Kennings are an interesting feature of Anglo-Saxon poetry that modern readers encounter in Old English works like Beowulf, The Wanderer and The Seafarer. To create kennings for "school," you'll need to list some characteristics of school, characteristics that, when heard, would make someone think of "school." One characteristic is (or was) chalk, which is related to the other characteristics of chalkboards and erasers. Another characteristic is playgrounds. Another is the alphabet. Yet another characteristics is arithmetic, and another is bells, and another halls.
Kenning Poem Homework
The technique used is to combine characteristics to create an image metaphorically representative of "school." We might try "halls of alphabet-speaking," for a prepositional kenning with hyphenation. Or we might try "chalk halls," for a two-word open compound without hyphenation. I'll list a few others, but I'm sure your imagination can produce kennings that are better than mine, maybe using apple or friends or swing set, ball or music or principal, maybe principal-palace.
One interesting thing about kennings is that they may have a different structure in Old English than they have in Modern English translation. Some good illustrations of this are given by Kip Wheeler of Carson-Newman College in his definition of kenning. For instance, he shows that Old English banhus is translated as hyphenated bone-house, while goldwine gumena is translated as the hyphenated prepositional gold-friend of warriors. The combined compound beadoleoma is translated as the two-word open compound flashing light, and hyphenated Old English beaga-gifa is translated as hyphenated ring-giver.
There are four types of kenning, as Mr. Dyer of Rockdale County Public Schools of Georgia reminds us. The most well-known is the (1) hyphenated compound, but also used are (2) two-word open compounds as in bear shirt, metaphorically representing a Norse warrior. The third type of kenning is the (3) possessive. It uses an apostrophe in an open compound to denote possession: whale's acre (The Seafarer). The fourth type of kenning is the (4) prepositional kenning. It uses a preposition in an open compound to indicate something's attribute (or someone's attribute). For example, someone, a king, who has the attribute of distributing wealth--or distributing rings of gold--is, in a metaphorical prepositional kenning, a bringer of rings (Beowulf): a king is one who has the attribute of bearing rings to give as gifts.
A kenning, then, creates a metaphorical substitute for something that is named by a noun (e.g., verbs can't be substituted by kennings). The metaphoric comparison presented by the kenning triggers recognition of the unspoken something. For example, if we substitute a kenning for the word ocean, then ocean is unspoken but metaphorically represented by the kenning whale-road (Beowulf). This is because the ocean has the characteristic traits of giving a home to whales (whale-) and of providing transportation (road).
A kenning is a metaphoric phrase that is used to describe an object. It is a poetic device inspired by Anglo-Saxon or Norse poetry. To find kennings for the word school, we need to think of physical and functional aspects of schools and find other objects or concepts that describe the attribute or function we associate with a school. For example, we might think of a school as a home where we learn, so learning-home could be one kenning. Alternatively, we might think of a school as a nest where all sorts of disparate pieces of knowledge are gathered and call it a knowledge nest. Other kennings could include the following:
There are some great kenning poems in The Works by Paul Cookson, which you may want to explore with your class. Asking children to write kennings about family members, or characters from books or history should encourage them to take a playful look at the vocabulary they use in their descriptions.
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Free Verse generator has two steps, the first asks you about the overall theme of your poem. We quickly find a list of related nouns and step 2 gives you a chance to write your own descriptions for those nouns, or fill the poem with ones we've pre-selected.
