Week 3: Limericks and the Art of Humor
Day 1: Decoding Limericks - Activity: Analyze classic limericks for rhythm and humor. - Lecture: Discuss the AABBA rhyme scheme and distinctive rhythm. - Discussion: Share favorite humorous poems and discuss elements that make them funny.
Day 2: Crafting Limericks with Wit - Activity: Write limericks individually, focusing on humor and rhythm. - Lecture: Explore the balance of humor and structure in limericks. - Discussion: Share and discuss individual limericks, highlighting successful elements.
Day 3: Understanding Free Verse - Activity: Analyze free verse poems for structure and expression. - Lecture: Introduce the concept of free verse and its flexibility. - Discussion: Discuss the liberation and challenges of writing without a strict structure.
Day 4: Writing Exercise - Expressing Emotions in Free Verse - Activity: Explore emotions and write a free verse poem. - Assignment: Craft a free verse poem exploring a personal experience or emotion. - Vocabulary Words: Enjambment, Cadence, Anapest.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for free verse poems. - Lecture: Discuss the artistic freedom and impact of free verse. - Discussion: Share insights gained from reviewing peers' free verse poems.
Study Guide Questions for Week 3: 1. What defines a limerick, and how does its rhythm contribute to its humor? 2. Discuss the importance of the AABBA rhyme scheme in limericks. 3. How does free verse differ from structured forms of poetry? 4. Explore the challenges and benefits of writing without a strict form in free verse. 5. Reflect on the emotions and experiences expressed in your free verse poem.
Quiz: Assessment on limericks, the AABBA rhyme scheme, and the principles of free verse.
Week 4: Free Verse and Acrostic Poetry
Day 1: Embracing Free Verse - Activity: Analyze diverse free verse poems for individual expression. - Lecture: Discuss famous free verse poets and their impact on the genre. - Discussion: Share personal reactions to the artistic freedom of free verse.
Day 2: Crafting Emotion in Free Verse - Activity: Write a free verse poem expressing a specific emotion. - Lecture: Explore the role of emotions in free verse and the use of vivid imagery. - Discussion: Share and discuss individual poems, highlighting emotional impact.
Day 3: Understanding Acrostic Poetry - Activity: Analyze acrostic poems for clever wordplay. - Lecture: Explain the concept of acrostic poetry and its various forms. - Discussion: Share examples of creative acrostic poems.
Day 4: Writing Exercise - Personal Acrostic - Activity: Craft an acrostic poem using your name or a chosen word. - Assignment: Write an acrostic poem exploring a theme or concept. - Vocabulary Words: Strophe, Stanza, Consonance.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for acrostic poems. - Lecture: Discuss the playfulness and creativity of acrostic poetry. - Discussion: Share insights gained from reviewing peers' acrostic poems.
Study Guide Questions for Week 4: 1. Explore the role of emotions in free verse poetry. How does it differ from structured forms? 2. Discuss the impact of vivid imagery in free verse. How does it contribute to the overall message? 3. What defines acrostic poetry, and how is it different from other forms? 4. How can clever wordplay enhance the impact of an acrostic poem? 5. Reflect on the creative process and thematic exploration in your acrostic poem.
Quiz: Assessment on understanding free verse, emotional expression in poetry, and the principles of acrostic poetry.

1. 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.
   
2. 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."
   
3. 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."
   
4. 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.
   
5. 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.
   
6. 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.
   
7. Assonance: Prompt: Write a passage where the vowel sounds within words echo each other. Experiment with different vowel combinations to create a melodic effect.
   
8. Personification: Prompt: Choose an inanimate object and personify it. Describe its actions, thoughts, and emotions as if it were a living being.
   
9. Symbolism: Prompt: Select an object or element and explore its symbolic meaning. Connect it to broader themes or emotions in your writing.
   
10. 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.
    
11. 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.
    
12. 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.
    
13. 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.
    
14. 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.
    
15. Tone: Prompt: Write a poem that conveys contrasting tones. Explore how shifts in tone can evoke different emotions and responses from the reader.
    
16. 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.
    
17. 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.
    
18. 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.
    
19. 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.
    
20. 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.
    

