New User Special Price Expires in

Let's log you in.

Sign in with Facebook


Don't have a StudySoup account? Create one here!


Create a StudySoup account

Be part of our community, it's free to join!

Sign up with Facebook


Create your account
By creating an account you agree to StudySoup's terms and conditions and privacy policy

Already have a StudySoup account? Login here

Week 11 Notes

by: Shelby Flippen

Week 11 Notes ENGL 221

Shelby Flippen

Preview These Notes for FREE

Get a free preview of these Notes, just enter your email below.

Unlock Preview
Unlock Preview

Preview these materials now for free

Why put in your email? Get access to more of this material and other relevant free materials for your school

View Preview

About this Document

Johnathan Swift's The Lady's Dressing Room, Lady Mary Wortley Montagu’s “The Reasons That Induced Dr. Swift to Write a Poem Called “The Lady’s Dressing Room," Alexander Pope’s “Epistle 2: To a Lady...
British Literature to 1798
K. Attie
Class Notes
Johnathan, Swift, Montagu, Lady's, Dressing, Room, Pope, Epistle, Lady, Irwin, elegy, thomas, Gray, Oliver, Goldsmith, Deserted, Village
25 ?




Popular in British Literature to 1798

Popular in Foreign Language

This 4 page Class Notes was uploaded by Shelby Flippen on Thursday April 28, 2016. The Class Notes belongs to ENGL 221 at Towson University taught by K. Attie in Summer 2015. Since its upload, it has received 8 views. For similar materials see British Literature to 1798 in Foreign Language at Towson University.

Similar to ENGL 221 at Towson

Popular in Foreign Language


Reviews for Week 11 Notes


Report this Material


What is Karma?


Karma is the currency of StudySoup.

You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!

Date Created: 04/28/16
Poetry Call and Response Style (of all four)  Rhymed Couplets ­ Depicting superficial themes a. Reinforces empty materialism ­ Lends itself to satire­ teasing and mocking others’ folly 1   Johnathon Swift’s “The Lady’s Dressing Room”  Style ­ Mocking patriarchal love poetry b. Cecelia – name in pastoral love poetry c. Inventory of detestable (rather than beautiful) features­ mock blazon  ­ Mock epic: references Paradise Lost  o “Secrets of the hoary deep” o Stephon’s realization = Adam’s fall o Stephon’s disillusionment of Celia = Adam’s disenchantment with Eve o Stephon snooping = Adam and Eve’s desire to eat the apple “To taint the parts from which they fell” (112) “Soon punished Stephon” (120)  Celia is a gilded beautiful object (not really so beautiful) ­ Compared to the chamber pot/Pandora’s box  a. “A cabinet to vulgar eyes” (78) 2   (Lady Mary Wortley)   Montagu’s “The Reasons That Induced Dr. Swift to  Write a Poem Called “The Lady’s Dressing Room” Swift:  Not the masculine man he pretends to be  ­ Sexually impotent for whore  criticized all women through poetry a. SAME explanation as why men wrote horrible things about women in the  bible, according to the Wife of Bath in Chaucer’s Canterbury Tales ­ Cowardly  o “The frightened hare from dogs does” (57)  Bad writer; his poetry is literally only worth shit.  o “You’ll furnish paper when I shite” (89).  Hypocritical ­ He’s a clergyman and shouldn’t solicit prostitutes (again, HYPOCRICY) ­ Little sense b.  “With so much rhyme and little reason” (46). ­ Physical guise like Celia:  c. “Hard featured heightened by toupée" (42). d. “His golden snuff box” (2). 3   Alexander Pope’s “Epistle 2: To a Lady”  Pope acknowledges female oppression ­ “They seek the first [power] not to lose the second pleasure”   Demonstrates women’s shortcomings to praise his love Martha ­ Blankness of mind and superficiality: (Women desire pleasure over knowledge) a. Women are this way because: “A spark too fickle, or a spouse too kind . . . “  (94­100). b. “In women . . . The love of pleasure, and the love of sway” (208­210). c. Rather, men are: “In men . . . “ (207)  In contrast, Martha is smart and knows how to use her power in the right way ­ “Oh! Blest with temper . . . ” (257­268) ­ She is Eve: “softer man” (272) 4   Irwin’s “An Epistle to Mr. Pope  Need for quality education to both all genders and classes  If Swift really wants to  help women, he will educate them ­ “In education all the difference lies” (33) ­ “Between the hero and the rural ‘squire” (26) ­ “Women, if taught, would be bold and wise” (36) ­ “Culture improves all faults” (47) 1   Thomas Gray’s   Elegy Written in a Country Churchyard  Background ­ Renaissance love poetry is gone a. Poets in general: “Haply some hoary­headed swain may say” (97) b. Lazy speakers: “His listless length at noontide would he stretch” (103) c. Crazy in love: “or crazed with care, or crossed in hopeless love” (108)  Style ­ Elegy­ poem of serious recollection, typically a lament of the dead  ­ Repetition of words emphasizes their repetitive work: “oft” ­ Rhythm of the poem reflects the rhythm of the worker’s work (25­28)  Setting/Characters ­ Solitary rural workmen d. “The plowman homeward plods his weary way” (3). ­ Common, uneducated rural workers buried  Plot        Idealization of rural work e. Man mastering nature  pleasure (similar to Adam and Eve before the fall) o “How jocund did they drive their team afield! / How bowed the woods  beneath their sturdy stroke!” (27­28) b. Usefulness/pride of work o “Let not Ambition mock their useful toil” (29) c. They had simple pleasures/homely joy o “Their homely joys, and destiny obscure” (30) o NOT: Shakespeare’s Macbeth:  “Forbade to wave through slaughter to a throne” (77) o NOT: Shakespeare’s Henry V:  “And shut the gates of mercy on mankind” (78) d. They were more virtuous and dealt with and committed less crimes o “Their growing virtues, but their crimes confined” (66)         BUT in the end, we all die   will be forgotten a. Deflates the pompous, ambitious, and proud o “Nor you, ye proud, impute to these the fault” (37) o “The boast of heraldry, the pomp of power” (33)        Acknowledges that education creates social privilege and the possibility of  immortality (potentially thorough literature) a. Syntax (57­60) b. “Their lot forbade” (65)  Epitaph ­ Educated a. “Fair science frowned not on his humble birth” (119) ­ Supposedly not famous ­ Time for leisure a. “He gave to Misery all he had” (123) ­ He wants to be remembered as  a. Self sufficient b. One of the common people  memorialize these people  Basically: ­ Reflecting on how the working class should be remembered a. Concludes human dignity demands that their souls (including Gray’s and the  reader’s) be remembered o Workers ­ “Yet even these bones from insult to protect” (77) o Reader – “Some kindred spirit shall inquire they fate” (96)                “Approach and read (for thou canst read” (115) o Gray’s epitaph at the end is for himself ­ “With uncouth rhymes” (79) ­ Pondering his own death 2   Oliver Goldsmith’s   The Deserted Village  Idealized village life ­ “Sweet Auburn! Loveliest village of the plain” (1)  This has been lost (125­128) ­ Background: Enclosure Movements: rural communities’ common land for  peasants was taken away to turn into pastures for profit (grazing sheep because  wool was the main export) ­ As seen through: a. “A midst thy bowers the tyrant’s hand is seen” b. Woman turned from a milkmaid into a city prostitute  c. Old woman is the village’s only resident­ solitary figure replacing young  women and animals 


