Rejection in Love Flashcards

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1
Q

What is special about the vocabulary?

A

It contains a lot of similar or repeated vocabulary to create effect, rhythm and balance.

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2
Q

Structure?

A

Carefully structured- suggests he is in fact more in control of his emotions than the persona portrayed in the poem.

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3
Q

How is Catullus’ general weakness portrayed?

A

He reprimands himself a lot.

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4
Q

How is Catullus’ lack of conviction when criticising Lesbia portrayed?

A

His rhetorical questions actually make him feel worse rather than better.

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5
Q

Miser

Love-sick

A

Depressing- sets the tone for the rest of the poem.

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6
Q

Fulsere quondam candidi tibi soles

Once bright suns shone for you

A

Bright sun shining reflects his ‘sunny’ mood at the time.

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7
Q

‘quondam candidi’ & ‘candidi tibi’

A

Use assonance (similar vowel sounds) which reflects the happiness of the time.

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8
Q

‘ventitibas’

coming and going

A

frequentative verb in the imperfect tense.

Suggests a regular action.

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9
Q

‘puella ducebat’

girl would lead

A

Catullus is not ashamed to be following her around- he’s just happy she wants him around.

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10
Q

‘amata’, ‘amabitur’

A

Uses love in two different tenses- he loves her in the past and the future.

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11
Q

Repetition of words containing ‘ll’ sounds

A

Creates rhythm within the poem.

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12
Q

‘illa multa iocosa’

those many pleasant things

A

Reference to sex

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13
Q

‘nolo’ ‘volo’

did not want to, wanted to

A

subtle difference between the phrasing shows the imbalance in their relationship.

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14
Q

‘Fulsere quondam candidi tibi soles’
Once bright suns shone for you
‘Fulsere vere candidi tibi soles.’
Then truly bright suns shone for you.

A

These two lines frame his reminiscence- he is thinking back fondly.

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15
Q

‘nunc’ ‘iam’

now (past) now (present)

A

reinforces the change of timeframe from past to present.

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16
Q
  • ‘Nulla’
  • ‘Nolebat’
  • ‘Noli’
A

lines 5-7 end like this, adds to the tone of unhappiness.

17
Q

Repetition of ‘nec’ (not)

A

Adds to Catullus’s desperation/ determination.

18
Q

Contrast of ‘ducat’ (lead) and ‘fugit’

A

Following her is now presented as a bad thing- she is no longer leading him but fleeing him.

19
Q

‘perfer, obdura,’

endure, become firm

A

Using these two words next to each other is called an asyndeton (i came, i saw, i conquered). Adds force to Catullus’s words.

20
Q

Asyndeton

A

The absence of a conjunction between parts of a sentence, as in I came, I saw, I conquered.

21
Q

‘obdura’- ‘obdurat’

I endure, He endures

A

Shows how Catullus has moved on- he is defiant

22
Q

difference in ‘at tu’ (and you) between lines 14 and 19

A

L14- still confident that the girl ill be miserable without him.
L19- confidence has weakened and the words are now directed at himself.

23
Q

Structure of the seven rhetorical questions all beginning with a different form of ‘qui’.

A

use ‘q’ words in first part of the line and ‘c’ words in the second to create symmetry.

24
Q

Impact of ‘basio’ and ‘labella’

kiss, lip

A

Remembering his previous intimate relationship with Lesbia seems to weaken Catullus’s resolve

25
Q

Beginning and Ending of the poem.

A

Starts and finishes with a resent tense instruction to himself- symmetry, shows how throughout the course of the poem he has been convincing himself.