing, they need to study good writing, and, most important, they need to emulate good writers. In Write Like This, Kelly emphasizes real-world writing purposes, the kind of writing he wants his students to be doing twenty years from now. Each chapter focuses on a specific discourse: express and reflect, inform and explain, evaluate and judge, inquire and explore, analyze and interpret, and take a stand/propose a solution. In teaching these lessons, Kelly provides mentor texts (professional samples as well as models he has written in front of his students), student writing samples, and numerous assignments and strategies proven to elevate student writing. By helping teachers bring effective modeling practices into their classrooms, Write Like This enables students to become better adolescent writers. More important, the practices found in this book will help our students develop the writing skills they will need to become adult writers in the real world. |
| discussion questions for beowulf: Beowulf , 2012-03-01 Finest heroic poem in Old English celebrates the exploits of Beowulf, a young nobleman of southern Sweden. Combines myth, Christian and pagan elements, and history into a powerful narrative. Genealogies. |
| discussion questions for beowulf: Beowulf: An Introduction to the Study of the Poem with a Discussion of the Stories of Offa and Finn R. W. Chambers, 2022-05-28 After nearly a hundred years, this book is still one of the most comprehensive studies of the epic poem Beowulf. The author of this book, Wilson Chambers, gives a detailed explanation of the poem and provides a reader with an interesting backstory about the main characters. |
| discussion questions for beowulf: Beowulf: An Introduction to the Study of the Poem With a Discussion of the Stories of Offa and Finn Raymond Wilson Chambers, 2016-06-01 The unique MS of Beowulf may be, and if possible should be, seen by the student in the British Museum. It is a good specimen of the elegant script of Anglo-Saxon times: a book got up with some care, as if intended for the library of a nobleman or of a monastery. Yet this MS is removed from the date when the poem was composed and from the events which it narrates (so far as these events are historic at all) by periods of time approximately equal to those which separate us from the time when Shakespeare's Henry V was written, and when the battle of Agincourt was fought. To try to penetrate the darkness of the five centuries which lie behind the extant MS by fitting together such fragments of illustrative information as can be obtained, and by using the imagination to bridge the gaps, has been the business of three generations of scholars distributed among the ten nations of Germanic speech. A whole library has been written around our poem, and the result is that this book cannot be as simple as either writer or reader might have wished. The story which the MS tells us may be summarized thus: Beowulf, a prince of the Geatas, voyages to Heorot, the hall of Hrothgar, king of the Danes; there he destroys a monster Grendel, who for twelve years has haunted the hall by night and slain all he found therein. When Grendel's mother in revenge makes an attack on the hall, Beowulf seeks her out and kills her also in her home beneath the waters. He then returns to his land with honour and is rewarded by his king Hygelac. Ultimately he himself becomes king of the Geatas, and fifty years later slays a dragon and is slain by it. The poem closes with an account of the funeral rites. Fantastic as these stories are, they are depicted against a background of what appears to be fact. Incidentally, and in a number of digressions, we receive much information about the Geatas, Swedes and Danes: all which information has an appearance of historic accuracy, and in some cases can be proved, from external evidence, to be historically accurate. |
| discussion questions for beowulf: Teaching “Beowulf” Larry Swain, Ophelia Eryn Hostetter, 2024-08-19 Beowulf is by far the most popular text of the medieval world taught in American classrooms, at both the high school and undergraduate levels. More students than ever before wrestle with Grendel in the darkness of Heorot or venture into the dragon’s barrow for gold and glory. This increase of attention and interest in the Old English epic has led to a myriad of new and varying translations of the poem published every year, the production of several mainstream film and television adaptations, and many graphic novel versions. More and more teachers in all sorts of classrooms, with varying degrees of familiarity and training are called upon to bring this ancient poem before their students. This practical guide to teaching Beowulf in the twenty-first century combines scholarly research with pedagogical technique, imparting a picture of how the poem can be taught in contemporary American institutions. |
| discussion questions for beowulf: Beowulf Anonymous, 2005-07 Includes detailed explanatory notes, an overview of key themes, and more--Cover. |
