Welcome to the World of

Poetry!
“We don't read and write poetry because it's cute. We read and write
poetry because we are members of the human race. And the human
race is filled with passion. And medicine, law, business, engineering,
these are noble pursuits and necessary to sustain life. But poetry,
beauty, romance, love, these are what we stay alive for.”
~ From the movie, Dead Poets Society (1989)
 OVERVIEW
• Part A: Introduction

• Part B: Let’s revise

your Literary Devices!

• Part C: Wilfred Owen

and World War I
Introduction

Purpose of this lesson? To enhance your

understanding of poetry by knowing the
definitions of the different literary devices, how to
identify them and determining the significance of
their use within the context of a poem.

There will be TWO graded assignments. The

first is at the end of Part B and another at the end
of Part C. Do NOT skip any of the stages.
 Introduction: Before you begin…
A poem is usually made up of images. The imagery can tap
on any or all of the five senses: sight, smell, taste,
hearing and touch.

In order to understand a poem, you will need to explore its

meaning through its subject matter, form, literary
devices and theme. *Note: you only deduce the poem’s
theme(s) after examining everything else.

Subject matter refers to what the poem is about and this is

derived from the images used. Theme, on the other
hand, deals with the abstract ideas or message of the
poem. For example, a poem about animals in a zoo can
deal with the theme of freedom versus imprisonment.
Part B: Let’s revise your literary
devices!

• Form
• Simile
• Metaphor
• Personification
• Onomatopoeia
• Alliteration
• Pun
• Symbolism
• Irony
• Tone
• Mood
Part B: Let’s revise your literary
devices!

Can you recall all the eleven devices you

should know and in which order? No?

Ok. Remember this phrase:

Forget sense, marvellous poetry
only arouses potentially
smart individuals to make-out.
= Form, Simile, Metaphor,
Personification,
Onomatopoeia, Alliteration, Pun,
Symbolism, Irony, Tone, Mood.
Part B: Let’s revise your literary
devices!

When you are asked about FORM,

it refers to TWO aspects:

 How it is presented

 What’s the rhythm

and rhyme?
Part B: Let’s revise your literary
devices!

 How it is presented

If the poem is divided into equal

number of lines per section, then it is
written in STANZAS. If each section
is made up of different number of
lines, the poem is written in VERSE
PARAGRAPHS. However, a poem
can consist of just one VERSE
PARAGRAPH.

*NOTE: A poem is made up of lines never

sentences!
Part B: Let’s revise your literary
devices!

 What’s the rhythm and

rhyme?
Rhythm refers to the pattern of
short and long syllables in a
poetic line. You won’t be tested
on this but you do need to
know
about RHYME. Let’s look at a
famous poem by Jane Taylor…
Twinkle, twinkle, little star, a
How I wonder what you are! a
Up above the world so high b
Like a diamond in the sky. b

When the blazing sun is gone, c

When he nothing shines upon, c
Then you show your little light, d
Twinkle, twinkle, all the night. d

Then the traveller in the dark e

Thanks you for his tiny spark! e
He could not see which way to go, g
If you did not twinkle so. g

In the dark blue sky you keep, f

And often through my curtains peep, f
For you never shut your eye b
Till the sun is in the sky. b

As your bright and tiny spark e

Lights the traveller in the dark, e
Though I know not what you are, a
Twinkle, twinkle, little star. a
Part B: Let’s revise your literary
devices!
In Twinkle, twinkle, little star, the poem is
written in five STANZAS of four lines
each.

In addition, there is a regular rhyme

scheme since lines 1 and 2 rhyme; 3 and
4, 5 and 6, 7 and 8 and so on…

Since the lines rhyme in pairs

throughout the poem, we say that the
poem is written in COUPLETS.
Part B: Let’s revise your literary
devices!
If lines 1 and 3 rhyme, 2 and 4, 5 and 7, 6
and 8 and so on throughout a poem, we
say that the poem has an ALTERNATE
rhyme scheme.

