40 Minute Open Ended Prompt:

Often in literature, a character's success in achieving goals depends on keeping a secret and divulging it only at the right moment, if at all. Choose a novel or play of literary merit that requires a character to keep a secret. In a well-organized essay, briefly explain the necessity for secrecy and how the character's choice to reveal or keep the secret affects the plot and contributes to the meaning of the work as a whole. You may select a work from the list below, or you may choose another work of recognized literary merit suitable to the topic. Do NOT write about a short story, poem, or film.

Due Monday

Practice open ended essay! You may type this essay and work on it longer than 40 minutes if you like. You man NOT use your books, and if you do, you kind of ruin the object of the lesson which is understanding how to write an open ended essay without the text. These essays are practice and will be graded on completion only, so there really should not be a temptation to use your books.

Prompt:

Often times in literature, a character will encounter something, someone, or some occurrence that seeks to deny his or her sense of identity. Select one such character from a short story we have read and analyze what challenges that character experiences to his or her identity and how this contributes to the meaning of the work as a whole. Do not merely summarize the plot.

Some advice on analysis:

Try to follow this basic pattern in analysis:

 Identify a challenge to identify (provide a specific plot reference.)

 Analyze how this shows a challenge to identity. (You will obviously have to offer specifics about the character’s identity as well in order to explain how this is a challenge.)

 Explain why this challenge to identity is important to illuminating a meaning of the story or MOWAAW. (something along the spectrum of interpretation.)

To have a complete analysis, you will need to discuss either multiple challenges to identity and/or multiple reasons why these challenges are important to the story. Much like poetry and prose analysis, you will want many specific plot references (grouped if possible) to serve as your evidence.

Due Wednesday

Please write a 2 page minimum (typed, double-spaced) reflection paper on the use of a minimum of 3 film techniques in Citizen Kane. Please describe the specific effect and analyze how its use contributes to the meaning of the film. There are no structural requirements for the paper, but the paper should be written in formal voice.

Reading Due Thursday, 11/29

"A Very Old Man with Enormous Wings" (362)

Text available here if needed.

(y en espanol)

Reading Due Monday after Thanksgiving Break

Read Kafka's Metamorphosis. A link to the text is available here.

Reading

I'm sure people have given up checking for posts, but for those of you who haven't, here is the reading assignment. Note that I am also including the story that we will be discussing on Wednesday if you'd like to get a head start. For both works, please apply your new knowledge of psychoanalytic criticism to enhance your interpretation.

Due Tuesday: "The Short Happy Life of Francis Macomber" (258) (Link to text if needed)

Due Wednesday: "A Rose for Emily" (56) (Link to text if needed)

Due Thursday

There will also be reading we are working on, but here is a start on the narrative essay assignment.

Your College Essay will be due on Thursday. Here is the formal assignment information:

You must select a topic for either an admissions essay or a scholarship essay. Your prompt must allow for a topic that can produce an essay of at least 300-400 words. (Therefore, for many of you, short answer questions will not count.) Please do not include an essay that is significantly longer than 800 words.

If you need a prompt, go online to the Common Application site, or search for a possible scholarship topic.

You must retype the prompt at the top of the page. Then include the text of your essay and a word count. When you turn yours in, you can request comments if you're interested. Here are some document guidelines.

Reading Due Tuesday, 10/30

Read Swift's a "Modest Proposal" (1558-1593). Look for and analyze the terms we discussed today in class. Speaking of, your packet is available here.

Neoclassical/Romantic Readings Due Friday

608 Description of Morning
609 Essay on Man
614 Clod and Pebble
619 Lines
624 She Walks…
626 Ode to the West Wind
628 When I have fears…
630 Ode…Nightingale

Renaissance/Metaphysical Readings Due Wednesday

Please read and think about the following poems for next time:

Renaissance/Metaphysical Readings:

584- "One Day I wrote" (Spenser)
589- "Since there's no hope" (Drayton)
590- "Let me not...“ (Shakespeare)
590- "My Mistress' eyes" (Shakespeare)
593-"The Canonization" (Donne)
595- "The Flea" (Donne)
594- "Valediction: Forbidding Mourning" (Donne)
599- "To the Virgins" (Herrick)
601- "Easter Wings" (Herbert)
602- "When I consider" (Milton)
604- "To his Coy..." (Marvell)

For Tuesday

Rhythm and Meter Reading (531-542)

Reading for Friday:

Read about Symbolism and Allegory (457-464)and be prepared for a quiz on the concepts discussed in this section. Remember, quizzes focus on definitions and applications, not on the specific poems in the section, although you should carefully read and think about each poem.

