| Introducció a la literatura anglesa | Codi: 04.540 Crèdits: 6 |
Students should consider the following aspects:
- AS OF THIS SEMESTER, THIS SUBJECT IS PROVIDED ON AN EXAM-ONLY BASIS. This means that you will not have a classroom or any kind of teaching support, and that you will not be able to submit assignments and have them marked during the course. YOU CAN ONLY PASS THIS COURSE IF YOU PASS THE FINAL EXAMINATION. We recommend that you organize yourself very tightly and do the homework recommended in this plan before attending the exam. The exam will include questions and exercises associated with the work plan laid out in this document.
- The subject: 'Introduction to English Literature' covers the period from the Renaissance (16th century) until the present time. It is, therefore, an introduction to modern and contemporary English Literature, excluding the Literature in Old English and Middle English because of its obvious linguistic difficulty.
- The use of the adjective 'English' in the label 'English Literature' is currently an object of intense debate: why should we use it in relation to the literature in English of nations different from England, such as Scotland and Wales within the United Kingdom, or the many former British colonies all over the world, including Ireland? This subject deals, thus, with a topic currently undergoing a profound transformation.
- 'Introduction to English Literature' provides the cultural background for diverse professional fields: English language teaching, journalism, management of cultural institutions, publishing, Internet communication and business, etc.
| Unit | Description |
| Unit 1 | Literature in English: Definitions and debates (exercise CAT1) |
| Unit 2 | Contemporary English fiction: The literary novel today (exercise CAT2) |
| Unit 3 | Popular narratives of the 19th century (exercise CAT3) |
| Unit 4 | English poetry: A panoramic view (exercise CAT4) |
| Unit 5 | Shakespeare (exercise CAT5) |
"Introduction to English Literature" offers an introduction to the main concepts related to English Literature, followed by an overview of the different genres and periods from the Renaissance until today. The course follows a reverse chronological order for units 2-5. This is because we consider that most students find the contemporary texts easier to read than the earlier works. We trust that as the students' reading and interpretative skills improve they will be able to understand demanding writers such as the poet John Donne or the playwright William Shakespeare with relatively little difficulty.
| English level required to follow the course: B2, 4th-5th year EOI or Advanced (post-First Certificate), though no certificate is required. According to the Common European Framework of Reference for Languages (CEFR)(see https://www.coe.int/T/DG4/Linguistic/Source/Framework_EN.pdf for the complete text), Level B2 describes a level of English where a student is able to "understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation... Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options." |
- Studying English Literature is an excellent way to practise and improve your of English. The amount of material the student has to read in English (the obligatory texts, the Handbook, related links etc) and the command of the language itself are aspects to be considered when choosing this subject.
- Students are expected to write the exercises (except CAT4), the final exam and all other types of communication (like messages to the Consultor or contributions to the Forum and Debate) in English. However, they should remember that, as with other English subjects offered by the UOC, the emphasis will always be on the ability to communicate ideas rather than on accuracy in grammar, syntax and vocabulary.
*Dictionaries are allowed at all times, including during the final exam. Students are strongly advised to use both a good English/Catalan or English/Spanish dictionary and an English dictionary. Some good online dictionaries are WordReference (https://www.wordreference.com) for English-Spanish or Spanish-English translation, Longman Dictionary of Contemporary English (https://www.ldoceonline.com/) and Webster's Online Dictionary for English (https://www.websters-online-dictionary.org/)
| Objectives |
This subject aims to train students to do the following:
- Read, understand and become familiar with a selection of the most representative works of English Literature from the 16th century to the present.
- Reflect, analyse and comment on a variety of literary and academic texts written in English, of diverse genres and historical periods.
- Develop critical values, summarising information from diverse written and audiovisual sources, presenting them in a clear, coherent way.
- Express themselves clearly and fluently in English on subjects related to academic discourses in general and to English Literature in particular.
- Participate in current academic debates in relation to English Literature.
| Competences |
| The subject 'Introduction to English Literature' and the transversal competences of the Humanities Degree |
On completion of the subject students will be able to:
- Demonstrate their understanding of the main ideas in complex academic texts, both regarding concrete and abstract themes, including technical debates in English (minimum level: B2).
- Communicate fluently and spontaneously, in English, with native speakers of this language within a virtual environment (minimum level B2).
