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The Villanelle
a 19 line poem: five stanzas with three lines each; and a final
stanza with four lines
two rhyme sounds that repeat through the whole poem
two refrains = a repeated line we hear several times
Form
The rhyme scheme is ABA
Line 1 ends on rhyme A
Line 2 ends on rhyme B
And this pattern continues throughout the five stanzas
The 1st line of the 1st stanza serves as the last line of the 2nd
and 4th stanzas (= refrain 1)
The 3rd line of the 1st stanza serves as the last line of the 3rd
and 5th stanzas (=refrain 2)
In the final stanza, we hear rhyme A, rhyme B, and then both
refrains
Mad Girl’s Love Song: Sylvia Plath
I shut my eyes and all the world drops dead; (rhyme
A (“-ead”), refrain 1)
I lift my lids and all is born again. (rhyme B (“-
in”))
(I think I made you up inside my head.)
(rhyme A, refrain 2)
The stars go waltzing out in blue and red, (rhyme
A)
And arbitrary blackness gallops in: (rhyme B)
I shut my eyes and all the world drops dead. (refrain

6. 1)
I dreamed that you bewitched me into bed (rhyme
A)
And sung me moon-struck, kissed me quite insane. (rhyme
B)
(I think I made you up inside my head.)
(refrain 2)
God topples from the sky, hell's fires fade: (rhyme
A)
Exit seraphim and Satan's men:
(rhyme B)
I shut my eyes and all the world drops dead. (refrain
1)
I fancied you'd return the way you said,
(rhyme A)
But I grow old and I forget your name.
(rhyme B)
(I think I made you up inside my head.)
(refrain 2)
I should have loved a thunderbird instead; (rhyme
A)
At least when spring comes they roar back again. (rhyme
B)
I shut my eyes and all the world drops dead. (refrain
1)
(I think I made you up inside my head.)
(refrain 2)
The Pantoum
Pantoums are five stanzas, with four lines each (they can rhyme;
but don’t have to)
Form: The second and fourth line of each verse is repeated as

7. the first and third lines of the next
The final stanza uses lines 1 and 3 from the first stanza as its
lines 2 and 4
The fun thing about the Pantoum is that the repetition doesn’t
need to be exact! You can rephrase, or rework, the lines when
you repeat them. See below for an example:
Descent of the Composer: Airea D. Matthews
When I mention the ravages of now, I mean to say, then.
1 (new)
I mean to say the rough-hewn edges of time and space,
2 (new)
a continuum that folds back on itself in furtive attempts
3 (new)
to witness what was, what is, and what will be. But what
4 (new)
I actually mean is that time and space have rough-hewn edges.
2
Do I know this for sure? No, I’m no astrophysicist. I have yet
5 (new)
to witness what was, what is, and what will be. But what
4
I do know, I know well: bodies defying spatial constraint.
6 (new)
Do I know this for sure? No, I’m no scientist. I have yet
5
to prove that defiant bodies even exist as a theory; I offer
7 (new)
what I know. I know damn well my body craves the past tense,
6
a planet in chronic retrograde, searching for sun’s shadow.
8 (new)
As proof that defiant bodies exist in theory, I even offer

8. 7
what key evidence I have: my life and Mercury’s swift orbits, or
9 (new)
two planets in chronic retrograde, searching for sun’s shadow.
8
Which is to say, two objects willfully disappearing from present
view. 10 (new)
Perhaps life is nothing more than swift solar orbits, or dual
9
folds along a continuum that collapse the end and the beginning,
3
which implies people can move in reverse, will their own
vanishing; 10
or at least relive the ravages of then—right here, right now.
1
Ballad
Your ballad must be at least five stanzas, and each stanza has
four lines
Form: A series of four-line stanzas
Rhyme scheme: lines 2 and 4 of each verse rhyme / lines 1 and
3 are free
Here are the first 5 stanzas of Rime of the Ancient Mariner:
Coleridge
It is an ancient mariner
And he stoppeth one of three.
“By thy long grey beard and glittering eye,
Now wherefore stoppest thou me?
The bridegroom’s doors are opened wide,
And I am next of kin;
The guests are met, the feast is set:
Mayst hear the merry din.”