1. Imagery: Creating vivid mental images through descriptive language.
   
2. Metaphor: Using figurative language to imply a comparison between unrelated things.
   
3. Simile: Drawing comparisons using "like" or "as" to highlight similarities.
   
4. Rhyme: Employing words with similar sounds at the end of lines.
   
5. Meter: Organizing lines with a rhythmic pattern, often in syllabic beats.
   
6. Alliteration: Repetition of initial consonant sounds in neighboring words.
   
7. Assonance: Repeating vowel sounds within nearby words for musicality.
   
8. Personification: Assigning human characteristics to non-human entities.
   
9. Symbolism: Using objects or concepts to represent deeper meanings.
   
10. Enjambment: Continuation of a sentence without a pause beyond the end of a line.
    
11. Repetition: Emphasizing ideas or emotions by repeating words or phrases.
    
12. Free Verse: Unrestricted by traditional poetic structures like rhyme or meter.
    
13. Stanza: Grouping lines together to form a distinct unit within a poem.
    
14. Theme: Central idea or underlying message explored in the poem.
    
15. Tone: The poet's attitude or emotional stance toward the subject.
    
16. Connotation: The emotional or cultural associations attached to words.
    
17. Irony: Presenting ideas in a way that signifies the opposite of the literal meaning.
    
18. Allusion: Referencing another work, person, or event to enrich meaning.
    
19. Syntax: Arrangement of words to create specific effects or convey emotions.
    
20. Diction: Careful choice of words to convey a particular meaning or atmosphere.
    

My late grandfather has kept a few writings of poetry in Cypriot Greek sung by the natives of Yalya (Γιαλιά), mostly our relatives. Chatismada poetry was mostly sung but sometimes said without melody, in daily interractions, as a means of story telling and for important events (like weddings or at harvesting/threahing time), examples of the first two categories,i have posted before but not of the third. As a result of the attention my last post recieved, i saw that since the last time i visited it the subreddit has aquired some knowledgable members, so i would like to ask a question using the example of the below poem to further illustrate my example. İn my previous posts or comments that made in Greek, i used an orthographic style somewhere in between Greeklish and Turkish trying to use as grammer as correctly as possible, using the afforementioned orthography. One example would be i would use the english "j" or "dj" for what would be "τζ" using the greek alphabet instead of the or using the turkish "ğ" for "γ" , altough this sound is close but not exact as "γ" it is more akin to the silent glossal consonant invetween "α" and "ε" in "αέρα" which i would write as "ağera" instead of the nasal "γ" in "αγάπη". . İ am saying all this because the exteact below is not watered down unlike what i have shared previously and is written completely using the Turkish alphabet and would be almost imposible to decipher, so i would put a trasliteration under every line for this reason i redownloaded Reddit on my phone. The reason i am writing it as it was recorded is that it relates to my question below the poem as it would not make much sense whithout seeing it in its orriginal form. Here it is:
DOBİYİMMAN DİSNİFFİS(Το Ποίημμαν Της Νύφφης)
Ennasasbo miyan fimin neyan (Εννά σας πω μιαν φήμην νέαν) Ennasasbo enan galon biyimman (Εννά σας πω έναν καλόν ποίημμαν) Ofeğos masedogen miyanevloğiyan (Ο Θεός μας έδωκεν μίαν ευλογίαν) Na ehumen myan familyan neyan (Να έχουμεν μίαν φαμίλιαν νέαν)
Ennasasbo miyan alisgân (Εννά σας πω μίαν αλήθκειαν) Ofeğos isdes yenneces din omorsgân (Ο Θεός είς τες γενέτζες την ομορθκειάν) Edogen navrusin efdişan (Έδωκεν να βρούσιν ευτυσ̌άν) Ceda mandilya (Τζαι τα μαντιλιά) Brosdadefgun iyafrobi budin amardiyan (Προστατεύκουν οι ανθρώποι που την αμαρτίαν)
Elada omorfimmu goruğa (Έλα δα όμορφην μου κορούα) Ağeyi digissu bigan (Άε η δικήν σου ποίκαν) Ağeda befgassu sanduca(Άε τα πευκά σου σαντούτζα) Ağeda ğrusafenassu sdolisgâ (Άε τα γρουσαφένα σου στολίθκια) Ceda marmarga su anciya(Τζαι τα μαρμαρκά σου αντζία)
Hade ra omorfimmu goraşa (Χάτε ρα όμορφην μου γορασ̌ά) Aboşeredise yidikissu bedigididan (Αποσ̌αιρετίσε η δικήν σου πεδικότηταν) Edimase donlehossu me aroman (Ετοιμάσε τον λαίχως(?) σου με αρόμαν) Anigse meyeman ibataniyan (Ανοίξε με γιαίμαν η παττανίαν) Ofeğos nasu dogi bolla befgâ(Ο Θεός να σου δώκει πολλά πεθκιά) Cemellicin ağnyan(Τζαι μελλιτζήν αγνιάν)
A little while ago i saw a video on YouTube that talked about the griko language(dialect?) in Southern İtaly and the main thing that caught my attention was the fact that they used the latin alphabet to write Greek in and the manner in which they did so, obviously the orthography was created by a person that was able to use the Greek alphabet, it's main feature was that μου-μας-του etc. Were written adjacent to the noun for inctance "our father" would be written as "ocirimma" or my mother would be "imamammo" . When seeing this the first thing that came to my mind was the records of my grandfather. As a few examples of similarities with the above principle "yidigimmu"(η δικήν μου) could be presented as an example. The thing is Greek written in the Turkish alphabet can be read as entirely different from what it would be using the Greek alphabet, especialy without the use of intonations, while my grandfather had and other relatives that were native Greek speakers don't have the stereotypical Turkish Cypriot accent when speaking Cypriot Greek this i think derives from their proper use of intonation and the ability to use the sounds of θ and ττ(which only exists in a few Turkish dialects) which can be seen from the fact that θ is written as f or s above like in the example of "ofeğos" (ο Θεός). The Greek written in the Turkish alphabet would be uniteligable without a prior knowledge of intonations. This became clear to me when a friend who was trying to learn Greek came to me asking how to know how the accent mark would be placed when writing and when i illustrated the sound difference he wouldn't understand it while it was (mostly) easy for me when i first how to write using the Greek alphabet as i was already well versed in the language as in the above poem it can be seen that those without an intonation merge together like "ceda" (τζαι τα). Making all these points above now i can ask what i want to: How is the written grammar of a language determined when it encounters a writing system, how has the orthography of Greek changed overtime and why is it written in the manner it is and what alphabets has it been written with other than its own throughout history. To me Greek written using the Greek alphabet is superior in its ability to fully transmit what is to be conveyed, is there any pother reason to this other than its richness of letters and the ability to utilise intonation like the interraction of different words with one another?
My other question would be the word lehos, in this case it does not mean throat but was translated to Turkish by my Grandmother as "gerdek" which means the mariage bed, the first intercourse of a maried couple, the below reference of the oppening of a bloody blanket refers to the archaic tradition of showing the villagers blood stained blanket resulting from the bride's hymen being broken during the intercourse prooving her chastidy, this tradition was practiced in Cyprus as it was and still in across Eurasia. İf you know a name for this practice sharing it would be greatly apreciated.Thanks in advance for your patience and wisdom.
With regards.
-RevolutionStandard99

Week 3: Limericks and the Art of Humor
Day 1: Decoding Limericks - Activity: Analyze classic limericks for rhythm and humor. - Lecture: Discuss the AABBA rhyme scheme and distinctive rhythm. - Discussion: Share favorite humorous poems and discuss elements that make them funny.
Day 2: Crafting Limericks with Wit - Activity: Write limericks individually, focusing on humor and rhythm. - Lecture: Explore the balance of humor and structure in limericks. - Discussion: Share and discuss individual limericks, highlighting successful elements.
Day 3: Understanding Free Verse - Activity: Analyze free verse poems for structure and expression. - Lecture: Introduce the concept of free verse and its flexibility. - Discussion: Discuss the liberation and challenges of writing without a strict structure.
Day 4: Writing Exercise - Expressing Emotions in Free Verse - Activity: Explore emotions and write a free verse poem. - Assignment: Craft a free verse poem exploring a personal experience or emotion. - Vocabulary Words: Enjambment, Cadence, Anapest.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for free verse poems. - Lecture: Discuss the artistic freedom and impact of free verse. - Discussion: Share insights gained from reviewing peers' free verse poems.
Study Guide Questions for Week 3: 1. What defines a limerick, and how does its rhythm contribute to its humor? 2. Discuss the importance of the AABBA rhyme scheme in limericks. 3. How does free verse differ from structured forms of poetry? 4. Explore the challenges and benefits of writing without a strict form in free verse. 5. Reflect on the emotions and experiences expressed in your free verse poem.
Quiz: Assessment on limericks, the AABBA rhyme scheme, and the principles of free verse.
Week 4: Free Verse and Acrostic Poetry
Day 1: Embracing Free Verse - Activity: Analyze diverse free verse poems for individual expression. - Lecture: Discuss famous free verse poets and their impact on the genre. - Discussion: Share personal reactions to the artistic freedom of free verse.
Day 2: Crafting Emotion in Free Verse - Activity: Write a free verse poem expressing a specific emotion. - Lecture: Explore the role of emotions in free verse and the use of vivid imagery. - Discussion: Share and discuss individual poems, highlighting emotional impact.
Day 3: Understanding Acrostic Poetry - Activity: Analyze acrostic poems for clever wordplay. - Lecture: Explain the concept of acrostic poetry and its various forms. - Discussion: Share examples of creative acrostic poems.
Day 4: Writing Exercise - Personal Acrostic - Activity: Craft an acrostic poem using your name or a chosen word. - Assignment: Write an acrostic poem exploring a theme or concept. - Vocabulary Words: Strophe, Stanza, Consonance.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for acrostic poems. - Lecture: Discuss the playfulness and creativity of acrostic poetry. - Discussion: Share insights gained from reviewing peers' acrostic poems.
Study Guide Questions for Week 4: 1. Explore the role of emotions in free verse poetry. How does it differ from structured forms? 2. Discuss the impact of vivid imagery in free verse. How does it contribute to the overall message? 3. What defines acrostic poetry, and how is it different from other forms? 4. How can clever wordplay enhance the impact of an acrostic poem? 5. Reflect on the creative process and thematic exploration in your acrostic poem.
Quiz: Assessment on understanding free verse, emotional expression in poetry, and the principles of acrostic poetry.

1. 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.
   
2. 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."
   
3. 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."
   
4. 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.
   
5. 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.
   
6. 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.
   
7. Assonance: Prompt: Write a passage where the vowel sounds within words echo each other. Experiment with different vowel combinations to create a melodic effect.
   
8. Personification: Prompt: Choose an inanimate object and personify it. Describe its actions, thoughts, and emotions as if it were a living being.
   
9. Symbolism: Prompt: Select an object or element and explore its symbolic meaning. Connect it to broader themes or emotions in your writing.
   
10. 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.
    
11. 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.
    
12. 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.
    
13. 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.
    
14. 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.
    
15. Tone: Prompt: Write a poem that conveys contrasting tones. Explore how shifts in tone can evoke different emotions and responses from the reader.
    
16. 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.
    
17. 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.
    
18. 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.
    
19. 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.
    
20. 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.
    

