...liamGet quotes daily Join Goodreads Shakespeare's Sonnets Quotes ------------------------------------------------- Top of Form Bottom of Form ------------------------------------------------- Top of Form Bottom of Form ------------------------------------------------- Top of Form Bottom of Form Rate this book 1 of 5 stars2 of 5 stars3 of 5 stars4 of 5 stars5 of 5 stars Shakespeare's Sonnets by William Shakespeare 50,445 ratings, 4.23 average rating, 557 reviews Shakespeare's Sonnets Quotes (showing 1-30 of 72) “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: Sometimes too hot the eye of heaven shines, And too often is his gold complexion dimm'd: And every fair from fair sometimes declines, By chance or natures changing course untrimm'd; By 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.” ― William Shakespeare, Shakespeare's Sonnets tags: love, shakespeare, youth 1092 likes Like “Love is not love Which alters when it alteration finds, Or bends with the remover to remove. O no, it is an ever-fixed mark That looks on tempests and is never shaken; It is the star to every wand'ring bark...
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...ExpAQAPoetryClusters4Relationships_pp125-156_FINAL_Layout 1 28/05/2010 13:32 Page 125 Cluster 4 Relationships Different types of relationship are the focus of this cluster. Some poems, such as ‘Quickdraw’ and ‘Hour’, deal with the positive and/or negative emotions inherent in romantic relationships. Some deal with family relationships and the complex feelings that can be experienced by parents and children, or brothers and sisters, as in ‘Nettles’ and ‘Harmonium’ or ‘Brothers’ and ‘Sister Maude’ respectively. Some of the recurrent themes include conflict between couples, and the emotional vulnerability and pain that love can cause, whether it is between a father and his son or a couple at the start of a romantic love affair. When studying this cluster, it might be useful for students to focus on some of the following considerations: • What form of relationship is the focus of this poem? Is it a romantic or familial relationship? Is the poet drawing attention to any universal experiences as they portray this relationship in particular? • From whose perspective is the poem written? Is it first, second or third person address, and how does this affect meaning? Who does the poem address? Or is it about, rather than directed to, someone? Does the form of communication affect the meaning? Is the poet speaking directly, or does the poet use a persona to communicate their ideas? • Consider the mood / tone of the poem. Is it light-hearted or serious in tone? Is it making a serious...
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...THE SONNETS OF WILLIAM SHAKESPEARE Click here to jump to the Table of Contents COPYRIGHT © 1993 by Adobe Press, Adobe Systems Incorporated. All rights reserved. The actual sonnets of William Shakespeare are public domain. The design and electronic implementation of this book, however, are copyrighted. Reproduction of this electronic work beyond a personal use level, or the display of this work for public consumption or viewing requires prior permission from the publisher. This work is furnished for informational use only and should not be construed as a commitment of any kind by Adobe Systems Incorporated. Adobe Systems Incorporated assumes no responsibilities for any errors or inaccuracies that may appear in this work. The software and typefaces mentioned on this page are furnished under license and may only be used in accordance with the terms of such license. Adobe, the Adobe Press logo, Adobe Acrobat, and Adobe Photoshop are trademarks of Adobe Systems Incorporated which may be registered in certain jurisdictions. This work is electronically mastered in Adobe™ Acrobat™. Text was composed in Minion, 13-point. Illustrations were scanned electronically then manipulated using Adobe Photoshop™. CONTENTS I II III IV Copyright How to Use This Book Introduction Numerical First-line Index Alphabetical First-line Index The Sonnets of William Shakespeare V VI Click any line to jump to that section HOW TO USE THIS BOOK • Click the Bookmarks and Page button...
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...John Keats John Keats (/ˈkiːts/ 31 October 1795 – 23 February 1821) was an English Romantic poet. He was one of the main figures of the second generation of Romantic poets, along with Lord Byron and Percy Bysshe Shelley, despite his work having been in publication for only four years before his death.[1] Although his poems were not generally well received by critics during his lifetime, his reputation grew after his death, and by the end of the 19th century, he had become one of the most beloved of all English poets. He had a significant influence on a diverse range of poets and writers. Jorge Luis Borges stated that his first encounter with Keats was the most significant literary experience of his life.[2] The poetry of Keats is characterised by sensual imagery, most notably in the series of odes. This is typical of romantic poets, as they aimed to accentuate extreme emotion through the emphasis of natural imagery. Today his poems and letters are some of the most popular and most analysed in English literature. 1 1.1 Biography Life mask of Keats by Benjamin Haydon, 1816 Early life John Clarke’s school in Enfield, close to his grandparents’ house. The small school had a liberal outlook and a progressive curriculum more modern than the larger, more prestigious schools.[11] In the family atmosphere at Clarke’s, Keats developed an interest in classics and history, which would stay with him throughout his short life. The headmaster’s son, Charles Cowden Clarke, also became an important...
