Smart by Shel Silverstein on page 157 is an enjoyable poem about a naïve child who believes he is more astute than every person he associates with. For example, the child thought he was getting the better deal when he received a dollar and “swapped it for two shiny quarters/ ’Cause two is more than one” (lines 3-4). By choosing quantity over quality the child is displaying a lack of understanding between amount and worth. Silverstein’s lyrical poem, uses repetition, rhyme, meter, and tone of voice to convey the message of a child’s youth and immaturity.
Silverstein composed a lyrical poem in the point of view of a young boy. The numerous personal pronouns used to represent the boy shows that Silverstein incorporates a lyrical element into his …show more content…
The constant word “and”, frequently used by young children, is placed at the beginning of several lines to connect the narrator’s string of thoughts. By connecting several sentences together Silverstein is displaying the narrator’s inexperience with complex tasks. Moreover, Silverstein’s continuous use of “is more than” reinforces the child’s illogical thought process (lines 4, 8, 12, and 16). By justifying that a certain amount is more than another, the child is showing ignorance of the actual situation. Overall, the repeated phrases help to reinforce the child’s lack of understanding between quantity and …show more content…
One way the poem’s tone of voice comes across to the reader is through the use of dramatic irony. This becomes apparent when the child assumes that “the fool gave me five pennies for [four nickels], /And five is more than four” (lines 15-16). The child evokes confidence over his “smart” logic when in fact the child’s thought process is illogical. In fact, the words “old blind Bates” and “fool” can be observed as dramatic irony since the young boy was blind to the reality of the situation. While the narrator alleged that he was smart because he could trick adults into giving him more money for a lesser value the reader is privy to the actual situation. In a nutshell, Silverstein’s use of dramatic irony expresses the child’s confidence versus the reader’s insight into the child’s lack of logic.
All things considered, the poem contains numerous elements that help the reader understand and enjoy the poem. The lyrical rhythm created by the end rhyme of the second and fourth line allows readers to enjoy the poem. While the dramatic irony help readers empathize with the young boy’s father. Then, the repeated phrases help to reinforce the child’s lack of understanding between monetary value and count. With the use of several elements, Silverstein conveys his meaning while also creating a witty poem that can be enjoyed by a wide variety of
Silverstein composed a lyrical poem in the point of view of a young boy. The numerous personal pronouns used to represent the boy shows that Silverstein incorporates a lyrical element into his …show more content…
The constant word “and”, frequently used by young children, is placed at the beginning of several lines to connect the narrator’s string of thoughts. By connecting several sentences together Silverstein is displaying the narrator’s inexperience with complex tasks. Moreover, Silverstein’s continuous use of “is more than” reinforces the child’s illogical thought process (lines 4, 8, 12, and 16). By justifying that a certain amount is more than another, the child is showing ignorance of the actual situation. Overall, the repeated phrases help to reinforce the child’s lack of understanding between quantity and …show more content…
One way the poem’s tone of voice comes across to the reader is through the use of dramatic irony. This becomes apparent when the child assumes that “the fool gave me five pennies for [four nickels], /And five is more than four” (lines 15-16). The child evokes confidence over his “smart” logic when in fact the child’s thought process is illogical. In fact, the words “old blind Bates” and “fool” can be observed as dramatic irony since the young boy was blind to the reality of the situation. While the narrator alleged that he was smart because he could trick adults into giving him more money for a lesser value the reader is privy to the actual situation. In a nutshell, Silverstein’s use of dramatic irony expresses the child’s confidence versus the reader’s insight into the child’s lack of logic.
All things considered, the poem contains numerous elements that help the reader understand and enjoy the poem. The lyrical rhythm created by the end rhyme of the second and fourth line allows readers to enjoy the poem. While the dramatic irony help readers empathize with the young boy’s father. Then, the repeated phrases help to reinforce the child’s lack of understanding between monetary value and count. With the use of several elements, Silverstein conveys his meaning while also creating a witty poem that can be enjoyed by a wide variety of