Cobb’s Compilation



Cobb’s Compilation

Of

Cleverly

and

Creatively CONSTRUCTED

Poems

Packet

(Alliteration, anyone??)

Name: ________________________

Mrs. Cobb

English III--Class Period: ______________

HOW TO READ POETRY

• Read on - until there is a punctuation mark.

o A poem’s line breaks indicate thought groupings, but you don’t necessarily stop reading at the end of each line. Read sentence by sentence.

• Remember that in poetry you often will encounter words out of their normal word order. So if a sentence is puzzling you, look for the subject and the verb, and re-phrase the sentence in its normal order.

o Remember that the normal word order for English you are used to is

subject-verb-object ( I saw the dog.

o When the passages are difficult to understand, you can clarify the meaning by finding the subject, verb, and object each sentence

o Try to paraphrase it – say it in your own words

o Here’s an example:

|Original |In Normal Order |Paraphrase |

|My country, ‘tis of thee, |My country, I sing of thee, of thee sweet land |My country I sing about you. You are the sweet|

|Sweet land of liberty |of liberty. |land of liberty. |

|Of thee I sing. | | |

• Don't let single words or omissions of words trip you up.

o You will come across some unusual words or familiar words that are used in unusual ways. When you're reading, don't move on to the next sentence until you know what each word means.

o Often in literature textbooks, footnotes or marginal notes will help you out. Use them! Other times, you may have to resort to a dictionary.

• Look for figures of speech – and think about them.

o Figurative language is part of what makes poetry poetic. So actively look for metaphors, similes, personification, and other poetic devices while reading.

o Then ask yourself: Why is the poet using certain figures of speech and for what purpose?

• Listen to the sounds.

o Always read a poem aloud to yourself.

o Poets choose words for their sound as well as their meaning.

• One reading is not enough.

o On your first reading, you are just reading to take it in and understand it.

o Then talk about it with others before you read it again.

o On the second reading, you will notice new details and develop new insight.

POETRY TERMS

Directions: In your textbook, use the “Handbook of Literary Terms” which starts on page R102 to match the terms to its definition. Not all will be listed – use a dictionary, in those cases.

alliteration ballad blank verse connotation couplet denotation

dialect diction end rhyme free verse hyperbole iambic pentameter

idiom imagery internal rhyme Haiku

1. – song or song-like poem that tells a story

2. – all the meanings, associations, or emotions that a word suggests

Ex: cooking - everyday food

cuisine - connotations of elegance and sophistication

3. – rhyme which occurs at the end of a line

Ex: Humpty Dumpty sat on a wall,

Humpty Dumpty had a great fall.

4. – rhyme that occurs within a line

Ex.- Jack Sprat could eat no fat.

5. – writer’s or speaker’s choice of words

6. – two consecutive lines of poetry that form a unit, often emphasized by rhythm or rhyme

Ex:- “So long as men can breathe and eyes can see

So long lives this, and this gives life to thee.”

7. – poetry that does not have a regular meter or rhyme scheme

8. – figure of speech that uses exaggeration to express strong emotion or create a comic effect Ex: The line of students to the lunch counter was a mile long.

9. – repetition of the same or similar consonant sounds in words that are close together Ex: Dashing doggies dance for Donna

10. – expression peculiar to a particular language that means something different from the literal meaning of the words Ex: It’s raining cats and dogs.

11. – the explicit or direct meaning or set of meanings of a word or expression, as distinguished from the ideas or meanings associated with or suggested by it

Ex: cooking - preparing food

12. – line of poetry made up of five iambs, which are pairs of stressed and unstressed syllables

13. – poetry written in unrhymed iambic pentameter

Ex.-If you have tears, prepare to shed them now.

14. – way of speaking that is characteristic of a particular region or group of people

Ex: Ya’ll

15. – language that appeals to the senses

Ex: The gym clothes dripped like a faucet with steamy sweat and smelled like rotten eggs.

16._____________ -- a Japanese poem consisting of 17 syllables over three lines (5-7-5).

lyric poetry metaphor meter mood onomatopoeia oxymoron

paradox personification poetry refrain rhyme simile

sonnet stanza tone sestina terza rima

17. – repeated word, phrase, line, or group of lines

18. - atmosphere or feeling in a work of literature Ex: ominous, joyous, foreboding

19. – use of a word whose sound imitates or suggests its meaning

Ex: buzz, swish, hiss, swish, growl

20. – type of metaphor in which a nonhuman thing or quality is talked about as if it were human Ex: The sun smiled upon us.