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...CONTEMPORARY LITERARY THEORY by John Lye Note: This essay was published in the Brock Review Volume 2 Number 1, 1993 pp. 90-106, which publication holds the copyright. The article addresses contemporary theory in its more post-structural mode, and were I to rewrite it today I would put more emphasis on the cultural studies model, on the growth of gender studies, and on New Historicism, than I do here. I believe however that what I have to say here is still relevant and describes the fundamental paradigm shift which has altered the direction and mandate of literary study. July 2001 Studies in literature in universities in the last two decades have been marked by the growing interest in and bitter division over a set of related theoretical approaches known collectively as Literary Theory. Many Departments have become divided between "theory people" and opponents who see themselves as defending the traditional values central to the culture against Theory’s perceived anti-humanism. Literary Theory is part of a wide-spread movement in the culture which has affected a number of disciplines, occasioning similar disputes in some, a movement which has explored and elucidated the complexities of meaning, textuality and interpretation. Literary Theory is not a single enterprise but a set of related concepts and practices — most importantly deconstruction, post-Althusserian ideological or 'political' criticism, post-Lacanian psychoanalytic criticism, New Historicist or 'cultural'...
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...Bloom’s Classic Critical Views W i l l ia m Sha k e Sp e a r e Bloom's Classic Critical Views alfred, lord Tennyson Benjamin Franklin The Brontës Charles Dickens edgar allan poe Geoffrey Chaucer George eliot George Gordon, lord Byron henry David Thoreau herman melville Jane austen John Donne and the metaphysical poets John milton Jonathan Swift mark Twain mary Shelley Nathaniel hawthorne Oscar Wilde percy Shelley ralph Waldo emerson robert Browning Samuel Taylor Coleridge Stephen Crane Walt Whitman William Blake William Shakespeare William Wordsworth Bloom’s Classic Critical Views W i l l ia m Sha k e Sp e a r e Edited and with an Introduction by Sterling professor of the humanities Yale University harold Bloom Bloom’s Classic Critical Views: William Shakespeare Copyright © 2010 Infobase Publishing Introduction © 2010 by Harold Bloom All rights reserved. No part of this publication may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval systems, without permission in writing from the publisher. For more information contact: Bloom’s Literary Criticism An imprint of Infobase Publishing 132 West 31st Street New York NY 10001 Library of Congress Cataloging-in-Publication Data William Shakespeare / edited and with an introduction by Harold Bloom : Neil Heims, volume editor. p. cm. — (Bloom’s classic critical views) Includes bibliographical references...
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...[pic] Гальперин И.Р. Стилистика английского языка Издательство: М.: Высшая школа, 1977 г. В учебнике рассматриваются общие проблемы стилистики, дается стилистическая квалификация английского словарного состава, описываются фонетические, лексические и лексико-фразеологические выразительные средства, рассматриваются синтаксические выразительные средства и проблемы лингвистической композиции отрезков высказывания, выходящие за пределы предложения. Одна глава посвящена выделению и классификации функциональных стилей. Книга содержит иллюстративный текстовой материал. Предназначается для студентов институтов и факультетов иностранных языков и филологических факультетов университетов. GALPERIN STYLISTICS SECOND EDITION, REVISED Допущено Министерством высшего и среднего специального образования СССР в качестве учебника для студентов институтов и факультетов иностранных языков |[pic] |MOSCOW | | |"HIGHER SCHOOL" | | |1977 | TABLE OF CONTENTS Page Предисловие к первому изданию……………………………………………………..6 Предисловие к второму изданию……………………………………………………..7 Part I. Introduction 1. General Notes on Style and Stylistics…………………………………………9 2. Expressive Means (EM) and Stylistic Devices (SD)………………………...25 3. General Notes on Functional Styles of Language……………………………32 4. Varieties of Language………………………………………………………..35 5. A Brief...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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...SAT WRITING ESSENTIALS SAT WRITING ESSENTIALS ® NEW YORK Copyright © 2006 LearningExpress All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by LearningExpress, LLC, New York. Library of Congress Cataloging-in-Publication Data: Starkey, Lauren B., 1962– SAT writing essentials / Lauren Starkey. p. cm. ISBN 1-57685-532-5 1. English language—Composition and exercises—Examinations—Study guides. 2. SAT (Educational test)—Study guides. I. Title. LB1631.5.S785 2006 378.1'662—dc22 2005027520 Printed in the United States of America 987654321 ISBN 1-57685-532-5 For more information or to place an order, contact LearningExpress at: 55 Broadway 8th Floor New York, NY 10006 Or visit us at: www.learnatest.com About the Author Lauren Starkey is a writer and editor who specializes in educational and reference works. Her thirteen years of experience include eight years on the editorial staff of the Oxford English Dictionary. The author of more than ten volumes, Lauren lives in Essex, Vermont, with her husband and three children. v Contents CHAPTER 1 Getting to Know the Writing Section of the New SAT Old versus New Strategies for Test Taking Scoring SAT Study Timetable 1 1 2 4 5 11 12 32 45 55 56 58 59 59 65 68 69 CHAPTER 2 The Multiple-Choice Section Identifying Sentence Errors Improving Sentences Improving Paragraphs CHAPTER 3 The Essay Strategies for Timed Essays Understanding the Prompts...
