Approaching poetry
Approaching poetry

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Approaching poetry

3 Rhythm

All speech has rhythm because we naturally stress some words or syllables more than others. The rhythm can sometimes be very regular and pronounced, as in a children's nursery rhyme – ‘JACK and JILL went UP the HILL’ – but even in the most ordinary sentence the important words are given more stress. In poetry, rhythm is extremely important: patterns are deliberately created and repeated for varying effects. The rhythmical pattern of a poem is called its metre, and we can analyse, or ‘scan’ lines of poetry to identify stressed and unstressed syllables. In marking the text to show this, the mark ‘/’ is used to indicate a stressed syllable, and ‘x’ to indicate an unstressed syllable. Each complete unit of stressed and unstressed syllables is called a ‘foot’, which usually has one stressed and one or two unstressed syllables.

The most common foot in English is known as the iamb, which is an unstressed syllable followed by a stressed one (x /). Many words in English are iambic: a simple example is the word ‘forgot’. When we say this, the stresses naturally fall in the sequence:

Iambic rhythm is in fact the basic sound pattern in ordinary English speech. If you say the following line aloud you will hear what I mean:

The next most common foot is the trochee, a stressed syllable (or ‘beat’, if you like) followed by an unstressed one (/x), as in the word

Both the iamb and the trochee have two syllables, the iamb being a ‘rising’ rhythm and the trochee a ‘falling’ rhythm. Another two-syllable foot known as the spondee has two equally stressed beats (/ /), as in

Other important feet have three syllables. The most common are the anapest (x x /) and the dactyl (/ x x), which are triple rhythms, rising and falling respectively, as in the words

Here are some fairly regular examples of the four main kinds of metre used in poetry. (I have separated the feet by using a vertical slash.) You should say the lines aloud, listening for the stress patterns and noting how the ‘beats’ fall on particular syllables or words.

Iambic metre

Trochaic metre

Anapestic metre

Dactylic metre

The other technical point that you need to know about is the way the lengths of lines of verse are described. This is done according to the number of feet they contain, and the names given to different lengths of lines are as follows:

monometera line of one foot
dimetera line of two feet
trimetera line of three feet
tetrametera line of four feet
pentametera line of five feet
hexametera line of six feet
heptametera line of seven feet
octametera line of eight feet.

By far the most widely used of these are the tetrameter and the pentameter. If you look back at the four lines of poetry given as examples above, you can count the feet. You will see that the first one has five feet, so it is an iambic pentameter line; the second one has four feet, so it is a trochaic tetrameter line; the fourth and fifth also have four feet, so are anapestic and dactylic tetrameter lines respectively. Lines do not always have exactly the ‘right’ number of beats. Sometimes a pentameter line will have an extra ‘beat’, as in the famous line from Hamlet, ‘To be or not to be: that is the question’, where the ‘tion’ of question is an eleventh, unstressed beat. (It is worth asking yourself why Shakespeare wrote the line like this. Why did he not write what would have been a perfectly regular ten-syllable line, such as ‘The question is, to be or not to be’?)

Having outlined some of the basic metres of English poetry, it is important to say at once that very few poems would ever conform to a perfectly regular metrical pattern. The effect of that would be very boring indeed: imagine being restricted to using only iambic words, or trying to keep up a regular trochaic rhythm. Poets therefore often include trochaic or anapestic or dactylic words or phrases within what are basically iambic lines, in order to make them more interesting and suggestive, and to retain normal pronunciation. Here is a brief example from Shakespeare to show you what I mean. I have chosen a couple of lines spoken by Rosalind in As You Like It, Act 1, scene 2, and have marked this first version to show you the basic iambic metre:

If you say the lines out loud in this regular way you can hear that the effect is very unnatural. Here is one way the lines might be scanned to show how the stresses would fall in speech (though there are other ways of scanning them):

