Analysis of Sonnet 95
How sweet and lovely dost thou make the shame
Which, like a canker in the fragrant rose,
Doth spot the beauty of thy budding name!
Oh, in what sweets dost thou thy sins enclose!
That tongue that tells the story of thy days,
Making lascivious comments on thy sport,
Cannot dispraise but in a kind of praise.
Naming thy name , blesses an ill report.
Oh what a mansion have those vices got
Which for thy habitation chose out thee,
Where beauty's veil doth cover every blot
And all things turns to fair that eyes can see!
Take heed, dear heart, of this large privelege:
The hardest knife ill used doth lose his edge.
First Quatrain
First of all, spot can mean two things: 'to discover' and also 'to stain'; therefore, the shame that "you" make can both (at the same time) point out the beauty of your name, that is possibly increasing in popularity; also 'to stain' the beauty of "your" name. Knowing this, we must read the poem twice, one for each possible reading (also notice the floral theme in the first stanza as well). Since he describeds "name" as budding, (and the fragrance of a rose as sweet), "in what sweets" can refer to the "name", and then of course, the person themself. Now, question: [first the analogy of canker being the sins; thus, as the canker destroys the rose, this person's sins destroy his name (and remember! only "name" at this point)] which one?
Second Quatrain
"Naming thy name": naming from the stories that have been told about this person, such as rumors. (For instance, not too far from this example, somebody you have never met, but the name is known by you, is regarded as a whore. Whether this rumor is true or not, this idea will be attached to the person who has this name. Same idea here). Line 8, depending on punctuation, can be read one of two ways (more duality!): if there is not punctuation, only a period, then "blesses" is a verb, "naming" is the action of the tongue; therefore, we can read "Naming thy name blesses and ill report" as 'the tongue that names you (rumors, or puts a background to this "name") gives blessings to "an ill report"; (of course, the comments of dispraise against your name).
The Renaissance era of England began after the War of the Roses and the country experienced a time of relative peace. The literature of this time is predominantly written by nobility for nobility to read; however, by the middle of the era there is a broader audience that includes any educated citizen and, eventually, the common people. The growing availability of printed books expanded the market for these sonnets and literature creating the current market of literature. With this market growing, the general populace was given access to works of nobility that had otherwise been barred to them. Many of these works were published post humorously because of a lack of regard for what many of the nobility considered only a past time or an amusement
In his 1967 book, Edna St. Vincent Millay, James Gray writes that "the theme of all her [Millay's] poetry is the search for the integrity of the individual spirit" (Gray 6). While searching for the uniqueness of the individual spirit, Millay's poetry, especially "Sonnet xxxi", becomes interested in how the individual works when it is involoved in a relationship and must content with the power struggles which occur within that relationship. Power struggles occur on many levels, but Millay works in "Sonnet xxxi" with the decision of a partner to deny her individuality in order to provide harmony within the couple. Ultimately, the poem demonstrates that happiness cannot be found when one partner chooses to deny themselves and their individuality.
...only known as a funeral flower. This again foreshadows the young bride’s death before her allowance of corruption. The mark on her forehead is a symbol of her mistake, a mistake she is never allowed to forget, this can be linked to the view that women are never allowed to forget a mistake made by them. Angela Carter again shows the position of women in society; once a mistake is made you are an outcast in society. This can also be linked to the biblical reference of Cane, ‘him who became an outcast’.
At the beginning of the poem, the speaker starts by telling the reader the place, time and activity he is doing, stating that he saw something that he will always remember. His description of his view is explained through simile for example “Ripe apples were caught like red fish in the nets of their branches” (Updike), captivating the reader’s attention
During the nineteenth century two major events stand out in connection to technology. First the progress and power of industrial technology, second the domination and exploitation of Africa and Asia by Europeans. In the book The Tools of Empire, Headrick the author connects theses factors through many examples in history. Leading into the twentieth century even though many would like to fast forward into the dawn of electronics, there is still a major focus on technology in Africa and Asia. However, the transfer of technology is now steering away from dominating and leaning towards local adaptation.
This and the next sonnet both share the theme of love through Cupid. The conceit is not new, for it has been found in many poems. One example is from an epigram of Marianus Scholasticus from Henri Estienne's edition to which the theme is shared:
Many factors can be used to analyze “Sonnet 55'; by William Shakespear and “Licia'; by Giles Fletcher. “Sonnet 55'; and “Licia'; share the subject of eternal love. In “Sonnet 55,'; the narrator says that the memory of his love will last through “wasteful wars'; that destroy tangible objects (Shakespear 5). Love remains in the mind;'; it is “living record of [the lover’s] memory'; and cannot be destroyed (Shakespear 8). “Licia'; also mentions strong tangible objects being out-lasted by love. However, it also says that true love lasts beyond the superficial “rose and silver lilies;'; as they die, love remains. Even as the rivers dry and the earth decays, love prevails. The last two lines of each sonnet emphasize the subject; as time passes, everything fades except love.
I choose to follow the English or Shakespearean sonnet form because this experience had a twist in the end and English sonnets typically have their twist or Volta located in the third quatrain or the couplet. The experience I choose to write about was when my father and I went to our family farm to hand toss fertilizer throughout the orchard on New Year’s morning.
