AP Glossary Set Three

Question 1

Poetic device

Answer 1

A device used in poetry to manipulate the sound of words, sentences or lines.

Question 2

Alliteration

Answer 2

The repetition of the same consonant sound at the beginning of words.

Question 3

Alliteration (Example)

Answer 3

“Sally sells sea shells by the sea shore”

Question 4

Alliteration (Impact)

Answer 4

rhythm and musicality, emphasis, and enhanced imagery

Question 5

Assonance

Answer 5

The repetition of identical or similar vowel sounds.

Question 6

Assonance (Example)

Answer 6

“From the molten-golden notes”

Question 7

Assonance (Impact)

Answer 7

shapes the rhythm of a poem, making it more memorable, adds musicality to the lines, allowing them to flow smoothly and resonate with readers

Question 8

Consonance

Answer 8

The repetition of the same consonant sound at the end of words or within words.

Question 9

Consonance (Example)

Answer 9

“Some late visitor entreating entrance at my chamber door”

Question 10

Consonance (Impact)

Answer 10

Creation of rhymes and half-rhymes, enhances emotion and engagement within the leader

Question 11

Onomatopoeia

Answer 11

The use of a word which imitates or suggests the sound that the thing makes.

Question 12

Onomatopoeia (Example)

Answer 12

Boom, snap, murmur, buzz

Question 13

Onomatopoeia (Impact)

Answer 13

Helping readers hear the sounds of words they represent, creating vivid images, developing setting, etc

Question 14

Internal rhyme

Answer 14

When a line of poetry contains a rhyme within a single line.

Question 15

Internal rhyme (Example)

Answer 15

“To the rhyming and the chiming of the bells!”

Question 16

Internal rhyme (Impact)

Answer 16

can help emphasize particular words or themes in a poem, guiding the reader’s attention and interpretation

Question 17

Slant rhyme

Answer 17

When a poet creates a rhyme, but the two words do not rhyme exactly – they are merely similar.

Question 18

Slant rhyme (Example)

Answer 18

“I sat upon a stone, / And found my life has gone.”

Question 19

Slant rhyme (Impact)

Answer 19

allows poets to create unexpected connections between ideas and emotions

Question 20

End rhyme

Answer 20

When the last word of two different lines of poetry rhyme.

Question 21

End rhyme (Example)

Answer 21

“Roses are red, violets are blue, / Sugar is sweet, and so are you.”

Question 22

End rhyme (Impact)

Answer 22

“Roses are red, violets are blue, / Sugar is sweet, and so are you.”

Question 23

Rhyme Scheme

Answer 23

The pattern of a poem’s end rhymes. For example

Question 24

Rhyme Scheme (Example)

Answer 24

rhyme scheme of a b a b c d c d

Question 25

Rhyme Scheme (Impact)

Answer 25

Affecting the mood and appeal of the poem, shaping the structure and harmony of the poem, etc

Question 26

Stressed and unstressed syllables

Answer 26

In every word of more than one syllable, one of the syllables is stressed, or said with more force than the other syllable(s).

Question 27

Stressed and unstressed syllables (Example)

Answer 27

In the word “unhappiness,” the second of the four syllables is stressed.

Question 28

Stressed and unstressed syllables (Impact)

Answer 28

Establish the rhythm of a poem

Question 29

Meter

Answer 29

A regular pattern to the syllables in lines of poetry.

Question 30

Meter (Example)

Answer 30

Iambic pentameters

Question 31

Meter (Impact)

Answer 31

Helps readers understand rhythm as it relates to the poem

Question 32

Free verse

Answer 32

Poetry that doesn’t have much meter or rhyme.

Question 33

Free verse (Example)

Answer 33

The Red Wheelbarrow by William Carlos Williams

Question 34

Free verse (Impact)

Answer 34

Gives greater freedom for choosing words and conveying their meanings to the audience

Question 35

Iambic pentameter

Answer 35

Poetry that is written in lines of 10 syllables, alternating stressed and unstressed syllables.

Question 36

Iambic pentameter (Example)

Answer 36

“Shall I compare thee to a summer’s day?”

Question 37

Iambic pentameter (Impact)

Answer 37

Natural flow and enhanced language

Question 38

Sonnet

Answer 38

A 14-line poem written in iambic pentameter. Usually divided into three quatrains and a couplet.

Question 39

Sonnet (Example)

Answer 39

My Mistress’ Eyes Are Nothing Like the Sun by William Shakespeare

Question 40

Sonnet (Impact)

Answer 40

Expressing impotence, stasis, fruitless growth, estrangement, and frustration

Question 41

Polysyndeton

Answer 41

When a writer creates a list of items which are all separated by conjunctions.

Question 42

Polysyndeton (Example)

Answer 42

“Or if a soul touch any unclean thing, whether it be a carcass of an unclean beast, or a carcass of unclean cattle, or the carcass of unclean creeping things…he also shall be unclean.”

Question 43

Polysyndeton (Impact)

Answer 43

often used to slow down the pace of the writing and/or add an authoritative tone.

Question 44

Pun

Answer 44

When a word that has two or more meanings is used in a humorous way.

Question 45

Pun (Example)

Answer 45

“I was stirred by his cooking lesson.”

Question 46

Pun (Impact)

Answer 46

Humorous or rhetorical effect