33 Approaching Poetry


Figure 36.1

This reading is designed to develop the analytical skills you need for a more in-depth study of literary texts. You will learn about rhythm, alliteration, rhyme, poetic inversion, voice and line lengths and endings. You will examine poems that do not rhyme and learn how to compare and contrast poetry.

By the end of this reading you should be able to:

  • have an awareness of the role of analysis to inform appreciation and understanding of poetry;
  • be able to identify and discuss the main analytical concepts used in analyzing poetry.
Figure 36.2

What is the point of analyzing poetry? One simple answer is that the more we know about anything the more interesting it becomes: listening to music or looking at paintings with someone who can tell us a little about what we hear or see – or what we’re reading – is one way of increasing our understanding and pleasure. That may mean learning something about the people who produced the writing, music, painting that we are interested in, and why they produced it. But it may also mean understanding why one particular form was chosen rather than another: why, for example, did the poet choose to write a sonnet rather than an ode, a ballad, or a villanelle? To appreciate the appropriateness of one form, we need to be aware of a range of options available to that particular writer at that particular time. In the same way, we also need to pay attention to word choice. Why was this particular word chosen from a whole range of words that might have said much the same? Looking at manuscript drafts can be really enlightening, showing how much effort was expended in order to find the most appropriate or most evocative expression.

Think about this first stanza of Thomas Hardy’s ‘Neutral Tones’ (1867):

We stood by a pond that winter day,

And the sun was white, as though chidden of God,

And a few leaves lay on the starving sod;

—They had fallen from an ash, and were gray. (Gibson, 1976, p. 12)

Notice that, in the last line, ‘oak’ or ‘elm’ would work just as well as far as the rhythm or music of the line is concerned, but ‘ash’ has extra connotations of grayness, of something burnt out, dead, finished (‘ashes to ashes’, too, perhaps?), all of which contribute to the mood that Hardy conveys in a way that ‘oak’ or ‘elm’ wouldn’t.

To return to my original question then, ‘what is the point of analyzing poetry?’, one answer is that only an analytical approach can help us arrive at an informed appreciation and understanding of the poem. Whether we like a poem or not, we should be able to recognize the craftsmanship that has gone into making it, the ways in which stylistic techniques and devices have worked to create meaning. General readers may be entirely happy to find a poem pleasing, or unsatisfactory, without stopping to ask why. But studying poetry is a different matter and requires some background understanding of what those stylistic techniques might be, as well as an awareness of constraints and conventions within which poets have written throughout different periods of history.

You may write poetry yourself. If so, you probably know only too well how difficult it is to produce something you feel really expresses what you want to convey. Writing an essay presents enough problems – a poem is a different matter, but certainly no easier. Thinking of poetry as a discipline and a craft which, to some extent, can be learned, is another useful way of approaching analysis. After all, how successful are emotional outpourings on paper?

Words one might scribble down in the heat of an intense moment may have some validity in conveying that intensity, but in general might they not be more satisfactory if they were later revised? My own feeling is that a remark Wordsworth made 200 years ago has become responsible for a number of misconceptions about what poetry should do. In the Preface to a volume of poems called Lyrical Ballads (1802) he wrote that ‘all good poetry is the spontaneous overflow of powerful feelings’ (Owens and Johnson, 1998, p.85,11.105–6). The second time he uses the same phrase he says something that I think is often forgotten today: ‘poetry is the spontaneous overflow of powerful feelings; it takes its origin from emotion recollected in tranquillity’ (my italics) (ibid., p. 95, ll.557–8). Notice the significant time lapse implied there – the idea that, however powerful or spontaneous the emotion, it needs to be carefully considered before you start writing. He goes on:

The emotion is contemplated till, by a species of reaction, the tranquillity gradually disappears, and an emotion kindred to that which was before the subject of contemplation is gradually reproduced, and does itself actually exist in the mind. In this mood successful composition generally begins.

