Poetic Devices
Alliteration
Alliteration is the repetition of the initial consonant sound in words. An easier (though less exact) way to say this is that alliteration is when the first sounds in words repeat. Alliteration often works with assonance and consonance to make phonetically pleasing arrangements.
Jakiajumped in the jar of jelly.
Despite their mother’s warnings, the children chose to chew with their mouths open.
The grass grew green in the graveyard.
Notice the repetition of the “j” sound in the first example? Alliteration is not always so jarringly obvious. Sometimes it is very subtle, such as in the following example:
Though this example is still pretty obvious, it shows that even when one word starts with a “k” and another word starts with a “c,” it is still considered an instance of alliteration. When we study alliteration, we are concerned with the sounds of the words, not just the letters.
Assonance
Assonance is the repetition of vowel sounds. It is often used in combination with consonance and alliteration.
He saw the cost and hauled off.
Will she read these cheap leaflets.
The snow in the rose garden groaned.
Notice the repetition of the “awe” sounds in the first example, the “e” sounds in the second example, or the “o” sounds in the third example? Assonance can be subtle and may go unnoticed if you’re not scanning for it.
Consonance
Also known as near rhyme, off rhyme, or slant rhyme, consonance is the repetition of consonant sounds in the middle or at the end of words. Using consonance is a sophisticated poetic technique that can create subtle yet beautiful lyrics or lines of poetry. Here is an example of consonance:
Her finger hungered for a ring.
The satin mittens were ancient.
You could paddle through the spittle in the bottle.
Though the first of the above examples is also an example of personification, we are interested in the repetition of the “nger” and “ng” sounds. If nobody is around you right now, say out loud, “hungry and angry.” Notice how similar the words sound? What you are hearing is consonance, or the repetition of the “ngry” consonant sounds.
Enjambment
Enjambment is when the writer uses line breaks meaningfully and abruptly to either emphasize a point or to create dual meanings. When a poem is read, the reader will conventionally make a slight pause (shorter than a comma) when transitioning from line to line. When a writer uses enjambment, he or she uses this space to spread an idea over more than one line, either creating an alternate interpretation of the lines or drawing attention to the enjambed words.
Rolling through the field in the
dead
of winter.
When the word “dead” is placed on a line in isolation, it invites the reader to focus on that idea. Surrounded by empty space, the idea may resonate powerfully. Though enjambment could be used during a speech, the term “enjambment” is generally applied to the study of poetry.
Imagery
Imagery is when the writer or speaker uses their descriptions to access the senses of the reader of listener. Sometimes this is called, using sensory details. When I say “senses” or “sensory,” I am referring to the five senses: sight, hearing, taste, touch, and smell.
An old lump of snow melted in the corner.
The chirping crickets filled the empty night air.
I was awoken by the pleasing scent of the bacon as it wafted down the hallway.
As you read the first example, you might be visualize snow melting, because the description accesses your sense of sight. When you read the second example, you may imagine the noises that crickets produce, as the imagery in the text references this sound. And as you encounter the third example, you may recall the aroma of bacon based on the imagery in the sentence. Good writers don’t just tell you things, they show you things by using imagery.
Repetition
Repetition is when the writer or speaker knowingly repeats a word or group of words for effect. This is a strong rhetorical technique that can also be used to build a theme in a speech or poem. It is important to note that it is not considered using repetition when a writer or speaker repeats essential articles, prepositions, pronouns, or conjunctions that are frequently used unintentionally as the mechanics of language dictate.
Nobody, oh nobody can make it out here alone.
Free at last! Free at last! Thank God Almighty, we are free at last!
Love is a red, red rose.
In the first example, only one word in the sentence is repeating: nobody. Nonetheless, this is still considered repetition. A poet, writer, or speaker may also repeat more than one word to have a greater impact or to highlight the importance of an idea, such as in the second example. In the second example a whole group of words repeats: Free at last. Each method of repetition can effectively embolden a message.
Rhyme
Rhyme is when the end or final sound of two or more words are identical. If the end sounds are not identical, then the speaker or writer is using consonance or assonance instead. Rhymes can also occur internally or on the inside of words or lines of poetry. A rhyme may also be monosyllabic (a one syllable rhyme) or polysyllabic (rhyme two or more syllables), such as in the following examples:
I left my punch card on the lunch yard.
I drove a race car to the space bar.
We saw a butter fly flutter by.
This is the technique that students most often associate with poetry, but I encourage my students to try writing free or blank verse, as it takes much poetic skill to freely maneuver within the confines of a rhyme scheme.
Rhythm
Rhythm is when the arrangement of words creates an audible pattern or beat when read out loud. A good way to check to see if a passage of text is using rhythm is to just hum the sounds that the words make rather than clearly pronouncing them. If you can hear a song or identify a form in the sounds, then the text is rhythmic.
There once was a guy from Chicago / Who drank away all of his problems.
I know it is wet and the sun is not sunny / but we can have lots of good fun that is funny.
Shall I compare thee to a summer’s day?
Instead of just reading these examples, trying humming them. Do you hear how they sort of bounce? This is a rhythm.
Figurative Language
Figurative language is language that one must figure out. The term “figurative” is an antonym of ”literal.” In literal language the words convey meaning exactly as defined, whereas in figurative language there is room for interpretation. An effort is required on the part of the interpreter to determine the speaker or writer’s intended meaning. The listener or reader must “figure” out what is meant. This page will discuss common figures of speech, provide examples, and offer resources to help you learn, review, or teach figurative language. It is important to note that, as an educator, I make a distinction between figurative language and poetic devices. Though the skills are related, I find that it is easier to understand these concepts in separate units. This page focuses exclusively on figurative language techniques.
