systematic deviation

Thursday, January 04, 2007

Hello, you patient people!

The exams are graded and the marks available on WebCT. All the assignments I have in hand are graded as well; if you handed something in and there is no mark, get in touch with me a.s.a.p. Ditto if there are any problems with any of the grades entered.

The final grades have been submitted for verification and should be appearing shortly via Datatel. A couple are incomplete for various reasons; if this refers to you and we have not spoken, please get in touch a.s.a.p.

If you have any questions about any of your marks, or anything else, don't hesitate to contact me. Also, though final exams are not usually handed back, if you want to go over your exam I'm happy to do so. (And am I the only one who has Mick Jagger playing over and over in their head??)

I really enjoyed our class. You are a good group and you produced some fine work. I hope to see many of you again in other English courses.

Best of luck in the new year, and in your courses this term!

Saturday, December 30, 2006

Third assignments

Marks for the third assignment, with one or two exceptions, are posted on WebCT and the assignments themselves will be ready to be picked up in HH100 by the start of classes. I did not put scads of comments on these -- though I put some -- because experience has told me that a good proportion of you will not even pick them up. However, I am more than happy to discuss your essay with you in more detail; just drop me a line.

If you don't have a mark but handed in an assignment, get in touch with me.

Thursday, December 28, 2006

Email down

My campus email seems to be down, for the second day. If any of you need to get in touch with me, you could email scribbling at gmail dot com.

Tuesday, December 12, 2006

Second assignments

are marked and should be available for pick-up sometime tomorrow in the Humanities and Languages office (HH100) for those of you who did not get them back at the exam. The marks for that assignment are posted on WebCT. If there is not a mark posted for you but you handed in an essay, please contact me, preferably with a copy of the essay attached.

If you want to rewrite this assignment, get the new draft and the original back to me by Thursday of next week (i.e. Dec. 21st) by mid-day. I will average the two marks.

If anyone would like to meet to discuss their paper, I am around; drop me a line.

Sunday, December 10, 2006

Sonnet Series to Heroine

[This is one of several successful assignments that will be posted here. All the posted assignments received an A- or above, and all demonstrate different ways in which the chosen question could have been addressed. The following sonnet series is by Luke MacNeil:]


My heroine, that saviour pure of soul,

Whose love doth pipe throughout my wanting chest

To feed the hungry tips of body whole,

Afore returning calm to sated breast.

Her dark embrace doth wrap me in a cloud,

Like liquid warm, a plume leaked out from lips,

That settles on my soul like soothing shroud,

And in such coaxing spells my reason slips.

All time and thought this spirit doth consume,

Her absence wroth doth leave me wanting more;

In such a void my life I'd loath resume,

Mere shadow to that one whom i adore.

Yet 'tis no woman seen that holds these reins,

For she my heroine rides in my veins.


This truthful verse is for my heroi'd love,

The cankered sore that moulds and rots my life;

That viper black against whom long I've strove,

Who's caused to me a sea of endless stryfe.

How much I hate her cold and plastic frame,

That vile face where love and hate doth mesh;

Whose hollowed tubes do whisper out my name

As they depress into my haunted flesh.

Her poison spewed through long and metal fangs

Doth cloud my thought and ill pollute my veins;

A cure I know not for those rotting pangs,

That horrid joy doth ever cause me pains.

And yet I've not immuned her charms of ill;

Her poison yet ensures I'll see her still.


I bound abound toward the streetlight dim

Where oft I buy my sweet addiction pure;

And to my shock, my merchant Jungle Jim

Is nowhere found; he was arrested sure.

Thus off I go to search 'mongst other men,

So that I might yet sate my large desire;

And yet the blacks do chase me out of den,

And bold latinos do send me off with ire.

And thus I skulked to damn'd and dirty Dwight,

A desperate choice, and one that I shall rue;

For I was not his only guest that night -

A squad of cops chose then to visit too.

And thus my short and ill-bred search did fail,

For seven years I'll spend in public jail.

Few poetic forms can match the short and intimate power of the sonnet. Originally developed in Italy, it came to England in the 16th century, where it was given it's own structure and name: the English sonnet. And while it's popularity has fluctuated since the Renaissance, it nevertheless remains a relevant poetic form. Indeed, the presented sonnets show that it is a viable format for creating poetry on a contemporary subject.

