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Rhyme Schemes – A Poetry Lesson Plan

This lesson plan uses several poems from Poetry4kids.com to show how to identify the rhyme scheme of a poem. Students will analyze the poems to determine the rhyme schemes of each.

Click here for a printable copy of this lesson plan for use in the classroom .

Rhyming words are words that sound the same at the ends, such as c at / h at , or j umping / b umping .

When a poem has rhyming words at the ends of its lines , these are called “end rhymes.” Here is an example of end rhyme:

My cat is n ice . My cat likes m ice .

A “rhyme scheme” is a way of describing the pattern of end rhymes in a poem. Each new sound at the end of a line is given a letter, starting with “A,” then “B,” and so on. If an end sound repeats the end sound of an earlier line, it gets the same letter as the earlier line.

Here are three slightly different cat poems, each with a different rhyme scheme. The first is AABB , the second is ABAB , and the third is ABCB ):

• Read the following poems by Kenn Nesbitt.
• For each poem, identify the rhyme scheme and write it below the poem.

Mr. Brown the Circus Clown

Mr. Brown, the circus clown puts his clothes on upside down. He wears his hat upon his toes and socks and shoes upon his nose.

Rhyme scheme: _____________

My Penmanship is Pretty Bad

My penmanship is pretty bad. My printing’s plainly awful. In truth, my writing looks so sad it ought to be unlawful.

All My Great Excuses

I started on my homework but my pen ran out of ink. My hamster ate my homework. My computer’s on the blink.

Today I Had a Rotten Day

Today I had a rotten day. As I was coming in from play I accidentally stubbed my toes and tripped and fell and whacked my nose.

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Rhyme Scheme

Rhyme Scheme Definition

What is a rhyme scheme? Here’s a quick and simple definition:

A rhyme scheme is the pattern according to which end rhymes (rhymes located at the end of lines) are repeated in works poetry . Rhyme schemes are described using letters of the alphabet, such that all the lines in a poem that rhyme with each other are assigned a letter, beginning with "A." For example, a four-line poem in which the first line rhymes with the third line , and the second line rhymes with the fourth line has the rhyme scheme A B A B , as in the poem "Roses are red , / Violets are blue . / Shakespeare is dead ? / I had no clue ."

Some additional key details about rhyme schemes:

• Rhyme schemes represent stanza breaks using spaces. So a poem made up of two rhyming couplets (two-line stanzas) would be said to have a rhyme scheme of AA BB.
• There are different conventions for writing out rhyme schemes. Some people use lowercase letters (abab), some use uppercase (ABAB), and some even throw in italics or hyphens ( a-b-a-b ). This formatting aspect of rhyme schemes is not very scientific.
• Rhymes are used in all types of poetry, but they don't always occur in regular patters or at the ends of lines—so not all poems that use rhyme necessarily have rhyme schemes. Rhyme schemes are only used to describe poems that use end rhyme (that is, rhymes at the ends of lines).

Types of Rhyme Schemes

A poem's rhyme scheme can be anything the poet wants it to be, but here's a list of some of the more common rhyme schemes:

• Alternate rhyme is ABAB CDCD EFEF and so on. This is the rhyme scheme typically used in ballads .
• Coupled rhyme is any rhyme scheme in which rhymes occur in pairs, such as AABBCC. The rhymes themselves are called couplets.
• Monorhyme is the term used for poems that use just one rhyme throughout the entire poem, as in AAAA.
• Enclosed rhyme is the term used for "sandwich" rhyme schemes like ABA or ABBA.
• Simple 4-line rhyme follows a pattern of ABCB.
• Chain rhyme describes rhyme schemes in which stanzas are linked together by rhymes that carry over from one stanza to the next, as in ABA BCB CDC.

Keep in mind that this is just a list of some of the more common types of rhyme scheme. It's not a list of all the different forms of poetry, since the form of a poem is defined by more than just its rhyme scheme.

