Hi Dakota!
You certainly capture the charm of a child off to his/her first day of school, which is what's most important. Your use of language really puts the reader in the mindset of the child.
Here are a few things you might consider:
I would stongly suggest applying some punctuation to this piece. It would help you control how the reader reads the piece, which I think is vital. However, if you decide not to do this, then why the period at the very end? Either do it one way or the other, but don't confuse the reader by throwing that in there.
"5" should be spelled out. Numbers 1-9 are spelled out, while numbers 10 + are written numerically.
"real early" should be "really early" UNLESS you wanted to convey how a child might say it, in which case that fits just fine. I just thought I'd point it out in case it was accidental. I think it works very well, though .
The meter is a bit funny...sort of random. I'm not sure if you meant it that way, but it's very distracting in the read. The rhyme scheme goes like this: A,A,A,B,C,C,D,D,E,E,F,G,H,G,I,G,G,J,K,K. Certain lines, like B, F, and H are stand alones without a rhyme, whereas lines like A and G are sort of overkill (rhyme 3-4 times). I'd suggest a more consistent rhyme flow for such a poem. However, I'll leave that up to you.
Thanks so much for sharing this.
Philthy
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