1. Imagery: Creating vivid mental images through descriptive language.
   
2. Metaphor: Using figurative language to imply a comparison between unrelated things.
   
3. Simile: Drawing comparisons using "like" or "as" to highlight similarities.
   
4. Rhyme: Employing words with similar sounds at the end of lines.
   
5. Meter: Organizing lines with a rhythmic pattern, often in syllabic beats.
   
6. Alliteration: Repetition of initial consonant sounds in neighboring words.
   
7. Assonance: Repeating vowel sounds within nearby words for musicality.
   
8. Personification: Assigning human characteristics to non-human entities.
   
9. Symbolism: Using objects or concepts to represent deeper meanings.
   
10. Enjambment: Continuation of a sentence without a pause beyond the end of a line.
    
11. Repetition: Emphasizing ideas or emotions by repeating words or phrases.
    
12. Free Verse: Unrestricted by traditional poetic structures like rhyme or meter.
    
13. Stanza: Grouping lines together to form a distinct unit within a poem.
    
14. Theme: Central idea or underlying message explored in the poem.
    
15. Tone: The poet's attitude or emotional stance toward the subject.
    
16. Connotation: The emotional or cultural associations attached to words.
    
17. Irony: Presenting ideas in a way that signifies the opposite of the literal meaning.
    
18. Allusion: Referencing another work, person, or event to enrich meaning.
    
19. Syntax: Arrangement of words to create specific effects or convey emotions.
    
20. Diction: Careful choice of words to convey a particular meaning or atmosphere.
    

Week 3: Limericks and the Art of Humor
Day 1: Decoding Limericks - Activity: Analyze classic limericks for rhythm and humor. - Lecture: Discuss the AABBA rhyme scheme and distinctive rhythm. - Discussion: Share favorite humorous poems and discuss elements that make them funny.
Day 2: Crafting Limericks with Wit - Activity: Write limericks individually, focusing on humor and rhythm. - Lecture: Explore the balance of humor and structure in limericks. - Discussion: Share and discuss individual limericks, highlighting successful elements.
Day 3: Understanding Free Verse - Activity: Analyze free verse poems for structure and expression. - Lecture: Introduce the concept of free verse and its flexibility. - Discussion: Discuss the liberation and challenges of writing without a strict structure.
Day 4: Writing Exercise - Expressing Emotions in Free Verse - Activity: Explore emotions and write a free verse poem. - Assignment: Craft a free verse poem exploring a personal experience or emotion. - Vocabulary Words: Enjambment, Cadence, Anapest.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for free verse poems. - Lecture: Discuss the artistic freedom and impact of free verse. - Discussion: Share insights gained from reviewing peers' free verse poems.
Study Guide Questions for Week 3: 1. What defines a limerick, and how does its rhythm contribute to its humor? 2. Discuss the importance of the AABBA rhyme scheme in limericks. 3. How does free verse differ from structured forms of poetry? 4. Explore the challenges and benefits of writing without a strict form in free verse. 5. Reflect on the emotions and experiences expressed in your free verse poem.
Quiz: Assessment on limericks, the AABBA rhyme scheme, and the principles of free verse.
Week 4: Free Verse and Acrostic Poetry
Day 1: Embracing Free Verse - Activity: Analyze diverse free verse poems for individual expression. - Lecture: Discuss famous free verse poets and their impact on the genre. - Discussion: Share personal reactions to the artistic freedom of free verse.
Day 2: Crafting Emotion in Free Verse - Activity: Write a free verse poem expressing a specific emotion. - Lecture: Explore the role of emotions in free verse and the use of vivid imagery. - Discussion: Share and discuss individual poems, highlighting emotional impact.
Day 3: Understanding Acrostic Poetry - Activity: Analyze acrostic poems for clever wordplay. - Lecture: Explain the concept of acrostic poetry and its various forms. - Discussion: Share examples of creative acrostic poems.
Day 4: Writing Exercise - Personal Acrostic - Activity: Craft an acrostic poem using your name or a chosen word. - Assignment: Write an acrostic poem exploring a theme or concept. - Vocabulary Words: Strophe, Stanza, Consonance.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for acrostic poems. - Lecture: Discuss the playfulness and creativity of acrostic poetry. - Discussion: Share insights gained from reviewing peers' acrostic poems.
Study Guide Questions for Week 4: 1. Explore the role of emotions in free verse poetry. How does it differ from structured forms? 2. Discuss the impact of vivid imagery in free verse. How does it contribute to the overall message? 3. What defines acrostic poetry, and how is it different from other forms? 4. How can clever wordplay enhance the impact of an acrostic poem? 5. Reflect on the creative process and thematic exploration in your acrostic poem.
Quiz: Assessment on understanding free verse, emotional expression in poetry, and the principles of acrostic poetry.

1. 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.
   
2. 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."
   
3. 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."
   
4. 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.
   
5. 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.
   
6. 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.
   
7. Assonance: Prompt: Write a passage where the vowel sounds within words echo each other. Experiment with different vowel combinations to create a melodic effect.
   
8. Personification: Prompt: Choose an inanimate object and personify it. Describe its actions, thoughts, and emotions as if it were a living being.
   
9. Symbolism: Prompt: Select an object or element and explore its symbolic meaning. Connect it to broader themes or emotions in your writing.
   
10. 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.
    
11. 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.
    
12. 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.
    
13. 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.
    
14. 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.
    
15. Tone: Prompt: Write a poem that conveys contrasting tones. Explore how shifts in tone can evoke different emotions and responses from the reader.
    
16. 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.
    
17. 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.
    
18. 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.
    
19. 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.
    
20. 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.
    

Yunnanese(雲南話, Yúnnánhuà, [kʰon˧ nɯəm˧ kʷʰa:t˥˩]) is a southwestern Chinese dialect spoken by Thai Chinese people in Thailand and nearby the border between northern Thailand and Yunnan province. It was diverged from Old Chinese earlier than Min Chinese, due to a historically long-term immigration from China to Thailand. As some ancient Chinese people started settling in the area where indigenious Thai people dwelt in, they were integrated to Thai culture, including their Old Chinese dialect being heavily influenced by Thai language as a substrate. Therefore, Yunnanese emerged as one of the native languages of Thai Chinese, retaining archaic phonological features of Old Chinese and innovating with modern standard Thai language by importing Middle Chinese, Sanskrit, Khmer, and Pali loanwords. Nowadays, Yunnanese is regarded as one of the most conservative Chinese dialect along with Min Chinese. It is written in either modern Thai script or Chinese characters with their shapes modified enough to be written on palm leaves.

