Monday, March 18, 2013

How to Deliver Your Message, Part 6: Irony

Irony is one of the sharpest tools at the disposal of a writer. Essentially, irony means saying the opposite of what you are conveying, but with a wink to the reader so it’s understood that you’re actually advocating the contrary of your surface message. The enormous advantages of irony over preaching to your audience are that irony entertains, uses humor to disarm the reader’s defenses, and still strikes right to the heart. 

One of the most famous examples of irony is Jonathan Swift’s A Modest Proposal, subtitled For Preventing the Children of Poor People in Ireland from Being a Burden to Their Parents or Country, and for Making Them Beneficial to the Public. Even the title is devastatingly ironic. Swift published this short essay as a pamphlet in 1729 at a time when dire poverty was common in his native Ireland, and there was no safety net for the poor, who often faced starvation, disease, and freezing weather with no protection or remedy.

Swift pretended to present his solution to this poverty in the voice of an optimistic do-gooder. The narrator proposes fattening children to the age of one year so they can be sold as food for the rich: “I have been assured by a very knowing American of my acquaintance in London, that a young healthy child well nursed, is, at a year old, a most delicious nourishing and wholesome food, whether stewed, roasted, baked, or boiled; and I make no doubt that it will equally serve in a fricasie, or a ragoust.” The reader has to laugh, but behind that chuckle is the unsettling thought that this is really what it has come to: children are so poorly provided for that eating them almost seems like an plausible alternative.

Part of the brilliance and hilarity of this essay is that Swift never stops acting his part. He always speaks in the voice of the concerned citizen, acting the hopeful social engineer who believes that his solution will work: “I shall now therefore humbly propose my own thoughts, which I hope will not be liable to the least objection.”

When is it appropriate to use the sort of wry humor Swift employs so successfully? As the poet Chana Bloch commented on the subject of irony in discussing the Yiddish poet Jacob Glatstein, "It's a defense mechanism, a coping mechanism: the more harrowing the context, the more threatening the circumstance, the sharper the irony." The powerless have power when they wield the blade of irony.

Many writers who lived under communism in Eastern Europe were experts with the razor of irony. The poet Wislawa Szymborska was particularly good at playing the role of the naive speaker whose words were just a bit suspect. One great example is her poem “True Love,” which pretends to be an argument against romantic relationships:

True love. Is it normal
is it serious, is it practical?
What does the world get from two people
who exist in a world of their own?

Another great example of irony in Eastern European literature is Aleksandr Solzhenitsyn’s chapter in The Gulag Archipelago on “The Ships of the Archipelago.” In this section Solzhenytsin describes the railroad cars used to transport prisoners to Siberia, or from prison to prison, during the worst days of the Stalinist purges in Russia. The conditions he narrates are almost unbearable to read: the crowding worse than any zoo, the disease-ridden water, the lack of toilets or time to meet basic human functions, the brutality of the guards. It would be intolerable to read these details, except that Solzhenitsyn strangely takes the side of the guards against the prisoners. Of course the guards’ behavior is understandable, he argues, because there is no alternative. Instead of hauling fresh water from farther away, why shouldn’t they give the prisoners the more accessible water from the locomotive tender that is “yellow and murky, with some lubricating grease mixed in with it.” Makes perfect sense, right? And, he adds, “why should a Soviet soldier have to carry water like a donkey for enemies of the people?” Solzhenytsin’s argument is close to plausible, so the irony makes us even more acutely aware of how unjustifiable such treatment is. The humor of this completely unexpected argument allows the unendurable information conveyed to be not only readable, but entertaining.

Other recent posts about writing topics: 
How to Deliver Your Message: Part 1, Part 2, Part 3, Part 4, Part 5
How to Get Published: Part 1, Part 2, Part 3, Part 4 
How Not to Become a Literary Dropout, Part 1, Part 2, Part 3, Part 4, Part 5, Part 6, Part 7, Part 8, Part 9, Part 10
Putting Together a Book Manuscript, Part 1, Part 2, Part 3, Part 4, Part 5, Part 6, Part 7
Working with a Writing Mentor: Part 1, Part 2, Part 3, Part 4, Part 5
Getting the Most from Your Writing Workshop: Part 1, Part 2, Part 3, Part 4, Part 5, Part 6
Does the Muse Have a Cell Phone?: Part 1, Part 2, Part 3, Part 4, Part 5
Why Write Poetry? Part 1, Part 2, Part 3, Part 4
Using Poetic Forms, Part 1: Introduction; Part 2: The Sonnet; Part 3, The Sestina;
Part 4, The Ghazal; Part 5, The Tanka