Rhyme Scheme and Formal Verse

Generally speaking, poems that have rhyme schemes are written in what's known as formal verse (which is the name given to rhymed poetry that uses a strict meter ). All formal verse poems have some sort of rhyme scheme.

In addition, certain forms of poems, such as sonnets or villanelles have a pre-determined rhyme scheme. Poets wanting to write such poems have to match the rhyme scheme they use to the rhyme scheme defined by the type of poem in question.

Single-Stanza vs. Whole-Poem Rhyme Schemes

The pattern of a rhyme scheme can be specific to a single stanza of a poem, or it can repeat throughout an entire poem. For instance, if a poem is said to have an ABAB rhyme scheme, that might mean that the same two rhymes are used throughout the whole poem (as in, ABAB ABAB ABAB), but this is pretty uncommon in English—so more likely than not it's just a shorthand way of saying that each stanza uses a rhyme scheme of ABAB, but the A and B rhymes are not actually the same between stanzas. In this case, a longer poem with an ABAB rhyme scheme, if you were to write it out, would actually be ABAB CDCD EFEF, and so on. If you're not sure whether a rhyme scheme is supposed to apply to a whole poem or just a single stanza, the easiest way to figure this out is to just check the poem to see if rhymes are the same between different stanzas.

There are really only a few circumstances in which it makes sense to write out the entire rhyme scheme of a poem from beginning to end (instead of just using the single-stanza rhyme scheme as shorthand): when describing "fixed verse forms," or poems with a predetermined number of lines and a fixed rhyme scheme, such as a sonnet . Sonnets are 14-line poems that typically use a rhyme scheme of ABBA ABBA CDEDCE—so in this case, writing out the rhyme scheme of the entire poem is actually the most efficient way of describing it.

Other fixed verse forms, such as the villanelle , are easier to describe using simple English, as in, "five tercets with an ABA rhyme scheme, plus a final quatrain with a rhyme scheme of ABAA." That's less tedious and much easier on the eyes than writing "villanelles use a rhyme scheme of ABA ABA ABA ABA ABA ABAA," though both ways of describing a villanelle's rhyme scheme are acceptable.

Perfect Rhyme, Imperfect Rhyme, and Rhyme Scheme

Most people, when they think about what constitutes a rhyme, are actually thinking about one type of rhyme in particular, called perfect rhyme , which only includes words with identical sounds like "game" and "tame," or "table" and "fable." But in fact, rhyme is a rather broad and loosely-defined literary device that includes many different types of repetition of sounds between words. For instance, the words "crate" and "braid" make a specific type of rhyme called slant rhyme , because they both share a vowel sound ("ay") in their final syllable. When it comes to rhyme schemes and how they're written out, poems that use imperfect rhymes are no different from poems that use perfect rhymes. Therefore, this excerpt from a poem by Yeats would be said to have an A B A B rhyme scheme even though it uses slant rhyme:

When have I last looked on The round green eyes and the long wavering bodies Of the dark leopards of the moon ? All the wild witches, those most noble ladies

Refrains and Rhyme Schemes

Some types of poems, such as ballades , have entire lines that repeat at regular intervals throughout the poem. These repeating lines are called refrains . For poems that use refrains, it's common to write the rhyme scheme in lowercase letters and then to use an uppercase letter to indicate the refrain. For example, ballades consist of three eight-line stanzas with a rhyme scheme of ababbcbC, plus a final four-line stanza with a rhyme scheme of bcbC, where the final line of every stanza is the refrain.

Rhyme Scheme Examples

The following examples show all sorts of different rhyme schemes.

Coupled Rhyme in Dr. Seuss's Horton Hears a Who!

Dr. Seuss wrote many of his children's books in formal verse . The opening stanza of his book Horton Hears a Who , excerpted below, uses a simple rhyme scheme of coupled rhyme (AABB).

On the fifteenth of May, in the jungle of Nool , In the heat of the day, in the cool of the pool , He was splashing... enjoying the jungle's great joys ... When Horton the elephant heard a small noise .