If you will be missing third period, you can take your quiz Thursday after school, before school Friday, during 5th period, or after school Friday.

Read the section on "Syntax" (465-472)

Upcoming Assignments

Due Friday:

Diction (436-444), Voice (427-436)

Prospectus Assignment Info:


Each poem prospectus will consist of the following:

- “Device/Effect T-chart” of a minimum of three different poetry devices, text support for these devices, and their effects the poem. Select a poem from the anthology that we have not thoroughly discussed in class.

- Thesis statement

- Paragraph (approximately 1/2 page). This paragraph will either be an introduction to a hypothetical paper on the selected poem ( background ideas, thesis, poa) or a body paragraph (topic sentence with 3 examples, where, what, how, why, model. )

For the Poetry Prospectus 1-4 Assignment, two of your poems will have an introduction as their paragraphs, and two will have a support paragraph.)

And finally,


Here is the poem for your first poetry paper (remember, do not consult any resources online or otherwise) but begin thinking about possible interpretations/devices to analyze. Due date, TBD, but rough draft work day will be next Wednesday.

when serpents bargain for the right to squirm
and the sun strikes to gain a living wage-
when thorns regard their roses with alarm
and rainbows are insured against old age

when every thrush may sing no new moon in
if all screech-owls have not okayed his voice
-and any wave signs on the dotted line
or else an ocean is compelled to close

when the oak begs permission of the birch
to make an acorn-valleys accuse their
mountains of having altitude-and march
denounces april as a saboteur

then we'll believe in that incredible
unanimal mankind(and not until)

e e cummings

Due Wednesday, 9/12

Read part one of the "Manifesto".

Due 9/10

You will want to review the information contained in the two handouts from today, on Associative Thinking, and Interpretation and Analysis.

You will need to be prepared with the information from the sections on "Figurative Language" and "Imagery". In other words, make sure you have learned the new information and have used your notes to help in this process. Page numbers are listed in the previous post.

Poetry Essay Pretest Due Thursday, 9/6

Here is a bit more specific of a prompt than I said in class:

Read and think about the poem "Design" by Robert Frost. Then, time between 40-50 minutes during which you will write as much as you can analyzing the poem. The prompt you are using for your essay is:

Explain how Frost uses literary devices such as diction, figurative language, imagery, and structure to convey the meaning of the poem, "Design."

You may type the essay if you wish, but DO NOT consult outside sources or other people.

THIS IS A PRETEST/COMPLETION POINTS ASSIGNMENT!!! As long as you produce a reasonable product in 40 minutes, you will receive full credit.

Text of Poem:

Design


I found a dimpled spider, fat and white,
On a white heal-all*, holding up a moth
Like a white piece of rigid satin cloth --
Assorted characters of death and blight
Mixed ready to begin the morning right,
Like the ingredients of a witches' broth --
A snow-drop spider, a flower like a froth,
And dead wings carried like a paper kite.

What had that flower to do with being white,
The wayside blue and innocent heal-all?
What brought the kindred spider to that height,
Then steered the white moth thither in the night?
What but design of darkness to appall?--
If design govern in a thing so small.

* A type of flower that is typically blue, but in this case, white.


Reading Due Monday:

451-456
444-450

Reading Due Thursday

Read through chapter 79 of Cat's Cradle.

Reading Due Wednesday, 5/30

Read through Chapter 38 of Cat's Cradle.

Reading Due Tuesday

Finish Things Fall Apart.

Period 5, remember you have your character mapping that will be due sometime next week.

Your first Cat's Cradle reading assignment will be due on Wednesday. I still have 2-3 copies of the book to lend out to people if needed, so the first to email me will have a copy reserved for them.

Reading for Friday

Read through Chapter 19 in TFA, which will take you to the end of part 2.

Due Tuesday

Read TFA through chapter 9.

Reading and Final Essays

Please read Chapters 1-5 of Things Fall Apart.

Also, begin work with your final essay assignment.