Tuesday, March 12, 2013

How to Deliver Your Message, Part 5: Summon the Winds of Righteousness

There is another way to deliver a message that I haven’t discussed yet.
It’s not an easy topic to approach for me in this context because I’ve
taken great pains in this series of blogs to rail against wielding a
message like a blunt weapon. But the kind of writing I’m going to discuss
in this blog isn’t didactic, even though it makes its point fairly
directly. When done right, it’s one of the most effective forms of writing
I know.

This means of delivering a message is to focus on an injustice or a wrong
that the writer feels acutely. It doesn’t have to be an injustice or wrong
the author has experienced personally, but it has to be one that comes
from a writer’s very core. Rather than testify individually, the writer
becomes like a prosecutor, calling witnesses, introducing evidence,
creating a watertight case that the reader will then be asked to decide,
like a jury.

It’s not a simple way to write, because an unskilled or naïve writer can
easily fall from righteousness into self-righteousness. The writer has to
have some moral standing to argue this particular case, as certain
attorneys can only argue a case before the Supreme Court of the U.S.A. if
they fulfill certain requirements.

Two poets who use this strategy exceedingly well are Linda McCarriston and
June Jordan. Both have written incredibly eloquently about mothers. June
Jordan wrote about mothers in “Getting Down to Get Over,” among other
poems. “Getting Down to Get Over” is a hymn to African American women, not
just Jordan’s own mother. We feel the poet’s intimate connection with this
subject in these lines:

Consider the Queen

she fix the cufflinks
on his Sunday shirt
and fry some chicken
bake some cake
and tell the family
“Never mind about the bossman
don’ know how a human
bein spozed to act.…”

June Jordan isn’t mouthing platitudes about how racial and class
inequality are bad. She has known this woman, and she has measured the
weight of her suffering and her dignity. Even though this poem has a
message that is not subtle, it works because of the veracity of the
testimony.
Jordan’s poem begins with an incantation, a recitation of many terms that
might be used to describe a Black woman, positive or derogatory. Here are
just a few lines of that sequence that takes up two full pages:

honeychile
sweetstuff
sugar
sweetheart
baby
Baby Baby

MOMMA MOMMA
Black Momma
Black bitch
Black pussy

The sound patterns of that incantation enable Jordan to lift her words to
the level of a spell. When Jordan invokes the figure of Black motherhood
at the poem’s close, the wizardry of the poem shakes us to the
foundations:

momma
help me
turn the face of history
to your face.

I’ve been using the metaphor of a court in discussing this method of
delivering a message partly because I want to close with Linda
McCarriston’s great poem, “To Judge Faolain, Dead Long Enough: A Summons.”
In this poem, the judge, who commands the forces of money, patriarchy,
and the law, sends the speaker’s mother back to the husband who brutalized
her. But the poet can summon other powers against those forces. Call them
the winds of righteousness. By describing the mother’s wounds and the
family’s terror, McCarriston conjures a moral tornado, magically stripping
away the judge’s power. The poet turns the tables and makes the judge the
accused.

His punishment matches his legal crime of ignoring the suffering of those
he’s entrusted to serve. As in Jordan’s “Getting Down to Get Over,” the
language has the diction and force of an incantation:

                                I call
your spirit home again, divesting you
of robe and bench…

The sentence that McCarriston proposes for the judge is no less than his
reincarnation as a powerless woman at the mercy of a sick and violent man,
so he may personally feel the abuse he ignored when he was in a position
of authority.

These two poets are skillful at calling on the force of righteousness to
make their points. They do this partly by the incredibly specific details
they use to describe moral wrong, and partly by the incantation of their
speech. This sort of voice is also familiar to those who follow U.S.
history. It’s the energy behind Soujourner Truth’s “Ain’t I a Woman”
speech, and many of Martin Luther King Jr.’s most powerful public
utterances. It’s not a mode that a writer can call on every time, but for
particularly strong statements against injustice, I don’t think anything
is more effective.

