“Sonnet 86” by William Shakespeare: A Critical Analysis

Introduction: “Sonnet 86” by William Shakespeare

“Sonnet 86” William Shakespeare, first published in 1609 as part of the renowned collection “Shakespeare’s Sonnets”, exemplifies the traditional Shakespearean sonnet structure. Comprising 14 lines, the poem adheres to the rhyme scheme of ABAB CDCD EFEF GG. In Sonnet 86, Shakespeare explores the theme of rival poets, with the speaker expressing admiration for his beloved’s beauty, which surpasses the poetic descriptions of others. Through masterful wordplay, rich imagery, and an introspective tone, Shakespeare showcases his command of poetic form and language, cementing Sonnet 86 as a celebrated work of literary art. Notably, this sonnet is often interpreted as a response to rival poets, with Shakespeare asserting the superiority of his own poetic voice.

Text: “Sonnet 86” by William Shakespeare

Was it the proud full sail of his great verse,
Bound for the prize of all too precious you,
That did my ripe thoughts in my brain inhearse,
Making their tomb the womb wherein they grew?
Was it his spirit, by spirits taught to write
Above a mortal pitch, that struck me dead?
No, neither he, nor his compeers by night
Giving him aid, my verse astonished.
He, nor that affable familiar ghost
Which nightly gulls him with intelligence,
As victors of my silence cannot boast;
I was not sick of any fear from thence:
   But when your countenance filled up his line,
   Then lacked I matter; that enfeebled mine.

Annotations: “Sonnet 86” by William Shakespeare

Line	Text	Annotation
1	Was it the proud full sail of his great verse,	The speaker questions whether it was the impressive and confident expression of the other poet’s work that overwhelmed him.
2	Bound for the prize of all too precious you,	The poet suggests that the other poet’s verses were aimed at winning the favor of the beloved, who is described as “all too precious.”
3	That did my ripe thoughts in my brain inhearse,	The speaker implies that his own thoughts were buried or entombed in his mind by the powerful impact of the other poet’s words.
4	Making their tomb the womb wherein they grew?	The poet metaphorically describes his mind as both a tomb and a womb, suggesting that his thoughts were both buried and nurtured by the influence of the other poet’s verse.
5	Was it his spirit, by spirits taught to write	The speaker considers whether the other poet’s inspiration came from supernatural sources, suggesting a divine or otherworldly influence on his writing.
6	Above a mortal pitch, that struck me dead?	The poet wonders if the other poet’s skill, surpassing mortal ability, figuratively “killed” his own creative spirit, leaving him in awe or unable to compete.
7	No, neither he, nor his compeers by night	The speaker denies that either the poet or his peers, who may have collaborated or inspired him, are responsible for the impact on his own writing.
8	Giving him aid, my verse astonished.	Despite any assistance the other poet received, it is the effect of his verse on the speaker’s own writing that surprises or astonishes him.
9	He, nor that affable familiar ghost	The speaker dismisses the idea that the other poet is aided by a friendly or familiar spirit (perhaps a muse or inspiration) that visits him at night.
10	Which nightly gulls him with intelligence,	The poet describes this ghostly presence as one that deceives or tricks the other poet with intelligence or knowledge, possibly suggesting that his inspiration is not entirely genuine.
11	As victors of my silence cannot boast;	Despite the other poet’s apparent success, he cannot claim victory over the speaker’s silence, implying that the speaker’s own thoughts and feelings remain his own.
12	I was not sick of any fear from thence:	The speaker asserts that he was not weakened or influenced by any fear of supernatural beings or their influence on the other poet’s work.
13	But when your countenance filled up his line,	The turning point of the sonnet, where the speaker reveals that it is the beloved’s presence or appearance that inspires the other poet’s verses, not supernatural forces.
14	Then lacked I matter; that enfeebled mine.	The speaker suggests that when the other poet’s lines are filled with descriptions of the beloved, it diminishes the subject matter available for his own poetry, weakening his verse.

