4/26/2013 03:33:00 AM
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HOW TO UNDERSTAND A POEM
Read the poem twice, the second time aloud.
1. Who is the speaker? Is the poet speaking for him or herself or speaking in
the role of another person or possibly an animal or thing?
2. What does the language of the poem reveal about the speaker? Is it formal,
informal, colloquial? Why?
3. Determine the primary audience. Who is the speaker addressing?
4. What is the tone (mood)? Does the tone remain constant or does it change?
How does that change in tone contribute to the overall meaning?
5. What is the subject? How does the speaker feel about it? Write down the
words the poet uses to express these feelings.
6. Briefly paraphrase the poem (rewrite in your own words).
7. What is the time setting - hour of day, season, present, past, or future
era?
8. What is the place setting-outdoors or indoors, rural or urban, state,
nation?
9. What images are created by the poem (what do you "see")? Write
down the words that help create the images.
10. Are there words that evoke sensations: sound, touch, smell, taste, hunger,
thirst, etc.? Write down those words.
11. What words or allusions are new or puzzling to you? Write down words you
don't understand. Define or explain these words as they are used in the poem.
Consider the effects.
12. What is the poet's purpose? What feeling or insight is he or she
expressing?
13. What words are used in surprising and imaginative ways? What are their
connotations (abstract meanings)?
14. Is there any unusual order of words in a sentence? What would be the usual
order?
15. What figurative language is used? What things are being compared,
personified, or symbolized? What is the effect of each figure of speech? Note
any metaphors or similes.
16. What is the sound pattern of the poem? Does the poet use devices such as
onomatopoeia, alliteration, assonance and parallelism. How are these devices
used in the creation of meaning?
17. What is; the structure of the poem? How many lines are in a stanza? What is
the rhyme scheme, if any? Is there a refrain? How does the structure add to the
meaning?
18. What is the shape of the poem on the page? Has the poet chosen an unusual
shape? If so, why?
19. Is the poetry lyric, narrative, dramatic, or a combination? How do you
know?
20. Read the poem again aloud carefully and with expression.
21. What does your experience with the poem mean to you? How do you feel about
it? What did you learn from it?
~~~~Types of poetry~~~~Blank verse
Free verse
Narrative
Elegy
Limerick
Sonnet
Ballad
Concrete
Ode
Lyric
Blank verse is a form of verse, which is
written in iambic pentameter and is not rhymed.
Free verse is a poem that does not have any
fixed meter, rhyme, or line length. The rhythm may vary from line to line or
within a line. The verse is called "free" because the poet is free to
change the patterns or to use no pattern at all. Much twentieth-century poetry
is written in free verse.
Narrative poetry that tells a story
and organises its action according to a sequence of time. The story may be true
or it may be imagined.
Elegy is a formal poem, often written as a
lament for a departed friend of respected person. The poet usually sets forth
his or her ideas about death or some other serious subject.
Limerick is a humorous, five-line poem,
usually in anapaestic rhythm: the first, second, and fifth lines have three
feet and rhyme with each other; the third and fourth lines have two feet and
rhyme with each other. Limericks usually tell of the actions of a person.
Sonnet : a lyric poem of fourteen lines
in iambic pentameter following one of several possible rhyme schemes. The two
main types of sonnet are the Italian and the English.
Ballad: a narrative poem, usually
containing much repetition and often a repeated refrain. Ballads were
originally folk songs that passed on from age to age. Ballads often tell of a
single dramatic episode such as the sinking of a ship or a fight over a
beautiful woman.
Concrete: poetry that conveys meaning
through its visual shape on the page. Concrete poem have been written in the
shapes of wing, trees, falling rain and even the motion of a person swimming
laps in a pool.
Ode: a poem on an exalted theme, expressed
in dignified, sincere language, serious in tone, and usually in praise of
something of somebody.
Lyric: a short poem expressing the
internal and emotional thoughts of a single speaker. Lyrics are usually an
expression of the poet's feelings about a person, an object, an event or an
idea.
~~~~Comprehending Poetry~~~~Purpose
The poet wishes to express a theme, which will help him/her understand life.
The poet wishes to immortalise an instant in time.
