Basic Elements of Poetry. Poetry and art go together as sources of creative expression. Sometimes, these two mediums even intertwine as a poet reflects

Basic Elements of Poetry Basic Elements of Poetry

Poetry and art go together as sources of creative expression. Sometimes, these two mediums even intertwine as a poet reflects upon a painting as a starting point for a piece of writing. The poet may interpret what is happening in the scene or what the painter was feeling when creating the masterpiece. Since the poem is an interpretation, it may or may not reflect what you see in the painting. Consider these examples. Robert Fagles and Anne Sexton both chose to write about Vincent Van Gogh's painting, “The Starry Night”.

"The Starry Night"

Anne Sexton

The town does not exist

except where one black-haired tree slips

up like a drowned woman into the hot sky.

The town is silent. The night boils with eleven stars.

Oh starry starry night! This is how

I want to die.

It moves. They are all alive.

Even the moon bulges in its orange irons

to push children, like a god, from its eye.

The old unseen serpent swallows up the starts.

Oh starry starry night! This is how

I want to die:

into that rushing beast of night,

sucked up by that great dragon, to split

from my life with no flag,

no belly,

no cry.

"The Starry Night" by Robert Fagles

Long as I paint

I feel myself

less mad

the brush in my hand

a lightning rod to madness

But never ground that madness

execute it ride the lightning up

from these benighted streets and steeple up

with the cypress look its black is burning green

I am that I am it cries

it lifts me up the nightfall up

the cloudrack coiling like a dragon's flanks

a third of the stars in heaven wheeling in its wake

wheels in wheels around the moon that cradles round the sun

and if I can only trail these whirling eternal stars

with one sweep of the brush like Michael's sword if I can

cut the life out of the beast - safeguard the mother and the son

all heaven will hymn in conflagration blazing down

the night the mountain ranges down

the claustrophobic valleys of the mad

Madness

is what I have instead of heaven

God deliver me - help me now deliver

all this frenzy back into your hands

our brushstrokes burning clearer into dawn.

What aspect of the painting did each poet choose to focus on as a starting point for writing?

What is the tone of each poem and which reflects more closely what you see as the mood of the painting?

What details of the painting do you see in the poems?

Who is the speaker of each poem? Why did Fagles use the pronoun "our" in the last line of his poem?

PoetryPoetry

Is usually defined simply as a Is usually defined simply as a patterned expression of ideas in patterned expression of ideas in imaginative terms, USUALLY (but not imaginative terms, USUALLY (but not necessarily) containing rhyme and a necessarily) containing rhyme and a specific meter.specific meter.

FormForm

Closed: allows the poet to establish a Closed: allows the poet to establish a pattern that will help him or her pattern that will help him or her create the desired meaning or sound. create the desired meaning or sound.

Open: allows the poet to write freely Open: allows the poet to write freely without worrying about trying to without worrying about trying to make the words fit a specific meter make the words fit a specific meter or rhyme scheme. or rhyme scheme.

Who is the speaker?Who is the speaker?

the voice telling the poem; a poem the voice telling the poem; a poem may have more than one speaker; may have more than one speaker; the speaker and the poet are not the speaker and the poet are not necessarily the same necessarily the same

DictionDiction

Diction refers to the word choices that a poet makes. Diction refers to the word choices that a poet makes. Because poems are usually very concise, a poet has to Because poems are usually very concise, a poet has to

make the most of every word he or she uses. Using make the most of every word he or she uses. Using specific, concrete words helps writers to do that. For specific, concrete words helps writers to do that. For

example, a general word would be "car". Now, if you were example, a general word would be "car". Now, if you were to say this word in a classroom of twenty-five students to say this word in a classroom of twenty-five students

and ask each to draw a picture of a car, you would most and ask each to draw a picture of a car, you would most likely have twenty-five very different pictures. However, if likely have twenty-five very different pictures. However, if you change that word to a specific word, like "Mustang", you change that word to a specific word, like "Mustang",

the pictures of the cars would suddenly start to look much the pictures of the cars would suddenly start to look much more similar to each other. Specific word choices help more similar to each other. Specific word choices help

create a more definite picture in the reader's mind.create a more definite picture in the reader's mind.

Similes and MetaphorsSimiles and Metaphors

A simile compares two unlike objects, A simile compares two unlike objects, using like or as.using like or as.

A metaphor compares two unlike A metaphor compares two unlike objects, without using like or as.objects, without using like or as.

"She dances like an angel." and "She is an "She dances like an angel." and "She is an angel."angel."

