Day: March 5, 2024

1. ’Twas brillig, and the slithy toves
2. Did gyre and gimble in the wabe;
3. All mimsy were the borogoves,
4. And the mome raths outgrabe.

• “Beware the Jabberwock, my son
• The jaws that bite, the claws that catch!
• Beware the Jubjub bird, and shun
• The frumious Bandersnatch!”

• He took his vorpal sword in hand;
• Long time the manxome foe he sought—
• So rested he by the Tumtum tree,
• And stood awhile in thought.

1. And, as in uffish thought he stood,
2. The Jabberwock, with eyes of flame,
3. Came whiffling through the tulgey wood,
4. And burbled as it came!

1. One, two! One, two! And through and through
2. The vorpal blade went snicker-snack!
3. He left it dead, and with its head
4. He went galumphing back.

1. “And hast thou slain the Jabberwock?
2. Come to my arms, my beamish boy!
3. frabjous day! Callooh! Callay!”
4. He chortled in his joy.

1. ’Twas brillig, and the slithy toves
2. Did gyre and gimble in the wabe;
3. All mimsy were the borogoves,
4. And the mome raths outgrabe.

Introduction

Written by Lewis Carroll, “The Jabberwocky” got published first in his famous novel, Through the Looking-Glass. The novel first appeared in 1871. The novel including this poem won instantly popularity. Through its surreal and nonsensical language captivating readers and critics alike, it became a children classic. However, initially it was almost dismissed for its gibberish quality. Yet, this poem “The Jabberwocky” has endured a long fame of being an influential work in English Literature. Its unique style, which mixes real and imaginary worlds, has inspired countless imitations and parodies.

Annotations of “The Jabberwocky” by Lewis Carroll

1. “brillig” (line 1) is a nonsensical word invented by the author to describe a time of day, likely around dusk or evening.
2. “slithy toves” (line 1) is a nonsense phrase used to describe imaginary creatures that move in a fluid or snakelike manner.
3. “gyre and gimble” (line 2) are nonsensical words used to describe the movement of the slithy toves.
4. “wabe” (line 2) is a nonsense word used to describe a grassy area or meadow.
5. “mimsy” (line 3) is a nonsensical adjective used to describe the borogoves, another imaginary creature.
6. “borogoves” (line 3) are imaginary creatures that are never described but are thought to be similar to the slithy toves.
7. “mome raths” (line 4) is another imaginary creature that is never described.
8. “outgrabe” (line 4) is a nonsense verb that describes the noise made by the mome raths.
9. “Beware the Jabberwock, my son!” (line 5) is a warning given to the reader about a dangerous creature called the Jabberwock.
10. “The jaws that bite, the claws that catch!” (line 6) is a description of the Jabberwock’s physical features.
11. “Beware the Jubjub bird, and shun” (line 7) is another warning about a dangerous bird.
12. “The frumious Bandersnatch!” (line 8) is a description of another dangerous creature that the reader should avoid.
13. “He took his vorpal sword in hand” (line 9) describes the protagonist of the poem picking up a magical sword.
14. “Long time the manxome foe he sought” (line 10) describes the protagonist searching for the Jabberwock.
15. “So rested he by the Tumtum tree” (line 11) describes the protagonist taking a break by a tree with a strange name.
16. “And stood awhile in thought.” (line 12) suggests that the protagonist is thinking about his next move.
17. “And, as in uffish thought he stood,” (line 13) suggests that the protagonist is deep in thought and perhaps feeling anxious or uncertain.
18. “The Jabberwock, with eyes of flame,” (line 14) describes the creature that the protagonist has been searching for.
19. “Came whiffling through the tulgey wood,” (line 15) describes the Jabberwock’s movement through the forest.
20. “And burbled as it came!” (line 16) describes the sound made by the Jabberwock as it moves through the forest.