21. – a phrase in which two words of contradictory meaning are used together for special effect Ex: bittersweet, jumbo shrimp

22. – poetry that expresses a speaker’s emotions or thoughts and does not tell a story

23. – figure of speech that makes a comparison between two unlike things without using a connective word such as like, as, than, or resembles

Ex: Life’s a game or All the world’s a stage

24. – fourteen-line lyric poem, usually written in iambic pentameter

25. – the attitude a writer takes toward the reader, a subject, or a character

Ex: sarcastic, optimistic, questioning

26. – type of rhythmic, compressed language that uses figures of speech and imagery to appeal to the reader’s emotions and imagination

27. – repetition of accented vowel sounds and all sounds following them in words that are close together in a poem

28. – figure of speech that makes a comparison between two seemingly unlike things by using a connective word such as like, as, than, or resembles

Ex: Life is like a box of chocolates – you never know what you’re going to get.

29. – group of consecutive lines that form a single unit in a poem

30. – a generally regular pattern of stressed and unstressed syllables in poetry

31. – a statement or a situation that seems to be a contradiction but that reveals a truth

32.______________ — a poetry verse form that uses three-line stanzas of chain rhyme in the pattern A-B-A, B-C-B,C-D-C, D-E-D, etc.

33. ______________— A 39 lined poem that consists of six, six-lined stanzas and one, three-lined stanza using only six repeating end words that shuffles in the pattern of 6-1-5-2-4-3.

A child arrived just the other day,

He came to the world in the usual way.

But there were planes to catch, and bills to pay.

He learned to walk while I was away.

And he was talking 'fore I knew it, and as he grew,

He'd say, "I'm gonna be like you, dad.

You know I'm gonna be like you."

And the cat's in the cradle and the silver spoon,

Little boy blue and the man in the moon.

"When you coming home, dad?" "I don't know when,

But we'll get together then.

You know we'll have a good time then."

My son turned ten just the other day.

He said, "Thanks for the ball, dad, come on let's play.

Can you teach me to throw?" I said, "Not today,

I got a lot to do." He said, "That's ok."

And he walked away, but his smile never dimmed,

Said, "I'm gonna be like him, yeah.

You know I'm gonna be like him."

And the cat's in the cradle and the silver spoon,

Little boy blue and the man in the moon.

"When you coming home, dad?" "I don't know when,

But we'll get together then.

You know we'll have a good time then."

Well, he came from college just the other day,

So much like a man I just had to say,

"Son, I'm proud of you. Can you sit for a while?"

He shook his head, and he said with a smile,

"What I'd really like, dad, is to borrow the car keys.

See you later. Can I have them please?"

And the cat's in the cradle and the silver spoon,

Little boy blue and the man in the moon.

"When you coming home, son?" "I don't know when,

But we'll get together then, dad.

You know we'll have a good time then."

I've long since retired and my son's moved away.

I called him up just the other day.

I said, "I'd like to see you if you don't mind."

He said, "I'd love to, dad, if I could find the time.

You see, my new job's a hassle, and the kid's got the flu,

But it's sure nice talking to you, dad.

It's been sure nice talking to you."

And as I hung up the phone, it occurred to me,

He'd grown up just like me.

My boy was just like me.

And the cat's in the cradle and the silver spoon,

Little boy blue and the man in the moon.

"When you coming home, son?" "I don't know when,

But we'll get together then, dad.

You know we'll have a good time then."

POETRY in song EXPLICATION

song Title:

By:

Background information about the song

Speaker of the song (narator)

To Whom the narator is speaking to (the audience)

Subject of the song (What is it about?)

Figurative language present & EXPLANATION

Tone of the song (music and singing style)

denoumont of the song (lesson/universal message)

Terza Rima:

Terza Rima: A three-line stanza using chain rhyme in the pattern A-B-A, B-C-B, C-D-C, D-E-D. There is no limit to the number of lines, but poems or sections of poems written in terza rima end with either a single line or couplet repeating the rhyme of the middle line of the final tercet. The two possible endings for the example above are d-e-d, e or d-e-d, e-e. There is no set rhythm for terza rima, but in English, iambic pentameter is generally preferred.

