“How I Discovered Poetry” by Marilyn Nelson: A Critical Analysis

Introduction: “How I Discovered Poetry” by Marilyn Nelson

“How I Discovered Poetry” by Marilyn Nelson, first appeared in her 2014 collection titled How I Discovered Poetry, reflects Nelson’s own experiences growing up as an African American girl during the 1950s, touching on themes of race, identity, and the power of language. One of the main qualities of the poem is its poignant, autobiographical narrative style, which is both personal and reflective. Through the lens of a young girl discovering the world of poetry, Nelson explores the transformative role of literature in shaping one’s understanding of self and society. The major idea centers on how poetry becomes a means of empowerment, allowing the speaker to articulate her experiences in a world that often marginalized her voice.

Text: “How I Discovered Poetry” by Marilyn Nelson

Annotations: “How I Discovered Poetry” by Marilyn Nelson

Line	Annotation
It was like soul-kissing, the way the words	Simile: Compares reading poetry to “soul-kissing,” indicating a deep, intimate connection with the words.
filled my mouth as Mrs. Purdy read from her desk.	Imagery: The words “filled my mouth” creates a sensory image of immersion in language. The teacher, Mrs. Purdy, is central in initiating this connection with poetry.
All the other kids zoned an hour ahead to 3:15,	Contrast: Shows the difference between the speaker’s absorption in poetry and her peers’ distraction. The mundane reference to “3:15” (end of the school day) symbolizes routine.
but Mrs. Purdy and I wandered lonely as clouds borne	Allusion and Simile: Alludes to William Wordsworth’s poem “I Wandered Lonely as a Cloud.” The simile compares their mental state to clouds, floating and lost in the poetic world.
by a breeze off Mount Parnassus.	Classical Allusion: Mount Parnassus is a reference to Greek mythology, the home of the Muses, emphasizing the sacred and artistic nature of poetry.
She must have seen the darkest eyes in the room brim:	Imagery and Symbolism: “Darkest eyes” refers to the speaker’s race, and “brim” suggests emotional intensity. This reflects her unique position in the classroom and her awakening.
The next day she gave me a poem she’d chosen especially for me	Irony: The “special” selection of a racially charged poem for a Black student is ironic, hinting at insensitivity or ignorance about its impact.
to read to the all except for me white class.	Contrast and Social Commentary: The speaker is isolated, as the “all except for me white class” emphasizes her racial difference and marginalization.
She smiled when she told me to read it, smiled harder,	Repetition: The repetition of “smiled” underscores Mrs. Purdy’s forced encouragement, suggesting discomfort or manipulation rather than genuine support.
said oh yes I could. She smiled harder and harder	Rhetorical Tone: The escalating smiles and the phrase “oh yes I could” suggest coercion, as if the teacher is imposing her will on the student despite any potential discomfort.
until I stood and opened my mouth to banjo playing	Stereotyping and Irony: “Banjo playing” evokes minstrel shows, referencing stereotypical representations of Black people. The speaker is forced to perform a demeaning, racialized poem.
darkies, pickaninnies, disses and data.	Derogatory Language: These are offensive racial terms, and their use in the poem shows how the speaker is subjected to the degradation of her identity through language.
When I finished my classmates stared at the floor.	Silence and Shame: The reaction of the classmates, “stared at the floor,” conveys awkwardness and guilt, emphasizing the power of language to evoke strong emotions.
We walked silent to the buses, awed by the power of words.	Irony and Reflection: The word “awed” has an ironic undertone. The speaker recognizes the devastating power of words, while the silence represents a collective realization of its impact.

