An Analysis of Countee Cullen's “Any Human to Another”
Countee Cullen was man who struggled to be called a “poet” instead of a “Negro poet.” His life during the Harlem Renaissance was filled with inequality and prejudice. These facts have lead many analysts to perceive his poem “Any Human to Another” as a cry for racial equality. However, Cullen’s manipulation of structure, imagery, and symbols in the poem reveals that his true theme is that all humans are individually unique but must live together in harmony and equality, caring for and helping each other.
The first technique Cullen uses to show his theme is the structure of the poem. “Any Human to Another” is made up of five stanzas: the first and second are six lines long, the third and fifth contain seven lines, and the fourth stanza is made up of only five lines. The author uses these varying lengths for a purpose; he wants the readers to see the way in which a variety of different types join together to form one poem. This is analogous to the way in which many unique people make up our society. The diversity of stanza length in the poem shows that the diversity of society in the world is a main contributing factor to our culturally enriched lives. Another example of how the structure of this poem relates to the theme is in the rhyme schemes of the five stanzas. Each part has several lines that rhyme with other lines in that stanza; however, the rhyme scheme of one stanza does not match with that of any other. This again shows the unique parts of each stanza that all go together to make one beautiful poem. Similar to the way this poem would lack excitement if it followed one rhyme pattern the whole way through, life would be not b...
... middle of paper ...
... means to express his opinion is the “little tent” in the second stanza. Cullen writes that no man is allowed his own “meadow of sun and shadow,” the sun being joyous feelings while the shadow is angst. No man deserves the privilege of indulging himself in “sun” while others in the world have troubles; on the other hand, no man should deal with the “shadow” of inequality without a friend or companion. As a member of the human race, each individual has their own duty to care for and help others.
Countee Cullen clearly has a message to spread through this poem. His structure of individual stanzas coming together, imagery of diversity and grief, and symbols of emotional bonds say one thing: society must be made of individual people who coexist in peace, aiding and respecting one another. This message is clearly a valuable truth we must all learn.
Countee Cullen's poetry illustrates a man who is torn between being born in the African American world, his career as a raceless poetic and dealing with his sexuality during the Harlem Renaissance period. Five of the seven volumes of poetry that bears Cullen's name have, in their titles, a basis for racial themes that comes out in the poetry itself.
She was sent to a non-social work environment which had numerous work barriers. The people she was assigned to work with showed her little to no support, which frustrated her efforts. She wanted to quit but thought about the hope the same people she was helping had lost.
As a follow up on my poetry project, I chose to select Langston Hughes, Claude McKay, and Countee Cullen. When I initially wrote on the poets, I was shocked how unaware of them I was. I discovered interesting facts about each poet. Langston Hughes Claude McKay and Countee Cullen were very inspiring during the Harlem Renaissance. I did not know who Countee Cullen was until I did my project and decided to explore his work during the 1920s. It seemed Countee Cullen and Langston Hughes were popular during this time. Langston Hughes was a leader during the Harlem Renaissance. By using poetic examples of Claude McKay, Countee Cullen, and Langston Hughes work, I will describe the feelings and representations of African American during the early 1920s.
The poems, “I, Too” by Langston Hughes and “Incident” by Countee Cullen employ visual imagery, tone, literary devices such as hyperboles, symbolism, and foreshadowing in different ways to illustrate the public life interaction between two different races, and the private life of an African American’s internal struggle of not being able to fight against the prejudice towards them. Both poets share racism as their piece of life, and although dealing with racism is the central tension engaged in the poems, Cullen suggests that experiences can affect your view on life and change your attitude. Hughes on the other hand, proposes that with an optimistic attitude you can change the outcome of your future, and that your attitude is independent from past experiences.
This poem is written from the perspective of an African-American from a foreign country, who has come to America for the promise of equality, only to find out that at this time equality for blacks does not exist. It is written for fellow black men, in an effort to make them understand that the American dream is not something to abandon hope in, but something to fight for. The struggle of putting up with the racist mistreatment is evident even in the first four lines:
By using easy to comprehend language Millay convinces her readers to go along with turbulent and sometimes unrealistic action to convey common feelings for all people. No matter what theme the reader applies to this poem it is important in some way to every reader and has meaning in many situations.
The health professionals are able to monitor and assess the condition of the new mother with the help of psychological therapies. Psychological therapies are important in providing effective coping measures to an individual. However, in other clinical settings, patients undergo mother-infant therapies for counseling and support
During this era African Americans were facing the challenges of accepting their heritage or ignoring outright to claim a different lifestyle for their day to day lives. Hughes and Cullen wrote poems that seemed to describe themselves, or African Americans, who had accepted their African Heritage and who also wanted to be a part of American heritage as well. These are some of the things they have in common, as well as what is different about them based on appearance, now I shall focus on each author individually and talk about how they are different afterwards.
