a. The thegn is a warrior who has sworn his loyalty to an Anglo-Saxon lord. | ||
b. The thegn is a class of proto-capitalism opposed to the guild system. | ||
c. The thegn is a warrior who pays money in exchange for exemption from military service. | ||
d. The thegn is an Anglo-Saxon lord who partakes in the comitatus ethic. | ||
e. The thegn is a leader in the Middle Ages guild system. |
a. English Reformation and Elizabethan Age | ||
b. Civil war and the Restoration | ||
c. Roman departure and the Renaissance | ||
d. Romanticism and the Enlightenment | ||
e. Mid-century modernism and contemporary |
a. As the suffering Christ | ||
b. As the ransom God demands for the sins of humanity | ||
c. As a special Jewish teacher | ||
d. As the heroic noble warrior | ||
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. | ||
e. All of these answers |
a. The term is an allusion to Beowulf's golden torque. | ||
b. The term represents the comitatus ethic. | ||
c. The term is an example of kenning. | ||
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. | ||
e. All of these answers |
a. The mock epic | ||
b. The lyric ballad | ||
c. The lai | ||
d. The heroic epic | ||
e. The haiku |
a. The desire to travel in search of wisdom with the social conventions | ||
b. The folly of earthly things with the wisdom of heaven | ||
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 | ||
e. The desire to reconcile religion and science |
a. The breakdown of England's once solidified political identity | ||
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 | ||
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 | ||
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 | ||
b. An Anglo-Saxon form written in iambic pentameter with traditional rhymes | ||
c. A popular form in the 9th and 10th centuries | ||
d. A form brought to England in the years during the Norman invasion | ||
e. An avant-garde form that lacks rhythmic qualities |
a. The dream connection between the two sexes | ||
b. A literary genre written mainly in the Anglo-Saxon era | ||
c. The human soul's tendency towards intimate union with the divine | ||
d. The separation between humanity and divinity | ||
e. A literary genre that focuses on paganism |
a. The world is a happy and wonderful place. | ||
b. We can make the world better if we work hard. | ||
c. There are many things in the world to love. | ||
d. The love and grace of God can change lives for the better. | ||
e. There is no good idea except in things. |
a. The merchant | ||
b. The knight | ||
c. The prioress | ||
d. The plowman | ||
e. All of these answers |
a. Theological quest | ||
b. Allegory | ||
c. Social satire | ||
d. Dream vision | ||
e. All of these answers |
a. "The Seafarer" | ||
b. "Everyman" | ||
c. "The Second Shepherds' Play" | ||
d. "The Dream of the Rood" | ||
e. "The Wanderer" |
a. "The Wife of Bath's Tale" | ||
b. "The Second Shepherds' Play" | ||
c. "The Knight's Tale" | ||
d. "The Dream of the Rood" | ||
e. "The Battle of Maldon" |
a. "The knight took a step toward/The maiden she called him forward" | ||
b. "her biginneth the earste boc of ures ant ureisuns the gode beoth to seggen" | ||
c. "doughty in theire doings and dredde ay schame" | ||
d. "I left my lands to come where you are/To find you I have come so far!" | ||
e. All of these answers |
a. "The Dream of the Rood" | ||
b. "The Wanderer" | ||
c. "The Seafarer" | ||
d. "Sir Gawain and the Green Knight" | ||
e. "The Battle of Maldon" |
a. "Sir Gawain and the Green Knight" | ||
b. "Piers Plowman" | ||
c. "The Canterbury Tales" | ||
d. "The Book of Margery Kempe" | ||
e. "Revelations of Divine Love" |
a. The hypocrisy of the clergy | ||
b. The misuse of scripture | ||
c. The contrast between vulgar love and courtly love | ||
d. The misdirected kiss | ||
e. All of these answers |
a. The knightly ideal | ||
b. Conversion to Christianity | ||
c. Sexual purity | ||
d. Feudal loyalty | ||
e. Paganism |
a. William the Conqueror and his troops killed many of the upper-class, Anglo-Saxon speaking nobles. | ||
b. English as a language of the king's court was replaced by Norman French. | ||
c. Eventually English was reestablished, deeply influenced by Norman French. | ||
d. For a time, England became a country with two languages. | ||
e. All of these answers |
a. It reminded the audience of stirring French romances. | ||
b. The stories of King Arthur made all English people nostalgic. | ||
c. Metrical poetry simply got boring. | ||
d. Alliterative poetry was much easier to write. | ||
e. Alliterative poetry was associated with a world before the French influence, a world before the Conquest. |
a. Cornish cycle | ||
b. York cycle | ||
c. Roman cycle | ||
d. Wakefield cycle | ||
e. Corpus Christi cycle |