Annihilation of the Self in the Sonnet
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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 -
Jennings on the Trail of Pessoa Or Dimensions of Poetical Music
Jennings on the Trail of Pessoa or dimensions of poetical music Pedro Marques* Keywords Fernando Pessoa, Hubert Jennings, Roy Campbell, Peter Rickart, translation, versification, musicality, The thing that hurts and wrings, What grieves me is not, What saddens me is not. Abstract Here we present two unpublished essays by Hubert Jennings about the challenges of translating the poetry of Fernando Pessoa: the first one of them, brief and fragmentary, is analyzed in the introduction; the second, longer and also covering issues besides translation, is presented in the postscript. Having as a starting point the Pessoan poem “O que me doe” and three translations compared by Hubert Jennings, this presentation examines some aspects of poetic musicality in the Portuguese language: verse measurement, stress dynamics, rhymes, anaphors, and parallelisms. The introduction also discusses how much the English versions of the poem, which are presented by Jennings, recreate (or not) the musical-poetic dimensions of the original text. Palavras-chave Fernando Pessoa, Hubert Jennings, Roy Campbell, Peter Rickart, tradução, versificação, musicalidade, O que me doe, O que me dói. Resumo Reproduzem-se aqui dois ensaios inéditos de Hubert Jennings sobre os desafios de se traduzir a poesia de Fernando Pessoa: o primeiro deles, breve e fragmentário, é analisado numa introdução; o segundo, mais longo e versando também sobre questões alheias à tradução, é apresentado em postscriptum. A partir do poema pessoano “O que me dói” e de três traduções comparadas por Hubert Jennings, esta apresentação enfoca alguns aspectos da música poética em língua portuguesa: medida do verso, dinâmica dos acentos, rimas, anáforas e paralelismos. -
Death, Be Not Proud POEM TEXT THEMES
Get hundreds more LitCharts at www.litcharts.com Death, be not proud POEM TEXT THEMES 1 Death, be not proud, though some have called thee THE POWERLESSNESS OF DEATH 2 Mighty and dreadful, for thou art not so; In this sonnet, often referred to by its first line or as 3 For those whom thou think'st thou dost overthrow “Holy Sonnet 10,” the speaker directly addresses 4 Die not, poor Death, nor yet canst thou kill me. death, seeking to divest it of its powers and emphasize that 5 From rest and sleep, which but thy pictures be, man, though fated to die, is more powerful than death itself. The poem paints a picture of death as prideful—vain, even—and 6 Much pleasure; then from thee much more must flow, works to deflate death’s importance by arguing firstly that 7 And soonest our best men with thee do go, death is nothing more than a rest, and secondly that following 8 Rest of their bones, and soul's delivery. this rest comes the afterlife, which contradicts death’s aim of 9 Thou art slave to fate, chance, kings, and desperate bringing about a final end. With death’s powerlessness proven men, by the end of the poem, it is death itself, not man, who is going 10 And dost with poison, war, and sickness dwell, to die. 11 And poppy or charms can make us sleep as well The speaker clearly argues against death being treated as 12 And better than thy stroke; why swell'st thou then? something strong and important. -
Lyric Poetry :- the Sonnet
By Dr. Anita Singh, Dept of English, For Part – 1 English Hons. LYRIC POETRY :- Lyric poetry is a formal type of poetry which expresses personal emotions or feelings, typically spoken in the first person. It is not equivalent to song lyrics, though they are often in the lyric mode. Lyric poetry expresses personal emotions or thoughts of the speaker, just like the songs of today. Also, just like songs, lyric poems always have a musical quality, or a specific melody which makes it easy for you to sing along with. The term 'lyric poetry' actually comes from the ancient Greek word lyre, which refers to the instrument in that era that accompanied the reading of the lyric poem. Almost like the first version of a live concert. Lyric poetry, for the most part, is short and written in first-person point of view. There is always some specific mood or emotion being expressed. Often that mood is about the extremes in life, mostly love or death or some other intense emotional experience. No matter the theme, though, all lyric poems are known for brevity, emotional intensity and musical quality. There are many types of lyric poems, each with their own format and purpose. Let's take a look at some. THE SONNET One type of lyric poem is the sonnet. Overall, sonnets have 14 lines usually written in iambic pentameter, which is five pairs of stressed and unstressed syllables. This overall structure of predetermined syllables and rhyme makes sonnets flow off your tongue in a similar way that a song on the radio does. -
