ماده الشعر سنه اولى

[احساس ورد]

هلا والله بنات الانجليزي

حبيت اقدم الى كل البنات مساعده في تحليل قصائد الى ناخذها عشان الكل يستفيد وينجح

وعشان تكون نتايجنا احسن من الفصل الاول والله شرايكم

راح انزل كل قصيده ناخذها اول باول وياليت الي عندها اي اضافه على التحليل تحطه ولا تبخل علينا

اوكي....

[super]

ممتاااااااز

عيني عليك بارده

صراحه خطوه موفقه جداً

يالله يابنات شدوا حيلكم

والله يوفقكم

يعطيك العافيه احساس

[رحلة عمر]

الله يسعدك حبيبتي ويسهل عليك يآرب

[english gairl]

يااا هلا فيك

والله تسوين خير خصوصا ان اغلب الدفعه السمستر اللي فات حاملينــها

فأعتقد بهالطريقه راح يسهل الموضوع بعد عون من الله ثم الدكتور بننجح

والصراحه كلمه الحق تقـــــال الدكتــور هذا افضل 100 مره من اللي قبله
اليوم كانت القصيده جداا رائعه وسهله عكس السمستر اللي فات الله يعطيه العافيه
والله يوفق
ومشكره على الفكره الرائعه

[رحلة عمر]

:mh19:
الي تدرسكم شعر مو الدكتورة فوزية الهويش

[english gairl]

لالا

سكشن 3/4/5 يدرسنــا الدكتور اشــرف

[wmm]

اي احسن ياشيخه

يحككككككككككككي كثييير على غير فايده

والقاعه فيها 3 سكاااشن يعني نوووو واي نقدر نركز او نسوي شي

[لاتغرك ضحكتي]

مشكوووووووووووووره اختي ( احساس ورد) ع الموضوع الاكثر من الرائع :m22asmilies-com:
واتمنى اننا نستفيد مع بعض ونساعد بعض
خطوه موفقه عزيزتي والله يجزاك كل خير... :praying:
لأن كلنا بحاجه لتحسين مستوانا في مادة الشعر كثير بنات حملوها
والحمد لله اني ماحملتها السمستر الاول بس كانت انزل تقدير عندي
ان شاء الله هالسمستر نعوض خير مع دكتور أشرف احسه يبشر بالخير :119:
يعطي كل ستانزا حقها بالشرح والبارافريز يعني اللي بينتبه معه ويكتب معه بيستفيد 100%
يبقى انه احسن بكثييييييييييييييير من د/ نجلاء الفرق وااااااااااااااااااضح

[احساس ورد]

مشكورين على الردود الحلوة ان الله اليوم ببدا انزل القصيده مع الشرح

اتمنى تساعدوني اذا كان عندي نقص اوكي..

طبعا اني الي يدرسني الدكتور اشرف ...

[احساس ورد]

virtue by george herbert



Poem Summary

Lines 1-4
Herbert begins "Virtue" with an apostrophe, or invocation. That is, here, he starts with a direct rhetorical address to a personified thing: as if speaking to the day, the narrator says, "Sweet day" and then characterizes the day as "cool," "calm," and "bright." Thus, for one noun, "day," he provides four adjectives. The rest of the line is made up of the adverbial "so," signifying intensity, repeated three times. Herbert is presenting a fairly generic image, without any action, as no verb appears among these eight words. Nor can a verb be found in the next line, which is a kind of appositive, or a noun phrase placed beside the noun that it describes. "The bridal of the earth and sky," which describes the "day," indicates no action, instead merely illustrating and amplifying the conditions depicted in the first line. That is, the "sweet day" is the bridal — the marriage, conjunction, or union — of the earth and the sky. In sum, Herbert presents a serene yet invigorating day and locates the reader in the celestial and terrestrial realms simultaneously, for the day in its loveliness brings them together.

Day, however, gives way to night, just as life gives way to death: "The dew shall weep thy fall tonight," the narrator asserts, turning a daily natural event, nightfall, into a ****************phor. Beyond death, the line also suggests grief at the loss of paradise on Earth, the Fall, which is the original cause of death in the Judeo-Christian story of the Creation. The evening dew, invested with emotion and made to represent grief, is equated with tears, which are shed at nightfall over the Fall, the sin that brought death into the world.

