It is important to know the category of the last word in a verse because this determines the classification of the whole verse, which in turn impacts the syllabic count. Depending on the classification of the verse, you will do one of three things to its total number of sílabas poéticas: add one syllable, subtract one syllable, or neither add nor subtract a syllable.

Note: When the line ends in a monosyllabic word, such as mar, the line is categorized and treated as un verso agudo.

Task 1. Identify and Define.

1.			In the first paragraph of this section, on page 125 of the text, the authors refer to two kinds of syllables that can be counted. What are they, and what is the difference between them?

Task 2. Scan for Information. Based on the three classifications presented on page 126, determine what happens in each case and underline the supporting evidence in the paragraph.

2.			What happens to the syllabic count in un verso llano?
3.			What happens to the syllabic count in un verso agudo?
4.			What happens to the syllabic count in un verso esdrújulo?

Task 3. Review Syllabification Rules. Now that you know what to do with the last word in a verse, what about the rest of the verse? Read the following general overview of syllabification rules. If you need more specific information while reading the poems, refer to a text from a previous course or ask your instructor for assistance.

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*Remember that the letter combinations ch, ll, and rr represent one consonant for syllabification purposes.

1. Single intervocalic consonants: One consonant between vowels joins the following vowel to form a syllable.

      ta / za       ba / rro       mu /cho       ca / la / ba / za

2. Double intervocalic consonants: Two consonants between vowels are separated (except ch, ll, and rr).

      lám / pa / ra       an / gus / tia       ca / lle       en / ce / rrar

Exception: Do not separate the consonants b, c, f, g, and p when followed by l or r, or the combinations dr and tr.

      ta / bla       re / tra / to       a / fren / ta       ma / dre

3. Three or more intervocalic consonants: When there are three or more consonants between vowels, only the last consonant joins the next vowel (unless it is l or r).

      cons / ta       ins / pi / ra       ins / tan / te       in / glés       com / prar

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1. Hiato: Two strong vowels next to each other are separated, each representing one syllable.

      ca / e / mos       le / en       em / ple / o

2. Diptongo: A combination of two weak vowels or one strong and one weak vowel represents one syllable that is not separated.

      bai / le       rui / do

Exception: If a weak vowel before or after a strong vowel is stressed, the vowels are separated and the weak vowel has a written accent.

      ca / í / da       re / ú / no       ma / ú / lla       rí / en       gra / dú / en

3. Triptongo: Three vowels form one syllable. Regular accentuation rules apply.

      a / ve / ri / guáis       lim / piéis

Exception: The tripthong is separated into syllables if there is more than one strong vowel or a stressed weak vowel in the combination.

      ca / í / an       re / í / a / mos

Task 4. Identify and Paraphrase.

5.			Before you can begin to count syllables, there is one more poetic element that you must know: la sinalefa (glide). On page 126, the authors define this element and explain how it affects syllabification. Read this section, highlight the important information, and paraphrase how you can recognize sinalefa and how it affects the syllabic count (el cómputo silábico).
6.			Now look at the examples of sinalefa on the top of page 127 and explain why each is an example.

Study Hint: Counting Poetic Syllables

This Study Hint brings together everything you have learned in Tasks 1 through 4 about counting the poetic syllables in a verse. Apply these steps to the poem A una rosa, by Sor Juana Inés de la Cruz, that follows.

Step 1. Underline las sinalefas.

Step 2. Divide the verse into syllables, taking into account las sinalefas.

Step 3. Write the corresponding numbers above the syllables.

Step 4. Determine the classification of the verse and decide if you need to add a syllable (+1), subtract a syllable (-1), or do nothing.

Step 5. Write the total number of poetic syllables at the end of the verse.

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Task 5. Apply.

8.			Apply the steps in the Study Hint to the poems Al partir, by Gertrudis Gómez de Avellaneda (on p. 184 of the text), and La saeta, by Antonio Machado (p. 121).