- Write clear, detailed texts on a variety of subjects, expressing a personal point of view which is argued convincingly (minimum level B2).
- Search for secondary sources to document the writing of academic essays in English (minimum level B2).
| The subject 'Introduction to English Literature' and the specific competences of the Humanities Degree |
On completion of the subject students will be able to:
- Analyse and critically interpret the cultural transformations, both past and present, of English-speaking countries and, by comparison, of their own culture.
- Recognise and interpret the complexity of cultural diversity.
- Interpret their existing cultural context from a multidisciplinary viewpoint.
- Identify and understand the processes of cultural reproduction and transformations in human interaction.
| Specific competences of the subject |
On completion of the subject students will be able to:
- Demonstrate a sound knowledge of the most representative works and movements of English Literature from the 16th century onwards, and of the relations between literary creation and the general evolution of the corresponding culture.
- Demonstrate a good knowledge and understanding of literary and academic texts in English.
- Apply critical thinking to the reading, analysis and description of literary and academic texts in English.
- Argue complex ideas in a clear, coherent and persuasive way regarding texts and discourses in English.
- Write critical and explanatory academic texts in English.
| Specific competences of the subject per Unit |
Unit 1: Literature in English: Definitions and debates
On completion of this unit students will be able to:
- Demonstrate a good knowledge of the current debates on the Literature in English.
- Argue complex ideas in a clear, coherent and persuasive way regarding these debates.
- Apply critical thinking to the comparison between the culture in English speaking countries and their own cultures (Catalan or Spanish)
- Write critical and explanatory academic texts in English on the nature of Literature and how it is defined within the English-speaking world.
- Apply the theoretical and methodological tools acquired in the production and comprehension of texts of diverse academic areas within the Humanities.
Unit 2: Contemporary English fiction: The literary novel today
On completion of this unit students will be able to:
- Demonstrate knowledge of the most representative fiction of contemporary English Literature.
- Demonstrate good reading comprehension of this genre, with an emphasis on literary fiction.
- Apply critical thinking to the reading, analysis and description of fiction in English.
- Argue complex ideas in a clear, coherent and persuasive way regarding this genre in their contemporary manifestations.
- Write critical and explanatory academic texts in English on the fiction written in English.
- Apply the knowledge acquired to understanding and participating in current debates on multilinguism, nationalism, and the traditions of their immediate cultural context.
Unit 3: Popular narratives of the 19C
On completion of this unit the student will be able to:
- Demonstrate sound understanding of the selected 19th century popular narratives in English.
- Apply critical thinking to the reading, analysis and description of 19th century popular narratives.
- Argue complex ideas in a coherent and persuasive manner regarding 19th century popular literature.
- Write critical and explanatory academic texts in English on the selected 19th century popular narratives written in English.
- Integrate quotations from primary sources in written academic essays.
Unit 4: English poetry: A panoramic view
On completion of this unit students will be able to:
- Demonstrate a sound knowledge of the most representative works and movements of English poetry from the Renaissance to the present.
- Demonstrate a good understanding of this genre in different historical periods.
- Apply critical thinking to the reading, analysis and description of a selection of poetry from the past and the present written in English.
- Argue complex ideas in a clear, coherent and persuasive way regarding the poetry written in English of the past and the present.
- Write a critical text on the poetry written in English and and record themselves (either on a voice recorder or on a camera) reading it.
- Apply the knowledge acquired to the reading, analysis and comparison of poetry written in other languages.
Unit 5: Shakespeare
On completion of this unit students will be able to:
- Demonstrate a basic knowledge of the plays and life of William Shakespeare.
- Demonstrate a good understanding of one of Shakespeare's plays in its original English version.
- Argue complex ideas in a clear, coherent and persuasive way regarding the plays by William Shakespeare.
- Write critical and explanatory academic texts in English analysing, in detail, a play by William Shakespeare.
