Writing Writing Shakespearean Shakespearean

Sonnets:Sonnets:A How-To GuideA How-To Guide

The man who writes a The man who writes a good love sonnet needs good love sonnet needs not only to be enamored not only to be enamored of a woman, but also to of a woman, but also to

be enamored of the be enamored of the sonnet.sonnet.~C.S. Lewis~~C.S. Lewis~

Thank you for choosing this guide to Thank you for choosing this guide to assist you in your sonnet-writing assist you in your sonnet-writing journey! This step-by-step guide journey! This step-by-step guide should be an excellent source for should be an excellent source for you as you embark on this exciting you as you embark on this exciting endeavor!endeavor!

Now, before we get started writing Now, before we get started writing a sonnet, it’s important to a sonnet, it’s important to understand how sonnets are set understand how sonnets are set up. Let’s take a look at one of up. Let’s take a look at one of Shakespeare’s most famous Shakespeare’s most famous sonnets so that you can visually sonnets so that you can visually see how the poem should look.see how the poem should look.

Sonnet 73Sonnet 73

That time of year thou mayst in me beholdThat time of year thou mayst in me behold

When yellow leaves, or none, or few, do hangWhen yellow leaves, or none, or few, do hang

Upon those boughs which shake against the cold,Upon those boughs which shake against the cold,

Bare ruin'd choirs, where late the sweet birds sang.Bare ruin'd choirs, where late the sweet birds sang.

In me thou seest the twilight of such dayIn me thou seest the twilight of such day

As after sunset fadeth in the west,As after sunset fadeth in the west,

Which by and by black night doth take away,Which by and by black night doth take away,

Death's second self, that seals up all in rest.Death's second self, that seals up all in rest.

In me thou see'st the glowing of such fireIn me thou see'st the glowing of such fire

That on the ashes of his youth doth lie,That on the ashes of his youth doth lie,

As the death-bed whereon it must expireAs the death-bed whereon it must expire

Consumed with that which it was nourish'd by.Consumed with that which it was nourish'd by.

This thou perceivest, which makes thy love more strong,This thou perceivest, which makes thy love more strong,

To love that well which thou must leave ere long.To love that well which thou must leave ere long.

On first glance, this might just seem like a On first glance, this might just seem like a regular old poem, but we would be doing the regular old poem, but we would be doing the sonnet a great injustice if we thought that. The sonnet a great injustice if we thought that. The sonnet is actually a carefully crafted argument sonnet is actually a carefully crafted argument that builds in a very particular way. Let’s take a that builds in a very particular way. Let’s take a look at the format of a sonnet and use look at the format of a sonnet and use Shakespeare’s Sonnet 73 as an example of how Shakespeare’s Sonnet 73 as an example of how each section functions.each section functions.

Once you understand how each section of a Once you understand how each section of a sonnet is supposed to work, you will be able to sonnet is supposed to work, you will be able to write one on your own!write one on your own!

Quatrain #1:Quatrain #1: These four lines introduce the These four lines introduce the main metaphor and theme of the sonnet.main metaphor and theme of the sonnet.

That time of year thou mayst in me beholdThat time of year thou mayst in me beholdWhen yellow leaves, or none, or few, do When yellow leaves, or none, or few, do

hanghangUpon those boughs which shake against the Upon those boughs which shake against the

cold,cold,Bare ruin'd choirs, where late the sweet Bare ruin'd choirs, where late the sweet

birds sang.birds sang.Here, we find out that this poem is about a man Here, we find out that this poem is about a man who’s growing old. He’s comparing his life to the who’s growing old. He’s comparing his life to the changing of the seasons. The year is coming to a changing of the seasons. The year is coming to a close as fall slowly gives way to winter, and so too close as fall slowly gives way to winter, and so too is his life. In the first line he makes it clear that he is his life. In the first line he makes it clear that he is addressing another person, as he uses the word is addressing another person, as he uses the word “thou.” This is the first stage of the sonnet’s “thou.” This is the first stage of the sonnet’s argument.argument.