Lines 5-8

In beginning the second quatrain with the word "sweet," Herbert continues to connect the beauty of nature with impermanence, as any "sweet" thing must, over time, lose its sweetness. Like the day, the rose is an emblem of earthly splendor. It is "sweet" like the day, saturated with color, and graced with magnificence. (Angry and brave are complex words in Herbert's usage, as aspects of their meanings have all but passed from English. Angry, in the seventeenth century, could signify "inflamed," while brave could signify "having a fine or splendid appearance." The suggestions of wrath and courage carried by these words also reinforce the rose's magnificence, as it is characterized thus as standing knowingly in the prospect of doom.) So magnificent is the rose that Herbert calls one who looks at it a "rash gazer." Here, "rash" suggests a lack of necessary caution in taking in a sight so dazzling that the gazer is moved to "wipe," or rub, "his eye," as one does in wonder. Also, a warning may be understood to be present in the word "rash": one who beholds the rose is in danger of desiring its seductive but transitory beauty over the sweetness of what endures in eternity, the soul itself.

As with the day, so with the rose: despite its living splendor, death awaits. "Thy root," buried in the earth, as it must be if the rose is to flourish, "is ever in its grave." Thus, life and death are entwined, and death is an ever-present aspect of life. Indeed, by emphasizing the common ground shared by the root, the source of life, and the grave, the receptacle for death, Herbert evokes two Christian lessons: first, that life contains elements of death and must inevitably give way to death and, second, that death is not finality but part of the continuum of existence. In awareness of death, one realizes the true meaning and purpose of life and will thus prepare his or her soul, through the exercise of virtue, for eternity.

Lines 9-12
The word "sweet" begins the third quatrain as well, now describing the spring, which is subsequently characterized as "full of sweet days and roses." As such, the delights presented in the first two quatrains are contained in the third, and the narrator solidifies his suggestion of the earth's rich bounty. In the second line of the quatrain, spring is likened to "a box where sweets compacted lie." Then, as in the previous quatrains, the third line iterates the transience of earthly delights: "My music shows ye have your closes." Through this line, the narrator offers the poem itself as proof of his argument regarding the impermanence of things. By "my music," the narrator refers to the very verse being read, this poem. "Close" is a technical term in music indicating the resolution of a musical phrase. Thus, the poetic verse, like everything else the narrator has so far depicted, must come to an end, as it temporarily does with the four stressed and conclusive beats of the twelfth line: "And all must die."

Lines 13-16

Breaking the pattern established in the previous three quatrains, the final quatrain begins not with the word "sweet" but with a limiting expression: "Only a." The reader has been told that the "sweet day," the "sweet rose," and the "sweet spring" all "must die." In contrast to them is the soul: "Only a sweet and virtuous soul / never gives." "Sweet" is no longer used to denote an aesthetic quality, nor is the word sufficient to stand alone anymore; in fact, in being yoked with "virtuous," it is invested with a moral and spiritual dimension. The soul that is sweet and virtuous, unlike the spring, the rose, and the day, "never gives," that is, it never gives way to death, instead ever enduring. Such a sweet soul, disciplined by virtue like wood that has been seasoned, is fully strengthened. Lumber that has been seasoned, aged, and dried is more suitable for use in construction than is fresh lumber; "seasoned timber" is sturdy and enduring. The conflagration suggested in line 15 by the image of "the whole world turn[ing] to coal" alludes to chapter 3, verse 10, of 2 Peter, in the New Testament, where Peter speaks of "the day of the Lord," the judgment day when "the elements shall melt with fervent heat" and "the earth also and the works that are therein shall be burned up."

Thus, the first three quatrains present images of earthly beauty, but each ends with the word "die." The last quatrain presents images of an eternal soul and of a conflagration that turns the whole world, except that virtuous soul, to blackened coal, and its last line ends with the word "live." As such, the entire poem, which all along warned of death, shows the way in which Herbert believes that he and his readers may achieve eternal life: by shunning transient glory and humbly embracing virtue

[احساس ورد]

Themes

The Transience of Earthly Beauty
Repeatedly, throughout the sixteen lines of "Virtue," Herbert asserts beauty's transitory nature. His warning is not that people themselves must die but that the things that delight people while they are alive must pass away. The word "thou," repeated in the last line of each of the first three stanzas, serves as an address to each of the day, the rose, and the spring. The word does not refer to the poet himself or to the reader, even if one hears associative and suggestive echoes in those directions. Consequently, Herbert's poem does not assume the character of a threat. It serves, rather, as an instrument devised to wean both poet and reader off dependence on the visible world for joy and spiritual nourishment in order to redirect both poet and reader to the inner cultivation of virtue.