Literary and Poetic Devices: “Sonnet 86” by William Shakespeare

Device	Example	Explanation
Alliteration	Making their tomb the womb wherein they grew?	The repetition of the initial consonant sound in words close to each other, creating a rhythmic effect and emphasizing the importance of the beloved.
Allusion	“spirits taught to write Above a mortal pitch”	Reference to supernatural beings or mythology, indicating the elevated nature of the poet’s inspiration beyond mortal capabilities.
Assonance	“That did my ripe thoughts in my brain inhearse”	Repetition of vowel sounds within words in close proximity, contributing to the musicality and flow of the verse.
Consonance	“nor his compeers by night Giving him aid”	Repetition of consonant sounds in words close to each other, adding a sense of harmony and rhythm to the line.
Enjambment	“That enfeebled mine.”	The continuation of a sentence without a pause beyond the end of a line, creating a sense of flow and continuity between lines.
Hyperbole	“Was it the proud full sail of his great verse”	Exaggeration used to emphasize the grandeur and power of the poet’s verse, attributing almost mythical qualities to it.
Imagery	“Making their tomb the womb wherein they grew”	Vivid description that appeals to the senses, creating a mental picture of the poet’s thoughts being nurtured and growing within his mind.
Irony	“As victors of my silence cannot boast”	The use of language to convey the opposite of what is expected, highlighting the speaker’s refusal to be silenced despite the power of the beloved’s presence.
Metaphor	“But when your countenance filled up his line”	Comparison between the beloved’s appearance and the filling of a line of verse, suggesting the overwhelming influence of the beloved on the poet’s creativity.
Meter	Various lines throughout the sonnet	The pattern of stressed and unstressed syllables in a line of poetry, contributing to its rhythm and musicality.
Oxymoron	“affable familiar ghost”	Contradictory terms used together to create a striking image, possibly referring to the friendly yet haunting presence that inspires the poet.
Paradox	“Bound for the prize of all too precious you”	A statement that seems contradictory but may reveal a deeper truth about the nature of love and desire.
Personification	“When your countenance filled up his line”	Giving human characteristics to abstract concepts or inanimate objects, in this case, attributing the ability to “fill up” a line to the beloved’s appearance.
Repetition	“Nor neither he, nor his compeers by night”	The recurrence of words or phrases for emphasis, emphasizing the absence of external influences on the poet’s creativity.
Simile	“Above a mortal pitch, that struck me dead”	A comparison between two unlike things using “like” or “as,” suggesting the overwhelming impact of the poet’s inspiration on the speaker.
Symbolism	“That enfeebled mine”	The use of symbols to represent deeper meanings, possibly implying that the presence of the beloved weakens the poet’s creativity or resolve.
Synecdoche	“Was it the proud full sail of his great verse”	The use of a part to represent the whole, where the “sail” represents the entirety of the poet’s great verse and its power.
Tone	Various throughout the sonnet	The attitude of the speaker towards the subject, which may shift from admiration to frustration, reflecting the complexities of the speaker’s emotions.
Understatement	“Then lacked I matter; that enfeebled mine”	Deliberate downplaying of the significance of the poet’s lack of inspiration, suggesting its profound impact on his creativity.
Wordplay/Pun	“Was it the proud full sail of his great verse”	Playful or clever use of words, here possibly playing on the dual meanings of “sail” as a ship’s sail and as something

