Sonnet 43 By Elizabeth Barrett Browning

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

Love is not always an easy adventure to take part in. As a result, thousands of poems and sonnets have been written about love bonds that are either praised and happily blessed or love bonds that undergo struggle and pain to cling on to their forbidden love. Gwendolyn Brooks sonnet "A Lovely Love," explores the emotions and thoughts between two lovers who are striving for their natural human right to love while delicately revealing society 's crime in vilifying a couples right to love. Gwendolyn Brooks uses several examples of imagery and metaphors to convey a dark and hopeless mood that emphasizes the hardships that the two lovers must endure to prevail their love that society has condemned.

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.

The acceptance of love has the power of transforming an individual to demand of that same love. The social context of the 1850’s was seen to be emphasised on individual’s emotions and rebellion against established social rules and convections which was evident in her open declarations of love and demanding’s of love which was a concept of idealised love. The notion of idealised love transforming an individual is presented in the ‘Sonnets from the Portuguese’. Sonnet 14 as Elizabeth Browning urges her lover to not love her for any particular reason other than “love’s sake only”. In the Octave, the first line is EBB talking directly to whom she loves and she uses high modality in the word ‘must’, making it seem like she

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

Initially, Barrett Browning’s misunderstanding of love implies her innocence, apparent in the utilisation of direct speech in Sonnet I, “Not Death, but Love,”, emphasising her surprise. However, as the sonnets progress her views are altered and Sonnet XIV accentuates Barrett Browning’s yearning to be loved and urges Browning to reemphasise his love, “But love me for love’s sake, that evermore thou mayst love on, through love’s eternity,”. Imperative voice and diction indicates Barrett Browning’s preoccupation for an everlasting love that is not influenced by superficial circumstances. This notion is reiterated in Sonnet XXI, “Say thou dost love me, love me, love me,”. Imperative tone is utilised, urging Browning to repeatedly express his love for her. The idealised love that EBB envisions can surpass even Death, reflected in her Victorian

Edna St. Vincent Millay’s “Sonnet IV” follows many of the conventions of the traditional Petrarchan sonnet. It follows the traditional rhyming scheme and octet, sestet structure. However it challenges the conventions of the typical subject of the Italian sonnet, unrequited love. In the octet at the beginning of the poem Millay uses images that give a sense of transience and in the ending sestet of the sonnet she contrasts the sense of impermanence given earlier with the idea that the speaker cannot forget the smiles and words of their ex-lover. This contrast between permanence and transience illustrates Millay’s interest in a fugacious relationship with everlasting memories. After further analysis of Millay’s highly structured rhyming scheme which puts emphasis on the last words of each line. She uses these words to further express her interest in exploring impermanent relationships by using words that are associated with an end or death.

A poem is a piece of writing that partakes of the nature of both speech and song that is nearly always rhythmical, usually metaphorical, and that often exhibits such formal elements as meter, rhyme, and stanza structure. In her poem, “Variations of the Word ‘“love”’,” Margaret Atwood introduces to her audience the word “love” from many different perspectives. Google defines “love” as “an intense feeling of deep affection”, or “having a deep feeling or sexual attachment to (someone).” But “love” is not something that can easily be described. Atwood goes on to present and portray the word through different illustrations, beginning with cliché examples and ending with her own personal scenarios. The author’s tone and metaphorical language effectively conveys her perspective of “love”.

She says that she loves him to the depth and breadth and height, which indicated that her love is long lasting. The image “by sun and candlelight” that Barrett Browning creates, is that her love may be ordinary like the sun, but its continuous since the light keeps shining day and night, which is why she uses the candlelight to represent the light she has for him is still on at night. Another image that Barrett Browning conveys is “I love thee freely, as men strive for Right, I love thee purely, as they turn from Praise”. This line shows that her love for him is of her own free choice and she compares it to the nationalists that fight for their countries, indicating that their love is as strong as a person’s love is to their country. Barrett Browning also says, “I love thee with the passion, put to use/In my old greifs… and with my childhood’s faith” here, the poet redirected her emotions from her past concerns onto her love. She states that her she loves him with her childhood’s faith, which could mean that she loves him with unquestioning confidence, just like a naïve child might.

The two Browning poems, ‘Porphyria’s Lover’ and ‘My Last Duchess’ were written to convey to the reader how women were treated in that era; as possession, as assets. Both of these poems can be read from different points of view and they also both are what is

Ultimately, Shakespeare expresses his own feelings and opinions through the sonnet. His usage of language techniques helps him do so. Love is shown to be not only a quality, but it is personified as a perfect, unchanging thing, unaffected by time. Shakespeare has really proved himself to be a prolific writer and extraordinarily capable poet as result of this

William Shakespeare's 18 Sonnet, more popularly known as the "Shall I Compare Thee" sonnet, is about a lover who is speaking to his beloved. Most sonnets serve this same function; to profess love from the sonneteer to some individual whom he loves. In these poems, the lover always uses the most amazing adjectives to describe the woman, or sometimes the man, that he loves. The poet describes every component of his beloved, such as her hair and her lips and her eyes. Although not a sonnet, Robert Burns' poem has the same function; it is a love poem from the unnamed narrator to the

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.

The majority of Elizabethan sonnets reflect two major themes: time and love. William Shakespeare, too, followed this convention, producing 154 sonnets, many of which deal with the usual theme of love. Because the concept of love is in itself so immense, Shakespeare found several ways to capture the essence of his passion. Therefore, in his poetry he explored various methods and used them to describe the emotions associated with his love for a mysterious "dark lady." These various ideas and views resulted in a series of sonnets that vibrantly depicts his feelings of true, undying love for his lady. Instead of making the topic less interesting, as some might expect, Shakespeare's myriad approaches