In Maya Angelou's Essay `Graduation' the use of language as a navigational tool is very evident, as it leads from emotion to emotion on the occasion of the author's graduation from eighth grade. Over the course of the work, Angelou displays 3 major emotions simply based from the language she uses; excitement, disappointment and finally, redemption
The beginning of this work focuses on speaking of excitement and joy due to the upcoming eighth grade graduation, "The children in Stamps trembled visibly with anticipation" (835). The children were shaking with excitement due to the impending graduation services. The graduation is the most important thing happening in the town of Stamps, "We even made a sign for the Store....It read clearly "CLOSED GRADUATION" (837). They even closed the town store for the festivities.
The coming of graduation is shown as a proud day, and holds a sunny future for the narrator and her classmates, "My class was wearing butter yellow pique dresses...the lemony cloth...embroidered raised daisies" (835) and "My dress fitted perfectly...everyone said I looked like a sunbeam in it" (837), all these images of warm colors, flowers and butterflies, were scattered throughout the beginning of the work, and contribute to the high spirits and overall happy mood of the day. All of this happiness and sunshine also contributes to the feeling of there is a looming black cloud ahead.
Another emotion portrayed through the narrators language is disappointment. The center of the work is where the story takes a deep turn downward - and the black cloud presents itself. Mr. DonLeavy's presence was insult enough, but to say he was "glad to be here to see the work going on just as it was in the other schools" (838)...
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...red, we have come, treading our path through the blood and the slaughtered" (841). This is the turning point where the narrator actually listens to the words of the song and realizes the sacrifices made before her and the opportunities that lay ahead of her, "We were on top again (p.388)," the "we" meaning the entire Negro Race. Until then, she didn't see herself as a member of the Negro Race, but just as a member of the graduating class of 1940. A rite of passage takes place here, where a young, naive black girl takes a step up to maturity and proudly joins her race. "I was no longer simply a member of the graduating class of 1940; I was a proud member of the wonderful, beautiful Negro race" (841). She begins to realize what it means to be an American Negro and that she herself, is a monument to the struggles and sacrifices made by those who faced even greater odds.
The work, the Souls of Black Folk explains the problem of color-line in the twentieth century. Examining the time following the civil war the author, W.E.B. Dubois, explains the African American experience of living behind the “veil”. To fully explain the experience of living behind the veil, he provides the reader with situations that a black race experiences in reconstruction. This allowed the readers to metaphorically step into the veil with him. He accomplishes this with the use of “songs of sorrow” with were at the beginning of each chapter, and with the use of anecdotes.
The transition of being a black man in a time just after slavery was a hard one. A black man had to prove himself at the same time had to come to terms with the fact that he would never amount to much in a white dominated country. Some young black men did actually make it but it was a long and bitter road. Most young men fell into the same trappings as the narrator’s brother. Times were hard and most young boys growing up in Harlem were swept off their feet by the onslaught of change. For American blacks in the middle of the twentieth century, racism is another of the dark forces of destruction and meaninglessness which must be endured. Beauty, joy, triumph, security, suffering, and sorrow are all creations of community, especially of family and family-like groups. They are temporary havens from the world''s trouble, and they are also the meanings of human life.
“We Shall Overcome” was a popular song of comfort and strength during the civil rights movement; it was a rallying cry for many black people who had experienced the racial injustices of the south. The song instilled hope that one day they would “overcome” the overt and institutional racism preventing them from possessing the same rights as white citizens. Anne Moody describes several instances when this song helped uplift her through the low points of her life as a black woman growing up in Mississippi in the 1950s and early 1960s. By the end of her autobiography “Coming Of Age In Mississippi” (1968), she saw a stream of excessive and unending violence perpetrated by white people and the crippling effects of poverty on the black people of
To regard the importance of the bigger picture, he maintains parallel structure and utilizes the repetition of words in the body of the speech. “The fulfilling life, the distinctive life, the relevant life” occurs when one seizes the day—when one finds the joys in life by realizing “you are not special”. The pauses and short sentences also adds to the conversational aspect and pace of the commencement piece. To continue, he notes how in this moment of time, every single one of them is dressed “exactly the same” and their diplomas are “exactly the same”. The unification of these prospective seniors further augments the message of settling. McCullogh further critiques the phrases that defy logic. High school students have perceived that “good is no longer good enough, where a B is the new C”. The goal into doing one’s best has been shaped into doing the capabilities of another, in which McCullogh responds metaphorically to only focus on the betterment of the self: “climb [the mountain] so you can see the world, not so the world can see you”. All of these seniors have fallen into the preconceived mindset of superiority, unifying them together but it is their personal capabilities that distinguishes one from another, successes from failures. The support and inspiration he is aiming for is clearly portrayed in proposing to the students to, “[d]ream big. Work hard. Think for yourself”. He inspires them to experience life instead of accomplish
When the speaker gets up the first thing she notices is that he is black, and she ends it with this quote, "We have come over a way that with tears has been wanted, we have come, treading our path through the blood of the slaughtered¨. Suddenly, she started to feel that blacks are back on top. She expresses that sentiment when she states, "we were on top again, as always again. we survived." She thinks that no matter what blacks always overcome any obstacle that comes in their way. This is a sharp contrast from what she was thinking earlier. At first she was thinking it wasn't beneficial to be black because of the racism she would have to face the rest of her life. Then its a sudden change when she hears the black speaker and she feel like blacks will always
In “Champions of the World,” is the nineteenth chapter in I Know Why the Caged Bird sings, is written by Maya Angelou. In this chapter, she talks about a African American community in the late 1930s in Arkansas, that are gathered one night in a store to listen to a boxing match which consists of African American professional boxer Joe Louis and his opponent that night was Primo Carnera, a white boxer from Italy. This fight is more than a physical fight for the African community. Joe Louis is seen as a hero in the African community because he is the one that represents the African community; their fate depends on Joe Louis victory. There is segregation happening during this time and the Jim Crow laws which impacted this area. People were feeling
Throughout life we go through many stepping stones, Maya Angelou's autobiographical essay "Graduation", was about more than just moving on to another grade. The unexpected events that occurred during the ceremony enabled her to graduate from the views of a child to the more experienced and sometimes disenchanting views of an adult. Upon reading the story there is an initial feeling of excitement and hope which was quickly tarnished with the abrupt awareness of human prejudices. The author vividly illustrates a rainbow of significant mood changes she undergoes throughout the story.
