This summary provides an overview of 3 poems by Edmund Spenser from the document:
1) "Fair is my love, when her fair golden hairs" describes the physical beauty of a woman the author finds attractive, focusing on different parts of her appearance and body.
2) "Sonnet 34" uses a metaphor of the author feeling lost at sea without his lover's guidance, wandering in a storm until he hopes her light will shine on him again.
3) "Sonnet 26" lists several sweet but bittersweet things in nature, concluding that pleasures obtained with pain are more valued and desired.
Shakespeare wrote 154 sonnets. His sonnets talk about love, friendship etc.The sonnets to the young man express overwhelming, obsessional love. The main cause of debate has always been whether it remained platonic or became physical.The first 17 poems, traditionally called the procreation sonnets, are addressed to the young man urging him to marry and have children in order to immortalize his beauty by passing it to the next generation.Other sonnets express the speaker's love for the young man; brood upon loneliness, death, and the transience of life; seem to criticise the young man for preferring a rival poet; express ambiguous feelings for the speaker's mistress; and pun on the poet's name. The final two sonnets are allegorical treatments of Greek epigrams referring to the "little love-god" Cupid.
Shakespeare wrote 154 sonnets. His sonnets talk about love, friendship etc.The sonnets to the young man express overwhelming, obsessional love. The main cause of debate has always been whether it remained platonic or became physical.The first 17 poems, traditionally called the procreation sonnets, are addressed to the young man urging him to marry and have children in order to immortalize his beauty by passing it to the next generation.Other sonnets express the speaker's love for the young man; brood upon loneliness, death, and the transience of life; seem to criticise the young man for preferring a rival poet; express ambiguous feelings for the speaker's mistress; and pun on the poet's name. The final two sonnets are allegorical treatments of Greek epigrams referring to the "little love-god" Cupid.
The Sonnet (Poetry) is a PowerPoint presentation that briefly talks about what a sonnet is and its different forms/ patterns. This PPP is perfect for your high school class. It is recommendable to use the 2010 version of PowerPoint for a smooth use.
The Sonnet (Poetry) is a PowerPoint presentation that briefly talks about what a sonnet is and its different forms/ patterns. This PPP is perfect for your high school class. It is recommendable to use the 2010 version of PowerPoint for a smooth use.
As with narrative, there are "elements" of poetry that we can focus on to enrich our understanding of a particular poem or group of poems. These elements may include, voice, diction, imagery, figures of speech, symbolism and allegory, syntax, sound, rhythm and meter, and structure. While we may discuss these elements separately, please keep in mind that they are always acting simultaneously in a story. It is difficult, for example, to discuss voice without talking about imagery, sound, meter, diction and syntax. Above all, these elements reveal something about the poem's "theme," meaning, or function.
Voice: Speaker and Tone-
As DiYanni notes, tone refers to the poet's "implied attitude toward its subject. Tone is an abstraction we make from the details of a poem's language: the use of meter and rhyme; the inclusion of certain kinds of details and exclusion of other kinds; particular choices of words and sentence pattern, of imagery and of figurative language" (479). A poem could convey reverence toward its subject, or cynicism, fear, awe, disgust, regret, disappointment, passion, monotony, etc. Tone has a great deal to do with meaning, for a description of a parent would be radically different depending on a poet's attitude toward that parent.
Diction, Imagery, Figures of Speech, Symbolism and Allegory-
Simply put, diction refers to word choice and is intimately related to imagery and figures of speech because a poet chooses a word to achieve a certain sensory, emotional, or intellectual effect. Choosing "wandered," for example, suggests something different than, say, "walked around," "shuffled," "drifted," "floated," etc., for each word suggests a different attitude, image, or connection. Your job is to explore the possibilities, always broadening the meaning and linking it with other words and images. For example, placing words in new contexts creates metaphors, for the word suggests one meaning and the context another.
