[1] Briefly analyze the Shakespearean “Sonnet.” How many lines, stanzas. What is the rhyme scheme, how does the meter work [is it, for example, written in trochaic monometer?] and show, stanza-by-stanza, line-by-line, how it works. Explain the sonnet fully—as if you’re teaching what it is to someone who has no idea.

[2] Compare the “romantic” and the “classical” features of western poetry. Is a poem usually one or the other? Or do they merge and overlap? And in what ways?

[3] Explain the differences between symbol, metaphor, and image. Be specific. There are subtle but definite differences.

[4] Explain the differences between blank verse, open verse, open form, and closed form poetry.

[5] Compare William Blake’s The Tyger and The Lamb according to theme, voice [tone or attitude] and use of symbols.

[6] Break down the four “feet” in poetry [iambs, trochees, anapests, and dactyls]. Explain how each functions and show examples.

[7] Explain the difference between rhyme, rhythm and meter.

[8] Explain consonance, alliteration, and assonance.

[9] Explain connotation and denotation in relation to literal and figurative writing.

[10] Explain the difference between rising meter and falling meter in relation to iambs, trochees, anapests, and dactyls.

[11] Give three examples from the poems we read of collective imagery. How does it affect the atmosphere, tone, and theme of a poem?

[12] Explain what a couplet, tercet, quatrain, and quintain are and give examples of each from the poetry we read.

[13] Explain the differences between metonymy and synecdoche. They are both types of metaphor, but what are the differences?

[14] Compare Victor Hugo’s Satan with Kurtz in Conrad’s “Heart of Darkness.” What makes them such memorable characters? Consider them in relation to volition [will], intention, and guilt.

[15] Whitman’s “Out of the Cradle Endlessly Rocking” is the story of how Whitman became a poet. Explain what Whitman is saying here about poetry and the role he sees himself in.