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Midterm Review For All Classes (ENG 211, 303, 312, ECO 120, EME 313, HIS 103) > All english Class review > Flashcards

All english Class review Flashcards

1
Q

Reflections on Ice-breaking

A

Candy is dandy, but liquor is quicker.

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2
Q

Gilgamesh is ___/3 __________ and ____/3 _______?

A

Gilgamesh is 1/3 man, 2/3 wild beast.

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3
Q

Repeated ideas or themes through reading Gilgamesh:

A

1) The role and function of hero/leader
2) Problematic relationships b/w humans to Gods/divine
3) Civilized vs Wild
4) Elusive nature of human happiness

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4
Q

What date was Gilgamesh written and by who?

A

c. 1300. BC and Unknown

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5
Q

Gilgamesh is significant bc?

A

Story is relevant today bc it explores tensions bw natural & civilized worlds, potency of the love, and the question of what makes a good life?

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6
Q

Significance of Akhenaten’s “Hymn to the Sun”?

A

Because during this specific time, we see a slice of history where monotheism was the religion.

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7
Q

When was “Hymn to the Sun” written and by what author?

A

c. 1350 BC by Akhenaten

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8
Q

When was the Leiden Hymns written and by who?

A

c. 1250 BC by Unknown

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9
Q

“And God said, Behold, I have given you every herb bearing seed, which is upon the face of all of the earth, and every tree, in which is the fruit of a tree yielding seed; to you it shall be for meat.” What is the God and reading is being described here?

A

Faceless, powerful, Elohim. Inviting “Everything is yours!”

-Genesis (c. 370 AD by JEP)

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10
Q

“These are the generations of the heavens and of the earth when they were created, in the day that the Lord God made the earth and the heavens, and every plant of the field before it was in the earth, and every herb of the field before it grew: for the Lord God had not caused it to rain upon the earth, and there was not a man to till the ground.” What is the God and reading is being described here?

A

Yahweh who is apprehensive they will become immortal like him.

-Genesis (c. 370 AD by JEP)

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11
Q

“Of every tree of the garden thou mayest freely eat: but of the tree of the knowledge of good and evil, thou shalt not eat of it: for in the day that thou eastest thereof thou shalt surely die.”

What did Sunday school teach with this lesson?

A

“Temptation” god gave humans a second chance which is a very human choice. They are then dying of their own consequences bc god invoked death.
-Genesis (c. 370 AD by JEP)

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12
Q

“And when the woman saw that the tree was good for food, and that it was pleasant to the eyes, and a tree to be desired to make one wise, she took of the fruit thereof, and did eat, and also gave some to her husband with her; and he did eat.”

A

Adam was with her first off, but however, there are misogynistic christian translations. The Bible was made to be more interpretive and so a serpent=Satan?

-Genesis (c. 370 AD by JEP)

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13
Q

“And the Lord God said, Behold, the man is become as one of us, to know of good and evil: and now, lest he put forth his hand, and take also of the trees of life, and eat, and live forever: therefore the Lord God sent him forth from the garden of Eden.” Analysis?

A

Disobedience of God
-God does not want them to be immortal like him.
-Genesis (c. 370 AD by JEP)

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14
Q

Differences between the floods referenced in Gilgamesh and in the Bible:

A

A major difference was that the records were dated back to happening at different times. The Gilgamesh account occurred around 650 BC while the Biblical account occurred much earlier around c. 1450 BC. One God is referenced in the Bible while multiple Gods are mentioned in Gilgamesh. In the Bible a religious man was directed to build the Ark to save a limited number of people and all the species of animals. The message received was directly from God in Noah’s case, however, it was from a dream in Utnapishtim’s case. The Ark’s were built huge, but the shapes were different. That of Noah’s was rectangular while Utnapishtim’s was squarish. Both the arks had one door and at least one window. Then a great rain covered the land and the mountains in both accounts, though in the Bible, there was water coming from beneath the earth. In the Bible, the flood lasted for 40 days and 40 nights, but the recount in Gilgamesh was shorter lasting only 6 days and 7 nights, that “came with wind and flood, the storm flattening the land.” After the rain had stopped, both of the arks rested upon a mountain in different locations. In the Bible, this was the Ararat, though in Gilgamesh the mountain was Nisir. In the bible, there were sacrifices made after the flood. The God(s) were pleased and offered Noah a blessing to populate the earth with dominion over the animals, though in Gilgamesh, Utnapishtim received eternal life.

