http://uk.youtube.com/watch?v=0uuCNAwXGaQ

1. http://uk.youtube.com/watch?v=0uuCNAwXGaQ Words Words Words Words

2. Tanya Tagaq

3. Tanya Tagaq http://www.tanyatagaq.com/

4. Rhyme on My Mind Pt. 1 When I was younger I used to wonder how I would handle The life I was given—living like I'm on a trampoline Feelin' the seconds jump from days to months To years, some of my peers now be lying in dust Ashes to ash—used to skip class but now I teach it Reaching my goals Tho I was told I couldn't reach it Music is pursuit for fools and maybe dreamers getting caught in the floss Getting lost and always scheming for that next deal Impossible to put the pen to the side —picking formats of logic— I never meant to be ostracized but to realize my vision Come in the night like a lady in white bringing the insight So I write because I have to Release the locks that got my brain all blocked and backed up I'm acting up when I'm repressing Tryna progress and clear my ears so I can finally hear the lesson. Wendy Braithwaite, "Rhyme on My Mind Pt. 1," in Motion in Poetry (Toronto: Women's Press, 2002).

5. What was it like reading the poem silently? Did you find yourself following any rhythm in your head as you read it? • 2. How was reading the poem out loud different from reading it silently? • 3. Besides rhythm, does the poem incorporate other elements that could be called oral? If so, identify them. Wendy Braithwaite, "Rhyme on My Mind Pt. 1," in Motion in Poetry (Toronto: Women's Press, 2002).

6. Sound Devices Sound devices, also known as "musical devices" make poetry a special art form. Frost called his poems "talk-song" as a means of conveying his slant on the musical qualities of poetry. • Oral Traditions an important part of all cultures • Rhythm and rhyme as sign-posts for storytellers • Structured “craft” of poetry • Free-verse rebellion • Music = rhythm and rhyme

7. Sound Devices It is not difficult to find alliteration, assonance and consonance in almost any poem or song. The use of these devices is part of the craftsmanship of poetry - this is what makes language sound beautiful. Frost was a master of sound. He said, "The sound is the gold in the ore."

8. Sound Devices "Conversations on the Craft of Poetry" (1959) "One of the things that I notice with myself is that I can't make certain word sounds go together, sometimes they won't 'say.' This has got something to do with the way one vowel runs into another, the way one syllable runs into another. And then I never know -- I don't like to reason about that too much. I don't understand it, but I've changed lines because there was something about them that my ear refused. And I suppose it has something to do with vowels and consonants.... I don't want any science of it."

9. Definition of Onomatopoeia One of the most obvious poetic techniques—one with which you may already be familiar—is onomatopoeia. Onomatopoeia is the tendency in language to produce words that mimic the sounds that they represent—like crack or burble. In onomatopoeia, sound actually becomes meaning.

10. Definition of Alliteration The repetition of the initial sounds (usually consonants) in neighboring words or at short intervals within a line or passage, usually at word beginnings. Again, alliteration depends on sound, not spelling, thus chime and cease are NOT alliterative. Used effectively, alliteration should create a connection or contrast between ideas. Examples: • Nothing Gold Can Stay: Green is gold (g's) ; Her hardest hue to hold (h's) ; dawn goes down to day (d's) • Stopping by Woods: the only other sound's the sweep (o's and s's) • Storm Fear: When the wind whispers (w's) (alliteration and assonance) , the cold creeps (c's)

11. Definition of Alliteration English poetry used alliteration even before it used rhyme. You can see this in the opening lines of the medieval play Piers Plowman, written in verse. A translation from middle English is provided. In a somer seson, whan soft was the sonne, I shope me in shrouds, as I a shepe were —William Langland In a summer season, when soft was the sun, I wrapped myself in shrouds, as if I were a sheep

12. Definition of Consonance The repetition of the same consonant sounds, but with different vowel sounds, within or at the end of a line, such as "bad and sod", (d's) or "when furnaces burn", (n's). Tip: Consonance begins with a consonant and it governs consonants. Examples: • Looking for a Sunset Bird in Winter: died of cold (d's), thought....alight, sweet and swift (t's) and more • The Vantage Point: slope where the cattle keep, (p's)

13. Definition of Assonance The relatively close juxtaposition of the same or similar vowel sounds, but with different end consonants in a line or passage, thus a vowel rhyme, as in the words, "same day." Assonance does not occur simply by having the same vowel spelling, eg. lost and most. Say the words out loud. Tip: Assonance begins with a vowel and it governs vowels. Examples: • Stopping by Woods: ... the sweep / Of easy wind ... Rose • The Black Cottage: should sugar in the natal dew.

