TASK 12

On Using Capitalization and Punctuation Marks

When you read poems, you don’t pause or stop at the end of the lines,
but you
watch out for commas or periods to guide you. Use punctuation marks
to help you nd the sensible meaning of what you’re reading. Clarity of
expressions in
poetry or prose composition exists if the sentences are appropriately
punctuated
and the words are properly capitalized.
A. Connect
• Consider this sample informative article about punctuation.
A Short History of Punctuation
by Polly M. Robertus
EARLYGREEKSHAD HARDLYANYPUNCTUATION
FONOITCERIDEHTDEGNAHCNEVEDNA*THEIRWRITINGATTHEEND
OFEACHLINELATER
GNITIRWFOYAWAOTDEGNAHCYEHT*THATFAVOREDRIGHTHANDE
DPEOPLEANDSHOWED WHEREANEWPARAGRAPHBEGANBYUNDER
LINING
THEFIRSTLINEOFIT
LATERTHEGREEKPLAYWRIGHT ARISTOPHANES .
INVERTEDMARKSTOSHOW . WHERE

19
THEREADERSSHOULDTAKEBREATH:
THE . ROMANS . MADE . WRITING . MUCH . EASIER .TO . READ . BY .
PUTTING . DOTS . BETWEEN . WORDS . AND . BY . MOVING . THE .
FIRST . LETTER . OF. A .PARAGRAPH . INTO . THE . LEFT . MARGIN:
THEY . ADAPTED . SOME . OF . THE . GREEK . MARKS . SUCH . AS .THE
. COLON . MARK . TO . INDICATE . PHRASE .
ENDINGS:INTHEEARLYMIDDLEAGESTHISSYSTEMOFPUNCTUATION
BROKEDOWNBECAUSEVERYFEWPEOPLECOULDREAD ANDWRITE
BUTWRITERSKEPTASPACEATTHEENDOF ASENTENCEANDCONTINU
EDTOMARKPARAGRAPHSEVENTUALLY WORDS WERESEPARATED
AGAIN AND
NEW SENTENCES BEGAN WITH A LARGER LETTER
*Hint: Try reading from right to left.
20
• Discuss your answers to the following questions.
4
What have you observed as unusual in the informative article?
4
What is it all about?
4
What punctuation marks are described in the article?
4
What problems in writing and reading are caused by improper use
ofcapitalization and punctuation marks?
4
Are these problems applicable even in today’s world?
4
How do we solve such problems?B. Sensible Role Plan• Imagine yourself t
wo to four years from now. What kind of career/role
do you think you might have? Will the computer or new inventions be
part of your job?
• Research for facts about it.
• Write a short informative composition highlighting your role and the
invention you will use as part of your
job.• Remember to observe correct capitalization and to use correct punctu
a
-tions.
• Share your informative composition with the class.
Since you have several impressive ideas on recognizing and performing
roles
in life, you have to keep in mind that it can inspire you to practice habits of
do
-
ing things well. You can always consider it as a special gift for you to prove
your
worth as a unique human being. Obviously, you are now ready to prove
yourunderstanding of how these valued concepts can be realized through
getting
involved in real-life tasks
The Battle With Grendel
from Beowulftranslated by Burton RaffelEpic 4
Out from the marsh, from the foot of mistyHills and bogs, bearing God’s
hatred,
Grendel came, hoping to kill
395
Anyone he could trap on this trip to high Herot.

He moved quickly through the cloudy night,

Up from his swampland, sliding silently

Toward that gold-shining hall. He had visited Hrothgar’s

Home before, knew the way—

400
But never, before nor after that night,

Found Herot defended so rmly, his reception

So harsh. He journeyed, forever joyless,

Straight to the door, then snapped it open,Tore its iron fasteners with a
touch
405
And rushed angrily over the threshold.

He strode quickly across the inlaid

Floor, snarling and erce: His eyes

Gleamed in the darkness, burned with a gruesomeLight. Then he stopped,
seeing the hall
410
Crowded with sleeping warriors, stu ed

With rows of young soldiers resting together.

And his heart laughed, he relished the sight,Intended to tear the life from
those bodies
By morning; the monster’s mind was hot

With the thought of food and the feasting his belly

Would soon know. But fate, that night, intendedGrendel to gnaw the
broken bonesOf his last human supper. Human
Eyes were watching his evil steps,
420
Waiting to see his swift hard claws.
Grendel snatched at the rst Geat
He came to, ripped him apart, cut
His body to bits with powerful jaws,

Drank the blood from his veins, and bolted

425
Him down, hands and feet; death

And Grendel’s great teeth came together,

Snapping life shut. Then he stepped to another
Still body, clutched at Beowulf with his claws,
Grasped at a strong-hearted wakeful sleeper
430
—And was instantly seized himself, claws
Bent back as Beowulf leaned up on one arm.
That shepherd of evil, guardian of crime,
Knew at once that nowhere on earth
Had he met a man whose hands were harder;
435
His mind was ooded with fear—but nothing
Could take his talons and himself from that tight
Hard grip. Grendel’s one thought was to run

From Beowulf, ee back to his marsh and hide there:

This was a di erent Herot than the hall he had emptied.

