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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. |
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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 |
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a. As the suffering Christ |
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b. As the ransom God demands for the sins of humanity |
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c. As a special Jewish teacher |
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d. As the heroic noble warrior |
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e. As a relatable commoner |
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a. Financial wealth was necessary for kings to maintain power. |
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b. Kings often used generous gifts to recruit their followers. |
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c. It was necessary for kings to fight in order to keep their power. |
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d. The ability to attract fellow warriors was a necessary attribute of power. |
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e. All of these answers |
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a. The term is an allusion to Beowulf's golden torque. |
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b. The term represents the comitatus ethic. |
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c. The term is an example of kenning. |
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d. The term is an example of caesura. |
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e. The term illustrates the repetition of phrases in the text. |
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a. Wyrd has to do with reparational payments exacted from people guilty of homicide. |
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b. Wyrd is related to the folly of earthly possessions. |
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c. Wyrd suggests the idea of fate. |
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d. Wyrd is an allusion to the impending conversion to Christianity. |
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e. Wyrd suggests the idea of death. |
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a. Wergild signifies a society based on blood-feuds. |
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b. Wergild is connected to the idea that bloodshed leads to more bloodshed. |
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c. Wergild contributes to the claustrophobic, doom-laden atmosphere. |
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d. Wergild relates to the concept of wyrd. |
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e. All of these answers |
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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 |
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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 |
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d. The desire for a more advanced world with stagnant social progress |
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e. The desire to reconcile religion and science |
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a. The breakdown of England's once solidified political identity |
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b. The success of the Battle of Maldon |
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c. The translation of Latin texts into the vernacular language |
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d. The suppression of the Norman Invasion |
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e. All of these answers |
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a. Hrothgar believes it is important to stay focused on revenge. |
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b. Pride is one of the deadly sins. |
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c. Pride causes one to appear immodest. |
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d. Extreme pride can cause one to be overly secure and make mistakes. |
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e. Pride may result in insecurities, prompting one to be overly cautious. |
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a. The defeat of the English at the hands of the Vikings in 991 |
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b. The First Crusade in the 11th-century |
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c. The Second Crusade in the 12th-century |
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d. The Norman Conquest in 1066 |
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e. The invasion of Mongolian nomads in the 13th-century |
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a. There is no firm concept of when English literature began. |
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b. The epic poem is written in a language that is unrecognizable to many English speakers. |
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c. Danish and German scholars first claimed the poem. |
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d. There are no English characters in the poem. |
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e. All of these answers |
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a. The life of everyday people in the 5th and 6th centuries |
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b. The conversion of Britain to Christianity |
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c. The history of Christianity before it reached Britain |
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d. The spread of Christianity after the Norman Conquest |
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e. The aristocracy's role in spreading Christianity in the 11th century |
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a. Sutton Hoo is the site of an ancient Anglo-Saxon burial ground. |
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b. Sutton Hoo provides architectural evidence from a virtually unexplored period of history. |
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c. Sutton Hoo gives more information about the society that created Beowulf. |
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d. Sutton Hoo provides insight into the conversion from paganism to Christianity. |
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e. All of these answers |
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a. The dreamer functions as an example of the comitatus ethic. |
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b. The dreamer has a special hope for salvation. |
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c. The dreamer is a relic from before the Christian conversion. |
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d. The dreamer is an example of the superstition of paganism. |
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e. The dreamer is an example of kenning. |
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a. The line describes the fatal outcome of a significant battle. |
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b. The line describes the optimistic attitude of the speaker. |
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c. The line suggests that the speaker is comfortably settled. |
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d. The Wanderer is a poem about fatal endings. |
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e. The line suggests that fate plays an irrevocable role in human affairs. |
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a. The golden torque |
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b. Hurnting |
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c. Comitatus ethic |
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d. Kenning |
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e. Alliteration |
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a. The Rule of Saint Benedict standardized monasticism. |
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b. The Rule of Saint Benedict was the first example of poetry written in the vernacular language. |
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c. The Rule of Saint Benedict explained the new architectural style. |
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d. The Rule of Saint Benedict offered an early example of dream poetry. |
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e. The Rule of Saint Benedict was intended to increase literacy. |
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a. As a system by which citizens could guarantee protection from their kings |
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b. As a mutually beneficial relationship between rulers and warriors |
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c. As an economic system of rewards used to ensure warriors reliability |
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d. As a pre-feudal power structure based on the distribution of economic and military resources |
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e. All of these answers |
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a. A pause or break in a line of poetry |
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b. Giving inanimate objects human qualities |
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c. A metaphorical compound |
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d. The image used to share qualities in a metaphor or simile |
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e. Extreme exaggeration |
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a. Giving inanimate objects human qualities |
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b. A metaphorical compound |
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c. A reparational payment demanded of a person guilty of homicide |
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d. The image used to share qualities in a metaphor or simile |
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e. Extreme exaggeration |
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a. He combined zealous Christianity with English patriotism. |
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b. He did not believe that Christianity was an essential part of English culture. |
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|
c. He thought that England was a pagan wilderness. |
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|
d. He believed that English Christians needed to move to a New Israel. |
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e. He believed in English patriotism and zealous paganism. |
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a. Ruined cities |
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b. Exile |
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c. Abandoned mead-halls |
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d. Loneliness |
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e. All of these answers |
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a. A response to the Danish invasion |
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b. The shift away from individual petty kingdoms to central rule under King Alfred |
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|
c. Efforts to revive learning |
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|
d. The translation of Latin religious and historical works in vernacular traditions |
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e. All of these answers |
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a. Kenning |
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b. Alliteration |
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c. Personification |
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d. Caesura |
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|
e. Romance |
|
a. Enlightenment |
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b. Feudalism |
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c. Guildhouses |
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d. Monasticism |
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e. All of these answers |
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a. The Battle of Maldon |
