Course Overview

Course Number
Course Code Maj-Eng 303
Descriptive Title SURVEY OF ENGLISH AND AMERICAN LITERATURE
Credit Units 3
School Year/ Term AY 2020-2021/ 1st Semester
Mode of Delivery Online/offline Learning
Instructor Adelle Marian A. Onita
Course Description This course engages pre-service English teachers in a historical
survey of selected works produced by understanding English and
American literatures from its beginnings to the 21st century. The
way, they will be able to demonstrate content knowledge and
application of English and American literature and use the English
language within the context of literature and English language
teaching.
Course Outcomes At the end of the module, you must have:
1. Apply content knowledge of English and American literature by
producing creative works such as original epics, modern
adaptations of texts, etc. that will develop their students’
understanding and use of the English language;
2. Demonstrate an understanding of content and research-based
knowledge in preparing an annotated reading list of English and
American literature based on an analysis of the texts’
characteristics, motifs, archetypes, and symbols.

SLSU Vision A high quality corporate University of Science, Technology, and

Innovation
SLSU Mission SLSU will develop science, technology and innovation leaders,
produce high-impact technologies from research and innovations;
contribute through sustainable development through responsive
community engagement programs, and generate revenues to be
self-sufficient and financially viable.

1
 MODULE GUIDE
The modules are designed in order to address the flexible learning modalities in
higher education as instructed by the Commission on Higher Education (CHED). The
course module on Survey of English and American Literature consist of four modules.
The presentation of the information was carefully planned so that optimum learning
shall take place given the modalities we have today.

To start the course module, you need to complete the pre-test structured by the
author of this module. The pre-test covered all topics of the course. You don’t need to
worry because pre-test will not be graded, just answer the test in order to determine the
level of understanding or prior knowledge to the subject.

Course module is divided into two terms, two module for midterm and another
two for the final term. A separate examination shall be given to you to assess the
knowledge gained from two modules. Dates on the examination will be announced
accordingly.

Every topic contains learning outcomes that you must accomplished once in a
while. Four A’s Model was used in presenting the topic to ensure a learner- centred
approach. You must complete every activity provided to help yourself understand the
topic easily.

Once done with the course module, a separate parallel post- test will be
accomplished by you to further evaluate the learning and the module itself. References
are provided for further research on your end.

2
PRE-TEST____________________________________
Direction: Kindly read the following questions carefully and encircle the correct
answer.

1. He was the one who stopped the Danes from invading England in the 19th century?
a. Alfred the Great b. Aelfric the Grammarian c. Geoffrey Chaucer d. Joseph Addison
2. He was the who translated the Bible into English and turns out to be the best example
of language at the beginning of the century.
a. Aelfric the Grammarian b. Joseph Addison c. Alfred the Great d. Geoffrey
Chaucer
3. For how many years Latin exerted influence on the Anglo-Saxon language which made
English more flexible?
a. 555 b. 333 c. 300 d. 500
4. A poet whose brilliant character portrayals made Canterbury Tales is?
a. King Arthur b. John Donne c. Geoffrey Chaucer d. Edmund Spencer
5. He was considered as the period’s superstar during Elizabethan period.
a. Edmund Spenser b. Christopher Marlowe c. John Donne d. William
Shakespeare
6. In what year did Sir Francis Bacon published his volume of essays and his of Studies
was a gem of precision writing?
a. 1596 b. 1597 c. 1595 d. 1594
7. What period of English literature sharply contrast with Elizabethan age?
a. Old English b. Middle English period c. Puritan Age d. Eighteen century
8. Who stands out as a transition poet between the Puritan Age and Eighteen century?
a. John Dryden b. Alexander Pope c. John Bunyan d. Jonathan Swift
9. He was considered as the prince of prose?
a. John Bunyan b. Samuel Bunyan c. Milton d. Samuel Pepy
10. When was the ascendency of Queen Victoria which marked the beginning of the
Victorian Age?
a. 1873 b. 1872 c. 1874 d. 1871
11. Who took the first step that led to the Romantic Age with his Songs of Experience?
a. William Blake b. Lord Byron c. Shelly d. Keats
12. He was the one who delved into the depths of human sorrow and death.
a. Robert Browning b. Lord Tennyson c. Walter Scott d. Gilbert Keith
13. In the Twentieth Century who tackled the frailties of the human race?

3
a. Frank O’Connor b. Walter Scott c. Robert Browning d. Gilbert Keith
14. What literature was not born solely out of their land?
a. British literature b. African literature c. American literature d. Asian literature
15. What did Benjamin Franklin had as a writer that the modern reader will find affinity
in spirit?
a. Autobiography b. Biography c. Almanacs d. Sayings
16. Who has the greatest impact on literature, his “common sense” was the first open
work championing the cause of American independence?
a. Patrick Henry b. Alexander Hamilton c. Thomas Paine d. Thomas
Jefferson
17. Who wrote The Scarlet Letter and The House of the Seven Gables which became
classics?
a. Emerson b. Nathaniel Hawthorne c. Whittier d. Longfellow
18. Who created the Autocrat of Breakfast Table, a unique book of Chatty essays, was an
essayist par excellence?
a. Oliver Wendell Holmes b. Henry David Thoreau c. James Russel Lowell d. Emerson
19. He was the one who wrote “The Vision of Sir Launful, a narrative poem Ode form?
a. Oliver Wendell b. James Russel Lowell c. Henry David Thoreau d.
Hawthorne
20. Who wrote the Red Badge of Courage, a story about civil war?
a. Stephen Crane b. William Cullen c. Walt Whitman d. E.B. White

21. It refers to the repetition of the initial sounds in words close to one another in lines
of poetry.
a. alliteration b. Caesura c. kenning d. onomatopoeia
22. In it often the verse line is divided into two halves separated by rhythmical pause.
a. Ironyb. Caesura c. metonymy d. alliteration
23. It refers to a specialized metaphor made of compound words.
a. personification b. alliteration c. kenning d. metonymy
24. It is a poem of fourteen lines using any of a number of formal rhyme schemes.
a. song b. sonnet c. ode d. elegy
25. The big, bad bear scared all the baby bunnies by the bushes. The line is an example
of?
a. alliteration b. song c. sonnet d. ode
26. Bird-waker, skin-burner and drought-maker is an example of?