The poet wishes to describe a scene.
The poet wishes to tell a story.
The poet wishes to experiment with specific, accepted poetic form.
~~~How to understand a poem~~~
read the poem 2-3 times and understand its purpose;
recognize its dominant image -- what "mental picture" do you get in
your mind?
what " building blocks" is the author using? Figures of speech, rhyme
or rhythm.
establish the theme -- what is the author trying to tell the reader.
ThemePoems, like words of fiction and drama, have themes. Because poem
usually are much briefer than other forms of writing, the theme sometimes
appears throughout the poem. At other times, the poet does not introduce the
theme until late in the poem, often as a contrast to or an expansion upon ideas
already resented.
Do not confuse the theme of the poem with subject of the poem. The theme is the
main idea of the poem, not merely the topic tha6t the poet addresses.
Point of View
Poetry can be written from different points of view. The first-person point of
view often is used in lyric poems in which the poet explores an original idea.
The "I" of the first-person point of view makes the poem more
personal. The third-person point of view puts a distance between the poet and
the subject of the poem. It seems to be a more intellectual and less emotional
way to approach a subject. Figures Of Speech and Sound Devices
Figures of speech are words or phrases that creates a vivid image by
contrasting unlike things. Figures of speech have meanings other than its
ordinary meaning.
Figures of speech
Simile: a direct comparison between two unlike things that are connected by
like, as, or resembles or the verb appears or seems. The purpose of a simile is
to give the reader a vivid new way of looking at one of the things.
Metaphor: an imaginative implied comparison between two unlike things. A
metaphor is a comparison that suggests one thing is another. The purpose of a
metaphor is to give the reader an unusual way of looking at one of the things.
Personfication: a figure of speech in which an animal, an object, or an idea is
given human qualities. Poets often use personefication to describe abstract
ideas such freedom, truth, and beauty.
Sound Devices Alliteration: the close repetition
of the same first sounds in words, usually consonant sounds, at the beginnings
of words, it can also occur within words.
Assonance: the repetition of
similar vowel sounds within words to emphasize certain sounds and add a musical
quality.
Onomatopoiea: the use of words
whose sounds imitate, echo, or suggest their meanings. Poets use onomatopoiea
to add humour, to reinforce the meaning of a line, or to create an image.
How to analyze poetry
This article attempts to provide a simple way of approaching and analysing
poetry. The process discussed has proven to be usefull to many students at
school and university level.
Ozymandias by Percy Bysshe ********************************ley
I met a Traveller from an antique land
Who said: Two vast and trunkless legs of stone
Stand in the desert... Near them, on the sand,
Half-sunk, a shattered visage lies, whose frown,
And wrinkled lip, and sneer of cold command,
Tell that its sculptor well those passions read
Which yet survive, stamped on these lifeless things,
The hand that mocked them, and the heart that fed:
And on the pedestal these words appear:
"My name is Ozymandias, king of kings:
Look on my works, ye Mighty, and despair!"
Nothing beside remains. Round the decay
of the colossal wreck, boundless and bare
The lone and level sands stretch far away.
Understanding and interpreting poetry often seems very difficult. There are so
many rules and ways of interpretation that it seems that only a few can really
deal with poetry. This is a popular misconception among many students at college
and university. In fact, understanding and being able to analyse poetic works
is amazingly easy if a few basic concepts are understood.
The poem that we will use as an example in this article is the famous
Ozymandias by ********************************ly. This poem is often prescribed
at undergraduate and graduate level.
Firstly, the "formula" for understand a poem revolves around the
following three basic ideas:
1.What is the Poem about?
2.Why was it written?
3.How has language been used in the poem to express the main intention/s of the
poem?
Firstly, read through the
poem in its entirety. Do not worry if you do not understand some words or
lines. The object here is to get to the gist of the poem. In other words, to
form some general idea of what the poem is about. This is called finding the
main theme or themes of the poem. If we read through Ozymandias we can clearly
see that the poem is about a statue found by a traveller in the desert.
