Sonnet 18 Paraphrase And critical analysis

SONNET 18	PARAPHRASE
Shall I compare thee to a summer's day?	Shall I compare you to a summer's day?
Thou art more lovely and more temperate:	You are more lovely and more constant:
Rough winds do shake the darling buds of May,	Rough winds shake the beloved buds of May
And summer's lease hath all too short a date:	And summer is far too short:
Sometime too hot the eye of heaven shines,	At times the sun is too hot,
And often is his gold complexion dimm'd;	Or often goes behind the clouds;
And every fair from fair sometime declines,	And everything beautiful sometime will lose its beauty,
By chance or nature's changing course untrimm'd;	By misfortune or by nature's planned out course.
But thy eternal summer shall not fade	But your youth shall not fade,
Nor lose possession of that fair thou owest;	Nor will you lose the beauty that you possess;
Nor shall Death brag thou wander'st in his shade,	Nor will death claim you for his own,
When in eternal lines to time thou growest:	Because in my eternal verse you will live forever.
So long as men can breathe or eyes can see,	So long as there are people on this earth,
So long lives this and this gives life to thee.	So long will this poem live on, making you immortal.

ANALYSIS

temperate (1): i.e., evenly-tempered; not overcome by passion.

the eye of heaven (5): i.e., the sun.

every fair from fair sometime declines (7): i.e., the beauty (fair) of everything beautiful (fair) will fade (declines).
Compare to Sonnet 116: "rosy lips and cheeks/Within his bending sickle's compass come."

nature's changing course (8): i.e., the natural changes age brings.

that fair thou ow'st (10): i.e., that beauty you possess.

in eternal lines...growest (12): The poet is using a grafting metaphor in this line. Grafting is a technique used to join parts from two plants with cords so that they grow as one. Thus the beloved becomes immortal, grafted to time with the poet's cords (his "eternal lines"). For commentary on whether this sonnet is really "one long exercise in self-glorification", please see below.

Sonnet 18 is the best known and most well-loved of all 154 sonnets. It is also one of the most straightforward in language and intent. The stability of love and its power to immortalize the poetry and the subject of that poetry is the theme.

The poet starts the praise of his dear friend without ostentation, but he slowly builds the image of his friend into that of a perfect being. His friend is first compared to summer in the octave, but, at the start of the third quatrain (9), he is summer, and thus, he has metamorphosed into the standard by which true beauty can and should be judged.

The poet's only answer to such profound joy and beauty is to ensure that his friend be forever in human memory, saved from the oblivion that accompanies death. He achieves this through his verse, believing that, as history writes itself, his friend will become one with time. The final couplet reaffirms the poet's hope that as long as there is breath in mankind, his poetry too will live on, and ensure the immortality of his muse.

Interestingly, not everyone is willing to accept the role of Sonnet 18 as the ultimate English love poem. As James Boyd-White puts it:

What kind of love does 'this' in fact give to 'thee'? We know nothing of the beloved’s form or height or hair or eyes or bearing, nothing of her character or mind, nothing of her at all, really. This 'love poem' is actually written not in praise of the beloved, as it seems, but in praise of itself. Death shall not brag, says the poet; the poet shall brag. This famous sonnet is on this view one long exercise in self-glorification, not a love poem at all; surely not suitable for earnest recitation at a wedding or anniversary party, or in a Valentine. (142)

Note that James Boyd-White refers to the beloved as "her", but it is almost universally accepted by scholars that the poet's love interest is a young man in sonnets 1-126.

Sonnets 18-25 are often discussed as a group, as they all focus on the poet's affection for his friend. critical

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Debate Script: Against- Internet Bring More Harm than Good

Debate Script Against-  Internet Bring More Harm than Good

By -Himel UG07-25-12-003 State University of Bangladesh

Good morning, to the honor-able  president, adjudicators,  my worthy opponents,  and All who are present here As-salamu oilaykum . Today I am going to talk counter about the topic “ internet brings more herm then good”

As the 1^st opposition speaker it would be my duty to refute the motion for today

“Internet Bring More good than harm”

We strongly believe that internet bring more good than harm

Ladies and gentlemen It is well-known that the resources offered in the schools, colleges, universities or even in the common libraries are quite hazarding. To collect sufficient information on some topic you may have to study a lot of book. In this case it’s just a matter of some click in internet. And students can easily become de motivated when they have to go through the hard way to acquire knowledge. Access to the internet removes this hindrance faced by students. Through internet students could find many beneficial resources from historical to scientific data

Resource sharing: Now we can share videos, PDF files, PPT files, Images, Music over Internet so that rest of world can see, shares, and use your data. YouTube, Scribd, SlideShare are some of such examples

As being our developing nation we can’t deny needs of internet in financial, economical developing, recourse planning in many others sphere like that.

