← All Lessons

This lesson sets an earlier version of a poem beside its revision. It begins with the complete text of both versions, so the whole poem can be read first, then shows the change in excerpts, with a short note and a suggestion.

Beside the classic readings, poems and stories by James Mulhern are included as working examples, for a practical reason: he knows what was in the drafts, what changed and what he learned in changing it, so he can show a class how a piece came to be and not only how it ended.

The complete poemearlier and revised versions, in full

“Carol”

Earlier version

I was only twelve.

You were thirty-four,

living in an apartment by Wollaston Beach.

On your porch, we loved to watch

waves crash on the soft, pebbled shore.

Once, you showed me a painting—

shapes of greens and blues.

A black stroke, apostrophe-shaped, stood out.

“That’s me lost in a crowd.” You laughed.

I thought the painting was the ocean.

You, the apostrophe,

tumbling headfirst toward the shore.

I don’t like the contractions that apostrophes create,

though I just used one.

Ellipses bother me too.

When I’m somber,

these marks

recall the void of loved ones lost—

my father, my brother,

many others.

And the fear

of losing you.

Now you’re eighty-one,

and I’m fifty-nine.

I wish I could enter the past,

change the apostrophe

to an exclamation.

No—my heart.

A steady pulse in the light.

Beating like the waves,

green and blue,

assuring you with their rhythm—

you were not lost.

Just part of a current

carrying you

safely home.

Revised · Crossings

I was twelve.

You were thirty-four,

living in an apartment by Wollaston Beach.

On your porch, we loved to watch

waves crash on the soft, pebbled shore.

Once, you showed me a painting—

a gyre of blue-green shapes.

A black stroke, apostrophe-shaped, stood out.

“That’s me lost in a crowd.” You laughed.

I thought the painting was the ocean.

You, the apostrophe,

tumbling headfirst toward the shore.

I saw no crowd. Only waves—

and you, curved like a question mark,

diving toward the shore.

I don’t like contractions—

something is removed. Ellipses bother too.

When I’m somber,

these simple marks

usher the memories

of Dad and brother Mark,

and my fear of losing you returns.

Now you’re eighty-one,

and I’m fifty-nine.

I wish I could enter the past,

change the apostrophe

to an exclamation.

No—my heart.

A steady pulse in the light.

Beating like the waves,

green and blue,

assuring you with their rhythm—

You were not lost,

just part of the current

carrying you safely home.

Earlier text from the earlier reading copy of Crossings on this site. Revised text from Crossings.

Earlier version

Once, you showed me a painting—

shapes of greens and blues.

A black stroke, apostrophe-shaped, stood out.

“That’s me lost in a crowd.” You laughed.

I thought the painting was the ocean.

You, the apostrophe,

tumbling headfirst toward the shore.

Revised · Crossings

Once, you showed me a painting—

a gyre of blue-green shapes.

A black stroke, apostrophe-shaped, stood out.

“That’s me lost in a crowd.” You laughed.

I thought the painting was the ocean.

You, the apostrophe,

tumbling headfirst toward the shore.

I saw no crowd. Only waves—

and you, curved like a question mark,

diving toward the shore.

Here revision adds rather than cuts. “Shapes of greens and blues” describes; “a gyre of blue-green shapes” suggests movement, and perhaps prepares the sea the boy believes he is seeing. Then the poem looks a second time at the same black stroke. The apostrophe becomes a question mark, and “tumbling” becomes “diving,” a fall turned into a choice.

The punctuation conceit that follows also tightens. “I don’t like the contractions that apostrophes create, / though I just used one” becomes “I don’t like contractions— / something is removed.” The shorter clause says what the marks mean to the speaker more simply.

A suggestion. You might describe one image in your draft a second time from memory, without looking at the first, and compare the two.

Questions and Activities

These draw on the classic readings above and on the examples on this page.

Questions for Discussion

  1. Which of Stevens’s thirteen ways changes most how you see the blackbird? Why?
  2. In “At the Fishhouses,” what does the sea become when the speaker looks at it “over and over”?
  3. In “Carol,” the black stroke is seen first as an apostrophe, then as a question mark. What does the second look add?

Activities

  1. Five ways of looking. Write five short looks (two or three lines each) at one ordinary object, each from a different angle, mood or time. Choose the strongest.
  2. The second look. Find one image in a draft and add a second view of it later in the piece.

—Silver Current Press

Silver Current Press family: Silver Current Press · The 2601 Salon · For Program Partners · The Gathering Room →