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Poetry - spoken word, literature code, less is more
2008.03.15 19:41 Poetry - spoken word, literature code, less is more
A place for sharing published poetry. For sharing orignal content, please visit OCPoetry
2014.05.15 16:48 sunspot_ink Prompts for poems
Much like /writingprompts, but for poem responses only. Rhyming not required, nor is there a min/max length.
2018.11.04 23:32 vege12 Limericks created one line at a time
Start a new limerick with a single line. Other users can add the subsequent lines, following the rules. It should be one line per rhyming comment, and five lines in total.
2024.05.13 21:21 Hothr [TOMT][Poem][Essay] Long essay-like response to a woodchuck chucking wood
A poem I found on the internet maybe in sometime in 2000-2010, its a continuation/analys of the age old question "How much wood could a woodchuck chuck".
I'm aware of the Monkey Island continuation... "A woodchuck could chuck no amount of wood since a woodchuck can't chuck wood... But if a woodchuck could chuck and would chuck..." and so on. But that's only 5 lines.
And what I'm looking for isn't that, this went on for a solid page. I believe it went into more abstract things like economics... It read like an essay, but was so full of rhymes and wordplay that it could also be considered a poem. It was quite funny.
I though it would be easy to find... but no.
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2024.05.13 19:58 SexxxMelaneexxx Ghazal
Unveiling the Allure of the Ghazal Form**
Summary: A ghazal is a poetic form with Middle Eastern origins, typically composed of rhyming couplets and a repeating refrain. Each line of the poem shares a common meter, and the last word of the second line in each couplet rhymes throughout the poem.
Examples: - "The Beloved" by Rumi.
- "Ghazal" by Agha Shahid Ali.
- "The Ghazal of What Hurt" by Peter Cole.
Tips for Creative Writing: - Embrace Repetition: The consistent refrain creates a melodic quality.
- Convey Emotional Intensity: Ghazals often explore themes of love, loss, and longing.
- Play with Imagery: Use vivid imagery and metaphor to enhance the emotional impact.
Questions for Exploration: - How does the repetition of the refrain contribute to the overall tone of the ghazal?
- Can you think of other cultural traditions that incorporate similar poetic forms?
Additional Resources: - Read the works of contemporary poets like Fatimah Asghar and Safia Elhillo for modern ghazals.
- Explore classical ghazals by Mirza Ghalib for insights into the traditional form.
Creative Writing Prompt: Step 1: Choose a theme or emotion to explore in your ghazal.
Step 2: Craft the first rhyming couplet with a meaningful refrain.
Step 3: Continue developing the theme in subsequent couplets, maintaining the rhyme scheme.
Example: In the night's embrace, a silent moonlight gleams (A) Lost in the echoes, the heart silently dreams (A) Whispers of love in the gentle night's streams (A) A ghazal's refrain, where longing redeems (A)
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2024.05.13 14:44 adulting4kids Poetry Class Week Seven
Week 7: Limericks and Acrostic Poetry - Lecture and Discussion Objective: - Explore the whimsical nature of limericks and the creative use of acrostic poetry. - Understand the structure and humor in limericks. - Discuss the artistic possibilities of using acrostic forms.
Day 1: Introduction to Limericks -
Lecture: - Definition and characteristics of limericks. - Explanation of the AABBA rhyme scheme and humorous themes.
- Discussion Questions:
- What appeals to you about the whimsical nature of limericks?
- How does the AABBA rhyme scheme contribute to the humor in limericks?
- Can you think of any famous limericks or poets known for this style?
Day 2: Analyzing Limericks - Part 1 -
Lecture: - In-depth analysis of classic limericks. - Exploration of the distinctive rhythm and structure.
- Discussion Questions:
- How does the AABBA rhyme scheme and rhythm contribute to the comedic timing in limericks?
- What humorous themes or scenarios are commonly found in limericks?
- Share your thoughts on the importance of concise storytelling in limericks.
Day 3: Analyzing Limericks - Part 2 -
Lecture: - Discussing modern variations and themes in limericks. - Exploring the versatility of the form.
- Discussion Questions:
- How have modern limericks evolved in terms of themes and structure?
- In what ways does the whimsical nature of limericks allow for creative expression?
- Share examples of humorous scenarios that might work well in a limerick.
Day 4: Crafting Limericks - Part 1 -
Lecture: - Step-by-step guide on crafting the first three lines of a limerick. - Emphasis on establishing humor and rhythm.
- Discussion Questions:
- What challenges do you anticipate in crafting the first three lines of a limerick?
- How can you establish humor and rhythm within the concise structure?
- Share examples of humorous scenarios you might explore in a limerick.
Day 5: Crafting Limericks - Part 2 -
Lecture: - Step-by-step guide on crafting the final two lines of a limerick. - Emphasis on creating resolution and punchline.
- Discussion Questions:
- Why are the final two lines crucial in providing resolution and a punchline in a limerick?
- How can a limerick deliver a humorous twist or surprise within its structure?
- Share and discuss individual limericks, highlighting successful elements.
Homework Assignment: - Craft a limerick focusing on a humorous scenario or theme.
Study Guide Questions: 1. Reflect on the challenges of crafting the first three lines of your limerick. How did you establish humor and rhythm? 2. How did you approach creating resolution and a punchline in the final two lines of your limerick? 3. What insights did you gain from the process of crafting a limerick?
Quiz: Assessment on the understanding of limericks, their AABBA rhyme scheme, and the use of humor within the concise form.
Day 6: Introduction to Acrostic Poetry -
Lecture: - Definition and characteristics of acrostic poetry. - Exploration of arranging words vertically to create hidden messages.
- Discussion Questions:
- What interests you about the creative use of acrostic forms?
- How might the arrangement of words vertically enhance the poetic experience in acrostic poetry?
- Can you think of any famous acrostic poems or poets known for this style?
Day 7: Analyzing Acrostic Poetry - Part 1 -
Lecture: - In-depth analysis of classic acrostic poems. - Exploration of the different approaches to selecting and arranging words.
- Discussion Questions:
- How does the vertical arrangement of words contribute to the overall impact of acrostic poetry?
- What unique perspectives or insights can arise from using acrostic forms in poetry?
- Share your thoughts on the relationship between the hidden message and the overall theme in acrostic poems.
Day 8: Analyzing Acrostic Poetry - Part 2 -
Lecture: - Discussing modern variations and themes in acrostic poetry. - Exploring the diverse ways poets engage with vertical arrangements.
- Discussion Questions:
- How have modern poets expanded the themes and approaches in acrostic poetry?
- In what ways does the incorporation of vertical arrangements broaden the possibilities in written expression?
- Share examples of themes or concepts suitable for acrostic poetry.
