Matching Items (3)
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- All Subjects: England
- All Subjects: Literary Analysis
- Creators: Bjork, Robert
- Creators: Chotena, Chelsea
- Member of: Barrett, The Honors College Thesis/Creative Project Collection
Description
This paper argues that the Anglo-Saxons were runic-literate. Although there is scant runic evidence, conclusions are based largely upon an initial learning paradigm (although it is unclear what this paradigm might have been), and the subsequent transmission of runic knowledge orally. Runic evidence includes Cynewulf's poem, the Old English Rune Poem, the Falstone Text, the Coffin of St. Cuthbert, and the Franks Casket. Missionary work and the syncretic approach of the Church is also examined in order to shed light on runic literacy, as well as how a reformation of the futhorc (if it did occur) impacted runic literacy. The state of runic knowledge across the entire Anglo-Saxon period is also considered, since there was, by no means, an overwhelming runic literacy for the entire 500 years under examination. Nevertheless, there is evidence of a consistent knowledge of the runes, which precludes any possibility that runic knowledge was completely lost during this period. The Ruthwell Cross is examined, since it raises an argument against a widespread runic literacy. With all of this evidence in one place, and in no particular order, we can see that it was very probable that the Anglo-Saxons, lay and elite alike, were runic-literate.
ContributorsPeters, Elijah David (Author) / Bjork, Robert (Thesis director) / Sturges, Robert (Committee member) / Department of English (Contributor) / School of International Letters and Cultures (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
The interaction between England and Scotland is complicated and continually changing. Scottish writer Sir Walter Scott examines this long-standing relationship through his various writings. Scott conveys a presence that is both acutely aware of the damages enacted upon Scotland by various English political efforts, and sensitive to the delicate relationship that the two regions had begun to form during his lifetime. Through a critical analysis of Scott's novel, Rob Roy, one can see the various strategies Scott used to balance the need to address prior controversies within the relationship, and the petition to move beyond the prior conflict and develop a mutual understanding of each culture. Through this, Scott is able to regenerate a sense of Scottish nationalism for his people, and encourage improved relations within the British Isles.
ContributorsChotena, Chelsea (Author) / Facinelli, Diane (Thesis director) / Foy, Joseph (Committee member) / White, Julianne (Committee member) / Barrett, The Honors College (Contributor)
Created2013-05
Description
"Maybe it's hatred I spew, Maybe it's food for the spirit." "I was not born under a rhyming planet." One of the above quotes is by the famous poet William Shakespeare and the other is by famous rap artist, Eminem. In modern society, many students view the works of artists like Eminem to be understandable and even relatable, while the works of classic poets like Shakespeare are a foreign language. However, when the lines are isolated from their entirety, it is very hard to determine the author of each. This Creative Project focuses on how we can use the works of modern lyricists to help teach the works of traditional literature. Not all students are fond of poetry and many of them view literary analysis as a tedious activity. However, almost everyone enjoys listening to music. This Creative Project shows how listening and interpreting modern song lyrics can be used as a tool to teach literary analysis. One of the main reasons students have difficulty with literary analysis is that they have trouble relating to the wording and style of the literature. By analyzing works more familiar to them (i.e. Kendrick Lamar, The Beatles, or Bob Dylan) the skills will be more easily transferable to analyzing traditional literature. The idea that songwriters can be comparable to famous poets has been picking up traction in recent years. In fact, in 2016, Bob Dylan, American singer and songwriter, was awarded the Nobel Prize for Literature breaking a trend of novels being awarded. This project's goal is to create a class unit for high school English students that teaches analytical skills for contemporary texts (i.e. modern song lyrics). In addition, a unit was created that used the analysis of contemporary lyrics in a middle school Social Studies course. This differentiation shows that development of literary analysis skills are applicable to subjects other than English Literature.
ContributorsCramer, Philip (Co-author) / Weinstein, Julian (Co-author) / Bjork, Robert (Thesis director) / Green, Randell (Committee member) / W. P. Carey School of Business (Contributor) / Department of Supply Chain Management (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05