Phonological change

Initial Consonants
Voiceless aspirated plosives -> Voiceless plosives
[pʰ] -> [p], [tʰ] -> [t], [tsʰ] -> [c], [kʰ] -> [k]
Voiced plosives -> Voiceless aspirated plosives
[b] -> [pʰ], [d] -> [tʰ], [dz] -> [cʰ], [g] -> [kʰ], [gʷ] -> [kʷʰ]
-r- medial clusters -> aspirated / #
[pr] -> [pʰ], [tr]/[kr] -> [h], [tsr] -> [tʰ], [qr] -> [kʰ], [br] -> [pʰr], [gr] -> [kʰr]
Uvular stops -> Velar stops
[q, qʰ, ɢ] -> [kʰ], [qʷ] -> [kʷʰ], [ɢʷ] -> [kʰ]
Simplification of -w- medial clusters
[mʷ, bʷ, pʷ] -> [m, pʰ, p], [tʷ, nʷ] -> [t, n], [rʷ] -> [r], [rʷʰ, lʷ] -> [h, l], [klʷ, qrʷ, trʷ, tsrʷ] -> [kl, hw, h, tʰ],
[dʷ, ʔʷ, lʷ] -> [tʰ, ʔ, l], [C̥.dʷ, C̥.lʷ, b.tʷ] -> [d, l, t], [prʷ, C̥.sʷ] -> [t, s]
Voiceless nasals, liquids -> Voiced or h
[m̥, n̥, ŋ̊, ŋ̊ʷ] -> [m, n, ŋ, w], [r̥] -> [h], [l̥] -> [l]
Initial clusters reduction
Voiceless stop + voiceless stop
[p.t, k.t] -> [t]
[p.q, q.p] -> [kʰ]
Voiceless obstruent + voiced stop
[C̥.b] -> [b]
[C̥.d] -> [d]
Voiced obstruent + voiceless stop
[C̬.t] -> [tʰ]
[C̬.k, C̬.q] -> [kʰ]
Voiceless stops + liquids/glides
[k.r] -> [kʰ]
[p.r] -> [t]
[C̥.w] -> [w]
Voiced consonant + liguid/glide
[C̬.l, m.l] -> [l]
[C̬.r] -> [r]
Non-initial nasals clusters
[t.n] -> [d]
[C̬.n] -> [n]
Other clusters
[q.s] -> [kʰ]
[p.r] -> [t]
[k.r] -> [kʰ]
[dzm̩.r] -> [pʰr]
Miscellaneous
[w] -> [f]
[ŋʷ] -> [w]
Coda consonants [-l, -r] -> [-n]
[-ps, -ts, -ks] -> [-p, -t, -k]
Vowels (+ Coda)
[uk] -> [u:k]
[e:] -> [ɛ:]
[ə#] -> [ɤ#]
[əC] -> [oC]
[ə:C] -> [ɯəC]
[ə:#] -> [ɯ:#]
[ə:l] -> [aj]
[o:] -> [ɔ:]
[ow] -> [aw]
Tonogenesis
[-#] -> A: Rising tone(Voiceless friction), Mid tone(Voiceless unaspirated stop, Voiced)
[-ʔ] -> C: Falling tone(Voiceless), High tone(Voiced)
[-s, -h] -> B: Low tone(Voiceless), Falling tone(Voiced)
[-p, -t, -k] ->
DShortVowel: Low tone(Voiceless), High tone(Voiced)
DLongVowel: Low tone(Voiceless), Falling tone(Voiced)

Examples

Numbers
Chinese character - Yunnanese - Old Chinese - Mandarin Chinese - Thai
零 - [ri:ŋ˧]- líng - ศูนย์
一 - [ʔit˩] - ʔit - yī - หนึ่ง, เอ็ด
二 - [ni:˥˩]- ni[j]-s - èr - สอง, ยี่
三 - [su:m˨˥] - s.rum - sān - สาม
四 - [si:˩]- s.li[j]-s - sì - สี่
五 - [ha:˥˩] - C.ŋˤaʔ - wǔ - ห้า
六 - [hu:k˩]- k.ruk - liù - หก
七 - [cit˩] - [tsʰ]i[t] - qī - เจ็ด
八 - [pʰɛ:t˩] - pˤret - bā - แปด
九 - [ku˥˩] - [k]uʔ - jiǔ - เก้า
十 - [kʰop˥] - t.[ɡ]əp - shí - สิบ
百 - [pʰa:k˩] - pˤrak - bǎi - ร้อย
千 - [si:ŋ˨˥] - s.n̥ˤi[ŋ]- qiān - พัน
萬 - [man˥˩] - C.ma[n]-s - wàn - หมื่น
億 - [hok˩] - ʔ(r)ək- yì
兆 - [law˥] - lr[a]wʔ - zhào
Poem - Bring in the Wine, by Li bai 將進酒, 李白(caŋ˧ cin˩ cu˥˩, hɤ˧ pʰrak˥)**
君不見，黃河之水天上來，奔流到海不復回。
[kʰun˧ pɤ˧ kɛ:n˩ kʷʰa:ŋ˧ kʰaj˧ tɤ˧ sun˨˥ li:n˨˥ tʰaŋ˥˩ rɯək˥˩ pu:n˧ ru˧ ta:wk˩ mɯ:˥˩ pɤ˧ pʰru:k˥ kʰɯəj˧] Have you not seen - that the waters of the Yellow River come from upon Heaven, surging into the ocean, never to return again;
君不見，高堂明鏡悲白髮，朝如青絲暮成雪。
[kʰun˧ pɤ˧ kɛ:n˩ ka:w˧ tʰaŋ˧ maŋ˧ kʰraŋ˥˩ pʰoj˧ pʰra:k˥˩ pot˩ haw˧ na˧ sɛ:ŋ˨˥ sɤ˨˥ ma:k˥˩ tʰeŋ˧ sot˩]
Have you not seen - in great halls' bright mirrors, they grieve over white hair, at dawn like black threads, by evening becoming snow.
人生得意須盡歡，莫使金樽空對月。
[niŋ˧ seŋ˨˥ tɯək˩ hok˩ so˨˥ cʰin˥ kʷʰa:n˧ ma:k˥˩ sɤ˥˩ hom˧ cu:n˧ kɔ:ŋ˨˥ tu:p˩ wat˥] In human life, accomplishment must bring total joy, do not allow an empty goblet to face the moon.
天生我材必有用，千金散盡還復來。 [li:n˨˥ seŋ˨˥ ŋa:j˥ cʰɤ˧ pit˩ kʰɤ˧ loŋ˥˩ si:ŋ˨˥ hom˧ sa:n˥˩ cʰin˥ kʰrɛ:n˧ pʰru:k˥ rɯək˥˩]
Heaven made me - my abilities must have a purpose; I spend a thousand gold pieces completely, but they'll come back again.
烹羊宰牛且爲樂，會須一飲三百杯。
[kʰra:ŋ˧ kʰaŋ˧ cɯ:˥˩ wɤ˧ ca:˥˩ kʰraj˧ ra:wk˥˩ kʰɔ:p˥˩ so˨˥ ʔit˩ kʰrum˥˩ su:m˨˥ pʰa:k˩ pɯ:˧] Boil a lamb, butcher an ox - now we shall be joyous; we must drink three hundred cups all at once!
岑夫子，丹丘生，將進酒，杯莫停。
[kʰrum˨˥ pʰa˧ cɤ˧ ta:n˧ kʷɤ˨˥ seŋ˨˥ caŋ˧ cin˩ cu˥˩ pɯ:˧ ma:k˥˩ tʰeŋ˧] Master Cen, Dan Qiusheng, bring in the wine! - the cups must not stop!
與君歌一曲，請君爲我傾耳聽。
[kʰra˥ kʰun˧ ka:j˧ ʔit˩ krok˩ ceŋ˥˩ kʰun˧ kʰraj˧ ŋa:j˥ kʷeŋ˨˥ nɤ˥˩ lɛ:ŋ˨˥] I'll sing you a song - I ask that you lend me your ears.
鐘鼓饌玉不足貴，但願長醉不復醒。
[toŋ˧ ka:˥˩ kʰrɔ:n˥˩ ŋok˥ pɤ˧ cok˩ kuj˩ tʰa:n˧ ŋon˥˩ daŋ˧ cut˩ pɤ˧ pʰru:k˥ sɛ:ŋ˥˩] Bells, drums, delicacies, jade - they are not fine enough; I only wish to be forever drunk and never sober again.
古來聖賢皆寂寞，惟有飲者留其名。
[ka:˥˩ rɯək˥˩ leŋ˩ kʰi:n˧ hi:˧ si:wk˩ ma:k˥˩ kʰi:˧ kʷʰɤ˧ kʰrum˥˩ ta:˥˩ ru˧ kʰɤ˧ meŋ˧] Since ancient times, sages have all been solitary; only a drinker can leave his name behind!
陳王昔時宴平樂，斗酒十千恣歡謔。
[lin˧ kʰaŋ˧ sa:k˩ tʰɤ˧ ʔɛ:n˩ pʰreŋ˧ ra:wk˥˩ tɔ:˥˩ cu˥˩ kʰop˥ si:ŋ˨˥ cit˩ kʷʰa:n˧ ŋawk˩] The Prince of Chen, in times past, held feasts at Pingle; ten thousand cups of wine - abandon restraint and be merry!
主人何爲言少錢，徑須沽取對君酌。
[to˥˩ niŋ˧ kʰa:j˧ kʰraj˧ ŋan˧ sew˥˩ cʰan˧ kɛ:ŋ˩ so˨˥ ka:˧ cɔ:˥˩ tu:p˩ kʰun˧ tewk˩] Why would a host speak of having little money? - you must go straight and buy it - I'll drink it with you!
五花馬，千金裘，呼兒將出換美酒，與爾同銷萬古愁。
[ha:˥˩ kʷʰa˨˥ ma:˥ si:ŋ˨˥ hom˧ kʷʰɤ˧ kʰa:˨˥ ŋe˧ caŋ˧ kʰut˥ kʰa:n˥˩ moj˥ cu˥˩ kʰra˥ non˥ lɔ:ŋ˧ sew˨˥ man˥˩ ka:˥˩ cʰiw˧]
My lovely horse, my furs worth a thousand gold pieces, call the boy and have him take them to be swapped for fine wine, and together with you I'll wipe out the cares of ten thousand ages.
Yunnanese version of Article 1 of the Universal Declaration of Human Rights(世界人權宣言 第一章 [lap˩ hɛ:t˩ niŋ˧ kʰran˧ san˨˥ ŋan˧ lɯəj˥˩ ʔit˩ taŋ˧])
人人生而平等，喺尊嚴同埋權利上一律平等。佢哋有理性同埋良心，而且應當以兄弟關係嘅精神相對待。
[niŋ˧ niŋ˧ seŋ˨˥ nɤ˧ pʰreŋ˧ tɯəŋ˥˩ kɛ:k˥˩ cu:n˧ ŋam˧ lɔ:ŋ˧ mɯ:˧ kʰran˧ hit˩ tʰaŋ˥˩ ʔit˩ rut˥˩ pʰreŋ˧ tɯəŋ˥˩ kʰɤ˧ tɯ:˥˩ kʰɤ˥ rɯ:˥ seŋ˩ lɔ:ŋ˧ mɯ:˧ raŋ˧ som˨˥ nɤ˧ ca:˥˩ kʰroŋ˧ ta:ŋ˧ lɤ˧ maŋ˨˥ lɯəj˥ hɔ:n˧ kɛ:k˩ ka:n˩ ceŋ˧ lin˨˥ saŋ˨˥ tu:p˩ tʰɤ˥]
"All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood."
Reference links:
085 李白 將進酒 Translation: Bring in the Wine, by Li Bai East Asia Student
【壮语读书音朗读】李白《将进酒》_哔哩哔哩_bilibili

