British Literature & American Literature

British Literature

&

American Literature

BY LEILA BORGES

I

SUMMARY

THE OLD ENGLISH MAP..............................................................................................................................6

USEFUL INFORMATION TO STUDY LITERATURE ........................................................................................8

Taking Notes ..........................................................................................................................................8

Essay Planning......................................................................................................................................10

Case against censorship.......................................................................................................................11

Case for censorship..............................................................................................................................11

How to Summarize...............................................................................................................................11

Some extra tips ....................................................................................................................................13

Qualities of a character........................................................................................................................14

Author’s tone .......................................................................................................................................15

ANALYSING FICTION / LITERARY TERMS..................................................................................................17

WHAT IS LITERATURE?.............................................................................................................................18

Literary dictionary................................................................................................................................18

Forms of literature...............................................................................................................................18

Poetry...............................................................................................................................................18

Drama...............................................................................................................................................19

Essays ...............................................................................................................................................19

Prose fiction .....................................................................................................................................20

Other prose literature......................................................................................................................20

Genres of literature .............................................................................................................................21

Literary genre...................................................................................................................................21

Subgenres ........................................................................................................................................21

Important terms for poetry .................................................................................................................22

A BRIEF HISTORY OF THE ENGLISH LANGUAGE .......................................................................................29

History and Structure of the English Language ...................................................................................31

General Considerations ...................................................................................................................31

Origins and Basic Characteristics .....................................................................................................33

Characteristics of Modern English...................................................................................................34

Phonology ....................................................................................................................................34

Historical Background..................................................................................................................35

Vocabulary ...................................................................................................................................35

Old English .......................................................................................................................................37

Middle English..................................................................................................................................38

The history of England from the Norman invasion encapsulates all the major trends of the times..40

The Norman Kings............................................................................................................................40

Henry II.............................................................................................................................................41

Magna Carta.....................................................................................................................................41

Edward I ...........................................................................................................................................42

The 1300’s........................................................................................................................................43

The Lancasters .................................................................................................................................45

The Wars of the Roses .....................................................................................................................46

LITERARY PERIODS OF BRITISH AND AMERICAN LITERATURE ‐ SUMMARY............................................47

Periods of British Literature.................................................................................................................47

Literary Periods of American Literature ..............................................................................................50

INTRODUCTION TO BRITISH LITERATURE ................................................................................................52

Anglo Saxon‐literature.........................................................................................................................52

Poetry...............................................................................................................................................52

Prose ................................................................................................................................................53

Beowulf ............................................................................................................................................54

II

Old English Poetry........................................................................................................................55

Plot Overview...............................................................................................................................55

Characters....................................................................................................................................56

Who wrote Beowulf?...................................................................................................................58

The Sutton Hoo Ship Burial..........................................................................................................59

Politics and Warfare.....................................................................................................................59

Christian Colouring in Beowulf ....................................................................................................61

Middle English Literature.....................................................................................................................62

Geoffrey Chaucer.............................................................................................................................65

John Gower ..................................................................................................................................68

The vision concerning piers the plowman...................................................................................68

The Wiclifite Bible ........................................................................................................................69

Geoffrey Chaucer's Canterbury Tales ..............................................................................................74

Chaucer's Canterbury Tales .............................................................................................................75

Chaucer's Linguistic..........................................................................................................................76

Literary.........................................................................................................................................76

Chaucer's English .............................................................................................................................76

The general prologue.......................................................................................................................77

The Wife of Bath's Tale ........................................................................................................................93

The Prologe of the Wyves Tale of Bathe (with the translation) ......................................................93

Comments......................................................................................................................................113

The wife of Bath’s Prologue.......................................................................................................114

The Wife of Bath’s tale...............................................................................................................114

Theme ........................................................................................................................................115

The English Literature as a part of General Medieval European Literature..............................116

Literature in the three languages. .............................................................................................116

Religious Literature....................................................................................................................117

Secular Literature.......................................................................................................................117

The Romances................................................................................................................................118

Sir Gawain and The Green Knight..............................................................................................120

The End of The Middle Ages. About 1350 to about 1500 .................................................................121

The first fifty years. Political and social conditions. ......................................................................121

'Mandeville's Voyage' ........................................................................................................................122

The Fifteenth Century........................................................................................................................122

The 'popular' ballads......................................................................................................................122

Sir Thomas Malory and his 'Morte Darthur.' .................................................................................123

William Caxton and the introduction of printing to England, 1476 ..............................................124

The Medieval Drama......................................................................................................................125

