Diamond Willow

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A. Bibliographic Data: Frost, Helen. Diamond Willow. New York: Frances Foster Books, 2008. ISBN 9780374317768

B. Critical Analysis: Plot Summary: This is the story of a young girl named Diamond Willow and her journey to becoming a woman. Through these diamond shaped poems, and their “hidden messages” readers will travel with Willow as she meets adversities ranging from best friend troubles to the dangers of traveling alone and unknown places. An award-winning book, this verse novel is sure to help readers make the leap from enjoying poetry, to loving it!   

Appeal: This book doesn’t feel a lot like a poetry novel. I think this is a huge appealing point to readers, especially those reluctant to give poetry a chance. Instead, readers are left with an easy flowing novel that just so happens to be written with poems. The experiences presented in this book are both highly relatable and interesting, also adding to the overall appeal of this book to young adult readers. Insight and knowledge into the Alaskan people is also given, as well as ways to enhance vocabulary and creativity. Though figurative language is used, the poems are easy to understand and follow. Undoubtedly these poems do a wonderful job at stimulating the imaginations and emotions of readers! There’s a little bit of Willow in all of us!

Meaning: Because the poems work together to tell a fictional story, I would say that for the most part they have concrete meanings. Though the poems are rooted in fiction, the poems are still straight forward and upfront to the reader. With further digging, readers will surely be able to find abstract meaning in the poems and apply themes to deeper and bigger meanings; overall though, I would describe the poems as concrete.

Rhythm and Sound: The poems do not rhyme yet there is a degree of rhythm that’s achieved when reading the poems out loud. Each page and each poem is individual in its vocabulary, spacing and dialogue but a consistency is present as well. The sound of the poems is very natural and is not cluttered with sound devices. The occasional alliteration or consonance is used to enhance the rhythm and pattern of the poems.

Language: As mentioned before, the language in these poems is quite simple and easy for readers to follow. There is some evidence of figurative language though in the occasional use of similes and metaphors. I think this take on language is very effective for achieving the sense of novel versus poetry. Though each page and its beautiful diamond design is a reminder that this book is indeed poetry, the reader is completely capable of getting lost in the plot and storyline over the use of fancy language and constant sound devices.

Imagery: Frost incorporates a lot of imagery through all five of the senses. Most often, sight, touch and smell are brought to life through endless details and mental pictures. This will give readers even more opportunities to feel connected to the story and ready to make connections to everyday life. When students are able to see what Willow sees, they will be more likely to feel what she feels as well…leaving lasting impressions and room for building connections.

Emotional Impact: Readers of all ages will have the opportunity to emotionally relate to at least one character in the book at all times. With such an emotional and winding voyage, responding is easy and unavoidable! The tone of the book overall is more serious, sprinkled with the occasional humor or light-heartedness. Willow has a lot to learn and readers will be learning right along with her.

Layout and Organization: The book begins with a note from the author in which Helen Frost explains her interest and personal connection to this book. Readers will learn how she came up with the idea for this book, her inspiration and what a diamond willow means to her personally. The novel then begins with one diamond shaped poem on just about every page. Thoughts from Willow’s great-great grandfather, grandmother and other relatives are given sporadically in normal paragraph form. The book finishes with acknowledgements.

C. Example: Poem: Untitled, page 19

All

my life,

this has been

my favorite place.

Grandma’s beadwork

on the table, Grandpa’s furs

stretched out to dry, the smell of

woodsmoke mingling with the smell

of moose meat frying on the stove.

As soon as I walk in, I see that

Grandma’s made a batch of

doughnuts. It’s how she

tells me, without

saying much,

she’s happy

that I’m

here.

Introduction: Because these poems should be read together, I would introduce the book as a whole with a focus on the novel itself versus poetry. I would show students the pages with the diamond poems and ask them for their initial thoughts. I would then readdress those thoughts once we finished reading the book and ask them if their opinion or thoughts on what the book would be like has changed. What does that mean then for their opinion of poetry?

Ideas for Sharing: I think these poems would be great shared in small groups or reading circles. This gives students opportunity to discuss the poems, ask questions and expand on certain experiences in a more comfortable setting. Each group could be asked to share their favorite poem, or act out the poem in a Readers’ Theatre type exercise.