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I generally teach the term, look at a few examples, talk about how the use of assonance impacts the way we'd speak the poem out loud and how it affects the way we read it in our head (that is, what it speeds up and slows down), then look at why a poet would want to employ that technique. I try to get students to think about the purpose of such an effect before they decide whether or not they'll use it. We might run through a few trials of writing a poem specifically exhibiting that literary device and listen to the results.

 

Get a list of poems that use the term you want to emphasize. Read through the poems with the students and see what they see. How does this term have an impact on the delivery and/or meaning of the poem?

 

How would the poem be different if it didn't demonstrate that term? Have students rewrite the poem to remove assonance and see what happens.

 

Here are some other ideas:

http://examples.yourdictionary.com/examples-of-assonance-poems.html

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Todd Seal
Answered one year ago

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