Literary And Poetic Devices: “How I Discovered Poetry” by Marilyn Nelson

Literary/Poetic Device	Explanation	Example from the Poem
Alliteration	The repetition of consonant sounds at the beginning of words in close proximity to create rhythm or emphasis.	“darkies, pickaninnies, disses”
Allusion	A reference to another literary work, historical figure, or cultural event to deepen meaning or create associations in the reader’s mind.	“Mount Parnassus” (alluding to the home of the Muses in Greek mythology)
Contrast	The juxtaposition of differing elements (such as emotions, actions, or perspectives) to highlight differences or create tension.	“all except for me white class”
Imagery	Descriptive language that appeals to the senses (sight, sound, touch, taste, or smell), helping to create vivid pictures in the reader’s mind.	“filled my mouth,” “wandered lonely as clouds”
Irony	A figure of speech in which the intended meaning is opposite to the literal meaning, often to highlight discrepancies or contradictions.	The poem chosen for the speaker is “especially” for her, yet contains offensive racial terms.
Metaphor	A comparison between two unrelated things, suggesting they share a common characteristic, without using “like” or “as.”	“wandered lonely as clouds”
Repetition	The deliberate reuse of words or phrases to emphasize an idea, create rhythm, or build intensity.	“She smiled… smiled harder… smiled harder and harder”
Rhetorical Tone	The attitude or approach taken by the speaker or writer to influence the audience’s perception, often using persuasive or emotionally charged language.	The tone in “oh yes I could” suggests pressure and encouragement, despite discomfort.
Simile	A figure of speech comparing two different things using “like” or “as” to create a vivid image.	“It was like soul-kissing”
Social Commentary	The use of language or art to comment on societal issues, often addressing themes of injustice, inequality, or culture.	The poem critiques racial stereotypes and marginalization in education (“banjo playing darkies, pickaninnies”).
Symbolism	The use of an object, character, or event to represent something beyond its literal meaning, often conveying deeper themes or ideas.	“darkest eyes” symbolizes both the speaker’s race and the emotional weight of her experience.
Tone	The attitude or feeling expressed by the speaker or writer towards the subject or audience, which can be detected through word choice, syntax, and style.	The tone shifts from admiration for poetry to discomfort, shame, and reflection by the end.

Themes: “How I Discovered Poetry” by Marilyn Nelson

• The Power of Language: The theme of language’s power runs throughout the poem, as the speaker vividly describes the profound effect poetry has on her. She compares the act of hearing words to “soul-kissing,” a simile that suggests an intimate, almost spiritual connection to language (“It was like soul-kissing, the way the words filled my mouth”). This intense connection highlights how language can evoke deep emotions and shape one’s perspective. The closing line, “awed by the power of words,” reflects the realization shared by both the speaker and her classmates about how words can influence, move, or harm those who hear or speak them.
• Racial Identity and Marginalization: Racial identity is a central theme, especially as it relates to the speaker’s experience of being the only Black student in a predominantly white class. The line, “to read to the all except for me white class,” starkly highlights the isolation and alienation she feels. Moreover, the poem given to her, filled with racist caricatures like “banjo playing darkies” and “pickaninnies,” forces the speaker to confront the painful reality of racial stereotypes. The discomfort of both the speaker and her classmates, who “stared at the floor” in silence, underscores the deep emotional and social divide created by race.
• Innocence and Awakening: The poem reflects the speaker’s transition from a place of innocence to an awakening of social realities. At the beginning, the speaker is captivated by the beauty of poetry, sharing a special connection with her teacher, Mrs. Purdy (“Mrs. Purdy and I wandered lonely as clouds”). However, this moment of pure admiration is disrupted when she is asked to read a racially offensive poem. This experience marks a shift in the speaker’s awareness, as she moves from being an enthusiastic learner to someone who must confront the harsh realities of racism embedded in the very literature she admires.
• Authority and Coercion: The theme of authority, particularly how it can manifest as coercion, is evident in the relationship between Mrs. Purdy and the speaker. While Mrs. Purdy smiles and encourages the speaker to read the poem, the repetition of “she smiled harder, said oh yes I could” reveals a sense of pressure. This moment shows the imbalance of power between the teacher and the student, where the teacher’s authority forces the speaker into a position of discomfort, reading words that degrade her own identity. The poem exposes how authority can sometimes silence individual voices or compel them to participate in harmful actions.

