Sonnet 30 Diction

One way the poets explore the idea of love and loss is through the use of language. Christina rossetti starts her poem of with the use of the word “remember”, which evokes the sense that she will be gone and gives her lover the instructions to have her in mind when she is gone which highlights the loss that is occurring between the lovers. The use of the word “remember” creates a sense that an eternal loss is taking place between the lovers as it seems like she will become a past memory which her lover will only “remember.” the word “remember” also runs , like a refrain, throughout the sonnet through the use of repetition and seems as if the power decreases throughout the poem which portrays an image as if the voice and memory of the speaker is fading from life, further portraying the idea of loss that is occurring between the lovers.the repetition of the word “remember” also allows the reader to pay close attention to

George Gascoigne’s sonnet, “For That He Looked Not upon Her,” portrays a sullen man, hurt by the woman he loved. Through the uses of form, diction, and imagery, the sonnet evokes a complex attitude in each quatrain elaborating on the stages of torment the speaker receives from his ex-lover. By using these literary devices, the speaker portrays the dangers of desire and the conflicts that arise from within it. Gascoigne conveys a solemn and melancholy complex attitude developed throughout the use of such literary devices. The attitude of the speaker, expressed through the form of the sonnet, explains the dangers of gazing at the woman who burned him.

Few things can compare to the beauty of the sun. Seventeenth century playwright and poet William Shakespeare’s “Sonnet 33” uses the sun as an extended metaphor to reflect on the beauty of the Fair Youth. Included in the “Fair Youth” sequence, “Sonnet 33” is also part of a shorter sequence known as the estrangement sonnets. While the speaker reflects on the beauty of the Fair Youth, the speaker also expresses feelings of betrayal and heartbreak. “Sonnet 33” consists of three quatrains and one rhyming couplet with a consistent ABAB CDCD EFEF GG rhyme scheme.

In the poem “Unholy sonnet 5,” Mark Jarman shows us a philosophical reflection about what is worth to do in this life based on a repetition of some patters during the poem. The structure of this poem make it a Petrarchan sonnet. This kind of sonnet is composed by two arguments, the first consist on two octaves with a rhyme ABBA and ABBA. Denoting repetition of the words have, hive, mean and men; highlighting these as significant to found sense to the first argument of the sonnet. In a deeper reading of the poem, this first argument is centered in questioning que purpose and meaning of life for human beings, coinciding with the pattern of rhymes and sounds. Following this structure of a Petrarchan sonnet, the second argument is composed by a sestet. This means that the sonnet has a rhyme CDECDE, denoting repetition of the words joy, death and forget; highlighting these as significant to found sense to the second argument of the sonnet. Also, the second argument of the poem centered on a practical analysis of what is worth to do in life (enjoying) before the death, coinciding with the pattern of rhymes and sounds.

The poem’s structure as a sonnet allows the speaker’s feelings of distrust and heartache to gradually manifest themselves as the poem’s plot progresses. Each quatrain develops and intensifies the speaker’s misery, giving the reader a deeper insight into his convoluted emotions. In the first quatrain, the speaker advises his former partner to not be surprised when she “see[s] him holding [his] louring head so low” (2). His refusal to look at her not only highlights his unhappiness but also establishes the gloomy tone of the poem. The speaker then uses the second and third quatrains to justify his remoteness; he explains how he feels betrayed by her and reveals how his distrust has led him

The gloomy tone in the sonnet’s octet reveals that the speaker is haunted by the fact that she never formed any meaningful romantic connections with her past lovers while implying that she feels it is

Shakespeare wrote 154 sonnets in his lifetime; the 56 sonnets being one of many. This sonnet in particular addresses a “fair youth”. Love is one of the major themes throughout the sonnets, as seen in Sonnets 1, 18, and 29, as well as many other works. Shakespeare is very well known in the literary community for his precise word choice, which often has deeper meaning than simply surface level. Throughout Sonnet 56, Shakespeare uses literary techniques such as comparison, personification, and symbolism to portray the meaning and emotion of love.

After reading the Carlos Salgado (2013) essay about the two sonnets the areas of needed improvement is visible. Carlos’s essay is well organized, talking about Shakespeare’s “Sonnet 30” and then talking about Millay’s “Sonnet”. The order of organization provides a better impact and flow to the overall essay. Salgado talks about the main concept, “time as one filled with much sorrow and loss”, of Shakespeare’s “Sonnet 30” in the first body paragraph and then talks about Millay’s “Sonnet” in the second body paragraph. Salgado also does a good job of using quotes as evidence and backup. When describing “Sonnet 30,” the writer says, “The speaker recounts his, “remembrance of things past,” (2) saying he has, “the lack of many a thought”. Both quotes are well integrated into one sentence demonstrating that the level of support for the essay is critical. From the essay written by Carlos Salgado, it shows the absence of a well thought out layout and quoted material in Similarity and Differences in Shakespeare and Millay Sonnets.

