Common Connectors

25 Common Connectors in English, along with their meaning and usage:

1. Addition

1. Moreover – Adds more information.

   • She is talented. Moreover, she is hardworking.

2. Furthermore – Emphasizes an additional point.

   • The project is expensive. Furthermore, it is time-consuming.

3. In addition – Introduces extra information.

   • He speaks English. In addition, he knows French.

4. Not only … but also – Highlights two facts.

   • She is not only intelligent but also kind.

5. Besides – Means "apart from that."

   • I don’t like coffee. Besides, it’s too bitter for me.

2. Contrast

6. However – Shows contrast.

   • She studied hard; however, she failed the test.

7. On the other hand – Shows an alternative perspective.

   • John is quiet. On the other hand, his brother is very talkative.

8. Nevertheless – Shows contradiction despite something.

   • It was raining; nevertheless, they went out.

9. Whereas – Shows contrast between two things.

   • She loves tea, whereas he prefers coffee.

10. Conversely – Introduces an opposite idea.

• He enjoys classical music. Conversely, his brother loves rock music.

3. Cause and Effect

11. Therefore – Shows a logical conclusion.

• She was late; therefore, she missed the bus.

12. Thus – Indicates a result.

• The roads were flooded; thus, the match was canceled.

13. As a result – Shows consequence.

• He didn’t study well. As a result, he failed.

14. Consequently – Means "as a consequence."

• She worked hard. Consequently, she got a promotion.

15. Due to – Indicates reason.

• The match was postponed due to heavy rain.

4. Time and Sequence

16. Meanwhile – Shows two events happening at the same time.

• I was cooking; meanwhile, she was setting the table.

17. Thereafter – Indicates what happens next.

• He completed his degree. Thereafter, he started his own business.

18. Subsequently – Means "after that."

• She lost her job. Subsequently, she moved to another city.

19. At the same time – Shows simultaneous events.

• She was listening to music at the same time she was reading.

20. Eventually – Means "in the end."

• After years of struggle, he eventually succeeded.

5. Conclusion and Summarization

21. In conclusion – Summarizes the main points.

• In conclusion, hard work leads to success.

22. To sum up – Gives a short summary.

• To sum up, we need to work as a team.

23. All in all – Means "considering everything."

• All in all, it was a great experience.

24. In short – Gives a brief summary.

• In short, the trip was amazing.

25. Ultimately – Indicates the final result.

• Ultimately, honesty is the best policy.

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You said:

Exercises to help you practice using connectors:

1. Fill in the Blanks

Provide sentences with missing connectors and ask students to choose the correct one.

Example:

• She was tired; ______, she continued working. (however / therefore / besides)

• He is intelligent. ______, he works very hard. (Nevertheless / In addition / Meanwhile)

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2. Sentence Matching

Give students two sets of sentence halves and ask them to match them using the right connector.

Example:

• She failed the test.

• She didn’t study well. (because)

• It was raining.

• They still played football. (nevertheless)

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3. Sentence Rewriting

Ask students to rewrite sentences using a given connector.

Example:

1. Original: She is rich. She is unhappy.
   Using "however": She is rich; however, she is unhappy.

2. Original: The road was blocked. We took another route.
   Using "therefore": The road was blocked; therefore, we took another route.

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4. Story Completion

Give students an incomplete story and ask them to fill in suitable connectors.

Example:
Yesterday, I woke up late. ______, I missed the bus. ______, I had to walk to school. It was raining; ______, I got completely wet.

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5. Group Discussion/Debate Using Connectors

Give students a topic and ask them to use connectors while discussing.

Example Topics:

• Online education is better than traditional learning.

• Mobile phones should be banned in schools.

