The Hobbit Analysis***Our goal is to provide you with everything you need for the research paper in one document. If it is too cumbersome, please print out and divide into sections based on the content pages listed above. We suggest that you staple each set of pages together to produce individual packets that you can review as you go through the research process. Thank you!**

English IV B Research Paper – Unit 3

Please read through the entire packet before beginning your research paper.

1)You may choose to read a:

Drama
Short-Story
Novel
-or-
Poetry (2 poems)

2) Definition of a literary research paper:
A literary research paper is a critical analysis of a literary work. An analysis is when you break something down into pieces to see how it is put together and how it works. In a research paper, you rely heavily on what literary critics (the experts) say. Therefore, the paper is not about what you think, but what all those college educated PhDs with Doctoral degrees think. (If you are smart, find an expert who agrees with your position.)

3) Basic Requirements:
In this paper, you will discuss:

• The background of the author.
• Any relevant historical events (great battles, tragedies, new discoveries, etc.).
• The important philosophical movements and ideas of the time and their roots.
• Whether the author is in agreement, divergent, or in opposition to those movements/ideas.
• Literary devices used by the author: here you will describe the characterization, mood, plot, point of view, setting, tone, and voice.
• Major themes: although theme is also a literary device, it is almost always a major and separate part of any critical analysis because theme(s) generally contain the overall message meaning of the story.
• At least two literary critics’ interpretations of the themes in the book. If you can quote three different experts who agree on the themes in the book, you will receive a higher grade.
• Finally, your evaluation of the critics’ interpretations of the book.

4) Minimum Requirements:

-8-10 full pages of text
-1 Works Cited page attached directly to the research
-1 primary source (2 for poetry)
-5 secondary sources (these must come from the databases –see page on locating the Artemis dataset or text from the library (Sparknotes, Bookrags, Amazon, Wikipedia, Googe, etc. are not valid academic sources – you may read to gain ideas from them, but please do not use them in your writing.).
-8 direct quote references incorporated into text (minimum)
-Maximum of 2 paraphrases — you do not need to paraphrase anything; however, you may only do that twice. Integrate direct quotes, instead.

5) Items Submitted by Webmail or Unit 3 and Unit 5 Dropboxes:

• Essay formatted following MLA guidelines
• Parenthetical citations (last name of author page number) = (Frnka 22)
• Works Cited page (5 sources minimum – 4 of 5 from EBSCO)
• Copy of all notes (if they are handwritten, please take a picture and insert into a word document)
• Copy of revised/ edited draft (ratiocination powerpoint on message board)

Suggested Ideas for How to Complete Your Research Paper:

• Choose your literary piece – consider choosing a piece you are already familiar with, know, and love – this will help make your research more exciting.
• Read your piece.
• Annotate (take notes) for summary and identify the elements of the plot.
• Draft a working thesis/topic statement (this should cover important themes)
• Decide on the sub-topics for each of your paragraphs (see basic requirements for ideas)
• Research background information (author, historical events, and philosophical trends, and literary critics).
• Compile a list of quotes from primary and secondary sources
• Compile your Works Cited.
• Revise your thesis/topic statement, if needed.
• Rough draft #1
• Edit/Revise
• Meet with English IV teacher to review paper
• Rough draft #2
• Edit/Revise
• Rough draft #3
• Edit/Revise (Ratiocination Process)
• Final draft

Formatting – MLA Guidelines- See power point on message board for more information and an example:

• double-spaced
• 12-point Times New Roman font
• 1” margins top, bottom, and sides
• on the upper right corner (last name, page # – 1st page and up) = (Frnka 1)
• (insert – page number – top of page – plain number 3- you will see the number appear – type your last name where the cursor is and hit the space bar – your page numbers should automatically change on each page – close the header)
• title should be centered, in the same font as your paper and included immediately after your header (do not underline or place in quotations)
• Citations
• Works Cited Page

Grades:

Final paper –
-1 Formatting
-1 Content
-1 Documentation
– 1 for grammar, mechanics, and proofreading
ALL RESEARCH PAPERS MUST BE TURNED IN THROUGH CHECK MY WORK— ANY PAPER NOT TURNED IN THROUGH CHECK MY WORK will be scored a 0.

**** It is going to be extremely important to open your gradebook, click on the grade, and review the teacher feedback in order to earn a solid grade in Unit 5 lesson 17. In some instances we will upload a document for you to review, please make sure that you download it and review our feedback and make revisions as necessary. In other instances, where there are either too many revisions or we simply need to speak with you, we will invite you to our live lesson rooms, please make sure you come.

