a. The thegn is a warrior who has sworn his loyalty to an Anglo-Saxon lord. ![]() |
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b. The thegn is a class of proto-capitalism opposed to the guild system. ![]() |
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c. The thegn is a warrior who pays money in exchange for exemption from military service. ![]() |
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d. The thegn is an Anglo-Saxon lord who partakes in the comitatus ethic. ![]() |
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e. The thegn is a leader in the Middle Ages guild system. ![]() |
a. English Reformation and Elizabethan Age ![]() |
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b. Civil war and the Restoration ![]() |
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c. Roman departure and the Renaissance ![]() |
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d. Romanticism and the Enlightenment ![]() |
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e. Mid-century modernism and contemporary ![]() |
a. As the suffering Christ ![]() |
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b. As the ransom God demands for the sins of humanity ![]() |
||
c. As a special Jewish teacher ![]() |
||
d. As the heroic noble warrior ![]() |
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e. As a relatable commoner ![]() |
a. Financial wealth was necessary for kings to maintain power. ![]() |
||
b. Kings often used generous gifts to recruit their followers. ![]() |
||
c. It was necessary for kings to fight in order to keep their power. ![]() |
||
d. The ability to attract fellow warriors was a necessary attribute of power. ![]() |
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e. All of these answers ![]() |
a. The term is an allusion to Beowulf's golden torque. ![]() |
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b. The term represents the comitatus ethic. ![]() |
||
c. The term is an example of kenning. ![]() |
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d. The term is an example of caesura. ![]() |
||
e. The term illustrates the repetition of phrases in the text. ![]() |
a. Wyrd has to do with reparational payments exacted from people guilty of homicide. ![]() |
||
b. Wyrd is related to the folly of earthly possessions. ![]() |
||
c. Wyrd suggests the idea of fate. ![]() |
||
d. Wyrd is an allusion to the impending conversion to Christianity. ![]() |
||
e. Wyrd suggests the idea of death. ![]() |
a. Wergild signifies a society based on blood-feuds. ![]() |
||
b. Wergild is connected to the idea that bloodshed leads to more bloodshed. ![]() |
||
c. Wergild contributes to the claustrophobic, doom-laden atmosphere. ![]() |
||
d. Wergild relates to the concept of wyrd. ![]() |
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e. All of these answers ![]() |
a. The mock epic ![]() |
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b. The lyric ballad ![]() |
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c. The lai ![]() |
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d. The heroic epic ![]() |
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e. The haiku ![]() |
a. The desire to travel in search of wisdom with the social conventions ![]() |
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b. The folly of earthly things with the wisdom of heaven ![]() |
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c. The speaker's spiritual regression with the increasing trend of Christian conversions ![]() |
||
d. The desire for a more advanced world with stagnant social progress ![]() |
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e. The desire to reconcile religion and science ![]() |
a. The breakdown of England's once solidified political identity ![]() |
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b. The success of the Battle of Maldon ![]() |
||
c. The translation of Latin texts into the vernacular language ![]() |
||
d. The suppression of the Norman Invasion ![]() |
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e. All of these answers ![]() |
a. Hrothgar believes it is important to stay focused on revenge. ![]() |
||
b. Pride is one of the deadly sins. ![]() |
||
c. Pride causes one to appear immodest. ![]() |
||
d. Extreme pride can cause one to be overly secure and make mistakes. ![]() |
||
e. Pride may result in insecurities, prompting one to be overly cautious. ![]() |
a. The defeat of the English at the hands of the Vikings in 991 ![]() |
||
b. The First Crusade in the 11th-century ![]() |
||
c. The Second Crusade in the 12th-century ![]() |
||
d. The Norman Conquest in 1066 ![]() |
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e. The invasion of Mongolian nomads in the 13th-century ![]() |
a. There is no firm concept of when English literature began. ![]() |
