Lecture -10 Shakespearian Sonnets Sonnet
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" Fearful Meditations " : Pondering Posterity in Shakespeare K Sonnets
" Fearful Meditations " : Pondering Posterity in Shakespeare k Sonnets Brian Chalk Brandeis University ln Seven Types of Ambigutl).', William Empson calls aftention to the way in which reading Shakespeare's Sonnet 73, with the destruction of England's pre-Refor- mation monuments in mind, enhances our ability to experience the pathos the poem generates. As a result of the work of mid sixteenth-century iconoclasts, Empson ob- serves, the lrees without leaves, or "tbe bare mined choirs where late the sweet birds sang" of the opening quahain appeared to passersby as ruined monasterles. While the line is "still good" if the reader neglects to consider the allusion, he continues. "the effect ofthe poetry is heightened" ifwe'think back to its historical setting." Indeed, applying Empson's insight to earlier sonnets in the sequence reveals that many of them bring us into even closer contact with England's iconoclastic past. Sonnet 64, for ex- ample, provides a more direct portrait of the shaping power the sight ofdeshoyed reli- gious structures had on those subjects confronted by them. Shakespeare's speaker has seen the "lofty towers" and "brass etemal" built by prior generations decayed by time and subjected to "mortal rage," and the experience has left him skeptical that manmade achievements are capable of w'ithstanding the test of time (3-4): Ruin hath taught me thus to ruminate. That time will come and take my love away. This thought is as a death, which cannot choose But weep to have that which it fears to lose. ( I I -l4i lnstead of resloring the speaker's faith in the ability of memory to survive beyond death, the sight of the "ruin" or '?uins" surrounding him have "taught" him to con- clude that the desire to immortalize love only ensures its temporality. -
Teaching Shakespeare's Sonnets
Teaching Shakespeare’s Sonnets: time as fracture in sonnets 18, 60 and 63 Miguel Martínez López UNIVERSITY OF GRANADA Literary studies on the Sonnets before the seventies were usually part of larger works on Sha- kespeare or on the sonnet. Specialization and detailed analyses of individual and groups of sonnets is absolutely necessary before attempting any further generalizations, which so far have led nowhere.1 In this paper I suggest a possible approach to the discussion of Shakespeare’s poetic stance as regards the intellectual metamorphosis of human apprehension of time at the dawn of the Modern Age. My reading and analysis of three of the «time-sonnets» (nos. 18, 60 & 73) is set within the context of a final-year or graduate class, minimally fluent in rhetoric, in basic medieval and Renaissance philosophy and in the intellectual history of this period.2 My central contention is that Shakespeare superbly epitomizes in his poetry and drama the fear of death resulting from a radical change in the apprehension of time: time passus (the form typical of the M. A.) becomes now time fractus.3 Humankind is and has always been fearful of death (the ultimate consequence of the passing of time) but there is a historical period -broadly between the mid-fourteenth century and the mid-seventeenth century- in which existential anguish has been at its highest. For three centuries, a series of endless calamities assaulted Europe: the Black Death, the Hundred-Year War, the invasions of the Turks, the Great Schism of the Reformation… . In the Autumn of the M. -
Exploring Shakespeare's Sonnets with SPARSAR
Linguistics and Literature Studies 4(1): 61-95, 2016 http://www.hrpub.org DOI: 10.13189/lls.2016.040110 Exploring Shakespeare’s Sonnets with SPARSAR Rodolfo Delmonte Department of Language Studies & Department of Computer Science, Ca’ Foscari University, Italy Copyright © 2016 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Abstract Shakespeare’s Sonnets have been studied by rhetorical devices. Most if not all of these facets of a poem literary critics for centuries after their publication. However, are derived from the analysis of SPARSAR, the system for only recently studies made on the basis of computational poetry analysis which has been presented to a number of analyses and quantitative evaluations have started to appear international conferences [1,2,3] - and to Demo sessions in and they are not many. In our exploration of the Sonnets we its TTS “expressive reading” version [4,5,6]1. have used the output of SPARSAR which allows a Most of a poem's content can be captured considering full-fledged linguistic analysis which is structured at three three basic levels or views on the poem itself: one that covers macro levels, a Phonetic Relational Level where phonetic what can be called the overall sound pattern of the poem - and phonological features are highlighted; a Poetic and this is related to the phonetics and the phonology of the Relational Level that accounts for a poetic devices, i.e. words contained in the poem - Phonetic Relational View. -