| discussion questions for beowulf: Beowulf Seamus Heaney, 2000 A New York Times Bestseller. Composed toward the end of the first millennium of our era, Beowulf is the elegiac narrative of the adventures of Beowulf, a Scandinavian hero who saves the Danes from the seemingly invincible monster Grendel and, later, from Grendel's mother. He then returns to his own country and dies in old age in a vivid fight against a dragon. The poem is about encountering the monstrous, defeating it, and then having to live on in the aftermath. In the contours of this story, at once remote and uncannily familiar at the beginning of the twenty-first century, Seamus Heaney finds a resonance that summons power to the poetry from deep beneath its surface. |
| discussion questions for beowulf: Prospero's Magic Michael Degen, 2000 This text provides active learning strategies for teachers of literature. Activities include small group presentations, large group projects, mock court trials, discussion quizzes, news conferences, student performances, and more. (Education/Teaching) |
| discussion questions for beowulf: Beowulf Robert Nye, 2012-01-25 He comes out of the darkness, moving in on his victims in deadly silence. When he leaves, a trail of blood is all that remains. He is a monster, Grendel, and all who know of him live in fear. Hrothgar, the king of the Danes, knows something must be done to stop Grendel. But who will guard the great hall he has built, where so many men have lost their lives to the monster while keeping watch? Only one man dares to stand up to Grendel's fury --Beowulf. |
| discussion questions for beowulf: Beowulf Jodi-Anne George, 2009-12-09 Of unknown authorship, Beowulf is an Old English epic poem which incites contentious debate and has been endlessly interpreted over the centuries. This Reader's Guide provides a much-needed overview of the large body of Beowulf criticism, moving from 18th century reactions to 21st century responses. Jodi-Ann George: - Charts the changes in critical trends and theoretical approaches applied to the poem. - Includes discussion of J. R. R. Tolkein's pioneering 1936 lecture on Beowulf , and Seamus Heaney's recent translation. - Analyses Beowulf in popular culture, addressing the poem's life in film versions, graphic novels, music and comics. Clear and engaging, this is an indispensable introductory guide to a widely-studied and enigmatic work which continues to fascinate readers everywhere. |
| discussion questions for beowulf: Grendel John Gardner, 2010-06-02 This classic and much lauded retelling of Beowulf follows the monster Grendel as he learns about humans and fights the war at the center of the Anglo Saxon classic epic. An extraordinary achievement.—New York Times The first and most terrifying monster in English literature, from the great early epic Beowulf, tells his own side of the story in this frequently banned book. This is the novel William Gass called one of the finest of our contemporary fictions. |
| discussion questions for beowulf: Beowulf the Warrior Ian Serraillier, 1994 |
| discussion questions for beowulf: Beowulf; an Introduction to the Study of the Poem with a Discussion of the Stories of Offa and Finn Raymond Wilson Chambers, 2013-09 This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1921 edition. Excerpt: ... for v, and have abandoned spellings like theutones, thezauro, orrifico, charitas, phas (for/iw), atlethas, choercuit, iocundum, charum, falicissima, nangue, heereditarii. exoluere. The actual reading of the 1514 text is abandoned by substituting: p. 130,1. 3 ingenitiforingenilis(1514); p. 132,1. 22, iacientistoriacentis; p. 134,1. 2, divtimf for diutiuee; p. 136, 1. ll.fudit for fugit; p. 136, 1. 20, ut for out; p. 137, 1. 8, ammirationi for ammirationis; p. 137,1. 16, offert for affert; p. 137,1. 17, Roluoni for Rouolni; p. 137, 1. 27, tninwterio for ministrot; p. 137, 1. 33 dmturnus for diuturnius; p.206,1.22, diutinamtordiutina; p. 207, l. 3, ei toreique; p. 207,1. 5, destituat for dsficiat; p. 209,1. 2, latere for latera; p. 209,1. 5, conscisci torcondssi; p. 209, 1. 14, defoderat for defodera. Little LangfeSgatal Chronicle Halfdan (Hroar Helgi Ro Haldan (Helgi Sweyn (Frothi (Haldanus Helghi Names as given Saxo in Beowulf Gram Hadingus Frotho I?=Beowulf I iHaldanus IHealfdene Roe I Scato (Roe IIHrothgar (HelgoHalga RoIfKraki KolfKrake Rolf Kraki Roluo Krage Hrothulf Hiarwarth Hiarthuarus Heoroweard Hraerekr Rokil Rrfricus Hrethric N. The Life Of Offa I, With Extracts From The Life Of Offa II. Edited From Two Mss In The Cottonian Collection The text is given from MS Cotton Nero D. I (quoted in the footnotes as A), collated with MS Claudius E. IV (quoted as B). Minor variations of B are not usually noted. The two Mss agree closely. The Nero Ms is the more elaborate of the two, and is adorned with very fine drawings. Claudius, however, offers occasionally a better text; it has been read by a corrector whose alterations--contrary to what is so often the case in mediaeval MSS--seem to be authoritative. The Lives of the Off |