Quatrain #2:Quatrain #2: The metaphor and the theme are The metaphor and the theme are continued and a creative illustration is usually given continued and a creative illustration is usually given to further the ideas of the first quatrain.to further the ideas of the first quatrain.

In me thou seest the twilight of such In me thou seest the twilight of such dayday

As after sunset fadeth in the west,As after sunset fadeth in the west,Which by and by black night doth take Which by and by black night doth take

away,away,Death's second self, that seals up all Death's second self, that seals up all

in rest.in rest.We see the same theme continued here, only We see the same theme continued here, only now the man has shifted from comparing now the man has shifted from comparing himself to the end of the year to the end of a himself to the end of the year to the end of a day. He has narrowed down his argument from day. He has narrowed down his argument from a year to a day. This makes the poem seem a year to a day. This makes the poem seem more urgent because days pass much more more urgent because days pass much more quickly than years do. The creative example we quickly than years do. The creative example we see here is the reference to night being “death’s see here is the reference to night being “death’s second self.”second self.”

Quatrain #3:Quatrain #3: Here, one of two things occurs: the Here, one of two things occurs: the metaphor is extended, or a twist or conflict is metaphor is extended, or a twist or conflict is brought into the sonnet, known as the brought into the sonnet, known as the peripeteia, peripeteia, or theor the volta volta. This turn is vital and must be in the . This turn is vital and must be in the sonnet, though some writers prefer to place this in sonnet, though some writers prefer to place this in the closing couplet. the closing couplet.

In me thou see'st the glowing of such In me thou see'st the glowing of such firefire

That on the ashes of his youth doth lie,That on the ashes of his youth doth lie,As the death-bed whereon it must As the death-bed whereon it must

expireexpireConsumed with that which it was Consumed with that which it was

nourish'd by.nourish'd by.Here, the argument continues and the Here, the argument continues and the metaphor shifts to something even more metaphor shifts to something even more fleeting than a day—a dying fire. Shakespeare fleeting than a day—a dying fire. Shakespeare chooses not to include the volta here; he chooses not to include the volta here; he decides to keep it for the last two lines of the decides to keep it for the last two lines of the poem. Let’s take a look at it that so you can see poem. Let’s take a look at it that so you can see how it functions in the sonnet.how it functions in the sonnet.

Couplet:Couplet: These two lines summarize the entire These two lines summarize the entire sonnet and give the reader something new to think sonnet and give the reader something new to think about. They often act as the “thesis” of the poem.about. They often act as the “thesis” of the poem.

This thou perceivest, which makes thy love This thou perceivest, which makes thy love more strong,more strong,

To love that well which thou must leave ere To love that well which thou must leave ere long.long.

Here, Shakespeare does not continue with Here, Shakespeare does not continue with another metaphor. Rather, he gives us the volta another metaphor. Rather, he gives us the volta that must be in the sonnet. The speaker explains that must be in the sonnet. The speaker explains that the reason the other person loves him so that the reason the other person loves him so strongly is because he/she knows that the strongly is because he/she knows that the speaker will soon die. They must experience all speaker will soon die. They must experience all the love they can now, before he passes away. the love they can now, before he passes away. This acts as the thesis because he states that This acts as the thesis because he states that their love is strong, and uses the first three their love is strong, and uses the first three quatrains to tell us why their love is strong.quatrains to tell us why their love is strong.

Now that you know all the different sections of the Now that you know all the different sections of the Shakespearean sonnet and understand how each Shakespearean sonnet and understand how each one functions, you’re almost ready to write one of one functions, you’re almost ready to write one of your own. We just need to go over a few things your own. We just need to go over a few things about style and form first. about style and form first.

All sonnets require the following stylistically:All sonnets require the following stylistically:

1.1. 3 quatrains3 quatrains

2.2. 1 couplet1 couplet

3.3. 14 lines14 lines

4.4. ABABCDCDEFEFGG rhyme schemeABABCDCDEFEFGG rhyme scheme

5.5. Iambic pentameterIambic pentameter

Let’s take one more look at Shakespeare’s Sonnet Let’s take one more look at Shakespeare’s Sonnet 73 so that you can see how each of these are 73 so that you can see how each of these are included.included.

