Question for December 9: Rasselas, 2717-20 and 2730-46

The story of Rasselas represents Samuel Johnson's attempt to explain a vital component in human nature--mankind's continual, often frustrating, search for personal happiness.  As we complete a semester of English 205, let's take the opportunity to recognize that we have been studying not only British history and literature, but also the written record of a number of thoughtful, intelligent English men and women through the ages who have tried to understand and explain what it means to be human.  While you are reviewing for the final exam, think back on what we have read.  Did you read anything this semester which made you think, "Yes, that's what people are like!" or "I know someone like that"?  Nominate your favorite piece of early British lit and explain why you like it.  Thank you for your comments!  I have enjoyed reading them and incorporating them into the course.

Question for December 7: Rasselas, Pages 2698-2717

Chapters 16-22 follow Rasselas as he observes people in various places and stations.  The pattern in each chapter is the same:  Rasselas thinks that he has at last found someone who has made "the choice of life," a way of living that leads to perfect happiness, but by the end of each chapter he is disappointed.  Choose any one of these chapters for your comment.  What sort of lifestyle has been chosen that seems to lead to happiness?  Why has happiness not been attained?  Can you find any modern parallels to the events of your chosen chapter.  (For this comment, since people may choose different chapters, it is not necessary to respond to previous posts.)

Question for December 5: Rasselas, pp. 2680-98

For Monday, let's focus on the first five chapters of Samuel Johnson's romance, Rasselas, on pages 2680-87.  In the first two chapters, the Happy Valley is described as a man-made paradise.  Rasselas, a prince of Abyssinia, has everything anyone could desire.  Or does he?  Why do you think Rasselas wants to leave the Happy Valley?

Question for December 2: The Beggar's Opera, pp. 2634-2656

Today, it's your turn to pick the topic.  Comment upon your reaction to "The Beggar's Opera."  Some possible issues:  Do Peachum and Lockit seem any more immoral than people in other professions than  theirs?  How are the two central female characters, Polly Peachum and Lucy Lockit, alike and/or different?  Do they have individuality, or are they merely "types"?  What is the effect of the surprise ending of the play?  Comment upon these or any other issue in the play, using a quotation from the text as a springboard for your remarks.  Also, read the comment before yours, and respond to it briefly.

Question for November 30: The Beggar's Opera, Acts 1 & 2 (to scene 8)

The Beggar’s Opera has for its heroes and heroines highwaymen, thieves, prostitutes, fences and police informants.  John Gay wrote it as a satire on upper class morals.  He said of his play, “It is difficult to determine whether the fine Gentlemen imitate the Gentlemen of the Road or the Gentlemen of the Road the fine Gentlemen.”  Comment upon the ways that these unsavory characters from London low life reflect the lives of the upper classes, particularly lawyers, ministers, refined lords and ladies, and statesmen.  Do Gay’s comparisons seem realistic to you?

Question for November 28: Pope and Irwin (pages 2598-2607)

Alexander Pope believed that each person has a "ruling passion . . . , a single irresistible desire" (Norton 2597).  In his "Epistle 2. To a Lady," he argues that although men may have many different ruling passions, only two are found in women:  "The love of pleasure, and the love of sway [or power]" (line 210).  Anne Ingram, Viscountess Irwin wrote "An Epistle to Mr. Pope" in response to Pope's poem.  In it, she argues that both men and women desire power, but women have been limited by society's customs, particularly as regards education.  Which view of women seems more realistic to you, Pope's or Irwin's?  Find lines in either poem which support or illustrate your view.

(Note:  You will find the second paragraph on page 2597 helpful in understanding Pope's poem.  Lines 1-198 are "a portrait gallery of ladies that illustrates their inconsistency and volatility."  This is the most difficult part of the poem, and you do not have to understand all of it.  Lines 199-248 are on the subject of ruling passions.  Finally, lines 249-92 describe Pope's ideal of womankind.)

Question for November 21: Swift and Montagu

After reading Jonathan Swift's poem, "The Lady's Dressing Room" (pages 2590-93), and Lady Mary Wortley Montagu's response in "The Reasons That Induced Dr. Swift to Write a Poem Called the Lady's Dressing Room" (pages 2593-95), consider the following questions:  What seem to be Swift's purpose and main idea in his poem?  How about Lady Montagu's purpose and main idea in her poem?  How does Montagu imitate the form and content of Swift's poem?  Which poem do you prefer, and why?