||
b. The epic poem is written in a language that is unrecognizable to many English speakers. ![]() |
||
c. Danish and German scholars first claimed the poem. ![]() |
||
d. There are no English characters in the poem. ![]() |
||
e. All of these answers ![]() |
a. The life of everyday people in the 5th and 6th centuries ![]() |
||
b. The conversion of Britain to Christianity ![]() |
||
c. The history of Christianity before it reached Britain ![]() |
||
d. The spread of Christianity after the Norman Conquest ![]() |
||
e. The aristocracy's role in spreading Christianity in the 11th century ![]() |
a. Sutton Hoo is the site of an ancient Anglo-Saxon burial ground. ![]() |
||
b. Sutton Hoo provides architectural evidence from a virtually unexplored period of history. ![]() |
||
c. Sutton Hoo gives more information about the society that created Beowulf. ![]() |
||
d. Sutton Hoo provides insight into the conversion from paganism to Christianity. ![]() |
||
e. All of these answers ![]() |
a. The dreamer functions as an example of the comitatus ethic. ![]() |
||
b. The dreamer has a special hope for salvation. ![]() |
||
c. The dreamer is a relic from before the Christian conversion. ![]() |
||
d. The dreamer is an example of the superstition of paganism. ![]() |
||
e. The dreamer is an example of kenning. ![]() |
a. The line describes the fatal outcome of a significant battle. ![]() |
||
b. The line describes the optimistic attitude of the speaker. ![]() |
||
c. The line suggests that the speaker is comfortably settled. ![]() |
||
d. The Wanderer is a poem about fatal endings. ![]() |
||
e. The line suggests that fate plays an irrevocable role in human affairs. ![]() |
a. The golden torque ![]() |
||
b. Hurnting ![]() |
||
c. Comitatus ethic ![]() |
||
d. Kenning ![]() |
||
e. Alliteration ![]() |
a. The Rule of Saint Benedict standardized monasticism. ![]() |
||
b. The Rule of Saint Benedict was the first example of poetry written in the vernacular language. ![]() |
||
c. The Rule of Saint Benedict explained the new architectural style. ![]() |
||
d. The Rule of Saint Benedict offered an early example of dream poetry. ![]() |
||
e. The Rule of Saint Benedict was intended to increase literacy. ![]() |
a. As a system by which citizens could guarantee protection from their kings ![]() |
||
b. As a mutually beneficial relationship between rulers and warriors ![]() |
||
c. As an economic system of rewards used to ensure warriors reliability ![]() |
||
d. As a pre-feudal power structure based on the distribution of economic and military resources ![]() |
||
e. All of these answers ![]() |
a. A pause or break in a line of poetry ![]() |
||
b. Giving inanimate objects human qualities ![]() |
||
c. A metaphorical compound ![]() |
||
d. The image used to share qualities in a metaphor or simile ![]() |
||
e. Extreme exaggeration ![]() |
a. Giving inanimate objects human qualities ![]() |
||
b. A metaphorical compound ![]() |
||
c. A reparational payment demanded of a person guilty of homicide ![]() |
||
d. The image used to share qualities in a metaphor or simile ![]() |
||
e. Extreme exaggeration ![]() |
a. He combined zealous Christianity with English patriotism. ![]() |
||
b. He did not believe that Christianity was an essential part of English culture. ![]() |
||
c. He thought that England was a pagan wilderness. ![]() |
||
d. He believed that English Christians needed to move to a New Israel. ![]() |
||
e. He believed in English patriotism and zealous paganism. ![]() |
a. Ruined cities ![]() |
||
b. Exile ![]() |
||
c. Abandoned mead-halls ![]() |
||
d. Loneliness ![]() |
||
e. All of these answers ![]() |
a. A response to the Danish invasion ![]() |
||
b. The shift away from individual petty kingdoms to central rule under King Alfred ![]() |
||
c. Efforts to revive learning ![]() |
||
d. The translation of Latin religious and historical works in vernacular traditions ![]() |
||
e. All of these answers ![]() |
a. Kenning ![]() |
||
b. Alliteration ![]() |
||
c. Personification ![]() |
||
d. Caesura ![]() |
||
e. Romance ![]() |
a. Enlightenment ![]() |
||
b. Feudalism ![]() |
||
c. Guildhouses ![]() |
||
d. Monasticism ![]() |
||
e. All of these answers ![]() |
a. The Battle of Maldon ![]() |
||
b. Caedmon's Hymn ![]() |
||
c. Beowulf ![]() |
||
d. The Wanderer ![]() |
||
e. The Dream of the Rood ![]() |
a. They were eager students of everything they could learn from the outside world. ![]() |
||
b. They were extremely charismatic. ![]() |
||
c. They wanted to move from the basics of Christian faith to a full Christian life. ![]() |
||
d. They were promoters of the monastic life. ![]() |
||
e. All of these answers ![]() |
a. Monks memorized many passages of scripture, preserving scriptures. ![]() |
||
b. Scops recited poems to noble audiences, preserving the stories and poetic tradition. ![]() |