1. Imagery: Creating vivid mental images through descriptive language.
   
2. Metaphor: Using figurative language to imply a comparison between unrelated things.
   
3. Simile: Drawing comparisons using "like" or "as" to highlight similarities.
   
4. Rhyme: Employing words with similar sounds at the end of lines.
   
5. Meter: Organizing lines with a rhythmic pattern, often in syllabic beats.
   
6. Alliteration: Repetition of initial consonant sounds in neighboring words.
   
7. Assonance: Repeating vowel sounds within nearby words for musicality.
   
8. Personification: Assigning human characteristics to non-human entities.
   
9. Symbolism: Using objects or concepts to represent deeper meanings.
   
10. Enjambment: Continuation of a sentence without a pause beyond the end of a line.
    
11. Repetition: Emphasizing ideas or emotions by repeating words or phrases.
    
12. Free Verse: Unrestricted by traditional poetic structures like rhyme or meter.
    
13. Stanza: Grouping lines together to form a distinct unit within a poem.
    
14. Theme: Central idea or underlying message explored in the poem.
    
15. Tone: The poet's attitude or emotional stance toward the subject.
    
16. Connotation: The emotional or cultural associations attached to words.
    
17. Irony: Presenting ideas in a way that signifies the opposite of the literal meaning.
    
18. Allusion: Referencing another work, person, or event to enrich meaning.
    
19. Syntax: Arrangement of words to create specific effects or convey emotions.
    
20. Diction: Careful choice of words to convey a particular meaning or atmosphere.
    

Week 3: Limericks and the Art of Humor
Day 1: Decoding Limericks - Activity: Analyze classic limericks for rhythm and humor. - Lecture: Discuss the AABBA rhyme scheme and distinctive rhythm. - Discussion: Share favorite humorous poems and discuss elements that make them funny.
Day 2: Crafting Limericks with Wit - Activity: Write limericks individually, focusing on humor and rhythm. - Lecture: Explore the balance of humor and structure in limericks. - Discussion: Share and discuss individual limericks, highlighting successful elements.
Day 3: Understanding Free Verse - Activity: Analyze free verse poems for structure and expression. - Lecture: Introduce the concept of free verse and its flexibility. - Discussion: Discuss the liberation and challenges of writing without a strict structure.
Day 4: Writing Exercise - Expressing Emotions in Free Verse - Activity: Explore emotions and write a free verse poem. - Assignment: Craft a free verse poem exploring a personal experience or emotion. - Vocabulary Words: Enjambment, Cadence, Anapest.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for free verse poems. - Lecture: Discuss the artistic freedom and impact of free verse. - Discussion: Share insights gained from reviewing peers' free verse poems.
Study Guide Questions for Week 3: 1. What defines a limerick, and how does its rhythm contribute to its humor? 2. Discuss the importance of the AABBA rhyme scheme in limericks. 3. How does free verse differ from structured forms of poetry? 4. Explore the challenges and benefits of writing without a strict form in free verse. 5. Reflect on the emotions and experiences expressed in your free verse poem.
Quiz: Assessment on limericks, the AABBA rhyme scheme, and the principles of free verse.
Week 4: Free Verse and Acrostic Poetry
Day 1: Embracing Free Verse - Activity: Analyze diverse free verse poems for individual expression. - Lecture: Discuss famous free verse poets and their impact on the genre. - Discussion: Share personal reactions to the artistic freedom of free verse.
Day 2: Crafting Emotion in Free Verse - Activity: Write a free verse poem expressing a specific emotion. - Lecture: Explore the role of emotions in free verse and the use of vivid imagery. - Discussion: Share and discuss individual poems, highlighting emotional impact.
Day 3: Understanding Acrostic Poetry - Activity: Analyze acrostic poems for clever wordplay. - Lecture: Explain the concept of acrostic poetry and its various forms. - Discussion: Share examples of creative acrostic poems.
Day 4: Writing Exercise - Personal Acrostic - Activity: Craft an acrostic poem using your name or a chosen word. - Assignment: Write an acrostic poem exploring a theme or concept. - Vocabulary Words: Strophe, Stanza, Consonance.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for acrostic poems. - Lecture: Discuss the playfulness and creativity of acrostic poetry. - Discussion: Share insights gained from reviewing peers' acrostic poems.
Study Guide Questions for Week 4: 1. Explore the role of emotions in free verse poetry. How does it differ from structured forms? 2. Discuss the impact of vivid imagery in free verse. How does it contribute to the overall message? 3. What defines acrostic poetry, and how is it different from other forms? 4. How can clever wordplay enhance the impact of an acrostic poem? 5. Reflect on the creative process and thematic exploration in your acrostic poem.
Quiz: Assessment on understanding free verse, emotional expression in poetry, and the principles of acrostic poetry.

1. 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.
   
2. 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."
   
3. 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."
   
4. 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.
   
5. 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.
   
6. 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.
   
7. Assonance: Prompt: Write a passage where the vowel sounds within words echo each other. Experiment with different vowel combinations to create a melodic effect.
   
8. Personification: Prompt: Choose an inanimate object and personify it. Describe its actions, thoughts, and emotions as if it were a living being.
   
