Types of Rhyme

Posted by Ms. Bailey , Monday, May 31, 2010 9:22 AM

As a budding poet, you may ponder the question, to rhyme or not to rhyme. If you choose to rhyme in your poem, you don't have to stick with straight end-line rhymes. There are other options.  Sometimes a poem's subject is too serious for the sing-song effect of a regular end-rhyme. 

Simon Kewin advises us on the variety of rhymes available to the poet:

End Rhymes

Rhyming of the final words of lines in a poem. The following, for example, is from Seamus Heaney’s “Digging” : 

      Under my window, a clean rasping sound
      When the spade sinks into gravelly ground 
 

Internal Rhymes

Rhyming of two words within the same line of poetry. The following, for example, is from Edgar Allan Poe’s “The Raven” : 

      Once upon a midnight dreary, while I pondered, weak and weary,
      Over many a quaint and curious volume of forgotten lore, 
  

Slant Rhymes (sometimes called imperfect, partial, near, oblique, off, etc.)

Rhyme in which two words share just a vowel sound (assonance – e.g. “heart” and “star”) or in which they share just a consonant sound (consonance – e.g. “milk” and “walk”). Slant rhyme is a technique perhaps more in tune with the uncertainties of the modern age than strong rhyme. The following example is also from Seamus Heaney’s “Digging” : 

      Between my finger and my thumb
      The squat pen rests; snug as a gun 
 

Rich Rhymes

Rhyme using two different words that happen to sound the same (i.e. homonyms) – for example “raise” and “raze”. The following example – a triple rich rhyme – is from Thomas Hood’s “A First Attempt in Rhyme” : 

      Partake the fire divine that burns,
      In Milton, Pope, and Scottish Burns,
      Who sang his native braes and burns. 
  

Eye Rhymes

Rhyme on words that look the same but which are actually pronounced differently – for example “bough” and “rough”. The opening four lines of Shakespeare’s Sonnet 18, for example, go : 

      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: 

Here, “temperate” and “date” look as though they rhyme, but few readers would pronounce “temperate” so that they did. Beware that pronunciations can drift over time and that rhymes can end up as eye rhymes when they were originally full (and vice versa). 
 

Identical Rhymes

Simply using the same word twice. An example is in (some versions of) Emily Dickinson’s “Because I Could not Stop for Death” : 

      We paused before a House that seemed
      A Swelling of the Ground—
      The Roof was scarcely visible—
      The Cornice—in the Ground— 
 

It’s clear there is often a certain amount of overlap between rhyme and other poetical devices such as assonance – subjects to be covered in future poetry writing tips.


Incorporating quotations into your journal

Posted by Ms. Bailey , Wednesday, May 19, 2010 8:44 PM

journaling tip tuesday: quotes - amanobooks.com blog

Image Journaling

Posted by Ms. Bailey 8:12 PM

Journal-writing can be supplemented with photographs, drawings, or collages. Illustrating your journal entries is not only fun, it can heighten your descriptive and analytical skills and suggest narrative angles you might not otherwise have considered.

Try this: Create a collage journal entry consisting of text, drawings, or cutouts from magazines or newspapers.  Give it a thematic focus - examples: "The Horrors of War," " Architectural Marvels," "Memories of My Trip to Italy," etc.

This one might take me a little time.


Here are some examples of visual journal instructions:


Keeping an Art Journal


Visual Journal Example


Visual Journaling (with an interesting prompt)

Creating Parallel Structure

Posted by Ms. Bailey 2:57 PM

Definition:

Parallel structure means using the same pattern of words to show that two or more ideas have the same level of importance. This can happen at the word, phrase, or clause level. The usual way to join parallel structures is with the use of coordinating conjunctions such as "and" or "or."

 

Words and Phrases

With the -ing form (gerund) of words:
Parallel: Mary likes hiking, swimming, and bicycling.

With infinitive phrases:
Parallel: Mary likes to hike, to swim, and to ride a bicycle.

OR

Mary likes to hike, swim, and ride a bicycle.

(Note: You can use "to" before all the verbs in a sentence or only before the first one.)
Do not mix forms.

Example 1
Not Parallel:

Mary likes hiking, swimming, and to ride a bicycle.

Parallel:

Mary likes hiking, swimming, and riding a bicycle.

Example 2
Not Parallel:

The production manager was asked to write his report quickly, accurately, and in a detailed manner.

