Poetry for final

Reading Comprehension
Directions Read the following poems. Then answer the questions that follow.
The Writer
Richard Wilbur
In her room at the prow of the house
Where light breaks, and the windows are tossed with linden,
My daughter is writing a story.
I pause in the stairwell, hearing
5 From her shut door a ommotion of typewriter!keys
"ike a hain hauled o#er a gunwale.
$oung as she is, the stuff
%f her life is a great argo, and some of it hea#y&
I wish her a luky passage.
'( )ut now it is she who pauses,
*s if to re+et my thought and its easy figure.
* stillness greatens, in whih
The whole house seems to be thinking,
*nd then she is at it again with a bunhed lamor
'5 %f strokes, and again is silent.
I remember the da,ed starling
Whih was trapped in that #ery room, two years ago-
.ow we stole in, lifted a sash
*nd retreated, not to affright it-
/( *nd how for a helpless hour, through the rak of the door,
We wathed the sleek, wild, dark
*nd iridesent reature
)atter against the brilliane, drop like a glo#e
To the hard floor, or the desk!top,
/5 *nd wait then, humped and bloody,
For the wits to try it again- and how our spirits
Rose when, suddenly sure,
It lifted off from a hair!bak,
)eating a smooth ourse for the right window
0( *nd learing the sill of the world.
It is always a matter, my darling,
%f life or death, as I had forgotten. I wish
What I wished you before, but harder.
1The Writer,2 from The Mind-Reader by Rihard Wilbur.
3opyright 4 '56' by Rihard Wilbur.
Reprinted by permission of .arourt, In. This material may not be reprodued in any
form or by any means without the prior written permission of the publisher.
The Broken Oar
Henry Wadsworth Longfellow
%ne upon Ieland7s solitary strand
* poet wandered with his book and pen,
8eeking some final word, some sweet *men,
Wherewith to lose the #olume in his hand.
5 The billows rolled and plunged upon the sand,
The irling sea!gulls swept beyond his ken,
*nd from the parting loud!rak now and then
Flashed the red sunset o#er sea and land.
Then by the billows at his feet was tossed
'( * broken oar- and ar#ed thereon he read,
9%ft was I weary, when I toiled at thee7-
*nd like a man, who findeth what was lost,
.e wrote the words, then lifted up his head,
*nd flung his useless pen into the sea.
CO!R"H"#$%O#
Directions *nswer the following questions about the poem 1The Writer.2
:::: '. Whih line ontains a simile;
*. 1In her room at the prow of the house2
). 1I pause in the stairwell, hearing2
3. 1"ike a hain hauled o#er a gunwale2
<. 1I wish her a luky passage2
:::: /. In line '0, Wilbur uses personifiation to emphasi,e the
*. lattering sound of the typewriter keys
). daughter7s intense onentration
3. eerie silene of a large house
<. speaker7s an=ious and troubling emotions
:::: 0. The imagery in lines '>?'5 emphasi,es the daughter7s
*. desire to esape from her bedroom
). anger at the speaker for bothering her
3. feelings of depression about her life
<. struggle to write her story
:::: >. The alliteration in line /' emphasi,es
*. blindly looking into the darkness
). relutantly helping to free a bird
3. loudly yelling to sare the animal
<. seretly obser#ing an untamed animal
:::: 5. Whih line ontains a simile;
*. 1Where light breaks, and the windows are tossed with linden2
). 1)atter against the brilliane, drop like a glo#e2
3. 1)eating a smooth ourse for the right window2
<. 1For the wits to try it again- and how our spirits2
:::: @. In the last stan,a, Wilbur uses alliteration to emphasi,e the
*. daughter7s determination to suessfully omplete her story
). daughter7s ontinuing approah to writing and re#ising
3. speaker7s deep desire to show unonditional support for the daughter
<. speaker7s fear that the diffiult writing proess will o#erwhelm the daughter
Directions *nswer the following questions about the poem 1The )roken %ar.2
:::: 6. The images in lines '?> best on#ey the poet7s
*. satisfation with the progression of his writing
). respet for the genius and ability of other poets and their works
3. desire for nature7s appro#al of his or her work as a poet
<. lak of reati#e inspiration to properly onlude the poem
:::: A. Whih line ontains e=amples of repetition and assonane;
*. 18eeking some final word, some sweet *men2
). 1The billows rolled and plunged upon the sand2
3. 1*nd like a man, who findeth what was lost2
<. 1.e wrote the words, then lifted up his head2
:::: 5. Identify one e=ample of alliteration in line @.