Literary and Poetic Devices in “The Jabberwocky” by Lewis Carroll

Literary Device	Reference from the poem	Explanation of the verse with reference to the literary device
Alliteration	“Did gyre and gimble in the wabe” (line 2)	The repeated /g/ sound in “gyre” and “gimble” creates an alliterative effect.
Allusion	“Beware the Jabberwock, my son! / The jaws that bite, the claws that catch!” (lines 5-6)	The reference to the legendary creature, Jabberwock, adds depth and meaning to the text and allows the reader to make connections with other works.
Anaphora	“He left it dead, and with its head / He went galumphing back” (lines 19-20)	The repetition of the phrase “He” creates a sense of rhythm and emphasizes the action of the hero.
Assonance	“Frabious day, callooh! callay!” (lines 23)	The sound of /a/ in the words creates a playful and whimsical tone to the language.
Consonance	“The jaws that bite, the claws that catch!” (line 6)	The repetition of the sound of /t/ and /c/ creates a sharp and biting effect, which adds to the fearsome description of the Jabberwock.
Hyperbole	“The Jabberwock, with eyes of flame” (line 14)	The exaggeration of the Jabberwock’s eyes creates a sense of excitement and can be used to create a humorous tone.
Imagery	“All mimsy were the borogoves, / And the mome raths outgrabe” (lines 3-4)	The vivid language used in describing the strange creatures creates a rich and vivid world for the reader.
Irony	The hero slays the fearsome monster with ease as in ““And hast thou slain the Jabberwock?”	The contrast between what is expected and what actually happens creates a sense of surprise and can be used for comedic effect.
Metaphor	“vorpal sword” (line 9)	The comparison of the sword to the adjective “vorpal” creates a sense of mystery and adds depth to the language.
Onomatopoeia	“snicker-snack” (line 18)	The use of onomatopoeia creates a sense of playfulness and can be used for comedic effect.
Oxymoron	“jubjub bird” (line 7)	The combination of contradictory terms creates a sense of whimsy and can be used to create memorable phrases.
Personification	“The Jabberwock, with jaws that bite, and claws that catch” (lines 5-6)	The giving of human characteristics to the monster creates a sense of danger and adds to the story’s tension.
Repetition	“Beware the Jabberwock” (lines 5, 7)	The repetition of the warning phrase creates a sense of urgency and emphasizes the importance of the warning.
Symbolism	“vorpal sword” (line 9)	The use of the sword as a symbol of the hero’s strength and skill creates a sense of mystery and adds depth to the language.
Tone	Playful and whimsical language	The attitude or emotion conveyed by the language of the poem creates a sense of fun and can make the poem more enjoyable to read.
Wordplay	“frabjous” and “chortle” (lines 23-24)	The use of made-up words creates a sense of playfulness and adds to the poem’s whimsical tone.

Sound and Poetic Devices in “The Jabberwocky” by Lewis Carroll

Literary Device	Examples/Reference	Meanings and Functions
Alliteration	“brillig,” “slithy,” “toves” (lines 1 and 25)	Emphasizes the sound of the repeated initial consonant sounds, creating a musical or rhythmic effect that draws the reader’s attention to those words. In this case, it adds to the fanciful, nonsensical tone of the poem.
Assonance	“gyre” and “gimble” (line 2)	Similar to alliteration, but with repeated vowel sounds instead of consonant sounds. It creates a musical effect and helps tie the words together thematically. In this case, the repetition of the “i” sound mimics the sound of the creatures’ movement.
Consonance	“frumious Bandersnatch” (line 8)	The repetition of consonant sounds within or at the end of words. It helps create a musical effect and can emphasize certain words or phrases. In this case, the repetition of the “m” and “s” sounds adds to the ominous and mysterious tone of the creatures’ names.
End Rhyme	“wabe” and “outgrabe” (lines 2 and 4)	The repetition of the same sounds at the end of lines. It creates a sense of closure or finality at the end of each line and can also create a musical or rhythmic effect. In this case, it helps create the whimsical, nonsensical tone of the poem.
Rhyme Scheme	ABAB	The pattern of end rhymes in a poem. It can create a sense of structure and unity within the poem. In this case, the poem follows a quatrain or four-line stanza with an ABAB rhyme scheme, which adds to the poem’s musicality and rhythmic flow.
Diction	“vorpal sword” (line 9)	The choice of words and phrasing in a poem. It can help create a particular tone or mood and convey the poem’s themes or ideas. In this case, the use of “vorpal” (a made-up word) adds to the fantastical and imaginary tone of the poem.
Verse Type	Iambic tetrameter	The structure of the poem in terms of the meter or rhythm of the verse. “The Jabberwocky” follows an iambic tetrameter, which means each line has four iambic feet, creating a steady, rhythmic flow throughout the poem.
Stanza Type	Quatrain	A group of four lines in a poem that are separated from other groups by a blank line or indentation. “The Jabberwocky” follows a quatrain or four-line stanza, which provides a clear sense of structure and unity within the poem.
Poem Type	Narrative poem	A poem that tells a story. “The Jabberwocky” is a narrative poem that tells the story of a hero’s journey to defeat a fearsome creature.
Tone	Whimsical, nonsensical	The emotional quality of the language in a poem, often conveyed through the author’s choice of words and the use of literary devices. The tone of “The Jabberwocky” is whimsical and nonsensical, contributing to its fantastical and imaginative atmosphere.