| discussion questions for beowulf: The Ashgate Research Companion to Monsters and the Monstrous Asa Simon Mittman, Peter Dendle, 2012 The field of monster studies has grown significantly over the past few years and this companion provides a comprehensive guide to the study of monsters and the monstrous from historical, regional and thematic perspectives. The collection reflects the truly multi-disciplinary nature of monster studies, bringing in scholars from literature, art history, religious studies, history, classics, and cultural and media studies. The companion will offer scholars and graduate students the first comprehensive and authoritative review of this emergent field. |
| discussion questions for beowulf: The Mode and Meaning of 'Beowulf' Margaret E. Goldsmith, 2014-01-13 In this important contribution to Anglo-Saxon studies Dr Goldsmith presents a fully elaborated and documented interpretation of Beowulf based on the original theories which she has put forward in recent years and which have aroused considerable interest and controversy in scholarly circles. Her view of the poem as the product of a marriage of cultural traditions, a historical epic with allegorical significance, is developed in the context of a close analysis of the doctrinal and literary environment prevailing during the period A.D. 650-800, within which composition is placed. Dr Goldsmith seeks to show that the poem has a unified and coherent structure and in the process resolves many textual and interpretative problems of long standing. Beowulf is clearly seen as a serious work of art standing at the head of the vernacular tradition of allegorical poetry. |
| discussion questions for beowulf: Wealtheow Ashley Crownover, 2008 In Ashley Crownover's debut, the classic tale of Beowulf is retold from the perspective of Wealtheow, Queen of the Danes. After a century of silence, Wealtheow provides a woman's perspective on the issues facing her people, raising intriguing literary questions in a readable, modern writing style. |
| discussion questions for beowulf: Omnibus II Douglas Wilson, G. Tyler Fischer, 2005-12 |
| discussion questions for beowulf: Klaeber's Beowulf and The Fight at Finnsburg R. D. Fulk, Friedrich Klaeber, Robert Dennis Fulk, Robert E. Bjork, John D. Niles, 2008-01-01 Features an introduction and a commentary that incorporates the scholarship on Beowulf that has appeared since 1950. This work includes detailed bibliographic guidance to discussion of textual cruces, as well as to modern and contemporary critical concerns. It also addresses aids to pronunciation and advances in the study of the poem's language. |
| discussion questions for beowulf: Using Internet Primary Sources to Teach Critical Thinking Skills in World Literature Roxanne M. Kent-Drury, 2005-03-30 Presenting web sites from around the world covering much of the world's literature, this book provides creative and interesting thinking activities to enhance student understanding of literature and culture and to promote critical thinking. This book will be very useful to teachers of world history and literature at the senior high school and undergraduate level. Part of a well reviewed series of titles Using Internet Primary Sources to Promote Critical Thinking, carries on the tradition of excellence in instructional tools. Grades 9-12. |
| discussion questions for beowulf: Beowulf on Film Nickolas Haydock, E.L. Risden, 2013-10-01 Why did the most read work in English literature go without cinematic adaptation for so long? And why did five major film treatments appear between 1999 and 2008? This book explores the growing number of films based on the Old English epic poem Beowulf, and furthers the ongoing consideration of filmic medievalism. Will the powerful influence of cinema affect the future reception of this great cultural, linguistic and inherently visual work? The films inevitably sway away from not only the story but also from the themes and concerns of the original to those more interesting to the filmmakers--or responsive to the zeitgeist. They measure the pulse of our inherited notions of heroism and teach us more about our own times than about the epic from which they derive. |
| discussion questions for beowulf: Beowulf , 2008 |
| discussion questions for beowulf: A Critical Companion to Beowulf Andy Orchard, 2003 This is a complete guide to the text and context of the most famous Old English poem. In this book, the specific roles of selcted individual characters, both major and minor, are assessed. |
| discussion questions for beowulf: The intermediate text-book of English literature, by A.J. Wyatt and W.H. Low. (To the Restoration). Alfred John Wyatt, 1897 |