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2024.05.13 14:35 adulting4kids Poetry Class Week 15-16
Week 15-16: Triolets and Kyrielles
Day 1: Mastering Triolets - Activity: Analyze a classic triolet for its compact structure and repetition. - Lecture: Discuss the characteristics and rhyme scheme of triolets. - Discussion: Share thoughts on the impact of repeated lines in a compact form.
Day 2: Crafting Triolets with Precision - Activity: Break down the process of crafting a triolet. - Lecture: Explore the use of repetition and economy of language in triolets. - Discussion: Share and discuss individual triolets, focusing on the success of repetition.
Day 3: Embracing the Kyrielle - Activity: Analyze a famous kyrielle for its repeating lines and rhythmic qualities. - Lecture: Explain the structure and thematic possibilities of kyrielles. - Discussion: Discuss the challenges and beauty of crafting poems with repeated lines.
Day 4: Writing Exercise - Developing a Kyrielle - Activity: Craft a kyrielle exploring themes of resilience or change. - Assignment: Write a triolet on a chosen subject. - Vocabulary Words: Refrain, Rhyme Scheme, Narrative Possibilities.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for triolets and kyrielles. - Lecture: Discuss the impact of repeated lines in triolets and the thematic possibilities of kyrielles. - Discussion: Share insights gained from reviewing peers' work.
Study Guide Questions for Week 15-16: 1. Discuss the characteristics and rhyme scheme of triolets. How does repetition contribute to their impact? 2. Explore the use of repetition and economy of language in crafting triolets. 3. What defines a kyrielle, and how do its repeating lines contribute to its thematic possibilities? 4. Discuss the challenges and beauty of crafting poems with repeated lines in kyrielles. 5. Reflect on the process of crafting triolets and kyrielles. How did you approach the themes and rhythmic qualities?
Quiz: Assessment on triolets, kyrielles, and the impact of repeated lines in poetry.
Week 17-18: Ode to Joyful Ballads
Day 1: Writing Joyful Odes - Activity: Analyze classic odes for their celebratory nature. - Lecture: Discuss the characteristics and structure of odes. - Discussion: Share personal experiences or topics worthy of celebration.
Day 2: Crafting Odes with Precision - Activity: Break down the process of crafting an ode. - Lecture: Explore the use of vivid language and poetic devices in odes. - Discussion: Share and discuss individual odes, highlighting successful elements.
Day 3: Understanding Narrative Ballads - Activity: Analyze a famous ballad for its storytelling qualities. - Lecture: Explain the narrative structure and musicality of ballads. - Discussion: Discuss the challenges and beauty of crafting narrative ballads.
Day 4: Writing Exercise - Crafting a Ballad - Activity: Craft a ballad recounting a personal or fictional tale. - Assignment: Write an ode celebrating an everyday object or experience. - Vocabulary Words: Ode, Stanza, Narrative Structure.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for odes and ballads. - Lecture: Discuss the celebratory nature of odes and the storytelling qualities of ballads. - Discussion: Share insights gained from reviewing peers' work.
Study Guide Questions for Week 17-18: 1. Discuss the characteristics and structure of odes. How do odes differ from other poetic forms? 2. Explore the use of vivid language and poetic devices in crafting odes. 3. What defines a ballad, and how does its narrative structure contribute to its storytelling qualities? 4. Discuss the challenges and beauty of celebrating everyday objects or experiences in odes. 5. Reflect on the process of crafting odes and ballads. How did you approach celebratory themes and storytelling?
Quiz: Assessment on the understanding of odes, ballads, and the use of vivid language in poetry.
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2024.05.13 14:24 adulting4kids Poetry
- Clerihew:
- *Definition:* A whimsical, four-line biographical poem with irregular meter. - *Example:* Craft a clerihew about a famous historical figure or a friend with a humorous twist.
- Quatrain:
- *Definition:* A stanza or poem consisting of four lines, often rhymed. - *Example:* Write a quatrain reflecting on the beauty of simplicity in everyday life.
- Double Dactyl:
- *Definition:* A light, humorous poem with strict structure and two quatrains. - *Example:* Create a double dactyl capturing a comical moment or character.
- Terzanelle:
- *Definition:* A hybrid of the terza rima and villanelle, with 19 lines and a specific rhyme scheme. - *Example:* Craft a terzanelle exploring the cyclical nature of seasons and life.
- Haibun:
- *Definition:* A combination of prose and haiku, often describing a journey or experience. - *Example:* Write a haibun narrating a meaningful travel experience, complemented by haikus.
- Golden Shovel:
- *Definition:* A form where the last word of each line is taken from an existing poem. - *Example:* Create a golden shovel poem using a line from your favorite poem or song.
- Villancico:
- *Definition:* A Spanish poetic and musical form, often festive and celebratory. - *Example:* Craft a villancico capturing the joy of a special occasion or holiday.
- Tercet:
- *Definition:* A stanza or poem consisting of three lines. - *Example:* Write a tercet expressing the beauty of resilience in the face of adversity.
- Sevenling:
- *Definition:* A seven-line poem with a specific pattern and often narrative in nature. - *Example:* Compose a sevenling reflecting on a vivid childhood memory.
- Palindrome Poetry:
- *Definition:* A poem that reads the same backward as forward. - *Example:* Write a palindrome poem exploring the balance between chaos and order.
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2024.05.13 14:19 adulting4kids Poetry
- Sonnet:
- Definition: A 14-line poem, often expressing love or deep emotion, with various rhyme schemes.
- Example: Write a sonnet exploring the theme of unrequited love.
- Haiku:
- Definition: A traditional Japanese poem with three lines and a 5-7-5 syllable count.
- Example: Craft a haiku capturing the essence of a serene moment in nature.
- Villanelle:
- Definition: A 19-line poem with five tercets followed by a quatrain, using repeated lines.
- Example: Create a villanelle about the passage of time and its impact on memories.
- Limerick:
- Definition: A humorous, five-line poem with a distinctive rhythm (AABBA).
- Example: Compose a limerick about a quirky character or situation.
- Free Verse:
- Definition: Poetry with no set rhyme scheme or meter, allowing for free expression.
- Example: Write a free verse poem exploring the complexities of human relationships.
- Acrostic:
- Definition: A poem where the first letter of each line spells out a word or message.
- Example: Create an acrostic using your name, describing your personality or aspirations.
- Ghazal:
- Definition: A poetic form with rhyming couplets and a repeating refrain.
- Example: Craft a ghazal expressing the bittersweet nature of love and longing.
- Tanka:
- Definition: A Japanese poem with five lines and a 5-7-5-7-7 syllable count.
- Example: Write a tanka capturing the fleeting beauty of a sunset.
- *Cinquain:
- Definition: A five-line poem with a specific syllable count per line (2-4-6-8-2).
- Example: Create a cinquain describing the essence of a quiet winter evening.