*. the, irling
). sea!gulls, swept
3. swept, beyond
<. his, ken
:::: '(. Whih are the poem7s rhyme shemes in lines '?> and lines 5?'';
*. abcb and efe
). abbc and cdd
3. abbc and cdd
<. abba and cde
:::: ''. Identify the turning point in the poem.
*. The poet in the poem wanders along Ieland7s strand.
). * sea!gull irles in the sky abo#e the poet in the poem.
3. * red sunset appears through breaks in the louds.
<. The poet in the poem finds the oar and reads the insription.
:::: '/. Whih line ontains an e=ample of onsonane;
*. line 6 3. line ''
). line 5 <. line '0
CO!R"H"#$%O#
Directions *nswer the following questions about both poems.
:::: '0. )oth poems ontain images of
*. different aspets of life on a ship
). arhiteture of large metropolitan areas
3. #arious elements of nature
<. stars and planets within the gala=y
:::: '>. In these poems, both speakers reflet on the
*. diffiult hallenges faed by reati#e writers
). o#erwhelming and terrifying power of nature
3. ironi bond shared by humankind and nature
<. undeniable ourage required to onfront the terrors of the sea
Written Response
$HORT R"$!O#$"
Directions Write two or three sentenes to answer eah question on a separate sheet of paper.
'5. Identify two e=amples of end rhymes in 1The )roken %ar.2
'@. Identify a metaphor in the poem 1The Writer.2 B=plain why it is a metaphor.
"&T"#D"D R"$!O#$"
Directions *nswer one of the following questions. Write two or more paragraphs on a separate sheet of paper.
'6. What does the imagery in 1The )roken %ar2 suggest about the life of a poet; Cse details from the poem to
support your response.
Reading Comprehension
Directions Read the following poem. Then answer the questions that follow.
#iels $trangeson's $tone Tower
It was the Ding of <enmark
Rode forth the town to #iew&
1Eow whose may be this astle
That shines so fair and new;2
5 Cp and spake the lither lad
That rode beside his knee&
1Eow that is Eilus 8trangeson7s,
Who best is known to thee.2
It was the Ding of <enmark
'( 8pake to his pages three&
1Fo, bid ye Eilus 8trangeson
To ome and speak with me.2
In ame Eilus 8trangeson
*nd stood beside the board&
'5 1What wilt thou, Ding of <enmark,
That thou didst send me word;2
1.arken now, Eilus 8trangeson,
*nd look thou tell me true,
Wilt sell to me thy astle
/( That shines so fair and new;2
1My father set me on his knee
In tender age,
*nd bade me bargain not away
My heritage.
/5 1My father set me on his knee,
8o young was I,
*nd bade that none my heritage
From me should buy.2
Cp spake the Ding of <enmark
0( To those that stood beside&
18ei,e him, Eilus 8trangeson,
In dungeon deep to bideG2
It was Eilus 8trangeson
.is sword that drew with speed&
05 1Who sets me in dungeon this day, methinks,
8hall do but a lukless deedG2
1Hut up thy sword, Eilus 8trangeson,
*nd hear what I shall #ow,
My daughter I will gi#e to thee,
>( For worthy of her art thouG2
That gained Eilus 8trangeson,
For a #aliant man was he,
The Ding7s fair daughter of <enmark,
*nd half the land in feeG
1Eiels 8trangeson7s 8tone Tower,2 from A Book of Danish Ballads , seleted by *=el %lrik, translated by B.
