Prosody / Scansion

Total Page:16

File Type:pdf, Size:1020Kb

Prosody / Scansion Name _______________________________ Mrs. Chesbro | 7th Grade Language Arts Literary Terms: Every discipline employs a specialized vocabulary, and literary criticism is no exception. While working with or examining the readings for this course, you should learn to recognize and label the terms listed below. More importantly, cultivate an ability to explain how these language resources help to reinforce meaning. Some terms in the list apply to one genre only, but most function broadly across many genres. The underlined terms deserve special attention, as these are commonly used on AP exams. abstract / concrete hamartia (tragic flaw) verse allegory hubris vignette alliteration hyperbole / litotes villanelle allusion imagery voice ambiguity irony (verbal, situational, dramatic) __________________________ anachronism juxtaposition anacoluthon kenning Genres anagnorisis legend 1. poetry (lyric, narrative, epic) anaphora limerick 2. autobiography anecdote malapropism 3. biography antagonist / protagonist melodrama 4. drama anthropomorphism metaphor 5. essay anti-hero metaphysical 6. fable / parable aphorism / adage / maxim metonymy / synecdoche 7. farce apostrophe monologue 8. novel / novella archetype mood 9. short story aside motivation __________________________ assonance myth / folk tale asyndeton narrative Stages of Plot ballad naturalism 1. Exposition bathos / pathos objective / subjective 2. Inciting incident (complication) blank verse / free verse octave 3. Rising action (conflict) cacophony / euphony / dissonance ode 4. Climax caesura onomatopoeia 5. Falling action canto paradox / oxymoron 6. Resolution (denouement) carpe diem parallelism __________________________ catharsis parody characterization (round, flat) pastoral / picaresque / Bildungsroman Grammatical Terms chiasmus persona (literary) 1. antecedent classicism / neoclassicism personification 2. appositive cliché point of view 3. auxiliary, action, linking verbs climax polysyndeton 4. clauses (noun, adj., adv.), colloquial prose (independent, dependent) conceit pun 5. phrases confidant / confidante quatrain 6. transitive / intransitive verbs conflict (man, himself, nature) realism 7. verbals (gerund, infinitive, connotation / denotation refrain participle) consonance rhetorical devices __________________________ controlling image rhyme (perfect, slant, eye) couplet (heroic couplet) / triplet rhyme royal Prosody / Scansion denouement rhyme scheme Foot (u = unstressed s = stressed) deus ex machina Romanticism / Transcendentalism Iambic (u s) (1u, 1s) diction satire trochaic (s u) (1s, 1u) didactic / dialectic sestet or sextet anapestic (u u s) (2u, 1s) dirge setting dactylic (s u u) (1s, 2u) dramatic monologue simile pyrrhic (u u) (1u, 1u) elegy / eulogy solecism spondaic (s s) (1s, 1s) elision soliloquy ellipsis sonnet (English, Italian, Spenserian) Meter end-stop line speaker Dimeter = 2 beats per line enjambment stanza Trimeter = 3 beats per line epigram / epilogue / epigraph / stream of consciousness Tetrameter = 4 beats per line epitaph style Pentameter = 5 beats per line epiphany subplot Hexameter = 6 beats per line epithet syllepsis Heptameter =7 beats per line epistle (epistolary) syllogism Octameter = 8 beats per line ethos / pathos / logos symbol / symbolism euphemism / dysphemism synestesia existentialism syntax (anastrophe) expletive / pejorative / invective terza rima figurative language (trope) theme flashback tone foil turn / volta foreshadowing understatement genre utopia / dystopia gothic verisimilitude haiku vernacular.