Sonnet 73Sonnet 73

That time of year thou mayst in me beholdThat time of year thou mayst in me behold

When yellow leaves, or none, or few, do hangWhen yellow leaves, or none, or few, do hang

Upon those boughs which shake against the cold,Upon those boughs which shake against the cold,

Bare ruin'd choirs, where late the sweet birds sang.Bare ruin'd choirs, where late the sweet birds sang.

In me thou seest the twilight of such dayIn me thou seest the twilight of such day

As after sunset fadeth in the west,As after sunset fadeth in the west,

Which by and by black night doth take away,Which by and by black night doth take away,

Death's second self, that seals up all in rest.Death's second self, that seals up all in rest.

In me thou see'st the glowing of such fireIn me thou see'st the glowing of such fire

That on the ashes of his youth doth lie,That on the ashes of his youth doth lie,

As the death-bed whereon it must expireAs the death-bed whereon it must expire

Consumed with that which it was nourish'd by.Consumed with that which it was nourish'd by.

This thou perceivest, which makes thy love more strong,This thou perceivest, which makes thy love more strong,

To love that well which thou must leave ere long.To love that well which thou must leave ere long.

Let’s start by brainstorming. Make sure you have a Let’s start by brainstorming. Make sure you have a paper and pencil handy. A good eraser is also paper and pencil handy. A good eraser is also recommended! Now, let’s begin. What do you want recommended! Now, let’s begin. What do you want to say in your sonnet? A lot of sonnets pertain to to say in your sonnet? A lot of sonnets pertain to love in some way, but yours doesn’t have to. If you love in some way, but yours doesn’t have to. If you are having trouble coming up with some ideas, are having trouble coming up with some ideas, here are some things to think about:here are some things to think about:

-school-school

-sports-sports

-losing a loved one-losing a loved one

-falling in love-falling in love

-a pet-a pet

-a problem-a problem

-an emotion-an emotion

Now that you have your topic, think of a Now that you have your topic, think of a metaphor that you want to use metaphor that you want to use throughout your sonnet. Try to think of throughout your sonnet. Try to think of something that wouldn’t normally be something that wouldn’t normally be compared to your topic, and then figure compared to your topic, and then figure out ways that they are similar. Once out ways that they are similar. Once you have your metaphor and how you you have your metaphor and how you want to compare it to your topic, write want to compare it to your topic, write it down so you don’t forget it later.it down so you don’t forget it later.

Now you are ready to begin composing. Make sure Now you are ready to begin composing. Make sure that you use only 10 syllables in each line, and do your that you use only 10 syllables in each line, and do your best to keep them all in iambic pentameter. Also, best to keep them all in iambic pentameter. Also, choose your words that come at the end of each line choose your words that come at the end of each line carefully; remember that another word will need to carefully; remember that another word will need to rhyme with it. Also remember that you want to rhyme with it. Also remember that you want to introduce your topic and your metaphor here.introduce your topic and your metaphor here.

Hint:Hint: If you’re having trouble with iambic pentameter, If you’re having trouble with iambic pentameter, go back to Shakespeare’s Sonnet 73 and read each go back to Shakespeare’s Sonnet 73 and read each line to this beat: duh-DUH-duh-DUH-duh-DUH-duh-line to this beat: duh-DUH-duh-DUH-duh-DUH-duh-DUH-duh-DUH. DUH-duh-DUH. Quatrain 1:Quatrain 1:

1. ___________________________________________________________ 1. ___________________________________________________________ aa

2. ___________________________________________________________ 2. ___________________________________________________________ bb

3. ___________________________________________________________ 3. ___________________________________________________________ aa

4. ___________________________________________________________ 4. ___________________________________________________________ bb

Quatrain 2:Quatrain 2:

5. ___________________________________________________________ 5. ___________________________________________________________ cc

6. ___________________________________________________________ 6. ___________________________________________________________ dd

7. ___________________________________________________________ 7. ___________________________________________________________ cc

8. ___________________________________________________________ 8. ___________________________________________________________ dd

Here, you want to continue your metaphor and your Here, you want to continue your metaphor and your argument, but you want to build on what you wrote argument, but you want to build on what you wrote in the first quatrain. Remember that you are setting in the first quatrain. Remember that you are setting up for an eventual turn that will come either in the up for an eventual turn that will come either in the next quatrain or in the couplet, so be preparing for next quatrain or in the couplet, so be preparing for that. that.

