Compare the Ways Love Is Presented in 'Sonnet 43' and 'Ghazal'

Since the beginning of human existence love has earned a meaning of pure bliss and wild passion between two people that cannot be broken. Through out time the meaning of love has had its slight shifts but for the most part, maintains a positive value. In the poem “Love Should Grow Up Like a Wild Iris in the Fields,” the author, Susan Griffin expresses that this long lost concept of love is often concealed by the madness of everyday life and reality. In the poem, Griffin uses many literary elements to help convey the importance of true love. The usage of imagery, symbolism, and other literary techniques really help communicate Griffins’ meaning

In like manner, the last verse in Neruda’s sonnet, “My love: I love you for clarity, your dark” could be interpreted to mean that the speaker loves his beloved to continue being a mystery for him in so that he could find more beautiful qualities about her by focusing on her unattractive qualities first. Similarly, Shakespeare’s last couplet, “And yet, by heaven, I think my love as rare as any she belied with false compare” display’s the speaker’s love for what is real rather than how his beloved ought to be. In brief, the imagery plays a huge part within both sonnets because it can give readers insight as to how the speakers think.

communicates two interpretations concerning Both poems describe the behavior of people who are in loving, romantic relationships. There are several aspects common in both poems. Using the literary technique of dramatic dialogue, the author reveals the plot and central idea of each poem. Robert Browning tells each poetic story through a single speaker. Both poems reveal an account in which the admirer kills the object of his love. This paper will compare and contrast the following characteristics: the setting, the speaker, the mood and tone, and theme found "My

Hardy initially uses similes to illustrate the bleak landscape, referring to the “sun [as] white” and leaves as “grey”, to emphasise his sorrowful opinion of love. Specific diction of bleak words strongly communicates his message of love being hopeless and sorrowful. He also uses personification of “starving sod”, to allude that the earth is frozen and desiring nutrients which it lacks. This creates an undesirable setting and mood of despair and sorrow expressing how he perceives love. In contrast, Browning orientates an inviting, cheerful setting through the use of similes. The scene is vibrant with “little waves that leap” and “warm sea-scented beach[es]”, allowing the reader to perceive it as joyful. This illustrates how he regards love as an uplifting experience, which brings people together. He structures his poem with no stanzas, allowing for the reader to follow the radiant journey of love. In contrast, Hardy includes stanzas allowing him to express his message though new topics. They consist of the bleak setting, his former partners eyes, her bitter smile and his message of how all love disappoints. He includes an enclosed rhyme scheme, presenting the entrapment of love, expressing no freedom and joy in relationships. In opposition, Browning uses anaphora of “and” to express how the speaker’s mind is not in the moment, looking ahead to the future where they reunite with their lover. It is evident that Hardy conveys his message of love as sorrowful and full of despair, in contrast Browning message reveals love as gracious and

The Sonnet sequence also involves the idea of identity with Barrett Browning coming to terms with her emerging sexuality and realisation of love. The sequence was written by Barrett Browning thus providing a personal voice to the sonnets allowing a portrayal of the sequence of events of her personal identity and expression of love. Throughout the sonnet sequence Browning develops a stronger sense and realisation of her love for Robert, hence shaping her identity. By sonnet 43 a series of elements introduced by the simple phrase “I love thee” where the repetition intensifies the affirmation, she declares that her love is free and pure and possesses passion. Most importantly Browning now holds a sense of identity as she has achieved her idealized type of love.

In Sonnet 13 by Elizabeth Barrett Browning, the beloved wants the speaker to transcribe the feelings that she has for him in a sonnet. However, even though she knows that her feelings are real, she is not yet comfortable with declaring her love in such a way. In her sonnet, Browning compares what she is feeling to a lit torch in rough winds: “And hold the torch out, while the winds are rough, / Between our faces, to cast light on each?— / I drop it at thy feet” (3-5). In this metaphor, the torch acts to enlighten what is between both Browning and her beloved. Except, with external forces (such as the rough winds) battling against her increasing emotions, she feels as though she must focus on protecting her feelings. By the end of this quote, Browning drops the torch, thus representing the fact that she can’t go through with describing what she feels for her beloved. Ultimately, she tells her love, “My hand to hold my spirit so far off / From myself—me—that I should bring thee proof / In words, of love hid in me out of reach” (6-8). Here, she states that she can’t go through with risking herself. For now, he will have to settle with silence as his only answer. Simply by evaluating Browning’s response, we can see how much she cares for her beloved. First off, she worries about the possibility of risking or changing the strong emotions she has. Additionally, she believes that, given her profoundly heartfelt emotions, she will not be able to accurately depict their significance.

