Questions

1. In the opening two lines, the speaker establishes her authority to address her audience. What is the nature of that authority? What common ground does she establish between herself and the audience?

   Question

   Questions: - In the opening two lines, the speaker establishes her authority to address her audience. What is the nature of that authority? What common ground does she establish between herself and the audience?
2. Following are the first few lines of an earlier version of this poem, written in 1767. How does this original draft compare with the revised poem? What impact do you think the association of “Egyptian gloom” (l. 4) adds in the final version?

   While an intrinsic ardor bids me write

   The muse doth promise to assist my pen.

   ’Twas but e’en now I left my native Shore

   The sable Land of errors’ darkest night

   There, sacred Nine! For you no place was found,

   Parent of mercy, ’twas thy Powerfull hand

   Brought me in Safety from the dark abode.

   Question

   Questions: - Following are the first few lines of an earlier version of this poem, written in 1767. How does this original draft compare with the revised poem? What impact do you think the association of “Egyptian gloom” (l. 4) adds in the final version?While an intrinsic ardor bids me writeThe muse doth promise to assist my pen.’Twas but e’en now I left my native ShoreThe sable Land of errors’ darkest nightThere, sacred Nine! For you no place was found,Parent of mercy, ’twas thy Powerfull handBrought me in Safety from the dark abode.
3. What are the responsibilities that the speaker reminds her elite audience of university students that they must accept? (Keep in mind that many of the young men at the University of Cambridge during that time were studying to become ministers.)

   Question

   Questions: - What are the responsibilities that the speaker reminds her elite audience of university students that they must accept? (Keep in mind that many of the young men at the University of Cambridge during that time were studying to become ministers.)
4. What elements of Christianity does Wheatley stress in this poem?

   Question

   Questions: - What elements of Christianity does Wheatley stress in this poem?
5. Why do you think the speaker identifies herself as “An Ethiop” (l. 28) rather than an African or another phrase descriptive of her race? What is the impact of that description?

   Question

   Questions: - Why do you think the speaker identifies herself as “An Ethiop” (l. 28) rather than an African or another phrase descriptive of her race? What is the impact of that description?
6. In what ways does this poem resemble a commencement address? What persona does Wheatley assume in order to communicate with these young students, who were likely to be heirs of prominence and privilege?

   Question

   Questions: - In what ways does this poem resemble a commencement address? What persona does Wheatley assume in order to communicate with these young students, who were likely to be heirs of prominence and privilege?
7. In the last seven lines, Wheatley warns her audience not to submit to the temptations of sin. Some have interpreted these lines as an antislavery argument questioning why conversion to Christianity would not change the social status of slaves. To what extent do you agree with this interpretation?

   Question

   Questions: - In the last seven lines, Wheatley warns her audience not to submit to the temptations of sin. Some have interpreted these lines as an antislavery argument questioning why conversion to Christianity would not change the social status of slaves. To what extent do you agree with this interpretation?