R&J Literary Elements Quiz Reflections

Sonnet

1. Define: Review your notes on structure, rhyme scheme, and meter of a sonnet. We discussed the elements when we

introduced Shakespeare’s “Sonnet 18”.

2. Summary: The directions asked you to “summarize” the sonnet, not paraphrase. However, those students who

performed a closed reading and paraphrased the sonnet first (on the upper right-hand side of the page) tended to

perform better on the analysis portion. Review the chart below for a clarification of the differences between a summary

and a paraphrase. Make sure your summary includes all the main ideas of the original text, but doesn’t include small

details or follow he original text too closely or word for word. For example, you shouldn’t say in your summary that in

lies they flattered be. Who talks like that? You don’t. The idea behind this should be in your own words. You’re not

demonstrating that your understanding the text if you just repeat the words back.

http://webs.anokaramsey.edu/stankey/Writing/MLA_SPQ/SummPara.htm

3. Analysis: This is where reading comprehension proves to be crucial to analysis. If you were not able to read and

comprehend the meaning of the sonnet, you won’t be able to correctly analyze it. See the PPT of this sonnet to get

summary and analysis examples.

Summary Paraphrase

A brief restatement, in your own words, of the content of a passage, focusing on the central idea(s).

A precise restatement, in your own words, of the written or spoken words of someone else. A paraphrase can also be thought of as a "clarification" of a "translation" of a complex or difficult passage.

A summary is in your own words, but some key words may not be able to be changed. However, a summary can contain brief quotations of significant language.

A paraphrase is in your own words, but you must change both the words and the sentence structures of the original passage. In addition, a paraphrase can contain brief quotations of significant language.

A summary does not distort the meaning of the original passage.

A paraphrase does not distort the meaning of the original passage.

A summary can be selective. You can omit ideas that do not pertain to your purpose for summarizing as long as the omission is not a distortion of the meaning.

A paraphrase is specific and should not be selective. Since a paraphrase normally deals with a very specific portion of a text, the paraphrase should include all the elements of that portion.

A summary is much shorter than the original passage. A paraphrase is roughly the same length, and even sometimes a bit longer, than the original passage.

Soliloquy

1. Define: An acceptable definition of soliloquy can be found in the Literary Terms glossary of textbook on page R23.

Asides, soliloquies, and monologues are different. The definition of soliloquy is incomplete if it does not indicate that

the speaker is alone on stage. Soliloquies are not speeches made to the audience.

2. Summary: Again, pay attention to the directions. Your response should be summary of the passage rather than a

paraphrase. Students who performed a close reading and annotated tended to score higher.

In this passage, Juliet is anxiously awaiting the return of her nurse who should be bringing news from Romeo. She

expresses her annoyance with the nurse for not returning home fast enough. She wishes that she could communicate

with him through lightning-fast thought. She believes that the nurse does not appreciate the strong feelings of love that

Juliet has for Romeo because she is old. She claims the nurse uses her age as an excuse to move slowly and

unenthusiastically.

3. Analysis: Remember that there is more than one thematic idea presented in this play. Too many analysis paragraphs

mistakenly connected this passage to Romeo and Juliet’s “young love.” Responses that were too literal said this

soliloquy “shows how much Juliet loves Romeo.” How? Because she is anxious to hear back from Romeo? This would

be like you waiting for your crush to text you back. Does your impatience really reveal how in love you are? No! But

what does it show? Maybe that you are impatient, insecure, or nervous, perhaps.

There can be more than one way to correctly analyze a given passage. The key, however, to a strong analysis is to be

able to show your depth of understanding and support that understanding with textual evidence. Below is an example

of an analysis that scored well.

In this particular passage, Juliet does not reveal herself to be as mature as the audience has seen her be in previous

scenes. She is impatiently waiting for news of Romeo via her Nurse. But her impatience leads her to insult her nurse, the

very woman who is doing her a favor while keeping her forbidden love affair a secret. In previous scenes, the audience

recognizes the loving bond between Juliet and the nurse and Juliet’s obedience to her nurse and parents. However, this

soliloquy reveals that Juliet’s love for Romeo has resulted in her rebellion against authority figures she once respected.

This soliloquy connects to the idea of youthful rebellion. In this case, Juliet shows a willingness to renounce her nurse.

The audience has already witnessed Romeo and Juliet state their willingness to renounce their family names in order to

be together.

Sonnet 138- William Shakespeare

When my love swears that she is made of truth,

I do believe her though I know she lies,

That she might think me some untutored youth,

Unlearnèd in the world’s false subtleties(1).

Thus vainly(2) thinking that she thinks me young,

Although she knows my days are past the best,

Simply I credit her false-speaking tongue:

On both sides thus is simple truth suppressed(3).

But wherefore says she not she is unjust?

And wherefore say not I that I am old?

O love’s best habit is in seeming trust,

And age in love loves not to have years told.

Therefore I lie with her, and she with me,

And in our faults by lies we flattered be.

1: a fine distinction 2: unsuccessfully 3: bottled-up, blocked, stifled