||
c. Thegns were nobles who liked literature, and their patronage made poets popular. ![]() |
||
d. Anchoresses recited poems to occupy their time alone in their cells. ![]() |
||
e. Serfs enjoyed the poems as entertainment after working in the fields. ![]() |
a. Caedmon's Hymn ![]() |
||
b. The Battle of Maldon ![]() |
||
c. The Canterbury Tales ![]() |
||
d. The Dream of the Rood ![]() |
||
e. Bede's Conversion of England ![]() |
a. The Canterbury Tales ![]() |
||
b. The Battle of Maldon ![]() |
||
c. The Seafarer ![]() |
||
d. The Wanderer ![]() |
||
e. The Dream of the Rood ![]() |
a. The poem's fascinating rhyme scheme is unique for the time. ![]() |
||
b. The poem could be easily sung in all churches and was widely accepted. ![]() |
||
c. The poem's theme of alienation becomes familiar to Anglo-Saxon poetry. ![]() |
||
d. The poem illustrates Caedmon's erudition and scholarship. ![]() |
||
e. The poem is widely believed to be the first written poem in Old English. ![]() |
a. Feudalism represents the world of scholars who studied the ancient texts of the past. ![]() |
||
b. The feudal world is one of glamor and beauty. ![]() |
||
c. Feudalism represents an economic hierarchy, the upper levels of which created and consumed literature. ![]() |
||
d. Feudalism represents interesting family quarrels that make for good stories. ![]() |
||
e. The concept of feudalism is founded in religion and dogma. ![]() |
a. The comitatus ethic represents the shift from a nomadic to a more organized social structure. ![]() |
||
b. The comitatus ethic is evidence of a period in which behavior was guided by Christian ethics. ![]() |
||
c. The comitatus ethic shows a historical return to older types of political organization. ![]() |
||
d. The comitatus ethic represents a culture in which rulers had no responsibilities to their citizens. ![]() |
||
e. The comitatus ethic represents the shift from an organized, civil society to a nomadic society. ![]() |
a. This line suggests that kings are good and virtuous. ![]() |
||
b. This line suggests that Britain was the most important place in the medieval world. ![]() |
||
c. This line suggests that good kings are rewarded by God. ![]() |
||
d. This line suggests that Arthur was beloved by the English, because he was good. ![]() |
||
e. This line suggests the elegance necessary for the feudal king to display being at the top of the economic hierarchy. ![]() |
a. King Harold ![]() |
||
b. King Arthur ![]() |
||
c. William the Conqueror ![]() |
||
d. Alfred the Great ![]() |
||
e. William Rufus ![]() |
a. King Edward the Confessor had spent his youth in Normandy. ![]() |
||
b. King Alfred wanted all educated people to speak French. ![]() |
||
c. Many English nobles preferred French because of the culture's superior poetry. ![]() |
||
d. Edward the Confessor's wife was French, and she had great influence at court. ![]() |
||
e. After the successful invasion of England, the language of William of Normandy became the language of the elite. ![]() |
a. The exposure to new forms ended the production of lais. ![]() |
||
b. This interaction led to the influence of Arthurian legend on French literature. ![]() |
||
c. This interaction led to more stories about the English conversion to Christianity. ![]() |
||
d. The cultural exchange led to more stories about ancient myths. ![]() |
||
e. All of these answers ![]() |
a. The Norman Conquest detached England from Scandinavian influence. ![]() |
||
b. The Norman Conquest increased the French influence. ![]() |
||
c. The Norman Conquest marked the last attempt for a Scandinavian nation to overtake England. ![]() |
||
d. The Norman Conquest ended cultural interaction with Norway and Denmark. ![]() |
||
e. All of these answers ![]() |
a. They introduced alliterative verse. ![]() |
||
b. They introduced rhyming octosyllabic couplets. ![]() |
||
c. They introduced iambic pentameter. ![]() |
||
d. They introduced metaphor. ![]() |
||
e. They introduced litotes and meiosis. ![]() |
a. Both use the comitatus ethic to explain their hero's motivations. ![]() |
||
b. Both include references to William the Conqueror. ![]() |
||
c. Both include the theme of broken promises between lovers. ![]() |
||
d. Both feature mentions of the conversion from paganism. ![]() |
||
e. Both include a dream-vision. ![]() |
a. Both include stacked tales in a single sequential narrative. ![]() |
||
b. Both have courtly love as their central theme. ![]() |
||
c. Both are designed in an episodic manner. ![]() |
||
d. Both are usually intended to be sung as hymns. ![]() |
||
e. All of these answers ![]() |
a. To serve the church ![]() |
||
b. To withdraw and meditate upon God ![]() |
||
c. To pray ![]() |
||
d. To preach ![]() |
||
e. To convert to Christianity ![]() |
a. Priests should be used as examples of ecclesiastical life. ![]() |