Notice that the metaphor is actually open to Notice that the metaphor is actually open to more interpretation than the simile, because more interpretation than the simile, because

there are more connections that the reader can there are more connections that the reader can make. In saying that she dances like an angel, make. In saying that she dances like an angel,

the reader is not examining the girl's the reader is not examining the girl's personality or physical appearance, only the personality or physical appearance, only the

way she dances. In the metaphor, however, the way she dances. In the metaphor, however, the reader can link as many attributes of the girl to reader can link as many attributes of the girl to an angel as the imagination permits; she looks an angel as the imagination permits; she looks angelic, she has a charitable disposition, she angelic, she has a charitable disposition, she brings light wherever she goes, she is very brings light wherever she goes, she is very

graceful. graceful.

An allusion is a reference to an object, An allusion is a reference to an object, person, or event from another literary person, or event from another literary work, history, society, etc., that the work, history, society, etc., that the

reader is expected to understand. The reader is expected to understand. The allusion will have connotations for the allusion will have connotations for the reader and help the reader understand reader and help the reader understand more fully the point the poet is trying to more fully the point the poet is trying to

make.make.

AllusionAllusion

For example, one place that most people in our For example, one place that most people in our culture can identify and explain is Eden. If, in a culture can identify and explain is Eden. If, in a piece of writing, the poet refers to a place as piece of writing, the poet refers to a place as

Eden, the reader understands through the Eden, the reader understands through the Biblical allusion the setting the writer is trying to Biblical allusion the setting the writer is trying to

create without the time and space a detailed create without the time and space a detailed description of a paradise would inevitably take description of a paradise would inevitably take

without such an allusion. Therefore, the one without such an allusion. Therefore, the one word Eden helps the reader to understand the word Eden helps the reader to understand the type of setting and also the writer's attitude type of setting and also the writer's attitude

toward that setting. On the contrary, referring to toward that setting. On the contrary, referring to a place as Hades, a mythological allusion, would a place as Hades, a mythological allusion, would conjure up quite a different image for the reader conjure up quite a different image for the reader

and create a much different tone.and create a much different tone.

Assignment: For each of the allusions below, briefly explain what the term makes you think of. Also, identify the type of allusion as biblical, mythological, historical, literary, or social. If there is an allusion that you don't understand (as there often will be), use your resources to find out what it is referring to.

1. He's a real Einstein.

2. Her class was the Alcatraz of the "classroom as prison" world.

3. The teacher stood in her doorway, a siren beckoning in the new students.

4. It was no Tara, but it was a nice house.

5. He thinks of himself as a modern-day Romeo.

6. Her hands are as clean as Lady MacBeth's.

7. My mother-in-law would easily blend in at a Gorgon reunion.

8. The new leader is a Hussein on a smaller scale.

9. As I looked around, I knew I had reached the belly of the whale.

10. If the class could, they would vote him "Most likely to become Johnny Knoxville".

Symbolism and AllegorySymbolism and Allegory

A symbol is an object or action that A symbol is an object or action that means something beyond itself.means something beyond itself.

An allegory is a group of symbols used An allegory is a group of symbols used in a story, such as a fable, which in a story, such as a fable, which

teaches a lesson.teaches a lesson.

If you are in class and look over to see a friend rolling If you are in class and look over to see a friend rolling her eyes, that action symbolizes to you that she is her eyes, that action symbolizes to you that she is

bored. All she did was to move her eyes from one side bored. All she did was to move her eyes from one side to another, but you took it to mean something more: to another, but you took it to mean something more: the class wasn't exciting and your friend wanted to the class wasn't exciting and your friend wanted to

communicate that to you without using words.communicate that to you without using words.

For example, one common symbol is water. In some For example, one common symbol is water. In some contexts water can represent life, as it is necessary for contexts water can represent life, as it is necessary for

growth. However, in other contexts it can represent growth. However, in other contexts it can represent destruction, as in a flood or tempest. Fire can be used destruction, as in a flood or tempest. Fire can be used

the same way. It can be a destructive force and the same way. It can be a destructive force and represent death, but it can also represent purgation or represent death, but it can also represent purgation or purification. Therefore, a reader must always look at purification. Therefore, a reader must always look at

the context in which the symbol is used before the context in which the symbol is used before interpreting it.interpreting it.

SyntaxSyntax

Syntax refers to the word order of Syntax refers to the word order of words in a sentence, phrase, or clause. words in a sentence, phrase, or clause. Poets use syntax as they use any other Poets use syntax as they use any other rhetorical device --to create meaning.rhetorical device --to create meaning.