4
a. caesura b. alliteration c. kenning d. onomatopoeia
27. it is for you we speak, II not for ourselves; You are abused II and by some putter-on.
The given line which is having break in a line is an example of?
a. kenning b. caesura c. onomatopoeia d. irony
28. To which city does Romeo go after being exiled from Verona?
a. Padua b. Rome c. Venice d. Mantua
29. Why is Romeo exiled?
a. for killing Tybal b. for marrying Juliet c. for killing Mercutio d. for admitting
atheism
30. Who performs Romeo and Juliet’s marriage?
a. Friar John b. Friar Lawrence c. Father Vincentio d. Mercutio
31. Who is the fairy that Mercutio says visits Romeo in dreams?
a. Puck b. Queen Mab c. Beelzebub d. Jack o’ the Clover
32. what does the Nurse advise Juliet to do after Romeo is exiled?
a. follow her husband b. wait for Romeo in Verona
c. Act as if Romeo is dead and marry Paris d. commit suicide
33. Where do Romeo and Juliet meet?
a. at Capulet’s feast b. at Friar Lawrence cell c. at Montague’s feast d. at the pier
34. Who kills Mercutio?
a. Benvolio b. Sampson c. Romeo d. Tybalt
35. Which character first persuades Romeo to attend the feast?
a. Mercutio b. Benvolio c. Lady Montague d. Juliet
36. What, at first, does Juliet claim that Romeo hears the morning after their wedding
night?
a. the owl b. the dove c. the nightingale d. the lark
37. To what does Romeo first compare Juliet during the balcony scene?
a. the moon b. the stars c. a summer’s day d. the morning sun
38. Who discovers Juliet after she takes Friar Lawrence’s potion?
a. Lady Capuletb. Capulet c. Paris d. The Nurse
39. Who proposes that a gold statue of Juliet be built in Verona?
a. Montague b. Lady Capuletc. Paris d. Romeo
40. To which powerful figure is Paris related?
a. Capulet b. Montague c. Prince Escalus d. King Vardamo

5
41. How and where does Romeo commit suicide?
a. with a dagger in the orchard b. with a rope in the public square
c. with a sword in Juliet’s bedchamber d. with poison in Juliet’s tomb
42. Who is the last person to see Juliet before she stabs herself dead?
a. Paris b. Friar Lawrence c. Tybalt d. Romeo
43. Why is Friar John unable to deliver Friar Lawrence’s message to Romeo in Mantua?
a. He is killed by a Capulet servant
b. He is attacked by bandits on the road
c. He is held inside a quarantined house, and is unable to leave
d. Romeo is stopped in Padua and never makes it to Mantua
44. Why does the Apothecary agree to sell Romeo poison?
a. He is poor, and needs the money.
b. He can see that Romeo is passionate.
c. He is afraid that Romeo will hurt him if he refuses.
d. He is a friend of Friar Lawrence.
45. On what day do Romeo and Juliet meet?
a. Saturday b. Tuesday c. Sunday d. Wednesday

6
 Module 1:
Introduction to English American
Literature

Topic 1:

7
 PERIODS OF ENGLISH LITERATURE

Learning Outcomes

At the end of this Module, the students must have:

 Understood the periods of English Literature.
 Determined different authors from different periods of English literature.

Let’s start off!

To gear you up with the topic ahead let us first unlock those unfamiliar words. Kindly
look the meaning of the following words in the dictionary and be able to use them in a
sentence.

Unfamiliar Words Write your definitions and sample

sentence here.

1. Bards

2. Heathen

3. Monasteries

4. Delved

5. Eminent

6. Straitlaced

7. Shrewd

8. Frailties

9. Paradox

8
 10. Dearth

Note: You need to complete the activity above so that it will be easy for you to
understand the discussion below. If you are done, we shall continue.

We’re getting there!

Let me ask you some questions from the previous activity that you have.

1. What do we mean when we speak of English literature?

_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

2. What do you think is the reason for us to study English literature?

_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

3. Do you think being familiar with different authors of the different periods of English
literature will help you to better understand the history of literature? Explain.
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

Now, we explore!

To give you a concrete and substance understanding of the topic, together we will
explore the topic more. Read the content of the lesson which is all about the Essence and
Significance of Literature and Functions of Literature.

ENGLISH LITERATURE
English literature began in the era of bards and “gleeman” who, accompanying the
Angles and the Saxons, sang the tales of the Northland. When they arrived in England in the 5 th
and 6th century, the Angles and Saxons had no written language. Their folk epic was Beowulf
which depicts the heroic efforts of man against the evil forces of their time. Their stories and
songs were recorded in The Far Traveler. When the heathen Anglo-Saxons then came under
the influence of Christianity, they started building monasteries. It was within the walls of these
monasteries that English literature had its beginnings. North Umbria became the seat of
learning for nearly two centuries where the historian Bede, one of the monks, started to write
in prose.