Secondly we see the this statue has certain characteristics. It is in a state
of ruin. The face of the statue which is still clearly visible does not have a
pleasant expression. The Words used , like " wrinkled lip" convey a
rather unpleasant countenance. But remember, at this stage we are only looking
for the general idea of what the poem is about. As we read on we see that the
statue represents a cruel ruler or King who subjugated his people. The King is
arrogant and tells those who " look on his works" to be afraid of his
power. But where is this powerful and cruel king now? All that remains of him
and his works are a few broken pieces of sculpture. Obviously, the king's
threatening words are meaningless and without power. We are immediately struck
by the irony in this poem. It is ironic that this cruel and arrogant king has
now become nothing more than a fragment of stone lost in the desert.
Now that we have an idea of what the poem is about we can begin to deal with
the second question: Why was the poem written? This might sound strange, but
all literature should have a purpose, even if that purpose is only a beautiful
piece of writing. What purpose or message could this poem have for the reader.
The poem is about a cruel tyrant who, ironically, is now nothing more than
lifeless rock. The poet could be trying to suggest the emptiness of tyrannical
power; or how those who think that they are powerful are soon brought to their
knees by the process of time. Another possibility is that the poem was written
to express the uselessness of temporal and earthly power which will be
destroyed in time. These are a few suggestions but always remember that
literature is not a definite science. You are allowed to have your own
interpretations as long as these interpretations can be supported from the
text.
Thirdly, once we have
established what the poem is about and have some idea of its purpose, we can
then study the poem and look at how the language is used to achieve its
meaning.
For example, in the first half of the poem, the poet uses words to create a
clear and precise image of the tyrant king: words like" frown",
"sneer", " cold command", all produce an image of the old
king as a cruel and unfeeling tyrant. These words are called images as they
produce a "picture" of the king.
In the second half of the poem the poet uses words to contrast the arrogant
speech of the king with the actual reality of his shattered face and lost
kingdom. The king shouts out that people should fear him as he has a great and
powerful kingdom. But the poet uses language to express the opposite:
"Nothing beside remains...." There is only the desert which
emphasizes that the arrogance of the king is unfounded and that time has
destroyed his kingdom and his power.
The above is a very basic introduction to the poem. But the method suggested
can be applied to any poem or even a prose work and hopefully will encourage
those who have had difficulty with poetry in the past.
Modernism in Literature: Poetry
Most serious poetry today is still Modernist. The movement is not easily summarize,
but the key elements are experimentation, anti-realism, individualism and a
stress on the cerebral rather than emotive aspects.
Discussion
Modernist writing is challenging, which makes it suitable for academic study.
Many poets come from university, moreover, and set sail by Modernism's charts,
so that its assumptions need to be understood to appreciate their work. And
since Postmodernism still seems brash and arbitrary, writing in some form of
Modernism is probably the best way of getting your work into the better
literary magazines. How much should you know of its methods and assumptions?
You need to read widely: poetry, criticism and literary theory. Modernism was a
complex and diverse movement. From Symbolism it took allusiveness in style and
an interest in rarefied mental states. From Realism it borrowed an urban
setting, and a willingness to break taboos. And from Romanticism came an
artist-centred view, and retreat into irrationalism and hallucinations.
Hence many problems. No one wants to denigrate the best that has been written
this last hundred years, but the forward-looking poet should be aware of its
limitations. Novelty for novelty's sake ends in boredom and indifference, in
movements prey to fashion and media hype. Modernism's ruthless self-promotion
has also created intellectual castes that carefully guard their status. Often
the work is excessively cerebral, an art-for-art's sake movement that has
become faddish and analytical. The foundations tend to be self-authenticating:
Freudian psychiatry, verbal cleverness, individualism run riot, anti-realism,
overemphasis on the irrational. These concepts may not be wholly fraudulent,
but as articles of faith they have not won general assent. Modernist work will
give you accredited status, but possibly neither an avant-garde reputation nor
wide popularity.
Suggestions
1. Modernist work is often the most accessible of today's poetry, thanks to
education, public libraries and a vast critical industry. Start therefore with
Yeats, Frost, Pound, Eliot, Stevens, Williams, etc., and follow your interests
— back into traditional poetry or forward into Postmodernist styles.