ImageryImagery

Imagery refers to the details poets Imagery refers to the details poets include that appeal to one of your include that appeal to one of your

senses; that is, the details cause you to senses; that is, the details cause you to feel something, hear something, smell feel something, hear something, smell

something, taste something, or see something, taste something, or see something. This can only be done something. This can only be done

through concrete, specific details that through concrete, specific details that trigger a response from your everyday trigger a response from your everyday

life. life.

We see the sun rise and set, we hear children yelling We see the sun rise and set, we hear children yelling and horns honking, we smell bread baking; we feel the and horns honking, we smell bread baking; we feel the bitter sting of cold wind, and we taste the bitterness of bitter sting of cold wind, and we taste the bitterness of

vinegar. Poems that include these details trigger vinegar. Poems that include these details trigger emotional responses from our memories and therefore emotional responses from our memories and therefore

create reactions in the reader.create reactions in the reader.

Sometimes the imagery in a poem can refer to a Sometimes the imagery in a poem can refer to a pattern of related details. For example, there may be pattern of related details. For example, there may be

patterns of light and dark imagery, and they may patterns of light and dark imagery, and they may convey a meaning beyond what is being literally convey a meaning beyond what is being literally described. They are then called metaphorical or described. They are then called metaphorical or

symbolic images. Light and dark images might indicate symbolic images. Light and dark images might indicate knowledge or ignorance or death.knowledge or ignorance or death.

How can a poet create How can a poet create sound?sound?

• Rhyme Rhyme • Rhythm Rhythm

• MeterMeter• AlliterationAlliteration• AssonanceAssonance

• ConsonanceConsonance

When people are asked to define poetry, When people are asked to define poetry, they often say, "Lines that rhyme." It is true they often say, "Lines that rhyme." It is true that poems can rhyme, but you should be that poems can rhyme, but you should be very careful when trying to make a poem very careful when trying to make a poem rhyme. One mistake that beginning poets rhyme. One mistake that beginning poets make is to start with one line, and then make is to start with one line, and then simply brainstorm rhyming words to shape simply brainstorm rhyming words to shape the next line. Instead, you should come up the next line. Instead, you should come up with the poem first, and then revise to with the poem first, and then revise to include rhyme. That way, you make sure include rhyme. That way, you make sure that the message is what shapes the poem that the message is what shapes the poem and it doesn't go off course because you and it doesn't go off course because you had to choose a word that rhymed but didn't had to choose a word that rhymed but didn't make sense.make sense.

There are different kinds of rhymes, and There are different kinds of rhymes, and poetic license makes it okay for writers to poetic license makes it okay for writers to use any of these types and maintain a use any of these types and maintain a rhyme scheme.rhyme scheme.

True rhymeTrue rhyme: words that rhyme with all ending : words that rhyme with all ending sounds: Example: trouble and bubble.sounds: Example: trouble and bubble.

Slant rhymeSlant rhyme: words that are very similar on : words that are very similar on the end but do not truly rhyme. Example: the end but do not truly rhyme. Example: quick and look; dizzy and easyquick and look; dizzy and easy

Sight rhymeSight rhyme: words that look alike but do not : words that look alike but do not rhyme. Example: though and bough; good rhyme. Example: though and bough; good and foodand food

End rhymeEnd rhyme: words that rhyme and occur at : words that rhyme and occur at the ends of different lines of poetrythe ends of different lines of poetry

Internal rhymeInternal rhyme: two words that rhyme within : two words that rhyme within one line of poetryone line of poetry

RhymeRhyme

the similarity or likeness of sound the similarity or likeness of sound existing between two words; the existing between two words; the repetition of sounds that are similar repetition of sounds that are similar or identical; expresses strong or identical; expresses strong feelings and enhances the meaning feelings and enhances the meaning and impact of poetryand impact of poetry

Rhyme SchemeRhyme Scheme

the pattern of rhyme in a poem. To get the pattern of rhyme in a poem. To get the rhyme scheme, each line in the the rhyme scheme, each line in the poem is assigned a letter. The first line poem is assigned a letter. The first line gets an "A". If the next line rhymes gets an "A". If the next line rhymes with the first, give it an "A" also. If not, with the first, give it an "A" also. If not, give it a "B". Continue throughout the give it a "B". Continue throughout the poem, following the same rules: if the poem, following the same rules: if the end word rhymes with anything before, end word rhymes with anything before, match that letter. If not, give it the match that letter. If not, give it the next unused letter of the alphabet. next unused letter of the alphabet.

