Académique Documents
Professionnel Documents
Culture Documents
10
15
20
25
30
35
40
45
50
55
60
65
70
75
80
85
QUESTIONS:
I. SOUND
Sound Painting /Patterning: Point out an onomatopoeic word in line 52. Describe the sound patterning in the
surrounding lines (50-52), pointing out the repetition and interweaving of vowel and consonant sounds. Does
this sound pattern amplify the sound imitated by the onomatopoeic word or does it do something else? Why do
you think the poet called attention to these lines with such elaborate patterning? What function do these lines
play at this point in the poem?
Rhyme: What type of rhyme is found in this poem? Can you identify any regular rhyme scheme? If so,
describe it. Point out any unusual rhymes you see and explain its/their poetic effect and contribution to the
poem.
II. METER (Practice reading the poem aloud to bring out the sounds, rhythm, and meter. Since this is a long
poem, the Spanish students may divide it up and each read a section.)
Describe the meter of this poem. Break lines 1-8 into syllables, counting the number of syllables in each line
and marking any cases of sinalefa (joining of a final vowel with the vowel beginning the next word to make a
single syllable) or cesura (strong pause within a line). Why do you think Garca Lorca chose this type of meter
and rhyme?
Connotation: What are the connotations of the words compadre and mocito, and how does Garca Lorca use
these connotations to give hints about the two speakers in the poem and their relationship without telling us
directly?
Paradigmatic Figures: Identify a paradigmatic figure that uses semantic deviation in line 51. What is the
unexpected word, and what type of word does it replace? Explain the hidden significance of this figurewhy
is this unexpected word used here and how does it relate to other uses of this word in the poem and to the
poems overall meaning?
Syntagmatic Figures: Which type of syntagmatic figure is used in lines 33-34? Explain how it is achieved
and what it contributes to the poem.
Which type of syntagmatic figure is used in lines 41-42? Explain how it is achieved and what it contributes to
the poem.
Metaphor: Find a metaphor in lines 17-18 and explain the vehicle, tenor, and connection. Describe how this
metaphor is enhanced by personification, imitative sound painting (in l. 18), and a paradigmatic figure (the
object of the verb in l. 17).
Metaphor: Find a metaphor in lines 19-20 and explain the vehicle, tenor, and connection. Describe how this
metaphor is enhanced by elaborate sound patterning and the connotations of the words gato garduo.
Simile: Find a simile in lines 79-80 and explain the vehicle, tenor, and connection. How is this enhanced by a
suggestion of personification? What is the effect of this simile and how does it lead directly into the closing
scene of the poem?
Symbolism: What imagery in the poem takes on symbolic resonance by the end of the poem? How is this
symbolism developed as the poem progresses? Describe what you think this symbolism means in terms of the
overall theme of the poem.
V. VIRTUAL WORLD
Genre: To what genre does this poem belong? How do you know? Describe how this poem reflectsor seeks
to changemajor characteristics of this genre.
Plot and Characterization: This poem tells a story, but is it possible to determine exactly what happens and
the precise relationship between the three characters? Explain what you think the story may be. Do you think
other interpretations are possible? Why might Garca Lorca have chosen not to pinpoint details of the story?
VI. TONE
Speaker, Addressee, Subject: These issues are extremely complex in this poem, as is the nature of the
narration is extremely complex, shifting between first- and third-person and dialogue. If we have time we will
discuss some of these complexities in class. However, it is possible to answer the following question: Is the
narrator of this poem intrusive or objective? Give reasons for your answer and explain how this affects the tone
and expression of emotions in the poem.