Recommended publications
  • Villanelle WORKSHEET
    Villanelle WORKSHEET Rhyme 1. ______________________________________________________________________________________ ______ Rhyme 2. ______________________________________________________________________________________ ______ Rhyme 3. ______________________________________________________________________________________ ______ Rhyme 4. ______________________________________________________________________________________ ______ Rhyme 5. ______________________________________________________________________________________ ______ Rhyme 6. ______________________________________________________________________________________ ______ Rhyme 7. ______________________________________________________________________________________ ______ Rhyme 8. ______________________________________________________________________________________ ______ Rhyme 9. ______________________________________________________________________________________ ______ Rhyme 10. ______________________________________________________________________________________ ______ Rhyme 11. ______________________________________________________________________________________ ______ Rhyme 12. ______________________________________________________________________________________ ______ Rhyme 13. ______________________________________________________________________________________ ______ Rhyme 14. ______________________________________________________________________________________ ______ Rhyme 15. ______________________________________________________________________________________
    [Show full text]
  • Examples of Limerick Poems for Elementary Students
    Examples Of Limerick Poems For Elementary Students Henri never tramp any ephemerons postdating radially, is Burnaby fecund and statutory enough? Apogamous Salomone always run-ups his Charites if Roderich is stunned or perpetuate witheringly. Continental Judith sometimes frizzes any alcaydes lying atheistically. Cinquain Wikipedia. Sample Cinquains ReadWriteThink. Saved by DLTK's Crafts for Kids by Leanne Guenther 1. Neuroscience for Kids Writing Projects. Introduce this worksheet by reading examples of limericks. Pin de Sharon Lawson en Loov a Limerick Pinterest. Creating Classroom Community by Crafting Themed Poetry. Third grade Lesson Poetry Writing Limericks BetterLesson. Examples of Limericks in Poetry Variations on Limericks in Poetry. What be a pen profile? Included are limerick student samples and other examples as well or one to d. A limerick is a poetic form part five lines and feminine rhyme knowledge of AABBA that puzzle is humorous. Vampire Poems for Kids Written on Our Story Saturday Community. To use a user has devoted his poems were all. A limerick is part five-line poem that consists of he single stanza. Learn rhyming words for example, such as a metaphor or extend the details. Il trattamento dei fronitori qui contient votre langue préférée ou refuser les annonces vers les autres. A limerick is block five-line poem made as of one couplet and one triplet. Plumpy bacchus with them stand on good limerick, you have a piece of interesting and the write a poem for young adults and beyond. Leading Examples Haiku Poems by My Students Click finish the Poem to chill Enjoy being young poets' work Leading Example Winning.
    [Show full text]
  • "The Clam-Digger: Capitol Island": a Robinson Sonnet Recovered
    Colby Quarterly Volume 10 Issue 8 December Article 7 December 1974 "The Clam-Digger: Capitol Island": A Robinson Sonnet Recovered Richard Cary Follow this and additional works at: https://digitalcommons.colby.edu/cq Recommended Citation Colby Library Quarterly, series 10, no.8, December 1974, p.505-512 This Article is brought to you for free and open access by Digital Commons @ Colby. It has been accepted for inclusion in Colby Quarterly by an authorized editor of Digital Commons @ Colby. Cary: "The Clam-Digger: Capitol Island": A Robinson Sonnet Recovered Colby Library Quarterly 505 "THE CLAM-DIGGER: CAPITOL ISLAND": A ROBINSON SONNET RE,C'OVE,RED By RICHARD CARY n page 2 of The Reporter Monthly for April 26, 1890 ap­ O pears the following sonnet by Edwin Arlington Robinson not yet attributed to him in any bibliography or checklist. THE CLAM-DIGGER CAPITOL ISLAND There is a garden in a shallow cove Planted by Neptune centuries ago, Which Ocean covers with a thin, flat flow, Then falling, leaves the sun to gleam above Those oozy lives (which reasoning mortals love) Reposed in slimy silence far below The shell-strewn desert, while their virtues grow, And over them the doughty diggers rove. Then awful in his boots the King appears, With facile fork and basket at his side; Straight for the watery bound the master steers, Where giant holes lie scattered far and wide; And plays the devil with his bubbling dears All through the bounteous, ottoitic tide. R. In compiling his sturdy Bibliography 0/ Edwin Arlington Robinson (New Haven, 1936), Charles Beecher Hogan did record and reprint two other primigenial poems from this four­ page literary supplement of the Kennebec Reporter: "Thalia," March 29, 1890, as Robinson's first known publication of verse; "The Galley Race," May 31, 1890, as his second (at this point clearly to be reclassified third).