You don’t have to agree with Wordsworth about what poetry is or how best to achieve it. (Would you always want a poem to express powerful emotion, for example? I referred to Hardy’s ‘Neutral Tones’ above, where the whole point is that neither of the two characters described feels anything much at all.) But the idea of contemplation is a useful and important one: it implies distance, perhaps detachment, but above all re-creation, not the thing itself. And if we try to re-create something, we must choose our methods and our words carefully in order to convey what we experienced as closely as possible. A word of warning though: writers do not always aim to express personal experiences; often a persona is created.

The poet Ezra Pound offered this advice to other poets in an essay written in 1913: ‘Use no superfluous word, no adjective, which does not reveal something’ (Gray, 1990, p. 56). And in the 1950s William Carlos Williams advised, ‘cut and cut again whatever you write’. In his opinion, the ‘test of the artist is to be able to revise without showing a seam’ (loc. cit.). That sewing image he uses appeals to me particularly because it stresses the notion of skilled craftsmanship. Pound and Williams were American, writing long after Wordsworth, but, as you can see, like countless other poets they too reflected very seriously on their own poetic practice. I hope this helps convince you that as students we owe it to the poems we read to give them close analytical attention.

Note About Organization

In what follows, section headings like ‘Rhyme’, ‘Rhythm’, ‘Line lengths and line endings’, ‘Alliteration’, and so on, are intended to act as signposts to help you (if terms are unfamiliar, look them up in the glossary at the end). But these headings indicate only the main technique being discussed. While it is something we need to attempt, it is very difficult to try to isolate devices in this way – to separate out, for example, the effects of rhythm from rhyme. This doesn’t mean that we shouldn’t look for particular techniques at work in a poem, but we need to be aware that they will be interdependent and the end product effective or not because of the way such elements work together.

As you work through this reading, don’t be discouraged if your response to exercises differs from mine. Remember that I had the advantage of choosing my own examples and that I’ve long been familiar with the poems I’ve used. On a daily basis, we probably read much less poetry than we do prose. This is perhaps one reason why many people say they find poetry difficult – unfamiliarity and lack of practice. But, like anything else, the more effort we put in, the wider the range of experiences we have to draw on. I hope that when you come across an unfamiliar extract in the discussions that follow you might decide to look up the whole poem on your own account, widening your own experience and enjoying it too.

Remember that language changes over the years. I’ve deliberately chosen to discuss poems from different periods, and given dates of first publication. Do keep this in mind, especially as you may find some examples more accessible than others. The idiom and register of a poem written in the eighteenth century will usually be quite different from one written in the twentieth. Different verse forms are popular at different times: while sonnets have been written for centuries, they were especially fashionable in Elizabethan times, for example. Don’t expect to find free verse written much before the twentieth century.

Figure 36.3

If you are working on a poem, it can be a good idea to print it, maybe even enlarge it, and then write anything you find particularly striking in the margins. Use highlighters or coloured pens to underline repetitions and link rhyme words. Patterns may well emerge that will help you understand the way the poem develops. Make the poems your own in this way, and then, if you are the kind of person who doesn’t mind writing in books, you can insert notes in a more restrained way in the margins of your book.

If you prefer to work on your computer, you can do a similar thing by using an annotation tool on your word processor.

Whatever you do, always ask yourself what the effect of a particular technique that you identify is. Noticing an unusual choice of words, a particular rhyme scheme or use of alliteration is an important first step, but you need to take another one. Unless you go on to say why what you have noticed is effective, what it contributes to the rest of the poem, how it endorses or changes things, then you are doing less than half the job. Get into the habit of asking yourself questions, even if you can’t always answer them satisfactorily.


All speech has rhythm because we naturally stress some words or syllables more than others. The rhythm can sometimes be very regular and pronounced, as in a children’s nursery rhyme – ‘JACK and JILL went UP the HILL’ – but even in the most ordinary sentence the important words are given more stress. In poetry, rhythm is extremely important: patterns are deliberately created and repeated for varying effects. The rhythmical pattern of a poem is called its meter, and we can analyze, or ‘scan’ lines of poetry to identify stressed and unstressed syllables. In marking the text to show this, the mark ‘/’ is used to indicate a stressed syllable, and ‘x’ to indicate an unstressed syllable. Each complete unit of stressed and unstressed syllables is called a ‘foot’, which usually has one stressed and one or two unstressed syllables.

