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Shakespearean Sonnets

Shakespearean Sonnets

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Luisa

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Shakespearean Sonnets

 Sonnet Analysis
→ introduction:
The given sonnet ".." was written by the English poet
William Shakespeare and first published
and
playwrigh

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Structure of Shakespearean Sonnets, Background knowledge, sonnet analysis

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Sonnet Analysis → introduction: The given sonnet ".." was written by the English poet William Shakespeare and first published and playwright in 1609 in the Elizabeathan tra. It deals with... → formal analysis: Sonnet meter rhyme scheme 1 - → content, structure, stilistic devices: Strophenweise mit einander verknüpfen Absatz zwischen Analyse unterschiedlicher Strophen - - structure zu content structure: in how far is the content connected to the structure Of the sonnet ? question solution model ? - is there an antithesis between the content of two stanzas ? (Gegenbehauptung) -new quatrain adds new aspect to the train of thought lauthor's argumentation conclusion ? summary? (→ last couplet) zu stilistic devices: - connection between content and devices? the meaning of the content explained by stilistic devices ? ↳ How can be → metaphor: creates clear picture in reader's head comparison creates image' → exclamation: "!" demonstrate a contrast /stress it express importance ⇒enjambement: demonstrate fluency / motion I movement verses by missing punctuation connect → personification: emphasize an image world field: create atmosphere (positive/negative ?) → rethorical question: helps to support structure → conclusion: Fazit zum Schwerpunkt zur Auf- gabenstellung Sonnet analysis → Useful phrases - puts forward - uses the argument that - grounds arguments on.. rejects this by..... - illustrates ( supports this by... - refers to. - makes use of... ..is used - this stands for symbolizes the words... evoke associations of... he shows... by repeating... - it been show / demonstrated cated 1 - in - ..to - he states that... -... Used has order to... - get his point clear... ... - to create... to stress to demonstrate. he makes clear that... -...

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Furthermore, Moreover, Additionally - Nevertheless, Therefore Since - due to / caused by as a consequence - Thus,... (folglich) - This is why - Taking.. into consideration -... to get his message accross Shakespearean Sonnets - Shakespeare wrote a sequence of 154 sonnets all of them were published by a publisher in 1609 ↳ all of them centre around the theme of human relationships → Structure: three quatrains alternating/ cross rhyme a rhyming couplet! meter: iambic pentameter → language: thou = You thee you [00] [ou]] [4 thine yours thee = yours = ان با f e text for exam: The poem is a typical Shakespearean sonnet, which means and that it consists of three quatrains (v. 1-12) one couplet (V. 13-14). It is written in iambic parameter (cf.V....), the usual metre of Shakespeare's sonnets. Also the rhyme scheme is constantly build up of a cross rhyme (cf. V. 1-12) and only changes to a couple rhyme in the last couplet (cf. v. 13-14). Within the strict boundaries of this form, the Speaker unfolds his train of thought and offers a clear structure to make his arguments more understandable. → this structure corres- ponds to the line of argumentation devel- loped in the sonnet. 'tis = it is know'st krow it each quatrain adds a new aspect to the line of thought → final couplet; conclusion couple drawn from the argu- 9 Jrhyme ments before = Or the thesis of the first quatrain is complemen- ted an antithesis in the 2nd/3rd quatrain by hath = has decease = dying →1. The fair Youth Sonnets Sonnets 1 - 126: whom They are all addressed to a young man with the poet has a deep & loving friendship. Some are unabashedly homo-erotic -others display a wistful sensuality → first 17 S.: encourage the young man to marry. and bear children then the Obsession begins to grow comes more sexually orientated → 2. The Dark Lady Sonnets, Sonnets 127-152: and - In sonnet 127, the so-called "dark lady" enters and immediately becomes the object of the poet's desire. be- dark= her hair, her facial features/character - Some are unbasenedly mysogynistic, full of lin- gering physical detail and explore the consuming destructive power of lust. and ↳ When dark lady enters the tone alters, becomes more tormented and idealisation gives way the concrete 3. The Greek 153 and 154: relationship: Obsessive, rapt, hate-driven ↳dark lady and the fair youth are engaged in some sort of sexual dalliance with each other Sonnets to have no resemblance to the Fair Youth- and Dark Lady - sequence. They stand alone and draw upon the Roman myth of Cupid. to overcome time's destructiveness → the immortality motif: - it tries - ex: love stays forever, doesn't change over time Should poetry stay part of modern School lessons ? Pro -poetry I shakespeare's poetry is part of common/basic knowledge ↳ also historical knowledge -you learn about language, culture and emotions - everyone can interprete some thing different: no right or wrong -everyone can start thinking for themselves (explain topic) -question ? → Hauptreil : 1. Firstly I'd like to mention... 2. Furthermore... 3. Another point is... 4. In addition, - you learn how to express no real need: yourself poetically/artistically you even only have study poeteld an advantage will later (but that's only big minority) 5. It should be mentioned... 6. Nevertheless, it should be thought about... Contra is more important know- 7. Moreover... 8. in rejection of the idea that.... → Examples: → there needs to be pro- ledge that vided in school i more im- portant topics → introduction: -As we all know, it is commonly ↳ more important to learn free speaking skills discussed... → the language is old and not Spoken today, it's hard to understand - For example / instance... - Let me give you a couple of ex. - Just think of →Conclusion: - with respect to the arguments above... causes less interest 4 spelling / grammar today is different mostly students have to follow teacher's interpretation and they can't be creative by them- selves a lot of bad grades. → no need to learn it in every language (German, English, Italian French etc.) → other tex+forms are more important: argumentations, reports, letters → lack of suitability because there is no relation to today's reality