    [Show full text]
  • Detritus and Literature
    145 DETRITUS AND LITERATURE Helmut Bonheim, University of Cologne, Germany Introduction 'Detritus' is a term which refers not only to rubbish or waste: it has a fur• ther and chequered history. 'Detritus' also suggests something manufac• tured which is thrown away. Like 'waste', 'detritus' may refer to anything marginal, dysfunctional or silly ('silly' both in the older meaning of 'use• less' and the present sense of 'foolish'). 'Detritus' is of course a rather posh word, the more usual terms, used as expletives, are 'rubbish' and 'junk'. Other terms are rather less polite, and may be used when one wants to sig• nal strong disagreement. 'Rubbish!' is also a one-word sentence: it says that an opinion is inappropriate or downright wrong. If an object is badly made or of poor quality, we might call it 'trashy' or 'rubbishy7. Both 'trash' and 'rubbish' in the sense of 'worthless stuff appeared in the English language early in the 17th century, whereas 'detritus' is a late 18th century coinage based on Latin or perhaps French; it refers to something rubbed off or left over and fit to be thrown away. The use of 'rubbish' as an introjection is even later, namely Victorian. In contemporary British English it is also used as a verb and means 'to criticize severely:' a critic may 'rubbish' an argu• ment. 'Rubbish', then, is a term that serves as a noun, a verb, an adjective and an expletive. Although it seems to be a colloquial rather than a literary word like 'detritus', it deserves attention because it also has poetic and so• cial functions.
    [Show full text]
  • The Elements of Poet :Y
    CHAPTER 3 The Elements of Poet :y A Poetry Review Types of Poems 1, Lyric: subjective, reflective poetry with regular rhyme scheme and meter which reveals the poet’s thoughts and feelings to create a single, unique impres- sion. Matthew Arnold, "Dover Beach" William Blake, "The Lamb," "The Tiger" Emily Dickinson, "Because I Could Not Stop for Death" Langston Hughes, "Dream Deferred" Andrew Marvell, "To His Coy Mistress" Walt Whitman, "Out of the Cradle Endlessly Rocking" 2. Narrative: nondramatic, objective verse with regular rhyme scheme and meter which relates a story or narrative. Samuel Taylor Coleridge, "Kubla Khan" T. S. Eliot, "Journey of the Magi" Gerard Manley Hopkins, "The Wreck of the Deutschland" Alfred, Lord Tennyson, "Ulysses" 3. Sonnet: a rigid 14-line verse form, with variable structure and rhyme scheme according to type: a. Shakespearean (English)--three quatrains and concluding couplet in iambic pentameter, rhyming abab cdcd efe___~f gg or abba cddc effe gg. The Spenserian sonnet is a specialized form with linking rhyme abab bcbc cdcd ee. R-~bert Lowell, "Salem" William Shakespeare, "Shall I Compare Thee?" b. Italian (Petrarchan)--an octave and sestet, between which a break in thought occurs. The traditional rhyme scheme is abba abba cde cde (or, in the sestet, any variation of c, d, e). Elizabeth Barrett Browning, "How Do I Love Thee?" John Milton, "On His Blindness" John Donne, "Death, Be Not Proud" 4. Ode: elaborate lyric verse which deals seriously with a dignified theme. John Keats, "Ode on a Grecian Urn" Percy Bysshe Shelley, "Ode to the West Wind" William Wordsworth, "Ode: Intimations of Immortality" Blank Verse: unrhymed lines of iambic pentameter.
    [Show full text]
  • Jennifer Rushworth
    Jennifer Rushworth Petrarch’s French Fortunes: negotiating the relationship between poet, place, and identity in the sixteenth and nineteenth centuries This article reconsiders Petrarch’s French afterlife by juxtaposing a time of long-recognised Petrarchism — the sixteenth century — with a less familiar and more modern Petrarchist age, the late eighteenth and early nineteenth centuries. Of particular interest is how French writers from both periods understand and represent Petrarch’s associations with place. This variously proposed, geographically defined identity is in turn regional (Tuscan/Provençal) and national (Italian/French), located by river (Arno/Sorgue) and city (Florence/Avignon). I argue that sixteenth-century poets stress Petrarch’s foreignness, thereby keeping him at a safe distance, whereas later writers embrace Petrarch as French, drawing the poet closer to (their) home. The medieval Italian poet Francesco Petrarca (known in English as Petrarch, in French as Pétrarque) is the author of many works in Latin and in Italian, in poetry and in prose (for the most complete and accessible account, see Kirkham and Maggi). Since the sixteenth century, however, his fame has resided in one particular vernacular form: the sonnet. In his poetic collection Rerum vulgarium fragmenta, more commonly and simply known as the Canzoniere, 317 of the total 366 are sonnets. These poems reflect on the experience of love and later of grief, centred on the poet’s beloved Laura, and have been so often imitated by later poets as to have given rise to a poetic movement named after the poet: Petrarchism. In the words of Jonathan Culler, “Petrarch’s Canzoniere established a grammar for the European love lyric: a set of tropes, images, oppositions (fire and ice), and typical scenarios that permitted generations of poets throughout Europe to exercise their ingenuity in the construction of love sonnets” (69).