The most common foot in English is known as the iamb, which is an unstressed syllable followed by a stressed one (x /). Many words in English are iambic: a simple example is the word ‘forgot’. When we say this, the stresses naturally fall in the sequence:


Iambic rhythm is in fact the basic sound pattern in ordinary English speech. If you say the following line aloud you will hear what I mean:

I went across the road and bought a pair of shoes

The next most common foot is the trochee, a stressed syllable (or ‘beat’, if you like) followed by an unstressed one (/x), as in the word


Both the iamb and the trochee have two syllables, the iamb being a ‘rising’ rhythm and the trochee a ‘falling’ rhythm. Another two-syllable foot known as the spondee has two equally stressed beats (/ /), as in

blue spurt

Other important feet have three syllables. The most common are the anapest (x x /) and the dactyl (/ x x), which are triple rhythms, rising and falling respectively, as in the words

unimpressed and probably

Here are some fairly regular examples of the four main kinds of meter used in poetry. (I have separated the feet by using a vertical slash.) You should say the lines aloud, listening for the stress patterns and noting how the ‘beats’ fall on particular syllables or words.

Iambic meter

the curfew tolls the knell of parting day

Trochaic meter

tiger tiger burning bright

Anapestic meter

she is far from the land where her young hero sleeps

Dactylic meter

Women much miss how you call to me, call to me

The other technical point that you need to know about is the way the lengths of lines of verse are described. This is done according to the number of feet they contain, and the names given to different lengths of lines are as follows:

Table 36.1 Length of Lines
Name Length of the line
monometer a line of one foot
dimeter a line of two feet
trimeter a line of three feet
tetrameter a line of four feet
pentameter a line of five feet
hexameter a line of six feet
heptameter a line of seven feet
octameter a line of eight feet.

By far the most widely used of these are the tetrameter and the pentameter. If you look back at the four lines of poetry given as examples above, you can count the feet. You will see that the first one has five feet, so it is an iambic pentameter line; the second one has four feet, so it is a trochaic tetrameter line; the fourth and fifth also have four feet, so are anapestic and dactylic tetrameter lines respectively. Lines do not always have exactly the ‘right’ number of beats. Sometimes a pentameter line will have an extra ‘beat’, as in the famous line from Hamlet, ‘To be or not to be: that is the question’, where the ‘tion’ of question is an eleventh, unstressed beat. (It is worth asking yourself why Shakespeare wrote the line like this. Why did he not write what would have been a perfectly regular ten-syllable line, such as ‘The question is, to be or not to be’?)

Having outlined some of the basic meters of English poetry, it is important to say at once that very few poems would ever conform to a perfectly regular metrical pattern. The effect of that would be very boring indeed: imagine being restricted to using only iambic words, or trying to keep up a regular trochaic rhythm. Poets therefore often include trochaic or anapestic or dactylic words or phrases within what are basically iambic lines, in order to make them more interesting and suggestive, and to retain normal pronunciation. Here is a brief example from Shakespeare to show you what I mean. I have chosen a couple of lines spoken by Rosalind in
As You Like It, Act 1, scene 2, and have marked this first version to show you the basic iambic meter:

my father loved Sir Rowland as his soul, and all the world was of my father's mind.

If you say the lines out loud in this regular way you can hear that the effect is very unnatural. Here is one way the lines might be scanned to show how the stresses would fall in speech (though there are other ways of scanning them):

my father loved Sir Rowland as his soul, and all the world was of my father's mind.

It must be emphasized that there is no need to feel that you must try to remember all the technical terms I have been introducing here. The purpose has been to help you to become aware of the importance of rhythmic effects in poetry, and it can be just as effective to try to describe these in your own words. The thing to hang on to when writing about the rhythm of a poem is that, as Ezra Pound put it, ‘Rhythm MUST have meaning’: ‘It can’t be merely a careless dash off with no grip and no real hold to the words and sense, a tumty tum tumpty tum tum ta’ (quoted in Gray, 1990, p. 56). There are occasions, of course, when a tum-ty-ty-tum rhythm may be appropriate, and ‘have meaning’. When Tennyson wrote ‘The Charge of the Light Brigade’, he recreated the sound, pace, and movement of horses thundering along with the emphatic dactyls of ‘Half a league, half a league, half a league onward / Into the valley of death rode the six hundred’. But for a very different example we might take a short two-line poem by Pound himself. This time there is no fixed meter: like much twentieth-century poetry, this poem is in ‘free verse’. Its title is ‘In a Station of the Metro’ (the Metro being the Paris underground railway), and it was written in 1916:

the apparition of these faces in the crowd; petals on a wet, black bough.

