- Repetition, Rhyme, Rhythm
The phrase "I'm growing" is repeated at the start of each line, creating a clear pattern. The lines end with words that rhyme (staff/laugh, eyes/sighs), and the consistent structure gives the stanza a rhythmic flow.
- Repetition, Alliteration, Rhyme
The phrase "Confounded the cats! All cats" is repeated, establishing repetition. The 'c' sound in "cats," "colors," and "confound" creates alliteration. Words like "away" and "day" rhyme, and "gray" and "always" provide slant rhyme.
- Rhyme, Alliteration, Onomatopoeia
The lines end with rhyming words: "week" and "cheese" (slant rhyme), "trees" and "pies" (full rhyme). The 'p' sound in "pork-pies" and "Stilton cheese" creates alliteration. "Pork-pies" and "Stilton cheese" evoke sensory sounds or textures, hinting at onomatopoeia through playful word choice.
- Alliteration, Consonance, Rhyme
The 's' sound in "sea," "sands," "seaweeds," and "shone" creates alliteration and consonance. The words "shone" and "gone" rhyme, contributing to the musicality of the lines.
- Alliteration, Rhyme, Repetition
The 'w' sound in "we," "when," and "what" and the 'f' sound in "forests" and "then" create alliteration. The lines end with rhyming words: "Not" and "What" (slant rhyme), "When" and "Then" (full rhyme). The structure repeats phrases like "Across... / We chase..." and "And hunt... / Through..." for rhythmic repetition.
Parent Tip: Review the logic above to help your child master the concept of poetic devices worksheet 5 answers.