- Apply the knowledge acquired to the reading, analysis and comparison of drama written in other languages
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Unit 1 |
Literature in English: Definitions and debates
Texts: Selected quotations from academic essays La Literatura. Sara Martin Alegre |
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Unit 2 |
Contemporary English fiction: The literary novel today
Text: White Teeth.Zadie Smith |
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Unit 3 |
Popular narratives of the 19C
Texts: "A Scandal in Bohemia" (Adventures of Sherlock Holmes, Arthur Conan Doyle); "The Final Problem" (Memoirs of Sherlock Holmes, Arthur Conan Doyle) and "The Adventure of the Empty House" (The Return of Sherlock Holmes, Arthur Conan Doyle) |
|
Unit 4 |
English poetry: A panoramic view
Texts: Selected poems 16th century -present. |
|
Unit 5 |
Shakespeare Text: A Midsummer Night's Dream. William Shakespeare |
| Material | Suport |
| Definitions and Debates | |
| Poetry |
- Voice of the Shutlle (English Literature on the internet, web directory): http://vos.ucsb.edu/browse.asp?id=3
- English Literature Links: http://www.literature-study-online.com/resources/
- Project Gutenberg (literary texts in English): http://www.gutenberg.org
- Webester's Online Dictionary (English): http://www.websters-online-dictionary.org/
- Word Reference: http://www.wordreference.com/
- Google Scholar: http://scholar.google.com/
- Google Books: http://books.google.com/
- World Catalogue: http://www.worldcat.org/
- Wikipedia (English version): http://en.wikipedia.org/wiki/Main_Page
- International Movie Database: http://www.imdb.com
- Amazon ES (bookshop): http://www.amazon.es/
- Amazon US (bookshop): http://www.Amazon.com
- Book Depository (bookshop): http://www.bookdepository.co.uk
- Abe Books (bookshop): http://www.abebooks.co.uk
- Play.com (for DVDs): http://www.play.com
These are the texts students are required to read.
Unit 1 Literature in English: Definitions and debates
A SELECTION OF QUOTATIONS FROM ACADEMIC ESSAYS:
- Quotations from books by the following authors: Tony Bennett, Clive Bloom, Harold Bloom, George Bluestone, Malcolm Bradbury, Lennard J. Davis, Terry Eagleton, Ken Gelder, Harriet Hawkins, Kathryn Hume, Fredric Jameson, Frank Kermode, Stephen King, F.R. Leavis, Lawrence W. Levine, James B. Twitchell, Raymond Williams, Virginia Woolf and Ken Worpole. (Available from the resources section in the classroom).
- Academic Essay: Sara Martín Alegre, La Literatura. Available from the resources section in the classroom.
Unit 2. Contemporary English fiction: The literary novel today
- NOVEL: Zadie Smith, White Teeth (Penguin, 2000). PLEASE, NOTE: Students are advised to order the book (either the paperback or kindle edition) from Amazon UK (amazon.co.uk) or Amazon Spain (www.amazon.es) or from The Book Depository (with no delivery costs, see https://www.bookdepository.com/). This is the fastest way to buy it. FNAC, La Central, Casa del Llibre, Come In and BCN Books in Barcelona might also have copies. Students are strongly advised to see the corresponding BBC serial adaptation by Roger Michell (1993), though this is not a compulsory part of the course.
- HANDBOOK Introduction to English Literature (Coord: Andrew Monnickendam, Ediuoc) Units 4 and 5
Unit 3. Popular narratives of the 19C
- SHORT STORY: Arthur Conan Doyle, "A Scandal in Bohemia" (Adventures of Sherlock Holmes); "The Final Problem" (Memoirs of Sherlock Holmes) and "The Adventure of the Empty House" (The Return of Sherlock Holmes). PLEASE, NOTE: Students are advised to use the paperback (or kindle) edition of The Penguin Complete Sherlock Holmes (Penguin Books, 1981), but the stories can also be downloaded from the internet at: https://sherlock-holm.es/. They are also freely available as audiobooks at librivox.org. Students are strongly advised to see the contemporary BBC serial adaptation by Steven Moffat and Mark Gatiss (2010, 2012 and 2014) though this is not a compulsory part of the course.
- HANDBOOK Introduction to English Literature (Coord: Andrew Monnickendam, Ediuoc) Units 3 and 4.
Unit 4. English poetry: A panoramic view
- POETRY: A selection of 20 poems from different historical periods, available from the resources section in the classroom.
- HANDBOOK Introduction to English Literature (Coord.: Andrew Monnickendam, Ediuoc) Units 1 to 5.
