ELABLRL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents.
1) I understand this statement simply to mean the student will explore various different writing styles to give them an understanding idea of chosen
pieces of writing. The student will also write essays, narratives poems, or technical documents.
2) Examine the difference between the rhyme scheme Spencer uses and the one Shakespeare uses. Explain the difference. Which one do you prefer?
Even though Edmund
Spencer's poem seems longer they are the same length. The rhyming scheme
didn't differ too much to me
when I compared it. I like William
Shakespeare's poem better only because he rhymed his words better than Edmund did. Heat does not rhyme with sweat. The only change I see in the scheme would be how in
Edmund's sonnet, he keeps rhyming in consecutive order until he gets to the next letter and then he changes it up.
3. The rhyme scheme divides sonnets into four sections. The first section is a question asked from one point of view, the second is the same question asked from another point of view. The third section is called the turn. The turn is a shift in focus or the thoughts of the first two points of view. The last section is the conclusion. Use this method to explain the message in each of the four sections of the two poems above.
In the first quatrain of
Shakespeare's sonnet he's thinking whether or not he should compare a girl to a summers day. He concludes that summer is to rough for someone so calm and lovely. In the second quatrain
Shakespeare states that it may not be a good idea to compare someone so fair to a summers day because the sun can sometimes be too bright, fairness can fade and nature will eventually age. The third quatrain suggests that her beauty will not fade and she cannot die because she had been written in the poem. Because the sonnet wont die neither will her memory. The lasts quatrain says that as long as people are alive and can see, the sonnet will be remembered and so will she.
The first quatrain of Edmund's sonnet says that his lover is cold to him while his love for her burns. The colder she gets the more he burns for her and the feelings
don't change. The second quatrain says no matter how cold and hard she is toward him his love is still strong and he wonders why that is. He states in the third quatrain that it is an amazing thing that their feelings are so different, him being the fire to melt the ice, she just gets colder and yet he still burns for her. The last quatrain suggests that such powerful love on a gentle mind can alter
any ones feelings.
When forty winters shall besiege thy brow Sonnet 2 by William Shakespeare
When forty winters shall besiege thy brow, (A)
And dig deep trenches in thy beauty's field, (B)
Thy youth's proud livery so gazed on now, (A)
Will be a tattered weed of small worth held. (B)
Then being asked, where all thy beauty lies, (C)
Where all the treasure of thy lusty days, (D)
To say within thine own deep sunken eyes, (C)
Were an all-eating shame, and thriftless praise. (D)
How much more praise deserved thy beauty's use, (E)
If thou couldst answer, (F)
"This fair child of mine Shall sum my count, and make my old excuse, (E)
"Proving his beauty by succession thine. (F)
This were to be new made when thou art old, (G)
And see thy blood warm when thou feel'st it cold. (G)
Response:
In the first quatrain Shakespeare is saying that over a long period of time you will become less beautiful by aging. That your proud of looking young now but soon you will be whithered with time becoming an old weed. The second quatrain hes saying to the girl, where did your beauty go? Where did all your fun days go? Hes saying that in his own old sunken eyes how can she be praised if she looks old and whithered. In the third quatrain hes telling the girl that in order to preserve her beauty, have some kids to pass on your youth and beauty. In the last quatrain he makes it clear that once she has lively kids with warm blood running around, hers wont seem so cold and it will make her feel better.
LIKE as the culver, on the barèd bough, (A)
Sits mourning for the absence of her mate; (B)
And, in her songs, sends many a wishful vow (A)
For his return that seems to linger late: (B)
So I alone, now left disconsolate, (B)
Mourn to myself the absence of my love; (C)
And, wandering here and there all desolate, (B)
Seek with my plaints to match that mournful dove (C)
Ne joy of aught that under heaven doth hove, (C)
Can comfort me, but her own joyous sight (D)
Whose sweet aspect both God and man can move, (C)
In her unspotted pleasance to delight. (D)
Dark is my day, whiles her fair light I miss, (E)
And dead my life that wants such lively bliss. (E)
Like as the Culver on the Bared Bough- Edmund Spenser
Response:
In the first quatrain he expresses a sad bird sitting alone on a branch because her love left her. The birds songs are sad which makes the situation more depressing. He is describing the bird to be his own feelings. In the second quatrain he talks about being alone and how he mourns to himself now that his love has left. In the third quatrain he is saying that nothing in heaven can make him feel better while he is away form his love. He is saying that nothing can compete against her looks, sweet aspect and charm, the way he saw her. In the last quatrain he says that as long as his love isn't there to light up his life then his days will be dark and full of misery. His life is dead even though he prays for his lively bliss. He will continue to be miserable as he looks for new ways to express his sadness. He continues to mourn and complain about his absent love.