CONNECTORS PRACTICE WORKSHEET

I. Fill in the blanks with the correct connector. (Choose from: however, therefore, in addition, meanwhile, because, as a result)

1. The weather was very cold; ______, we decided to stay indoors.

2. She was hungry ______ she hadn’t eaten all day.

3. I was studying for my exam. ______, my brother was watching TV.

4. He worked very hard; ______, he got promoted.

5. She is intelligent. ______, she is very hardworking.

6. The road was blocked; ______, we had to take a different route.

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II. Match the two parts of the sentences using a suitable connector. (Use: although, on the other hand, because, so, in conclusion, despite)

1. He was tired ______ he continued working.

2. She is very rich ______ she donates a lot of money to charity.

3. I love coffee ______ my friend prefers tea.

4. It was raining heavily ______ we canceled the picnic.

5. The teacher explained everything well. ______, we understood the lesson clearly.

6. ______ the difficulties, he never gave up on his dreams.

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III. Rewrite the sentences using the given connectors.

1. She was sick. She went to school. (however)

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   • The shop was closed. We went to another one. (therefore)

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   • He enjoys reading books. He also likes writing stories. (in addition)

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   • The train was delayed. I missed my meeting. (as a result)

   ---

   • He is smart. He is very kind. (not only … but also)

   ---

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   • IV. Complete the short passage using suitable connectors. (Use: first, then, after that, finally, in conclusion, meanwhile)

Yesterday, I had a busy day. ______, I woke up early and made breakfast. ______, I went to school and attended my classes. ______, I met my friends for lunch. ______, I studied for my exams in the evening. ______, it was a long but productive day. ______, I realized that time management is very important.

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V. Identify and correct the incorrect connector in each sentence.

1. He was feeling sick; besides, he went to work. ❌

   • Correction: __________________________________________________

2. She loves painting. However, she also enjoys dancing. ❌

   • Correction: __________________________________________________

3. The movie was boring. So, I watched it till the end. ❌

   • Correction: __________________________________________________

4. The phone battery was low; therefore, he continued using it. ❌

   • Correction: ______________________________________________________________________________

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Answer Key (For Reference)

I. Fill in the blanks:

1. however

2. because

3. meanwhile

4. therefore

5. in addition

6. as a result

II. Match the sentences:

1. although

2. on the other hand

3. because

4. so

5. in conclusion

6. despite

III. Sentence Rewriting (Suggested Answers):

1. She was sick; however, she went to school.

2. The shop was closed; therefore, we went to another one.

3. He enjoys reading books; in addition, he likes writing stories.

4. The train was delayed; as a result, I missed my meeting.

5. He is not only smart but also very kind.

IV. Passage Completion:

1. First

2. Then

3. After that

4. Meanwhile

5. Finally

6. In conclusion

V. Error Correction:

1. besides ❌ → however ✅

2. however ❌ → in addition ✅

3. so ❌ → nevertheless ✅

4. therefore ❌ → however ✅

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Relative Pronouns

Here's a table with common relative pronouns, their usage, and example sentences:

Relative Pronoun	Usage	Example Sentences
Who	Refers to people (subject)	1. The boy who won the race is my friend. 2. She is the teacher who helped me.
Whom	Refers to people (object)	1. The girl whom I met yesterday is kind. 2. He is the person whom I trust the most.
Whose	Shows possession (people/things)	1. The man whose car was stolen is upset. 2. She is the girl whose book I borrowed.
Which	Refers to animals or things	1. The book which I borrowed is interesting. 2. The car which he bought is expensive.
That	Refers to people, animals, or things (essential information)	1. The house that Jack built is old. 2. The dog that barked all night is mine.
Where	Refers to a place	1. This is the city where I was born. 2. The school where she studied is famous.
When	Refers to a time	1. I remember the day when we first met. 2. That was the year when he moved abroad.
Why	Refers to a reason	1. The reason why he left is unknown. 2. I don’t know why she is upset.

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Quiz on Relative Pronouns

Fill in the blanks with the correct relative pronoun (who, whom, whose, which, that, where, when, why).

