English 621

 To understand the multiple meanings of a poem, readers must examine its words and phrasing from the perspectives of context, imagery and symbolism, sound, tone, diction, connotation, and theme.

 Who is the speaker? Is the person male or female?  Does the voice speak in first person (I, me, my, mine)?  Does the speaker talk directly to a second person, as in ‘Letter to John A Macdonald’ by Dumont?  Is the voice meant to be universal - for example, applicable to either sex at any time or place?

 Context is the set of circumstances or facts that surround a particular event or situation – in this case, the writing of a particular poem.  Clear answers to the following questions can help establish the context of a poem and form the foundation of understanding:

 Who wrote the poem?  Does the poet’s life suggest any special point of view, such as a political affiliation, religious sect, career interest, musical talent, family or personal problems, travel, or handicap?  Jane Austin’s feminism?  John Berryman’s alcoholism?  Robert Frost’s love of the outdoors?

 When was the poem written and in what country?  Knowing something about the poet’s life, times, and culture helps readers understand what’s in the poem and why.  If you don’t know anything about the poet, it is difficult to speak to the context of the poem.

 Does the poem appear in the original language?  If not, readers should consider that translation can alter the language and meaning of a poem.  Is the poem part of a special collection or series?

 Does the poem belong to a particular period or literary movement?  For example, does the poem relate to the Beat movement, the Harlem Renaissance, the Civil Rights era, the American Indian renaissance, feminism, etc?

 Taking a closer look at the title of a poem (both before and after studying it) will also offer some insights into the deeper meaning of the poem.  Some are obvious (like Ulysses); others, however, will require the analyst to make assumptions/informed guesses based on the context and figurative language.

 Is the title’s meaning obvious?  For example, does it mention a single setting and action, such as Harrison’s All-Star Action?  Is there historical significance to the title? For example, Alfred Lord Tennyson’s Ulysses.

 Upon first (and second) readings, it may help the analyst to look at the literal or surface meaning of the poem without trying to dig too deep under the surface.  Literal meanings offer the reader a framework for understanding the poem. Upon deeper analysis, the literal meaning and figurative meaning become intertwined.

Style - Figurative Language – Imagery - Symbolism

 Is it an epic - a long poem about a great person or national hero?  Is it a lyric - a short, musical verse?  Is it a narrative - a poem that tells a story?  Is it a haiku - an intense, lyrical three-line verse of seventeen syllables?  Is it confessional? For example, does it examine personal memories and experiences?

 The key to discussing and understanding poetry is in deciphering its figurative language:  Images  Symbols  Figures of Speech (simile, metaphor, etc)

 Is significant information or emotion placed in either lines?  Does the poet intend to leave a lasting impression by closing with a particular thought?  For example, why would Harrison repeat the following phrase: - passing, shooting…passing, shooting.

 Can readers pin down a time frame? What details specify time?  Does the poet name a particular month or season?  Is there a clear passage of time?  How long is the period of time? Are there gaps?

Sound – Tone – Diction - Connotation

 Generally refers to rhyming poems and poems which have specific rhythm (ballads, lyrics, limericks, etc.)

 What is the poet’s tone?  Is it satiric, serious, mock serious, playful, somber, brash, or teasingly humorous?  Does the poet admire, agree with, ridicule, or condemn the speaker?  Is there an obvious reason for the poet’s attitude?  Does the poet withhold judgment?

 Is the diction (word choice) appropriate to the subject?  Does it enhance the poem’s message?  Why were some of the words chosen?  What about the arrangement of those words?

 When looking at the connotation of words, one must remember that poetry is rarely literal and that some words carry more than one meaning.  Contemplate the poem for meaning beyond the literal.  What do the words mean beyond the obvious?  What are the implications, the hints, the suggestions of these particular word choices?

The Heart of the Matter

 Locating and identifying theme is crucial to understanding dominant ideas; theme is the poem’s essence.  Is the subject youth, loss, renewal, patriotism, nature, love? Are there several themes? How do these themes relate to each other?  Is the poet merely teasing or entertaining or trying to teach a lesson?

 How do all these elements combine to create the meaning of this poem?  Always Remember:  In analysis, if you can support your ideas with actual evidence from the poem, it is difficult to get it entirely wrong!