2. Model your first efforts on the better poems of Modernism. You will learn
much about the poet's craft, and produce work that is still acceptable to the
better poetry magazines.
3. Read the biographies of Modernist artists to understand how and why they
made their innovations. Then read aesthetics and nineteenth-century continental
philosophy to get a broader view of the matter.
Contemporary American Literature
For Postmodernists the world exists only through our understanding of it, and
the prime medium of that understanding is everyday language. There is no
further or ultimate reality that words point to, and we deceive ourselves by
seeking deep spiritual meanings in art. Artists make intriguing creations by
juxtaposing contemporary images and concepts, but these have no deeper
significance. Contemporary American literature is much too various be called a
movement, but can be broadly characterized as iconoclastic, groundless,
formless and populist.
Elaboration
Postmodernism began in the sixties with Pop-Art, the Beat generation, the magic
realism of Latin American novelists, and the Poststructuralist theories of Barthes,
Lacan and Derrida. The angst of Existentialism, the brooding power of abstract
expressionism, the worthy objectives of societies building on liberties hard
won by Allied victory in 1945 gradually gave way to affluence. Wider travel,
television reporting and photojournalism also showed the realities behind
government rhetoric, and these realities came to undermine confidence in
authority and public language. Underprivileged groups were championed by the
young, disaffection spread, and a counterculture was appropriated by commerce.
With the fall of class barriers the fine arts were attacked as elitist, as
promoting political repression and social injustice by their exclusive
autonomy. The professions became more specialized, creating guilds of experts where
entry was by approved study rather than wealth or family connections. The arts
created hypothetical worlds of their own, protected by abstruse theory.
As poetry became more iconoclastic and experimental, there were appeals to the
irrational nature of man supposed by Freudian psychiatry. Devalued by an
increasingly technological world, writers made themselves the spiritual
guardians of language itself, championing the creative, and indeed arbitrary,
nature over its powers to represent, analyse and discover. The appropriation
took many forms. Foucault denounced the political repression inherent in public
language. Geoffrey Hill wrote of words themselves as complicit with the
holocaust. Beckett renounced the world and employed language pared down to its
skeletal minimum. Larkin wrote a poetry that expressed the lowered expectations
of the law-abiding citizen. Sontag argued for sensory renewal, which coincided
with sex made increasingly an individual matter and possibly a consumer
commodity.
Suggestions
1. Does the above make sense? If not, take out library books or subscribe to
avant-garde magazines.
2. Study Postmodernism in general, and its application to poetry: That good
poems negate themselves, obtaining an authority by excluding the outside. That
they strive for autonomy, but are dislocated by shifted genre boundaries. That
a poem is a sum total of tensions between mimesis and construction. That truth
in poetry is not truth to the meaning of words — as it is in philosophy — but
an artifact of literary devices or tropes. That they talk about themselves not
to evade talking about the world but to enable that world. Be sure you
understand the theory behind these statements, where it comes from, and why.
3. Commit yourself to a movement that champions the work you produce and/or
admire.
4. Start submitting to small magazines. Attend events. Create your own circle.
Glossary of Poetry Terms
accent
The prominence or emphasis given to a syllable or word. In the word poetry, the
accent (or stress) falls on the first syllable.
alexandrine
A line of poetry that has 12 syllables. The name probably comes from a medieval
romance about Alexander the Great that was written in 12-syllable lines.
alliteration
The repetition of the same or similar sounds at the beginning of words: “What
would the world be, once bereft/Of wet and wildness?” (Gerard Manley Hopkins,
“Inversnaid”)
anapest
A metrical foot of three syllables, two short (or unstressed) followed by one
long (or stressed), as in seventeen and to the moon. The anapest is the reverse
of the dactyl.
antithesis
A figure of speech in which words and phrases with opposite meanings are
balanced against each other. An example of antithesis is “To err is human, to
forgive, divine.” (Alexander Pope)
apostrophe
Words that are spoken to a person who is absent or imaginary, or to an object
or abstract idea. The poem God's World by Edna St. Vincent Millay begins with
an apostrophe: “O World, I cannot hold thee close enough!/Thy winds, thy wide
grey skies!/Thy mists that roll and rise!”
