critical thinking poetry

• Poetry and Critical Thinking: Unlocking the Power of Reflection

Poetry has always been a medium that encourages deep contemplation and introspection. Through thoughtful exploration of language and imagery, poets have the ability to challenge our preconceived notions, provoke critical thinking, and inspire new perspectives. In this article, we will delve into the world of poetry that centers around critical thinking, showcasing examples that illustrate the profound impact of this literary genre.

Example 1: "The Road Not Taken" by Robert Frost

Example 2: "still i rise" by maya angelou, the power of critical thinking in poetry.

Critical thinking involves analyzing, synthesizing, and evaluating information to form reasoned judgments. It is a skill that enables us to question assumptions, challenge biases, and broaden our understanding. Poetry, with its brevity and artistic license, offers a unique platform for fostering critical thinking.

Through the clever use of metaphors, symbolism, and wordplay, poets can convey complex ideas in a condensed form, leaving room for interpretation and reflection. This opens up a dialogue between the poet and the reader, encouraging us to think deeply about the underlying meaning and the broader implications of the words on the page.

"Two roads diverged in a wood, and I— I took the one less traveled by, And that has made all the difference."

Robert Frost's "The Road Not Taken" is a classic example of a poem that prompts critical thinking. On the surface, it speaks of a traveler faced with a choice between two paths. However, upon closer inspection, we realize that the poem is about more than just a physical journey. It is a metaphor for the choices we make in life and the subsequent impact those choices have.

This poem challenges us to reflect upon the decisions we make and the paths we choose, urging us to critically examine whether we are following our own unique path or merely conforming to societal expectations. Frost leaves us with lingering questions, encouraging us to contemplate the significance of our choices and the unforeseen consequences they may bring.

"You may shoot me with your words, You may cut me with your eyes, You may kill me with your hatefulness, But still, like air, I'll rise."

Maya Angelou's powerful poem, "Still I Rise," confronts themes of racism, discrimination, and resilience. By weaving together vivid imagery and a defiant tone, the poem challenges societal norms and encourages critical examination of oppressive systems.

Angelou's words urge us to question the power dynamics at play in our society and to reflect on the ways in which we can rise above adversity. Through her defiant spirit, she inspires critical thinking about the importance of resilience, self-confidence, and the unwavering pursuit of justice.

Poetry and critical thinking are natural companions, both stimulating intellectual curiosity and nourishing the soul. The examples discussed in this article merely scratch the surface of the vast poetic landscape that encourages us to think deeply, question assumptions, and explore new perspectives.

As readers, we should embrace the opportunity to engage with these thought-provoking poems, allowing them to challenge our beliefs, broaden our horizons, and inspire critical thinking in our own lives. With each line of poetry, we embark on a journey of intellectual exploration, an expedition that nurtures our ability to think critically and unlocks the power of reflection.

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10 of the Best Poems about Thinking and Meditation

By Dr Oliver Tearle (Loughborough University)

Thinking and thought loom large in poetry, whether it’s the intellectual exercises of the metaphysical poets, the deep, personal introspection of the Romantics, or the modernists’ interest in subjectivity and interiority. Below, we introduce ten of the greatest introspective poems about thoughts, thinking, and meditation.

William Wordsworth, ‘ Lines Composed a Few Miles above Tintern Abbey ’.

Five years have past; five summers, with the length Of five long winters! and again I hear These waters, rolling from their mountain-springs With a soft inland murmur.—Once again Do I behold these steep and lofty cliffs, That on a wild secluded scene impress Thoughts of more deep seclusion; and connect The landscape with the quiet of the sky…

This poem was not actually composed at Tintern Abbey, but, as the poem’s full title reveals, was written nearby, overlooking the ruins of the medieval priory in the Wye Valley in South Wales.

Well, actually, according to Wordsworth, he didn’t ‘write’ a word of the poem until he got to Bristol, where he wrote down the whole psoem, having composed it in his head shortly after leaving the Wye.

The poem is one of the great hymns to tranquillity, quiet contemplation, and self-examination in all of English literature, and a quintessential piece of Romantic poetry written in meditative blank verse. We’ve analysed this classic Wordsworth poem in detail here .

Walt Whitman, ‘ Thoughts ’.

In this poem, the American pioneer of free verse Walt Whitman (1819-92) offers a series of thoughts about various subjects, all supposedly coming to his mind as he sits there listening to music playing. The poem begins:

Of the visages of things—And of piercing through to the accepted hells beneath; Of ugliness—To me there is just as much in it as there is in beauty—And now the ugliness of human beings is acceptable to me; Of detected persons—To me, detected persons are not, in any respect, worse than undetected per- sons—and are not in any respect worse than I am myself; Of criminals—To me, any judge, or any juror, is equally criminal—and any reputable person is also—and the President is also …

Emily Dickinson, ‘ The Brain is Wider than the Sky ’.

