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1. The thesis statement should state the theme of the poem. 2. Find three main ideas that work together to create the theme. These main ideas will become the topic sentences of your body paragraphs. 3. 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 word sb. 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)
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1.
The thesis statement should state the theme of the poem.
2. Find three main ideas that work together to create the theme. These main ideas
will become the topic sentences of your body paragraphs.
3. 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 word sb. 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)
Sonnet 116
Let me not to the marriage of true minds
Admit impediments. Love is not love
Which alters when it alteration finds,
Or bends with the remover to remove:
O no! it is an ever-fixed mark
That looks on tempests and is never shaken;
It is the star to every wandering bark,
Whose worth’s unknown, although his height be taken
Love’s not Time’s fool, though rosy lips and cheeks
Within his bending sickle’s compass come:
Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom.
If this be error and upon me proved,
I never writ, nor no man ever loved.

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