Comparing Dickinson and Hughes
After reading both "Tell All the Truth but Tell It Slant" by Emily Dickinson and "Harlem" by Langston Hughes, I determined that the main difference between the two poems is both poets' use of diction. Dickinson makes use of abstract diction in her poem, using words like bright, delight, superb, and dazzle. Using the word "truth" in itself is an enormous abstraction. Hughes, however, uses more concrete diction, with words such as raisin, fester, sore, meat, and load. These are actual, physical things that exist. I see this as the most significant difference between the two poems. At first glance, Dickinson's poem made no sense to me. I then, however, tore it apart and came up with the following explication.
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Don't just come out and say it." In line two, when the speaker refers to a circuit, she is most likely comparing the way they tell the truth to the way circuits wind their way around a room, mostly hidden, but getting their job done. Lines three and four are saying the direct truth may be too much to handle, such as the sun may be too bright to look at directly. Lines five and six are telling this person to explain the truth like one might explain lightning to a child, with a kind, soothing tone of voice that's easy to understand. Lines seven and eight say that the truth must come a little at a time, or gradually, so that it may leave us in some suspense, rather than hitting us all at once and leaving us unable to comprehend the whole truth for what it is. Dickinson's use of alliteration shows in the poem, especially in lines one, two, four, and seven, where she uses words in pairs, such as tell, truth, success, circuit, the, truth, superb, and surprise. The author also uses an a b c b rime scheme. Langston Hughes's poem "Harlem" was bit easier to explicate because of his use of concrete diction. The first line is simply an introduction into the poem, which in itself is a pondering of what happens to a …show more content…
The author compares this deferred dream to a dried up raisin, a festering sore, rotten meat, syrupy sweetness that's crusty and sugary, a heavy load that just sags, and finally, does it just explode? He uses very good imagery, and I'm almost able to see this dream being put off, forgotten about, or deteriorating. Both authors, although using completely different methods, come across very clearly with their main point. While Dickinson is abstract, and Hughes is more concrete with his diction, they both use considerable similes, Hughes more than Dickinson. For example, Hughes uses similes in almost every line of his poem. Dickinson uses only a few, such as "as lightning to the children". Dickinson also uses personification, in saying that the truth must dazzle gradually, or using the phrase "the Truth's superb surprise", referring to the truth as a proper noun, giving it human characteristics. The tone of Dickinson's poem differs from that of Hughes's poem in the sense that Hughes's poem is inquisitive, while Dickinson's is more commanding. The speaker of "Tell all the Truth…" is saying exactly that- tell all the truth but tell it slant, while the speaker in "Harlem" is more contemplative,
The Harlem Renaissance was a cultural movement during the 1920s and 1930s, in which African-American art, music and literature flourished. It was significant in many ways, one, because of its success in destroying racist stereotypes and two, to help African-Americans convey their hard lives and the prejudice they experienced. In this era, two distinguished poets are Langston Hughes, who wrote the poem “A Dream Deferred” and Georgia Douglas Johnson who wrote “My Little Dreams”. These two poems address the delayment of justice, but explore it differently, through their dissimilar uses of imagery, tone and diction.
The Negro Speaks of Rivers and Mother to Son, explained the importance of the woman, light and darkness and strength in the African-American community. Hughes made a very clear and concise statement in focusing on women and the power they hold, light and darkness, and strength. Did his poems properly display the feelings of African-American’s in that time period? It is apparent that Hughes felt a sense of pride in his culture and what they had to endure. After all “Life ain’t been no crystal stair!”(Norton, Line 2, 2028)
In today’s modern view, poetry has become more than just paragraphs that rhyme at the end of each sentence. If the reader has an open mind and the ability to read in between the lines, they discover more than they have bargained for. Some poems might have stories of suffering or abuse, while others contain happy times and great joy. Regardless of what the poems contains, all poems display an expression. That very moment when the writer begins his mental journey with that pen and paper is where all feelings are let out. As poetry is continues to be written, the reader begins to see patterns within each poem. On the other hand, poems have nothing at all in common with one another. A good example of this is in two poems by a famous writer by the name of Langston Hughes. A well-known writer that still gets credit today for pomes like “ Theme for English B” and “Let American be American Again.”
An example of a similarity between the two poems is the optimism and liberal expression of rising against their oppressors. In Angelou’s poem, she says, “You may shoot me with your words… but still, like air, I’ll rise” (Angelou). In Hughes’s poem, he says, “Tomorrow, I’ll be at the table when company comes. Nobody’ll dare say to me, ‘Eat in the kitchen,’ then”
“I swear to the Lord, I still can't see, why Democracy means, everybody but me”. These are the words of Langston Hughes, a black writer and poet from the early twentieth century. This man was famous for his portrayal of the realities of black life and culture in America. Although some literary critics may feel that Hughes’s poetry presented an unattractive view of black life, his poetry demonstrated the reality of their lives. Many of Hughes’s poems stand out in their description of the black experience. Some of the poems that stand out include “Ku Klux,” “House In the World,” and “Children’s Rhymes.” These poems delve into the world of fear, segregation, and the lost innocence of black culture. These poems genuinely demonstrate the difficult lives most black people had to live.