Buy Material

Are you sure you want to buy this material for

25 Karma

Buy Material

BOOM! Enjoy Your Free Notes!

We've added these Notes to your profile, click here to view them now.


You're already Subscribed!

Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'

Why people love StudySoup

Jim McGreen Ohio University

"Knowing I can count on the Elite Notetaker in my class allows me to focus on what the professor is saying instead of just scribbling notes the whole time and falling behind."

Kyle Maynard Purdue

"When you're taking detailed notes and trying to help everyone else out in the class, it really helps you learn and understand the I made $280 on my first study guide!"

Bentley McCaw University of Florida

"I was shooting for a perfect 4.0 GPA this semester. Having StudySoup as a study aid was critical to helping me achieve my goal...and I nailed it!"


"Their 'Elite Notetakers' are making over $1,200/month in sales by creating high quality content that helps their classmates in a time of need."

Become an Elite Notetaker and start selling your notes online!

Refund Policy


All subscriptions to StudySoup are paid in full at the time of subscribing. To change your credit card information or to cancel your subscription, go to "Edit Settings". All credit card information will be available there. If you should decide to cancel your subscription, it will continue to be valid until the next payment period, as all payments for the current period were made in advance. For special circumstances, please email


StudySoup has more than 1 million course-specific study resources to help students study smarter. If you’re having trouble finding what you’re looking for, our customer support team can help you find what you need! Feel free to contact them here:

Recurring Subscriptions: If you have canceled your recurring subscription on the day of renewal and have not downloaded any documents, you may request a refund by submitting an email to

Satisfaction Guarantee: If you’re not satisfied with your subscription, you can contact us for further help. Contact must be made within 3 business days of your subscription purchase and your refund request will be subject for review.

Please Note: Refunds can never be provided more than 30 days after the initial purchase date regardless of your activity on the site.