Functions of Literary Devices in “The Jabberwocky” by Lewis Carroll

1. Create a unique and imaginative world: The use of literary devices in “The Jabberwocky” contributes to the creation of a unique and imaginative world. By using made-up words or neologisms and phrases, such as “slithy,” “borogoves,” and “mome raths,” the poem creates a sense of whimsy and nonsensicality that transports the reader to a fantastical land. These made-up words, while unintelligible at first, take on meaning through the context in which they are used, and create a rich and vivid world unlike anything else in literature. The use of literary devices is key to the poem’s ability to create a world that is both strange and wondrous.
2. Add musicality and rhythm: The poem’s use of literary devices also adds to its musicality and rhythm. The use of alliteration, repetition, and rhyme creates a pleasant and pleasing sound that engages the reader’s ears and adds to the overall tone of the poem. For example, the repeated “s” sounds in “slithy” and “gyre” and the repeated “m” sounds in “mimsy” and “mome” create a musical quality that is both playful and fanciful. The poem’s musicality is an integral part of its appeal, and helps to draw the reader in and keep them engaged throughout the poem.
3. Engage the reader’s imagination: The use of imagery and figurative language in “The Jabberwocky” is key to engaging the reader’s imagination. By using vivid and imaginative descriptions, such as the “eyes of flame” of the Jabberwock, the poem helps the reader visualize the fantastical creatures and settings that are being described. This engages the reader’s imagination and creates a sense of wonder and enchantment that is unique to the world of the poem.
4. Communicate deeper meanings: While “The Jabberwocky” is a playful and fanciful poem, it also contains deeper meanings that are communicated through the use of literary devices. For example, the metaphorical “vorpal sword” can be seen as a representation of the power of words and language. This can be interpreted as a commentary on the importance of language and its ability to shape reality. The use of figurative language in the poem creates layers of meaning that invite the reader to explore and interpret the poem in different ways.

Themes in “The Jabberwocky” by Lewis Carroll

1. The Power of Imagination: One of the main themes in “The Jabberwocky” is the power of imagination. The poem is filled with fantastical creatures, made-up words, and imaginative descriptions that transport the reader to a magical realm. This theme is reinforced through lines such as “And, as in uffish thought he stood,” which suggests the power of thought and imagination. The poem encourages readers to explore their own imaginations and embrace the whimsical and fantastical.
2. The Importance of Language: Another theme in “The Jabberwocky” is the importance of language. The poem is full of made-up words and phrases, which highlight the power of language to create and shape meaning. This theme is reinforced through lines such as “He took his vorpal sword in hand,” which suggests that words and language can have a physical impact. The poem encourages readers to consider the power of language and its ability to shape reality.
3. The Hero’s Journey: “The Jabberwocky” can also be seen as a story of the hero’s journey. The protagonist sets out to slay a fearsome monster and, after a perilous battle, emerges victorious. This theme is reinforced through lines such as “He left it dead, and with its head he went galumphing back,” which suggests the triumph of the hero. The poem encourages readers to consider the challenges and triumphs of their own journeys.
4. Nonsense and Absurdity: Finally, “The Jabberwocky” is a celebration of nonsense and absurdity. The poem is full of made-up words and phrases that defy logic and reason, and this theme is reinforced through lines such as “All mimsy were the borogoves, and the mome raths outgrabe.” The poem encourages readers to embrace the nonsensical and to find joy in the absurd.

Literary Theories and “The Jabberwocky” by Lewis Carroll

Literary Theory	Explanation	Application to “Jabberwocky”
Reader-Response Theory	Emphasizes the reader’s role in creating meaning based on their unique experiences and knowledge.	“Jabberwocky” invites readers to decode its nonsense words, leading to personalized interpretations.
Formalism	Focuses on a text’s form (language, structure, style) and how these elements shape meaning.	A formalist analysis would examine the playful use of neologisms (made-up words), unique structure, and how these create the poem’s effect.
Postmodernism	Challenges traditional notions of meaning and fixed truths. Sees texts as inherently playful and self-aware.	“Jabberwocky” aligns with postmodernism in its subversion of standard language, its use of absurdity, and its lack of a single definitive meaning.
Feminist Theory	Explores how gender and power dynamics are represented within a text.	While “Jabberwocky” lacks overtly feminist themes, a feminist reading could examine its male protagonist, reflecting traditional gender roles, and how gender shapes power within the poem.