The Sixteenth Century. The Renaissance and the Reign of Elizabeth ...............................................128

The Renaissance.............................................................................................................................128

The Reformation ............................................................................................................................130

Sir Thomas More and his 'Utopia'..................................................................................................131

The English Bible and Books of Devotion. .....................................................................................131

Wyatt and Surrey and the new poetry. .........................................................................................132

The Elizabethan Period ......................................................................................................................133

Prose fiction ...................................................................................................................................134

Edmund Spenser, 1552‐1599.........................................................................................................135

Elizabethan lyric poetry .................................................................................................................138

The sonnets....................................................................................................................................139

John Donne and the beginning of the 'metaphysical' poetry........................................................139

III

The influence of classical comedy and tragedy .............................................................................140

The chronicle‐history play .............................................................................................................140

John Lyly.........................................................................................................................................141

Peele, Greene, And Kyd .................................................................................................................141

Christopher Marlowe, 1564‐1593 .................................................................................................141

Theatrical conditions and the theater buildings............................................................................143

An Elizabethan stage......................................................................................................................143

Shakespeare, 1564‐1616 ...............................................................................................................144

National life from 1603 to 1660 ....................................................................................................147

Ben Jonson .....................................................................................................................................147

The other dramatists .....................................................................................................................149

The Seventeenth Century, 1603‐1660. Prose And Poetry.................................................................152

Francis Bacon, Viscount St. Albans, 1561‐1626. ...........................................................................152

The King James Bible, 1611............................................................................................................154

Minor prose writers .......................................................................................................................154

Lyric poetry ....................................................................................................................................154

John Milton, 1608‐1674.................................................................................................................157

John Bunyan...................................................................................................................................159

The Tudors and the Elizabethan Age .............................................................................................160

The Jacobean Era, Cromwell, and the Restoration........................................................................161

The sixteenth‐century........................................................................................................................162

The early seventeenth century......................................................................................................163

Elisabeth I...........................................................................................................................................165

The great Elizabethan Age of Exploration .....................................................................................166

The Elizabethan Theatre ................................................................................................................167

William Shakespeare life and work....................................................................................................168

Shakespeare Chronological listing of plays....................................................................................169

Shakespearean Theater .................................................................................................................169

Literary Terms to help reading Shakespeare.................................................................................170

AMERICAN LITERATURE.........................................................................................................................173

American Literary Time Periods.........................................................................................................173

Overview of American History and Literature...................................................................................175

The Pilgrims....................................................................................................................................175

The mayflower compact ................................................................................................................176

Thanksgiving and the indians.........................................................................................................177

The Puritans ...................................................................................................................................177

Salem witchcraft ........................................................................................................................178

The revealed word, antinomianism, individualism ...................................................................179

Caveat‐a‐note on the jeremiad..................................................................................................180

Pioneers to Puritans...................................................................................................................181

Enlightenment to Autonomy .........................................................................................................182

Literature After the Revolution .....................................................................................................182

History of American Literature / Colonial Period ..............................................................................184

Early Colonial Literature. 1607‐1700 .............................................................................................184

I. The English in Virginia: Captain John Smith, William Strachey, George Sandys.....................184

"Leah and Rachel.".....................................................................................................................187

Indian and Early American Literature........................................................................................188

American Literary aspects: ............................................................................................................188

Early American and Colonial Period to 1776 .............................................................................188

The literature of exploration .....................................................................................................190

IV

The Colonial Period in New England..............................................................................................191

William Bradford (1590‐1657) .......................................................................................................196

Michael Wigglesworth (1631‐1705) ..............................................................................................197

Samuel Sewall (1652‐1730) ...........................................................................................................198

Mary Rowlandson (c.1635‐c.1678)................................................................................................199

Cotton Mather* (1663‐1728) ........................................................................................................199

Roger Williams (c. 1603‐1683).......................................................................................................199

American Texts ..................................................................................................................................200

Indigenous People's Literature ......................................................................................................200

Tsalagi (Cherokee) Stories .........................................................................................................200

Cotton Mather ‐What Must I Do To Be Saved? .............................................................................203

BIBLIOGRAPHY .......................................................................................................................................211

6

THE OLD ENGLISH MAP

MAP OF ENGLISH  DIALECT

7

The United States of America‐The 13 Original States

The United States of America – TODAY

8

USEFUL INFORMATION TO STUDY LITERATURE

Taking Notes

1. In preparation for writing an essay or any other piece of work, your notes might come from a number of different

sources: course materials, set texts, secondary reading, interviews, or tutorials and lectures. You might gather information

from radio or television broadcasts, or from experiments and research projects. The notes could also include your own

ideas, generated as part of the essay planning process.  

