INTRODUCTION
Rationale
Language serves as a vital resource in the creation of poetry and literature, offering a rich tapestry through which we can explore diverse cultures and societies Poetry encapsulates the genuine emotions and deep thoughts of poets, reflecting their inner worlds Undoubtedly, poetry holds a significant place in our lives, enriching our understanding of humanity and culture.
Rhetorical devices serve as powerful tools for poets, enabling them to enhance the musicality of their work through techniques such as rhyme, assonance, and alliteration By employing personification and simile, poets can evoke vivid mental images, while stylistic inversion and rhetorical questions emphasize their attitudes and opinions With their diverse applications and significant expressive value, rhetorical devices have garnered the interest of writers, poets, and linguists alike.
Numerous studies have explored the effectiveness of rhetorical devices across various contexts For instance, Khodabandeh (2007) compared the use of rhetorical figures in advertisements from English and Persian Similarly, Farrokhi and Nazemi (2015) examined rhetorical devices in two newspapers, the New York Times and The Australian, highlighting their geographical differences Taping et al (2017) analyzed the rhetorical strategies employed by Hillary Clinton in her inspiring concession speech Additionally, Monsefi and Mahadi (2017) developed a taxonomy of wordplay to investigate the rhetorical features present in Persian news headlines.
2018, Thwala, Mthethwa, and Lusenga made an analysis of rhetorical devices in Siswati proverbs However, there are not many studies carried out heto ic l devices in child en‟s poems
Numerous analyses of poetry have been conducted, highlighting various aspects of the genre Cook (2000) introduced a new perspective on the poetry of Gloria Fuertes, while Pinto and Roazzi (1998) explored phonological and semantic devices in children's poems across cultures Additionally, Hermawan (2011) applied Charles Sanders Pierce’s theory to examine symbolism in three poems by Kim Addonizio, and Nofal (2011) focused on the syntactic features of poetry through a pragmatic lens Despite these studies on English poetry, there remains a lack of comprehensive research on rhetorical devices specifically in children's poetry.
I have chosen "Rhetorical Devices in English Poems for Children" as my thesis topic to gain a comprehensive understanding of the common rhetorical devices utilized in children's poetry This exploration aims to provide valuable insights that can enhance our approach to teaching and learning English as a foreign language.
Aim and Objectives
This study explores the use of rhetorical devices in English children's poetry, focusing on their phonetic, lexical, and syntactical functions By examining these elements, the research aims to enhance English learners' understanding of poetry composition and its unique characteristics.
To reach the aim above, the study will focus on the objectives as follows:
- To identify and classify the rhetorical devices commonly used in English poems for children
- To analyze the frequencies of occurrence of these rhetorical devices in terms of phonetic, lexical and syntactical rhetorical devices to reveal linguistic features of this genre.
Research questions
To achieve the aim and objectives mentioned above, the research questions are correspondingly focused on
1 What rhetorical devices are used in English poems for children?
2 What are the frequencies of occurrence of these devices?
3 What are the basic usage patterns of these rhetorical devices possibly employed for?
Scope of the Study
This study analyzes a selection of fifty English poems for children sourced from reputable online learning platforms, including the British Council's Learn English Kids, StoryIt, Family Friend Poems, and the Poetry Foundation.
This collection of poems explores themes familiar to children, including animals, plants, daily activities, and games The study utilizes the rhetorical device theories of Galperin (1977) and Harris (2013) to analyze three categories of rhetorical devices: phonetic, lexical, and syntactical.
Significance of the Study
This study aims to enhance the understanding of rhetorical devices in English children's poetry, providing a valuable foundation for future research Additionally, it seeks to offer practical insights for English teachers by analyzing the frequency and effectiveness of these devices, ultimately helping educators refine their teaching methods The anticipated outcome is an improvement in students' writing skills as they engage with these rhetorical elements.
Design of the study
The thesis is organized into five chapters:
Chapter 1 is the Introduction of the study where the rationale, aims and objectives, research questions, the scope, the significance and the structure of the study are stated
Chapter 2 presents Literature review including theoretical backgrounds and a review of some previous studies related to this study
Chapter 3 explains the methods and procedures of the study There, methods to carry out the paper, as well as all steps of collecting and analyzing data, are clearly explained
Chapter 4 states Findings and Discussion In this chapter, the findings of the study are stated and the discussion is also made based on the research results
Chapter 5 summarizes the main findings of the study, provides some implications for learning and teaching, and offers the suggestions for further studies.
LITERATURE REVIEW
Definition of the terms
Poetry is a unique literary form that expresses the poet's thoughts, feelings, and intended lessons It has the power to evoke a wide range of emotions, making readers laugh or cry, and inspiring them to take action These emotional responses highlight the profound impact of poetry on its audience.
In 1978, it was suggested that poetry utilizes carefully chosen words to evoke both emotional responses and sensory experiences This unique use of language allows poetry to convey feelings and sensations more powerfully than everyday language, highlighting its distinctive role in communication (Perrine & Arp, 1992).
Poetry offers readers a unique opportunity to visualize and emotionally connect with the poet's feelings Rather than simply conveying information, it allows individuals to immerse themselves in the poet's emotional landscape As Russell (2005) emphasizes, poetry is the most emotionally charged form of written expression, utilizing patterns of sound and imagery to evoke both emotional and intellectual responses It serves as a powerful medium for imagination, feelings, and artistic self-expression.