1. The girl ___ won the competition is my cousin.
2. This is the place ___ we first met.
3. Do you know the reason ___ she was absent yesterday?
4. The book ___ is on the table belongs to me.
5. I know a man ___ can speak five languages.
6. She is the one ___ I told you about.
7. The boy ___ bag was lost is crying.
8. That is the house ___ I grew up.
9. The day ___ we got married was the happiest of my life.
10. He is a person ___ everyone respects.
11. The man ___ I saw yesterday looked familiar.
12. She explained the reason ___ she was late.
13. This is the dog ___ bit my neighbor.
14. The artist ___ painting won the prize is very famous.
15. The hotel ___ we stayed was very luxurious.
16. The man ___ you were talking to is my uncle.
17. I still remember the time ___ we used to play in the park.
18. He is a person ___ opinion I trust.
19. The teacher ___ teaches us English is very kind.
20. The movie ___ we watched last night was amazing.

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Answer Key

1. who
2. where
3. why
4. which
5. who
6. whom
7. whose
8. where
9. when
10. whom
11. whom
12. why
13. that
14. whose
15. where
16. whom
17. when
18. whose
19. who
20. which

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Quiz on Relative Pronouns

Combine the following pairs of sentences using an appropriate relative pronoun (who, whom, whose, which, that, where, when, why).

1. I met a girl. She is a great singer.
2. This is the park. We used to play here.
3. The man was very kind. He helped me find my lost dog.
4. She visited the museum. It was built in the 18th century.
5. The boy is standing near the door. His father is a doctor.
6. I remember the day. We won the championship that day.
7. This is the movie. I was talking about it.
8. The teacher punished the student. The student was misbehaving in class.
9. He introduced me to his brother. I had never met his brother before.
10. The woman is my neighbor. You saw her at the supermarket.
11. She always remembers the time. She first met her best friend.
12. The book is on the table. It belongs to Sam.
13. The old man lives in that house. He is a retired teacher.
14. That was the reason. He left the job for that reason.
15. The hotel was expensive. We stayed there during our vacation.
16. I saw a man. His dog was barking loudly.
17. He is the scientist. His invention changed the world.
18. The shop was closed. I wanted to buy some groceries from there.
19. The boy is playing football. He won the best player award.
20. The girl is my cousin. You were talking to her.

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Answer Key

1. I met a girl who is a great singer.
2. This is the park where we used to play.
3. The man who helped me find my lost dog was very kind.
4. She visited the museum which was built in the 18th century.
5. The boy whose father is a doctor is standing near the door.
6. I remember the day when we won the championship.
7. This is the movie which I was talking about.
8. The teacher punished the student who was misbehaving in class.
9. He introduced me to his brother whom I had never met before.
10. The woman whom you saw at the supermarket is my neighbor.
11. She always remembers the time when she first met her best friend.
12. The book which belongs to Sam is on the table.
13. The old man who lives in that house is a retired teacher.
14. That was the reason why he left the job.
15. The hotel where we stayed during our vacation was expensive.
16. I saw a man whose dog was barking loudly.
17. He is the scientist whose invention changed the world.
18. The shop where I wanted to buy some groceries was closed.
19. The boy who won the best player award is playing football.
20. The girl whom you were talking to is my cousin.

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"What" is often confused with relative pronouns, but technically, it is a relative determiner or a nominal relative pronoun rather than a standard relative pronoun like who, whom, whose, which, that.

How "What" Works

Unlike other relative pronouns, "what" does not refer to a noun mentioned before. Instead, it introduces a clause that acts as a noun itself (a nominal relative clause).

Examples of "What" as a Nominal Relative Pronoun:

1. What you said is true. (= The thing that you said is true.)
2. I don’t understand what she wants. (= The thing that she wants.)
3. She gave me what I needed. (= The thing that I needed.)

Key Difference

• Standard relative pronouns (who, which, that, etc.) refer back to a specific noun in the sentence.
• "What" replaces both the noun and the relative pronoun, making it a self-contained noun phrase.

So, while "what" does function in a similar way to relative pronouns, it is grammatically classified as a nominal relative pronoun rather than a standard relative pronoun used for joining two clauses.

