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Shakespeare Sonnets- common stylistic devices

Shakespeare Sonnets- common stylistic devices

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joslie

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Shakespeare Sonnets- common stylistic devices

 Shakespeare - common stylistic devices
name
• alliteration
●
allusions
assonance
- simile
explanation
example
The repetition of similar sou

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Mit Erklärungen, Beispielen und Wirkung ;)

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Shakespeare - common stylistic devices name • alliteration ● allusions assonance - simile explanation example The repetition of similar sounds" From forth the fatal loins of these two-place emphasis on an image " foes or usually consonants or consu- nant clusters in a group of a line (1 Born on the bier with white and bristly beard" words intensity is increased, wher more than one consonant is repeated references of various cultural areas like history, mythology, philosophy, religion and ast- ronomy repetition of vowel sounds to create internal rhyming within phrases or sequences (rhyming brought about by the repetition of vowel sounds) direct metaphor using "like" or "as" 11 "the edge of doom" Judgement day ما (1 and trouble deaf heaven with my bootless cries" Lold testament" Of princes shall outlive this pow- erful rhyme; But you shall shine more bright in these contents." Lused "As ravenous wolves come swooping down on (1 (ambs or kids used to... conveys an exact picture of an specific situation, because the reader already knows what is meant (the allusion does not need to be explained) ● Together with alliteration serves as the building blocks of verse - contributes centrally to the compressed nature in verse draws attention to a number of ways in which two things are alike anaphora enjambment repetition of a word or phrase at the beginning of following clauses - metaphor → extended describes an object or action in a way that isn't literally true, but helps metaphor (seve- explain an idea ral lines) 11 11 the continuation of a sen- Let me not to the marriage of true minds tence or clause across a line Admit impediments. Love...

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is not Love break ● And needy nothing trimm'd in jollity, And purest faith unhappily forsworn || Death, that hath suck'd the honey of thy breath That time of year thou mayst in me be- hold" (compares himself to winter) intensifies the overall meaning adds rhythm to the passage connects aspects, adds rea- sons reinforce certain ideas within the lines maintains a rhythm that is stronger than perpetual end- stopping can increase the pace/ speed (makes the reader - ● of the poem rush to the next line to make sense of the first - increased speed + increased ambiguity = confusion enables flow of thought (instead of clunky end- stopped lines, which disrupt the momentum of performance) - create a vivid picture in the readers' mind makes the audience under- stand a lesser known element by giving them a better known metaphor chiasm / chiasmus antithesis/ juxtaposition oxymoron hyperbole a reversal of grammatical structures in successive phrases or clauses ↳ Often combined with antithesis positioning two contrary ideal next to each other usually combined with parallelism ● - -word conjunction of two words, with contrary meanings - deliberate exaggeration - boldly overstated or exagge- rated claim | statement "1 0 Fair is foul and foul is fair. Antimetabole (chiasmus the words are repeated) 11 - (1 - ( - , where To err is humoh; to forgive devine " "To be, or not to be "What he has lost, noble Macbeth defining it's opposite has wop. can make it obvious idea is better (1 creates only two sidel of an argument for the Listener to consider and then leads the listener to favor one side of the gument / idea. 1 helps define concepts through contrast and develop - Why then, O brawling love! O loving hate paradox (1 0 heavy lightness! serious vanity!" understanding of something through old news" / "silent scream" / "bitter--creates dramatic effect sweet" can be used to create - as- ( which Raised in the woods, so he knew - adds emphasis without the in- tention of being true "1 ev'ry tree" - "Will all great Neptune's ocean wash Serious, comic, ironic effect this blood / Clean from my hand? (...)" - dramatisel a problem can reveal a deeper truth personification animals, plants, or even inah- imate objects are given human qualities metonymy synecdoche A word is replaced by some- thing that is closely related of one of the attributes a part represents the whole or the whole represents a part (1 The brightness of her cheeks would shame those stars 11 That birds would sing and think it were not night (1 11 "1 businessmensuits king queen crown The western wave also friends, countrymen and Romans, 11 Lend me your ears → listen to me synecdoche wave ocean •" head "→ for person (1 all hands on deck" was all aflame. " 11 the whole edr of Denmark" (1 - can make descriptions more Vivid, or can help readers. understand, sympathise with, or redct emotionally to non- human characters. - creates concrete and vivid images in the place of general- ities. emphasize particular qualities of the object in question make the reader think -

Englisch /

Shakespeare Sonnets- common stylistic devices

Shakespeare Sonnets- common stylistic devices

J

joslie

9 Followers
 

Englisch

 

