A POST-STRUCTURALIST ANALYSIS of SHAKESPEARE•S SONNETS by JANE ALLAN BELL, B.A
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The Dark Lady of the Merchant of Venice
3 The dark lady of The Merchant of Venice ‘The Sonnets of Shakespeare offer us the greatest puzzle in the history of English literature.’ So began the voyage of Alfred Leslie Rowse (1903–97) through the murky waters cloaking the identi- ties of four persons associated with the publication in 1609 of Shakespeare’s ‘sugared sonnets’: the enigmatic ‘Mr. W.H.’ cited in the forepages as ‘onlie begetter’ of the poems; the unnamed ‘fair youth’ addressed in sonnets 1–126; the ‘rival poet’ who surfaces and submerges in sonnets 78–86; and the mysterious ‘dark lady’ celebrated and castigated in sonnets 127–52.1 Doubtless, even as Thomas Thorpe’s edition was passing through George Eld’s press, London’s mice-eyed must have begun their search for the shadowy four; it has not slacked since. As to those nominated as ‘Mr. W.H.’, the list ranges from William Herbert to Henry Wroithesley (with initials reversed) to William Harvey (Wroithesley’s stepfather). In 1964 Leslie Hotson proposed one William Hatcliffe of Lincolnshire [!], while Thomas Tyrwitt, Edmond Malone, and Oscar Wilde all favoured a (fictional) boy actor, Willie Hughes. Among candidates for the ‘fair youth’, Henry Wroithesley, Earl of Southampton (1573–1624), appears to have outlasted all comers. Those proposed as the rival poet include Christopher Marlowe (more interested in boys than ladies dark or light); Samuel Daniel (Herbert’s sometime tutor);2 Michael Drayton, drinking partner of Jonson and Shakespeare; George Chapman, whose Seaven Bookes of the Iliades (1598) were a source for Troilus and Cressida; and Barnabe Barnes, lampooned by Nashe as ‘Barnaby Bright’ in Have with you to Saffron-Walden. -
Booklet Shakespeare 3
SONNET 1 From fairest creatures we desire increase, That thereby beauty’s rose might never die, But as the riper should by time decease, His tender heir might bear his memory: But thou, contracted to thine own bright eyes, Feed’st thy light’st flame with self-substantial fuel, Making a famine where abundance lies, Thyself thy foe, to thy sweet self too cruel. Thou that art now the world’s fresh ornament And only herald to the gaudy spring, Within thine own bud buriest thy content And, tender churl, makest waste in niggarding. Pity the world, or else this glutton be, To eat the world’s due, by the grave and thee. 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 dimm’d; And every fair from fair sometime declines, By chance or nature’s changing course untrimm’d; But thy eternal summer shall not fade Nor lose possession of that fair thou owest; Nor shall Death brag thou wander’st in his shade, When in eternal lines to time thou growest: So long as men can breathe or eyes can see, So long lives this, and this gives life to thee. SONNET 29 When, in disgrace with fortune and men's eyes, I all alone beweep my outcast state, And trouble deaf heaven with my bootless cries, And look upon myself, and curse my fate, Wishing me like to one more rich in hope, Featur'd like him, like him with friends possess'd, Desiring this man's art and that man's scope, With what I most enjoy contented least; Yet in these thoughts myself almost despising, Haply I think on thee, and then my state, Like to the lark at break of day arising From sullen earth, sings hymns at heaven's gate; For thy sweet love remember'd such wealth brings That then I scorn to change my state with kings. -
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 -
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. -
Betrayal in the Life of Edward De Vere & the Works of Shakespeare
Brief Chronicles V (2014) 47 Betrayal in the Life of Edward de Vere & the Works of Shakespeare Richard M. Waugaman* “The reasoned criticism of a prevailing belief is a service to the proponents of that belief; if they are incapable of defending it, they are well advised to abandon it. Any substantive objection is permissible and encouraged; the only exception being that ad hominem attacks on the personality or motives of the author are excluded.” — Carl Sagan e have betrayed Shakespeare. We have failed to recognize his true identity. Any discussion of the theme of betrayal in his works must Wbegin here. We psychoanalysts have also betrayed Freud, in “analyzing” rather than evaluating objectively Freud’s passionately held belief during his final years that “William Shakespeare” was the pseudonym of the Elizabethan courtier poet and playwright Edward de Vere, Earl of Oxford (1550-1604).1 Freud realized that one unconscious motive for our betrayal of Shakespeare2 is our implacable wish to idealize him. That is, we prefer to accept the traditional author not just in spite of how little we know about him, but precisely because we know so little about him. Thus, we can more easily imagine that this shadowy inkblot of a figure was as glorious a person as are his literary creations. The real Shakespeare was a highly flawed human being who knew betrayal first-hand, since his childhood, from both sides, both as betrayer and betrayed. * This article was originally published in Betrayal: Developmental, Literary, and Clinical Realms, edited by Salman Akhtar (published by Karnac Books in 2013), and is reprinted with kind per- mission of Karnac Books. -