Our goal is to see each of you cross the stage on May knowing that you have the skills you need to be academically successful in your future endeavors.

Literary Devices

Characterization is how each person’s age, background, and personality are developed. This can be done by physical description, as well as describing what each character thinks, says, and does.

Mood the overall feeling, or mood, of a piece of writing is constructed through the details (*description) and language (word choice). Some examples of MOOD might be: upbeat, romantic, happy, sad, tragic, scary, etc.

Plot is the story line. The standard plot develops as follows:
• Exposition is background information needed to explain the story.
• Rising action lets things build toward a climax, developing the conflict.
• Climax is the point of the highest interest, conflict, or suspense (showdown).
• Falling action is what happens after the climax. It is usually a cooling off period. The French call it the “denouement,” meaning the unraveling of the knot.
• Resolution is the ending which explains how the conflict or problem is solved.

*Note that plots can vary greatly from this order. For example, the story may begin with the climax, or it may have flashbacks.

Point of view determines who will be the narrator of your story.
First person point of view uses I. Once upon a time I turned into a bug…
Third person point of view uses either third person limited narrator (knows some things, but not everything) or a third person omniscient narrator (knows everything). Once upon a time Gregor turned into a bug…
Second person point of view is rare, but can be effective. Once upon a time you woke up in your bed, and you noticed that you were a bug with big scaly wings…

Scene or setting is environment, milieu, or locale where the story takes place. It includes the time, place, weather, culture, and historical period.

Theme is the insight into human life that the writer conveys through the story. The theme may be life and death, good versus evil, vaulting ambition (remember Macbeth), nice guys finish last, good always triumphs over evil, etc.

Tone: When you are speaking to someone, your TONE tells the listener how you feel about your subject, as well as how you feel about the listener. Tone in writing is created by choice of words, choice of details, and sentence structure. Some examples of tone: personal, friendly, informal, formal, serious, humorous, unemotional, emotional, passionate, obsessed, objective, subjective, critical. (Note: the Tone of a research paper is almost always formal, which means you use the third person point of view).

Author’s Voice: see past the book and hear the author’s cry in the wilderness.

Frequently Asked Questions

• Did you webmail your English IV teacher to get approval for your book?
• Please make sure you have webmailed your English IV teacher to receive approval for the book you chose to read for your paper.
• When is the absolute last day to complete your research paper?
• The absolute last day is May 9. Please do not delay in completing your research paper. Any submissions after May 9 may cause you to become a summer graduate as we will be on limited time to complete revisions should you need them.
• Where are you going to submit your paper?
• Check My Work – under the links on your student homepage & the drop box – make sure your Check My Work link is located at the end of your research paper.
• In addition to getting approval for your literary piece, what other requirement must you complete?
• You must use the databases from the website.
• Once I decide on my sources, what do I need to do before I begin taking notes?
• Verify with your English teacher to be sure your sources are valid if you are using something else in addition to the sites.
• What is a literary research paper?
• A literary research paper is one in which you look at several literary elements, criticism, and then put everything together in analysis form.
• What are the basic requirements for this paper? (hint – discuss at least 8 items)
• The background of the author.
• Any relevant historical events (great battles, tragedies, new discoveries, etc.).
• The important philosophical movements and ideas of the time and their roots.
• Whether the author is in agreement, divergent, or in opposition to those movements/ideas.
• Literary devices used by the author: here you will describe the characterization, mood, plot, point of view, setting, tone, and voice.
• Major themes: although theme is also a literary device, it is almost always a major and separate part of any critical analysis because theme(s) generally contain the overall message meaning of the story.
• At least two literary critics’ interpretations of the themes in the book.
• Finally, your evaluation of the critics’ interpretations of the book.
• 8 -10 pages following MLA guidelines
• What items are required?
• Essay formatted following MLA guidelines
• Parenthetical citations (last name of author page number) = (Frnka 22)
• Works Cited page (5 sources minimum – 4 of 5 from EBSCO)
• Copy of all notes
• Copy of ratiocinated draft

• What formatting should be used?
• MLA formatting – size 12 Arial or Times New Roman font
• How will you be graded?
• 1 Formatting
• 1 Content
• 1 Documentation
• 1 for grammar, mechanics, and proofreading

• What is the minimum amount of direct quotes that you need?
• 8 minimum
• How many drafts will you write?
• Several

General research resources—
Student resource center
Opposing Viewp01oints
Research in Context
General One File
Various ebooks

