d) Quote a simile that appeais to your sense of smell. e) Discuss the effectiveness of this simile. 2. Look carefully at the last word in each line. Say them out loud. What do you notice about the rhyme pattern?

Below is one way to approach these parts of the exercise. (Keep in mind that the specific wording may vary depending on the poem you’re studying. Adjust the quotes and details to match the text provided by your teacher.) ───────────────────────────── d) “Quote a simile that appealed to your sense of smell.” For example, if the poem contains a line such as:   “…and the air was as sweet as freshly baked bread on a cool morning…” you would write that simile exactly as it appears in the text. ───────────────────────────── e) “Discuss the effectiveness of this simile.” This simile works well for several reasons. First, it immediately engages the reader’s olfactory senses through a very familiar experience—the comforting, warm aroma of freshly baked bread. By comparing the air to something so universally appealing and evocative, the poet creates a vivid sensory image that invites the reader to “smell” the scene. Additionally, the simile may evoke memories of home, safety, or nourishment, thus adding an emotional layer to the description. Its effectiveness also lies in its simplicity; rather than relying on elaborate language, the poet uses an everyday image that most readers can easily relate to, thereby strengthening the connection between the text and the reader’s personal experience. ───────────────────────────── 2. “Look carefully at the last word in each line. Say them out loud. What do you notice about the rhyme pattern?” When you read the final words of the lines aloud, you might notice that they form one of the following patterns:  • A regular end‐rhyme scheme (such as AABB or ABAB), where every pair or alternating pair of lines ends with words that sound alike.  • A looser structure involving slant (or near) rhymes, where the endings do not exactly rhyme but share similar vowel sounds or consonant rhythms.  • A pattern that emphasizes sonic repetition rather than a strict rhyme “rule.” For instance, if the endings are words like “day,” “say,” “away,” and “play,” you see a clear, conventional rhyme scheme. On the other hand, if the words share just a similar resonance (like “breeze,” “please,” “sea,” etc.), then the poet may be using near rhymes to create a more natural and conversational tone. In either case, the rhyme pattern contributes an overall musicality to the poem and helps unify the individual lines into a cohesive whole. Saying the words aloud can reveal subtle sonic associations that might not be obvious on a careful visual reading, allowing you to appreciate how sound and meaning work together in the poem. ───────────────────────────── Remember to tailor these answers according to the exact wording and details in the poem you are analyzing. The key is to back up your observations with specific examples and to explain how the language choices enhance the reader’s experience.