Elizabeth Browning (611) “Sonnet 14”

 

Dickinson (545) “Because I Could Not Stop for Death”
Frost (548) “Stopping by Woods on a Snowy Evening”
Hardy (548) “The Man He Killed”
Shakespeare (555) “Sonnet 55”
Wordsworth (557) “Tintern Abbey”
Owen (607) “Anthem for Doomed Youth”
Elizabeth Browning (611) “Sonnet 14”
Eliot (613) “Preludes”
Pound (627) “In a Station of the Metro”
Shakespeare (628) “Sonnet 130”
Keats (654) “To Autumn”
Shakespeare (663) “Sonnet 18”
Keats (745) “Ode to a Nightingale”

Use three different imagery concepts (at least one for each poem) from Chapter 13 (or the imagery section in the “Imagery, Symbolism, & Allusion” powerpoint) to analyze three poems from the reading homework. What theme* does the imagery highlight? Refer to and cite specific lines from the poetry. Type the kind of imagery in bold in your post.

Respond in a structured, focused response. This isn’t a free-write in which you just jot down thoughts. Write clear, grammatical sentences, in coherent paragraphs, and use an appropriate tone. Your response should show that you are familiar with the texts. Do not offer a long summary or background information unless it is related to the question.

Sample Solution

their kin. Hadrian was not a battleship like the sovereigns who went before him. All things being equal, he committed his opportunity to bracing his country’s foundation and politicking his direction into the hearts of regions a long ways past the walls of Rome. I fell head over heels for the account of Hadrian for two reasons: his design commitments have endured everyday hardship, and despite the fact that he is so all around concentrated on there is such a great amount about his life we don’t have any idea. This examination paper will focus in on the existence of Roman Emperor Hadrian and what his childhood and encounters meant for his design works. Hadrian battled during his rule as well as inside his own brain because of his excitement for Classical Greek culture that was combined with the Roman pride his tutors had imparted in him. A depiction and conversation of Hadrian’s building works that I have found most fascinating will outline this combination significantly more.

Publius Aelius Hadrianus was brought into the world in Italica, Spain on the 24th of January, year 76 A.D. He was brought into the world to a family that was glad to be one of the first Roman homesteaders in the region that was viewed as one of Rome’s valued belongings. The land offered gold, silver, and olive oil of greater than that of Italy. Moreover, Hadrian was brought into the world during a period where Italica ruled the Roman education scene. The city likewise bragged being the origination Hadrian’s ancestor, tutor, and gatekeeper Trajan. Hadrian’s childhood in Italica provided him with an extremely remarkable viewpoint on Rome’s decision of broad domain as well as the imaginative and scholarly characteristics of Roman custom. While growing up his “look would tons of Alexander, of the incomparable Augustus, and on different show-stoppers, which… were the entirety of the greatest quality.” He fostered a deep satisfaction for being Roman, and this would convert into his future activities as sovereign and draftsman

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