The presented poems display all of the structural characteristics of a typical English sonnet. They are written in iambic pentameter, with ten syllables per line, and a stress on every second syllable. They each consist of three quatrains, and end in a rhyming couplet that displays a sharp thematic change from the rest of the poem. Also, the rhyme scheme is a standard a-b-a-b, c-d-c-d, e-f-e-f, g-g, which is typical for an English sonnet.

The poems also display another characteristic that was common in Renaissance poetry - they comprise what is known as a sonnet sequence. A sonnet sequence is a group of sonnets that contain a similar thematic element. They might be written on the same subject, for instance, or devoted to the same person. These sonnets can be read together as a longer work, or separately as individual poems. Shakespeare, for instance, wrote 126 love sonnets to a person known as "the fair youth," and a further 26 love sonnets to "the dark lady," many of which stand on their own as celebrated poems. The unifying theme in the presented sonnet series is (similar to Renaissance sonnets) love, albeit of a very different kind than Shakespeare wrote about. In this case, the love is not for a lover, but rather for the drug heroin.

This love for heroin is represented differently in each poem, and each of these depictions find their basis in the traditional English sonnet (where love was portrayed as being positive, negative, humourous, etc.). In the first sonnet, heroin is compared to a "heroine," a woman (and saviour of sorts) that holds some sort of enchanting power over the author. The tone of the poem is wistful and yearning, and the author seems to relish this love. This is in sharp contrast to the second poem, where the heroin is compared to a viper (and to add a third layer, it could even be compared to a vindictive woman). Just as a heroin needle would inject heroin into a vein, so too would a snake inject it's poison, and a woman (metaphorically) her love. In this case, the love is reviled and hated, and yet a sense of hopelessness pervades, as if (despite recognizing the evil of the love) the author is resigned to it. The third sonnet in the sequence is very different in tone and style from the first two, being more of a straightforward narrative than the metaphorical sonnets. It also presents another common element from the English sonnet: the chase. Usually, these poems involve the author searching for a classical subject, such as a lover, or a hunted animal (the animal being representative of the lover). In this case, the subject of the chase is heroin. While there is very little metaphor or subtext in this final sonnet, it effectively takes the concept of the chase, and updates it with a modern theme.

The English sonnet reached the height of its popularity during the Renaissance, and because of this it is sometimes considered a classical and slightly outdated form of poetry. Yet the presented sonnets show that it is still a viable form of poetry that can be used to discourse on a more modern subject, love or otherwise. Indeed, the English sonnet remains a vital part of modern poetry.

Works Cited

Black, Joseph, ed. The Broadview Anthology of British Literature: The Renaissance and the Early Seventeenth Century. Peterborough, ON: Broadview Press. 2006. LXXVII-LXXX.

Jones, Miriam. Class Lectures. Saint John Campus, University of New Brunswick, Saint John, NB, 10/12/24 October 2006.

Wednesday, November 29, 2006

Items no lady should be without

Tuesday, November 28, 2006


To reiterate what was said in class:

• You may bring in one sheet of paper to the exam, 8 x 11, written or printed on one side only. I would strongly advise a list of titles, authors, and dates; I would advise against trying to fit everything in.

Format of the exam: a mix of questions, short (true/false, multiple choice, or something similar), shortish (definitions), middling (short answer questions), and longer (essays). In most cases, you will have a choice of questions.

• Make outlines for essay questions; they will help you to write and may earn you some points if you don't finish the question.

• Please bring your uni I.D. Feel free to bring a drink. I.D., drinks, writing implements, and your one sheet of paper are all that will be allowed on the desks.

• The exam is scheduled for Friday Dec. 8 at 9am. You will have three hours, though I doubt you will need all of it.

All the class presentation notes are posted up to and including today's.

Bring any questions or concerns to class on Thursday, post them here in the comments, or contact me directly.

See you Thursday.

Sunday, November 26, 2006

Back to the time of Beowulf

Thursday, November 23, 2006

What's the point of a college education?


Tuesday, November 21, 2006

Think you know how to read?

Here is a useful post that purports to present "a system of reading for Slow Readers with Busy Schedules and Faulty Memories." I would not recommend it for literary texts – for any text in which the writing itself is important – but it provides some good advice when you are reading mainly for content.

Monday, November 20, 2006

Gulliver's Travels

Here is a link to a free download (as well as a streaming version) of Max Fleischer's 1939 animated version. Nothing like the book, so you still have to read it. But a lot of fun; a real classic from the golden age of animation.