Unit 5. Shakespeare
- PLAY: A Midsummer Night's Dream by William Shakespeare. You are strongly advised to use a book edition with introduction and notes but the play can also be downloaded in English from the internet at https://shakespeare.mit.edu/midsummer/index.html, among others. IMPORTANT: Cambridge School Shakespeare (ISBN 9781107615458) is a highly recommended edition. Editorial Austral has a very good Spanish translation by Ángel Luis Pujante published in 1999 (ISBN ISBN-10: 8467034106), which can also be downloaded from Amazon Kindle: https://www.amazon.es/sue%C3%B1o-noche-verano-Noche-Cl%C3%A1sica-ebook/dp/B00D4B30BS. There are several versions of the play in audio format in librivox.org.
- HANDBOOK Introduction to English Literature, (Coord. Andrew Monnickendam, Ediuoc) Units 1 & 2
The HANDBOOK Introduction to English Literature (Coord: Andrew Monnickendam Ediuoc), provides the background reading for some units. We do not suggest, however, that the students also do the exercises of each cpahter in this workplan.
The UNITS in the subject should not be confused with the UNITS in the Handbook, also called MODULES. This table will help you establish their correspondence:
SUBJECT | HANDBOOK |
| Unit 2 (Contemporary English fiction: The literary novel today) (CAT2) | Units (or Modules) 4 & 5 |
Unit 3 (Popular Narratives of the 19C) (CAT3) | Units (or Modules) 3 & 4 |
| Unit 4 (English poetry: A panoramic view) (CAT4) | Units (or Modules) 1 to 5 |
| Unit 5 (Shakespeare) (CAT5) | Units (or Modules) 1 & 2 |
Reading the Literary Texts: Work on the literary texts forms a major part of the Continuous Assessment (CA). It is, therefore, compulsory to read them all very carefully, always in their original English version.
Teacher's Notice-board: Because this course is offered now on a non-tuition basis, students need not attend to the notice-board of the classroom. Should any issues arise that require sending instructions or information, the teacher will send e-mails to the uoc e-mail addresses of the students.
Queries: You can send queries to the teacher if you have trouble understanding the tasks or accessing the course materials. However, the teacher will not read or mark your work.
Plagiarism: All work submitted for Assessment at the UOC MUST be original. In this case, this can apply only to the exam, where only dictionaries can be used. In any case, students MUST NOT present fragments, sentences, or even parts of sentences copied from these sources as if they were their own words. Where relevant, original sources must ALWAYS be quoted and identified (e.g. in a footnote).
El procés d'avaluació es fonamenta en el treball personal de l'estudiant i pressuposa l'autenticitat de l'autoria i l'originalitat dels exercicis realitzats.
La manca d'autenticitat en l'autoria o d'originalitat de les proves d'avaluació; la còpia o el plagi; l'intent fraudulent d'obtenir un resultat acadèmic millor; la col·laboració, l'encobriment o l'afavoriment de la còpia, o la utilització de material o dispositius no autoritzats durant l'avaluació, entre d'altres, són conductes irregulars que poden tenir conseqüències acadèmiques i disciplinàries greus.
D'una banda, si es detecta alguna d'aquestes conductes irregulars, pot comportar el suspens (D/0) en les activitats avaluables que es defineixin en el pla docent - incloses les proves finals - o en la qualificació final de l'assignatura, sigui perquè s'han utilitzat materials o dispositius no autoritzats durant les proves, com ara xarxes socials o cercadors d'informació a internet, perquè s'han copiat fragments de text d'una font externa (internet, apunts, llibres, articles, treballs o proves d'altres estudiants, etc.) sense la citació corresponent, o perquè s'ha practicat qualsevol altra conducta irregular.
De l'altra, i d'acord amb les normatives acadèmiques, les conductes irregulars en l'avaluació, a més de comportar el suspens de l'assignatura, poden donar lloc a la incoació d'un procediment disciplinari i a l'aplicació, si escau, de la sanció que correspongui.
La UOC es reserva la potestat de sol·licitar a l'estudiant que s'identifiqui o que acrediti l'autoria del seu treball al llarg de tot el procés d'avaluació pels mitjans que estableixi la Universitat (síncrons o asíncrons). A aquests efectes, la UOC pot exigir a l'estudiant l'ús d'un micròfon, una càmera o altres eines durant l'avaluació i que s'asseguri que funcionen correctament.
La verificació dels coneixements per garantir l'autoria de la prova no implicarà en cap cas una segona avaluació.
