Undergrad Wednesdays – Sir Gawain and the Green Knight: The Opening Passage

[This post, part of an effort to merge our undergraduate and graduate blogs, was written in response to an essay prompt for Kathryn Kerby-Fulton's undergraduate course on "Chaucer's Biggest Rivals: The Alliterative Poets." It comes from the former "Medieval Undergraduate Research" website.]

Since the siege and the assault was ceased at Troy,
The city demolished and burnt to embers and ashes,
The hero by whom the plots of treason were wrought
Was tried for his treachery, the truest on earth.
It was Aeneas the warrior and his noble peers,
That since conquered provinces, and became patrons
Of almost all the wealth in the lands of the west.
Rich Romulus went to Rome swiftly,
With great splendor that city he built upon first
And gave it his own name, as it now has;
Ticius went to Tuscany and began to dwell,
Langaberde in Lombardy raised up homes,
And far over the French Sea, Felix Brutus
On the many broad hills of Britain he set
To conquer,
Where war and wrack and wonder
By shifts have occurred therein
And often both bliss and blunder
Swiftly have skillfully sinned.

And when this Britain was built up by this rich soldier,
He boldly spread out there, enjoying fights,
In time he wrought many injuries.
More wonders on this land have occurred more often
Than in any other that I know, since that time.
But of all that built here, of the kings of Britain,
Arthur was always the most noble, as I have heard tell of.
Therefore, an adventure I will tell to sow (grow, spread),
A wondrous sight some men beheld
And an outrageous adventure of Arthur’s wonders.
If you will listen to this tale but a little while,
I shall tell it promptly, as I heard it in town […]

The opening passage of Sir Gawain and the Green Knight serves to establish the story’s mythic nature, parallels between Gawain and Aeneas, and the inherent nobility of King Arthur and the Knights of the Round Table.  By beginning his brief history of Britain with the end of the Trojan War, the poet introduces a mythic, legendary tone to his story.  Similar to beginning a tale with “Once upon a time…”, this opening alerts the reader or listener as to what kind of story it is, and also lends a sense of importance to it.  The third and fourth lines introduce crucial elements of Sir Gawain as well, in particular, the connection between the great hero Aeneas and Gawain and the question of whether someone who has committed “trammes of tresoun” can really be “þe trewest on erthe,” (3, 4).  Further, the focus the poet places on lineage in this passage invokes the New Testament tradition of tracing Jesus’ ancestors back to King David, thus creating the allusion of Gawain as a Christ-like figure in Camelot.  The transition from the history of Britain into the tale of Sir Gawain occurs in the second half of this passage, signaled by the “wheel”.  Here the wheel acts as a transition between the two stanzas, from the Trojan heroes settling cities in Europe to specifically the establishment of Britain.  The narrator shifts his focus to King Arthur and elevates him above the other kings of Britain by mentioning his name in line 26.  This may seem obvious; however, until this point in the poem, no one else has been named except for the great warriors of Troy.  He is not named among other kings, nor even among his knights, and no one else is mentioned by name for another fifty lines.  Additionally, the inverted construction of, “Bretaygne kynges,” (25) serves to draw attention to the line following it, “Ay watz Arthur,” (26).  By so prominently naming King Arthur in the opening of the poem, the author raises him, and therefore his court, to the ranks of Aeneas and Brutus.