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Poetry 7th grade literature.\n \n \n \n \n "," \n \n \n \n \n \n Alliteration is the repetition of consonant sounds at the beginning of words. Alliteration.\n \n \n \n \n "," \n \n \n \n \n \n POETIC DEVICES. Alliteration \uf0d8 The repetition of initial consonant sounds. \uf0d8 Ex: Peter Piper picked a peck of pickled peppers.\n \n \n \n \n "," \n \n \n \n \n \n { Aim: How to read poetry? Do Now: How is reading poetry different from prose?\n \n \n \n \n "," \n \n \n \n \n \n Poetry A kind of rhythmic, compressed language that uses figures of speech and imagery to appeal to emotion or imagination.\n \n \n \n \n "," \n \n \n \n \n \n Poetry (highlight the word) Poetry is the most compact form of literature. Using a few carefully chosen words, poets express a range of emotions, tell.\n \n \n \n \n "," \n \n \n \n \n \n Poetic Devices. Literal Language: the ordinary language of everyday speech that states facts or ideas directly.\n \n \n \n \n "," \n \n \n \n \n \n POETRY TERMS ENGLISH 9. various sets of "rules" followed by poems of certain types. The rules may describe such aspects as the rhythm or meter of the.\n \n \n \n \n "," \n \n \n \n \n \n POETRY An introduction:. Key Elements of Poetry Form and Structure Sound Imagery Figurative Language Form and Structure.\n \n \n \n \n "," \n \n \n \n \n \n Poetic Terms A - C Poetic Terms E - H Poetic Terms.\n \n \n \n \n "," \n \n \n \n \n \n E LEMENTS OF P OETRY. Poetry is a literary form that combines the precise meaning of words with their emotional associations, sounds, and rhythms. Many.\n \n \n \n \n "," \n \n \n \n \n \n Poetry Analysis \u2013 Smile Method\n \n \n \n \n "," \n \n \n \n \n \n Jeopardy Genre Mish Mash Q $100 Q $100 Q $100 Q $100 Q $100 Q $200\n \n \n \n \n "," \n \n \n \n \n \n Elements of Poetry Speaker and tone Setting and context\n \n \n \n \n "," \n \n \n \n \n \n Poetry Unit Review for Test\n \n \n \n \n "," \n \n \n \n \n \n After You Read Assignment Mrs. Kercher 6th Gifted\n \n \n \n \n "," \n \n \n \n \n \n Poetic Devices English 3 Mrs. Moss.\n \n \n \n \n "," \n \n \n \n \n \n Copy the acronym and what it stands for.\n \n \n \n \n "," \n \n \n \n \n \n 1. telephone 2. umbrella 3. surfer\n \n \n \n \n "," \n \n \n \n \n \n Poetic Devices.\n \n \n \n \n "," \n \n \n \n \n \n Elements of Poetry.\n \n \n \n \n "," \n \n \n \n \n \n Goal: to define characteristics of epic poetry.\n \n \n \n \n "," \n \n \n \n \n \n English 9 REAL SPEAK Definitions\n \n \n \n \n "," \n \n \n \n \n \n Goal: to define characteristics of epic poetry.\n \n \n \n \n "," \n \n \n \n \n \n Poetry Analysis \u2013 Smile Method\n \n \n \n \n "," \n \n \n \n \n \n Literary Types Understanding Sight and Sound\n \n \n \n \n "," \n \n \n \n \n \n Elements of Poetry.\n \n \n \n \n "," \n \n \n \n \n \n Poetry Literary form that combines the precise meanings of words with their emotional associations, sounds, & rhythms.\n \n \n \n \n "," \n \n \n \n \n \n Unit 1- Poetry.\n \n \n \n \n "," \n \n \n \n \n \n Add to your interactive notebook\u2026\n \n \n \n \n "," \n \n \n \n \n \n Fifteen by William Stafford\n \n \n \n \n "," \n \n \n \n \n \n POETIC DEVICES.\n \n \n \n \n "," \n \n \n \n \n \n Poetic Devices English 9.\n \n \n \n \n "," \n \n \n \n \n \n Text Structure: Spatial Imagery Figurative Language Sound Effects\n \n \n \n \n "," \n \n \n \n \n \n \u201cThose Winter Sundays\u201d\n \n \n \n \n "," \n \n \n \n \n \n Have your Catalogue (childhood) Poem ready to turn in.\n \n \n \n \n "," \n \n \n \n \n \n Literature: Monday, February 11, 2019\n \n \n \n \n "," \n \n \n \n \n \n a comparison of two dissimilar things using \u201clike\u201d or \u201cas\u201d\n \n \n \n \n "," \n \n \n \n \n \n Poetic Devices Onomatopoeia: The most direct way in which the sound of a word suggests its meaning. It is defined as the use of a word that resembles.\n \n \n \n \n "," \n \n \n \n \n \n Poems aren\u2019t as hard as you might think.\n \n \n \n \n "," \n \n \n \n \n \n Compares two unlike things without using like or as\n \n \n \n \n "," \n \n \n \n \n \n Introduction to Genre Studies\n \n \n \n \n "," \n \n \n \n \n \n The Language of Poetry Unit 7.\n \n \n \n \n "," \n \n \n \n \n \n Poetry Elements alliteration- the repetition of the beginning\n \n \n \n \n "," \n \n \n \n \n \n This question does not mean the \u201cmeaning\u201d or \u201cimportance\u201d of the line.\n \n \n \n \n "," \n \n \n \n \n \n Goal: to define characteristics of epic poetry.\n \n \n \n \n "," \n \n \n \n \n \n Literary Device Notes Yay! Poetry!.\n \n \n \n \n "," \n \n \n \n \n \n Cornell Notes : Poetry, Part 1, Sound Devices\n \n \n \n \n "," \n \n \n \n \n \n Narrative poem With CD and video PAGE 299 to 304\n \n \n \n \n "]; Similar presentations 2ff7e9595c
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