The Integrity of a Shakespeare Sonnet L
CHAPTER I THE INTEGRITY OF A SHAKESPEARE SONNET L. C. Knights has described Shake-speares Sonnets as "a miscellane- ous collection of poems, written at different times, for different purposes, and with very different degrees of poetic intensity."' This means, as Knights perfectly understood, that whereas each individual sonnet is a dis- cernible product of Shakespeare's art, the collection taken as a whole is not;* or, to focus this more sharply, that the poet's artistic responsibility be- gins and ends within the bounds of each sonnet. The separate sonnets reflect upon one another, of course, just as Shakespeare's separate plays do; and, again as in the case of the plays, Shakespeare has sometimes suggested sub- stantial links between different ones of them. The formal and expressive outlines of the individual sonnets are emphatic, however, and, as this chap- ter will argue, decisive. "The first necessity of criticism" is then, as Knights pointed out, "to assess each poem independently on its own merits.'" Knights's position is enhanced by a valuable observation recently made by Stephen Booth that "most of the sonnets become decreasingly complex as they proceed."-' As a "token demonstration" of their decreasing figurative complexity, Booth cites the fact that the conventional figure of time or death as an old man makes six of its seven appearances in the whole collection either within a third quatrain or a couplet; his individual discussions of Sonnets 12, 60, and 73 provide examples of more general poetic decline. Testimony for Booth's observation-and for Knights's point-is supplied by G. -
Shakespeare's Sonnets and the Use of Personification Transcript
Shakespeare's Sonnets and the Use of Personification Transcript Date: Tuesday, 24 January 2017 - 6:00PM Location: Museum of London 24 January 2017 Shakespeare’s Sonnets and the Use of Personification Professor Belinda Jack This academic year we’ve been exploring various aspects of rhetoric, briefly, the ‘art of persuasion’, in relation to a number of famous works of English literature. We considered Jane Austen’s use of irony in her last completed novel, Persuasion. In the second lecture we explored Dickens’ use of hyperbole, or ‘exaggeration’, in his late novel, Hard Times. And tonight we embark on Shakespeare’s sonnets – or at least some of them – in relation to the rhetorical trope of personification or prosopopoeia. A prosopopoeia (Greek: προσωποποιία) is a device by means of which a speaker or writer communicates by speaking as another person or an object. The term derives from the Greek prósopon ‘face, person’, and poiéin ‘to make, to do’. But my purpose is not simply to illustrate how certain techniques work, but to suggest that in the hands of the great writers the trope in question is frequently subtly subverted, or extended, or in some way tweaked. Rhetoric never has things completely sorted, nor is it unchanging. But first a few words about the sonnets and, then, about personification and its history. The first written work bearing Shakespeare’s name was the erotic narrative, Venus and Adonis (1593), which draws on a rich vocabulary to explore love, praise of the loved one, sexual desire and the power of rhetoric. The poem was immensely successful so much so that many of Shakespeare’s contemporaries considered him a poet first and foremost, rather than a playwright. -
Translating Shakespeare's Sonnets
Translating Shakespeare’s Sonnets San Beda University Carissa C. Cabaysa, M.A. Abstract: This paper presents a set of translations for Shakespeare’s sonnets which are expressive of thoughts and emotions on human mortality. The translations, which focus on meaning rather than structure, are based on scholars’ discussions of denotations and connotations. The discussions include how Shakespeare’s Sonnets... Translating the versification or metrical structure and cultural context of the sonnets affect meaning. This is meant to produce the so-called “equivalent effect” which is explained below. Keywords: Interlingual translation, equivalent effect, Shakespeare sonnets, versification, translation Introduction T he concept of translation relates to diversified language structures, changing lexical meanings, and evolving cultural perspectives. In both intralingual and interlingual translation, equivalence of meanings proves complicated. Synonyms carry meanings that are similar but not equal and words express connotations. In interlingual translation, differences between languages in terms of words, grammar, actual language use, and word meaning associations complicate the translation process. Differences in gender perspectives attached to both concrete and abstract concepts confuse a translator whose cultural orientation differs from that of a text being translated. In translating Shakespeare’s sonnets, an inquiry into meanings is required due not only to linguistic and cultural, but also to chronological distance. Meanings that existed in the past may have Creatingchanged or an may Equivalent no longer Effect exist. in Translation Translation can be formally or dynamically oriented. While the former aims at accuracy and correctness of the message delivered by a translation based on the source text, the latter aims at an 123 “equivalent effect” (Rieu & Phillips in Eugene Nida 126-128). -
