Poem 1 – Dust of Snow

Robert Frost’s poem "Dust of Snow" is a short but powerful poem that uses various
figures of speech to convey its meaning. Here are some key figures of speech used in
the poem:

1. Imagery
 The poem paints a vivid picture of a snowy scene with a crow and a hemlock
tree, creating strong sensory images.
 Example: “The way a crow / Shook down on me / The dust of snow” – This
creates a visual image of snowflakes falling from a tree.
2. Symbolism
 Crow: Often associated with bad luck or gloom, but in the poem, it becomes a
symbol of an unexpected change in mood.
 Hemlock Tree: A poisonous tree, symbolizing sadness or negativity, which
ironically leads to a positive transformation.
 Dust of Snow: A small, seemingly insignificant event that brings a positive
change, symbolizing relief or hope.
3. Alliteration
 The repetition of consonant sounds adds rhythm and musical quality.
 Example: “Has given my heart” (repetition of the 'h' sound).
4. Inversion (Anastrophe)
 Frost changes the normal word order for poetic effect.
 Example: “Has given my heart / A change of mood” instead of "A change of
mood has given my heart."
5. Metaphor
 The phrase “saved some part / Of a day I had rued” suggests that the moment of
falling snow metaphorically "saves" part of a regretful day.
6. Contrast (Irony)
 The poet contrasts the seemingly negative elements (crow, hemlock tree) with
the positive change in mood, showing how something gloomy can lead to joy.

These literary devices help Frost convey the poem’s theme: even small, unexpected
moments in nature can have a powerful, uplifting effect on our emotions.

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 Poem 2 – Fire and Ice
Robert Frost’s poem Fire and Ice uses several figures of speech to convey its central
theme about the potential end of the world through desire (fire) or hatred (ice). Here
are the key figures of speech used in the poem:

1. Metaphor
 The poem revolves around an extended metaphor, where fire represents desire,
passion, or greed, while ice symbolizes hatred, indifference, or cold rationality.
 Example: "Some say the world will end in fire, some say in ice."
 Here, fire and ice metaphorically stand for destructive human emotions.
2. Imagery
 Frost uses vivid imagery to help readers visualize the two opposing forces.
 Example: "But if it had to perish twice, I think I know enough of hate to say that
for destruction ice is also great."
 The imagery of perishing in fire or ice evokes strong sensory experiences of
burning and freezing.
3. Symbolism
 Fire and ice are powerful symbols representing opposing emotions—passion and
hatred—that can lead to destruction.
 Fire symbolizes desire, greed, and lust.
 Ice symbolizes hatred, indifference, and cruelty.
4. Alliteration
 Repetition of consonant sounds creates rhythm and musicality in the poem.
 Example: "Some say", "favor fire", "world will", "I think I know".
5. Personification
 The poem gives human qualities to fire and ice, treating them as forces capable
of ending the world.
 Example: "I think I know enough of hate to say that for destruction ice is also
great."
 Here, ice (hatred) is given the ability to destroy, as if it were a living force.
6. Enjambment
 The poem uses enjambment, where a sentence flows over multiple lines without
a pause, creating a smooth and natural rhythm.

These literary devices help make Fire and Ice a powerful and thought-provoking poem
about the destructive potential of human emotions.

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 Poem 3 – A Tiger In the Zoo
The poem A Tiger in the Zoo by Leslie Norris uses several figures of speech to
contrast the tiger’s life in captivity with its natural habitat. Here are the key
ones:
1.Metaphor
 "He stalks in his vivid stripes" – The tiger’s movement is compared to a stalker,
emphasizing its suppressed wild instincts.
 "In his quiet rage" – The phrase suggests that the tiger is angry but cannot
express it openly.
2. Personification
 "He should be lurking in shadow, sliding through long grass" – The tiger is given
human-like qualities, as if it is consciously planning its actions.
 "He hears the last voice at night" – The tiger is described as if it understands
human voices, adding to its loneliness.
3. Alliteration
 "Stalks in his stripes" – The repetition of the 's' sound creates a rhythmic effect.
 "Locked in a concrete cell" – The 'c' sound emphasizes the harshness of captivity.
4. Imagery
 "Few steps of his cage" – Creates a visual image of the limited space available to
the tiger.
 "Sliding through long grass near the water hole" – Evokes a vivid picture of the
tiger’s natural habitat.
5. Contrast (Juxtaposition)
 The poet contrasts the tiger’s life in the zoo with its life in the wild, highlighting
the difference between freedom and captivity.

These figures of speech enhance the poem’s theme of confinement versus freedom
and evoke sympathy for the tiger.