Example:

There was a cat – a

That bit a boy – b
And chewed a mat – a
And ate a toy – b
Part B: Let’s revise your literary
devices!
If lines 1 and 4 rhyme, 2 and 3, 5 and 8, 6
and 7 and so on throughout a poem, we
say that the poem has a CHIASTIC rhyme
scheme.

Example:

There was a cat – a

That bit a boy – b
And ate a toy – b
And chewed a mat – a
Part B: Let’s revise your literary
devices!
*Please note that a poem doesn’t need to
have a regular rhyme scheme. This means
that a poem doesn’t need to have a repeated
and consistent pattern of rhymes
throughout. Sometimes, only certain lines
rhyme with each other.

So when they do rhyme, you do need to ask

yourself why the poet chooses to make
them rhyme. For greater impact? To
strengthen his/her message? To create an ironic
tone? To make fun of something?
Part B: Let’s revise your literary
devices!

Print out the definitions of literary devices

listed here: Poetry Devices

Then proceed to your first assignment

Elementary, My Dear! at
http://schdnaweb.schooldna.com/schooldna/login/login.asp
Part C: Wilfred Owen and World
War I

Congratulations! You should have finished

your first assignment by now.

Your second assignment involves an

analysis of a poem by WWI British poet,
Wilfred Owen. Due to the complexity of
the poem, you will need to understand a
little about his background and the war
that he criticised so poignantly. Do NOT
skip any of the instructions as they
are meant to help you.
Part C: Wilfred Owen and World
War I
Wilfred Owen, was born on 18 March 1893 in Oswestry, Shropshire,
England, in initially prosperous circumstances. The eldest of four children,
he died at the age of twenty-five, killed in action only seven days before
the end of the First World War.

“He had written some hundred and ten poems, numerous poetic
fragments, and slightly less than seven hundred letters. His complete
writings fill no more than three volumes…He is, however, regarded as the
outstanding English poet of the First World War. This is not an undeserved
reputation, but it can be misleading as Wilfred Owen was already an
inspired apprentice poet before the war began. The war alone did not
make him; he made war a poetic subject.”

For a glimpse of the poet, checkout this link:

http://www.firstworldwar.com/poetsandprose/owen.htm

The poem which you will be analysing is called Dulce Et Decorum Est.
Print it out and read it before continuing with the slides.
Part C: Wilfred Owen and World
War I
World War I, otherwise known as the Great War (1914-1918),
involved more countries and caused greater destruction than
any other war except World War II (1939-1945).

An assassin’s bullets set off the war, and a system of military

alliances (agreements) plunged the main European powers
into the fight. Each side expected quick victory. But the war
lasted four years and took the lives of nearly 10 million
troops.

To understand the terrible conditions Wilfred Own referred to

in his poem, checkout:

http://www.firstworldwar.com/features/trenchlife.htm
Part C: Wilfred Owen and World
War I
Now that you have read the poem as well
as the background to Wilfred Owen and
the First World War, proceed to the
assignment and either write your
answers in the word document and print
it out or write answers out on writing
paper and hand it in on Monday.
Enjoy!
References:
Books

• Edgar, M. G. (1985). A Treasury of Verse for Little Children. London: Harrap.

• Hibberd, D. (1987). Wilfred Owen: War Poems and Others. Sydney: Australasian Publishing
Company.

• Jeffares, A. N. & Bushrui, S. (Eds.) (1986). Selected Poems: Wilfred Owen. London:
Longman.

• The World Book Encyclopedia, Vol W-Z (1989). Chicago: World Book, Inc.

Websites

• http://www.firstworldwar.com/poetsandprose/owen.htm

• http://www.firstworldwar.com/features/trenchlife.htm

• http://www.pbs.org/newshour/extra/features/jan-june00/poetryboxdevicesexamples.html
2005 © Lee Nuridah. All rights reserved. No
part of this presentation may be reproduced,
stored in a retrieval system, or transmitted, in
any form, or by any means, electronic,
mechanical, photocopying, recording or
otherwise, without prior permission, in writing,
from the author. Singapore: Anglo-Chinese
School (Barker Road).