The Style of Beowulf
A consideration of the stylistic features in the classic poem Beowulf involves a study of the poetic verse, the vocabulary, alliteration, litotes, simile, kennings, variation and double-meaning or ambiguity.
The poetic conventions used by this poet include two half-lines in each verse, separated by a caesura or pause. The half-lines are joined by the oral stressing of alliterative words in the half-lines, both consonants and vowels (Tharaud 34). “At least one of the two stressed words in the first half-line, and usually both of them, begin with the same sound as the first stressed word of the second half-line” (Donaldson 67). When a word was stressed in the first half-line, its alliterative counterpart was stressed in the following half-line; the words could either complement each other, like holy/heaven or sin/enemy, or they could contrast each other like happy/wretched or warm/winter.
Oft Scyld Scefing sceapena preatum
monegum maegpum meodo-setla ofteah (4-5)
The repetition of the “s” sound in line 4 and of the “m” sound in line 5 illustrate alliteration, and this occurs throughout the poem, providing to the listener what the rhyme of modern-day poetry provides – an aesthetic sense of rightness or pleasure.
The vocabulary of the poem is remarkable in several ways. First of all, about one-third of the vocabulary is compound words. For the concept of “the sea” there are 50 different compounds; likewise there are 50 compounds for the concept of “a battle;” and 30 words for “king” (Chickering 5). It is truly amazing that in this poem of about 3000 lines there are 4000 vocabulary entri...
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...as involved a study of the poetic verse, the vocabulary, alliteration, litotes, simile, kennings, variation and double-meaning or ambiguity.
BIBLIOGRAPHY
Chickering, Howell D.. Beowulf A dual-Language Edition. New York: Anchor Books, 1977.
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Tharaud, Barry. “Anglo-Saxon Language and Traditions in Beowulf.” In Readings on Beowulf, edited by Stephen P. Thompson. San Diego: Greenhaven Press,1998.
Research and Practice: The Role of Evidence-Based Program Practices in the Youth Mentoring Field. (2009). Mentoring Resource Center, (30).
Wilbur, Richard. “Beowulf.” In TheBeowulf Poet, edited by Donald K. Fry. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1968.
Heaney, Seamus. Introduction. Beowulf: a New Verse Translation. New York: Farrar, Straus, and Giroux, 2000. Xvii. Print.
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Bigfoot, a mysterious creature who has been questioned throughout the years by researchers and scientists, is one of the world's most searched for and sought after creature. There has not been sufficient evidence to authenticate that Bigfoot is real, yet it is entertaining to ponder on the thought if it is possible that such a creature could exist in the world. It is evident that Bigfoot will continue to be looked for and will always be a campfire story to tell children for years to
Flaxman, E. Evaluating Mentoring Programs. New York: Institute for Urban and Minority Education, Teachers College, Columbia University, 1992.
Frank, Roberta. “The Beowulf Poet’s Sense of History.” In Beowulf – Modern Critical Interpretations, edited by Harold Bloom. New York: Chelsea House Publishers, 1987.
Throughout the 150 year history of Bigfoot many concerns have raised, the most in number have been from Native Americans. The Karok Indians tell of an “upslope person” who lurks far up in the mountains (Gaffron, 22-24). Some medicine men have told stories of “snow-walkers” that haunt the Forrest depths (Short). The creatures North American habitat covers over 125,000 square miles of forest, contained in the states of Oregon, Washington, and California, constituting a large number of Native American tribes to encounter and frighten (Gaffron, 22). This phenomenon is not just a Native American one told by medicine men, and tribe leaders, Bigfoot plays an enormous role in the ancient folklore of such civilizations as, the Russians, Greeks, and Anglo-Saxons (Brunvand). These civilizations have been around for hundreds of years, and have been telling stories of Bigfoot long before any one; they hold the true key to Bigfoot’s history.
What did the early American pioneers see when traveling the uninhabited wilderness of the early 1800’s? Could they have be seeing a black bear standing momentarily on its hind legs or was it actually what we now call Bigfoot today (“The Canadian Encyclopedia”). The origin of Bigfoot dates even further back to Native American myths portraying a large aggressive ape like animal walking on its hind legs eating children and animals (“New World Encyclopedia”). Since then there have been thousands of reports of supposed Bigfoot sightings including footprints, photos, videos and the actual carcass of a deceased Bigfoot. For over 80 years scientist have been discrediting the thought of the existence of Bigfoot, but throughout time scientist have begun to adapt to the fact that there might be a possible large unidentified animal walking throughout our wilderness today. The fact that there might be a Bigfoot like animal walking through our forests today sparks imagination but has there been enough information that we can conclude that there is an animal that has not been identified.
Garvey, R. Stokes, P. and Megginson, D. (2009) Coaching and Mentoring theory and Practice. London: Sage
Rebsamen, Frederick R.. in “Beowulf – A Personal Elegy.” Beowulf: The Donaldson Translation, edited by Joseph F. Tuso. New York, W.W.Norton and Co.: 1975
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Opponents feel that bicycle helmet laws are too strict and are misdirected. Principally, they feel that helmet laws do not prevent accidents and point out the fact that "motor vehicles are involved in 90-92% of bicyclist deaths" (BHSI/Compendium 4). Creating awareness among drivers by lowering their speeds would create a safer cycling environment. Furthermore, opponents of helmet laws believe that "requiring motorists to wear helmets will save more lives" (Convissor 1) since statistics show the likelihood of fatality while riding in passenger cars is nearly double that of bicycling (Bicycle 15). They are also concerned for the overall popularity of their sport when helmet laws go into effect. After helmet laws went into effect in Australia, "surveys in Sydney found the helmet law reduced cycling by 38%" (Convissor, 1). Another issue is the argument that helmets are inconvenient and uncomfortable.
Sisson, Mary. 1996. “Thematic and Structural Analysis.” in Beowulf: Bloom’s Notes. Harold Bloom, ed. Philadelphia: Chelsea House Publishers.
Mentoring is a strong educational tool and is very useful especially within the New York City Department of Education. It is a great way for experience teachers to pass down information. The one and one interaction is more lasting than reading it from a book. This method will allow a smooth transition for new teachers. There are a lot of procedures that are confusing to beginners and mentors can uncoil those kinks. Beginning teacher will also get the opportunity to experience different teaching styles and also decide what will work for them and what will not. Mentoring is a valuable asset in guiding person’s development.