Poem 4 – How To Tell Wild Animals

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The poem How to Tell Wild Animals by Carolyn Wells is a humorous and witty poem on identifying
wild animals through exaggerated and playful descriptions. The poet uses several figures of speech to
create a fun and vivid picture. Here are the main ones:

1. Simile (Comparison using "like" or "as")

 "If ever you should go by chance / To jungles in the east; / And if there should to you
advance / A large and tawny beast."
 Here, the poet compares a tiger to a "large and tawny beast", helping the reader imagine its
appearance.
2. Metaphor (Implied comparison)
 "Just notice if he eats you." (Referring to the tiger)
 Instead of directly stating that the tiger is dangerous, the poet humorously implies it through
metaphor, as if being eaten is a way to recognize the animal.
3. Alliteration (Repetition of consonant sounds at the beginning of words)
 "If he roars at you as you’re dyin’"
 "Who hugs you very, very hard"
 "A noble wild beast greets you"
4. Imagery (Descriptive language that appeals to the senses)
 "If ever you should go by chance / To jungles in the east" (Creates a vivid picture of an exotic
jungle)
 "A noble wild beast greets you" (Helps the reader visualize a powerful animal)
5. Rhyme Scheme (Pattern of rhyming words)
 The poem follows a consistent rhyme scheme (AABB), making it rhythmic and musical.
 Example:
“If ever you should go by chance
To Jungles in the east;
And if there should to you advance
A large and tawny beast.”
6. Personification (Giving human qualities to non-human things)
 "A noble wild beast greets you" (The idea of a wild beast greeting someone as a human would)
7. Hyperbole (Extreme exaggeration for effect)
 "If he roars at you as you’re dyin’" (Exaggerating the danger of meeting a lion)
 "He’ll only lep and lep again" (Emphasizing the leaping nature of a leopard)
8. Pun (A play on words)
 "The leopard’s spots you’ll know" (Could mean both recognizing a leopard by its spots and
experiencing its attack)
9. Irony (When the meaning is opposite of what is expected)
 The entire poem is ironic because it humorously suggests that one can only identify animals by
experiencing their attacks!
 “If there’s nothing on the tree,/ ‘Tis the chameleon you see”
 The poet humourously suggests that if you see “nothing”, you are actually seeing a
chameleon, playing on its camouflaging ability.
These figures of speech enhances the humour and playfulness of the poem.
Poem 5 – The Ball Poem

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John Berryman’s The Ball Poem uses several figures of speech to convey its themes of
loss, grief, and growing up. Here are some key literary devices used in the poem:

1. Metaphor – The ball represents something valuable that is lost, symbolizing

childhood, innocence, or personal loss.
 "Balls will be lost always, little boy" – Here, losing a ball metaphorically
represents the inevitability of loss in life.

2. Personification – The ball is given human-like qualities to emphasize its significance.

 "Merrily bouncing, down the street, and then merrily over—there it is in the
water!" – The ball seems to have its own will as it moves away from the boy.

3. Imagery – Vivid descriptions create a mental picture of the scene.

 "A whistle blows, the ball is out of sight" – The reader can visualize the ball
disappearing, reinforcing the theme of irreversible loss.

4. Alliteration – The repetition of consonant sounds enhances the musical quality of

the poem.
 "What, what is he to do?" – The repetition of "w" sounds adds emphasis to the
boy's confusion.

5. Repetition – Certain words and phrases are repeated for emphasis.

 "I would not intrude on him; a dime, another ball, is worthless" – This highlights
that the boy must learn to cope with loss on his own.

6. Symbolism – The ball symbolizes childhood, and its loss represents the transition to
adulthood and the realization of life’s impermanence.

These literary devices work together to deepen the emotional impact of the poem,
making the reader empathize with the boy’s sense of loss and growth.

Poem 6 – Amanda!
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The poem Amanda! by Robin Klein uses several figures of speech to convey its themes
of childhood, freedom, and parental control. Here are some of the key literary devices
used in the poem:

1. Metaphor
 "I am an orphan, roaming the street."
 Amanda imagines herself as an orphan, which metaphorically expresses her
desire for independence and freedom from parental control.

2. Alliteration
 "Stop that slouching and sit up straight."
 The repetition of the 's' sound creates a rhythmic effect.

3. Repetition
 "Amanda! Amanda! Amanda!"
 The constant repetition of her name emphasizes the nagging and authoritative
tone of the speaker (likely her parent).

4. Imagery
 "Mermaid drifting blissfully in the languid emerald sea."
 This line creates a vivid image of Amanda's fantasy world, where she imagines
herself as a carefree mermaid in a calm, green sea.

5. Anaphora
 "Don't bite your nails, Amanda!
Don't hunch your shoulders, Amanda!"
 The repetition of "Don't" at the beginning of consecutive lines emphasizes the
strict and repetitive nature of parental commands.