As noted earlier, word choices creates images, the "concrete representation of a sense impression, feeling, or idea. Images may invoke our sight, hearing, sense of smell and taste, and tactile perceptions." Imagery refers to a pattern of related details. When images form patterns of related details that convey an idea or feeling beyond what the images literally describe, we call them metaphorical or symbolic. The details suggest one thing in terms of another. For example, images of light often convey knowledge and life, while images of darkness suggest ignorance or death. This leap from one image to its symbolic counterpart is based on an interpretive act and must be done in context. For example, white is usually associated with purity, cleanliness, and virginity, but in Moby Dick the great whale is white and suggests absolute evil, but the use that symbolic color is consistent within the novel. Figures of speech refer to special kinds of language use.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
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It is possible to hide or invisible some fields in odoo. Commonly using âinvisibleâ attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Francesca Gottschalk from the OECDâs Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Edmund Spenser (1552 â 13 January 1599) was an English poet best known
for The Fairy Queen an epic poem and fantastical allegory celebrating the
Tudor dynasty and Elizabeth I. He is recognized as one of the premier
craftsmen of Modern English verse in its infancy, and is considered one of
the greatest poets in the English Language. Edmund Spenser published his
first important work, The Shepheardes Calender circa 1580. He also worked
for courtiers Robert Dudley and Arthur Lord Grey, deputy of Ireland. It is in
Ireland that Spenser wrote most of his masterwork, The Faerie Queene, a
multi-part epic poem which glorifies England and its language. The poem
pleased Queen Elizabeth I, who gave Spenser a small pension for life.
ABOUT THE POET
3. My love is like to ice, and I to fire:
how comes it then that this her cold so great
is not dissolved through my so hot desire,
but harder grows, the more I her entreat?
Or how comes it that my exceeding heat
is not delayed by her heart frozen cold,
but that I burn much more in boiling sweat,
and feel my flames augmented manifold?
What more miraculous thing may be told
that fire, which all thing melts, should harden
ice:
and ice which is congealed with senseless cold,
should kindle fire by wonderful device?
Such is the pow'r of love in gentle mind
that it can alter all the course of kind.
⢠The narrator tells about his undeniable
love for the woman.
⢠The narrator calls her heart frozen cold
because of her disregard of his existence.
⢠As the man allows himself to love the
woman more and more, her heart
becomes colder and colder, distancing
herself from the man.
SONNET 30
4. The narrator in the poem is helplessly in love
with a woman who does not have the same
feelings for him. While he constantly showers
her with love, affection and attention, all she
does is disregard his existence. Instead of
letting this discourage him, the man allows his
love for the woman to grow stronger, while
she seems to distance herself from him more.
The more he falls in love with her and the
more he tries to be with her, the colder her
heart becomes.
SONNET 30
5. One day I wrote her name upon the strand,
But came the waves and washed it away:
Again I wrote it with a second hand,
But came the tide, and made my pains his prey.
Vain man, said she, that doest in vain assay
A mortal thing so to immortalize,
For I myself shall like to this decay,
And eek my name be wiped out likewise.
Not so (quoth I), let baser things devise
To die in dust,
but you shall live by fame: My verse your virtues rare shall
eternize, And in the heavens write your glorious name.
Where whenas Death shall all the world subdue,
Out love shall live, and later life renew.
⢠The man attempts to forever etch his loverâs
name into the beach sand, but the waves wipe
it away.
⢠Trying to immortalize her the woman, she
claims that the manâs attempts were in vain.
⢠All manmade things are destroyed with time.
⢠He uses a rhyming scheme for this poem.
SONNET 75
6. This sonnet seems to be about the authorâs attempts to immortalize his wife
or the love of his life. Spenser starts the poem with a quatrain recalling an
incident that could have happened any summer day at the seaside. He writes
his loveâs name in the sand at the beach, but the oceanâs waves wipe it
away, just as time will destroy all manmade things. The next quatrain describes
the womanâs reaction to the manâs charming attempt to immortalize her. She
claims that the manâs attempts were in vain and that no mortal being can be
immortalized due to the cruelness of time.
SONNET 75
7. He shows the relation between time and immortality. Edmund Spenser
employs figurative language to evoke not only imagery but also an emotional
response from the reader. The poem shows us a vivid picture: the couple is
along the seaside, the man is trying to write the ladyâs name on the sand, but
waves come and wash it away. Then he writes again, but all in vain. The lady
persuades him to give up and says that as time passes, she will also die just as
the name wiped out by tide. But the man holds a different point of view: He
believes his verses will make her immortal.
