Mrs Midas (DP IB English A: Language and Literature: HL): Revision Note

Jenny Brown

Written by: Jenny Brown

Reviewed by: Nick Redgrove

Updated on

This study guide to Carol Ann Duffy’s poem ‘Mrs Midas’ contains:

  • Overview

  • Authorial purpose

  • Authorial choices and textual features

  • Themes

  • Connections to other Duffy poems

Overview

  • The poem was first published in 1999 in the collection The World’s Wife

  • The collection consists of poems from the perspectives of women connected to, or reimagined from, famous men in myth, history, literature, film and popular culture

  • Duffy offers a retelling of their experiences to challenge the dominant male perspective

  • Mrs Midas is a retelling of a myth:

    • In the original myth, King Midas was granted his wish that everything he touched would turn to gold

    • His greedy wish means his food, drink and in some later versions of the myth, his daughter is also transformed, so he has it revoked

Authorial purpose

  • Duffy’s aim with the collection is to challenge dominant male perspectives and narratives

  • She offers multiple and complex versions of womanhood

  • ‘Mrs Midas’ examines the consequences of greed and selfishness

The poem also alludes to patriarchal norms of dismissing or ignoring female opinions or thoughts

  • Duffy wrote the poem in a time of materialism that saw social and economic inequality rise:

    • The poem works as a critique of greedy, powerful men ignoring the risks of their materialism and its consequences on those around them

Authorial choices and textual features

Form 

  • ‘Mrs Midas’ is a free verse poem of 11 irregular stanzas (mostly six lines):

    • This, paired with the colloquial language, makes the poem feel like a conversational retelling of events

  • The poem is a dramatic monologue to an unnamed listener

Structure

  • The title alludes to the wife of King Midas, a figure in mythology

  • The use of enjambment makes the poem flow like a conversation 

  • Occasional caesura makes the reader pause for thought at key moments:

    • ‘But who has wishes granted? Him.’

  • The tone is conversational and witty

Language

  • The poem is replete with symbols:

    • Apples hint at the Garden of Eden and the fruit that led to Adam and Eve’s banishment

    • Gold symbolises wealth and greed

    • The desire for gold symbolises more generalised materialism

  • As with the other poems in the collection, the poem itself is an allusion to a previous myth:

    • There is also allusion to other mythical and cultural figures to add depth to the story

  • The golden objects are an extended metaphor for the objectification and commodification of women and love:

    • The speaker resists being turned into a work of art

    • She dreams of the ‘perfect’ objet d’art their child would be

  • The imagery (opens in a new tab)of the domestic sphere and the natural world is contrasted with the golden objects:

    • The former are imbued with warmth and life, while the latter are lifeless

  • Similes describe the contrast between intimacy and lifelessness

  • Repetition and parallelism (opens in a new tab)combine to build tension 

  • Duffy plays with sentence length with asyndeton (opens in a new tab)and parataxis to draw the reader’s attention to important ideas 

  • Duffy uses alliteration, sibilance (opens in a new tab)and assonance to add a musical note to the poem and link concepts

Examiner Tips and Tricks

Using subject-specific terminology in naming textual features is a useful way to meet strands of Criterion D, Language. Linking these named features to specific impacts on the reader is a good way to meet Criterion B. Linking this analysis of named textual features to broader thematic and contextual knowledge is a good way to meet Criterion A.

Themes

The exclusion of the female perspective

As a post-modern and feminist poet, Duffy is concerned with including the plurality of the human experience in her writing. The poem and the collection in which it appears challenge the dominant male perspective in Western culture.   

Theme 

Quotation

Analysis and interpretation

Exclusion of the female perspective

‘I’d just poured a glass of wine, begun/to unwind, while the vegetables cooked. The kitchen/filled with the smell of itself, relaxed, its steamy breath/

gently blanching the windows. So I opened one,/

then with my fingers wiped the other’s glass like a brow’

  • The poem opens with a conversational tone in the domestic sphere:

    • This choice in itself is a reflection of the deeper purpose of the poem and the collection

    • Both are often deemed not suitable for ‘high art’

    • Duffy challenges this male perspective and elevates the domestic to a space of dynamics worthy of exploration

  • The assonance in ‘wine’, ‘unwind’ and ‘while’; ‘kitchen’, ‘filled’ and ‘itself’; ‘gently’ and ‘breath’ gives a sense of a calm space that the speaker is at one with

  • The personification of the kitchen gives it soul:

    • The speaker’s tender caress of the kitchen window strengthens the sense of her in a loving relationship with this space 

‘He was standing under the pear tree snapping a twig.’