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15
Q

“I am Joseph, your brother, and God has sent me before you to preserve you a posterity in the earth, and to save your lives by a great deliverance. So now it was not you that sent me hither, but God: and he hath made me a father to Pharoah, and lord of all his house, and a ruler throughout all the land of Egypt.” Analysis

A

Story of 12 tribes of Israel

-Genesis (c. 370 AD by JEP)

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16
Q

Why does Joseph get thrown in jail?

A

Joseph was thrown in jail because his owner’s wife falsely accused him of attempted rape.

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17
Q

Why does Pharoah call Joseph out of prison?

A

To interpret a dream

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18
Q

What charge does Joseph charge his brothers with?

A

Stealing

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19
Q

In who’s sack does Joseph have the cup placed?

A

Benjamin

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20
Q

Why do the brothers freak out when they open their sacks?

A

“My money has been put back; here it is in the mouth of my sack!”
-Genesis (c. 370 AD by JEP)

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21
Q

Didactic

A

Teaching-intended to teach, particularly in having moral instruction as an ulterior motive.

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22
Q

When was the Koran written and by whom?

A

650 AD by Muhammad

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23
Q

Canon

A

the list of works considered to be permanently established as being of the highest quality.

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24
Q

Tannak and Torah

A

Tannak=Hebrew Bible
Torah=first 5 books of Tannak

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25
Q

Hebrew canon est. ?

A

c. 100 AD

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26
Q

Document Hypothesis

A

(100% wrong) c. 1870
JEP
Different people, in different places, times, and communities wrote down different things.
J-Yahweh c. 8th century
E-lohim
P-riestly c. 400 BC

12 brothers of Joseph=12 Tribes of Israel

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27
Q

T/F: Was the Koran patriarchal?

A

T

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28
Q

“The Egyptian who brought him said to his wife: “Be kind to him, he may prove useful to us, or we may adopt him as our son.” ID the book, date, and author.

A

Koran, 650 AD, Muhammad

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29
Q

Oedipus and Antigone’s date written and author:

A

c. 450 BC, Sophocles

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30
Q

Oedipus was significant bc?

A

It was religiously important, the theater had both theory+history of truth

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31
Q

Irony

A

the expression of one’s meaning by using language that normally signifies the opposite, typically for humorous or emphatic effect.

Ex: used in Oedipus and Antigone by Sophocles because it appeals to the audiences irony of when the audience knows something that the main characters dont.

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32
Q

3 Main points of Oedipus:

A

1) Play is concerned about the problem of human knowledge. -You know you’re going to die, or you don’t know anything.
2) Oed freely chooses impiety to reject the religious faith in the play.
3) I will argue that faith is not locked in play, though we do see divine authority conquer human randomness.

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33
Q

“Oh my children, the new bloodof ancient Thebes, why are you here? huddling at my altar, Praying before me, your branches wound in wool.” ID book, date, and author. Include analysis.

A

Oedipus, c. 450 BC, Sophocles
O is very sympathetic for his people

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34
Q

[Helping a Priest to his feet] in Oedipus analysis:

A

oed. showing a bit of leadership and showing how they are equals. The people are praying to the Gods when oed. wants to end the famine.

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35
Q

“I’ll do anything. I would be **blind **to misery not to pity my people kneeling at my feet.

A

Irony of sight

There is a lot of irony of sight involved in oed.

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36
Q

“Oed. How can we cleanse ourselves––what rites? What’s the source of the trouble?” Analysis:

A

Fundamentally religious

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37
Q

Describe Creon’s demeanor in Oed.

A

smooth and political

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38
Q

Oed. “No messenger, no fellow-traveler saw what happened? Someone to cross-examine?”

A

Murder Mystery?
Intellectually he has experience in this from the Sphinx
Oedipus, c. 450 BC, Sophocles

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39
Q

Oed. “A theif so daring, so wild he’d kill a king? Impossible, unless conspirators paid him off in Thebes.” Analysis:

A

oed’s mind is an absolutists (B&W)
Oedipus, c. 450 BC, Sophocles

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40
Q

Oed. “I’ll start again––I’ll bring it all to light myself!” Analysis

A

Tremedous speech of self-sufficiency “I have done this before and I will do it again.”
Oedipus, c. 450 BC, Sophocles

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41
Q

Oed. “ It does but not for you, old man. You’ve lost your power, stone-blind, stone-deaf, eyes blind as stone! “ Analysis:

A

Oed is using impiety to reject faith.
Oedipus, c. 450 BC, Sophocles

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42
Q

Oed. “Where were you? Did you rise to the crisis? Not a word, you and your birds, your gods––nothing.” Analysis:

A

O has rejected his faith. There are also flapping birds seen and these are what oracles were communicated bw cities.

