What makes it worth listening to? Pay attention to the words and the sound.

http://www.youtube.com/watch?v=r3alARJDrLE

Just as important as figurative language and imagery in understanding a poem; however, this is more important when listening to a poem versus reading a poem silently.

A poem does not need to rhyme to be musical. Essential elements: Repetition and Variation

First, poet can choose words whose sound in some degree suggests meaning (198). Onomatopoeia Phonetic intensives

Second, a poet can reinforce meaning by grouping sounds together to create a smooth and pleasing sound (euphony) or a rough and harsh sound (cacophony)

Third, poet can control sound through controlling speed and movement of the lines by choice and use of meter (201).

Fourth, Assonance, consonance and alliteration and rime (rhyme) can be used to emphasize and control sound

Repetition - The repeated sounds (consonant or vowel) within poetry. ex. "Freeze, freeze, thou bitter sky" -William Shakespeare "Blow, blow, thou winter wind”

Alliteration – The repeated initial consonant sound of words. ex. "A foolscap sheet scrawled slantwise with one miniscule sentence came back" - Marilyn Hacker "1973" (Think tongue-twisters)

Assonance – The repeated vowel sound within words. ex-“I wake to sleep, and take my waking slow.”- Theodore Roethke "The Waking"

Consonance – The repeated consonant sounds at the end of words. ex. "That night when joy began/ Our narrowest veins to flush/ We waited for the flash/ Of morning's level gun." - W. H. Auden "That night when joy began"

Internal Rhyme – One or more rhyming words within the line.. ex "Now, Jenny and me were engaged, you see/On the eve of a fancy ball/So a kiss or two is nothing to you/Or anyone else at all." Rodyard Kipling

End Rhyme – When the rhyming words are at the end of the line.. ex "The feet that ran to meet a date/are running slow and running late." Gavin Ewart

Approximate Rhyme (aka slant rhymes) – words with any kind of sound similarity, whether close or very remote. Usually involves use of alliteration, assonance, and consonance. I.e., “A narrow fellow in the grass” – Emily Dickinson, or “’Twas warm at first like us” – Emily Dickinson.

Refrain – repetition done according to a fixed pattern, especially common in song-like poetry.

Onomatopoeia – the use of words which sound like they mean: I.e., hiss, snap, bang, kapow

*Euphony (Euphonious) – smooth and pleasurable sounding words and lines: I.e., smooth, melodious, silvery

*Cacophony (Cacophonous) – harsh and grating sounding words and lines: I.e., crackle, buzz, rattle, kaching

*use these words as an adjective to describe the sound of the poem NOT as a technique. “The writer creates a euphonious sound through the use of blah.” NOT “The write uses euphony.”

Musical and sound devices bring an important element to the poem and it grabs the reader's attention. 

It gives the reader a more in depth understanding of the ideas of the author.  

These would NOT be your go to rhetorical devices.

However, if the SOUND of the poem contributes to a deeper meaning of the poem and you can do a good job of analysis, go for it!!!!!

http://www.youtube.com/watch?v=EnUPllrQS0w

Structure – how the lines are written – stanza groupings, idea groupings, line length and breaks, word

order, rhythm, arrangement, speed/pace. As you read, consider WHY the poet arranged the

words and lines as he/she did and how it contributes to the poem’s meaning.

Structure is tied to form – some are rigid (as in a Petrarchan sonnet) while others are fluid (as in free verse – see e. e. cummings).

Forms follow rules that dictate the structure of the poem. Think of form as a type of poem.

Again, you would not make this a go-to when analyzing poetry. However, you do NEED to know what STRUCTURE AND FORM mean and when asked, know how these contribute to the meaning and understanding of the poem!

Stanza – a group of lines in a poem (essentially, a paragraph of verse)

Syntax – word order and the way in which it works with grammatical structure and sentences.

End-Stopping – where all lines end syntactically (each line is a sentence or complete clause)

Go hence, to have more talk of these sad things. Some shall be pardon’d, and some punished.

