5. John and Kate met two weeks ago, and they have been on four terrific dates. They each feel a very strong attraction toward the other, and they wish they could be around each other all the time. Their relationship is based only on having fun together, and does not include honestly sharing difficult aspects of life. Each of them has secretly thought they might be falling in love, but they have not yet been open about how they feel. Neither of them has told their friends or their families about their new relationship. Explain these theories of love, and how John and Kate’s situation relates to each: (15 points) Zick Rubin’s theory of attachment, caring, and intimacy; Elaine Hatfield’s theory of passionate and companionate love; Sternberg’s triangular theory.

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?