9
English Literary Periods Significant Events
An important name to remember in this
period is that of Alfred the Great. Had it
not been for him, English literature would
have been long extinguished. When Alfred
the Great stopped the Danes from
invading England in the 19th century, the
centre of learning was transferred from
the North to South. Whitby became the
cradle of English poetry in the north, and
Winchester the seat of English prose in
Old English Period the south. Alfred the Great is attributed
with having established schools, and
having written textbooks for the schools
so that every free-born youth might
attend to his books till he could read
English writing perfectly. Next to King
Alfred is the name Aelfric Grammarian.
His translation of the Bible in English is
the best example of the language at the
beginning of the century. The greatest
examples of Old English prose can be
found in his writings especially those in
his sermons and lives of saints.
The literature that came out of this
Middle English Period century was almost entirely in Latin and
French. For 300 years Latin exerted
influence on the Anglo-Saxon language
which made English more flexible. Stories
of King Arthur arose from Geoffrey of
Monmouth’s History of the Kings of
Britain.
The most distinguished name in the
literature of this period is that of Geoffrey
Chaucer, a poet whose brilliant character
portrayals made his Canterbury Tales an
enduring literacy legacy. Although
Chaucer wrote in his Midland dialect, his
English became the basis of much of the
English we know today. To the genius of
Chaucer there arouse no true successor.
There was little progress in the
development of literary art in the century
following Chaucer. The dearth of
literature was mainly due to the fact that
the people’s mind were occupied by the
struggle between the York and the
Lancaster families.
A very important contribution of the
period was the printing press which was
established by William Caxton when he
came out with the first printed book in
England, Dictes and Sayings of the

10
 Philosophers.

Two historical forces, the Renaissance

and the Reformation, combined to make
this period a great intellectual age. In fact,
it was referred to as the Golden Age in
English literature. It got its name from the
reigning ruler, Queen Elizabeth. This
great period began with Edmund Spenser
and Christopher Marlowe, and climaxed
in William Shakespeare, the period’s
superstar, whose uncanny perceptions of
human nature were carved into his
The Elizabethans immortal plays and sonnets. The age also
produced the metaphysical John Donne
and John Webster, Spenser, “the poet’s
poet”, with his metrical forms paved the
way for such poets as Byron, Shelly, and
Keats.
The drama had its full development in
this age which produced such great as
Marlowe, Francis Beaumont, John
Fletcher, and of course William
Shakespeare. The Shakespeare’s fame is
world-wide, prompting the comment that
“the measure of greatness is his
universality.” He was “not of an age, but
for all time.” In 1597 Sir Francis Bacon
published his volume of essays and his Of
Studies was gem of precision writing.
The Puritan Age sharply contrasts with
the preceding Elizabethan age. The reign
of Queen Elizabeth was characterized by
peace within the realm, general
prosperity, and much worldliness. The
Stuart reign, however, was marked by
open conflict between the King and the
Parliament which eventually caused the
long Civil war. If the great literature of the
Elizabethan Age was poetry, the Puritan
Age’s was prose. The literature of this
Puritan Age period presented the sombre tone of the
age and was, to extent, religious.
The second greatest name after
Shakespeare’s is that of John Milton. His
works are considered perfect in Lyric
qualities, beautiful in imagery, and
truthful in their portrayal of emotions.
Other writers to mention in this
century are Francis Bacon, John Bunyan,
and Pepys. Samuel Bunyan is the prince of
prose. What Shakespeare is to the English
dramatists, what Milton is to English epic

11
 poets, Bunyan is to writers of English
allegory. Samuel Pepys’ Diary stands out
as most interesting prose work and
Edward Hyde’s History of the Great
Rebellion is the chief historical work of
the period.

John Dryden stands out as a transition

poet between the Puritan Age and the
Eighteen Century. He is considered the
precursor of the new period. He is well
The Eighteenth Century known for his cynical attitude and
epigrammatically wit, exemplified in his
political satire, criticisms, and didactic
poems. However, the representative poet
of the period is Alexander Pope who
wrote his satires on the political unrest
and coarse social life. Other names of the
period are Jonathan Swift, Joseph
Addison, and Richard Steele.
Among the distinguished poets of the
Age of Romanticism were Lord Byron,
Shelley, and Keats. It was, however,
William Blake, a visionary poet, who took
The Romantic Age the first steps that led to the Romantic
Age with his Songs of Experience. Two
important names to remember in this
period are those of William Wordsworth
and Samuel Taylor Coleridge. They were
responsible for articulating the
philosophical foundations of
Romanticism.
The ascendancy of Queen Victoria in
1873 marked the beginning of the
Victorian Age which lasted till the end of
the 19th century. Among the eminent
Victorians were Robert Browning who
perfected the dramatic monologue, Alfred
The Victorian Age Lord Tennyson who delved into the
depths of human sorrow and death, and
Sir Walter Scott who is credited with the
origin of the historical novel. Meanwhile,
new writers began revolting against
Victorian formalism which they termed
“straitlaced,” “prim,” and “prudish.” This
revolt paved the way for the next age.
The 20th- century writers wrote against
the background of two world wars,
tremendous insights from psychology,
and the unbelievable technological
progress. Consequently, their traditional
values and attitudes were no longer
adequate to meet the needs of his fast-

12
 changing world. The constant search for
The Twentieth Century new ideas, new philosophies, and new
approaches was reflected in the works of
the modern writers. We find the first
great fiction detectives in Arthur Conan
Doyle’s Sherlock Holmes. In John
Galsworthy, we see the dramatization of
social conditions, while in Gilbert Keith
Chesterton we see the emphasis on the
paradox of life. James Joyce, who is class
by himself, shows shrewd insights into
people who harbour secret fears and
desires. His random style is known as
“stream of consciousness.” In the field of
science fiction, Aldous Huxley brought us
a step closer to the futuristic mind and
the controlled chaos brought about by
technological advancement. Frank
O’Connor tackled the frailties of human
race, and Dylan Thomas in his tragically
short life recorded his individual struggle
from darkness toward some measure of
light in a language as “genuinely
impassioned.”
We conclude our brief review of the
history of English literature with Dylan
Thomas. The authors have been treated
chronologically, to enable us to see the
trends of literary thought and style. We
will see how historical forces influence
writers, and how though some writers
break away from the restrictions of their
milieu.
This will be a parade of stars—literary
luminaries who pulsate through the
centuries. And even when the light of
these stars shall have been snuffed out by
the winds of time, their glow will continue
to radiate and travel through the space of
literary history.

