2.5–Selected Reading and Study Questions

R. Paul Cooper

Claude McKay (1889–1948)

Claude McKay is an integral figure from the Harlem Renaissance. Born in Jamaica, his work is heavily influenced by the racism he experienced in places like Kingston and New York. This poem directly addresses the theme of racial strife and injustice in the form of a classic Petrarchan sonnet.

“If We Must Die” (1919)[1]

“If We Must Die” (1919)

IF we must die—let it not be like hogs
Hunted and penned in an inglorious spot,
While round us bark the mad and hungry dogs,
Making their mock at our accursed lot.
If we must die—oh, let us nobly die,
So that our precious blood may not be shed
In vain; then even the monsters we defy
Shall be constrained to honor us though dead!

Oh, kinsmen! We must meet the common foe;
Though far outnumbered, let us still be brave,
And for their thousand blows deal one death-blow!
What though before us lies the open grave?
Like men we’ll face the murderous, cowardly pack,
Pressed to the wall, dying, but—fighting back!

“If We Must Die” Questions and Activities for Further Analysis

  1. What type of sonnet is this? How do you know this? If a sonnet is usually about love, what sort of love is at work in this poem?
  2. Paraphrase this poem in the form of an if/then statement. Do you find the argument compelling? Why or why not?
  3. How does the use of caesura change the meter and affect the meaning within this poem?
  4. What auditory images can be found in this poem? How do they enhance the overall meaning?
  5. Analyze the adjectives in this poem. What do the connotations and denotations of those adjectives reveal about the persons, places, or things that they modify?

Archibald MacLeish (1892–1982)

Archibald MacLeish was born in Illinois in the early 20th century, served during World War I, and was the 9th Librarian of Congress. A leading figure of literary Modernism, he won three Pulitzer Prizes for his poetry. The poem “Ars Poetica” exhibits the Modernist aesthetic in content and form; in fact, the poem is a defense, or apologia, for the kind of poetry valued by the Modernists of the early 20th century.

“Ars Poetica” (1926)

Link to text: “Ars Poetica

MacLeish, Archibald. “Ars Poetica.” In Collected Poems 1917-1952. Houghton Mifflin Harcourt, 1952. Poetry Foundation. https://www.poetryfoundation.org/poetrymagazine/poems/17168/ars-poetica.

“Ars Poetica” Questions and Activities for Further Analysis

  1. Analyze the rhyme scheme of this poem. What near rhymes can you find? How does the author use consonance to create instances of near rhyme?
  2. What is the traditional rhythm of the heroic couplet? Are these couplets traditional? How and why does the author use punctuation and white space to create unique rhythms?
  3. Find and analyze at least three separate instances of alliteration and assonance in this poem. How do the sounds enhance the meanings?
  4. How many similes can you find in this poem?
  5. The author often places an abstraction on one line in a couplet, then a concrete image on the other line. Find one stanza that exhibits this parallel structure and analyze it. Why does the author pair the abstraction with that particular image?

Sylvia Plath (1932–1963)

Sylvia Plath is a New England poet famous for her confessional poetry, lyric and personal poetry rooted in revealing and discussing intimate details of the poet’s life. Someone who fought with depression her entire life, she died by suicide in 1963. Her poems were published posthumously, and she was the fourth person to receive a posthumous Pulitzer Prize. The poem “Daddy” exemplifies the sort of confessional poetry for which she was known, and in it she links personal trauma to generational and political trauma.

“Daddy” (1965)

Link to text: “Daddy

Plath, Sylvia. “Daddy.” In The Collected Poems. HarperCollins Publishers Inc., 1992. Poetry Foundation. https://www.poetryfoundation.org/poems/48999/daddy-56d22aafa45b2.

“Daddy” Questions and Activities for Further Analysis

  1. Because Plath writes confessional poetry, we might be quick to conflate speaker and poet. If you assume Plath is NOT the speaker, how does that change your interpretation of the poem?
  2. How and why does the speaker connect their experiences with their father to the experiences of the Jewish people during the Holocaust?
  3. How and where does this poem use epistrophe and anaphora? How do these devices affect the rhythm of the poem?
  4. What is the rhyme scheme of this poem? If no specific pattern can be derived, what general patterns can you discern?
  5. To what monsters or other figures does the speaker compare her father? Why?

