ENGL201
Finalexamstudyaid
ThefinalexamwillbeofferedonThursday,April28,from4-7pminourclassroom.
SECTIONA:WYATTTHROUGHSWIFT(16c.-18c.)isworth140of200totalpointsforthefinalexam.
SecOonA:PARTS1-3willinvolveclosetextualanalysis,shortanswerquesAons,andessayquesAon–similartothe
structureofthemidterm,butwithoutthelongessay.TheywillcoverthefollowingtextsandintroducOonsfrom
thesecondhalfofthesemester:
Sixteenth-centurylyricpoetry:
WyaS(pp.532-535)
Surrey(pp.541-543)
ElizabethanSonnetandLyric(pp.546-548)
Sidney(654-656andsonnets1,2,7,24,41,47,71,101,106,108)
Shakespeare(654-656andsonnets1,12,18,20,30,35,55,116,129,130,138)
Shakespeare,TheTempest
Montaigne,“OfCannibals”(onlinelinkthroughcourseblog)
Seventeenth-centurylyricpoetry:
Donne(pp.824-835;837;846-848),
Herbert(pp.867-869;875-875;877)
Wroth(pp.851-855)
Phillips(pp.891-896)
Milton,ParadiseLostBooks1,2,3,4,9
Behn,Oroonoko
Swi],Gulliver’sTravelsBook4
RAPs7-15(seecoursescheduleoncourseblogfordetails).
INSTRUCTIONSFORSECTIONA(Parts1,2&3)willbeasfollows:
PART1:GUIDEDRESPONSE(10pointseach,80pointstotal;suggestedAme:60minutes)
AnswereightofthefollowingninequesAons.
Step1: ListtheauthorandAtleofeachtextincludedinthequesAon.Oneofthetenpointsforeach
responsewillbeearnedforsupplyingthatinformaAon.(Inthosecaseswhere2excerptsare
providedinaquesAon,thiswillbe1/2pointperpassage.)
Step2: WriteathoroughresponsetothequesAon,payinga[enAoninyourresponsetoallofthe
parts of each ques;on. The more precise you are, the be[er. I recommend 4-6 sentences
perresponse.
PART2: SHORTESSAYRESPONSE(30points;suggestedAme:20minutes)
Writeaone-pageresponsetoONEofthefollowingtwoprompts(AorB).
PART3: SHORTESSAYRESPONSE(30points;suggestedAme:20minutes)
Writeaone-pageresponsetoONEofthefollowingtwoprompts(CorD).
SECTIONB:CUMULATIVE60of200pointstotal
Thelastpartoftheexam,SecAonB,willcovertheenAresemester.InaddiAontotheabovetexts,youshouldbe
abletorecallkeyissuesandgeneralliteraryhistoricalqualiAesofthemedievalperiodandthefollowingtexts:
Wife’sLament
SirOrfeo
TheWanderer
Chaucer,“ToHisScribeAdam”
Beowulf
Chaucer,Miller’sTale
DreamoftheRood
Chaucer,WifeofBath’sPrologueandTale
JulianofNorwich
MargeryKempe
MariedeFrance,Lanval
MariedeFrance,Bisclavret
excerptsfromMalory’sMorteDarthur
SecondShepherds’Play
SirGawainandtheGreenKnight
TheinstrucOonsforSecOonBisasfollows:
SECTIONB:CUMULATIVE60of200pointstotal
LONGESSAY(60points;suggestedAme:45minutes)
Writealongessay—Isuggestyouaimforattheveryleasttwofullpages—inresponsetoONEofthefollowing
prompts.
Your goal here is to demonstrate to me your detailed understanding of the various dynamics at play in the
different periods that we have studied this semester—Anglo-Saxon (500-1066), later Medieval (1066-1500),
16th century, 17th century (through the Civil War), and “long“ 18th century (1660-1800, post Civil War,
including the RestoraAon). You will accomplish this by focusing your essay on one parAcular dynamic and
explaining its significance in each period by showing how it affected and/or is reflected by the texts we see
produced at a given ;me. The more specific you are in your overall claims as well as in your discussion of
individualtexts,thebe[er.
MyunderstandingofyouranalysiswillofcoursebeinfluencedatallAmesbythestructureofyourargument
(soaclearguidingthesisisamust)andthedegreetowhichyoursentencessuccessfullyconveyyourideas.
ConsideryourorganizaAonthoroughlyBEFOREyoubeginwriAng,andproofreadverycarefullybeforeturning
inyourexam.Feelfreetocrossthingsout,addsentenceslater,drawarrowstoreorderthings,andsoon.Just
besurethattheforminwhichyouressayappears,whenyouturnitin,bestsuitsyourpurposes.
ToprepareforSecOonA:
Iurgeyoutogothroughand,foryourownstudypurposes,makeachronologyofthesetexts,sothatyouwillbe
abletorecalleasilywhichwereproducedduringthe16thcentury,whichduringthe17th,andwhichduringthe18th
century.ThenyoucancorrelatethatinformaAonwithaGENERALawarenessofthefollowingperiodsandevents:
Elizabethanperiod
Tudorperiod
StuartPeriod
CivilWar(a.k.a.PuritanRevolt)
GloriousRevoluAon(a.k.a.Bloodless,orProtestant,RevoluAon)
Beabletodefineordiscussthefollowing:
ReformaAon
Sixteenth-centurylyric
Italian/Petrarchansonnet(typicalthemes,periodofpopularity,andstructure)
English/Shakespeareansonnet(typicalthemes,periodofpopularity,andstructure)
Petrarchanconceit
Metaphysicalconceit
epic
epicsimile
courtlylove
saAre(itsgoalandmethod)
Foreachofthewritersandtextswestudiedinthesecondhalfoftheclass(coveredindepthinSecOonA),
considerthefollowing:
Sixteenth-centurypoetry
•
HowdoesitvaluearAficialityandnature?