Children's poetry, as discussed by Mulyono et al (2018, p 230), encompasses various elements including sound, word choice, rhetoric, and themes Sound plays a crucial role, with techniques such as alliteration, assonance, anaphora, epistrophe, and rhyme enhancing the poem's meaning The poet's careful selection of words not only shapes the poem's message but also sparks the reader's imagination When it comes to themes, children's poetry typically avoids complex subjects like marriage and divorce, instead focusing on relatable topics such as family, animals, nature, and religious themes.
Children's poetry typically features simple and clear language, making it easily comprehensible for its young audience This straightforwardness caters to the cognitive level of children, who often think in uncomplicated ways.
A poem is defined as a written work arranged in lines, often ending in rhyme, with carefully chosen words that evoke sounds, images, and ideas According to Tizhoosh, Sahba, and Dara (2008), poetry exhibits a wide range of shapes and forms, reflecting significant variability within its domain.
A poem is a powerful collection of words that vividly expresses ideas and emotions through imaginative language and rhetorical devices These essential techniques allow writers to transform their thoughts and feelings into enjoyable, memorable, and evocative works of art.
2.1.3 Rhetorical devices and Functions of rhetorical devices
Rhetorical theory has a long history, focusing on the relationship between discourse, knowledge, communication, and language According to P Bizzell and B Herzberg (2013), it explores how these elements influence human experience Rhetorical devices are techniques used by authors and speakers to achieve specific goals, such as evoking emotions, conveying beauty, expressing spiritual significance, and persuading their audience Aristotle, a prominent rhetorician from the 5th century B.C., defined rhetoric as the ability to identify the available means of persuasion in any given situation (Doxtader, 2013).
According to Galperin (1977, p 30), heto ic l devices look like “ n bst ct p tte n, mould into which ny content c n be pou ed” t de ls with the esult of the communic tion‟s ct
Rhetorical devices are essential for transforming ordinary literary works into memorable and engaging pieces, enhancing their overall value (Yoos, cited in Staugaite, 2014, p 13) When used effectively, these devices not only make the text more realistic and enjoyable but also serve as a bridge for readers to grasp the uniqueness and depth of the writing Ultimately, they are crucial tools for using language more effectively.
Rhetorical devices can be defined as techniques that enhance writing by making it more vivid and engaging, ultimately capturing the reader's interest effectively.
Rhetorical devices are techniques employed by writers to achieve specific effects, playing a crucial role in literature As V M Zirmunsky articulates, the function of these devices is essential for enhancing the impact of written works.
The essence of each artistic device is rooted in the overall impression that a work of art creates as a cohesive entity Every aesthetic element, including poetic devices, sound patterns, word meanings, syntactical arrangements, plot structures, and compositional intent, contributes equally to this unity and finds its justification within the artwork.
Rhetoric, as defined by Burke, is the strategic use of language by individuals to shape attitudes and inspire actions in others (Zhong, 2017, p 68) Rhetorical devices serve as tools that enhance the effectiveness of communication.
Rhetorical devices serve to emphasize and highlight the speaker's attitude or opinion, capturing the audience's interest and attention They make statements vivid and memorable, clarify the train of thought, and create striking mental images Additionally, these devices can amuse or entertain readers while also providing a means to criticize or satirize effectively.
Classification of rhetorical devices
Rhetorical devices encompass a vast array of forms, with Corbett (1990) identifying around 40 general types McGuigan (2008) further highlights that there are hundreds of specific devices, including zeugma and anadiplosis This diversity leads to various classification methods for rhetorical devices.
Aristotle, as noted by Griffin (2012), defines rhetoric as a powerful tool for persuasion, categorizing it into three types of proof: logos, pathos, and ethos Logos refers to logical reasoning and appeals to the audience's intellect, while pathos focuses on emotional connections and motivational appeals Ethos, on the other hand, emphasizes the credibility of the speaker or writer, establishing trust with the audience.
Scholars of classical western rhetoric like Leech (1969) and Leigh
In 1994, figures of speech were categorized into two primary types: schemes and tropes Schemes involve deviations from the conventional arrangement of words, while tropes alter the standard meaning of a word or phrase.
Galperin (1977) categorizes expressive means and stylistic devices into three level-oriented approaches: phonetic, lexical, and syntactical rhetorical devices He identifies a total of twenty rhetorical devices within these three approaches.
In his 2013 study, Harris categorizes sixty rhetorical devices into three distinct groups: the first encompasses techniques that emphasize, associate, clarify, and focus; the second pertains to methods of physical organization, transitions, and arrangement; while the third group includes devices aimed at decoration and variety.
Different scholars categorize rhetorical devices in various ways This thesis adopts the classifications proposed by Galperin (1977) and Harris (2013) due to their clear organization, detailed approach, and relevance to the analysis of poetic language.
The sound of words significantly influences the stylistic approach of language, as highlighted by Galperin (1977), who asserts that universal types of sound symbolism exist When words are combined, they can evoke desired effects and create aesthetic values, particularly in poetry The arrangement of sounds not only serves an aesthetic purpose but also contributes to the musical quality of the text This interplay of sound and meaning is further explored through four sub-types of phonetic rhetorical devices.
Onomatopoeia, as defined by Harris (2013, p 44), refers to words that phonetically imitate the sounds they describe This linguistic device can replicate a wide variety of sounds, including those found in nature, such as wind and thunder, as well as human sounds like laughter and sighing, and animal noises.