Literary Theories and “How I Discovered Poetry” by Marilyn Nelson

Literary Theory	Explanation	Application to the Poem
Postcolonial Theory	Focuses on the effects of colonization, power dynamics, and racial identity, particularly in literature written by or about marginalized groups.	The speaker, a Black student in an all-white class, confronts racial stereotypes through the offensive language in the poem (“banjo playing darkies, pickaninnies”). This highlights themes of marginalization.
Reader-Response Theory	Emphasizes the reader’s interpretation and personal experience with the text, suggesting meaning is constructed between the reader and the text.	The speaker’s personal response to the poem is central, as she internalizes the racial content and its impact. Her classmates’ reactions, staring at the floor in silence, also demonstrate individual interpretations.
Feminist Theory	Explores the role of gender, power, and identity, examining how literature portrays women and other marginalized identities, focusing on oppression.	Though the poem primarily addresses race, it also reflects the intersectionality of the speaker’s identity as a young Black girl, facing both racial and potential gender-based discrimination in a predominantly white space.

Critical Questions about “How I Discovered Poetry” by Marilyn Nelson

• How does the poem explore the complexities of racial identity in a predominantly white environment?
• The poem delves deeply into the complexities of racial identity, especially as the speaker is the only Black student in her classroom. This is evident when the speaker is singled out to read a racially offensive poem to her “all except for me white class.” The juxtaposition of the speaker’s racial identity with that of her classmates highlights her sense of isolation. Mrs. Purdy’s action of choosing a racially charged poem “especially” for the speaker, despite her good intentions, underscores the tension between ignorance and racial sensitivity. The poem asks readers to reflect on how racial identity is not only shaped by overt discrimination but also by subtle, everyday experiences in environments where one is marginalized.
• What role does authority play in shaping the speaker’s experience with poetry and racial identity?
• The poem raises important questions about the influence of authority figures, particularly in educational settings. Mrs. Purdy, the teacher, is in a position of power, and her choice to have the speaker read a racially charged poem to the class exemplifies how authority can shape a student’s experience, often in problematic ways. The repetition of “she smiled harder” as Mrs. Purdy urges the speaker to read the poem reflects how authority can be coercive, even if it appears encouraging on the surface. The teacher’s authority not only compels the speaker to engage with the offensive content but also highlights the power dynamics that force marginalized individuals into uncomfortable positions.
• How does the poem reveal the emotional and psychological impact of language?
• The emotional weight of language is a central theme in the poem, as the speaker moves from an initial admiration of poetry to a painful realization of its power to harm. In the beginning, the words fill the speaker’s mouth “like soul-kissing,” suggesting an intimate connection with language. However, this shifts dramatically when the speaker is forced to read words like “banjo playing darkies” and “pickaninnies,” which dehumanize and stereotype her own racial identity. The silence and discomfort that follow, as her classmates “stared at the floor,” illustrate the psychological impact of being subjected to harmful language. The poem ultimately asks readers to consider the ways in which language can empower and uplift, but also demean and oppress.
• How does the speaker’s realization about the “power of words” serve as a commentary on the role of literature in shaping identity and social awareness?
• At the end of the poem, the speaker and her classmates walk “silent to the buses, awed by the power of words,” marking a significant realization about the role of language in shaping personal and collective awareness. This moment serves as a commentary on how literature and poetry are not neutral; they carry the potential to shape identity and influence social consciousness. The poem given to the speaker is not just a harmless exercise in reading aloud—it forces both the speaker and her classmates to confront uncomfortable truths about race and history. This ending suggests that literature, far from being a purely aesthetic experience, can act as a powerful tool for social commentary and personal awakening.

