2. The repetition of initial sounds at the beginnings of neighboring words. Poets use alliteration to call attention to a phrase and fix it into the reader's mind-- it is useful for emphasis.

3. Carrie’s cat clawed her couch creating chaos. Ralph’s reindeer rose rapidly and ran round the room.

4. (On-ah-mah-tah-PEE-ah) Refers to words whose sound is suggestive of its meaning. Poets use this figure of speech to convey and emphasize unusual and vivid images.

5. Achoo Ahem Bah Bam Bang Bark Boom Bubble Bump Buzz Commercial

7. Do you like green eggs and ham? I do not like them, Sam-I-am. I do not like green eggs and ham. Would you like them here or there? I would not like them here or there. I would not like them anywhere. I do not like green eggs and ham. I do not like them, Sam-I-am. Would you like them in a house? Would you like them with a mouse? I do not like them in a house. I do not like them with a mouse. I do not like them here or there. I do not like them anywhere. I do not like green eggs and ham. I do not like them, Sam-I-am.

8. The existence of the same or similar sounds in two or more words or phrases. Rhymes produce a memorable effect, create shifts, or set the mood.

9. A pattern of rhyming sounds at the end of each line of poetry. Rhyme scheme is identified using letters. Start with “a”. Each time the rhyme changes, the letter also changes.

10. Exact/True Rhyme: Two words sound like they rhyme. Ex: (red/bread, through/blue) Slant/Approximate: Rhymes that are close, but not exact. Ex: (lap/shape, moved/loved) Eye: Spellings look alike, but pronunciations differ. Ex: (rough/dough, Venus/menus)

11. End Rhyme: Rhyme occurs at the end of the lines. Internal Rhyme: Rhyme occurs within a line or passage.

12. I wakened on my hot, hard bed; Upon the pillow lay my head; Beneath the pillow I could hear My little watch was ticking clear. I thought the throbbing of it went Like my continual discontent; I thought it said in every tick: I am so sick, so sick, so sick: O death, come quick, come quick, come quick, Come quick, come quick, come quick, come quick.

13.  Paraphrase the poem.  Identify the speaker of the poem.  Mark the rhyme scheme.  What do you notice about the content of the poem when the rhyme scheme changes?

14.  Underline examples of onomatopoeia and alliteration.  What effects do these devices have on the meaning of the poem?

15.  What is the theme of the poem?  How do the sound effects help to develop the theme?

16. PROMPT: Using Cornford’s poem “The Watch,” explain how the poet establishes the theme using alliteration, onomatopoeia, and rhyme. Develop a three-pronged thesis statement that answers this question. Be sure to include the actual theme in your thesis statement.