The Brain — is wider than the Sky — For — put them side by side — The one the other will contain With ease — and You — beside —

The Brain is deeper than the sea — For — hold them — Blue to Blue — The one the other will absorb — As Sponges — Buckets — do …

A fine poem about the power of the human mind from one of America’s most distinctive poetic voices. The mind and all that it can take in – and imagine – is far greater than even the vast sky above us. This is the starting point of one of Emily Dickinson’s great meditations on the power of human imagination and comprehension.

Robert Louis Stevenson, ‘A Thought’.

This little four-line poem by the author of Treasure Island and Strange Case of Dr Jekyll and Mr Hyde is short enough to be quoted in full here. Stevenson was an accomplished author of verse for young children, as this pithy poem demonstrates:

It is very nice to think The world is full of meat and drink, With little children saying grace In every Christian kind of place.

A. E. Housman, ‘ Think No More, Lad; Laugh, Be Jolly ’.

Taken from Housman’s 1896 collection A Shropshire Lad , this poem sees the speaker addressing the titular ‘lad’ from rural Shropshire, imparting the advice that thinking only leads to depression and to death. Best just to enjoy life and go with the flow:

Think no more, lad; laugh, be jolly: Why should men make haste to die? Empty heads and tongues a-talking Make the rough road easy walking, And the feather pate of folly Bears the falling sky …

Walter D. Wintle, ‘ Thinking ’.

Life’s battles don’t always go To the stronger or faster man; But sooner or later the person who wins Is the one who thinks he can!

Wintle is something of a mystery: we don’t even know his precise birth or death dates, other than that he was active in the late nineteenth and early twentieth centuries. He is only known for this one poem, about ‘the man who thinks he can’, which espouses a ‘positive mental attitude’ to life. It’s become an influential motivational poem beloved of self-help gurus and businesspeople.

T. S. Eliot, ‘ Introspection ’.

Composed in 1915 but not published until 1996, more than thirty years after Eliot’s death, ‘Introspection’ treads a fine line between free verse and prose poetry, offering an anti-romantic image to convey the idea of soul-searching and meditation: the mind is ‘six feet deep’ in a cistern, with a brown snake devouring its own tail like Ouroboros from Greek myth.

The words of the poem curl round in a barely punctuated circular shape on the page, mimicking the form of the coiled snake …

Kathleen Raine, ‘ Introspection ’.

Perhaps, as Eliot’s poem suggests, introspection is not always a positive, affirmative process. Sometimes, our thoughts may take us to some dark realisations – such as here, in this poem from the twentieth-century poet Kathleen Raine, where thinking and introspection lead her to think about death.

Raine (1908-2003) wrote some beautifully intense poems inspired by William Blake and her own personal mythology, and ‘Introspection’ offers a nice way into her work.

William Stafford, ‘ Just Thinking ’.

Stafford (1914-93) was an American poet. ‘Just Thinking’ is a short poem about the simple act of contemplation – of a landscape, or a momentary scene from nature – and uses the metaphor of incarceration and being ‘on probation’ all one’s life to convey the way we live.

Nikki Giovanni, ‘ Introspection ’.

The American poet Yolande Cornelia ‘Nikki’ Giovanni Jr. was born in 1943, and rose to prominence in the late 1960s as part of the Black Arts Movement. ‘Introspection’ is one of her finest poems, about a woman who prefers to solve her depression and anxiety (she lives constantly ‘on the edge of an emotional abyss’) by doing something ‘concrete’ and practical rather than dealing in ‘abstracts’.

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• Feb 28, 2023

Poetry: The Ultimate Exercise in Critical Thinking

Updated: Apr 11, 2023

#CriticalThinking #WritingTutoring

Poetry is a creative format that is meant to convey emotions through the use of various literary devices, such as metaphors, alliterations, rhyming, connotations, and imagery. When listening or reading poetry, the goal of the poet is to evoke a specific emotional and/or sensory experience.

But why is something so ambiguous taught in schools?

The purpose of studying poetry is not to transform children into poets, but rather to give students the opportunity to explore the complexities and variations available in language outside of the strict formal structures they are used to.

This opportunity is elaborated in four ways:

Analyzing Text: With its dense meaning and symbolism, a careful analyzing of a poem's text, structure, themes, and use of language allows students to develop their critical thinking abilities by placing them in an inquisitive mindset.