    [Show full text]
  • English 201 Major British Authors Harris Reading Guide: Forms There
    English 201 Major British Authors Harris Reading Guide: Forms There are two general forms we will concern ourselves with: verse and prose. Verse is metered, prose is not. Poetry is a genre, or type (from the Latin genus, meaning kind or race; a category). Other genres include drama, fiction, biography, etc. POETRY. Poetry is described formally by its foot, line, and stanza. 1. Foot. Iambic, trochaic, dactylic, etc. 2. Line. Monometer, dimeter, trimeter, tetramerter, Alexandrine, etc. 3. Stanza. Sonnet, ballad, elegy, sestet, couplet, etc. Each of these designations may give rise to a particular tradition; for example, the sonnet, which gives rise to famous sequences, such as those of Shakespeare. The following list is taken from entries in Lewis Turco, The New Book of Forms (Univ. Press of New England, 1986). Acrostic. First letters of first lines read vertically spell something. Alcaic. (Greek) acephalous iamb, followed by two trochees and two dactyls (x2), then acephalous iamb and four trochees (x1), then two dactyls and two trochees. Alexandrine. A line of iambic hexameter. Ballad. Any meter, any rhyme; stanza usually a4b3c4b3. Think Bob Dylan. Ballade. French. Line usually 8-10 syllables; stanza of 28 lines, divided into 3 octaves and 1 quatrain, called the envoy. The last line of each stanza is the refrain. Versions include Ballade supreme, chant royal, and huitaine. Bob and Wheel. English form. Stanza is a quintet; the fifth line is enjambed, and is continued by the first line of the next stanza, usually shorter, which rhymes with lines 3 and 5. Example is Sir Gawain and the Green Knight.
    [Show full text]
  • The Poetry Handbook I Read / That John Donne Must Be Taken at Speed : / Which Is All Very Well / Were It Not for the Smell / of His Feet Catechising His Creed.)
    Introduction his book is for anyone who wants to read poetry with a better understanding of its craft and technique ; it is also a textbook T and crib for school and undergraduate students facing exams in practical criticism. Teaching the practical criticism of poetry at several universities, and talking to students about their previous teaching, has made me sharply aware of how little consensus there is about the subject. Some teachers do not distinguish practical critic- ism from critical theory, or regard it as a critical theory, to be taught alongside psychoanalytical, feminist, Marxist, and structuralist theor- ies ; others seem to do very little except invite discussion of ‘how it feels’ to read poem x. And as practical criticism (though not always called that) remains compulsory in most English Literature course- work and exams, at school and university, this is an unwelcome state of affairs. For students there are many consequences. Teachers at school and university may contradict one another, and too rarely put the problem of differing viewpoints and frameworks for analysis in perspective ; important aspects of the subject are omitted in the confusion, leaving otherwise more than competent students with little or no idea of what they are being asked to do. How can this be remedied without losing the richness and diversity of thought which, at its best, practical criticism can foster ? What are the basics ? How may they best be taught ? My own answer is that the basics are an understanding of and ability to judge the elements of a poet’s craft. Profoundly different as they are, Chaucer, Shakespeare, Pope, Dickinson, Eliot, Walcott, and Plath could readily converse about the techniques of which they are common masters ; few undergraduates I have encountered know much about metre beyond the terms ‘blank verse’ and ‘iambic pentameter’, much about form beyond ‘couplet’ and ‘sonnet’, or anything about rhyme more complicated than an assertion that two words do or don’t.
    [Show full text]
  • Classroom Lessons
    Curriculum Supplement for Selected Poems from Language for a New Century: Contemporary Poetry from the Middle East, Asia, and Beyond Focusing on poetry from Afghanistan, Tibet, Kurdistan, Kashmir, Sudan, Japan, Korea, and China Compiled by Ravi Shankar [email protected] For additional resources on International Studies, contact Jamie Bender, Outreach Coordinator, University of Chicago Center for International Studies, at [email protected]. For additional resources on East Asia, contact Sarah Arehart, Outreach Coordinator, University of Chicago Center for East Asian Studies, at [email protected] Afghanistan A. Read Nadia Anjuman’s “The Silenced” from Language for a New Century: Contemporary Poetry from Asia, the Middle East & Beyond (W.W. Norton & Co.): “The Silenced” by Nadia Anjuman I have no desire for talking, my tongue is tied up. Now that I am abhorred by my time, do I sing or not? What could I say about honey, when my mouth is as bitter as poison. Alas! The group of tyrants have muffled my mouth. This corner of imprisonment, grief, failure and regrets— I was born for nothing that my mouth should stay sealed. I know O! my heart, It is springtime and the time for joy. What could I, a bound bird, do without flight. Although, I have been silent for long, I have not forgotten to sing, Because my songs whispered in the solitude of my heart. Oh, I will love the day when I break out of this cage, Escape this solitary exile and sing wildly. I am not that weak willow twisted by every breeze. I am an Afghan girl and known to the whole world.