Themes: “Sonnet 86” by William Shakespeare

• Theme 1: The Power of Great Writing
  The sonnet explores the idea that great writing can be overwhelming and even debilitating. The speaker suggests that the “proud full sail of his great verse” (l. 1) and the “spirit, by spirits taught to write / Above a mortal pitch” (ll. 5-6) have left them feeling astonished and lacking in creative power. This theme is evident in the lines “Making their tomb the womb wherein they grew” (l. 3) and “Then lacked I matter; that enfeebled mine” (l. 14).
• Theme 2: The Influence of Others
  The sonnet touches on the idea that others can have a profound impact on our own creativity and work. The speaker references the poet’s “compeers by night / Giving him aid” (ll. 7-8) and the “affable familiar ghost / Which nightly gulls him with intelligence” (ll. 9-10), suggesting that even great writers are not alone in their creative process. This theme is evident in the lines “Was it his spirit, by spirits taught to write / Above a mortal pitch, that struck me dead?” (ll. 5-6).
• Theme 3: The Limits of Creativity
  The sonnet explores the idea that there are limits to our creativity and that sometimes we can be left feeling drained and uninspired. The speaker describes how the poet’s work has left them feeling “not sick of any fear from thence” (l. 12), but rather lacking in matter and inspiration. This theme is evident in the lines “But when your countenance filled up his line, / Then lacked I matter; that enfeebled mine” (ll. 13-14).
• Theme 4: The Intimidating Presence of Greatness
  Finally, the sonnet touches on the idea that greatness can be intimidating and even debilitating. The speaker describes how the poet’s work has left them feeling overwhelmed and lacking in creative power, suggesting that the presence of greatness can be a hindrance to our own creative endeavors. This theme is evident in the lines “Was it the proud full sail of his great verse, / Bound for the prize of all too precious you” (ll. 1-2).

Literary Theories and “Sonnet 86” by William Shakespeare

Literary Theory	Example	Explanation
Formalism	“Was it the proud full sail of his great verse”	Formalist criticism focuses on the form and structure of the text, analyzing elements such as meter, rhyme scheme, and imagery to understand their aesthetic impact.
Marxism	“Bound for the prize of all too precious you”	Marxist theory examines social and economic contexts, interpreting the poem as a reflection of class struggle or the commodification of love and art in Renaissance society.
Psychoanalytic	“That did my ripe thoughts in my brain inhearse”	Psychoanalytic criticism delves into the unconscious mind of the author or characters, interpreting symbols and language as manifestations of hidden desires or conflicts.
Feminist	“When your countenance filled up his line”	Feminist theory explores gender dynamics and power structures, analyzing how the portrayal of women in the poem reflects or challenges patriarchal norms and values.
Postcolonial	“Above a mortal pitch, that struck me dead”	Postcolonial theory examines how literature reflects colonial legacies and power dynamics, interpreting the poem in light of Shakespeare’s cultural context and imperialism.
Queer Theory	“Nor neither he, nor his compeers by night”	Queer theory explores non-normative sexualities and identities, analyzing how the poem may subvert or reinforce traditional gender roles and heteronormative expectations.
Reader-Response	“Then lacked I matter; that enfeebled mine”	Reader-response theory focuses on the role of the reader in interpreting the text, suggesting that each reader’s response to the poem is subjective and influenced by personal experiences.
Deconstruction	“As victors of my silence cannot boast”	Deconstruction challenges binary oppositions and fixed meanings, interpreting the poem as a site of linguistic play where meanings are destabilized and subverted.
New Historicism	“That enfeebled mine”	New Historicism examines literature within its historical context, interpreting the poem as a product of Shakespeare’s time and culture, shaped by contemporary social, political, and cultural forces.
Ecocriticism	“Making their tomb the womb wherein they grew”	Ecocriticism analyzes the relationship between literature and the environment, interpreting the poem’s imagery and themes in terms of nature, growth, and ecological consciousness.

Topics, Questions, and Thesis Statements: “Sonnet 86” by William Shakespeare

Topic	Question	Thesis Statement
The Power of Great Writing	How does Shakespeare’s sonnet portray the impact of great writing on the creative process?	“In Sonnet 86, Shakespeare explores the idea that great writing can be overwhelming and even debilitating, as it sets a high standard that can stifle one’s own creativity.”
The Influence of Others	What role do others play in the creative process, according to Shakespeare’s sonnet?	“In Sonnet 86, Shakespeare suggests that others, including fellow writers and even supernatural forces, can have a profound impact on one’s own writing and creativity.”
The Limits of Creativity	How does Shakespeare’s sonnet address the idea of creative limitation and inspiration?	“In Sonnet 86, Shakespeare portrays the limits of creativity, suggesting that even the most skilled writers can experience a lack of inspiration and creative exhaustion.”
The Intimidating Presence of Greatness	How does Shakespeare’s sonnet depict the relationship between greatness and creativity?	“In Sonnet 86, Shakespeare reveals how the presence of greatness can be both inspiring and intimidating, highlighting the tension between admiration and competition in the creative