The Interconnection of Life and Death
Besides expressing the impermanence of natural phenomena in "Virtue," Herbert also reveals the interconnection of the realms of life and death. The earth, which represents impermanence, and the sky, which represents eternity, are joined (by the day) in union in the second line of the poem. Similarly, the seventh line shows that a root, a source of life, and a grave, a tomb for life, share the earth as a common location. In the Christian story, Jesus's temporary journey into earthly death assures humankind of the existence of a way into eternal life.

The Power of Christian Virtue to Overcome Mortality

The last stanza reverses the despair built up in the first three, by expressing the notion that salvation is achieved through the cultivation of a "sweet and virtuous soul." Such a soul is formed, Herbert suggests, through appreciation of the beauty of nature, with the understanding that those natural objects, which indeed exercise a positive influence on the soul, must perish. The soul that is shaped by the appreciation of the sweetness of natural beauty — as long as that beauty is seen to be transient — can itself become sweet by refocusing its appreciation on the beauty of virtue, sacrifice, and the eternal afterlife.

Nature

Despite his poem's focus on the transience of earthly beauty and of the experience of earthly rapture, Herbert delights in the depiction of nature and natural phenomena. He brings the reader into the English countryside in springtime, to be dazzled by the light of day, the hue of a rose, the scent of the earth, and the dew-covered fields at evening, as well as by the music of the poet's appreciation of these things. Herbert introduces natural images into his verse not as ends in themselves but as a means of carrying out the religious instruction to which the poem is devoted.

Faith

An implicit theme of "Virtue" is faith. Although what is visible to humankind in the poem is the transience of earthly delight and the decay of nature, the poem ultimately conveys what cannot be seen and must instead be felt: the existence of a quality, the soul, which exists in eternal delight in a dimension other than the one in which our bodies live. The first three quatrains show what the poet can actually see; the fourth refers to what he knows by virtue of the vision granted to him by his Christian faith. Faith allows him to see what is invisible to the eye

[english gairl]

يعطيج العـــــــافيـــه خيتوو احساس على المجهود اللي تبذلينه
وانا عن نفسي من الحين مستفيده عندي الاستانزا الثانيه ما لحقت اكتب وراااه فباخذها من هنا بعد اذنك يعني

اختي Wmm
حبيبتي اللي بغى يفهـــم يركــز معـاه ويكتــب
من شوي تركيز وشوي سوالف

بعدين خلينا من التركيز
انا معاااااك يتكلم ويعيد كثــير
بس لو انه ما يعيد كان قلتوو مايفهــــــــم ولا نلحق نكتب ورااه
وبعدين هوو الشعر نفسه هذره واعتقد شفتيه بالثانويه

انا من وجهه نظري اشوف ان اشرف افضل من د. نجلاء
اقلهـــــــا المحاظره تخلووو من التهزئ والتحطيم
مثل انتو ماتفهموون وانتو مثل الفيران اعزكم الله طحتوو في المصيــده على قولتها والى اخره
ولما يبقى نص ساعه تبدا تشرح القصيــده ويالله تفهمين كلمتين على بعض


ويبقى الاختلاف في الرأي لا يفسد للود قضيه
هذا رأيي والسلالام عليكم

[C a t h r e n]

يارب توفق احساس ورد وتنجحها بكل المواد بدرجات عالية وتحقق لها كل اللي تتمناه :119:
>>وأنا معاها :cheese:

آآآآآمييييييين

يعطيك ألف ألف ألف عافية عالفكرة الجونان والله يجعله في ميزان حسناتك

وإن شالله إذا قدرت راح أساعد..




بس أبغى أسألك الشرح اللي كتبتيه من شرحه ولا من النت؟؟


وعندي سؤال ثاني مررررة موهيم حاولت أسألو اليوم بس قفل وطلع على طول..

الحين لمن نكتب تحليل أو شرح لأي قصيدة.. نكتبها على شكل قطعتين

الأولى عن الشاعر(حياته,تعليمه,وظيفته,زواجه,خبراته..إلخ)

الثانية عن القصيدة(معلومات عامة ترتبط فيها مثل:تاريخ كتابتها,سيتينق,ثيم,الفكرة...إلخ.)

>>الكلام هذا من الملزمة مو من عندي


هذا عارفينوه ..
بس لمن نكتب عن الشاعر ايش يبغى بالضبط؟؟

أحس اللي طلبه كثيــــر ويبغاله حفظ بلحاله:bawling:..ومومعقولة كل ماأخذنا شاعر نحفظ قصة حياتوه >>مصدقة نفسها بالثانوي

مو ملاحظين إنو ماقلنا شيء عن الشاعر ولا علمنا شيء عن القطعة الأولى ..عدا المثال اللي موجود بالملزمة..
وعاد اللي في الملزمة مو بس معلومات إلا سيرة حياتوه!!!:t1:


هو إن شالله سهل..بسـ أحس إني شوي ضايعة..