Time to Uncover the Truth: Ending the Practice of Notebook Covering

 

Dear Stakeholders,
As educators, administrators, parents, and policymakers, we constantly strive to make decisions that benefit our students and environment. Today, I want to address a practice that has become outdated and detrimental: notebook covering.
In the past, covering notebooks was a necessity born out of the poor quality of paper and the need for protection. Back then, eco-friendly materials like old newspapers and brown paper were often used. The materials were cheap, easily available, and biodegradable. However, times have changed, and so have our resources.
The notebooks our students use today boast high-quality paper and durable, laminated covers. These modern marvels are built to withstand the rigors of student life without the need for additional protection. Yet, despite these advancements, the archaic practice of covering notebooks persists, with detrimental consequences.
First and foremost, notebook covers obscure the branding and identity of our schools. The pride we take in our institutions is diminished when their logos and names are hidden beneath layers of plastic. These covers also mar the aesthetic appeal of our beautifully designed, school-branded notebooks, rendering them unrecognizable and generic.
Furthermore, the environmental impact of notebook covering cannot be ignored. With each plastic film and PVC sheet added, we contribute to the growing mountain of plastic waste that plagues our planet. This unnecessary usage of plastic not only harms our environment but also sets a poor example for our students, who are the future stewards of our planet.
In addition to the environmental concerns, the financial burden placed on parents cannot be overlooked. The cost of purchasing these covers adds up over the course of a school year, placing strain on families already facing financial challenges. By eliminating the need for notebook covering, we alleviate this financial burden and promote equity within our school communities.

Moreover, the method of attaching these covers, often with staple pins, damages the integrity of the notebooks themselves, shortening their lifespan and necessitating frequent replacements. This not only wastes resources but also undermines the durability of the very products we invest in.
It is time for us, as stakeholders in education, to reevaluate the necessity of notebook covering. As school owners, administrators, parents, and policymakers, we can enact change for the betterment of our students and our environment. Let us embrace modernity, sustainability, and fiscal responsibility by putting an end to the outdated practice of notebook covering.
Let's uncover the truth and pave the way for a brighter, greener future together.
Sincerely,
PrasadVSSN

Games People Play - Eric Berne

 Games People Play

 

Title: Games People Play by Eric Berne: A Guide to Understanding Human Interactions.

Introduction:

Games People Play, written by psychiatrist Eric Berne, is a ground-breaking book that explores the dynamics of human interactions through the lens of transactional analysis. First published in 1964, this influential work delves into the hidden patterns of behavior, or "games," that people engage in unconsciously to achieve certain psychological payoffs. Berne's book provides valuable insights into understanding the complex and often manipulative ways people communicate and interact with one another.

Overview of Transactional Analysis:

Berne introduces the concept of transactional analysis as a framework for examining social interactions. Transactional analysis focuses on the analysis of transactions—exchanges of verbal and non-verbal cues between individuals. By understanding these transactions, individuals can gain insight into the underlying motives and patterns of behavior that drive human interactions.

Types of Games:

Berne identifies various "games" that people play, each characterized by a specific set of rules and psychological motivations. These games serve as social strategies for individuals to fulfill their needs, whether it be attention, validation, control, or other psychological rewards. Some commonly recognized games discussed in the book include "Why Don't You—Yes, But," "Ain't It Awful," "Now I've Got You, You Son of a Bitch," and "See What You Made Me Do."

 

Psychological Roles:

Berne describes different psychological roles that individuals adopt within these games. These roles, often portrayed in a dramatic fashion, include the victim, persecutor, and rescuer. Understanding these roles helps shed light on the underlying dynamics and power struggles within social interactions.

Transactional Analysis in Practice:

The book provides practical guidance on how to apply transactional analysis to everyday life. Berne emphasizes the importance of recognizing the games people play and developing self-awareness to break free from unhealthy patterns. By understanding the motives behind these games, individuals can make conscious choices and foster healthier relationships.