| discussion questions for beowulf: The Origins of Beowulf Sam Newton, 1994 A detailed and passionate argument suggesting that Beowulf originated in the pre-Viking kingdom of 8th-century East Anglia. Where did Beowulf, unique and thrilling example of an Old English epic poem come from? In whose hall did the poem's maker first tell the tale? The poem exists now in just one manuscript, but careful study of the literary and historical associations reveals striking details which lead Dr Newton to claim, as he pieces together the various clues, a specific origin for the poem. Dr Newton suggests that references in Beowulf to the heroes whose names are listed in Anglo-Saxon royal genealogies indicate that such Northern dynastic concerns are most likely to have been fostered in the kingdom of East Anglia. He supports his thesis with evidence drawn from East Anglianarchaeology, hagiography and folklore. His argument, detailed and passionate, offers the exciting possibility that he has discovered the lost origins of the poem in the pre-Viking kingdom of 8th-century East Anglia. SAMNEWTON was awarded his Ph.D. for work on Beowulf. |
| discussion questions for beowulf: Grendel’s Mother Susan Signe Morrison, 2015-09-25 An amber bead. A gold and glass drinking horn. A ring engraved with Thor’s hammer – all artifacts from a Germanic tribe that carved a space for itself through brutality and violence on a windswept land . Brimhild weaves peace and conveys culture to the kingdom, until the secret of her birth threatens to tear apart the fragile political stability. This is her story – the tale of Grendel’s Mother. She is no monster as portrayed in the Old English epic, Beowulf. We learn her side of the story and that of her defamed child. We see the many passages of her life: the brine-baby who floated mysteriously to shore; the hall-queen presiding over the triumphant building of the golden hall Heorot and victim of sexual and political betrayal; the exiled mere-wife, who ekes out a marginal life by an uncanny bog as a healer and contends with the menacing Beowulf; and the seer, who prophesizes what will occur to her adopted people. We learn how the invasion by brutal men is not a fairy tale, but a disaster doomed to cycle relentlessly through human history. Only the surviving women can sing poignant laments, preserve a glittering culture, and provide hope for the future. |
| discussion questions for beowulf: Heart: A History Sandeep Jauhar, 2018-09-18 The bestselling author of Intern and Doctored tells the story of the thing that makes us tick For centuries, the human heart seemed beyond our understanding: an inscrutable shuddering mass that was somehow the driver of emotion and the seat of the soul. As the cardiologist and bestselling author Sandeep Jauhar shows in Heart: A History, it was only recently that we demolished age-old taboos and devised the transformative procedures that have changed the way we live. Deftly alternating between key historical episodes and his own work, Jauhar tells the colorful and little-known story of the doctors who risked their careers and the patients who risked their lives to know and heal our most vital organ. He introduces us to Daniel Hale Williams, the African American doctor who performed the world’s first open heart surgery in Gilded Age Chicago. We meet C. Walton Lillehei, who connected a patient’s circulatory system to a healthy donor’s, paving the way for the heart-lung machine. And we encounter Wilson Greatbatch, who saved millions by inventing the pacemaker—by accident. Jauhar deftly braids these tales of discovery, hubris, and sorrow with moving accounts of his family’s history of heart ailments and the patients he’s treated over many years. He also confronts the limits of medical technology, arguing that future progress will depend more on how we choose to live than on the devices we invent. Affecting, engaging, and beautifully written, Heart: A History takes the full measure of the only organ that can move itself. |
| discussion questions for beowulf: Drawn from the Classics Stephen E. Tabachnick, Esther Bendit Saltzman, 2015-05-13 The graphic novel is the most exciting literary format to emerge in the past thirty years. Among its more inspired uses has been the superlative adaptation of literary classics. Unlike the comic book abridgments aimed at young readers of an earlier era, today's graphic novel adaptations are created for an adult audience, and capture the subtleties of sophisticated written works. This first ever collection of essays focusing on graphic novel adaptations of various literary classics demonstrates how graphic narrative offers new ways of understanding the classics, including the works of Homer, Poe, Flaubert, Conrad and Kafka, among many others. |
| discussion questions for beowulf: Rules for Visiting Jessica Francis Kane, 2019-06-06 'Midway through my fortieth year, I reached a point where the balance of the past and all it contained seemed to outweigh the future, my mind so full of things said and not said, done and undone, I no longer understood how to move forward' May is at a crossroads. Although her career as a gardener for the university is flourishing, the rest of her life has narrowed to a parched routine. Her father is elderly, her brother estranged, and she keeps her neighbours at arm's length. The missing element, she realises, might be friendship. As May sets off on a journey to visit four neglected friends one-by-one, she holds herself (and them) to humorously high standards, while at home she begins to confront the pain of her past and imagine for herself a different kind of future. May's quest becomes an exploration of the power, and perhaps limits, of modern friendship. |
