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On the subway by sharon olds analysis
What is the gender of the poem by sharon olds
On the subway by sharon olds analysis
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Sharon Olds discusses two opposite characters in her poem, “on the Subway,” that literally appear on different sides of the track. Olds develops both figures with detailed imagery and metaphors to suggest that the boy and herself are nowhere near similar to each other, leading her to some somber conclusions. The boy standing on the opposite track is described by Olds as having huge feet, hooded lids, and rough features. She suggests that his almost emotionless face is that of a mugger, watchful and very capable of causing harm. He is wearing red as opposed to her dark fur. This description is the first bit of imagery that truly begins to separate the two from each other. Skin color is the most significant characteristic that sets them
In this poem, “On the Subway”, written by Sharon Olds brings two worlds into proximity. We will identify the contrast that develops both portraits in the poem and discuss the insights the narrator comes to because of the experience. The author refers to several literary techniques as tone, poetic devices, imagery, and organization. The poem talks about a historical view based on black and white skin. It positions the two worlds the point of view of a black skinned and a white skinned. The boy is described as having a casual cold look for a mugger and alert under the hooded lids. On the other hand, based on his appearance the white skinned person felt threatened by the black boy. She was frightened that he could take her coat, brief case, and
Joey is only five years old, and yet the racial boundaries set by her society are already fixed in her mind. When she looks at a white angel and compares it to her dark skin, she sees a clear and unsettling difference, because society has already taught her that black and white are two entirely different, separate things.
In the poem, "The Race" by Sharon Olds, the author uses imagery and personification to convey to the audience the difficulty of the main character's situation. Having a negative slope, her main problem gets worse and worse. Using literary devices such as imagery and personification also gives the audience a chaotic image. Vivid details and precise wording, the audience is able to relate to the character's situation.
Although Lorraine and John share the same race they are still different and alike in many other ways. Loraine has bushy blonde hair with green eyes, while on the other hand John has long brown hair with big blue eyes. They also differ in shapes, John is tall and thin but Lorraine isnt thick but she isnt thin either, you can call her average. John is handsome but Lorraine just isn tthe prettiest girl in the world. Here is some descriptions of the characters tooken from the book. " Like Lorraine told ...
Moreover, the trip in the train gives an example of the loss of the humanity. In the train, a
Janie’s first discovery about herself comes when she is a child. She is around the age of six when she realizes that she is colored. Janie’s confusion about her race is based on the reasoning that all her peers and the kids she grows up with are white. Janie and her Nanny live in the backyard of the white people that her Nanny works for. When Janie does not recognize herself on the picture that is taken by a photographer, the others find it funny and laughs, leaving Janie feeling humiliated. This racial discovery is not “social prejudice or personal meanness but affection” (Cooke 140). Janie is often teased at school because she lives with the white people and dresses better than the other colored kids. Even though the kids that tease her were all colored, this begins Janie’s experience to racial discrimination.
In Sharon Old’s, “On The Subway,” the speaker compares her life to a black boy. She compares their different lives and the different positive or negative connotations that may be associated with them. Olds does this with her use of metaphors, similes, and imagery.