Other recent posts about writing topics: 
How to Deliver Your Message: Part 1, Part 2, Part 3, Part 4 
How to Get Published: Part 1, Part 2, Part 3, Part 4 
How Not to Become a Literary Dropout, Part 1, Part 2, Part 3, Part 4, Part 5, Part 6, Part 7, Part 8, Part 9, Part 10
Putting Together a Book Manuscript, Part 1, Part 2, Part 3, Part 4, Part 5, Part 6, Part 7
Working with a Writing Mentor: Part 1, Part 2, Part 3, Part 4, Part 5
Getting the Most from Your Writing Workshop: Part 1, Part 2, Part 3, Part 4, Part 5, Part 6
Does the Muse Have a Cell Phone?: Part 1, Part 2, Part 3, Part 4, Part 5
Why Write Poetry? Part 1, Part 2, Part 3, Part 4
Using Poetic Forms, Part 1: Introduction; Part 2: The Sonnet; Part 3, The Sestina;

Monday, March 4, 2013

AWP highlights for Friday, March 8, 2013

Here are my very personal and individual picks for this day at the conference of the Associated Writers and Writing Programs (AWP).

10:30 a.m. to 11:45 a.m.

Room 108, Plaza Level
F138. Role and Impact of International Anthologies. (Kaveh Bassiri, Kevin Prufer, Nathalie Handal, Geoffrey Brock, Pierre Joris) I’m interested in international literature, and this panel features important anthologists.

Room 200, Level 2
F142. Essaying the Essay. (David Lazar, Phillip Lopate, David Shields, Lia Purpura, Reda Bensmaïa) Good panel, good readers, good topic.

Room 201, Level 2
F143. Books in the Age of Reader-centric Publishing. (Buzz Poole, Lisa Pearson, Richard Nash, Matvei Yankelevich, Elizabeth Koch) This topic is the elephant in the room that no one wants to talk about—what’s happening to literary publishing in the age of the ebook.

Room 302/304, Level 3
F152. Why There Are Words Literary Reading Series Showcases Boston Writers. (Peg Alford Pursell, Christopher Castellani, Tracy Winn, Pablo Medina, Joan Wickersham) This is a wonderful San Francisco Bay Area series, transported to Boston by its able curator, Peg Alford Pursell. The theme is that each reader only reads for seven minutes, which psychologists claim is the time of a listener’s maximum attention to one voice.

Room 305, Level 3
F154. Things We Know We Love: The Poems and Influence of Nâzim Hikmet. (Randy Blasing, Mutlu Konuk Blasing, David Wojahn, Dorianne Laux, Zack Rogow, Sidney Wade) Nazim Hikmet is one of the great poets of the last century, and this is an important moment to make his poetry known to the wider audience it deserves.

Room 306, Level 3
F155. Page Meets Stage. (Taylor Mali, Martín Espada, Cristin O’Keefe Aptowicz, Aimee Nezhukumatathil, Reginald Gibson) More good readers from this renowned series based in Manhattan.

12:30 to 1:20 p.m.
Book signing with Eva Saulitis at the Red Hen Press booth. Eva Saulitis published both a book of poems, Many Ways to Say It; and a book of nonfiction about her work as a whale biologist, Into Great Silence, all in the last few months. She will also be signing Saturday at Red Hen from 11:30 to 12:30.

Noon to 1:15 p.m.

Room 202, Level 2
F173. How to Build a Successful Kickstarter Campaign for Your Publishing Project. (Meaghan O’Connell, Benjamin Samuel, Mat Honan, Joshua Mandelbaum, Laurie Ochoa) Useful! Useful is good.

Room 210, Level 2
F180. The Urge Toward Memoir. (Elisabeth Schmitz, Jill Kneerim, Michael Thomas, Jeanette Winterson, Lily King) Good group of panelists, interesting topic—novelists writing memoirs.

Room 303, Level 3
F182. How to Catch a Pair of Flying Hands: A Reading by Deaf Writers. (Raymond Luczak, Kristen Harmon, Allison Polk, Kristen Ringman) A worthwhile topic I’ve never seen before at AWP. Good title, too.