Parallel:

The production manager was asked to write his report quickly, accurately, and thoroughly.

Example 3
Not Parallel:

The teacher said that he was a poor student because he waited until the last minute to study for the exam, completed his lab problems in a careless manner, and his motivation was low.

Parallel:

The teacher said that he was a poor student because he waited until the last minute to study for the exam, completed his lab problems in a careless manner, and lacked motivation.

Clauses

A parallel structure that begins with clauses must keep on with clauses. Changing to another pattern or changing the voice of the verb (from active to passive or vice versa) will break the parallelism.

Example 1
Not Parallel:

The coach told the players that they should get a lot of sleep, that they should not eat too much, and to do some warm-up exercises before the game.

Parallel:

The coach told the players that they should get a lot of sleep, that they should not eat too much, and that they should do some warm-up exercises before the game.

— or —

Parallel:

The coach told the players that they should get a lot of sleep, not eat too much, and do some warm-up exercises before the game.

Example 2
Not Parallel:

The salesman expected that he would present his product at the meeting, that there would be time for him to show his slide presentation, and that questions would be asked by prospective buyers. (passive)

Parallel:

The salesman expected that he would present his product at the meeting, that there would be time for him to show his slide presentation, and that prospective buyers would ask him questions.

Lists After a Colon

Be sure to keep all the elements in a list in the same form.

Example 1
Not Parallel:

The dictionary can be used for these purposes: to find word meanings, pronunciations, correct spellings, and looking up irregular verbs.

Parallel:

The dictionary can be used for these purposes: to find word meanings, pronunciations, correct spellings, and irregular verbs.

Proofreading Strategies to Try:

Skim your paper, pausing at the words "and" and "or." Check on each side of these words to see whether the items joined are parallel. If not, make them parallel.

If you have several items in a list, put them in a column to see if they are parallel.

Listen to the sound of the items in a list or the items being compared. Do you hear the same kinds of sounds? For example, is there a series of "-ing" words beginning each item? Or do your hear a rhythm being repeated? If something is breaking that rhythm or repetition of sound, check to see if it needs to be made parallel.

tumblr account

Posted by Ms. Bailey , Monday, May 17, 2010 9:15 PM

For responses to freewrites, quotations, and other random ramblings, go here.

The important thing about writing...

Posted by Ms. Bailey 6:06 PM

Last week I was sent away from school to attend a professional development seminar (essentially "school for teachers"). One positive thing I walked away with was a short reflection that shares the title of this blog post. I've reposted my free-write reflection below.

The important thing about writing is the journey.

It's not a destination or a product the writer creates and casts aside.  It's about a journey of self-discovery, of figuring out what you think and why.  It's about learning the best way to express those discoveries to others.  It's about sharing with others and taking them on a journey of discovery of their own.  It's about launching others into their own voyage with an uncertain outcome. It's about creating the book you always wanted to read but could not find. It's about blind faith, leaping into pitch-black darkness and believing the net will appear to catch you before you plunge into the abyss.

The important thing about writing is the journey.

Writing an Intellectual Autobiography

Posted by Ms. Bailey , Thursday, May 6, 2010 9:42 AM

Objectives: This assignment allows students to reflect on what they are studying in high school and independently and why, what they hope to achieve in their high school and undergraduate academic careers, and what their intellectual influences are.  Writing this assignment will help students understand and begin to develop a paradigm or perspective for their own learning.

Goals: By the end of this assignment, students should be able to (1) articulate a their own intellectual agenda; (2) identify the intellectual tradition with which they identify; (3) begin situating their own intellectual agenda with their chosen program of study.

Directions: Write a paper in which you describe what influenced your decision to come to study your chosen subject, why you are here, who your intellectual precursors were, etc. As you reflect on what to write, be sure that you consider your favorite authors, scholars, teachers, or classes. Also consider what things you want to study, why you want to study them, what you hope to learn about your area of interest. Lastly, consider what contribution you want to make with your own research to our knowledge and understanding of communication. NOTE: This is not an autobiography; it is an intellectual autobiography. I am not interested in formative experiences of your life as much as I am interested in the formative influences for attending school and focusing on your area of interest.

Grading Criteria:
1. Thoughtfulness and insightfulness of writing.
2. Coherence of essay–ability to organize ideas and create an argument.
3. Writing mechanics.