Tangible Memory In Shakespeare's Sonnet 55 By William Shakespeare

One way the poets explore the idea of love and loss is through the use of language. Christina rossetti starts her poem of with the use of the word “remember”, which evokes the sense that she will be gone and gives her lover the instructions to have her in mind when she is gone which highlights the loss that is occurring between the lovers. The use of the word “remember” creates a sense that an eternal loss is taking place between the lovers as it seems like she will become a past memory which her lover will only “remember.” the word “remember” also runs , like a refrain, throughout the sonnet through the use of repetition and seems as if the power decreases throughout the poem which portrays an image as if the voice and memory of the speaker is fading from life, further portraying the idea of loss that is occurring between the lovers.the repetition of the word “remember” also allows the reader to pay close attention to

Throughout many of his 154 sonnets, William Shakespeare wrestled with complex ideas of life in the unstoppable stream of time and the brilliant loves which consume it. Shakespeare’s Sonnet 64 provides a potent synthesis of these ideas as he laments over human impermanence and time everlasting which displays his fear for his death and more significantly, the death of his lover which he perceives as the worst consequence of time’s perpetuity, thus expressing his love. Throughout the poem, Shakespeare explains how time is constantly moving forward by showing its ruinous outcomes and destructive power. Additionally, he reinforces the inescapability of time by citing the cyclical patterns of nature. Shakespeare uses these powerful and travailing

In Sonnet 12 Shakespeare uses negative quotes and text such as "borne", "do themselves forsake", "die as fast as they see others grow", "nothing against times scythe can make defence", "save breed to brave him when he takes thee hence", these all represent the sad and depressing tone in the sonnet. The text "nothing will live forever, time destroys everything" and "beauty can't last forever" both capture time taking away youth. The symbol of a man with the sun in his hand represents the sun/summer being taken away, summer represents happiness for it is the time to go on holidays and have fun whereas winter represents sadness and sickness since people get a cold or the flu during that time of year. The choices of text, quotes and symbols in the transformed sonnet helps the modern viewer get the idea of Shakespeare's sonnet in a

Sonnets 60 and 64 are about the effects of time. This is a recurrent theme in Shakespeare's poems. Through the use of imagery, Shakespeare provides relatable experiences to describe the passage of time. Sonnet 60 provides three examples of the passage of time the first is waves moving towards a shore, the second is a child growing to maturity, and the third is time's effects on the beauty of youth. Sonnet 64 provides three of Shakespeare's personal experiences the first is time's effects on towers and brass, the second is the ocean and a shore, the third is the change of condition of things. Both sonnets have similarities and differences in themes, structure, and speech acts.

The majority of poems and sonnets we have read, starting back from the first sonnet to today’s modern writers. They can be said to describe as a moment’s monument. As they describe a time of hurt, happiness or a memory in that was once enjoyed that has been put into words. I am going to discuss the meaning behind, what a moment’s monument is. I am also going to find out between two sonnets, The Forge and Love deaths and the changing of the season. Weather they answer the question “the sonnet has been described as a moment’s monument’.

‘Sonnet 116’ by William Shakespeare and ‘What Lips My Lips Have Kissed, And Where, And Why” by Edna St. Vincent Millay are both sonnets that discuss companionship and a glimpse of the poets’ experiences. In ‘Sonnet 116’, Shakespeare illustrates how capability is weakened by its metaphysical stereotype and ideals such as, love which never seems to wither away according to Shakespeare while on the contrary, in ‘What Lips My Lips Have Kissed, And Where, And Why” Millay feeds on the chaos between the ideal of love and its harsh reality, heartbreak. Both poets seem to be love struck but there is a significant difference in the two. I will compare and contrast ‘Sonnet 116’ by William Shakespeare and ‘What Lips My Lips Have Kissed, And Where, And Why” by Edna St. Vincent Millay. I will also inquire and analyze why this particular form of poetry established different effects.

The poem itself has a lot of metaphors hidden within which shows Shakespeare's true brilliance. The structure of the poem compares the beautiful lover (perhaps his wife) to the warm and bright summer’s day. Each time I re-read it, I will always find new metaphors that will make me want to read it again and again. Even though it is a typical sonnet, I didn't choose it for the obvious reasons. This poem is well-known, but it is only well known because of the mastery and brilliance of its meaning. I chose this poem because of how beautiful it is and how William seemed to hit the perfect Summer’s Day within the image of his lover.