How to Read a Sonnet Two Quatrains Is the Octave; the by a Couplet, As in WS 73 Last Six Lines Is the Sestet
Download this brochure as a PDF from VernBarnet.com 4 pages EXTERNAL SCAFFOLDING INTERNAL STRUCTURES (apart from meaning) (pattern of meaning) he “English” or Shakespearean” Within the external sonnet form, T sonnet consists of 14 lines of William Shakespeare (WS) draws iambic pentameter (you can easily his themes in various ways. speak one line in one breath) with the line end-rimes in a pattern of A. The same idea is pre- sented in three quatrains, abab-cdcd : efef-gg. Each set of four lines is a quatrain and the last two each with a different meta- lines are called a couplet, indented phor, a different angle on How to Read a Sonnet in Shakepeare’s Sonnets. The first the same theme, followed two quatrains is the octave; the by a couplet, as in WS 73 last six lines is the sestet. (dying day, dying year, in Shakespearean form An iamb is a set of two syllables dying fire, love now) and the first of which is unstressed and my 30. which means reading aloud the second stressed. Pentameter is B. The octave presents a a line of five feet. (A unit of rhythm in poetry is called a foot from po- theme, the third quatrain T summarizes it, and the cou- etry’s early association with dance; a line of poetry is like a measure of plet condenses it once again, as in WS 55 (you live in my T music.) Thus a line of iambic pen- tameter sounds lines) and my 15. T da DUM da DUM da DUM da DUM da DUM. -
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 Sonnet Is a Popular Classical Form That Has Compelled Poets for Centuries
Poetic Form: Sonnet From the Italian sonetto, which means "a little sound or song," the sonnet is a popular classical form that has compelled poets for centuries. Traditionally, the sonnet is a fourteen-line poem written in iambic pentameter, which employ one of several rhyme schemes and adhere to a tightly structured thematic organization. Two sonnet forms provide the models from which all other sonnets are formed: the Petrachan and the Shakespearean. Petrarchan Sonnet The first and most common sonnet is the Petrarchan, or Italian. Named after one of its greatest practitioners, the Italian poet Petrarch, the Petrarchan sonnet is divided into two stanzas, the octave (the first eight lines) followed by the answering sestet (the final six lines). The tightly woven rhyme scheme, abba, abba, cdecde or cdcdcd, is suited for the rhyme-rich Italian language, though there are many fine examples in English. Since the Petrarchan presents an argument, observation, question, or some other answerable charge in the octave, a turn, or volta, occurs between the eighth and ninth lines. This turn marks a shift in the direction of the foregoing argument or narrative, turning the sestet into the vehicle for the counterargument, clarification, or whatever answer the octave demands. Sir Thomas Wyatt introduced the Petrarchan sonnet to England in the early sixteenth century. His famed translations of Petrarch’s sonnets, as well as his own sonnets, drew fast attention to the form. Henry Howard, Earl of Surrey, a contemporary of Wyatt’s, whose own translations of Petrarch are considered more faithful to the original though less fine to the ear, modified the Petrarchan, thus establishing the structure that became known as the Shakespearean sonnet. -
Wordsworth & the Sonnet As Epic Prelude
