LS 5603 - Genre 3 - DIAMOND WILLOW

Frost. Helen. 2008. DIAMOND WILLOW. Frances Foster Books Farrar, Straus and Giroux: New York.

Rhythm
The majority of the book text is printed in a diamond shape on the page. Within these diamonds there are words in bolded print that emphasize a statement. However, these bolded words are not all on one line you simply read them on their own. The remainder of the text is printed in a normal layout. The rhythm of the text is not very noticeable. It reads like a verse novel.

Rhyme
There is no definitive rhyme as far as matching sounds for the last word in the line of text to another line of text.

Sound
There is no representation of alliteration, assonance, consonance or onomatopoeia. The text does not show a reliance on certain vowel or consonant sounds.

Language
The personification of the animals as the characters ancestors was striking. The animals were following the characters to watch over them. However, the characters did not know who they were and in a few instances were concerned by the animals. The Maternal Grandmother in the story uses riddles with the other characters to see if they are being observant. The main character, Diamond Willow, also has many lines of text of her speaking to herself in her head. This provides an insight to her actions in the book.

Imagery
The descriptive use of text makes it easy for the reader to visualize the setting and actually begin to feel as if they are in the story themselves. The reader could “see” the twists in the trails and “feel” the snow on their face as they were reading the text.

Emotions
In the moments of distress I found myself willing the characters to do certain things or putting myself in their place. The emotions the reader feels while going through the story are very real. They come naturally to you as you progress through the book. The major events in the book really pull you in emotionally. The reader will notice their body responding to the text.

Awards and recognitions
Positive reviews
VOYA
Alan Review
Children’s Literature
School Library Journal
Kirkus Reviews