18 pages • 36-minute read
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“Incident” is a narrative poem that comprises 12 lines. These 12 lines are divided into three quatrains (stanzas with four lines) with the rhyme scheme ABCB. The predominant meter is the iamb, an unstressed beat followed by a stressed beat. The poem has alternating lines of iambic tetrameter (lines with four iambs) and lines of iambic trimeter (lines with three iambs): “Once ri | ding in | old Balt | imore, / Heart-filled, | head-filled | with glee” (Lines 1-2). This combination of stanzas, meter, and rhyme scheme is characteristic of ballad stanza, an old form that appears in traditional ballads—poems or songs that tell a story.
In the first stanza, the meter and rhyme are light and playful, underscoring the innocence of the speaker. The turn in the poem comes in Line 8. Although the tone shifts there, the highly structured rhyme scheme and meter persist, suggesting that this is less a poem about happy childhood and more a somber one that is typical of tragic ballads. In turning to the ballad form, Cullen communicates that this Black child’s experience is important and a fit topic for poets seeking to capture human experience.
Juxtaposition occurs when a writer places two contrasting elements beside each other. There are multiple examples of juxtaposition in the poem, such as the light tone in the first stanza and the heavier tone from Line 8 on. That contrast and sharp shift in tone make the heart of the incident more dramatic and shocking to the reader.
Another example of juxtaposition is in the way these two children see each other. The speaker initially sees the rude boy as another Baltimore marvel, while the boy sees the speaker as someone who can be reduced to a slur. The contrast, in this case, underscores that racism is in some way a failure to see the common humanity of others.
There is also a juxtaposition of the child-speaker who enters Baltimore with their racial innocence intact and the more knowledgeable speaker of the present moment who understands the significance of this single incident. The contrast between the speaker as a child and then as an adult allows Cullen to represent the enduring impact of racism on Black identity.
Situational irony occurs when expectations fail to match up with what actually happens. The light, playful mood in the first stanza and the speaker’s identification of two children observing each other lead the reader to expect that this will somehow be a poem about childhood and innocence. When the poem instead turns out to be one about a child’s initial encounter with racism, those expectations are foiled. By undercutting the reader’s expectations, Cullen helps the reader feel in some small part what the speaker felt on encountering racism on what should otherwise have been a good day.



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