Rhyme and its phonostylistic features contents

CONCLUSION
Rhyming is particularly common in many types of poetry, especially at the ends of lines, and is a requirement in formal verse. The most familiar and widely-used form of rhyming is perfect rhyme, in which the stressed syllables of the words, along with all subsequent syllables, share identical sounds, as in "pencil" and "stencil." Perfect rhyme is so common, in fact, that the word "rhyme" is often used simply to refer to perfect rhymes. However, there are actually a variety of other types of rhymes, such as imperfect rhyme or slant rhyme, which also involve the repetition of similar sounds but in ways that are not quite as precise as perfect rhyme. In formal verse (which is the name given to rhymed poetry that uses a strict meter), end rhymes typically repeat according to a pattern called a rhyme scheme. Rhyme schemes are described using letters of the alphabet, so that each line of verse that corresponds to a specific type of rhyme used in the poem is assigned a letter, beginning with "A." For example, a four-line poem in which the first line rhymes with the third, and the second line rhymes with the fourth has the rhyme scheme ABAB, as in the lines below from the poem To Anthea, who may Command him Anything by Robert Herrick: In this poem by Cecil Alexander, the first line ends with the word “beautiful.” Label this A. Then the next line ends with the word “small,” which does not rhyme with beautiful, so label this line B. 
Then, the third line ends with the word “wonderful,” which rhymes with the last word of the first line, “beautiful.” As such, use the same letter, A, for this line. 
The fourth line ends with the word “all,” which rhymes with the word “small” in the second line. So you need to use the same letter as in the second line, B. 
This gives us the rhyme scheme ABAB. 
What if we have more than two pairs of rhyming words? We would follow the same principle: use a new letter for every new sound, and use the same letter for rhyming words. Rhyming is a helpful first step toward phonemic awareness. When children play with rhymes, they listen to the sounds within words and identify word parts. For example, the /at/ sound in the word mat is the same /at/ sound in cat, rat, sat, and splat. Children typically learn to recognize rhyming words first and generate their own rhymes later. It is important to recognize that these skills are not always learned on a schedule. For some children, recognizing rhyme can be difficult. You can use different methods to help develop children’s skills. William Shakespeare includes many rhyme examples in his plays. All of his sonnets followed the very strict sonnet form of containing three rhyming quatrains and one final rhyming couplet. The above excerpt comes from arguably his most famous sonnet, “Sonnet 18.” The opening line is familiar to many English speakers. It is just one of hundreds of examples of rhyme in his works. One interesting note is that due to the way that the sound of English has changed over the past four to five hundred years, some of Shakespeare’s rhymes no longer are perfect rhymes, such as the rhyme between “temperate” and “date.” However, it is easy to hear countless examples of rhymes in his works, such as the words “day” and “May” in this excerpt.