||
b. Priests should be avoided, because men are bad influences. ![]() |
||
c. Priests should offer anchoresses their only connection to the outside world. ![]() |
||
d. Priests should be honored, because men are naturally more spiritual. ![]() |
||
e. Priests should be obeyed, because men are good influences. ![]() |
a. As a historical figure with whom her audience is largely unfamiliar ![]() |
||
b. As a warrior king ![]() |
||
c. As someone who broken the tradition of offering lavish gifts to his supporters ![]() |
||
d. As a modest ruler who defended his own borders ![]() |
||
e. As a dedicated king but not necessarily a generous or courageous one ![]() |
a. The conquered English quickly studied French. ![]() |
||
b. The French conquerors learned English in order to be able to govern well. ![]() |
||
c. Latin became a common language for interaction between the two groups. ![]() |
||
d. Most of the English population went on speaking English with French used mostly among the upper-ruling class. ![]() |
||
e. All of these answers ![]() |
a. Trouthe represents the supernatural aspects of the medieval romance. ![]() |
||
b. Trouthe alludes to the British conversion from paganism to Christianity. ![]() |
||
c. Trouthe emphasizes the positive side of feudalism. ![]() |
||
d. Trouthe suggests the imminent return to a pre-feudal social organization. ![]() |
||
e. Trouthe emphasizes the downside of feudalism. ![]() |
a. The line has obvious rhyme and meter, and the opening words suggest a story of adventure and excitement. ![]() |
||
b. The strong alliteration creates rhythm that accentuates the adventurous spirit. ![]() |
||
c. The line seems to frame a story with plot complications. ![]() |
||
d. The line alludes to a poem with religious undertones. ![]() |
||
e. The line aims to record a historical moment. ![]() |
a. A poem that is usually intended to be sung ![]() |
||
b. A poem with courtly love as its central theme ![]() |
||
c. A short lyrical poem ![]() |
||
d. A poem that is usually in octosyllabic couplets ![]() |
||
e. All of these answers ![]() |
a. To convert readers to Christianity through positive examples ![]() |
||
b. To inform illiterate readers about Arthurian legend ![]() |
||
c. To reconcile the hero's responsibilities in love and wars ![]() |
||
d. To sway audiences away from reading tales of courtly love ![]() |
||
e. To convince readers to learn more about French history instead of English history ![]() |
a. The phrase refers to anchoresses responsibility to defend other Christians. ![]() |
||
b. The phrase suggests that women should safeguard their spirituality through total withdrawal from the world. ![]() |
||
c. The phrase is considered one of the positive effects of prayer. ![]() |
||
d. The phrase involves becoming a nun in order to escape the bad influence of men. ![]() |
||
e. The phrase implies that women are tempted by romance even once they become nuns. ![]() |
a. Dactylic pentameter ![]() |
||
b. Octosyllabic couplets ![]() |
||
c. Heroic couplets ![]() |
||
d. Clerihew ![]() |
||
e. Iambic pentameter ![]() |
a. He recast the history of Arthur into the romance genre. ![]() |
||
b. He was the first to discuss the Knights of the Round Table. ![]() |
||
c. He separated Arthurian legend from tales of courtly love. ![]() |
||
d. He dropped the supernatural theme found in Arthurian legend. ![]() |
||
e. He avoided the traditional courtly economy theme. ![]() |
a. The life and poems of Caedmon ![]() |
||
b. The conversion of Britain from paganism ![]() |
||
c. The early years of William the Conqueror ![]() |
||
d. The tales of King Arthur ![]() |
||
e. The influence of medieval women writers in the history of Britain ![]() |
a. The Anglo-Saxon Chronicle records the history of the continuity and persistence of Anglo-Saxon culture in Old English. ![]() |
||
b. The Anglo-Saxon Chronicle offers a lay person's perspective on Anglo-Saxon history. ![]() |
||
c. The Anglo-Saxon Chronicle focuses on the courtly adventures of Anglo-Saxon English. ![]() |
||
d. The Anglo-Saxon Chronicle presents an accurate description of the Second and Third Crusades. ![]() |
||
e. The Anglo-Saxon Chronicle records the conversion to Christianity in Middle English. ![]() |
a. Anchoresses should avoid bad influences. ![]() |
||
b. Anchoresses should live in a dwelling attached to a church. ![]() |
||
c. Anchoresses should avoid gossip. ![]() |
||
d. Anchoresses should avoid men. ![]() |
||
e. All of these answers ![]() |
a. Heroic knights involved in courtly romances ![]() |
||
b. Episodic French and German poetry ![]() |
||
c. Resemblance to an epic ![]() |
||
d. Supernatural themes involving dragons and monsters ![]() |
||
e. All of these answers ![]() |
a. An early form spoken and written by the Anglo-Saxons ![]() |
||
