The Prison Years
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Poetry-II-Teacher-Sample-3Rd-Ed.Pdf
Contents Contents How to Use This Study Guide with the Text & Literature Notebook ......5 Notes & Instructions to Teacher ....................................................................7 Taking With Us What Matters .......................................................................9 Four Stages to the Central One Idea ............................................................13 How to Mark a Book ......................................................................................18 THE ENGLISH RENAISSANCE PERIOD Introduction ................................................................................................... 22 Basic Features & Background ....................................................................... 24 Queen Elizabeth On Monsieur’s Departure ............................................................................. 30 Speech to the Troops at Tilbury ..................................................................... 33 Edmund Spenser – from The Faerie Queene, Canto I ..............................................37 Christopher Marlowe – The Passionate Shepherd to His Love ...............................47 Sir Walter Raleigh – The Nymph’s Reply to the Shepherd .......................................50 Sir Philip Sidney – Sonnet 31 ...............................................................................................54 George Peele – A Farewell to Arms .....................................................................................57 Robert Southwell – The Burning Babe .............................................................................60 -
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. -
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). -
Summer Reading 12 AP
English 12AP Summer Reading Assignment (Revised 9/19) All seniors entering English 12 AP in the fall must read Edith Hamilton’s Mythology: Timeless Tales of Gods and Heroes, which is a compilation of myths drawn from classical literature. Paperback editions are available at local bookstores and libraries as well as through on-line merchants. E-texts can be found here and here. As you read, keep a reading log, take notes, or annotate in a way that will help you to remember the characters and storylines of each myth. After you read, choose one poem from the list below and write a 500-word explication discussing how the allusion in the poem supports the poet’s aim. Consider the following features of allusion: 1. An allusion is a reference to another work (e.g., mythological, classical, biblical, literary, or historical). 2. An extended allusion is more than an isolated reference but calls to the reader’s mind the entire context of its source in order to comment on the poet’s subject. 3. The reference (classical, biblical, or mythological, for example) is not itself the subject of the work in which it appears. For example, it would not be an allusion if a poem reviews, retells, or revises a myth or part of a myth, as do Pope in “Argus,” Byron in “Prometheus,” Keats in “Ode to Psyche,” Tennyson in “Ulysses,” Swinburne in “The Garden of Proserpine,” Yeats in “The Fascination with What’s Difficult,” and Parker in “Penelope,” and Blake in “Why Was Cupid a Boy?” You will be graded on the following: 1. -
The Hermeneutics of Symbolical Imagery in Shakespeare´S Sonnets
UNIVERSIDADE FEDERAL DO RIO GRANDE DO SUL INSTITUTO DE LETRAS PROGRAMA DE PÓS-GRADUAÇÃO EM LETRAS LITERATURAS DE LÍNGUA INGLESA The Hermeneutics of Symbolical Imagery in Shakespeare´s Sonnets Dissertação submetida à Universidade Federal do Rio Grande do Sul para obtenção do grau de Mestre em Letras na Ênfase Literaturas de Língua Inglesa Mestrando: Rafael Carvalho Meireles Orientadora: Profa. Dra. Sandra Sirangelo Maggio Porto Alegre Maio, 2005 FICHA CATALOGRÁFICA MEIRELES, Rafael Carvalho The Hermeneutics of Symbolical Imagery in Shakespeare´s Sonnets Rafael Carvalho Meireles Porto Alegre: UFRGS, Instituto de Letras, 2005. 209 p. Dissertação (Mestrado - Programa de Pós-graduação em Letras) Universidade Federal do Rio Grande do Sul. 1. Literatura inglesa. 2. Crítica literária. 3. William Shakespeare. 4. Sonetos. 