Literary Works Similar to “How I Discovered Poetry” by Marilyn Nelson

1. “Theme for English B” by Langston Hughes
   This poem also explores the intersection of race and identity in an educational setting, as a Black student reflects on what it means to be himself in a predominantly white environment.
2. “Incident” by Countee Cullen
   Cullen’s poem highlights the experience of racial discrimination through a simple yet profound childhood memory, similar to how Nelson addresses a racially charged incident in her school.
3. “Still I Rise” by Maya Angelou
   Angelou’s poem celebrates the resilience of the Black identity in the face of oppression, echoing the theme of empowerment through language that is present in Nelson’s work.
4. “We Wear the Mask” by Paul Laurence Dunbar
   Dunbar’s poem explores the theme of hiding true emotions and the internal conflict of marginalized identities, much like the speaker in Nelson’s poem confronts societal expectations and stereotypes.
5. “The Ballad of Birmingham” by Dudley Randall
   Randall’s poem uses a personal narrative to explore racial violence and the innocence of youth, much like Nelson’s reflection on racial identity and the loss of innocence in her classroom experience.

Representative Quotations of “How I Discovered Poetry” by Marilyn Nelson

Quotation	Context	Theoretical Perspective
“It was like soul-kissing, the way the words”	The speaker describes her first experience with poetry, likening it to an intimate connection.	Reader-Response Theory: The personal, transformative power of language.
“All the other kids zoned an hour ahead to 3:15”	While the speaker is absorbed in poetry, her classmates are disengaged, focused on the end of the school day.	Postcolonial Theory: Marginalization of the speaker as the only one emotionally engaged.
“but Mrs. Purdy and I wandered lonely as clouds”	The speaker connects with her teacher over poetry, alluding to Wordsworth’s famous poem.	Intertextuality: The relationship between the text and Romantic literature.
“She must have seen the darkest eyes in the room brim”	The speaker’s emotional connection to the poem is highlighted, but also her racial identity (“darkest eyes”) in contrast to her classmates.	Critical Race Theory: The speaker’s racial difference becomes a focal point.
“to read to the all except for me white class”	The speaker is singled out to read a racially charged poem in front of her predominantly white class.	Critical Race Theory: Examination of racial isolation in educational spaces.
“She smiled when she told me to read it, smiled harder”	Mrs. Purdy encourages the speaker to read the poem, her insistence highlighting the power dynamic between teacher and student.	Feminist Theory: Authority and coercion in the classroom; intersectionality of race and gender.
“until I stood and opened my mouth to banjo playing”	The speaker reads the offensive poem filled with racist stereotypes, causing discomfort.	Postcolonial Theory: Racial stereotyping and the legacy of colonization in literature.
“darkies, pickaninnies, disses and data.”	These derogatory terms appear in the poem the speaker is asked to read, exposing the harmful language she is forced to engage with.	Critical Race Theory: Harmful effects of language and racial stereotyping.
“my classmates stared at the floor”	After the speaker finishes reading, her classmates avoid eye contact, reflecting their discomfort and shame.	Reader-Response Theory: The classmates’ reactions reveal their internal conflict.
“awed by the power of words”	The poem closes with the speaker and her classmates recognizing the power of language, though in very different ways.	Structuralism: Recognition of language’s structural power in shaping experiences.

Suggested Readings: “How I Discovered Poetry” by Marilyn Nelson

1. Patrick, Lisa, et al. “A Profile of Marilyn Nelson, Poet Extraordinaire.” Language Arts, vol. 95, no. 2, 2017, pp. 94–98. JSTOR, http://www.jstor.org/stable/44809943. Accessed 13 Oct. 2024.
2. Woolfitt, William Kelley. “‘Oh, Catfish and Turnip Greens’: Black Oral Traditions in the Poetry of Marilyn Nelson.” African American Review, vol. 47, no. 2/3, 2014, pp. 231–46. JSTOR, http://www.jstor.org/stable/24589751. Accessed 13 Oct. 2024.
3. Hayan Charara. “Reinventing and Reimagining the World: A Tribute to Marilyn Nelson.” World Literature Today, vol. 92, no. 2, 2018, pp. 54–56. JSTOR, https://doi.org/10.7588/worllitetoda.92.2.0054. Accessed 13 Oct. 2024.
4. Ramirez, Anne West. Christianity and Literature, vol. 47, no. 4, 1998, pp. 510–13. JSTOR, http://www.jstor.org/stable/44314151. Accessed 13 Oct. 2024.