1:30 to 2:45 p.m.

Room 204, Level 2
F204. What Poets Learn When They Translate. (Zack Rogow, Idra Novey, Chana Bloch, Bill Zavatsky) Shameless self-promotion.

Room 302/304, Level 3
F210. A Centenary Celebration of Muriel Rukeyser, Sponsored by Paris Press. (Jan Freeman, Galway Kinnell, Sharon Olds, Olga Broumas, Michael S. Harper) Who scheduled my panel at the same time as this event? Muriel Rukeyser, well worth honoring.

Hynes Ballroom, Level 3
F220. Cave Canem Prize Winners, Then and Now. (Alison Meyers, Major Jackson, Lyrae Van Clief-Stefanon, Tracy K. Smith, Iain Haley Pollock) Cave Canem is such a wonderful literary institution, this has to be good.

Room 107, Plaza Level
F226. A Tribute To Remy Charlip, 1929-2012. (Joshua Kryah, Erika Bradfield, Brian Selznick, Dan Hurlin) My son spent weeks when he would not go to sleep until I read him Remy Charlip’s Mother, Mother, I Feel Sick: Send for the Doctor, Quick, Quick, Quick. Remy was a terrific children’s writer and a terrific person.

4:30 to 5:45 p.m.

Veterans Memorial Auditorium, Level 2
F250. Alison Bechdel & Jeanette Winterson: A Reading and Conversation, Sponsored by Emerson College MFA. (Alison Bechdel, Jeanette Winterson, Elisabeth Schmitz) Jeanette Winterson, live, in person!

Room 202, Level 2
F263. Blue-collar College Students and the Creative Writing Degree. (Jerry Wemple, Lawrence Coates, Claire Lawrence) Class is a topic so rarely broached in discussions of creative writing programs.

7:00 to 9:00 p.m.

Offsite event: Hanging Loose Press authors reading. Community Church of Boston, 565 Boylston St., across from Copley Square Park. Great group of Hanging Loose readers featuring Robert Hershon and Bill Zavatsky, among others. Hanging Loose is one of my favorites of the small presses, and has some of the funniest and most moving authors.

8:30 to 10:00 p.m.

Veterans Memorial Auditorium, Level 2
F284. Amy Bloom & Richard Russo: A Reading and Conversation. (Leah Hager Cohen, Amy Bloom, Richard Russo) I’m a fan of Amy Bloom and I’ve never heard her read in person, so this is high on my list.

AWP LINKS:

AWP Boston 2013: What's New
Suggestions on How to Network at AWP
Highlights for Thursday, March 7, 2013
Highlights for Saturday, March 9, 2013

Zack Rogow will be reading at an offsite event at AWP on Wednesday, March 6 at 7:00 p.m. as part of the launch of Cornelius Eady's new chapbook/CD in the community room of Cambridge Cohousing, 175 Richdale Avenue in Cambridge MA. He'll also be speaking on two panels at AWP on Friday, March 8: Things We Know We Love: The Poems and Influence of Nazim Hikmet, from 10:30 to 11:45 a.m., room 305, Level 3; and  What Poets Learn When They Translate, from 1:30 to 2:45 p.m., room 204, level 2. He'll be signing copies of his latest book of poems, My Mother and the Ceiling Dancers, on Saturday, March 9, from noon to 1:15 at the Kattywompus Press table, booth 1111.


Other recent posts about writing topics: 
How to Get Published: Part 1, Part 2, Part 3, Part 4 
How Not to Become a Literary Dropout, Part 1, Part 2, Part 3, Part 4, Part 5, Part 6, Part 7, Part 8, Part 9, Part 10
Putting Together a Book Manuscript, Part 1, Part 2, Part 3, Part 4, Part 5, Part 6, Part 7
Working with a Writing Mentor: Part 1, Part 2, Part 3, Part 4, Part 5
Getting the Most from Your Writing Workshop: Part 1, Part 2, Part 3, Part 4, Part 5, Part 6
Does the Muse Have a Cell Phone?: Part 1, Part 2, Part 3, Part 4, Part 5
Why Write Poetry? Part 1, Part 2, Part 3, Part 4
Using Poetic Forms, Part 1: Introduction; Part 2: The Sonnet; Part 3, The Sestina;
Part 4, The Ghazal; Part 5, The Tanka
How to Deliver Your Message: Part 1, Part 2, Part 3, Part 4 


Friday, February 15, 2013

My Library Dilemma

Nowadays when I prowl the aisles of shelves in the public library looking for a book to read, it’s so difficult to find the right one. Sideways I read names of authors I don’t know, thinking about taking a chance on a book I’ve never heard of, and then I remember that German novel about the fresco restorers in Prague where I never got the sense of humor, and I hesitate.