Tuesday, October 31, 2006

Like the card says


Wednesday, October 25, 2006

Robert Moore

who teaches English here at SJ, will be reading from his new collection of poetry this Friday evening. He is a marvellous reader; it would be well worth your coming out even if I weren't offering bonus marks for a short review.

Sunday, October 22, 2006

Untitled Poem

[This is one of several successful assignments that will be posted here. All the posted assignments received an A- or above, and all demonstrate different ways in which the chosen question could have been addressed. The following poem, by Luke MacNeil, is written in the style of Beowulf:]

A Note on the Translation

The following poem, titled Untitled Poem, was discovered within the cell wall of an abandoned sanitarium in Lower Upperton, New Brunswick. The author is unknown, though evidence suggests that the piece was written by a male patient of voting age, most likely a student who was interred at the sanitarium for a length of time. Attempts to date the poem have also met with a measure of difficulty. Most experts agree that the manuscript was written in late September, 2006, though a few notable scholars maintain that it could date back as far as mid-September, 2006.[1]

Rather than being written in Modern English (in the style of the time), Untitled Poem is instead written in a wholly unique script, a derivation of Modern English dubbed "Deviare English." It was deciphered in October 2006 by the Welsh linguist Sir Arthur Puffington, a man of questionable intelligence and sanity, and a professed schizophrenic (an assertion disputed by doctors). The script itself is of particular note. As described by Puffington in his journals, "...the penmanship is meticulous, however the paper is littered with various marks and scribbles, which seem to indicate an unsettled mind. In addition to this, the piece is scratched out on delicate carbon paper, somewhat odd for the time, given the relative abundance of ink and white paper." A portion of the original manuscript has been reproduced and directly follows this note (see page 3).

The following Modern English translation by A. L. MacNeill is generally considered of higher quality than Sir Arthur Puffington's original translation. There are, however, a few points of note. While the original manuscript was written in an alliterative verse based on stresses (a curious structure, more in the style of Old English than any modern poetry), MacNeill has formed his translation into a far more rigid structure, incorporating tetrameter to form a consistent beat and rhythm. Nevertheless, he manages to preserve much of the alliteration and caesura division that characterize the original piece. In addition to this, there is a small portion of the poem (several lines directly preceding the dream sequence) that were rendered unreadable through water damage. This has been noted in the text.

The culmination of two work-intensive days, the MacNeill translation has gained great esteem in literary circles. Indeed, most scholars agree that it will stand to be the definitive version of our time.

[1]See H. L. Puntiglio's paper "A Few Weeks, Does it Really Matter?" for more insight on this debate.

Reproduction of original manuscript page. Note that the poem is scratched out on carbon paper, a rather unconventional medium for poetry at the time.
(Reproduced by permission of the Royal Puffington Society, Saint John, New Brunswick, Canada)