  • The structure makes this line stand out in stark contrast to the previous enjambment-filled lines

  • The harsh onomatopoeic sound of ‘snapping’ and the connotation of casual breaking introduce a harshness to the stanza

‘I served up the meal. For starters, corn on the cob./

Within seconds he was spitting out the teeth of the rich.’

  • Again, the juxtaposition of the domestic with the material is jarring and surreal:

    • The conversational detailing of the meal and the image of the husband ‘spitting’ it out make him seem especially rude

    • The black humour in the scene belies the seriousness of the fact that he thoughtlessly pursued wealth with no consideration of the consequences

‘a fragrant, bone-dry white from Italy, then watched/

as he picked up the glass, goblet, golden chalice, drank.’

  • The poem includes hints at middle-class comforts tainted:

    • The wine is described with detailed care

    • The description of it as ‘bone-dry’ foreshadows death

  • The alliteration and asyndeton in ‘glass, goblet, golden chalice’ emphasise the object and its material:

    • The connotations of the words elevate it to symbolic, as they are associated with royalty and the church

    • These are traditional seats of male power and wealth

‘Look, we all have wishes; granted./ But who has wishes granted? Him.’

  • The conversational tone and pun on ‘granted’ make the poem feel flirty and conversational

  • The rhetorical question includes the reader in the reflection

  • The parataxis of ‘Him.’ as the short answer to the question suggests the male is more likely to get what he wants than a woman is:

    • The capitalisation could suggest the speaker is referring to a wider, societal ‘him’, that is, the men in power 

‘the kiss that would turn my lips to a work of art.’

  • This is an example of the poem working as an extended metaphor for push back against the objectification of women:

    • The kiss would literally turn her to gold in the myth

    • Metaphorically, his selfish love turns her into an object

‘I dreamt I bore/his child, its perfect ore limbs, its little tongue/like a precious latch, its amber eyes/

holding their pupils like flies. My dream milk/burned in my breasts.’

  • This stanza comes before the volta of the speaker forcing her husband out of the home, so it has central importance to our understanding of the speaker’s experiences

  • The irony of ‘perfect’ in describing the inhuman baby, paired with the masculine pronoun ‘his’ suggests skewed and contrasting perspectives on what perfection is:

    • For the materialistic man, the untarnished gold is perfection

  • But the simile of the baby as a latch suggests this kind of striving for artificial perfection is an entrapping burden for the mother

  • The images of the flies in amber and the burning breast milk further create a sense of the natural becoming static and infected as a consequence of the domineering male perspective on what is valuable

‘What gets me now is not the idiocy or greed/ but lack of thought for me. Pure selfishness.’

  • The colloquial phrasing of ‘what gets me now’ contrasts with the clarity of the thought conveyed with the parataxis in ‘Pure selfishness’

  • These lines are the clear expression of the female perspective

  • Linked to the rest of the poem, the original myth and the wider collection, these lines suggest the danger of excluding the female perspective:

    • Duffy prompts the reader to reflect on what is lost when we do so  

The dangers of materialism

Duffy wrote Mrs Midas when British and American economic and domestic policies favoured and celebrated consumption and materialism. While the economic policies under Thatcher made the wealthy wealthier, they saw increased hardship for the working class and vulnerable groups. Duffy experienced this reality in her childhood and her poetry often speaks out against governmental wrongdoings. The poem can therefore be read as a critique of the unthinking celebration of consumerism and materialism. Mr Midas unthinkingly and selfishly wishes for material wealth, but the cost to nature, his wife and his own health is too great.

Theme 

Quotation

Analysis and interpretation

Dangers of materialism

‘He sat in that chair like a king on a burnished throne./The look on his face was strange, wild, vain.’

  • The husband is initially delighted with his power, suggesting the intoxicating hold the promise of wealth has on individuals:

    • The tricolon of adjectives makes him seem almost manic

    • The simile links wealth to power

‘What in the name of God is going on? He started to laugh.’

  • The colloquial diction of the speaker makes her seem grounded and normal

  • Her shock is juxtaposed with his laughter, making him seem careless

‘Do you know about gold?