6. Contrast (Juxtaposition)
 The poem contrasts Amanda’s daydreams (mermaid, orphan, Rapunzel) with the
strict and mundane reality of parental instructions.

These literary devices help illustrate Amanda’s longing for escape and independence
while highlighting the controlling nature of her upbringing.

Poem 7 – The Trees

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The poem The Trees by Adrienne Rich uses several figures of speech to enhance its
meaning and imagery. Here are some key ones:

1. Personification
 The trees are given human-like qualities, such as emotions and actions.
 Example: “The trees are moving out into the forest” – The trees are described as
actively leaving, like humans escaping confinement.

2. Metaphor
 The poem uses trees as a metaphor for freedom and renewal.
 Example: The trees breaking free from their enclosures symbolize people
breaking free from oppression or limitations.

3. Imagery
 Vivid descriptions appeal to the senses.
 Example: “The moon is broken like a mirror” – Visual imagery of the fragmented
moonlight.

4. Alliteration
 The repetition of consonant sounds enhances the rhythm.
 Example: “Silent struggle” – The repetition of the 's' sound emphasizes quiet
resistance.

5. Symbolism
 Trees symbolize liberation, nature’s resilience, and suppressed voices.
 Their movement represents women’s empowerment or the breaking of societal
restrictions.

Poem 8 – Fog
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The poem "Fog" by Carl Sandburg is a short yet vivid depiction of fog using a central
metaphor. Here are the main figures of speech used in the poem:

1. Metaphor – The entire poem is an extended metaphor, comparing the fog to a cat:

 "The fog comes on little cat feet."

 Here, the fog is metaphorically described as a cat, emphasizing its quiet, stealthy
movement.

2. Personification – The fog is given human or animal-like qualities:

 "It sits looking over harbor and city."

 The fog is described as if it has the ability to sit and observe, just like a cat or a
person.

3. Imagery – The poem creates strong visual and sensory images:

 Readers can imagine the silent arrival and movement of the fog, just like a cat
softly stepping in.

4. Symbolism – The fog may symbolize mystery, uncertainty, or change, as it covers

things and makes them unclear.

The poem is simple yet powerful in its use of figurative language, making the fog feel
almost alive.

Poem 9 –The Tale Of A Custard Dragon

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The poem The Tale of Custard the Dragon by Ogden Nash is rich in figures of speech,
enhancing its humor and rhythm. Here are some key figures of speech used in the
poem:

1. Simile (Comparison using "like" or "as")

 "Sharp as a mustard" – Compares Mustard (the dog) to sharpness, emphasizing
alertness.
 "Mouth like a fireplace" – Describes Custard's fiery breath.

2. Metaphor (Implied comparison)

 "And the little yellow dog was sharp as Mustard" – Here, Mustard (the dog’s
name) metaphorically represents sharpness.
 "Mouth like a fireplace" – Implies that Custard’s mouth burns like fire.

3. Alliteration (Repetition of consonant sounds)

 "Belinda was as brave as a barrel full of bears" – Repetition of "b" sound.
 "Clashed his tail and he thrashed his tail" – Repetition of "cl" and "th" sounds.

4. Personification (Giving human qualities to non-human things)

"Ink and Blink chased lions down the stairs" – The kitten and mouse are given the
human ability to fight lions.

5. Onomatopoeia (Words that imitate sounds)

 "Clatter, clank, and jangle" – The sounds of the pirate’s weapons.

6. Repetition (Repeating words for emphasis)

 "And he went at the pirate with a snort and a growl, / And the pirate looked at
Custard with a big, big frown." – The word "big" is repeated for emphasis.

7. Hyperbole (Exaggeration)
 "Ink and Blink in glee did gyrate / Around the dragon that ate the pirate." –
Exaggerates their excitement.
 "Belinda giggled till she shook the house." – Overstates her laughter.

These figures of speech contribute to the poem’s humor, rhythm, and imagery, making
it enjoyable to read.

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 Poem 10 – For Anne Gregory

The poem For Anne Gregory by William Butler Yeats employs several figures of speech
to convey its themes of beauty and love. Here are the key ones:

1. Metaphor – The poet uses "your hair is yellow as honeycomb" to compare Anne
Gregory’s hair to a honeycomb, emphasizing its golden color.

2. Simile – The phrase "only God, my dear, Could love you for yourself and not your
yellow hair" suggests that most people love based on appearance, using "like" or "as"
implicitly.

3. Personification – Beauty is treated as something that can "make men love" (as if
beauty itself has agency).

4. Irony – The poem suggests that men love Anne for her outward beauty rather than
her true self, highlighting the irony of human nature.

5. Alliteration – The repetition of consonant sounds, such as "yellow your hair" and
"love you for yourself," enhances the musical quality of the poem.

These figures of speech contribute to the poem’s exploration of superficial love versus
genuine affection.

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