- Pantoum:
- *Definition:* A poem with repeating lines and a specific pattern, often used for reflection. - *Example:* Craft a pantoum exploring the cyclical nature of life and change.
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2024.05.13 12:57 SexxxMelaneexxx Pantoum
A pantoum is a poetic form that originated in Malaysia and has been adapted into various languages. It consists of a series of quatrains (four-line stanzas) where the second and fourth lines of each stanza are repeated as the first and third lines in the following stanza. The pattern continues until the final stanza, where the second and fourth lines of the last quatrain are the same as the first and third lines of the first quatrain.
Key features of a pantoum include:
- Repetition: The repeated lines create a circular, looping effect, giving the pantoum a unique structure.
- Fixed Number of Lines: Pantoums typically have a fixed number of lines, often eight, twelve, or sixteen.
- Rhyme Scheme: There is no specific rhyme scheme for a pantoum; however, a consistent rhyme scheme within each quatrain is common.
- Narrative or Reflective Themes: Pantoums often explore narrative or reflective themes, and the repetition can be used to build on or alter the meaning of the lines.
Here's a simplified example of a pantoum:
A breeze whispers through the willow trees (1) Among the willow trees, the whispers grow (2) Leaves rustle softly in the evening breeze (3) The evening breeze, a secret it bestows (4) Among the willow trees, the whispers grow (2) Moonlight paints shadows on the river's flow (5) The evening breeze, a secret it bestows (4) As night unfolds its tales in soft tableau (6) Moonlight paints shadows on the river's flow (5) Stars illuminate the sky's vast show (7) As night unfolds its tales in soft tableau (6) A breeze whispers through the willow trees (1)
In this example, lines 1 and 3 are repeated in lines 2 and 4 of the first quatrain, and the pattern continues throughout the poem.
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Silent flakes descend from winter's embrace (A) Covering the world in a blanket of grace (B) Softly they dance, a tranquil ballet (A) In their frozen descent, a gentle trace (B)
Covering the world in a blanket of grace (B) Each flake unique, a delicate design (C) In their frozen descent, a gentle trace (B) A wintry art, intricate and divine (C)
Each flake unique, a delicate design (C) Adorning trees in a shimmering attire (D) A wintry art, intricate and divine (C) Nature's masterpiece, a scene to inspire (D)
Adorning trees in a shimmering attire (D) Crisp underfoot, a carpet so white (E) Nature's masterpiece, a scene to inspire (D) A world transformed in the soft moonlight (E)
Crisp underfoot, a carpet so white (E) Softly they dance, a tranquil ballet (A) A world transformed in the soft moonlight (E) Silent flakes descend from winter's embrace (A)
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2024.05.13 06:38 adulting4kids Sonnet
Poetic Form: Sonnet
Definition: A sonnet is a 14-line poem, typically written in iambic pentameter, with various rhyme schemes. It traditionally explores a single theme or idea.
Example: William Shakespeare's "Sonnet 18" ("Shall I compare thee to a summer's day?")
Freewrite Prompt: In the heart of the bustling city, amidst the chaos and noise, there stood a solitary figure, composing sonnets that echoed the rhythm of life around them.
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2024.05.13 05:59 SofisticatiousRattus Why did Americans forswear rhymes and meters?
I don't understand why American and to some extend - anglophone writers decided that rhymes and meters are awful and should be left for little children, but I genuinely think that American poems are much worse for that. The extra constraints of a rigid meter and rhyming ends test a writer's creativity and forces them to use different words and unusual metaphors.
It is particularly puzzling, given that there are some great english poems out there. "Raven" by Edgar Alan Poe is a little formulaic-sounding IMO, but at the same time it is a beautiful poem, and meter is a big part of its beauty. One cannot help but read it with a somber kind of rhythm to it. Here is an experiment - try to read this and see how you feel (changes are italicized):
Ah, distinctly I remember it was in the bleak October; And each separate dying coal wrought its ghost on the floor. Eagerly I wished the tomorrow;āvainly I had sought to borrow From my books surcease of sorrowāsorrow for the lost Lenoreā For the rare and radiant maiden whom the angels name Lenoreā Nameless here forever.
It sounds awful! What's even weirder is that sometimes I see a poem almost fill a meter, but then scoot away at the last moment. I am not even talking about deliberate broken meter, like "The Second Coming" by W.B. Yeats - I still don't like it but I understand it is meant to be broken - I am talking about where it feels like the author failed to write in a meter for no reason. I don't have a lot of examples ready to go, but here is one:
For all sad words of tongue and pen,
The saddest are these, 'It might have been'
It would have been so easy to just delete "these" and it would have - IMO - sounded so much better. Every now and then I listen to a song and get this same kind of "blunder" - and it ruins it for me every time. Please discuss!
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2024.05.13 02:05 MablungTheHunter In My Dreams (Requesting feedback!)
In my dreams Iām watched by Demons. In my dreams they mock me so. In my dreams Iām struck by Demons. In my dreams they laugh aloud.
In my dreams I saw The Angel. In my dreams He looked at me. In my dreams I heard The Angel. In my dreams He said no words.
In my dreams He found the Demons. In my dreams they fled from Him. In my dreams He struck the Demons. In my dreams they laugh no more.
In my life He took my judgment. In my life I wandered far. In my life He gave me solace. In my life I looked for pain.
In my life Iām chased by Satan. In my life God hid my soul. In my life Iām serving Satan. In my life God shows me grace.
In my life I try to serve Him. In my life they make me weak. In my life I want to please Him. In my life they pull me back.
In my death I glorify The Maker In my death He delivers me. In my death I escape every Demon. In my death they cannot win.
In Heaven I will praise Him. In Heaven He rewards me. In Heaven I should beg Him. In Heaven He forgives me.
FEEDBACK: Hello! So I'm brand new to writing poems, but I've grown up reading Tolkien, my Bible, Narnia, things like that. I'm used to archaic language and terms, and have read a lot of poetry and song lyrics that started off as poems. I dont know any of the rules past "make it rhyme" and "make a pattern with the syllables." Any feedback on the structure would be great (not so much the content, I know most of you wont care for that part of this)!
I started each line the same, and kept the first and third line ending with the same character (except stanzas 4 and 7, which contrast eachother). Lines two and four dont rhyme, but I kept the syllables the same. Is this "wrong" or does it only matter that I was largely consistent? I know there are formulas and meters and stuff, but I cant really wrap my head around them yet. Did I unknowingly copy or closely resemble one? Anything I should improve? Is it too repetitive? Thanks guys!!
