1.) Hopkin’s short lyric shares some elements with the sonnet, but it is a nonce form, invented for this poem only. Hopkin’s idiosyncratic meter, which he dubbed “sprung rhythm” uses accent marks over certain syllables. What is the dominant meter and line length? What is the rhyme scheme? Describe the poem’s structure. (Hint: The anomaly in the rhyme scheme is the key.)- This poem is 15 lines long. Each line is either 7 or 8 sylables long and 4 of the syllables are accented. This rhyme scheme is loose iambic tetrameter. Every pair of lines (1&2, 3&4 ect…) is a rhyming couplet except for lines 7-9 which all end in the “I” sound. This poem is structured pretty much like an Italian sonnet because it only has one more line than 14 (Italian sonnets are 14 lines long) There are two parts to the poem. The first eight lines describe the problem  and the 9^th line is the turning point because it has the turning point phrase “And yet” Then the last 6 lines describe how the problem is resolved. (The problem is that Margaret is sad because summer is ending, and it is resolved when the narrator points out that she will have bigger worries later like her own death) 2.) What is the effect of the frequent use of alliteration in the poem? Combined with assonance and consonance, what mood does the device create? – Alliteration, assonance and consonance are used throughout the poem to create the mood. Alliteration in line 9 creates a depressing mood in the reader. Line 9 reads, “you will weep and know why.” (the repetition of the “w” sound draws attention to this line) The assonance in line 7 draws attention to the line because it illustrates the passing of time and the depressing thought of aging . Line 7 reads, ‘By and by, nor spare a sigh” (the repetition of the “I”sound. The consonance in line 13 emphasizes the gloomy mood of the poem. Line 13 reads, “What heart heard of, ghost guessed” (most words either end with the “t” sound or the “d” sound.) (the use of the word heart and ghost give us a sad image in our head)  3.) Comment on the effect created by such unusual diction as Goldengrove and unleaving (line2) fresh (line 4) wanwood and leafmeal (line springs (line 11) and blight (line14). How doe the connotations of these words create the poem’s mood?- The unusual diction in this poem helps create the mood of the poem with the connotations of the unusual choice of words used. Line 2 reads, “Over Goldengrove unleaving” The use of the word Goldengrove creates an appropriate setting for the poem, and the use of the word unleaving creates the image of these beautiful golden trees losing their golden leaves in fall and becoming ugly and barren. The significance of the word “fresh” in line 4 gives a good connotation to what we would have considered bad, The barren trees are now “fresh” not ugly and barren, it is like they are new. Line 8 reads, “Though worlds of wanwood leafmeal lie” The use of the word “wandwood” and leafmeal” give us a gloomy image of decay (which we associated with death) Line 11 reads, “Sorrow’s springs are the same” The use of the word “springs” in this line gives us the idea that the sorrow came from deep within, (like how spring come from deep within the earth) Line 14 reads, “It is the blight man was born for” The use of blight in this line associates the life of man with disease and death (because blight is associated with the disease and death in plants.  4.)Analyze the poet’s use of figurative language. How does it suggest the them of the poem? - The narrator’s use of figurative language emphasizes his theme. The title may even be taken figuratively. The spring can stand for the young life, and the fall can stand for the end of the life. The purpose of this poem is to point out that as children grow up the will because less sensitive about insignificant losses as the become more aware of what they are about to lose (their life, because they are getting older and closer to death)  He states< “Margaret you are grieving Over Goldengrove unleaving… Ah! As the heart grows older It will come to such sights colder… you will weep and know why… It is Margaret you morn for”    1.)Frost’s poem, like Hopkin’s, borrows form the sonnet form. What is its meter, rhyme scheme, and structure?- This poem is 14 lines long. It is written in iambic pentameter. The rhyme scheme is aabcbcdeefgfg ( this is a nonce rhyme scheme ) There are 3 parts to the poem. The first part is lines 1-3 when the narrator is telling us about the bird from his perspective. Then lines 4-10 describe what the bird “says” (3 “he says” phrases) The last part of the poem is lines 11-14 when the narrator tells how the bird is important.  2.)      Paraphrase the three messages of the oven bird, then analyze the meaning of the word fall as in encapsulates the theme of the poem.- The bird has 3 things that he says. He says that the leaves on the trees are old now and there are one-tenth as many flowers now as there were in the spring. He says the time when buds fall in spring and dim the sunlight is long past (when the pear and cherry blooms fall)and that the season we call fall is coming soon. He says, the dust people make covers everything natural and beautiful. In this poem the word “fall” represents three things, the fall of blooms in spring, the fall of leave in fall, and the fall of humans to preserve the beauty of nature. (our highways destroyed nature)  3.)      Paraphrase the last four lines of the poem. How does the oven bird symbolize the human condition?-The last four line of the poem show how the Oven bird symbolizes human condition. This bird would be like all the other birds, except he has experienced more than them, the question he implies is what do you make of something that is ruined? This represents humans because it raises the question of how are we to survive in a world that we ruined for ourselves.  