Englisch /

Shakespearean Sonnets

Shakespearean Sonnets

user profile picture

Luisa

24 Followers
 

Englisch

 

12

Lernzettel

Shakespearean Sonnets

Dieser Inhalt ist nur in der Knowunity App verfügbar.

 Sonnet Analysis
→ introduction:
The given sonnet ".." was written by the English poet
William Shakespeare and first published
and
playwrigh

App öffnen

Teilen

Speichern

123

Kommentare (1)

I

So ein schöner Lernzettel 😍😍 super nützlich und hilfreich!

Structure of Shakespearean Sonnets, Background knowledge, sonnet analysis

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Mehr

Sonnet Analysis → introduction: The given sonnet ".." was written by the English poet William Shakespeare and first published and playwright in 1609 in the Elizabeathan tra. It deals with... → formal analysis: Sonnet meter rhyme scheme 1 - → content, structure, stilistic devices: Strophenweise mit einander verknüpfen Absatz zwischen Analyse unterschiedlicher Strophen - - structure zu content structure: in how far is the content connected to the structure Of the sonnet ? question solution model ? - is there an antithesis between the content of two stanzas ? (Gegenbehauptung) -new quatrain adds new aspect to the train of thought lauthor's argumentation conclusion ? summary? (→ last couplet) zu stilistic devices: - connection between content and devices? the meaning of the content explained by stilistic devices ? ↳ How can be → metaphor: creates clear picture in reader's head comparison creates image' → exclamation: "!" demonstrate a contrast /stress it express importance ⇒enjambement: demonstrate fluency / motion I movement verses by missing punctuation connect → personification: emphasize an image world field: create atmosphere (positive/negative ?) → rethorical question: helps to support structure → conclusion: Fazit zum Schwerpunkt zur Auf- gabenstellung Sonnet analysis → Useful phrases - puts forward - uses the argument that - grounds arguments on.. rejects this by..... - illustrates ( supports this by... - refers to. - makes use of... ..is used - this stands for symbolizes the words... evoke associations of... he shows... by repeating... - it been show / demonstrated cated 1 - in - ..to - he states that... -... Used has order to... - get his point clear... ... - to create... to stress to demonstrate. he makes clear that... -...

Nichts passendes dabei? Erkunde andere Fachbereiche.

Mit uns zu mehr Spaß am Lernen

Hilfe bei den Hausaufgaben

Mit dem Fragen-Feature hast du die Möglichkeit, jederzeit Fragen zu stellen und Antworten von anderen Schüler:innen zu erhalten.

Gemeinsam lernen

Mit Knowunity erhältest du Lerninhalte von anderen Schüler:innen auf eine moderne und gewohnte Art und Weise, um bestmöglich zu lernen. Schüler:innen teilen ihr Wissen, tauschen sich aus und helfen sich gegenseitig.

