6 + 8 line Sensory Poems READ INSTRUCTIONS When writing poetry, it is important to try to use as many of the 5 senses as possible to create an image in the reader’s mind. Follow the line-by-line directions to compose a 6-line sensory poem and an 8-line sensory poem. There are examples provided for your guidance, as well. You may have to be a bit creative when coming up with the different sensory details. Pay attention to capitalization and punctuation!

*6-line sensory:
Why is the sky blue
Line 2: Tell what your subject sounds like.
Line 3: Tell what your subject tastes like (or how you’d imagine).
Line 4: Tell what your subject smells like (or how you’d imagine).
Line 5: Tell what your subject looks like.
Line 6: Tell how your subject makes you feel.
Example:
Problems are black. (create a line of metaphor)
They sound like crying children. (create a line of simile)
They taste like motor oil.
They smell like rotting tuna fish sandwiches, left in the sun.
They resemble a blazing fire.
They make me feel unwanted.

*8-line sensory:
Line 1: Write the word “This”.
Line 2: Write 2 words that tell how your subject sounds.
Line 3: Write 2 words that describe how your subject looks.
Line 4: Write 2 words that tell how your subject feels.
Line 5: Write 2 words that tell how your subject tastes.
Line 6: Write 2 words that tell how your subject smells.
Line 7: Write “as” and what your subject reminds you of (creating a line of simile)
Line 8: Write what the subject is.

Example:
This,
swish, crackle
white, rectangular
smooth, sharp
sour, sickening
stinky, putrid
ss a soiled gym towel
piece of paper.

Add your own 6-line and 8-line sensory poems on this page. When you’ve looked at the directions and examples, create your own on this document. Also, add lines of Figurative Language when it is suggested. Be creative with font and color and add an image for BONUS.

**Notice and follow capitalization and punctuation.**

lol come my apples and bananas bananas i like to eat eat eat apple and bananas

1. c- the tunnel project was worthwhile.

2. b- to inform about the value of the tunnel project

what: when quoting a source, use the author’s words verbatim, or word-for-word. this means you shouldn’t change any grammar, punctuation, spelling, etc. put quotations around the words to tell your reader where the quote begins and where it ends.

you also need to acknowledge the author. for example, if using mla format for your research paper, you should have in-text citations with the author’s name and page number listed at the end of each quote.

when: use quotations to provide concrete examples to support your claims. using direct quotations is a great way to build your credibility on the subject. it’s also a good idea to quote your source when the author states things in a powerful way. if you think he or she said it best, then use the exact words to share the ideas.

example: in the short story “a jury of her peers”, mrs. hale compares mrs. wright to her caged bird, saying “she—come to think of it, she was kind of like a bird herself. real sweet and pretty, but kind of timid and—fluttery. how—she—did—change” (glaspell).

paraphrasing

what: paraphrasing differs from quoting because you restate the passage in your own words. since you don’t use the author’s words, you don’t need to use quotation marks. however, you still need to acknowledge the author for his or her ideas.

when paraphrasing a text, you should communicate the full meaning of the text; don’t change the meaning. it can be a condensed version of the text, or it could end up being longer than the source it’s paraphrasing.

when: you use paraphrasing when you take notes, or explain a chart or diagram to someone. paraphrasing highlight the important parts of a larger text. it also allows you to simplify the ideas for your readers.

example:

original: “it was no ordinary thing that called her away–it was probably further from ordinary than anything that had ever happened in dickson county. but what her eye took in was that her kitchen was in no shape for leaving: her bread all ready for mixing, half the flour sifted and half unsifted” (glaspell).

paraphrase: as mrs. hales walks around mrs. wright’s home, she notices that the kitchen is in disarray as if she was in the middle of baking bread (glaspell).