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Answer & Explanation:PARAPHRASE 1.odtPARAPHRASE 2.odtPARAPHRASE THEM AND MIX THEM BOTH TOGETHER they are both same paper and have the questionsjust paraphrase the answers and mix them both together
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1.
Figurative language is an important tool for poets. Choose three examples of figurative language from the works in
this unit and explain each one’s meaning within its work.
Answer:
Simile is one part of figurative language. This compares too thing using words such as ‘like’ and ‘as’ . Simile is used a lot in
the poems in this unit. One perfect example is the poem “A Red, Red Rose.” In this poem the speaker tells that his “Luve is
like a red, red rose, that is newly sprung in June.” The speaker is trying to convey the beauty of his love by comparing her
with a red rose and is also creating that image on the readers mind by giving more specific details like “ newly sprang in
June.” The speaker then continues to describe his love by yet again comparing her to a “melody sweetly played in tune.”
Metaphor is another figurative language. It is used to compare two things but unlike a simile it doesn’t use conjunction such
as like and as. Instead it describes something by using another equivalent term. One good example from the poems in this
unit with great metaphor is the “Song of Solomon.” In this poem the first line goes like “I am the rose of Sharon and the
Lilly of the valleys.” Here the speaker describes her beauty using those two flowers which greatly loved to indicate that she
wasn’t an ordinary person.
Personification is also a figurative language. This is when abstract matters or objects are given the abilities of humans. One
example can be found in Sonnet 55 by Shakespeare when he writes “ Not marble, nor the gilded monuments of princes shall
out live this powerful rhyme.” He is giving the monuments life and the rhyme power in which both don’t posses in reality.
(10 points)
Score
2.
Compare and contrast Sonnet 55 by William Shakespeare with Sonnet 43 by Elizabeth Barrett Browning. Be sure
to focus on each work’s structure and each writer’s use of poetic elements, as well as the language, imagery, and themes
of both works. Include specific examples from the texts of both poems to prove your points.
Answer:
Sonnet 55 by William Shakespeare is written for the fair youth and talks about the love that exists between two
friends. In this poem the speaker is dedicating the poem (sonnet 55) to that dear friend. The sonnet has 14 lines and follows
an English convection with three quatrains and one couplet. The rhyme scheme of the first quatrain is ABAB. The second
one follows CDCD and the third one follows the scheme EFEF. The couple as a rhyme scheme of GG. Shakespeare uses
alteration in the 4th line with letters s and t when he says “ unswept stone, besmeared with sluttish time.” He also uses
allusion by referring to the roman god of war Mars saying that “Nor Mars his sword nor war’s quick fire shall burn” to
explain how the sonnet won’t be affected with war and would live on for a long time. This sonnet is mainly talking about
how the speaker makes the the fair youth shine in this rhyme and that this rhyme is much better than a statue because it
won’t be destroyed when it is stored in people’s memories. This poem like sonnet 43 is written in second person and
addresses the fair youth directly.
Sonnet 43 by Elizabeth Barrett Browning describes the intensity of the speakers love for her lover. In the poem she speaks
of the many ways that she loves her beloved. This sonnet has 14 lines like many other sonnets. However, unlike
Shakespeare’s sonnet it follows an Italian sonnet convection with octave that has a rhyme scheme of ABBABBA and sestet
with rhyme scheme of CDCDCD. The poet uses metaphor and simile quite often in the sonnet. For example , when the
speaker says “ I love thee freely, as men strive for right ; I love thee purely as they turn from praise” she is comparing her
free and pure love to those noble deed to describe that it is willing and boundless. Elizabeth also includes spiritual and
religious references in her sonnet to describe how her love isn’t anything ordinary. She says “I love thee to the depth and
breadth and height my soul can reach, when feeling out of sight for the ends of Being and ideal Grace,” to describe how
that love gives her a spiritual purpose of living. She also says “ I love thee with a love I seemed to lose with my lost saints,”
comparing her love to the kinda of love reserved for holly religious figures. Finally the speaker concludes, “ If God chooses,
I shall but love thee better after death” showing her forever devoted love for her lover. What makes this sonnet really unique
is the repetition of the word “I love Thee.” This give the poem a list like feeling of the many ways the speaker loves. In her
sonnet Elizabeth address’s her loved one directly by using second person.
(10 points)
Score
3.
Reread Sonnet 30 by William Shakespeare. How does the speaker behave and feel in the poem before he thinks of
his “dear friend”? How does the thought of his “dear friend” change his attitude? Why is the shift that occurs in the
speaker’s thoughts viewed as a tribute to his “dear friend”? Cite specific examples from the text in your response.
