Ruminations on Sophomore Lit: Mr. Norton’s Class

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All classes can post here.  Today is the last day to receive credit.

Read “Beat! Beat! Drums!” by Walt Whitman (pg. 207). What sound devices do you see (hear?) employed in the poem that particularly add to or accentuate its meaning? What do you think the subject of this poem is? Its theme? How do such sound devices (euphony, cacophony, alliteration, assonance, consonance, masculine/feminine rhymes, etc.) lead you your conclusion about the poem’s subject or theme?

Read “Beat! Beat! Drums!” by Walt Whitman (pg. 207). What sound devices do you see (hear?) employed in the poem that particularly add to or accentuate its meaning? What do you think the subject of this poem is? Its theme? How do such sound devices (euphony, cacophony, alliteration, assonance, consonance, masculine/feminine rhymes, etc.) lead you your conclusion about the poem’s subject or theme?

Read “Beat! Beat! Drums!” by Walt Whitman (pg. 207). What sound devices do you see (hear?) employed in the poem that particularly add to or accentuate its meaning? What do you think the subject of this poem is? Its theme? How do such sound devices (euphony, cacophony, alliteration, assonance, consonance, masculine/feminine rhymes, etc.) lead you your conclusion about the poem’s subject or theme?

Read “Beat! Beat! Drums!” by Walt Whitman (pg. 207). What sound devices do you see (hear?) employed in the poem that particularly add to or accentuate its meaning? What do you think the subject of this poem is? Its theme? How do such sound devices (euphony, cacophony, alliteration, assonance, consonance, masculine/feminine rhymes, etc.) lead you your conclusion about the poem’s subject or theme?