Oxford Current English Grammar Exercise 17 Solution
Deb Cartelli
Jun Terasawa's Old English Metre: An Introduction is a textbookaimed at the beginning student. It introduces students to what is inessence the approach to scansion and understanding of Old Englishmetre developed by Eduard Sievers in the nineteenth century and laterimproved upon and further developed by A. J. Bliss in the 1960s(Sievers 1885, 1893; Bliss 1962, 1967).
In the preface, Terasawa indicates that his book has a "twofoldpurpose": "First, as an introductory book, it attempts to providebeginners with the basics of Old English metre" (x), and second, itseeks to provide "an up-to-date view of current work in the field ofOld English metre" (xi), which, in Terasawa's terms, means primarily"the interaction between Old English metre and other components, suchas word-formation/word-choice and grammar" and "metre-related problemsof dating, authorship, and the distinction between verse and prose."
oxford current english grammar exercise 17 solution
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The book delivers on these goals in an uneven fashion. It hasexcellent exercises and a superb appendix on how students mightapproach the scansion of a line of Old English poetry. The sections onthe interaction of metre with word choice, grammar, and other literaryand historical questions are also very good and present some excellentquestions for advanced students to pursue as they learn to apply theirnew knowledge of Old English prosody. On the other hand, the firstpart of the book seems to be less successful--and probably morefrustrating to the student--than many already-existing basicintroductions to Old English metre. Given the author's express aim ofbringing the student from an absolute beginner's knowledge up to alevel advanced enough that they can follow "current work" in the field,moreover, the lack of any significant discussion of alternate theoriesand practices to scansion, of which several promising ones have beendeveloped in the course of the last quarter century, is alsosurprising.
Evaluating a textbook as a textbook is probably the most subjectivething a reviewer can be asked to do. Almost inevitably, the answerwill depend on questions of taste and experience: "Do I think thatthis textbook would work with my students?" "Do I think this textbookwould have worked with me?" "Do I prefer this treatment of the subjectover the introductory textbooks I already use (and hence am morefamiliar with) or that I myself was taught from?"
Unfortunately, in my case, the answer to most of these questions is"no." The author suggests that "recent Old English grammar books andreaders often dispense with metrical matters, or at best contentthemselves with a brief introduction to the subject" (x). But in doingso, he is able to list nearly a half-dozen "exceptions," mostpublished within the last twenty years, including Pope-Fulk's studentedition Eight Old English Poems (2001) and Baker'sIntroduction to Old English (2007). Terasawa omits recenteditions of Mitchell and Robinson's Guide (1992 onwards) fromthis list, although this may be because he considers their treatmentof metre to be too brief.
In my opinion, many of these books do as good or better a job ofintroducing students to the basics of Old English metre, especiallythe Sievers-Bliss system Terasawa focusses on. This is especially trueof Pope-Fulk, which introduces almost all the material in chapters 1-4of Terasawa's book, in a more compact (29 vs. 62 pages), and, to mymind, more overseeable fashion. While the material is largely the same,Terasawa's exposition strikes me as more likely to be confusing to thebeginning student. His first chapter begins by diving straight into asummary of the major points of the rest of the book: a quick accountof details of alliteration and rhythm and then some more advancedissues of the interaction of word choice and grammatical variation. Inaddition to introducing a large number of potentially quite confusingand foreign concepts to the student all at once, this approachneglects to provide the kind of contextual orientation that studentsoften seem to find quite useful: broad, conceptual answers toquestions about the history of Old English metre, how it differs fromthe more familiar poetry, or the (quite interesting) story behind howwe know anything about it.
Similar issues with organisation and approach appear throughout thechapters designed to introduce students to major concepts. Animportant element in understanding Old English poetry, for example,involves a knowledge of the relationship between word classes, metre,and sentence stress. Certain types of words in Old English are morelikely than others to take stress in a line. Nouns, adjectives, non-finite verbs, some adverbs, and certain types of pronouns, for example,almost always receive stress in the line; proclitics and otherparticles that normally immediately proceed stress-bearing wordsusually do not receive stress; and a third category including finiteverbs, some adverbs, demonstrative pronouns, and the like may or maynot take stress depending on position and the other words in the line.