14. Definition of Euphony Euphony is derives from Greek meaning "good sound." The quality of having pleasant, easily pronounced, or smooth-flowing sounds, free from harshness; the pleasing effect of such sounds; the opposite of cacophony. It is an elusive subject: readers often sense it without being able to explain it Often created with a large proportion of vowel and soft consonants. "Heaven opened wide Her ever-during gates, harmonious sound, On golden hinges turning."

15. Definition of Euphony The moan of doves in immemorial elms And murmurings of innumerable bees • Alfred, Lord Tennyson

16. Definition of Cacophony The word cacophony originates from the Greek word meaning "bad sound". The use of harsh-sounding words; the opposite of euphony. Though poets ordinarily avoid cacophony, on occasion they may use it deliberately to reinforce meaning. A line in Samuel Taylor Coleridge’s “Rime of the Ancient Mariner” illustrates cacophony: With throats unslaked, with black lips baked, Agape they heard me call.

17. Repetition, Repetition, Repetition Repetition is about returning: to a theme, a word, or an important phrase. Repetition intensifies the subject matter of a poem. Repetition emphasizes and points to the important elements in a poem.

18. Time to Rhyme Rhyme, you would think, is self-explanatory: you look at two words and they sound the same—no big deal. But even with rhyme there are a few different things going on that aren't always immediately apparent. The rhyme that people tend to recognize—the cat/hat variety—is known as perfectrhyme, and readers usually expect to see it at the end of a line. End rhyme is perhaps the most common variety of rhyme, but it's not the only one and neither is perfect rhyme. There are many different kinds of rhyme.

19. Time to Rhyme When poems have a regular pattern of end rhyme, a rhyme scheme can be worked out. Mary had a little lamb. a Her fleece was white as snow. b And everywhere that Mary went, c The lamb was sure to go. b

22. snow having only 1 syllable is accented making it masculine be-low is accented on the last syllable making it masculine sea-son is accented on the second to last syllable making it feminine Ah, when to the heart of man Was it ever less than a treason To go with the drift of things, To yield with a grace to reason, And bow and accept the end Of a love or a season?

23. Stand still, and I will read to thee • A lecture, love, in Love's philosophy. •   These three hours that we have spent •   Walking here, two shadows went • Along with us, which we ourselves produced. • But now the sun is just above our head, •   We do those shadows tread, •   And to brave clearness all things are reduced. • “Lecture upon the Shadow” by John Donne • Ah, when to the heart of man • Was it ever less than a treason • To go with the drift of things, • To yield with a grace to reason, • And bow and accept the end • Of a love or a season? • “Reluctance” by Robert Frost

24. “Birches” by Robert Frost • As a class, we will analyze the poem “Birches” for use of figurative language, sound devices, and imagery. • On your own, you will be asked to create a purpose statement for this poem [ask yourself “what is the author trying to show or tell me?”] • Finally, as a class we will discuss how we would plan to write a critical analysis essay for this poem A critical analysis essay is a formal paper in which you ask yourself “What is the relationship between purpose and form in this poem” or “What form contributes to the effectiveness of this poem.”

25. “Birches” by Robert Frost This essay would have: • A formal introduction paragraph, each with an introduction to the context, the name and title of the poem, a clear thesis, and an indication of what form will be used to support your thesis • An appropriate number of body paragraphs, each with a topic sentence, appropriate textual evidence, and a clear connection to your thesis • A concluding paragraph that restates your thesis and reflects on the effectiveness of the form in supporting that purpose/thesis.

26. Writing Assignment - to be placed in your writing folder for assessment Read both Maya Angelou’s “Still I Rise” and Wilfred Owen’s "Dulce et Decorum Est.“ Choose one of these amazing poems to work with. Using the Comprehension Strategies sheet and your notes of poetic terms, complete a preliminary analysis of the poem you have chosen. As you analyze this poem, make marginal annotations directly on the page. You will be evaluated on your marginal annotations, specifically the effort and understanding they demonstrate. You will have the rest of this class to work on this and half an hour of class time on Tuesday. You will need to take some time tonight to work on this in order to be successful.