9. Symbolism: Prompt: Select an object or element and explore its symbolic meaning. Connect it to broader themes or emotions in your writing.
   
10. 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.
    
11. 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.
    
12. 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.
    
13. 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.
    
14. 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.
    
15. Tone: Prompt: Write a poem that conveys contrasting tones. Explore how shifts in tone can evoke different emotions and responses from the reader.
    
16. 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.
    
17. 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.
    
18. 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.
    
19. 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.
    
20. 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.
    

1. Imagery: Creating vivid mental images through descriptive language.
   
2. Metaphor: Using figurative language to imply a comparison between unrelated things.
   
3. Simile: Drawing comparisons using "like" or "as" to highlight similarities.
   
4. Rhyme: Employing words with similar sounds at the end of lines.
   
5. Meter: Organizing lines with a rhythmic pattern, often in syllabic beats.
   
6. Alliteration: Repetition of initial consonant sounds in neighboring words.
   
7. Assonance: Repeating vowel sounds within nearby words for musicality.
   
8. Personification: Assigning human characteristics to non-human entities.
   
9. Symbolism: Using objects or concepts to represent deeper meanings.
   
10. Enjambment: Continuation of a sentence without a pause beyond the end of a line.
    
11. Repetition: Emphasizing ideas or emotions by repeating words or phrases.
    
12. Free Verse: Unrestricted by traditional poetic structures like rhyme or meter.
    
13. Stanza: Grouping lines together to form a distinct unit within a poem.
    
14. Theme: Central idea or underlying message explored in the poem.
    
15. Tone: The poet's attitude or emotional stance toward the subject.
    
16. Connotation: The emotional or cultural associations attached to words.
    
17. Irony: Presenting ideas in a way that signifies the opposite of the literal meaning.
    
18. Allusion: Referencing another work, person, or event to enrich meaning.
    
19. Syntax: Arrangement of words to create specific effects or convey emotions.
    
20. Diction: Careful choice of words to convey a particular meaning or atmosphere.
    

Week 3: Limericks and the Art of Humor
Day 1: Decoding Limericks - Activity: Analyze classic limericks for rhythm and humor. - Lecture: Discuss the AABBA rhyme scheme and distinctive rhythm. - Discussion: Share favorite humorous poems and discuss elements that make them funny.
Day 2: Crafting Limericks with Wit - Activity: Write limericks individually, focusing on humor and rhythm. - Lecture: Explore the balance of humor and structure in limericks. - Discussion: Share and discuss individual limericks, highlighting successful elements.
Day 3: Understanding Free Verse - Activity: Analyze free verse poems for structure and expression. - Lecture: Introduce the concept of free verse and its flexibility. - Discussion: Discuss the liberation and challenges of writing without a strict structure.
Day 4: Writing Exercise - Expressing Emotions in Free Verse - Activity: Explore emotions and write a free verse poem. - Assignment: Craft a free verse poem exploring a personal experience or emotion. - Vocabulary Words: Enjambment, Cadence, Anapest.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for free verse poems. - Lecture: Discuss the artistic freedom and impact of free verse. - Discussion: Share insights gained from reviewing peers' free verse poems.
Study Guide Questions for Week 3: 1. What defines a limerick, and how does its rhythm contribute to its humor? 2. Discuss the importance of the AABBA rhyme scheme in limericks. 3. How does free verse differ from structured forms of poetry? 4. Explore the challenges and benefits of writing without a strict form in free verse. 5. Reflect on the emotions and experiences expressed in your free verse poem.
Quiz: Assessment on limericks, the AABBA rhyme scheme, and the principles of free verse.
Week 4: Free Verse and Acrostic Poetry
Day 1: Embracing Free Verse - Activity: Analyze diverse free verse poems for individual expression. - Lecture: Discuss famous free verse poets and their impact on the genre. - Discussion: Share personal reactions to the artistic freedom of free verse.
Day 2: Crafting Emotion in Free Verse - Activity: Write a free verse poem expressing a specific emotion. - Lecture: Explore the role of emotions in free verse and the use of vivid imagery. - Discussion: Share and discuss individual poems, highlighting emotional impact.
Day 3: Understanding Acrostic Poetry - Activity: Analyze acrostic poems for clever wordplay. - Lecture: Explain the concept of acrostic poetry and its various forms. - Discussion: Share examples of creative acrostic poems.
Day 4: Writing Exercise - Personal Acrostic - Activity: Craft an acrostic poem using your name or a chosen word. - Assignment: Write an acrostic poem exploring a theme or concept. - Vocabulary Words: Strophe, Stanza, Consonance.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for acrostic poems. - Lecture: Discuss the playfulness and creativity of acrostic poetry. - Discussion: Share insights gained from reviewing peers' acrostic poems.
Study Guide Questions for Week 4: 1. Explore the role of emotions in free verse poetry. How does it differ from structured forms? 2. Discuss the impact of vivid imagery in free verse. How does it contribute to the overall message? 3. What defines acrostic poetry, and how is it different from other forms? 4. How can clever wordplay enhance the impact of an acrostic poem? 5. Reflect on the creative process and thematic exploration in your acrostic poem.
Quiz: Assessment on understanding free verse, emotional expression in poetry, and the principles of acrostic poetry.

1. 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.
   
2. 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."
   
3. 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."
   
4. 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.
   
5. 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.
   
6. 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.
   
7. Assonance: Prompt: Write a passage where the vowel sounds within words echo each other. Experiment with different vowel combinations to create a melodic effect.
   
8. Personification: Prompt: Choose an inanimate object and personify it. Describe its actions, thoughts, and emotions as if it were a living being.
   
9. Symbolism: Prompt: Select an object or element and explore its symbolic meaning. Connect it to broader themes or emotions in your writing.
   
10. 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.
    
11. 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.
    
12. 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.
    
13. 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.
    
14. 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.
    
15. Tone: Prompt: Write a poem that conveys contrasting tones. Explore how shifts in tone can evoke different emotions and responses from the reader.
    
16. 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.
    
17. 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.
    
18. 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.
    
19. 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.
    
20. 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.
    

1. Imagery: Creating vivid mental images through descriptive language.
   
2. Metaphor: Using figurative language to imply a comparison between unrelated things.
   
3. Simile: Drawing comparisons using "like" or "as" to highlight similarities.
   
4. Rhyme: Employing words with similar sounds at the end of lines.
   
5. Meter: Organizing lines with a rhythmic pattern, often in syllabic beats.
   
6. Alliteration: Repetition of initial consonant sounds in neighboring words.
   
7. Assonance: Repeating vowel sounds within nearby words for musicality.
   
8. Personification: Assigning human characteristics to non-human entities.
   
9. Symbolism: Using objects or concepts to represent deeper meanings.
   
10. Enjambment: Continuation of a sentence without a pause beyond the end of a line.
    
11. Repetition: Emphasizing ideas or emotions by repeating words or phrases.
    
12. Free Verse: Unrestricted by traditional poetic structures like rhyme or meter.
    
13. Stanza: Grouping lines together to form a distinct unit within a poem.
    
14. Theme: Central idea or underlying message explored in the poem.
    
15. Tone: The poet's attitude or emotional stance toward the subject.
    
16. Connotation: The emotional or cultural associations attached to words.
    
17. Irony: Presenting ideas in a way that signifies the opposite of the literal meaning.
    
18. Allusion: Referencing another work, person, or event to enrich meaning.
    
19. Syntax: Arrangement of words to create specific effects or convey emotions.
    
20. Diction: Careful choice of words to convey a particular meaning or atmosphere.
    

Previous post

Down there

And so with the miracle of elixirs and a disgustingly strong constitution, Calap Roud looks half his age, except for the bitter fury in his eyes. He waits to be discovered (for even in Reliant City his reputation was not one of discovery but of pathetic bullying, backstabbing, sordid underhand graft and of course gaggles of hangers-on of all sexes willing, at least on the surface, to suffer the wriggle of Calap’s fickler every now and then; and worse¹ of all, poor Calap knows it’s all a fraud). Thus, whilst he has stolen a thousand sonnets, scores of epic poems and millions of clever offhanded comments uttered by talented upstarts stupidly within range of his hearing, at his very core he stares, mouth open, upon a chasm on all sides, wind howling and buffeting him as he totters on his perch. Where is the golden cage? Where are all the white-headed fools he shat upon? There’s nothing down there but more down there going so far down there is no there at all.