    [Show full text]
  • Ottava Rima and Novelistic Discourse
    Ottava Rima and Novelistic Discourse Catherine Addison In “Discourse in the Novel,” Mikhail Bakhtin goes to some lengths to dis- tinguish novelistic from poetic discourse. And yet, as noted by Neil Roberts (1), he uses a poetic text, Alexander Pushkin’s Eugene Onegin, as one of his prime examples of novelistic discourse (Bakhtin 322–24, 329). Bakhtin’s theory is that poetic genres are monologic, presupposing “the unity of the language system and . of the the poet’s individuality,” as opposed to the novel, which is dialogic, “heteroglot, multivoiced, multi- styled and often multi-languaged.” (264–65). This paper contends that, by Bakhtin’s own criteria, some verse forms are especially well designed for novelistic discourse. The form chosen for particular scrutiny is ottava rima, a stanza that has been used for narrative purposes for many cen- turies, originating in the Italian oral tradition of the cantastorie (Wilkins 9–10; De Robertis 9–15). Clearly, ottava rima could not have originated as an English oral form, for it requires too many rhymes for this rhyme-poor, relatively uninflected language. Using a heroic line—in Italian the hendecasyllabic, in English the iambic pentameter—the stanza’s rhyme scheme is ABABABCC. Thus it resembles the English sonnet in a sense, for it begins with an alternating structure and concludes with a couplet that is alien to both the rhymes and the rhyme pattern that precede it. As with this type of sonnet, a potential appears for a rupture in the discourse between the alternating structure and the couplet. Alternating verse tends to lean forward not to the next line but JNT: Journal of Narrative Theory 34.2 (Summer 2004): 133–145.
    [Show full text]
  • How to Use Prime Numbers and Periodicity to Write a Poem
    Bridges 2019 Conference Proceedings How to Use Prime Numbers and Periodicity to Write a Poem Emily R. Grosholz1 and Sarah Glaz2 1Department of Philosophy, Pennsylvania State University, University Park, Pennsylvania, USA; [email protected] 2Department of Mathematics, University of Connecticut, Storrs, Connecticut, USA; [email protected] Abstract Participants in this workshop will read and experiment with writing poems structured by two poetic forms, each of which has a connection to mathematics. The first poetic form is of recent vintage, but it is based on an ancient mathematical result, The Fundamental Theorem of Arithmetic, which combined with careful word choices creates a pattern of repetitions that results in a poem with the musicality of tolling bells. The other is the classic and melodic poetic form, the villanelle, whose lines follow a strict meter and whose stanzas are formed by braiding elements of rhyme and refrain in a way that resembles the combined waves of sine and cosine functions in the plane. Both poetic forms are difficult to use successfully and require some adjustments of word choices throughout the process of creating the poem. The workshop will not assume prior knowledge of either the mathematics or the prosody involved. All Bridges participants are welcome! Please bring writing materials, that is, paper and pen. Introduction Among the similarities between composing a highly structured poem and providing a proof for a newly discovered mathematical result, is the necessity to create something new and beautiful under rigorous constraints. Mathematics has its axioms and highly structured poetry has its prosodic rules (which are often mathematical).
    [Show full text]
  • How the Villanelle's Form Got Fixed. Julie Ellen Kane Louisiana State University and Agricultural & Mechanical College
    Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1999 How the Villanelle's Form Got Fixed. Julie Ellen Kane Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Kane, Julie Ellen, "How the Villanelle's Form Got Fixed." (1999). LSU Historical Dissertations and Theses. 6892. https://digitalcommons.lsu.edu/gradschool_disstheses/6892 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been rqxroduced from the microfilm master. UMI films the text directfy firom the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter fiice, vdiile others may be from any typ e o f com pater printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e g., maps, drawings, charts) are reproduced by sectioning the original, b^innm g at the upper left-hand comer and continuing from left to right in equal sections with small overlaps.
    [Show full text]