Essay Topics, Questions and Thesis Statements about “The Jabberwocky” by Lewis Carroll

1. Topic: The significance of wordplay in “The Jabberwocky.”

Question: How does Lewis Carroll use made-up words and language to create meaning in “The Jabberwocky”?

Thesis statement: Through the use of invented language, Lewis Carroll creates a playful and imaginative world in “The Jabberwocky” that invites readers to participate in the process of creating meaning.

• Topic: The role of heroism in “The Jabberwocky.”

Question: How does the hero’s journey archetype inform the plot and themes of “The Jabberwocky”?

Thesis statement: The hero’s journey archetype is a central element of “The Jabberwocky,” and serves to illustrate the importance of courage, determination, and perseverance in the face of adversity.

• Topic: The representation of power in “The Jabberwocky.”

Question: How is power and agency represented in “The Jabberwocky”?

Thesis statement: Through the depiction of the protagonist’s journey to slay the Jabberwock, “The Jabberwocky” explores the theme of power and agency, and highlights the importance of individual action in the face of danger.

• Topic: The influence of “The Jabberwocky” on popular culture.

Question: How has “The Jabberwocky” influenced contemporary popular culture?

Thesis statement: “The Jabberwocky” has had a significant impact on popular culture, from its influence on language and wordplay to its use in films, television shows, and other media.

Short Question-Answer about “The Jabberwocky” by Lewis Carroll

Question 1: How does “The Jabberwocky” reflect the concept of linguistic relativity?

Answer: “The Jabberwocky” reflects the concept of linguistic relativity by demonstrating how language and culture shape our perception and understanding of the world around us. The poem employs a language that is intentionally nonsensical, with invented words and phrases that require readers to actively engage in the process of meaning-making. By doing so, Carroll highlights the idea that language is not simply a tool for communication, but also a means of shaping our thoughts and experiences. For example, the poem’s use of nonsense words like “slithy toves” and “borogoves” challenges readers to consider how our understanding of words and concepts is influenced by cultural and linguistic conventions.

Question 2: How does “The Jabberwocky” illustrate the concept of literary nonsense?

Answer: “The Jabberwocky” is a classic example of literary nonsense, as it employs absurd language and situations to challenge traditional forms of storytelling and meaning-making. The poem’s use of invented words and phrases like “frabjous day” and “vorpal sword” creates a sense of playful irreverence towards traditional language and literature. Furthermore, the poem’s structure and form are intentionally unconventional, with irregular rhyme and meter that further emphasize its nonsensical nature. Through these techniques, “The Jabberwocky” challenges readers to question their assumptions about language, meaning, and the nature of storytelling itself.

Question 3: How does “The Jabberwocky” fit into the tradition of heroic epics?

Answer: “The Jabberwocky” can be seen as fitting into the tradition of heroic epics through its portrayal of a hero’s journey to defeat a monstrous foe. The protagonist’s quest to slay the Jabberwock can be seen as an archetype of the heroic journey, with the hero facing and overcoming obstacles and dangers in pursuit of a noble goal. Additionally, the poem’s use of epic language and structure, with its repeated refrain of “’Twas brillig, and the slithy toves,” creates a sense of grandeur and weightiness that is often associated with epic poetry. However, the poem’s playful and irreverent tone, as well as its use of nonsense language, also subverts and challenges the conventions of the heroic epic tradition.

Question 4: How does “The Jabberwocky” use humor and wordplay to explore deeper themes?

Answer: “The Jabberwocky” uses humor and wordplay as a means of exploring deeper themes, such as the nature of language, the power of imagination, and the importance of individual agency. The poem’s playful language and nonsensical wordplay create a sense of whimsy and fun, but also serve to challenge readers to think more critically about the relationship between language and meaning. Additionally, the poem’s use of humor can be seen as a way of subverting traditional power structures and authority, as the protagonist is able to overcome the powerful Jabberwock through his own determination and skill. Overall, “The Jabberwocky” demonstrates how humor and wordplay can be used to explore complex themes and ideas in a way that is both accessible and engaging.

Suggested Readings: “The Jabberwocky” by Lewis Carroll

General Analysis & Background

• Websites
  • Wikipedia: Jabberwocky (https://en.wikipedia.org/wiki/Jabberwocky) – Good starting point for basic information and historical context.
  • The Lewis Carroll Society: Jabberwocky ([invalid URL removed]) – Offers insights, analysis, and links to further resources.