English resources–
Literary Criticism—
Artemis
GVRL—e books
Ebooks
Encyclopedia of American Literature
Encyclopedia of World literature.
Novels for Students—plot overviews, author info, criticism
THESIS STATEMENT EXAMPLES
Please refer to the “What is a Thesis” Powerpoint for more help

title and author
correct grammar, mechanics, and spelling
reasons
assertion

In the short story, In the Shadow of War, Ben Okri uses setting, foreshadowing, and his experience as a young boy in Nigeria to condemn the backwards truth and lack of morality in times of war. – Jared Marshall

In Mowgli’s Brothers, Kipling uses the Law of the Jungle and idea of abandonment to represent British Imperialism that suppressed India, as well as, encourage the people to rise above the oppression. – Andrew Conroy (still working on mechanics, but the idea is good)

In the Interlopers, Saki uses imagery to create a hostile environment between two characters which brings the reader to the conclusion that arguing always ends up being pointless and never makes a difference. – Tyler Murad (still working on mechanics, but the idea is good)

I like the eloquent way this thesis statement starts: Khadijah does actually have her reason, but I want her to reword it, so I left it blank.
Title of your reference:
Author or Editor:
Title of Article: (if applicable)
Copyright:
Publishing Company:
Publishing Place:
Page Numbers:
Date Accessed: Your Name:
Date:
Teacher Name:
Topic of Research: Page Numbers:

Questions/Main Ideas

Step 2: Reduce

After class, reduce your notes to single words or short phrases

• Questions your notes answer
• Vocabulary
• Main Ideas
• Connections
• Questions you have
• Research you still need to address based on the information you found
• Quotes from your literary piece that support your research
NOTES

Step 1: Record

During your time in the library or in the online databases write as many meaningful facts and ideas as you can in this space.

Record the page numbers where you get your information from.

SUMMARY: After completing notes, write a brief summary of the key facts and ideas.

Complete steps 3 & 4 on the next page.
Step 3: Reflect
Reflect by asking yourself questions – Why is this important? How can I apply this? How does this fit in with what I already know? How will I use this in my writing?

Step 4: Review
Ensure you have page numbers for all the quotes you pulled from research; review your reference information at the top and ensure you have all the necessary requirements completed for MLA documentation; ensure you use a new sheet of paper for each source, so that you do not confuse your sources.

Suggestion for Outline

I. Introduction: Attention getter (hook), background information, and thesis statement

I. Important Information about the Author—explain who he/she is and why this person chose to write this book. Include quotes from research and possibly the introduction or preface of your literature. Make sure to cite your quotes.

I. Times in Which the Author Lived—what events took place before or during the author’s lifetime that may have inspired or motivated the author to write about the things he/she included in the book. Include quotes from research and possibly the introduction or preface of your literature. Make sure to cite your quotes.

I. Literary Elements/Literary Devices—how the author uses these to create his/her story. These include a.) Characterization, b.) Plot, c.) Point of View, d.) Setting/Scene, e.) Tone, f.) Voice. Include quotes from research and the literature.

I. Themes—the most important literary element. a.) Explain the themes clearly and accurately, b.) Note any symbolism or other literary devices the author used to get his/her ideas across, c.) Give a good critique of the of the strengths and weaknesses of the author’s thematic structure. Include quotes from research and the literature. Make sure to cite your quotes.
I. Literary Critics—These are people with Doctoral Degrees from big universities that have the title Ph.D. behind their name. Quote/show what they thought of the book, the author, and his/her ideas. Include quotes from your research. You may include quotes from the literature. Make sure to cite your quotes.
I. Personal Opinion—Finally, you get to say your piece. Here is where you say what you think of the book, the author, and his/her ideas. Include quotes from the literature (usually information from critics is good). Make sure to cite your quotes.
I. Conclusion—summate overall research findings

Example of Suggestion for Outline Completed:
Remember this is an example. Your outline does not need to look exactly like this, but it should follow some organizational pattern and provide evidence from the literature and research that you plan to use. Remember you are in the very rough draft stages, so you may not use everything you include in the outline and you might add more as you complete your final draft.