2. The notes you gather in preparation for writing the essay will normally provide the detailed evidence to back up your

arguments. They might also include such things as the quotations and page references you plan to use in your essay. Your

ultimate objective in planning will be to produce a one or two page outline of the topics you intend to cover.  

3. Be prepared for the fact that you might take many more notes than you will ever use. This is perfectly normal. At the

note‐taking stage you might not be sure exactly what evidence you will need. In addition, the information‐gathering stage

should also be one of digesting and refining your ideas.  

4. Don't feel disappointed if you only use a quarter or even a tenth of your materials. The proportion you finally use might

vary from one subject to another, as well as depending on your own particular writing strategy. Just because some

material is not used, don't imagine that your efforts have been wasted.  

5. When taking notes from any source, keep in mind that you are attempting to make a compressed and accurate record

of information, other people's opinions, and possibly your own observations on the subject in question.  

6. Your objective whilst taking the notes is to distinguish the more important from the less important points being made.

Record the main issues, not the details. You might write down a few words of the original if you think they may be used in

a quotation. Keep these extracts as short as possible unless you will be discussing a longer passage in some detail.  

7. Don't try to write down every word of a lecture ‐ or copy out long extracts from books. One of the important features of

note‐taking is that you are making a digest of the originals, and translating the information into your own words.  

8. Some students take so many notes that they don't know which to use when it's time to write the essay. They feel that

they are drowning in a sea of information.  

9. This problem is usually caused by two common weaknesses in note‐taking technique:  

¾ transcribing too much of the original  

¾ being unselective in the choice of topics  

10. There are two possible solution to this problem:  

¾ Select only those few words of the source material which will be of use. Avoid being descriptive. Think more,

and write less. Be rigorously selective.  

¾ Keep the essay question or topic more clearly in mind. Take notes only on those issues which are directly

relevant to the subject in question.  

11. Even though the notes you take are only for your own use, they will be more effective if they are recorded clearly and

neatly. Good layout of the notes will help you to recall and assess the material more readily. If in doubt use the following

general guidelines.  

¾ Before you even start, make a note of your source(s). If this is a book, an article, or a journal, write the

following information at the head of your notes: Author, title, publisher, publication date, and edition of book.  

¾ Use loose‐leaf A4 paper. This is now the international standard for almost all educational printed matter.

Don't use small notepads. You will find it easier to keep track of your notes if they fit easily alongside your other

study materials.

9

¾ Write clearly and leave a space between each note. Don't try to cram as much as possible onto one page.

Keeping the items separate will make them easier to recall. The act of laying out information in this way will cause

you to assess the importance of each detail.  

¾ Use some system of tabulation (as I am doing in these notes). This will help to keep the items separate from

each other. Even if the progression of numbers doesn't mean a great deal, it will help you to keep the items

distinct.  

¾ Don't attempt to write continuous prose. Notes should be abbreviated and compressed. Full grammatical

sentences are not necessary. Use abbreviations, initials, and shortened forms of commonly used terms.  

¾ Don't string the points together continuously, one after the other on the page. You will find it very difficult to

untangle these items from each other after some time has passed.  

¾ Devise a logical and a memorable layout. Use lettering, numbering, and indentation for sections and for sub‐

sections. Use headings and sub‐headings. Good layout will help you to absorb and recall information. Some

people use coloured inks and highlighters to assist this process of identification.  

¾ Use a new page for each set of notes. This will help you to store and identify them later. Keep topics

separate, and have them clearly titled and labelled to facilitate easy recall.  

¾ Write on one side of the page only. Number these pages. Leave the blank sides free for possible future

additions, and for any details which may be needed later.  

12. What follows is an example of notes taken whilst listening to an Open University radio broadcast ‐ a half hour lecture

by the philosopher and cultural historian, Isaiah Berlin. It was entitled 'Tolstoy's Views on Art and Morality', which was part

of the third level course in literary studies A 312 ‐ The Nineteenth Century Novel and its Legacy.  

