L/O: To analyse how language develops across the text.

Starter
What does the title ‘Sonnet 43’ tell us about the poem?

What will it be about? What feelings will the poet be

expressing?
L/O: To analyse how language develops across the text.

Elizabeth Barrett Browning

1806-1861
- Daughter of plantation owner
- Controlling father – wanted children to remain unmarried
- 573 letters sent between her and Robert Browning (a poet)
- The pair eloped in 1846 and Elizabeth’s father never spoke to her
again
- Published Sonnets from the Portuguese – a collection of 44
sonnets dedicated to Robert in 1850
- Barrett Browning was initially hesitant to publish the poems,
believing they were too personal. However, her husband insisted
they were the best sequence of English-language sonnets since
Shakespeare  To offer the couple some privacy, she decided to
publish them as if they were translations of foreign sonnets.
- Robert proposed that she claim their source was Portuguese,
probably because of Robert's nickname for her: "my little
Portuguese".
New Cross, Hatcham, Surrey. January 10 1845
I love your verses with all my heart, dear Miss
Barrett,-and this is no off-hand
complimentary letter that I shall write,-
whatever else, no prompt matter-of-course
recognition of your genius and there a
graceful and natural end of the thing: since
the day last week when I first read your
poems, I quite laugh to remember how I have
been turning and turning again in my mind
what I should be able to tell you of their
effect upon me-for in the first flush of delight
I thought I would this once get out of my
habit of purely passive enjoyment, when I do
really enjoy, and thoroughly justify my
admiration-perhaps even, as a loyal fellow-
craftsman should, try and find fault and do
you some little good to be proud of
hereafter!-but nothing comes of it.
50 Wimpole Street. Jan 11. 1845-
I thank you, dear Mr Browning, from the
bottom of my heart. You meant to give
me pleasure by your letter-and even if the
object had not been answered, I ought
still to thank you. But it is thoroughly
answered. Such a letter from such a
hand! Sympathy is dear-very dear to me:
but the sympathy of a poet & of such a
poet, is the quintessence of sympathy to
me! Will you take back my gratitude for
it?-agreeing too that, of all the commerce
done in the world, from Tyre to Carthage.
L/O: To analyse how language develops across the text. Why is anaphora used
What tone is created in (repetition of the first
the opening line? part of the sentence) –
why did Barrett
Who is the poem
How do I love thee? Let me count the ways. Browning put ‘I love
addressing? I love thee to the depth and breadth and height thee’ first in each line
My soul can reach, when feeling out of sight rather than at the end?
Why repeat ‘I love For the ends of Being and ideal Grace.
thee’ so often? What I love thee to the level of everyday's
does it show? Most quiet need, by sun and candle-light. Why does Barrett
Browning interrupt
I love thee freely, as men strive for Right;
herself? What is she
I love thee purely, as they turn from Praise. talking about before
How can it be linked to
I love thee with the passion put to use she interrupts and how
Barrett Browning’s life?
In my old griefs, and with my childhood's faith. does the mood change
How does the language I love thee with a love I seemed to lose when she adds in the
change at the end of With my lost saints,—I love thee with the breath, clause within the
the poem? Smiles, tears, of all my life!—and, if God choose, dashes?
I shall but love thee better after death.
What does ‘shall’
mean? What does the What does the ! communicate? Why
change in tense tell us? use it at this point?
L/O: To analyse how language develops across the text.
Why does she talk
How does this link of measures here?
to Barrett What is she saying
Browning’s own How do I love thee? Let me count the ways. about her love?
life? I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight In a religious sense,
What does this
suggest?
For the ends of Being and ideal Grace. what could ‘height’
I love thee to the level of everyday's be referring to?
What is meant by Most quiet need, by sun and candle-light.
‘passion’? What I love thee freely, as men strive for Right;
does this say about I love thee purely, as they turn from Praise. Why does she state
her love? I love thee with the passion put to use ‘childhood’s faith’?
In my old griefs, and with my childhood's faith. How does
How I love thee with a love I seemed to lose ‘childhood’ affect
could it With my lost saints,—I love thee with the breath, the faith? What is
also link Smiles, tears, of all my life!—and, if God choose, she saying she
to I shall but love thee better after death. believes in now?
= the suffering How does she
religion?
and death of Why does it make sense to end the poem on ‘death’? believe in it?
Jesus
How is an optimistic tone still created though?
L/O: To analyse how language develops across the text.

The Sonnet
• The sonnet is split in two groups: the octave (8 lines) and then the sestet
(final 6 lines) - for a total of 14 lines.
• The octave typically introduces the theme or problem using a rhyme
scheme of abba abba.
• The sestet provides resolution for the poem and rhymes variously, but
usually follows the schemes of cdecde or cdccdc.
• The volta, or turn occurs between the eighth and ninth lines. This turn
marks a shift in the direction of the foregoing argument or narrative,
turning the sestet into the vehicle for the counterargument, clarification, or
whatever answer the octave demands.

DO WE HAVE THIS IN ‘SONNET

43’?
L/O: To analyse how language develops across the text.

How does the poet present the theme of love?

Barrett Browning’s overwhelming,
and once secretive, love for her
husband, Robert, is conveyed
throughout ‘Sonnet 43’. Initially, …
Overview of central argument

Thorough analysis of evidence

Evidence from across the poem

RELENTLESS analysis  don’t go more than two

sentences without evidence – that is analysed!
(structural analysis and analysis on form count)

Strong focus on theme of love

Contextual information laced into argument

L/O: To analyse how language develops across the text.

1. Label where you have included the following:

- Precise evidence from across the poem
- Analysis of language choices
- Analysis of sentence level structure e.g. sentence types, punctuation,
syntax
- Analysis of whole-text structure e.g. rhyme, sonnet form
- Evaluation of the poet’s reasons for writing
- Exploration of the impact on the reader

2. Give yourself a target