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IB World Lit: Poetry Study, Sylvia Plath. Rhyme.
Transcript of IB World Lit: Poetry Study, Sylvia Plath. Rhyme.
IB World Lit: Sylvia Plath
Identify how Sarah Kay uses RHYME in her spoken word here. Attempt to explain to what affect she is using that Rhyme. Note that her instances of rhyme here are very specific, making them much more calculated and purposeful.
What is rhyme scheme?
(It sure isn't theme...)
the pattern of rhyme between lines of a poem or song. It is usually referred to by using letters to indicate which lines rhyme; lines designated with the same letter all rhyme with each other. In other words, it is the pattern of end rhymes or lines.
To give pleasure. Rhyme, done well, is pleasing to the ear. It adds a musical element to the poem, and creates a feeling of "rightness," of pieces fitting together. It also makes a poem easier to memorize, since the rhyme echoes in the reader's mind afterward, like a melody.
To deepen meaning. Rhyming two or more words draws attention to them and connects them in the reader's mind.
To strengthen form. In many traditional forms, a regular pattern of rhymes are at the ends of the lines. This means that even if the poem is being read out loud, listeners can easily hear where the lines end, can hear the shape of the poem.
rhyme between a word within a line and another word either at the end of the same line or within another line.
rhyme that occurs in the last syllables of verses
the rhyme at the beginning of successive lines of verse.
"As yet the early-rising sun
Has not attained his noon."
I am the daughter of Earth and Water,
And the nursling of the Sky;
I pass through the pores of the ocean and shores;
I change, but I cannot die.
Percy Bysshe Shelley
Whose woods these are I think I know,
His house is in the village, though;
He will not see me stopping here
To watch his woods fill up with snow.
"Stopping by Woods on a Snowy Evening"
Because I could not stop for Death
Because I could not stop for Death –
He kindly stopped for me –
The Carriage held but just Ourselves –
And Immortality. -
We slowly drove – He knew no haste
And I had put away
My labor and my leisure too,
For His Civility
We passed the School, where Children strove
At Recess – in the Ring –
We passed the Fields of Gazing Grain –
We passed the Setting Sun
Or rather – He passed us –
The Dews drew quivering and chill –
For only Gossamer, my Gown –
My Tippet – only Tulle –
We paused before a House that seemed
A Swelling of the Ground –
The Roof was scarcely visible –
The Cornice – in the Ground –
Since then – 'tis Centuries – and yet
Feels shorter than the Day
I first surmised the Horses' Heads
Were toward Eternity –
When talking about rhyme, consider a few things...
1. Where and how is the author rhyming? What words did he/she choose to rhyme?
2. Where, if at all, does the rhyme scheme change? Breaks or changes in rhyme scheme are undeniably important.
3. If the rhyme scheme does break or change, what affect does that have on the poem's flow or it's meaning?
4. What affect does the poem's rhyme scheme have on the overall tone and feel of the poem? Rhyme often affects the atmosphere. Think about how it does, and how this interplays with the diction.