M. 8mith!<ampier. Hublished by Hrineton Cni#ersity Hress, '505.
Reprinted by permission of Hrineton Cni#ersity Hress.
CO!R"H"#$%O#
Directions *nswer the following questions about the poem 1Eiels 8trangeson7s 8tone Tower.2
:::: 'A. Whih line ontains an e=ample of alliteration;
*. 1That thou didst send me word2
). 1My father set me on his knee2
3. 1*nd bade that none my heritage2
<. 1Cp spake the Ding of <enmark2
:::: '5. Whih line ontains e=amples of onsonane and alliteration;
*. 1Who best is known to thee2
). 1*nd stood beside the board2
3. 1*nd hear what I shall #ow2
<. 1For a #aliant man was he2
:::: /(. Whih line ontains an e=ample of alliteration;
*. 1In ame Eilus 8trangeson2
). 1Wilt sell to me thy astle2
3. 18o young was I2
<. 1In dungeon deep to bideG2
:::: /'. What is the poem7s rhyme sheme;
*. abba 3. aabb
). abcb <. abab
Written Response
$HORT R"$!O#$"
Directions Write two or three sentenes to answer eah question on a separate sheet of paper.
//. Identify two e=amples of assonane in the poem. Whih #owel sounds are repeated;
"&T"#D"D R"$!O#$"
Directions *nswer one of the following questions. Write two or more paragraphs on a
separate sheet of paper.
/0. What does the dialogue in 1Eiels 8trangeson7s 8tone Tower2 re#eal about people7s #alues in medie#al times;
Cse details from the poem to support your response.
/>. What do the sound de#ies in 1Eiels 8trangeson7s 8tone Tower2 re#eal about the theme of the poem; 8upport
your answer with details from the poem.
Re(ising and "diting
Directions Read the poem and answer the questions that follow. Eote that the title is line '.
)rench Canyon
To stand in the anyon is enough.
The ool, moist air is hea#y.
Its earthy sent makes my nose twith.
5 *nient #oies
whisper in the bree,e,
laugh in the stream,
eho throughout the serene sandstone a#ern.
Mottled brown lea#es
'( enirle the edge of a murky, brakish pond.
* sparkling wall of iy water
Falls down from a sun!drenhed ledge.
<iamond!like droplets
dane and di#e,
'5 leap and slip,
as the torrent plunges into the water below.
8tiks whirl and swirl around the roks
as they are aught in the urrent.
B=periening the beauty of Frenh 3anyon is bliss.
:::: /5. Whih line or lines e=presses the o#erall insight the poet wants to share about #isiting the anyon;
*. line /
). lines 0?>
3. lines ''?'/
<. line '5
:::: /@. Whih re#ision of line / would best engage the audiene of the poem;
*. 8tanding in the anyon is awe!inspiring.
). To stand in the anyon is nie.
3. Frenh 3anyon is really quite an e=periene.
<. Frenh 3anyon is pretty ama,ing.
:::: /6. Whih is the most effeti#e way to re#ise line > to inlude a metaphor;
*. Its earthy sent, like inense, soothes me.
). Its earthy sent tikles my nose.
3. Its earthy sent settles around me.
<. Its earthy sent is a balm for my spirit.
:::: /A. The struture of lines 5?A is meant to
*. reate an unnatural rhythm
). emphasi,e an important idea
3. add an element of suspense
<. make the poem easier to read
:::: /5. Whih is the most effeti#e way to use imagery to re#ise the desription of the lea#es;
*. * bunh of rumbling brown lea#es is on
). * line of ugly brown lea#es enirles
3. * pile of rumbling brown lea#es is around
<. * braelet of mottled brown lea#es enirles
:::: 0(. To use alliteration to re#ise line '@, the poet should hange plunges to
*. tumbles
). splashes
3. ollapses
<. plummets
:::: 0'. Whih is the most effeti#e way to use a simile to re#ise line '6;
*. Insert are dancers that before whirl
). Insert Tiny, brown before sticks
3. Insert Like dancers, before sticks
<. 3hange whirl and swirl to disappear
Poetry for final
Answer Section
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'5. *E8&
Responses will #ary. 8tudents may offer two of the following e=amples of end rhymes&
a. The words pen and Amen in lines / and 0-
b. The words hand and sand in lines > and 5-
. The words ken and then in lines @ and 6.
