by John Riley
it well illustrates the same
kind of richness of meaning
that we find in individual words.
The topic: words as microcosms of the macrocosm.
By which he means
(the larger structure) is the poem.
The instructions continued:
“with reference to the Compass of Discourse
can we say that the work
—makes a statement
—generates meaningful images
—performs an action with grace and charm
—employs forms that enrich its meaning.”
My daughter insists she does not like poetry and thinks
I talked her into taking the class
because the professor is an old friend of mine
from the twelve-step group that saved our lives
(which means we've both had charms that,
when they lost their blush,
were like fairy-gifts fading away.)
Maybe someday I'll tell her
I'm happy I suggested English 330
because of the way her face wrinkled into a smile
when I read aloud to her
the heart that has truly loved never forgets.