5. Estudos do Imaginário. Agradecimentos FAMILIARES: À minha mãe e ao meu pai PESSOAS ESPECIAIS: PROFESSORES ESPECIAIS: Às professoras Dras. Sandra S. Maggio e Ana M. L. de Mello MEMBROS DA BANCA: Ana M. L. de Mello, Élvio A. Funck, Rosalia N. Garcia ÓRGÃOS FINANCIADORES PPG-LET Por fim, a todos aqueles que, direta ou indiretamente, auxiliaram a realização deste trabalho. RESUMO A presente dissertação consiste em um estudo das imagens simbólicas dos Sonetos de Shakespeare sob a luz das teorias modernas e contemporâneas do imaginário, mito e símbolo de autores como C.G.Jung, P. Ricoeur e G. Durand. Procura mostrar parte do processo criativo Shakespeareano identificando mitos pessoais, imagens recorrentes, assim como arquétipos e padrões arquetípicos presentes nos sonetos. Divide-se em três capítulos. O primeiro, a Introdução, apresenta Shakespeare como poeta e resume algumas abordagens críticas e os problemas decorrentes que foram debatidos até então. -
Sir Philip Sidney and Lady Mary Wroth
Sir Phillip Sidney and Lady Mary Wroth: Navigating the Labyrinth of Love Astrophil and Stella • Based on Sidney’s love for his cousin Penelope Devereaux • Begun approx. 1576 during his courtship of Penelope • Match broken off Astrophil and Stella continued. • She was married (against her will) to Sir Robert Rich in 1581 • Her forced (and subsequently unhappy) marriage only intensified his love for her, although he married Francis Walsinham in 1853 (two years after Penelope’s marriage to Rich) • Published after Sidney’s death in 1591 • Consists of 108 sonnets and 11 songs • Circulated in manuscript in court circles • Astrophil means “Star-lover” • Stella means “Star” A&S: Sonnet #1 Loving in truth, and fain in verse my love to show, That the dear She might take some pleasure of my pain, Pleasure might cause her read, reading might make her know, Knowledge might pity win, and pity grace obtain, I sought fit words to paint the blackest face of woe, Studying inventions fine, her wits to entertain, Oft turning others’ leaves, to see if thence would flow Some fresh and fruitful showers upon my sunburned brain. But words came halting forth, wanting Invention’s stay; Invention, Nature’s child, fled step-dame Study’s blows, And others’ feet still seemed but strangers in my way. Thus great with child to speak, and helpless in my throes, Biting my treward pen, beating myself for spite, “Fool,” said my Muse to me, “look in thy heart and write.” A & S: Sonnet #2 Not at first sight, nor with a dribbèd shot Love gave the wound, which while I breathe will bleed, But known worth did in mine of time proceed, Till by degrees it had full conquest got. -
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. -
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. -
On the Theme of Immortality Through Literature in Shakespeare's Sonnets
Randwick International of Education and Linguistics Science (RIELS) Journal Vol. 1, No. 1, June 2020 | Page 86-91 | http://www.randwickresearch.com/index.php/rielsj On the Theme of Immortality Through Literature in Shakespeare’s Sonnets DOI: https://doi.org/10.47175/rielsj.v1i1.33 | Min Peng | School of Foreign Languages, ABSTRACT Yunnan University, Kunming, William Shakespeare’s 154 Sonnets contribute a great deal to art China and literature. As a world-class master, he lives in the English Renaissance period, which is marked by a cultural flowering. [email protected] Humanism is the essence of the Renaissance. It dramatically affects Shakespeare’s works. In the sonnets, he reinforces his affirmation of human wisdom and knowledge of creating magnificent literature, thus bringing about the immortality of youth and beauty, which is an acute reflection of his humanistic thought of the Renaissance. This paper takes the humanism of the Renaissance as its concept. Then, this paper concentrates on investigating the theme of immortality through literature in these sonnets, including Sonnet 15, 17, 18, 19, 55, 60, and 81. After interpreting the themes with concrete examples, this paper summarizes that Shakespeare’s yearning for immortality through literature derives from his humanistic spirit. Additionally, this paper is of higher significance for valuing the principle of putting people first at the core, while pursuing a comprehensive, balanced, and sustainable development in modern society. KEYWORDS Shakespeare; sonnets; immortality; humanism INTRODUCTION William Shakespeare (baptized April 26, 1564, died April 23, 1616) is an English poet and playwright, who exerts considerable influence on art, literature, language, and the vast array of creative arts.