Apart from that, readers can also find the use of consonance, the repetition of consonant sounds in closely placed words. For instance, there is a repetition of the “z” sound at the end of “fairie s,” “witche s,” “Bridge s,” “house s,” “hedge s,” and “ditche s” in lines 1 and 2. Personification Stevenson employs visual and kinesthetic imagery in the first stanza. He visually depicts the scene that the speaker witnesses from his carriage. Through kinesthetic images, he describes the apparent motion of bridges, houses, hedges, etc. The last line of the first stanza, “Painted stations whistle by,” contains auditory imagery. This line refers to the whistle’s sound coming from the station when the train crosses it. The second stanza also contains similar imagery. As the train moves hurriedly, the speaker cannot hear the sound of others outside or hear the smell of daisies. He can only capture their acts when the train moves past them. Besides, Stevenson uses organic imagery in lines 12 and 16 to convey the speaker’s inner feelings of joy and wonder. Stevenson uses a number of poetic devices to depict the movement of the train. The important figures of speech used in the poem are exemplified below: Simile The “mill” and “river” are compared to a “glimpse”. They are liked small clips of the motion picture seen from the railway carriage. Alliteration

The final two programmes focus on classic poetry and include a selection of well-known poems often taught at Key Stage 2. These poems are read by the actors Maxine Peake and Julian Rhind-Tutt. Using the audio The repetition of a similar sound at the beginning of neighboring words is called alliteration. It is used to create internal rhyming. This device is used in the following instances: Robert Louis Stevenson is an incredibly famous writer, and learners are sure to come across his writing as they move through school. Because he’s most famous for his novels, poems like ‘From a Railway Carriage’ give us an idea of another side of the writer - he really was multi-talented! Journey to the Interior” by Margaret Atwood — In this poem, Atwood describes the road she often takes to roam into the thrilling regions of her mind. Each scene slides past the poet so fast that he cannot notice each one of them totally. That’s why he says that the things he sees are like a momentary glimpse or clips of a motion picture.This great resource provides learners with their very own copy of ‘From a Railway Carriage’ by the famous Scottish author, Robert Louis Stevenson. The poem describes the view from a railway carriage as it speeds through the countryside. It’s a great way to introduce your learners to poetry, thanks to its simple rhyme scheme and clear imagery. The sheet even includes a fun illustration of a train that pupils can colour in! From a Railway Carriage’ is a very useful poem to use with children who aren’t particularly familiar with poetry. You can use this resource to provide students with an understanding of the use of rhyme schemes and other principle of poetry such as simile and metaphor. If you’re using this resource with older children, it has plenty of space around the text to allow learners to annotate their copy if they choose to. It’s also a great way to spark a class discussion - what is Stevenson trying to tell us in this poem? How does the period it was written in affect our understanding of the poem? More resources on ‘From a Railway Carriage’

From a Railway Carriage is a poem by Robert Louis Stevenson, included within his 1885 collection A Child's Garden of Verses. [1] Robert Louis Stevenson’s poem “From a Railway Carriage” begins with the description of the train’s speed. The reference to “fairies” and “witches” signifies the speaker is a child, familiar with the characters of fairy tales. He rejects the fact quite straightforwardly that this train he is riding is way faster than the winged fairies and magical witches.

You’ve read his poetry, but what about the man himself? Our Robert Louis Stevenson Information Sheet provides the story of the great man’s life along with some surprising and fascinating facts Up-Hill” by Christina Rossetti — It’s one of the best-loved poems of Christina Rossetti that describes one speaker’s hesitations on the uphill journey of life. In the last two lines of the first stanza, the speaker informs readers that he has been riding before the narration has begun. Thus, the painted stations “again” slid past his carriage. Stevenson uses an auditory image of the whistling sound coming from the stations when the train crosses them.

According to the speaker, the train is not faster than them. Instead, the bridges, houses, hedges, and ditches, that move past his carriage showcase such swiftness. In the following line, he metaphorically describes the train as an army marching forward for a battle. The preparedness of the troops and their unhindered motion is comparable to that of the train. From the carriage, he can notice the horses and cattle grazing through the meadows.There are eight programmes in this series . Each of the first 6 programmes profiles a different contemporary children’s poet who introduces and then reads a selection of his or her work. The repetition of the same word or phrase at the beginning of consecutive lines is called anaphora. It occurs in:

The poem is written in iambic tetrameter with a number of variations. Each line more or less contains four iambs; an unstressed foot is followed by a stressed foot. The implementation of trochees (stressed-unstressed) and long anapests (unstressed-unstressed-stresses) imitates the rising and falling rhythm of a train. For instance, the first line can be read as “ Fast-er/ than fai- ries,/ fast-er/ than witch(e)s.” It begins with a trochee followed by an anapest. Then another trochee is followed by an iamb. This fusion of can be seen throughout the text: The rhyme scheme of “From a Railway Carriage” is AABB. It means each two lines end with similar rhyming words; for instance, the first two lines contain end rhymes: “witches” and “ditches”. This scheme is followed throughout the text. The rhyming pairs of words include: This device is used in two instances in the last stanza: “And there is the green for stringing the daisies!” and “Each a glimpse and gone for ever!” These lines convey the speaker’s amazement at the scenes. to support reading of individual poems – the image can act as a visual reminder of topics, themes or narratives for students while they are completing work on poems; Stevenson uses several personal metaphors in the poem. For instance, there is a personal metaphor in the phrase, “the green for stringing the daisies!” The “green,” representing grass, is portrayed as a thread to string daisies. To be specific, there is only one instance of metaphor, and it occurs in the last two lines:The programmes can be used in a variety of ways. You can listen to them in their entirety or listen to and focus on one poem at a time. Students can read the text of the poem before, during or after listening to the recording and there are suggestions in these notes for pre-, during-, and post- listening activities. Using the images: The poem “From a Railway Carriage” begins with a simile: “Faster than fairies” and “faster than witches.” Stevenson describes how the fairies and witches are not as fast as the train. This device is also used in lines 3 and 6: This device is used in a number of instances; in the first stanza, there is a repetition of “and” throughout. Such repetition is also called polysyndeton. The recurrence of the conjunction signifies a sense of continuity. In the second stanza, Stevenson uses the word “Here” at the beginning of alternative lines until line 5. Rhetorical Exclamation Night Journey” by Theodore Roethke — Read how it feels while traveling by train at midnight. Roethke beautifully describes the nocturnal beauty of nature in this poem.