A piece of writing that partakes of the nature of both speech and song that is nearly always rhythmical, usually metaphorical, and often exhibits such formal elements as meter, rhyme, and stanza structure.

THE STRUCTURE OF POETRY

Poetry’s origins lie in the spoken word, it does take a very recognizable shape when put down on the page. This is mainly due to the overall organization of the lines on the page, often in the form of stanzas.

THE STANZA

Though some modern forms of poetry eschew traditional poetic conventions such as rhyme schemes and meter etc., the stanza still plays a vital role in the overall look of printed poetry.

But, just what exactly is a stanza? – your students may well ask.

Stanzas are the poetic equivalent of a prose paragraph. They are a series of lines grouped together and separated from other groups of lines or stanzas by a skipped line.

Stanzas come in various lengths, dependent either on the poet’s whim or the conventions of a particular poetic form. Various technical vocabulary is often used to refer to stanzas of specific lengths. Here are the most common of these,

Stanzas of:

● two lines are called a couplet

● three lines are called a tercet

● four lines are called a quatrain

● five lines are called a cinquain

● six lines are called a sestet, or occasionally a sexain

● seven lines are called a septet

● eight lines are called an octave

SUBTYPES OF POETRY

Sonnet

Sonnets are predominantly concerned with matters of the heart. If you see a sonnet’s recognizably blocky form on a page, there’s a good chance the theme will be love. There are two common forms of sonnets: Shakespearean and Petrarchan. They differ slightly in their internal structure, but both have 14 lines. Let’s take look at some more of the internal characteristics of both forms:

Petrarchan

●      Comprises two stanzas

●      The First eight lines pose a question

●      2nd stanza answers the question posed

●      The rhyme scheme is: ABBA, ABBA, CDECDE

Shakespearean

●      Comprises 3 quatrains of 4 lines each

●      Ends with a rhyming couplet which forms a conclusion

●      The rhyme scheme is: ABAB, CDCD, EFEF, GG

Haiku

Haiku is a disciplined form of poetry that originates in 17th-century Japanese poetry. Usually, it is concerned with nature and natural phenomena such as the seasons, weather etc. They are often quite meditative in tone.

However, there are no fundamental rules regarding themes; the only actual demands here relate to structure:

●      They are written in three-line stanzas

●      1st line contains five syllables

●      2nd line contains seven syllables

●      3rd line contains five syllables

Due to their short length and limited requirements, these are usually a lot of fun for students to write. They can serve as an excellent introduction for students to attempt to write poetry according to specific technical requirements of a form.

Elegy

Elegies are a type of poem that don’t really come with specific structural requirements but still constitute a recognisable form of poetry. What makes an elegy an elegy is its subject, that is, death. Elegies are poems of lamentation – the word elegy itself comes from the Greek word elegeia which means to ‘lament’.

●      A poem of reflection on death or on someone who has died

●      Usually comes in three parts expressing loss:

○      grief

○      praise for the deceased

○      and, finally, consolation.

Limerick

Favorites of school children everywhere, the most defining characteristic of limericks is their renowned humor. Given their well-deserved reputation for being funny and, on occasion, crude, it’s easy to overlook the fact that beneath the laughs lies quite a tightly structured verse form.

● five lines in total

●Distinct verbal rhythm

● two longer lines of usually between 7 to 10 syllables

● two shorter lines of usually between 5 to 7 syllables

● one closing line containing the ‘punchline.’

●      Rhyme scheme is AABBA

Ballad

Ballads are a type of narrative poetry closely tied to musical forms. Ballads written as poetry can often easily be adapted as song lyrics. While ballads don’t have tight formal constrictions like some other forms of poetry, there are enough in the way of distinguishable features to identify them as a form.

●      Tells a story, often using simple language

●      Often romantic, adventurous, or humorous

●      Arranged in groups of 4 lines or quatrains

●      Often uses alternating 4 and 3 beat lines

●      Rhyme scheme is usually ABAB or ABCB

Ode

Another poetry form that traces its origins to Ancient Greece, odes were initially intended to be sung. Nowadays, though no longer sung, the term ode still refers to a type of lyrical poem that addresses and often praises a specific person, thing, or event.

●      The author addresses a person, thing, or event

●      Usually has a solemn, serious tone

●      Explores universal elements of the theme

●      Powerful emotional element, often involving catharsis

Odes written in the classical vein can follow very strict metrical patterns and rhyme schemes. However, many modern odes are written in free verse involving irregular rhythm and without adherence to a rhyme scheme.

Epic

These long narrative poems recount heroic tales, usually focused on a legendary or mythical figure. Think of works of literature on a grand scale, such as The Odyssey, The Cattle Raid of Cooley, or Beowulf.

●      Employs an objective and omniscient narrator

●      Written in an elevated style

●      Recounts heroic events

●      Grand in scale

READING COMPREHENSION

THE BLIND BOY

O say what is that thing call’d Light,
Which I must ne’er enjoy;
What are the blessings of the sight,
O tell your poor blind boy!
You talk of wondrous things you see;
You say the sun shines bright;
I feel him warm, but how can he
Or make it day or night?
My day or night myself I make
Whene’er I sleep or play,
And could I ever keep awake
With me ’twere always day.
With heavy sighs, I often hear
You mourn my hapless woe;
But sure with patience, I can bear
A loss I ne’er can know.
Then let not what I cannot have
My cheer of mind destroy;
Whilst thus I sing, I am a king,
Although a poor blind boy.

While Reading

Read the text and answer the following questions. Write “Yes” or “No” in the
given blanks.
1. Was the boy blind from birth? ______
2. Was he happy? ______
3. Did he know the difference between light and darkness?______
4. Is the blind boy’s father telling us the story? ______

The poet makes one main point in each verse. These main points are given in
a jumbled order below. Read the poem and write the verse number for each
point in the given blanks. One example is given.

1. He says he has no problem being blind because he does not know what
he is losing 4.
2. For him there is no difference between day or night ____
3. The boy wants to know what is light ____
4. He tells people not to make him unhappy by telling him
about something he cannot have ____
5. He cannot understand how the sun can change day into night ____

Group Activity

Work in groups of three and answer the following questions. Write the
answers in your notebook.
1. Do you think that the blind boy is happy? Why? Why not?
2. Why is it difficult for the blind boy to understand how the sun makes
day and night?
3. Do you think he sleeps when the sun sets and wakes up when the
sun rises? Why?
4. How should we treat people who have any disability?
5. How should we help blind people?