| discussion questions for beowulf: The Seafarer Ida L. Gordon, 1979 |
| discussion questions for beowulf: Beowulf Unlocked Michael D.C. Drout, Yvette Kisor, Leah Smith, Allison Dennett, Natasha Piirainen, 2016-08-03 The most original and ground-breaking work on Beowulf in several decades, this book uses “lexomic” methods that blend computer-assisted statistical analysis with traditional approaches to reveal new and surprising information about the construction and sources of the greatest surviving Old English poem. Techniques of cluster analysis identify patterns of vocabulary distribution that indicate robust similarities and differences among segments of the poem. The correlation of these patterns with knowledge gained from source-study, philological analysis, and neglected previous scholarship sheds new light on the material of which Beowulf was made and the way it was composed. The implications of this investigation for the dating, structure, and cultural context of Beowulf will overturn the current scholarly consensus and significantly improve our understanding of the poem, its nature, and origins. |
| discussion questions for beowulf: Beowulf T. A. Shippey, Andreas Haarder, 1998 Beowulf is the oldest and most complete epic poem in any non-Classical European language. Our only manuscript, written in Old English, dates from close to the year 1000. However, the poem remained effectively unknown even to scholars until the year 1815, when it was first published in Copenhagen. This impressive volume selects over one hundred works of critical commentary from the vast body of scholarship on Beowulf - including English translations from German, Danish, Latin and Spanish - from the poem's first mention in 1705 to the Anglophone scholarship of the early twe. |
| discussion questions for beowulf: Thoth , 1970 |
| discussion questions for beowulf: Mostly Medieval Piotr P. Chruszczewski, Hans Sauer, Magdalena Bator, Andrew Breeze, Dominika Buchowska, Katarzyna Buczek, Radosław Dylewski, Katarzyna Dziubalska-Kołaczyk, Joanna Esquibel, Piotr Gąsiorowski, Adam Jezierski, Magdalena Kizeweter, Aleksandra R. Knapik, Barbara Kowalik, Tomasz P. Krzeszowski, Barbara Lewandowska-Tomaszczyk, Janusz Malak, Rory McTurk, Rafal Molencki, Jerzy Nykiel, Dawid Pietrala, Joanna Rabęda, Aleksander Szwedek, Peter Trudgill, Letizia Vezzosi, Andrzej Wicher, Alicja Witalisz, Anna Wojtyś, 2020-12-24 Vita mortuorum in memoria vivorum — volume 5 of the Beyond Language series is dedicated to the memory of Professor Jacek Fisiak, one of the titans in English historical linguistics in Poland and beyond. For over 40 years, he taught at Adam Mickiewicz University in Poznań, where he established a stronghold of English studies in Europe. His efforts were appreciated with medals, awards, honorific titles, and mentoring positions amongst academic bodies. “The present In Memoriam volume undoubtedly counts among the all-encompassing and much-expected individual and collective acts of commemoration to recognize the authority of Professor Jacek Fisiak—the great scientist, the indefatigable Organizer, Manager and Mentor, relentless of any adversity or difficulty; the person whose countless contributions and merits in the history of Polish humanities – especially in the field of philological sciences and English studies in Poland – cannot be overestimated. […] On the one hand, the articles included in the volume yield a multidimensional testimony of the authors' scientific kinship with Professor Fisiak's broad scientific interests. On the other, they present a whole range of individual philological inquiries, starting from texts whose synthetic theoretical overtones prove the rich experience of their authors, through the articles of a more general nature, to prolegomena stimulating further in-depth scientific analyses. […]” (from the review by prof. Grzegorz Kleparski)_____TABLE OF CONTENTS_____Jacek Fisiak 1936–2019____ MENTOR in Academia: The Master in Title and Reality―by Joanna M. Esquibel____PART II. Old and Middle English Literature | Campbell’s “Art of Parallelism” in Old English Poetry: A Reappraisal―by Rory McTurk | The Question of Beowulf’s Relation to Fairy Tales Revisited―by Andrzej Wicher | Cornish Symptoms in the Old English Orosius―by Andrew Breeze | When a Lexical Borrowing Becomes an Ideological Tool: The Case of Saint Erkenwald―by Letizia Vezzosi | Medieval Multitasking: Hoccleve Translates Christine de Pizan and Imitates Chaucer, For Example his Binomials―by Hans Sauer | Mimetic Desires in Thomas Malory’s Le Morte Darthur―by Barbara Kowalik____PART III. Old and Middle English language and historical linguistics | Selected Elements of Language Change―by Aleksandra R. Knapik | For and Against Anglo-Frisian: The Linguistic Debate on the Matter―by Katarzyna Buczek | On Speech and Discourse Communities in the Viking Age―by Piotr P. Chruszczewski | East Anglia as an Old English and Middle English Dialect Area―by Peter Trudgill | Middle English Voiced Fricatives Revisited―by Piotr Gąsiorowski | From Where Did the Death of the English Inflection Come?