For Friday: In-Class Writing #4 (and the Paper #2 assignment!)

No new reading for Friday's class, though we'll have an in-class writing response on something related to the Sonnets to introduce you to the Paper #2 assignment. In the meantime, here's the handout I gave in class in case you lost in or want to reference it quickly. Think about the next parts of the story as you read on in the Sonnets...

A THEORY OF THE SONNETS SO FAR…

Sonnets 1-14: Memento Mori. The sonnets are trying to convince the young man to “increase” and “print more, not let that copy die.” Sonnet 1 states the general theme, and each sonnet is a variation on this theme, with the poet trying to find new ways to persuade him of his argument. These are the most conventional sonnets, following many of the standard themes/images of his age.

Ex: “But if you live remembered not to be,/Die single, and thine imagine dies with thee” Sonnet 3).

Sonnet 15: The Switch. The poet suddenly introduces subtle acting metaphors (the stage, shows, cheered and checked) and suggests for the first time that the poet, not procreation, will make a lasting image of the young man.

Sonnets 16-19: The Poet. These sonnets start to focus more on the poet’s skill in verse and how they can immortalize the lover. He’s clearly trying to dazzle the lover with his skill, and is trying to show confidence in his abilities (which will later falter).

Ex: “So long as men can breathe and eyes can see,/So long lives this, and this gives life to thee” (Sonnet 18).

Sonnet 20: The Reveal. In this sonnet, the poet comes out and declares his love for the young man, though also suggesting that this might be a more platonic or idealized love than a sexual one (“But since she pricked thee out for women’s pleasure”). But he also seems to suggest that the young man is an actor (either literally or figuratively), and able to embody both sexes at once (“the master-mistress”).

Sonnets 21-32: The Ambivalence. In these sonnets, the poet is trying to define the nature of their relationship, becoming possessive, feeling inadequate, and basking in love of the young man. He also starts to question the power of his verse, and several times suggests that though it might not live forever, the emotions contained within them will. He also suggests that his low class and/or reputation might get in the way of their love.

Ex: “When in disgrace with fortune and men’s eyes,/I all alone beweep my outcast state” (Sonnet 29).

Sonnets 33-41: The Betrayal. The young man is betraying the poet by having other lovers, and eventually, stealing the poet’s own mistress. He poet is having to himself in order to maintain the relationship, and possibly, people are starting to talk. The poet suggests they’ll have to separate so he won’t ruin the young man’s reputation (or fame). He wants what’s best for the young man…but still feels maligned.

Ex: “That I an accessory needs must be/To that sweet thief which sourly robs from me” (Sonnet 35).