In "We Real Cool," by Gwendolyn Brooks, you can almost visualize a friendly cat snapping his fingers to the rhythm, reading this hip poem. His powerful poem uses only a few descriptive words to evoke a gang of rebellious teenagers. Brooks uses a modern approach to the English language and his choice of slang creates a powerful jazz atmosphere. All lines are very short and the sound at each stop is really loud. Brooks uses some rhymes to create an effective sound and image of the life he perceives. With these devices he manages to take full control of his rhyme and cultivates a morally stimulating poem. Brooks' selection of single-syllable words helps set the pace for a jazz vibe. The one-syllable words provide a rhythmic device to generate a lively rhythm in his narrative. His repetition of closely spaced rhyming words adds unity to the poem. By placing one-syllable words next to each other: “cool / school” (1-2) and “sin / gin” (5-6), emphasize each word. The feelings and images are clear in this poem. The rhyming lines in his verse contain only three words and keep the rhythm of the poem moving. The short verse makes it easy to remember. The short lines speed it up, but the sound of each stop really stands out. Only the subtitle is longer, and Brooks uses it to encapsulate the setting. His careful use of short words keeps pace and describes what the kids are doing, such as leaving school or staying out late. These simple words by Anderson 2 represent the group's lack of language skills. This symbolizes uneducated kids speaking up. He does this with such vivid lines and ethnic slang that gives this poem a unique style. Brooks uses more than one rhyming device. Practice the final rhyme in the poem. Brooks' words rhyme at the end of each sentence. Often in rhymes the sentence ends with the rhyming word, but not here. The poem's sentences end in the middle of the line, because Brooks chose to create a metric pause or caesura. The repetition of "We" at the end helps keep the audience's attention on the gang. Brooks applies the internal rhyme before the end. "We / Sing in. We / Thin gin" (5-6) shows an internal rhyme. The gang is proud and brags about their lives. This conjures up visions of the kids' bad choices, but it also helps you see the connection between the jokes.