• Introduction
A. Background
B.In the novel Marley and Me: Life and Love with the World’s Worst Dog by John Grogan, Marley is far from perfect but taught his family the true meaning of love.
• John Grogan
• Background of author
• Born March 20 1957
• Been Journalist since College
• Philosophical Movements and roots
• based on the real events of john Grogan’s dog Marley who was named after bob marley
• Wanted to share his adventure with his dog and the meaning of real love
• Author stand on those Philosophical movements
• I would say the author would very much agree with the philosophical movements.
• “Such short little lives our pets have to spend with us, and they spend most of it waiting for us to come home each day.
It is amazing how much love and laughter they bring into our lives and even how much closer we become with each other because of them.”
? John Grogan, Marley and Me: Life and Love With the World’s Worst Dog – p 44
• Elements in the book
• Literacy Devices
• Setting Florida then Pennslyvania
The Grogan’s live in West Palm Beach, where John and Jenny bought a small bungalow house that they renovated after getting married.
• Human vs. nature (dog against human), foreshadowing (marleys dad scene , smiles, metaphors, and Onomatopoeia appear in the book
• Major Themes
• Crazy life with lots of love included
• “Dogs are great. Bad dogs, if you can really call them that, are perhaps the greatest of them all.”
? John Grogan, Marley and Me: Life and Love With the World’s Worst Dog – p 32
• Critic Interpretations
• The New York Times – Janet Maslin: “Mr. Grogan knew the workings of Marley’s mind. He makes that abundantly clear in Marley and Me, a very funny valentine to all those four-legged “big, dopey, playful galumphs that seemed to love life with a passion not often seen in this world.” It’s a book with intense but narrow appeal, strictly limited to anyone who has ever had, known or wanted a dog.”- p 2
• Kirkus Reviews : “Maudlin, embarrassing ode to a pooch … Please, no sequels! Only the most alarmingly devoted dog lovers should bother with this one.” – p 69
• Conclusion –
EXTENDED OUTLINE FOR RESEARCH PAPER

This is meant to help guide you with moving from your outline to full paragraphs for your final essay.

Please review the outline on the next 4 pages.

For your purpose, please insert page numbers by clicking – insert – page numbers – choose the option for the page number to be inserted in the upper right corner – you will see a blinking cursor – type your last name in front of the number (you can see an example of this in the MLA powerpoint)

Joe Student
Frnka
English IV
8 May 2012
Your assertion: The literary devices discussed in Title of Literature
Hook (Attention Getter (what will draw the reader’s attention?)—quote, anecdote, description, unusual statistic, etc.). Background information (genre (type/style), time period, exposition—characters and setting). Thesis (your assertion—title of the literature – author’s last name- literary devices discussed).
First Body Paragraph (Biography)—Topic Sentence (How does the author’s life
connect to my story?). Birth. Parents. Region. Education. Childhood. Young adult. Beginning career. Writing career (mention your work). Death. (If you are able to visit/call your local library ask if they have the For Students and Gale Contextual Encyclopedia reference books either in print or database (Novels for Students, Poetry For Students, Short-Stories for Students – these are wonderful reference books for completing your paper. If your library has them, please discuss the elements presented in ___ for Students under “Author Background” and Gale Contextual Encyclopedia under “Works in Biographical and Historical Context”). If you are not able to gain access to the above referenced books, then please just search time period information in EBSCO, jstor.org, or .edu websites (you will have to do an advanced search on google to find the .edu websites – if you need help please visit us on Tuesday 9 -3 in the live lesson room).

