Though she begins by saying, “[c]ultural critiques rarely talk about the poor,” the middle of her first paragraph transitions smoothly into her own experience of being labeled as “poor” and the negative connotation accompanied with that (Hooks, 432). Specifically, she states, “Wes does not speak of poverty or being poor in his essay. And I can remember having one conversation with him referring to my having come from a “poor” background; he corrected me and stated that my family was “working class”” (Hooks, 432). Out of the fifteen paragraphs she writes on the topic, halfway into the first she is already sharing her experience of poverty and the stigma that surrounds it. From that alone, the reader begins to empathize. Whether poor or not, many others have tiptoed around certain phrases and attempted to maintain “political correctness,” Hooks knows this, and uses it to her advantage. From that point on, the rest of the essay focuses on her personal experience and how it is representative of other people in similar situations. Later in her work, Hooks identifies and connects with the negative view of poverty when she discusses a class she taught on literature of African American, female writers. She mentions that the class is largely populated by black students raised in lower class
It doesn’t seem that this child is a chimney sweeper because of poverty because his parents have time to go to church so they aren’t desperate for money. It seems to me that his parents are greedy and didn’t care enough to prevent the child from going through this. I think the child knows this and that’s why he is angry. The child just put on an act to make them think that they are not hurting him and that he is okay. “And because I am happy & dance & sing, they think they have done me no injury: And are gone to praise God and his Priest and King.” (Blake “Experience”). This poem ends with the notion that there isn’t even hope in the afterlife. “Who make up a heaven of our misery.” (Blake “Experience”). His parents are at fault for what they have done to him, but he can’t even look to a higher power for comfort. The tone in this poem is showing that knowledge can be pain. The child is aware of what happened to him and he places his anger on the church and the adults but that doesn’t stop him for hurting. Knowing doesn’t make him
The poem opens with the speaker remembering the behaviors of an abusive father when she was a child. The tone at this point was one of disgust, hatred, spite, and taking joy in her father’s failures. This was due to the fact that she was taught to feel this way by her mother. As a child she was not aware of this. It was not until adulthood that she realized her feeling of resentment towards her father were evoked by her mother. The speaker, herself, was not the victim of her father’s abusive behavior nonetheless she still hated him because that’s the only way she knew how to feel. These feelings are shown through the imagistic language used to reveal the acts of revenge on the father. When the mother finally divorced the father, “her kids loved it” (3-4). When the father was fired from his job, “we grinned inside” (5-6). The pleasure that the entire family took watching their father’s demise was quite vivid. “We were tickled to think of your office
She does this by conducting her own investigation of what it is like to be apart of the lower class. She finds that living in this social group there are tips that are essential for survival “unknown to the middle class”(25). This is not hard to believe considering that the wealthier individuals do not have to worry about where their next meal is coming from. The individuals living in poverty must accommodate their way of life in order to survive for the next day. One concept the rich don't understand about the lower end of society is they did not choose to become poor, and there is not a “secret econom[y]”(27) to help them out. They have to work hard for every cent they earn and it certainly does not come easy. The side effects of working are what take the biggest toll on, not only the body but also the mind. After working long days and longer nights the mind starts to give up hope for a better life and accepts the fact that this is as high there quality of life is going to get. Not only do they have to work all day and night but if an injury were to happen they are encouraged to “‘work through it’”(110). The money they are earning to feed the mouths of their children is worth more to them than there own health. Living at the bottom of the pyramid is not a walk in the park but rather a vigouros journey through
Words such as, “death,” “battered,” and “scraped” could mislead the audience to interpret a more sinister poem; however, these words take on a new meaning when they are connected back into the poem. “Death” refers to the child holding on to his father to keep up with him; “battered” and “scraped” describe the fathers hard working hands propping up the small child on his feet so the could dance. These “negative” words only contribute to the overall endearing memory, rather than take away from
When reading “She Dwelt among the Untrodden Ways,” I experienced many emotions starting from the title. At first it confused me because I interpreted it in a way that did not make much sense. What really confused me were the words “dwelt” and “untrodden.” You would not think to put those two words in the same sentence much less make them the title of a poem. I know that “dwelt” means either living on a certain area or mulling over a particular thought. When I saw the word “untrodden,” I knew that it meant an area not walked upon. Since you cannot walk on a thought, it is not possible for you to not walk on one. Then I thought that the use of “untrodden” could just be exaggerating the fact that this woman or girl lived in a secluded area. From this, I could figure out that she is most-likely lonely. This made me want to know more about her life and why she is lonely. Though there are times when I need to be alone, the thought of living away from society makes me feel disconnected from the world. She must have known somebody. Somebody must have thought she meant something to them. Wanting to know more about her, I read on and found that William Wordsworth’s poem will have readers thinking about all the little things in life and the meaning they have, whether it is small or big. Wordsworth’s poem brings forth the idea that few people see the importance and beauty in those unknown and the difference they make when they are gone.