assonance
The repetition or a pattern of similar sounds, especially vowel sounds: “Thou
still unravished bride of quietness,/Thou foster child of silence and slow
time” (“Ode to a Grecian Urn,” John Keats).
ballad
A poem that tells a story similar to a folk tale or legend and often has a
repeated refrain. “The Rime of the Ancient Mariner” by Samuel Taylor Coleridge
is an example of a ballad.
ballade
A type of poem, usually with three stanzas of seven, eight, or ten lines and a
shorter final stanza (or envoy) of four or five lines. All stanzas end with the
same one-line refrain.
blank verse
Poetry that is written in unrhymed iambic pentameter. Shakespeare wrote most of
his plays in blank verse.
caesura
A natural pause or break in a line of poetry, usually near the middle of the
line. There is a caesura right after the question mark in the first line of
this sonnet by Elizabeth Barrett Browning: “How do I love thee? Let me count
the ways.”
canzone
A medieval Italian lyric poem, with five or six stanzas and a shorter
concluding stanza (or envoy). The poets Petrarch and Dante Alighieri were
masters of the canzone.
carpe diem
A Latin expression that means “seize the day.” Carpe diem poems urge the reader
(or the person to whom they are addressed) to live for today and enjoy the
pleasures of the moment. A famous carpe diem poem by Robert Herrick begins
“Gather ye rosebuds while ye may…”
chanson de geste
An epic poem of the 11th to the 14th century, written in Old French, which
details the exploits of a historical or legendary figure, especially
Charlemagne.
classicism
The principles and ideals of beauty that are characteristic of Greek and Roman
art, architecture, and literature. Examples of classicism in poetry can be
found in the works of John Dryden and Alexander Pope, which are characterized
by their formality, simplicity, and emotional restraint.
conceit
A fanciful poetic image or metaphor that likens one thing to something else
that is seemingly very different. An example of a conceit can be found in
Shakespeare's sonnet “Shall I compare thee to a summer's day?” and in Emily
Dickinson's poem “There is no frigate like a book.”
consonance
The repetition of similar consonant sounds, especially at the ends of words, as
in lost and past or confess and dismiss.
couplet
In a poem, a pair of lines that are the same length and usually rhyme and form
a complete thought. Shakespearean sonnets usually end in a couplet.
dactyl
A metrical foot of three syllables, one long (or stressed) followed by two
short (or unstressed), as in happily. The dactyl is the reverse of the anapest.
elegy
A poem that laments the death of a person, or one that is simply sad and
thoughtful. An example of this type of poem is Thomas Gray's “Elegy Written in
a Country Churchyard.”
enjambment
The continuation of a complete idea (a sentence or clause) from one line or
couplet of a poem to the next line or couplet without a pause. An example of
enjambment can be found in the first line of Joyce Kilmer's poem Trees: “I
think that I shall never see/A poem as lovely as a tree.” Enjambment comes from
the French word for “to straddle.”
envoy
The shorter final stanza of a poem, as in a ballade.
epic
A long, serious poem that tells the story of a heroic figure. Two of the most
famous epic poems are the Iliad and the Odyssey by Homer, which tell about the
Trojan War and the adventures of Odysseus on his voyage home after the war.
epigram
A very short, witty poem: “Sir, I admit your general rule,/That every poet is a
fool,/But you yourself may serve to show it,/That every fool is not a poet.”
(Samuel Taylor Coleridge)
epithalamium (or epithalamion)
A poem in honor of a bride and bridegroom.
feminine rhyme
A rhyme that occurs in a final unstressed syllable: pleasure/leisure,
longing/yearning.
figure of speech
A verbal expression in which words or sounds are arranged in a particular way
to achieve a particular effect. Figures of speech are organized into different
categories, such as alliteration, assonance, metaphor, metonymy, onomatopoeia,
simile, and synecdoche.
foot
Two or more syllables that together make up the smallest unit of rhythm in a
poem. For example, an iamb is a foot that has two syllables, one unstressed
followed by one stressed. An anapest has three syllables, two unstressed
followed by one stressed.
free verse (also vers libre)
Poetry composed of either rhymed or unrhymed lines that have no set meter.
