My sonnet follows a basic structure Shakespeare utilized. <Explain the specific literary elements or techniques that you used in your sonnet that are like a couple of Shakespeare’s sonnets.> Sonnets <#, #, and #> are all examples of Shakespeare’s <?,?,?,?> <rhyme scheme/structure> which my poem attempts to imitate. My sonnet focuses on themes Shakespeare constantly explored: <make a list of themes that can be found both in your poem and in Shakespeare’s sonnets>. I also attempted to use language that is frequent in the sonnets by Shakespeare, particularly, “<word>,” “<word>,” “<word>,” “<word>,”“<word>,” “<word>,” “<word>,” “<word>,” and “<word>.” <Copy words from your poem that Shakespeare also uses.>

I made the decision to structure my sonnet as I did for three reasons: <Reason one should be about a theme you see in a few of Shakespeare’s sonnets, and why that theme is interesting or important to you as well.><In reason two, describe a specific rhyme scheme or metrical line you observe in Shakespeare’s sonnets, and why it appealed to you to use that poetic device. What made it seem easy or a challenge to write a poem this way?>. <In reason three, describe a structural element of Shakespear’s approach (perhaps a juxtaposition of two ideas that changes at the volta, for example) and why you thought this approach would be particularly well suited for the themes in your sonnet.> My <# quatrain and couplet, verse, line…> were an attempt to <describe your goals> the way Shakespeare might have written:

     <quote several lines from your sonnet>
     <quote several lines from your sonnet>
     <quote several lines from your sonnet>
     <quote several lines from your sonnnet>
           <quote several lines from your sonnet>
          <quote several lines from your sonnet>

I encountered <many, some, a few> difficulties in creating a Shakespearean sonnet. My main issue was <poetic device you struggled with the most>. Shakespeare’s sonnets tend to <describe how this poetic device appears in a few of Shakespeare’s sonnets>. For example, “Sonnet <##>” uses <describe something from the poem (“Example 1,” “Example 2,” “Example 3,” “Example 3,” “Example 4,” “Example 5,” and “Example 6”)>. Notice how <the poetic device> <describe the effect on the reader>.  I found my initial attempts to use <the poetic device> <decribe any difficulties or puzzles you had to work out.> I ended up with <describe what’s in your sonnet now.> I also had trouble <describe something else you had to work and re-work to get it right.> <In a few more sentences, say why you think this was difficult for you, and how you were able to figure it out.> The <line, quatrain, verse… > from my sonnet that I think works best is: <quote a line or lines from your sonnet>. I think it’s successful because. I also like the lines <quote a line or lines from your sonnet> and <quote a line or lines from your sonnet> because <refer back to the poetic devices you were working on.>

I think I caught a sense of Shakespeare’s language at moments. I was happy with the lines: <quote a line or lines from your sonnet> When I consider my poem as a sonnet written by Shakespeare, I believe it fairs better than <Sonnet ## Choose a sonnet that you think isn’t very good> – but it still looks <describe you sonnet when compared to two or three of Shakespeare’s> – especially when compared to the level of the <two or three> sonnets I used as guidelines (“Sonnet <##>,” “Sonnet <##>,” and “Sonnet <##>”). The third quatrain is <more specifically describe your work in this quatrain>. The first quatrain is <more specifically describe your work in this quatrain.> The second quatrain <more specifically describe your work in this quatrain.> The couplet, <more specifically describe your work in the couplet.> <Finish by saying one more thing about your sonnet that is a lot like Shakespeare’s writing> – something that is often present in Shakespeare’s sonnets.


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