Short Questions/Answers about “Sonnet 86” by William Shakespeare

Literary Works Similar to “Sonnet 86” by William Shakespeare

1. “To His Coy Mistress” by Andrew Marvell:
   • Like “Sonnet 86,” Marvell’s poem explores themes of desire and the passage of time. It addresses the urgency of love and the fleeting nature of life, urging the speaker’s beloved to seize the moment.
2. “The Canonization” by John Donne:
   • Donne’s poem, like Shakespeare’s sonnet, delves into the complexities of love and devotion. It celebrates the lovers’ bond and critiques societal norms, similar to the exploration of the beloved’s influence in “Sonnet 86.”
3. “The Flea” by John Donne:
   • Another poem by Donne, “The Flea,” employs wit and clever argumentation to persuade the beloved to embrace physical intimacy. It shares the theme of desire and the use of inventive metaphors to convey the speaker’s emotions.
4. “How Do I Love Thee? (Sonnet 43)” by Elizabeth Barrett Browning:
   • Browning’s sonnet, like Shakespeare’s, is a testament to the power of love. It explores the depths of affection and devotion, expressing the speaker’s boundless love for their beloved, reminiscent of the intense emotions conveyed in “Sonnet 86.”
5. “A Valediction: Forbidding Mourning” by John Donne:
   • Donne’s poem explores the theme of separation and the enduring nature of love. Like “Sonnet 86,” it delves into the spiritual connection between lovers and the idea of love transcending physical boundaries.

Suggested Readings for Further Analysis of “Sonnet 86” by William Shakespeare

• Shakespeare, William. The sonnets. Cambridge University Press, 2006.
• Shakespeare, William. The sonnets of Shakespeare. Ginn, 1904.
• Landry, Hilton. Interpretations in Shakespeare’s sonnets. Vol. 14. Univ of California Press, 1963.
• Landry, Hilton. Interpretations in Shakespeare’s sonnets. Vol. 14. Univ of California Press, 1963.
• Vasiliauskas, Emily. “The Outmodedness of Shakespeare’s Sonnets.” ELH 82.3 (2015): 759-787.

Representative Quotations from “Sonnet 86” by William Shakespeare

Quotation	Context	Theorization
“Was it the proud full sail of his great verse,”	The speaker questions whether the poet’s impressive and ambitious verses were the cause of his own lack of inspiration.	The quotation reflects the speaker’s introspection and self-doubt regarding the potency of the poet’s words and their impact on his creative abilities, suggesting a sense of inadequacy or intimidation in the face of formidable literary talent.
“Making their tomb the womb wherein they grew?”	The speaker metaphorically describes how his own thoughts, once alive and flourishing, are now entombed within his mind.	This quotation explores the theme of stagnation and the internal struggle of the speaker’s creative process. It suggests that the overwhelming presence of the beloved has stifled the speaker’s creativity, imprisoning his thoughts within his own mind.
“That struck me dead?”	The speaker questions whether the poet’s spirit, elevated beyond mortal capabilities, has metaphorically “struck him dead” with its extraordinary skill.	This quotation alludes to the notion of artistic inspiration as a divine or transcendent force. The speaker contemplates whether the poet’s genius has rendered him incapable of producing meaningful verse, highlighting the transformative power of artistic influence.
“But when your countenance filled up his line,”	The speaker reveals that it is the beloved’s presence, rather than the poet’s skill, that has rendered him unable to write.	This quotation underscores the profound impact of the beloved on the speaker’s creativity, suggesting that the mere sight of the beloved overwhelms and eclipses all other sources of inspiration. It emphasizes the theme of love as a dominant force in shaping artistic expression.
“Then lacked I matter; that enfeebled mine.”	The speaker confesses that in the presence of the beloved, his own creative substance diminishes, leaving him devoid of material to write.	This quotation encapsulates the speaker’s sense of vulnerability and dependence on the beloved for inspiration. It highlights the delicate balance between love and creativity, illustrating how the absence of the beloved’s influence can weaken the speaker’s artistic endeavors.