While underground in Philadelphia’s subway, Ross repeatedly uses word correspondence to establish a narrative rhythm for the reader. Fran Ross critiques different commuters as they struggle to avoid the “irritation, humiliation, irrigation, and syncopation,” caused by the station’s leaky pipes. The vernacular is strongly based on tempo, rhyming and movement through the composition’s emphasis on movement. Furthermore, she stresses the consecutive repetition in the following sentence, stating, “According to the number of drops that fell on the traveler from the Leaky Pipes, he or she was irritated, humiliated or irrigated.” Not only does this establish a friendly narrative voice, it stresses what is at stake for the passengers on the subway. If they take a wrong step, the
Those two events may seem like nothing but it shows how even at the early age of 8, children are taught to spot the differences in race instead of judging people by their character. Directing after this Twyla mentions how her and Roberta “looked like salt and pepper standing there and that’s what the other kids called us sometimes” (202). On the first page of this short story we already have 3 example of race dictating how the characters think and act. With the third one which mentions salt which is white and pepper which is black we understand that one girl is white and one girl is black. The brilliance of this story is that we never get a clear cut answer on which girl is which. Toni Morrison gives us clues and hints but never comes out and says it. This leaves it up to us to figure it out for ourselves. The next example of how race influences our characters is very telling. When Twyla’s mother and Roberta’s mother meeting we see not only race influencing the characters but, how the parents can pass it down to the next generation. This takes places when the mothers come to the orphanage for chapel and Twyla describes to the reader Roberta’s mother being “bigger than any man
Dostoevsky’s Notes from the Underground and Martin Scorsese’s Taxi Driver, written by Paul Schrader, both tell the same story about a man who is lonely and blames the world around him for his loneliness. The characters of Underground Man and Travis Bickle mirror each other; they both live in the underground, narrating their respective stories, experiencing aches and maladies which they leave unchecked, seeing the city they live in as a modern-day hell filled with the fake and corrupt. However, time and again both Travis and the Underground Man contradict their own selves. While the underground character preaches his contempt for civilization—the ‘aboveground’—and the people within it, he constantly displays a deep-seeded longing to be a part of it. Both characters believe in a strong ideal that challenges that of the city’s, an ideal that is personified in the character of the prostitute. He constantly attempts to seek out revenge, but the concept of revenge, paired with the underground character’s actions and inertia, becomes problematic with the underground ideal. The underground character is steeped in contradiction, and how one interprets his actions, or his inactions, is what ultimately determines whether the he is, truly, an underground man.
The narrator, Twyla, begins by recalling the time she spent with her friend, Roberta, at the St. Bonaventure orphanage. From the beginning of the story, the only fact that is confirmed by the author is that Twyla and Roberta are of a different race, saying, “they looked like salt and pepper” (Morrison, 2254). They were eight-years old. In the beginning of the story, Twyla says, “My mother danced all night and Roberta’s was sick.” This line sets the tone of the story from the start. This quote begins to separate the two girls i...
He is a colored kid who just wants to be liked by white people. This is shown later on, after dinner, when the siblings talk and the little sister asks, "What is the crap about getting dressed up?
The speaker reflects on the teenage girl’s childhood as she recalls the girl played with “dolls that did pee-pee” (2). This childish description allows the speaker to explain the innocence of the little girl. As a result, the reader immediately feels connected to this cute and innocent young girl. However, the speaker’s diction evolves as the girl grew into a teenager as she proclaims: “She was healthy, tested intelligent, / possessed strong arms and back, / abundant sexual drive and manual dexterity” (7-9). The speaker applies polished language to illustrate the teen. This causes the reader not only to see the girl as an adult, but also to begin to grasp the importance of her situation. The speaker expresses what the bullies told this girl as she explains: “She was advised to play coy, / exhorted to come on hearty” (12-13). The sophisticated diction shifts towards the girl’s oppressors and their cruel demands of her. Because of this, the reader is aware of the extent of the girl’s abuse. The speaker utilizes an intriguing simile as she announces: “Her good nature wore out / like a fan belt” (15-16). The maturity of the speaker’s word choice becomes evident as she uses a simile a young reader would not understand. This keeps the mature reader focused and allows him to fully understand the somberness of this poem. The speaker concludes the poem as she depicts the teenage girl’s appearance at her funeral: “In the casket displayed on satin she lay / with the undertaker’s cosmetics painted on” (19-20). The speaker elects not to describe the dead girl in an unclear and ingenuous manner. Rather, she is very clear and
In “on the Subway” the author Sharon Olds talks about two characters on a subway, by using similes and imagery.
Everyone living on this Earth has or will go through the process of growing up. This is a constant, never changing fact that we must all encounter the challenges of maturing to become an adult. One story that illustrates these concepts is Doris Lessing's’ story “Through the Tunnel,” a story about a beach, a bay, and a boy named Jerry. It shows how the main character changes from boy to young man. In Doris Lessing’s short story, she illustrates the challenges of maturation using symbolism and characterization.