Analyze the poem

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The poem named Let me not to the marriage of true minds by William Shakespeare.

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Instructions for an Essay on a Sonnet--Fall 17 Prompt: choose a sonnet from the approved list. In a five paragraph essay, discuss the theme of the sonnet, showing how a variety of poetic devices contribute to the theme. 1. Use a combination of prewriting and planning with the Illustration/Example GO to invent, explore, and organize ideas. 2. The thesis statement should state the theme of the poem. 3. Find three main ideas that work together to create the theme. These main ideas will become the topic sentences of your body paragraphs. 4. In the body of your essay, use at least one example from (a) and at least two examples from (b): a. devices of sound/music: how rhyme, meter, alliteration and/or assonance add force to the meaning of the words b. devices of language: imagery-- how word(s) that refer to sensory experience create meaning figures of speech-- how simile, metaphor, personification symbol—an object that suggests further meaning in addition to itself tone—the speaker’s attitude (an emotion word) 5. Your essay must include a Work Cited page and be formatted correctly as shown in the MLA tab of the 8th ed. of A Writer’s Reference by hacker/Sommers. Content: Shannon Thompson 5 PARAGRAPH ESSAY / 11 SENTENCE BODY PARAGRAPHS Format: Adapted from the Jane Schaffer Writing Program PARAGRAPH 1 Introduction=all opinion 1. Opener (quotation or generalization) 2. Transition (explain the meaning of the quotation or generalization) 3. Application: Say how opener and transition relate to the thesis that you will argue *For literature, say: In "Title" , by Full Name, + say how the opener connects to the literature you will discuss 4. Thesis (Opinion: what you think the literature means; the claim you will persuade your reader to agree with) PARAGRAPH 2 (Body paragraph 1) 1. Transition + Topic Sentence=fact + opinion or all opinion: 2. Transition + Fact (quotation from literature): 3. Analysis (opinion) explains significance of the fact/previous sentence 4. Analysis explains significance of and/or supports previous sentence 5. Transition + Fact (quotation from literature): 6. Analysis (opinion explains significance of the fact/previous sentence) 7. Analysis (opinion) explains significance of the fact/previous sentence 8. Transition + Fact (quotation from literature): 9. Analysis (opinion) explains significance of the fact/previous sentence 10. Analysis (opinion) explains significance of the fact/previous sentence 11. Concluding Sentence (opinion): restates TS in new words + transitions to (introduces)the new idea in the next ¶ PARAGRAPH 3 (Body paragraph 2) 1. Transition + Topic Sentence=fact + opinion or all opinion: 2. Transition + Fact (quotation from literature): 3. Analysis (opinion) explains significance of the fact/previous sentence 4. Analysis explains significance of and/or supports previous sentence 5. Transition + Fact (quotation from literature): 6. Analysis (opinion explains significance of the fact/previous sentence) 7. Analysis (opinion) explains significance of the fact/previous sentence 8. Transition + Fact (quotation from literature): 9. Analysis (opinion) explains significance of the fact/previous sentence 10. Analysis (opinion) explains significance of the fact/previous sentence 11. Concluding Sentence (opinion): restates TS in new words + transitions to (introduces)the new idea in the next ¶ PARAGRAPH 4 (Body paragraph 3) 1. Transition + Topic Sentence=fact + opinion or all opinion: 2. Transition + Fact (quotation from literature): 3. Analysis (opinion) explains significance of the fact/previous sentence 4. Analysis explains significance of and/or supports previous sentence 5. Transition + Fact (quotation from literature): 6. Analysis (opinion explains significance of the fact/previous sentence) 7. Analysis (opinion) explains significance of the fact/previous sentence 8. Transition + Fact (quotation from literature): 9. Analysis (opinion) explains significance of the fact/previous sentence 10. Analysis (opinion) explains significance of the fact/previous sentence 11. Concluding Sentence (opinion): restates TS in new words + transitions to (introduces)the new idea in the next ¶ PARAGRAPH 5 Conclusion = all opinion (use #1, then each or any combination of the following items) 1. Restate thesis USING NEW WORDS 2. You may say what the readers have learned about the topic/from the literature, thanks to your explanation 3. If dealing with literature, you may say what the characters learn about themselves or about life. 4. You may call your reader to action, suggesting the benefits of action or the perils of failing to act. Note well: This option takes careful handling of tone: better to say “We all must . . .” rather than “You must.” Avoid commands such as “Now get out there and ______!”
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Explanation & Answer

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Shakespeare’s Work on undying love
Introduction
Sonnet 116 seeks to explain the power that love holds or the power that love has over those
involved. Love is able to stand in longevity compared to the brevity that time presents. It is much
stronger and more powerful compared to time and even more enduring and unchanging when
compared to the struggles that people face in their various relationships. It gives people great
strength especially in the wake of problems which might be difficult to deal with. This opener
and transition seek to bring some sense to the fact that love has power over all. In “Let me not to
the marriage of true minds” by William Shakespeare, the opening on love being a powerful tool
helps bring a connection with the discussion on the same. This helps give the reader a starting
point of understanding and development as the discussion on the literature carries on. Love is a
powerful tool that should be embraced by all because in essence, it is unchanging; it is a guide
for those who incorporate it into their everyday life and it surpasses time.
From the thesis, it can be picked up from Shakespear...


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