Chain Rhyme in Frost's "Stopping by Woods on a Snowy Evening"

In the excerpt of Frost's poem shown here, the B rhyme of the first stanza is taken up as the predominant rhyme in the second stanza, while the C rhyme in the second stanza then becomes the predominant line in the third stanza—making the rhyme scheme an example of chain rhyme (in which stanzas are linked together by rhymes that carry over from one stanza to the next).

Whose woods these are I think I know . His house is in the village though ; He will not see me stopping here To watch his woods fill up with snow . My little horse must think it queer To stop without a farmhouse near Between the woods and frozen lake The darkest evening of the year . He gives his harness bells a shake To ask if there is some mistake . The only other sound’s the sweep Of easy wind and downy flake .

Milton's "When I Consider How My Light is Spent"

This sonnet by John Milton follows the traditional rhyme scheme of Italian sonnets: A BB A A BB A C D E C D E .

When I consider how my light is spent Ere half my days in this dark world and wide , And that one talent which is death to hide Lodg'd with me useless, though my soul more bent To serve therewith my Maker, and present My true account, lest he returning chide ; "Doth God exact day-labour, light denied ?" I fondly ask. But Patience to prevent That murmur, soon replies: "God doth not need Either man's work or his own gifts; who best Bear his mild yoke, they serve him best. His state Is kingly. Thousands at his bidding speed And post o'er land and ocean without rest : They also serve who only stand and wait ."

Andrew Lang's "Ballade to an Optimist"

This poem follows the standard form of the ballade . It has three stanzas of eight lines each, a four-line final stanza, and a refrain in the last line of each stanza. It uses the typical ballade rhyme scheme of a b a bb c b C for the eight-line stanzas and b c b C for the final stanza.

And, sometimes on a summer's day To self and every mortal ill We give the slip, we steal away , To walk beside some sedgy rill : The darkening years, the cares that kill , A little while are well forgot ; When deep in broom upon the hill , We'd rather be alive than not . What though we wish the cats at play Would some one else's garden till ; Though Sophonisba drop the tray And all our worshipped Worcester spill , Though neighbours "practise" loud and shrill , Though May be cold and June be hot , Though April freeze and August grill , We'd rather be alive than not . And, sometimes on a summer's day To self and every mortal ill We give the slip, we steal away , To walk beside some sedgy rill : The darkening years, the cares that kill , A little while are well forgot ; When deep in broom upon the hill , We'd rather be alive than not . Pistol, with oaths didst thou fulfil The task thy braggart tongue begot , We eat our leek with better will , We'd rather be alive than not .

Oscar Wilde's "The Ballad of Reading Gaol"

This poem by Oscar Wilde is a variation on a traditional ballad . It uses a six-line stanza instead of the ballad's usual four-line stanza, and it has an " A B C B D B " rhyme scheme.

He did not wear his scarlet coat , For blood and wine are red , And blood and wine were on his hands When they found him with the dead , The poor dead woman whom he loved , And murdered in her bed . He walked amongst the Trial Men In a suit of shabby grey ; A cricket cap was on his head , And his step seemed light and gay ; But I never saw a man who looked So wistfully at the day .

It's worth noting that this is an example of a rhyme scheme that applies at the level of the stanza rather than the whole poem. Therefore, the "A" rhyme of the first stanza doesn't rhyme with the "A" rhyme of the second stanza, the "B" rhyme of the first stanza doesn't rhyme with the "B" rhyme of the second stanza, and so forth. When we say the rhyme scheme is "ABCBDB," that's just shorthand for ABCBDB EFGFHF, etc.

Why Do Writers Use Rhyme Schemes?

Poets use rhyme schemes for many of the same reasons they use rhyme: because it makes language sound more beautiful and thoughtfully-composed, like music. In the majority of rhyme schemes, rhymes repeat at regular intervals, dramatically increasing both the rhythm and musicality of poetry and in the process making the poem more pleasant to listen to, easier to understand, and more memorable.