Question for November 18: A Modest Proposal (pp. 2462-68)

In "A Modest Proposal," Jonathan Swift assumes a persona (false personal voice as a writer) and suggests an outrageous course of action.  In most of the essay, he does not mean what he says.  The proposal is morally abhorrant to the real Swift.  Why do you think he writes his "Modest Proposal" rather than saying directly what he believes?  What are the advantages (and/or disadvantages) of saying the opposite of what he thinks?  Find evidence in the essay that Swift does not want us to take him seriously.

Question for November 16: The Way of the World, Act 5

As we finish the play tomorrow, let's think about and comment upon the following:  Is anyone hurt by the plots of the various characters, and if so, do they deserve to be?

Question for November 14: Acts 3-4, The Way of the World

No one in our class commented on the question for Friday, but if you go to the blog at http://en205007f11.blogspot.com/, you will see a lively discussion on Friday, and a persuasive argument that Mirabell is not a hero, certainly not in the usual sense.  What do you think?  Let's enlarge the question.  How does Mirabell compare to Fainall, for instance?  Are the two moral equals?  If so, why?  If not, why not?

Question for November 11: The Way of the World, Acts 1 and 2

The hero of "The Way of the World" is Mirabell.  He is a character whose "heroism" made perfect sense to 18th century audiences, but modern audiences tend to have trouble, at first, viewing him as the hero of the story.  Examine the character of Mirabell as he is presented in Acts 1 and 2 (pp. 2228-48).  The last three paragraphs of the introduction, pages 2227-28, will be helpful in explaining the characters and their relationships.  What relationships with women has Mirabell had in the past?  Whom does he want to marry?  What admirable (or disturbing) actions has he done in the past?  Discuss Mirabell actions and passions and decide whether or not you find him heroic thus far.

Question for November 7: Paradise Lost, Book 9

Consider either Satan, Adam and Eve.  How does this character rationalize his or her behavior in Book 9?

Question for November 4: Paradise Lost, Book 4

Look at the opening pages of Book 4 of Paradise Lost, pages 1887-90.  Here Satan lands on earth and the beautiful sight makes him doubt his previous actions and consider repenting them. Trace Satan's line of thought in these pages.  What are some of the reasons that he wants to repent?  Why do you think he decides, by page 1890, that he will never repent?

Question for November 2: Paradise Lost, Book 1

In John Milton's Paradise Lost, readers are introduced to Satan in the form of a fully developed character, with human (and superhuman) qualities.  Book 1 of the poem is set in Hell, immediately after God has thrown Satan and his followers out of Heaven.  Look at the major speeches made by Satan in this book.  You'll find them in lines 84-124, 157-91, 242-70, and 622-62.  (The poem begins on page 1831.)  Set aside, for the moment, any preconceptions you might have about someone named "Satan," and try to describe this character based on what he says in the above speeches.  Especially, notice whether or not Milton's Satan has any qualities a modern audience might consider admirable.

Question for October 31: "To His Coy Mistress"

Andrew Marvell's "To His Coy Mistress (pages 1703-04) can be divided into three parts, beginning on lines 1, 21, and 33.  In your own words, summarize these three sections in a sentence each.  Then discuss and explain the meaning of one of the poem's many figures of speech or literary devices (metaphysical conceit, metaphor, simile, personification, connotation, irony, etc.).

Question for October 26: Corinna

Like Donne's "The Flea," Herrick's poem, "Corinna's Going A-Maying" is a famous carpe diem poem. 
1.  What are the major differences between Donne's poem and Herrick's? 
2.  What does the speaker in Herrick's poem seem to be urging Corinna to do, and why?
3.  Do you think Herrick is being playful, or does he have a more serious message in his poem? 
4.  How does Herrick differ in his use of religious terminology?  (You need not answer all of these questions.  Choose one that appeals to you and builds upon the comments of your classmates.)