Try this!

13
I believe that you have understood the topic. This time kindly fill the table with the
needed information. (2pts. Each)

AUTHOR LITERARY PERIOD CONTRIBUTION

1. Middle English Period The Canterbury tales an
enduring literary legacy

John Milton Puritan Age 2.

3. The Elizabethan Period “The measure of greatness

is his universality.”

4.

Wordswoth &Samuel Romantic Age

Taylor

Alfred the Great 5. 6.

William Blake 7. 8.

9 10. Perfected the monologue

14
Topic 2:
AMERICAN LITERATURE

Learning Outcomes

At the end of this Module, the students must have:

 Understood the historical background of American Literature.
 Determined different authors from different periods of American literature.

Let’s start off!

To gear you up with the topic ahead let us first unlock those unfamiliar words. Kindly
look the meaning of the following words in the dictionary and be able to use them in a
sentence.

Write your definition and sample Sentence

here!
1. Subdue

2. Temperaments

3. Subtle

4. Combative

5. Paved

6. Seize

Note: You need to complete the activity above so that it will be easy for you to
understand the discussion below. If you are done, we shall continue.

We’re getting there!

Before we explore more kindly answer first the following questions.

1. What do we mean we speak about American Literature?

_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
2. Is there a need for you to know different authors and their writings of American
literature? Explain.
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

15
3. Without knowing different literatures an English students what do you think will
happen?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

Now, we explore!
To give you a concrete and substance understanding of the topic, together we will
explore the topic more. Read the content of the lesson which is all about the Two Main
Divisions of Literature and the Different forms of literary genres.

American Literature

Unlike the other literatures of other countries, American literature was not born
solely out of American soil. It was brought in by the people who emigrated from lands
already possessed with a culture. From the very first, American writers began with a
long tradition behind them. as they started, they already had behind them an intimate
familiarity with a rich literature and a burning interest in some problems of religion and
conduct. However, at first they did not have the leisure to write, since they were too
busy trying to conquer a new land. It took some time before they could develop a
literature with an individuality all their own. We can approach American literature by
simply dividing into four major historical period.

Periods of American Literature Significant Events

Although American literary history
started with accounts of life, travels, and
adventures, the period was dominated by
the Puritans in which the writings
reflected the best qualities of early
Puritanism. Puritanism was characterized
by two basic beliefs: first; to secure
salvation; and second, to subdue the body
in preparation for joys of heaven. Two
writers of contrasting temperaments
easily dominated the period—Jonathan
Edwards and Benjamin Franklin.
Colonial Period In 1754 a book, published by Jonathan
Edwards, created a sensation both in
America and Europe, particularly in
Scotland where Calvinistic theology was
at its zenith. The subtle philosophical
reasoning makes it less appealing to the

16
 modern taste. In Benjamin Franklin,
however, the modern reader will find
affinity in spirit. Franklin stressed the
practical aspects of life. His
Autobiography was candid and
humorous. His almanacs contained
numerous bits of useful information,
including the witty sayings of “Poor
Richard”, many of which are still relevant
today.
Ballads and satirical verses marked
this particular stage in American
literature. The ballad on the death of
Nathan Hale is one of the most notable
among all the patriotic ballads written in
this period because of its real poetic
quality. With the Stamp Act of Congress
in 1765—the first formal protest against
England, the Revolutionary Period began.
The Revolutionary Period The very atmosphere created a literature
that was combative in nature. It was a
period of great speeches. Among the
great orators were John Adams and
Patrick Henry. Who could ever forget
Henry’s Speech on Liberty with its
stirring pleas, “Give me liberty or give me
death!” There were outstanding political
writers such as Alexander Hamilton,
Thomas Jefferson, and George
Washington. Thomas Paine, however, had
the greatest impact on literature. His
Common Sense was the first open work
championing the cause of American
independence.
Although the last two centuries of
American writing were too limited in
The Creative Period
scope, it paved the way to rapid
development in the first decades of the
19th century. Some literary historians
would divide this period into two—the
First National Period and the Second
National Period. During the early decades
at the height of harsh criticism of
American writers, a group of young
writers started writing humorous and
satiric writing. Among them was
Washington Irving who established the
prestige of American writers in England.
He was recognized as the Addison in
America. His Sketch Book was issued in
New York and London, a popular book
which contained the memorable Rip Van
Winkle. James Fennimore Cooper wrote