“How Do I Love Thee?” Subject – Elizabeth Barrett Browning wrote Sonnet 43 before she married her husband Robert Browning in 1850. She wrote sonnet 43 to express her intense love and emotions, that she had for Robert. Sonnet 43 (“How Do I Love Thee?”) is one of Elizabeth Barrett Browning’s most famous sonnets out of the 44 she wrote and published.

Short Assignment 1 When looking at different editions of Sonnet 20, it is clear that differing annotations and edits are in fact distinct choices made by those who have undertaken the task of editing the works of Shakespeare. Because Shakespeare has become such an iconic brand of authorship over the years, many editors take it upon themselves to uncover the one true author and meaning behind the work. This unity is constantly craved when examining a text, and it throws our own ideas self-identity into question when a work or author is incomplete. When new information about Shakespeare’s work emerges, editors scramble to find the sole voice of a single individual in a sea of historical consciousness. The brand of the Bard has become even

This is also demonstrated again in the accustomed tone of the first line of the third stanza: “One more attack, yet another city clear”(line 9). What comes next is the volta, in which the tragic demise of the speaker is described from, at first, a communal point of view -the use of the word we as opposed to I- and then in the personal point of view of the reader. This leaves us with the final line of the sonnet “And all I am left with are dreams of home” (line 14) which presents the reader with a resolution to the struggle and adaptation to violence that was presented in previous stanzas, and shows the reader that even though the soldier may not have physically returned to the memories of his normal life that he had yearned to return to, it was those memories that granted him peace in his death and an escape from the hell in which he had become accustomed to.

In sonnet 95, the speaker depicts a paternal feeling while speaking to the addressee, where indeed the poet reminds his audience about way appearance can be so deceiving. The young man is relying on his good appearance to veil his sexual immorality. Being that he is handsome and attractive, people are reluctant to disapprove his behavior. In the first quadrant, the poet employs different stylistic devices, which include simile, as the young man is likened to a fragrant rose, and on the other hand, he is compared to a destructive worm, but all his dark side of life is hidden under his good looking and charming nature. What is important about this poem is the manner in which the speaker reminds the young man about his bad behavior and draws examples that makes him feel sorry about what he does behind his good-looking nature. By the use of diction, imagery, diction, images, metaphors and other figures of speech, such as tone of voice, allusions, syntax and structure of the speech, the speaker warns the young man against his sexual immorality, and reminds him that there are detrimental risks associated with his behavior if he does not change.

     The sonnet, being one of the most traditional and recognized forms of poetry, has been used and altered in many time periods by writers to convey different messages to the audience. The strict constraints of the form have often been used to parallel the subject in the poem. Many times, the first three quatrains introduce the subject and build on one another, showing progression in the poem. The final couplet brings closure to the poem by bringing the main ideas together. On other occasions, the couplet makes a statement of irony or refutes the main idea with a counter statement. It leaves the reader with a last impression of what the author is trying to say.

Shakespeare’s sonnet 60 expresses the inevitable end that comes with time and uses this dark truth to express his hopefulness that his poetry will carry his beloved’s beauty and worth into the future in some way so that it may never die. This love poem is, as all sonnets are, fourteen lines. Three quatrains form these fourteen lines, and each quatrain consists of two lines. Furthermore, the last two lines that follow these quatrains are known as the couplet. This sonnet has the rhyme scheme of ABAB CDCD EFEF GG, as most Shakespearean sonnets follow. In each of the three quatrains, Shakespeare discusses a different idea. In this particular sonnet, the idea is how time continues to pass on, causing everything to die. The couplet connects these ideas to one central theme, this theme being Shakespeare’s hope for the beauty of his beloved’s immortality through his poetry’s continuation into future times.

Sonnet 6 is notable for the ingenious multiplying of conceits and especially for the concluding pun on a legal will in the final couplet: "Be not self-willed, for thou art much too fair / To be death's conquest and make worms thine heir." Here, as earlier in the sonnet, the poet juxtaposes the themes of narcissism and death, as well as procreation. "Self-willed" echoes line 4's "self-killed," and the worms that destroy the young man's dead body will be his only heirs should he die without begetting a child which shows the theme of death. The whole sonnet is about trying to persuade the man to have a baby hence the theme if procreation. And lastly, the man is being selfish in wanting to die without passing on his beauty.