haiku
A Japanese poem composed of three unrhymed lines of five, seven, and five
syllables. Haiku often reflect on some aspect of
nature.
heptameter
A line of poetry that has seven metrical feet.
heroic couplet
A stanza composed of two rhymed lines in iambic pentameter.
hexameter
A line of poetry that has six metrical feet.
hyperbole
A figure of speech in which deliberate exaggeration is used for emphasis. Many
everyday expressions are examples of hyperbole: tons of money, waiting for
ages, a flood of tears, etc. Hyperbole is the opposite of litotes.
iamb
A metrical foot of two syllables, one short (or unstressed) and one long (or
stressed). There are four iambs in the line “Come live/ with me/ and be/ my
love,” from a poem by Christopher Marlowe. (The stressed syllables are in
bold.) The iamb is the reverse of the trochee.
iambic pentameter
A type of meter in poetry, in which there are five iambs to a line. (The prefix
penta- means “five,” as in pentagon, a geometrical figure with five sides.
Meter refers to rhythmic units. In a line of iambic pentameter, there are five
rhythmic units that are iambs.) Shakespeare's plays were written mostly in
iambic pentameter, which is the most common type of meter in English poetry. An
example of an iambic pentameter line from Shakespeare's Romeo and Juliet is
“But soft!/ What light/ through yon/der win/dow breaks?” Another, from Richard
III, is “A horse!/ A horse!/ My king/dom for/ a horse!” (The stressed syllables
are in bold.)
idyll, or idyl
Either a short poem depicting a peaceful, idealized country scene, or a long
poem that tells a story about heroic deeds or extraordinary events set in the
distant past. Idylls of the King, by Alfred Lord Tennyson, is about King Arthur
and the Knights of the Round Table.
lay
A long narrative poem, especially one that was sung by medieval minstrels
called trouv貥s. The Lais of Marie de France are lays.
limerick
A light, humorous poem of five usually anapestic lines with the rhyme scheme of
aabba.
litotes
A figure of speech in which a positive is stated by negating its opposite. Some
examples of litotes: no small victory, not a bad idea, not unhappy. Litotes is
the opposite of hyperbole.
lyric
A poem, such as a sonnet or an ode, that expresses the thoughts and feelings of
the poet. A lyric poem may resemble a song in form or style.
masculine rhyme
A rhyme that occurs in a final stressed syllable: cat/hat, desire/fire,
observe/deserve.
metaphor
A figure of speech in which two things are compared, usually by saying one
thing is another, or by substituting a more descriptive word for the more
common or usual word that would be expected. Some examples of metaphors: the
world's a stage, he was a lion in battle, drowning in debt, and a sea of
troubles.
meter
The arrangement of a line of poetry by the number of syllables and the rhythm
of accented (or stressed) syllables.
metonymy
A figure of speech in which one word is substituted for another with which it
is closely associated. For example, in the expression The pen is mightier than
the sword, the word pen is used for “the written word,” and sword is used for
“military power.”
narrative
Telling a story. Ballads, epics, and lays are different kinds of narrative poems.
ode
A lyric poem that is serious and thoughtful in tone and has a very precise,
formal structure. John Keats's “Ode on a Grecian Urn” is a famous example of
this type of poem.
onomatopoeia
A figure of speech in which words are used to imitate sounds. Examples of
onomatopoeic words are buzz, hiss, zing, clippety-clop, and tick-tock. Keats's
“Ode to a Nightingale” not only uses onomatopoeia, but calls our attention to
it: “Forlorn! The very word is like a bell/To toll me back from thee to my sole
self!” Another example of onomatopoeia is found in this line from Tennyson's
Come Down, O Maid: “The moan of doves in immemorial elms,/And murmuring of
innumerable bees.” The repeated “m/n” sounds reinforce the idea of “murmuring”
by imitating the hum of insects on a warm summer day.
ottava rima
A type of poetry consisting of 10- or 11-syllable lines arranged in 8-line
“octaves” with the rhyme scheme abababcc.
pastoral
A poem that depicts rural life in a peaceful, idealized way.
pentameter
A line of poetry that has five metrical feet.
personification
A figure of speech in which things or abstract ideas are given human
attributes: dead leaves dance in the wind, blind justice.
poetry
A type of literature that is written in meter.
quatrain
A stanza or poem of four lines.
refrain
A line or group of lines that is repeated throughout a poem, usually after
every stanza.
rhyme
The occurrence of the same or similar sounds at the end of two or more words.
