D.C. Berrys On Reading Poems to a Senior Class at South High Essay

D.C. Berrys On Reading Poems to a Senior Class at South highIn On Reading Poems to a Senior Class at South High by D.C. Berry, the author vividly portrays the interactive experience of a rhyme reading between a senior high school folk and its teacher. The event is comp ard to a school of fish excitedly swimming about an aquarium until a sudden rupture in the aquarium causes everyone to escape out. Berry uses form, sound devices, and poetic devices to enhance the different levels of excitement and fundamental interaction throughout the poetry reading. The nontraditional form of the poem with regard to stanzas, capitalization and punctuation, and rhyme scheme and meter, helps create a sensation of free-flowing water at bottom a somewhat structured environment. The lengths of the stanzas reflect the changing pace of political campaign water and the running monologue of the teacher. The runner two stanzas are of reasonable length because the water and speech have ju st begun to flow. The water rushes at a very fast pace as the students begin to demonstrate interest this is reflected in an eight-lined stanza, the longest one in the poem. The highest level of interaction between the teacher and the students is in the fourth stanza which describes thirty tails hit words however, this stanza is cut short as the bell interrupts the teachers speech. The water feebly drips in the fifth and sixth stanzas as the teacher no overnight speaks, and all the excitement is gone. Finally, the last four-lined stanza restores the teacher to his original position because it is pit in length to the second stanza when the teacher begins his reading. Nonstandard capitalization and punctuation further enhance the easy flow of the words with few ... ... in like manner be seen as examples of metonymy within the context of describing the students as fish. In the first simile, the students are specifically referred to as the gills of a fish (instead of the whole fish) to evince their dependency on water. In the second simile, the class and the teacher are characterized as the tails of a fish to emphasize their active causal agent within the water and their interaction with the other fish. Therefore, the poetry reading is vividly portrayed as a school of fish actively and eagerly exploring their aquatic environment. This characterization of the students is a pun because there is an implied play on words between a high school class and a school of fish. Elements of form, sound devices, and poetic devices are essential to achieving this unique depicting of the poetry reading as an exciting and stimulating experience.