Analyzing the Building Blocks of a Sonnet:
Analyzing the Building Blocks of a Sonnet:
1. (1) Number the lines on the blanks provided (remember, in a sonnet there should be _____ lines).
2. (1) Put a box around the quatrains.
3. (1) Put a double box around the couplet.
4. (14)Remember that iambic pentameter identifies the rhythm. It is evidenced by an unstressed syllable followed by a stressed syllable (see the first to lines—bold is stressed, no bold is unstressed). Using your pencil bold and mark off couples with boxes. Make sure there are 5 couples in each line.
Ex: I see a lit tle boy of four or five
Whose face lights up whenev er we would play
5. (1) Identify the rhyme scheme by writing the letter on the left hand side of the line. For each new rhyme use a new letter. The first few have been done for you.
6. (5) Identify SOAPS
a. Subject—the general topic, content and ideas in the poem:
__________________________________________________________________________________________
b. Occasion—The time and place of the poem. Try to understand the context that encouraged the poem to be written.
__________________________________________________________________________________________
c. Audience—To whom is the poem written?
__________________________________________________________________________________________
d. Purpose—What is the reason behind the writing of the poem?
__________________________________________________________________________________________
e. Speaker—What can you say about the voice speaking the poem?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
7. (2) Identify the theme of the poem
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
8. (2) Is the theme contradicted or expanded in the sestet? Explain your response. __________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
William Shakespeare
Sonnets Unit
← The writer of 8884,647 words & 118,406 lines.
← The Oxford English Dictionary attributes all of the bold faced words below (and some 500 more to Shakespeare
From the spectacled pedant to the schoolboy, all gentlefolk recognize Shakespeare as a fathomless fount of coinages. The honey-tongued Bard had no rival, nor could he sate his never-ending addiction to madcap, flowery (or foul-mouthed!) neologisms. Even time-honored exposure cannot besmirch our amazement at the countless and useful words that lend radiance to our lackluster lives. All in a day’s work! (see page 236—read and then complete the activity—you can use your vocabulary phrases to help you!)
Motifs in Shakespeare’s sonnets (from Norton):
1-17 addressed to young man; he urges the young man to marry and reproduce
126. poet expresses his love for the young man, problems poet has with young man, “rival poets”;
themes include brevity of life, the destructive power of time, and the power of love and poetry
127-154 addressed to or about “dark lady” who is alluring but destructive—she is the object of desire as well as a rival poet; the young man also seems to be involved with “dark lady”
Figures: poet speaker (Shakespeare?), a younger male aristocrat, a so-called “Dark Lady,” a rival poet.
Composition: Mid-1590s-1609
Everyone in the group must actively participate in each step of this process.
← Steps one, two, and three are preparation steps. Always analyze the poem first. If you don’t analyze the poem you will never be able to capture the rest.
← Remember with the article you must summarize and actually apply it to your analysis. Printing off an article alone is not acceptable. Connect it to your analysis.
← The poster must be creative and expressive. In other words, simply writing the sonnet in the middle and drawing hearts around it is not acceptable. Capture the theme. The best posters have more IMAGES than WORDS, but also have captions to explain those images. Posters need titles. Don’t use the title of the sonnet—be creative.
← Dividing up the sonnet for the dramatic reason is a requirement. One person cannot do it alone. Decide which lines each person is going to do and where to split the line. Remember to identify the iambic pentameter so your reading captures the rhythm. Extra credit will be given to groups that memorize their lines to recite.
1. A personal analysis: (20 points)
← EVERY group member must fill out the analysis worksheet for themselves; you may work together, but it should be in YOUR OWN WORDS
2. A Critical article from a database. (15 points)
← I will rotate the groups in to the computer to find the article over the next few days. You will each have approximately ½ a class period to look in class. If you do not find an article in class, it is your responsibility to find one at home.