Isaiah Berlin ‐ 'Tolstoy on Art and Morality' 3 Sep 89

1. T's views on A extreme ‐ but he asks important questns which disturb society  

2. 1840s Univ of Kazan debate on purpose of A  

T believes there should be simple answers to probs of life  

3. Met simple & spontaneous people & soldiers in Caucasus Crimean Sketches admired by  

    Turgenev & Muscovites but T didn't fit in milieu  

4. Westernizers Vs Slavophiles ‐ T agreed with Ws, but rejects science (Ss romantic         

    conservatives)  

5. 2 views of A in mid 19C ‐ A for art's sake/ A for society's sake  

6. Pierre (W&P) and Levin (AK) as egs of 'searchers for truth'  

7. Natural life (even drunken violence) better than intellectual  

8. T's contradiction ‐ to be artist or moralist  

9. T's 4 criteria for work of art  

¾ know what you want to say ‐ lucidly and clearly  

¾ subject matter must be of essential interest  

¾ artist must live or imagine concretely his material  

¾ and must know the moral centre of situation  

10. T crit of other writers  

Shkspre and Goethe ‐ too complex  

St Julien (Flaubert) inauthentic  

Turgenev and Chekhov guilty of triviality

10

11. What is Art? Emotion recollected and transmitted to others [Wordsworth] Not self‐expression   ‐ Only good should

be transmitted  

12. But his own tastes were for high art Chopin, Beethoven, & Mozart  

T Argues he himself corrupted  

13. Tried to distinguish between his own art and moral tracts  

14. 'Artist cannot help burning like a flame'  

15. Couldn't reconcile contradictions in his own beliefs died still raging against self and society

Essay Planning  

1. Strategy » You can approach the composition of an essay using a number of different writing strategies. Some people

like to start writing and wait to see what develops. Others work up scraps of ideas until they perceive a shape emerging.

However, if you are in any doubt at all, it's a good idea to plan your work. The task of writing is usually much easier if you

create a set of notes which outline the points you are going to make. Using this approach, you will create a basic structure

on which your ideas can be built.  

2. Plans » This is a part of the essay‐writing process which is best carried out using plenty of scrap paper. Get used to the

idea of shaping and re‐shaping your ideas before you start writing, editing and rearranging your arguments as you give

them more thought. Planning on‐screen using a word‐processor is possible, but it's a fairly advanced technique.  

3. Analyse the question » Make sure you understand what the question is asking for. What is it giving you the chance to

write about? What is its central issue? Analyse any of its key terms and any instructions. If you are in any doubt, ask your

tutor to explain what is required.  

4. Generate ideas » You need to assemble ideas for the essay. On a first sheet of paper, make a note of anything which

might be relevant to your answer. These might be topics, ideas, observations, or instances from your study materials. Put

down anything you think of at this stage.  

5. Choosing topics » On a second sheet of paper, extract from your brainstorm listings those topics and points of

argument which are of greatest relevance to the question and its central issue. Throw out anything which cannot be

directly related to the essay question.  

6. Put topics in order » On a third sheet of paper, put these chosen topics in some logical sequence. At this stage you

should be formulating a basic response to the question, even if it is provisional and may later be changed. Try to arrange

the points so that they form a persuasive and coherent argument.  

7. Arrange your evidence » All the major points in your argument need to be supported by some sort of evidence. On any

further sheets of paper, compile a list of brief quotations from other sources (together with page references) which will be

offered as your evidence.  

8. Make necessary changes » Whilst you have been engaged in the first stages of planning, new ideas may have come to

mind. Alternate evidence may have occurred to you, or the line of your argument may have shifted somewhat. Be

prepared at this stage to rearrange your plan so that it incorporates any of these new materials or ideas. Try out different

arrangements of your essay topics until you are sure they form the most convincing and logical sequence.  

9. Finalise essay plan »The structure of most essay plans can be summarised as Introduction  ‐ Arguments  ‐ Conclusion.

State your case as briefly and rapidly as possible, present the evidence for this case in the body of your essay, then sum up

and try to 'lift' the argument to a higher level in your conclusion. Your final plan should be something like a list of half a

dozen to ten major points of argument. Each one of these points will be expanded to a paragraph of something around

100‐200 words minimum in length.

11

10. Relevance » At all stages of essay planning, and even when writing the essay, you should keep the question in mind.

Keep asking yourself 'Is this evidence directly relevant to the topic I have been asked to discuss?' If in doubt, be prepared to

scrap plans and formulate new ones ‐ which is much easier than scrapping finished essays. At all times aim for clarity and

logic in your argument.  

11.Example » What follows is an example of an outline plan drawn up in note form. It is in response to the question 'Do

you think that depictions of sex and violence in the media should or should not be more heavily censored?'. [It is worth

studying the plan in its entirety. Take note of its internal structure.]  