Untitled Poem

Hear now the tale of the student,
Frustration-filled and anger-fed,
His project due yet started not,
The young fellow at loss for words.
For weeks he walked his blank white halls,
And snapped the stalks of pencils slim
That cleave and splint like spines of slight
And fragile beasts; and crushed the
The poles of plastic pens, their blue
Ink fountained, and flood the floor
To soil and stain his sole-spent socks.
A hoard of holes did rent the walls,
And scores of blood-soaked bandages
Did bind his broke and trembling hands.
For days on days he paced those halls
Neglecting sleep, his thoughts silent,
His mind muted, capacity blocked.
His project due on the morrow
Without a word to show for it.
At last he sat at working desk,
Produced a pile of pure white sheets,
And moon-clothed pen, passed down to him
From father old, he who wrested
The silver stalk from claws yet stiff,
Those the family's fiendish banker,
While cold dead corpse lay untended
On top of its full funeral pyre.
The student thus, he settled down,
Did think of those fine writers past,
Of heroes old, long passed away,
Who wrestled might with writer's block.
Sir James the Joyce, of Irish birth,
A scribe of scarce but seven words
(Just seven words!) in but a day,
Those words well wrought from weighted mind;
He wrote the words on paper fair,
And copied there, confusion cried
For their order did him escape.
And then he thought of Henry Roth,
Whose pen was plagued with sixty years
Of quiet calm; call it sleep,
In a manner, of his lame brain -
Other organs were more awake,
And filled with flights of foul incest;
His pent-up pen which stayed his page
Discharged (its said) by dullard sis,
And ill-bred ink which once ran dry
Unloosed unto his willing cos;
And woe it was, his body well,
But mind maligned by selfsame act.
And then he thought of villain famed,
Mad Jack Torrance, whose old hotel
O'erlooked a leering length of maze
As twisted as his tortured brain;
When his writing had lost its way
He tried to tame his wife and son,
With winking edge of well-stoned axe;
He would not write in lieu of that,
And blamed them both for such his state;
For too much work and not much play
Made mad Jack Torrance a dull (brained) boy.
And thus he thought, the student still,
Of people past who've suffered same,
Until he fell beneath the spell
Of deep deceived and drowsy sleep.
The pictures played across his mind.
He dreamt himself a whitened sheep
With hollowed head, held in a pen,
His body bent upon a trough.
He chewed and spat and chewed again
His projects past, the papers mashed.
In time he tired of tripe-filled sup;
He gained some ground and hopped the fence,
And found his form in land of night,
Where star-strewn sky ruled over sun.
In dim-lit dales he saw the forms
Of suffering souls, like Sisyphus,
Rolling their rocks up rambling hills,
To have them roll back down again;
And faint-lit forms for freedom reached,
They clinched by chains to mountain tops
Where monkeys met with caps and wings
Did stab and slash with red-inked pens.
The sheep then saw a skull-capped sign,
Its arrow aiming down gold-bricked road.
For time on time, the sheep traveled
Until it came upon a field.
The fractured form of critic there
Did till the field with pole of wood,
She bent and browned with years of age
And wrapped in rags of words and text,
Her dress designed from sheaves of books.
Not crop of corn nor leaf of green
Did critic cull, but she instead
Grew crops of brain, round mounds of meat,
They fleshed and formed by craggy hand.
And all about the mind-full field
Some scarecrows sat, to scare the birds,
Their cratered crowns bereft of brain,
And filled instead with heaps of hair.
"Ho there," hollered the critic hag.
"A finer fleece I've never seen."
"I'd sell the stuff," (so said the sheep)
"But for a brain, as such you've sown."
"It's done,"she said, the deal declared.
The critic culled a ripened brain
From darkened deepness of the dirt,
And showed the sheep into her home,
And there the trade would consummate.
She strapped the sheep on stony slab
And split the skull with scalpel blade;
Then fixed the flesh into the head
And sewed the skull, now stitched and scarred.
She spun some gears and turned some cranks,
And sent the slab into the sky
Where lightning lived and lit the night;
Bold bolts caressed the bright device
'Till jagged jolt did strike the sheep
And leapt to life the planted brain.
And so the slab, its service done,
Did then descend back to the floor,
And then 'twas time for sheep to fill
Its end agreed to bargain full.
And so the sheep was shorn its wool,
But garish gleam did gilt the eyes
Of critic lean; she leched and leered
And drew from drawer a carving knife,
Then nicked the nose of naked sheep,
And put the piece into her mouth.
"Your wool is well," the critic said,
"But mounds of meat would fill my frame.
I'll cook you yet, and feast my fill."
From place to place the sheep did dart,
And critic chased, her knife o'erhead.
The house outgrown, outside they ran,
Where spark-filled sheep, still yet aglow
From lightning bolt, did light the night;
Jumped back and forth o'er garden fence.
The critic chased, did count the jumps;
Her eyelids fell with every leap
Till down she dropped, a dam asleep.
And sure the sheep did bound away,
With not its nose, nor still its wool,
Yet bountied brain made up the rest.
The student thus did wake from sleep,
His languid limbs yet still a-tingle,
And found his mind to be unblocked,
His project pent lay all exposed
To freshened frames of now-clear mind.
And so in such a schizoid twist
That thus recalls poor Philips Dick,
The student makes his laboured verse
An essay on it's own creation.
Do students dream of 'lectric sheep,
And wake to find their problems solved?
It seems that such was here the case.

[1]At this point in the text are four lines which are not readable.

Similarities of Untitled Poem to Beowulf

Over the past several years, the epic Old English poem Beowulf has gained an increasingly larger distinction in our culture, its influence seen in everything from film to comic books. Nowhere is this influence more evident than in Untitled Poem, the subject of this project. Nearly every aspect of the poem, from its grammatical structure, to its lengthy digressions on mythic heroes of old, to its epic storytelling, has been clearly influenced by the literature of Old English, and its greatest debt is unquestionably owed to Beowulf.