Books

• Gardner, Martin. The Annotated Alice: The Definitive Edition. W.W. Norton & Company, 2000. (Contains detailed notes and explanations of “Jabberwocky” within the context of Through the Looking-Glass)

Articles

• Empson, William. “Alice in Wonderland: The Child as Swain.” Some Versions of Pastoral. (Discusses “Jabberwocky” as a mock-heroic poem)
• Rackin, Donald. “Alice’s Journey to the End of Night”. PMLA, vol. 81, no. 5, 1966, pp. 313-326. (Offers a psychoanalytic reading of the poem)

Specific Areas of Exploration

• Linguistics and Wordplay:
  • Crystal, David. “‘Twas brillig…’ – The Lit Crit Jabberwock” Cambridge University Press Blog ([invalid URL removed]). (Analyzes the nonsense words and their structure)
• Humor & Parody:
  • Sutherland, John. “Is the Jabberwock a Joke?” Essays in Criticism, vol. 21, no. 3, 1971, pp. 232-243. (Examines how humor functions in the poem)

1. To pull the metal splinter from my palm
2. my father recited a story in a low voice.
3. I watched his lovely face and not the blade.
4. Before the story ended, he’d removed
5. the iron sliver I thought I’d die from.

1. I can’t remember the tale,
2. but hear his voice still, a well
3. of dark water, a prayer.
4. And I recall his hands,
5. two measures of tenderness
6. he laid against my face,
7. the flames of discipline
8. he raised above my head.

1. Had you entered that afternoon
2. you would have thought you saw a man
3. planting something in a boy’s palm,
4. a silver tear, a tiny flame.
5. Had you followed that boy
6. you would have arrived here,
7. where I bend over my wife’s right hand.

1. Look how I shave her thumbnail down
2. so carefully she feels no pain.
3. Watch as I lift the splinter out.
4. I was seven when my father
5. took my hand like this,
6. and I did not hold that shard
7. between my fingers and think,
8. Metal that will bury me,
9. christen it Little Assassin,
10. Ore Going Deep for My Heart.
11. And I did not lift up my wound and cry,
12. Death visited here!
13. I did what a child does
14. when he’s given something to keep.
15. I kissed my father.

Introduction

Written by Li-Young Lee, “The Gift” is a poem that was first published in 1986 as part of Lee’s debut collection of poems titled “Rose”. Since its publication, “The Gift” has gained significant popularity, both in the United States and internationally, due to its powerful imagery, emotional depth, and exploration of themes such as love, family, and memory. The poem has been widely anthologized, and it has also been translated into numerous languages, further contributing to its widespread appeal. Lee’s use of vivid language and evocative imagery in “The Gift” has made it a beloved and enduring piece of contemporary poetry, resonating with readers across generations and cultures.

Annotations of “The Gift” by Li-Young Lee

Full Difficult Phrases	Explanation and Annotation
metal splinter	A small piece of metal that is stuck in the skin
recited a story in a low voice	Told a story using a soft and quiet tone
lovely face	A face that is pleasing or beautiful to look at
iron sliver	A small, sharp piece of iron
well of dark water	The sound of his father’s voice is like a deep and dark pool of water
measures of tenderness	Ways in which his father showed affection and care
flames of discipline	A metaphorical expression that describes how his father disciplined him with strictness and authority
planting something in a boy’s palm	Inserting something in the boy’s hand
silver tear, a tiny flame	Metaphorical expressions that convey the idea of something small and delicate
shave her thumbnail down	Gently cut her thumbnail
Ore Going Deep for My Heart	A metaphorical phrase that describes how the metal splinter could have caused severe damage to his heart