Second Body Paragraph (Historical Context)—Topic Sentence (How did the time period
the author lived in influence his work?). (Be sure to check the databases and look at For Students and Gale Contextual Encyclopedia reference books either in print or database (Novels for Students, Poetry For Students, Short-Stories for Students – these are wonderful reference books for completing your paper. If you are not able to gain access to the above referenced books, then please just search time period information in EBSCO—the link is on your Connexus home page. You can also search on google.scholar to find more information – if you need help please visit us on Tuesday 9 -3 in the live lesson room).
Third Body Paragraph (There are many topics you can discuss here – Characterization, point of view, setting, voice. I am going to provide you with an outline for characterization.
Topic Sentence (How do the characters connect to your thesis/theme? Function in the work?) Character #1—a. How does the character’s actions help you understand the work? b. Words? c. Thoughts? d. Appearance? e. How do other characters in the story react to that character? Character #2—Same information as Character #1. Concluding Sentence—Restate in a NEW way how the characters are important in your work.
Fourth—(Style/Literary Devices)—You needed two to three. You need a topic sentence that explains how these elements of style reflect the theme/thesis (in other words, what do these devices help communicate to the reader?). Style element #1—RESTATE how this one element communicates the author’s intention/lesson/meaning—be specific. Three layers: 1. What your research had to say about that literary element. 2. An example from your text to support that element. 3. Your commentary that pulls them both together. (Do this, X2 or X3). Style element #2—Refer back to #1. Style element #3—refer back to #1. Concluding sentence—How does style contribute to the understanding of the work?
Fifth—Themes—You need a topic sentence that explains the themes (2-3) in your work. [Remember that theme must be a statement/complete sentence.] What is the author trying to communicate about the topic? What point is he/she trying to make? Theme #1- 3 layers—First, is what your research says about the theme. Next, pull in evidence from your work that supports the research. Last, use your commentary to pull the two together. Theme #2—refer to #1. Theme #3—refer to #1. Concluding sentence (RESTATED)—What lasting impression does the author wish to communicate to his/her audience?
Sixth—Criticism (2 pieces of criticism). What do PhD types have to say about your work? Critic #1—1) Discuss 2-3 points the critic has made about the work. 2) Your commentary, including references to the work, about what your critic has to say. Critic #2—refer to #1 (might also be written as a separate paragraph). Concluding sentence—RESTATE what generally your criticism has to say about your work.
Seventh—Personal opinion of the work. Topic sentence: explains how you feel about the work (keep it analytical – write in 3rd person; avoid using the first person—I, me, mine). Give 2-3 substantial points. Keep the tone academic – look back at the criticism you read above – model your criticism after the critics writing.
Eighth—Conclusion—Topic sentence: answers the thesis. Make a useful analogy or comparison and tie up your points. Last sentence – universal thought or that leaves your reader thinking about your topic. See “How To Write A Conclusion” Powerpoint on the message board.

Works Cited
Follow MLA guidelines: entries should be in alphabetical order by the last name of the author or first word in the entry. Hanging indent all entries, double space document.

Please see the Works Cited on the example paper.
Please use the MLA template to help you create your Works Cited entries.

EXAMPLE FINAL RESEARCH PAPER
Please remember that your final draft must include page numbers in the upper right corner, along with your last name. The most important component of the research paper is the actual research and literary evidence correctly integrated, along with a Works Cited page to support.