 I even hesitate at the titles I’ve already read, not eager to repeat any experiences, reluctant to admit I wouldn’t remember the books anyway, like Middlemarch, which I was forced to read in Venice at age 20.
                                            George Eliot (Mary Anne Evans)

The only store I could find there with English books only had a few, but I ended up traveling so far into that world George Eliot created that I barely left my room in the pensione, foraying out occasionally into that city of mirrors and skies at sundown to watch the clouds gather at the apex of the heavens like soapsuds draining in a reverse bathtub, understanding why Tiepolo and Canaletto and Turner could not get enough of that city. 

                                       J.M.W. Turner, The Grand Canal, Venice

Then I think that I should read something completely different from my usual picks: a history of Venice in the late eighteenth century, the assembly of the human genome, a biography of the person who invented the smartphone. But I have to confess that facts without beauty or imagination bore me.

No, I can’t decide what book to take out anymore, because every story seems to be about disappointment, so I magnetize toward the volumes by authors whom I’ve heard read in person or have met, knowing their personalities well enough to be sure they won’t betray my hope that the book will offer some bits of topaz, some involuntary chuckles, some ecstasy or indignation to lift me above my cubicle and monitor. But the authors I know, I’ve counted on them too often, and even their books become a disappointment, since their minor works and juvenilia are never up to their masterpieces, the books where I follow the characters in their bustles and redingotes and shakos, reassured that letters can paint as well as nineteenth century artists carrying beechwood boxes full of little tubes of mortared pigments blended with linseed oil and white spirits. 


What book, what book? Or maybe I just have to bear down and think of something to write about, something as mundane and ridiculous as what reading matter to choose in the library.

Other recent posts about writing topics: 
How to Get Published
Getting the Most from Your Writing Workshop
How Not to Become a Literary Dropout
Putting Together a Book Manuscript
Working with a Writing Mentor
How to Deliver Your Message
Does the Muse Have a Cell Phone?
Why Write Poetry? 
Poetic Forms: Introduction; The Sonnet, The Sestina, The Ghazal, The Tanka

Praise and Lament
How to Be an American Writer

Friday, February 8, 2013

How to Deliver Your Message, Part 4: Coming out of Nowhere

      One way to convey your theme to readers is not to lead up to it, as in The Big Moment, but to surprise the reader. At least, not to lead up to the message in an obvious way, but in a subliminal way. The surprise sneaks in and then leaps out in the final lines or sentences of a poem or story or essay.
A writer can spend most of a poem or essay or story describing one thing, and that thing can be only distantly or obliquely related to the theme. Then at the very end, BOOM! The writer suddenly says what he or she wants to communicate, but in such a way that it doesn’t feel predictable or heavy-handed.
One famous example of this is Rainer Maria Rilke’s great poem, “Archaic Torso of Apollo.” I’ve translated and written about this poem in another blog, but the ending is worth mentioning in this context. The poem seems to be a description of an ancient and broken statue. Pretty boring, right? Except that Rilke makes that statue emanate light and sensuality by comparing it to a glowing lamp and to a wild animal’s pelt, among other things. He also uses a tightly constructed sonnet to call attention to the structure of the poem, rather than giving away where the sonnet is heading. Then in the poem’s last five words (in the German original), he clobbers the reader with a message so didactic, so strong, that it is unforgettable. He gets away with this sententiousness by catching the reader unawares, only leading up to the end in the reader’s unconscious, never showing that the poem is veering in that direction.
Another great example of this strategy is one of my favorite poems, Mary Oliver’s “In Blackwater Woods.” You might want to read the poem first, so I don’t spoil the ending. Emily Dickinson once said, "If I feel physically as if the top of my head were taken off, I know that is poetry."