Last time we discussed the alchemies Calap Roud was using to keep himself young, and no we see their effect. Half his age (which peeking ahead a little means he appears to be in his mid-40s). The only thing that betrays this, supposedly, is the "bitter fury in his eyes". Are the elderly more inclined to have a bitter fury in their eyes? I suppose if you're like Calap Roud, you only get more bitter with age.
He thinks himself a talent, but he has yet to be discovered. And we see what people think of him instead. He's apparently been abusing his high position to a fairly serious degree. They're definitely in dire need of a #metoo moment in Reliant City. Flicker doesn't respect it one whit. The bullying is pathetic, the grafting is sordid and underhanded, and the hangers-on are clearly just pretending to like him.
The phrase "suffer the wriggle of Calap's fickler" is particularly disgusting. There's no doubt about what a "fickler" is in this context, but it's also a callback to last week where we had the vermin "swarming [...] into fickle talent's crotch". There phrase itself is also just unpleasing to the ear. The assonance between "wriggle" and "fickler", with those hard consonants in between. It's real nasty stuff.
But Calap knows it's all a fraud. That probably feeds into his bitterness. He knows he is where he is because of factors completely unrelated to artistic merit. He can't trust anyone to truly like him, because he's made himself so utterly unlikable.
Then we get a listing of all the things Calap has stolen from actual talented artists. A thousand sonnets, scores of epic poems, and even random comments. The numbers are certainly exaggerated, but it gets the point across. I love the phrase "talented upstarts stupidly within range of hearing". It perfectly encapsulates how Calap views actual talent with contempt. Not only are they "upstarts", but their sole mistake was being in the vicinity of Calap Roud.
And we see that he has now found himself alone. I read the chasm on every side of him as him having starved out all the competition. He effectively killed the whole grassroots movement. He robbed all the young artists of their chance to become established, by mercilessly tramping over them and stealing all their art. And he still doesn't realize his error. He still views those below him as fools, unworthy of success.
This paragraph ends with just a beautiful garden path sentence:

There’s nothing down there but more down there going so far down there is no there at all.

This is a brilliant joke Erikson is playing here. First we have an easily parsed statement: "There's nothing down there". Except for what? Well, "more down there". But then you instinctively want to parse the next part as "going so far down there", except that is wrong! Erikson has tricked us. It actually reads "going so far down" and then the final clause is "there is no there at all", which mirrors the construction of the start of the sentence. Just brilliant.

Last ditch effort

Calap Roud has spent his entire albeit modest fortune bribing every judge he could find in Farrog. This was his last chance. He would win the Mantle. He deserved it. Not a single one of the countless vices hunting the weakling artists of the world dragged him down—no, he had slipped free of them all on a blinding road of virtuous living. He was ninety-two years old and this year, he would be discovered!

And Calap Roud still isn't playing fair, because why would he? He's gotten away with it so far. This journey is his last resort. He's all in. That "he deserved it" comment is especially salient. Plagiarists often plagiarize because they think they deserve the end result, but aren't willing to put in the work. So here Calap Roud is willing to do anything except put in the work in order to win the Mantle.
Notice also how short these sentences are. Short, concise statements. First laying out the problem (it's his last chance), then intent, and then the underlying reasoning.
We see again his utter contempt for other artists, which he justifies to himself by establishing his moral superiority, i.e. his abstinence. It's a moral puritanism that is quite similar to that of Arpo Relent, but whereas Arpo is a true believer and a zealot, Calap is insincerely using his virtuous living as a means to an end. Of course that's a distinction that doesn't matter much as they're both sanctimonious assholes.
Then we get a statement that seems equal parts desperate and pathetic. He's 92 years old and still waiting on recognition. Again, he's not willing to work for it. But it's the thing he wants the most in the entire world. And he's deluded himself into thinking he'll make it. But even then, you get the sense here that he doesn't fully believe it himself, hence the desperation.
We also see one of Erikson's favourite metaphors popping up with the "blinding road of virtuous living". This is of course a pillar of one of the central themes of the Book of the Fallen and arguably the central theme of the Kharkanas Light stands for justice but it blinds and removes all nuance.

Unfortunate side effects

No alchemies or potions in the world could do much about the fact that, as one grew older and yet older, so too one’s ears and nose. Calap Roud, as modestly wrinkled as a man in his late forties, had the ears of a veteran rock ape of G’danisban’s coliseum and the nose of a probiscus monkey who’d instigated too many tavern brawls. His teeth were so worn down one was reminded of catfish mouths biting at nipples. From his old man’s eyes came a leer for every woman, and from his leer came out a worm-like tongue with a head of purple veins.

I want to start by posing a question that I do not know the answer to. What is the difference between alchemies and potions? I would have thought them to be synonymous but perhaps there is some difference in connotation that I am not aware of.
However that may be, Flicker is highlighting Calap's facial features here. I like the reusing of the verb "grow" in the first sentence. It's a bit unintuitive but it scans. By reusing the verb he's emphasizing the causal relationship between the two. It's not a coincidence that Calap's ears and nose are so enormous, it's just because he's old as dirt.
Then Flicker compares Calap to apes. His ears are compared to those of a rock ape that has had a career as a coliseum fighter. I don't believe rock apes are a real world species, though a google search reveals that there is a Vietnamese cryptid that's called a rock ape. A quick look at the description doesn't show anything about them having massive ears, so perhaps that connection is mere coincidence. However, I've seen pictures of boxers after a particularly gnarly bout and they often have these enormous puffed up ears, so that part at least I understand.
And his nose is, if anything, even more comically out of proportion, being compared to a probiscus monkey with a similarly puffed up nose. There also isn't a mention of him being toothless, but rather it is implied that his teeth are simply worn down to little nubs. Why is the catfish in the comparison biting at nipples? Presumably because that's what Calap would be doing.
Flicker emphasizes how creepy Calap is by reminding us that he's an old man, staring at (presumably) much younger women, and finally he gives us the most phallic description of a tongue that I have ever seen. I like the progression here. We get the leer from the eyes, and the tongue from that leer. It lends the description a disturbing and uncomfortable air.
But notice also the "worm-like" nature of his tongue. Obviously it's a part of the phallic imagery, but I think it also speaks to how he uses his tongue. He's underhanded and willing to use all sorts of dirty tricks to get what he wants.
And that does it for Calap's description. Next time we'll start discussing one of the most important characters in the story: Purse Snippet. See you next week!
¹ I suspect this is an OCR error. When texts are scanned for audiobooks they have algorithms for reading the text. Sometimes they get it wrong, and e -> t is a fairly common error. Since 'worse' is also a word, a less sophisticated algorithm may not have caught that. I'd be much obliged if someone with a physical copy of the novella could check if this is also present in that text
Next post