Shakespeare Sonnets Program
Shakespeare Sonnets Caltech Playreaders, March 16, 2021 Directed by Ann K Lindsey Index: Introductions with Joanne Doyle and Ann Lindsey Part 1 Page 2….. Sonnet 20 sung by John Davidson to Music by Rufus Wainwright Sonnet 128 recited by Greta Davidson Page 3….. Sonnet 8 recited by Diana St James Sonnet 100 recited by Barbie Insua Part 2 Page 4….. Sonnet 105 recited by Cara King Sonnet 143 recited by Diana St James Page 5….. Sonnet 116 recited by Todd Brun Sonnet 25 recited by Carol Elaine Cyr Page 6….. Sonnet 126 recited by Kathryn Bikle Page 7….. Part 3 Hamlet's Soliloquy recited by Tiffany Kim 9 minute pre-taped discussion moderated by Kathryn Bikle Part 4 Page 8…... Sonnet 23 recited by Kathryn Bikle Sonnet 53 recited by Barbie Insua Page 9…... Sonnet 43 recited by Douglas Smith Sonnet 30 recited by Greta Davidson Page 10…. Sonnet 66 recited by Carol Elaine Cyr Part 5 Page 10….. Sonnet 56 recited by Douglas Smith Page 11….. Sonnet 33 recited by Cara King Sonnet 40 sung by Phoebe Kellogg to her original music Page 12….. Sonnet 87 recited by Todd Brun 19 minute pre-taped discussion moderated by Kathryn Bikle Upcoming Caltech Playreaders productions End credits Out-takes Page 2 of 12 Part 1 Sonnet 20 sung by John Davidson A woman's face with nature's own hand painted, Hast thou, the master mistress of my passion; A woman's gentle heart, but not acquainted With shifting change, as is false women's fashion: An eye more bright than theirs, less false in rolling, Gilding the object whereupon it gazeth; A man in hue all hues in his controlling, Which steals men's eyes and women's souls amazeth. -
The Subversive Nature of the Dark Lady Sonnets: a Reading of Sonnets 129 and 144
Annali di Ca’ Foscari. Serie occidentale [online] ISSN 2499-1562 Vol. 49 – Settembre 2015 [print] ISSN 2499-2232 «My Female Evil» The Subversive Nature of the Dark Lady Sonnets: a Reading of Sonnets 129 and 144 Camilla Caporicci (Ludwig-Maximilians-Universität, München, Deutschland) Abstract Shakespeare’s opposition towards some aspects of Stoic and Neoplatonic doctrines and religious fanaticism, particularly Puritanism, can be found in many of his plays. However, rather than focusing on the dramatic output, this essay will concentrate on Shakespeare’s Sonnets. The strongly subversive nature of the Dark Lady section is especially notable, although modern critical opinion is generally less inclined to acknowledge its subversive philosophical message because of the supposedly more ‘personal’ nature of lyrical expression compared to the dramatic. In fact, critics have generally chosen to focus their attention on the Fair Youth section, more or less intentionally ignoring the Sonnets’ second part, summarily dismissed as an example of parodic inversion of the Petrarchan model, thus avoiding an examination of its profound revolutionary character, that is – an implicit rejection of the Christian and Neo-platonic basis of the sonnet tradi- tion. Through a close reading of two highly meaningful sonnets, this essay will show that, in the poems dedicated to the Dark Lady, Shakespeare calls into question, through clear terminological reference, the very foundations of Christian and Neo-platonic thought – such as the dichotomous nature of creation, the supremacy of the soul over the body, the conception of sin et cetera – in order to show their internal inconsistencies, and to propose instead a new ontological paradigm, based on materialistic and Epicurean principles, that proclaims reality to consist of an indissoluble union of spirit and matter. -
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. -
Saudi Journal of Humanities and Social Sciences (SJHSS) ISSN 2415-6256 (Print) a Stylistic Approach of William Shakespeare's