The four poems by Langston Hughes, “Negro,” “Harlem,” “The Negro Speaks of Rivers,” and “Theme for English B” are all powerful poems and moving poems! Taken all together they speak to the very founding of relations of whites and blacks all the way down through history. The speaker in the poem the, “Negro” and also, “The Negro Speaks of Rivers,” tells the tale of freedom and enslavement that his people have endured, and it heralds their wisdom and strength. The poems “Harlem” and “Theme for English B” speaks to the continuous unfair treatment that the blacks have received at the hands of white people throughout the years.
leave little to the imagination, Dickinson uses very few, carefully selected words, forcing the reader contemplate the meaning of the poem and create his own image of the scene being described. Another outstanding difference between these poems is the rhyme scheme and meter used. Whitman's poem contains no obvious meter or rhyme, but is written freely and without any apparent structure. Dickinson, on the other hand, uses an abcbdefe slant rhyme scheme, as well as an obvious meter.
The comparison between two poems are best analyzed through the form and meaning of the pieces. “Mother to Son” and “Harlem (A Dream Deferred)” both written by the profound poet Langston Hughes, depicts many similarities and differences between the poems. Between these two poems the reader can identify his flow of writing through analyzing the form and meaning of each line.
Lanston Hughes focuses more on rhythm then on rhyme, for example, the poem "The Weary Blues" reads like a blues song, which is what the poem is about. "Mother to Son" is a conversation a mother has to a child about what era life has been, and that no matter how hard life may seem, one should never give up climbing the "stairs". The poem seems to shift from good English to Black English and then back again, which to me shows...
To start, the structure of the initial assignment that the student must focus on is given differently then the rest of the poem. The majority of the poem is written in free verse. These verses are typical of the jazz-poetry style that became popular during the Harlem Renaissance. The easy style of jazz-poetry gives a dialogue feel to the poem that the reader can connect with. “As it appears, Langston Hughes’s outstanding collection of poems exemplifies the greatest of those qualities of jazz and blues, and his talent truly makes these poems come alive in the same way that jazz and blues music comes alive for the audience as well as for the musicians” (Davidas 1). You truly begin to see the internal struggle the student is having with his assignment and how he is grappling with more then just an assignment for English
In the poem it seems as if Langston is talking from the perspective of someone living in Harlem he
Both authors took a leap by publishing works that criticized their oppressors, a leap that put them each in harm’s way. Each poet was able to inspire and educate in their own way, using their own personal touches; Hughes, working to inform his people and unite them against a common enemy through passionate prose, and McKay, working to ignite the passions of his audience in order to compel them to take a forceful stand. The importance of both perspectives operating in unison cannot be understated. A broader set of perspectives and beliefs about the same issue is effective in inspiring a broader, larger, and more diverse group of readers. The sad image that Hughes creates was most likely effective in reaching even the white Americans who already enjoyed their full freedom, by opening the eyes of whites and other unoppressed races to the plights of early African-Americans. In contrast, McKay’s poem was most likely more effective in rallying African-Americans specifically. The advantage of these (though not greatly) differing messages was immense, and underlines the importance of differing viewpoints, and also inspired different groups of people, in order to bring about a more rapid, and more universally agreed upon change. Against a tyrannical force such as a racist majority, these two viewpoints
Though these authors looked like twins lived during the same era, examining their literature demonstrates that they had little influence on one another. The parallels between Dickinson and Poe include their dark Romantic subject matter, though Dickinson is considered a Modernist, and their use of first-person narrators who display drastic psychological states under the presence of death. Aside from these indistinct similarities, they have many differences in how they write about life and death. In “Because I could not stop for Death,” Dickinson characterizes mortality as a guide to the afterlife, while Poe portrays death as intimidating in “The Tell-Tale Heart” and like a thief in “Annabel Lee.” In addition to this, Poe’s illustration of nature in “The Raven” is also darker than Dickinson’s view in “Nature is what we see.” Dickinson believes nature is godlike and shows more of a Romantic view of nature than Poe, who uses symbols of birds to connect the outdoors with mortality. When considering these works, Poe is a more dark, Anti-Transcendentalist writer compared to Dickinson. Further, he writes short stories and poems that horrify the reader while Dickinson writes dynamic, unorthodox poetry that is difficult to compare to other writers. The eccentric minds of these authors is ultimately expressed in their provocative literature that continues to influence writers
Emily Dickinson’s poems, “I” and “VIII”, are both three verses long and convey the irony and anguish of the world in different ways. By paraphrasing each of Dickinson’s poems, “I” and “VIII”, similarities and differences between the two become apparent. Putting the poem into familiar language makes it easier to comprehend.
...he main thing that is talked about in both poems because some characters know how to accept it and believe it’s a part of everyday life. Other characters or character believe that death is something that should be grieved about and not taken lightly. In both poems Amy, and the narrator in the poem, “Because I Could Not Stop for Death”, are struggling to control the situation. But, instead of facing the issue head on they would rather leave. Both characters are trying to learn how to accept the situation, but only the narrator of Dickinson’s poem accepts, while Amy leaves likewise.