  Enjambment – run-on lines that break up the syntax of the

sentence into two lines

Sing, o goddess, the rage of Achilles, the son of Peleus. (The sentence is broken into two lines)

Elegy – contemplative poem for someone who died Lyric – poem expressing personal thoughts or feelings, in first person

speaker Ode – form used to mediate on or address a single object or condition. Free Verse – no rhyme scheme, no set meter (rhythmic pattern) Blank Verse – no rhyme scheme BUT fixed meter

Most common meters:▪ Iambic Pentameter▪ Iambic Tetrameter

Sonnet - classic poems, usually about love or nature, that poetically express an idea or thought. 14 lines long, set rhythm and rhyme. Specific structure varies by type of sonnet.

http://ia700403.us.archive.org/28/items/bells_1102_librivox/bells_poe_alg_64kb.mp3

Hear the sledges with the bells - Silver bells!What a world of merriment their melody foretells!How they tinkle, tinkle, tinkle,In the icy air of night!While the stars that oversprinkleAll the heavens seem to twinkleWith a crystalline delight;Keeping time, time, time,In a sort of Runic rhyme,To the tintinnabulation that so musically wellsFrom the bells, bells, bells, bells,Bells, bells, bells - From the jingling and the tinkling of the bells.

.

Hear the mellow wedding bells - Golden bells!What a world of happiness their harmony foretells!Through the balmy air of nightHow they ring out their delight!From the molten-golden notes,And all in tune,What a liquid ditty floatsTo the turtle-dove that listens, while she gloatsOn the moon!Oh, from out the sounding cellsWhat a gush of euphony voluminously wells!How it swells!How it dwellsOn the Future! -how it tellsOf the rapture that impelsTo the swinging and the ringingOf the bells, bells, bells,Of the bells, bells, bells, bells,Bells, bells, bells - To the rhyming and the chiming of the bells!

Hear the loud alarum bells - Brazen bells!What a tale of terror, now, their turbulency tells!In the startled ear of nightHow they scream out their affright!Too much horrified to speak,They can only shriek, shriek,Out of tune,In a clamorous appealing to the mercy of the fire,In a mad expostulation with the deaf and frantic fire,Leaping higher, higher, higher,With a desperate desire,And a resolute endeavorNow -now to sit or never,By the side of the pale-faced moon.Oh, the bells, bells, bells!What a tale their terror tellsOf despair!How they clang, and clash, and roar!What a horror they outpourOn the bosom of the palpitating air!Yet the ear it fully knows,By the twangingAnd the clanging,How the danger ebbs and flows;Yet the ear distinctly tells,In the janglingAnd the wrangling,How the danger sinks and swells,By the sinking or the swelling in the anger of the bells - Of the bells,Of the bells, bells, bells, bells,Bells, bells, bells - In the clamor and the clangor of the bells!

Hear the tolling of the bells - Iron bells!What a world of solemn thought their monody compels!In the silence of the night,How we shiver with affrightAt the melancholy menace of their tone!For every sound that floatsFrom the rust within their throatsIs a groan.And the people -ah, the people - They that dwell up in the steeple,All alone,And who tolling, tolling, tolling,In that muffled monotone,Feel a glory in so rollingOn the human heart a stone - They are neither man nor woman - They are neither brute nor human - They are Ghouls:And their king it is who tolls;And he rolls, rolls, rolls,RollsA paean from the bells!And his merry bosom swellsWith the paean of the bells!And he dances, and he yells;Keeping time, time, time,In a sort of Runic rhyme,To the paean of the bells,Of the bells - Keeping time, time, time,In a sort of Runic rhyme,To the throbbing of the bells,Of the bells, bells, bells - To the sobbing of the bells;Keeping time, time, time,As he knells, knells, knells,In a happy Runic rhyme,To the rolling of the bells,Of the bells, bells, bells - To the tolling of the bells,Of the bells, bells, bells, bells,Bells, bells, bells - To the moaning and the groaning of the bell

Annotated poemModel paragraph

Homework:

•You should have annotated your poem for meaning and completed the graphic organizer for it. (Wednesday’s homework)

•You will type up your annotations like the example above and turn in with your paragraph draft tomorrow. Your annotations should include what techniques are being used and why. Don’t simply paraphrase the poem. Use your graphic organized to help you. (Thursday’s homework)

•Tonight (Thursday), go home and write an analytical paragraph like the example above about your group’s poem. It should be typed. It will be a rough draft. Please include the annotated version of the poem with your paragraph. These two items are due Friday by 2:30 for you to qualify for a redo. We will be in the lab Friday.

These links won’t work from the wiki download. See the wiki for the documents.