Poets also choose specific rhyme schemes for different purposes. For instance, rhyme schemes in which rhymes are coupled (AABB) or in which they alternate (ABAB) tend to feel highly predictable and repetitive, which makes them well-suited to children's books and songs. However, after a while these rhyme schemes can start to seem a bit simplistic and tiresome. For that reason, poets who consider their work to be more literary or complex might choose to write in a poetic form that uses a more elaborate rhyme scheme (such as the sestina ), both as a way of challenging themselves, and as a way of using rhyme more subtly in their work.

Other Helpful Rhyme Scheme Resources

• The Wikipedia Page on Rhyme Scheme: A somewhat technical explanation, including various helpful examples.
• An article that covers some of the most basic rhyme schemes and links to examples of poems that use them.
• A short video that explains rhyme scheme and shows how to label rhymes.

• PDFs for all 136 Lit Terms we cover
• Downloads of 1927 LitCharts Lit Guides
• Teacher Editions for every Lit Guide
• Explanations and citation info for 40,619 quotes across 1927 books
• Downloadable (PDF) line-by-line translations of every Shakespeare play
• Formal Verse
• Slant Rhyme
• Tragic Hero
• Anadiplosis
• Deus Ex Machina
• Bildungsroman
• Blank Verse
• Rising Action
• End-Stopped Line
• Verbal Irony
• Understatement
• Round Character

Rhyme Scheme: The Rhythmic Heart of Poetry

• The Albert Team
• Last Updated On: February 16, 2024

What We Review

Introduction to Rhyme Scheme in Poetry

The rhyme scheme definition is a deliberate structural pattern in poetry where the words at the end of individual lines within a poem stanza are intentionally rhymed with words at the end of other lines within the same stanza. Rhyme scheme is notated in poetry by using letters of the alphabet.

The first set of lines that rhyme with one another are notated with the letter “a”. The second set of lines that rhyme with one another and use a different rhyme are notated with the letter “b”. Edgar Allan Poe’s poem, “The Raven,” is a great rhyme scheme example. The rhyme scheme is ABCBBB: 

“Once upon a midnight dreary, while I pondered, weak and weary, A Over many a quaint and curious volume of forgotten lore— B     While I nodded, nearly napping, suddenly there came a tapping, A As of someone gently rapping, rapping at my chamber door. B “’Tis some visitor,” I muttered, “tapping at my chamber door— B             Only this and nothing more.” B Poe, Edgar Allan. “The Raven.” Poetry Foundation , https://www.poetryfoundation.org/poems/48860/the-raven. Accessed 29 Jan. 2024.

The purpose of the rhyme scheme in a poem is to establish the tone and mood as well as emphasize the central message of the poem. In “The Raven” poem above, Poe maintains this rhyming pattern to signify “Lenore”, the narrator’s love who has died and whom the narrator is grieving. By continuing to end the second, fourth, fifth, and sixth lines of each stanza with words that rhyme with “Lenore”, Poe is emphasizing the all-encompassing grief that the narrator feels over the loss of a loved one.

Rhyme Scheme Examples: Exploring Patterns and Forms

There are many different types of rhyme schemes. For example, rhyming couplets consist of a pair of lines written sequentially that rhyme with one another. Shakespeare uses rhyming couplets often to end his love sonnets, such as Sonnet 18 : 

“So long as men can breathe or eyes can see, So long lives this and this gives life to thee.” 

There is also alternating rhyme (ABAB), enclosed rhyme (ABBA), triplet rhyme (AAA), monorhyme (AAAA), and villanelle (ABA). 

In addition to these rhyming patterns for individual stanzas, there are specific poetry forms that build off of these rhyme scheme patterns. For example, a Shakespearean sonnet uses an alternating rhyme scheme for the first 12 lines and a rhyming couplet for the last two lines. On the other hand, a haiku, one of the shortest poetic forms at only three lines long, follows the villanelle rhyme scheme but also only allows a certain number of syllables per line, adding to its complexity. A limerick is yet another poetic form that is based loosely on the enclosed rhyme format with one additional line at the beginning (AABBA). 