Week 3: Limericks and the Art of Humor
Day 1: Decoding Limericks - Activity: Analyze classic limericks for rhythm and humor. - Lecture: Discuss the AABBA rhyme scheme and distinctive rhythm. - Discussion: Share favorite humorous poems and discuss elements that make them funny.
Day 2: Crafting Limericks with Wit - Activity: Write limericks individually, focusing on humor and rhythm. - Lecture: Explore the balance of humor and structure in limericks. - Discussion: Share and discuss individual limericks, highlighting successful elements.
Day 3: Understanding Free Verse - Activity: Analyze free verse poems for structure and expression. - Lecture: Introduce the concept of free verse and its flexibility. - Discussion: Discuss the liberation and challenges of writing without a strict structure.
Day 4: Writing Exercise - Expressing Emotions in Free Verse - Activity: Explore emotions and write a free verse poem. - Assignment: Craft a free verse poem exploring a personal experience or emotion. - Vocabulary Words: Enjambment, Cadence, Anapest.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for free verse poems. - Lecture: Discuss the artistic freedom and impact of free verse. - Discussion: Share insights gained from reviewing peers' free verse poems.
Study Guide Questions for Week 3: 1. What defines a limerick, and how does its rhythm contribute to its humor? 2. Discuss the importance of the AABBA rhyme scheme in limericks. 3. How does free verse differ from structured forms of poetry? 4. Explore the challenges and benefits of writing without a strict form in free verse. 5. Reflect on the emotions and experiences expressed in your free verse poem.
Quiz: Assessment on limericks, the AABBA rhyme scheme, and the principles of free verse.
Week 4: Free Verse and Acrostic Poetry
Day 1: Embracing Free Verse - Activity: Analyze diverse free verse poems for individual expression. - Lecture: Discuss famous free verse poets and their impact on the genre. - Discussion: Share personal reactions to the artistic freedom of free verse.
Day 2: Crafting Emotion in Free Verse - Activity: Write a free verse poem expressing a specific emotion. - Lecture: Explore the role of emotions in free verse and the use of vivid imagery. - Discussion: Share and discuss individual poems, highlighting emotional impact.
Day 3: Understanding Acrostic Poetry - Activity: Analyze acrostic poems for clever wordplay. - Lecture: Explain the concept of acrostic poetry and its various forms. - Discussion: Share examples of creative acrostic poems.
Day 4: Writing Exercise - Personal Acrostic - Activity: Craft an acrostic poem using your name or a chosen word. - Assignment: Write an acrostic poem exploring a theme or concept. - Vocabulary Words: Strophe, Stanza, Consonance.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for acrostic poems. - Lecture: Discuss the playfulness and creativity of acrostic poetry. - Discussion: Share insights gained from reviewing peers' acrostic poems.
Study Guide Questions for Week 4: 1. Explore the role of emotions in free verse poetry. How does it differ from structured forms? 2. Discuss the impact of vivid imagery in free verse. How does it contribute to the overall message? 3. What defines acrostic poetry, and how is it different from other forms? 4. How can clever wordplay enhance the impact of an acrostic poem? 5. Reflect on the creative process and thematic exploration in your acrostic poem.
Quiz: Assessment on understanding free verse, emotional expression in poetry, and the principles of acrostic poetry.

1. 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.
   
2. 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."
   
3. 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."
   
4. 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.
   
5. 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.
   
6. 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.
   
7. Assonance: Prompt: Write a passage where the vowel sounds within words echo each other. Experiment with different vowel combinations to create a melodic effect.
   
8. Personification: Prompt: Choose an inanimate object and personify it. Describe its actions, thoughts, and emotions as if it were a living being.
   
9. Symbolism: Prompt: Select an object or element and explore its symbolic meaning. Connect it to broader themes or emotions in your writing.
   
10. 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.
    
11. 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.
    
12. 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.
    
13. 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.
    
14. 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.
    
15. Tone: Prompt: Write a poem that conveys contrasting tones. Explore how shifts in tone can evoke different emotions and responses from the reader.
    
16. 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.
    
17. 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.
    
18. 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.
    
19. 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.
    
20. 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.
    

1. Imagery: Creating vivid mental images through descriptive language.
   
2. Metaphor: Using figurative language to imply a comparison between unrelated things.
   
3. Simile: Drawing comparisons using "like" or "as" to highlight similarities.
   
4. Rhyme: Employing words with similar sounds at the end of lines.
   
5. Meter: Organizing lines with a rhythmic pattern, often in syllabic beats.
   
6. Alliteration: Repetition of initial consonant sounds in neighboring words.
   
7. Assonance: Repeating vowel sounds within nearby words for musicality.
   
8. Personification: Assigning human characteristics to non-human entities.
   
9. Symbolism: Using objects or concepts to represent deeper meanings.
   
10. Enjambment: Continuation of a sentence without a pause beyond the end of a line.
    
11. Repetition: Emphasizing ideas or emotions by repeating words or phrases.
    
12. Free Verse: Unrestricted by traditional poetic structures like rhyme or meter.
    
13. Stanza: Grouping lines together to form a distinct unit within a poem.
    
14. Theme: Central idea or underlying message explored in the poem.
    
15. Tone: The poet's attitude or emotional stance toward the subject.
    
16. Connotation: The emotional or cultural associations attached to words.
    
17. Irony: Presenting ideas in a way that signifies the opposite of the literal meaning.
    
18. Allusion: Referencing another work, person, or event to enrich meaning.
    
19. Syntax: Arrangement of words to create specific effects or convey emotions.
    
20. Diction: Careful choice of words to convey a particular meaning or atmosphere.
    

While working up my recent post about Glóin, and my theory about why Dáin sent him to Rivendell, I of course looked him up in The Hobbit. But he isn't there! Neither is his brother Óin; neither for that matter is Dáin. Instead, I found Gloin, Oin, and Dain. I am amazed that I never noticed this discrepancy in all these decades. Nor have I seen anyone else point it out.
One might have thought that some sharp-eyed editor at Allen & Unwin would have queried that change, but if so no trace is found in Letters. One might also have thought that Tolkien himself, who revised the text twice after its original publication, would have retrofitted these names to add the diacritics. But they remain accentless, even in the unpublished 1960 version of chapter 1, which was intended to make the tone of the work more consistent with LotR; see John Rateliff's The History of the Hobbit p. 774. (Both Rateliff and Douglas Anderson, in The Annotated Hobbit, stick to the unaccented forms in their notes.)
Some long-time fans will know why these three dwarves (and others who appear in LotR but not The Hobbit) have accent marks in their names. They can skip the rest of this. For those who may not know, the names of the Hobbit dwarves (all but Balin, for some reason) are all taken from the Old Norse mythological poem called Völuspá, “the Seeress's Prophecy.” Several stanzas of the poem consist of a recitation of names of dwarves; this section is referred to as the Dvergatal, “the List of Dwarves.” Text here:
https://glaemscrafu.jrrvf.com/english/dvergatal.html
When he reused these dwarves in LotR, Tolkien chose to incorporate the diacritical marks as found in the Dvergatal. Why? The vowels in the Norse names Bífurr and Báfurr are marked long in the Dvergatal, but Tolkien did not add the accents to “Bifur” and Bofur.” It seems that he wanted to indicate the correct Norse pronunciation. Neither nor is a diphthong in ON; hence the names “Glóin,” “Óin,” and “Dáin” all have two syllables – “Glow-een” and “Ow-een” do not rhyme with English “groin,” and their father Gróin is “Grow-een” (so hold the snickers). “Dáin” is pronounced “Dah-een.”
One more explanation, for those who may have clicked on the link and wondered why several of the names have extra consonants at the end -- Durin for example being Durinn. In Old Norse the case ending -r was added to a masculine noun to indicate that it is in the “nominative case,” as when it is the subject of a sentence. Gandalf – which is the name of a dwarf – is Gandalfr in the Dvergatal.¹ If a word ended in “r,' the case ending doubled it, hence Bifurr. For a word ending in -n, the “-r” was assimilated to and doubled it, hence Durinn. Tolkien dropped all these case endings.
1 Did you say "Huh?" to this? Yes, in the manuscript the leader of the dwarves, for a long time, was "Gandalf" not "Thorin." The wizard was "Bladorthin" -- and if that name rings a bell, it is because Tolkien recycled it in the account of Smaug's hoard.