Night

Robert Frost

I have been one acquainted with the night.

I have walked out in rain—and back in rain.

I have outwalked the furthest city light.

I have looked down the saddest city lane.

I have passed by the watchman on his beat

And dropped my eyes, unwilling to explain.

I have stood still and stopped the sound of feet

When far away an interrupted cry

Came over houses from another street,

But not to call me back or say good-bye;

And further still at an unearthly height

One luminary clock against the sky

Proclaimed the time was neither wrong nor right.

I have been one acquainted with the night.

Haiku Poems

A major form of Japanese verse, written in 17 syllables divided into 3 lines of 5, 7, and 5 syllables, and employing highly evocative allusions and comparisons, often on the subject of nature or one of the seasons.

Matsuo Basho

• First day of spring--

• I keep thinking about

• the end of autumn.

• Spring rain

• leaking through the roof

• dripping from the wasps' nest.

• Fallen sick on a journey,

• In dreams I run wildly

• Over a withered moor.

• An old silent pond...

• A frog jumps into the pond,

• splash! Silence again.

• The first soft snow!

• Enough to bend the leaves

• Of the jonquil low.

• In the cicada's cry

• No sign can foretell

• How soon it must die.

• No one travels

• Along this way but I,

• This autumn evening.

• In all the rains of May

• there is one thing not hidden -

• the bridge at Seta Bay.

• The years first day

• thoughts and loneliness;

• the autumn dusk is here.

• Clouds appear

• and bring to men a chance to rest

• from looking at the moon.

• Harvest moon:

• around the pond I wander

• and the night is gone.

• Poverty's child -

• he starts to grind the rice,

• and gazes at the moon.

• No blossoms and no moon,

• and he is drinking sake

• all alone!

• Won't you come and see

• loneliness? Just one leaf

• from the kiri tree.

• Temple bells die out.

• The fragrant blossoms remain.

• A perfect evening!

POETRY INDEPENDENT READING GUIDE

POEM TITLE:

POET:

DIRECTIONS

Use the following questions to clarify you understanding of and response to a poem. Reflect on each question before answering. Use complete sentences.

1. In this poem, the poet is attempting to: (circle one or more)

tell a story create an image

express a feeling or emotion other:

2. Identify TWO literary techniques used by the poet. Quote the line in your answer.

Rhyme, Alliteration, Imagery, Oxymoron, Onomatopoeia, Simile, Metaphor, Free Verse,

Dialect, Diction, Idiom, Stanza, Refrain, Personification

3. How would you describe the MOOD of the poem? How does the poet establish this mood?

4. What do you think the poem wants you to know, feel, value, or believe?

5. What particular word(s) or phrase(s) carry an important meaning for the poem?

Quote it in your answer.

“Forgetfulness”

The name of the author is the first to go

followed obediently by the title, the plot,

the heartbreaking conclusion, the entire novel

which suddenly becomes one you have never read,

never even heard of,

as if, one by one, the memories you used to harbor

decided to retire to the southern hemisphere of the brain,

to a little fishing village where there are no phones.

Long ago you kissed the names of the nine Muses goodbye

and watched the quadratic equation pack its bag,

and even now as you memorize the order of the planets,

something else is slipping away, a state flower perhaps,

the address of an uncle, the capital of Paraguay.

Whatever it is you are struggling to remember

it is not poised on the tip of your tongue,

not even lurking in some obscure corner of your spleen.

It has floated away down a dark mythological river

whose name begins with an L as far as you can recall,

well on your own way to oblivion where you will join those

     who have even

forgotten how to swim and how to ride a bicycle.

No wonder you rise in the middle of the night

to look up the date of a famous battle in a book on war.

No wonder the moon in the window seems to have drifted

out of a love poem that you used to know by heart.

Billy Collins

POETRY INDEPENDENT READING GUIDE

POEM TITLE:

POET:

DIRECTIONS

Use the following questions to clarify your understanding of and response to a poem. Reflect on each question before answering. Use complete sentences.

1. In this poem, the poet is attempting to: (circle one or more)

tell a story create an image

express a feeling or emotion other:

2. Identify TWO literary techniques used by the poet. Quote the line in your answer.

Rhyme, Alliteration, Imagery, Oxymoron, Onomatopoeia, Simile, Metaphor, Free Verse, Dialect, Diction, Idiom, Stanza, Refrain, Personification

3. How would you describe the MOOD of the poem? How does the poet establish this mood?

4. What do you think the poem wants you to know, feel, value, or believe?

5. What particular word(s) or phrase(s) carry an important meaning for the poem?

Quote it in your answer.