Connotations Vol. 28 (2019) Wordsworth & the Sonnet as Epic Prelude: A Response to Stephen Fallon and Henry Weinfield* BRIAN BATES Stephen Fallon’s “The Equanimity of Influence: Milton and Words- worth” and Henry Weinfield’s “‘When Contemplation like the Night- Calm Felt’: Religious Considerations in Poetic Texts by Shakespeare, Milton, and Wordsworth” appear together in two bibliographic ways: in volume twenty-six of Connotations and in the journal’s debates sec- tion under the title “Between Shakespeare, Milton and Wordsworth” (https://www.connotations.de/debate/between-shakespeare-milton- and-wordsworth/). While Fallon reexamines “how Wordsworth makes his poetry out of Milton’s poetry, and particularly his Prelude out of Paradise Lost” (126), Weinfield plots a Shakespeare-to-Milton sonnet lineage manifested in Book V of Wordsworth’s The Prelude. Each article concerns authorial influence—for Fallon based on “equa- nimity” and for Weinfield involving a potential “threat” (116)—and focuses on beginnings and endings, making and remaking, echoes and allusions, transience and permanence. Fallon argues that Words- worth discovered in Milton’s epic narrator a lyric model for present- ing the growth of the poet’s mind toward equanimity “in the face of sorrows and adversity” (127). Weinfield contends that Milton’s Sonnet *References: Fallon, Stephen. “The Equanimity of Influence: Milton and Words- worth.” Connotations 26 (2016/2017): 126-40. https://www.connotations.de/article/stephen-m-fallon-equanimity-influence- milton-wordsworth/ Weinfield, -
Holden Caulfield Hat Amazon
Holden caulfield hat amazon Continue So what exactly is the sone? Sone, 16. Literally a little song, the sone traditionally reflects upon a single emotion, with a description or return thought of its concluding lines. Learn about sones can be a fun activity and a great clue in understanding Shakespeare Sones. About Sonnets A sonnet is a poem written only in a certain format. You can define the poem's s sone with the following characteristics: 14 lines. All sones are 14 lines that can be divided into four sections called quads. It's a solid rhyme pattern. A Shakespearean sone rhyme scheme ABAB/CDCD/EFEF/GG (watch out for four separate sections of the rhyme scheme). Written with Iambic Pentameter. Sones are written in a poetic meter with 10 beats per line consisting of iambic pentameter, alternatively unstressed and stressful syc ate. Use this First Shakespeare Lesson Plan to study this activity and then go beyond it to get your children to start with the rhythm of Shakespeare's poetry, along with other readings and events. A sone can be divided into four sections, called quadruple. The first three quads each contains four rows and use an alternate rhyme scheme. The final quad, rhyming, consists of only two lines. There are 154 Shakespearean sonesnets. Instead of listing them all, list everything I'm connected to with Shakespeare Facts, which has a complete list as well as every full sone. Modern sonnets may be more accessible to most students than Shakespeare's, and Millay's may be a good introduction to both sonnet classic form and one of the most repetitive and popular themes, lost in love - easing into Shakespeare with a modern Sonnet. -
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. -
Sonnets, Speeches & Sonneteers
Sonnet Walk Weekend VIII (2018) – Sonnets, Speeches & Sonneteers THE PORTER - Macbeth, Act 2 Sc 3 (Richard Neale) My glass shall not persuade me I am old, Knock, knock, knock! Here's a knocking indeed! If a man were porter of So long as youth and thou are of one date; hell-gate, he should have old turning the key. Who's there, i' the name But when in thee time's furrows I behold, of Beelzebub? Then look I death my days should expiate. Here's a farmer that hanged himself on the expectation of plenty: For all that beauty that doth cover thee come in time; have napkins enow about you; here you'll sweat for't. Is but the seemly raiment of my heart, Knock, knock! Who's there, in the other devil's name? Faith, here's an Which in thy breast doth live, as thine in me: equivocator, that could swear in both the scales against either scale; How can I then be elder than thou art? who committed treason enough for God's sake, yet could not O, therefore, love, be of thyself so wary equivocate to heaven: O, come in, equivocator. As I, not for myself, but for thee will; Knock, knock, knock! Who's there? Faith, here's an English tailor come Bearing thy heart, which I will keep so chary hither, for stealing out of a French hose: come in, tailor; here you may As tender nurse her babe from faring ill. roast your goose. Presume not on thy heart when mine is slain; Knock, knock; never at quiet! What are you? But this place is too cold Thou gavest me thine, not to give back again.