Onomatopoeia, as classified by Galperin (1977), is divided into two categories: direct and indirect Direct onomatopoeia refers to words that imitate natural sounds on their own, such as "bang," "buzz," "sizzle," "snap," "roar," "zip," "tick," "click," "crackle," and "pop" (Harris, 2013, pp 44, 45).
Besides, indirect onomatopoeia is a combination of sounds to make the sound of utterance an echo of its sense For example,
And the silken, sad, uncertain rustling of each purple curtain
(E A Poe, cited in Galperin, 1977, p 125) The repetition of the sound /s/ actually produces the sound of the rustling of the curtain
In another poem - Windy nights - the sound of the wind is produced by repeating the sound /w/
Whenever the moon and stars are set,
Whenever the wind is high,
All night long in the dark and wet,
Alliteration refers to the repetition of initial consonant sounds in closely positioned words According to Abrams and Harpham (2009), it involves the recurrence of speech sounds at the beginning of words or stressed syllables within words For instance, this literary device enhances the rhythm and musicality of language.
Doubting, dreaming dreams no mortals ever dared to dream before
(E A Poe, cited in Galperin, 1977, p 126) Here, the sound /d/ is repeated by Poe to create the feeling of anxiety, fear, horror, anguish
Galperin (1977) states that alliteration serves to create a melodic effect in speech, making it a common feature in poetry This literary device enhances the tone, evokes a subtle emotional atmosphere, and contributes to the musical quality of poetic works.
Alliteration can be seen in the poem "The Lotus Eaters" by Tennyson who used the repetition of the sound /m/ to give a somnolent effect
To lend our hearts and spirits wholly
To the music of mild-minded melancholy;
To muse and brood and live again in memory
Alliteration can be categorized into two subtypes based on the placement of consonant sounds at the beginning of words: immediate juxtaposition alliteration and non-immediate juxtaposition alliteration Immediate juxtaposition alliteration occurs when the second consonant sound directly follows the first, while non-immediate juxtaposition alliteration involves consonants that are found in non-adjacent words.
Assonance refers to the repetition of vowel sounds in closely positioned words, typically found in the same or adjacent lines This literary device involves the recurrence of similar vowel sounds in successive or nearby words, even when the consonants differ.
Let your light so shine before men, that they may see your good works, and glorify your Father which is in heaven
(Matthew 5:16 (KJV), cited in Harris, 2013, p 50)
In this example, the sound /aɪ/ in light and shine would be assonant as well as the sound /ɪ/ in glorify, which, is, and in
Rhyme is a prevalent technique in poetry that involves words with different initial sounds but similar ending sounds, including the final vowel and subsequent sounds As defined by Galperin (1977), rhyme refers to the repetition of identical or similar terminal sound combinations in words, typically positioned at regular intervals In poetic verses, rhyming words are most often found at the ends of corresponding lines.
I bring fresh showers for the thirsting flowers
Rhyme may be classified into 4 sub-types basing on their positions
Rhyme can take various forms in poetry, with tail rhyme being the most prevalent, occurring at the end of a line Internal rhyme features a word at the end of a line that rhymes with another word within the same line Cross rhyme involves matching sounds at the ends of alternating lines, while holo-rhyme is characterized by all words in two complete lines rhyming with each other.
Previous related studies
Poetry, as a captivating form of literature, draws the interest of scholars worldwide, leading to a diverse array of studies from various perspectives.
Cook (2000), in the article The Humanization of Poetry: An Appraisal of Gloria Fuertes, presents a new conception of the poetic created by Gloria
Fuertes is a prominent figure in contemporary peninsular poetry, known for her innovative approach that challenges traditional academic poetic discourse By playfully engaging with language and mocking the inflated self-importance often associated with poets, she seeks to humanize poetry and reintegrate it into everyday life Her work focuses on the emotions of ordinary people, utilizing their everyday language to create relatable and accessible poetry.
Pinto and Roazzi (1998) conducted a cross-cultural study examining phonological and semantic devices in the poetry of very young children from five countries: England, France, Italy, Poland, and Brazil Their findings reveal that phonological devices, such as rhyme and alliteration, are widely utilized across all groups, with Italian and Polish children demonstrating the highest usage rates In contrast, English children employ these devices more frequently than their French and Brazilian counterparts, indicating that the frequency of phonological devices varies by culture Additionally, semantic devices are less prevalent, with only two language groups incorporating similes and metaphors in their poems.
From the Semiotic Theory by Charles Sanders Pierce, Hermawan (2011) finds out the use of symbol in three poems of Kim Addonizio, Verities, First
In the poem "What Do Women Want," the author explores various symbols that carry distinct meanings and functions, highlighting themes such as the world's sadness, love, and the empowerment of sexuality, freedom, and equality Through these diverse symbols, the poet effectively communicates complex ideas and emotions, inviting readers to reflect on the multifaceted experiences of women.
Nofal (2011) explores the syntactic characteristics of poetry through the lens of Pragmatic Theory, revealing that poetic grammar significantly diverges from ordinary language and other literary genres The study highlights that poetry employs a loose and illogical syntax influenced by spoken language Additionally, the creation of imagery and sound effects, known as rhetoric, emerges as a crucial element in poetry, often overshadowing the importance of correct syntax or logical structure Consequently, the use of rhetorical devices prevails, leading to a departure from the strict norms of English grammar.
Research on poetry reveals that, regardless of the theories and purposes employed, these studies highlight the distinctive characteristics of poems Essentially, poetry serves as a medium for expressing emotions, daily experiences, and cultural insights, often utilizing rhetorical devices Furthermore, poetry provides a creative space that allows for expression without the constraints of strict grammatical rules.
