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Crime in Old English Literature, 2004.
An argument that the predominant crime in Old English literature is that of anti-heroism through an analysis of the poem "The Battle of Maldon".
1,991 words (approx. 8.0 pages), 4 sources, MLA, £ 32.95
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Abstract
The paper outlines the role of the two Godrics' (the good and the bad) in the Old English poem "The Battle of Maldon" and analyses the beatification of Byhrtnoth. It sticks closely to the poem's use of language as a means of deciding that the main crime of Old English literature is anti-heroism. It expands from here, to surmise that this was the prevalent crime because of the payment of Danegeld and the reign of Aethelred.
From the Paper
"Against a consideration of Byrhtnoth, then, I would like to consider the true perpetrators of the crime of anti-heroism in Maldon: Odda's sons, who flee after their lord's death, thus revoking the heroic ideal. I would like to consider first the role of the two Godrics' in the poem. Any reception of either, it must be noted, is moderated by the moral worth that Byrhtnoth instils in the poem. To put it simply, 'bad' Godric is ignoble, fleeing on his master's horse, and 'good' Godric is virtuous, fighting till the death to avenge his lord. The fact that their names are identical forces one to assume that they are meant as comparative entities in the poem; more than this, there exists an alarming parity in the presentation of each Godric."
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Usage of Animals in Old English Writing, 2000.
A look at the use and treatment of animals in old English Literature.
2,025 words (approx. 8.1 pages), 8 sources, £ 33.95
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Abstract
A discussion of the parallel between the strength of the Christian influence and the treatment of animals in Old English literature, including examples from Chaucer's "Canterbury Tales" and Marie de France's "Lanval and Fables".
From the Paper
"Though the selection of Old English material that has been covered in this course is but a small sample of what is available, the works we have covered are some of the most famous and influential from history, and one can make inferences about all Old English works from this sample. Therefore, judging by these works, taken from the Seventh Edition of the Norton Anthology of English Literature, Volume One, it appears that the more Christianized a work of Old English literature it is, the less reverence or respect is given to animals, when animals are mentioned at all. In fact, the works can be divided into three categories, each of which treats animals in a different manner. The first category is the oldest of this literature, the truly Germanic tales where the Christian God is rarely mentioned and may have actually been added in by the translator. Unfortunately we have only one representative of this group, Beowulf. The second category is made up of works that were not written for a distinctly religious purpose but certainly have Christian undertones. These include Marie de France's Lanval and Fables, Sir Gawain and the Green Knight, and Chaucer's The Canterbury Tales. The third category consists of works that were written specifically for religious purposes or by religious people, such as monks or priests. Those referred to here are An Ecclesiastical History of the English People by the Venerable Bede, The Dream of the Rood, and The Anglo-Saxon Chronicle."
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Women in Old English Literature, 2006.
This paper compares the representation of woman during the period of old English literature as depicted in "Beowulf" (anonymous) and in Geoffrey Chaucer's "Canterbury Tales".
1,100 words (approx. 4.4 pages), 3 sources, MLA, £ 19.95
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Abstract
This paper explains that, in "Beowulf", the epic verse of heroism and honor, the major and the majority of the minor characters are male with the women even Grendel's Mother, the monster's mother, appearing to be of little consequence; however, in Geoffrey Chaucer's stories, "The Wife of Bath" and "The Miller's Tale", female characters are central to the stories. The author points out that the Wife of Bath is the narrator of the tale and includes her own mini-autobiography before beginning her tale of the knight; the female character in "The Miller's Tale" is the central point of action, the reason the story moves forward. The paper relates that the women in "Beowulf" are portrayed as being either evil or good; whereas, in Chaucer's tales, the women move from being revered, as in "The Wife of Bath" to being instrumental in creating fools of men by using sexual powers.
From the Paper
"Chaucer begins the "Miller's Tale" by describing the social circumstances surrounding the group. The Miller is drunk and some feel it would be best if he simply passed up his chance to speak and let someone else entertain, however the Miller insists and apologizes in advance for anything that he might say. This tale does not paint the female character as one of wisdom and loyalty as in the Wife's tale, but rather as a lusty young maiden, who much resembles the Wife herself. The Miller explains that his tale is about a carpenter, his young wife, a student and a clerk. The student boarded with the carpenter and his wife, and one day while the carpenter was away, the student came forth with his intentions to the wife, who readily accepted."
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Intricacy in "Beowulf", 2004.
A discussion on how the Old English epic "Beowulf" dramatises subtle behaviour in a complex social world.