والإمتحان السبت مابقى شيء
وخايفة يجيب لنا حللي؟؟؟:000:


بلييز هلب

:c8:





.

[wmm]

يعطيج العـــــــافيـــه خيتوو احساس على المجهود اللي تبذلينه
وانا عن نفسي من الحين مستفيده عندي الاستانزا الثانيه ما لحقت اكتب وراااه فباخذها من هنا بعد اذنك يعني

اختي Wmm
حبيبتي اللي بغى يفهـــم يركــز معـاه ويكتــب
من شوي تركيز وشوي سوالف

بعدين خلينا من التركيز
انا معاااااك يتكلم ويعيد كثــير
بس لو انه ما يعيد كان قلتوو مايفهــــــــم ولا نلحق نكتب ورااه
وبعدين هوو الشعر نفسه هذره واعتقد شفتيه بالثانويه

انا من وجهه نظري اشوف ان اشرف افضل من د. نجلاء
اقلهـــــــا المحاظره تخلووو من التهزئ والتحطيم
مثل انتو ماتفهموون وانتو مثل الفيران اعزكم الله طحتوو في المصيــده على قولتها والى اخره
ولما يبقى نص ساعه تبدا تشرح القصيــده ويالله تفهمين كلمتين على بعض


ويبقى الاختلاف في الرأي لا يفسد للود قضيه
هذا رأيي والسلالام عليكم

والله انا بالنسبه لي ما ارتحت لاسلوبه

هو يا اختي العزيزه الناس قدرات ودرجات بالتركيز وكل شي

يعني انا ممكن يعطيني المحاضره كلها بنص ساعه استوعببها اكثر من انو يعيد ويزيد

اركز اول عشر دقايق وبعدها ما اقدر افقد التركيز

لان اسلوبه واعادته وكلامه على وتيره وحده يطفش

مافيه مشاركه من الطالبات مافيه اي تفاعل وهو بس يحكي!!

الشرح الكويس ياعزيزتي مو كذا!! احنا مو متوسط او ثانوي

احنا طالبات جامعه

الدكتور مو وظيفته يشررح كل شي!!

هو اسمه instructor

يعني مفروض احنا ناخذ ونعطي معاه

وفيه اشياء كثيره تمنع هالشي

اولها وضع القاعه المززززري

ثانيها وضع الطالبات المملوحات اللي بس جايين ينبسطون

ثالثها وضع الدكتور واسلووووبه الممممممل بشكل لايوصف

رابعها واهمها!! المكرفونات اللي زي العسل

ارجع واعيد

انا انسانه احب اتعلم مع الدكتور اللي يعطيني حجمي

يعني يعطيني فرصه اتكلم اقول اانا اشرح انا اعلق!
اغلط اقول شي صح المهم اقدم شي بالمحاضره

اما هو يقول كل شي وكل حرف وانا اكتب وراه زي المسجل وارجع البيت احفظ واصم واجي الاختبار اكب حفظي

لاياعزيزتي لاهذا اسلوب دراسه جامعيه ولا هذا اسلوب طالبه جامعيه بقسم الانجليزي

خصوصا انو الانجليزي على انه حكي كثير وتحسينه ثيوريتكال ونظري بس هو العكس تماما

الادب الانجليزي تطبيقي درجه اولى!!

[pretty]

بناااات دكتور أشرف


ابي احد يكتب لي برفريز للقصيدتين لوو سمحتووووا :000:

[maziona]

مرحباا بناات ..

اي والله دكتور اشرف الصراحه احسن من دكتوره نجلاء بكثيييييييييييييييييييييييييييييير ..

وعلى قولة english gairl ..

مثل انتو ماتفهموون وانتو مثل الفيران اعزكم الله طحتوو في المصيــده على قولتها والى اخره

والله انها تسد نفس الواحد عن المذاكره خير شر واحباط بشكل .. لدرجة انني كنت مافكر افتحه اصلا خلاص غاسله يدي منه ..

بس دكتور اشرف الصراحه اسئلته اليوم مررره حلوه الله يوفقه ويرزقه اللي يبغااه ياااارب ..

مع اني الترم الاول كنت ماطيق شي اسمه شعر ابببببببد .. بس هالسمستر اكتشفت انه حلوو ..

مشكوره احساس ورد ..

وبالتوفيق للجميع ..

[حكايا الورد]

اي والله الأسئله مره تجنن كان زين كل الأحتبارات مثل أختبار اليــــــــوم.. :119:
الله يعطيه العافيه ..