The most curious influence of Beowulf on Untitled Poem can be found in its literary structure. Beowulf was written in an alliterative verse with four stresses per line, two stresses on each side of a dividing caesura. Where Untitled Poem has a more modern rigid structure (in this case composed in tetrameter), most of the other Beowulf features are present. Nearly every line has four stresses, divided in the middle by a distinguishable caesura. Alliteration has been used throughout the piece, generally following the style of Beowulf (with the alliteration on the first and second stresses, and the third and fourth where possible). In addition to this, the poem mimics Beowulf's sporadic use of kenning - hybrid words that are usually metaphoric in nature. Examples include "sole-spent"(used to describe the worn bottoms of the protagonist's socks) and "moon-clothed" (used to describe the silver coating on a pen). With all of these distinct grammatical features being relatively rare in modern poetry, it's fair to say that the poem has been influenced by Beowulf in most, if not all, of these aspects.

Grammatical similarities aside, more obvious comparisons can be seen in the content of the text itself. Just as the Beowulf poem contains numerous historical references and digressions, so too does Untitled Poem refer to its own "heroes of the past," figures who have faced a struggle comparable to that of the protagonist (in this case writer's block). Many of the references in Beowulf are somewhat vague and obscure (this is perhaps owing to the fact that people of the time were already somewhat familiar with the referenced stories, and did not need expansive digressions). This is mirrored in Untitled Poem, where only brief but suggestive explanations are given. The first "hero" mentioned is the Irish author James Joyce, who was notoriously finicky when it came to writing. A well-known anecdote is relayed in the poem, in which Joyce spends an entire day labouring over the writing and ordering of seven words.[1]

Following Joyce, there is a mention of American author Henry Roth. After writing his first novel, titled Call of Sleep (obliquely referred to in the line: "call it sleep, / In a manner, of his lame brain" ), Roth sustained a bout of writer's block that lasted for nearly sixty years. This is attributed (at least in part) to his admitted incestuous relationships with his sister and cousin (and the subsequent mental fallout that followed). The third reference in the poem moves away from the real-life literary "heroes" presented in the previous examples, and instead presents a fictional villain: Jack Torrance, the antagonist of Stephen King's novel The Shining. In the novel, Jack's struggle with writer's block is the catalyst for his descent into madness (a catalyst that is exploited by the novel's haunted Overlook hotel - the hotel itself is given an oblique reference in the line "whose old hotel / O'erlooked a leering length of maze / As twisted as his [Jack's] tortured brain). Finally, there is an obscure reference to author Philip K Dick in the poem's final lines. Dick spent much of his life battling mental illness, most notably schizophrenia. As a result of this, most of his novels and short stories deal with themes of alternate realities (including one of his more widely-read novels, Do Androids Dream of Electric Sheep, which is also referenced in the poem's closing lines). Dick's themes have a twofold application in the poem. First of all, the writer enters an alternate reality (in this case a dream world) where, after a series of bizarre occurrences, he manages to solve his problem. The other influence can be seen in the fact that the project being laboured over in the poem is, in fact, the very poem itself (a meta-construct not unfamiliar to several works of literature, one of the best examples being Dick's novel The Man in the High Castle).

Yet for all of this, the poem's most obvious similarity to Beowulf is its theme of a hero undergoing a journey and overcoming an epic obstacle. In this case, the struggle is a more modern one than Beowulf faced (and one that was a non-issue in Beowulf's time): writer's block. The student's internal struggle is evident from the beginning (he stalks the halls, destroys writing utensils, rends holes in the wall, etc.). His quest to solve this problem is embarked upon once he enters the dream realm, where he overcomes various obstacles to regain his brain (thereby solving his writer's block). Yet rather than modeling the quest specifically on ancient mythological themes and subjects (swords, dragons, etc.), much of the dream is taken from relatively recent sources that have entered into our modern mythology: elements from L. Frank Baum's The Wizard of Oz (flying monkeys, the yellow brick road) and Mary Shelley's Frankenstein (various elements of body-horror) can be clearly seen in the protagonist's dream.

Despite these similarities, there are still a few points in which Untitled Poem differs from Beowulf. For instance, Beowulf's journey is a far more epic one, where he must overcome three obstacles instead of just one (the "rule of three," where the protagonist must overcome three obstacles, is a staple of literature, and one not evident in Untitled Poem). Also, Untitled Poem is treated with a far lighter and more comedic hand than was the epic Beowulf. Nevertheless, it's debt to Beowulf, whether looking at style, composition, or content, cannot be denied. The poem presents a credible example of a modern subject intentionally written in the classic Old English Beowulf style.