Time, Death, and Mutability : a Study of Themes in Some Poetry of The
TIME, DEATH, and MUTABILITY: A Study of Themes in Some Poetry of the Renaissance - Spenser, Shakespeare, and Donne Jean Miriam Gerber B.A., Pennsylvania State University, 1961 A THESIS SUBMITTED IN PARTIAL FULFUHE3T OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in the Department of English Jean Miriam Gerber, 1968 Simon Fraser University J~Y,1968 EXA XINIMG COK4ITTEX APPROVAL (name) Senior Supervisor \ ( name) Examining Cormittoe " - ( name ) Examining Conunittee PARTTAL COPYRIGIIT LICENSE I hereby grant to Simon Fraser University the right to lend my thesis or dissertation (the title of which is shown below) to users of the Simon Fraser University Library, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. I further agree that permission for multiple copying of this thesis for scholarly purposes may be granted by me or the Dean of Graduate Sttldies. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Title of Thesis/~issertation: Author: (signature ) (name ) (date) ACKNOWLEDGMENTS The author wishes to thank Mr. Clark Cook for his many suggestions and close attention. Special thanks are also due to Mr. James Sandison who read this study in manuscript. Above all I wish to thank Dr. F. B. Candelaria, who supervised the thesis. ABSTRACT This study was undertaken in order to exanine some examples of Renaissance poe+zy in the light of the themes of love, death, time, and mutability. -
Unit -3 Shakespeare : W.H. and Dark Lady 3.1 Objectives : 3.2
Unit -3 qqq Shakespeare : W.H. and Dark Lady Structure 3.1 Objectives 3.2 Shakespeare : Life and Works 3.3 Shakespeare’s Sonnets 3.4 The Text: W.H. 3.4.1 Sonnet I 3.4.2 Sonnet LV (55) 3.4.3 Sonnet CXVI (116) 3.4.4 Sonnet 126 3.5 The Text: Dark Lady 3.5.1 Sonnet CXXX (130) 3.5.2 Sonnet CXXXVIII (138) 3.6 Conclusion 3.7 Questions 3.8 Reference 3.1 qqq Objectives : I welcome you to this Unit but not without some hesitation. Some of you, 1 am afraid, may want to question the relevance as well as the utility of an introduction to William Shakespeare for, generally speaking, neither in your school nor in your college have you been too far away from the Bard of Avon. You could not have been. A student of English Literature cannot perhaps hope to graduate without reading Shakespeare because it will mean studying the human body and not learning about the heart and the circulatory system. Yet I feel that I should introduce or rather re-introduce Shakespeare to make you aware of certain facts/issues/controversies. 3.2 qqq Shakespeare : Life and Works From your study of Shakespeare at the undergraduate level, you know that a great deal 70 of mystery shrouds the poet-dramatist and his identity itself has been in question for many hundred years now. It has almost turned into a literary detective story, with enthusiasts trying to unveil the truth about a man known to have been born in Stratford-upon-Avon on 23 April 1564 and baptized on the 26th. -
SUGGESTED SONNETS 2015 / 2016 Season the English-Speaking Union National Shakespeare Competition INDEX of SUGGESTED SONNETS
SUGGESTED SONNETS 2015 / 2016 Season The English-Speaking Union National Shakespeare Competition INDEX OF SUGGESTED SONNETS Below is a list of suggested sonnets for recitation in the ESU National Shakespeare Competition. Sonnet First Line Pg. Sonnet First Line Pg. 2 When forty winters shall besiege thy brow 1 76 Why is my verse so barren of new pride 28 8 Music to hear, why hear’st thou music sadly? 2 78 So oft have I invok’d thee for my muse 29 10 For shame deny that thou bear’st love to any, 3 83 I never saw that you did painting need 30 12 When I do count the clock that tells the time 4 90 Then hate me when thou wilt, if ever, now, 31 14 Not from the stars do I my judgment pluck, 5 91 Some glory in their birth, some in their skill, 32 15 When I consider everything that grows 6 97 How like a winter hath my absence been 33 17 Who will believe my verse in time to come 7 102 My love is strengthened, though more weak… 34 18 Shall I compare thee to a summer’s day? 8 104 To me, fair friend, you never can be old, 35 20 A woman’s face with Nature’s own hand painted 9 113 Since I left you, mine eye is in my mind, 36 23 As an unperfect actor on the stage 10 116 Let me not to the marriage of true minds 37 27 Weary with toil, I haste me to my bed, 11 120 That you were once unkind befriends me now, 38 29 When in disgrace with fortune and men’s eyes 12 121 ’Tis better to be vile than vile esteemed, 39 30 When to the sessions of sweet silent thought 13 124 If my dear love were but the child of state, 40 34 Why didst thou promise such a beauteous day 14 126 O thou, my lovely boy, who in thy power 41 40 Take all my loves, my love, yea, take them all. -