← Gale Databases—can be accessed through the school library webpage: password: clem79777
← >>high school zone>>research: Password: wiseowl
3. Poster will be graded by the following rubric. It should be creative and colorful. Just printing pictures is not acceptable. Be creative in other ways. (25 points)
|CATEGORY |5 |4 |3 |2 |
|CATEGORY |4 |3 |2 |1 |
|Labels |All items of importance on the |Almost all items of importance on |Several items of importance on the|Labels are too small to view |
| |poster are clearly labeled with |the poster are clearly labeled |poster are clearly labeled with |OR no important items were |
| |labels that can be read from at |with labels that can be read from |labels that can be read from at |labeled. |
| |least 3 ft. away. |at least 3 ft. away. |least 3 ft. away. | |
|Attractiveness |The poster is exceptionally |The poster is attractive in terms |The poster is acceptably |The poster is distractingly |
| |attractive in terms of design, |of design, layout and neatness. |attractive though it may be a bit |messy or very poorly |
| |layout, and neatness. | |messy. |designed. It is not |
| | | | |attractive. |
|Title |Title can be read from 6 ft. away |Title can be read from 6 ft. away |Title can be read from 4 ft. away |The title is too small and/or|
| |and is quite creative. |and describes content well. |and describes the content well. |does not describe the content|
| | | | |of the poster well. |
|Knowledge Gained |Student can accurately answer all |Student can accurately answer most|Student can accurately answer |Student appears to have |
| |questions related to facts in the |questions related to facts in the |about 75% of questions related to |insufficient knowledge about |
| |poster and processes used to create|poster and processes used to |facts in the poster and processes |the facts or processes used |
| |the poster. |create the poster. |used to create the poster. |in the poster. |
4. Dramatic Reading: *Memorizing lines will result in extra credit!* (20 points)
← Step 1: Analyze the poem carefully. Identify the stressed and unstressed syllables so you are sure to express the poem’s rhythm.
← Step 2: divide up the parts; most of your groups have 4 people. One way would be quatrain, quatrain, quatrain, couplet and the person who does the couplet can be responsible for presenting explaining the poem afterward.
← Step 3: Act. DRAMATIC is the key. Just standing up and monotonously reading is no fun! The speaker should use hand motions and emotions!
← Step 4: Practice!! Practice!! Practice!!
On presentation day you should follow this outline: Presentation (20 points)
1. Dramatic reading of the poem
2. Explain the poem’s theme and your group’s interpretation as you display the poster
3. Explain and summarize your critical article.
4. Ask for questions.
Personal Analysis Worksheet
1.Which sonnet number were you assigned ______________. What motif does it encompass? ______________ __________________________________________________________________________________________
2. Number the lines of the sonnet (remember, in a sonnet there should be _____ lines).
3. Put a box around each quatrain.
4. Put a double box around the couplet.
5. Remember that iambic pentameter identifies the rhythm. It is evidenced by an unstressed syllable followed by a stressed syllable (see the first to lines—bold is stressed, no bold is unstressed). Using your pencil bold and mark off couples with boxes. Make sure there are 5 couples in each line.
Ex: I see a lit tle boy of four or five
Whose face lights up whenev er we would play
6. Identify the rhyme scheme by writing the letter on the left hand side of the line. For each new rhyme use a new letter.
7. Circle the volta, or turn of the poem.
8. Identify SOAPS
a. Subject—the general topic, content and ideas in the poem:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
b. Occasion—The time and place of the poem. Try to understand the context that encouraged the poem to be written.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
c. Audience—To whom is the poem written?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
d. Purpose—What is the reason behind the writing of the poem?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
e. Speaker—What can you say about the voice speaking the poem?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
9. Identify the theme of the poem
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
10. Is the theme contradicted or confirmed in the couplet? Explain your response. __________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
11. Identify at least 2 other types of figurative language (i.e. Imagery, Metaphor, Similes, Onomatopoeia, Hyperbole, etc):
1.
2.
12. Title of critical article:____________________________________________________________________
Author of critical article: __________________________________________________________________
Source:________________________________________________________________________________
13. Provide a brief summary of the article.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
14. Explain your opinion of the article. Do you agree or disagree with the claims? Explain.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
On presentation day you should follow this outline:--complete the outline to turn in. You only have to have one per group, but you all may want it so you know what your role is. Presentation (20 points) **MAKE SURE YOU HAVE A BACK UP PLAN!!! IF SOMEONE IS ABSENT, YOU STILL MUST PRESENT!!
1. Dramatic reading of the poem
a. Explain how you plan to make it dramatic (ex. Make it into a song/rap; add music (no words); act it out; hand motions etc.) ______________________________________________________________________________ _________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
b. List who is reading what lines:
line #s ___________:group member: _________________
line #s ___________:group member: _________________
line #s ___________:group member: _________________
line #s ___________:group member: _________________
2. Explain the poem’s theme and your group’s interpretation as you display the poster: Group member responsible: ________________________
a. Theme/Main idea of the poem (include the motif!):
_________________________________________________________________________________________
_________________________________________________________________________________________ _________________________________________________________________________________________
_________________________________________________________________________________________
b. Explanation of poem and how it relates to the theme:
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
3. Explain and summarize your critical article. Group member responsible: ____________________________________
a. Main points of critical article include (must have at least 3):
i. _________________________________________________________________________________
__________________________________________________________________________________
ii. ________________________________________________________________________________ __________________________________________________________________________________
iii. ________________________________________________________________________________
__________________________________________________________________________________
b. Explain your opinion of the article in light of your own interpretation (agree/disagree and why)
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
4. Ask for questions
5. Thank your audience
Sonnet 73
That time of year thou mayst in me behold
When yellow leaves, or none, or few, do hang
Upon those boughs which shake against the cold,
Bare ruin'd choirs, where late the sweet birds sang.
