95ZJ
10+ year member
The Resident Ginger
What do you mean by stanzaic development? There are no stanzas in a sonnet.
Simile would be in line 6 and/or 11 if anywhere
Assonance would be in line 4
Simile would be in line 6 and/or 11 if anywhere
Assonance would be in line 4
- Thread Starter
- #4
as my teacher put it, a stanza could also be called quatrain and each quatrain is four lines. As for the stanzaic development I've searched everything and can't even get a definition on it...
Thanks for the help guys!
Thanks for the help guys!
what?
- Thread Starter
- #6
alright....
That time of year thou mayst in me behold
When yellow leaves, or none, or few, do hang
Upon those boughs which shake against the cold,
Bare ruin'd choirs, where late the sweet birds sang.
that is a quatrain, which could also be called a stanza
In me thou seest the twilight of such day
As after sunset fadeth in the west,
Which by and by black night doth take away,
Death's second self, that seals up all in rest.
this the second quatrain
In me thou see'st the glowing of such fire
That on the ashes of his youth doth lie,
As the death-bed whereon it must expire
Consumed with that which it was nourish'd by.
this is the final quatrain
This thou perceivest, which makes thy love more strong,
To love that well which thou must leave ere long.
and that is the final couplet
That time of year thou mayst in me behold
When yellow leaves, or none, or few, do hang
Upon those boughs which shake against the cold,
Bare ruin'd choirs, where late the sweet birds sang.
that is a quatrain, which could also be called a stanza
In me thou seest the twilight of such day
As after sunset fadeth in the west,
Which by and by black night doth take away,
Death's second self, that seals up all in rest.
this the second quatrain
In me thou see'st the glowing of such fire
That on the ashes of his youth doth lie,
As the death-bed whereon it must expire
Consumed with that which it was nourish'd by.
this is the final quatrain
This thou perceivest, which makes thy love more strong,
To love that well which thou must leave ere long.
and that is the final couplet
This is what's known as an English Sonnet, ie. 3 quatrains and a couplet (Italian Sonnets have an octave and a sestet; 14 lines total for either style). Sonnet 73 is predominantly iambic pentameter.
I don't think many people use the term "stanzaic development" for anything in English.
It should also be noted that Shakespeare's 73rd sonnet does not actually contain any similes; rather, it uses a series of metaphors.
Most notably, he compares age to the passing of the seasons (specifically late fall compared to late in life). He compares age to the rising and setting of the sun (specifically dusk compared to late in life). He also compares a burning fire whose only remnants are ashes to an old man near death.
The final couplet is important: Shakespeare acknowledges that their love is stronger because the other party knows he will soon pass on and their mortal relationship will be severed, and yet loves him anyways.
The 4th line of the first quatrain is often misunderstood: it is a reference to the Christian church where monks would sing psalms (for the life of me I can't remember what the ritual is called) every ~3 hours, making them "sweet birds [that] sang [late]".
I don't think many people use the term "stanzaic development" for anything in English.
It should also be noted that Shakespeare's 73rd sonnet does not actually contain any similes; rather, it uses a series of metaphors.
Most notably, he compares age to the passing of the seasons (specifically late fall compared to late in life). He compares age to the rising and setting of the sun (specifically dusk compared to late in life). He also compares a burning fire whose only remnants are ashes to an old man near death.
The final couplet is important: Shakespeare acknowledges that their love is stronger because the other party knows he will soon pass on and their mortal relationship will be severed, and yet loves him anyways.
The 4th line of the first quatrain is often misunderstood: it is a reference to the Christian church where monks would sing psalms (for the life of me I can't remember what the ritual is called) every ~3 hours, making them "sweet birds [that] sang [late]".
- Thread Starter
- #8
I wish I could tell my professor that there are no similies, I wonder what he'd say? we have to define Alliteration and Assonance and then using specific evidence from the poem and respective line numbers to idetify one of each of those....
1. A shakesperean sonnet uses a fixed pattern of rime, meter, and stanzaic development.
For each of these three elements you must:
a. Accurately identify the general pattern, and do so by using the appropriate literary terms.
Because the poems stanziac development is the most complicated of these elements, its identification must address both form and content
Define Metaphor and Simile, using specific evidence from peom and line number. Identify one simile and two metaphors in this poem; and, for each one ypu identify, state the precise comparison being made.
The speaker
1. Using specific evidence from the poem and respective line numbers...
a. Describe the speakers age and physical condition
b. Identify what issues are foremost on the speakers mind.
c. Tell me what conclusion the speaker reaches about these concerns at the poems end.
I have the rime, meter, Alliteration, the metaphors, and I know the speakers entire part...But I still don't know the assonance, similie, and the stanzaic development.
1. A shakesperean sonnet uses a fixed pattern of rime, meter, and stanzaic development.
For each of these three elements you must:
a. Accurately identify the general pattern, and do so by using the appropriate literary terms.
Because the poems stanziac development is the most complicated of these elements, its identification must address both form and content
Define Metaphor and Simile, using specific evidence from peom and line number. Identify one simile and two metaphors in this poem; and, for each one ypu identify, state the precise comparison being made.
The speaker
1. Using specific evidence from the poem and respective line numbers...
a. Describe the speakers age and physical condition
b. Identify what issues are foremost on the speakers mind.
c. Tell me what conclusion the speaker reaches about these concerns at the poems end.
I have the rime, meter, Alliteration, the metaphors, and I know the speakers entire part...But I still don't know the assonance, similie, and the stanzaic development.
- Thread Starter
- #9
i can't see the assonance in line 4....How do you break up the stressed and unstressed sylables?
there are four hard "a" sounds in that line. If you need it all to be on one half of the iamb, then I don't see any assonance in the poem
- Thread Starter
- #11
Alright, I just wasn't sure on how to break it between the stressed and then unstressed sylables...
- Thread Starter
- #12
Bare ruined choirs, where late the sweet birds sang
how does that sound for a simile?
I believe it to be comparing the tree to a church because ruined monastery choirs are places in which to sing, because they involve sitting in a row, because they are made of wood....its all I have....
how does that sound for a simile?
I believe it to be comparing the tree to a church because ruined monastery choirs are places in which to sing, because they involve sitting in a row, because they are made of wood....its all I have....
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