Each of these forms has a unique purpose in communicating a different message to the reader. In his sonnets, Shakespeare wanted to express his love through poetry by using highly figurative language, but he also believed strongly in forming a balanced and intricate poetic structure to enforce the complex nature of his love. 

Rooted in Japanese history, the haiku is intended to mimic the emotional impact of brief moments of insight. Therefore, the poem relies on very few words within a strict poetic structure to capture the brevity of these moments. Whatever the structure of the poem, rhyme scheme plays a crucial role.

Sonnet Rhyme Schemes: A Case Study

As stated previously, William Shakespeare wrote over 100 sonnets, each one following a strict, alternating rhyme scheme for the first 12 lines and a rhyming couplet for the last two lines in order to mirror the complex and intricate nature of love. While Shakespeare’s sonnets are the most well-known of the sonnet forms, there are two more sonnet rhyme schemes: Petrarchan and Spenserian.

Petrarchan Sonnets

Petrarchan sonnet rhyme scheme follows a ABBAABBA; CDECDE or CDCDCD rhyme scheme. Spenserian sonnet rhyme scheme follows an ABAB, BCBC, CDCD, EE rhyme scheme. Petrarch was an Italian poet during the Italian Renaissance who wrote primarily about love being just out of reach. Sir Thomas Wyatt makes use of Petrarchan form and subject in his poem, “Whoso List to Hunt” :

“Whoso list to hunt, I know where is an hind,  But as for me, hélas, I may no more.  The vain travail hath wearied me so sore,  I am of them that farthest cometh behind.” Wyatt, Sir Thomas. “Whoso List to Hunt.” Poetry Foundation. https://www.poetryfoundation.org/poems/45593/whoso-list-to-hunt-i-know-where-is-an-hind. Accessed 30 Jan.2024

In this poem, the rhyme scheme follows an ABBA format in the first stanza, meaning that the first and fourth lines rhyme with one another while the second and third lines rhyme with one another. The message of the poem follows the theme of love being just out of reach as a “hind” (or deer) is compared to a woman that the speaker is hunting. Chasing this deer (or woman) has exhausted him and he is ready to give up. 

Spenserian Sonnet

The Spenserian sonnet is named after Edmund Spenser, a British poet during the Elizabethan period. Spenserian sonnets are also usually on the topic of love, as seen in Sonnet 75 : 

“One day I wrote her name upon the strand, But came the waves and washed it away: Again I wrote it with a second hand, But came the tide, and made my pains his prey. “Vain man,” said she, “that dost in vain assay, A mortal thing so to immortalize; For I myself shall like to this decay, And eke my name be wiped out likewise.” Spenser, Edmund. “Amoretti LXXV: One Day I Wrote her Name.” Poetry Foundation. https://www.poetryfoundation.org/poems/45189/amoretti-lxxv-one-day-i-wrote-her-name. Accessed 14 Feb. 2024

In this poem, Spenser uses his own sonnet format of ABAB, which looks very similar to a Shakespearean sonnet; however, Spenser does not continue the second stanza with a CDCD rhyme scheme like Shakespeare would. Rather, the second stanza connects to the rhyme scheme of the first by following a BCBC rhyme scheme, continuing the rhyme from the second and fourth lines into the fifth and seventh lines. Spenser’s sonnet follows a similar theme as Shakespeare’s sonnets as the speaker claims that his love will not die as all humans do; rather she will live eternally through his sonnets. 

The Nuances of Slant Rhyme in Poetic Rhythm

While exact rhymes are easy to spot (bat and rat), slant rhyme allows for similar sounding words to be paired with one another. Song writers do this all the time; for example, “My Shot” by Lin Manuel Miranda uses both exact rhymes and slant rhymes:

“I prob’ly shouldn’t brag, but dag, I amaze and astonish  The problem is I got a lot of brains but no polish […] See, I never thought I’d live past twentyWhere I come from, some get half as many.”