When the rhyme occurs in a final stressed syllable, it is said to be masculine:
cat/hat, desire/fire, observe/deserve. When the rhyme occurs in a final
unstressed syllable, it is said to be feminine: longing/yearning. The pattern
of rhyme in a stanza or poem is shown usually by using a different letter for
each final sound. In a poem with an aabba rhyme scheme, the first, second, and
fifth lines end in one sound, and the third and fourth lines end in another.
rhyme royal
A type of poetry consisting of stanzas of seven lines in iambic pentameter with
the rhyme scheme ababbcc. Rhyme royal was an innovation introduced by Geoffrey
Chaucer.
romanticism
The principles and ideals of the Romantic movement in literature and the arts
during the late 18th and early 19th centuries. Romanticism, which was a
reaction to the classicism of the early 18th century, favored feeling over
reason and placed great emphasis on the subjective, or personal, experience of
the individual. Nature was also a major theme. The great English Romantic poets
include Wordsworth, Coleridge, Byron, ********************************ley, and
Keats.
scansion
The analysis of a poem's meter. This is usually done by marking the stressed
and unstressed syllables in each line and then, based on the pattern of the
stresses, dividing the line into feet.
senryu
A short Japanese poem that is similar to a haiku in structure but treats human
beings rather than nature, often in a humorous or satiric way.
simile
A figure of speech in which two things are compared using the word “like” or
“as.” An example of a simile using like occurs in Langston Hughes's poem
“Harlem”: “What happens to a dream deferred?/ Does it dry up/ like a raisin in
the sun?”
sonnet
A lyric poem that is 14 lines long. Italian (or Petrarchan) sonnets are divided
into two quatrains and a six-line “sestet,” with the rhyme scheme abba abba
cdecde (or cdcdcd). English (or Shakespearean) sonnets are composed of three
quatrains and a final couplet, with a rhyme scheme of abab cdcd efef gg.
English sonnets are written generally in iambic pentameter.
spondee
A metrical foot of two syllables, both of which are long (or stressed).
stanza
Two or more lines of poetry that together form one of the divisions of a poem.
The stanzas of a poem are usually of the same length and follow the same
pattern of meter and rhyme.
stress
The prominence or emphasis given to particular syllables. Stressed syllables
usually stand out because they have long, rather than short, vowels, or because
they have a different pitch or are louder than other syllables.
synecdoche
A figure of speech in which a part is used to designate the whole or the whole
is used to designate a part. For example, the phrase “all hands on deck” means
“all men on deck,” not just their hands. The reverse situation, in which the
whole is used for a part, occurs in the sentence “The U.S. beat Russia in the
final game,” where the U.S. and Russia stand for “the U.S. team” and “the
Russian team,” respectively.
tanka
A Japanese poem of five lines, the first and third composed of five syllables
and the rest of seven.
terza rima
A type of poetry consisting of 10- or 11-syllable lines arranged in three-line
“tercets” with the rhyme scheme aba bcb cdc, etc. The poet Dante is credited
with inventing terza rima, which he used in his Divine Comedy. Terza rima was
borrowed into English by Chaucer, and it has been used by many English poets,
including Milton, ********************************ley, and Auden.
tetrameter
A line of poetry that has four metrical feet.
trochee
A metrical foot of two syllables, one long (or stressed) and one short (or
unstressed). An easy way to remember the trochee is to memorize the first line
of a lighthearted poem by Samuel Taylor Coleridge, which demonstrates the use
of various kinds of metrical feet: “Trochee/ trips from/ long to/ short.” (The
stressed syllables are in bold.) The trochee is the reverse of the iamb.
trope
A figure of speech, such as metaphor or metonymy, in which words are not used
in their literal (or actual) sense but in a figurative (or imaginative) sense.
verse
A single metrical line of poetry, or poetry in general (as opposed to prose).