ONE DAY I WROTE HER NAME
UPON THE STRAND
8. Fair is my love, when her fair golden hairs
With the loose wind ye waving chance to mark:
Fair, when the rose in her red cheeks appears,
Or in her eyes the fire of love does spark:
Fair, when her breast, like a rich laden bark
With precious merchandise she forth doth lay:
Fair, when that cloud of pride, which oft doth
dark
Her goodly light, with smiles she drives away
But fairest she, when so she doth display
The gate with pearls and rubies richly dight,
Through which her words so wise do make their
way,
To bear the message of her gentle sprite.
The rest be works of nature's wonderment,
But this the work of heart's astonishment.
⢠He is describing the looks of a
woman he finds attractive.
⢠He is acting very fascinated with
the female body.
⢠He goes on describing everything
he sees about her.
⢠The author uses a rhyming
scheme for this certain poem.
FAIR IS MY LOVE, WHEN HER FAIR
GOLDEN HAIRS
9. He's expressing his amazement of the Female body. He's not doing so in a
lustful way, but he is speaking of it with a heart of purity. He speaks of how
her gentle touch can wipe away his anger and his pride. He speaks of the gate
being open. He speaks of the women opening herself up to receive a gift.
FAIR IS MY LOVE, WHEN HER FAIR
GOLDEN HAIRS
10. Lyke as a ship, that through the ocean wyde
By conduct of some star doth make her way,
Whenas a storm hath dimd her trusty guyde,
Out of her course doth wander far astray,
So I, whose star, that wont with her bright ray
Me to direct, with cloudes is over-cast,
Doe wander now in darknesse and dismay,
Through hidden perils round about me plast.
Yet hope I well that, when this storme is past,
My Helice*, the lodestar of ray lyfe,
Will shine again, and looke on me at last,
With lovely light to cleare my cloudy grief.
Till then I wander carefull, comfortlesse,
In secret sorrow and sad pensivenesse.
⢠Using a ship as a metaphor, he
writes about himself feeling lost
at sea without his loverâs love.
⢠He goes on about how he feels
without her, but hopes she shall
be back again.
SONNET 34
11. In this sonnet, Spenser uses another metaphorical "picture." This time, the
picture the poet presents is himeslf as a ship lost at sea without his lover's
love. Without his lover, he has no "star, that wont with her bright ray/ Me to
direct," in other words, without her he has no guiding star, or north star. He
has no compass to help him through "a storme." By line 11, he utters words
of "hope," which is the important Protestant word in prayer. Meanwhile, as he
hopes for her return, he must continue on, lost in a storm. Note also how we
saw the image / metaphor of an individual lost at sea as far back as Anglo-
Saxon poetry.
SONNET 34
12. Sweet is the rose, but growes upon a brere;
Sweet is the iunipeer; but sharpe his bough;
Sweet is the eglantine, but pricketh nere;
Sweet is the firbloome, but his braunches
rough*;
Sweet is the cypresse, but his rynd is rough;
Sweet is the nut, but bitter is his pill**;
Sweet is the broome-flowre, but yet sowre
enough;
And sweet is moly, but his root is ill.
So every sweet with soure is tempred still,
That maketh it be coveted the more:
For easie things, that may be got at will,
Most sorts of men doe set but little store.
Why then should I accompt of little paine,
That endlesse pleasure shall unto me gaine!
⢠He lists many good things being
repetitive with the words âsweetâ
and âbutâ. Using these words to
show that there are many good
things that are sweet but what
comes with them may not be so
great.
⢠His brings back the signature
rhyming scheme, he does much in
his writings.
SONNET 26
13. Spenser lists a bunch of things in nature that are equally pleasant and
unpleasant. If something is acquired too easily without pain, one won't get as
much pleasure out of it. The more the pleasure, the more the pain; the more
the pain, the more the pleasure. He'd rather endure the pain since it means
more pleasure.
SONNET 26
15. If this be love, to draw a weary breath,
To paint on floods till the shore cry to th'air,
With downward looks, still reading on the earth
The sad memorials of my love's despair;
If this be love, to war against my soul,
Lie down to wail, rise up to sigh and grieve,
The never-resting stone of care to roll,
Still to complain my griefs whilst none relieve;
If this be love, to clothe me with dark thoughts,
Haunting untrodden paths to wail apart;
My pleasures horror, music tragic notes,
Tears in mine eyes and sorrow at my heart.
If this be love, to live a living death,
Then do I love and draw this weary breath.
IF THIS BE LOVE, TO DRAW A
WEARY BREATH