                                                                     Emily Dickinson

Mary Oliver's "In Blackwater Woods" never fails to blow the top of my head off.
But “In Blackwater Woods”actually starts out as though it’s only going to be just a nature poem about the beauty of fall foliage:

Look, the trees
are turning
their own bodies
into pillars

of light,

Autumn leaves in New England—how trite can you get? Except that Oliver starts with the imperative, “Look,” giving us a clue right from the start that something is going on in this poem that requires our rapt attention. And surprisingly, the trees not only have bodies of light, they are redolent of cinnamon and “fulfillment.” Already the poem is subtly conveying that something is undulating beneath the surface of this landscape:

and every pond,
no matter what its
name is, is

nameless now.

Notice the peculiar repetition and setting apart of the word “is,” strangely unliterary, prefiguring the diction of the poem’s last two lines. But why are the ponds nameless? I don’t really know, but I’m guessing it’s because they are so sublime in their own right that they are beyond any name that humans place on a signpost or a map.
Then Mary Oliver really kicks it into gear: “Every year/everything/I have ever learned…leads back to this”. So now we know we are in the realm of revelation, and what we are about to learn transcends the everyday.
Her reference to “the black river of loss” suggests Lethe, the river in Greek mythology that the dead must cross to the Underworld, the river that erases all memory. But instead of the other side being the kingdom of the dead, in Oliver’s personal myth the other bank of the river is “salvation.” Salvation is a familiar idea in Christian culture, but Oliver’s idea of salvation is one with a meaning “none of us will ever know.” These are powerful and absolute statements by Oliver, but they are so unexpected, and so different from the usual homilies about being saved, that they arrest us. We realize this is not going to be any kind of sermon we’ve ever heard.
Then Mary Oliver delivers the final pronouncement, again addressing the reader directly, as she did in the poem’s first word: “To live in this world//you must be able/to do three things...” Why is she speaking so directly to us, and what are those three things she’s talking about? We immediately want to know. It turns out they are actually very down-to-earth, and so desperately and beautifully and simply expressed:

to love what is mortal;
to hold it

against your bones knowing
your own life depends on it…

Then the final imperative, with its oddly repetitious phrasing:

and, when the time comes to let it go,
to let it go.

Those lines are a kind of “letting go” on the poet’s part as well. She is no longer adorning her poem in literary devices and sparkling originality. Mary Oliver just lays it on the line. And she does, she does.
 
Other recent posts about writing topics:
How to Deliver Your Message: Part 1, Part 2, Part 3
_____________________________
Zack’s new book of poetry, The Kama Sutra for Senior Citizens and Other Poems on Aging. Order in the USA    Order in the UK
Other posts of interest:

How to Get Published

Getting the Most from Your Writing Workshop

How Not to Become a Literary Dropout

Putting Together a Book Manuscript

Working with a Writing Mentor

How to Deliver Your Message

Does the Muse Have a Cell Phone?

Why Write Poetry?

Poetic Forms: Introduction, the Sonnet, the Sestina, the Ghazal, the Tanka, the Villanelle

Praise and Lament

How to Be an American Writer

Writers and Collaboration

Types of Closure in Poetry

Saturday, February 2, 2013

How to Deliver Your Message, Part 3: Creating an "Aha!" Moment for the Reader

One method of delivering a message in a work of literature that I find satisfying and effective as a reader is when the writer gives me just barely enough information to figure out the puzzle on my own. That puzzle solving creates the “Aha!” moment. And the closer it comes to the ending, the better it works for me. If I don’t get it till the very last word, so much the better.
For the writer, it’s a bit like writing a murder mystery. In a mystery, you want to plant little clues for the reader, but unobtrusively, so you don’t tip your cards. You want the readers to enjoy the guessing game, to want to solve the mystery, but you don’t want the readers to guess who the murderer is before you reveal it. Once the secret is out, you want the readers to think, “Of course! That’s so obvious.” But it shouldn’t be so obvious that the readers know on page 10 what you reveal to them on page 210.
But in a way, creating an “Aha!” moment for the reader is like writing a mystery where you rip out the last chapter. The reader becomes the detective and solves the crime. There shouldn’t be a moment like the one in the classic mystery where Inspector Burley-Hyde confronts the murderer in an English country house where he has gathered all the suspects in the well-appointed parlor with its lace doilies and concealed revolver. For the kind of “Aha!” moment I’m thinking of, all the suspects should be under one roof, but the reader should be the one to finger the murderer.
That may sound fairly abstract, so I'll give an example of a short poem by Tess Gallagher that creates an “Aha!” moment for the reader.