Question for October 24: "The Canonization"

For Monday, let's continue our practice at analyzing poems by tackling a rather complicated example, "The Canonization," by John Donne.  We can start by recognizing that the poem is a little dramatic monologue, with the speaker of the poem addressing an imaginary listener.  Let's let the the first commenter analyze the first stanza.  The second person to make a comment can agree or disagree with something the first student said, then comment on stanza two.  We can continue this for three more people, the third person explaining the third stanza, the fourth explaining the fourth, and the fifth the fifth.  Subsequent students can choose any stanza and add to the remarks already made.  Remember that you can define words, locate the main subjects and verbs so as to understand what is being said, and try your hand at explaining the metaphysical conceits.

Question for October 21: Lyrics of John Donne

In class tomorrow, we will practice annotating poems.  Get us started by choosing one stanza from "The Flea," explaining any annotations you would make, and analyzing the meaning of that part of the poem.

Question for October 19: King Lear, Act 5

"As flies to wanton boys are we to the gods; / They kill us for their sport."  4.2.37-38.  Gloucester speaks these words after he is blinded, cast out, and betrayed by his son.  By the end of the play, both good and bad characters have died.  In the world of the play, is the universe indifferent to matters of good and evil?  Is there just punishment for evil?  Is virtue rewarded?  What do you think, based upon your reading of King Lear?

Question for October 17: King Lear, Act 4

"O, matter and impertinency mixed!  Reason in madness!" says Edgar in 4.6.171-72, in response to a speech Lear makes after he has indured the storm of the previous night.  In his torment, Lear has gone mad (in the sense of insane, not angry).  The play is filled with characters who are foolish, or mentally deranged--or who pretend to be.  The Fool is "foolish," but speaks with wisdom.  Edgar pretends to be insane to escape the insanity of a world which has put a price on his head, although he has done no wrong.  What about Lear?  Why has he gone mad?  Are there any benefits to being "mad"?  What does Lear lose by being mad?  What does he gain?  Comment upon Lear and his madness, as seen in Act 4.

Question for October 14: King Lear, Act III

It could be argued that Lear's command, "Saddle my horses," near the end of Act I summarizes Lear's discoveries in Act I.  By the end of the first act, Lear has an inkling that he has made a big mistake by trusting in the love of Goneril and rejecting Cordelia.  He must ride away from the daughter he earlier believed would take care of him.  In the same way, the commands of Regan and Cornwall to "Shut the doors," and lock Lear out, at the end of Act II, summarize what happens in that act.  Lear is shut out not only from the warmth of Regan's castle, but also from the possibility of any warmth in the hearts of his two oldest daughters.  What lines do you nominate from Act III that serve a similar summarizing function?  Explain your answer.

Question for October 12: King Lear, Act II

For Wednesday's blog, let's consider the subplot of the play, Gloucester and his relationship with his two sons, Edgar and Edmund.  How does Gloucester resemble Lear?  How do the sons' motivations parallel those of Cordelia, Goneril and Regan?

Question for October 10: King Lear, Act 1

In Act I, Lear and his favorite daughter have a terrible quarrel.  What does Lear want and why doesn't Cordelia give it to him?

Question for October 3: Doctor Faustus (pp. 1041-55)

Throughout the play, Doctor Faustus has chances to repent and renounce Lucifer.  Why doesn't he repent?

Question for September 30: Doctor Faustus (pp. 1022-41)

In Christopher Marlowe's play, "The Tragical History of Doctor Faustus," the title character sells his soul to Lucifer in exchange for twenty-four years of otherworldly power.  What seems to be the motive of Faustus?  He wants power, certainly, but on the surface of it, this seems like an extremely shortsighted bargain.  What is your informed hypothesis, based on your reading of the play so far?

Question for September 28: Sidney (2:00 class)

Sir Phillip Sidney has been called "the logician in love"--meaning that his sonnets about Stella show his interest in logical thinking rather than great passion.  Based on your reading of sonnets 1, 20, 47 and 91 (pages 975-76, 979, 983, and 989-90), what do you think?  Are you convinced that Sidney is in love, or is he merely trying to impress his readers?  Use examples from the sonnets to back up your answer.

Question for September 21: The Second Shepherds' Play (2:00)

The Second Shepherds' Play is the first work we've seen containing both a plot and a comic subplot.  The story of the shepherds, Mak and Gill are a comic parallel to an important event in Christianity.  Discuss the parallels between the plot and sub-plot.  (To get you started, both plots contain a mother figure.)