2,437 words (approx. 9.7 pages), 4 sources, MLA, £ 38.95
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Abstract
This paper argues that the Beowulf poet develops an intricacy in his poem that is unusual to Old English literature. It considers the nature of evil in the poem and also the notion of transience commonplace to Old English poetry. It looks at how "Beowulf" is unusual in that it predates - by about a millennium - present conceptions of evil and how a modern reader might draw parallels between Grendel and Osama Bin Laden, for example. It examines how the poem is fashioned by its propensity for dwelling on the continuum that exists between good and evil, and subsequently by its use of dualistic modes of interpretation: the finite as against the infinite, the human in opposition to the non-human. It also contends that Beowulf presents a mode of dualism that is ever present in human thinking and that the poem dramatises subtle behaviour in its subversion of this dualism.
From the Paper
"That Beowulf is so fundamental to - and in fact determines - what is a particularly momentous conundrum impresses upon the reader the total importance of his character in the poem. His death is not the end of a poem, but the potential demise of a nation. It is poignant, and cyclical, that, as Swanton puts it: 'Just as no man knew what became of Scyld Scefing, neither did they know - nor do we know - what became of Beowulf's Geats; they both just drift out of history' . It is fitting that Scyld's funeral should overshadow, or contain, Beowulf's; it is Scyld's infinite death that moderates Beowulf's finite life. It is perhaps, then, the death of Beowulf that breaks the cyclical hold of Scyld in the poem."
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English Teaching Methodolodgy - ESL (English Second Language), 2002.
This paper explores some of the fundemental principles of teaching English as a second language.
830 words (approx. 3.3 pages), 2 sources, MLA, £ 15.95
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Abstract
This paper serves as a guide for teaching students English as a second language. It is divided into three parts. The first part deals with the first three weeks of educating a group that has never before learned English. The paper explains the characteristics of the material intended to be taught. It also clarifies what one should do if the students made mistakes and deals with ways of encouraging students to talk. The second part of the paper explores the required environment for second language acquisition and the thirds part discusses factors that are beneficial for second language learning efforts.
From the Paper
"First impressions are important in establishing a good relationship between teachers and students. Foreign students often come to the classroom with many fears. (Cary, 2000) Therefore, it is very important that the teacher establish a friendly, enthusiastic atmosphere free of any negative vibes. (Samway, 1999) Even though the students are afraid, this can be eased by a friendly smile and pleasant small talk. This is especially important before giving any sort of assessment test, which should be given during the first class of the term as part of class orientation."
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"Beowulf", 2005.
This paper discusses the embedded narratives in "Beowulf", the "lone survivor" of a genre known as Old English long epics written anonymously sometime before the tenth century A.D..
1,210 words (approx. 4.8 pages), 1 source, MLA, £ 21.95
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Abstract
This paper explains that, despite its age, the poem "Beowulf " utilizes a complex method of storytelling called embedded narratives, which is essentially a story within a story; not only does this Old English epic have many embedded narratives within but also the narratives possess strong coherency with the current story at hand. The author analyzes five of these embedded narratives; the last one, found in the third epic of "Beowulf" is a story partly told to give the reader a brief history on the dragon that Beowulf must defeat and the treasure-horde it protects. The paper concludes embedded narratives throughout the epic poem of Beowulf seem to serve multiple purposes: A vehicle for foreshadowing, clarity in regards to character identification, comparing and contrasting and understanding, depiction and overall detail of the Anglo-Saxon period.
From the Paper
"The first embedded narrative in Beowulf, begins immediately after Grendal's death. Following the demise of the fiend was a celebration to honor the heroic feats of Beowulf, the protagonist of the adventure. At one point during the festivities, King Hrothgar's thane, a story teller, shares the story of Sigemund. The narrator indicates that Sigemund had received a "treasure-hoard" after defeating a dragon by piercing a sword through its scales. In addition to the treasure, Sigemund gained publicity and his "name was known everywhere" (51). This embedded narrative is significant since serves to foreshadow the victory of Beowulf against a dragon in the concluding portion of the poem. As any reader who has finished the epic poem may know, Beowulf is victorious in slaying a dragon in the Geatish-territory."
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"The Wanderer", 2005.
This paper discusses "The Wanderer" (anonymous), which survives today in the Exeter Book in folios 76r-78 and represents the elegiac mood typical of Old English poetry.
1,200 words (approx. 4.8 pages), 5 sources, MLA, £ 21.95
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Abstract
This paper explains that the structure of "The Wanderer" (anonymous) is divided into two halves, the first describing the personal experiences of the lonely wanderer and the second evaluating earthly powers and treasures in comparison to heavenly security and wisdom. The author points out that symbolism presented in this poem all contributes greatly in supporting its central idea of achievement of wisdom and its various themes of exile, loneliness and religion. The paper states that this poem depends heavily on allegories and symbolism using Biblical images to put forth its ideas thus making the poem slightly difficult to understand on both the literal and figurative levels. Quotations are in Old English.