Here you can see that the rhythm plays a subtle part in conveying the meaning. The poem is comparing the faces of people in a crowded underground to petals that have fallen on to a wet bough. The rhythm not only highlights the key words in each line, but produces much of the emotional feeling of the poem by slowing down the middle words of the first line and the final three words of the second.


Photo of a store front. The name of the store is "Sue's Sewing Services"
Figure 36.4

Alliteration is the term used to describe successive words beginning with the same sound – usually, then, with the same letter.

To illustrate this I would like to use a stanza from Arthur Hugh Clough’s poem, ‘Natura naturans’. There is not enough space to quote the whole poem, but to give you some idea of the context of this stanza so that you can more fully appreciate what Clough is doing, it is worth explaining that ‘Natura naturans’ describes the sexual tension between a young man and woman who sit next to each other in a railway carriage. They have not been introduced, and they neither speak nor exchange so much as a glance. The subject matter and its treatment is unusual and also extraordinarily frank for the time of writing (about 1849), but you need to know what is being described in order to appreciate the physicality of the lines I quote.


If a poem rhymes, then considering how the rhyme works is always important.

Rhyme schemes can be simple or highly intricate and complex; it will always be worth considering why a particular rhyme pattern was chosen and trying to assess its effects.

Poetic inversion

Poetic inversion, or changing the usual word order of speech, is often linked to the need to maintain a rhythm or to find a rhyme. We noticed Pope’s poetic inversion in An Essay on Criticism and saw how the rhyme was intimately linked to the rhythm of the verse. The song ‘Dancing in the Street’, first recorded by Martha and the Vandellas in the 1960s, does violence to word order in the interests of rhyme – ‘There’ll be dancing in the street/ A chance new folk to meet’ – but, because the words are sung to a driving rhythm, we are unlikely to notice how awkward they are. There’s a convention that we recognise, however unconsciously, that prevents us from mentally re-writing the line as ‘a chance to meet new people’. (‘People’ rather than ‘folk’ would be more usual usage for me, but, as with the Pope example, this would mean that the rhythm too would be lost.)

Poems that don’t rhyme

Are poems that don’t rhyme prose? Not necessarily. Virginia Woolf (1882–1941), a novelist rather than a poet, and T.S. Eliot (1888–1965), known particularly for his poetry, both wrote descriptive pieces best described as ‘prose poems’. These look like short prose passages since there is no attention to line lengths or layout on the page, as there was, for example, in ‘Mariana’. When you study Shakespeare you will come across blank verse. ‘Blank’ here means ‘not rhyming’, but the term ‘blank verse’ is used specifically to describe verse in unrhyming iambic pentameters.

Although iambic pentameters resemble our normal speech patterns, in ordinary life we speak in prose. You’ll notice if you look through Shakespeare’s plays that blank verse is reserved for kings, nobles, heroes and heroines. They may also speak in prose, as lesser characters do, but commoners don’t ever have speeches in blank verse. Shakespeare – and other playwrights like him – used the form to indicate status. It is important to recognise this convention, which would have been understood by his contemporaries – writers, readers, and audiences alike. So choosing to write a poem in blank verse is an important decision: it will elevate the subject. One such example is Milton’s epic Paradise Lost(1667), a long poem in twelve Books describing Creation, Adam and Eve’s temptation, disobedience and expulsion from Paradise. It sets out to justify the ways of God to man, so blank verse is entirely appropriate.


Figure 36.5

Is the speaker in a poem one and the same as the writer? Stop and consider this for a few moments. Can you think of any poems you have read where a writer has created a character, or persona, whose voice we hear when we read?