Literary Devices in “The Gift” by Li-Young Lee

Literary Device	Reference	Explanation
Allusion	“christen it Little Assassin”	This phrase refers to the metal splinter that the speaker’s father removed from his palm. The allusion is made to emphasize the danger and potential harm that the splinter could have caused.
Anaphora	“Had you entered that afternoon / Had you followed that boy”	This repetition of the phrase “Had you” at the beginning of successive clauses creates a rhetorical effect and emphasizes the hypothetical nature of the situation being described.
Assonance	“I did what a child does / when he’s given something to keep”	The repetition of the “i” sound in “did,” “child,” and “keep” creates an assonant sound that helps to create a sense of unity and coherence within the line.
Consonance	“Metal that will bury me / christen it Little Assassin”	The repetition of the “l” sound in “metal,” “will,” “little,” and “assassin” creates a consonant sound that helps to link the two phrases together and create a sense of continuity.
Enjambment	“I watched his lovely face and not the blade. / Before the story ended, he’d removed”	The enjambment in these lines creates a sense of momentum and continuity that allows the poem to flow smoothly from one line to the next.
Hyperbole	“Metal that will bury me”	This phrase is an exaggeration meant to emphasize the danger and potential harm that the metal splinter could have caused.
Imagery	“a well of dark water”	This phrase creates an image of depth and mystery, conveying the idea of a deep, dark pool of water that is rich in symbolism and meaning.
Irony	“I did not hold that shard between my fingers and think, / Metal that will bury me”	This statement is ironic because the speaker is describing the opposite of what the reader might expect. Instead of feeling fear and dread, the speaker remembers a moment of tenderness with his father.
Metaphor	“a silver tear, a tiny flame”	This metaphor compares the metal splinter to a tear and a flame, creating an image of beauty and fragility.
Onomatopoeia	“Watch as I lift the splinter out”	This line contains the sound of the speaker’s actions as he lifts the splinter out of his wife’s hand, creating a sense of immediacy and realism.
Oxymoron	“flames of discipline”	This phrase combines two contradictory terms to create a paradoxical image of discipline as a destructive force.
Paradox	“I did what a child does / when he’s given something to keep”	This paradoxical statement suggests that children have a natural tendency to protect and preserve objects, even if they are dangerous or harmful.
Personification	“Death visited here!”	This personification gives the abstract concept of death a human quality, emphasizing the idea that death is a tangible presence that can be felt and experienced.
Repetition	“I did not… / Metal that will bury me”	The repetition of the phrase “I did not” creates a sense of contrast and contradiction between what the speaker is feeling and what the reader might expect.
Rhyme	“flame” and “name”	These two words have similar vowel sounds and end in the same consonant sound, creating a sense of harmony and unity within the line.
Symbolism	“a silver tear, a tiny flame”	The silver tear and tiny flame represent the splinter in the boy’s hand, which initially seems like a small and insignificant thing, but can cause great pain and harm.
Synecdoche	“where I bend over my wife’s right hand”	The hand represents the person as a whole, emphasizing the narrator’s caring and attentive nature towards his wife.
Tone	The overall tone of the poem is one of gratitude and reverence towards the father, as well as a sense of continuity between generations. The imagery used in the poem also adds to the overall tone, with images of tenderness and love contrasting with the potential danger of the metal splinter.
Verbal Irony	“christen it Little Assassin”	The name “Little Assassin” gives a harmless name to the metal splinter that could have caused great harm, creating a contrast between the potential danger and the playful name.

Sound and Poetic Devices in “The Gift” by Li-Young Lee

Literary Device	Examples/Reference	Meanings and Functions
Alliteration	“metal splinter” (line 1), “measures of tenderness” (line 10)	Creates a musical effect by repeating the initial consonant sound in nearby words, adding emphasis and rhythm.
Assonance	“lovely face” (line 3), “dark water” (line 7)	Repeats the vowel sound in nearby words, creating a subtle harmony that contributes to the poem’s musicality.
Consonance	“prayer” (line 8), “fire” (line 12)	Repetition of consonant sounds within words, providing emphasis and creating a sense of unity in the text.
End Rhyme	“palm”/”calm” (lines 1 and 4), “pain”/”again” (lines 22 and 23)	The final syllables in each line rhyme, providing musicality and a sense of completion to each phrase.
Rhyme Scheme	ABBA (lines 1-4), ABAB (lines 21-24)	Indicates the pattern of end rhymes in the poem, which contributes to its musicality and overall structure.
Diction	“metal splinter” (line 1), “flames of discipline” (line 12)	The poet’s choice of words creates specific images and connotations, allowing the reader to imagine the situation and emotions being described.
Verse Type	Free verse	The poem does not follow a strict rhyme or meter pattern, allowing the poet to use language freely to convey meaning and emotion.
Stanza Type	Quatrain, couplet	The poem is divided into stanzas of four lines and two lines, respectively, which allows for a sense of rhythm and variation in the poem’s structure.
Poem Type	Narrative poem	The poem tells a story, moving from the past to the present, and conveys a sense of nostalgia and appreciation for the speaker’s father.
Tone	Reverent, grateful	The speaker reflects on a past experience with his father and expresses gratitude for his guidance and tenderness. The tone is respectful and admiring.