17
 the excitement and adventure. We
remember him most for The last of the
Mohicans. Perhaps the greatest of the
poets that emerged in this period are
Edgar Allan Poe and Walt Whitman. Poe’s
haunting poetry and horror tales made a
great impact during this period. Walt
Whitman, the controversial poet, wrote
his Leaves of Grass in free verse. He was
the first of the free verse poets and his
“frankness of expression’’ disturbed
many. Some condemned his work as
sheer trash; others praised it. William
Cullen Bryant should be mentioned here.
He created a number of memorable
poems such as To a Waterfowl and
Thanatopsis. An American writer worth
mentioning is Stephen Crane who wrote
The Red Badge of Courage, a story about
the Civil war.
During this period the New England
writers were considered the most
creative. Included in this group were
Emerson, Hawthorne, Longfellow,
Whittier, Holmes, Thoreau, and Lowell.
Nathaniel Hawthorne’s “The Scarlet
Letter” and “The House of Seven Gables”
became classics. Longfellow wrote more
poems than any other poet at that time.
Most youngster could recite from
memory his The Arrow and The Song and
The Psalm of Life but his Song of
Hiawatha and Evangeline were
considered masterpieces. Oliver Wendell
Holmes who created The Autocrat of The
Breakfast Table, a unique book of chatty
essays, was an essayist par excellence.
The modern man’s craving for
communion with nature will find Henry
David Thoreau a kindred soul. He was
considered as America’s foremost nature
writer. His love for nature was clearly
expressed in his book Walden, or Life in
the Woods. James Russel Lowell wrote
The Vision of Sir Launful, a narrative
poem in Ode form. His Under the Old Elm
could very well have been written by one
of the Beatles. Such was Lowell’s ability
to seize universal themes.
To assess the Modern Period is rather
difficult not only because of the
remarkable explosion of published works
that took place especially after World

18
 War II but also because of its closeness to
our time. We live so close to the Modern
Period that whatever generalization or
evaluation we may make will necessarily
lack a certain objectivity and perspective.
The Modern Period
The best we can do, perhaps, is to drop a
few names: O. Henry for the short story;
Robert Frost for poetry; Eugene O’Neill
for drama and E. B. White for the essay.
For the novel, dropping names might not
do justice to any of the modern novelists
since there are so many of them who
have made their mark. Time and
Newsweek, American weekly magazines
with international editions, usually keep
an up-to-date listing of outstanding
fictionist as well as non-fictionists, and
such names as Sinclair Lewis, Ernest
Hemingway, Salinger, Updike, Baldwin,
and Michener appear in their lists from
time to time.
The American literary explosion is part
of the total explosion. Universalities turn
out potential writers like Richard Bach
and Erich Segal. Printing is so technically
advanced that several thousands of books
could be made in just a few days. With a
little push from mass media, a book could
be turned into a movie overnight. Some
American writers are so rated that they
are paid even before they start to write.
Naturally, scores of new writers enter the
field. Some make it to the top once or
twice, and then kaput. Others linger, and
quite a few are here to stay. These few
have staying power, you will meet in this
book.

Try this!

19
I believe that you have understood the topic. This time kindly fill the table with the
needed information. (2pts.)

Author Historical Literary Contribution

Period
Edgar Allan Poe 1. 2.

3. Creative Period Established the prestige of

American writers in
England.

4. 5. Created a sensation both in

America and Europe,
particularly in Scotland
where Calvinistic theology
was a zenith.
Benjamin Franklin 6. 7.

O. Henry Modern Period 8.

Robert Frost 9 10.

References:
Julio F. Mercado, Ralston Joel G. Jover, Minerva G. Fernandez. GEMS 3 in English and
American Literature. Anvil Publishing, Inc. 2010. Pages xi-xiii

20
 Module 2:
Early Periods in English
Literature

Topic 1
Caesura and Kennings

21
 Learning Outcomes

At the end of this Module, the students must have:

 Recognized the early periods of English literature as relevant pieces in the

current world history and literature compendium.
 Prepare an annotated reading list under early periods of English literature.

Let’s start off!

Kindly search the following words in the puzzle and provide its definition afterwards.

A N G L O - S A X O N D
B L D T C R D U P D S L
E A L R H E I N M A E O
O N E I A T N I O R P R
W D V A T T C F N K A U
U S I D N R O Y S N R D
L O C I G C A E S U R A
F U E T E E R T T E A W
K E N N I N G I I S T H
I N S I S L P N R O E A
N D I O S L O G S S N L

1.
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Note: You need to complete the activity above before you proceed to the next activity. If
you are done, we shall continue.

We’re getting there!

Before we explore more kindly answer first the following questions.

1. Do you think it is a must for a writer to write creatively? Explain.

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2. What could be the things that will help an individual to be creative in terms of
writing?
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3. What idea will come up in your mind when you hear the word Caesura?
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Now, we explore!
To give you a concrete and substance understanding of the topic, together we will
explore the topic more.

Alliteration, Kenning and

Caesura

USE OF SOUND DEVICES

 The Anglo-Saxon oral tradition is evident in Beowulf.

 Like other oral art, it was handed down, with changes and embellishments, from
one story teller to another.

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  To aid the retelling of the story, several poetic devices are incorporated into epic
poem.

ALLITERATION

 Alliteration is a repetition of initial consonant sounds in words close to one

another in lines of poetry.
 Instead of rhyme unifying a poem, the Anglo-Saxon poet used alliteration to
connect the narrative structure of the epic.

Examples
“…A powerful monster, living down in the darkness, growled in pain, impatient
As day after day the music rang loud in the hall…”
“So Hrothgar’s men lived happily in his hall”

CAESURA

 Often the verse line is divided into two halves separated by a rhythmical pause,
or caesura.
 In one half, two words would commonly alliterate; in the other half, one word
alliterates with the two from the other half.

Example:

“Then, when the darkness had dropped, Grendel

Went up to Herot, wondering what the warriors_(caesura after Herot)

Would do in that hall when their drinking was done.”

Kenning

 The kenning is a specialized metaphor made of compound words.

 They are still used today (gas guzzler and headhunter)
 The earliest and simplest kennings are compound words formed from two
common nouns:
“sky-candle” for sun
“whale-road” for sea.
 Later, kennings became much more elaborate.