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43
Q

Describe Jocasta’s demeanor in Oedipus:

A

Mothering and Condescending

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44
Q

Oed. “Twist his arm back, quickly!” Analysis:

A

-oed. has totally collapsed morally.
Oedipus, c. 450 BC, Sophocles

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45
Q

Oed. “O god–– all come true, all burst to light! O light––now let me look my last on you!” Analysis:

A

oed. has an epiphany, a moment of self-awareness because he now understands the truth.
Oedipus, c. 450 BC, Sophocles

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46
Q

Why is oed. considered the savior of Thebes?

A

He saved Thebes from its control under the sphiynx

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47
Q

What god was mentioned most in Oedipus?

A

Apollo

48
Q

Who pins Oed’s ankles together as a baby?

A

The parents

49
Q

What does Oedipus do to himself after witnessing Jocasta’s death?

A

Uses her jewelery to gouge his eyes out.

50
Q

Who takes over as king after oedipus is exiled?

A

Creon

51
Q

Why is Oed. significant?

A

You cannot control your fate
fate versus free concept

52
Q

What is Mesopotamia

A

Fertile Crescent

53
Q

Settlement at Jamestown Virginia date and side of ocean?

A

1607, America

54
Q

Smith, A Description of New England date and side of ocean?

A

1616, America

55
Q

Plymouth Plantation date and side of ocean?

A

1620, America

56
Q

Found of Massachusetts Bay Colony

Winthrop, A Model of Christian Charity date and side of ocean?

A

1630, America

57
Q

Evil Civil War begins date and side of ocean?

A

1642, Europe

58
Q

Beheading of King Charles I (Puritan Interregnum, 1649-1660) date and side of ocean?

A

1649, Europe

59
Q

Bradstreet, The Tenth Muse, Lately Sprung up in A–––.” date and side of ocean?

A

1650, America

60
Q

Neoclassical Period date RANGE and side of ocean?

A

1660-1785, Europe

61
Q

Restoration of monarchy (Charles II) date and side of ocean?

A

1660, Europe

62
Q

Pepys keeps his diary (published 1825) date** RANGE **and side of ocean?

A

1660-1669, Europe

63
Q

Plague outbreak date range and side of ocean?

A

1664-66, Europe

64
Q

Great Fire of London date and side of ocean?

A

1666, Europe

65
Q

Dryden, Annus Mirabilis date and side of ocean?

A

1667, Europe

66
Q

King Philip’s War date range and side of ocean?

A

1675-76, America

67
Q

Rowlandson’s, Narrative of Captivity (“The Sovereignty and Goodness of God) date and side of ocean?

A

1682, America

68
Q

“Glorious” Revolution (Willam and Mary installed as co-monarchs)

Behn, Oroonoko date and side of ocean?

A

1688, Europe

69
Q

Act of Union with Scotland date and side of ocean?

A

1707, Europe

70
Q

Haywood, Fantomina date and side of ocean?

A

1725, Europe

71
Q

Swift, *A Modest Proposal * date and side of ocean?

A

1729, Europe

72
Q

Pope, An Essay on Man date range and side of ocean?

A

1733-34, Europe

73
Q

Seven Years French and Indian War date range and side of ocean?

A

1754-63, America

74
Q

Johnson, Idler No. 31 date and side of ocean?

A

1758, Europe

75
Q

Franklin begins his memior (published posthumously as Autobiography) date and side of ocean?

A

1771, America

76
Q

Who was John Smith?

A
  • (1580-1631)
  • Explorer, leader, and a promoter.
  • Wrote a Description of NF (1616)
  • Propaganda ideas of settlers, economic motives + other motives?
77
Q

Who was John Cotton?

A
  • (1585-1652)
  • Cambridge U educated theologian and minister
  • Puritan
  • Wrote “God’s Promise To His Plantations” 1630 before emigrating to NE 1633.
  • Sig. relgious fig. in Mass. Bay C.
78
Q

Who was John Winthrop?

A
  • (1588-1649)
  • English lawyer, led Puritans to Mass Bay
  • Governor of Bay Col.
  • “Model of Christian Charity” -Lay sermon written on the Arabella 1630
  • “City on a Hill”
79
Q

Who was Anne Bradstreet?

A
  • (1612-1672)
  • Puritan; Born in England; emigrated to America 1630
  • daughter and wife of Mass Bay Col. Govenor
  • educated (unusual for women)
  • “Tenth Muse” published in London 1650 w/o her permission.
  • Traditional forms, applied to domestic isses and her faith.
80
Q

Who was Samuel Pepys?