RhythmRhythm

the regular pattern of stressed and the regular pattern of stressed and unstressed syllables (beats) we hear unstressed syllables (beats) we hear in poetry; in poetry; stressstress is simply the greater is simply the greater amount of emphasis we give to a amount of emphasis we give to a syllable in speaking; stressed syllable syllable in speaking; stressed syllable is accented (long); unstressed is accented (long); unstressed syllable is unaccented (short)syllable is unaccented (short)

MeterMeter

the pattern of rhythm in a line of the pattern of rhythm in a line of poetry; from the Greek word poetry; from the Greek word meaning "measure"; the type of meaning "measure"; the type of meter depends upon the placement meter depends upon the placement of stress within each poetical footof stress within each poetical foot

Standard Metrical UnitsStandard Metrical Units

Identify the type of metrical foot in each of the Identify the type of metrical foot in each of the words below. Use a dictionary if necessary.words below. Use a dictionary if necessary.

1. happy1. happy

2. misty2. misty

3. broken3. broken

4. angrily4. angrily

5. lyrical5. lyrical

Determine the metrical pattern in Determine the metrical pattern in the following linesthe following lines

This above all to thine own self be trueThis above all to thine own self be true

This-a-bove-all-to-thine-own-self-be-This-a-bove-all-to-thine-own-self-be-truetrue

To find the rhythm of the line, find the To find the rhythm of the line, find the pattern of the stressed and unstressed pattern of the stressed and unstressed syllables, and then see how many syllables, and then see how many times that pattern repeats itself times that pattern repeats itself throughout the line. For example, if throughout the line. For example, if the meter is trochaic, (Da da), and the meter is trochaic, (Da da), and there are five sets of Da da in the line there are five sets of Da da in the line (for a total of ten syllables), the (for a total of ten syllables), the rhythm would be iambic pentameter. rhythm would be iambic pentameter.

AlliterationAlliteration

Alliteration: Repetition of initial Alliteration: Repetition of initial sounds of words in a row. Example: sounds of words in a row. Example: Peter Piper picked a peck of pickled Peter Piper picked a peck of pickled peppers. (Of course, alliteration is peppers. (Of course, alliteration is not always so obvious)not always so obvious)

AssonanceAssonance

Assonance: Repetition of internal Assonance: Repetition of internal vowel sounds of words close together vowel sounds of words close together in poetry. Example: I min poetry. Example: I maade my wde my waay y to the lto the laake.ke.

ConsonanceConsonance

Consonance: Repetition of internal or Consonance: Repetition of internal or ending consonant sounds of words ending consonant sounds of words close together in poetry. Example: I close together in poetry. Example: I dropped the lodropped the lockcket in the thiet in the thickck mud. mud.

Read the following excerpt from Read the following excerpt from Miss Spider's Miss Spider's WeddingWedding by David Kirk and identify the by David Kirk and identify the various ways he creates sounds.various ways he creates sounds.

"They talked of all their dreams and "They talked of all their dreams and hopes,hopes,

Of art and nature, love and fate.Of art and nature, love and fate.

They peered through toy kaleidoscopes They peered through toy kaleidoscopes

And murmured thoughts I shan't relate.And murmured thoughts I shan't relate.

Then Holley held Miss Spider's hand...Then Holley held Miss Spider's hand...

I'll say no more, you understand.I'll say no more, you understand.

For private moments between spidersFor private moments between spiders

Should not be witnessed by outsiders."Should not be witnessed by outsiders."


""ThThey talked of all ey talked of all ththeir dreams and eir dreams and hopes,hopes,




Then Then HHolley olley hheld Miss Spider's hand...eld Miss Spider's hand...


For private moments between spidersFor private moments between spiders



"They t"They taalked of lked of aall their dreams and ll their dreams and hopes,hopes,

Of art and nOf art and naature, love and fture, love and faate.te.



ThTheen Holley hn Holley heeld Miss Spider's hand...ld Miss Spider's hand...


For prFor priivate moments between spvate moments between spiidersders



"They talked of all their dream"They talked of all their dreamss and and hopehopess,,


They peerThey peereded through toy kaleidoscopes through toy kaleidoscopes

And murmurAnd murmureded thoughts I shan't relate. thoughts I shan't relate.

Then Holley helThen Holley heldd Miss Spider's han Miss Spider's handd......