•
HowareSurreyandShakespeare,forinstance,partofthesametradiAon?
•
HowdoesitmakeuseofthePetrarchancourtlylovetradiAon?ThePetrarchancourtlylovelyrictradiAon?
WyaS
•
WhatistherelaAonshipbetweenhisverseandthePetrarchansonnet?
•
Asdemonstratedwithinhissonnets,considertheroleandvaluingofimitaAonwithinRenaissancepoetry.
Shakespeare’ssonnets
•
Clearlyunderstandthestructureofhissonnetsequenceasitwaspublished(audienceandfocusofnumbers
1-126andnumbers127-154).
•
WhatparAcularthemesdoweseeaddressedthroughoutShakespeare’ssonnets?
Shakespeare,TheTempest
•
RemindyourselfofthewaythatProsperouseshismagicpowersdifferentlyindifferentpartsoftheplay,and
withdifferentcharacters.Paya[enAontothewayhismagicstructurestheeventsandprogressionoftheplay.
•
WhatkindoffigurefordivineprovidenceisProspero?
•
Considerthetragic-comedyofTheTempest,parAcularlyintermsofthetypeoftragedyweseeinParadiseLost
aswellasintermsofthecomedyoftheSecondPlayoftheShepherds.HowdoesShakespeare’splaymingle
elementsofboth?
•
HowisEngland’sposiAonontheglobalstatepresentinthisplay--andinMilton’sepic?ConsideraswellBehn,
Montaigne,andSwimintheseterms.
Donne
•
ConsiderparAcularlythewayhemodifiesthelovelyric,andPetrarchanideals.
•
RecallhisparAcularconceits,andtheiruseofcurrentscienAficinterestsandtools.
•
DescribetheloverelaAonshipasherepresentsitin“TheCanonizaAon”and“AValedicAon:Forbidding
Mourning”
•
ConsiderthewayherepresentsthenaturalworldinrelaAontothehuman,andthesortofrelaAonshipwith
GodhedepictsinhisHolySonnets.
Milton,ParadiseLostBefamiliarwithallofthefollowing,astheyplayapartinthepoem:
•
•
epicqualiAes,epictradiAon
roleofJesus(especiallyinrelaAontoSatan)
•
•
ChrisAanqualiAes
SinandDeath
•
•
Satan’smistakes(his“human”aswellaseven
blindness
•
worseerrors)
divineprovidence
•
•
Pandemonium
Satan’sdoubt
•
•
Satan’smoAves
genderinequality
•
roleofforgiveness,mercy,grace
Behn,Oroonoko
•
RecallthegenericframesBehnusesforhernarraAve,andthewaysheposiAonsherselfintermsofthat
narraAve.
•
PosiAonhertextinrelaAontoeventsattheAme,parAcularlytheslavetradeandtheongoingProtestantCatholictensionsinEngland(includingthebeheadingofCharlesIandtheGloriousRevoluAon)
Swi],Gulliver’sTravels
•
RemindyourselfofthewaysHouyhnhnmsandYahoos(andtheirsocieAes)arerepresentedinthetext,and
whatSwimseemstobesuggesAngaboutpeoplethroughtheserepresentaAons.
•
WhatkindofsaAreisGulliver’sTravels?Howdoyouknow?
•
ThinkabouttheroleofreasoninGulliver’sTravels,especiallyinrelaAontoitsroleinParadiseLost.
•
WhatdoesSwimsayaboutimperialism/colonialism?ConsideritintermsofTheTempestandOroonoko,
especially.
sToprepareforSecOonB:
Tracethedevelopmentofthefollowingfromthemedievalto18thcenturyperiods(thatis,forthefollowing5
periods:theAnglo-Saxonperiod[500-1066];thelaterMiddleAges[1066-1500]);the16thcentury;the17th
centurythroughtheCivilWar;andthe“long”18thcentury,from1660-1800,includingtheRestoraAon):
•
ThepoeAcmodesassociatedwithaparAcularperiodandtheirrelaAonshipstopredecessors
•
ConcepAonsofpoetry(whatitis,whatitoffersitsaudiences)atdifferentperiods
•
Thegrowthofthemiddleclassandtheinfluenceofthisonliterarytexts
•
TheinfluenceofmanuscriptcultureandtheinfluenceoftheprinAngpressonliterature
•
Theaqtudesofwritersthroughouttheperiodstowardknowledge,reason,andpride.Besuretoconsider
whateachactuallytendstomeanineachofthe5disAnctperiodslistedabove.
•
ThechangingreligiousaffiliaAonsofthecountryatdifferentAmes,andassociaAonsofthatwithandinfluences
ofthatontheliterature.
•
ThewaysEngland’sengagementwithotherpeopleandculturesaroundtheworldwereaddressedintextsof
the17thand18thcenturies,intermsofhowtheliteratureofearlierperiodsdepictedandconceivedof“the
Other.”