A
  • (1633-1703)
  • Diary (1660-1669) published in 19th Century was an important record of daily life
  • Account of Great Fire; images of chaos, loss, exhaution, and community.
81
Q

Who was John Dryden?

A
  • (1631-1700)
  • dramatist, poest +critic; named poet luareate in 1668
  • Probably Puritan upbringing but converted to catholicism
  • loyal to Charles II + James II
  • Annus Mirabilis: (“Year of Miracles” ie 1666)
  • Plague, war, fire as trials to stengthen England
  • London will arise like a phoenix from the ashes to become the center of world (via trade/empire)
82
Q

How does Winthorp define “love” in his sermon “A Model of Christian Charity” and why is love so important to the success of the puritans mission in New England, in his words?

A

John Winthrop, a Puritan leader and the first governor of the Massachusetts Bay Colony, delivered his famous sermon “A Model of Christian Charity” in 1630 aboard the ship Arbella, which was bound for New England. In this sermon, Winthrop defines love as the bond that unites the members of a Christian community and as the foundation of a successful Puritan mission in the New World.

Winthrop begins by stating that God has commanded His people to love one another, and that this love is a duty that must be fulfilled in order to receive God’s blessings. He argues that the love that exists within the Christian community is not based on personal affection, but rather on the common goal of serving God and building a holy society. He refers to this love as “Christian charity” and emphasizes that it is not merely an emotional feeling, but a practical expression of commitment to God and to one’s fellow believers.

Winthrop then goes on to explain why this love is so important to the success of the Puritan mission in New England. He states that God has chosen the Puritans to be a “city upon a hill,” an example to the rest of the world of how a Christian community should live and function. He argues that this requires a high level of unity, cooperation, and self-sacrifice among the members of the community, and that without love, these qualities cannot be achieved. He warns that if the Puritans fail to live up to their calling and to love one another, they will lose God’s favor and be punished.

83
Q

Anne Bradstreet’s Poems reflect the gender expectations of the seventeenth century. How does her poems, “The author to her book” “My dear loving husband” “As weary pilgrims now rest” challenges those expectations?

A

Anne Bradstreet was a poet who lived in the seventeenth century, a time when gender expectations were very different from today. Women were expected to be obedient, submissive, and focused on domestic duties, while men were seen as the leaders and providers of their households. Bradstreet’s poetry reflects some of these gender expectations, but also challenges them in a number of ways.

In her poem “The Author to Her Book,” Bradstreet challenges the gender expectation that women should be passive and submissive. The poem describes the poet’s frustration with a book she has written, which she compares to a child that has been taken away from her before it is fully formed. Bradstreet speaks with a strong and assertive voice, asserting her authority over her work and refusing to let others dictate how it should be presented to the world. This goes against the prevailing belief that women should be meek and deferential.

In “My Dear Loving Husband,” Bradstreet challenges the idea that women are less capable of expressing deep emotions than men. The poem is a love letter to her husband, in which she expresses her deep affection for him and her desire to be with him forever. This goes against the belief that women are incapable of deep emotional connections, and shows that women are just as capable of expressing love and devotion as men.

In “As Weary Pilgrims Now Rest,” Bradstreet challenges the expectation that women should be solely focused on domestic duties. The poem describes the Christian concept of heaven as a place of rest for the faithful, and Bradstreet describes it in terms of a journey or pilgrimage. By using this metaphor, Bradstreet suggests that women’s lives are not limited to domestic tasks, but can also involve spiritual growth and exploration.

84
Q

What is the relationship between Pepys’ account of the fire and Dryden’s predictions for London in the aftermath?

A

Samuel Pepys was a diarist who wrote about the Great Fire of London in 1666, while John Dryden was a poet who wrote a prophetic poem titled “Annus Mirabilis” in the same year. Although Pepys and Dryden were writing about the same historical event, their accounts and predictions are somewhat different.

Pepys’ account of the fire is a detailed and factual record of what he saw and experienced. He describes the flames, the destruction of buildings, and the panic and confusion of the people in London. Pepys’ primary concern is with the immediate effects of the fire, such as the loss of property and the disruption of daily life.

In contrast, Dryden’s poem “Annus Mirabilis” is a more prophetic account of the fire and its aftermath. He uses the fire as a symbol of a larger crisis in England, including the ongoing Anglo-Dutch Wars and the political and social instability of the time. Dryden predicts that the fire will be followed by other disasters, both natural and man-made, and that London will face a period of upheaval and transformation.