Marie Boroff’s translation relentlessly preserves the alliterative style of the original poem, often, it seems, at the expense of maintaining the content.  Her translation of lines three and four, for example, significantly alter the original and give them almost an entirely new meaning.  In her version, it is not Aeneas that is the truest on earth, but his treason that is, “proven most true.”  This effectively eliminates the theme of a flawed knight who is still able to be heroic, and therefore also the connection between Aeneas and Gawain.  This motif is made clear throughout the poem, but having it right at the very beginning lends significance to it, and in translating it this way, she takes away that significance.  It seems that this choice of translation is made solely for the sake of alliterating “proven” with “impeached” and “perfidy”.  She also takes a lot of liberty in the third line in order to make it alliterative.  Although in this case it ultimately has more or less the same meaning as the original, it is a clear demonstration of the way in which she favors the alliterative style over the actual content of the poem.  Boroff also adds words that are not in the original text in order to achieve alliteration.  Her translation of line 20 reads, “Bold boys bred there, in broils delighting.”  However, “to beget” is the third interpretation of “bredden” supplied by the Middle English Dictionary, whereas “to spread out or over” is the second.  This would suggest that the latter definition was more likely.  Therefore, it seems that she chose the former definition in order to be able to include “boys” in the line, again for the purpose of alliteration.  Similarly, in line 23 she writes, “More marvels have happened in this merry land,” even though there is nothing in the original poem to suggest the land is “merry” as the Pearl poet merely refers to it as “þis folde”.  However, by adding “merry” she is able to maintain the a-a-a-x alliterative structure, with “More,” “marvels,” “merry,” “land.” In these instances, nothing critical is lost or gained.  However, it does imply that Boroff’s insistence on alliteration could potentially take away from or change the poem’s meaning in other passages.

Colleen Benson
University of Notre Dame

Sample Blog Post Assignment #2

Important Update 7/26/18: The Medieval Institute recently merged the Medieval Undergraduate Research website with this one. All posts from the old site have been transferred here, and the  undergraduate content can now be found under the "Undergrad Wednesdays" category. The rest of the information in this post remains accurate and up-to-date.

The assignment below supports our ongoing efforts to promote instructors’ use of the Medieval Institute’s sites for pedagogical purposes. Maj-Britt Frenze graciously shared this sample from her course on Tolkien’s Mythologies and Monsters. The first sample assignment can be found here, and the original discussion of the Medieval Undergraduate Research page can be found here.

Extra Credit Blog Instructions:

For up to 5 points added to their final grade, students may compose a blog (c. 500 words) based on content from the course. Students may adapt an existing project from the course into blog formatting or compose entirely new material.

Students will receive 2 points on their final grade merely for completing the assignment, and up to 5 points for truly excellent work which can be published on the Notre Dame medievalist website for undergraduate research.

Blog content may be based solely on one or more medieval texts, may compare a medieval text with the works of J.R.R. Tolkien (or another fantasy author, if the student prefers), or may compare a medieval text with a modern film. [Potential questions to answer in your blog: How is this medieval text reimagined in a modern context? Why might any alterations have been made to the original story? What aspects of medieval works are still familiar and present in modern literature and film? Why are medieval themes so popular in story-telling today?]

The Blog posts will be graded on:

  1. Originality of Content: Did the student compose something new and exciting that delves deeply into a text/material?
  2. Careful and thorough use of source(s): Does the student incorporate a few short quotations from a medieval text? Does the student refer to movie scenes, etc, clearly so the audience can follow the student’s argument?
  3. Style: Does the student write in a clear manner? Has the student carefully proofread the piece?

Aesthetics: Did the student incorporate appropriate images and conform to any copyright restrictions? Does the design of the blog look appealing?

Maj-Britt Frenze
Ph.D. Candidate

Karrie Fuller, Ph.D.
University of Notre Dame/St. Mary’s College

Sample Blog Post Assignment #1

Important Update 7/26/18: The Medieval Institute recently merged the Medieval Undergraduate Research website with this one. All posts from the old site have been transferred here, and the  undergraduate content can now be found under the "Undergrad Wednesdays" category. The rest of the information in this post remains accurate and up-to-date.

In light of my recent introduction to the Medieval Undergraduate Research site as a useful pedagogical tool here, I thought it might be helpful for some instructors to see a few additional sample assignments in current use. Pasted below is the prompt I am testing out this semester in my upper division Canterbury Tales course, which, based on the drafts I’ve seen so far, is likely to produce successful results. A second sample written by Maj-Britt Frenze and designed as an extra credit project will follow soon.

I intentionally wrote the assignment below to be easily adapted for many kinds of courses. Please feel free to borrow and/or modify it for your own use. This assignment could also work for graduate courses (see my rationale on how important it is for grad students to build online, public profiles here).