In addition, we cannot deny the wide appearance as well as the important role of rhetorical devices in a variety of fields like advertisement, literature, political speeches, entertainment, news, etc
Khodabandeh (2007) conducts a comparative analysis of rhetorical figures in English and Persian advertisements, revealing that both languages employ various rhetorical techniques to enhance the vividness, impressiveness, and readability of advertising headlines Despite these similarities, the study identifies distinct differences in the types of rhetorical figures utilized in English and Persian ads.
Persian advertisements predominantly utilize figures of speech such as jargon, logos, metonymy, personification, and repetition, while English advertisements favor colloquialism, balanced sentences, ellipsis, exclamatory phrases, hyperbole, imperatives, rhyme, and rhetorical questions.
A study by Farrokhi and Nazemi (2015) examines the use of rhetorical devices—specifically metonymy, hyperbole, and metaphor—in two newspapers, the New York Times and The Australian The findings reveal that metonymy is the most prevalent device, allowing writers to represent one identity through another, such as using "Washington" or "Moscow" to refer to their respective governments Hyperbole ranks second, employed to emphasize claims that may seem exaggerated or unrealistic, thereby highlighting the significance of certain issues In contrast, metaphor is the least utilized device, primarily serving editorial writers to express personal opinions rather than reflecting the actual news events.
In her impactful concession speech, Hillary Clinton employs thirteen rhetorical devices as analyzed by Ping et al (2017) to effectively convey her message She utilizes emphasis devices such as sentential adverbs, alliteration, anaphora, conduplicatio, diacope, and epistrophe to highlight her key points For associative purposes, she incorporates antanagoge, antithesis, metaphor, and parallelism Additionally, her speech features decorative devices like asyndeton, polysyndeton, and sentential structures Notably, emphasis devices are the most frequently used, reflecting Hillary's intent to clearly and explicitly underscore her message.
Monsefi and Mahadi (2017) utilize Leigh's (1994) framework, which includes a taxonomy of wordplay types, to analyze the rhetorical features of Persian news headlines Their findings indicate that Euronews' Persian headlines predominantly feature tropes, particularly metonymies, while other forms of wordplay such as oxymorons, parodies, and others are absent The study concludes that the use of wordplay enhances the vividness and visibility of the headlines.
Thwala, Mthethwa, and Lusenga (2018) analyze rhetorical devices in Siswati proverbs, focusing on metaphor, simile, and antithesis These devices illustrate socio-cultural dynamics and vividly reflect the relationships among household members, society, and the nation.
In recent years, novice researchers have produced many theses which are related to rhetorical devices in different sources of data
Nguyễn Hồng Nhất (2012) explores the linguistic characteristics of stylistic devices in English and Vietnamese advertising language, focusing on a descriptive and contrastive analysis of repetition and antithesis The study reveals that these devices enhance the aesthetic appeal, effectiveness, and energy of advertisements, leaving a lasting impression on customers and stimulating their interest in purchasing products and services Additionally, it highlights notable differences in the usage proportions of these devices between English and Vietnamese advertisements.
Nguyễn Hạnh (201) presents a comparative analysis of the linguistic features of lexical and phonetic rhetorical devices used in English and Vietnamese children's songs, highlighting the influence of language in shaping these musical expressions.
The analysis of rhetorical devices in children's songs reveals that repetition is the most frequently employed device in both Vietnamese and English Additionally, metaphor, metonymy, simile, and personification are utilized more extensively in Vietnamese compared to English.
METHODOLOGY
Methods of the study
This study explored the use of rhetorical devices in English children's poetry, employing a mixed-methods approach that combined both qualitative and quantitative research methods to achieve its objectives.
The analysis of the collected data from online sources involved a qualitative examination of each poem to identify rhetorical devices Subsequently, a quantitative approach was employed to determine the frequency of these devices.
Detailed descriptions of common rhetorical devices used in these poems were qualitatively described.
Procedures of the study
This study followed the following procedure:
- Reviewing theoretical background and related previous studies,
- Randomly collecting samples of poems on four English websites in terms of written texts:
- Coding these poems from P1 to P50 and also coding lines in each data from line 1 to line n as L1-Ln,
- Identifying common rhetorical devices in English poems,
- Analyzing the frequencies of occurrence of these rhetorical devices in term of phonetic, lexical and syntactical rhetorical devices,
- Making a comparison of the occurring frequency of rhetorical devices used in English poems,
- Discussing the findings from the analysis,
- Suggesting some implications for teaching and learning English,
- Making some suggestions for further research.
Data collection
The data sources for this study were selected from trustworthy websites, including the British Council's Learn English Kids, StoryIt, Family Friend Poems, and the Poetry Foundation.
These websites provide a lot of useful information for learning English, but also funny things for children to entertain during studying through English poems
The selected data encompasses a variety of engaging topics that spark children's curiosity, including the natural world, daily life, intriguing games, and special occasions It is essential that these contents resonate with the target audience—children—ensuring they are both suitable and relatable Additionally, the length of each piece varies significantly, ranging from a concise six lines to a more extensive thirty-two lines A key criterion for selection is the inclusion of at least one rhetorical device, enhancing the richness of the content.
Data analysis
A selection of fifty English poems, coded from P1 to P50, was sourced from online platforms, with each line labeled from L1 to Ln The analysis focused on identifying common rhetorical devices within these poems using a qualitative approach, which facilitated a deeper understanding of the prevalent techniques employed in poetic expression.