From the Paper
"The second half of the poem stresses the process of the achievement of wisdom through the wanderer's reflection and meditation. Initially the wanderer is a solitary exile, well aware of the hardships he has to face and has already faced. He prays to God in despair for mercy, and during the prayers he realizes that a man indulging in self-pity was not worthy of God's grace, and he recalls that suffering is a virtue. The concept of the Day of Judgment and resurrection is highlighted and the ending narration endorses the eternal existence of God and the earth as a passage through which everyone has to pass."
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Loss and Suffering in Anglo-Saxon Poems, 2004.
A comparative analysis of the Old English poems, "The Wife's Lament" and "The Wanderer" .
2,428 words (approx. 9.7 pages), 0 sources, £ 38.95
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Abstract
This paper examines how issues of loss and grief predominate in much of early English literature and how the lament and the elegy, poems which express deep grief or mourning, are frequent in Old English poetry. It looks at how these poems provide today's reader with insight and a unique perception on the thoughts of sorrow and loss and how Anglo-Saxon culture perceived and dealt with death and exile. It explores how this issue of loss lies at the center of two poems in particular, "The Wife's Lament" and "The Wanderer".
From the Paper
"The Wife's Lament is an excellent example of experienced loss. In this text, a woman lives in exile from her kin. Although there are several interpretations of the specifics of the woman's grief, the one certain fact is the description she gives for her grief. This grief can be broken down into three key subjects. The first subject that must be considered is the actual words she uses. Although the text is a translation by Alfred David, it can be considered reasonably accurate in most word usage. The specific words used can tell us a great deal about not only this particular case, but of suffering in general. In addition the metaphors and symbolism that can be seen in the text provide us with a great deal of information regarding the medieval mindset."
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Beowulf, 1997.
Examines Old English poem's origins, heroism, characters, warrior values, focusing on issues of youth & old age.
1,575 words (approx. 6.3 pages), 5 sources, £ 28.95
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From the Paper
"The Old English poem Beowulf offers a number of contrasts in telling the story of the hero Beowulf and his fight to save a community not his own from the monster Grendel. One of the contrasts is between youth and old age, and this contrast is not presented in a very explicit fashion but is inherent in the role of the young man, Beowulf, who is expected to achieve a certain heroic stature before he becomes older, like the leader of the Danes, a man much older now but one who would have been more like the youthful and vigorous Beowulf when he was in his prime. Now, he needs the help of the younger man to protect his kingdom and so to maintain his household. Through his actions, Beowulf is able to create his own legend and secure his own riches and his own kingdom, and later in the poem he is placed in much the same position as Hrothgar early in the poem except that he is still..."
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Matthew Arnold: Late Victorian English Poet and Critic, 2002.
This paper discuses Matthew Arnold's critical analysis of English culture and the English nation during late the Victorian period.
1,205 words (approx. 4.8 pages), 4 sources, MLA, £ 21.95
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Abstract
The author states the late Victorian period in England was a unique time in that country's literary history. Both literature and the political culture supported one another by different notions of England's future. Matthew Arnold addressed directly issues of the purpose of English culture and the English nation.
From the Paper
"Matthew Arnold was a conservative writer in the sense that he was not egalitarian. He feared an intrusion of "vulgarity" into the culture and of "Philistine populism." (Wilson xvii; xvii) But his ideas were more complex than that. Arnold did believe that the essential thrust of English development should not be so much to expand its physical boundaries, but to create a culture of, as he termed it, "Sweetness and Light." "
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The Future of English and Mother Tongue, 2001.
This essay deals with shifts of languages other than English and the globalization of English.
1,900 words (approx. 7.6 pages), 6 sources, APA, £ 31.95
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Abstract
A personal opinion paper which addresses the following questions - Does globalization of English form a serious threat? Do languages other than English face a slow death? This essays argues the eminent future of English and mother tongue.
From the Paper
"It appears that English is to become the main language in Europe, and perhaps the world. This topic has been discussed extensively and widely and there has been massive scientific research in recent years. I came upon the article 'The Great English Divide' merely by chance, and the discussion caught my particular interest, as I am a Dutch-speaking Belgian, living in multi-lingual South Africa and currently studying towards a degree in English. I surfed the Internet, and found hundreds of articles discussing this same subject. The articles of my choice are only a few examples. Professor David Crystal has nominated a book to the subject 'English as a global language' , where he researched these three questions: What makes a world language? Why is English the leading candidate? Will it continue to hold that position? David Crystal has written a number of books on the topic itself. My main interest is how this globalisation of the English Language will influence English as a language. Is the idea of globalisation of English not just a triumphalist notion? Will the increase of the use of English in non-English speaking countries change English vocabulary and grammar? Will the use of 'Fusion English' increase? Paradoxically, could it mean that the population of Europe will become monolingual and could therefore mother languages become extinct?"
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Who and Which in Bulgarian and English, 2006.
Examines problems of number and gender transfer when translating "who" and "which" from Bulgarian into English.