It must be emphasised that there is no need to feel that you must try to remember all the technical terms I have been introducing here. The purpose has been to help you to become aware of the importance of rhythmic effects in poetry, and it can be just as effective to try to describe these in your own words. The thing to hang on to when writing about the rhythm of a poem is that, as Ezra Pound put it, ‘Rhythm MUST have meaning’: ‘It can't be merely a careless dash off with no grip and no real hold to the words and sense, a tumty tum tumpty tum tum ta’ (quoted in Gray, 1990, p. 56). There are occasions, of course, when a tum-ty-ty-tum rhythm may be appropriate, and ‘have meaning’. When Tennyson wrote ‘The Charge of the Light Brigade’, he recreated the sound, pace, and movement of horses thundering along with the emphatic dactyls of ‘Half a league, half a league, half a league onward / Into the valley of death rode the six hundred’. But for a very different example we might take a short two-line poem by Pound himself. This time there is no fixed metre: like much twentieth-century poetry, this poem is in ‘free verse’. Its title is ‘In a Station of the Metro’ (the Metro being the Paris underground railway), and it was written in 1916:

Here you can see that the rhythm plays a subtle part in conveying the meaning. The poem is comparing the faces of people in a crowded underground to petals that have fallen on to a wet bough. The rhythm not only highlights the key words in each line, but produces much of the emotional feeling of the poem by slowing down the middle words of the first line and the final three words of the second.

For our final example of rhythm I've chosen a passage from Alexander Pope's An Essay on Criticism (1711).

Activity 2

Click on the link below to open the excerpt from An Essay on Criticism. Read it aloud if you can. Listen to the rhythm, and identify why it is appropriate for the meaning.

View document: Pope's ‘An Essay on Criticism’ [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)]


Pope here uses a basic structure of iambic pentameters with variations, so that the lines sound as if they have a different pace, faster or slower, depending on what is being described. It is not just rhythm that contributes to the effect here: rhyme and alliteration (successive words beginning with the same sound) recreate smooth, rough, slow and swift movement. Rhythm is entirely dependent on word choice, but is also influenced by other interdependent stylistic devices. Pope's lines enact what they describe simply because of the care that has gone into choosing the right words. It doesn't matter if you don't recognise the classical allusions: from the descriptions it is clear that Ajax is a strong man and Camilla is quick and light. If you count the beats of each line, you‘ll notice that, in spite of the variety of sound and effect, all have five stresses, except the last, which has six. Strangely enough it is the last and longest line that creates an impression of speed. How is this achieved? Try to hear the lines by reading them again out loud.

There is really only one way, and that is through the words chosen to represent movement: the repeated ‘s’ sounds associated with Camilla trip swiftly off the tip of the tongue, whereas Ajax's lines demand real physical effort from mouth, lips, and tongue. You will get a much stronger sense of this if you form the words in this way, even if you are unable to say them out loud. In an exam, for instance, silent articulation of a poem will help you grasp many poetic techniques and effects that may otherwise be missed.

This extract from Pope's An Essay on Criticism, like the whole poem, is written in rhyming couplets (lines rhyming in pairs). They confer a formal, regular quality to the verse. The punctuation helps to control the way in which we read: notice that there is a pause at the end of each line, either a comma, a semi-colon, or a full stop. This use of the end-stopped line is characteristic of eighteenth-century heroic couplets (iambic pentameter lines rhyming in pairs), where the aim was to reproduce classical qualities of balance, harmony, and proportion.

Get into the habit of looking at rhyme words. Are any of Pope's rhymes particularly interesting here? One thing I noticed was what is known as poetic inversion. The rhyme ‘shore’/‘roar‘is clearly important to the sound sense of the verse, but the more natural word order (were this ordinary speech) would be ‘The hoarse rough verse should roar like the torrent’. Had he written this, Pope would have lost the sound qualities of the rhyme ‘shore’/‘roar’. He would have had to find a word such as ‘abhorrent’ to rhyme with ‘torrent’ and the couplet would have had a very different meaning. He would also have lost the rhythm of the line, in spite of the fact that the words are exactly the same.

Before we leave An Essay on Criticism, did you notice that Pope's subject in this poem is really poetry itself? Like Wordsworth, Pound, and William Carlos Williams, all of whom I've quoted earlier, Pope too was concerned with poetry as a craft.


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