Blog Post Assignment

[Note: This assignment has two due dates, one for a draft, and another for a revised version. Because students’ work will be available online for anyone to see, I want them put out their best, carefully revised work.]

Length: 750-1000 words

  1. For this assignment, you will be writing in a digital genre for a real audience of academic and public readers. Your work will be published online at the Medieval Institute’s Medieval Undergraduate Research site (http://sites.nd.edu/medievalundergrads/).
  2. Your topic should introduce and interpret a text (or, alternatively, a manuscript of the text) from the course calendar. Choose one that you have not yet written about and that you do not plan to write about for your final essay. This is a short piece, you want your topic to be specific, i.e.—one character in a tale, a particular setting, theme, image, etc.
  3. The point of this assignment is to learn what can be accomplished in a particular digital genre as opposed to a traditional academic essay. The following requirements are intended to get you thinking about how to present your work effectively using a technological platform, or, rather, how to craft your ideas with a slightly different set of tools. Your blog post must, therefore: 
  • Make a connection between the medieval text and the modern world in a way that demonstrates its relevance to the modern reader (connections to pop culture, tv, film, books, social media, news, etc., all work well). Why should your readers care about what they might see as an old, dusty, out-of-touch narrative?
  • Use multimedia intentionally and thoughtfully. Don’t just plop some pictures in and move on. Any pictures, videos, memes, etc., need to be on topic, integrated into the post, and add real value to the point you are making. If you use manuscript images, be sure the images are not copyrighted, or else let me know so that we can request permissions to publish them. Include photo captions when necessary to identify subject matter and/or cite the source/owner of the image.
  • Close read and interpret carefully chosen passages from the text.
  • Address a wide audience that includes your colleagues and professors, but also your family, friends, and future employees (who will care about your ability to write well!). In other words, don’t assume that your audience has previous knowledge about the text, or that they know the specialized jargon of your discipline. Do write professionally, but accessibly.
  • Include a Works Cited in MLA format at the end and, if relevant, consider linking to online resources in the body of the post. One advantage of digital genres is that you can insert links to other online academic resources anywhere in your post. Be sure to carefully vet those sources for quality and relevance. Libraries and museums (e.g.––The British Library, The Getty Museum) often have excellent catalogs, blogs, online galleries, and more. Many academics and universities also work on fantastic projects: online editions, facsimiles and images of manuscripts, mapping projects, blogs, etc.
  • Include a list of 5 tags (keywords about your posts). Blog sites are organized by categories and tags. Your post will be categorized under our course title “Canterbury Tales,” but you will decide the tags for your post. Tags are keywords that identify the subject matter of your work, such as authors, themes, time periods, etc. A user might, for instance, want to click on the “Chaucer” tag to see a listing of all the posts about Chaucer on the site.
  • Interlink with one or two of your classmate’s posts (in your final draft). Interlinking between posts on a blog site is one way to increase traffic and to highlight the connections between the site’s various entries. These links constitute a form of citation that is not possible in print essays, and they allow you to explore how to use this digital citation method. Thus, when you turn in your first draft, we will workshop the blog posts, and you will be required to make a connection between your work and someone else’s with a link to their post. You can simply write in brackets and bold text [link to X’s post here]. Integrate this connection as smoothly as possible into your text. It should sound like it belongs there, not like you added it because your teacher made you do it.                                                         

Some Sample Student Posts from Spring 2018

Astin Ballard, “Emily’s Modes of Expression in the ‘Knight’s Tale’-A Precursor to the #MeToo Movement

Natalie Weber, “Teaching the Canterbury Tales in the Alt-Right Era

Megan Kollitz, “Islamaphobic Rhetoric in Chaucer: Not Just ‘A Thing of the Past’

Follow-up: This assignment was one of the most successful ones I've given in over ten years of teaching. Many students commented on it in their student evaluations, and students simply write better when they have the freedom to choose a topic they're interested in, make the material relevant to their lives, and work in a popular genre that appeals to them. Try it!

Karrie Fuller, Ph.D.
University of Notre Dame/St. Mary’s College