'Do you think that depictions of sex and violence in the media should or should not be more heavily censored?'  

Introduction » Sex, violence, and censorship all emotive subjects  

Case against censorship  

1. Aesthetic: inhibits artistic talent, distorts art and truth.  

2. Individual judgement: individuals have the right to decide for themselves what they watch or read. Similarly, nobody has

the right to make up someone else's mind.  

3. Violence and sex as catharsis (release from tension): portrayal of these subjects can release tension through this kind of

experience at 'second hand'.  

4. Violence can deter: certain films can show violence which reinforces opposition to it, e.g.  ‐ A Clockwork Orange, All

Quiet on the Western Front.  

5. Censorship makes sex dirty: we are too repressed about this subject, and censorship sustains the harmful mystery which

has surrounded us for so long.  

6. Politically dangerous: Censorship in one area can lead to it being extended to others ‐ e.g., political ideas.  

7. Impractical: Who decides? How is it to be done? Is it not impossible to be 'correct'? Any decision has to be arbitrary  

Case for censorship  

1. Sex is private and precious: it should not be demeaned by representations of it in public.  

2. Sex can be offensive: some people may find it so and should not have to risk being exposed to what they would find

pornographic.  

3. Corruption can be progressive: can begin with sex and continue until all 'decent values' are eventually destroyed.  

4. Participants might be corrupted: especially true of young children.  

5. Violence can encourage imitation: by displaying violence ‐ even while condemning it ‐it can be legitimised and can also

encourage imitation amongst a dangerous minority.  

6. Violence is often glorified: encourages callous attitudes.  

Conclusion » Case against censorship much stronger. No necessary connection between the two topics.  

How to Summarize  

1. A summary ‐ or précis ‐ is a shorter version of a longer piece of writing. The summary captures all the most important

parts of the original, but expresses them in a [much] shorter space.

12

2. Summarizing exercises are usually set to test your understanding of the original, and your ability to re‐state its main

purpose.  

3. Summarizing is also a useful skill when gathering information or doing research.  

4. The summary should be expressed ‐ as far as possible ‐ in your own words. It's not enough to merely copy out parts of

the original.  

5. The question will usually set a maximum number of words. If not, aim for something like one tenth of the original. [A

summary which was half the length of the original would not be a summary.]  

6. Read the original quickly, and try to understand its main subject or purpose.  

7. Then you will need to read it again to understand it in more detail.  

8. Underline or make a marginal note of the main issues. Use a highlighter if this helps.  

9. Look up any words or concepts you don't know, so that you understand the author's sentences and how they relate to

each other.  

10. Work through the text to identify its main sections or arguments. These might be expressed as paragraphs or web

pages.  

11. Remember that the purpose [and definition] of a paragraph is that it deals with one issue or topic.  

12. Draw up a list of the topics ‐ or make a diagram. [A simple picture of boxes or a spider diagram can often be helpful.]  

13. Write a one or two‐sentence account of each section you identify. Focus your attention on the main point. Leave out

any illustrative examples.  

14. Write a sentence which states the central idea of the original text.  

15. Use this as the starting point for writing a paragraph which combines all the points you have made.  

16. The final summary should concisely and accurately capture the central meaning of the original.  

17. Remember that it must be in your own words. By writing in this way, you help to re‐create the meaning of the original

in a way which makes sense for you.  

Example of an Original text  

'At a typical football match we are likely to see players

committing deliberate fouls, often behind the referee's

back. They might try to take a throw‐in or a free kick

from an incorrect, but more advantageous positions in

defiance of the clearly stated rules of the game. They

sometimes challenge the rulings of the referee or

linesmen in an offensive way which often deserves

exemplary punishment or even sending off. No wonder

spectators fight amongst themselves, damage

stadiums, or take the law into their own hands by

invading the pitch in the hope of affecting the outcome

of the match.' [100 words]  

Summary‐  Unsportsmanlike behaviour by footballers may

cause hooliganism among spectators. [9 words]

13

Some extra tips  

Even though notes are only for your own use, they will be more effective if they are recorded clearly and neatly. Good

layout will help you to recall and assess material more readily. If in doubt use the following general guidelines.  

¾Before you even start, make a note of your source(s). If this is a book, an article, or a journal, write the following

information at the head of your notes: Author, title, publisher, publication date, and edition of book.  

¾  Use loose‐leaf A4 paper. This is now the international standard for almost all educational printed matter. Don't

use small notepads. You will find it easier to keep track of your notes if they fit easily alongside your other study

materials.  