In me thou seest the twilight of such day
As after sunset fadeth in the west,
Which by and by black night doth take away,
Death's second self, that seals up all in rest.
In me thou see'st the glowing of such fire
That on the ashes of his youth doth lie,
As the death-bed whereon it must expire
Consumed with that which it was nourish'd by.
This thou perceivest, which makes thy love more strong,
To love that well which thou must leave ere long.
Sonnet 12
When I do count the clock that tells the time,
And see the brave day sunk in hideous night;
When I behold the violet past prime,
And sable curls, all silvered o'er with white;
When lofty trees I see barren of leaves,
Which erst from heat did canopy the herd,
And summer's green all girded up in sheaves,
Borne on the bier with white and bristly beard,
Then of thy beauty do I question make,
That thou among the wastes of time must go,
Since sweets and beauties do themselves forsake
And die as fast as they see others grow;
And nothing 'gainst Time's scythe can make defence
Save breed, to brave him when he takes thee hence.
Sonnet 18
Shall I compare thee to a summer's day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date:
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimm'd;
And every fair from fair sometime declines,
By chance or nature's changing course untrimm'd;
But thy eternal summer shall not fade
Nor lose possession of that fair thou owest;
Nor shall Death brag thou wander'st in his shade,
When in eternal lines to time thou growest:
So long as men can breathe or eyes can see,
So long lives this and this gives life to thee.
Sonnet 29
When in disgrace with fortune and men's eyes
I all alone beweep my outcast state,
And trouble deaf heaven with my bootless cries,
And look upon myself, and curse my fate,
Wishing me like to one more rich in hope,
Featured like him, like him with friends possessed,
Desiring this man's art, and that man's scope,
With what I most enjoy contented least;
Yet in these thoughts my self almost despising,
Haply I think on thee, and then my state,
Like to the lark at break of day arising
From sullen earth, sings hymns at heaven's gate;
For thy sweet love remembered such wealth brings
That then I scorn to change my state with kings
Sonnet 116
Let me not to the marriage of true minds
Admit impediments. Love is not love
Which alters when it alteration finds,
Or bends with the remover to remove:
O, no! it is an ever-fixed mark,
That looks on tempests and is never shaken;
It is the star to every wandering bark,
Whose worth's unknown, although his height be taken.
Love's not Time's fool, though rosy lips and cheeks
Within his bending sickle's compass come;
Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom.
If this be error and upon me proved,
I never writ, nor no man ever loved.
Sonnet 130
My mistress' eyes are nothing like the sun;
Coral is far more red, than her lips red:
If snow be white, why then her breasts are dun;
If hairs be wires, black wires grow on her head.
I have seen roses damasked, red and white,
But no such roses see I in her cheeks;
And in some perfumes is there more delight
Than in the breath that from my mistress reeks.
I love to hear her speak, yet well I know
That music hath a far more pleasing sound:
I grant I never saw a goddess go,
My mistress, when she walks, treads on the ground:
And yet by heaven, I think my love as rare,
As any she belied with false compare.
Sonnet 138
When my love swears that she is made of truth,
I do believe her though I know she lies,
That she might think me some untutored youth,
Unlearned in the world's false subtleties.
Thus vainly thinking that she thinks me young,
Although she knows my days are past the best,
Simply I credit her false-speaking tongue:
On both sides thus is simple truth suppressed:
But wherefore says she not she is unjust?
And wherefore say not I that I am old?
O! love's best habit is in seeming trust,
And age in love, loves not to have years told:
Therefore I lie with her, and she with me,
And in our faults by lies we flattered be.
Sonnet 144
Two loves I have of comfort and despair,
Which like two spirits do suggest me still:
The better angel is a man right fair,
The worser spirit a woman coloured ill.
To win me soon to hell, my female evil,
Tempteth my better angel from my side,
And would corrupt my saint to be a devil,
Wooing his purity with her foul pride.