Impact and Legacy:

Games People Play became an instant bestseller and has remained an influential work in psychology and self-help. Berne's insights into human behavior and communication have influenced numerous fields, including psychotherapy, counseling, and organizational psychology. The book's enduring popularity speaks to its relevance in understanding the complexities of human interactions.

Conclusion:

Games People Play by Eric Berne offers a comprehensive and accessible exploration of human behavior and social interactions. Through transactional analysis, Berne provides readers with a powerful tool to decipher the underlying motivations and patterns of behavior that shape our relationships. By recognizing the games people play and gaining self-awareness, individuals can navigate their interactions with greater understanding and authenticity. This timeless work continues to provide valuable insights into the intricacies of human communication and offers guidance for healthier and more fulfilling relationships.

Pulling Your Own Strings

 

"Pulling Your Own Strings": Empowering Individuals to Take Control of Their Lives by Wayne Dyer.

 

Introduction:

Wayne Dyer, a renowned self-help author and motivational speaker, published the book "Pulling Your Own Strings" in 1978. This influential work has empowered countless individuals to take charge of their lives by breaking free from external control and learning to assert their personal power. Dyer's insightful and practical advice provides readers with valuable tools to navigate relationships, assert boundaries, and cultivate a sense of self-reliance. In this note, we will explore the key themes and lessons from "Pulling Your Own Strings" and highlight its significance in helping individuals achieve personal growth and empowerment.

 

Theme 1: Recognizing External Control:

Dyer emphasizes the importance of recognizing external influences that can undermine personal autonomy. He encourages readers to identify the ways in which they may be manipulated or coerced by others, whether it be through guilt, fear, or social expectations. By understanding these external control mechanisms, individuals can begin to reclaim their power and assert their own desires and needs.

 

Theme 2: Assertiveness and Setting Boundaries:

One of the central ideas in "Pulling Your Own Strings" is the concept of assertiveness. Dyer guides readers on how to communicate their needs effectively, set boundaries, and say "no" when necessary. He encourages individuals to trust their own judgments and not allow others to dictate their choices or manipulate them. Through practical exercises and real-life examples, Dyer empowers readers to develop assertiveness skills, fostering healthier and more fulfilling relationships.

 

Theme 3: Self-Reliance and Personal Responsibility:

Dyer emphasizes the importance of self-reliance, urging readers to take responsibility for their own happiness and success. He argues that true empowerment comes from within and that relying on others for validation or fulfillment often leads to disappointment. By encouraging individuals to cultivate their own inner resources and tap into their innate potential, Dyer inspires readers to take control of their lives and pursue their dreams with confidence.

 

Theme 4: Letting Go of Past Conditioning:

Another key aspect of "Pulling Your Own Strings" is the recognition that many of our behaviors and beliefs are shaped by conditioning from our past experiences. Dyer encourages readers to challenge and let go of limiting beliefs and self-defeating patterns that no longer serve them. By embracing a growth mind-set and adopting new perspectives, individuals can break free from the constraints of their past and create positive change in their lives.

 

Conclusion:

Wayne Dyer's "Pulling Your Own Strings" serves as a guiding light for individuals seeking personal growth and empowerment. Through its profound insights and practical advice, the book offers a roadmap for breaking free from external control, developing assertiveness, and cultivating self-reliance. By encouraging readers to take responsibility for their own lives and let go of past conditioning, Dyer empowers individuals to become the architects of their own destinies. "Pulling Your Own Strings" continues to be a timeless resource, inspiring readers to live authentically and create a life of their choosing.

How to Win Friends and Influence People

The essence of ‘How to Win Friends and Influence People’ written by Dale Carnegie:

·         The book is based on Carnegie’s lectures on business and personal relations and contains four parts: techniques in handling people; ways to make people like you; how to win people over to your way of thinking; and how to change people’s behavior without causing resentment.

 The main idea of the book is that people want to be appreciated and feel important and that by praising them and encouraging them to do their best, we can improve their behaviors and attitudes and our effectiveness with others.

