fine.” (Longfellow 15-16) One of the poetic devices in this quote is rhyme scheme. The poet uses rhyme scheme to get the readers mind working- it causes the audience to use their imagination. This flow and rhyme helps exemplify the common theme of imagination. It does this by prying open the reader’s tightly enclosed mind‚ making him or her think‚ and use their imagination to predict what is coming next. By having a consistent rhyme scheme the reader will have a consistent surge of imagination. Emily
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Love and Friendship by Emily Bronte Love is like the wild rose-briar‚ Friendship like the holly-tree The holly is dark when the rose-briar blooms But which will bloom most constantly? The wild-rose briar is sweet in the spring‚ Its summer blossoms scent the air; Yet wait till winter comes again And who will call the wild-briar fair? Then scorn the silly rose-wreath now And deck thee with the holly’s sheen‚ That when December blights thy brow He may still leave thy garland green. INTRODUCTION
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the cooling year kindles her heart; With a warm passage to the summer station Love pricks the course in lights across the chart. The poet’s thought-process finds its form in elegiac quatrains (i.e.‚ quatrains of iambic pentameter with alternating rhyme)‚ as Gray’s does in the Elegy Written in a Country Churchyard‚ a poem from which the elegiac quatrain takes its name and which must have had an important influence on Hope. The movement of ideas in “The Death of the Bird” is clearly demarcated by sentences
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“Church Going‚” a poem of seven nine-line stanzas‚ is a first-person description of a visit to an empty English country church. The narrator is apparently on a cycling tour (he stops to remove his bicycle clips)‚ a popular activity for British workers on their summer holiday. He has come upon a church and stopped to look inside. Not wishing to participate in a worship service‚ the visitor checks first to make “sure there’s nothing going on.” He will eventually reveal that he is an agnostic and that
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greasy dirt that covers everything. • Rhyming There is no regular rhyming pattern in this lyric. The only obvious line rhyme is ‘et’ in the second and last line of the fifth stanza. But there are many other sound repetitions. The lack of line rhyming suits the conversational manner. Rhyming dictates word choice and can make word order seem stiff. • Internal Rhyme [Internal Rhyme is a word or sound rhyming within a line.] Note the way the ‘SO’ sound occurs four times in this line: ‘ESSO—SO—SO-SO’
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Introduction A. The influence of decision making process in human life. B. The problem faced by the speaker in the poem. II. Body A. Theme B. Symbolic setting C. Significance of the title D. Rhyme scheme and metrical devices III. Conclusion A. The lyrical elements of the poem B. All the elements of the poem support its overall meaning. Poetry Essay The Road Not Taken‚ the poem by Robert Frost is related
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Explore how the writer conveys his attitudes towards the theme of war in Exposure. In Exposure there are many different types of attitudes conveyed in the poem for example there is boredom‚ anger‚ sadness‚ fear‚ love and many more. The way which Wilfred Owen portrays all these different types of attitudes is very effective because it brings more out of the story which he is try to tell us. You see if there be situated no attitudes in this poem‚ and then it would just be tasteless and monotonous
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items (theme‚ diction) Tone (through diction) Words (genre‚ metaphor‚ simile‚ imagery‚ etc.) Alliteration (sound created) Rhyme (end rhyme- group ideas‚ internal rhyme- strengthen idea + emphasizes‚ masculine rhyme- rhyming syllables are stressed and feminine rhyme- rhyming syllables are unstressed) Rhythm Structure Prosody- technical aspects of a poem i.e. rhyme scheme‚ rhythmic pattern‚ meter‚ structural . “Dust of Snow” By Robert Frost published in 1923 New Hampshire Diction:
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in terms of sound devices‚ we can say that this lyrical poem contains alliteration‚ onomatopoeia and has an organized rhyme scheme. Alliteration can be noticed in the last line of the second stanza - Does thy life destroy”‚ while in the last line of the first stanza‚ contains onomatopoeia- “howling storm”. Furthermore‚ when we analyze the rhyme scheme‚ we deduce that the rhyme is feminine‚ and (the second lines of the quatrains match with the fourth ones). In addition to the form‚ we can say that
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octaves (eight line stanzas). The rhyme scheme for these octaves as well as the envoi is quite strict‚ with the last line of each octave serving as a refrain. The rhyme scheme is typically: ababbcbC. (the capital “C” referring to the refrain) and the envoi: bcbC 3. “No rhyme can be repeated even if spelled differently: the rhyming syllable must be different in sound (thus “see” and “sea” are not allowed)” (Barrington 181) 4. Bearing that in mind‚ the overall rhyme scheme for the ballade is ababbcbC
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