b. A filed-down Old English with heavy French influence ![]() |
||
c. A unique form of English spoken in Germany ![]() |
||
d. A form brought to England by the Scandinavians ![]() |
||
e. A late form of English that very closely resembles Modern English ![]() |
a. The knight is religious. ![]() |
||
b. The knight is submissive to his lad. ![]() |
||
c. The knight is dedicated to his feudal lord. ![]() |
||
d. The knight is blond, tall, and elegant. ![]() |
||
e. The knight is willing to go to exotic places on adventures. ![]() |
a. The Church moved away from using Latin. ![]() |
||
b. The trend of educational reforms was reversed. ![]() |
||
c. England returned to its pre-feudal state. ![]() |
||
d. The primary language became French. ![]() |
||
e. All of these answers ![]() |
a. The Matter of Germany ![]() |
||
b. The Matter of Rome ![]() |
||
c. The Matter of Britain ![]() |
||
d. The Matter of England ![]() |
||
e. The Matter of France ![]() |
a. The relationships between knights and ladies ![]() |
||
b. The feudal system ![]() |
||
c. The knight's lack of loyalty to his lord ![]() |
||
d. The conduct of wars and tournaments ![]() |
||
e. The religious code of honor ![]() |
a. Marie de France's Lanval ![]() |
||
b. Sir Launfal ![]() |
||
c. Chaucer's The Wife of Bath ![]() |
||
d. Chaucer's Franklin's Tale ![]() |
||
e. Norwich's Revelations of Divine Love ![]() |
a. Geoffrey of Monmouth's Historia Regum Britanniae ![]() |
||
b. Julian of Norwich's Revelations of Divine Love ![]() |
||
c. Marie de France's Lanval ![]() |
||
d. Sir Thomas Malory's Morte Darthur ![]() |
||
e. Chretien de Troyes Yvain, le Chevalier au Lion ![]() |
a. These people were a group from the Brittany region of France. ![]() |
||
b. The Bretons roots were in the Celtic cultural tradition. ![]() |
||
c. Breton literature had a profound effect on medieval literature in England. ![]() |
||
d. The Bretons represented prominent forces in the Norman invasion. ![]() |
||
e. All of these answers ![]() |
a. Bede's Ecclesiastical History ![]() |
||
b. Caedmon's Hymn ![]() |
||
c. Chretien de Troyes Yvain, or le Chevalier au Lion ![]() |
||
d. Chaucer's The Canterbury Tales ![]() |
||
e. Julian of Norwich's Revelations of Divine Love ![]() |
a. The story of an English village's conversion to Christianity ![]() |
||
b. A first-person story of the Norman invasion ![]() |
||
c. The adventure of a knight who rescues a maiden ![]() |
||
d. A poem that features courtly love but denounces supernaturalism ![]() |
||
e. A story about paganism and an apocalypse ![]() |
a. It was written for an audience of nuns only. ![]() |
||
b. English was a more commonly used language in the Church. ![]() |
||
c. The audience was likely unable to read French. ![]() |
||
d. Women were more educated, so they knew more languages. ![]() |
||
e. The audience was partially lay-women with little knowledge of Latin. ![]() |
a. Langland wrote only about aristocratic characters that were similar to Arthurian legends, whereas Chaucer wrote about lower social classes. ![]() |
||
b. Chaucer and Langland wrote in different dialects. ![]() |
||
c. Chaucer copied French and Italian style, whereas Langland did not. ![]() |
||
d. Most of Chaucer’s poetry was for a secular court audience, whereas Langland’s was didactic, teaching a moral lesson. ![]() |
||
e. Chaucer wrote only about aristocratic characters that were similar to continental heroes, while Langland wrote about lower social classes. ![]() |
a. Production moved to the countryside. ![]() |
||
b. Landlords had growing problems with their tenants. ![]() |
||
c. The lack of guilds led to a decline in available civic services. ![]() |
||
d. A modern social hierarchy developed. ![]() |
||
e. All of these answers ![]() |
a. The court of Richard II ![]() |
||
b. The church ![]() |
||
c. The military ![]() |
||
d. The literary tradition ![]() |
||
e. Women ![]() |
a. the Black Plague. ![]() |
||
b. unrequited love for John of Gaunt. ![]() |
||
c. drowning in the Thames. ![]() |
||
d. childbirth. ![]() |
||
e. assassination . ![]() |
a. Mystical literature suggested the continued link between paganism and Christianity. ![]() |
||
b. Mystical literature prohibited women from writing in the voice of God. ![]() |
||
c. Mystical literature ended the trend of poems in which God was cast as a lover. ![]() |
||
d. Mystical literature provided a place for women to write romantic and religious literature. ![]() |
||
e. All of these answers ![]() |
a. The miller’s tale was more shocking than the knight’s tale. ![]() |
||
b. The knight had not finished his tale. ![]() |
||
c. The miller did not ask politely. ![]() |
||
d. A member of the clergy should have spoken next. ![]() |
||
e. The miller was far beneath the knight in social order, so the miller should have deferred to the person who ranked above him. ![]() |
a. Earthly wealth ![]() |