Quatrain 3:Quatrain 3:

9. ___________________________________________________________ 9. ___________________________________________________________ ee

10. ___________________________________________________________ f10. ___________________________________________________________ f

11. ___________________________________________________________ 11. ___________________________________________________________ ee

12. ___________________________________________________________ f12. ___________________________________________________________ f

Here is where it starts getting even more exciting! Here is where it starts getting even more exciting! Hang tough; it’s hard to write a sonnet and you Hang tough; it’s hard to write a sonnet and you may be feeling frustrated, but you can do it. This may be feeling frustrated, but you can do it. This is where a lot of Shakespearean sonnets bring in is where a lot of Shakespearean sonnets bring in the volta, or the turn. How can you shift your the volta, or the turn. How can you shift your argument through the use of your metaphor? Do argument through the use of your metaphor? Do that here in this quatrain. Or, if you wish, save the that here in this quatrain. Or, if you wish, save the twist for the final couplet, and build up your twist for the final couplet, and build up your metaphor some more here.metaphor some more here.

Couplet:Couplet:

13. ___________________________________________________________ 13. ___________________________________________________________ g g

14. ___________________________________________________________ 14. ___________________________________________________________ gg

Okay, we’ve come to the final couplet. Make sure Okay, we’ve come to the final couplet. Make sure to put your turn here if you haven’t done so yet. to put your turn here if you haven’t done so yet. This is where you need to summarize your This is where you need to summarize your argument—remember to think of it as your thesis. argument—remember to think of it as your thesis. Why do the previous twelve lines matter? Also Why do the previous twelve lines matter? Also remember that this is a couplet, so both lines will remember that this is a couplet, so both lines will rhyme at the end.rhyme at the end.

Now put your sonnet together. All of your lines should Now put your sonnet together. All of your lines should come together in the following manner:come together in the following manner:

1.1. ______________________________________________________________ a______________________________________________________________ a

2.2. ______________________________________________________________ b______________________________________________________________ b

3.3. ______________________________________________________________ a______________________________________________________________ a

4.4. ______________________________________________________________ b______________________________________________________________ b

5.5. ______________________________________________________________ c______________________________________________________________ c

6.6. ______________________________________________________________ d______________________________________________________________ d

7.7. ______________________________________________________________ c______________________________________________________________ c

8.8. ______________________________________________________________ d______________________________________________________________ d

9.9. ______________________________________________________________ e______________________________________________________________ e

10.10.______________________________________________________________ f______________________________________________________________ f

11.11.______________________________________________________________ e______________________________________________________________ e

12.12.______________________________________________________________ f______________________________________________________________ f

13.13.______________________________________________________________ g______________________________________________________________ g

14.14.______________________________________________________________ g______________________________________________________________ g

Congratulations! You’ve just written your own Congratulations! You’ve just written your own Shakespearean sonnet! Now remember, just Shakespearean sonnet! Now remember, just because you’ve finished doesn’t mean you’re because you’ve finished doesn’t mean you’re done. Good writing is all about revision. Go done. Good writing is all about revision. Go back and make sure your sonnet is as strong in back and make sure your sonnet is as strong in all areas as you would like it to be. Feel free to all areas as you would like it to be. Feel free to edit and revise until you feel like you’ve edit and revise until you feel like you’ve perfected it.perfected it.

The The End.End.

We hope that this guide has We hope that this guide has helped you learn how to write a helped you learn how to write a Shakespearean sonnet. Please Shakespearean sonnet. Please

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