[SOLVED] The constancy or inconstancy of love

The constancy or inconstancy of love Requirements:

Please write a 4+ page paper on one of the following topics.  All papers should be typed, double-spaced, 12-point font (Times New Roman), with one-inch margins.
Please include your name on the paper.
Please do not submit a screenshot from your phone. I cannot enlarge it large enough to grade. Please upload a word doc, pages doc or pdf. If you use a google doc, you need to make sure you invite me to open it. Please do not submit as Paper View as I cannot use Speed Grader for that.
Note: For each topic, you will need to relate the poems/poets to one another, rather than just analyzing each poem on its own. We have analyzed all of the poems in class, so what this paper is asking you to do is to think about the relationships between themes and poems.

Choose one of the following topics:

How does Shakespeare develop a particular theme over the course of several related sonnets? Or conversely, how does Shakespeare show inconsistencies and changes within a specific theme by re-examining it from different angles throughout several sonnets? Themes you may choose from may include, but are not limited to:
The constancy or inconstancy of love
The immortality of poetry as opposed to/or in relation to the eternal/and or changing aspects of love
Idealization versus the reality of love
In this essay, you should analyze how Shakespeare uses specific literary devices to develop the theme. These include, but are not limited to: Alliteration, personification, paradox, oxymoron, hyperbole, assonance, rhyme scheme, sonnet form, etc.
Donne, Blake, and Herbert explore questions of divinity in their poetry: “Batter My Heart, Three-Personed God,” “The Tyger,” “The Lamb,” and “The Chimney Sweeper” poems, “Easter Wings,” Discuss how their views of divinity differ in these poems. What is each author trying to say about religion or the nature of God?
You will need to interrelate the authors—do not just say Donne says this, Blake says this, etc. But instead, show how their views are similar or different. Also, examine why each author uses specific literary devices to develop the theme– (i.e. metaphor, simile, alliteration, trochaic reversals, personification, the external poetic form, scansion, paradox, oxymoron, etc.).

Blake explores the notion of innocence and experience in his poems. Looking at “The Lamb,” “The Tyger,” “The Chimney Sweeper” (both poems), and “The Little Black Boy,” show how and why he contrasts innocence and experience. Are the two categories really that separate?  How does he use specific literary devices to develop the theme?
Look specifically at the literary devices we discussed in class (i.e. metaphor, simile, alliteration, trochaic reversals, personification, the external poetic form, scansion, paradox, oxymoron, etc.).

Why do 17th century poets use religious imagery to talk about sex and sexual imagery/or violent imagery to talk about religion? What sort of an argument about the interplay between sexuality, religion and/or violence are Donne and Marvell trying to make in “The Flea,” “Valediction Forbidding Mourning,” “Holy Sonnet 14,” and “To His Coy Mistress”?
Look specifically at the literary devices we discussed in class (i.e. metaphor, simile, alliteration, trochaic reversals, personification, the external poetic form, scansion, paradox, oxymoron, etc.).

Many of the poems we’ve read for this class deal with the question of gender. Choose a couple poems looking at the question of gender and sexuality and show how masculinity or femininity is depicted.  What argument are these authors trying to make about gender? You can choose from: Shakespeare’s sonnets, Donne’s “The Flea,” Browning’s dramatic monologues, Dickinson’s poems.
Examine why each author uses specific literary devices to develop the theme—look specifically at the literary devices we discussed in class (i.e. metaphor, simile, alliteration, personification, apostrophe, scansion, paradox, oxymoron, etc.).

Many of the poems we’ve read for this class deal with death. Choose a couple poems and analyze how death is being represented and why?  What argument are these authors trying to make about death?  You can choose from:  Blake’s poems, Browning’s poems, Shelley’s “Ozymandias,” Dickinson’s poems, Owen’s “Dulce et Decorum Est,”  Rossetti’s “Cobwebs” and Frost’s poems.
Examine why and how each author uses specific literary devices to develop the theme of death—look specifically at the literary devices we discussed in class (i.e. metaphor, simile, alliteration, personification, apostrophe, scansion, paradox, oxymoron, etc.).

7. Several of the poems we have read have used the literary technique of Ekphrasis, or the linguistic description of a visual work of art  ( Shelley’s “Ozymandias”,  Keats’ “Ode on a Grecian Urn,” “Browning’s “My Last Duchess” and even some of Shakespeare’s sonnets. How and why does the author describe a visual object. Which is everlasting: the visual or the written and why?  What do these poems say about the power of art to transcend time.

Examine why and how each author uses specific literary devices to develop the theme of ekphrasis—look specifically at the literary devices we discussed in class (i.e. metaphor, simile, alliteration, personification, apostrophe, scansion, paradox, oxymoron, etc.).

8. Several of the poems deal with emotions that are difficult to express in words: grief, loss, depression, fear, anxiety. Focusing on Dickinson’s poems, Frost’s poems and/or Rossetti’s cobwebs, how does the author explore our emotional landscape. Can the power of the poem capture the depth of the feeling or is feeling always inexplicable?

Examine why and how each author uses specific literary devices to develop the theme of emotional release—look specifically at the literary devices we discussed in class (i.e. metaphor, simile, alliteration, personification, apostrophe, scansion, paradox, oxymoron, etc.).