(Not PDF version)

Study Goals Week of 4/30

- Complete 3 additional review sheets - Review open ended prompt topic collection and write/outline/think about/discuss possible essay responses - Attend after school review session OR review open ended essay from the file drawer - Practice an additional multiple choice test Open Ended Prompt Medley

AP Study Goals 4/22-4/29

* Practice a non-modern Prose multiple choice AND a non-modern Poetry multiple choice passage. * Have 3 review sheets completed * Attend after school review session Remember also to schedule your double essay time for either Thursday beginning at 2:40 or Friday at 1:00. See me if neither time will work for you.

Due Thursday

Read through Chapter Part 1. (Ends at "towards dawn he awoke".) Chapter 5 notes available here.

Due 4/18

If you are not done with Chapter 4, please get caught up. Here are chapter 4 notes.

AP Test Weekly Minimum Study Goals:

* Attend Wednesday review session OR work with poetry prompt from file
* Complete the summary for ONE review sheet
* Practice ONE mulitple choice passage

Due Friday, 4/13

Chapter 3 Notes

Make sure you are meeting your weekly AP test study goals.

Due 4/10

Read as much of Chapter 2 as possible, although as a minimum, you should make it to "My heart is calm now. I will go back". There should be a physical break following this section.

Here are Chapter 2 notes.


Study goals for the week:

*Attend Wednesday review session OR Review a poetry prompt and essays on file.
*Practice at least ONE multiple choice passage. Page 54 of the AP Lit and Comp course description is the beginning of a multiple choice test (with answers following.) (In other words, do one prose passage or one poetry passage, etc. You can do the whole test if you want, but I thought one section might be more reasonable as a goal).

Due 4/6 Portrait Chapter 1, part 1

Your chapter one reading assignment will go from the beginning of chapter one and end with the sentence: "Stephen, raising his terror stricken face, saw that his father's eyes were full of tears." Most books will have a physical break after this line, so that should also help mark your stopping point.


Chapter 1 Notes are available here. Please at least read the background statements at the beginning, but I strongly encourage printing out a copy as using them as a resource.

I'm also including a rough draft of the Portrait Reading/AP test prep calendar. I have specified activities for test prep days at this time, but the calendar contains information about a long-term review assignment, and other test related info. I'll update when/if I am able to specify more review activities.

Portrait/Test Prep Calendar

Due 4/5

1. Essay rewrite on drama prompts.

2. Kenner's Introduction to Portrait of the Artist as a Young Man. (Handout)

(Your first Portrait reading assignment will be due on Friday, so make sure you will have access to the text.)

Please note link to "Fancy" Vocabulary on the right. Print it out! Practice with your friends! Sound erudite!

Due 3/21 (Wednesday)

Be finished with WH!

Due Monday, 3/19

Read through Chapter 29.

Wuthering Heights Critical Essay Assignment

 You must find and read 1 critical essay written about Wuthering Heights. Your essays can come from the internet (please include citation for the website address), a literary journal, the back of a copy the novel (if included) or the introduction to the novel if long enough.
 If you choose to use an essay from the internet, it must be from a reputable, academic source. This excludes essays from Sparknotes, Echeats, Purple monkey, Debbie’s Book Report Grade 8, etc. JSTOR is probably your best bet.
 Then you must write a 2-3 page evaluation of each essay. Your evaluation should include a summary of the thesis/argument of the essay you read (use quotations to refer to this) as well as your personal opinion on the validity of these points. You will also want to make sure you support your opinion with quotations from WH.
 Pay special attention to the language used by the authors of the critical essay—this is a chance for you to experience the language of literary analysis and learn from it stylistically
 Please follow MLA formatting and maintain formal (no 1st person) voice.

WH Reading Due Friday, 3/16

Reading through chapter 21.

Reading Due Monday, 3/12

Read through chapter 17. This is a big chunk, but this section goes very well together. So, do your best to spread your reading out over the three days you are not in school.

Reading due 3/7

Read chapter 9 for Wednesday's discussion.

WH Reading due Tuesday, 3/6

Reading due: chapters 5-8.

WH Reading Due Friday, 2/2

Please read chapters 1-4 of Wuthering Heights. (Note for all reading assignments that this means that you are done after you have finished reading chapter 4.)