Z W
Ms.
English IV
8 May 2012
Ambiguous Affection: Metaphors and Negative Connotation in William Shakespeare’s Sonnet 18 and Sonnet 116
Love gives life meaning. The love between a man and a woman, a mother’s love, and the love that bonds friends can be an eternal link that motivates people to thrive and succeed or struggle through the day. In most cases of love poetry and literature the subject is clear and defined, it is typically a man writing to a woman or vice versa, but in some of Shakespeare’s sonnets it is uncertain to whom he is writing. It is debated if some were directed at a man or at a woman, and if it was directed at a man, is it homosexual in nature or heterosexual? In Sonnet 18 and Sonnet 116 by William Shakespeare, an ambiguous love is demonstrated through the use of metaphors and imagery of what love is not to show what love is.
William Shakespeare, born in Stratford-upon-Avon on April 26, 1564, was a romantic from early on in his life. An example of this was how he “hastily married Anne Hathaway” (Gaines) when he was only eighteen. Shakespeare’s passion was his greatest tool in his writing. His passion flowed through his pen and produced 154 sonnets which he “composed between 1593 and 1601” (“William Shakespeare”). Sonnets 1-126 are believed to be addressed to a young man, which raises question about Shakespeare’s sexuality. The selection of words used in his sonnets would appear to be a little more than acceptably affectionate toward another man in modern society. That is modern society though, the argument stating how Shakespeare is indeed straight, but just has a very strong friendly relationship with another man is found in history, in the time period of Shakespeare. Shakespeare’s romantic nature assisted him in writings his sonnets but also raised questions regarding his sexuality.
The Renaissance, a movement that enveloped all of Europe, was a time when ideas flourished. The term Renaissance means “’a rebirth of arts and letter’” (Horowitz). A rebirth of letters, of words, and of poetry took place giving the era an energy and vibe that produced some of the greatest works in history. Shakespeare fed off the energy of this movement and became one of the most influential poets of the time. During the Renaissance they saw “the friendship of man and man as the highest form of human affection” (“Sonnets of Shakespeare” 5418). This would mean that the young man addressed in Shakespeare’s sonnets was not a lover, but in fact, just a companion. They valued intellect and for Shakespeare to write poems to his friend would not have seemed irregular. It was acceptable at the time for men to have a deep relationship without the rest of society regarding it as homosexual. On the contrary it was not unheard of for a poet to be a homosexual. In fact, it was common for “male citizens from every segment of society engage in sexual relations with other men” (Grau). During the time of Shakespeare’s writings, it was not uncommon for men to fornicate with other men, which can raise questions and doubts when it comes to the subject of Shakespeare’s sexuality and the subject of his poem. Although a deep male friendship was also common during the time, a relationship between men that was more than friendly was also common, thus making it difficult to deduce the sexuality of Shakespeare based on his sonnets. He was also married, that might suggest that his poem to a man could have only been of a friendly kind, or he could have possibly been bisexual. The ideas of the Renaissance are numerous aiding in the ambiguity of Shakespeare’s love.
Shakespeare clearly falls into the pool with the time period. He produced many poems and plays, in which his affection for another man is quite evident. Sonnets also “reached the height of [their] popularity in the 1590s” (Hacht 789). It is highly probable that Shakespeare contributed to the popularity of the sonnets during the time with his brilliant poems depicting love in a way never before done, but he was not the only writer of the time. Others also contributed to the spike in popularity, clearly demonstrating how Shakespeare falls into the time period he was in seamlessly. Affection for men seemed to be very popular in the Renaissance and in Shakespeare’s writings. Men commonly took part in deep intellectual as well as physical relationships during this time, which is surprising considering how strong the church was and the influence of religion in the society during the time. Given the openness of people at the time though it is understandable that homosexuality was common. Relationships “in a variety of manifestations is a principal focus of Shakespeare’s sonnets” (Hacht 797). This statement hints at some ambiguity when it comes to the subject of the sonnets. He could have written to multiple subjects and it is just believed that they were to a designated two, the first 126 to a young man and the rest to a dark lady. Perhaps, he wrote to more than one male or female companion. Who is to say that Shakespeare’s first 126 sonnets, if indeed addressed to a young man are only addressed to one young man? There are a lot of possibilities as to what the subject of Shakespeare’s sonnets could be. Ambiguity arises through the nature of poetry; the expansive realm of interpretation makes it difficult to be certain of what the author is saying without actually asking the writer. How could a reader be sure that it is directed to a woman or in a homosexual manner to a man when at the time “an intimate friendship between two men [had] greater intrinsic value than a sexual relationship” (Hacht 798)? Relationships between men could be valued for the intellectual aspects without being deemed as homosexual. These relationships could be regarded higher than a relationship between a man and a woman. Shakespeare demonstrates these aspects of the society in his sonnets, and his literature clearly matches the norms of the time period.
Shakespeare brings about his points of what love in general is through the use of metaphors, imagery, and he comments on what love is not to create an idea of what love is. In Sonnet 18 Shakespeare portrays his love for his subject by describing how a summer’s day is “neither perfect nor everlasting” (Poetry for Students 224) and therefore cannot be a good comparison to demonstrate how beautiful and everlasting his love is. Whoever Shakespeare is writing about seems to be a strong focus of his affection which is what raises doubts about the sexual nature of the sonnets. If it were merely an intellectual relationship with a man then why does Shakespeare take the time to compare his subject’s beauty to a summer’s day? His love for his subject is eternal while “summer’s lease hath all too short a date” (18 Line 4). He uses this negative description of the brief duration of a summer’s day to attempt to show how a summer’s day could not be a good comparison, because it is not eternal. Seasons change, the poet’s love does not; neither does the beauty of his subject. This passage describing the beauty of his subject does not seem to be a mere friendly, heterosexual line in a poem to a friend. Comparing a subject to an eternal summer would resonate more with a poem to a lover, a female companion in a heterosexual case, or a male if the poet does indeed have homosexual feelings in his poem. Using the metaphor of the summer has a particularly strong meaning in this poem due to the context of the life of Shakespeare. Shakespeare, living in England, did not experience the same summers that are felt in a tropical location where the summers are gorgeous, or in the south where the heat may be blistering that seemed to last an eternity. The summer, to the English, was still relatively beautiful, “[seemed] to pass in haste” (Poetry for Students 223). After their cold, brutal winters this summer was sweet, but it passed too quickly making it pale in comparison of the beauty of this ambiguous subject. Shakespeare also compares his love for his subject to a lighthouse. The lighthouse is an “ever-fixed mark/ That looks on tempests and is never shaken” (116 Lines 5-6). The light house is never shaken, neither is his love for this person, this subject that he never names. An everlasting love for a friend could be compared to the everlastingness of a lighthouse, but so could an everlasting love for a companion. Shakespeare portrays his love and the everlastingness of his love “through metaphors depicting their opposites” (Poetry for Students 295). He uses these literary tools to emphasize the depth of his love. Shakespeare marvelously uses an inverse comparison of how a summer does not compare to the eternal beauty of his subject, and also makes it clear that is love is eternal through his use of the lighthouse metaphor, but the gender of his subject is never stated. This beautiful subject that he will forever love is a mystery. Shakespeare uses the metaphor of the summer and the image of the lighthouse to show the ambiguity of his subject and to give the reader an idea of what love is by showing what it is not.