Saudi Journal of Humanities and Social Sciences (SJHSS) ISSN 2415-6256 (Print) Scholars Middle East Publishers ISSN 2415-6248 (Online) Dubai, United Arab Emirates Website: http://scholarsmepub.com/ A Stylistic Approach of William Shakespeare’s “SONNET 138” Most Farhana Jannat* Lecturer, Department of English Bangladesh University of Professionals, Mirpur Cantonment, Dhaka, Bangladesh Abstract: This paper aims to analyze the sonnet 138 written by William *Corresponding author Shakespeare from a stylistic point of view. The division of Shakespeare‟s sonnets Most Farhana Jannat is shown. A short introduction to both style and stylistics in literature are written. For further facilitation, a short introduction to Shakespeare, the sonnet 138 and its Article History themes are given. The stylistic analysis of the sonnet is shown from four sides. Received: 23.11.2017 Graphological, grammatical, phonological and lexical analyses are shown. This Accepted: 04.12.2017 paper will help to understand the structure and style of Shakespeare‟s sonnet Published: 30.12.2017 number 138. Moreover, the themes and ideals of Shakespeare will also be understood. DOI: Keywords: Sonnet, style, stylistic, graphological analysis, lexical analysis, 10.21276/sjhss.2017.2.12.1 grammatical analysis, phonological analysis, Shakespeare INTRODUCTION William Shakespeare is well known worldwide for his 154 sonnets. The critics believe that, among them, the first 1-126 is about the Fair Youth or the Earl of Southampton while the rest of the sonnets are written about the dark lady. Sonnet 138, among all the other sonnets in the sequence, is one of the most well- known sonnets. In this particular sonnet, the poet continues in his quest of self- criticism but mixes it with a unique love for the dark lady. -
Sonnet 30 to the Sessions 11 February 1601
THE PRISON YEARS OXFORD SUMMONED TO THE TRIAL DAY FOUR IN THE TOWER Sonnet 30 To The Sessions 11 February 1601 Edward de Vere is “summoned” to be a judge at the “Sessions” or treason trial of Essex and Southampton, to be held in Westminster Hall eight days from now. Oxford is filled with grief over the “losses” suffered by his royal son – loss of honor, loss of liberty, loss of the crown, and likely even the loss of his life by execution. Oxford’s expression of overwhelming sorrow demonstrates that, in life itself, he suffered every bit as greatly as do the characters of his plays. When his son by the Queen was born, Oxford had been forced to "pay" by being unable to acknowledge him. Now he must "new pay" for his son by making a crucial bargain with Robert Cecil and King James of Scotland, who, barring civil war around the throne, will become James I of England. Sonnet 30 Translation When to the Sessions of sweet silent thought When to the Trial with royal secret thoughts I summon up remembrance of things past, I am summoned to remember past things, I sigh the lack of many a thing I sought, I sigh the lack of your rights that I sought, And with old woes new wail my dear time’s And cry anew over my son’s wasted royal time: waste: Then can I drown an eye (unused to flow) Then I can weep tears (like never before) For precious friends hid in death’s dateless For my royal son imprisoned, facing death and night, disgraced forever, And weep afresh love’s long-since cancelled And weep again over his royalty’s cancellation, woe, And moan th’ expense of many a vanished sight. -
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. -
Summer Sonnets at The
CAST SUNLIGHT SHAKESPEARE WALK Wander with us at Pah Homestead, a promenade of summer Shakespeare sonnets and scenes, art, sparkling wine, wit and delectable dessert. A delightful and delicious wander through the gorgeous Pah Homestead, as the sun lingers over Monte Cecilia Park, l isten to some of Shakespeare's most famous and most Aaron Richardson Anya Banerjee beautiful sonnets and scenes. And of course sweet summer air and sweet words go perfectly with... sweet dessert from Homestead Café. Damien Avery Francesca Savige Maxine Cunliffe Natalie Beran Scott Sheridan Thank you to Haydn Middleton & the Homestead cafe, Zoe Hoeberigs, Anne Pokel, Cally Castell, Auckland Summer Shakespeare and Benjamin Henson. SUNLIGHT SHAKESPEARE WALK at the Pah Homestead presented by the International Actors Ensemble and the James Wallace Arts Trust 1. Sonnet 23 (Francesca Savige) 11. Sonnet 18 (Damien Avery) As an imperfect actor on the stage... Shall I compare thee to a summer's day? 12. Hamlet from HAMLET Act 2 Sc. 2 (Scott Sheridan) 2. Romeo & Juliet from ROMEO AND JULIET Act 2 Sc. 2 (Aaron Richardson & Anya Banerjee) 13 . Adriana from THE COMEDY OF ERRORS Act 2 Sc. 2 (Anya Banerjee) 3. Sonnet 116 (Francesca Savige) Let me not to the marriage of true minds... 14. Titania from A MIDSUMMER NIGHT'S DREAM Act 2 Sc. 1 (Maxine Cunliffe) 4. Amiens' song from AS YOU LIKE IT Act 2 Sc. 7 (Damien Avery, Composition by Cally Castell) 15. Sonnet 130 (Scott Sheridan) My mistress' eyes are nothing like the sun... 5. Duke Senior from AS YOU LIKE IT Act 2 Sc.