Sicher und geprüft

Ob Zusammenfassungen, Übungen oder Lernzettel - Knowunity kuratiert alle Inhalte und schafft eine sichere Lernumgebung zu der Ihr Kind jederzeit Zugang hat.

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Alternativer Bildtext:

Furthermore, Moreover, Additionally - Nevertheless, Therefore Since - due to / caused by as a consequence - Thus,... (folglich) - This is why - Taking.. into consideration -... to get his message accross Shakespearean Sonnets - Shakespeare wrote a sequence of 154 sonnets all of them were published by a publisher in 1609 ↳ all of them centre around the theme of human relationships → Structure: three quatrains alternating/ cross rhyme a rhyming couplet! meter: iambic pentameter → language: thou = You thee you [00] [ou]] [4 thine yours thee = yours = ان با f e text for exam: The poem is a typical Shakespearean sonnet, which means and that it consists of three quatrains (v. 1-12) one couplet (V. 13-14). It is written in iambic parameter (cf.V....), the usual metre of Shakespeare's sonnets. Also the rhyme scheme is constantly build up of a cross rhyme (cf. V. 1-12) and only changes to a couple rhyme in the last couplet (cf. v. 13-14). Within the strict boundaries of this form, the Speaker unfolds his train of thought and offers a clear structure to make his arguments more understandable. → this structure corres- ponds to the line of argumentation devel- loped in the sonnet. 'tis = it is know'st krow it each quatrain adds a new aspect to the line of thought → final couplet; conclusion couple drawn from the argu- 9 Jrhyme ments before = Or the thesis of the first quatrain is complemen- ted an antithesis in the 2nd/3rd quatrain by hath = has decease = dying →1. The fair Youth Sonnets Sonnets 1 - 126: whom They are all addressed to a young man with the poet has a deep & loving friendship. Some are unabashedly homo-erotic -others display a wistful sensuality → first 17 S.: encourage the young man to marry. and bear children then the Obsession begins to grow comes more sexually orientated → 2. The Dark Lady Sonnets, Sonnets 127-152: and - In sonnet 127, the so-called "dark lady" enters and immediately becomes the object of the poet's desire. be- dark= her hair, her facial features/character - Some are unbasenedly mysogynistic, full of lin- gering physical detail and explore the consuming destructive power of lust. and ↳ When dark lady enters the tone alters, becomes more tormented and idealisation gives way the concrete 3. The Greek 153 and 154: relationship: Obsessive, rapt, hate-driven ↳dark lady and the fair youth are engaged in some sort of sexual dalliance with each other Sonnets to have no resemblance to the Fair Youth- and Dark Lady - sequence. They stand alone and draw upon the Roman myth of Cupid. to overcome time's destructiveness → the immortality motif: - it tries - ex: love stays forever, doesn't change over time Should poetry stay part of modern School lessons ? Pro -poetry I shakespeare's poetry is part of common/basic knowledge ↳ also historical knowledge -you learn about language, culture and emotions - everyone can interprete some thing different: no right or wrong -everyone can start thinking for themselves (explain topic) -question ? → Hauptreil : 1. Firstly I'd like to mention... 2. Furthermore... 3. Another point is... 4. In addition, - you learn how to express no real need: yourself poetically/artistically you even only have study poeteld an advantage will later (but that's only big minority) 5. It should be mentioned... 6. Nevertheless, it should be thought about... Contra is more important know- 7. Moreover... 8. in rejection of the idea that.... → Examples: → there needs to be pro- ledge that vided in school i more im- portant topics → introduction: -As we all know, it is commonly ↳ more important to learn free speaking skills discussed... → the language is old and not Spoken today, it's hard to understand - For example / instance... - Let me give you a couple of ex. - Just think of →Conclusion: - with respect to the arguments above... causes less interest 4 spelling / grammar today is different mostly students have to follow teacher's interpretation and they can't be creative by them- selves a lot of bad grades. → no need to learn it in every language (German, English, Italian French etc.) → other tex+forms are more important: argumentations, reports, letters → lack of suitability because there is no relation to today's reality