Question for September 19: The Pardoner's Tale (2:00 Class)

What we know about the Pardoner's motives for preaching may affect our response to his Tale.  Does the tale effectively tell a story with a good moral?  How does the tale reflect the Pardoner's character?

Question for September 16: The Prologue to the Pardoner's Tale (2:00 Class)

Both the Wife of Bath and the Pardoner reveal a great deal about themselves and their ethical standards in the prologues to their tales.  Briefly compare the shortcomings of the two.  (The Wife of Bath's Prologue is on pages 257-275.  The Pardoner's Prologue, our reading for today, is on pages 284-88.)  Which of the two characters does Chaucer portray less favorably than the other?  Defend your answer with at least one reference to the text.

Question for September 14: The Wife of Bath's Tale

Comment upon the ways in which the Tale of the Wife of Bath (pages 275-84) is a reflection of her own view of the world.  (You might look at theme, characters, or plot, or consider how this tale could only be told by the Wife, not by any of the other pilgrims to whom we've been introduced.)

Question for September 12: The Prologue to the Wife of Bath's Tale (2:00 class)

Chaucer's narrator briefly describes the Wife of Bath in the General Prologue to The Canterbury Tales.  In the Prologue to the Wife of Bath's own tale (pages 257-74), he lets her tell her own story.  Today's question is this:  In her Prologue, does Chaucer reveal a fictional character that readers are meant to laugh at, or to admire?  Or is she a mixture--a comic character with some admirable qualities?  (Remember the rules for posting:  For full credit, your comment must be 250-300 words long and must be posted before our class on September 12.  In addition, you must include at least one substantial quotation from the text to back up your answer, and unless you are the first person to post you must refer to the comment of another classmate.  (Saying, "As so and so said, . . ." is not really a reference.  Enlarge upon another comment, or disagree with it, and tell why.)

Question for September 9: The Prologue to The Canterbury Tales, pp. 229-38

The Summoner and the Pardoner are both church officials.  Choose one of the two and discuss how Chaucer's description of him hints at his disapproval of how he carries out his job.

Question for September 7: The Prologue to The Canterbury Tales, pp. 218-29

In lines 43-446 of the Prologue to The Canterbury Tales, we are introduced to more than a dozen 14th century characters.  Chaucer is noted for using details to make his characters realistic and lifelike. 
Choose one character (Knight, Squire, Yeoman, Prioress, etc.) and discuss how the details Chaucer chooses make the character into an individual.  How do Chaucer's descriptions make a social commentary on roles in Medieval life?

Question for September 2, Beowulf (72-100)

The section of the poem beginning on page 72 and continuing to the end is much darker than the earlier parts of the poem. Select and discuss one event (or predicted event) that signals the decline of Beowulf and/or the Geatish clan. To what do you attribute this decline?

Question for August 31 (Beowulf, 61-72)

Discuss the supernatural and/or religious elements in today's reading. Is the outcome of the battle with Grendel's mother determined by God, fate, or Beowulf's own actions? Support your answer with at least one quotation from the poem.

Question for August 29, Beowulf (47-61)

Is Beowulf a braggart? That is, does he boast too much about what he has done and will do? Discuss your answer, referring to at least one passage from today's reading and one other student's comment on the reading. (The first student to post does not need to refer to any other student's comment, obviously.)

Welcome to English 205 (2:00 MWF)

Welcome to English 205-005. This is our class blog. Each week I will post three questions about the assigned reading. You will post a comment on one of these questions. Usually, you will post a 250-350 word comment which both quotes from the text and references a comment by another student. This week, however, our purpose is simply to find the blog and select a pseudonym (your blog name). So comment in a sentence or two to one of the following questions, using the pseudonym you've selected. Do not use your real name or anything that might enable another student to guess your identity (no geographic origin, club membership, sports team, hobby, etc.) Remember--your keep your pseudonym a secret! Here are the questions: 1. Who is your favorite British author, and why? 2. Have you read Beowulf before? If so, what was the most memorable thing about it to you? 3. Which era of British literature is your favorite (or least favorite), and why? Post your short comment below, before Monday's class.