Read the excerpt from act iii of the importance of being earnest.
lady bracknell. [with a shiver, crossing to the sofa and sitting down.] i do not know whether there is anything peculiarly exciting in the air of this particular part of hertfordshire, but the number of engagements that go on seems to me considerably above the proper average that statistics have laid down for our guidance.
what victorian social code is reflected in lady bracknell’s disapproval of the number of engagements?
the belief that romance should play a large role in engagements
the perception that quick engagements go against religious beliefs
the belief that engagements and marriages should follow social rules
the perception that it is important to marry within one’s social class

Follow the directions (and example) given to create your own sonnet. william shakespeare's 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. instructions: write fourteen lines of iambic pentameter. use a sonnet rhyme scheme. use the first eight lines to set up your idea (the octave). use the last six lines to conclude your idea (sestet). (variety may be added by including a substitute foot from time to time such as the two anapests in line 3 above.) work in small groups giving each other feedback. reading the sonnet aloud allows you to hear the words and rhythms of the lines. generate questions that will clarify the use of words and forms. for example: was the idea of the sonnet presented in the first eight lines? how was sound used to enhance the meaning of the sonnet?