Repetition in poetry is a choice the writer makes when they want an idea to become clearer to a reader. By repeating the same word or phrase, the poet draws attention to it and therefore the reader must pay focus in on it to find a deeper meaning. In “The Supremes” poem, Cornelius Eady uses this particular strategy to draw attention to one specific part of the poem; “a long scream” (lines 5 & 18). As the boys in the poem grow up the one trait that remains is the scream in the back of their minds. The scream means that they don’t like what they are doing and that they don’t want to go along with what everyone else wants them to be. This poem explores what this particular group feels is their set path and they want to rebel and act in their own ways. The message is explored in a variety of ways including color and descriptive objects. …show more content…
Line one of the poem begins the use of color as having a deeper meaning.
The kids in the classroom were “born to be gray” (1); gray having the connotative meaning of being dull but inoffensive, there but not the center of attention. Another meaning which could be derived from it could be the nature of the color itself being in between black and white representing a transitory phase. Another interesting point of the first stanza is that there is another color mentioned there for the “white bread” (2) the students eat. This seems to indicate that the students are moving out of the gray transition stage. Since the students are eating the bread, it could be surmised that they are looking for things that are good and fresh but haven’t quite found it for themselves
yet. The next mention of color occurs in line 11 with the mention of the “terrified brown-noses”. Not only does this allude to the time-period, around the 1960’s, but also reimagines the way the slang is perceived. The phrase is used for people who try way too hard to get the approval of someone who has power over them. However this poem seems to sympathize with them and instead uses the color to make the distinction that they are different and that those who were gray did not like that. The poem continues on to mention that this was “training” (13) which occurred “at home” (13).Training refers to the treatment the other classmates suffered was considered as practice for the real world. The last stanza is where the most descriptive objects lie. The last few lines mentions the students wanting to break away from their set plan of being “born to be gray” (1). The “wigs” (27) alludes to the idea that they are disguising themselves to act the way they want without the consequences of being seen or recognized. “Lipstick” (28) is also a means for a disguise, but not only that it is also a way of drawing attention to oneself. The very last line “sequins” (29) is all by itself. This works in two different ways. One it draws our attention to it and two it works to further expand the metaphor of a sequin. They are flashy little objects that, with their facets capture light around them and reflect outwards. This is what the students have become. No longer were they dull and gray but now they shone brightly and stood out when people did not want them too. Using the stages of color the poem can paint an image of growing up and becoming your own person.
The first line of the last stanza “Therefore,” suggest that previous ideas of physical need and despair provide a telling prelude to the fate of the children. The following lines “their sons grow suicidally beautiful at the beginning of October…” are further telling to their destiny. As aforementioned, the phrase “suicidally beautiful” and the setting of October are indicative of a period of death and decay. Following this notion, is the line “And they gallop terribly against each other’s bodies” which literally takes the poem back to the football game, but also symbolizes the struggle of the sons. They “gallop terribly” denoting an uncontrollable rapid progression, and are doing so “against” one another as if attempting to be the hero the community dreams about. However, just as the poem begins with the setting of the stadium and ends with their struggle, their lives are ultimately determined by a cycle of poverty beginning with the idealization of a hero, failure to provide the family, and hope for the child just like the “proud fathers” in the stadium. However, the chances of escape are extremely
Line one says "we were born to be gray." I infer here that all people born to be alike to fit in and blend in. i came to this conclusion when the word gray was introduced, gray is a middle color were not color stands out more than the other all equal. Line one through three says "...we went to school sat in rows, ate white
In Etheridge Knight's poem "Hard Rock Returns to Prison from the Hospital for the Criminal Insane," he uses a fictional tale to describe the tyrannical elements of prisons while simultaneously conveying the oppression that those who defy authority face in society. Knight effectively utilizes imagery and analogies (implied or clearly stated) to appeal to the readers senses and draw them into the story (and ultimately the motif).
With the use of irony and a free rhyme scheme, Collins’ poem vocalizes his opinion on how lying to children about significant facts can only serve to make them ignorant. The way he communicates this to us is by ironically emphasizing events by understating them. He shows how important an event is by mocking the teacher’s portrayal of the event. One example of how he does this is how the teacher tells his students that the ice age was just the “chilly age, a period of a million years when everyone had to wear sweaters.”(3-4). Collins does this several times with other important events in history, such as the Spanish Inquisition, where “[It] was nothing more than an outbreak of questions.”(7-8). The teacher’s interpretation of events, when compared to the actual events themselves creates a sense of unease, as the lies stray far away from what actually happened, and brings up the question of whether or not these lies should be told. Collins uses events that involve death and destruction to accentuate how big the contrast between the teacher’s explanation and reality is. After the class ends, the children leave the classroom to “torment the weak and the smart” (15-16), while the teacher is oblivious to it all. Note that Collins puts “and the smart” (16) on a separate line from “torment the weak” (15). The children in the class aren’t smart because they did not learn about the true events in history. This distinction emphasized the ignorance of the children. This contrasts with Wilbur’s poem, as the lie told there served to soothe a child’s fear, rather than breed ignorance. The rhyme scheme is different as well. Collins’ free rhyme scheme is used to create a sense of unease, whereas Wilbur’s rhyme scheme creates a child-like feeling to his poem. Unlike the parents in “A Barred Owl”, the teacher is portrayed as an ignorant man, unaware of what happens around
When the poem is read aloud, the explicit rhyme and rhythm of the lines becomes extremely obvious. In fact, the bouncy rhythm is so uplifting, it occasionally makes the audiences feel like it is too predictable and straight-forward. An example would be “bright with chrysolite”, the word “chrysolite” feels like it is forcefully implemented for the sake of the rhyme. This is somewhat similar to a children’s tale. Most children’s tale as we know it, conveys messages straightforwardly and are easily understood by children, it also has an amiable tone and a merry mood that engages the children 's attention. Similarly, the rhyme and rhythm of this poem is very obvious and explicit, creating a delightful, casual mood that appeals to a young audience. Even though the legend dealt with deep insights about parenting that are intricate and puzzling, the father delivered it in such a gratifying, simple manner that made even the most dark and dreadful matters: like the description of precarious beasts and vicious monsters to sound like a blissful adventure of friendly animals. The sole purpose of this contradiction between the tone and message is to make this seemingly strong and serious topic more tolerable and captivating to the son of the father. Unsensible, impulsive youth is very similar to restless children, a long insipid lecture about deep insights is very difficult for them to buy into. In the same time, a harsh, threatening warning will only make them obey unwillingly, and creating a doubtful relationship will make them uncomfortable to communicate or appeal to their parents. Clearly, the percipient father recognized the ineffectiveness of these unsuitable parenting methods. Instead, he conveyed the message in a uncomplicated, friendly way that made his son to accept his teachings more comfortably. A
Jones employs the dynamics of change to his speaker throughout the poem. From an aimless vagrant to a passionate revolutionary, Jones plots his speaker's course using specific words and structural techniques. Through these elements, we witness the evolution of a new black man--one who is not content with the passivity of his earlier spiritual leaders. We are left with a threat--a steel fist in a velvet glove of poetry--and it becomes a poem that we "have to" understand, whether we want to or not.