For private momentFor private momentss between spider between spiderss


Using FormUsing Form

• Verse FormsVerse Forms• Types of PoemsTypes of Poems

Verse FormsVerse Forms

Rhymed VerseRhymed Verse: contains : contains end rhyme end rhyme andand usually has a regular meter and rhyme usually has a regular meter and rhyme scheme; scheme; rhyming coupletsrhyming couplets means that every means that every two lines rhyme; an example of "two lines rhyme; an example of "closed formclosed form""

Blank VerseBlank Verse: contains a : contains a fixed rhythm and fixed rhythm and regular line length.regular line length.

Free VerseFree Verse: poetry free of traditional metrical : poetry free of traditional metrical and stanzaic patterns; and stanzaic patterns; no fixed rhythm or no fixed rhythm or rhyme schemerhyme scheme; ; uses everyday (uses everyday (colloquialcolloquial) ) language, natural speech rhythms, and language, natural speech rhythms, and differing line lengthsdiffering line lengths; key feature is its ; key feature is its departure from traditional meters; an example departure from traditional meters; an example of "of "open formopen form“.“.

Types of poemsTypes of poems

BalladBalladTercetsTercetsCoupletsCoupletsSonnetSonnetSestinaSestinaVillanelleVillanelleAcrosticAcrosticHaikuHaiku

BalladBallad

A group of 4 lines is a STANZA.A group of 4 lines is a STANZA.The ballad has a rhyme at the end of The ballad has a rhyme at the end of

line number 2 and line number 4.line number 2 and line number 4.A-B-C-BA-B-C-BPoem meant to be sung Poem meant to be sung

TercetTercet

Tercets have 3 lines.Tercets have 3 lines.

CoupletsCouplets

Couplets have 2 lines that rhyme.Couplets have 2 lines that rhyme.

SonnetSonnet

Sonnets are composed of 14 lines.Sonnets are composed of 14 lines.Always ends with a couplet.Always ends with a couplet.Rhyme scheme:Rhyme scheme:

ABAB CDCD EFEF GG ABAB CDCD EFEF GG

Sonnet ExampleSonnet Example

One of the hardest things is poetry, One of the hardest things is poetry, Reading, thinking, finding what words do mean, Reading, thinking, finding what words do mean, I bet you're wondering how this could be, I bet you're wondering how this could be, Never easy to find the hidden theme. Never easy to find the hidden theme. Please spare me all the meter, rhyme, spondee, Please spare me all the meter, rhyme, spondee, I can't believe I had to take this class, I can't believe I had to take this class, I do despise it - means nothing to me, I do despise it - means nothing to me, Sometimes I do feel like such a striped bass. Sometimes I do feel like such a striped bass. As much as I can try so hard to see, As much as I can try so hard to see, I have to say that poetry is tough, I have to say that poetry is tough, To comprehend it takes eternity, To comprehend it takes eternity, To understand the rules is not enough. To understand the rules is not enough.

To learn about this thing called poetry, To learn about this thing called poetry, I wish that someone could do it for me. I wish that someone could do it for me.

SestinaSestina

Another example of a closed form is Another example of a closed form is the sestina. It consists of the sestina. It consists of

• six stanzas of six lines each followed six stanzas of six lines each followed by a three-line conclusion. by a three-line conclusion.

• a set pattern of repetition of the six a set pattern of repetition of the six key words that end the lines of the key words that end the lines of the first stanza. first stanza.

"Sestina""Sestina"

Elizabeth BishopElizabeth Bishop

September rain falls on the house.September rain falls on the house.

In the failing light, the old grandmotherIn the failing light, the old grandmother

sits in the kitchen with the childsits in the kitchen with the child

beside the Little Marvel Stove,beside the Little Marvel Stove,

reading the jokes from the almanac,reading the jokes from the almanac,

laughing and talking to hide her tears.laughing and talking to hide her tears.

She thinks that her equinoctial tearsShe thinks that her equinoctial tears

and the rain that beats on the roof of the houseand the rain that beats on the roof of the house

were both foretold by the almanac,were both foretold by the almanac,

but only known to a grandmother.but only known to a grandmother.

The iron kettle sings on the stove.The iron kettle sings on the stove.

She cuts some bread and says to the child,She cuts some bread and says to the child,

It's time for tea nowIt's time for tea now; but the child; but the child

is watching the teakettle's small hard tearsis watching the teakettle's small hard tears

dance like mad on the hot black stove,dance like mad on the hot black stove,

the way the rain must dance on the house.the way the rain must dance on the house.