1.)      Describe a villanelle by explicating the stanza pattern and the rhyme scheme of this poem. How many different end rhymes are in the poem? How many times is each sound repeated? Which words are repeated exactly at the ends of lines, in what pattern? How does the last stanza use the rhyming words? Why is this appropriated at the end of the poem?-This poem consists of 5 tercets and 1 quatrain at the end. The rhyme scheme of the tercet is aba (Hello, fine, know) and the rhyme scheme of the quatrain is abaa (oh, sign, hello, know) There are only two different end rhyme sounds  (a and b) The a sound ( the “o” sound) is repeated 19 times in the entire poem and 13 times just at the end of a line. The b sound (the “ine) sound is repeated six times in the entire poem and only at the end of the line. The last stanza sums up the the message of the poem by repeating the rhyming words “know”, “Hello”, “Good-bye” and “sign” These words reiterate what the narrator has been trying to say all along, that all relationships are the same, they start with Hello, and we know that a sign will come and they will end with Good-Bye.  2.)      Isolating the b rhymes (middle line of each tercet) gives us the list: fine, wine, nine, line, pine, sign. What is the significance of each of these words to the whole poem?- These words serve to describe how the narrator views all relationships. They are all very typical, she shows this with the word “fine” because fine is a typical reply to “How are you?” She believes that they involve romance at first , and she shows this because having “wine” on a date is commonly held as romantic. The word “line” means that every relationship goes down the same path, and towards the end you begin to complain and feel depressed “pine” and that is the “sign” that the relationship needs to end.  3.)      Incremental repetition tend to augment meaning and accumulate significance. What variations in meaning are present in the following groups of repetitions, and what is their effect?  Line1: same, HelloLine6: same, HelloLine12: same, HelloLine18: end, HelloLine3: Good-bye at the endLine9: Good-bye in the endLine15: Good bye is the endLine19: Good-bye is the onlyLine3: every story we knowLine9: this is a story we knowLine15: every story we knowLine 19: We, know we know. - same Hello (1) means the first time they say hello
sane Hello (6) means the second time they say hello (when they officially start dating)same Hello (12) then the way they greet each other becomes the same because their relationship is oldend Hello (18) then the relationship ends the same way it started (they talk and say hello at the beginning of their little talk)  Good bye at the end (3) means the first good bye is typicalGood bye In the end (9) means that in the end of the relationship they will still say the same good bye Good bye is the end (15) means saying good bye for the last time is the end of their relationshipGood bye is the only (19)means saying good bye is the only way for them to end this (it can’t go on) every story we know (3) means all our relationships are the same old storythis is a story we know (9) means how the relationship just bloomed and died is familiar to us (we’ve experienced it) every story we know (15) means we know how all relationships endWe know we know 19) means the only thing we know about relationships is that they will eventually end

1.)As the title tells us, this poem is written in a form called sestina, first used by a French troubadour in the twelfth century. In descending the prosody of Alvarez’s poem, you will be describing a sestina. Hint: Instead of looking for a rhyme scheme, look for a pattern in the repetition of the last word of each line. The last three lines of the poem are called the envoy. -This poem is a sestina as the title “Bilingual Sestina” indicates because sestinas are made up of six stanzas, each with six lines in them, and has a specific rhyme scheme. Each stanza repeats the same ending words over again in a different order. The first stanza goes abcdef, the second goes faebcd, the third stanza goes cfdabe, the fourth stanza goes ecbfad, the fifth stanza goes deacfb, the last stanza goes bdfeca, and then there is an envoy with the last three line of the play. In the last three lines of the envoy all six words are used. The three lines end in “English” Spanish” and “ingles” and “word” “say” and “close” are said inside the lines.  2.)In the first stanza, what is the effect of personification and allusion? What is the Spanish counterpart to each? Sum up the meaning of the stanza. – In the first stanza the narrator personifies the English language as a “snowy, blonde, blue-eyed, gum-chewing” girl (2). (she is stereotyping our language by describing it as a stereotypical American girl.) In line 3 she alludes to the Star Spangled Banner when she says, “dawn’s early light” These devices emphasize the Spanish counterparts in the stanza. (the “dark skinned girls” (4) and their words that evoke “cama, aspento, sunos”) In this stanza the narrator is basically revealing how she is closer attached to her native tongue and that she appreciates her Spanish culture more that her American cultural backround. 3.)What mood or feelings are evoked in stanza two? How does language create this mood?- There is a peaceful and nostalgic feeling evoked in the reader from the diction of the narrator. The way she refers to her old friends, “Gladys, Rosario, Altagracia” (7) create the nostalgic feeling and the way she describes her language, “the sounds of Spanish wash over me like warm island waters”(7-8) create the peaceful mood within the reader. (warm is a peaceful comforting word)  4.)What do we learn in stanzas two and three about the difference between names and vocabulary words? How does the example of the plant called the morivivir help illustrate this gap? What does the metaphor of the genii in the bottle tell us about the nature of the language?