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2024.05.12 22:49 DynaStaats The Knife Lady
| Wait, everything has to rhyme? Ummmā¦ a bit of exposition before we start, My wife passed way last year, something to do with her heart. We donāt know why she died and we never will, But Iām here, myself, I have to go on still. If you donāt know, the fan art Iāve credited is from an Amazon prime show, Called āHazbin Hotelā, Iām quite a fan, and thereās a character I want you to know. Sheās an overlord of hell whose looks you can describe, As a āknife themed ballerinaā, and I was inspired by her design. This poem is not about her, she just inspired the personification within, Iād like to know your thoughts please, now, let us begin. submitted by DynaStaats to PoemHub [link] [comments] |
2024.05.12 20:42 QueenofTheAirPikey Aphorism 212
Been down so long that itās like Fuck the up now
Feeling as auxiliary as the random words between rhymes in a poem about crying
This time the thing you think youāve lost isnāt just in your hand
Soak the moment in
You feel as confused and mistaken as one that checks for mail on Sunday
Off for five days straight so you could really use a day off
You axed around for trees but insteadā¦
Oh dear dear dear moneys tight because My power of attorney I had to sell for a 5th itās price for a 5th of McCormicks vodka last night
And even our milk man is out of man-milk
And the Dow has ceased to ch-ching
So back with I to the cabbage patch by way stork of course
It was all just a novel idea fancied but I simply could not afford it and I asked to be a girl anyway
So out with the bathwater to the yard again shame of the neighborhood
Oh townsā Martyred goat
You were a sinew and blood pulp already before a soul had a moment to cast the first stone
Thoughts asunder Thoughts asunder
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2024.05.12 14:40 adulting4kids Poetry Class Week Two
Week 2: Haikus and Free Verse - Lecture and Discussion Objective: - Explore the concise beauty of haikus and the expressive freedom of free verse. - Understand the traditional structure and themes of haikus. - Discuss the flexibility and artistic possibilities in free verse.
Day 1: Introduction to Haikus -
Lecture: - Definition and structure of haikus (5-7-5 syllable pattern). - Explanation of the traditional themes and nature focus.
- Discussion Questions:
- What appeals to you about the concise structure of haikus?
- Why do you think nature is a common theme in traditional haikus?
- Can you identify any famous haikus or haiku poets?
Day 2: Analyzing Haikus - Part 1 -
Lecture: - In-depth analysis of classic haikus. - Exploration of the 5-7-5 syllable pattern and its impact.
- Discussion Questions:
- How does the 5-7-5 syllable pattern contribute to the rhythm of haikus?
- What emotions or images are conveyed through the haikus analyzed?
- How does the traditional nature focus enhance the themes of haikus?
Day 3: Analyzing Haikus - Part 2 -
Lecture: - Discussing modern variations and themes in haikus. - Exploring the flexibility of the form.
- Discussion Questions:
- How have modern haikus evolved from traditional themes?
- In what ways does the flexibility of haikus allow for more diverse expression?
- Share your thoughts on the artistic possibilities in breaking away from traditional structures.
Day 4: Crafting Haikus - Part 1 -
Lecture: - Step-by-step guide on crafting the first two lines of a haiku. - Emphasis on capturing a moment or emotion.
- Discussion Questions:
- How can you effectively capture a moment or emotion in just two lines?
- What challenges do you anticipate in adhering to the 5-7 syllable pattern?
- Share examples of moments or emotions that might inspire haikus.
Day 5: Crafting Haikus - Part 2 -
Lecture: - Step-by-step guide on crafting the third line of a haiku. - Emphasis on creating a sense of resolution.
- Discussion Questions:
- Why is the third line of a haiku crucial in providing resolution?
- How can a haiku evoke a sense of completeness within the 5-7-5 structure?
- Share and discuss individual haikus, highlighting successful elements.
Homework Assignment: - Craft a haiku focusing on capturing a specific moment or emotion.
Study Guide Questions: 1. Reflect on the challenges of crafting the first two lines of your haiku. How did you capture a moment or emotion? 2. How did you approach creating a sense of resolution in the third line of your haiku? 3. What insights did you gain from the process of crafting a haiku?
Quiz: Assessment on the understanding of haikus, the 5-7-5 syllable pattern, and the expressive possibilities within this concise form.
Day 6: Introduction to Free Verse -
Lecture: - Definition and characteristics of free verse. - Emphasis on the absence of a strict rhyme or meter.
- Discussion Questions:
- What intrigues you about the absence of rhyme and meter in free verse?
- How does free verse differ from more structured poetic forms?
- Can you think of any famous poets known for their use of free verse?
Day 7: Analyzing Free Verse -
Lecture: - In-depth analysis of classic free verse poems. - Exploration of the varied structures and rhythms.
- Discussion Questions:
- How does the absence of rhyme and meter contribute to the overall feel of free verse poems?
- What impact does varied structure and rhythm have on the reader's experience?
- Share your thoughts on the artistic freedom provided by free verse.
Day 8: Crafting Free Verse - Part 1 -
Lecture: - Step-by-step guide on embracing the freedom of expression in free verse. - Emphasis on the importance of imagery and emotion.
- Discussion Questions:
- How can you effectively convey emotion in free verse without relying on rhyme?
- What challenges do you anticipate in embracing the freedom of expression?
- Share examples of imagery or emotions you might explore in free verse.
Day 9: Crafting Free Verse - Part 2 -
Lecture: - Discussing various techniques to enhance rhythm in free verse. - Exploration of line breaks and pacing.
- Discussion Questions:
- How can you create a sense of rhythm without a strict meter in free verse?
- Why are line breaks important in the pacing of a free verse poem?
- Share and discuss individual free verse poems, highlighting successful elements.
Day 10: Peer Review and Feedback -
Activity: - Peer review workshop for free verse poems. - Focus on providing constructive feedback on expression, imagery, and rhythm.
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2024.05.12 00:59 Kilgore48 [HELP]Can you name this (usually humorous) meter?
It's kind of an anapestic ballad meter, 4 lines per stanza: 4 feet, 3 feet, 4 feet, 3 feet. The 1st and 3rd lines have internal rhymes and the 2nd and 4th rhyme with each other (AA B CC B). It's my favorite to read and write, so I just want to know if there's a quick way to name it.