Pablo Neruda (1904–1973)

Pablo Neruda is a Chilean poet who was very famous in his lifetime. He remains perhaps the most well known Spanish-language poet of the Americas. As poet-diplomat, he was awarded the Nobel Prize for Literature in 1971. Naturally, the poem you have before you is a translation from the Spanish. Do not let the impersonal title “A Dog has Died” fool you; the speaker is eulogizing a friend.

“A Dog Has Died” (1974)

Link to text: “A Dog Has Died

Neruda, Pablo. Translated by Alfred Yankauer. “A Dog Has Died.” Poetry (February 1999): 2. Poetry Foundation. https://www.poetryfoundation.org/poetrymagazine/poems/40470/a-dog-has-died.

“A Dog has Died” Questions and Activities for Further Analysis
  1. This poem is an elegy. How would you describe the poet’s attitude towards his dog, in your own words? Have you had a dog or another pet? How are your feelings toward your pet similar to Neruda’s feelings? How are they different?
  2. What part of speech is the word “ai”? What function does that word play in the poem?
  3. What is ironic about an atheist who believes in doggy heaven? Can you find any other instances of irony?
  4. How and why does the speaker understate the importance of his dog?
  5. Describe in your own words, using concrete imagery, the speaker’s visit to Isla Negra with his dog. What other powerful images can you find?

Ai (1947–2010)

Ai Ogawa, born Florence Anthony, is a mixed race American poet who described herself as part Japanese, part Choctaw-Chickasaw, part Black, and part Irish. She won the National Book Award for poetry in 1999, and is considered a modern master of the dramatic monologue. She did not shy away from dark or controversial topics, and her poem “Interview with a Policeman,” written in the 1980s, takes on issues of race and justice in a way that foretells contemporary racial politics surrounding policing.

“Interview with a Policeman” (1987)

Link to text: “Interview with a Policeman

Ai. “Interview with a Policeman.” Poetry (October/November 1987). Poetry Foundation. https://www.poetryfoundation.org/poetrymagazine/issue/71214/october-november-1987.

“Interview with a Policeman” Questions and Activities for Further Analysis

  1. Who is the speaker of this poem, who is being interviewed? What ways of speaking are peculiar to him or people in his job? What role does the interviewer play in the poem?
  2. What word choices or phrases inspire the reader to dislike or even hate the speaker? What word choice or phrases inspire the reader to sympathize with the speaker? Do you overall feel fury toward or sympathy with the interviewed speaker? What words or phrases in the poem cause you to feel this way?
  3. How would you describe the rhythms of this poem? Do people usually talk this way? Where and why might someone speak in these rhythms?
  4. This poem employs powerful and disturbing images. Find at least two and analyze them. Are they primarily visual? What other senses are involved? Are any images repeated, and if so, how and why?
  5. This poem employs a great deal of figurative language. What non-literal uses of language can you find at work in this poem? What figures of speech are being used? How do these non-literal uses of language shape our understanding of the subjects and themes of the poem?

Adrian C. Louis (1946–2018)

Adrian C. Louis hailed from the Lovelock Paiute tribe of the Pine Ridge Reservation in South Dakota. He is known for chronicling reservation life, unflinching in his realism. This realism stemmed from his training as a journalist; he was also a co-founder of the Native American Journalists Association. “I Flew Into Denver April” provides a stark and honest view of life in Denver for an out-of-town Native American in the form of a non-traditional sonnet.

“I Flew Into Denver April” (1989)

Link to text: “I Flew Into Denver April

Louis, Adrian C. “I Flew Into Denver April.” In Fire Water World. West End Press, 1989. Poetry Foundation. https://www.poetryfoundation.org/poems/56144/i-flew-into-denver-april.

“I Flew Into Denver April” Questions and Activities for Further Analysis

  1. Setting is integral to this poem. What is Denver like in April? What images and word choices convey this setting?
  2. The poet wrote a 14-line poem. Therefore, this poem is in conversation with the sonnet form. How is it similar to a conventional sonnet? How does it differ?
  3. What unique rhymes and rhythms define this poem? How do those rhythms enhance the meaning of the poem?
  4. This poem alludes to the Winnebago tribe. What can you learn about their history?

