One of the most well-known use of the AABB rhyme is in the poem "Twinkle, Twinkle, Little Star." For the A pattern, this poem rhymes "star" and "are," while for the B pattern, it rhymes "high" and "sky." Poems aren't the only location where you'll come across an AABB rhyme pattern. The design will also be employed in songs. And since songs are made up of words and music, we can also say that AABA poems are AB songs.
Here's how the AABB rhyme scheme works: Each line of the poem or song contains two rhymes (one word ending in A and one ending in B) back to back. This means that each line has an A section followed by a B section. So, if you were to read the first line of the poem aloud, it would sound like this: "Twinkle, twinkle, little star. How I wonder what you're at?" Here, the speaker uses the first part of the AABB pattern, as "twinkle" and "little" both end in A.
Now, let's move on to the second line and follow the same procedure. It reads: "Up above the world so high. What are you doing up there?" Again, the speaker uses an A word ("up") followed by a B word (="so").
What rhyming scheme does AABB follow? The AABB rhyme scheme consists of a succession of rhyming couplets in which successive lines rhyme before giving way to a new pair of rhyming lines. Take, for example, Jane Taylor's 1806 poem "Twinkle, Twinkle, Little Star." The rhyming system is as follows: AA, BB, CC, and so on. This poem uses the AABB rhyming scheme.
Other examples using this scheme include The Beatles' song "Yesterday," which goes AAABABBBCCCCDDDEEFFGGHHIIJJ, and Leonard Cohen's song "Hallelujah," which goes AAAABBBBCCC.
The first line of each stanza rhymes with the last line of the previous stanza until the end of the poem. So, in "Twinkle, Twinkle, Little Star," the first and fourth lines of each stanza rhyme with each other, as do the second and third lines. The final two lines of each stanza also rhyme with each other.
This is how you write a poem using the AABB rhyming scheme. You start by choosing one word from each line to be your rhyming words. In "Twinkle, Twinkle, Little Star," these would be twinkle and star. Next, think of two other words that can go together to make a rhyming couplet. In this case, those would be little and star.
Letters from the alphabet are used to encode the patterns. Lines of the same letter rhyme with one another. The rhyme scheme ABAB, for example, signifies that the first and third lines of a stanza, or the "A"s, rhyme with each other, while the second and fourth lines, or the "B"s, rhyme together. There are many other schemes used in poetry.
Rhyming words or phrases reflect the sound patterns found in poetry. These sounds can be based on syllables, half-lines, or whole lines. Syllabic rhyming involves using words that contain identical or similar-sounding syllables. For example, "carrot" and "hotel" both consist of two syllables that click when said out loud. Half-line rhyming uses words or phrases that end with the same sound pattern. Thus, the last line of the poem contains the same rhyme as the first line: end -ing -ed. Whole-line rhyming combines words or phrases that start with identical or similar-sounding letters. So, the first three lines of the poem use this rhyme scheme: a b c d e f g h i j...
Many poems include multiple types of rhymes. "The Carrot Seed" by Robert Frost includes syllabic, half-line, and whole-line rhymes. It's easy to understand how these different types of rhymes fit together to create a harmonious whole.
The fundamental form is a four-line poem with rhyme schemes of "ABAB," "ABCB," or "AABB." AABB AACC, or two 8-beat sections and one 16-beat component, or AABB CC. Each stanza uses the "AABB" rhyme pattern. They are generally four lines long and rhyme with "AAAA" or "AABB." Some examples are "Roses Are Red, Violets Are Blue" and "Hail Queen Elizabeth! Long Live The Queen!"
The first line ends in a vowel sound (ex. an "a" or an "e") and the last line ends in a consonant sound (such as a "t" or a "y"). Between these two punctuation marks, you can insert any word that fits between them. In this case, there are three such words: "not," "so," and "yet." Not only do these words give the poem more variety, but they also help define the different parts of speech: not is a negative word, so is a non-essential supplement/clarification, and yet is a contrasting term used to highlight something important about roses.
This poem uses all three words successfully. Not only does it provide variety, but it also makes use of opposites: red vs. blue, open flowers vs. closed flowers, and so on. Last but not least, it highlights the fact that although roses may be common, they can still be unique: each flower has its own color combination and structure.