Miranda uses exact rhyme by pairing the words “astonish” and “polish”, but he also uses slant rhyme by pairing the words “twenty” and “many”. 

Meter in Poetry: Understanding its Role and Variations

What is meter in poetry? Meter in poetry provides the rhythm or the pulse of the poem. The definition of meter in poetry is the “pattern of beats in a line of poetry”. Meter is measured by “feet”, or stressed and unstressed syllables.

The five primary types of meter are iambs, trochees, spondees, anapests and dactyls. The meters with two-syllable feet are iambic, trochaic, and spondaic. The meters with three-syllable feet are anapests and dactyls. Shakespeare wrote all of his sonnets in iambic pentameter, which means that every line had five iambs, or ten syllables total.

Sonnet 116 provides an example of this:

“Let me not to the mar riage of true minds Ad mit im ped i ments ; love is not love Which al ters when it al ter a tion finds , Or bends with the re mov er to re move .” Shakespeare, William. Sonnet 116. Poetry Foundation. https://www.poetryfoundation.org/poems/45106/sonnet-116-let-me-not-to-the-marriage-of-true-minds. Accessed 14 Feb 2024.

Iambic pentameter always starts with an unstressed syllable and is followed by a stressed syllable. Above, the stressed syllables are notated in bold. 

Consonance, Alliteration, Repetition, and Assonance: Sound Devices in Poetry

Sound devices in poetry also play an important role in establishing the tone, mood, and overall message of the poem. A few examples of sound devices in poetry are consonance, alliteration, repetition and assonance.

Consonance in Poetry

Consonance in poetry occurs when words with the same consonant sound are used together, whether in the same line, across multiple lines, or at the end of lines to coincide with the rhyme scheme. An example of consonance is in William Blake’s “The Chimney Sweeper” poem wherein he repeats the consonant “t”:

“And so he was quiet, & that very night, “And so he was quiet, & that very night, As Tom was a-sleeping he had such a sight!” Blake, William. “The Chimney Sweeper: When my mother died I was very young.” The Poetry Foundation. https://www.poetryfoundation.org/poems/43654/the-chimney-sweeper-when-my-mother-died-i-was-very-young. Accessed 14 Feb 2024.

Alliteration in Poetry

Alliteration in poetry occurs when words with the same first consonant letter are used sequentially in a line or several lines of poetry. An example of alliteration can be found in Emily Dickinson’s poem, “Behind me–dips Eternity” : 

“Death but the Drift of Eastern Gray, Dissolving into Dawn away” Dickinson, Emily. “Behind me-dips Eternity.” All Poetry. https://allpoetry.com/Behind-Me–dips-Eternity. Accessed 14 Feb 2024.

Assonance in Poetry

Assonance in poetry occurs when words with the same vowel sounds are used together, whether in the same line, multiple lines, or and the end of lines. For example, “In a Garden” by Amy Lowell repeats the “i” sound throughout the first stanza.

“In granite-lipped basins, Where iris dabble their feet And rustle to a passing wind, The water fills the garden with its rushing, In the midst of the quiet of close-clipped lawns.” Lowell, Amy. “In a Garden.” Poetry Foundation , 1 Jan. 2002, https://www.poetryfoundation.org/poems/42983/in-a-garden-56d221a5bfad9. Accessed 30 Jan. 2024.

Repetition in Poetry

Finally, repetition in poetry is fairly self-explanatory, but it is the intentional repetition of words, phrases, lines, or entire stanzas in order to focus the reader’s attention. A couple of examples of repetition can be found in Dylan Thomas’ poem, “Do Not Go Gentle Into That Good Night” :

“Do not go gentle into that good night, Old age should burn and rave at close of day; Rage, rage against the dying of the light. Though wise men at their end know dark is right, Because their words had forked no lightning they Do not go gentle into that good night.” Thomas, Dylan. “Do Not Go Gentle Into That Good Night.” Poetry Foundation. https://www.poetryfoundation.org/poems/46569/do-not-go-gentle-into-that-good-night. Accessed 14 Feb. 2024

In this poem, Thomas not only repeats individual words (rage, rage), but he also repeats an entire line throughout the poem: “Do not go gentle into that good night”. This repetition serves both the tone and mood by emphasizing the serious tone of the speaker’s charge to his listeners as well as a dark and frightening mood.