- Stanzas two and three tell us the difference between names and vocabulary words. According to the narrator vocabulary words are “closed” (12) which means they do not give the full meaning or true representation of the greatness of what they are describing like the “morivivir” plant (13) Even names don’t always provide a good representation of the greatness which they are supposed to describe. ( when she states, “we realized how frail a word is when faced with the thing it names” (15-16)). The narrator proves this theory to us with the “morivivir” example because the name doesn’t inspire any where near the amount of awe the kids have when it shuts after they touch it. The metaphor in the last lines of the third stanza tells us that the language does not accurately represent the greatness that it is used to represent, (like the bottle is the name for the genii, and looking at the bottle you wouldn’t be able to tell what is inside of it) 5.) In stanzas four and five, why does the speaker invoke Gladys and Rosario from her childhood? How is her childhood sensitivity to words inextricably bound to Spanish, her first language? What is significant about the allusion to Adam, the first man?- In the fourth and fifth stanzas the narrator remembers Gladys and Rosario from her child hood because those are people she associates with her native language and the beauty it had to her. Through both of these people she remembers, “numbering the stars, the blades of grass, warming the sun”(26-27). She associates these happy memories of her childhood with her native language “no Enlgish” (30) 

Death Be Not Proud-          1.)      In what ways does this poem conform to a common sonnet form? What variations are notable, and what is their effect?-          This poem conforms to a common Shakespearean sonnet form.  In the Shakespearean sonnet there are three quatrains ( a poem, unit or stanza of four lines of verse, usually with a rhyme scheme of abab or its variant, xbyb.) and a couplet (two successive lines of poetry, usually of equal length and rhythmic correspondence, with end-words that rhyme.) The rhyme scheme of this sonnet is not abab, it is abba, abba, cddc, and then the couplet. This is an Italian scheme because it has 4 rhymes ( the “e” sound and the “o” sound, and then the “en” sound and the “ell” sound) instead of the seven it should have seen as how it is a Shakespearean sonnet. The order in which the lines rhyme is unusual and that suited the subject matter of this poem when it was first published because according to the paragraph before the sonnet his contemporaries preferred “the sweetness of perfectly flowing meter and lovely imagery” and this poem is about death and doesn’t have that “lovely” imagery -          2.)      Describe Donne’s use of apostrophe and personification. How do these devices enhance our experience of the poem?-          Personification and apostrophe are used to emphasize the narrator’s views about death in this poem. Throughout the poem death is personified in such a way that makes the reader feel like death is weak and nothing to be afraid of. Death is referred to as “poor” (4), “slave” (9). The apostrophes belittle death in a way. Compared to the “poison, war and sickness” (10) he is associated with he is described as a “poppy or charms” (11) that make us sleep (sleeping is comfortable to us, and saying that death just makes us fall asleep implies that death is not that uncomfortable)  -          3.)      Paraphrase each of the sonnet’s three quatrains, preserving the clauses but simplifying the syntax. Do the same for the paradoxical couplet, Retain the apostrophe and personification. -          Death you shouldn’t boast because even thought some people are scared of you, you are nothing to be scared of. You don’t actually kill anyone, and you can’t kill me because all you do is make us sleep and we like that anyways. The sooner our bodies can rest the better. You are controlled by fate and suicide. You are associated with war, poison and sickness. You are not any more powerful than the drugs we use to put ourselves to sleep. Why should we worry about dying when it isn’t even that bad? We are just going to go to sleep for a bit and then wake up in heaven. You can’t get us anymore once we’ve gone to heaven. To Death-          1.)      Describe the form and structure of the poem.-          This poem is made up of 8 heroic couplets, their rhyme goes aa bb cc dd ee ff gg aa. -          2.)      Which details personify death? What is their effect? With what attitude does the speaker apostrophize death? What does she request of him?-          Death is personified as a “King of terrors” with “unbounded” powers (1). In the last couple lines of the poem death is personified as a killer with “cold arms” that hold his victims or “prey” (16). The way that death is personified as a powerful and mighty predator scares us. The speaker apostrophizes death with a pleading attitude. She praises it, when she says, “O King of terrors, whose unbounded sway all that have life must certainly obey” She is praising him and then she requests that Death “spare” her of the “scorching fever” (9) the “contagious darts” (11) and other painful ways of dying.  -          3.)      Paraphrase each of the three sections of the poem: lines 1-6, 7-12 and 13-16. Use one sentence for each couplet. This time change all figurative language to literal rather than retaining the apostrophe and personification.-          Death is so scary because everything is controlled by it. Kings, priests, prophets and even god had to die. I will certainly die too. I’m not scared to die, I’m scared of how I’ll die. Your doings can kill me and my family and friends with mourning. Spare my and my family from this pain, I know I’m going to die and you are going to kill me because that is how it goes. Please just let me die peacefully.