Despite these differences, there is some overlap between Pepys’ account and Dryden’s predictions. Both writers acknowledge the scale of the disaster and the profound impact it had on London and its people. Pepys’ account describes the fire as a “dreadful calamity,” while Dryden refers to it as a “dreadful comet.” Both writers also recognize the need for rebuilding and renewal in the wake of the fire. Pepys notes that plans are being made to rebuild the city, while Dryden suggests that the fire may be an opportunity for England to emerge stronger and more resilient.

85
Q

Who was John Bunyan?

A
  • (1628-1688)
  • Son of a tinker, little education
  • 1660: Anglican church begins jailing dissenting preachers
  • was imprisoned for 12 years
  • 1666: writes spiritual autobiography *Grace Abounding to the Chief of Sinners *
  • Records transformation into Baptist preacher
  • in 1675: he is imprisoned again (test Act)
  • Writes the Pilgrim’s Progress (1678-79); it was the most popular allegory in English.
  • “Life is a Journey” invites readers on the adventure.
86
Q

Who was Mary Rowlandson

A
  • (1637-1711)
  • Born in England Puritan (Mass B. Col. ); Wife of minister
  • Context: King Philip’s War (1675-1676) war b/w English settlers and wampanoag and Naragesett in SE New England (Mass)
  • King Philip (Metacom) led attack after years of hostilies from colonists
  • Rowlandson held captive for 11 weeks in 1676
  • Why? Possibly for cultural reasons (a mourning was or ransom)
  • Published narrative about her experiences in 1682
  • Spiritual Autobiography: Idea of the “wilderness” as the “devil’s territory.” The first transatlantic “best-seller. “
87
Q

Mary Rowlandson’s 2 Voices: Conflict

A

Patient Puritan Counterpart:
* “But the Lord renewed my strength and carries me along, that I might see more of his power” 2nd Remove
* “read the 1st and the 28th Deuteronomy, which I did (3rd remove)

88
Q

Mary Rowlandson’s 2 Voices: Contradiction

A

Resourceful Surivor:
* There came an Indian to them at the time w/ a basket of horse liver, “ Can you eat liver?” and yet, a savory bit it was to me (7th remove)
* Philip spoke to me to make a shirt for his+ gave me a shilling (8th remove)

89
Q

Why does Mary Rowlandson’s voice schism exist?

A
  • an attempt to control her own narrative and responses to it? To explain why she subverts the norms of gender + her faith?
  • Public vs private voices?
  • Has trauma resulted in a subverted divide?
90
Q

What is the most surprising about Mary Rowlandson’s Narrative? Why might she have wanted to surprise or shock her audience?

A

Mary Rowlandson’s Narrative is a personal account of her experience of being taken captive by Native Americans during King Philip’s War in 1676. The most surprising aspect of Rowlandson’s Narrative is perhaps her sympathetic portrayal of her captors, which challenges the prevailing stereotype of Native Americans as savages and barbarians. Rowlandson describes the kindness and generosity of some of her captors, and even refers to them as “friends.”

This sympathetic portrayal of Native Americans is surprising because it goes against the prevailing attitudes of the time. In the seventeenth century, Native Americans were often portrayed as savage and uncivilized, and were seen as a threat to European settlers. Rowlandson’s narrative challenges these stereotypes and presents a more nuanced and sympathetic view of Native Americans.

There are a number of reasons why Rowlandson might have wanted to surprise or shock her audience with this portrayal. One possibility is that she wanted to challenge the prevailing attitudes of her time and encourage greater understanding and tolerance between different groups. By presenting Native Americans as complex and multifaceted individuals, rather than as one-dimensional stereotypes, she may have hoped to promote greater understanding and empathy.

Another possibility is that Rowlandson wanted to shock her audience in order to gain attention and sympathy. As a captive, she would have been a figure of interest to many people, and her narrative may have been an attempt to gain support and assistance from others. By presenting a sympathetic portrayal of her captors, she may have been hoping to win over potential allies and supporters.

91
Q

How is Mary Rowlandson’s split narrative voice reflected in the way that she describes the Native Americans? Give examples.

A

Mary Rowlandson’s split narrative voice is reflected in the way that she describes the Native Americans in her Narrative. On the one hand, Rowlandson portrays the Native Americans as brutal and cruel, responsible for the deaths of many settlers and for the destruction of towns and villages. On the other hand, she also describes the Native Americans with a sense of sympathy and even admiration, highlighting their kindness, generosity, and hospitality towards her and her fellow captives.