A significantly powerful emotion, love, possessing the ability to transform a live to the greatest but also destroy. The concepts of idealised love have been expressed in texts throughout history, and each is relevant to their specific periods and specific value systems. This can be seen in both, Elizabeth Barrett Browning’s (EBB) poetry ‘Sonnets from the Portuguese’, 1845 and F. Scott Fitzgerald’s novel ‘The Great Gatsby’, 1925 which explore in depth the similar perspectives of ideal love, although the context that surrounds each text reshapes the composer’s viewpoint. Barrett Browning explores a romantic vision of love and enhances our perception of this interpersonal human emotion through a rebellion of the unbending principles of the Victorian

In her book Recollections, Browning describes what poetry means to herself. She explained that it “became a distinct object with me; an object to read, think, and live for” (Preston xii). Browning was described as a strong woman-poet who had little to no training. She came from the “Italian hills into a prim English feminine household, and inevitably assuming there that attitude of superiority to

Compare how the poets present love in “Nettles” and in one other poem from the Relationships cluster.

Line 2. Her love is as real as the three dimensions of all physical things.

Hence, she appraises the responder of how Robert Browning, her lover, has given her a new life and hope “in all her green” for the future. The pleasure and ecstasy she experiences due to his passion are further expressed through the repetition of “Say thou dost love me, love me, love me”. This conveys her excitement and deep infatuation with Robert. It also suggests the joy Robert has given her. Therefore, EBB communicates to the responder how influential true love is and how it can change one’s life forever.

In this compare and contrast essay I will compare four poems in detail and mention two in the passing to find similarities and differences. The poems and sonnets I have chosen to compare are ‘Porphyria’s Lover’ and ‘My Last Duchess’ by Robert Browning and Sonnet 18 and Sonnet 130 by William Shakespeare

Both of these works contain the unique ability, as portrayed by Browning, to create a deep fictional psyche that displays the strange relationship between man and woman. This relationship is displayed as one full of pain, jealousy, rejection and happiness, the majority of these emotion are contained in love and marriage. From this the reader can infer the nature of love being the conquering of class distinction and marriage involves sexist male inhibitions. Insecurities are seen in both poems and are evident in the perspective voices of the male protagonists, who are seen as incapable to handle their aggressive and possessive natures when it comes to love and marriage. Browning seems to be demonstrating the side of relationships avoided previously by Romantics and in doing so shows the negative implication on seemingly unruly

The society around her attempted to suppress her creativity, yet she continued to fight against them through her words. In her poem “The Soul's Expression” she narrates her “struggle to deliver” what she believes to the extent that she has “stammering lips and [an] insufficient sound” (Browning “The Soul's Expression”). Through her poems she is able, to express her feelings of deprivation in regards to women’s basic human rights, which have been so intensely denied. Browning asserts herself as a strong, unconventional woman with a “right to work and be independent” (The British Library).

The poem “How Do I Love Thee”, by Elizabeth Barrett Browning, and “What Lips My Lips Have Kissed”, by Edna Vincent Millay are both well-known poems that both have themes of love. (LIT, Kirszner & Mandell, Pg. 490). In both poems the poet helps the reader experience a lot of emotion with the use of certain words. There are speakers in both poems. In Mrs. Browning’s poem, the speaker is undefined, leaving open that the speaker could be a he or she. Millay’s poem which is written in first person, the speaker is more defined leading the reader to believe it is a she who is talking about love in the past tense. Both poems are sonnets written with fourteen lines, and written in Italian style. When comparing these poems we will be looking at the use of rhyme scheme and metaphors and how they were used to express emotions in these two sonnet poems.