The statistical analysis of common rhetorical devices was conducted using a quantitative approach, converting their occurrences into percentages and organizing them in tables This allowed for the identification of the frequency of each rhetorical device, ranked from the most to the least frequent Finally, conclusions and implications were derived from the findings.
Reliability and validity
The data for this study was sourced from reputable official websites, ensuring its current reliability Additionally, the research is grounded in the theoretical frameworks of rhetorical devices established by esteemed scholars, including Galperin (1977) and Harris (2013), along with other published articles As a result, the findings of this study are backed by highly reliable data.
The thesis demonstrated validity by adhering to a structured research methodology that resulted in logical and practical conclusions By employing both qualitative and quantitative methods in a flexible manner, the study ensured that these approaches complemented each other effectively Consequently, the research is deemed reliable and valid across all dimensions.
This chapter provides an overview of the research methods, data collection techniques, data analysis, and research procedures utilized in the study The subsequent chapter will present a clear report of the findings and discussions derived from this research.
FINDINGS AND DISCUSSION
The result of the rhetorical devices in English poems for
After being analyzed and calculated, three main categories of rhetorical devices are presented in Table 4.1 below
Table 4.1 Distribution of Three Main Categories of Rhetorical Devices
According to Table 4.1, phonological rhetorical devices dominate usage, appearing 309 times and constituting nearly 50% of the total Lexical rhetorical devices follow closely, with 241 occurrences, representing 38.87% In contrast, syntactical rhetorical devices are used much less frequently, accounting for only 11.29% of the total.
In a study of 50 English poems, various rhetorical devices were identified and categorized into three distinct groups These devices include onomatopoeia, alliteration, assonance, rhyme, personification, epithet, simile, hyperbole, stylistic inversion, repetition, enumeration, antithesis, and rhetorical questions The subsequent sections will provide a detailed exploration of each category.
Phonological rhetorical devices
The analysis indicates that phonological rhetorical devices are divided into four different subtypes, including onomatopoeia, alliteration, assonance, rhyme The results are presented in Figure 4.1 below
Figure 4.1 Distribution of Phonological Rhetorical Devices
Figure 4.1 illustrates a significant disparity in usage among rhyme and its three subtypes, with rhyme leading at 68.28%, surpassing assonance at 17.48% by a factor of four In contrast, alliteration and onomatopoeia represent minor portions of the total, accounting for only 8.41% and 5.83%, respectively This category will be elaborated upon in the following section.
Onomatopoeia is a fascinating literary device that mimics the natural sounds associated with objects or actions Although it ranks last among four phonological rhetorical devices, accounting for 5.83% with 18 instances, it remains a valuable tool for poets By employing onomatopoeia, poets can enhance their work, creating sound effects that vividly reflect the subject matter and enrich the overall expressiveness of their descriptions.
All the onomatopoeic words in the data directly imitate natural sounds produced by various objects We categorize these onomatopoeic terms based on the reflective sources, including humans, animals, and inanimate objects Notable examples of sounds made by humans include:
[E10.L3] Crow and caper, caper and crow,
[E.46.L12] "Hruck, sniffle-hick, hee-haw!"
The word reflecting a kind of human voice sound in [E10.L3] is crow
The crowing of a baby signifies happiness, and we can easily identify various types of laughter, such as "har har" and "hee-haw," which are familiar sounds to children in their everyday lives.
Moreover, a group of words related to different sounds of animals is identified in some below examples:
[E3.L9-11] Do you ever wonder why a cow can moo
Or a seal can clap or a goat can bleat?
Do you ever wonder why a bird can tweet?
[E27.L5] The squalling cat and the squeaking mouse,
Animal sounds are often represented by specific words that mimic their unique noises For example, "moo" signifies the deep sound of a cow, while "clap" reflects the sound made by a seal hitting its flippers together The term "bleat" represents the sound of a goat, and "tweet" captures the chirping of birds Additionally, the word "squalling" evokes the loud scream of a cat, whereas "squeaking" describes the high-pitched sound of a mouse Lastly, "squawk" denotes the sharp sound produced by a gull.
Words such as "ding" and "buzzed" represent distinct sounds associated with objects like doorbells and telephones For example, the phrase "With the merry gay coral, ding, ding, a-ding, ding" illustrates the joyful sound of a bell, highlighting how onomatopoeic words convey the essence of auditory experiences.
[E18.L10] The louder buzzed the telephee-
Onomatopoeia enhances the rhythm and vibrancy of poetry, engaging readers' senses and immersing them in the poet's crafted world through sound Additionally, onomatopoeic words serve to emphasize key themes, making the overall experience more dynamic and captivating.
Alliteration, a rhetorical device that emphasizes the repetition of initial consonant sounds, enhances the melodic quality of poems and leaves a lasting impression on readers, particularly children Despite its effectiveness, the occurrence of alliteration is relatively low in the analyzed data According to the phonological principles outlined in Chapter 2, 26 instances of alliteration were identified among 50 selected poems The study distinguishes between two types of alliteration: immediate juxtaposition and non-immediate juxtaposition, with their contributions summarized in Table 4.2.
Types of Alliteration Raw numbers Percentage (%)
Table 4.2 reveals a slight difference in the usage of two sub-types of alliteration, with non-immediate juxtaposition alliteration occurring in two more cases than immediate juxtaposition alliteration Specifically, these types represent 53.85% and 46.15% of the total, respectively Examples of alliteration are provided to illustrate these findings.
