TODAY IN CLASS
We finished up the Romans--focussing on their specific contributions as well as why their presence was really an "occupation" rather than an "invasion," and we hit the highlights of the Anglo-Saxon invasion.  Much of the Anglo-Saxon material will be further developed as we read the literature, however. Then we turned our attention to the specifics of Anglo-Saxon poetry, starting with a few terms. I can "tell you," but you pretty much have to read it for yourself.  Try to find some examples.  And we'll talk about them, and I'll try to clarify them.  (It's a process.)

FOR TOMORROW
So, first please READ two pages: 
p. 14, which will be important in many ways
p. 15, which summarizes some key qualities of the poetry

APPLY
Re-read "The Seafarer," being on the look-out for ways in which what we've learned so far about the culture show up in the poem.  But even more important, look for the terms.  (I'm skipping caesura for tonight, which is harder to see straight off in "The Seafarer."
Write the following prep work directly into your notes--I'll check for completion:

• Kennings--find TWO examples:  give the phrase, the line number, and tell what it refers to
• Assonance--write out TWO LINES containing assonance (they do not have to be near one another), and include the line number for each.  Then circle the syllables that contain the assonance.  (Note that the definition is for "stressed" syllables--this just means a syllable that receives the stress (sometimes called the accent) in normal speech.)
• Alliteration--Essentially the same directions as for assonance: TWO lines, with line number, and alliterated sounds circled