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 A ship became a “foamy-throated ship,” then a “foamy-throated sea-stallion,” and
finally a “foamy-throated sea-stallion of the whale-road.”
 Once a kenning was formed, it was used over and over by the oral poets.

Examples:

“So mankind’s enemy continued his crimes” (mankind’s enemy refers to Grendel)

“So the living sorrow of Healfdane’s son simmered” (Hrothgar)

“In his far-off home Beowulf, Higlac’s follower and the strongest of the Geats” (Beowulf)

Try this!

Provide some lines using Alliteration, Kenning and Caesura. (5pts.)

Write your thoughts here!

Alliteration ________________________________________________________________________________
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Kenning ________________________________________________________________________________
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Topic 2

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 Shakespearean Sonnets

Learning Outcomes

At the end of this Module, the students must have:

 Prepared an annotated reading list under early periods of English literature;

 Evaluate the elements of poem.

Let’s start off!

To start, kindly read the poem below and describe what have you observe according to
its rhyme scheme, meter and the meaning itself.

When in the chronicle of wasted time

I see descriptions of the fairest wights,
And beauty making beautiful old rhyme
In praise of ladies dead, and lovely knights,
Then, in the blazon of sweet beauty’s best,
Of hand, of foot, of lip, of eye, of brow,
I see their antique pen would have express’d
Even such a beauty as you master now.
So all their praises are but prophecies
Of this our time, all you prefiguring;
And, for they look’d but with divining eyes,
They had not skill enough your worth to sing:
For we, which now behold these present days,
Had eyes to wonder, but lack tongues to praise.

Write your observations here!

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Note: You need to complete the activity above before you proceed to the next activity. If
you are done, we shall continue.

We’re getting there!

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Before we explore more kindly answer first the following questions.

1. What is a sonnet?
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2. What makes it different from the other poetry?

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3. Is there creativity found in certain poetry? Explain.

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Now, we explore!
To give you a concrete and substance understanding of the topic, together we will
explore the topic more.

Sonnet
Sonnet is a poem of fourteen lines using any of a number of formal rhyme
schemes, in English typically having ten syllables per line.

What is a Shakespearean sonnet?

A Shakespearean sonnet is a variation on the Italian sonnet tradition. The form
evolved in England during and around the time of the Elizabethan era. These sonnets are
sometimes referred to as Elizabethan sonnets or English sonnets.

Although Shakespeare’s sonnet have prominently endured for centuries, he was hardly
alone in his embrace of this poetic style. Many prominent English poets of the day, from
John Donne to John Milton, also wrote sonnets.

Shakespearean sonnets feature the following elements:

 They are fourteen lines long.

 The fourteen lines are divided into four groups.
 The first three subgroups have four lines each, which makes them “quatrains,”
with the second and fourth lines of each group containing rhyming words.
 The sonnet then concludes with a two-line subgroup, and these two lines rhyme
with each other.
 There are typically ten syllables per line, which are phrased in iambic
pentameter.

Structure of Shakespearean sonnet

Sonnets already contained fourteen lines before Shakespeare adapted a form. However,
the Shakespearean is easily characterized by its structure, meter, and rhyme scheme.

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A rhyme scheme is the rhyming sequence or arrangement of sounds at the end of each
line poetry. It is typically represented by using letters to demonstrate which lines rhyme
with which.

Example:

Roses are red—A

Violets are blue—B
Sugar is sweet—C
And so are you—B

A Shakespearean sonnet employs the following rhyme scheme across its fourteen lines
—which, again, are broken up into three quatrains plus a two-line coda:

ABAB CDCD EFEF GG

The ABAB CDCD rhyme scheme manifests in this excerpt from Shakespeare’s “Sonnet
14”:

Not from the stars do I my judgment pluck;--A

And yet methinks I have astronomy,--B
But not to tell of good or evil luck,--A
Of plagues, of dearths, or seasons’ quality;--B
Nor can I fortune to brief minutes tell—C
Pointing to each his thunder, rain and wind,--D
Or say with princes if it shall go well,--C
By oft predict that I in heaven find:--D

*Note that some of these rhymes are “soft” as “wind” rhyming “find.”

Elegy Written in a Country Churchyard

 BY THOMA S GRAY
The curfew tolls the knell of parting day,
The lowing herd wind slowly o'er the lea,
The plowman homeward plods his weary way,
And leaves the world to darkness and to me.

Now fades the glimm'ring landscape on the sight,

And all the air a solemn stillness holds,
Save where the beetle wheels his droning flight,
And drowsy tinklings lull the distant folds;

Save that from yonder ivy-mantled tow'r

The moping owl does to the moon complain
Of such, as wand'ring near her secret bow'r,
Molest her ancient solitary reign.

Beneath those rugged elms, that yew-tree's shade,

Where heaves the turf in many a mould'ring heap,
Each in his narrow cell for ever laid,
The rude forefathers of the hamlet sleep.

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 The breezy call of incense-breathing Morn,
The swallow twitt'ring from the straw-built shed,
The cock's shrill clarion, or the echoing horn,
No more shall rouse them from their lowly bed.

For them no more the blazing hearth shall burn,

Or busy housewife ply her evening care:
No children run to lisp their sire's return,
Or climb his knees the envied kiss to share.

Oft did the harvest to their sickle yield,

Their furrow oft the stubborn glebe has broke;
How jocund did they drive their team afield!
How bow'd the woods beneath their sturdy stroke!

Let not Ambition mock their useful toil,

Their homely joys, and destiny obscure;
Nor Grandeur hear with a disdainful smile
The short and simple annals of the poor.