And whether that my angel be turned fiend,
Suspect I may, yet not directly tell;
But being both from me, both to each friend,
I guess one angel in another's hell:
Yet this shall I ne'er know, but live in doubt,
Till my bad angel fire my good one out
SONNET GROUP NAME: ___________________________________________________________________
|CATEGORY |4 |3 |2 |1 |
|Enthusiasm |Facial expressions and body language|Facial expressions and body |Facial expressions and body |Very little use of facial |
| |generate a strong interest and |language sometimes generate a |language are used to try to |expressions or body language. |
| |enthusiasm about the topic in |strong interest and enthusiasm |generate enthusiasm, but seem |Did not generate much interest |
| |others. More than just reading; a |about the topic in others. |somewhat faked. A touch of |in topic being presented. Just |
| |truly dramatic representation. |Somewhat dramatic |dramatics |reading |
|Preparedness |Student is completely prepared and |Student seems pretty prepared but |The student is somewhat prepared, |Student does not seem at all |
| |has obviously rehearsed. |might have needed a couple more |but it is clear that rehearsal was|prepared to present. |
| | |rehearsals. |lacking. | |
|Speaks Clearly |Speaks clearly and distinctly all |Speaks clearly and distinctly all |Speaks clearly and distinctly most|Often mumbles or can not be |
| |(100-95%) the time, and |(100-95%) the time, but |( 94-85%) of the time. |understood OR mispronounces |
| |mispronounces no words. |mispronounces one word. |Mispronounces no more than one |more than one word. |
| | | |word. | |
|Stays on Topic |Stays on topic all (100%) of the |Stays on topic most (99-90%) of |Stays on topic some (89%-75%) of |It was hard to tell what the |
| |time. |the time. |the time. |topic was. |
|Evaluates Peers |Fills out peer evaluation completely|Fills out almost all of the peer |Fills out most of the peer |Fills out most of the peer |
| |and always gives scores based on the|evaluation and always gives scores|evaluation and always gives scores|evaluation but scoring appears |
| |presentation rather than other |based on the presentation rather |based on the presentation rather |to be biased. |
| |factors (e.g., person is a close |than other factors (e.g., person |than other factors (e.g., person | |
| |friend). |is a close friend). |is a close friend). | |
|Student Name: |
|Total Score: |
Below, you should write your FINAL COPY of your sonnet. I would suggest drafting it on a separate sheet, because part of the grade is neatness. Check the rubric on the back for how you will be graded ( Good luck! I’m excited to read what you come up with!!
_________________________________ Title
_____________________________________________________________________________________(1) A
_____________________________________________________________________________________(2) B
_____________________________________________________________________________________(3) A
_____________________________________________________________________________________(4) B
_____________________________________________________________________________________(5) C
_____________________________________________________________________________________(6) D
_____________________________________________________________________________________(7) C
_____________________________________________________________________________________(8) D
_____________________________________________________________________________________(9) E
____________________________________________________________________________________(10) F
____________________________________________________________________________________(11) E
____________________________________________________________________________________(12) F
volta_________________________________________________________________________________(13) G
____________________________________________________________________________________(14) G
Checklist Rubric:
____/2 Title that represents the sonnet as a whole or the theme of the sonnet
____/7 All fourteen lines have been attempted
____/7 ten syllables per line with an ATTEMPT at iambic pentameter (10 syllables is the most important— you may use slang to help achieve this if you need to)
____/7 rhyme scheme
____/5 a clearly identifiable theme
____/2 volta (turn) clearly identifiable
____/5 neatness/grammar and mechanics
TOTAL
____/35 points
Staple your anticipation (theme/person tribute) to the poem and turn it in by -__________ for full credit. This will be included as a part of your sonnet quiz grade. If you really spend time with it, you will do very well. Good luck!
-----------------------
Another Sonnet for Stephen
By Alvin Lester Sitomer
___I see a little boy of four or five_A_
___Whose face lights up whenever we would play_ B_
___Who made me feel it’s great to be alive_ A _
___And wish that time would never tick away___
___I see a college youth who goes to Penn, ___
___Strong and handsome, smart in mind and dress, ___
___Enthusiastic, kind, who scores a “ten,” ___
___Possessing every trait that spells success. ___
___I see the man who came from both those boys___
___Creating business plans and paths to wealth___
___With nonchalance, with skill and unique poise___
___While fighting back attackers of his health. ___
___The boy, the youth, the man are each now gone, ___
___Except that in my heart they linger on. ___
Actor Poet Dramatist
Sonnet Group Work Assignment—DUE by the end of class ___________________—presentations will start ________________ (Participation TPP: 100 points; Group project TPP 100 points; TPP 200 points)
Each Group Must Complete the Following: (see back for details)
1. A personal analysis
2. A critical article from a database.
3. Design and present creative poster that shows the poem’s theme or significance
4. A dramatic reading
Sonnet 73 Modern English Version
You may see that time of year in me when few, or no, yellow leaves hang on those branches that shiver in the cold bare ruins of the choir stalls where sweet birds sang so recently. You see, in me, the twilight of a day, after the sun has set in the west, extinguished by the black night that imitates Death, which closes everything in rest. You see in me the glowing embers that are all that is left of the fire of my youth - the deathbed on which youth must inevitably die, consumed by the life that once fed it. This is something you can see, and it gives your love the strength deeply to love that which you have to lose soon.
