Read the learning unit on “Diction and Poetry” (located in this week’s readings folder). Then read these poems: For the Student Strikers--(1970) Richard Wilbur Go talk with those who are rumored to be unlike you,
And whom, it is said, you are so unlike.
Stand on the stoops of their houses and tell them why
You are out on strike.
It is not yet time for the rock, the bullet, the blunt
Slogan that fuddles the mind toward force.
Let the new sound in our streets be the patient sound
Of your discourse.
Doors will be shut in your faces I do not doubt.
Yet here or there, it may be, there will start,
Much as the lights blink on in a block at evening,
Changes of heart.
They are your houses; the people are not unlike you;
Talk with them, then, and let it be done
Even for the grey wife of your nightmare sherif
And the guardsman’s son. A Glass of Beer (1918)—James Stephens The lanky hank of a she in the inn over there
Nearly killed me for asking the loan of a glass of beer;
May the devil grip the why-faced slut by the hair,
And beat bad manners out of her skin for a year.
That parboiled ape, with the toughest jaw you will see
On virtue’s path, and a voice that would rasp the dead,
Came roaring and raging the minute she looked at me,
And threw me out of the house on the back of my head! 5 If I asked her master he’d give me a cask a day;
But she, with the beer at hand, not a gill would arrange!
May she marry a ghost and bear a kitten, and may
The High King of Glory permit her to get the mange. 10 My Papa’s Waltz--(1948) Theodore Roethke
The whiskey on your breath
Could make a small boy dizzy;
But I hung on like death:
Such waltzing was not easy.
We romped until the pans
Slid from the kitchen shelf; 5 My mother’s countenance
Could not unfrown itself.
The hand that held my wrist
Was battered on one knuckle;
At every step you missed
My right ear scraped a buckle.
You beat time on my head
With a palm caked hard by dirt,
Then waltzed me of to bed
Still clinging to your shirt. 10 15 Each of these poems carefully uses diction to help communicate a specific meaning (the “themes” of the poems—the central message of the poem). Choose 2 of these
poems (one for each posting) and give an example of how the poem uses specific word
choice to communicate a particular theme or tone. (For example, remember how the dry, technical nouns in the first half of “When I Heard the Learn’d Astronomer”—charts, proofs, figures, columns—help establish a tone of boredom.)

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