[P1.L2] A place to play, a wall to climb, a thing to swing
[P17.L9 - 10] What is yellow? Pears are yellow,
Rich and ripe and mellow
[P19.L2] And ships sail on the seas;
[P30 L11] It would blow with the wind
[P36 L7] to chase and charge and chew
The examples provided showcase a rich diversity in the use of various initial consonant sounds, particularly highlighting alliteration with /t/, /y/, and /r/ These alliterative instances, found in specific phrases, are interspersed with non-alliterative words, categorizing them as non-immediate juxtaposition alliteration Each repetition of sounds evokes distinct feelings or effects for the reader; for instance, the repetition of /p/ and /t/ in one example generates a sense of eagerness and excitement.
The combination of the sounds /y/ and /r/ creates a delightful auditory effect, as noted in [P17.L9, 10] Additionally, various motion effects are illustrated through sound repetition in other examples For instance, the image of "moving ships" is evoked by the repeated /s/ sound in "sail" and "seas" found in [P19.L2] The presence of wind is conveyed through the repetition of the /w/ sound in "would," "wit," and "wind" in [P30.L11] Furthermore, the dynamic effect is enhanced by the frequent use of the /ch/ sound in "chase," "charge," and "chew," as highlighted in [P36.L6-7].
Let‟s look t othe ex mples of alliteration:
[P2.L5] It‘s good to say sorry if you‘re wrong
[P2.L7] But if you don‘t want to say sorry yet
[P50.L7] while munching cookies, cakes, and chips
In [P2.L5, 7], two words say and sorry which have the same first sound
Immediate juxtaposition alliteration occurs when similar sounds, such as /s/, are placed close together in a sentence This phenomenon is also evident with other consonants, as seen in the phrase "barley bed" for /b/, "nearly new" for /n/, and "cookies, cakes" for /c/.
Different alliterations bring the readers a different sense For example, an emphasis effect is created in [P2.L5, 7], a slow change is happening in [P22.L4], or crisp sound in eating is made in [P50.L7]
Although there are differences in their positions and purposes, both sub-types of alliteration share similarities The repetition of initial sounds creates a melodic quality in poetry, enhancing the reading experience and aiding memorization This literary device is particularly effective in engaging readers, especially children.
Assonance refers to the repetition of the same vowel sound in two or more nearby words Similar to alliteration, assonance plays a crucial role in enhancing the musical quality of poetry, thereby increasing the enjoyment of reading Additionally, it contributes to creating a specific mood that aligns with the poem's themes As a significant phonological rhetorical device, assonance accounts for 17.48% of such techniques.
The vowel sound /ɪ/ is the most frequently repeated in cases of assonance, occurring 29 times, significantly more than other vowel sounds.
[P2.L15] But the most important thing is this,
[P6.L4] The wind is passing through
[P23.L8] Loves his ball; it's his favorite thing
[P32.L9-10] I got it from playing with coal in the bin
And signing my name in cement with my chin
Lexical rhetorical devices
The study identifies four sub-types of lexical rhetorical devices present in the data: personification, epithet, simile, and hyperbole The frequency of their occurrence is illustrated in Figure 4.2 on page 40.
The analysis reveals significant disparities in the frequency of figurative language use, with epithets being the most prevalent at 140 instances, representing over 58% of occurrences Personification follows, comprising 20.75%, while hyperbole and simile account for 12.86% and 8.3%, respectively Further details on these subtypes will be explored in the subsequent sections.
Figure 4.2 Distribution of Lexical Rhetorical Devices
Simile highlights the similarities between two distinct entities, enhancing imagery through various comparative terms Despite its effectiveness, simile is utilized only 20 times in the data, representing 8.30% of the total occurrences (see Figure 4.2) The analysis reveals that all three forms of simile—equational comparison, differentiation, and comparative structure—are present in the data, as illustrated in Table 4.4 below.
Types of Simile Raw numbers Percentage (%)
As summarized in Table 4.4, Equational Comparision ranks the highest position with 80% Comparative structure stays in the second rank with 15%,
Simile is a powerful literary device, with equational comparisons being the preferred choice among writers, as evidenced by a mere 5% representation of hyperbole and differentiation This trend highlights how similes effectively capture readers' attention and stimulate their imaginations, enhancing their understanding of poetic communication.
In equational comparison group, the most frequent marker is like with
12 times Here are some nice examples:
[P11.L15-16] Make our earth an Eden,
[P23.L12] Big brown eyes like moon pies
[P27.L1] The moon has a face like the clock in the hall;
[P31.L3] The Sky is like a kind big smile
The use of simile in the poems effectively illustrates common objects through vivid imagery and conveys deep sentiments For instance, the comparison of the earth and heaven, eyes and moon pies, the moon's face and a clock, the sky and a smile, and sunshine and Mother enhances the reader's experience Specifically, likening sunshine to a mother emphasizes the warmth and brightness of maternal love, allowing readers to deeply feel this affection.
In the data, certain markers such as "as," "look like," and "as … as" show minimal usage, contributing little to the overall findings Specifically, "as" and "look like" appear only once, while "as … as" is noted twice These instances highlight the infrequent nature of these expressions within the corpus.
[P39.L11] My room looked like a palace,
[P19.L6] As pretty as you please
[P21.L7] My tonsils are as big as rocks,
Despite their seemingly minor role, these devices effectively illustrate objectives visually For instance, the dog's speech is attributed to the wind, while the cleanliness of the room is conveyed through the image palace Additionally, the use of a two-time marker highlights the beauty of the bridge and the size of the tonsils Such similes enable children to easily and vividly envision the elements described in poems.