He keeps the lighthearted, joking tone throughout the poem. He explains how he could snore as loud as a bullhorn and Fergus would only sink deeper into his sleep, (Fergus is their son). The speaker explains how his son sleeps through loud noises, but as soon as he hears heavy breathing he comes running into their room. This continues to show us the playful tone the speaker uses in the poem. The conflicts that are dramatized in this poem is every time the couple tries to make love their son comes in to interrupt. The poet wrote this poem in free form or free verse. “For I can snore like a bullhorn/ or play loud music/ or sit up talking to any reasonably sober Irishman/ and Fergus will only sink deeper into his dreamless sleep/ which goes by all in one flash” (Kinnell 668 Lines 1-5) this line shows that there is no rhyme or rhythm in the poem and also the humorous tone of the speaker. “But let there be that heavy/ or stifled come-cry anywhere in the house/ and he will wrench himself awake/ and make for it on the run- as now, we lie together” (Kinnell 668 Lines 6-9) this line explains to the reader how the child seems to sleep through almost anything but, once he hears heavy breathing he is awake and
In the poem, Huswifery, by Edward Taylor, a very severe shift seems to take place. The poem begins with an analogy between the writer and a spinning wheel. However, at the end of the poem suddenly he is no longer the spinning wheel, he is now a man wearing the cloth that was spun by the spinning wheel. How could the main analogy of the poem shift so drastically? Actually, upon closer inspection, the shift does not seem so bizarre. The main idea of the poem is followed through from beginning to end. It is the story of a man who is truly devoted to the Lord and how his relationship with the Lord evolves from the point where he is seeking God in his life to the point where he has found him and become a changed man. As the man changes, the analogy within the poem must naturally evolve to keep up with his changes.
As mentioned, the parents’ pains, negative emotions and hatred are presented in the first part. Even from the first few lines from the poem: “Ulcerated tooth keeps me...
...proves that there was an obvious struggle for the whites to recognize the black slaves and give them respect, which then lead to the attempted revolt. All of this grayness in attitude or grayness in color is used as a metaphor to resemble the dull and non descriptive nature that humanity possesses.
The poem contains the central idea that many of these children never understood what home really means. In Native American culture the people venerate earth and it is referred to as mother nature which we see in the poem. The rails cut right through their home but they don’t view them like the average person. They view the tracks as if they are scars across mother earths face and her face is the Native American’s homeland. She is scarred for eternity but she is perfect in their dreams. This symbolism is ironic because the children try to reach home using the railroad that ruined natural life for them and many other Native Americans. In the second stanza the speaker says “The worn-down welts of ancient punishments lead back and fourth” (15-16). Which can be talking about the marks on the children’s bodies after getting caught while running away. But the “word-down welts” can also symbolize the welts that were put on mother nature throughout history. The last five lines of the poem sums up the symbol of hope through their memories and dreams. The last line of the poem says, “the spines of names and leaves.” (20-24). The “spines” symbolize the physical strength of the children and their ability to maintain hope individually “names”, and for their tribe
In addition, the poem has a climax. The stanzas are arranged in such a way that help to increase the importance within each line. The poet starts with talking about the lesson as an inconsiderable one and ends the poem with such strong words: “This is not the only place such an opportunity has been gathered but it was one place. And you weren’t here.” (Wayman, 38) The poem has no rhyme and is written in prose that brings it closer to an ordinary speech. Somehow, the poem can be seen in a form of a dialogue between a teacher and a
Poetry can serve as cautionary tales, a declaration of love and many other types of expression. Poems can discuss several themes from love and life to death and religion; however two poems with the same themes can have two different messages. Thomas Grey’s “Elegy Written in a Church Courtyard” and “Beowulf” author unknown, express themes such as death and the value of life; however their use of figurative language and choice of form convey two different messages. Figurative language can deepen the meaning of a message, while form can give the reader a hint about the poem’s theme.
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
It is relatively easy to see the repression of blacks by whites in the way in which the little black boy speaks and conveys his thoughts. These racial thoughts almost immediately begin the poem, with the little black boy expressing that he is black as if bereaved of light, and the little English child is as white as an angel. The wonderful part of these verses is the fact that the little black boy knows that his soul is white, illustrating that he knows about God and His love.