ENG 219 Final, Spring 2001

ERICAN UNIVERSITY OF BEIRUT ENGLISH DEPARTMENT English 219 Final Examination Professor Nassar Time: Two Hours Date: June 19, 2001 PART ONE: QUOTATIONS (30%) Choose TWO of the quotations below. In each case, (1) Identify the poet and poem. (2) Analyze the style and ideas of the quotation. (3) Link one of the quotation’s ideas or stylistic devices to another idea or stylistic device you have come across this semester. J. Thou still unravished bride of quietness, Thou foster-child of silence and slow time, Sylvan historian, who canst thus express A flowery tale more sweetly than our rhyme: What leaf-fringed legend haunts about thy shape Of deities or mortals, or of both, In Tempe or the dales of Arcady? What men or gods are these? What maidens loth? What mad pursuit? What struggle to escape? What pipes and timbrels? What wild ecstasy? 2. Drive my dead thoughts over the universe Like withered leaves to quicken a new birth! And, by the incantation of this verse, Scatter, as from an unextinguished hearth Ashes and sparks, my words among mankind! Be through my lips to unawakened earth The trumpet of a prophecy! O, Wind, If Winter comes, can Spring be far behind? 3. He is a portion of the loveliness Which once he made more lovely: he doth bear His part, while the one Spirit’s plastic stress Sweeps through the dull dense world, compelling there, All new successions to the forms they wear; Torturing the unwilling dross that checks its flight To its own likeness, as each mass may bear; And bursting in its beauty and its might From trees and beasts and men into the Heaven's light. PART TWO: ESSAY (70%) Write a well-organized and well-developed essay on the topic below. Make specific references to the material whenever you can. You will be graded on your knowledge of the material, your ability to organize and develop your essay, and the quality of your English. Topic Wordsworth in “Resolution and Independence” wrote: We poets in our youth begin in gladness; But thereof come in the end despondency and madness. This negative attitude to age is shared by most of the other Romantic poets. Explore the theme of age in three of the Romantic poets you have read this semester, making as many specific references to their poetry as you can. GOOD LUCK