Tidying up, the old grandmotherTidying up, the old grandmother

hangs up the clever almanachangs up the clever almanac

on its string. Birdlike, the almanacon its string. Birdlike, the almanac

hovers half open above the child,hovers half open above the child,

hovers above the old grandmotherhovers above the old grandmother

and her teacup full of dark brown tears.and her teacup full of dark brown tears.

She shivers and says she thinks the houseShe shivers and says she thinks the house

feels chilly, and puts more wood in the stove.feels chilly, and puts more wood in the stove.

It was to beIt was to be, says the Marvel Stove., says the Marvel Stove.

I know what I knowI know what I know, says the almanac., says the almanac.

With crayons the child draws a rigid houseWith crayons the child draws a rigid house

and a winding pathway. The childand a winding pathway. The child

puts in a man with buttons like tearsputs in a man with buttons like tears

and shows it proudly to the grandmother.and shows it proudly to the grandmother.

But secretly, while the grandmotherBut secretly, while the grandmother

busies herself about the stove,busies herself about the stove,

the little moons fall down like tearsthe little moons fall down like tears

from between the pages of the almanacfrom between the pages of the almanac

into the flower bed the childinto the flower bed the child

has carefully places in front of the house.has carefully places in front of the house.

Time to plant tears, says the almanac.Time to plant tears, says the almanac.

The grandmother sings to the marvelous stoveThe grandmother sings to the marvelous stove

and the child draws another inscrutable house.and the child draws another inscrutable house.

VillanelleVillanelle

This form consists of:This form consists of:• five tercets (three line stanzas) and five tercets (three line stanzas) and

an ending quatrain (four line stanza). an ending quatrain (four line stanza). • There is also a pattern of repetition There is also a pattern of repetition

between the first and third lines in between the first and third lines in the poem. the poem.

"Do Not Go Gentle into that Good Night""Do Not Go Gentle into that Good Night"

Dylan ThomasDylan Thomas

Do not go gentle into that good night,Do not go gentle into that good night,

Old age should burn and rave at close of day;Old age should burn and rave at close of day;

Rage, rage against the dying of the light.Rage, rage against the dying of the light.

Though wise men at their end know dark is right,Though wise men at their end know dark is right,

Because their words had forked no lightning theyBecause their words had forked no lightning they

Do not go gentle into that good night.Do not go gentle into that good night.

Good men, the last wave by, crying how brightGood men, the last wave by, crying how bright

Their frail deeds might have danced in a green bay,Their frail deeds might have danced in a green bay,


Wild men who caught and sang the sun in flight,Wild men who caught and sang the sun in flight,

And learn, too late, they grieved it on its way,And learn, too late, they grieved it on its way,


Grave men, near death, who see with blinding sightGrave men, near death, who see with blinding sight

Blind eyes could blaze like meteors and be gay,Blind eyes could blaze like meteors and be gay,


And you, my father, there on the sad height,And you, my father, there on the sad height,

Curse, bless, me now with your fierce tears, I pray.Curse, bless, me now with your fierce tears, I pray.



Acrostic PoemAcrostic Poem

FF RR II EE NN DD SS

When you use each letter in a word or name to When you use each letter in a word or name to describe it.describe it.

HaikuHaiku

A Japanese poem composed of three A Japanese poem composed of three lines.lines.

Each line has a different amount of Each line has a different amount of syllables. 5-7-5syllables. 5-7-5

They are usually about nature.They are usually about nature.

Who used iambic Who used iambic pentameter?pentameter?

Chaucer, Milton and Shakespeare Chaucer, Milton and Shakespeare were all famous for the use of iambic were all famous for the use of iambic pentameter in their writing. pentameter in their writing.

What is iambic pentameter?What is iambic pentameter?

Penta= 5Penta= 5Meter= measureMeter= measureIamb=2 syllables Iamb=2 syllables Iambic refers to an unstressed Iambic refers to an unstressed

syllable followed by a stressed syllable followed by a stressed syllable.syllable.

Three quatrains and a couplet.Three quatrains and a couplet.14 lines14 linesEach line has 10 syllablesEach line has 10 syllables

ExampleExample

Shall –Shall – I – I – com-com-PARE – PARE – thee –thee – TO – TO – a –a – SUM- SUM-mer’smer’s DAY?DAY?

Are you ready to become a poet?Are you ready to become a poet?

Documents

Basic Elements of Poetry. Poetry and art go together as sources of creative expression. Sometimes, these two mediums even intertwine as a poet reflects