In the beginning of the poem, the instructor tells the college student to let the page come out of them and then it will be true. The poem represents the speaker and how they see themselves and the people around them. The speaker is a colored college student who has been instructed to write a page for his/her English class. Is the speaker male or female? Automatically you will think the speaker is a male because of the author being a male. This a common mistake when figuring out the speaker in a poem. Let’s say the speaker is a guy, he describes the simple things in life he enjoys. “Well, I like to eat, sleep, drink, and be in love. /I like to work, read, learn, and understand life. /I like a pipe for a Christmas present, /or records—Bessie,
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... she is indeed angered and fed up at the fact that there is a stereotype. The way in which she contradicts herself makes it hard for readers to understand the true meaning or point to her poem, the voice was angry and ready for change, yet the actions that the individual was participating in raised questions of whether or not he actually fit the stereotype.
The poem begins with the speaker reminiscing about a happy time in his childhood when he was riding the bus in Baltimore, taking in the sights and sounds of an unfamiliar city. The author uses alliteration when he writes the boy was, “head-filled, heart-filled with glee”. He notices another boy staring at him, so he smiles at the boy. The speaker believes there is little difference between them because of the closeness of the two’s size and age. We learn that the speaker is a small 8-year-old, and the other boy was also small. Naturally, we think maybe the boys will become friends or talk, since they’ve already took that preliminary step to introducing yourself. Instead of smiling back, the other boy sticks out his tongue and calls the speaker "nigger". The white child’s slur makes the speaker aware of how much larger the differences really are between them.
The reader from the start is aware of the point of view that the poem is being told in. The first sentence is “But if I”, which shows the narrator is in first person. By using first-person the readers are able to have the confidence that the events being told are believable because they come from a first hand character and not a third person unreliable character who could misdirect the reader. The narrator presents a theme using her imaginary lover with the excerpt “But if I were to have a lover, it would be someone who could take nothing from you.” This would be much more difficult and not remotely have the same effect if it was done in any other perspective. The reader gains trust and can connect better when the writing is in first person. Emotion is expressed with more energy and force with this perspective and is evident with the concluding sentence, “with my other body, the one that you have never asked to see.” Third-person perspective wouldn’t compare in having the same effect with that last strong sentence. As the reader, we are not sure...
Does time change the message that can come from one’s words? Or does time just alter the message to make it relevant to the people of the time. Rapper J. Cole may have done that with a poem that was written by the famous poet Langston Hughes, but not intentionally. Although the same emotions could’ve been at work in the making of Cole’s song “Intro” that were present in Hughes when he wrote “Let America Be America Again”. Both works emphasizing people becoming free from something, by two educated black men from two different time periods, but what gives these two artists this mind set to gain such an oneness with the world around them?
In the poem, the poet uses symbolism to show how teacher was not actually grading the paper, but she was trying to see her inside the student. First instance which shows this is when the teacher tells the student that she would have wrote the paper differently. The teacher said, “I’d have said it differently, / or rather, said something else” (17-18). This shows that the teacher was not grading the student on his writing, but she was comparing him to herself, and she was trying to tell him that he should have written the way she writes. Another instance which shows symbolism is when the teacher tells the student that she would have quoted the context. The teacher says,” I would have quoted in this context” (24). This shows that not only she did not grade the student on his writing, but she is showing the way she would have written the paper. Another symbol that the poet uses to show that the teacher was not grading the paper, but was trying to see herself in the story is when after finding the mistakes, the teacher says that after all the student is not her and it is natural to have fault in his paper. The teacher said, “You are not/ me, finally, / and though this is an awkward problem, involving/ and inescapable fast that you are so young, so young/ it is also a delightful provocation” (34-38). This shows that the teacher is telling the student that because he is not her and he is very young, there are
3 Contemporary society has many stereotypes about gender. Many negative stereotypes make a hard time for young boys and girls in America today. For example, there are the most popular stereotypes about male: man is a leader, a beacon of strength and order in a chronic world; man is strong; man is the rulers. In the poem "Rate of Passage," Sharon Olds very clearly describes all today's stereotypes about male. "How old are you? I'm seven. So?" This line describes that men like to believe that they are the "alpha-male" of the group of people they around. It shows that elders usually get priority. In the poem Olds shows how the world views a normal man in a society.
The poem starts out with the daughter 's visit to her father and demand for money; an old memory is haunting the daughter. feeding off her anger. The daughter calls the father "a ghost [who] stood in [her] dreams," indicating that he is dead and she is now reliving an unpleasant childhood memory as she stands in front of his
In the opening lines Hughes writes, “Let it be the pioneer on the plain, seeking a home where he himself is free”, which sets the tone for the rest of the poem to indicate that this dream is only for men. The narrator cares little for women’s freedom and make it’s a point to identify the dream as a male centered objective. This can be vindictive towards women’s place in society or it could be reflecting the fact that when the American Dream was originally conceived, women were not complicit in the dream, except to play the part of wives and birth-givers. Inclusion of all men is further stressed in the line, “the land where every man is free”, this creates an air of forced equality, but the double edged sword is that instead of including everyone or all people, the word chosen is “man.” This exclusion of women establishes a wall between the sexes where women are not included in the vision of the American Dream or freedom. It is not an all-encompassing freedom, but rather a discriminatory stance that builds off the absence of women voices to profit the progression of men. Furthermore, the
The poem starts off with a young girl “awake at dawn” who is dreaming by silk curtains. The young girl has fragrance “spilling” out of her hair “half sandalwood, half aloes” this sets the mood for the poem. If they did not explain the fragrance spilling out of the girl's hair and her waking up by silk curtains they wouldn't have set the calm mood for the poem. Most girls don't pay attention to there hair and the way they wake
When analyzing the poem, “Life is Fine” by Langston Hughes, at first glance, it may seem like a short and simple poem about life. The poem is much more complex. The poem is about the obstacles that some people face in life and how to find the strength to persevere. This poem helps the reader appreciate life and encourages us to triumph over the most emotionally challenging obstacles rather than considering death as a solution. The character in the poem, although weak and confused at first, finds the strength to deal with the issues he is struggling with and comes to appreciate life, rather than turning to a tragic way out. The character makes a half-hearted attempt to take his life twice during the short poem because of the emotional pain of lost love, but fortunately, finds reasons why he shouldn’t. The character, although very confused, sees that there is good in his life and realizes that his lost love is not worth giving his life up for. Hughes had a tough childhood, being raised mostly by his grandmother. His poem “Life is Fine” very possibly was close to his heart considering he may have faced some of the same struggles he wrote of in his poems. Hughes has written other works such as biographies and short stories about life and its experiences and his works are valuable to readers in their lives as well (Norris). Throughout this poem, the character continuously tries to take their life but cannot do so because there are clearly more reasons to live than to die. This poem echoes the thoughts that people have about death when things get difficult and how they consider turning to death as the answer. Learning to deal with obstacles and appreciate every moment is a valuable skill in life. This poem is an inspiration...
The entire poem is about the interactions of the man and this girl. For whatever reason, he asks her how many brothers and sisters she has. She tells him she has seven. He, of course, sees no other children running around so challenges her answer. When he finds two are dead, he insists 'then ye are only five,'; she stands firm in her belief that 'Nay, we are seven.'; Each verse goes back and forth with him trying to convince her that she is one of five and of her explaining to him why her brother and sister are still very much part of her life.