Answer:
The first 12 lines of Shakespeare’s Sonnet 30 describe the sorrow the speaker has gone through in his past life. When the
speaker is silent and thinking, he brings up memories from the past. He thinks of the things he wanted but couldn’t achieve.
He then “drown an eye unused to flow” meaning he starts to cry. He thinks of all his friends that “hid in death’s dateless
night” and cry over his past unsuccessful love life. He grieves over past grief all over again. Sadly he repeats to himself the
“sad accounts of fore-bemoaned moan, Which [I] new pay as if not paid before.”
Then follow the 2 last lines of the 14 line sonnet. Those two lines describe how the speaker thinks of his friend and all the
things he has been thinking magically go way and “All losses are restored and sorrows end.”
Those two lines are thought are viewed as attribute to his dear friend because they show how special that friend is to the
speaker. Just by thinking of that friend the speaker forgot all his sorrow and became happy again and that is something big.
1.
Figurative language is an important tool for poets. Choose three examples of figurative language from the works in
this unit and explain each one’s meaning within its work.
Answer:
While I was reading the poems that I have in this unit, I have seen that there is some figurative language in them.
The purpose why writers are using figurative language in their writing is because they want to take creativity in their
words using images, alliteration, personification, metaphors etc. In poem 43, Elizabeth Browning uses figurative
language to show her strong loves to her lover. Browning used simile, “I love thee freely, as men strive for right; I
love thee purely, as they turn from Praise.” She used ‘as’ to show her simile. As well, she used image when she
mention, “I love thee to the level of every day’s most quiet need, by sun and candle-light”. William Shakespeare too
used figurative language in his poems. In Poem 55, he mentions, “Not marble, nor the glided monuments of princes
shall outlive”, and that is embodiment as mountains and marbles cannot outlive and aren’t living things. Also,
alliteration is a figurative language which is used to support the sentence movement directly and provide the exact
adjective extra care, similar to “When wasteful war”, in Poem 55 by William Shakespeare.
(10 points)
Score
2.
Compare and contrast Sonnet 55 by William Shakespeare with Sonnet 43 by Elizabeth Barrett Browning. Be sure
to focus on each work’s structure and each writer’s use of poetic elements, as well as the language, imagery, and themes
of both works. Include specific examples from the texts of both poems to prove your points.
Answer:
It was a little bit difficult to compare the Sonnet 55 and Sonnet 43, since I observed them to be more not quite the
same as alike. However, I looked carefully into the two sonnets and observed them to be comparable in a few ways.
Their rhyme scheme is not the same Sonnet 55 is ABABCDCDEFEFGG as Sonnet 43 is ABBAABBACDCDCD. Both
Sonnets are talking about love but their themes are different, since in Sonnet 43’s the theme is about affection and
love but Sonnet 55’s theme is about outliving love and destruction. Likewise, with regards to imagery with these two
Sonnets, Sonnet 43 utilizes imagery to clarify love as a part of an abstract way but Sonnet 55 utilizes imagery to
demonstration destruction. With regards to the likenesses, both poems contain figurative language like metaphors,
however Sonnet 43 likewise utilizes simile while Sonnet 55 incorporates alliteration. Both of the Sonnets have iambic
pentameter rhyme also, have the same thought as both Sonnets are about love. Though, Elizabeth Browning shows it
peacefully however William Shakespeare utilizes roughness and damage.
Your Score
___ of 30
(10 points)
Score
3.
Reread Sonnet 30 by William Shakespeare. How does the speaker behave and feel in the poem before he thinks of
his “dear friend”? How does the thought of his “dear friend” change his attitude? Why is the shift that occurs in the
speaker’s thoughts viewed as a tribute to his “dear friend”? Cite specific examples from the text in your response.
Answer:
The speaker is clearly hurting and extremely upset. The speaker focuses out how discouraged he is that he doesn’t
have what he once had, which he cries about. He references, “And with old woes new wail my dear time’s waste”,
which implies that he is utilizing his valuable time to cry about torments as opposed to reviewing great recollections.
He writes on the encounters that he won’t encounter until kingdom come. His sorrows and sadness ends when he
references his “dear friend”. “But if the while I think on thee, dear friend, all losses are restored and sorrows end”,
he is calm again as he forgets his long gone friends but remembers his current. His friend is as good as the various
things the poet needed however he didn’t discover. This Sonnet’s distresses are gone with the memory of the dear
friend.
…
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