Terasawa explains this principle quite well at the beginning of histhird chapter, "Rhythm: the Basics." The problem, however, is that thestudent may already be confused by this point. In the previous chapter,he or she had been introduced to a more limited version of the sameconcept, under a different name and said (not entirely accurately) toapply only to nominals and finite verbs, during a discussion of the"Alliterative Rule of Precedence" (a method for determining whichwords in a given line take alliteration). By the time the broaderconcept of precedence has been introduced in chapter three, indeed,the student has already read about and had an exercise on exceptionsto the more limited presentation of the same rule a chapter earlier.
Given the author's emphasis on current work in the second half of thebook, an important lacuna in Old English Metre: An Introductionis its failure to present adequate alternatives to the Sievers-Blisssystem. While the Sievers-Bliss method is useful descriptively, itdoes not, as Fulk has suggested in his revision of Pope, "constitute aplausible theory of meter" (Pope 2001, 149). Since many of thealternate approaches that have been proposed over the years have faredpoorly when subjected to serious scrutiny, and since few have beenadopted widely for even brief periods of time, it would be a mistaketo devote much space to teaching their details. But, especially in thelast twenty-five years, some serious and reasonably widely-practicedalternatives (perhaps especially Russom 1987, 1998) have emerged thatcould be usefully introduced to the type of students on whom Terasawais focussing after they have mastered the basics of Sievers-Bliss.
Although, on the whole, Old English Metre: An Introductionseems to me to be less useful as an introductory textbook than otherreadily available works, there are ways in which it is far superior toanything else on the market. Terasawa's book has simply the bestexercises on Old English metre (and to a certain extent literaryanalysis) I have ever seen. The second section of the book, on therelationship between metre and questions of word-choice, grammar, andother literary topics, is also superb and likely to prove fascinatingto the advanced student. And finally, it concludes with an appendixthat provides students with an algorithmic approach to scansion thatseems to me likely to be of great help to any student of the subject.
What these excellences in the book have in common is their ability tolead students into asking themselves complex research questions abouttheir subject in a way they can answer with the skills they have justlearned--Professor Terasawa is clearly a superb teacher! Students haveno sooner learned about alliteration than they are asked to considerwhy certain patterns never appear; they learn about rhythm and theyare asked to consider how the demands of rhythm has affected poets'compositional choices. The examples used in these exercises areextremely well chosen, and the questions are simple yet very thought-provoking.
So in the end, Old English Metre: An Introduction is probablymore useful as a resource for the teacher and advanced student of OldEnglish poetry than it is as a textbook for a class of beginners.While better resources exist for teaching the principles of theSievers-Bliss system to novices, there are few if any better sourcesfor excellent exercise questions, topics for discussion, andinteresting advanced problems in the application of metricalprinciples to literary problems.
This module is a practical extension from the more theoretical TEFL 1 module as it comprises real teaching practice both as formative and summative tasks. You will focus on the key elements of language teaching, including the presentation of grammar points, the practice of vocabulary exercises and the stages needed to design productive (speaking and writing) and receptive (reading and listening) skills lessons.
The module aims to focus on the practical aspects of English language teaching in order to ensure that participants are equipped with the essential skills and experience to prepare, plan and deliver successful lessons in a teaching context. Students will have the opportunity to consider aspects of current English language teaching theory and develop their awareness of how these theories translate to the classroom to influence teaching practice.
Each week a different aspect of English language teaching will be presented, demonstrated and discussed in a topic-focused input workshop, with materials posted to the VLE. Participants will then be given a related practical peer-teaching task which they will prepare, deliver and discuss with the tutor and fellow students in a subsequent seminar. Through these reflection sessions, students will develop the ability to analyse their own lesson planning and delivery in light of the principles emphasised in ELT theory as well as the work of other teachers.
design a receptive skills lesson (reading or listening) and produce a full lesson plan, including the aims and objectives, a description of the anticipated problems with accompanying solutions and details of the procedural stages.
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