Poetic Devices Worksheet 5: Identify and explain poetic techniques in five lines of poetry.

Poetic Devices Worksheet 5: Solution and Explanation

#### Instructions Recap
- Identify two or more poetic techniques used in each example.
- Techniques to consider: Alliteration, Consonance, Onomatopoeia, Repetition, Rhyme, Rhythm.

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Problem 1

Poem Line:
I'm growing fonder of my staff; / I'm growing dimmer in the eyes;
I'm growing fainter in my laugh; / I'm growing deeper in my sighs;

Techniques Used:
- Repetition: The phrase "I'm growing" is repeated four times, creating a pattern and emphasizing the gradual change described.
- Rhyme: The words "staff," "eyes," "laugh," and "sighs" rhyme (internal rhyme), adding musicality and cohesion to the lines.
- Rhythm: The consistent structure and meter (iambic rhythm) create a steady beat, enhancing the flow of the poem.

Explanation:
The repetition of "I'm growing" establishes a clear pattern, drawing attention to the changes being described. The internal rhyme between the end words of each line creates a harmonious sound, while the rhythm maintains a steady pace, making the poem easy to follow and memorable.

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Problem 2

Poem Line:
Confound the cats! All cats--away-- / Cats of all colors, black, white, gray;
By night a nuisance and by day-- / Confound the cats! All cats, always.

Techniques Used:
- Repetition: The phrase "Confound the cats!" is repeated at the beginning and end, emphasizing the speaker's frustration.
- Alliteration: The repeated use of the "c" sound in "cats" and "colors" creates a strong alliterative effect.
- Rhyme: The words "away" and "day" rhyme, as do "gray" and "always," contributing to the poem's musical quality.

Explanation:
The repetition of "Confound the cats!" reinforces the speaker's annoyance with cats. The alliteration with "cats" and "colors" adds emphasis and a playful tone. The rhyming words at the end of the lines provide a sense of closure and rhythm, making the poem catchy.

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Problem 3

Poem Line:
I dreamed a dream next Tuesday week, / Beneath the apple-trees;
I thought my eyes were big pork-pies, / And my nose was Stilton cheese.

Techniques Used:
- Alliteration: The repeated "p" sounds in "pork-pies" and the "s" sounds in "Stilton cheese" create an alliterative effect.
- Onomatopoeia: While not explicitly onomatopoeic, the imagery of "big pork-pies" and "Stilton cheese" evokes sensory experiences, which can be considered a form of auditory or tactile suggestion.
- Rhyme: The words "week" and "trees" rhyme, as do "pies" and "cheese," providing a rhythmic structure.

Explanation:
The alliteration with "pork-pies" and "Stilton cheese" adds a playful and whimsical tone to the poem. The rhyme scheme ties the lines together, creating a cohesive and memorable structure. The imagery of food for body parts contributes to the surreal and dreamlike quality of the poem.

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Problem 4

Poem Line:
O Sea! whose ancient ripples lie on red-ribbed sands where seaweeds shone;
O moon! whose golden sickle's gone,

Techniques Used:
- Alliteration: The repeated "s" sounds in "Sea," "ripples," "shone," and "sickle" create a soothing alliterative effect.
- Consonance: The repeated "r" sounds in "ripples," "red-ribbed," and "where" add consonance, contributing to the poem's musical quality.
- Imagery: The vivid descriptions of the sea and moon evoke strong visual and sensory images.

Explanation:
The alliteration and consonance work together to create a flowing, almost melodic quality in the poem. The "s" sounds mimic the gentle movement of the sea, while the "r" sounds add richness and depth. The imagery of the sea and moon enhances the poem's descriptive power, painting a vivid picture for the reader.

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Problem 5

Poem Line:
Across the moorlands of the Not / We chase the gruesome When;
And hunt the Itness of the What / Through forests of the Then.

Techniques Used:
- Repetition: The abstract nouns ("Not," "When," "What," "Then") are repeated, creating a pattern that emphasizes the search for meaning or understanding.
- Alliteration: The repeated "w" sounds in "We," "When," "What," and "Through" create a strong alliterative effect.
- Rhythm: The consistent structure and meter give the poem a steady, measured rhythm.

Explanation:
The repetition of abstract nouns like "Not," "When," "What," and "Then" suggests a philosophical or existential quest. The alliteration with "w" sounds adds emphasis and a sense of urgency to the pursuit. The rhythm keeps the poem moving forward, mirroring the act of chasing and hunting described in the lines.

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Final Answer Summary

1. Techniques: Repetition, Rhyme, Rhythm
Explanation: Repetition of "I'm growing," internal rhyme, and consistent iambic rhythm.

2. Techniques: Repetition, Alliteration, Rhyme
Explanation: Repetition of "Confound the cats!," alliteration with "cats" and "colors," and internal rhyme.

3. Techniques: Alliteration, Onomatopoeia, Rhyme
Explanation: Alliteration with "pork-pies" and "Stilton cheese," onomatopoeic imagery, and internal rhyme.

4. Techniques: Alliteration, Consonance, Imagery
Explanation: Alliteration with "s" sounds, consonance with "r" sounds, and vivid imagery.

5. Techniques: Repetition, Alliteration, Rhythm
Explanation: Repetition of abstract nouns, alliteration with "w" sounds, and consistent meter.

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Final Answer Boxed:
\boxed{
\begin{array}{l}
\text{1. Repetition, Rhyme, Rhythm} \\
\text{2. Repetition, Alliteration, Rhyme} \\
\text{3. Alliteration, Onomatopoeia, Rhyme} \\
\text{4. Alliteration, Consonance, Imagery} \\
\text{5. Repetition, Alliteration, Rhythm} \\
\end{array}
}