Maya Angelou was one of America’s greatest writers in history. She was known for her many writings and for her part in Civil Rights Movements. Maya Angelou went through many hardships during her childhood, the most prevalent of those, racism over her skin color. This racism affected where she grew up, where she went to school, even where she got a job. “My education and that of my Black associates were quite different from the education of our white schoolmates. In the classroom we all learned past participles, but in the streets and in our homes the Blacks learned to drops s’s from plurals and suffixes from past tense verbs.” (Angelou 221) Maya Angelou was a strong believer in a good education and many of those beliefs were described in her
when Maya Angelou was a young woman -- "in the crisp days of my youth," she says -- she carried with her a secret conviction that she wouldn't live past the age of 28. Raped by her mother's boyfriend at 8 and a mother herself since she graduated from high school, she supported herself and her son, Guy, through a series of careers and buoyed by an implacable ambition to escape what might have been a half-lived, ground-down life of poverty and despair. "For it is hateful to be young, bright, ambitious and poor," Angelou observes. "The added insult is to be aware of one's poverty." In "Even the Stars Look Lonesome," her new collection of reflective autobiographical essays, Angelou gives no further explanation for her "profound belief" that she would die young.
Overall, “Love” is about death and the students love for their teacher, even though it is not what it is played out to be. Maxwell demonstrates this through his tone, point of view, word choice, and sentence structure, in which coordinates with the overall theme of death. He uses his sentence structure to show the perspective of a fifth grade student. In addition, he also uses short descriptive sentences to show how a fifth grade student would tell a story. Maxwell also uses specific word choice that adds detail to his short sentences, in order to foreshadow Miss. Vera Brown’s Death. Each of these formal features helps shape his essay around the theme death, in which involves close attention in order to understand
In an expressive voice, Ms. Angelou paints a memorable picture of a small black community anticipating graduation day fifty-five years ago. She describes the children as trembling "visibly with anticipation" and the teachers being "respectful of the now quiet and aging seniors." Although it is autobiographical, an omniscient voice in the first six paragraphs describes how "they" - the black children in Stamps - felt and acted before the omniscient voice changes to a limited omniscient narration in the seventh paragraph. Her eloquent voice skillfully builds the tension as she demonstrates bigotry destroying innocence.
The early 1900s was a very challenging time for Negroes especially young women who developed issues in regards to their identities. Their concerns stemmed from their skin colors. Either they were fair skinned due mixed heritage or just dark skinned. Young African American women experienced issues with racial identity which caused them to be in a constant struggle that prohibits them from loving themselves and the skin they are in. The purpose of this paper is to examine those issues in the context of selected creative literature. I will be discussing the various aspects of them and to aid in my analysis, I will be utilizing the works of Nella Larsen from The Norton Anthology of African American Literature, Jessie Bennett Redmond Fauset, and Wallace Brown.
The main purpose of this essay is to analyze the writing of Maya Angelo in the essay the champion of the world and the strength of African American. I know why the caged bird sing; the tittle taken
This is shown in the song Graduation by Vitamin C. Graduation is about the change of leaving high school and moving on to adulthood. It shows the many questions young people have about leaving school, and uncertainty of the future. At the same time, it shows the constant of friendship that people can rely on, when many other things in their life are changing.
... thought that maybe we won’t be friends or even know each other in the future. Unexpectedly, we all had these feelings of fondness for a place we a come to despise and couldn’t wait to leave. Why would that happen to us? We all realized that in this moment we’re growing up but are far from “grown up.” Suddenly, there is a flash of light and in that moment I knew that the three of us would be separated for the rest of the day, maybe our lives. The flash brought everything back. It gave us a reason to go back into the hallway and meaninglessly chat with our friends. After we left that room we were still sharing a moment together but in a different sort of way. The picture was there and we had superficial thoughts but the graduation was so much more. It marked a major time in our lives and sent us off into the future. No longer were we the next generation because we were being sent off into the grown up world. Would we all still be appreciated? How is the world going to receive three naive girls who don’t know anything? All these questions were to be asked and to be forgotten because we got caught up in the moment. The picture marks that time in our past and an important time it was.