A Prayer for My Daughter its "metremes", or rhymical motifs, rather than common metrical devices. The poem also may be read to consist of straightforward iambic verse that relies on common metrical devices such as elision, acephalous lines, promotion, and metrical inversion. Lines 1, 2, 3, 5, and 8 of each stanza are iambic pentameter; lines 4, 6, and 7 are iambic tetrameter. For instance, using traditional principles of scansion, stanza two may be scanned as shown below, where syllables in all caps represent metrical beats, lower-case syllables represent metrical off-beats, the vertical bar represents the termination of a metrical foot, and apostrophes represent elisions.
Poetry analysis work done by this "machine made of words" is the effect it produces in the reader's mind. A reader analyzing a poem is akin to a mechanic taking apart a machine in order to figure out how it works. Like poetry itself, poetry analysis can take many forms, and be undertaken for many different reasons. A teacher might analyze a poem in order to gain a more conscious understanding of how the poem achieves its effects, in order to communicate this to his or her students. A writer learning the craft of poetry might use the tools of poetry analysis