How Does Dr. Seuss Rhyme Scheme

Dr.Seuss influenced my life in a few different ways. One way he influenced my life is we had a parade in 4th grade and I learned a lot from that parade. I learned that his stories aren’t just kids books with no solution, they are kids books with meanings behind them that you just have to dig for. One example of a meaning in a Dr.Seuss book is the Sneetches. The moral of that story is to not segregate people because they are different.Another way Dr.Seuss influenced my life, teaching me moral values. Some moral values I have learned from his books are: not to judge someone because they aren’t exactly like you, that you shouldn’t limit someone's imagination, and to always try something before you assume you don't like it. Most child books have

Dr. Seuss writing style is very unique from the styles of other writers in the time he was writing,

We all loved Dr. Seuss books as a kid, but do you know real meaning of these books? As a child I adored the books because of the rhyming and amusing stories but now when I reread the books I can see the real meaning behind it. The meanings can go from keeping your words to segregation and discrimination. Dr. Seuss is more than nonsense words and rhyming. Some examples of the meaningful books are: And to Think That I Saw It On MULBERRY STREET, Horton Hatches the Egg, and The Sneetches.

“Dr. Seuss: Wild Orchestrator of Plausible Nonsense for Kids” by Cynthia Gorney, catch the reader's attention and tells a story. Instead of just writing about Dr. Seuss, Gorney brings the readers into the environment of Dr. Seuss.

The child in the poem is a girl as it says, “her darkened room” (Line 2) and “all she heard.” (Line 3) In the poem, an owl awakens the girl and scares her with the “owl’s voice” (Line 2) and the parent is trying to help the child continue sleeping. The child is fearful of the owl’s hooting, so the parent uses a phrase that sounds like the owl’s hooting, “Who cooks for you?” (Line 6) in order to try to make the girl’s fear disappear. This is in fact a personification because the parent is making it seem as if the owl asked that question, which in reality, owls aren’t able to talk. Furthermore the child’s innocence is present in this poem as the girl has no idea that the owl is not harmful at all, but she is will scared and that is the reason the parent tells the girl a white lie to help her go back to sleep. This poem is not harming the child’s knowledge and instead, it is trying to help the girl. In contrast, Collin’s poem makes the students ignorant by lying about the historical events. By using personification, Wilbur states, “Words, which can make our terrors bravely clear” (Line 7) and “thus domesticate a fear “(Line 8). These two lines in the poem make it seem as if words were able to make children fear as well as make them relieved, so the parent had to choose words

As the plot flows, the setting does as well, wherever Wilbur goes the setting of the story changes. Wilbur is born as the runt on the Fern’s family’s farm, as Wilbur grows, Fern must sell him to her uncle. As the plot builds the main setting in between the barn yard on the Zuckerman’s farm, and at the state fair where Wilbur is praised and saved from death. The use of figurative language helps define the setting, the text conveys to the reader the universal feeling of being on the farm. Readers can almost smell the farm, when the author uses the metaphor, “and the wonderful sweet breath of patient cows”. Due to the language in the book, readers are put into Wilbur’s world, able to imagine the barn and the breeze on the farm. The free verses used help readers experience the story as Wilbur does. For children whom live in the city, this book is great at giving children the experiences they would otherwise not be able to experience.

However, it becomes clear fairly early on that while Collins and Wilbur may be using the same literary devices to present their takes on the subject, they are used in very different ways. From the first stanza and onward, the author uses a variety of short lines and sentences made up of rather simple diction, jumbled or grouped together into several small stanzas as an odd sort of organizational pattern that feels like it is mimicking the sporadic thoughts of a child, helping to still establish the child-like perspective that Wilbur’s poem had also had, and only adding further to the central idea of childhood innocence. Additionally, the lack of rhyme scheme and broken up presentation of the thoughts throughout the poem contribute to a more serious, straight-forward feeling than the first poem, which was expected when the first line of the first stanza directly stated that the teacher was “trying to protect his students’ innocence.” However, the teacher’s version of protecting involves essentially censoring important events in history that he believes the kids would not be able to handle and sugarcoats them with childlike expressions and explanations such as “the Chilly Age,”

“I meant what I said and I said what I meant.. An elephant’s faithful one hundred percent!” (Seuss) Many children today have listened to or read Dr. Seuss’ poems and books. Yet how many people actually know about the child poet sensation? Did anyone know his real name was not Dr. Seuss? Or the fact that before writing he dreamed about becoming a professor? Although Dr. Seuss was and still shines under the spotlight of fame today, most people have no knowing about his early life, adult life, and famous years that guided Dr. Seuss towards the path of fame.

Mr. William Ezzard enjoys writing very much. He always has, ever since he was a kid. Being a writing teacher at BMS, he takes his writing, and inspires his students to be the writer they want to, and can, be.

Wilbur uses an AABB rhyme scheme in his poem to express his opinion that lying to children can help them face their fears. Wilbur is defending his opinion through the scenario of a "wakened child" being terrified of an owl she heard while in her "darkened room". In the poem, an adult soothes the girl by telling her the owl was asking "an odd question".

He developed his love for writing at an early age, when he was only fifteen years old. According to his opinion, he started writing for creating a balance between the different worlds that he knew. He considered

When you read Richard Wilbur’s poem you'll have two different pictures in your head. At first you'll see the snowman as lonely and in the second one is the snowman who sees a little child who is sad about something he can't understand. The little boy creates a depressing image of the snowman in your head because he thinks the snowman is lonely and sad. The first picture shows how the boy sees the snowman “standing

The poem is a child’s tune, as an inquiry and answer. The main stanza is rustic and descriptive, while the second spotlights on the spiritual matters and contains clarification and similarity. Though the poem is simple, the question brought up by the child is profound. The question of ("who made thee?") is a straightforward one, but then the child is also takes advantage of the profound question that every single person has about their own roots and the way of creation. The sonnet's simplistic structure adds to the impact of innocence, since the circumstance of a kid conversing with a creature is a credible one, and not just a scholarly invention. Yet by noting his own particular question, the kid changes over it into a logical one, in this

Sticking to his believes and trying to show and prove his views of children literature and being one of the most controversial writers he lives up to his name by such

The poet explores the power of the child’s arrogance, as he believes he is clever and therefore powerful. For instance, when he says the people searching for him must ‘think’ he is ‘very clever’, as well as describing them as ‘puzzled’. The word ‘clever’ illustrates his self-confidence in his intelligence and he thinks he is one step ahead of them, which leads him to believe he has obtained power over them. However, this is thus contradicted later on, as he is then left alone, deserted, as an outcast. This is shown by the rhetorical question the poet poses at the end: ‘But where are they who sought you?’ The word ‘but’ reflects the child’s uncertainty, finally bringing him to the conclusion that he is in fact powerless. Another technique that the poet uses to emphasise the child’s powerlessness, is the personification of the landscape. The child describes the ‘darkening’ garden to be ‘watching’ him, creating a sinister tone. The word ‘watch’ builds up tension as he is meant to be alone; however he senses someone or something else’s presence. This metaphor is used to compare the garden to a predator waiting to attack him, showing his powerlessness. Another noticeable technique that the poet uses is prolonging the extended metaphor of the seaside. He first shows this by expressing that the tool-shed smells like the ‘seaside’, and follows by reassuring the dispirited child that they will