Sonnet 12 Modern English Version
When I count the chimes of the clock and watch the bright day sunken into terrifying night; when I see violets fading, and black curls all silvered over with white; when I see tall trees which previously offered shade to sheep and cattle but now with no leaves; and the green crops of summer tied up in harvested sheaves covered with scratchy dried out leaves, carried away on a wagon; then I begin to think about the endurance of your beauty and that you will have to decline and decay like everything else, because sweet and beautiful things lose their sweetness and beauty and die while watching new sweet and beautiful things taking their place. The only defence against Time's scythe is to defy him when he takes you away, by having children.
Sonnet 18: Translation to modern English
Shall I compare you to a summer's day? You are more lovely and more moderate: Harsh winds disturb the delicate buds of May, and summer doesn't last long enough. Sometimes the sun is too hot, and its golden face is often dimmed by clouds. All beautiful things eventually become less beautiful, either by the experiences of life or by the passing of time. But your eternal beauty won't fade, nor lose any of its quality. And you will never die, as you will live on in my enduring poetry. As long as there are people still alive to read poems this sonnet will live, and you will live in it.
Sonnet 29: Translation to modern English
When my luck has failed and no-one gives me any sympathy, I sit all alone and cry about being an outcast, and bother the deaf ears of heaven with my useless cries; and examine myself and curse my fate, wishing that I was like someone with good prospects; or that I looked like another, or had friends like yet another, coveting this man's skill, and that man's range - totally dissatisfied with the things I usually enjoy. Yet, as I'm thinking these thoughts, almost believing myself despicable, I think of you by chance and then my soul, like the lark rising from the glum earth at daybreak, sings hymns at heaven's gate. Because when I remember your sweet love, the thought brings such wealth that I'd then refuse to change places with kings.
Sonnet 116: Translation to modern English
I would not admit that anything could interfere with the union of two people who love each other. Love that alters with changing circumstances is not love, nor if it bends from its firm state when someone tries to destroy it. Oh no, it's an eternally fixed point that watches storms but is never itself shaken by them. It is the star by which every lost ship can be guided: one can calculate it's distance but not gauge its quality. Love doesn't depend on Time, although the rosy lips and cheeks of youth eventually come within the compass of Time's sickle. Love doesn't alter as the days and weeks go by but endures until death. If I'm wrong about this then I've never written anything and no man has ever loved.
Sonnet 130: Translation to modern English
My mistress' eyes are nothing like the sun; coral is far more than her lips are. If snow is white, all I can say is that her breasts are a brownish grey colour. If hairs can be compared with wires then black hairs grow on her head. I know what pink, red and white roses look like but I don't see any roses in her cheeks. And there's more pleasure in some perfumes than there is in my mistress' reeking breath! I love her voice although I know that music is more pleasing to the ear. I admit I've never seen a goddess walking; when my mistress walks she treads firmly on the ground. And yet, by heaven, I think that my love is as unique as any woman who is the subject of a romantic poem.
Sonnet 138: Translation to modern English
When my mistress swears that she speaks nothing but the truth I believe her so that she will think that I'm a naïve youth, ignorant of the complex ways of the world - even though I know she's lying. So, to satisfy my vanity, I believe that she regards me as young, even though she knows that my best days are behind me. I agree with her lies without reservation. And so we're both concealing the truth from each other. But why does she insist on her lies? And why don't I insist that I'm old? Oh, it's best for lovers to pretend to trust each other; and older lovers don't like having their age pointed out. So I lie with her and she lies with me, and both being imperfect, we flatter each other with our lies.
Sonnet 144: Translation to modern English
I love two people: one brings me comfort, the other despair. Like two angels, they're always suggesting things to me. The good angel is a fair-haired man; the bad one is a dark complexioned woman. To take me swiftly into hell, my evil female tempts my good angel away from me, trying to turn him into a devil, corrupting him with her evil self-assurance. And whether that angel has indeed turned into a fiend is something I suspect but can't be sure about. But since they are both away from me and friends with each other I'm guessing that one angel is inside the other's hell. I'll never know, though, and I'll live in doubt until my bad angel shoots my good one out of hell.
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