It feeds no one; aurum, soft, untarnishable; slakes

no thirst.’

  • The hypophora  makes it seem like the speaker is teaching us:

    • The Latin word ‘aurum’ adds to this by making her seem knowledgeable on the topic

    • The sibilance makes the words flow softly in contrast to the real texture of gold

    • This makes it seem dangerous, as if it can trick the user by its beauty 

‘And who, when it comes to the crunch, can live/with a heart of gold? ’

  • The rhetorical question seems directed at society as much as at the individual reader

  • The pun plays with the usually positive connotation of a heart of gold to turn it into a metaphor for cold-hearted greed

‘But now I feared his honeyed embrace…One day, a hare hung from a larch,/a beautiful lemon mistake.’

  • Throughout the poem, Duffy plays with words that mean shades of gold to overturn a positive connotation into one imbued with ominous threat:

    • The ‘honeyed embrace’ becomes life-threatening

    • The alliteration of ‘hare hung’ brings a sense of lifeless weight

    • The oxymoron of a ‘beautiful…mistake’ reminds the reader of the danger of only looking at the surface for value

‘And then his footprints,/

glistening next to the river’s path. He was thin,/delirious; hearing, he said, the music of Pan/from the woods. Listen. That was the last straw.’

  • The husband’s obsession with wealth has resulted in him starving in the woods with only his delirious fantasies for company

  • The speaker describes the situation almost matter-of-factly:

    • It is as if this is the inevitable conclusion of unthinking, selfish materialism

‘I miss most,/even now, his hands, his warm hands on my skin, his touch.’

  • The final line seems to be an appeal for us not to forgo our humanity in the face of greed:

    • The parallel structure of ‘his hands, his warm hands…his touch’ emphasises the human aspect of Mr Midas before greed consumed him

Connections to other Duffy poems

When studying Duffy’s poetry, it is important to make connections across her work, as many poems explore similar ideas through different speakers and situations.

Examiner Tips and Tricks

In a Paper 2 response, it is not enough to use only one poem. You need to be able to compare Duffy’s poetry as a whole while zooming in on particular examples from particular poems to support your claims. 

In the IO, you will need to analyse an extract from one poem, but extend your exploration to Duffy’s work as a whole.

Power

Duffy explores the power dynamics embedded in patriarchal norms and the culture that comes from them. She seeks to overthrow or at least prompt us to challenge them by offering alternative, female-based perspectives on well-known tales. Here, she examines how the speaker takes control of a situation after being ignored previously. In reclaiming her power, the speaker banishes her husband and the selfish greed he represents.

‘Mrs Sisyphus’

‘Little Red Cap’

‘Pygmalion’s Bride’

  • The speaker uses sarcasm and disdain to highlight the emptiness of male power

  • Her voice centres the narrative on her perspective

  • She powerfully overthrows embedded myths around ambition and work ethics

  • Duffy explores female sexuality and the power necessary to navigate patriarchal norms and desires

  • The speaker powerfully overthrows the metaphorical wolf-man to reclaim independence and agency

  • Here, Duffy examines the power of the speaker to manipulate male desire for passivity

  • The speaker refuses to be an object

  • In overthrowing this role, she reclaims her independence

Sources:

‘Mrs Midas’ by Carol Ann Duffy https://www.scottishpoetrylibrary.org.uk/poem/mrs-midas/ (opens in a new tab)

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Jenny Brown

Author: Jenny Brown

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Dr. Jenny is an expert English and ToK educator with a PhD from Trinity College Dublin and a Master’s in Education. With 20 years of experience—including 15 years in international secondary schools—she has served as an IB Examiner for both English A and ToK. A published author and professional editor, Jenny specializes in academic writing and curriculum design. She currently creates and reviews expert resources for Save My Exams, leveraging her expertise to help students worldwide master the IBDP curriculum.

Nick Redgrove

Reviewer: Nick Redgrove

Expertise: English Content Creator

Nick is a graduate of the University of Cambridge and King’s College London. He started his career in journalism and publishing, working as an editor on a political magazine and a number of books, before training as an English teacher. After nearly 10 years working in London schools, where he held leadership positions in English departments and within a Sixth Form, he moved on to become an examiner and education consultant. With more than a decade of experience as a tutor, Nick specialises in English, but has also taught Politics, Classical Civilisation and Religious Studies.