12

Lernzettel

Shakespeare Sonnets- common stylistic devices

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 Shakespeare - common stylistic devices
name
• alliteration
●
allusions
assonance
- simile
explanation
example
The repetition of similar sou

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Teilen

Speichern

24

Kommentare (1)

O

Vielen Dank, wirklich hilfreich für mich, da wir gerade genau das Thema in der Schule haben 😁

Mit Erklärungen, Beispielen und Wirkung ;)

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Shakespeare - common stylistic devices name • alliteration ● allusions assonance - simile explanation example The repetition of similar sounds" From forth the fatal loins of these two-place emphasis on an image " foes or usually consonants or consu- nant clusters in a group of a line (1 Born on the bier with white and bristly beard" words intensity is increased, wher more than one consonant is repeated references of various cultural areas like history, mythology, philosophy, religion and ast- ronomy repetition of vowel sounds to create internal rhyming within phrases or sequences (rhyming brought about by the repetition of vowel sounds) direct metaphor using "like" or "as" 11 "the edge of doom" Judgement day ما (1 and trouble deaf heaven with my bootless cries" Lold testament" Of princes shall outlive this pow- erful rhyme; But you shall shine more bright in these contents." Lused "As ravenous wolves come swooping down on (1 (ambs or kids used to... conveys an exact picture of an specific situation, because the reader already knows what is meant (the allusion does not need to be explained) ● Together with alliteration serves as the building blocks of verse - contributes centrally to the compressed nature in verse draws attention to a number of ways in which two things are alike anaphora enjambment repetition of a word or phrase at the beginning of following clauses - metaphor → extended describes an object or action in a way that isn't literally true, but helps metaphor (seve- explain an idea ral lines) 11 11 the continuation of a sen- Let me not to the marriage of true minds tence or clause across a line Admit impediments. Love...

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is not Love break ● And needy nothing trimm'd in jollity, And purest faith unhappily forsworn || Death, that hath suck'd the honey of thy breath That time of year thou mayst in me be- hold" (compares himself to winter) intensifies the overall meaning adds rhythm to the passage connects aspects, adds rea- sons reinforce certain ideas within the lines maintains a rhythm that is stronger than perpetual end- stopping can increase the pace/ speed (makes the reader - ● of the poem rush to the next line to make sense of the first - increased speed + increased ambiguity = confusion enables flow of thought (instead of clunky end- stopped lines, which disrupt the momentum of performance) - create a vivid picture in the readers' mind makes the audience under- stand a lesser known element by giving them a better known metaphor chiasm / chiasmus antithesis/ juxtaposition oxymoron hyperbole a reversal of grammatical structures in successive phrases or clauses ↳ Often combined with antithesis positioning two contrary ideal next to each other usually combined with parallelism ● - -word conjunction of two words, with contrary meanings - deliberate exaggeration - boldly overstated or exagge- rated claim | statement "1 0 Fair is foul and foul is fair. Antimetabole (chiasmus the words are repeated) 11 - (1 - ( - , where To err is humoh; to forgive devine " "To be, or not to be "What he has lost, noble Macbeth defining it's opposite has wop. can make it obvious idea is better (1 creates only two sidel of an argument for the Listener to consider and then leads the listener to favor one side of the gument / idea. 1 helps define concepts through contrast and develop - Why then, O brawling love! O loving hate paradox (1 0 heavy lightness! serious vanity!" understanding of something through old news" / "silent scream" / "bitter--creates dramatic effect sweet" can be used to create - as- ( which Raised in the woods, so he knew - adds emphasis without the in- tention of being true "1 ev'ry tree" - "Will all great Neptune's ocean wash Serious, comic, ironic effect this blood / Clean from my hand? (...)" - dramatisel a problem can reveal a deeper truth personification animals, plants, or even inah- imate objects are given human qualities metonymy synecdoche A word is replaced by some- thing that is closely related of one of the attributes a part represents the whole or the whole represents a part (1 The brightness of her cheeks would shame those stars 11 That birds would sing and think it were not night (1 11 "1 businessmensuits king queen crown The western wave also friends, countrymen and Romans, 11 Lend me your ears → listen to me synecdoche wave ocean •" head "→ for person (1 all hands on deck" was all aflame. " 11 the whole edr of Denmark" (1 - can make descriptions more Vivid, or can help readers. understand, sympathise with, or redct emotionally to non- human characters. - creates concrete and vivid images in the place of general- ities. emphasize particular qualities of the object in question make the reader think -