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...SAT WRITING ESSENTIALS SAT WRITING ESSENTIALS ® NEW YORK Copyright © 2006 LearningExpress All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by LearningExpress, LLC, New York. Library of Congress Cataloging-in-Publication Data: Starkey, Lauren B., 1962– SAT writing essentials / Lauren Starkey. p. cm. ISBN 1-57685-532-5 1. English language—Composition and exercises—Examinations—Study guides. 2. SAT (Educational test)—Study guides. I. Title. LB1631.5.S785 2006 378.1'662—dc22 2005027520 Printed in the United States of America 987654321 ISBN 1-57685-532-5 For more information or to place an order, contact LearningExpress at: 55 Broadway 8th Floor New York, NY 10006 Or visit us at: www.learnatest.com About the Author Lauren Starkey is a writer and editor who specializes in educational and reference works. Her thirteen years of experience include eight years on the editorial staff of the Oxford English Dictionary. The author of more than ten volumes, Lauren lives in Essex, Vermont, with her husband and three children. v Contents CHAPTER 1 1 Old versus New 1 Strategies for Test Taking 2 Scoring 4 SAT Study Timetable CHAPTER 2 Getting to Know the Writing Section of the New SAT 5 11 Identifying Sentence Errors 12 Improving Sentences 32 Improving Paragraphs CHAPTER 3 The Multiple-Choice Section 45 The Essay 55 ...
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...BS (4 Years) for Affiliated Colleges Course Contents for Subjects with Code: ENG This document only contains details of courses having code ENG. Center for Undergraduate Studies, University of the Punjab 1 BS (4 Years) for Affiliated Colleges Code ENG‐101 Year 1 Subject Title Introduction to Literature‐I (History of English Literature‐I) Discipline English Cr. Hrs 3 Semester I Aims: One of the objectives of this course is to inform the readers about the influence of historical and socio-cultural events upon the production of literature. Although the scope of the course is quite expansive, the readers shall focus on early 14th to 19th century Romantic Movement. Histories of literature written by some British literary historians will be consulted to form some socio-cultural and political cross connections. In its broader spectrum, the course covers a reference to the multiple factors from economic theories to religious, philosophical and metaphysical debates that overlap in these literary works of diverse nature and time periods under multiple contexts. The reading of literature in this way i.e. within the sociocultural context will help the readers become aware of the fact that literary works are basically a referential product of the practice that goes back to continuous interdisciplinary interaction. Contents: • Medieval Period • Renaissance and Reformation • Elizabethan Period • Milton, the Metaphysical...