Wordsworth’s The Prelude was written as an autobiographical poem, but there are many instances where it is obvious that poet and persona are different. Charlotte Mew’s poem, ‘The Farmer’s Bride’ (1916) begins like this:

Three summers since I chose a maid,
Too young maybe – but more’s to do
At harvest-time than bide and woo.
When us was wed she turned afraid
Of love and me and all things human;

(Warner, 1981, pp. 1–2)

Line Lengths and Line Endings

Read the following prose extract taken from Walter Pater’s discussion of the Mona Lisa, written in 1893, and then complete the activity:

She is older than the rocks among which she sits; like the vampire, she has been dead many times, and learned the secrets of the grave; and has been a diver in deep seas, and keeps their fallen day about her; and trafficked for strange webs with Eastern merchants: and, as Leda, was the mother of Helen of Troy, and, as Saint Anne, the mother of Mary; and all this has been to her but as the sound of lyres and flutes, and lives only in the delicacy with which it has moulded the changing lineaments, and tinged the eyelids and the hands.

Exercise 36.1

When W.B. Yeats was asked to edit The Oxford Book of Modern Verse 1892–1935 (1936), he chose to begin with this passage from Pater, but he set it out quite differently on the page. Before you read his version, write out the extract as a poem yourself. The exercise is designed to make you think about line lengths, where to start a new line and where to end it when there is no rhyme to give you a clue. There is no regular rhythm either, though I’m sure you will discover rhythms in the words, as well as repeated patterns. How can you best bring out these poetic features?

Of course, there is no right answer to this exercise, but you should compare your version to Yeats’s, printed below, to see if you made similar decisions.

She is older than the rocks among which she sits;
Like the Vampire,
She has been dead many times,
And learned the secrets of the grave;
And has been a diver in deep seas,
And keeps their fallen day about her;
And trafficked for strange webs with Eastern merchants;
And, as Leda,
Was the mother of Helen of Troy,
And, as St Anne,
Was the mother of Mary;
And all this has been to her but as the sound of lyres and flutes,
And lives
Only in the delicacy
With which it has moulded the changing lineaments,
And tinged the eyelids and the hands.

Comparing and Contrasting

Often you will find that an assignment asks you to ‘compare and contrast’ poems. There’s a very good reason for this, for often it is only by considering different treatments of similar subjects that we become aware of a range of possibilities, and begin to understand why particular choices have been made.