Blank verse is a type of poetry, distinguished by having a regular meter, but no rhyme. In English, the meter most commonly used with blank verse has been iambic pentameter (as used in Shakespearean plays).

POETRY INDEPENDENT READING GUIDE

POEM TITLE:

POET:

DIRECTIONS

Use the following questions to clarify you understanding of and response to a poem. Reflect on each question before answering. Use complete sentences.

1. In this poem, the poet is attempting to: (circle one or more)

tell a story create an image

express a feeling or emotion other:

2. Identify TWO literary techniques used by the poet. Quote the line in your answer.

Rhyme, Alliteration, Imagery, Oxymoron, Onomatopoeia, Simile, Metaphor, Free Verse,

Dialect, Diction, Idiom, Stanza, Refrain, Personification

3. How would you describe the MOOD of the poem? How does the poet establish this mood?

4. What do you think the poem wants you to know, feel, value, or believe?

5. What particular word(s) or phrase(s) carry an important meaning for the poem?

Quote it in your answer.

“I Dwell in Possibility” Emily Dickinson

I dwell in Possibility--

A fairer House than Prose--

More numerous of Windows--

Superior--for Doors--

Of Chambers as the Cedars--

Impregnable of Eye--

And for an Everlasting Roof

The Gambrels of the Sky--

Of Visitors--the fairest--

For Occupation--This--

The spreading wide my narrow Hands

To gather Paradise--

“I have no life but this” Emily Dickinson

I have no life but this,

To lead it here;

Nor any death, but lest

Dispelled from there;

Nor tie to earths to come,

Nor action new,

Except through this extent

The realm of you.

POETRY INDEPENDENT READING GUIDE

POEM TITLE: Circle One : “I Dwell in Possibility” or “I have no life but this”_____________

POET:

DIRECTIONS

Use the following questions to clarify you understanding of and response to a poem. Reflect on each question before answering. Use complete sentences.

1. In this poem, the poet is attempting to: (circle one or more)

tell a story create an image

express a feeling or emotion other:

2. Identify TWO literary techniques used by the poet. Quote the line in your answer.

Rhyme, Alliteration, Imagery, Oxymoron, Onomatopoeia, Simile, Metaphor, Free Verse,

Dialect, Diction, Idiom, Stanza, Refrain, Personification

3. How would you describe the MOOD of the poem? How does the poet establish this mood?

4. What do you think the poem wants you to know, feel, value, or believe?

5. What particular word(s) or phrase(s) carry an important meaning for the poem?

Quote it in your answer.

“Rules and Regulations”

Lewis Carol (1832-1898)

POETRY INDEPENDENT READING GUIDE

POEM TITLE:

POET:

DIRECTIONS

Use the following questions to clarify you understanding of and response to a poem. Reflect on each question before answering. Use complete sentences.

1. In this poem, the poet is attempting to: (circle one or more)

tell a story create an image

express a feeling or emotion other:

2. Identify TWO literary techniques used by the poet. Quote the line in your answer.

Rhyme, Alliteration, Imagery, Oxymoron, Onomatopoeia, Simile, Metaphor, Free Verse,

Dialect, Diction, Idiom, Stanza, Refrain, Personification

3. How would you describe the MOOD of the poem? How does the poet establish this mood?

4. What do you think the poem wants you to know, feel, value, or believe?

5. What particular word(s) or phrase(s) carry an important meaning for the poem?

Quote it in your answer.

The Harlem Dancer

Claude McKay

Applauding youths laughed with young prostitutes

And watched her perfect, half-clothed body sway;

Her voice was like the sound of blended flutes

Blown by black players upon a picnic day.

She sang and danced on gracefully and calm,

The light gauze hanging loose about her form;

To me she seemed a proudly-swaying palm

Grown lovelier for passing through a storm.

Upon her swarthy neck black, shiny curls

Profusely fell; and, tossing coins in praise,

The wine-flushed, bold-eyed boys, and even the girls,

Devoured her with their eager, passionate gaze;

But, looking at her falsely-smiling face

I knew her self was not in that strange place.