Some of the key principles in the book are:

o    Don’t criticize, condemn or complain about others, as it only puts them on the defensive and makes them resentful.

o    Give honest and sincere appreciation to others, as it feeds their desire for importance and motivates them to do better.

o    Become genuinely interested in other people and show them your attention and respect.

o    Remember and use people’s names, as it is the sweetest sound to them.

o    Be a good listener and encourage others to talk about themselves and their interests.

o    Avoid arguments and never tell people they are wrong, as it only makes them more stubborn and hostile.

o    Admit your mistakes quickly and emphatically, as it shows your humility and sincerity.

o    Begin in a friendly way and show respect for the other person’s opinions.

o    Try honestly to see things from the other person’s point of view, as it helps you understand their needs and feelings.

o    Appeal to the nobler motives of others, as it inspires them to act in a positive way.

o    Praise every improvement that others make, no matter how small, as it reinforces their confidence and progress.

o    Give the other person a fine reputation to live up to, as it challenges them to improve themselves.

 

The book has been widely acclaimed as one of the best self-help books ever written and has influenced millions of people around the world. It teaches valuable lessons on how to deal with people effectively and positively, and how to achieve personal and professional success.

Beehive Poetic Devices

POETIC DEVICES

Literary devices in poetry refer to specific techniques that poets use to convey their message, add meaning, and evoke emotions. Some of the most common literary devices used in poetry include:

Rhyme: The repetition of similar or identical sounds at the end of two or more words in a line of poetry.

Alliteration: Repetition of the same initial sound in successive words

Assonance: Repetition of vowel sounds in nearby words

Repetition: The repetition of a word or phrase for emphasis or to create a sense of unity in a poem.

Imagery: The use of descriptive language to create vivid mental images in the reader’s mind.

Personification: Giving human qualities to non-human objects

Simile: A comparison of two unlike things using the words “like” or “as.”

Metaphor: A comparison between two, unlike things to suggest a similarity without using the words “like” or “as.”

Onomatopoeia: Words that imitate sounds

Hyperbole: Extreme exaggeration

Irony: The use of words to express something different from and often opposite to their literal meaning

Symbolism: The use of symbols to represent ideas or qualities.

These are just a few examples of the many literary devices that can be found in poetry.

The Road Not Taken - Literary Devices

1. Rhyme Scheme: abaab

2. Symbolism: two roads that represent two or more choices in our life

3. Anaphora: ‘and’ repeated at the beginning of lines 2, 3 and 4

4. Alliteration: Wanted Wear ‘w’ sound is repeating

‘first for’ – ‘f’ sound is repeating

‘though, that’- ‘th’ sound is repeating

5. Repetition: ‘Ages’ is repeated. ‘Two roads diverged in a wood’- this sentence is repeated in stanzas 1 and 4.

 

Wind – Poetic Devices

 

Metaphor: It is a figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable. In the poem, Wind is a metaphor as it symbolizes challenges that humans face in their lives.

Personification: It is the attribution of human characteristics to animals and non-living things. In the poem, the poet calls Wind by the pronoun “He” which is usually used for humans. He also calls wind as Wind God.

Repetition: it is the repetition of certain words or phrases for poetic effect. In the poem, “crumbling” has been repeated several times.

Alliteration: It is the occurrence of the same letter or sound at the beginning of adjacent or closely connected words. e.g. “crumbling houses, crumbling doors, crumbling rafters, crumbling wood, crumbling bodies, crumbling lives, crumbling hearts”, “the wind god winnows”, and “He won’t do what you tell him.”

Enjambment: It is the continuation of a sentence without a pause beyond the end of a line, couplet, or stanza. e.g. “Frail crumbling houses, crumbling doors, crumbling rafters, crumbling wood, crumbling bodies, crumbling lives, crumbling hearts”.

Symbolism: It is the use of symbols to represent ideas or qualities. e.g. wind symbolises challenges and problems, weak fires symbolise people with weak will power and strong fires symbolise people with strong will power and firm determination.

