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Poetry Review

Poetry Review. English I - Parsons. Definitions. Alliteration: Repetition of consonant sounds at the beginning of words. Assonance: Repetition of vowel sounds in words that don’t end with the same consonant. Diction: Author’s choice of words. Form: A poem’s structure. Definitions.

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Poetry Review

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  1. Poetry Review English I - Parsons

  2. Definitions • Alliteration: Repetition of consonant sounds at the beginning of words. • Assonance: Repetition of vowel sounds in words that don’t end with the same consonant. • Diction: Author’s choice of words. • Form: A poem’s structure

  3. Definitions • Imagery: Appeals to one of the five senses to help the reader imagine what is being described. • Metaphor: He’s got a heart of stone. • Meter: A regular pattern of rhythm • Organic form: May use unconventional spelling, punctuation, and grammar.

  4. Definitions • Paraphrase: rephrase the poet’s words with your own words. • Personification: The morning sun smiled upon our arrival. • Repetition: A sound, word, phrase, or line that is repeated for emphasis. • Rhyme: similar sounds at the ends of lines or within lines

  5. Definitions • Simile: March comes in like a lion, goes out like a lamb. • Stanza: A group of two or more lines that form a unit in a poem. • Traditional form: Follows fixed rules such as specified number of lines.

  6. Reading Comprehension • In lines 1-4, the speaker uses a metaphor to compare the twilight to— • B – a dim curtain

  7. Reading Comprehension • Each stanza in “The Sower” is made up of— • H – One complete sentence with rhyming parts.

  8. Reading Comprehension • The rhyme scheme in every stanza of “The Sower” is— • B - aabb

  9. Reading Comprehension • Which pair of words is an example of alliteration in the poem? • H – Draws, dim (line 2)

  10. Reading Comprehension • From the image in lines 17-20, you can infer that the speaker— • D – believes the work of planting grain is noble.

  11. Reading Comprehension • Which pair of words is an example of assonance in the poem? • F – old, clothed (line 7)

  12. Reading Comprehension • Which group of words in lines 13-16 helps you visualize what the old man is doing in the field? • A – stalks, comes, goes, flings

  13. Reading Comprehension • The most likely meaning of the metaphor in lines 1-7 is that— • G – Some people immerse themselves in work in the way that seals immerse themselves in water. • The metaphor compares seals swimming in water to people “diving into” their work.

  14. Reading Comprehension • Which of the following is in example of a simile in the poem? • B – the work of the world is common as mud

  15. Reading Comprehension • In lines 8-11, the speaker uses the repetition of “who” and “again” to emphasize the image of— • F – people who diligently struggle to do their work.

  16. Reading Comprehension • The alliteration in line 10 creates an imageof— • B – People who struggle against obstacles to accomplish their work.

  17. Reading Comprehension • The repetition of forms of the verb do in “But the thing worth doing well done” (line 20) emphasizes— • H – The connection between working and doing a good job

  18. Reading Comprehension • The phrase “work that is real” in line 26 most likely refers to work that— • A – Has a meaningful purpose

  19. Reading Comprehension • Which of the following objects is personified in lines 22-26? • H - Pitcher

  20. Reading Comprehension • Which type of work can you visualize from images in both poems? • B - Farming

  21. Reading Comprehension • The speakers of both poems would most likely agree that— • J – Work is something that is meant to be valued.

  22. Short Answer Response • List 5 words or phrases that help you visualize the time of day at which “The Sower” takes place. Explain why visualizing that particular time of day is important to this poem. • Twilight grey, dim curtain, last lone hour of work, shadowy farm, dreamy haze, vapours of the night

  23. Short Answer Response • Compare the form of the poem “The Sower” with that of “To Be of Use”. Explain how the line length, meter, and rhyme help convey the ideas and images of each poem.

  24. Line Lengths • “The Sower” has equal lines and stanzas, reinforcing the sower’s steady progress. “To Be of Use” has variable line and stanza lengths, making up one or two sentences. The lengths underscore the variety of jobs.

  25. Meter • “The Sower” has the same meter line to line. The steadiness conveys grandeur, like regal music. The image of the farmer waving an arm underscores steadiness. “To Be of Use” has an uneven meter. The meter reflects different types of work.

  26. Rhyme • “The Sower” uses a common, predictable rhyme scheme. It soothes as the words suggest a reliable worker. “To Be of Use” relies on alliteration and assonance; these devices also comfort us as we read about what the speaker values.

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