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Shakespeare's influence on English literature
Shakespeare's influence on English literature
Shakespeare's influence on English literature
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Description of Different Feelings in Sonnets In this essay, I am going to look in detail at three sonnets showing very different feelings. I will show all the main features and try to explain what the writers were trying to show and underline in there sonnets. Each of the three sonnets I have chosen are by different writers and also from different centuries, I have decided to look at ‘God’s Grandeur’ by G.M Hopkins, ‘Death be Not Proud’ by John Donne and also ‘Shall I Compare thee to a Summer’s Day’ by William Shakespeare. The reasons the poems were wrote and also the time is they were wrote is different but the range of emotions and feelings shown throughout is amazing; the sonnets have also been written in different centuries and all three poets come from very different back rounds. Before I go on, I would like to explain the features and describe what a sonnet is. A sonnet is a poem of 14 lines with a formal rhyme scheme, expressing different aspects of a single mood, or feeling, is then resolved or summed up in the last lines of the poem. The two main forms of the sonnet are the Petrarchan and Shakespearean. Petrarchan is split into two stanzas an octave followed by a sestet with the sestet being used to reflect or sum up the octave of the sonnet. In contrast, the Shakespearian style of sonnet was to divide the 14 lines into three quatrains and a couplet but like the Petrarchan style, it has the change in emphasis, although it is a shorter couplet used for summing the sonnet up. This poem ‘Shall I Compare thee to a Summer’s Day?’ is one of Shakespeare’s most famous sonnet and also one of his finest, throughout the cen... ... middle of paper ... ...ch as the king of the animal kingdom the Lion. As the lion has the potential power and strength but now the Lion is sleeping and harmless just like the City is harmless when no work has started. From reading the sonnets from the three great authors; I have learned so much but in particular I have to say my favourite was ‘Shall I compare thee to a Summers day?’. As before reading this sonnet I could not relate to Shakespeare, but from the sonnet and the background to the sonnet, I seen both the love the lady had for her son and the love Shakespeare had for nature and the power of words. As Shakespeare wrote “So long as men can breathe, or eyes can see, So long lives this and this gives life to thee.” Now that boy is still living and not only the boys spirit lives on but also Shakespeare’s spirit goes on.
...e speaker admits she is worried and confused when she says, “The sonnet is the story of a woman’s struggle to make choices regarding love.” (14) Her mind is disturbed from the trials of love.
A sonnet is a fixed patterned poem that expresses a single, complete thought or idea. Sonnet comes from the Italian word “sonetto”, which means “little song”. Poem, on the other hand, is English writing that has figurative language, and written in separate lines that usually have a repeated rhyme, but don’t all the time. The main and interesting thing is that these two poems or sonnets admire and compare the beauty of a specific woman, with tone, repetition, imagery, and sense of sound.
"Sonnet 116." The Norton Anthology of English Literature. 6th ed. Vol. 1. Eds. M. H. Abrams,
Mermin, Dorothy. “Sonnet XXIX.” Poetry for Students. Ed. David Galens. Vol. 16. Detroit: Gale, 2002. 147-155. Print.
Both Sonnet 43 by Elizabeth Barret Browning and Sonnet 116 by William Shakespeare delve into the passion of fervent love. In many ways these two sonnets can be compared and contrasted based upon poetic devices such as word choice, figurative language, and imagery.
In this collection of sonnets, love is basically and apparently everything. It 's very prevalent in each sonnet contained. It 's easy to see that loving her beloved, her husband, is the one of the ways actually knows she exists. She tries to list the many different types of love that she so obviously feels, and also to figure out the many different types of relationships between these vast and different kinds of love. Through her endeavors, this seems to become a new way of thoroughly expressing her admiration and vast affection for her
This is an enjoyable sonnet that uses nature imagery, found extensively in Petrarca, that Shakespeare uses to get his point across. Not much explication is needed, aside the sustained images of nature, to fully understand its intent, but I would like to point out a peculiar allusion. When reading line 3, "the violet past prime" has made me think of Venus and Adonis. In the end, Adonis melts into the earth and a violet sprouts where his body was, which Venus then places in her heart, signifying the love she has for him. Reading this into the poem makes the few following lines more significant. Having Adonis portrayed as the handsome youth, Shakespeare is alluding to the death of youth (in general and to the young man) through the sonnet. In the next line, it is not certain if "sable" is an adjective or a noun and if "curls" is a noun, referring to hair (which is plausible) or a verb modifying "sable." Invoking the allusion to Adonis here, Shakespeare portends that if Adonis did live longer, he too would have greying hair; thus, Shakespeare sees ["behold"] an Adonis figure, the young man, past his youth.
