The Class Game

Voice and Tone: In what ways does the speaker's voice shift throughout the poem? What emotions does she express, and how do her word choices reflect her feelings about class distinctions?

Identity and Language: The poem emphasizes how accent and dialect serve as markers for social class. Have you ever experienced being judged — or judged someone else — based on their speech? What does this say about our society?

Us vs. Them: The speaker confronts someone from a higher social class directly. How does this confrontational approach influence the reader? Which "side" do you find yourself on, and why?

Pride and Defiance: Instead of showing shame about her working-class roots, the speaker seems to take pride in them. What specific details does she provide to assert her pride in her identity? Does her defiance resonate?

Class and Opportunity: The poem suggests that class influences life opportunities and perceptions. Do you think class prejudice continues to matter today? How does the poem relate to contemporary issues of inequality?

Form and Structure: The poem adopts a conversational, almost combative style instead of a formal structure. Why do you think the poet chose this approach? How does the form enhance the poem's message?

Voice and Tone: The speaker maintains a sharp, confrontational tone throughout the poem. How does this tone influence your reading experience? Do you view the speaker as sympathetic, angry, defiant, or something else — and why?

Class and Identity: The poem challenges the notion that someone's social class can be determined by their appearance, speech, or behavior. In what ways does the speaker push back against being categorized by class stereotypes? What does this imply about the connection between identity and social class?

Language as Power: The speaker sarcastically imitates the accent and mannerisms of the upper class. What does this mimicry reveal about how language functions as a marker of class? Can you recall instances from your own experience where someone's way of speaking has been judged?

Us vs. Them: The poem creates a distinct divide between "us" (working class) and "them" (middle/upper class). Is this separation shown as natural, constructed, or imposed? Who does the poem suggest is responsible for upholding it?

Pride and Shame: The speaker conveys pride in their working-class roots while also highlighting the condescension of those who look down on them. How does the poem balance pride with anger? Is there any sense of shame present, even if implicitly?

Relevance Today: Do you believe the class divisions portrayed in the poem still exist today? Has anything shifted, or do the same judgments about accent, education, and background continue in modern society?