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'@. *E8&
8tudents should identify the metaphor in lines 6?A& 1the stuff J %f her life is a great argo, and some of it
hea#y.2 This is a metaphor beause Wilbur ompares two unlike things without using the word like or as.
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'6. *E8&
Responses will #ary. 8tudents should reogni,e that the poem7s imagery suggests that a poet7s life is lonely
and frustrating. 8tudents may use the following details to support their responses&
a. In lines '?>, the image of the poet wandering alone on a solitary strand suggests that a poet7s life is lonely.
b. In lines 5?@, the imagery of the rough sea plunging against the shore suggests that the poet7s searh for
inspiration an be frustrating, and the image of the seagulls flying beyond the speaker7s ken suggests that the
searh for understanding and inspiration is frustrating.
. In lines 5?'', the image of the broken oar and its insription suggests that a poet7s life is frustrating.
d. In line '>, the image of the poet throwing the pen into the sea shows that the poet7s life is frustrating.
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//. *E8&
Responses will #ary. 8tudents should identify two of the following e=amples&
a. In line '(, spake and pages are e=amples of assonane, repeating the long a sound.
b. In line '/, speak and me are e=amples of assonane, repeating the long e sound.
. In line /0, bade and away are e=amples of assonane, repeating the long a sound.
d. In line 0@, but and luckless are e=amples of assonane, repeating the short u sound.
e. In line >>, half and sand are e=amples of assonane, repeating the short a sound.
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/0. *E8&
Responses will #ary. 8tudents should reogni,e that the dialogue suggests that people li#ing in medie#al times
#alued family heritage, loyalty, and honor. 8tudents may use the following details from the poem as support&
a. In lines /'?/>, Eilus 8trangeson7s dialogue suggests that family heritage and loyalty are important #alues.
In response to the Ding7s request for the astle, Eilus says that his father
1bade2 him 1bargain not away J My heritage.2
b. In lines /5?/A, Eilus 8trangeson7s dialogue repeats the #alue of family heritage and loyalty. Eilus realls
his father saying that 1none my heritage J From me should buy.2
. In lines 00?0@, Eilus 8trangeson7s dialogue shows the importane of honor- he is willing to fight for his
family heritage.
d. In lines 06?>(, the king7s dialogue demonstrates appreiation for Eilus7s #alues of family heritage, loyalty,
and honor. The king rewards Eilus by offering his daughter7s hand in marriage. The king states 1My daughter
I will gi#e to thee, J For worthy of her art thouG2
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Challenge Responses will #ary. 8tudents may suggest that the sound de#ies re#eal that the theme of the
poem is the #alue of standing up for one7s beliefs. 8tudents may use the following e=amples as support&
a. The repetition of 1My father set me on his knee2 in lines /' and /5 stresses how important the astle is to
Eilus. This sound de#ie helps show that it is important to stand up for what one #alues.
b. The assonane in line /0 emphasi,es the words bade and away. Eilus uses these words to show that the
astle must be kept beause it is important to his family.
. The repetition of bade and 1my heritage2 in lines /0?/> and /6?/A stresses the importane of keeping the
astle and helps prepare the reader for Eilus drawing his sword in line 0>.
d. The alliteration in line 0> also re#eals the theme. The words sword and speed stress the neessity of
standing up for one7s beliefs.
e. The end rhyme in lines 0A and >( also shows the theme. The rhyming words ow and thou emphasi,e the
king7s reward to Eilus for defending his beliefs.
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