For example, the anonymous "Methuselah's Diet" uses it:
Methuselah ate what he found on his plate, And never, as people do now, Did he note the amount of the calorie count. He ate it because it was chow. https://www.ellenbailey.com/poems/ellen_249.htm submitted by
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2024.05.11 22:27 VolkerBach In Praise of Sheep (c. 1340)
| https://www.culina-vetus.de/2024/05/11/in-praise-of-sheep/ Today, itās another of the Kƶnig vom Odenwaldās poems: Sheep, 14th century English illumination courtesy of wikimedia commons VI This is a poem of sheep Nobody shall criticise it much I have invented a poem A lady has brought me to do it She has a noble husband I shall not name her unless she allows it Do not ask me Since I made that promise! So I begin straightaway And speak of an animal: I rhyme of the sheep Whether awake or asleep You profit from it and honour it If anyone were turn around my words He would do me an injustice Even lords, knights and servants Keep sheep nowadays Princes and counts also seek To have a share in sheep And it is no great misfortune To own many of them. They bear the wool That you wash and shear From which rich clothing is made You also tan the skins And tease and dye the wool Comb and spin it People gain wealth with it Wind and twist it Before and behind Spool, weave and full it And they also defraud people that way And are not ashamed They put it on the tenter frame Anoint it, card it, and smooth it So they (the pieces of cloth) become one like another Cloth merchants measure it out And the wool is shorn with shears And tailors put together many garments That look differently He whose sheep prosper Will have full chests and casks And also have gold and silver (When) both rams and lambs Prosper in numbers So they can be blessed at Easter. Whether they are big or small, They dress legs and feet In hosen and socks And line tunics. They clothe head and body They adorn man and woman Boys and girls A feast for the eyes As coats and tunics. You know pelts (kursenbelze) They are black and white And many people are eager for Danish lamb fleece (tenisch) Though it is not wise To wear it against the cold. What usefulness we have in sheep! Tabards, long tunics and wide overcoats /taphart, kutten, kotzen) Cowls (schepeler) for monks and nuns, too That are often worn You should also have this (garment) in church Where a priest wears it. Headwear, surcots, jackets (huben, surkat, suphen) Overcoats, felt, and headscarves (suknie, vilze, gufen) Coverlets (tucher ubir bare) This I say truly You hang them over a wagon. This I must say Front and rear horsegear and saddles Are covered in woollen cloth And many pieces from many places So the skin does not rub bare. Whey, curds and sheep cheese And also the milk please people Makers of hard cheese Are good fellows Also, sheep butter, Should not be criticised. Sheep lamb during Lent And you also fertilise fields with sheep (dung) Hear the broad list: They also make gain (literally: fish) with sheep dung Where they stable horses I tell this to all of you! More useful yet, I mean, Are meat, feet, and bones Innards, head, brain, and good galantines, Tongues, tallow, horns and skin All come from sheep in quantity And many a sweet music of stringed instruments (seitenspil) Is made with sheep gut I tell you, rich and poor, Also, the string of the wollensleger, They should move it diligently! You shall also hear You find in the shops (kremen) gloves, belts and bags That can be used to barter. Now I will explain That the skins are turned into Belts, pouches, and shoes Points for hosen, parchment and books, Fodder bags and carrying bags In which you put clothes. Sheep leather is healthy If you have an injury on your finger Where a bad blister is A wool thread needs to go there. If you have a mattress (materaz) You will lie all the better when you travel If it is stuffed with wool. Take care of your cover If the blanket is folded fourfold (geviret) It adorns it best. You also have a rough (one/side?) That you draw over your shoes. Leather sheets (lederlaken) are painted - This is done by someone skilled - With animals and sea creatures You make love upon and underneath them. The hands of gentlewomen Work on (embroidery) frames Cloth to cover walls Throw rugs and wall hangings (zyechen und teppich) And chair covers, I say. They have chosen (to make) belts And especially one to hang a (hunting) horn from. They also make many fine strings of wool Which the braid into their hair The short and the long And attach hats to them. And if they use woollen breeches They wear them underneath Thus they have taken counsel Like their forebears did out of need. From fine sheep Come rich heraldic overcoats (wapencleit) Blankets and Horse covers (? coopertur) Come from excellent sheep. Many people profit from this And look very well Ramās horns are fitted to helmets Small and large ones The rams also carry crooked horns Those are suited as lamps The kunig speaks much of sheep But he himself has not even one Very well, I will take care to be in the company Of those who have them, here I am. Each archbishop If he comes to court Must have a pallium That must come from sheep The sheep makes many people rich Hear now who it is similar to: When it is killed it makes no sound And be careful not to mock it Our noble God did the same He bore death willingly May His kingdom be open to us So we can all get into it Thus help us His mother. When we compare this poem to the ones the same author addressed to the cow, the chicken, and the goose, it becomes clear how little the sheep was esteemed in culinary terms. He dutifully mentions meat, innards, and the galantines made from it as well as the milk, cheese, and (interestingly) butter, but his heart is not in it. Not even lamb, a seasonal delicacy of spring, gets a second look. People ate sheep, there are surviving recipes, but clearly it was not something you would choose to do if you had other options. By contrast, the wool and leather evoke lengthy and detailed verse. Clearly, this is where the author sees the true purpose of the animal: Sheep will make you rich. That was a fairly new phenomenon in the fourteenth century, when land for grazing became available as population declined from disease and famine while an ever more sophicsticated cloth industry called for more raw material. In this respect, the poem is less a tale of tradition and more investment advice. The focus is clearly on cloth and clothing that can be made of wool. There are many other points of interest here if daily life fascinates you. From the string of the wollensleger (tasked with cleaning and preparing wool for carding) to those of stringed instruments, from horn used in lanterns to wool wrapped around blisters or coloured strings braided into hair, we get a glimpse of medieval life. I am not quite certain how to interpret the āwoollen breechesā that are worn by women āunderneath ā¦ like their forebears did out of needā. It may be a reference to menstrual hygiene ā the question how possible devices for collecting menstrual blood was work is a vexing one for lack of evidence. Few writers are willing to discuss this topic at all, but the Kƶnig vom Odenwald seems like the type who would. If that is what it means, it is certainly hidden in too many layers of euphemism to allow for a confident reconstruction. Finally, the thing I found most endearing and tempting to reconstruct is the lederlaken, painted bedsheets made of sheepskin. Adorned with animals and sea creatures by a competent artist ā the author specifically makes this point ā they sound both visually attractive and pleasant to use. If I ever get to the point of making a proper tent and camp equipment, this will be an item to consider. Der Kƶnig vom Odenwald (literally king of the Odenwald, a mountain chain in southern Germany) is an otherwise unknown poet whose work is tentatively dated to the 1340s. His title may refer to a senior rank among musicians or entertainers, a Spielmannskƶnig, but that is speculative. Many of his poems are humorous and deal with aspects of everyday life which makes them valuable sources to us today. The identity of this poet has been subject to much speculation. He is clearly associated with the episcopal court at WĆ¼rzburg and likely specifically with Michael de Leone (c. 1300-1355), a lawyer and scholar. Most of his work is known only through the Hausbuch of the same Michael de Leone, a collection of verse and practical prose that also includes the first known instance of the Buoch von guoter Spise, a recipe collection. This and the evident relish with which he describes food have led scholars to consider him a professional cook and the author of the Buoch von Guoter Spise, but that is unlikely. Going by the content of his poetry, the author is clearly familiar with the lives of the lower nobility and even his image of poverty is genteel. This need not mean he belonged to this class, but he clearly moved in these circles to some degree. Michael de Leone, a secular cleric and canon on the WĆ¼rzburg chapter, was of that class and may have been a patron of the poet. Reinhardt Olt whose edition I am basing my translation on assumes that the author was a fellow canon, Johann II von Erbach. I only translate the poems that deal with aspects of food or related everyday life here. There are several others which are less interesting as sources. They can be found in the newest extant edition by Reinhard Olt, Kƶnig vom Odenwald; Gedichte, Carl Winter Verlag, Heidelberg 1988. submitted by VolkerBach to CulinaryHistory [link] [comments] |
2024.05.11 20:01 SexxxMelaneexxx Terza Rima
Unlocking the Beauty of Terza Rima**
Summary: Terza rima is a poetic form originating from Italy, traditionally associated with Dante Alighieri's "Divine Comedy." It consists of tercets (three-line stanzas) linked by a rhyme scheme (ABA, BCB, CDC, and so on), with the final stanza often a rhymed couplet.