Sonnet #18

William Shakespeare

Shall I compare thee to a Summer's day?

Thou art more lovely and more temperate:

Rough winds do shake the darling buds of May,

And Summer's lease hath all too short a date:

Sometime too hot the eye of heaven shines,

And oft' is his gold complexion dimmed;

And every fair from fair sometime declines,

By chance or nature's changing course untrimmed:

But thy eternal Summer shall not fade

Nor lose possession of that fair thou owest;

Nor shall Death brag thou wanderest in his shade,

When in eternal lines to time thou growest:

So long as men can breathe, or eyes can see,

So long lives this, and this gives life to thee.

How to read a Sonnet

Setting up the sonnet:

1) In the poems above, number the lines. There should be 14.

2) Next, identify the rhyme scheme. Use letters of the alphabet to label corresponding lines. For example,

I like to feed my fox a

At noon food from a box a

But he is too clever b

And it seems I can never b

Prevent him from opening the lock. a

3) Underline the first line. This is usually a statement or a question.

4) Divide the first twelve lines into group of four lines a piece. Label these as quatrains 1, 2, and 3.

5) Bracket the last two lines and label them as a couplet.

Analyzing “Sonnet 18”:

1) In “Sonnet 18”, who is speaking? To whom is he/she speaking?

2) What does the speaker realize will happen to the person being compared to the summer’s day?

3) Line 9 is the turning point. What has changed in the message?

Analyzing “Harlem Dancer”:

1) In quatrains 1 and 2, how is the dancer described? What are you imagining?

2) Line 10 and the couplet have turning points for this sonnet. What are they?

3) What is the message or theme of “Harlem Dancer”?

4) Identify TWO literary techniques used by the poet. Quote the line in your answer.

Rhyme, Alliteration, Imagery, Oxymoron, Onomatopoeia, Simile, Metaphor, Free Verse,

Dialect, Diction, Idiom, Stanza, Refrain, Personification

A concrete or shape poem is a poem that forms a picture of the topic or follows the contours of a shape that is suggested by the topic.

POETRY INDEPENDENT READING GUIDE

POEM TITLE:

POET:

DIRECTIONS

Use the following questions to clarify you understanding of and response to a poem. Reflect on each question before answering. Use complete sentences.

6. In this poem, the poet is attempting to: (circle one or more)

tell a story create an image

express a feeling or emotion other:

7. Identify TWO literary techniques used by the poet. Quote the line in your answer.

Rhyme, Alliteration, Imagery, Oxymoron, Onomatopoeia, Simile, Metaphor, Free Verse,

Dialect, Diction, Idiom, Stanza, Refrain, Personification

8. How would you describe the MOOD of the poem? How does the poet establish this mood?

9. What do you think the poem wants you to know, feel, value, or believe?

10. What particular word(s) or phrase(s) carry an important meaning for the poem?

Quote it in your answer.

‘Poetry in Song’ Activity

Due: Block Day, Feb. 2/3

Who: You!

What: Poetry in Song Assignment. Bring a school-appropriate song of your choice to class. Also, please detach and fill out page 9 about your song.

Where: English class, your class period

When: Block Day, Feb. 2/3

Why: Because all songs are poetry and there is much to learn from them!

How: Bring song lyrics either written or printed out AND bring a copy* of the song for all to listen to.

* = this is your chance to get creative!!! You can bring the song on a CD, iPod (bring a cable to plug in my computer unless your speakers are super awesome), etc., OR get really creative and bring the song by way of your voice, guitar, etc.

Poetry in Song Questions

1) Which song have you selected? Who is it by?

2) What feelings does this song entice in you?

3) Describe the mood and tone of the poem.

4) Discuss how the rhythm and meter contribute to the song.

5) Why do you think this song was written? What was the artist’s message?

6) When would you recommend that someone listen to this song? What kind of mindset should the listener have?

-----------------------

“Cats in the Cradle” by Harry Chapin Poetry in Song Lyric Analysis

Petrarchan (Italian Sonnet)

By John Milton

When I consider how my light is spent,

Ere half my days in this dark world and wide,

And that one talent which is death to hide

Lodged with me useless, though my soul more bent

To serve therewith my Maker, and present

My true account, lest He returning chide;

"Doth God exact day-labor, light denied?"