Here is brief background information to help guide your reading:

Wuthering Heights is told non-linearly, which means that it will make extensive use of flashbacks. The story is first narrated in the first person by a wealthy man named Lockwood, who is renting a house, Thrushcross Grange, from a man named Heathcliff, who also owns and lives at a house called Wuthering Heights (hereafter WH). We meet two younger people living at WH when Lockwood makes a journey there, who are children of people who have died. During your reading you should be able to figure out who they are related to. After a second visit to WH, Lockwood falls ill and must spend time convalescing, at which point he asks his housekeeper, Ellen (also called Nelly or Mrs. Dean--they are all the same person) about the people currently living at WH since she used to work as a servant there. Nelly then begins a flashback towards the beginning of chapter 4 with her as the first person narrator which tells us the back story that resulted in odd set of circumstances that Lockwood witnesses at WH.

As you do your reading, make analytical note of:

-The use of symbolic environments—descriptions of houses and the outdoors
- Issues of class—manners, clothing, speak, appearance,
- Character identity—sense of self, characterization, etc.

Drama Test (Objective) Study Guide

Drama Test Study Guide


Works covered: Oedipus, Hamlet, Tartuffe, A Doll’s House, Death of a Salesman, Rosencrantz and Guildenstern are Dead

 Authors of all of the plays
 All character names (correct spelling preferred—or at least close)

 Drama Terms
o aside, soliloquy, monologue, dramatic irony

 Greek Drama Terms, development of, and general knowledge
o Hubris, harmartia, peripeteia, epiphany, catharsis, stichomythia
o Aristotle and Aristotelian Unities (Time, location, plot)
o Thespis, Aeschylus, Sophocles

 Shakespearean Drama Terms and general knowledge
o Groundlings foil

Test format:

90 Questions (Mostly fill in the blank)

 20 True/False Questions
 5 event timeline questions for each play
 Quotations identification
 Term identification

Due Tuesday, 2/14

Read Act I of Death of a Salesman.

If you know you will have a lot of other homework on Tuesday and Wednesday night, you may want to read a bit farther, since the rest of the play will most likely be due on Thursday.

Due Friday, 2/10

Write an open ended essay on the following prompt topic. You may choose to limit your time to only 40 minutes; however, you may also type this assignment if you do not prefer to write it by hand.

You essay must be based on A Doll House.

Prompt:

In a literary work, a minor character, often known as a foil, possesses traits that emphasize, by contrast or comparison, the distinctive characteristics and qualities of the main character. For example, the ideas or behavior of a minor character might be used to highlight the weaknesses or strengths of the main character. Choose a novel or play in which a minor character serves as a foil for the main character. Then write an essay in which you analyze how the relation between the minor character and the major character illuminates the meaning of the work.

Due Monday and Tuesday

Reading due Monday: Act V of Tartuffe (finish the play)

Reading due Tuesday: Act I of A Doll House

Reading due Thursday: Acts II and III of A Doll House (finish the play)

Due 2/2

Please read Acts II and III of Tartuffe. We will probably not quite make it through a discussion of all of Act III, so if you don't quite finish, no worries.

Due Feb 1 Reading

Read Act I of Tartuffe, and the preceding background information.

Red Book: 1059-1071
Black Book: Not sure...hope it's in there.

In case you do not have your book, or the book does not have the play, here is a link to an online version. However, it's not as good as the one in the red book, which is written in rhyming couplets, the way it's meant to be read.

Project Gutenberg link. (Scroll past all the notifications, and eventually you'll get to the text)

Research Paper...Due Monday, apparently

Props to those of you who emailed me a copy of your research paper. But, they will be officially due on Monday since school was cancelled. Looks like you got an extra weekend to work on it after all! Make sure that you are spending time reviewing for your final.

Hamlet Re-read and Semester 1 Final Study Guide

For Friday,

1. Perform a level 1 review of Act IV through scene 4.

2. Perform a level 2 review of the Hamlet's speech Act IV scene 4 line 35 "How all occasions do inform against me..."

3. No marking the text required.

Your final will consist of a passage analysis essay (Shakespearean passage) and an objective, fill in the blank component. Study guide available here.