Hyperbole
Hyperbole is when the writer or speaker exaggerates for emphasis or effect. Etymologically, “hyper” translates roughly to “over” and “bole” translates roughly to “throw.” So the word “hyperbole” means to overthrow or to go over. Other forms of hyperbole include hyperbolic (adjective) and hyperbolically (adverb). One way to help students remember hyperbole is to focus on their background knowledge of the word “hyper.” Ask students to describe the behavior of someone who might be considered hyper. Show students that when someone is hyper, they might be doing a little too much. Draw the connection that when someone uses hyperbole, they are going too far.
Examples of hyperbole:
1. Yeah, I already beat that game 80,000 years ago.
2. Nobody listens to that song anymore.
3. Old Mr. Johnson has been teaching here since the Stone Age.
4. Forget knocking it out of the park, Frank can knock a baseball off the continent.
5. These shoes are killing me.
Hyperbole can be an effective technique for getting your point across. As you continue studying and reviewing this concept, be conscious of the fact that hyperbole is often confused with understatement (saying too little or minimizing the effect of a statement).
Click here for fifty examples of hyperbole.
Idiom
Idioms are commonly used figurative expressions. Idiom is not a distinct figurative language technique. Rather, most idioms are similes, metaphors, hyperbole, or other figurative language techniques. For example, the idiom “I’m so hungry that I could eat a horse,” is actually an example of hyperbole. And the idiom, “dropping like flies,” is actually a simile. What separates an idiom from its original technique, however, is that idioms have been so commonly used that they became incorporated into the colloquial lexicon of native language speakers. In other words, native speakers use them so much that they don’t even know that they are using figurative language.
Here are some idiom examples:
1. Bob’s new corner office was just the icing on the cake (metaphor).
2. After eating candy, Billy ran around like a chicken with his head cut off (simile).
3. The quarter back was running out of steam (metaphor).
4. That new car cost an arm and a leg (hyperbole).
5. Tom said that he changed but actions speak louder than words (personification).
Idioms are generally used so frequently by native language speakers that it often goes unnoticed that figurative language is even being used. When someone is learning a new language, one of the milestones of progress is when the learner begins to understand and use the language idiomatically or colloquially.
Click here to practice with idiom worksheets.
Metaphor
Metaphor is a comparison between two dissimilar things without using the word “like” or “as” to make the comparison. It’s been said that the greater the difference between the two things being compared, the better the metaphor, and this is a notion with which I agree. For example, when asked to create a metaphor, a student of mine once wrote, “Football is baseball.” Though this is arguably a metaphor, it generally would not be regarded as a very good one because the objects of comparison are too similar. “Football is chess” would be an improvement, because the objects of comparison are more dissimilar.
Here are some example metaphors:
1. The cast on Michael’s broken leg was a plaster shackle.
2. She was just a trophy to Ricardo, another object to possess.
3. The path of resentment is easier to travel than the road to forgiveness.
4. Waves of spam emails inundated his inbox.
5. Her eyes were fireflies.
Click here for fifty metaphor examples.
Personification
Personification is when the speaker or writer gives human characteristics, qualities, or traits to an object or idea. In other words, an object or idea is described by the speaker or writer in a way that could only be applied literally to a person. To put it even simpler, personification is when an object or idea does something that only people do. Though animals are often given human traits and characteristics in poems and stories (such as in fables), when this technique is applied to animals it is more appropriately called “anthropomorphism,” not personification.
Here are some examples of personification:
1. Thunder grumbled and raindrops reported for duty.
2. The moon turned over to face the day.
3. One unhappy icicle wasted away in the day.
4. The traffic noises argued long into the night and finally Cal went to sleep.
5. The angry storm pounded the tin shelter.
Click here for fifty more examples of personification.
Looking for personification worksheets?
Simile
Similes are comparisons between two unlike things using the word “like” or “as.” Similes sometimes form the building blocks of analogies (extended comparisons) and they are commonly used in both speech and literature. Because of the signal words “like” and “as,” students are usually able to identify similes with greater efficacy than other figurative language techniques such as metaphor or personification. However, students should be made aware that just because the speaker or writer uses the word “like” or “as,” does not automatically mean that they are using a simile. This is because “like” and “as” have other roles in the English language besides making comparisons, such as when the speaker or writer expresses a preference for something. In the statement, “I like pizza,” no comparison is being made; the speaker merely expresses a preference. My point is that while “like” and “as” can be helpful signal words, in a simile a comparison must be made.
Here are some examples of simile:
1. My mother’s kitchen was like a holy place: you couldn’t wear your shoes, you had to sit there at a certain time, and occasionally we’d pray.
2. The bottle rolled off the table like a teardrop.
3. The handshake felt like warm laundry.
4. She hung her head like a dying flower.
5. Arguing with her was like dueling with hand grenades.
Click here for fifty more simile examples.
Understatement
Understatements are when the speaker or writer express an idea with significantly less force than is expected or would be required to accurately describe an idea. Understatement can be understood as the opposite of hyperbole. In hyperbole, the statement goes too far; whereas in understatement, the statement does not go far enough. Understatement can be used to downplay a negative or to be humorous.
Here are some example understatements:
1. Let’s just say that Bill Gates has got a few nickles to rub together.
2. Learning to juggle flaming chainsaws might be a little tricky at first.
3. It might take her a little while to get over her husband’s affair.
4. Jeffrey Dahmer wasn’t exactly a good neighbor.
5. The middle of the street isn’t the best place for your child to play.