Making Connections: Poetry derives inspiration from culture, history, emotions, and nature. As a result, the use of abstract vocabulary pushes students to attempt to make other connections, whether they be worldly or personal, to build their inference-based skills.

Perspective-Taking: Since poetry is often thought-provoking and emotional, they are a great way to understand different perspectives and grow empathy, two things crucial to developing strong critical thinking skills.

Creative Thinking: As poetry not only is an exercise in emotional understanding, but it is also an exercise in creativity. Poetry requires a mind that can envision and paint words in order to create connections and deeper thinking.

So, for students that feel lost reading a poem, how can we help them exercise the aforementioned abilities?

Poetry can be overwhelming to a mind that has yet to fully develop and comprehend the complex emotions and perspectives that are often told through this form. Many learners fail to understand this and attempt to learn poetry in a very mechanical manner, when this literary form is so abstract, and no straightforward method can be used effectively for any child.

So what is an easy way to teach poetry, that is also open to adaptability? After you read through the poem, identify whether there are any words the child doesn't understand. Since poetry often uses more complex vocabulary, this will likely be something you come across frequently while reading.

Next, have the student pick out a sentence or stanza in the poem that stands out, or is memorable, or they just happen to like. The goal here is to get them to find some of their own footing first and then have you guide them along the way. This was you are also encouraging them to be more inquisitive with their learning. If they are struggling to find a line, then pick out one that you feel is minimalist and can be interpreted in both simple and complex ways.

With the line chosen, you can now probe deeper as to what the poet is saying, either in a literal sense or figurative sense. The great thing about poetry is while the writer may have a specific theme or idea in their writing, the poem itself can still be ambiguously interpreted. The ideal response is just to have the student make some sort of connection to the poetry that they can explain and make sense of. It does not matter how minimal or far-fetched it is as the idea is just for them to explain their thinking effectively. This then gets the ball rolling as now you can have them identify their perspective and now attempt to tie it into another line of the poem that may sound similar to the first one they had chosen. From here they can begin to visualize the poem as they connect the words and ideas that they have identified from the start.

The other day, one of our teachers was working with a high school student who was having trouble understanding what a poem about loneliness was trying to say, by using examples from nature. She ended up using the exact methods described earlier and as a result, by the end of the hour, the student was able to understand the poem in its entirety as well as be able to connect the whole work together. Poetry is abstract and therefore the way we approach it must also be in some ways abstract as well. When students are first taught how to analyze texts, it's always in a very linear form, meaning they start at the very beginning and analyze in order. The study of poetry breaks this habit and forces you to start at an obscure point and then branch out to connect all the ideas together.

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Despite her eloquence at the inauguration on January 20th, speech and language didn’t always come easy for her. As a child, Gorman struggled with a speech impediment in which she dropped several letters while speaking, particularly the letter “r.” In an interview with CNN’s Anderson Cooper, she explained how reading and reciting poetry helped her overcome these issues. Also, she loves the musical Hamilton and used the song “Aaron Burr, Sir” to practice her “r” sounds. “I would try to keep up with Leslie Odom, Jr. as he’s doing this amazing rap,” Gorman explains. “If I can train myself to do this song, then I can train myself to say this letter. That’s been a huge part of my own speech pathology.”

Understanding Black History

In the CNN interview, she also explained that she recites a mantra before she performs any of her poetry. “I do it whenever I perform, and I definitely did it this time,” Gorman said. “I close my eyes and I say: I am the daughter of Black writers, we are descended from freedom fighters, who broke their chains and changed the world. They call me.” This mantra may be a nod to author and historian Carter G. Woodson, who is known as the “Father of Black History.” Woodson stressed the importance of black people knowing their own history and contributions to it.

As we begin Black History month, this is the perfect time to revisit black history books by Woodson and others. Woodson wrote more than a dozen books over the course of his career, including his most famous work Mis-Education of the Negro (1933).

Poetry Improves Reading + Critical Thinking Skills

Poetry is a great teaching tool that can help your child improve their reading and critical thinking skills. Poetry teaches young readers about key literary elements and punctuation, demonstrates the rhythm of words, and builds the vocabulary. Poetry also encourages creativity and critical thinking when children are asked to consider the messages within a poem—both the obvious and the implied.

Poets.org is a wonderful website that has a wealth of poetry-based lesson plans for students of all ages.

Here’s a sample lesson plan from the site to get you started.

Generally speaking, the key to teaching poetry is reading and rereading the poem to look for nuances and word choices. As the facilitator, your job is to craft thought-provoking questions that will get your child thinking and talking about the poetry.