Hamlet Re-read due Wednesday, 1/12

1. Perform a level one review of plot and main events of Act III scenes 1-2.

2. Perform a leve two close review of Ophelia's conversation with Hamlet immediately following the "To be speech"

3. Perform a level three review (marking the text) of Act III, scene 1, Hamlet's speech "To be or not to be..."

To be, or not to be: that is the question:
Whether 'tis nobler in the mind to suffer
The slings and arrows of outrageous fortune,
Or to take arms against a sea of troubles,
And by opposing end them? To die: to sleep;
No more; and by a sleep to say we end
The heart-ache and the thousand natural shocks
That flesh is heir to, 'tis a consummation
Devoutly to be wish'd. To die, to sleep;
To sleep: perchance to dream: ay, there's the rub;
For in that sleep of death what dreams may come
When we have shuffled off this mortal coil,
Must give us pause: there's the respect
That makes calamity of so long life;
For who would bear the whips and scorns of time,
The oppressor's wrong, the proud man's contumely,
The pangs of despised love, the law's delay,
The insolence of office and the spurns
That patient merit of the unworthy takes,
When he himself might his quietus make
With a bare bodkin? who would fardels bear,
To grunt and sweat under a weary life,
But that the dread of something after death,
The undiscover'd country from whose bourn
No traveller returns, puzzles the will
And makes us rather bear those ills we have
Than fly to others that we know not of?
Thus conscience does make cowards of us all;
And thus the native hue of resolution
Is sicklied o'er with the pale cast of thought,
And enterprises of great pith and moment
With this regard their currents turn awry,
And lose the name of action.--Soft you now!
The fair Ophelia! Nymph, in thy orisons
Be all my sins remember'd.

Hamlet Reread due Tuesday, 1/10

1. Do a level one re-read of the remainder of Act II.

2. Do a level two re-read of Hamlet's poem to Ophelia (no marking the text required)

Act II, scene II, line 100-ish.

'Doubt thou the stars are fire;
Doubt that the sun doth move;
Doubt truth to be a liar;
But never doubt I love.
'O dear Ophelia, I am ill at these numbers;
I have not art to reckon my groans: but that
I love thee best, O most best, believe it. Adieu.
'Thine evermore most dear lady, whilst
this machine is to him, HAMLET.'


3. Do a level three analysis of Hamlet's speech, Act II, scene 2, line 555, "Oh what a rogue and peasant slave am I..." Please mark the text, and be prepared to turn in.

Now I am alone.
O, what a rogue and peasant slave am I!
Is it not monstrous that this player here,
But in a fiction, in a dream of passion,
Could force his soul so to his own conceit
That from her working all his visage wann'd,
Tears in his eyes, distraction in's aspect,
A broken voice, and his whole function suiting
With forms to his conceit? and all for nothing!
For Hecuba!
What's Hecuba to him, or he to Hecuba,
That he should weep for her? What would he do,
Had he the motive and the cue for passion
That I have? He would drown the stage with tears
And cleave the general ear with horrid speech,
Make mad the guilty and appal the free,
Confound the ignorant, and amaze indeed
The very faculties of eyes and ears. Yet I,
A dull and muddy-mettled rascal, peak,
Like John-a-dreams, unpregnant of my cause,
And can say nothing; no, not for a king,
Upon whose property and most dear life
A damn'd defeat was made. Am I a coward?
Who calls me villain? breaks my pate across?
Plucks off my beard, and blows it in my face?
Tweaks me by the nose? gives me the lie i' the throat,
As deep as to the lungs? who does me this?
Ha!
'Swounds, I should take it: for it cannot be
But I am pigeon-liver'd and lack gall
To make oppression bitter, or ere this
I should have fatted all the region kites
With this slave's offal: bloody, bawdy villain!
Remorseless, treacherous, lecherous, kindless villain!
O, vengeance!
Why, what an ass am I! This is most brave,
That I, the son of a dear father murder'd,
Prompted to my revenge by heaven and hell,
Must, like a whore, unpack my heart with words,
And fall a-cursing, like a very drab,
A scullion!
Fie upon't! foh! About, my brain! I have heard
That guilty creatures sitting at a play
Have by the very cunning of the scene
Been struck so to the soul that presently
They have proclaim'd their malefactions;
For murder, though it have no tongue, will speak
With most miraculous organ. I'll have these players
Play something like the murder of my father
Before mine uncle: I'll observe his looks;
I'll tent him to the quick: if he but blench,
I know my course. The spirit that I have seen
May be the devil: and the devil hath power
To assume a pleasing shape; yea, and perhaps
Out of my weakness and my melancholy,
As he is very potent with such spirits,
Abuses me to damn me: I'll have grounds
More relative than this: the play 's the thing
Wherein I'll catch the conscience of the king.

