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Reviewing Poetic Devices using Emily Dickinson
Transcript of Reviewing Poetic Devices using Emily Dickinson
Working with Emily Dickinson
Poetic Devices Review
A stated comparison that uses a connective word
such as “like” or “as” "That wave is as tall as a mountain."
An implied comparison. Something is simply stated to be something else. "My love is a rose."
A type of figurative language in which human attributes are given to an inanimate object.
A picture created using concrete details, adjectives and figures of speech, which gives readers a vivid description of what or who is being described
The use of words that sound like what they mean. The meanings of such words are somehow inseparable from their pronunciation
Places side by side two opposites to create a vivid image
The repetition of sounds in a sequence of words, generally referring to initial consonant sounds
A rhetorical figure in which the speaker addresses a dead or absent person, or an abstraction or inanimate object.
A rhetorical figure of repetition in which the same word or phrase is repeated in (and usually at the beginning of) successive lines, clauses or phrases.
The repetition of identical or similar sounds in the stressed syllables (and sometimes in the following unstressed syllables) of neighboring words; it is distinct from rhyme in that the consonants differ although the vowels match.
The repetition of identical or similar consonants in neighboring words whose vowel sounds are different- - coming home/ hot foot
An imperfect rhyme in which the final consonants of stressed syllables agree but the vowel sounds do not.
A pause in a line of verse, often coinciding with a break between clauses or sentences. It is usually placed in the middle of the line
The running over of the sense and grammatical structure from one verse line or couplet to the next without a puncutated pause.
Tips for Reading Emily Dickinson Poems
1.Consider the title
a.Does this signify a possible main topic, theme, important character, or idea?
b.What do you already know about that topic?
2.Read it through once
a.Try to identify the general topic or what you think it might be about
b.What do you already know about that topic?
3.Identify unknown words or phrases
a.Look them up
b.Re-read the sections they came from to see if they are any clearer
4.Look for literary devices
a.What devices do I see?
b.What do these tell me about the poem?
5.Re-read the poem
a.Does it make more sense to me?
b.Does it mean more to me? When considering the theme, also consider what you know about the poet's life in your analysis.
A Coffin - is a small Domain,
Yet able to contain
A Citizen of Paradise
In its diminished Plane.
A Grave - is a restricted Breadth -
Yet ampler than the Sun -
And all the Seas He populates
And Lands He looks upon
To Him who in its small Repose
Bestows a single Friend -
Circumference without Relief -
Or Estimate - or End -
Confirming what we've just covered
With your partners and using your graphic organizer, read the Dickinson poem which has been assigned to your group. First, attempt to fill in your sheet independently- determing literary devices used, explaining your understanding of the structure of the poem, and identifying what you believe to be the theme along with introducing other vivid images. Then, go back to your group members and compare, contrast and refine your analysis. Eventually, it will be your task to present your poem to the class and provide the analysis for it.
And round about the keel with faces pale,
Dark faces pale against that rosy flame,
The mild-eyed melancholy Lotos-eaters came.
The mud swallowed his car.
The salmon gave a final jerk, but the shaggy brown bear emerged from the water, its supper firmly clamped in its jaws, and set its massive, clawed feet onto the sodden green grass.
The words should allow you to see, taste, hear, smell or even feel a texture if well constructed.
•Long vowel sounds will decrease the energy at that point in the poem and make the mood more serious.
•Higher vowel sounds will increase the energy and lighten the mood.
"all mammals named Sam are clammy"
When have I last looked
The round green eyes and the long wavering bodies
Of the dark leopards of the
All the wild witches, those most noble ladies,
The slant rhyme is also called a half-rhyme or an imperfect rhyme.
On her white breast a sparkling cross she wore
Which Jews might kiss, and infidels adore.
"Sing, o goddess, the rage || of Achilles, the son of Peleus."
"Is this a dagger which I see before me, The handle toward my hand? Come, let me clutch thee! I have thee not, and yet I see thee still."
Godric Gryffindor, Helga Hufflepuff, Rowena Ravenclaw, and Salazar Slytherin
were the four wizards who founded Hogwarts School
; Severus Snape, Minerva McGonnagall,
among the professors
; Luna Lovegood, Cho Chang
among the students; and
a dark wizard.
not flag or fail.
go on to the end.
fight in France,
fight on the seas and oceans,
fight with growing confidence and growing strength in the air,
defend our island, whatever the cost may be,
fight on the beaches,
fight on the landing grounds,
fight in the fields and in the streets,
fight in the hills.
The pattern of measured sound units reccurring more or less regularly in lines of verse.
A group of verse lines forming a section of a poem and sharing the same structure as all or some of the other sections of the same poem in terms of length of its lines, its meter, or its rhyme scheme. (In printed poems, stanzas are usually separated by spaces.)
A statement or expression so surprisingly self-contradictory as to make us seek out another context.
We have more conveniences, but less time. We have bigger houses, but smaller families.
The choice of words used in a literary work
A kind of verbal contraction by which a letter or syllable is omitted from within a word
For talking age and whisp’ring lovers made! Ill fares the land, to hast’ning ills a prey, And his last falt’ring ccents whisper’d praise.
(The Deserted Village by Oliver Goldsmith)
A fairly short poem expressing the personal feeling, feeling, or meditation of a single speaker
Humpty Dumpty sat on a wall,
Humpty Dumpty had a great fall.
All the King’s horses, And all the King’s men
Couldn’t put Humpty together again!
A rhyme is a tool utilizing repeating patterns that brings rhythm or musicality in poems which differentiate them from prose which is plain. A rhyme is employed for the specific purpose of rendering a pleasing effect to a poem which makes its recital an enjoyable experience. Moreover, it offers itself as a mnemonic device smoothing the progress of memorization.