[1]There are several slightly different versions of the tale, though they typically go like this:
One day Joyce sat in his study, sprawled over his desk in a distraught state. A friend came in and asked what the matter was.
"I only wrote seven words today," said Joyce.
"But James," said the friend, "For you, seven words is superb!"
"Yes," said Joyce, cradling his head in his hands, "But I don't know what order they go in!"

Works Cited

Black, Joseph, ed. The Broadview Anthology of British Literature: The Medieval Period. Peterborough, ON: Broadview Press. 2006. 36-37.

"Henry Roth." Wikipedia: The Free Encyclopedia. 30 September 2006. 1 October 2006.

Jones, Miriam. Class Lectures. Saint John Campus, University of New Brunswick, Saint John, NB, 14/19/21 September 2006

"Rule of Three." Wikipedia: The Free Encyclopedia. 10 Septemeber 2006. 1 October 2006.

Friday, October 20, 2006



Psychomachy: a battle for the soul. The term comes from the Latin poem Psychomachia (c.AD400) by Prudentius, describing a battle between virtues and vices for the soul of Man. This depiction of moral conflict had an important influence on medieval allegory, especially in the morality plays.

from Chris Baldick, The Oxford Concise Dictionary of Literary Terms (1990)

War Medals

[This is the first of several successful assignments that will be posted here. All the posted assignments received an A- or above, and all demonstrate different ways in which the chosen question could have been addressed. The following is an ekphrasis:]

The kin crowded the laid out feast,
‘Round the heavily laden table
With men and boys boasting of a week’s worth
Of stories of working late and school mates
And all the endless toils.
Women working busily laying out the wares,
Refilling mugs and modestly accepting
Compliments on the full feast before them.
This is the way of the great gathering on Sunday,
A feast worthy of the working men it feeds, and the
Pride of the women who fashion it
After the group gathers in the sitting room around the
Roaring fire and with flames blistering and blazing
There heard beloved and ancient,
The story:
1917 was of the years
Men died for peace and glory.
My great uncle dear,
Lost his life, leaving us his story.

“Papa please show the medals,” an eager boy would say.
And always the dull, dirty tokens would be produced
And passed among the audience.
The ribbon on one is tattered and torn
But the red, white and blue stripes are clear.
The heavy, dull bronze is beaten and broke
Yet the strength of its meaning maintains,
For the family gathering ‘round to hear, its
History and heritage, a pride which none contains.
Looking now at its size, the medal fits neatly in
My glove
With a laurel wreath round the year,
The imperial crown above
Two crossed swords help form the star,
Was given to soldiers loved.

“Canadians serving overseas were granted such a token,”
Papa says, as his waiting family listens,
And again draws attention to the heirloom decoration.
On reverse, regiment written in stone, paired with the number
Of each war hero, proudly presented.
“The battle that beat our brave ancestor, gainer of such prize,
Was catastrophe like no other.
Trenches traced the battlefield, dirty dungeons for the soldiers
Sentenced to fight the German enemy.
Smoke, and shells thickened the air and choked the defenders.
The earthen holes, dug to shield our heroes, cave and collapse.
My great uncle and yours, lost his life in that dirty crypt.
He sailed,
November 1917, battle not won
To a field in Passendale.
We lost our beloved champion
And left only with his tale.

“So Papa, is his story all that is left?”
“Definitely not, my dear,” came a resonant reply.
“Bravery, duty and sacrifice are the life lessons learned.
Those virtues follow family through all weary and woe.
And though hardships may sometimes follow,
We have history and heritage to remind us that our
Path has been harder, and
Not only
Dirty tokens left behind,
From that grave cold and stony,
But a life kept in mind,
So we are never lonely.”

Sir Gawain and The Green Knight is written in the stock, bob and wheel form with deliberate use of alliteration throughout. “War Medals,” above, is written in an attempt to adhere to that form with the long, unrhymed verse as the “stock,” and the two syllable “bob” serves as an introduction to the four lined “wheel.” The “bob” and “wheel” follow the rhyming pattern ababa and tend to be much shorter lines than the “stock” portion. “War Medals,” contains random alliteration but Sir Gawain’s poet uses it skilfully and intentionally. The anonymous poet wrote during the alliterative revival and, “followed Anglo-Saxon poetic traditions, which used heavily stressed words at irregular intervals and alliteration” (Sir Gawain, 1). Sir Gawain and The Green Knight is highly structured and each word is deliberately written.