Functions of Literary Devices in “The Gift” by Li-Young Lee

• Alliteration: Li-Young Lee employs alliteration in “The Gift” to create a musical effect and emphasize key phrases. Examples include “metal splinter,” “measures of tenderness,” and “flames of discipline.”
• Assonance: The poem uses assonance, the repetition of vowel sounds within close proximity, to enhance harmony and emotional resonance. A notable example is “but hear his voice still, a well,” with its repeating “ee” and “i” sounds.
• Diction: Lee carefully selects words to convey the poem’s reflective tone and vivid imagery. Words like “lovely,” “prayer,” and “death” significantly contribute to the emotional landscape of the poem.
• End Rhyme: “The Gift” utilizes end rhyme inconsistently, with some lines rhyming and others not. This creates a subtle musicality without imposing a rigid structure, enhancing the poem’s emotional impact.

Themes in “The Gift” by Li-Young Lee

• The Power of Storytelling: “The Gift” highlights the power of stories to distract, comfort, and connect people. The narrator’s father uses a story to soothe his son’s pain during a difficult moment. Though the story itself fades from memory, the father’s voice and the comfort it provided remain vivid. This demonstrates the transformative power of storytelling, and how narratives can offer solace during hardship.
• The Complexity of Father-Son Relationships: The poem explores the multifaceted nature of father-son bonds. The father is both a gentle caregiver and a figure of discipline, representing the complexities often present within these relationships. While the “flames of discipline” hint at a sometimes stern demeanor, the tenderness he shows when removing the splinter is undeniable. The narrator’s response—a kiss— indicates the profound love and respect beneath the surface.
• The Importance of Intergenerational Knowledge: “The Gift” emphasizes how knowledge and traditions are passed from one generation to the next. The father’s story may be forgotten, but its impact on the son lingers through the memory of his father’s voice. This highlights the power of oral tradition in transmitting wisdom and experience. Moreover, the practical skill of removing a splinter becomes a shared connection across generations.
• The Beauty of Simple Acts of Love: The poem underscores the profound beauty found in ordinary acts of love and care. Scenes of gentle care in removing a splinter, from father to son and eventually from husband to wife, illustrate the power of small, compassionate gestures. These seemingly insignificant acts become the foundation of deep connection and meaningful lives.

Literary Theories and “The Gift” by Li-Young Lee

Literary Theory	Explanation	References from “The Gift”
Psychoanalytic Theory	Explores the subconscious and its influence on behavior. The splinter could symbolize repressed emotions, its removal a process of surfacing them. The father’s dual nature (tender yet disciplined) reflects the love/authority complexities in parent-child relationships.	* “a sliver tear” (line 2) – pain might represent hidden emotions * “flames of discipline” (line 12) – suggests authority figure and potential inner conflict
Reader-Response Theory	Emphasizes the reader’s role in creating meaning. “The Gift” encourages the reader to envision the father’s untold story and personalize the poem’s narrative. The poem’s themes (love, pain, tenderness) can resonate emotionally with the reader.	* “I want to become the ax in my father’s hand” (line 24) – reader’s potential desire to understand, connect with the father
New Criticism	Focuses on literary devices within the text itself. The splinter symbolizes pain, its removal signifies healing. Metaphors deepen meaning.	* “a sliver tear, a tiny flame” (line 2) – juxtaposes pain and intensity of experience * “I took my father’s hand / and kissed it” (line 32) – action conveys love beyond the spoken word
Marxist Theory	Explores social/economic influences in literature. Father’s care transcends class divides, yet the poem hints at power and control. The father’s authority could mirror societal hierarchies.	*”My father…who always earned it” (line 18) – hints at potential class struggles * “I want to become the ax in my father’s hand” (line 24) – yearning for control, power the son may not have