||
b. Faith ![]() |
||
c. Time spent in prayer ![]() |
||
d. Donations made to the monastery ![]() |
||
e. Good deeds ![]() |
a. Barley bread provides an example of medieval estates satire. ![]() |
||
b. Barley bread represents the wife’s answer to the belief that virginity is superior to marriage. ![]() |
||
c. Barley bread suggests the heroine’s state as a fallen woman. ![]() |
||
d. Barley bread signifies Chaucer’s use of alliterative verse. ![]() |
||
e. Barley bread represents the wife’s traditional take on being subservient in marriage. ![]() |
a. Manorial landlords used the political situation to exploit destitute peasants. ![]() |
||
b. Government policies were incorrectly based on the idea that the rich would help the poor survive. ![]() |
||
c. The high rates of the poll tax were considered unfair. ![]() |
||
d. Peasants were jointly united against the pattern of upper-class harassments ![]() |
||
e. All of these answers ![]() |
a. The Great Famine ![]() |
||
b. The Hundred Years War ![]() |
||
c. The Great Schism ![]() |
||
d. The Black Plague ![]() |
||
e. All of these answers ![]() |
a. Mystery plays involve Christian themes, whereas morality plays do not. ![]() |
||
b. Morality plays involve Christian themes, whereas mystery plays do not. ![]() |
||
c. Morality plays were written individually, whereas mystery plays are in cycles. ![]() |
||
d. Mystery plays were written individually, whereas morality plays are in cycles. ![]() |
||
e. Mystery plays and morality plays are synonymous; there is no distinction. ![]() |
a. Priests died in great numbers. ![]() |
||
b. Rent prices increased because of the market boom. ![]() |
||
c. The upper classes were burdened by their monopoly of scarce resources. ![]() |
||
d. Chaucer wrote no direct descriptions. ![]() |
||
e. Upper classes fared only marginally better than peasants during this time. ![]() |
a. The title suggests a long history of conflict between the government and the individual. ![]() |
||
b. The title is part of the morality play’s attempt to make Christian struggles universal. ![]() |
||
c. The title alludes to other plays in the same cycle. ![]() |
||
d. The title suggests that faith-based issues are individual to each Christian. ![]() |
||
e. The title suggests timeless problems that have affected Christians and pagans alike. ![]() |
a. He suggests the lack of knightly themes in Middle English poetry. ![]() |
||
b. He alludes to an ancient Anglo-Saxon ruler. ![]() |
||
c. He represents the link with Celtic mythology. ![]() |
||
d. He suggests a continued tie with paganism. ![]() |
||
e. He represents the end of supernatural themes in literature. ![]() |
a. A return to reading poetry from the 11th and 12th centuries ![]() |
||
b. The influence of southern courtly poets writing in French and Latin ![]() |
||
c. A surge in English nationalism ![]() |
||
d. The introduction to new poetic forms during the Norman invasion ![]() |
||
e. The influence of feudalism after the Norman Conquest ![]() |
a. Dream poetry ![]() |
||
b. Romance ![]() |
||
c. Lai ![]() |
||
d. Estates satire ![]() |
||
e. Mysticism ![]() |
a. A traditional form with repeated consonant sounds ![]() |
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b. An Anglo-Saxon form written in iambic pentameter with traditional rhymes ![]() |
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c. A popular form in the 9th and 10th centuries ![]() |
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d. A form brought to England in the years during the Norman invasion ![]() |
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e. An avant-garde form that lacks rhythmic qualities ![]() |
a. The dream connection between the two sexes ![]() |
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b. A literary genre written mainly in the Anglo-Saxon era ![]() |
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c. The human soul’s tendency towards intimate union with the divine ![]() |
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d. The separation between humanity and divinity ![]() |
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e. A literary genre that focuses on paganism ![]() |
a. The world is a happy and wonderful place. ![]() |
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b. We can make the world better if we work hard. ![]() |
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c. There are many things in the world to love. ![]() |
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d. The love and grace of God can change lives for the better. ![]() |
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e. There is no good idea except in things. ![]() |
a. The merchant ![]() |
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b. The knight ![]() |
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c. The prioress ![]() |