The way that this poem is a Shakespearean sonnet, is in the way that it has 14 lines, there’s iambic pentameter, and follows the rhyme scheme of abab cdcd efef gg. There are several literary devices in the poem above. There’s an allusion to the River of Lethe, which is a river in Greek mythology, indicating that if one drinks from it, would cause forgetfulness. The memories that the speaker has about her lover, would be gone – and she would finally forget him. But yet there seems to be this irony, as the speaker claims she will forget him, but yet finds herself reflecting on these memories.

In “Sonnet 93” by William Shakespeare, the speaker has an honest love for his significant other. He seems a little confused and has uncertainty coming from his partner and starts to question their relationship. The speaker is focused on how things look on the outside isn’t always the same as on the inside.  Some people may seem sweet and innocent on the outside, but are evil and cruel on the inside.  Shakespeare uses diction, allusion, imagery, and form and structure in his sonnet to illustrate how people aren’t the same on the outside as on the inside.

Here is a sonnet in the spirit of Bob Dylan, from the days of folk, and attempting to illustrate what I mean about memorable. This poem incorporates multiple patterns as well as the usual mnemonic devices sonnets employ. None of these would compel anyone to remember unless they liked the sonnet. But if they did, they could, as easily as any of us remember the words of our favorite songs.

The sonnet’s first comparison is that of a tree that’s leaves are scarce because it is the winter time. The leaves fall and the tree appears naked and dead; its time of prospering is over. This tree is much like the dying man in that as his internal workings slow down, his outer appearance changes. Shakespeare’s next analogy of the man is a sunset that has “fadeth in the west” (6). A sunset is one of the most striking images that the earth can conjure up. The man has shined like the sun all his life, but now that he approaches his own twilight, he’ll be taken by the darkness. The final metaphor is different because it speaks of being consumed by that which was helpful during life. The “glowing of such fire” no longer nourishes and strengthens as it did when he was young (9). It now mercilessly burns him in ignorance it is killing that which keeps it

The lesson to be learned in this specific sonnet is the idea of the immortality of literature. The entire poem is masked by the idea of praise for the addressee. The language of the poem, the destructiveness, suggests the survivability of the poem itself. Shakespeare is using

Shakespeare’s sonnet 60 expresses the inevitable end that comes with time and uses this dark truth to express his hopefulness that his poetry will carry his beloved’s beauty and worth into the future in some way so that it may never die. This love poem is, as all sonnets are, fourteen lines. Three quatrains form these fourteen lines, and each quatrain consists of two lines. Furthermore, the last two lines that follow these quatrains are known as the couplet. This sonnet has the rhyme scheme of ABAB CDCD EFEF GG, as most Shakespearean sonnets follow. In each of the three quatrains, Shakespeare discusses a different idea. In this particular sonnet, the idea is how time continues to pass on, causing everything to die. The couplet connects these ideas to one central theme, this theme being Shakespeare’s hope for the beauty of his beloved’s immortality through his poetry’s continuation into future times.

     The sonnet, being one of the most traditional and recognized forms of poetry, has been used and altered in many time periods by writers to convey different messages to the audience. The strict constraints of the form have often been used to parallel the subject in the poem. Many times, the first three quatrains introduce the subject and build on one another, showing progression in the poem. The final couplet brings closure to the poem by bringing the main ideas together. On other occasions, the couplet makes a statement of irony or refutes the main idea with a counter statement. It leaves the reader with a last impression of what the author is trying to say.

During the Renaissance period, most poets were writing love poems about their lovers/mistresses. The poets of this time often compared love to high, unrealistic, and unattainable beauty. Shakespeare, in his sonnet 18, continues the tradition of his time by comparing the speakers' love/mistress to the summer time of the year. It is during this time of the year that the flowers and the nature that surround them are at there peak for beauty. The theme of the poem is to show the speakers true interpretation of beauty. Beauties worst enemy is time and although beauty might fade it can still live on through a person's memory or words of a poem. The speaker realizes that beauty, like the subject of the poem, will remain perfect not in the