Natasha Trethewey (1966–)

Natasha Tretheway is a biracial poet from the U.S. South. She has published five books of poetry, and has been the recipient of many awards. Most notably, she served as Poet Laureate of the State of Mississippi (2012–2016) and the 19th Poet Laureate of the United States (2012–2014). “White Lies” is a poem set in the South, where color defines the landscape. Of course, the lies that our biracial speaker can tell, well, they are more than just little white lies.

“White Lies” (2000)

Link to text: “White Lies

Trethewey, Natasha. “White Lies.” In Indivisible: Poems for Social Justice. Norwood House Press, 2013. Poetry Foundation. https://www.poetryfoundation.org/poems/58265/white-lies.

“White Lies” Questions and Activities for Further Analysis

  1. When and where is this poem set? For aid, analyze the allusion to ‘“Maison Blanche.”
  2. Other than the speaker, what other voices do we hear in this poem? Compare and contrast those two voices.
  3. Color imagery is an integral element of this poem. Analyze the colors, and be sure to look up any color terms you may not know, such as “light-bright” or “high-yellow.”
  4. What is the racial phenomenon known as passing? How is passing thematized in this poem?
  5. Describe the attitude of the speaker toward her “white lies” as her mama washes her mouth out with soap in the final stanza of the poem. What nuance and subtlety complicates her feelings?

Yusef Komunyakaa (1947–)

Yusef Komunyakaa was born James Williams Brown in the small town of Bogalusa, LA. He changed his name to Komunyakaa because that was his grandfather’s African name before his grandfather stowed away on a ship from Trinidad to America. A Vietnam War veteran, Komunyakaa’s experiences during the war became an integral part of his poetry. The poem “Facing It” chronicles the first time he visited the Vietnam Veterans Memorial, where he finds himself overwhelmed by memories of his brothers-in-arms.

“Facing It” (2001)

Link to text: “Facing It

Komunyakaa, Yusef. “Facing It.” In Pleasure Dome: New and Collected Poems. Wesleyan University Press, 2001. Poetry Foundation. https://www.poetryfoundation.org/poems/47867/facing-it.

“Facing It” Questions and Activities for Further Analysis
  1. The speaker of this poem tells a story, or narrative, with a beginning, middle, and end. What line would you argue is the climax of this story? Why?
  2. What is unique about the punctuation of this poem? How does the punctuation affect the rhythm and flow of the speaker’s voice? What might the author be trying to imitate through this use of punctuation?
  3. Analyze the color imagery at work in the poem. What themes become apparent through the colors of the poem?
  4. Find at least one metaphor and one simile at work in the poem and analyze them. How do they enhance or complicate the overall themes of the poem?

Harryette Mullen (1953–)

Harryette Mullen is a professor of English at UCLA. She has published many works of poetry, all of them a mix of linguistic experimentation, politics, and the blues. “We Are Not Responsible” engages in word play to call attention to racial profiling and immigration through a speaker that is both comical and chilling in their absurd commitment to dehumanizing the Other.

“We Are Not Responsible” (2002)

Link to text: “We Are Not Responsible

Mullen, Harryette. “We Are Not Responsible.” In Sleeping with the Dictionary. University of California Press, 2002. Poetry Foundation. https://www.poetryfoundation.org/poems/145281/we-are-not-responsible.

“We Are Not Responsible” Questions and Activities for Further Analysis

  1. How would you describe the speaker of this poem? Where and under what circumstances might someone utter phrases of this variety? Who is the “we” the speaker represents?
  2. Where do the word choices of the speaker seem absurd or comical? How does the absurdity of the speaker’s words amplify the political themes of the poem?
  3. Analyze the passive voice and active voice in this poem. How is passive voice used by the speaker to evade responsibility?
  4. What institutions does this poem critique? Following closely the text of the poem, who do those institutions serve and why?

Attribution:

Cooper, R. Paul. “Poetry: Selected Reading and Study Questions.” In Surface and Subtext: Literature, Research, Writing. 3rd ed. Edited by Claire Carly-Miles, Sarah LeMire, Kathy Christie Anders, Nicole Hagstrom-Schmidt, R. Paul Cooper, and Matt McKinney. College Station: Texas A&M University, 2024. Licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

 


  1. Claude McKay, “If We Must Die,” The Liberator 2, no. 7 (July 1919): 21, http://hdl.handle.net/2333.1/djh9w2j2.
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