Examples: - Classical: "The Divine Comedy" by Dante Alighieri.
- Modern: "Acquainted with the Night" by Robert Frost.
- Modern: "Ode to the West Wind" by Percy Bysshe Shelley.
Tips for Creative Writing: - Embrace Unity: The interconnected rhyme scheme adds coherence to the poem.
- Explore Themes: Terza rima lends itself well to exploring complex themes or narratives.
- Rhyme Creatively: Experiment with word choices to create a harmonious and rhythmic flow.
Questions for Exploration: - How does the interlocking rhyme scheme contribute to the poem's overall structure?
- Can you identify any modern poems or songs that use terza rima?
Additional Resources: - Read more of Dante Alighieri's work, particularly "Purgatorio" and "Paradiso."
- Explore T.S. Eliot's "The Waste Land" to see a modernist take on terza rima.
Creative Writing Prompt: Step 1: Choose a theme or emotion to explore.
Step 2: Craft the first tercet (ABA).
Step 3: Build on the narrative or emotion in the next tercet (BCB).
Step 4: Continue the pattern, leading to a concluding rhymed couplet.
Example: In the twilight's embrace, whispers linger (A), Reflecting shadows dance, a silent figure (B). Beneath the moon's glow, memories trigger (A).
Remember: Terza rima offers a structured canvas for poetic exploration and narrative development. submitted by
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2024.05.11 19:57 SexxxMelaneexxx Triolet
Mastering the Repetitive Beauty of the Triolet**
Summary: A triolet is a short poetic form with eight lines, typically characterized by a specific rhyme scheme and repeated lines. The first, fourth, and seventh lines are the same, as are the second and eighth lines. This creates a rhythmic and melodic pattern within the poem.
Examples: - "A Triolet" by Christina Rossetti.
- "Triolet on a Line Apocryphally Attributed to Martin Luther" by A. E. Stallings.
- "Triolet" by Robert Bridges.
Tips for Creative Writing: - Choose a Captivating Refrain: Craft a refrain that can be interpreted in multiple ways.
- Explore Emotional Layers: Use repetition to emphasize different emotions with each iteration.
- Mind the Syllabic Count: Maintain a consistent syllabic count for each line.
Questions for Exploration: - How does the repetition of lines contribute to the triolet's impact?
- Can you think of everyday situations or emotions that could be beautifully expressed through a triolet?
Additional Resources: - Explore triolets by French poets from the 17th century for historical context.
- Read contemporary poets like Mary Jo Bang for innovative approaches to the triolet form.
Creative Writing Prompt: Step 1: Choose a theme or emotion for your triolet.
Step 2: Craft a captivating refrain that encapsulates the essence of your chosen theme.
Step 3: Develop the narrative or emotion within the remaining lines, incorporating the refrain.
Example: In twilight's embrace, shadows softly fall (A) In twilight's embrace, shadows softly fall (A) A dance of darkness, a poetic sprawl (B) In twilight's embrace, shadows softly fall (A)
Remember: The triolet's concise structure offers a canvas for exploring depth within brevity. submitted by
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2024.05.11 14:41 adulting4kids Poetry Class Week Three
Week 3: Villanelles and Ekphrastic Poetry - Lecture and Discussion Objective: - Explore the structured repetition of villanelles and the visual inspiration of ekphrastic poetry. - Understand the fixed form of villanelles and their emotional impact. - Discuss the interplay between visual art and written expression in ekphrastic poetry.
Day 1: Introduction to Villanelles -
Lecture: - Definition and characteristics of villanelles. - Explanation of the ABA ABA ABA ABA ABA ABAA rhyme scheme.
- Discussion Questions:
- What intrigues you about the structured repetition of villanelles?
- Why is the ABA ABA ABA ABA ABA ABAA rhyme scheme significant in villanelles?
- Can you think of any famous villanelles or poets known for this style?
Day 2: Analyzing Villanelles - Part 1 -
Lecture: - In-depth analysis of classic villanelles. - Exploration of the emotional impact through repetition.
- Discussion Questions:
- How does the repetition in the villanelles contribute to their emotional resonance?
- What themes or emotions are effectively conveyed through this structured form?
- Share your thoughts on the impact of repetition on the reader.
Day 3: Analyzing Villanelles - Part 2 -
Lecture: - Discussing modern variations and themes in villanelles. - Exploring the versatility of the form.
- Discussion Questions:
- How have modern villanelles evolved in terms of themes and structure?
- In what ways does the fixed form of a villanelle challenge or enhance creativity?
- Share examples of emotions or themes that might work well in a villanelle.
Day 4: Crafting Villanelles - Part 1 -
Lecture: - Step-by-step guide on crafting the first four lines of a villanelle. - Emphasis on creating a strong thematic foundation.
- Discussion Questions:
- What challenges do you anticipate in crafting the first four lines of a villanelle?
- How can you establish a strong thematic foundation within this repetition?
- Share examples of themes or emotions suitable for a villanelle.
Day 5: Crafting Villanelles - Part 2 -
Lecture: - Step-by-step guide on crafting the final three lines of a villanelle. - Emphasis on creating resolution and impact.
- Discussion Questions:
- Why is the final three-line structure crucial in providing resolution in a villanelle?
- How can a villanelle evoke a sense of completeness within the repeated lines?
- Share and discuss individual villanelles, highlighting successful elements.
Homework Assignment: - Craft a villanelle focusing on a theme or emotion that lends itself well to repetition.
Study Guide Questions: 1. Reflect on the challenges of crafting the first four lines of your villanelle. How did you establish a strong thematic foundation? 2. How did you approach creating resolution and impact in the final three lines of your villanelle? 3. What insights did you gain from the process of crafting a villanelle?
Quiz: Assessment on the understanding of villanelles, the ABA rhyme scheme, and the emotional impact of repetition.
