Shakespeare – Sonnet 130 Shakespeare was his own, not many could write like he did, because he used a unique structure, language, compound words, as well as rhyme and rhythm and a lot of metaphors and simile, every bit of this just to developing the meaning of the poem. When reading the sonnet loud, you can read it in many different ways, such as Alan and Daniel Radcliffe does. They both have their own style reading this sonnet. Alan reads the sonnet with a much more emotional voice, and he takes
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Journal 1 2/21/13 Tough Living In the short story ‘’the necklace’’ was a very tough, sad, and stupid It was about jealousy and envy. Among the greatest sins and have been down fall of many. The story is about Mathilde Loisel that seeks money and desires of becoming into the upper class. All the ambition of becoming in the high class she brings herself into her downfall. She hated her living society. In the story she marries a rich man that his profession is a clerk. Loisel
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Christmas ...............................6 Sonnet: ‘The barn door is open’ ...................................................................11 The Wheat Ripening......................................................................................13 The Beans in Blossom ...................................................................................16 Sonnet: ‘The landscape laughs in Spring’ .....................................................19 Sonnet: ‘I dreaded walking where there was no
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Structure The Shakespearean sonnet has 14 lines divided into three stanzas of four lines each and a final couplet. The rhyme scheme can be described as a-b-a-b, c-d-c-d, e-f-e-f, g-g. This predictability and use of a regular pattern is frequently found in older poetry as writers tended to stick to the restrictions of a set format. This poem follows the conventional structure and includes the usual 'turn' at the end - a pair of lines (or couplet) that either shifts the mood or meaning of the poem
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ADVANCED PLACEMENTENGLISH Poems for Response: 2012-2013 1st Semester (1) Choose one of the following poems for each of the poetry responses. All are found in Roberts and Jacobs, Literature: An introduction to Reading and Writing, 8th ed. on the indicated pages. Use a poem once only during the quarter. Write on one poem only for a poetry response. Remember, read all poems once a week. Margaret Atwood, “Variation on the Word Sleep,” p.1166 Elizabeth Bishop, “The Fish,” 763 E. E. Cummings
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Lauren Hillstrom MW 2:30 12/17/12 Option A Final Paper: Remember “Remember” by Christina Rossetti is a sonnet written in iambic pentameter. Her poem follows the structure of an Italian sonnet, one divided into an octave and sestet. The author’s thought process is portrayed through the rhythmic divide of her poem. The octave rhyming ABBAABBA directly pleads a loved one to remember her when she is gone. Then the following sestet rhyming CDDECE creates a shift in atmosphere, where she realizes
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“Nothing Lasts Forever” ENG125: Introduction to Literature Instructor Shawn Mangerino November 25, 2013 Patricia Martinez In all aspects of life we have a beginning and an end. Not many things last forever and if they do they do not usually stay the same. In life things change, and they end. I believe the pieces I have chosen both speak of endings and changes. “Nothing Gold Can Stay” describes a sunrise and the beauty of it and how that beauty fades as the sun continues to rise. In
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Khalvati and ‘Hour’ by Carol Ann Duffy are similar in many ways. Firstly, the structures of both include couplets; however ‘Hour’ is in a sonnet form with 3 quatrains and a couplet to finish, and ‘Ghazal’ has 10 couplets. This shows the reader immediately that both poems are of the theme of love. Also, this type of structure links to Shakespeare’s sonnets, as they have a similar, if not the same, structure. Additionally, the form of poetry that ‘Ghazal’ is one that is traditionally sung and deals
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have discussed the different strategies/techniques and activities to be used in discussing Lesson 2 of Module 2 in the learners material. For Day one the group has decided to discuss the poem “The Man with the Hoe”. For Day two the topic will be sonnet 29, and Rhyme scheme for day three. The students will be able to identify the rhyme scheme and use it in a poem and illustrate their own version of “ The Man with the Hoe”. These will be their outputs for Lesson 2. The second TQC was held last Septembe11
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“Hunting Snake” by Judith Wright is a poem which talks about the ambiguous nature of a snake. Wright uses this idea to convey how powerful and intimidating nature can be. This includes the use of language features, structure of the poem and vocabulary. Firstly, Wright uses a wide range of language features to emphasis the idea of powerful nature. One of features is personification. The snake “quested” through the grass, telling us that it is requesting to pass through the reader. The word “quested”
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