In 2017, students can sit side by side regardless of race or ethnicity. In the early 1900’s, this was not the case, people were discriminated against just for being black. This can be shown in two poems by Countee Cullen. The first poem, “Tableau,” is about a black kid and white kid walking arm in arm across the street, free from racism or prejudice. The second poem, “Incident,” is about how a small black kid was shown horrible racism in Baltimore. Both poems show discrimination in its own way; from different perspectives. One can either surpass racism or let it bring them down.
The different ideas presented in poem are separated by periods rather than stanzas. Brooks describes the child as being “ in the apartment overheated” and it appears to be a direct reference to her childhood in which her parents controlled every activity they did and who they talked to. She is saying “overheated” as in they were constantly smothered by their parental supervision and were never given the opportunity to explore the world and the wonders of childhood. The child is described as having “ prim and elderly looks” because the child hasn’t been able to explore nature and be excited by their curiosities. They are forced to live a life with very little excitement and were accustomed to having conversations about the law and not of toys. They had to be mature enough to have this conversations which means that they were studying and reading often. The tone in this portion of the poem is grim and sad. It is apparent that this is not the favored way for a child to
Throughout the poem the speaker talks about light and dark. The references to light and dark act as a continuous metaphor. Light refers to, not just the speaker, but white people in general and the comparable ease of their lives in oppose to the lives of their black counterparts. Dark, of course, represents black people. The speaker says, “without meaning or / trying to I must profit from his darkness.” Furthermore the speaker thinks about how the boy is like black cotton absorbing the heat of the nation’s less than kind attitude towards black men. She, meaning the speaker, has lead a far different life. She states, “There is / no way to know how easy this / white skin makes my life.” Light symbolizes goodness and the ease of her life to the dark of the man’s life.
Through harsh words such as; "battered", "scraped", "beat", "dirt" and "death, the speaker hints to a dark event, which could very likely be the death of his father. Although the speaker goes on the describe a cheerful event in the poem, there are remnants of hurt being evoked. Seeing that the speaker begins and ends the poem with him clinging onto his father, it may be that it is difficult for the speaker to come to terms with losing his father. Moreover, while the poem may be interpreted in two ways, the reason I chose to see it in a positive light connects to much of my
“I felt more and more isolated, excluded, set apart.”(2), “the pain of hunger is intensified when you live in the midst of plenty.”(2), “I felt a deep abiding hunger for more than food”(2) in the first and beginning of the second paragraph the author describes her own story and uses illustrative words to show a young girl who feels all alone, ashamed and exiled for her absence of wealth. this is meant to set up the stage for how charity affects her life and how it can help another. then the story changes tone when her life is affected by a strangers charity. “I’m 45 years old, and I remember them well.”(2)
“Any Human to Another” by Countee Cullen is a poem that was written during the Harlem Renaissance. It calls on white Americans to put aside their racial differences and come together in unity. This poem shows the want for equality through numerous rhetorical devices. When reading the poem the first thing that one notices is the constantly changing rhyme scheme. Cullen used a changing meter to emphasize each stanza, so that they stand apart but are still sound connected. This is used throughout the poem to contrast blacks and whites and show that they are diverse yet single. Both are human beings, but a different in color. The stanzas of the poem contain meter, paradox, contrast, metaphor, personification, similes, and allusion in
These poems have a softer voice and a sweet tone to it. It’s urging the children to keep dreaming and to hold on to those dreams. He wants to protect the dreams of the innocent and young because the “two rough fingers” are going to try and destroy their hope someday. He is saying that we have to fight for our dreams because people will be harsh.
2. By the age of eighteen the narrator had married, had a child, been deserted by the father, and forced into a succession of menial jobs forcing her to thwart the child's need for security and affection. There is the sour smell of poverty. There is a strong sense of being trapped, of being helpless while bitterly aware that the economic plight of the parent is stunting the child's development. A sense of guilt (remembering the "clogged weeping" of a child abandoned during the day by her working mother) struggles with the sense of having done the best under the circumstances.