I fondly ask. But Patience, to prevent

That murmur, soon replies, "God doth not need

Either man's work or His own gifts. Who best

Bear His mild yoke, they serve Him best. His state

Is kingly: thousands at His bidding speed,

And post o'er land and ocean without rest;

They also serve who only stand and wait."

"The Red Wheelbarrow”

William Carlos Williams(1883-1963)

so much depends

upon

a red wheel

barrow

glazed with rain

water

beside the white

chickens.

“Mending Wall” Robert Frost

Something there is that doesn't love a wall,

That sends the frozen-ground-swell under it,

And spills the upper boulders in the sun,

And makes gaps even two can pass abreast.

The work of hunters is another thing:

I have come after them and made repair

Where they have left not one stone on a stone,

But they would have the rabbit out of hiding,

To please the yelping dogs. The gaps I mean,

No one has seen them made or heard them made,

But at spring mending-time we find them there.

I let my neighbor know beyond the hill;

And on a day we meet to walk the line

And set the wall between us once again.

We keep the wall between us as we go.

To each the boulders that have fallen to each.

And some are loaves and some so nearly balls

We have to use a spell to make them balance:

'Stay where you are until our backs are turned!'

We wear our fingers rough with handling them.

Oh, just another kind of out-door game,

One on a side. It comes to little more:

There where it is we do not need the wall:

He is all pine and I am apple orchard.

My apple trees will never get across

And eat the cones under his pines, I tell him.

He only says, 'Good fences make good neighbors'.

Spring is the mischief in me, and I wonder

If I could put a notion in his head:

'Why do they make good neighbors? Isn't it

Where there are cows?

But here there are no cows.

Before I built a wall I'd ask to know

What I was walling in or walling out,

And to whom I was like to give offence.

Something there is that doesn't love a wall,

That wants it down.' I could say 'Elves' to him,

But it's not elves exactly, and I'd rather

He said it for himself. I see him there

Bringing a stone grasped firmly by the top

In each hand, like an old-stone savage armed.

He moves in darkness as it seems to me~

Not of woods only and the shade of trees.

He will not go behind his father's saying,

And he likes having thought of it so well

He says again, "Good fences make good neighbors."

Terza Rima Poem

Sonnet 116

William Shakespeare

Let me not to the marriage of true minds

Admit impediments. Love is not love

Which alters when it alteration finds,

Or bends with the remover to remove:

O no! it is an ever-fixed mark

That looks on tempests and is never shaken;

It is the star to every wandering bark,

Whose worth's unknown, although his height be taken.

Love's not Time's fool, though rosy lips and cheeks

Within his bending sickle's compass come:

Love alters not with his brief hours and weeks,

But bears it out even to the edge of doom.

   If this be error and upon me proved,

   I never writ, nor no man ever loved.

Learn well your grammar,

And never stammer,

Write well and neatly,

And sing most sweetly,

Be enterprising,

Love early rising,

Go walk of six miles,

Have ready quick smiles,

With lightsome laughter,

Soft flowing after.

Drink tea, not coffee;

Never eat toffy.

Eat bread with butter.

Once more, don't stutter.

Don't waste your money,

Abstain from honey.

Shut doors behind you,

(Don't slam them, mind you.)

Drink beer, not porter.

Don't enter the water

Till to swim you are able.

Sit close to the table.

Take care of a candle.

Shut a door by the handle,

Don't push with your shoulder

Until you are older.

Lose not a button.

Refuse cold mutton.

Starve your canaries.

Believe in fairies.

If you are able,

Don't have a stable

With any mangers.

Be rude to strangers.

Moral: Behave.

A short direction

To avoid dejection,

By variations

In occupations,

And prolongation

Of relaxation,

And combinations

Of recreations,

And disputation

On the state of the nation

In adaptation

To your station,

By invitations

To friends and relations,

By evitation

Of amputation,

By permutation

In conversation,

And deep reflection

You'll avoid dejection.

Sonnets

Name: ________________________ Period. ___

***Final part of the assignment***

Attach your song lyrics to this sheet and mark AT LEAST FIVE (5) of the following elements on your lyrics:

Rhyme, Alliteration, Imagery, Oxymoron, Onomatopoeia, Simile, Metaphor, Free Verse, Dialect, Diction, Idiom, Stanza, Refrain, Personification

Blank Verse

Form or Shape Poems

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