440
But Higlac’s follower remembered his nal
Boast and, standing erect, stopped
The monster’s ight, fastened those claws

In his sts till they cracked, clutched Grendel

Closer. The infamous killer fought
445
For his freedom, wanting no esh but retreat,

Desiring nothing but escape; his claws

Had been caught, he was trapped. That trip to Herot
Was a miserable journey for the writhing monster!

The high hall rang, its roof boards swayed,

38
520
From faraway lands, princes and leaders

Of men hurrying to behold the monster’s

Great staggering tracks. They gaped with no sense

Of sorrow, felt no regret for his su ering,

Went tracing his bloody footprints, his beaten

525
And lonely ight, to the edge of the lake

Where he’d dragged his corpselike way, doomed

And already weary of his vanishing life.

The water was bloody, steaming and boiling

In horrible pounding waves, heat

530
Sucked from his magic veins; but the swirling

Surf had covered his death, hidden

Deep in murky darkness his miserable

End, as hell opened to receive him.

Then old and young rejoiced, turned back

535
From that happy pilgrimage, mounted their hard-hooved
Horses, high-spirited stallions, and rode them
Slowly toward Herot again, retelling

Beowulf’s bravery as they jogged along.

And over and over they swore that nowhere

540
On earth or under the spreading sky
Or between the seas, neither south nor north,
Was there a warrior worthier to rule over men.

(But no one meant Beowulf’s praise to belittle

Hrothgar, their kind and gracious king!) . . .

39
TASK4
SayYesorNo
Write Yes or No to the given statement. Be sure to support your
answer with
details from the text.
1. Grendel was a greedy monster. _______2. He was considered the foul e
nemy of God. _______
3. Beowulf and Grendel had enormous strength. _______
4. The weapons of the warriors could easily kill the monster. _______
5. Grendel was afraid of Hrothgar. _______
6. Grendel swallowed his victims. _______
7. The Danes were not allowed to celebrate the defeat of Grendel. _______
8. Grendel was able to escape from Beowulf’s hands. _______9. Hrothgar
gave Beowulf gifts.
_______10. Beowulf was considered the hero of Heorot. _______
TASK5
Illustrate the Creations
Based on the poem, how do you imagine the entities in the poem? Describe
each
based on what is said in the text and based on how you imagined
each. Write
your answers in your notebook.
E n t i t i e s D e s c r i p t i o n f
r o m t h e T e x t Y o u r O w n
D e s c r i p t i o n
HeorotHrothgarGrendelBeowulf
Suprasegmental, also called Prosodic Feature, in phonetics, a
speech feature such as stress, tone, or word juncture that accompanies or is
added over consonants and vowels; these features are not limited to single
sounds but often extend over syllables, words, or phrases.

Tone, in written composition, is an attitude of a writer toward a subject or an

audience. Tone is generally conveyed through the choice of words, or the
viewpoint of a writer on a particular subject. ... The tone can be formal,
informal, serious, comic, sarcastic, sad, or cheerful, or it may be any other
existing attitude.

Juncture refers to breaks or pauses in speech that indicate words or other

grammatical units

o communicate clearly when you are speaking in English, it’s important to

stress the correct syllables in each word. This is called word stress, which
means pronouncing one syllable of a multisyllabic word with greater emphasis
(stress) than the other syllables in the word. Here are four general rules to
keep in mind about word stress as you practice pronunciation:

1. Stress the first syllable of:

o Most two-syllable nouns (examples: CLImate, KNOWledge)
o Most two-syllable adjectives (examples: FLIPpant, SPAcious)
2. Stress the last syllable of:
o Most two-syllable verbs (examples: reQUIRE, deCIDE)
3. Stress the second-to-last syllable of:
o Words that end in -ic (examples: ecSTATic, geoGRAPHic)
o Words ending in -sion and -tion (examples: exTENsion, retriBUtion)
4. Stress the third-from-last syllable of:
o Words that end in -cy, -ty, -phy and -gy (examples: deMOCracy,
unCERtainty, geOGraphy, radiOLogy)
o Words that end in -al (examples: exCEPtional, CRItical)