Day 6: Introduction to Ekphrastic Poetry -
Lecture: - Definition and characteristics of ekphrastic poetry. - Explanation of the relationship between visual art and written expression.
- Discussion Questions:
- What interests you about the interplay between visual art and poetry in ekphrastic works?
- How might visual stimuli enhance or influence the creative writing process?
- Can you think of any famous ekphrastic poems or poets known for this style?
Day 7: Analyzing Ekphrastic Poetry - Part 1 -
Lecture: - In-depth analysis of classic ekphrastic poems. - Exploration of how poets respond to visual stimuli.
- Discussion Questions:
- How does the visual inspiration impact the themes and imagery in ekphrastic poetry?
- What unique perspectives or insights can arise from responding to visual art?
- Share your thoughts on the relationship between the visual and the written in ekphrastic works.
Day 8: Analyzing Ekphrastic Poetry - Part 2 -
Lecture: - Discussing modern variations and themes in ekphrastic poetry. - Exploring the diverse ways poets engage with visual art.
- Discussion Questions:
- How have modern poets expanded the themes and approaches in ekphrastic poetry?
- In what ways does the incorporation of visual art broaden the possibilities in written expression?
- Share examples of visual art that you believe would inspire compelling ekphrastic poems.
Day 9: Crafting Ekphrastic Poetry - Part 1 -
Lecture: - Step-by-step guide on responding to visual art in writing. - Emphasis on capturing the essence and emotion of the artwork.
- Discussion Questions:
- What challenges do you anticipate in responding to visual art with written expression?
- How can you capture the essence and emotion of an artwork in your ekphrastic poem?
- Share examples of artworks that you find particularly inspiring.
Day 10: Crafting Ekphrastic Poetry - Part 2 -
Lecture: - Discussing the role of personal interpretation and creativity in ekphrastic poetry. - Exploring the potential for multiple ekphrastic responses to a single artwork.
- Discussion Questions:
- How does personal interpretation influence the creative process in ekphrastic poetry?
- In what ways can multiple poets respond differently to the same piece of visual art?
- Share and discuss individual ekphrastic poems, highlighting successful elements.
Homework Assignment: - Craft an ekphrastic poem in response to a chosen piece of visual art.
Study Guide Questions: 1. Reflect on the challenges of responding to visual art with written expression in your ekphrastic poem. How did you capture the essence and emotion? 2. How did personal interpretation shape your creative process in crafting an ekphrastic poem? 3. What insights did you gain from the process of crafting an ekphrastic poem?
Quiz: Assessment on the understanding of ekphrastic poetry, the relationship between visual art and written expression, and the creative possibilities in responding to visual stimuli.
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2024.05.11 14:36 adulting4kids Poetry Class 15-16
Week 15-16: Triolets and Kyrielles
Day 1: Mastering Triolets - Activity: Analyze a classic triolet for its compact structure and repetition. - Lecture: Discuss the characteristics and rhyme scheme of triolets. - Discussion: Share thoughts on the impact of repeated lines in a compact form.
Day 2: Crafting Triolets with Precision - Activity: Break down the process of crafting a triolet. - Lecture: Explore the use of repetition and economy of language in triolets. - Discussion: Share and discuss individual triolets, focusing on the success of repetition.
Day 3: Embracing the Kyrielle - Activity: Analyze a famous kyrielle for its repeating lines and rhythmic qualities. - Lecture: Explain the structure and thematic possibilities of kyrielles. - Discussion: Discuss the challenges and beauty of crafting poems with repeated lines.
Day 4: Writing Exercise - Developing a Kyrielle - Activity: Craft a kyrielle exploring themes of resilience or change. - Assignment: Write a triolet on a chosen subject. - Vocabulary Words: Refrain, Rhyme Scheme, Narrative Possibilities.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for triolets and kyrielles. - Lecture: Discuss the impact of repeated lines in triolets and the thematic possibilities of kyrielles. - Discussion: Share insights gained from reviewing peers' work.
Study Guide Questions for Week 15-16: 1. Discuss the characteristics and rhyme scheme of triolets. How does repetition contribute to their impact? 2. Explore the use of repetition and economy of language in crafting triolets. 3. What defines a kyrielle, and how do its repeating lines contribute to its thematic possibilities? 4. Discuss the challenges and beauty of crafting poems with repeated lines in kyrielles. 5. Reflect on the process of crafting triolets and kyrielles. How did you approach the themes and rhythmic qualities?
Quiz: Assessment on triolets, kyrielles, and the impact of repeated lines in poetry.
Week 17-18: Ode to Joyful Ballads
Day 1: Writing Joyful Odes - Activity: Analyze classic odes for their celebratory nature. - Lecture: Discuss the characteristics and structure of odes. - Discussion: Share personal experiences or topics worthy of celebration.
Day 2: Crafting Odes with Precision - Activity: Break down the process of crafting an ode. - Lecture: Explore the use of vivid language and poetic devices in odes. - Discussion: Share and discuss individual odes, highlighting successful elements.
Day 3: Understanding Narrative Ballads - Activity: Analyze a famous ballad for its storytelling qualities. - Lecture: Explain the narrative structure and musicality of ballads. - Discussion: Discuss the challenges and beauty of crafting narrative ballads.
Day 4: Writing Exercise - Crafting a Ballad - Activity: Craft a ballad recounting a personal or fictional tale. - Assignment: Write an ode celebrating an everyday object or experience. - Vocabulary Words: Ode, Stanza, Narrative Structure.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for odes and ballads. - Lecture: Discuss the celebratory nature of odes and the storytelling qualities of ballads. - Discussion: Share insights gained from reviewing peers' work.
Study Guide Questions for Week 17-18: 1. Discuss the characteristics and structure of odes. How do odes differ from other poetic forms? 2. Explore the use of vivid language and poetic devices in crafting odes. 3. What defines a ballad, and how does its narrative structure contribute to its storytelling qualities? 4. Discuss the challenges and beauty of celebrating everyday objects or experiences in odes. 5. Reflect on the process of crafting odes and ballads. How did you approach celebratory themes and storytelling?
Quiz: Assessment on the understanding of odes, ballads, and the use of vivid language in poetry.
Feel free to continue with additional weeks or ask for specific details!
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2024.05.11 14:29 adulting4kids Week One Poetry
Week 1: Introduction to Poetry and Sonnets
Day 1: Overview of Poetry Styles - Activity: Icebreaker - Introduce yourself through a poetic name acrostic. - Lecture: Brief history of poetry, introduction to various styles. - Discussion: What draws you to poetry? Share your favorite poems.
Day 2: Understanding Sonnets - Activity: Analyze a classic sonnet together. - Lecture: Explanation of sonnet structure (Shakespearean and Petrarchan). - Discussion: Share initial impressions and feelings about sonnets.