For example, early in the narrative, Rowlandson describes the Native Americans as “barbarous creatures” who “had murdered many of our English” and who were “as savage as the wildest beasts of the wilderness.” However, as her captivity progresses, Rowlandson’s portrayal becomes more nuanced. She describes the kindness of her captors, who provide her with food, shelter, and clothing, and who try to make her feel as comfortable as possible. She also notes the cultural differences between her own Puritan background and the Native American culture, and seems to be fascinated by the Native Americans’ way of life.

This split narrative voice reflects Rowlandson’s own conflicted feelings towards the Native Americans. As a Puritan, she would have been taught to view Native Americans as uncivilized heathens who needed to be converted to Christianity. At the same time, her experience of being taken captive and her interactions with her captors seem to have challenged her preconceptions and opened her mind to the possibility of a more nuanced and sympathetic view of Native Americans.

92
Q

The narrator of Oroonoko describes both Native Americans and Coramentians (West Africans) in detail. What similarities and differences does she observe?

A

In terms of similarities, the narrator notes that both Native Americans and West Africans are skilled hunters and warriors. She describes the Coramentians as “the most warlike and the bravest people of all that part of Africa,” and notes their use of bows and arrows as well as other weapons. Similarly, the narrator notes that the Native Americans are skilled in using the bow and arrow, and describes them as “mighty hunters.”

Both groups are also described as having strong familial ties and a deep respect for their elders. The narrator notes that the Coramentians have a complex system of hierarchy and respect for their elders, and describes the importance of family and kinship in their society. Similarly, the narrator notes that the Native Americans have a strong sense of family and community, and describes their communal living arrangements and social organization.

In terms of differences, the narrator notes that the Coramentians have a complex system of slavery, in which individuals can be enslaved as a punishment for crimes or as a result of war. The narrator notes that the Coramentians are known for their skill in capturing and enslaving other Africans, and describes the brutal treatment of enslaved individuals.

The Native Americans, on the other hand, do not have a system of slavery in the way that the Coramentians do. However, the narrator notes that the Native Americans have a complex system of tribal alliances and rivalries, which can lead to conflict and violence between different groups.

93
Q

Who was Aphra Behn?

A
  • (1640-1689)
  • authorship, cultural memory
  • A “True History” read as a: historical text, memior, travel narrative, and biography.
  • “the Royal Slave”: “noble savage”, race, disourses of slavery, oroonoko and abolition.
94
Q

How does Aphra Behn represent herself as narrator of Oroonoko’s tale? (Is she reliable? A neutral observer? How is her role influenced by her gender?)

A

As the narrator of “Oroonoko,” Aphra Behn represents herself as a reliable observer who presents the events of the story objectively. However, her reliability as a narrator has been a subject of much debate among literary critics. Some argue that she presents a biased and one-sided view of the events, while others argue that her narration is more complex than it appears at first glance.

In terms of her gender, Behn’s role as narrator is certainly influenced by the fact that she is a woman writing in a male-dominated literary tradition. Some critics have suggested that Behn’s portrayal of Oroonoko and his tragic fate can be read as a critique of patriarchal power structures and the ways in which women are excluded from political and social power.

At the same time, Behn’s portrayal of Oroonoko and other African characters in the novel has been criticized for perpetuating racist stereotypes and exoticizing African culture. This has led some scholars to question Behn’s reliability as a narrator and to question whether her portrayal of African characters is accurate or fair.

95
Q

Connect locke’s position about slavery to oroonoko’s

A

John Locke, in his writing “Two Treatises of Government,” argued that all men have a natural right to life, liberty, and property. He also argued that the government’s role was to protect these natural rights, and that it was the right of the people to overthrow a government that failed to do so.

In “Oroonoko,” Aphra Behn presents a similar argument against slavery. Oroonoko, the titular character, is a West African prince who is captured and enslaved by English colonizers. Throughout the novel, Behn portrays slavery as a violation of Oroonoko’s natural rights and a form of oppression that is unjust and cruel.

This is evident in the way that Oroonoko is treated by his captors, who view him as nothing more than a piece of property to be bought and sold. They ignore his humanity and dignity, and subject him to physical and emotional abuse.

Behn also uses Oroonoko’s story to critique the broader system of slavery and colonialism, arguing that it is immoral and unjust. By portraying Oroonoko as a sympathetic and noble character, Behn challenges the racist and dehumanizing stereotypes that were common in European representations of African people.

96
Q

How does the speaker of ,”A Modest Proposal” persuade the reader to agree with his proposal before he explains what’s involved?

A

In “A Modest Proposal,” the speaker uses several rhetorical strategies to persuade the reader to agree with his proposal before he explains what it involves. One of the most effective strategies he employs is satire, which involves using humor, irony, and exaggeration to expose and criticize the flaws in society.