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Només pots superar l'assignatura fent un examen final (EX). La nota final serà la nota numèrica obtinguda en aquest examen. Si no et presentes a la prova, la qualificació final serà un No presentat. |
Nota final d'assignatura: EX + AC
EX = 100 %
AC = %
Notes mínimes:
· EX = 4
Aquesta fórmula de ponderació només s'aplicarà quan la nota resultant millori la nota obtinguda a l'EX. Quan la nota obtinguda a l'EX sigui inferior a 4 o la qualificació resultant de la fórmula de ponderació no permeti millorar la nota obtinguda a l'EX, la qualificació final de l'assignatura serà la nota obtinguda a l'EX.
En el cas d'assignatures amb pràctiques (Pr) que creuïn amb l'examen (EX), la fórmula de ponderació només s'aplicarà quan la nota resultant millori la nota obtinguda a FE (FE=EX+Pr). Quan la nota obtinguda a l'EX sigui inferior a 4, la qualificació resultant de l'assignatura serà la nota obtinguda a l'EX. Quan la qualificació resultant de la fórmula de ponderació no permeti millorar la nota obtinguda a FE, la qualificació final de l'assignatura serà la nota obtinguda a FE.
- Reading literary and academic texts.
- Reflection on and discussion of the main concepts related to the works and different periods of English Literature.
- Textual analysis of literary and academic texts in English.
- Identification and production of different types of academic texts in English.
- Discussion text: 2 aspects, 100 words each
- 1 critical essay (350 words)
- 2 written exercises based on answering questions (200 words each answer)
- 1 recorded critical commentary (350 words)
- CAT1: Discussion pieces on the debate 'What is Literature?' 2 contributions (100 words each contribution). The contributions must contain new ideas and not only reflect or comment on those offered in the texts.
- IMPORTANT: The Debate is based on the readings for Unit 1. Students should read the book La Literatura, available from the resources section in the classroom.
- Please make sure you refer to the texts and authors when commenting on them.
- Read carefully the dossiers "Writing about Literature" and "Analysing Literature." There you will find specific information and instructions on how to go about CAT1.
- CAT2: Written exercise based on the novel White Teeth (400 words). Students answer TWO questions, in each case commenting on a passage (10 lines maximum) which they have chosen from the novel. (200 words each answer, passage apart.)
- Being selective and capable of synthesising your thoughts is extremely important for this and for all other exercises. Do not exceed the maximum word limit but do not write significantly less than required.
- Focus on ONE passage and copy it before you begin writing your commentary, adding the page number. Translating the passage into Catalan or Spanish may also be a good strategy to get to know it. Focusing on more than ONE passage is unnecessary.
- Make sure you comment on the words in the passage for your answer.
- CAT3: Critical essay (350 words) on ONE of the following short stories by Arthur Conan Doyle ("A Scandal in Bohemia", "The Final Problem" and "The Adventure of the Empty House"), developing a thesis about it. This essay must include quotations from the selected story. You will find a sample essay in the document 'Academic writing in English'
- Think about the role of Irene Adler in "A Scandal in Bohemia;" does the character reinforce or challenge Victorian gender ideology? If so, how? (Consider the following questions: Why does Adler's lifestyle need to be explained in detail to make it believable? What values do Holmes and Watson seem to attach specifically to female gender?
- Professor Moriarty, Holmes' archenemy in "The Final Problem," is regarded by many as the "Sherlockian Doppelgänger." In what ways are Holmes and Moriarty mirror opposites?
- "The Adventure of the Empty House" recounts Holmes' escape from death at the Reichenbach Falls followed by an exotic journey of imperial exploration and conquest. How do the British colonies appear in relation to England? (Consider these questions: What is the analogy between the colonies and the world of London criminals? Does imperial adventure have an evil influence on Moran, "the second most dangerous man in London"?)
- Read the 20 poems in the document 'Poetry'. You will see that in some cases the poem is accompanied by a link, which allows you to listen to it being read and, in some cases, to see a video accompanying the words.
- CAT4: Write a critical commentary (350 words) on the poem you have chosen.
- CAT5: Individual two-question written exercise.
- Being selective and capable of synthesising your thoughts is extremely important for this and for all other exercises. Do not exceed the maximum word limit but do not write less than required.