In the unique instance of a differentiation group, the marker serves as the sole connector between two distinct entities: the oak and the king.
[P9.L1] The Oak is called the king of trees
Also, there are three cases of Comparative structure in terms of simile
[P19.L10] Is prettier far than these
[P40 L11] you‘re sweeter than syrup,
The authors employ simple structural comparisons to create vivid imagery for children, allowing them to appreciate the beauty of a rainbow [P19 L4,10] and experience the joy of recess [P40 L11].
Besides, there are some cases which have the markers but are not the simile in English poems Here are some examples:
[P3.L13] Do you ever think I‘m not the same as you
[P4.L3] They look and taste much better
[P4.L15] She‘s right, I have more energy
[P4.L17-18] I feel more healthy and I‘ve got
Much better teeth and skin
[P18.L9-10] The more he tried to get it free,
The louder buzzed the telephee-
[P28.L7] Some books are boring like history,
The use of "makers" in these sentences may lead to the misconception that they are similes; however, they serve a different purpose In passages [P3.L13], [P4.L3, 15, 17, 18], comparative structures are employed to emphasize the subjects being compared Additionally, the word "like" in [P2.L7] signifies "such as," indicating the author's intention to enumerate books he finds boring in the poem.
Hyperbole serves to evoke strong emotions and leave a lasting impression on readers However, authors of children's poetry typically employ hyperbole less frequently, with its usage accounting for over 12.8% of the total content.
31 cases in 50 English poems From Table 4.5, we can find that hyperbole in the data is indicated by diverse expressions such as words, comparison structure, indefinite number, and other expressions
Types of Hyperbole Raw numbers Percentage (%)
According to Table 4.5, hyperbolic words represent the highest contribution at nearly 71%, appearing 22 times in the data, with the word "all" being the most frequent at 11 occurrences Typical examples of hyperbolic language include various exaggerated expressions that emphasize significance.
[P16.L1-2] When all the world is young, lad,
And all the trees are green;
[P16.L9-11] When all the world is old, lad,
And all the trees are brown;
When all the sport is stale, lad,
The phrases in [P16 L1-2, L9-11] suggest a complete uniformity in the world, such as everyone sharing the same age, trees displaying identical colors, and sports losing their thrill However, this notion is unrealistic, as in reality, age varies among individuals, trees exhibit diverse hues, and sports continue to evolve and captivate audiences Such concepts only exist in human imagination, highlighting the richness and variety of real life.
2, L9-11] we must understand implicitly that the word all here means the highest number of things
[P25.L7] But it was really obvious,
[P36.L4] the air all full of singing feels just right
The phrase "full of" in [P36.L4] implicitly suggests a significant volume of air, while the hyperbolic term "really" enhances the narrative's credibility Similarly, in [P25.L7], the use of "really" clarifies the story, ensuring it is easily understood without confusion.
Contrastingly, other subtypes - comparison structure, others, and indefinite number constitute a humble share, taking up 16.13%, 6.45%, and
6.45% Below are some of the examples of comparison structure:
[P2.L15] But the most important thing is this,
[P15.L10] In the longest summer day
[P40.L6] Your slides are the best
[P47.L3] In the narrowest nest in a corner,
[P47.L11] Then soared to the uttermost reaches
Within 5 cases, the features of comparison structure are all superlative structural These exaggeration phrases are used to highlight the important thing which a baby has to follow in [P2.L15], the characteristic of the day in summer [P15.L10], the great recess in [P40.L6], and the feature of the nest or the speed [P47.L13, 11]
In addition, there are 2 cases of the group Others in the data, as in [P15.L6] Yet no one cares for mine at all
Syntactical rhetorical devices
After analyzing, five subtypes of syntactical rhetorical devices, namely stylistic inversion, repetition, enumeration, antithesis, rhetorical questions are identified
Figure 4.3 Distribution of Syntactical Rhetorical Devices
In the analyzed corpus, repetition is the most prevalent device, comprising 65.71% of the total, while enumeration ranks second at 12.86% Stylistic inversion is utilized less frequently, accounting for 8.57%, followed by rhetorical questions at 7.14% and antithesis at 5.71% These findings highlight the varying usage of rhetorical devices within the text.
Antithesis is a literary device that highlights the contrast between two opposing ideas, enhancing the overall meaning of a poem Although effective, the use of antithesis is infrequent, representing only 5.71% of the analyzed data Within this dataset, three examples of antithesis are identified, showcasing its unique impact on conveying vivid imagery and meaning.
[P10.L5-6] Up to the ceiling, down to the ground,
Backwards and forwards, round and round
[P21.L5] My mouth is wet, my throat is dry,
[P26.L12] Up in the air and down!
The use of antithesis in poetry is evident through the employment of gradable antonyms and contrastive prepositions For instance, the terms "backwards" and "forwards" illustrate the movement of a dancing baby, while "up" and "down" convey similar motions for both the baby and a swing, enhancing the rhythmic quality of the poems Additionally, the juxtaposition of "wet" and "dry" highlights specific symptoms in various body parts of sick individuals, providing children with essential knowledge about common illnesses.
Antithesis, despite accounting for a small percentage of poetic elements, plays a crucial role in creating rhythm within poems This rhythmic quality leaves a lasting impression on readers, making the poems easier to remember.