In education field, online education another best contribution of Internet:  We can access millions of websites, documents, research information to increase our knowledge. A lots of businesses in online education sector  provide variety of services like distance education, online universities, educational websites like CBeebies, Khan academy etc. At present there will be more than 100s  of educational services present over internet which will help you in doing your homework to even have MBA or Masters degree. In my opinion this one the best good thing of Internet

Members of the house,

Furthermore, Smith Lawrence, a professor, in his research stated that students are learning better and faster with this new technology. It has boosted students’ problem-solving skills and thinking skills. Is this what you call harmful, my worthy opponents? Please think again.

Some years ago from now, it was really impossible for the people of our country to communicate with their foreign relative, except mobile phone or landlines. Even that time they ware expensive ways to communicate to foreign. But video calling has change this fact. Which is contribution of internet. We can now communicate with foreign people live (seeing them) at a very low or name of cost .For example name Skype

You can use the World Wide Web to advertise various products. Before purchasing a product, customers will be able to look up various product specification sheets and find out additional

information. You can use the multimedia capabilities of the World Wide Web to make available, not only various product specification sheets but also audio files, images, and even video clips of products in action. The beauty of the Web is that it allows customers to explore products in as much detail as they desire. If the client just wants a general overview, he or she can look at the advertising information. For those wanting more in depth information, you can provide white papers and product descriptions for download. The Web allows a business to provide timely information, you can simply place the information on the Web page and it is available immediately for your customers.

Information: Information is probably the biggest advantage internet is offering. There is a huge amount of information available on the internet for just about every subject, ranging from government law and services, trade fairs and conferences, market information, new ideas and technical support. You can almost find any type of data on almost any kind of subject that you are looking for by using search engines like google, yahoo, msn, etc.

News

All the latest news are constantly updated on the Internet on different news sites. Students learning politics, can have an access to all the current affairs through the Internet in the school campus, at home, or at any other place.

·         Online Learning
Another positive effects of Internet in education is the onset of distance education or online learning. With this facility, you can take up short-term courses with the course material available online, learn and give exams. One of the benefits of online learning is that people from any part of the world can gain knowledge on different subjects, complete courses, etc. with the help of online learning..

·         E-commerce, www, content management,  blogs, online advertising (Google Adsense), online stores, online reservation these just few such technologies or application that works on Internet.

·         Email  is most important communications service available on the Internet. The concept of sending electronic text and multimedia messages between parties in a way analogous to mailing letters or memos predates the creation of the Internet. Pictures, documents and other files are sent as email attachments. Emails can be cc-ed to multiple email addresses.

·         Internet telephony is another common communications service made possible by the creation of the Internet. VoIP stands for Voice-over-Internet Protocol, referring to the protocol that underlies all Internet communication.

Members of the house

In IT area, we must always alert on the rapid changing of information or we will be left behind.  Internet as a new technical tool does not only keep us up-to-date with what is every time the students access a new site. Thus, it will increase student’s interest in learning new things every day.

Therefore, Ladies and gentlemen, its is undeniable that internet brings lot of benefits to students because it provides them with a quick access to the vast amount of recourse that could attract them to study.

My colleagues will further convince you that “Internet Bring More Good than Harm” with their concrete arguments.

After reviewing of my points I would like to say one thing, We cannot deny the facts, And it telling us how, we have been involved with internet. So let’s talk with us Internet Bring More Harm than good.  I am ending my speech here , thank you so much

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METAPHORS, SYMBOLS AND RELATED CONCEPTS

First published in David Grove's November 1997 Newsletter

Figurative Language Examined:

METAPHORS, SYMBOLS AND RELATED CONCEPTS

by Cei Davis

Metaphors, symbols, metonymy, simile, emblems, images, analogies and icons are to name but a few of the elements incorporate in the syntax construction clients use to describe cognition and affect. What difference does it make for the therapist to recognise these variations?
Here are some definitions and a chance to recover the original definitions and reintroduce the reader to the special variances of figurative language. The aim is to clarify the words clients choose during a therapy session.
As this subject matter is enormous the points that will be addressed here are those considered useful for the therapist to recognize and value when working with a client's metaphors and symbols. The clinical implication notes relate to the work with the four quadrants. All associated concepts have been replaced under a category of figurative speech.
metaphor definition: An implied analogy in which one thing is compared or identified with another dissimilar thing. For example, a feeling that is described in terms of "butterflies in the stomach", a "heart beating like a drum", or "just going blank".