Day 3: Writing Exercise - Crafting a Sonnet - Activity: Break down sonnet structure with examples. - Assignment: Write a sonnet exploring a personal experience or emotion. - Vocabulary Words: Quatrain, Couplet, Volta.
Day 4: Peer Review and Feedback - Activity: Peer review workshop for sonnets. - Lecture: Discuss common challenges and strategies in sonnet writing. - Discussion: Share insights gained from reviewing peers' work.
Day 5: Recap and Reflection - Activity: Reflect on the week's lessons and exercises. - Lecture: Overview of upcoming weeks. - Assignment: Write a short reflection on what you've learned about poetry and sonnets.
Study Guide Questions for Week 1: 1. What is the basic structure of a sonnet? 2. Compare and contrast Shakespearean and Petrarchan sonnets. 3. How does the volta contribute to the meaning of a sonnet? 4. Discuss the role of rhyme and meter in sonnets. 5. Explore your personal connection to poetry. What emotions or themes resonate with you?
Quiz: A short quiz assessing understanding of sonnet structure, key terms, and the historical context of poetry.
Week 2: Embracing Haiku and Villanelle
Day 1: Understanding Haiku - Activity: Analyze classic haikus. - Lecture: Explain the traditional structure and themes of haikus. - Discussion: Share thoughts on the simplicity and depth of haikus.
Day 2: Crafting Haikus - Activity: Write haikus individually. - Lecture: Discuss the significance of nature in haikus. - Discussion: Share and discuss individual haikus.
Day 3: Unraveling the Villanelle - Activity: Analyze a famous villanelle. - Lecture: Explore the structure and repetition in villanelles. - Discussion: Discuss the impact of repeated lines on the overall theme.
Day 4: Writing Exercise - Composing a Villanelle - Activity: Break down the process of crafting a villanelle. - Assignment: Write a villanelle on the theme of memory or loss. - Vocabulary Words: Tercet, Refrain, Envoi.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for villanelles. - Lecture: Discuss the challenges and beauty of crafting repetitive forms. - Discussion: Share insights gained from reviewing peers' villanelles.
Study Guide Questions for Week 2: 1. What defines a haiku? Discuss its structure and thematic elements. 2. Explore the cultural significance of nature in haikus. 3. What is the structure of a villanelle, and how does repetition contribute to its impact? 4. Discuss the emotions evoked by repeated lines in a villanelle. 5. Reflect on the process of crafting a villanelle. What challenges did you face?
Quiz: Assessment on the understanding of haikus, villanelles, and the effective use of repetition in poetry.
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2024.05.11 14:11 adulting4kids Prompt Poetry
- Imagery: Prompt: Choose a setting (real or imaginary) and describe it using detailed sensory imagery. Imagine the sights, sounds, smells, and textures to create a vivid scene, just like a painter with words.
- Metaphor: Prompt: Compare a personal experience to an everyday object or phenomenon in an unexpected way. For example, "My heart is a compass that always points to the north of your laughter."
- Simile: Prompt: Write a series of similes to express intense emotions. For instance, "As brave as a lion facing the storm, as fragile as a petal in the wind."
- Rhyme: Prompt: Craft a short poem or lyrics with a consistent rhyme scheme. Experiment with different rhyme patterns (ABAB, AABB, etc.) to enhance the musicality of your writing.
- Meter: Prompt: Compose a poem with a specific meter, such as iambic pentameter. Pay attention to the syllabic beats in each line to create a rhythmic flow.
- Alliteration: Prompt: Create a tongue-twisting line using alliteration. Focus on the repetition of initial consonant sounds to add a playful or musical quality to your writing.
- Assonance: Prompt: Write a passage where the vowel sounds within words echo each other. Experiment with different vowel combinations to create a melodic effect.
- Personification: Prompt: Choose an inanimate object and personify it. Describe its actions, thoughts, and emotions as if it were a living being.
- Symbolism: Prompt: Select an object or element and explore its symbolic meaning. Connect it to broader themes or emotions in your writing.
- Enjambment: Prompt: Write a poem where the thoughts flow continuously from one line to the next without a pause. Explore how this technique can create a sense of movement or urgency.
- Repetition: Prompt: Repeat a word or phrase throughout a poem for emphasis. Consider how repetition can enhance the overall impact and meaning of your writing.
- Free Verse: Prompt: Embrace the freedom of expression by writing a poem without adhering to rhyme or meter. Allow your thoughts to flow organically, exploring the beauty of formless verse.
- Stanza: Prompt: Divide your writing into stanzas to create distinct sections with varying themes or tones. Explore how the organization of lines contributes to the overall structure of your work.
- Theme: Prompt: Choose a universal theme (love, loss, freedom, etc.) and explore it through your lyrics. Delve into the nuances and perspectives associated with the chosen theme.
- Tone: Prompt: Write a poem that conveys contrasting tones. Explore how shifts in tone can evoke different emotions and responses from the reader.
- Connotation: Prompt: Select a word with strong connotations and use it in a poem. Explore the emotional baggage and cultural associations tied to the word within the context of your writing.
- Irony: Prompt: Craft a poem with elements of irony. Create situations or lines that convey a meaning opposite to the literal interpretation, adding layers of complexity to your writing.
- Allusion: Prompt: Reference a well-known song, book, or historical event in your lyrics. Explore how the use of allusion can enrich the depth and meaning of your writing.
- Syntax: Prompt: Experiment with sentence structure to create different effects. Play with word order, sentence length, and punctuation to convey specific emotions or rhythms in your writing.
- Diction: Prompt: Choose a specific mood or atmosphere you want to convey and carefully select words that evoke that feeling. Pay attention to the impact of your word choices on the overall tone of your writing.
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2024.05.11 13:03 SexxxMelaneexxx Luc Bat
A Luc Bat is a traditional Vietnamese verse form that consists of alternating lines of six and eight syllables. The structure typically follows a pattern where each six-syllable line (short line) is followed by an eight-syllable line (long line). The final short line of the poem rhymes with the preceding long line, creating a rhyme scheme that continues throughout the poem.
The term "Luc Bat" translates to "six-eight" in English, reflecting the alternating line lengths. This form is often used for narrative poetry and has been employed in various Vietnamese literary works.
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In the pot, a symphony of flavors brews (6) Simmering broth, a dance that slowly stews (8) Carrots and onions, a colorful blend (6) Aromas rise, a savory trend (8)
Chunks of beef, tender and succulent (6) Herbs and spices, a fragrant testament (8) Potatoes absorb the savory delight (6) Stew's embrace, a comforting night (8)
With ladle in hand, we savor each spoon (6) A hearty concoction, a culinary tune (8) In the warmth of stew, memories accrue (6) A bowl of comfort, a homely view (8)
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