 

Rain on the Rood – Poetic Devices

Alliteration: It is the occurrence of the same letter or sound at the beginning of adjacent or closely connected words. e.g. “lie listening”, “starry spheres”, “humid hover”, “press pillow”, “darling dreamers” “rain roof” etc.

Personification: It is the attribution of human characteristics to non-human things. In the poem, melancholy darkness weeps in rainy tears. Melancholy and tears are specific to humans but are attributed to the darkness. Again, in stanza 2, thousand recollections weave air-threads. The weaving is also a characteristic feature of humans but attributed to dreams.

Onomatopoeia: It is the formation of a word from a sound associated with what is named. e.g. patter, tinkle.

Metaphor: It is a figure of speech that is used to make a comparison between two things that aren’t alike but do have something in common. e.g. shadows refer to clouds.

Transferred Epithet: When an adjective usually used to describe one thing is transferred to another. e.g. “melancholy darkness”, “dreamy fancies”, “darling dreamers”.

The Lake Isle of Innisfree – Poetic Devices

Metaphor: A metaphor shows direct comparison between two things which the use of as or like. e.g. “veils of the morning “, “deep heart’s core”. Here night is referred to as veils of morning. Similarly poet’s desires are referred to as deep heart’s core.

Alliteration: It is the occurrence of the same letter or sound at the beginning of adjacent or closely connected words. e.g. “a hive for the honey-bee”, “live alone in the bee-loud glade”, “a glimmer, and noon a purple glow”, “lake water lapping with low sounds”.

Anaphora: It is the repetition of a word or expression at the beginning of successive phrases, clauses, sentences, or verses. e.g. “I will”, “go”.

Personification: It is the attribution of a personal nature or human characteristics to something non-human. e.g. “cricket sings”. Singing is the characteristic of humans and has been attributed to cricket (an insect).

Images: Images are representation of something which draw on the five senses. e.g. Visual Images (midnight’s all a glimmer, noon a purple glow), Auditory Images (the bee-loud glade, the cricket sings, I hear lake water lapping with low sounds by the shore) etc.

…………..

The Legend of the Northland – Poetic Devices

1. Rhyme Scheme: abcb

2. Alliteration: is the repetition of a consonant sound in two or more close words.

Stanza 1 – that, they, them through – ‘th’ sound is repeating

Stanza 2 – they, the – ‘th’ sound is repeating

look, like – ‘l’ sound is repeating

funny, furry – ‘f’ sound is repeating

Stanza 3 – they, them- ‘th’ sound is repeating

yet, you – ‘‘y sound is repeating’

learn, lesson – ‘l’ sound is repeating

tell, tale, to – ‘t’ sound is repeating

Stanza 5 – woman, was – ‘w’ sound is repeating

Them, the, hearth – ‘th’ sound is repeating

Stanza 6 – faint, fasting – ‘f’ sound is repeating

Stanza 8 – still, smaller – ‘s’ sound is repeating

Stanza 9 – took, tiny -‘t’ sound is repeating

Stanza 10 – seem, small – ‘s’ sound is repeating

Stanza 13 – build, birds – ‘b’ sound is repeating

by, boring, boring – ‘b’ sound is repeating

 

 

 

3. Repetition: any word or sentence is repeated to lay emphasis on it.

Stanza 1 – ‘away’ word is repeated

Stanza 9 – ‘rolled’ word is repeated

Stanza 13, 16 – ‘boring’ word is repeated

 4. Enjambment: running lines of poetry from one to the next without using any kind of punctuation to indicate a stop

Stanza 1 – line 3 and 4

Stanza 2 – Line 1 and 2; line 3 and 4

Stanza 3 – Line 3 and 4

Stanza 4 – Line 1 and 2; 3 and 4

Stanza 10 – Line 1, 2 and 3

Stanza 11 – Line 1 and 2

5. Simile: Comparison using ‘as’ or ‘like’

Stanza 2 – ‘the children look like bear’s cubs’. Children compared to bear’s cubs

Stanza 9 – ‘baked it thin as a wafer’. Cake is compared to a wafer.