The poet elaborately describes material decorations and wealth by using an ekphrasis. An ekphrasis fully explains the detail and tangible aspects of the object but the poet’s purpose for using it is as layered and complex as the poem itself. The poem has meaning and symbolism layered so that the audience learns not to trust their instincts or initial response to events. The ekphrasis is a literary technique used for several different reasons. The obvious reason is to set a scene and describe people and the environment as a means of distinguishing class, wealth, and position. This is apparent through descriptions of Sir Gawain’s expensive shield and lavish environments displayed in his assigned room at the host’s castle. The more subtle and significant purpose of an ekphrasis is to symbolically remind the reader of predominant themes carried through the text. The description of Sir Gawain’s shield is heavily laced with religious reference and the moral code which he should be living by. The poet uses lengthy descriptions to reinforce the messages of good versus evil, worldly versus spiritual temptations, and the importance of virtue and community. The description of the luxurious furnishings of the guest chamber mirror the tempting wife’s beauty and symbolize that lush, tangible things can be deceiving. Religious reference and imagery subtly contrast greed, wealth, adultery and worldly goods which are all representative of mortal sin.

“War Medals,” explicitly describes the visible aspects of the war medals, their size, ribbons, texture, and emblem; but it also shows how a material thing can unite family and strengthen moral lessons taught in the past. The family gathers together carefree and happy to share a meal, as does King Arthur’s court in Sir Gawain and the Green Knight. After their meal, they all gather around the patriarch and wait for stories to unfold and their relative’s heroic deeds to be praised. The war medals were chosen as an appropriate contemporary object because they represent valour, sacrifice, and duty. Sir Gawain’s tangible token is a green girdle which represents his own fallibility and weakness; but ultimately serves as a badge of wisdom, caution and humility for the community he returns to. In the “War Medals,” the tokens represent the death of a loved one, but also symbolize the strength to overcome obstacles and personal strife for the family who revere them.

The moral lessons and themes presented in Sir Gawain and the Green Knight are intricate and embody the spirituality of the time it was written. The themes are sometimes subtly layered and deliberate distracted away from, and other times blatantly presented. The “War Medals,” although secular and obvious, presents the message that hard times can be over come and good deeds live through the lessons they provide to the people aware of them. This message is delivered through the use of ekphrasis in describing the war medals.


Baker, Chris. “The Long, Long Trail: The British Army in the Great War 1914-1918.” 1996. 22 September 2006.

Bradbury, N.H. “Memories & Diaries: A Gunner's Adventure.” First World War.Com: The War to End All Wars. September, 2001. 23, September 2006.

Sir Gawain and the Green Knight. The Broadview Anthology of British Literature. Ed. Joseph Black, et al. Peterborough, Ont.: Broadview, 2006. 235-304.

"Sir Gawain and the Green Knight: Introduction." Poetry for Students. Ed. Marie Rose Napierkowski. Vol. 0. Detroit: Gale, 1998. January 2006. 23, September 2006.

V.A.C Canada Remembers.” Veteran Affairs Canada. March, 2001. 22 September 2006.

Wednesday, October 18, 2006

First Assignment

is marked and waiting to be picked up in the main Humanities and Languages office, Hazen Hall 100. I will bring them to class tomorrow, but in general, marked assignments will be on the shelf set aside for our class in HH100.

Marks are posted on WebCT.

If you handed in an assignment but have no mark, contact me.

Any questions, please contact me. I am happy to meet with you to discuss your assignment.

And don't forget: you have the option of rewriting. Hand in the new version, plus the original and my comments, within two weeks of tomorrow (i.e. by Nov. 2). If you need more time in order to go to the Writing Centre, let me know.

Tuesday, October 17, 2006

Class cancelled today

Sorry for the short notice, but I am cancelling class due to a bad cold and sore throat. We will discuss Faustus on Thursday.

Monday, October 16, 2006

Re. Doctor Faustus

Please allow me to introduce myself . . .

Tuesday, October 10, 2006


Folks, a lot of you are concerned because WebCT says that you are late with an assignment when you have already handed it in. Ignore it! WebCT is set up so that students can hand in assignments electronically if they like, but as most people don't, they get flagged as not having handed anything in.

The only things you need to worry about in WebCT is checking your marks, and downloading the class presentations.