Glossary #3

Question 1

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

Answer 1

Poetic Device

Question 2

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

Answer 2

Alliteration

Question 3

Example - “Sally sells sea shells by the sea shore”

Answer 3

Alliteration

Question 4

Impact - creates a rhythmic or musical quality by repeating consonant sounds, making the writing more engaging.

Answer 4

Alliteration

Question 5

Definition - The repetition of identical or similar vowel sounds.

Answer 5

Assonance

Question 6

Example - “From the molten-golden notes”

Answer 6

Assonance

Question 7

Impact - Enhances the flow of writing through the repetition of vowel sounds, adding harmony and sometimes reinforcing themes or emotions.

Answer 7

Assonance

Question 8

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

Answer 8

Consonance

Question 9

Example - “Some late visitor entreating entrance at my chamber door”

Answer 9

Consonance

Question 10

Impact - Strengthens the musicality of the text by repeating consonant sounds, adding a subtle rhythm.

Answer 10

Consonance

Question 11

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

Answer 11

Onomatopoeia

Question 12

Example - Snap, rustle, boom, murmur

Answer 12

Onomatopoeia

Question 13

Impact - Brings descriptions to life by using words that mimic natural sounds, immersing the reader.

Answer 13

Onomatopoeia

Question 14

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

Answer 14

Internal Rhyme

Question 15

Example - “To the rhyming and the chiming of the bells!” (rhyme scheme type)

Answer 15

Internal Rhyme

Question 16

Impact - This device creates a pleasing sound pattern within a line, contributing to a sense of unity and enhancing the lyrical quality of the work.

Answer 16

Internal Rhyme

Question 17

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

Answer 17

Slant Rhyme

Question 18

Example - “I sat upon a stone, / And found my life has gone.” (rhyme scheme type)

Answer 18

Slant Rhyme

Question 19

Impact - It offers a less conventional rhyme that adds complexity or tension to the poem, often reflecting subtle emotional shifts.

Answer 19

Slant Rhyme

Question 20

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

Answer 20

End Rhyme

Question 21

Example - “Roses are red, violets are blue, / Sugar is sweet, and so are you.” (rhyme scheme type)

Answer 21

End Rhyme

Question 22

Impact - This provides a sense of closure or rhythm at the end of lines, contributing to the poem’s structure and memorability.

Answer 22

End Rhyme

Question 23

Definition - The pattern of a poem’s end rhymes.

Answer 23

Rhyme Scheme

Question 24

Example - (AABB)
[Roses are red,
Violets are blue,
Sugar is sweet,
And so are you.]

Answer 24

Rhyme Scheme

Question 25

Impact - Organizes a poem’s structure, providing pattern and rhythm that can influence the reader’s perception of the flow or theme.

Answer 25

Rhyme Scheme

Question 26

Definition - Syllables of a word said with more/less force than the other syllables.

Answer 26

Stressed/Unstressed

Question 27

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

Answer 27

Stressed/Unstressed

Question 28

Impact - They form the foundation of meter and rhythm, affecting the pace and emotional tone of the writing.

Answer 28

Stressed/Unstressed

Question 29

Definition - A regular pattern to the syllables in lines of poetry.

Answer 29

Meter

Question 30

Example - “Come live / with me / and be / my love” (type: iambic pentameter)

Answer 30

Meter

Question 31

Impact - This device establishes the rhythm of the poem, guiding its flow and influencing its emotional impact on the reader.

Answer 31

Meter

Question 32

Definition - Poetry that doesn’t have much meter or rhyme.

Answer 32

Free Verse

Question 33

Example - “The frog comes on little cat feet. It sits looking over harbor and city on silent haunches and then moves on.” (poem type)

Answer 33

Free Verse

Question 34

Impact - Allows for more freedom in expression by not having a strict rhyme or meter, making the writing more creative or fluid.

Answer 34

Free Verse

Question 35

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

Answer 35

Iambic Pentameter

Question 36

Example - “Shall I compare thee to a summer’s day?” (meter type)

Answer 36

Iambic Pentameter

Question 37

Impact - Mimics natural speech, giving the writing a flow.

Answer 37

Iambic Pentameter

Question 38

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

Answer 38

Sonnet

Question 39

Example - “Shall I compare thee to a summer’s day?” by Shakespeare (poem type)

Answer 39

Sonnet

Question 40

Impact - Provides a structured, often thematic poem, where rhyme and meter enhance meaning.

Answer 40

Sonnet

Question 41

Definition - When a writer creates a list of items which are all separated by conjunctions.

Answer 41

Polysyndeton

Question 42

Example - “I walked the dog, and fed the cat, and milked the cows.”

Answer 42

Polysyndeton

Question 43

Impact - This device emphasizes ideas or actions by repeating conjunctions, adding a sense of weight/urgency to writing.

Answer 43

Polysyndeton

Question 44

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

Answer 44

Pun

Question 45

Example - “My dog has a fur coat and pants!”

Answer 45

Pun

Question 46

Impact - Adds humor or wit and created clever wordplay that deepens writings’ layers of meaning.

Answer 46

Pun