From Sir Gawain and the Green Knight, translated by Marie Borroff from Morte d'Arthur by Sir Thomas . People in the Dark Ages were very superstitious. They believed that while naughty chil- dren were [1] fairies could steal them out of their beds. Although legends [2] fairics some magical powers, they were by no means [3] People would [4] at natural wonders, such as icicles, spider webs, and dewdrops, convinced that faliries made them. Fairies were physically [5] but used their small size to travel unnoticed. They also developed spells as a means of self-protection. Anyone who came in contact with a fairy promptly (6) When the person awoke, he or she would believe that seeing the fairy had been just a dream. Artists' drawings show fairies as tiny people with dragonfly wings [7] on their backs. Of course, no one ever really saw fairies, not even a [8] living alone in the forest.

During which stage of the listening process would you pay close attention to verbal and nonverbal signals? taking notes evaluation active involvement preparation

The author most likely uses the word monstrous rather than the word “unpleasant” because it has a more positive connotation than the word “unpleasant.” a more negative connotation than the word “unpleasant.” a more neutral connotation than the word “unpleasant.” almost the same connotation as the word “unpleasant.”

Follow the directions (and example) given to create your own sonnet. william shakespeare's sonnet 130 my mistress' eyes are nothing like the sun, coral is far more red, than her lips red, if snow be white, why then her breasts are dun: if hairs be wires, black wires grow on her head: i have seen roses damasked, red and white, but no such roses see i in her cheeks, and in some perfumes is there more delight, than in the breath that from my mistress reeks. i love to hear her speak, yet well i know, that music hath a far more pleasing sound: i grant i never saw a goddess go, my mistress when she walks treads on the ground. and yet by heaven i think my love as rare, as any she belied with false compare. instructions: write fourteen lines of iambic pentameter. use a sonnet rhyme scheme. use the first eight lines to set up your idea (the octave). use the last six lines to conclude your idea (sestet). (variety may be added by including a substitute foot from time to time such as the two anapests in line 3 above.) work in small groups giving each other feedback. reading the sonnet aloud allows you to hear the words and rhythms of the lines. generate questions that will clarify the use of words and forms. for example: was the idea of the sonnet presented in the first eight lines? how was sound used to enhance the meaning of the sonnet?