Analyzing Rhyme Schemes: Examples in Famous Poems

Now that you have background knowledge on how to identify a poem’s rhyme scheme, let’s put these skills together to analyze the rhyme scheme of Shakespeare’s Sonnet 18 . 

“Shall I compare thee to a summer’s day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer’s lease hath all too short a date; Sometime too hot the eye of heaven shines, And often is his gold complexion dimm’d; And every fair from fair sometime declines, By chance or nature’s changing course untrimm’d; But thy eternal summer shall not fade, Nor lose possession of that fair thou ow’st; Nor shall death brag thou wander’st in his shade, When in eternal lines to time thou grow’st:    So long as men can breathe or eyes can see,    So long lives this, and this gives life to thee.” Shakespeare, William. “Sonnet 18: Shall I compare thee to a summer’s day?” Poetry Foundation. https://www.poetryfoundation.org/poems/45087/sonnet-18-shall-i-compare-thee-to-a-summers-day. Accessed 14 Feb. 2024.

1. First, look at the end of the first two lines. Do they rhyme with one another, or not? In this case, the first two lines do not rhyme with one another, so they will be notated with different letters. When labeling the rhyme scheme, remember that each line is designated with a different letter of the alphabet, so the first line will be notated with a capital “A”, and the second line will be notated with a capital “B”. 

2. Next, you will look at the next two lines. Do either of them rhyme with lines 1 or 2? If they do, pretend like you are playing a matching game and pair each line with its rhyming partner. In this instance, line 3 rhymes with line 1, and line 2 rhymes with line 4. Therefore, the rhyme scheme of this poem so far is ABAB. 

3. Continue working through the poem, two lines at a time, and don’t assume that a poem will continue the same pattern throughout. In this poem, the last two lines form a rhyming couplet and rhyme with one another instead of an odd or even number line.

Conclusion: The Synergy of Rhyme and Meter in Poetry

Poetic structure is far more complex than we sometimes give credit. From rhyme scheme to meter to the overall poetic structure or use of poetic devices, poetry is not something that can be written or read speedily without deep consideration. However, knowing how to recognize and implement different rhyme schemes, sound devices, or types of meter not only increases one’s ability as a writer, but it also leads to a deeper understanding when reading poetry and leads us to appreciating the time and skill of these poets across the centuries. 

For more practice analyzing rhyme and meter in poems, check out Albert’s Poetry course!

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Homework! Oh, Homework!

 By Jack Prelutsky

Homework! Oh, Homework! I hate you! You stink! I wish I could wash you away in the sink, if only a bomb would explode you to bits. Homework! Oh, homework! You’re giving me fits. I’d rather take baths with a man-eating shark, or wrestle a lion alone in the dark, eat spinach and liver, pet ten porcupines, than tackle the homework, my teacher assigns. Homework! Oh, homework! You’re last on my list, I simply can’t see why you even exist, if you just disappeared it would tickle me pink. Homework! Oh, homework! I hate you! You stink!

 Summary of Homework! Oh, Homework!

• Popularity of “Homework! Oh, Homework!”: The poem ‘Homework! Oh, Homework!’ was written by Jack Prelutsky, a well-known children’s poet. Its first publication dates back to 1999, and it is acclaimed for its exceptional composition that underscores the triviality of homework. The poem speaks about how mad homework can make students. The funny tone of the poem illustrates the speaker ’s disgust, hatred, and revulsion for homework. The poem gained immense popularity on account of its universal appeal. The exasperated yet humorous mood added further to its rhythm and melody.
• “Homework! Oh, Homework!” As a Representative of Hatred : This poem is written from a child’s perspective who expresses his feelings related to homework. It begins when the speaker shows extreme hatred for homework and wishes to wash it away in the sink or to explode it into pieces. He dislikes homework so much that in the poem, he’d prefer to take a bath with a man-eating shark or wrestle a lion in the dark instead.. He further informs his readers that homework is the last on his list. He would rather be happy if it gets disappeared from his to-do list.
• Major Themes in “Homework! Oh, Homework!” Hatred, student life, and homework revulsion are the major themes of the poem. The poem centers on the feelings of a student who has gone mad because of the study workload. Knowing it is a compulsion and the demand of his education, he desires to get rid of it. He hates homework so much that he would instead perform some insane and crazy actions rather than doing his homework. It is through this funny poetic piece, the poet sheds light on the problems students face during their student life.