4,983 words (approx. 19.9 pages), 8 sources, MLA, £ 65.95
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Abstract
There are a number of problems that a translator might come upon when translating wh- words from Bulgarian into English. This paper looks at "who" and "which" in particular. Why is there a problem? In English, "who" and "which" do not take grammatical markers for gender and number, while in Bulgarian they do . In English and Bulgarian, gender is grammaticalized differently. This particularity is sometimes considered a problem for certain translations from Bulgarian, and more specifically, when gender seems of importance to the Bulgarian text. This paper deals with the notions of grammatical and semantic gender only because the former exists in Bulgarian and the latter is used in English. This paper begins with some preliminary remarks, exposing the differences between Bulgarian and English when it comes to number and gender markings. Some translation examples are discussed in more detail in the section entitled "Examples". It must be pointed out that the paper investigates only one side of the problem, where Bulgarian is the source language and English is the target language. Back translation is not discussed here. The main focus is on how gender itself is produced and translated. Following paragraphs clarify what gender is in both languages and what problems translators might encounter if they choose to transfer a gendered reference from Bulgarian into English.
Table of Contents:
Introduction
Preliminary Remarks on Gender and Number in English and Bulgarian
Who and Which in English
Who and Which in Bulgarian
Examples
Conclusions
Bibliography
From the Paper
"In the extra-linguistic world, gender is a physiological phenomenon connected with the structure of some living beings. There are objects with no sex (inanimate) and others with sex (animate). The category of sex has two exponents (male and female). These facts can be reflected in language since gender markings in a given language are, on the first place, categories established through our contact with the natural differences between the sexes and between what we have called "the animate" and "the inanimate". Thus, the linguistic exponent of sex has the following grammatical and/or lexical correspondences in English:
1 M / he male (animate) boy, father, John, etc.
2 F / she female (animate) girl, mother, Mary, etc.
3 N / it O gender (inanimate/undetermined) cat, stone, table, baby (if sex unknown)"
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English Language Learners (ELLs), 2007.
This paper discusses writing strategies for English language learners (ELLs).
2,600 words (approx. 10.4 pages), 18 sources, APA, £ 40.95
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Abstract
This paper explains that the problem of English language learners (ELLs) learning to write English may be in the failure of the current educational system to distinguish between the differences in the oral and written traditions of the English language. The author points out that ELL students may acquire verbal English skills fairly quickly, which is often mistaken for complete English proficiency; however, research demonstrates that the conventions of written English are far different than spoken English and that ELL students develop written English skills at a rate far slower than the rate at which they develop spoken English skills. The paper relates that ELL students must have a clear understanding of the methodology behind the writing process in order for them to comprehend the general writing traditions of the English language.
Table of Contents:
Discussion
Time Expectations for Adaptation
Conversational English versus Written and Academic English
Failure to Distinguish Oral and Academic Communication in Teaching
Strategies for Teachers
Prewriting
Revising and the "Writer's Workshop"
Journal Writing
Reformulation
Benefits of Encouraging Primary Language Development
Conclusion
From the Paper
"The wide variance in writing conventions amongst different languages often forces ELL students to 'unlearn' the conventions of their first language. For example, if a student's first language is a mainly a symbolic, or logographic language, a student may have difficulty learning to form letters that in turn form a word. However, this aspect of language acquisition should not always be considered a hinderance in learning written English. It can also have positive benefits. If a student is already writing in their first language, it is likely that those skills can be utilized to advantage of teaching written English."
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Teaching the English Language, 2008.
This paper discusses task based instruction in English language learning for English second language (ESL) students and presents a teaching module combining English language learning and social issues.
1,635 words (approx. 6.5 pages), 8 sources, APA, £ 27.95
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Abstract
This paper explains that a task based curriculum provides students with the opportunity to apply immediately their learning to tasks on a consistent basis. The author points out that task based instruction provides students with a true learning experience in which they are capable of demonstrating learning through actual experience. The paper indicates that, as students perform tasks they are capable of building on the knowledge and skills that they have already acquired and realizing their abilities related to the unit of instruction. The author includes a module that focuses on the combination of English language learning and social issues, which are relevant to the student's learning and growth and will lead to positive outcomes in education.
Table of Contents:
Introduction
English Language Learning and Social Issues Module
Part One
Part Two
Part Three
Part Four
Part Five
Literature
Conclusion
From the Paper
"The module will focus on the theme of social issues and the target learning stage is intermediate, at grades 9-12. At this stage of learning and development high school students are consistently focusing on social issues that impact their everyday lives. Allowing these students to focus on these issues, as well as using English as a means to that expression will motivate the students toward successful completion of the unit. Additionally, tasks that are defined for the students that will allow them to realize their goals in the unit will support the learning and ensure retention of the skills and knowledge that have been acquired."
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