Poetry Lesson Format

You can apply this poetry lesson format to fit any age or reading level.

• Introduce the poem and activate prior knowledge. Ask students if they have heard of the topic before, and give relevant background information as needed to help them understand the poem.
• Reading aloud. Read the poem out loud and then have students read it again, either out loud for young children or in their heads for older children.
• Have students identify new or interesting words and highlight them. Discuss the words you chose and define them if they are new vocabulary words. If they are interesting words, ask why they think the poet might have chosen that particular word.
• Ask questions. Avoid yes or no questions or questions that have only one correct answer. For poetry, you might ask how they think the speaker feels about the subject of the poem or how the poem makes them feel. For poems that focus heavily on figurative language or metaphor, push students to figure out what the poet is “really” talking about.
• Conclude with a summation activity. For younger students, you may simply have them draw a picture of how the poem makes them feel. For older students, you could have them read the poem again with appropriate feeling now that they understand the poem more deeply. You can even try a 3-2-1 writing exercise, in which students write 3 new or interesting words they found in the poem, 2 questions they have for the poet, and 1 feeling they associate with the poem.

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The Development of Critical Reading through the Reading and Writing of Poetry

How does critical thinking advance through the reading of poetry? How do these two seemingly different skills depend on one another? Simply put: the act of reading poetry develops critical thinking and reading skills in all students, no matter their reading competency.

Reading poetry is difficult. Students who are fast and competent readers often struggle with reading poetry. Why? What is it about poetry that stumps students? And why should reading poetry matter? Poetry demands attention–a hyper-focus, an understanding of punctuation, an ear for the rhythm of words, and a willingness to take time while reading it. This kind of reading is a challenge for students, and even for adults, today. In an age of fast-changing status updates, instant soundbite news, and SnapChat stories, the way we read is changing rapidly. Students are becoming new ‘readers’, or as scholars at University College London term it, students are committing the act of the ‘power browse’–bouncing down a text, hitting the highlights, or surface skimming the text.

Skimming or even browsing is not a new phenomenon. Experienced readers and scholars skim text every day. Many who teach or those who read large portions of texts daily, either literature, long form journalism, lab reports, research studies, legal briefs, or journal articles, have had to learn fairly quickly how to ‘power browse.’ Success in this type of reading is dependent on a knowledge base which many draw on while reading. They are able to fill in the gaps of this skimming with experience with the vocabulary, the subject, the larger argument, or the writing style/previous work of the author. However, students have not yet developed their own knowledge base–that process is still happening. Therefore, when they try to ‘power browse,’ they lose essential parts of the text, often the deeper meaning.

This loss is apparent when reading poetry. Students will try to skim through a poem, reading quickly and trying to capture the meaning of a poem with barely a look. However, it becomes very clear to students that even in a poem of only two lines such as Ezra Pound’s “In the Station of the Metro”–a condensed packed image of despair and loneliness in a modern world–that trying decipher the meaning of that poem is no easy feat. Even at only two lines, skimming this poem will not work. This poem, just like all poetry, requires the reader to be careful, to think about each individual word, its relationship to the words around it, and the multitude of meanings each word can hold. A poem must be read many times–aloud, to a listener, even inside one’s head; and good poems must be read again and again at various times of the day, or at different stages in one’s life because one’s experiences and understanding of the world around them–again, that knowledge base–often influence perception and meaning. Bad poems, on the other hand, also contain good lessons for young poetry readers. Reading to see how a poem does not work, how the lines and words can fail to craft a visual in the reader’s mind, or how the words can miss the mark in creating a sound for the reader’s ear can also help a young reader and writer craft better poems of their own. Once a reader has read the poem literally, only then can a reader begin to piece together a second and third level reading, digging deep into the figurative meaning of a poem.

Here at Morgan Park Academy, our students read poetry for these very reasons: to build their critical reading and thinking skills. Students in Lower, Middle, and Upper School are exposed to different types of poetry from Jacqueline Woodson’s Brown Girl Dreaming , to the verse of the Bhagavad Gita , to the poetic soliloquies in William Shakespeare’s Romeo and Juliet , to Langston Hughes’ Harlem , to the work of American Transcendentalists Ralph Waldo Emerson and Edgar Allan Poe. From these repeated exposures to poetry throughout their education, students begin to develop close reading skills and improve critical thinking.