In “Sonnet XVII,” the text begins by expressing the ways in which the narrator does not love, superficially. The narrator is captivated by his object of affection, and her inner beauty is of the upmost significance. The poem shows the narrator’s utter helplessness and vulnerability because it is characterized by raw emotions rather than logic. It then sculpts the image that the love created is so personal that the narrator is alone in his enchantment. Therefore, he is ultimately isolated because no one can fathom the love he is encountering. The narrator unveils his private thoughts, leaving him exposed and susceptible to ridicule and speculation. However, as the sonnet advances toward an end, it displays the true heartfelt description of love and finally shows how two people unite as one in an overwhelming intimacy.
A sonnet is a lyric poem of fourteen lines, following one of several set of rhyme-schemes. Critics of the sonnet have recognized varying classifications, but the two characteristic sonnet types are the Italian type (Petrarchan) and the English type (Shakespearean). Shakespeare is still nowadays seen as in idol in English literature. No one can read one of his works and be left indifferent. His way of writing is truly fascinating. His sonnets, which are his most popular work, reflect several strong themes. Several arguments attempt to find the full content of those themes.
Lackluster love is the subject postulated in both sonnets, Petrarch 90 and Shakespeare 130. This is a love that endures even after beauteous love has worn off, or in Petrarch, a love that never was. The Petrarchan sonnet utilizes fantasy to describe love. It depicts love that is exaggerated and unrealistic. Shakespeare’s sonnet, on the other hand, is very sarcastic but it is more realistic as compared to the Petrarch 90. Petrarchan sonnets, also called Italian sonnets were the first sonnets to be written, and they have remained the most common sonnets (Hollander 28). They were named after the Italian poet Petrarch. Its structure takes the form of two stanzas, the first one an octave, in that, it has eight lines, and the next stanza is a sestet, meaning that it has six lines. The rhyme scheme suits the Italian language, which has the feature of being rhyme rich, and it, can take the forms of abbaabba, cdcdcd, or cdecde. These sonnets present an answerable charge in the first stanza, and a turn in the sestet. The sestet is the counter argument of the octave.
By looking at a poem which has a specific form, for example the sonnet, consider
Though ballads and Sonnets are poems that can depict a picture of someone’s beloved, they can have many differences. For instance, a Ballad is a story in short stanzas such as a song would have, where as a sonnet typical, has a traditional structure of 14 lines employing several rhyme schemes and adheres to a tight thematic organization. Both Robert Burn’s ballad “The Red, Red, Rose, and William Shakespeare’s “of the Sonnet 130 “they express their significant other differently. However, “The Red, Red, Rose depicts the Falling in new love through that of a young man’s eyes, and Shakespeare’s sonnet 130 depicts a more realistic picture of the mistress he writes about; which leaves the reader to wonder if beauty is really in the eyes of the beholder.
Love can be conveyed in many ways. It can be expressed through movements, gestures or even words on a paper. In William Shakespeare’s poems, “Sonnet 18” and “Sonnet 130,” both revolve around the idea of love, but are expressed in a different ways in terms of the mood, theme and the language used.
Shakespeare’s sonnets include love, the danger of lust and love, difference between real beauty and clichéd beauty, the significance of time, life and death and other natural symbols such as, star, weather and so on. Among the sonnets, I found two sonnets are more interesting that show Shakespeare’s love for his addressee. The first sonnet is about the handsome young man, where William Shakespeare elucidated about his boundless love for him and that is sonnet 116. The poem explains about the lovers who have come to each other freely and entered into a relationship based on trust and understanding. The first four lines reveal the poet’s love towards his lover that is constant and strong and will not change if there any alternation comes. Next four lines explain about his love which is not breakable or shaken by the storm and that love can guide others as an example of true love but that extent of love cannot be measured or calculated. The remaining lines of the third quatrain refer the natural love which can’t be affected by anything throughout the time (it can also mean to death). In the last couplet, if
Mermin, Dorothy. “Sonnet XXIX.” Poetry for Students. Ed. David Galens. Vol. 16. Detroit: Gale, 2002. 147-155. Print.