Rhetorical questions differ from regular questions by emphasizing key points in the discussion and conveying the writer's emotions while effectively persuading readers In total, only three poems incorporate rhetorical questions, with examples drawn from a selection of 50 carefully chosen poems.
[P21.L10] And don‘t you think my face looks green?
[P21.L29-31] I have a hangnail, and my heart is what?
What‘s that? What‘s that you say?
You say today is .Saturday?
[P32.L1-2] Where did you get such a dirty face,
My darling dirty-faced child?
[P33.L7] But what do we do?
Poets employ various types of questions to achieve distinct purposes For instance, in [P21.L10], a Yes-No question reflects the uncertainty in the boy's mind, prompting him to seek clarification from his friend Additionally, in [P21.L31], an affirmative statement is transformed into a question through the use of a question mark and a rising intonation, effectively emphasizing the point that today is Saturday.
Wh-questions are frequently used to convey surprise and emphasize humor, as illustrated by a sick boy who realizes it's the weekend and no longer needs to pretend to be ill In another instance, a mother uses a Wh-question to express discomfort regarding her child's appearance, underscoring the idea that no face is dirtier Additionally, rhetorical questions serve a persuasive function, as seen in the question "What do we do?" which highlights the destructive behaviors impacting the environment, thereby raising awareness about the importance of environmental protection.
Stylistic inversion is a literary device that alters the conventional word order to create emphasis In an analysis of 50 English poems, six instances of stylistic inversion were identified Among these, three cases involved adverbial modifiers positioned at the beginning of the sentence Additionally, predictive or predicate structures appeared before the subject in two instances, while a combination of both a modifier and predicate preceding the subject occurred once Notably, there were no examples of objects placed at the beginning of sentences or modifiers of manner preceding the predicate.
Here are three examples of the predominant case - The adverbial modifier is placed at the beginning of the sentence:
[P5.L1] At home we always play a game
[P5.L9] In the bathroom, one point each
[P48.L1] On Mother's Day it isn't smart
The adverbial modifier of place in [P5.L1, 9] and of time in [P48.L1] help to make place and time outstanding in o de to inc e se the e de ‟s curiosity
Instances of predictive or predicate placement before the subject, as well as cases where both the modifier and predicate precede the subject, are exceedingly rare in the data Consequently, we will only provide examples of these occurrences without delving into a detailed discussion.
[P23] Always comes when his name he hears
[P14] That he sings, and he sings; and for ever sings he
Enumeration is a valuable tool that effectively showcases the features of diverse semantic fields Despite its significance, it comprises only 12.86% of the data, appearing 9 times Here are some representative examples of enumeration.
[P5.L5-7] Dust the shelves to get one point
One more to sweep the floor And if you vacuum all the rugs
[P5.L10] To clean the shower and sink
[P5.L13-15] We lay the table for one point
And cook some food for two And if you do the washing-up
[P9.L1-5] The Oak is called the king of trees,
The Aspen quivers in the breeze, The Poplar grows up straight and tall, The Peach tree spreads along the wall, The Sycamore gives pleasant shade,
[P13.L1-4] First I saw the white bear, then I saw the black;
Then I saw the camel with a hump upon his back;
Then I saw the grey wolf, with mutton in his maw;
Then I saw the wombat waddle in the straw;
[P48.L6] A carrot, celery, bean, or beet
In these four examples, the elements of enumeration are grouped in some semantic fields:
Household chores encompass a variety of essential tasks, including dusting shelves, sweeping floors, vacuuming rugs, cleaning showers and sinks, laying the table, cooking meals, and doing the washing-up.
Various kinds of the tree are listed in the series oak, aspen, poplar, peach, sycamore, etc in whole the poem [P9]
Similarly, some animals in the zoo are also mentioned in [P13] such as white bear, black bear, camel, grey wolf, wombat, etc
In [P48.L6], common vegetables namely carrot, celery, bean, or beet are put together
The use of clear and familiar elements of enumeration allows children to easily grasp the essence of different concepts Essentially, writers serve as educators, presenting a variety of topics across diverse fields in a way that is accessible and engaging for young learners.
Repetition is a literary device that emphasizes key ideas by repeating specific words or phrases, enhancing clarity and memorability The analysis reveals a total of 46 instances of repetition, categorized into various sub-types This article focuses on five common types of repetition, which are detailed in the accompanying table.
Types of Repetition Raw numbers Percentage (%)
Anaphora emerges as the dominant literary device, accounting for over 41% of the analyzed data, showcasing the diverse intentions of poets The data reveals various forms of anaphoric units, including questions and adverbials For instance, in [P1], the repetition of the word "what" initiates a rhythm that stimulates curiosity among readers Similarly, [P3] employs a different type of repetition, utilizing yes/no questions while maintaining a consistent rhythmic structure.
[P3.L1] Do you ever wonder why a goose can‘t ski
[P3.L3-4] Do you ever wonder why a shark can‘t stop?
Do you ever wonder what it‘s like to be me?
[P26.L6] Till I can see so wide,
[P26.L9] Till I look down on the garden green,
[P26.L11-12] Up in the air I go flying again,
Up in the air and down!
The poem begins strikingly with the repetitive adverbial phrase "Up in the air," which emphasizes the elevated nature of the game This repetition draws the reader's attention to the height and excitement involved Additionally, the repeated use of "Till I" reinforces the writer's enthusiastic emotions towards the game, highlighting its familiar yet captivating essence.