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d. The plowman ![]() |
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e. All of these answers ![]() |
a. Theological quest ![]() |
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b. Allegory ![]() |
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c. Social satire ![]() |
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d. Dream vision ![]() |
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e. All of these answers ![]() |
a. “The Seafarer” ![]() |
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b. “Everyman” ![]() |
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c. “The Second Shepherds’ Play” ![]() |
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d. “The Dream of the Rood” ![]() |
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e. “The Wanderer” ![]() |
a. “The Wife of Bath’s Tale” ![]() |
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b. “The Second Shepherds’ Play” ![]() |
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c. “The Knight’s Tale” ![]() |
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d. “The Dream of the Rood” ![]() |
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e. “The Battle of Maldon” ![]() |
a. “The knight took a step toward/The maiden she called him forward” ![]() |
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b. “her biginneth the earste boc of ures ant ureisuns the gode beoth to seggen” ![]() |
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c. “doughty in theire doings and dredde ay schame” ![]() |
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d. “I left my lands to come where you are/To find you I have come so far!” ![]() |
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e. All of these answers ![]() |
a. “The Dream of the Rood” ![]() |
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b. “The Wanderer” ![]() |
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c. “The Seafarer” ![]() |
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d. “Sir Gawain and the Green Knight” ![]() |
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e. “The Battle of Maldon” ![]() |
a. “Sir Gawain and the Green Knight” ![]() |
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b. “Piers Plowman” ![]() |
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c. “The Canterbury Tales” ![]() |
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d. “The Book of Margery Kempe” ![]() |
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e. “Revelations of Divine Love” ![]() |
a. The hypocrisy of the clergy ![]() |
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b. The misuse of scripture ![]() |
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c. The contrast between vulgar love and courtly love ![]() |
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d. The misdirected kiss ![]() |
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e. All of these answers ![]() |
a. The knightly ideal ![]() |
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b. Conversion to Christianity ![]() |
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c. Sexual purity ![]() |
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d. Feudal loyalty ![]() |
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e. Paganism ![]() |
a. William the Conqueror and his troops killed many of the upper-class, Anglo-Saxon speaking nobles. ![]() |
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b. English as a language of the king’s court was replaced by Norman French. ![]() |
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c. Eventually English was reestablished, deeply influenced by Norman French. ![]() |
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d. For a time, England became a country with two languages. ![]() |
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e. All of these answers ![]() |
a. It reminded the audience of stirring French romances. ![]() |
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b. The stories of King Arthur made all English people nostalgic. ![]() |
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c. Metrical poetry simply got boring. ![]() |
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d. Alliterative poetry was much easier to write. ![]() |
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e. Alliterative poetry was associated with a world before the French influence, a world before the Conquest. ![]() |
a. Cornish cycle ![]() |
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b. York cycle ![]() |
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c. Roman cycle ![]() |
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d. Wakefield cycle ![]() |
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e. Corpus Christi cycle ![]() |