AP Glossary #3 Flashcards

1
Q

Definition Poetic Device

A

A device used in poetry to manipulate the sound of words, sentences or lines.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Definition alliteration

A

The repetition of the same consonant sound at the beginning of words.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Example alliteration

A

“Sally sells sea shells by the sea shore”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Impact alliteration

A

It grasps the reader’s attention, making them focus on a particular line or section.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Definition Assonance

A

The repetition of identical or similar vowel sounds.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Example Assonance

A

“From the molten-golden notes”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Impact Assonance

A

It guides which syllables should be stressed.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Definition Consonance

A

The repetition of the same consonant sound at the end of words or within words.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Example Consonance

A

“Some late visitor entreating entrance at my chamber door”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Impact Consonance

A

Consonance can give language a musical element, as well as emphasize sounds or words that resonate with the main ideas or themes of the work.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Definition Onomatopoeia

A

The use of a word which imitates or suggests the sound that the thing makes.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Example Onomatopoeia

A

Snap, rustle, boom, murmur

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Impact Onomatopoeia

A

It can add excitement, action, and interest by allowing the reader to hear and remember your writing.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Definition Internal rhyme

A

When a line of poetry contains a rhyme within a single line.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Example Internal rhyme

A

“To the rhyming and the chiming of the bells!”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Impact Internal rhyme

A

It can be used to make the writing more rhythmic. This could be a musical rhythm or a plodding rhythm, like footsteps. It could be used to create an erratic rhythm to evoke a sense of frenzy or skittishness.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Definition Slant rhyme

A

When a poet creates a rhyme, but the two words do not rhyme exactly – they are merely similar.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Example Slant rhyme

A

“I sat upon a stone, / And found my life has gone.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Impact Slant rhyme

A

Slant rhymes make poetry and prose sound more cohesive. Repeating a vowel or consonant sound creates a pattern that’s pleasing to the reader’s ear.

20
Q

Definition End rhyme

A

When the last word of two different lines of poetry rhyme.

21
Q

Example End rhyme

A

“Roses are red, violets are blue, / Sugar is sweet, and so are you.”

22
Q

Impact End rhyme

A

Many poets use end rhyme because it creates a rhythm

23
Q

Definition Rhyme Scheme

A

The pattern of a poem’s end rhymes.

24
Q

Example Rhyme Scheme

A

The following lines have a rhyme scheme of a b a b c d c d:

Shall I compare thee to a summer’s day? a

Thou art more lovely and more temperate. b

Rough winds do shake the darling buds of May. a

And summer’s lease hath all too short a date. b

Sometime too hot the eye of heaven shines c

And often is his gold complexion dimmed d

And every fair from fair sometime declines c

By chance or nature’s changing course untrimmed d

25
Q

Impact Rhyme Scheme

A

It creates a particular atmosphere and mood, and it can shape the way we respond to the themes in the poem.

26
Q

Definition Stressed and unstressed syllables

A

In every word of more than one syllable, one of the syllables is stressed, or said with more force than the other syllable(s)

27
Q

Example Stressed and unstressed syllables

A

In the name “Nathan,” the first syllable is stressed. In the word “unhappiness,” the second of the four syllables is stressed.

28
Q

Impact of Stressed and unstressed syllables

A

Together, they create a pattern that helps establish the meter, which is essential for scansion, the process of analyzing a poem’s rhythm.

29
Q

Definition Meter

A

A regular pattern to the syllables in lines of poetry.

30
Q

Example Meter

A

Shakespeare’s sonnet, “Shall I compare thee to a summer’s day?” has the following metrical pattern (da DUM, da DUM, da DUM, da DUM, da DUM).

31
Q

Impact Meter

A

It creates a regular pattern of sound in your poetry. This makes it sound “like poetry,” and can also give a kind of hypnotic power, irrespective of the words.

32
Q

Definition Free verse

A

Poetry that doesn’t have much meter or rhyme.

33
Q

Example Free verse

A

William Carlos Williams’s short poem “The Red Wheelbarrow” is written in free verse. It reads: “so much depends / upon / a red wheel / barrow / glazed with rain / water / beside the white / chickens.”

34
Q

Impact Free verse

A

The flexibility of free verse has influenced various literary movements and individual poets, shaping modern poetic expression.

35
Q

Definition Iambic pentameter

A

Poetry that is written in lines of 10 syllables, alternating stressed and unstressed syllables.

36
Q

Example Iambic pentameter

A

“Shall I compare thee to a summer’s day?”

37
Q

Impact Iambic pentameter

A

The regular beat of iambic pentameter can create a pleasing rhythm in the reader’s ear and make the text more musical and memorable.

38
Q

Definition Sonnet

A

A 14 line poem written in iambic pentameter. Usually divided into three quatrains and a couplet.

39
Q

Example Sonnet

A

William Shakespeare, “My Mistress’ Eyes are Nothing Like the Sun” (1609).

40
Q

Impact Sonnet

A

Sonnets have played an important role in exploring themes such as love, beauty, and mortality.

41
Q

Definition Polysyndeton

A

When a writer creates a list of items which are all separated by conjunctions. Normally, a conjunction is used only before the last item in a list.

42
Q

Example Polysyndeton

A

“I walked the dog, and fed the cat, and milked the cows.” “Or if a soul touch any unclean thing, whether it be a carcass of an unclean beast, or a carcass of unclean cattle, or the carcass of unclean creeping things…he also shall be unclean.”

43
Q

Impact Polysyndeton

A

The primary effect of polysyndeton is to slow readers down so they can take in all the information.

44
Q

Definition Pun

A

When a word that has two or more meanings is used in a humorous way.

45
Q

Example Pun

A

“My dog has a fur coat and pants!” “I was stirred by his cooking lesson.”

46
Q

Impact Pun

A

Puns in writing are most often used in a humorous way, to elicit a “jokey” tone, but they can also be used to enhance a reader’s interpretation.