The theme of immortal love is prevalent throughout the two poems. Shakespeare uses this theme to demonstrate his immense passion for his ambiguous subject. Shakespeare loves his subject so much that he wishes to immortalize his subject in his poems. One of Shakespeare’s main points in these poems is “[relating] the theme of beauty with the theme of immortality” (Poetry for Students 224). He compared the eternal love he has for his subject with the never failing strength of the lighthouse, and stated that his subject’s eternal beauty is far greater than the fleeting beauty of a summer’s day. Whoever Shakespeare was writing about was the apple of his eye, and considering he had 126 sonnets dedicated to a single subject, he may have also had a bit of an obsession. An obsession over a friend seems pretty farfetched, but not unheard of. An obsession over a companion, typically a woman, seems to be more the norm of society and history. There have been countless poets and love struck individuals that have sought to win affection through poetry, which is perhaps what Shakespeare was attempting to do in his sonnets. Shakespeare took the idea of gaining the affection of a companion, if it were a companion and not merely a friend, to a whole new level. He believed his subjects “beauty [could] conquer death as long as there [were] people to read the lines of [Sonnet 18]” (Poetry for Students 224). Shakespeare wanted to immortalize his subject through his words. This type of compassion seems a little much to have been directed to a male friend. He seemed to have “homosexual affection” (Hacht 798) if this were indeed to a male. So this theme of immortalizing the beauty of his subject through his words contributes the ambiguity of the subject of Shakespeare’s words. He was married, but these sonnets were believed to be directed to a male companion, and in this the question arises. Whoever the subject may be, Shakespeare cared enough for them to attempt to immortalize them in his words.
Critics have debated the gender of the subject and the sexuality of Shakespeare. Even if a critic does not outright argue with another person, their views are expressed through their words and their interpretations of Shakespeare’s work. The critic, Joanne Woolway, believes that Sonnet 18 is used “to describe the woman the poet loves” (Poetry for Students 227). Woolway believes that the subject of Shakespeare’s sonnets is in fact, a woman. In her critical interpretation of his work it is clear to her that Shakespeare’s writings are to a woman. If these sonnets are in fact to a woman, were they to Anne? If they were addressed to her then why doesn’t Woolway use her name? This contributes to the cloud that shrouds the identity of the subject of Shakespeare’s first 126 sonnets. If the critics will not name Anne Hathaway in their critical interpretations of Shakespeare’s work then perhaps it was directed to a mistress. When it comes to the famous metaphor of Shakespeare comparing his subject to a summer’s day, Woolway interprets that Shakespeare believes that “to describe her as being like a summer’s day… would not be enough” (Poetry for Students 227). Woolway uses the pronoun “her” in this statement. There is no discrepancy in the gender of this ambiguous subject in her eyes, just the identity. Woolway believes that the sonnets Shakespeare was writing was directed to a woman that he had very passionate feelings for. According to this critic, the subject of Shakespeare’s sonnets was a woman, but not all critics agree.
The next critic, James Livingston, focuses on Sonnet 116 and cannot name the subject as a male or female, but he focuses on the loving relationship portrayed in Shakespeare’s sonnets. He thinks that “as a famous love poem, it is highly unusual” (Livingston). This poem is unusual because it differs from the typical way that love poems go. Instead of comparing his love to the usual things he demonstrates how is his love is. The difference in the poem could just be Shakespeare’s style, but it could also because this poem is addressed to a man instead of a woman, naturally making it different than the average love poem. He goes on to state that “love is essentially a mental relationship” (Livingston). This connects with the idea that men could have a deep intellectual relationship without it being homosexual. According to this, Shakespeare could very well be in love with this man on a very deep, compassionate, heterosexual level. Sonnet 116 does focus on how love can last through anything, hence the lighthouse metaphor, and so it is a reasonable conclusion to come to that this relationship Shakespeare had with his potentially male subject was heterosexual even though it discusses love in a very strong way. The theme of eternal love is recognized by this critic. He believes Shakespeare portrays this “through an elaborate and intricate cascade of images” (Livingston). It is possible that Shakespeare could have intense love for this man, without it being homosexual. Livingston never mentions the gender of the subject though, and these intense images, thoughts, and the unusualness of the poem could be for a woman. The elaborate images could be so she can understand how eternal his love is. They could have a very deep intellectual relationship which is why he feels he must venture into new grounds for poetry stating his love in a way that is uncommon among the genre of poetry. Livingston goes on to discuss how “love is as far removed from the level of mere sensation as any human activity could be” (Livingston). This would apply to both the love for a friend and the love for a woman. A heterosexual relationship would not involve any sensation but could involve deep love and same for a relationship with a woman, but it also includes the physical aspect. Livingston dances with his words describing the relationship with whoever the subject may be as a very deep type of love, but he never states the gender or the type of love Shakespeare feels for this unknown subject.
Based on analysis of the two critics it is uncertain as to whom or what gender the subject may be. There are strong arguments both ways, but too much is left to the mind to be able to make a conclusion that can be backed up beyond a reasonable doubt. In a court of law, the gender of the subject could never be proven. The only hints given on the gender or identity of the subject is based on whatever inferences can be made by the reader or the critic interpreting it. Put these sonnets in different hands and many different responses may be given. The case for a woman is strong, based on the deep passion he feels for the subject and the intimacy of the love Shakespeare demonstrates in these poems, but the case for a male is just as strong. The time period was known for deep relationships between men and homosexuality was a common practice too. Considering both sides fairly, as a jury would, without any bias, one could not say with certainty the gender of the subject. This identity of this ambiguous love is too difficult for anyone to figure out for sure without asking the poet himself, which is impossible. After analysis of the critics, no conclusion can be drawn when it comes to this strange, clouded love.
Shakespeare demonstrates a very passionate love in his Sonnet 18 and Sonnet 116. He expresses this love in unique ways, through powerful metaphors, through the demonstration of how typical comparisons are not good enough, and through imagery. The poems demonstrate this love very well, but do not demonstrate the gender or identity of whom it is addressed. Examining the evidence of the arguments, man or woman, heterosexual or homosexual, no conclusion can be drawn. The mystery of the gender and identity of the subject of Shakespeare’s first 126 sonnets will be an eternal mystery. Considering that he wished to immortalize his subject, this may have been his goal all along.