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b. Caedmon's Hymn |
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c. Beowulf |
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d. The Wanderer |
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|
e. The Dream of the Rood |
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a. They were eager students of everything they could learn from the outside world. |
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b. They were extremely charismatic. |
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|
c. They wanted to move from the basics of Christian faith to a full Christian life. |
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|
d. They were promoters of the monastic life. |
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e. All of these answers |
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a. Monks memorized many passages of scripture, preserving scriptures. |
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|
b. Scops recited poems to noble audiences, preserving the stories and poetic tradition. |
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|
c. Thegns were nobles who liked literature, and their patronage made poets popular. |
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|
d. Anchoresses recited poems to occupy their time alone in their cells. |
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|
e. Serfs enjoyed the poems as entertainment after working in the fields. |
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a. Caedmon's Hymn |
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b. The Battle of Maldon |
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|
c. The Canterbury Tales |
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|
d. The Dream of the Rood |
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|
e. Bede's Conversion of England |
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a. The Canterbury Tales |
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b. The Battle of Maldon |
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|
c. The Seafarer |
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|
d. The Wanderer |
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|
e. The Dream of the Rood |
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a. The poem's fascinating rhyme scheme is unique for the time. |
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|
b. The poem could be easily sung in all churches and was widely accepted. |
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|
c. The poem's theme of alienation becomes familiar to Anglo-Saxon poetry. |
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|
d. The poem illustrates Caedmon's erudition and scholarship. |
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e. The poem is widely believed to be the first written poem in Old English. |
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a. Feudalism represents the world of scholars who studied the ancient texts of the past. |
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|
b. The feudal world is one of glamor and beauty. |
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|
c. Feudalism represents an economic hierarchy, the upper levels of which created and consumed literature. |
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|
d. Feudalism represents interesting family quarrels that make for good stories. |
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|
e. The concept of feudalism is founded in religion and dogma. |
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a. The comitatus ethic represents the shift from a nomadic to a more organized social structure. |
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|
b. The comitatus ethic is evidence of a period in which behavior was guided by Christian ethics. |
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|
c. The comitatus ethic shows a historical return to older types of political organization. |
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|
d. The comitatus ethic represents a culture in which rulers had no responsibilities to their citizens. |
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|
e. The comitatus ethic represents the shift from an organized, civil society to a nomadic society. |
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a. This line suggests that kings are good and virtuous. |
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|
b. This line suggests that Britain was the most important place in the medieval world. |
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|
c. This line suggests that good kings are rewarded by God. |
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|
d. This line suggests that Arthur was beloved by the English, because he was good. |
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|
e. This line suggests the elegance necessary for the feudal king to display being at the top of the economic hierarchy. |
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a. King Harold |
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|
b. King Arthur |
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|
c. William the Conqueror |
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|
d. Alfred the Great |
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|
e. William Rufus |
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a. King Edward the Confessor had spent his youth in Normandy. |
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|
b. King Alfred wanted all educated people to speak French. |
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|
c. Many English nobles preferred French because of the culture's superior poetry. |
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|
d. Edward the Confessor's wife was French, and she had great influence at court. |
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|
e. After the successful invasion of England, the language of William of Normandy became the language of the elite. |
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a. The exposure to new forms ended the production of lais. |
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|
b. This interaction led to the influence of Arthurian legend on French literature. |
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|
c. This interaction led to more stories about the English conversion to Christianity. |
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|
d. The cultural exchange led to more stories about ancient myths. |
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|
e. All of these answers |
|
a. The Norman Conquest detached England from Scandinavian influence. |
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|
b. The Norman Conquest increased the French influence. |
||
|
c. The Norman Conquest marked the last attempt for a Scandinavian nation to overtake England. |
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|
d. The Norman Conquest ended cultural interaction with Norway and Denmark. |
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|
e. All of these answers |
|
a. They introduced alliterative verse. |
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|
b. They introduced rhyming octosyllabic couplets. |
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|
c. They introduced iambic pentameter. |
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|
d. They introduced metaphor. |
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|
e. They introduced litotes and meiosis. |
|
a. Both use the comitatus ethic to explain their hero's motivations. |
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|
b. Both include references to William the Conqueror. |
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|
c. Both include the theme of broken promises between lovers. |
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|
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. |
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|
b. Both have courtly love as their central theme. |
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|
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. |
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|
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 |
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|
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. |
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|
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 |
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|
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. |
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a. The title suggests a long history of conflict between the government and the individual. |
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b. The title is part of the morality play’s attempt to make Christian struggles universal. |
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c. The title alludes to other plays in the same cycle. |
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d. The title suggests that faith-based issues are individual to each Christian. |
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e. The title suggests timeless problems that have affected Christians and pagans alike. |
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a. He suggests the lack of knightly themes in Middle English poetry. |
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b. He alludes to an ancient Anglo-Saxon ruler. |
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c. He represents the link with Celtic mythology. |
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d. He suggests a continued tie with paganism. |
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e. He represents the end of supernatural themes in literature. |
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a. A return to reading poetry from the 11th and 12th centuries |
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b. The influence of southern courtly poets writing in French and Latin |
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c. A surge in English nationalism |
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d. The introduction to new poetic forms during the Norman invasion |
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e. The influence of feudalism after the Norman Conquest |
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a. Dream poetry |
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b. Romance |
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c. Lai |
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d. Estates satire |
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e. Mysticism |
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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 |
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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 |
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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. |
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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 |
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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 |
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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” |
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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” |
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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 |
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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” |
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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” |
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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 |
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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 |
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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 |
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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. |
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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 |