The speaker begins by presenting himself as a reasonable and compassionate individual who is concerned about the welfare of Ireland and its people. He then proceeds to outline the problem of overpopulation and poverty in Ireland, which he claims is due to the incompetence of the Irish government and the greed of the English landlords.

The speaker then suggests that the solution to this problem is to sell the children of the poor as food for the wealthy. He presents this proposal as a logical and rational solution to the problem of poverty, arguing that it would reduce the population, provide income for the poor, and satisfy the appetites of the rich.

Throughout the essay, the speaker uses humor and irony to make his proposal seem reasonable and logical, while at the same time exposing the greed and callousness of the wealthy and the indifference of the government to the suffering of the poor. By adopting a serious and rational tone, he also creates the impression that he is a credible and authoritative source of information.

97
Q

Why was stanza 2 important in a “Modest Proposal?”

A

The second stanza of “A Modest Proposal” is important because it sets the tone for the entire essay and introduces the satirical and ironic approach that the speaker will use throughout the rest of the text.

In this stanza, the speaker establishes the problem that he claims to be addressing, which is the poverty and overpopulation of Ireland. He then proposes a solution that seems at first to be a reasonable and rational one, namely, to “devise a method for making these children sound and useful members of the commonwealth.”

However, in the next sentence, the speaker reveals the true nature of his proposal by stating that the children of the poor should be “bred for sale” and that they should be “served in stews at one year old.” This shocking and grotesque image immediately establishes the satirical and ironic tone of the essay, as the reader realizes that the speaker is not actually proposing a serious solution to the problem, but rather exposing the greed and indifference of the wealthy and powerful.

The second stanza also introduces the idea of treating people as commodities, which is a central theme of the essay. By suggesting that children should be bred and sold as if they were livestock, the speaker highlights the dehumanizing effects of poverty and the callousness of those who profit from it.

98
Q

Define dissenters:

A

Dissenters are people who say that they do not agree with something that other people agree with or that is official policy

99
Q

Neoclassical Art and Literature valued:

A
  • Greek and Roman (“The Augustans”)
  • Imitation
  • learning
  • tradition
  • control/order (as seen in Pope’s garden @ Twickenham
100
Q

Define satire:

A

reform through ridicule

101
Q

Define heroic couplet:

A

Rhymed pairs of lines in iambic pentameter.

102
Q

Who was Johnathan Swift?

A
  • (1667-1745)
  • Born in Dublin to English parents
  • commented on religion/politics; shifted alligience from Whig (industrialist change) to Tory (conservatives)
  • Church of England (Ireland) clergyman; Dean of St. Patrick’s cathedral, Dublin; opposed England’s oppression of Ireland.
  • Mostly prose Gulliver’s travels, 1726), noted satirist
  • Characterized himself as a “misanthrope” in a letter to Alexandar Pope.
103
Q

Difference b/w Whigs and Torys

A
  • Whig (industrialist change)
  • Tory (conservatives)
104
Q

Define misanthrope

A

a person who dislikes humankind and avoids human society.

105
Q

Who was Alexandar Pope?

A
  • (1688-1744)
  • catholic (excluded from civic life); crippled by Tuberculosis of the bone.
  • like swift, shifted alliginace from Whigs to Tory
  • Professional writer
    * Spokeman for traditional values
    * poet master of the heroic couplet
106
Q

An Essay on Man

A
  • (1733-34)
  • promises to “vindicate the ways of God to man”
  • Empirical reasoning (descartes, Locke)
  • Great Chain of Being
  • Emphasizes humanity’s inability to know God’s plan/see from God’s perspcetive
  • “whatever is, is right.”
107
Q

Who was Lady Wortley Montagu?

A
  • (1689-1762)
  • Wife of British ambassador to Turkey.
    * Letters: First secular account of Muslim world by a woman
    * Introduced smallpox innoculation to Britain
    * Challenged contemporary attitudes toward women
    Wortley Montagu challenged both Pope and swift often w/ respect to gender issues, and was mocked by them in their work.

“Swift, “The Lady’s Dressing Room, 1732”
Wortley Montagu, “Reasons that Induced Dr. Swift to write a Poem Called the Lady’s Dressing Room” 1734

108
Q

What are gendered masks?

A
  • Beauty patches that were worn as both fashion statements and to cover blemishes and pock marks.
    * Cosmetics
    * other products
    * wigs
    * corsets
    * embellishments
    =ALL OF WHICH ARE USED BY BOTH MEN AND WOMEN
109
Q

Who was Eliza Haywood?