The next issue is the issue of a public icon being a criminal. Many mothers and others around the world held Martha Stewart in such a high light and followed by her example. This whole aura is ruined by this situation. This is terrible today because so many people today believe in what they see on today and take to heart everything what is said on television. Moreover Martha Stewart’s case is very monumental because it has taken societies beliefs and corrupted them by eliminating a public icon from the spotlight with criminal charges.
“I have a dream that my four children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character” (Martin Luther King Jr., “I had a dream speech”). Racism, a strong weapon used against equality. Langston Hughes portrayed his view of societal racism in poetry and songs. Quite a strong soldier in the war against prejudice, his train of thought was precisely what society needs, yet fears. Racism should be distinguished, but is as strong as ever. The end of its reign would enhance the ability of minorities in terms of jobs, societal acceptance, and life in general. Langston Hughes communicates his theme of racism and overcoming it through his use of Symbolism, Tone, and Anthropomorphism.
Childhood trauma has been shown to affect the victim throughout his or her entire life. The developments of severe psychological disorders have been linked to early life traumatic events. In particular Borderline Personality Disorder (BPD), Post-Traumatic Stress Disorder (PTSD) and Dissociative Identity Disorder (DID) are common in those with traumatic childhoods. These disorders will be identified and evidence presented to demonstrate that childhood trauma is directly linked and responsible for these deviations from typical development.
Over the course of the century chronicling the helm of slavery, the emancipation, and the push for civil, equal, and human rights, black literary scholars have pressed to have their voice heard in the midst a country that would dare classify a black as a second class citizen. Often, literary modes of communication were employed to accomplish just that. Black scholars used the often little education they received to produce a body of works that would seek to beckon the cause of freedom and help blacks tarry through the cruelties, inadequacies, and inconveniences of their oppressed condition. To capture the black experience in America was one of the sole aims of black literature. However, we as scholars of these bodies of works today are often unsure as to whether or not we can indeed coin the phrase “Black Literature” or, in this case, “Black poetry”. Is there such a thing? If so, how do we define the term, and what body of writing can we use to determine the validity of the definition. Such is the aim of this essay because we can indeed call a poem “Black”. We can define “Black poetry” as a body of writing written by an African-American in the United States that formulates a concentrated imaginative awareness of an experience or set of experiences inextricably linked to black people, characterizes a furious call or pursuit of freedom, and attempts to capture the black condition in a language chosen and arranged to create a specific emotional response through meaning, sound, and rhythm. An examination of several works of poetry by various Black scholars should suffice to prove that the definition does hold and that “Black Poetry” is a term that we can use.
...ites a short 33-line poem that simply shows the barriers between races in the time period when racism was still openly practiced through segregation and discrimination. The poem captures the African American tenant’s frustrations towards the landlord as well as the racism shown by the landlord. The poem is a great illustration of the time period, and it shows how relevant discrimination was in everyday life in the nineteen-forties. It is important for the author to use the selected literary devices to help better illustrate his point. Each literary device in the poem helps exemplify the author’s intent: to increase awareness of the racism in the society in the time period.
Kate Chopin tells the story using a lot of symbolism and she uses irony to raise the concern of a married women who has experienced oppression. She is raising an issue and she tells the readers that women shouldn’t experience what Mrs. Mallard did and shouldn’t be trapped in the intuition of marriage and follows the rules that society has made only for women. Her use of literary devices makes the story more interesting and meaningful. Which is why this story should be in American literature
Automobiles and its related manufacturing contribute to the degradation of the environment causing great concerns from consumers, governments, policy makers and environmentalists, regarding the economy and global warming. This resulted in market changes, due to new environmental laws, legislations, standards, product requirements and consumer wants. The gasoline engine produces emissions that are deadly for the environment, hence the big race by the automobile producers to develop an efficient alternative fuel/energy for powering its vehicles. Deloite (2014) ‘In 2012, new Corporate Average Fuel Economy (CAFE) standards were released in the U.S. that requires automakers to raise the average fuel efficiency of new cars and trucks to 54.5 MPG by 2025.’ (“Global Automotive Consumer Study”, 2014, p.4) The industry is engaged in research and development to develop more efficient internal combustion engines, electric vehicles (EVs), plug-in hybrids, and vehicles powered by natural gas. The government offers incentives in the form of rebates for the purchase and sale of energy efficient