Grammar Punk Blog

Teaching Grammar With Alliteration, Deux

I told you I love alliteration. As we’ve already established, alliteration is the repetition of the same sounds or kinds of sounds at the beginning of words or on the stressed syllables. Giving students the tool of alliteration in the context of teaching grammar will open the door to a new way of looking at writing—and reading. Alliteration is one of the oldest rhetorical devices, an early stab at poetry that is pleasing to the tongue and the ear. It’s fun! And as fun as it is to read, it’s even more fun—and easy—to write.

The really great thing about alliteration is how it pushes, prods, and propels not only student imagination but student vocabulary. The second cool thing about alliteration is that there is no age limitation. The youngest students can glom onto this concept with enthusiasm. Even the simplest words can be joined in an alliterative allegory. Give it a go!

Once students have tried their hand at twistingly twining tongue twisters, move on to temptingly tantalizing tall tales of tomes. Think Seuss, think Poe, think Pooh!   

You can get all hung up in a prickle-ly perch.

And your gang will fly on. You’ll be left in a Lurch.

Oh the Places You’ll Go –Dr. Seuss

This is not to say that effective alliteration is simply a string of words beginning with the same letter or sound; there can definitely be too much of a good thing. The key to having fun with alliteration without pushing it to the limit of human endurance is to temper it with regular speak.

The Grammar Punk Programs and our incredible Constructing Writers Kit offer lessons and cards to introduce your students to the joys of alliteration.

Grammar Punk Alliterative Tale To Be

Always a tad whimsically weird, Gwendolyn was nevertheless a particularly popular porcupine. Thus, when she set off with great abandon and alacrity on her journey she had quite a cadre of compatriots ready to join the adventure.

Share your alliteration with us!

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