- Focus on ONE passage and copy this before you start your commentary, adding the act, scene and lines.
- Make sure you comment on the words in the passage for your answer, either by referring to them or by quoting them (i.e. copying little bits of the passage between quotation marks "xxxxxxx"). Identify passages by act, scene and lines (e.g. Act I.ii, 316-20)
- Please note that there is not a correct answer for the questions in CAT5. What is valued is, first, your ability to select passages appropriate for your answers and, second, your ability to argue your opinion convincingly.
| DATES | ACTIVITIES |
| Week 1 | Preliminary activities: * Reading the 'Pla Docent,' planning the course, checking the contents of the Handbook. * Obtaining the books from internet or local bookshops (except for the Handbook and La Literatura). * Students are invited to introduce themselves and share their doubts and expectations about the subject, in a message sent to the Forum. |
| Weeks 2-4 | Unit 1. Literature in English: Definitions and debates READING: * Selected quotations + Book: Sara Martín Alegre, La Literatura available from the resources section in the classroom. * CAT1: Discussion pieces on the debate 'What is Literature?'. |
| Weeks 5-7 | Unit 2. Contemporary English fiction: The literary novel today READING: * Novel: Zadie Smith, White Teeth * Unit 4 & 5 (Handbook) * CAT2: Written exercise based on two questions about the novel White Teeth (200 words each question). |
| Weeks 8-9 | Unit 3. Literature and its market: READING: * Short stories: Arthur Conan Doyle, "A Scandal in Bohemia," "The Final Problem," "Adventure in the Empty House." * Units 3 & 4 (Handbook) * CAT3: Critical essay (350 words) written in English on ONE of 3 short stories based on the given topics. |
| Weeks 10-11 | Unit 4. English poetry: A panoramic view READING (AND LISTENING): * Selection of 20 poems of all ages in English * Units 1 to 5 (Handbook) * CAT4: Recorded 350-word critical commentary (in English, Spanish or Catalan) on a poem freely chosen by the student. NOTE: Students should record themselves either on a voice recorder or on camera while reading the selected poem (in English) and the subsequent commentary (in English, Spanish or Catalan). |
| Weeks 12-13 | Unit 5. Shakespeare READING: * Play: A Midsummer Night's Dream by William Shakespeare. * Units 1 & 2 (Handbook) * CAT5: Individual written exercise based on two questions about the play. |
| January | The final exams will be held in two of the following dates: January the 21st, 22nd, 25ft, 28th, 29th and February the 1st. Information about the exact two options will be published on Campus later in the semester. |
| Do check the sample of exam questions in the section below. |
The final mark for this subject will be assigned on the basis of the mark of the final exam.
Each exam will contain two questions similar to the following:
Question 1 (50%)
Smith uses her female characters to show the ways in which ethnicity and gender intersect. Write a brief text (maximum 250 words) discussing Zadie Smith’s White Teeth as a feminist critique of sexist culture.
Question 2 (50%)
Write a brief text (maximum 250 words) discussing why Wilfred Owen’s “Dulce Et Decorum Est” is so powerful and effective at describing traumatic experience.
Bent double, like old beggars under sacks,
Knock-kneed, coughing like hags, we cursed through sludge,
Till on the haunting flares we turned our backs,
And towards our distant rest began to trudge.
Men marched asleep. Many had lost their boots,
But limped on, blood-shod. All went lame, all blind;
Drunk with fatigue; deaf even to the hoots
Of gas-shells dropping softly behind.
GAS! GAS! Quick, boys! – An ecstasy of fumbling,
Fitting the clumsy helmets just in time,
But someone still was yelling out and stumbling
And floundering like a man in fire or lime. –
Dim through the misty panes and thick green light,
As under a green sea, I saw him drowning.
In all my dreams before my helpless sight
He plunges at me, guttering, choking, drowning.
If in some smothering dreams, you too could pace
Behind the wagon that we flung him in,
And watch the white eyes writhing in his face,
His hanging face, like a devil’s sick of sin;
If you could hear, at every jolt, the blood
Come gargling from the froth-corrupted lungs,
Bitter as cud
Of vile, incurable sores on innocent tongues, –
My friend, you would not tell with such high zest
To children ardent for some desperate glory,
The old lie: Dulce et decorum est
Pro patria mori.