Stanza 15 – ‘clothes were burned black as a coal’. The colour of the burned clothes is compared to that of coal.

No Men are Foreign - Poetic devices

Metaphor: It is a poetic device which is used to make a comparison between two things that aren’t alike but do have something in common. e.g. in the poem the poet compares the war with winter (stanza 2) and hell (stanza 5) because of its dread effects on humanity. Another example of metaphor in the poem is when the poet calls people living in foreign lands as brothers.

Alliteration: It is the occurrence of the same letter or sound at the beginning of adjacent or closely connected words. e.g. “a single body breathes”, “in which we all shall lie”, “war’s long winter”, “In every land is common life”, “whenever we are told”.

Polysyndeton: It is a literary technique in which conjunctions (e.g. and, but, or) are used repeatedly in quick succession. e.g. “aware of sun and air and water”.

Enjambment: It is the continuation of a sentence without a pause beyond the end of a line, couplet, or stanza. e.g. the last line of Stanza 4 continues to stanza 5.

The Duck and The Kangaroo – Poetic Devices

Alliteration: It is the use of the same sound at the beginning of words that are close together. e.g. “Good gracious! how you hop!”, “I would sit quite still, and say nothing”, “This requires some little reflection”, “But to balance”, “dear duck”.

Repetition: It is the repetition of words or phrases in the poem for poetic effect e.g. “Said the Duck to the Kangaroo“.

Enjambment: It is the continuation of a sentence or clause across a line break. e.g.

“My life is a bore in this nasty pond,

And I long to go out in the world beyond!

I wish I could hop like you!’

Said the Duck to the Kangaroo.”

This sentence continues to four lines.

On Killing A Tree – Poetic Devices

Metaphor: It is a literary device which is used to make a comparison between two things that aren’t alike but do have something in common. e.g. “Leprous hide” used to describe the bark of tree, “Bleeding bark” used to describe the cut stem of the plant.

Alliteration: It is the use of the same sound at the beginning of words that are close together. e.g. “takes much time to kill a tree”, “bleeding bark”, “white and wet”.

Personification: It is the attribution of human characteristics to animals, plants and other non-human things. e.g. the tree has been personified here because we do not use the word “kill” for cutting a tree, “bleeding bark” – the word bleeding is used for humans.

Repetition: It involves the repetition of a word or phrase(s) for poetic effect. e.g. “pulled out”.

Enjambment: It is the continuation of a sentence or clause across a line break. e.g. “It takes much time to kill a tree, Not a simple jab of the knife Will do it”.

The Snake Trying - Literary devices

Rhyme scheme - There is no rhyming scheme in ‘The Snake Trying.’ The poem is written in free verse.

Alliteration - The poem has a repetition of a consonant sound in 2 or more consecutive words in one sentence. For example, in ‘he is harmless even to children’ – ‘h’.

Transferred epithet - In the poem, the adjective is used with a noun which refers to the noun other than the one with which it is used. For example, in the phrase ‘Pursuing stick,’ pursuing here means the person who is holding the stick and not the stick itself.

Imagery - The author has used words or phrases in the poem that appeals to the reader’s senses to create a “mental image” for the reader. For example, this paragraph in the poem creates visual imagery.

A Slumber did My Spirits Seal – Poetic Devices

1. Rhyme scheme – abab cdcd

2. Alliteration – The repetition of a consonant sound at the start of two or more consecutive words is called alliteration. The instances of alliteration are as follows –

‘Spirit sealed’, ‘rolled round’

 3. Enjambment – when a sentence continues into two or more lines ending without any punctuation marks, it is called Enjambment. The instances of enjambment are as follows –

“She seemed a thing that could not feel

The touch of earthly years.”

“Rolled round in earth’s diurnal course

With rocks and stones and trees.”