―by Janusz Malak | On the Expansion of the Old Norse Root hap- in Middle English―by Rafał Molencki | So that in Clauses of Result and Purpose in Old English and Middle English―by Jerzy Nykie____PART IV. Adapting Earlier English for Modern Times | Adapting Shakespeare and Fletcher’s Drama for Theatre―by Magdalena Kizeweter, Anna Wojtyś | Medieval Modernism and the New Age Magazine: Creating Modernity While Turning to the Past―by Dominika Buchowska____PART V. Modern English, contrastive studies, and translation studies | Variation in the Use of the 3rd Person Singular Marker in American Private Letters from the mid-19th Century―by Radoslaw Dylewski, Magdalena Bator, Joanna Rabęda | The NAD Phonotactic Calculator: An Online Tool to Calculate Cluster Preferability Across Languages―by Katarzyna Dziubalska-Kołaczyk, Dawid Pietrala | Event Construal in Some English Middle and Reflexive Constructions and Their Polish Counterparts―by Barbara Lewandowska-Tomaszczyk | Problems in Studying Loan-Translations―by Alicja Witalisz | When do nouns control sentence stress placement?―by Aleksander Szwedek____PART VI. Notes on Contributors | Index |
| discussion questions for beowulf: Interrogating the 'Germanic' Matthias Friedrich, James M. Harland, 2020-11-23 Any reader of scholarship on the ancient and early medieval world will be familiar with the term 'Germanic', which is frequently used as a linguistic category, ethnonym, or descriptive identifier for a range of forms of cultural and literary material. But is the term meaningful, useful, or legitimate? The term, frequently applied to peoples, languages, and material culture found in non-Roman north-western and central Europe in classical antiquity, and to these phenomena in the western Roman Empire’s successor states, is often treated as a legitimate, all-encompassing name for the culture of these regions. Its usage is sometimes intended to suggest a shared social identity or ethnic affinity among those who produce these phenomena. Yet, despite decades of critical commentary that have highlighted substantial problems, its dominance of scholarship appears not to have been challenged. This edited volume, which offers contributions ranging from literary and linguistic studies to archaeology, and which span from the first to the sixteenth centuries AD, examines why the term remains so pervasive despite its problems, offering a range of alternative interpretative perspectives on the late and post-Roman worlds. |
| discussion questions for beowulf: Heart Berries Terese Marie Mailhot, 2018-02-13 A powerful, poetic memoir of an Indigenous woman's coming of age on the Seabird Island Band in the Pacific Northwest—this New York Times bestseller and Emma Watson Book Club pick is “an illuminating account of grief, abuse and the complex nature of the Native experience . . . at once raw and achingly beautiful (NPR). Having survived a profoundly dysfunctional upbringing only to find herself hospitalized and facing a dual diagnosis of post traumatic stress disorder and bipolar II disorder, Terese Marie Mailhot is given a notebook and begins to write her way out of trauma. The triumphant result is Heart Berries, a memorial for Mailhot's mother, a social worker and activist who had a thing for prisoners; a story of reconciliation with her father―an abusive drunk and a brilliant artist―who was murdered under mysterious circumstances; and an elegy on how difficult it is to love someone while dragging the long shadows of shame. Mailhot trusts the reader to understand that memory isn't exact, but melded to imagination, pain, and what we can bring ourselves to accept. Her unique and at times unsettling voice graphically illustrates her mental state. As she writes, she discovers her own true voice, seizes control of her story, and, in so doing, reestablishes her connection to her family, to her people, and to her place in the world. |
| discussion questions for beowulf: The Indeterminacy of Beowulf Johann Köberl, 2002 Frustrated that after 200 years, scholars still disagreed over several crucial aspects of the Anglo-Saxon poem, Koberl undertook his own translation into plain English. It was then that he understood the full scale of ambiguity that riddles the text, and the impossibility of translating without interpreting. Many of the ambiguities he discusses have been examined by others, but he puts them into the context of the overall ambivalence of the poem as a whole. Quotations are in both the original and modern English. Annotation copyrighted by Book News, Inc., Portland, OR. |