clinical implication: The emotive metaphor is generally an extended one. That is to say when a feeling is transformed into its metaphorical equivalent, it is sustained throughout the work and functions as a controlling image. Metaphors are 'vertical' in nature. They deepen the information. Time is frozen while the information is developed. The questions used to develop a metaphor develop space not time. A metaphor awakens the conceptions with more force and grace than 'everyday' language. An epistemological metaphor is personal and unique, translating a feeling or thought into a form that can travel through time to its original. Quadrant two and three questions develop metaphors.

symbol definition: A symbol signifies or stands for something else. Usually that something is concrete. It is not common for a thought or feeling to develop into a symbol as symbols are universal and represent cultures, traditions and religions of family of origin. Examples of symbols include a crucifix or a menorah, a stop sign or a door knocker. Symbols direct and organize, record and communicate large amounts of information in a quick way. Cultures rely on them to maintain order, discipline and moral ethics.

clinical implication: Symbols will occur more frequently when the client's information is referencing ancestral information. Symbols do not transform as readily as metaphors as they represent generations of use. Unlike the intimacy of metaphors, symbols are universal. They are represented and supported by generations of use. Symbols tend to maintain their form and therefore must be relocated to the time and space of origin. When a symbol is back in its original context, required qualities must be collected and brought forward to the present, where they can then be owned by the client. Symbols, unlike metaphors which usually have a definitive explanation derived from the experience, have so many interpretations and generations of use the it is impossible for them to be understood entirely. This is why it is necessary to place symbols in their effective context.
Symbolism can also be found in attitude and posture. For example, the postures of supplication or mudras, the gestures and attitudes incorporated in Hindu and Buddhist cultures. Similar gestures are familiar in Christian traditions. An example of working with this kind of symbolism: the client sits with her hands held together as if in prayer, but rather than a feeling of accord with her hands, the client experiences discomfort or confusion. The clasped hands will have an embedded doctrine the is not conformable with the client. An intervention will involve pulling the hands back in time to the original owner. This will provide the context such as an ancestor who prayed for forgiveness for a misdemeanour and whose guilt continues to be passed down generations until the guilt was felt but the origin of it is long forgotten, and no longer relevant. so in essence it is the guilt that needs to be placed back in its original context, the hands in prayer have been the symbol. The aim becomes; placing the hands back in time to free the hands of the client to either be held in more congruent prayer or to be otherwise occupied.

imagery definition: A representation of the external form of an object. For example, a statue. [OED]

clinical implication: Imagery refers to something that can be perceived through more than one of the senses. It is not exclusively eidectic in nature. This implies that there is a body present to perceive the information. It is possible there is an observing ego which may be a fragment of the body, for example, just eyes that watch and see, a nose that can smell the burning of a cigarette, or a pair of ears that hear footsteps. Although the experience can exist as a landscape within the body's boundary, some experiences are senses located outside the body, where the information is located. Questions that pertain to quadrant three are asked to develop and distance the experience from the client so that more new information can enter the "picture". The use of personal pronouns provides clues for this shift, for example from "I" to "she", "they", or "it". This also announces the shift in juxtaposition of the client to the image. Such a change alters the infrastructure of the image thereby freeing the client from a direct 'cause and affect'.

metonymy definition: A figure of speech that substantiates the name of a related object, person or idea for the subject. For example, crown , for monarchy or Shakespeare for the Works of Shakespeare .

clinical implication: Unlike metaphor, metonymy has a "horizontal" motif of moving across time. [Jakobson[ Metonymy is rather like a hologram, a part of something represents the whole. When working with metonymy, a large expanse of time needs to be considered. For example: a client's experience of depression is experienced in terms of a black cloud .. If there is a predisposing family history of depression, instead of deepening the black cloud , as the therapist would in quadrant two, this black cloud belongs to previous generations of depression and will be addressed by asking quadrant four questions. Quadrant four questions pull the information, the black cloud, back in time to the first owner of the cloud and the original situation that caused it. The original situation is then healed of imposing the cloud on subsequent generations.

icon definition: A sign that has characteristics in common with the thing it signified. [[OED] From the Greek, 'eikon'. Used to create a boundary between the sacred and the profane.

clinical implication: A client experiences a negative reaction that is triggered by a certain stimulus, for example, any tall man with a beard becomes the representation for what is "bad" or "frightening" in men. This type of man will assume greater proportions of power and influence over the client based on her initial experience of his form. a dramatic physiological reaction follows every occasion she sees someone who is tall and bearded. Two main interventions can be brought about. The first is a quadrant two intervention in which the man is further developed until the information is differentiated and pertains only to that man who traumatised the client. The second intervention involves quadrant four where the information is pulled back to before the man had a beard and was "bad". Which quadrant to enter may not be clear until the questions are asked. If the man does not individualize in quadrant two, then the therapist can proceed to ask quadrant four questions. There may be, in this instance, deeper roots to the "bad" and the "frightening" carried in the details about the man.

© 1997 Cei Davies

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