Hamlet re-read due Monday, 1/9

1. Do a level one review of plot events of Act II, scenes 1 and 2, stopping before the players enter.(around line 380).

2. Do a level two reading (think carefully about literal and analytical ideas) of Act II, scene 2, Hamlet's speech beginning with "I will tell you what, so shall my anticipation prevent your discovery", but focusing on the "Oh what a piece of work is man..." portion.

What a piece of work is a man! how noble in reason!
how infinite in faculty! in form and moving how
express and admirable! in action how like an angel!
in apprehension how like a god! the beauty of the
world! the paragon of animals! And yet, to me,
what is this quintessence of dust? man delights not
me: no, nor woman neither, though by your smiling
you seem to say so.

3. No marking the text required.

Hamlet Re-read due Friday, 1/6

1. Review plot events for scenes 3, 4, and 5 of Act I.

2. Review the following speeches, practicing our close text (literal summary and analysis techniques) in your head. You do not need to write anything down, but can if you choose.

- Act I, scene 3, Laertes' speech "Think it no more/For nature crescent does not grow alone"

3. No marking the text required.

Also, since I'm actually rembembering to post information:

Hamlet Research Paper Information

(Due January 20th)

You must find and read 1 critical essays written about Hamlet. Your essays can come from the internet, a literary journal, the back of a copy the play (if included) or the introduction to the play if long enough. JSTOR would be an excellent resource for this assignment; please ask if you need login or other JSTOR information.

If you choose to use an essay from the internet, it must be from a reputable, academic source. This excludes essays from Sparknotes, Echeats, Purple monkey, Debbie’s Book Report Grade 8, etc.

Then you must write a 2-3 page evaluation of the essay. Your evaluation should include a summary of the thesis/argument of the essay you read (use quotations to refer to this) as well as your personal reaction to the validity of these points. Your summary portion should not exceed half of your total length. Please be sure to maintain a 3rd person formal voice even though you are expressing your opinion. You will also want to make sure you support your reaction/opinion with quotations from Hamlet.

Pay special attention to the language used by the authors of the critical essay. This is a chance for you to experience the language of literary analysis and learn from it stylistically. It is also a chance for you to research an aspect of Hamlet that you find personally interesting: gender relationships, minor characters, etc.

Please use MLA formatting and include a works cited. (You will not, however, lose any points for formatting errors). Hallelujah!

Hamlet Re-read, Due Thursday, Jan. 5

There are three levels of review that you will be performing, listed in order of most basic to most complicated. Only on the third listed below, do you have to write anything down, although you are welcome to mark close text reading for those speeches listed under step 2 below if you want to go the extra mile.

1. Review plot events for scenes 1 and 2 of Act I.

2. Review the following speeches, practicing our close text (literal summary and analysis techniques) in your head. You do not need to write anything down, but can if you choose.

- Act I, scene ii beginning speech by King Claudius: "Though yet our memory..."
- Act I, scene ii, speech by Hamlet: "Seems madam? Nay, it is"

3. Mark close text observations on the following speech, using your left margin for literal summary and your right for analytical analysis and associative thinking. If you are using an etext (or don't want to write in your book), I'll include the passage below so you can copy and paste and print it for ease of marking the text.

- Act I, scene ii, speech by King Claudius: "'Tis sweet and commendable in your nature Hamlet..."

KING CLAUDIUS
'Tis sweet and co
mmendable in your nature, Hamlet,
To give these mourning duties to your father:
But, you must know, your father lost a father;
That father lost, lost his, and the survivor bound
In filial obligation for some term
To do obsequious sorrow: but to persever
In obstinate condolement is a course
Of impious stubbornness; 'tis unmanly grief;
It shows a will most incorrect to heaven,
A heart unfortified, a mind impatient,
An understanding simple and unschool'd:
For what we know must be and is as common
As any the most vulgar thing to sense,
Why should we in our peevish opposition
Take it to heart? Fie! 'tis a fault to heaven,
A fault against the dead, a fault to nature,
To reason most absurd: whose common theme
Is death of fathers, and who still hath cried,
From the first corse till he that died to-day,
'This must be so.' We pray you, throw to earth
This unprevailing woe, and think of us
As of a father: for let the world take note,
You are the most immediate to our throne;
And with no less nobility of love
Than that which dearest father bears his son,
Do I impart toward you. For your intent
In going back to school in Wittenberg,
It is most retrograde to our desire:
And we beseech you, bend you to remain
Here, in the cheer and comfort of our eye,
Our chiefest courtier, cousin, and our son.