| discussion questions for beowulf: Language, Sign, and Gender in Beowulf Gillian R. Overing, 1990 This is not a book about what Beowulf means but how it means and how the reader participates in the process of meaning construction; to this end, it is a bringing together of contemporary critical theory and Old English poetry. Overing's primary aim is to address the poem on its own terms, to trace and develop an interpretive strategy consonant with the terms of its difference from all other poems. Beowulf's arcane structure describes cyclical repetitions and patterned intersections of themes that baffle a linear perspective; the structure suggests instead the irresolution and dynamism of deconstructionist freeplay of textual elements. |
| discussion questions for beowulf: Beowulf's Popular Afterlife in Literature, Comic Books, and Film Kathleen Forni, 2018-08-06 Beowulf's presence on the popular cultural radar has increased in the past two decades, coincident with cultural crisis and change. Why? By way of a fusion of cultural studies, adaptation theory, and monster theory, Beowulf's Popular Afterlife examines a wide range of Anglo-American retellings and appropriations found in literary texts, comic books, and film. The most remarkable feature of popular adaptations of the poem is that its monsters, frequently victims of organized militarism, male aggression, or social injustice, are provided with strong motives for their retaliatory brutality. Popular adaptations invert the heroic ideology of the poem, and monsters are not only created by powerful men but are projections of their own pathological behavior. At the same time there is no question that the monsters created by human malfeasance must be eradicated. |
| discussion questions for beowulf: Wham! Teaching with Graphic Novels Across the Curriculum William G. Brozo, Gary Moorman, Carla Meyer, 2014 Graphic novels are an excellent medium to motivate today’s youth to become independent learners and thinkers. This practical guide shows secondary school teachers how to incorporate graphic novels into content area instruction as a tool for meeting the needs of diverse learners and achieving the goals of the Common Core State Standards. The authors provide instructional guidelines with classroom examples that demonstrate how graphic novels can be used to expand content knowledge and literacy in science, social studies, math, and English/language arts. Teachers will appreciate the book’s specific suggestions for selecting graphic novels and for employing responsive practices that will build students’ reading, writing, speaking, listening, and media competencies. “The range and complexity of graphic novels being published right now is simply amazing to me. . . . They are part of what should be a balanced array of texts that all can read, enjoy, and learn from. In this volume, the authors point to this proliferation, as well as the educative potential of graphic novels. After reading its pages, I feel others will agree with me that they have done an excellent job pointing out how graphic novel creators such as Jim Ottaviani and Larry Gonick communicate much about history, science, and mathematics while also making connections to comprehension and thinking skills that accompany both literacy and content-specific learning.” —From the Foreword by Stergios Botzakis, assistant professor of adolescent literacy in the Theory and Practice in Teacher Education Department at The University of Tennessee, Knoxville “The authors have set forth on a task I feel long is overdu—connecting the literacy potential of graphic novels to the content areas. This book is a wonderful contribution to the field of content area literacy studies.” —Michael D. Boatright, assistant professor, Department of English, Western Carolina University Book Features: Advice for selecting and evaluating graphic novels. Teaching strategies for each of the four major content domains. Guidance for aligning instruction with the Common Core State Standards. A list of educational graphic novels organized by content area. Study group questions.And more! William G. Brozo is a professor of literacy in the Graduate School of Education at George Mason University in Fairfax, Virginia, and author of RTI and the Adolescent Reader. Gary Moorman is professor emeritus at Appalachian State University in Boone, North Carolina. Carla K. Meyer is an assistant professor in the Reading Education and Special Education Department at Appalachian State University. |
| discussion questions for beowulf: Lessons in Disability Jacob Stratman, 2015-11-30 Disability is a growing reality. According to the United States Census Bureau, approximately 57 million people--19 percent of the population--had a disability in 2010, more than half being reported as severe. Interest in disability studies is also growing, in literature, film, art, politics and religion. Exploring the intersection between disability and young adult literature, this collection of new essays fills a gap in scholarship between teachers and YAL scholars. The contributors offer textual analysis, best practices and numerous examples that enable teachers to expose students to dynamic characters who both reflect and contrast with the reader's reality. |
When should I use "a discussion of" vs. "a discussion on" vs. "a ...