Works Cited

Gaines, Barry. “Biography of William Shakespeare.” Critical Insights: King Lear. Salem Press, 2011. Ebsco Literary Reference Center. Web. 30 April 2012. Web.
Grau, Rawley. “Forbidden Friendships: Homosexuality and Male Culture in Renaissance Florence.” Lambda Book Report Sept. 1996: 24. General OneFile. Web. Gale Virtual Reference Library. 13 Apr. 2012. Web.
Hacht, Ane Marie, ed. “William Shakspeare.” Shakespeare for Students. Michigan: Thomson Gale, 2007. 789, 797-798. Print.
Horowitz, Maryanne Cline. “Renaissance.” New Dictionary of the History of Ideas. Ed. Maryanne Cline Horowitz. Vol. 5. Detroit: Charles Scribner’s Sons, 2005. 2087-2090. Gale Virtual Reference Library. Web. 12 Apr. 2012. Web.
Livingston, James. “Sonnet 116.” Masterplots II: Poetry. Cawdor: Salem Press, 1998. Ebsco Literary Reference Center. Web. 31 April 2012. Web.
Shakespeare, William. “116.” Shakespearian Sonnets. Project Gutenberg Literary Archive Foundation. Web. Ebsco Literary Reference Center. 20 Apr 2012. Web.
Shakespeare, William. “18.” Shakespearian Sonnets. Project Gutenberg Literary Archive Foundation. Web. Ebsco Literary Reference Center. 20 Apr 2012. Web.
“Sonnet 116.” Poetry for Students. Ed. Marie Rose Napierkowski: Vol. 3: Detroit, Gale 1998. 295. Print.
“Sonnet 18.” Poetry for Students. Ed. Marie Rose Napierkowski: Vol. 2: Detroit, Gale 1998. 223-224, 227. Print.
“Sonnets of Shakespeare.” Masterplots. Fourth Edition. Salem Press, 2010. 5418. Print.
“William Shakespeare.” Academy of American Poets – Biographies of American Poets. Academy of American Poets, 2009. Web. Ebsco Literary Reference Center. 28 Feb 2012. Web.