In the celebration of National Poetry Month in April, students will immerse themselves in reading and analyzing poetry as well as creative and critical writing. Thus, by the end of the month, students will have practiced and improved their skills as critical readers, writers, and thinkers while deepening their knowledge base, allowing them to make critical textual connections, to construct more in-depth analysis, and to increase their own understanding of the texts they read. As this knowledge base continues to grow and the muscles of critical thinking, reading, and writing are flexed, students will be able to apply these skills to longer texts, allowing them to ‘power browse’ with ease and understanding.

By Sandra Burgess

Ms. Burgess teaches Middle School English.

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Critical Material For Critical Thinking

To me, critical thinking has always been about looking at something, whether a poem, a piece of art, or an idea, appreciating what is good about it, and questioning what I felt was not good about it, while trying to keep an open mind to the opinions of others, but maintaining my own independent opinion. This is something I encourage my students to do; praising independent thought and ideas that are new, even if strange. Also to me, critical thinking is something that requires creativity. But what is creativity? Hodges (2005:53-54) outlines the following as features of creativity:

1. Using imagination

2. Pursuing purposes, aiming to come to a particular finishing point

3. Being original

4. Judging value, i.e. assessing quality, coming up with one’s own ideas, as well as looking at their ideas and those of others in a critical light.

To this, I would add the following in my lessons to encourage critical thinking:

5. Provoking thought, rather than just checking language comprehension, language use and practicing skills.

6. Exposing students to a variety of literature, art and music.

Keeping these 6 elements in mind, below I explore some of the practical possibilities they open up in every day lessons, looking at poems, comics and music, all of which I have experimented with in class and used as platforms to encourage creativity in my students and make learning more fun and diverse. For each, I have included question types I would ask to provoke thought, force students to be imaginative and think creatively and critically.

Poems are a great way to learn language, especially with higher levels. They provide examples of various grammar structures and are rich in vocabulary. They also provide examples of punctuation use, but most importantly, they provide a lot of food for thought. Working with poems, students can explore various themes, look at rhymes, and tap into their feelings and emotions through poetic expression. In class, students can look at shape poems and create their own around an object of interest to them. They could look at poems from various periods of history and from various cultures, identifying elements of politics, or tradition. They could explore deeper meanings and try to read the mind of the poet, each providing their own opinions on what the writer was thinking and why they think so. Another idea might be listening to a poem and drawing the images that come to mind or writing down one’s feelings as they listen to a poem. A good example of this kind of activity might be This Is Just to Say by W C Williams, with which students might pick on feelings of enjoyment, followed by guilt and the seeking of forgiveness. They may also be able to relate to the speaker in the poem, as he describes a normal incident that could happen to anyone.

Questions: How does the shape affect the poem? Do you think the shape means something? Why did you choose that particular shape? Which poem do you identify with and why? What is the poet trying to say? Which lines in the poems tell you this? Do you agree with the poet? Has something like this happened to you? How did it make you feel?

Comics present students with a more colourful and friendly way to do some reading. They provide spoken language in context and expose students to a variety of grammar structures. Their stories and the characters in them are also quite popular with the younger generation who have seen them in movies or animations growing up. The most famous of these are Batman, Spiderman and other well – known superheroes. Working with comics, students can be presented a problem in society that needs fixing, such as bullying in the neighbourhood, or a large company destroying the environment. Students can identify good guys and bad guys, creating a plot around the story of a superhero. This would require the creation of a superhero, identifying his or her super powers, costume details and other information about them. They could then illustrate and write their comic. It seems like a large project to work on and may take some time but scaffolding and breaking it up into a few focused lessons will make it easier for everyone.

Questions: Which character do you like most in this comic, and why? What are my superhero’s options in this scenario? What are the powers that would be most useful to my superhero? Whose superhero do you like the most in the class? Why? What do you like about this plot? What would you have written differently in this comic?

Music Music helps people relax. It provides common ground for discussion and sharing interests. It brings people and cultures together. It also provides language, much the same way as poetry or comics do and allows students to explore emotions and themes in a language context. As such, it has its own place in the classroom, especially with the youth. In class, students could listen to songs they like, sharing their favourite ones and talking about the kind of music they like and why. Students could take lyrics from songs to inspire their own songs, creating one of their own and sharing with or performing for the class.

Questions: Which one did you like better, and why? What was good about the first song? What did you not like in the second song? What do you think of the singer as an artist? Which artists would you like to see do a song like this? Which lines in the poem are your own? How can I change the ones I stole to make them mine? What can I do to make the rhythm better?

References: Hodges, 2005. Creativity in Education. University of Cambridge. pp. 53 – 54

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Lovely ideas Zahra. I

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7.25: Analyzing Poetry

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• Heather Ringo & Athena Kashyap
• City College of San Francisco via ASCCC Open Educational Resources Initiative

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