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...re tu ra li CAPE Modern te ng Languages Literatures nE e siniEnglish ur e at l er g it En sin ur e at er it L Caribbean Examinations Council ® SYLLABUS SPECIMEN PAPER CSEC® SYLLABUS,MARK SCHEME SPECIMEN PAPER, MARK SCHEME SUBJECT REPORTS AND SUBJECT REPORTS Macmillan Education 4 Crinan Street, London, N1 9XW A division of Macmillan Publishers Limited Companies and representatives throughout the world www.macmillan-caribbean.com ISBN 978-0-230-48228-9 © Caribbean Examinations Council (CXC ®) 2015 www.cxc.org www.cxc-store.com The author has asserted their right to be identified as the author of this work in accordance with the Copyright, Design and Patents Act 1988. First published 2014 This revised version published 2015 Permission to copy The material in this book is copyright. However, the publisher grants permission for copies to be made without fee. Individuals may make copies for their own use or for use by classes of which they are in charge; institutions may make copies for use within and by the staff and students of that institution. For copying in any other circumstances, prior permission in writing must be obtained from Macmillan Publishers Limited. Under no circumstances may the material in this book be used, in part or in its entirety, for commercial gain. It must not be sold in any format. Designed by Macmillan Publishers Limited Cover design by Macmillan Publishers Limited and Red Giraffe CAPE® Literatures...
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...STYLISTIC CLASSIFICATION OF THE ENGLISH VOCABULARY 63 I. GENERAL CONSIDERATIONS 63 2. NEUTRAL, COMMON LITERARY AND COMMON COLLOQUIAL VOCABULARY 64 3. SPECIAL LITERARY VOCABULARY 68 a) Terms 68 b) Poetic and Highly Literary Words 71 c) Archaic, Obsolescent and Obsolete Words 74 d) Barbarisms and Foreignisms 78 e) Literary Coinages (Including Nonce-Words) 83 4. SPECIAL COLLOQUIAL VOCABULARY 95 a) Slang 95 b) Jargonisms 100 c) Professionalisms 103 d) Dialectal words 106 e) Vulgar words or vulgarisms 108 f) Colloquial coinages (words and meanings) 109 PART Ш PHONETIC EXPRESSIVE MEANS AND STYLISTIC DEVICES 112 GENERAL NOTES 112 Onomatopoeia 113 Alliteration 114 Rhyme 116 Rhythm 117 PART IV LEXICAL EXPRESSIVE MEANS AND STYLISTIC DEVICES 123 A. INTENTIONAL MIXING OF THE STYLISTIC ASPECT OF WORDS 123 B. INTERACTION OF DIFFERENT TYPES OF LEXICAL MEANING 125 1. INTERACTION OF PRIMARY DICTIONARY AND CONTEXTUALLY IMPOSED MEANINGS 126 Metaphor 126 Metonymy 131 Irony 133 3. INTERACTION OF LOGICAL AND EMOTIVE MEANINGS 139 Interjections and Exclamatory Words 140 The Epithet 143 Oxymoron 148 4. INTERACTION OF LOGICAL AND NOMINAL MEANINGS Antonomasia 150 Antonomasia 150 C. INTENSIFICATION OF A CERTAIN FEATURE OF A THING OR PHENOMENON 152 Simile 152 Periphrasis 154 Euphemism 158 Hyperbole 161 D. PECULIAR USE OF SET EXPRESSIONS...
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...English-E11-12 7/27/07 2:24 PM Page 1 Ministry of Education The Ontario Curriculum Grades 11 and 12 English Printed on recycled paper 07-003 ISBN 978-1-4249-4741-6 (Print) ISBN 978-1-4249-4742-3 (PDF) ISBN 978-1-4249-4743-0 (TXT) © Queen’s Printer for Ontario, 2007 2007 REVISED CONTENTS INTRODUCTION 3 Secondary Schools for the Twenty-first Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Importance of Literacy, Language, and the English Curriculum . . . . . . . . . . . . . . . . . . . Principles Underlying the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roles and Responsibilities in English Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE PROGRAM IN ENGLISH 3 3 4 5 9 Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Strands in the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT Basic Considerations . . . . . . . . . . . ....
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...it can be corrected at the next reprint. Publisher’s note Every possible effort has been made to ensure that the information contained in this book is accurate at the time of going to press, and the publishers and author cannot accept responsibility for any errors or omissions, however caused. No responsibility for loss or damage occasioned to any person acting, or refraining from action, as a result of the material in this publication can be accepted by the editor, the publisher or the author. First published in Great Britain and the United States in 2000 by Kogan Page Limited Reprinted 2001, 2004 Reissued 2007 Reprinted 2007 Second edition 2009 Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licences issued by the CLA. Enquiries concerning reproduction outside these terms should be sent to the publishers at the undermentioned addresses: 120 Pentonville Road London N1 9JN United Kingdom www.koganpage.com 525 South 4th Street, #241 Philadelphia PA 19147 USA © Philip Carter and Ken Russell, 2000 © Philip Carter, 2009 The right of Philip Carter to be identified as the author of this work has...
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