The Introduction: Entering the Conversation
The Conclusion: Exiting the Conversation
Monday, August 6, 2007
Anglo-Saxon England (2002), 31: 81-140 Cambridge University Press
Copyright © 2002 Cambridge University Press
Published online by Cambridge University Press 12May2003
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Daniel, the Three Youths fragment and the transmission of Old English verse
Paul G. Remley a1
a1 University of Washington, Seattle
The theories of oral-formulaic composition advanced by Albert B. Lord, his mentor and collaborator Milman Parry, and their later twentieth-century followers have been adduced frequently in studies of Old English verse, elements of whose language must go back ultimately to an oral tradition. After decades of research, however, scholars have yet to find conclusive answers to some basic questions: did literate Anglo-Saxons continue to practise techniques of extemporaneous versification? If so, did they continue to develop the mnemonic skills attributed to oral poets? It is clear that the monuments of Old English verse reveal many examples of formulaic language (for example, se mæra maga Healfdenes, se mæra mago Healfdenes and se mæra maga Ecgðeowes); but should we regard this language as a reliable witness to oral-formulaic versification or, perhaps, as a hybrid, ‘literary-formulaic’ idiom? Finally, if we accept the synchronic (or achronic) models of the formulaic ‘word-hoard’ that inform many Old English studies, is it pointless even to speculate about poetic influence, direction of borrowing and similar concerns? If so, how should we regard, say, two parallel uses of the unusual phrase enge anpaðas, occurring verbatim in Beowulf and the poetic Exodus but nowhere else among the surviving monuments? Must we view these parallels as isolated outcroppings in the trackless expanse of the Old English poetic corpus? Largely as a result of the scarcity of verse preserved in multiple copies, such questions have remained debatable into the present century.
Copyright © 2002 Cambridge University Press
Published online by Cambridge University Press 12May2003
* Login
* Subscribe to journal
* Email abstract
* Save citation
* Content alerts
Daniel, the Three Youths fragment and the transmission of Old English verse
Paul G. Remley a1
a1 University of Washington, Seattle
The theories of oral-formulaic composition advanced by Albert B. Lord, his mentor and collaborator Milman Parry, and their later twentieth-century followers have been adduced frequently in studies of Old English verse, elements of whose language must go back ultimately to an oral tradition. After decades of research, however, scholars have yet to find conclusive answers to some basic questions: did literate Anglo-Saxons continue to practise techniques of extemporaneous versification? If so, did they continue to develop the mnemonic skills attributed to oral poets? It is clear that the monuments of Old English verse reveal many examples of formulaic language (for example, se mæra maga Healfdenes, se mæra mago Healfdenes and se mæra maga Ecgðeowes); but should we regard this language as a reliable witness to oral-formulaic versification or, perhaps, as a hybrid, ‘literary-formulaic’ idiom? Finally, if we accept the synchronic (or achronic) models of the formulaic ‘word-hoard’ that inform many Old English studies, is it pointless even to speculate about poetic influence, direction of borrowing and similar concerns? If so, how should we regard, say, two parallel uses of the unusual phrase enge anpaðas, occurring verbatim in Beowulf and the poetic Exodus but nowhere else among the surviving monuments? Must we view these parallels as isolated outcroppings in the trackless expanse of the Old English poetic corpus? Largely as a result of the scarcity of verse preserved in multiple copies, such questions have remained debatable into the present century.
Sunday, August 5, 2007
Saturday, August 4, 2007
Friday, August 3, 2007
Thursday, August 2, 2007
I made the somewhat upsetting discovery today that most of these kids lack intrinsic motivation altogether. This is a problem because it's a major cultural difference; it makes it more difficult for these kiddos to fit into our educational system.
The foundation of good reading practices: a) authentic reading; b) authentic writing; c) strong rote; d) fluency development. a) and b) are good targets for intrinsic motivation; c) and d) are good targets for extrinsic motivation.
The foundation of good reading practices: a) authentic reading; b) authentic writing; c) strong rote; d) fluency development. a) and b) are good targets for intrinsic motivation; c) and d) are good targets for extrinsic motivation.
recap (summary, return to main idea)
revisit your main idea, perhaps in more detail of with a change in emphasis. If you like, strengthen the cause-and-effect relationship in your thesis.
take your main point and apply it to a broader topic. Connect it to issues outside the scope of your main argument. However, don't introduce a new claim (cause0and0effect statement). Just show us how your earlier claim can be applied to a broader category of stuff.
To finish your conclusion, help us evaluate your idea. Show us that it provides a significant and meaningful answer to an important question. You have already successfully answered a question. Now you must show us why the question mattered.
revisit your main idea, perhaps in more detail of with a change in emphasis. If you like, strengthen the cause-and-effect relationship in your thesis.
take your main point and apply it to a broader topic. Connect it to issues outside the scope of your main argument. However, don't introduce a new claim (cause0and0effect statement). Just show us how your earlier claim can be applied to a broader category of stuff.
To finish your conclusion, help us evaluate your idea. Show us that it provides a significant and meaningful answer to an important question. You have already successfully answered a question. Now you must show us why the question mattered.