Commentary on "Slow reader" by Vicki Feaver

In the first stanza alliteration is used to emphasise key points: “sighing and shaking his head like an old man”. The words ‘shaking his head like an old man’ tell us that even though he is young, his actions seem like that of an old man. This creates pathos for the reader as it implies that the boy is finding it difficult to read.

Caesura is also used in the first stanza to grab the reader’s attention. This is shown in the quote “adult advice – but he is slow to read”. Caesura is used here to signify and emphasise the fact that the boy clearly finds reading difficult. It also gets the attention of the reader and makes the poem more dramatic and emotional. Likewise endstopping is used to create a similar effect. This is shown in the quote “who knows the mountains are impassable.” This signifies the end of the boy’s journey to read and it tells us that he has given up. This creates pity for boy and makes the reader want to continue reading to discover if he does begin reading again.

In the second stanza, the poet describes just how difficult the boy is finding the task of reading and begins to give a visual image of the situation. This is first signified in the words “go cold as gristly meat”. This simile is used to illustrate the fact that they boy cannot bear to read anymore and the words ‘gristly meat’ highlight how unpleasant the boy finds reading. The adjective ‘cold’ combines with the word ‘gristly’ to create a significant visual image for the reader. Due to this, the reader understands that there is truly not future in reading for boy and this affect deeply impacts the reader as the level of pity we have for the young boy peaks. This is presented as regret in the boy’s life, contrasting to the begging of the poem where he seems to be successful in making something and receiving praise.