Tess Gallagher
                                                    
Here’s a link to Gallagher’s powerful poem, “Each Bird Walking.” Please read this marvelous poem before taking in the rest of this blog, so I don’t spoil the surprise of the poem for you. Gallagher’s poem is a mystery from the start, with its oddly convoluted phrasing:

Not while, but long after he had told me

This phrasing becomes more poetic and feels more necessary, though, each time you read the poem.
The poem starts with a lengthy and almost utilitarian description of a man washing the body of his frail and elderly mother, shortly before her death. The description is fascinating, and so wonderfully paced that it imitates the patience and care of the man who is washing:

…the rag
dripping a little onto the sheet as he
turned from the bedside to the nightstand
and back…

Notice how the enjambments mimic or enact the actions of the man going back and forth from the mother’s body to the washbasin with the damp cloth.
But why this meticulous description that takes up most of the poem? That question itself becomes the mystery. We get a clue in the stanza that begins “as though he were a mother,” where the man who must be unnamed is transformed into a kind of mother by the act of washing his own elderly mother, an act that is loving without being sexual. We get closer to the heart of the mystery in the next stanza:

And because he told me her death was
important to his being with her,
I could love him another way.

But even in helping to clear up the mystery, Tess Gallagher is creating more mystery with the phrase, “I could love him another way.” What does that refer to? It’s like a murder mystery where a second victim hits the ground before our detective can even begin to figure out the first crime. And then Gallagher adds that haunting and incredibly simple phrase from the mother:

“That’s good,” she said,
“that’s enough.”

It seems as though the labyrinthine mystery of this poem could continue a long time before arriving at an explanation, but the whole story careens to an end in the last ten lines. We find out the speaker of the poem was the lover of the man who washed his mother. We find out that he ended their affair “so as not to hurt/the one closer to you”, i.e., his wife or partner. And finally, we find out that the speaker asked for a parting memory that would allow her to remember the man with love despite his hurting her, and that’s when he told the story about washing his mother. Gallagher concludes by echoing the quote from the mother that she had given us just ten lines earlier, but now in such a different context—or is it so different?
It’s a breathtaking ending. It breaks my heart every time I read it. The culmination works so well because Tess Gallagher takes us right up to the edge of the cliff, shows us where to look, but never says, “See, that’s the Grand Canyon.” In this case, the Grand Canyon is—what? I’m not entirely sure.
Maybe the title gives us another clue. Birds fly beautifully, but they only walk very awkwardly, the poet has explained in an essay about this poem. So when we attempt to love without sex, in a spiritual way, we are like birds wobbling on the ground, moving forward, but clumsily, and yet that is part of the hard work of being human. But if Gallagher had come out and flatly said all that at the finale of her poem, it would have been a terrible ending.
Yes, “Each Bird Walking” has a message, it has deep emotion, it has a beginning and a middle and an end (though definitely not in that order!), but the final “Aha!” is in the reader’s thoughts after taking in the poem, the way a chord lingers in the air at the end of a solo piano concert.

Other recent posts about writing topics:
How to Deliver Your Message: Part 1, Part 2, Part 3, Part 4
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Zack’s new book of poetry, The Kama Sutra for Senior Citizens and Other Poems on Aging. Order in the USA    Order in the UK
Other posts of interest:

How to Get Published

Getting the Most from Your Writing Workshop

How Not to Become a Literary Dropout

Putting Together a Book Manuscript

Working with a Writing Mentor

How to Deliver Your Message

Does the Muse Have a Cell Phone?

Why Write Poetry?

Poetic Forms: Introduction, the Sonnet, the Sestina, the Ghazal, the Tanka, the Villanelle

Praise and Lament

How to Be an American Writer

Writers and Collaboration

Types of Closure in Poetry