Literary Devices in the Cremation of Sam McGee Literary devices are used to help readers understand an author’s idea. Robert W. Service uses literary devices throughout his poem “The Cremation of Sam McGee.” These devices can be easy to spot or sometimes have to be studied in order to find them. The poem tells about a man who was panning for gold in the Yukon and froze to death in the cold. While his accomplice made a promise to dispose his body no matter the circumstances.
That minimal pause could break the rhythm even though it would be grammatically correct. He commonly uses alliteration, the repetition of consonant sounds, when choosing adjectives. He writes, “As I listened to those songs [of the glee club], in memory’s eye I could see those staggering columns of the First World War, bending under soggy packs, on many a weary march from dripping dusk to drizzling dawn, slogging ankle-deep through the mire of shell-shocked roads, to form grimly for the attack, blue-lipped, covered with sludge and mud. . .” (para. 8).
In his sort of “freestyling” technique, his small, chopped up lines helps the reader digest each line more delicately. It seems as if these couplets or triplets are broken into “bite size”, which in another light shows Kevin Young relationship with food. Lastly, These bite size pieces to the poem is what makes Kevin Young poems highly unique. In the end, writers and poets in particular have his or her style, voice and technique.
The effect of enjambment demonstrates to the continuation of a sentence without any pause and then moves to the next stanza to complete the thought. Another poet’s auditory choice that Dunn’s poem uses, is long-running sentences, which it affects the sound of text and allowing the reader to read the poem with some fast pace. For example, the long running sentence in line 1 through line 5 demonstrates a pace on the text, allowing the reader to feel anxiety, or being in the competitive race: “This time I came to the starting place with my best running shoes and pure speed held back for the finish, came with only love of the clock and the underfooting and the other runners.”
The second marking period in "Speak" by Laurie Halse Anderson was a crucial time for Melinda as she faced significant events that profoundly influenced her emotions and interactions with others, as well as her growing urge to speak up. To begin, in the chapter “First Amendment”, Mr. Neck, the social studies teacher decides to start a debate about immigration. He starts to talk about how America should have closed the borders in the 1900s, blaming immigrants for his son’s inability to get a job, and generally being xenophobic overall. Most students disagreed but didn’t have the courage to speak up, except for David Petrakis. David challenges Mr. Neck’s views and calls the tone of the lesson racist and intolerant.
Anzaldua intentionally omits punctuation in this case to force readers move on to the next line despite a desire to pause; thus, the separate lines encounter a greater purpose. In effect, the author is able to fabricate a competing scenario between the distinct lines of the poem, as each line competes for the reader’s attention, so do the various sources of the inhabitant’s make-up. In doing this, author is able to mirror the structure of the poem with the internal state of the Borderland
It is set up in a messy structure to display the imagery, but still readable for the audience. The sentence “this is the time of lilly pillies plumping into (fullness)” in the first stanza has a bracket around it to represent the word that takes up the entire line, whereas the word “leaves” in the third stanza represents the line through the middle of a leaf. In the next sentence, the word “falling” has letters in a different line, making it look like the letters are actually falling down. On the next pages, the word “migration” is written with the letters spread out. This is because “migration” is when something moves away, so the letters are moving further away from each other.
Regardless of this, the poem is famous for its unique rhythm and meter of poem. The poem flows very smoothly but does not have a specific poetic foot. Consonances were used to help the rhyme scheme sound more pleasing to readers. The poets diction was exclusive and out of the ordinary.
These lines have multiple commas to add more pauses in the sentence which is separated into multiple lines in the poem. The commas add some dramatic effect to this sentence because when you read with commas you pause at the commas so you are waiting for the reader to keep talking after they pause. Everyone is going to read it differently and this is the way i read it but i have always read it like that. So it adds more of a pause and dramatic effect so that people what to know how it will go after the pause.
Poetry, perhaps more than other genre of writing, often sparks controversy and discussion. Authors Walt Whitman and Langston Hughes are two authors in American Literature whose poetry is both debated and praised by critics. "I Hear America Singing" by Walt Whitman and "I, Too, Sing America" by Langston Hughes have sparked many discussions on their controversial content. Walt Whitman was the first of the two authors to write, followed by Langston Hughes who was influenced by Whitman's work. While Whitman's poem, "I Hear America Singing" reflects the happiness of the American people, the poem written by Hughes takes a different approach.
In this short passage by William Zinsser, Zinsser used compare and contrast to inform the readers about his personal opinions of being a writer. Due to different understandings and opinions on how to be a good writer, Zinsser decided to use compare and contrast in order to present a clean and detailed differences to the reader about how different people’s writing style can vary. By doing this, it would be extremely helpful for the readers to distinguish the differences of each writing style, see the benefits and disadvantages, and ultimately gather enough information to decide which style fits them the best. At the panel with Dr. Brock, Zinsser gave the audience a broader view of different writing styles and how they contribute differently.
He uses many literary elements that include, rhyming, rhyme scheme, and end rhyme. His poems are also not light hearted and funny but are about more serious matters. In his poem “Toast to Dayton” every other line rhymes. For example in “Toast to Dayton” passion rhymes with fashion which is two lines below it, and know rhymes with flow, and flow is two lines below know. In “The Debt” each line rhymes with the next line making every two lines a couplet.
The author composed the poem in such a way that it is dulcet to read. The message within the poem is evident because of the Metaphors of nature and the destruction of mankind. Andrew
My considered response is on the poem, “Did I Miss Anything?” by Tom Wayman. This poem is about a teacher that is answering the question, “did I miss anything”. The teacher does answer the question; however they do it in a roundabout, overly sarcastic and exaggerated manner. The teacher shifts from saying they did nothing while the student was absent to saying that they did everything in the next stanza. In my considered response I will explain the poetic devices I found in the poem.
is written in iambic pentameter with heroic rhyming couplets. However, there are several instances in which Wheatley deviates from her original rhyme scheme. Naturally, this makes those particular sentences stand out when reading. For instance, Wheatley writes: “And may the charms of each seraphic theme Conduct thy footsteps to immortal fame!” (lines 11-12) and calls Moorhead’s paintings “deathless glories (line 8).