A discussion of a topic — this brings to mind a true discussion, going into all sorts of details of the topic (and only the topic). A discussion on a topic — here I picture the discussion to be …
Conversation Questions for the ESL/EFL Classroom (I-TESL-J)
Conversation Questions for the ESL/EFL Classroom A Project of The Internet TESL Journal If this is your first time here, then read the Teacher's Guide to Using These Pages If you can think of …
ESL Conversation Questions - What if...? (I-TESL-J)
Conversation Questions What if...? A Part of Conversation Questions for the ESL Classroom. If you had only 24 hours to live, what would you do? If a classmate asked you for the answer to a …
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Personal conversation questions for speaking practice of country names and nationality adjectives, including discussing favourites and experiences.
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A list of questions you can use to generate conversations in the ESL/EFL classroom.
UsingEnglish.com ESL Forum
Oct 29, 2024 · Free English language forums and chat for EFL / ESL students and teachers with discussions covering issues such as grammar, exams, qualifications, academic/business …
"Centered on" or "centered around" - English Language & Usage …
Here is Merriam-Webster's original wording: Usage Discussion of center The intransitive verb center is most commonly used with the prepositions in, on, at, and around. At appears to be …
ESL Conversation Questions - Future (I-TESL-J)
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ESL Conversation Questions - Weather (I-TESL-J)
Conversation Questions Weather A Part of Conversation Questions for the ESL Classroom. What's your favorite season and why? Are there any special traditions associated with different …
When should I use "a discussion of" vs. "a discussion on" vs. "a ...
A discussion of a topic — this brings to mind a true discussion, going into all sorts of details of the topic (and only the topic). A discussion on a topic — here I picture the discussion to be …
Conversation Questions for the ESL/EFL Classroom (I-TESL-J)
Conversation Questions for the ESL/EFL Classroom A Project of The Internet TESL Journal If this is your first time here, then read the Teacher's Guide to Using These Pages If you can think of …
ESL Conversation Questions - What if...? (I-TESL-J)
Conversation Questions What if...? A Part of Conversation Questions for the ESL Classroom. If you had only 24 hours to live, what would you do? If a classmate asked you for the answer to …
ESL Conversation Questions - Food & Eating (I-TESL-J)
Conversation Questions Food & Eating A Part of Conversation Questions for the ESL Classroom. Restaurants Fruits and Vegetables Vegetarian Diets Tipping About how many different color …
Country and Nationality Words- Discussion Questions
Personal conversation questions for speaking practice of country names and nationality adjectives, including discussing favourites and experiences.
ESL Conversation Questions - Meeting People (I-TESL-J)
A list of questions you can use to generate conversations in the ESL/EFL classroom.
UsingEnglish.com ESL Forum
Oct 29, 2024 · Free English language forums and chat for EFL / ESL students and teachers with discussions covering issues such as grammar, exams, qualifications, academic/business …
"Centered on" or "centered around" - English Language & Usage …
Here is Merriam-Webster's original wording: Usage Discussion of center The intransitive verb center is most commonly used with the prepositions in, on, at, and around. At appears to be …
ESL Conversation Questions - Future (I-TESL-J)
Conversation Questions Future A Part of Conversation Questions for the ESL Classroom. Related: Plans, Goals, Dreams What does the future hold? What will the future be like? Who …
ESL Conversation Questions - Weather (I-TESL-J)
Conversation Questions Weather A Part of Conversation Questions for the ESL Classroom. What's your favorite season and why? Are there any special traditions associated with …