Essay Questions Thesis Statements about “The Gift” by Li-Young Lee

• Topic: Father-Son Relationship
• Question: How does Li-Young Lee use imagery and metaphor to explore the relationship between a father and a son in “The Gift”?
• Thesis statement: Through the use of vivid imagery and metaphor, Li-Young Lee conveys the complexity of a father-son relationship, exploring themes of love, tenderness, and pain.
  • Topic: Significance of the Title
  • Question: What is the significance of the title “The Gift” in Li-Young Lee’s poem?
  • Thesis statement: The title “The Gift” serves as a metaphor for the father’s act of teaching his son about love, sacrifice, and the importance of passing on traditions from one generation to the next.
• Topic: Identity and Cultural Heritage
• Question: In “The Gift,” how does Li-Young Lee explore the theme of identity and cultural heritage?
• Topic: Memory and Nostalgia
• Question: How does Li-Young Lee use memory and nostalgia to evoke emotions in “The Gift”?
• Thesis statement: Li-Young Lee uses vivid imagery, sensory details, and nostalgic language to evoke emotions and convey the significance of familial bonds in “The Gift.”
• Topic: Tradition and Legacy
• Question: What is the role of tradition and legacy in “The Gift” by Li-Young Lee?
• Thesis statement: Li-Young Lee emphasizes the importance of tradition and legacy in shaping an individual’s identity and sense of belonging, highlighting the role of familial relationships in preserving cultural heritage in “The Gift.”
• Thesis statement: Through the use of symbols and allusions, Li-Young Lee examines the complexities of identity formation and the influence of cultural heritage on an individual’s sense of self.

Short Questions-Answers about “The Gift” by Li-Young Lee

1. How does the use of sensory imagery contribute to the poem’s themes of love and gratitude in “The Gift” by Li-Young Lee?

The use of sensory imagery in “The Gift” is integral to the poem’s themes of love and gratitude. Through sensory imagery, the poet conveys a deep sense of intimacy and tenderness between the father and son. The tactile imagery of the metal splinter and the father’s hands highlights the physical closeness of the father and son, while the visual imagery of the father’s face and the boy’s palm creates a powerful emotional connection. For example, when the father removes the splinter from the boy’s palm, the poet describes the father’s hands as “two measures of tenderness / he laid against my face.” This sensory imagery conveys the love and care that the father has for his son, and emphasizes the importance of physical touch and tenderness in relationships. Overall, the sensory imagery in “The Gift” contributes to a powerful portrayal of the depth of love and gratitude between the father and son.

2. How does the structure of the poem contribute to its meaning in “The Gift” by Li-Young Lee?

The structure of “The Gift” contributes significantly to its meaning. The poem is composed of two stanzas, each with a different focus. The first stanza recounts the memory of the father removing the splinter from the son’s hand, while the second stanza shifts to the present moment and the son removing a splinter from his wife’s hand. The structure of the poem creates a parallel between the two events, highlighting the theme of fatherhood and the legacy that the father has left with his son. Additionally, the shift in focus from the father to the son emphasizes the cyclical nature of life and the passing down of knowledge and tradition from one generation to the next. The final line of the poem, “I kissed my father,” creates a sense of closure and connection between the two events and emphasizes the enduring love and gratitude the son has for his father.

3. How does the use of metaphor and symbolism contribute to the poem’s themes of fatherhood and legacy in “The Gift” by Li-Young Lee?

The use of metaphor and symbolism in “The Gift” contributes significantly to the poem’s themes of fatherhood and legacy. For example, the metaphor of the metal splinter as a “Little Assassin” and “Ore Going Deep for My Heart” highlights the danger and pain of the situation, and also the way in which the father protects his son from harm. This metaphorical language underscores the deep love and care that the father has for his son. Additionally, the symbolism of the splinter as a physical object represents the emotional pain and wounds that the son carries with him, and the power of his father’s love to heal and soothe those wounds. The final line of the poem, “I kissed my father,” can also be seen as a symbolic gesture, representing the son’s gratitude and reverence for his father’s legacy and the impact he has had on his life.

4. What role does the act of gift-giving play in “The Gift” by Li-Young Lee, and how does it relate to the poem’s themes of love and gratitude?

The act of gift-giving plays a central role in “The Gift” and is intertwined with the poem’s themes of love and gratitude. The gift of removing the splinter from the son’s hand represents the father’s care and love for his son, and the son’s memory of the event is imbued with a deep sense of gratitude and reverence. Additionally, the act of gift-giving is cyclical, as the son later removes a splinter from his wife’s hand, carrying on the tradition of care and love that his father taught him.

Suggested Readings: “The Gift” by Li-Young Lee

Resources on Li-Young Lee’s Work

• Books:
  • Lee, Li-Young. Rose. BOA Editions, Ltd., 1986. (The collection in which “The Gift” appears)
  • Madsen, Deborah L. Understanding Contemporary American Literature, 1975–2000. Columbia: U of South Carolina P, 2007. (May contain analysis and context for Lee’s work )
• Articles: Search academic databases for articles discussing Li-Young Lee’s themes, style, influences. You might find one that touches on “The Gift”
• Websites:
  • Poetry Foundation: Li-Young Lee (https://www.poetryfoundation.org/poets/li-young-lee) Offers biographical information, some poems, and potentially critical links.