9. He holds him with his skinny hand,
“there was a ship,” quoth he.
“Hold off! Unhand me, grey-beard loon!”
Eftsoons his hand dropped he.
He holds him with his glittering eye—
The Wedding-Guest stood still,
And listens like a three years' child:
The Mariner hath his will.
The Wedding-Guest sat on a stone:
He cannot choose but hear;
And thus spake on that ancient man,
The bright-eyed Mariner.
�Castaway dogURL https://www.dailymail.co.uk/news/article-
1167967/The-castaway-dog-swam-SIX-miles-shark-infested-
waters-survived-FOUR-months-desert-island.html
�Men Walk on MoonURL
https://www.nytimes.com/section/learning
�Fyre FestURL https://www.newyorker.com/culture/jia-
tolentino/the-fyre-festival-was-a-luxury-nightmare
The Lively Arts
Poetry Project prompt
Preparation: Before beginning to work on this project, re-read
Mary Oliver’s “Sound,” and review your notes from our poetry
presentation. You will also need to work closely with the poetry
handout you received in section (this is also posted on Moodle).
Assignment: The Poetry Project consists of TWO PARTS. Here
are the basics, with more specific instructions following:

10. You will pick one of the three news articles posted on Moodle,
and read it
You will rewrite the article as a poem, using one of the specific
styles of poetry you learned about in section (the handout of the
style choices is on Moodle)
More Specific Details:
1) Pick one of the articles posted on Moodle. Read all of them
before you pick—which one will make the most interesting
poem? Once you’ve picked, carefully read the article, and make
a list of its most salient, interesting, funny, or absurd elements,
or any compelling or evocative words it uses, etc.—basically,
make a list of all the points, images, or words you plan to use in
your poem.
2) Decide which style of poetry you will use to write your
poem. You must choose one of the styles that you learned in
section (in the handout) Make sure you know the basic “rules”
for your chosen style of poetry; google your chosen style and
refresh yourself on how it works; etc.
3) Using your chosen style, re-write your news article as a
poem. Your poem can be as long or as short as you like, so long
as it
- bears some resemblance to the news article (by its nature,
poetry is less explicit than prose, so this resemblance can be
fairly abstract!)
- follows the rules of the poetic style you’ve chosen
4) Write a short essay (minimum one page, 12 pt. font, double
spaced) in which you explain the poetry style you chose and
describing the specific ways your poem reflects the news
article. Please discuss anything you learned from this project—
did you notice anything about language, words, information,
that you find interesting? Did writing the poem change your
first impression of the news story? In what ways do these two

11. modes of expression (poetry and news reporting) differ?
Mechanics
of essay portion
2 points
- Clear sentences
- Clear structure/good flow of ideas
- No grammatical or spelling errors
- Some personal flair/style
2 points
-Mostly clear sentences
-Mostly clear structure
-Mostly free of grammatical or spelling errors
-Some personal flair/style
.5-1 points
-Lack of clarity
-Disorganized flow of ideas
-typos/errors
-awkward, overly informal, or careless writing style
0-.5 points
Essay Content

12. 3 points
Demonstrates understanding of chosen poetic form;
demonstrates student understood the article and can explain the
choices they made in poetically summarizing it
3 points
Demonstrates okay understanding of chosen form, maybe a bit
vague; the explained connection between article and poem is
okay if not great
2 points
Only slight descriptions of poetic form, or totally off-base
descriptions; maybe no mention of the poetic form at all; maybe
no real demonstration of thought process
1 points
No descriptions
And/or no connection between the article and their poem
0 points
Poem form
3 points
Poem clearly adheres to student’s chosen form; rhyme scheme
works; poem is “correct,” etc.
3 points
Poem mostly adheres to chosen form, maybe a few errors or
misunderstandings

13. 2 points
Poem only loosely adheres to chosen form, but there is clear
effort
.5-1 points
Poem is random, not related to one of the three forms
(*UNLESS the student has done something amazing with some
other form and it’s awesome and they explain why they made
this choice, in which case grade it on its own merits)
0-.5 points
Poem content and style
7 points
Poem clearly relates to chosen article, and in some way
summarizes or evokes the articles main themes; poem has style
and energy, has some creativity
6-7 points
A bit vague relationship to article (that isn’t justified in essay),
or maybe just refers to the first paragraph or something; not
super creative but fine
4-5 points
Very loose/lazy relationship to article; poem is perfunctory and
displays no evidence of imaginative labor
1-3 points
No relationship to article;
Totally perfunctory and half-assed engagement with poem
0 points
Poetry Assignment Grading Rubric: 15 points