Analysis of Literary Devices Used in Homework! Oh, Homework!

literary devices allow the writers to bring variety and color to their simple poetic pieces. Jack Prelutsky also made this poem worth read with the excessive use of these devices. The analysis used in this poem is analyzed below.

• Assonance : Assonance is the repetition of vowel sounds in the same line, such as the sound of /o/ in “Homework! Oh, homework” and the sound of /oo/ in “would explode you to bits.”
• Alliteration : Alliteration is the repetition of consonant sounds in the same line, such as the sound of /h/ in “Homework! Oh, homework” and /p/ sound in “pet ten porcupines.”
• Apostrophe : An apostrophe is a device used to call somebody or something from afar. Here, the poet has used apostrophe to call homework a disgusting thing such as,

“Homework! Oh, Homework! I hate you! You stink.”

• Consonance : Consonance is the repetition of consonant sounds in the same line, such as the sound of /k/ in “than tackle the homework,” and the sound of /sh/ in “I wish I could wash you away in the sink.”
• Enjambment : It is defined as a thought in verse that does not come to an end at a line break ; rather, it rolls over to the next line. For example,

“I simply can’t see why you even exist, if you just disappeared it would tickle me pink.”

• Hyperbole : Hyperbole is a device used to exaggerate any statement for the sake of emphasis. The writer used this device by comparing the homework more difficult even than wrestling with a lion or man eating shark.
• Irony : Irony is a figure of speech in which words are used in such a way that their intended meaning differs from the actual meaning. The writer has used this device in the opening stanza of the poem while talking about the self-recognition, such as,

“ Homework! Oh, Homework! I hate you! You stink.”

• Imagery : Imagery is used to make readers perceive things involving their five senses. For example, “You’re last on my list”, “I wish I could wash you away in the sink” and “eat spinach and liver.”
• Metaphor : It is a figure of speech in which an implied comparison is made between the objects that are different. The poem shows the use of extended metaphors of homework, comparing it with several things that he hates the most in life.
• Personification : The poem shows the use of personification as the poet has personified homework, showing it having life and emotions of its own.
• Symbolism : Symbolism is using symbols to signify ideas and qualities, giving them symbolic meanings that are different from literal meanings. The poem shows the use of the symbols of “stink” and “giving me fits” as signs of anger and hatred.

Analysis of Poetic Devices Used in Homework! Oh, Homework!

Poetic and literary devices are the same, but a few are used only in poetry. Here is the analysis of some of the poetic devices used in this poem.

• Diction : The poem shows descriptive diction having metaphors, symbols, and hyperbole.
• Rhyme Scheme : The poem follows an ABCD rhyme scheme , and this pattern continues until the end.
• Repetition : There is a repetition of the verses “Homework! Oh, homework! /I hate you! You stink!” which have created a musical quality in the poem.
• Refrain : The lines occurring repeatedly at some distance in a poem are called a refrain . The verses, “Homework! Oh, homework! /I hate you! You stink!” are, therefore, a refrain.
• Stanza : A stanza is a poetic form of some lines. There are three stanzas in this poem, with each comprising a different number of verses.

Quotes to be Used

These lines are useful while talking about the things that one does not want to do intentionally.

“ You’re last on my list, I simply can’t see why you even exist, if you just disappeared it would tickle me pink.”

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