What Brings a Poem to Life?

Poetry in some way, shape or form, gives realistic ideas to even objects that reflect upon a part of life by using symbolism and personification.

The sentence structure of this poem is unlike a lot of poems that you might see where the lines are of equal length and contain the same amount of sylables. Rather than taking that approach, Blanco's poem contained senteneces, and lines that were all of different length. For example, in the second stanza blanco included two very long lines that included dashes and comma's because he was creating a list. Some of the very short lines feautured throughout the poem occur beacause the sentence was too long to fit into the line before and was continued in the next line.

Poems consist of a variation of different techniques in order to convey a message or idea to readers. Wilfred Owen, Thomas Hardy, Adrienne Rich, Bruce Dawe and Robert Browning are great poets who explore these issues, conveying their emotions, which influences a perception of an issue. In each of their poems they express the hidden message of hope, along with their main message. They use similar techniques to express their ideas, which illustrates their purpose to the reader.

In order to appreciate a poem properly, care must be taken to analyze and understand many different facets of the work. Poems are often very complex and require a great deal of thought in order to arrive at the intended meaning. At the very least, three particular items of information must be uncovered during the reading of poetry. An experienced reader of poetry will always determine the identity of the speaker, the occasion of the speech, and the central idea of the poem.

She also presents a slight rhythm to the reading that allows for smooth reading. In keeping with her open form, there is no set scheme to the rhyme pattern. However, there is a single ending sound constantly repeated without a set pattern throughout the work. She also connects pairs of lines at random just for the sake of making connections to make that particular stanza flow. At the same time, she chose blatantly not to rhyme in certain parts to catch the reader’s attention.

The poem also uses end rhyme to add a certain rhythm to the poem as a whole. And the scheme he employs: aabbc, aabd, aabbad. End rhyme, in this poem, serves to effectively pull the reader through to the end of the poem. By pairing it with lines restricted to eight syllables. The narrator creates an almost nursery-rhyme like rhythm. In his third stanza however, his last line, cutting short of eight syllables, stands with an emphatic four syllables. Again, in the last stanza, he utilizes the same technique for the last line of the poem. The narrator’s awareness of rhyme and syllable structure provides the perfect bone structure for his poem’s rhythm.

With only two stanzas, the poem already has a unique style before the reader even begins reading. Hughes gets to the point quickly with this poem and does a good job doing so. After reading the poem, the reader will notice a simple, yet effective, rhyming scheme (ABCB). The reader will also notice the first, second, and fourth line of each stanza have exactly four syllables. What is also unique about this poem is the fact that there are only 6 words with multiple syllables. 26 out of the 32 words have just one syllable. Hughes uses a very simple writing style but still manages to create amazing

With a few exceptions, the poem primarily follows the form of accentual-syllabic verse. The majority of lines are composed of three syllables, most often two unstressed and one stressed. Using a combination of structural technique and descriptive language, Williams emphasizes the action of visual perception.

So we ask ourselves, how does poetry gain its power? To answer this question, we examine the work of poets Harwood and Plath. ‘The Glass Jar’, composed by Gwen Harwood portrays its message through the emotions of a young child, while the poem ‘Ariel’, written by Sylvia Plath, makes effective use of emotions to convey artistic creativity and inspiration.

Poetry, what first comes to mind? If your anything like me, poetry can seem somewhat monotonous, rather like a locked door exclusive, complicated, and hard to understand. I think poetry tends to be a big game of “Guess what I’m thinking!” and I hate that game. I’m not a mind-reader. I think a lot of people who get excited about poetry are really pretentious. This possibly comes from believing that they actually can guess what other people are thinking. When we think poetry, we tend to know poetry by it’s traditional forms of having sonnets, ballads, often rhyming (but not always) and they tend to have a specific and symmetrical structure (APA). Throughout this essay I wanted to consider poetry through different explorations and how subverting the traditional conventions of poetry might be an effective way of engagement or in an opposing way of demotivating the reader.

Free verse is not just prose written with irregular line endings. Free verse is poetry without regular patterns of rhyme, rhythm or meter. Note: free verse has rhythm and meter. The pattern, however, is irregular. Rhythm is often created through the use of other poetic devices, including repetition, alliteration, and other sound devices. Although it is "free" of metrical restrictions, it is still patterned and unified by the conventional poetic devices of repetition, assonance, and alliteration. The article "the", ordinarily disregarded, begins seven of the eleven lines and establishes a pattern that is seen on the page and heard when the poem is given voice. Alliteration lends ear-pleasing melody in

Poetry has a role in society, not only to serve as part of the aesthetics or of the arts. It also gives us a view of what the society is in the context of when it was written and what the author is trying to express through words. The words as a tool in poetry may seem ordinary when used in ordinary circumstance. Yet, these words can hold more emotion and thought, however brief it was presented.

In today’s modern view, poetry has become more than just paragraphs that rhyme at the end of each sentence. If the reader has an open mind and the ability to read in between the lines, they discover more than they have bargained for. Some poems might have stories of suffering or abuse, while others contain happy times and great joy. Regardless of what the poems contains, all poems display an expression. That very moment when the writer begins his mental journey with that pen and paper is where all feelings are let out. As poetry is continues to be written, the reader begins to see patterns within each poem. On the other hand, poems have nothing at all in common with one another. A good example of this is in two poems by a famous writer by

The sound of poetry is the most important element than anything else involved with poetry. The sounds of poetry are basically a foundation of desire. It is how the syllables are arranged in a pleasant-sounding pattern to satisfy and please desires even if they have a small meaning or no meaning to them. A poem that is filled with sound but little meaning can be “The Word Plum” by Helen Chasin. It is a poem that uses the sound devices of alliteration and onomatopoeia to bring the plum to life. Using alliteration and onomatopoeia it gives the plum a sound, a savory sound, it’s almost like you can taste and touch the plum in the palm of your hand and the sounds are just rolling off the tongue with every “delicious” bite of “luxury”. In the first line there is just a brief description of how delicious the plum is, but wait there is more. Then Chasin uses alliteration in (line 2) with the two words “pout and push” because they begin with p’s, they’re verbs, four letters, and are not capitalized. Chasin also uses onomatopoeia with the second line, same words “pout and push” to give a new sound of delicious from the first line, and to explain why the plum is so delightful. Once more, she uses alliteration in the third line using “self-love and savoring”; creating that delightful sound of juices from the plum.

The text, particularly illustrates this in the third line of the poem when she writes, “And feel once more I do not live in vain/Although bereft of you. (1916)” This line has a line break as a result of the author trying to show the silence that is briefly followed by vain, has a purpose and that purpose is to show grief in the tone of voice when spoken aloud. This specific type of line break is a syntactic, considering it is the other complete clause and it ends with a comma. If it didn't have a line break the sentence it would make (And feel once more I do not live