There is quite a bit of imagery used in the first stanza, language that appeals to a sense or any combination of the sense. “Its flesh sweet like a thickened wine”, a glossy purple clot”. Apparently, thickened wine is tasty, so it appeals to the taste and so does the sweetness of the thickened wine. He also describes the blackberries as “Leave stains upon the tongue”.
This has been an important sonnet in trying to date the sonnets. Several words and phrases have prompted readers to ponder on the year it was written, ranging from 1588 to 1603. The main areas of concentration rely on the following: 1) the "eclipse" of the "mortal moon," in line 5; 2)who the "sad augurs" are and their "presage," in line 6; 3) allusion in lines 7 and 8, and if "confin'd doom" is in refernce to a certain event and which event that is. Of these, the most supported responses to 1 are: the Spanish Armada, 1588 (Butler, Hotson); the Queen's Grand Climacteric , 1595-6 (Harrison); the Queen's illness in 1599-1600 (Chambers); Essex's rebellion in 1601 (Tyler); the Queen's death in 1603 (eg. Massey, Minto, Lee, Beeching); a lunar eclipse, 1595 (O.F. Emerson); or an eclipse of the Queen's favour (Conrad). Answers to the second problem relate closely with the first, that is, with the addition of a fear of civil war as a result of Elizabeth's death and also the usual forecasts of political (and other) disasters that were forecasted from the eclipse. The third problem cites the confidence seen in lines 7 and 8,a dn therefore the overshoot of the proclaimed disasters. The fourth seems to refer to the imprisonment of some specific individual, eg. Southampton, who was released after James I accession to the throne.
4) In verse three, what doe the lily and the fading rose each symbolize? What do each reveal about the
This sonnet appears to be another version of 153 rather than one of a series. These two sonnets, two renderings of the same ides, could either prove or disprove Shakespeare's authorship. Only twice did Shakespeare rewrite any of his sonnets, both 138 and 144 appear slightly modified in _The Passionate Pilgrim_. These are evidence of Shakespeare's rewritings, but the only problem is if one is out to prove the authorship on these grounds, over-revision remains a factor; that is, Shakespeare rewrote the two sonnets changing only a few words and not the entire sonnet. These seem to be the problems with citing Shakespeaare as their author, but equally disproving him as the author. If I were to argue for Shakespeare's authorship, I would correlate "the help of bath" with being an allusion to "The Wife of Bath's Tale" in Chaucer's _Canterbury Tales_. Shakespeare used Chaucer as a source in _A Midsummer Night's Dream_ (from "The Kinght's Tale" and "The Miller's Tale"), _Troilus and Cressida_ (from _Troilus and Criseyde) and _The Two Noble Kinsmen_ (from "The Knight's Tale"). Seeing that Shakespeare used Chaucer as a reference in the past for help, I suppose "the help of bath" could be a tribut to Chaucer and thus a possible source or allusion. But this does remain on unsubstantial grounds due to the possibility of it simply meaning a water-filled basin.
Lackluster love is the subject postulated in both sonnets, Petrarch 90 and Shakespeare 130. This is a love that endures even after beauteous love has worn off, or in Petrarch, a love that never was. The Petrarchan sonnet utilizes fantasy to describe love. It depicts love that is exaggerated and unrealistic. Shakespeare’s sonnet, on the other hand, is very sarcastic but it is more realistic as compared to the Petrarch 90. Petrarchan sonnets, also called Italian sonnets were the first sonnets to be written, and they have remained the most common sonnets (Hollander 28). They were named after the Italian poet Petrarch. Its structure takes the form of two stanzas, the first one an octave, in that, it has eight lines, and the next stanza is a sestet, meaning that it has six lines. The rhyme scheme suits the Italian language, which has the feature of being rhyme rich, and it, can take the forms of abbaabba, cdcdcd, or cdecde. These sonnets present an answerable charge in the first stanza, and a turn in the sestet. The sestet is the counter argument of the octave.
To better understand how technology transfer work in this day of technology drove society, we might want to reveal how technology transfer started in the 19th century. When we look back to history, we can see that there a two major events that took place. The very first thing we saw when we look at the 19 century is the rate in which industrial technology advanced. Another event that seen apparent in technology transfer during 19th century is domination and exploitation of many africas and Asia countries by the Europeans. With all these in mind as we move into the 21st, we can see that transfer of technology is map-reading away from domination to local adaptation. Unlike the 19th where we see a lot of industrialized nations like the European dominating less industrialized nations, the 21st has experience adaptation of technology transfer from other industrialized nation. However, this chapter lists the channels through which technology is transfer. The channels are formal and informal channels.
Critical thinking regularly involves the capability to interpret information and make knowledgeable decisions based on such information. Additionally, problem solving is frequently theorised as the use of critical thinking skills towards the effective solution of a specific problem or towards a specific end goal. Critical thinking is the disciplined art of ensuring that you use the best thinking you are capable of in any set of circumstances. The general goal of thinking is to figure out some situation” (Critical Thinking, 2001, p.1), solve some problem, answer some questions, or resolve some issue. It also is a process in which a person pursuits reliable and pertinent information about the world. Critical thinking is often described as reasonable, ruminative, trustworthy, and a well-practiced form of thinking that assists people with deciding what they should believe in and what actions should be taken. A practiced critical thinker will ask good questions, collects pertinent data, categorizes common characteristics, logically reasons with the new data and then he or she will come to a trustworthy and dependable conclusion. Critical thinking makes use of many processes and procedures. Some processes include but is not limited to asking questions, making judgments, and identifying