  • Alliteration: repetition of sounds, usually the first letters of successive words, or words that are close together. Alliteration usually applies only to consonants.
  • Anapest: see under foot.
  • Assonance: repetition of identical or similar vowel sounds.
  • Ballad: originally a song which tells a story, often involving dialogue. Characteristically, the storyteller’s own feelings are not expressed.
  • Caesura: strong pause in a line of verse, usually appearing in the middle of a line and marked with a comma, semi-colon, or a full stop.
  • Couplet: pair of rhymed lines, often used as a way of rounding off a sonnet; hence the term ‘closing couplet’.
  • Dactyl: see under foot.
  • Dialogue: spoken exchange between characters, usually in drama and fiction but also sometimes in poetry.
  • Diction: writer’s choice of words. Poetic diction might be described, for instance, as formal or informal, elevated or colloquial.
  • Elegy: poem of loss, usually mourning the death of a public figure, or someone close to the poet.
  • Ellipsis: omission of words from a sentence to achieve brevity and compression.
  • Enjambment: the use of run-on lines in poetry. Instead of stopping or pausing at the end of a line of poetry, we have to carry on reading until we complete the meaning in a later line. The term comes from the French for ‘striding’.
  • Epic: a long narrative poem dealing with events on a grand scale, often with a hero above average in qualities and exploits.
  • Epigram: witty, condensed expression. The closing couplet in some of Shakespeare’s sonnets is often described as an epigram.
  • Foot: a unit of meter with a pattern of stressed and unstressed syllables. In the examples that follow, a stressed syllable is indicated by ‘/’, and an unstressed syllable by ‘x’: anapest: xx/; dactyl: /xx; iamb: x/; spondee: //; trochee: /x
  • Heroic couplet: iambic pentameter lines rhyming in pairs, most commonly used for satiric or didactic poetry, and particularly favoured in the eighteenth century.
  • Iamb: see under foot.
  • Iambic pentameter: a line consisting of five iambs.
  • Imagery: special use of language in a way that evokes sense impressions (usually visual). Many poetic images function as mental pictures that give shape and appeal to something otherwise vague and abstract; for example, ‘yonder before us lie/Deserts of vast Eternity’. Simile and metaphor are two types of imagery.
  • Metaphor: image in which one thing is substituted for another, or the quality of one object is identified with another. The sun, for Shakespeare, becomes ‘the eye of heaven’.
  • Meter: (from the Greek metron, ‘measure’) measurement of a line of poetry, including its length and its pattern of stressed and unstressed syllables. There are different meter in poetry. Most sonnets, for example, written in English are divided into lines of ten syllables with five stresses – a measure known as pentameter (from the Greek pente for ‘five’). The sonnet also tends to use a line (known as the iambic line) in which an unstressed syllable is followed by a stressed one, as in this line: ‘If I should die, think only this of me’. Most sonnets, then are written in iambic pentameters.
  • Narrative: the telling of a series of events (either true or fictitious). The person relating these events is the narrator. However, it is often more usual in poetry to refer to ‘the speaker’.
  • Octave: group of eight lines of poetry, often forming the first part of a sonnet.
  • Ode: a poem on a serious subject, usually written in an elevated formal style; often written to commemorate public events.
  • Onomatopoeia: a word that seems to imitate the sound or sounds associated with the object or action, for example, ‘cuckoo’.
  • Ottava rima: a poem in eight-line stanzas, rhyming a b a b a b c c.
  • Personification: writing about something not human as if it were a person, for example ‘Busy old fool, unruly Sun,/Why dost thou thus,/Through windows and through curtains call onus?’.
  • Poetic inversion: reversing the order of normal speech in order to make the words fit a particular rhythm, or rhyme, or both.
  • Pun: double meaning or ambiguity in a word, often employed in a witty way. Puns are often associated with wordplay.
  • Quatrain: group of four lines of poetry, usually rhymed.
  • Refrain: a line or phrase repeated throughout a poem, sometimes with variations, often at the end of each stanza.
  • Rhyme: echo of a similar sound, usually at the end of a line of poetry. Occasionally, internal rhymes can be found, as in: ‘Sister, my sister, O fleet, sweet swallow’.
  • Rhyme scheme: pattern of rhymes established in a poem. The pattern of rhymes in a quatrain, for instance, might be ‘a b a b’ or ‘a b b a’.
  • Rhythm: the pattern of beats or stresses in a line creating a sense of movement. Sestet: group of six lines of poetry, often forming the second part of a sonnet.
  • Simile: image in which one thing is likened to another. The similarity is usually pointed out with the word ‘like’ or ‘as’: ‘My love is like a red, red rose’.
  • Sonnet: fourteen iambic pentameter lines with varying rhyme schemes.
  • Spondee: see under foot.
  • Syllable: single unit of pronunciation. ‘Sun’ is one syllable; ‘sunshine’ is two syllables.
  • Tercet: group of three lines in poetry, sometimes referred to as a triplet.
  • Trochee: see under foot.
  • Turn: distinctive movement of change in mood or thought or feeling. In the sonnet, the turn usually occurs between the octave and the sestet, though the closing couplet in Shakespeare’s sonnets often constitutes the turn.
  • Villanelle: an intricate French verse form with some lines repeated, and only two rhyme sounds throughout the five three-line stanzas and the final four-line stanza.

Text Attributions

Media Attributions

  • Figure 36.1 “Quick Delirious” © by Hackley Public Library is licensed under CC BY 2.0.
  • Figure 36.2 “poem on white page”© Metropolitan Transportation Authority of the State of New York is licensed under CC BY.
  • Figure 36.3 “fountain pen” © Nic Mcphee is licensed under CC BY-SA.
  • Figure 36.4 “Sue’s Sewing Services” © Map of the Urban Linguistic Landscape is licensed under CC BY.
  • Figure 36.5 “wooden doll” © Kathleen Tyler Conklin is licensed under CC BY.


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Approaching Poetry by Allison Kilgannon is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.

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