Sonnets! Finale Event on Tuesday, October 20, 2020 at 6:30 P.M
SONNET TEXT FOR THINKING SHAKESPEARE LIVE: SONNETS! FINALE EVENT ON TUESDAY, OCTOBER 20, 2020 AT 6:30 P.M. PDT SONNET 18 Shall I compare thee to a summer’s day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer’s lease hath all too short a date: Sometime too hot the eye of heaven shines, And often is his gold complexion dimmed; And every fair from fair sometime declines, By chance, or nature’s changing course, untrimmed: But thy eternal summer shall not fade, Nor lose possession of that fair thou ow’st, Nor shall death brag thou wander’st in his shade When in eternal lines to time thou grow’st: So long as men can breathe or eyes can see, So long lives this, and this gives life to thee. SONNET 138 When my love swears that she is made of truth, I do believe her, though I know she lies, That she might think me some untutored youth Unlearned in the world’s false subtleties. Thus vainly thinking that she thinks me young, Although she knows my days are past the best, Simply I credit her false-speaking tongue; On both sides thus is simple truth suppressed. But wherefore says she not she is unjust? And wherefore say not I that I am old? O love’s best habit is in seeming trust, And age in love loves not t’have years told: Therefore I lie with her, and she with me, And in our faults by lies we flattered be. -
Unit 2 Shakespeare's Sonnets 18, 55, 65
UNIT 2 SHAKESPEARE’S SONNETS 18, 55, 65 Structure 2.0 Objectives 2.1 Introduction 2.2 Shakespeare as a Poet 2.3 The Shakespearean Sonnet 2.4 Themes and Concerns of the Sonnets 2.5 Sonnet 18 2.5.1 Explanation 2.6 Sonnet 55 2.6.1 Explanation 2.7 Sonnet 65 2.7.1 Explanation 2.8 Let Us Sum Up 2.9 Questions 2.10 Suggested Readings 2.0 OBJECTIVES This unit would familiarize you with the tradition of sonnet writing in England and Shakespeare’s experimentation with the sonnet form. We would look at the sonnets of Shakespeare specifically, and view his poetic sensibility. The idea is to understand the general strains of Shakespeare’s sonnets focusing on the themes and issues raised in them. The three sonnets in your course would be at the centre of this unit and we would interpret them for gaining an understanding of the many dimensions they open. 2.1 INTRODUCTION Sonnets were a popular mode of literary expression in Renaissance Europe. In England particularly, the form came into vogue through the sonnets of Thomas Wyatt and Earl of Surrey in the early 16thcentury. The tradition was followed by Philip Sydney and Edmund Spenser. In the 1590s the private sonnet form and the public drama came of age. The former had an elitist edge while the latter thrived on mass acceptance. Shakespeare belonged to the group of middle-class writers who always wrote keeping in mind the ground realties. It is for this reason that he sought to write realistic works that consciously engaged with common feelings of the people. -
The Symbolic Meanings of Roses in Shakespeare's Sonnets
Sino-US English Teaching, August 2020, Vol. 17, No. 8, 239-247 doi:10.17265/1539-8072/2020.08.003 D DAVID PUBLISHING The Symbolic Meanings of Roses in Shakespeare’s Sonnets DONG Yuping University of Shanghai for Science and Technology, Shanghai, China The paper explores the symbolic meanings of roses in Shakespeare’s sonnets. In Shakespeare’s 154 sonnets, the rose imagery is placed in a dominant position among all the other flower imagery. In general, rose is one of the most conventional images in the sonnet. But in addition to the traditional symbol of beauty and love, rose in the sonnet shows more symbolic meanings: a symbol of vitality and reproduction, a symbol of friendship and devotion, and a symbol of fidelity and immortality. The symbolic rose, to a great extent, reflects the Renaissance humanist Shakespeare’s values and ideals of humanism. By successfully employing the rose imagery, Shakespeare extols the virtues of reproduction, displays his faith in the immortality of his verse, and conveys the message of appreciating and cherishing the beauty, goodness, and truth. Keywords: rose, sonnet, beauty, reproduction, immortality William Shakespeare (1564-1616), the greatest writer in the English language and the world’s pre-eminent playwright, has produced 37 plays from 1588 to 1613. Shakespeare has made outstanding achievements in drama and has also distinguished himself as a great poet by writing some non-dramatic poems. Shakespeare has written two long narrative poems, Venus and Adonis (1592-1593) and The Rape of Lucrece (1593-1594), and 154 sonnets (1593-1600). Shakespeare’s 154 sonnets include various kinds of flower imagery, varying from the flowers in general to the specific flowers, such as violet, marigold, lily, rose, etc.