A
  • (1693-1756)
  • actor and author of “amatory fiction”
  • Competitive w/ swift and Defoe; satirized by Pope
  • Fantomia (1728)
  • female desire, disquise masquerade (class), and reputation vs virtue.
110
Q

What are herioc couplets?

A
  1. Two lines of poetry
  2. written in iambic pentameter
    (10 syllables, unstressed, and stressed syllables)
111
Q

How does Wortley Montagu use her position as an englishwoman abroad to critique her own society?

A

Lady Mary Wortley Montagu was a writer and traveler who used her position as an English woman abroad to critique her own society. She was particularly critical of the treatment of women in English society, which she contrasted with the relative freedom and agency enjoyed by women in the Ottoman Empire, where she lived for a time. In her letters, she wrote about the Ottoman harem as a space of female power and solidarity, and criticized English society for its lack of opportunities for women to exercise their intellect and engage in public life.

For example, in a letter to her friend Anne Wortley, Montagu wrote:

“I am convinced that the confinement of the Turkish women is no such great hardship as they are generally imagined to make it; and I fancy it would be a task much more difficult, to confine one of our country-women to the seraglio, than to keep a Turkish lady within the bounds of her prison.”

Here, Montagu is suggesting that the confinement of women in the Ottoman Empire is not as oppressive as it might seem, and that it is actually easier for Turkish women to live within the confines of the harem than it would be for English women to be similarly confined. By doing so, she is not only challenging English stereotypes of Ottoman women as oppressed and powerless, but also critiquing English society for its lack of opportunities for women to exercise their agency and intellect.

112
Q

Satire uses mockery, sarcasm, and humor to draw attention to an issue, with the intention of encouraging change. For both reading pieces of Swift, “The Lady’s Dressing Room” , and Montagu’s “ The Reason’s that Induced Dr. Swift to write a Poem called the Lady’s Dressing Room” , identify the issues being satirized and explain what change the author might have hoped to inspire.

A

Both “The Lady’s Dressing Room” and “The Reason’s that Induced Dr. Swift to write a Poem called the Lady’s Dressing Room” satirize the excessive vanity and false beauty standards of upper-class women in 18th century England. Swift highlights the absurdity of women’s obsession with their appearance by satirizing the Lady’s Dressing Room as a filthy and disgusting place. Montagu critiques Swift’s poem and reinforces the idea that women should not be judged by their appearance alone, but rather by their intelligence and character.

Through their satire, both Swift and Montagu hoped to inspire a change in societal attitudes towards women and their focus on physical appearance. They wanted to encourage a shift towards valuing women for their intellect and personality, rather than solely for their beauty.

113
Q

what was haywood’s motivation of the character fantomina to keep making up new diguises?

A

In Eliza Haywood’s novella “Fantomina,” the motivation behind the character’s continual creation of new disguises is her desire for sexual exploration and freedom. Fantomina, a young woman of the upper class, becomes enamored with a man she meets at a masquerade ball and decides to disguise herself to continue seeing him. When he rejects her advances, she creates new personas to approach him again and again, using her disguises to gain sexual experiences that would not be available to her in her social position. Ultimately, her actions lead to her downfall and disgrace.

114
Q

Identify the roles and guises that fantomina takes on.

A
  • A prostitute: Fantomina’s first guise is that of a prostitute named Celia. She meets Beauplaisir in this guise and they begin an affair.
  • A wealthy widow: After Beauplaisir tires of Celia, Fantomina assumes the guise of a wealthy widow named Mrs. Bloomer. She seduces Beauplaisir again and they begin a new affair.
  • A servant: When Beauplaisir becomes bored of Mrs. Bloomer, Fantomina assumes the guise of a servant girl named Fantomina. She disguises herself to spy on Beauplaisir and see who he is seeing.
  • A lady of rank: Fantomina’s final guise is as a lady of rank named Incognita. She assumes this guise to test Beauplaisir’s true feelings for her. However, he rejects her in this guise, and Fantomina realizes that her plan has failed.
115
Q

Who was Samuel Johnson?

A
  • (1709-1784)
  • lower/middle class origins; professional writer (for money)
  • highly structured prose; wit
  • Dictionary (1755)
  • periodical essays: important moral issues of his day
  • Idler No. 31 (on Idleness), 1758
116
Q

Who was Benjamin Franklin?

A
  • (1706-1790)
  • printer, writer, scientist, diplomat
  • Autobiography (begun 1771; pub. posthumously)
    –New genre
    • rise of individualism
      –emphasis on reason

Midterm Review For All Classes (ENG 211, 303, 312, ECO 120, EME 313, HIS 103) (6 decks)

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