The boast of heraldry, the pomp of pow'r,

And all that beauty, all that wealth e'er gave,
Awaits alike th' inevitable hour.
The paths of glory lead but to the grave.

Nor you, ye proud, impute to these the fault,

If Mem'ry o'er their tomb no trophies raise,
Where thro' the long-drawn aisle and fretted vault
The pealing anthem swells the note of praise.

Can storied urn or animated bust

Back to its mansion call the fleeting breath?
Can Honour's voice provoke the silent dust,
Or Flatt'ry soothe the dull cold ear of Death?

Perhaps in this neglected spot is laid

Some heart once pregnant with celestial fire;
Hands, that the rod of empire might have sway'd,
Or wak'd to ecstasy the living lyre.

But Knowledge to their eyes her ample page

Rich with the spoils of time did ne'er unroll;
Chill Penury repress'd their noble rage,
And froze the genial current of the soul.

Full many a gem of purest ray serene,

The dark unfathom'd caves of ocean bear:
Full many a flow'r is born to blush unseen,
And waste its sweetness on the desert air.

Some village-Hampden, that with dauntless breast

The little tyrant of his fields withstood;
Some mute inglorious Milton here may rest,

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 Some Cromwell guiltless of his country's blood.

Th' applause of list'ning senates to command,

The threats of pain and ruin to despise,
To scatter plenty o'er a smiling land,
And read their hist'ry in a nation's eyes,

Their lot forbade: nor circumscrib'd alone

Their growing virtues, but their crimes confin'd;
Forbade to wade through slaughter to a throne,
And shut the gates of mercy on mankind,

The struggling pangs of conscious truth to hide,

To quench the blushes of ingenuous shame,
Or heap the shrine of Luxury and Pride
With incense kindled at the Muse's flame.

Far from the madding crowd's ignoble strife,

Their sober wishes never learn'd to stray;
Along the cool sequester'd vale of life
They kept the noiseless tenor of their way.

Yet ev'n these bones from insult to protect,

Some frail memorial still erected nigh,
With uncouth rhymes and shapeless sculpture deck'd,
Implores the passing tribute of a sigh.

Their name, their years, spelt by th' unletter'd muse,

The place of fame and elegy supply:
And many a holy text around she strews,
That teach the rustic moralist to die.

For who to dumb Forgetfulness a prey,

This pleasing anxious being e'er resign'd,
Left the warm precincts of the cheerful day,
Nor cast one longing, ling'ring look behind?

On some fond breast the parting soul relies,

Some pious drops the closing eye requires;
Ev'n from the tomb the voice of Nature cries,
Ev'n in our ashes live their wonted fires.

For thee, who mindful of th' unhonour'd Dead

Dost in these lines their artless tale relate;
If chance, by lonely contemplation led,
Some kindred spirit shall inquire thy fate,

Haply some hoary-headed swain may say,

"Oft have we seen him at the peep of dawn
Brushing with hasty steps the dews away
To meet the sun upon the upland lawn.

"There at the foot of yonder nodding beech

That wreathes its old fantastic roots so high,

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 His listless length at noontide would he stretch,
And pore upon the brook that babbles by.

"Hard by yon wood, now smiling as in scorn,

Mutt'ring his wayward fancies he would rove,
Now drooping, woeful wan, like one forlorn,
Or craz'd with care, or cross'd in hopeless love.

"One morn I miss'd him on the custom'd hill,

Along the heath and near his fav'rite tree;
Another came; nor yet beside the rill,
Nor up the lawn, nor at the wood was he;

"The next with dirges due in sad array

Slow thro' the church-way path we saw him borne.
Approach and read (for thou canst read) the lay,
Grav'd on the stone beneath yon aged thorn."

Analysis
Metrical notation:  -+|-+|-+|-+|-+/ -+|-+|-+|-+|-+/ -+|-+|-+|-+|-+/ -+|-+|-+|-+|-+/
Metrical foot type:  iambic (-+)
Metrical foot number:  pentameter (5 feet)
Rhyme scheme:  abab
Rhyme (stanza position):  cross (abab)
Syllable pattern:  10.10.10.10
Stanza:  quatrain (4 lines)
Genre(s):  heroic quatrain, elegiac stanza, graveyard school, elegy
Theme(s):  hopelessness, vanity of life, night, social order, rural life, death

Notation symbols: | (foot boundary), || (caesura), / (metrical line boundary), +

(metrically prominent), - (metrically non-prominent)

Try this!

Direction: Read carefully and provide the analysis of the poem.

Sonnet On His Blindness

By  John Milton (1608-1674)

When I consider how my light is spent

    Ere half my days, in this dark world and wide,
    And that one talent, which is death to hide,
    Lodged with me useless, though my soul more bent
To serve therewith my Maker, and present
    My true account, lest he returning chide:
    “Doth God exact day-labor, light denied?”
    I fondly ask; but Patience, to prevent
That murmer, soon replies, “God doth not need
    Either man’s work, or his own gifts. Who best
    Bear his mild yoke, they serve him best. His state
Is kingly; thousands at his bidding speed

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     And post o’er land and ocean without rest.
    They also serve who only stand and wait.”

Criteria

Accuracy of the details provided 15pts.

Understanding of the message of the poem 10pts.
Total 25pts.

Rhyme scheme: ____________________________________________________________________________
Rhyme (stanza position): _________________________________________________________________
Syllable pattern:  ___________________________________________________________________________
Stanza:  _____________________________________________________________________________________
Genre(s):  ___________________________________________________________________________________
Theme(s): ___________________________________________________________________________________

Notation symbols: __________________________________________________________________________

Express your thoughts about the poem here!