¾ Write clearly and leave a space between each note. Don't try to cram as much as possible onto one page.

Keeping the items separate will make them easier to recall. The act of laying out information in this way will cause

you to assess the importance of each detail.  

¾ Use a new page for each set of notes. This will help you to store and identify them later. Keep topics separate,

and have them clearly titled and labelled to facilitate easy recall.  

¾Write on one side of the page only. Number these pages. Leave the blank sides free for possible future additions,

and for any details which may be needed later.

14

Qualities of a character

Mental Qualities Moral Qualities

intelligent

educated

smart

wise

gifted

clever

ingenious

brilliant

learned

scholarly

astute

competent

sensible

talented

intellectual

precocious

rational

perceptive

unintelligent

unschooled

dumb

ignorant

simple

puerile

obtuse

vacuous

narrow‐minded

shallow

dull

incompetent

unreasonable

incapable

bigoted

witless

irrational

cunning

moral

kind

considerate

idealistic

innocent

righteous

upstanding

truthful

honest

honorable

loyal

helpful

virtuous

pure

puritanical

austere

polite

respectable

immoral

cruel

inconsiderate

unprincipled

corrupt

vile

deceitful

lying

unscrupulous

dishonorable

untrustworthy

self‐centered

dissolute

vulgar

degenerate

sensual

insulting

base

Physical Qualities Social Qualities

strong

healthy

handsome

beautiful

pretty

cute

robust

hardy

dainty

delicate

charming  

ravishing

adroit

skillful

lively

robust

weak

sickly

hideous  

ugly

graceless

emaciated

clumsy

awkward

grotesque

odious

coarse

repulsive

ungainly

unkempt

decrepit

frail

cooperative

hospitable

congenial

cheerful

supportive

urbane

worldly

debonair

suave

elegant

courteous

tactful

cordial

convivial

encouraging

merry

contentious

inhospitable

impolite

sullen

antagonistic

boorish

provincial

brusque

obsequious

unpolished

petulant

crude

crabby

critical

caustic

grumpy

15

Author’s tone

Across the top of the chart, you will find ten words that can be used to identify an author’s tone.  Below each of the ten

words are other words associated with that tone that  might better pinpoint or describe a tone.

COMPARING TWO POEMS WITH  SIMILAR THEMES

Read the two poems below and answer the questions.

The drum

     Nikki Giovanni

daddy says the world is

a drum tight and hard

and I told him

I’m gonna beat out my own rhythm

Thumbprint

     Eve Merriam

In the heel of my thumb

are whorls, whirls, wheels

in a unique design:

mine alone.

What a treasure to own!

My own flesh, my own feelings.

No other, however grand or base,  

can ever contain the same.

My signature,

thumbing the pages of my time.

My universe key.

My singularity.

Impress, implant,

I am myself,

of all my atom parts I am the sum.

And out of my blood and my brain

I make my own interior weather,

My own sun and rain.

Imprint my mark upon the world,

Whatever I shall become.

1.     The theme of each poem deals with

A.    the world

reverence love joy happiness calm hope sadness anger hate fear

awe

veneration

affection

cherish

fondness

admiration

tenderness

sentiment

romantic

Platonic

adoration

narcissism

passion

lust

rapture

ecstasy

infatuated

enamor

compassion

exaltation

zeal

fervor

ardor

elation

jubilant

buoyancy

glad

pleased

merry

glee

delight

cheerful

gay

sanguine

mirth

enjoy

relish

bliss

serene

tranquil

placid

content

expect

anticipate

trust

somber

solemn

melancholy

sorrow

lament

despair

despondent

regret

dismal

funereal

saturnine

dark

gloomy

dejection

grave

grief

morose

sullen

woe

bleak

remorse

forlorn

distress

agony

anguish

depression

misery

barren

empty

pity

vehement

enraged

rage

outrage

antipathy

irritation

indignant

vexation

incensed

petulant

irascible

riled

bitter

acrimony

irate

fury

wrath

rancor

hostility

miffed

choleric

frustration

futility

aggravate

umbrage

gall

bristle

vengeance

detest

abhorrence

animosity

enmity

malice

pique

rancor

aversion

loathing

despise

scorn

contempt

disdain

jealousy

repugnance

repulsion

resentment

spite

disgust

timidity

apprehension

anxiety

terror

horror  

dismay

agitation

sinister

alarm  

startle

uneasy

qualms

angst

trepidation

intimidation

spooky

dread

phobia

appalled