Match each excerpt to the epic characteristic it contains.

beloved of jove, achilles! would'st thou know
why angry phoebusbends his fatal bow?
first give thy faith, and plight a prince's word
of sure protection, by thy power and sword:

(excerpt from the iliad by homer)

arrowboth

achilles' wrath, to greece the direful spring
of woes unnumber'd, heavenly goddess, sing!
that wrath which hurl'd to pluto's gloomy reign
the souls of mighty chiefs untimely slain;

whose limbs unburied on the naked shore,
devouring dogs and hungry vultures tore.
since great achilles and atrides strove,
such was the sovereign doom, and such the will of jove

(excerpt from the iliad by homer)

arrowboth

how agamemnon touch'd his argive coast,
and how his life by fraud and force he lost,
and how the murderer, paid his forfeit breath;
what lands so distant from that scene of death
but trembling heard the fame? and heard, admire.
how well the son appeased his slaughter'd sire!

(excerpt from the odyssey by homer)

arrowboth

ye kings and warriors! may your vows be crown'd,
and troy's proud walls lie level with the ground.
may jove restore you when your toils are o'er
safe to the pleasures of your native shore.
but, oh! relieve a wretched parent's pain,
and give chryseis to these arms again;
if mercy fail, yet let my presents move,
and dread avenging phoebus, son of jove.

(excerpt from the iliad by homer)

mythology

reference to folklore

epic hero

in medias res

Beloved of Jove... = In Medias Res

Achilles' wrath...= Folklore reference

How Agamemnon...= Epic Hero

Ye...= Mythology

below i present a summary with the most relevant aspects of chapter 2, which were taken from karangan bahasa inggeris (english essays) spm: argumentative essays.

tuna wira

credit to mohana ram murugiah.

i hope to be of

teacher smiles at the students who wait for his signal to sit down. he nods briefly and the students sit down and get ready for the lesson to start. there is an air of quiet expectancy when teacher refers to the unusual things found underneath their houses that morning. whispers of bags of rice ran among the students and a student muttered reluctantly that the rice is rent for the landlord. this starts off the discussion on the issue of paying rent for the use of the landowner’s land. da wan raises the question of why the landlord owns the land rather than the farmer although they have spent a lot of time farming it. the three reasons of labour, need and inheritance are listed as reasons for the landlord’s ownership of the land. they are discussed and dismissed as inadequate reasons. they suggested a system of collective farming to the farmers. the headmaster comes down the corridor to observe the lesson. teacher very quickly changed the lesson to a geography wesson. the students followed his cue and no one gave the slightest notice < of the headmaster ‘s presence. when the headmaster leaves, teacher explains the implications of winning the scholarship. it involves bearing respontsibilities and the scholarship holder should master what is useful and return to the village. he should understand the injustices in the present system and change it to a fairer system. then, he announces the wiimnuir of the scholarship to be dawan.