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Topic 3: Romeo and Juliet

Learning Outcomes

At the end of this Module, the students must have:

 Outlined the plot and literary elements of the stories;

 Determined the points in favour and points against in the story given;
 Cite personal perspective about couples of today’s generation.

Let’s start off!

To start, kindly recall the plot of a story and provide its outline on the space provided.

Kindly enumerate as well the elements of a story here!

Note: You need to complete the activity above before you proceed to the next activity. If
you are done, we shall continue.

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We’re getting there!
Before we explore more kindly answer first the following questions.

1. What do you think will make a certain story attractive for the readers?
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2. Why is it important to develop the plot in a certain story?

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3. Consider yourself as one of the elements of a story. What would it be and why?
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Now, we explore!
The classic story of boy meets girl; girl's family hates boy's family; boy's family hates
girl's family; boy kills girl's cousin; boy and girl kill themselves.

Romeo and Juliet Summary

An age-old vendetta between two powerful families erupts into bloodshed. A
group of masked Montagues risk further conflict by gate crashing a Capulet party. A
young lovesick Romeo Montague falls instantly in love with Juliet Capulet, who is due to
marry her father’s choice, the County Paris. With the help of Juliet’s nurse, the women
arrange for the couple to marry the next day, but Romeo’s attempt to halt a street fight
leads to the death of Juliet’s own cousin, Tybalt, for which Romeo is banished. In a
desperate attempt to be reunited with Romeo, Juliet follows the Friar’s plot and fakes
her own death. The message fails to reach Romeo, and believing Juliet dead, he takes his
life in her tomb. Juliet wakes to find Romeo’s corpse beside her and kills herself. The
grieving family agree to end their feud.

Act I

Romeo and Juliet begins as the Chorus introduces two feuding families of
Verona: the Capulets and the Montagues. On a hot summer's day, the young men of each
faction fight until the Prince of Verona intercedes and threatens to banish them. Soon
after, the head of the Capulet family plans a feast. His goal is to introduce his daughter
Juliet to a Count named Paris who seeks to marry Juliet.

Montague's son Romeo and his friends (Benvolio and Mercutio) hear of the party and
resolve to go in disguise. Romeo hopes to see his beloved Rosaline at the party. Instead,
while there, he meets Juliet and falls instantly in love with her. Juliet's cousin Tybalt

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recognises the Montague boys and forces them to leave just as Romeo and Juliet
discover one another.

Act II

Romeo lingers near the Capulet house to talk with Juliet when she appears in her
window. The pair declare their love for one another and intend to marry the next day.
With the help of Juliet's Nurse, the lovers arrange to marry when Juliet goes for
confession at the cell of Friar Laurence. There, they are secretly married (talk about a
short engagement).

Parting is such sweet sorrow that I shall say goodnight till it be morrow

— ROMEO AND JULIET, ACT 2 SCENE 2

Act III

Following the secret marriage, Juliet's cousin Tybalt sends a challenge to Romeo.
Romeo refuses to fight, which angers his friend Mercutio who then fights with Tybalt.
Mercutio is accidentally killed as Romeo intervenes to stop the fight. In anger, Romeo
pursues Tybalt, kills him, and is banished by the Prince.

Juliet is anxious when Romeo is late to meet her and learns of the brawl, Tybalt's death,
and Romeo's banishment. Friar Laurence arranges for Romeo to spend the night with
Juliet before he leaves for Mantua. Meanwhile, the Capulet family grieves for Tybalt, so
Lord Capulet moves Juliet's marriage to Paris to the next day. Juliet’s parents are angry
when Juliet doesn't want to marry Paris, but they don't know about her secret marriage
to Romeo.

A pair of star-crossed lovers

— ROMEO AND JULIET, PROLOGUE

Act IV

Friar Laurence helps Juliet by providing a sleeping draught that will make her
seem dead. When the wedding party arrives to greet Juliet the next day, they believe she
is dead. The Friar sends a messenger to warn Romeo of Juliet's plan and bids him to
come to the Capulet family monument to rescue his sleeping wife.

Act V

The vital message to Romeo doesn't arrive in time because the plague is in town
(so the messenger cannot leave Verona). Hearing from his servant that Juliet is dead,
Romeo buys poison from an Apothecary in Mantua. He returns to Verona and goes to the
tomb where he surprises and kills the mourning Paris. Romeo takes his poison and dies,
while Juliet awakens from her drugged coma. She learns what has happened from Friar
Laurence, but she refuses to leave the tomb and stabs herself. The Friar returns with the
Prince, the Capulets, and Romeo's lately widowed father. The deaths of their children

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lead the families to make peace, and they promise to erect a monument in Romeo and
Juliet's memory.

Try this!

Direction: Illustrate the plot from the story of Romeo and Juliet. (15pts)

Say something about Romeo and Juliet’s love story

Points in favour: (Things happen in the story that you like the most and why?) 5pts.
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Points Against: (Things happen in the story that you don’t like and why?)5pts.
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Perspective about couples of today’s generation. 5pts.
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References:
https://www.anderson1.org/cms/lib04/SC01000609/Centricity/Domain/1318/Alliter
ation%20Kenning%20and%20Caesura.pdf

http://holyjoe.org/poetry/milton1.htm

www.masterclass.com

https://www.shakespeare.org.uk/explore-shakespeare/shakespedia/shakespeares-
plays/romeo-and-juliet/#:~:text=Romeo%20and%20Juliet%20Summary,father's
%20choice%2C%20the%20County%20Paris.

https://www.poetryfoundation.org/poems/44299/elegy-written-in-a-country-
churchyard
https://www.thomasgray.org/cgi-bin/display.cgi?text=elcc#ana

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