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How to write a textual analysis essay
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“The Black Finger” is a short poem that was written by Angelina Weld Grimke around the Harlem Renaissance period, which was an era in which stood for change and the persistence for African American rights. This is why Weld’s poetry demonstrates strong characteristics of African Americans in her writings. “The Black Finger” is one of her more well known pieces of poetry. This poem, at first glance, looks to be short, a mere two stanzas with an average of four words per line. Nevertheless, with a straight to the point, freeverse take, she manages to still get her main point across to her readers. The poem begins with a first person view. It appears as if the “I” in the first line prepares the reader to step into Weld’s shoes (Grimke). In addition …show more content…
to that, the first line describes her encounter with “a beautiful thing”, beginning vaguely so that one keeps reading to figure out what she is referring to (1). The next two lines begin to paint an image to a reader. It contains a couple of adjectives with which she incorporates a bit of alliteration. These adjectives, “slim” and “still” emphasize the subject of which the reader has yet to figure out what it is (1). Afterwards, Weld paints the setting of the background which is against a golden sky (1). It’s not until the next stanza in which the subject is revealed, a straight cypress. When one thinks about a cypress, it paints a picture of a beautiful evergreen tree, standing straight up. Weld describes this cypress similarly. “Straight”, “sensitive” and “exquisite” (1). At first glance, one might believe that Weld’s topic for the poem is this evergreen, nevertheless, the next stanza reveals otherwise. “A black finger”, hinted from the title, shows up (1). “The Black Finger” is to be compared to the cypress mentioned before. The next line, “pointing upwards” is describing it similarly as a regular cypress, pointing straight up, towards the sky (1). The next two stanzas are questions to keep the reader thinking, which is how Weld ends a good amount of her poems with. She describes the finger as “beautiful” then questions its color and direction it is pointing to (1). The last couple of lines are the most significant.
When one thinks about directions, pointing up towards the sky usually is referring to heaven, and pointing downwards to the ground, can be the equivalent of hell. In this case, the finger is pointing upwards towards heaven, which is a sign of positivity or hope. Considering this era of the early 1900s was when heavy racism, violence, and segregation was common amongst communities. This finger appears to be enduring of all of these hardships, yet still is hopeful and looking upwards. Weld nevertheless, in the last stanza appears to be questioning the direction of the finger. As if she’s wondering how one can remain so hopeful after going through so much. Overall, this poem is used to compare an African American to a cypress tree in a positive manner, which is evergreen and always pointing upwards. The time frame in which Angelina Weld Grimke wrote this in was a difficult time to live in. Only recently had African Americans received their rights, and even then, other races, more prominently, caucasians were hateful towards them. Although not lengthy, this poem manages to successfully capture the enduring strength that African Americans held during this difficult time period by simply comparing them to a strong cypress
tree.
African-Americans’/ Affrilachians’ Suffering Mirrored: How do Nikky Finney’s “Red Velvet” and “Left” Capture events from the Past in order to Reshape the Present? Abstract Nikky Finney (1957- ) has always been involved in the struggle of southern black people interweaving the personal and the public in her depiction of social issues such as family, birth, death, sex, violence and relationships. Her poems cover a wide range of examples: a terrified woman on a roof, Rosa Parks, a Civil Rights symbol, and Condoleezza Rice, former Secretary of State, to name just a few. The dialogue is basic to this volume, where historical allusions to prominent figures touch upon important sociopolitical issues. I argue that “Red Velvet” and “Left”, from Head off & Split, crystallize African-Americans’ /African-Americans’ suffering and struggle against slavery, by capturing events and recalling historical figures from the past.
“Don’t judge a book by its cover.” This is a phrase that has been uttered numerous times to children by their parents. This aphorism has been used to not only apply to books but also people. In The Black Walnut Tree by Mary Oliver, the speaker faces a conflict between the literal and figurative meaning of a tree in her yard. In the beginning of the poem, the mother and daughter “debate” selling the tree to “pay off their mortgage.” But with a shift from literal language to figurative language comes a symbolic representation of the tree, one that represents family heritage and their ancestors’ hard work.
As a final point, Phillis Wheatley may have been bought a slave but she never lost faith and ended up being one of the best known poets in the early nineteenth century. This poem illustrates how she was living in darkness in Senegal, West Africa and because of slavery she was bought and brought to America. In this poem “On Being Brought from Africa to America,” Wheatley uses poetic devices such as similes, metaphors, hyperboles to illustrate color and darkness, multiple meanings of words, and the relationship between skin tone and salvation. This poem seems to be a narrative of her life and how slavery might have been the best thing that happened to her.
Johnson begins his poem on behalf of the hardships of African Americans by acknowledging that after all the Africans hardships and pain they’ve been through, they are on the verge of freedom as long as they stick together. The way Johnson uses diction to show his audience how to face hardships with unity, is by the use of the strong phrases or words used. Johnson implies, “Lest our feet stray from the places, our God, where we met Thee,” (28), and “Out from the gloomy past, Till now we stand at last.”(19-20). The outpour of emotions with the use of strong diction words in that quote, informs the reader that as long as we the people
Being obedient to a leader… what comes to mind? Most people would say a dog and it’s owner but in the 1900’s what came to mind was women being obedient to their husbands. The short story “The Hand”, by Sidonie-Gabrielle Colette, shows how the women were to be obedient to the male and what they were to do. This story uses the hand of the husband to show its power and strength over the women and simultaneously showing the roles of what the women were to do. In the short story, “The Hand”, it reflects the period of time by showcasing the women's roles due to the overpowering male role.
The theme throughout the two poems "A Black Man Talks of Reaping" and "From the Dark Tower" is the idea that African American live in an unjust
Wheatley’s poem, “On Being Brought from Africa to America” is part of a set of works that Henry Louis Gates Jr. recognized as a historically significant literary contribution for black Americans and black women (Baym et al. 752). Addressed to the Christians who participated in the slave trade, the poem is meant to reveal the inconsistencies between their actions and the Christian Ideal. Whether perceived as a work of sincerity or a work of irony, the poem conveys the message that an individual’s behaviors are influenced by the examples of others and that all people are equal. Understanding Phillis Wheatley’s intent in her poem, “On Being Brought from Africa to America,” is gained by considering all of the aspects of her existence when analyzing her work and even though perception is based on individual perspective, analysis and explication will reveal the contrariety Phillis Wheatley observed between society and the Christian Ideal and evidence her desire for the dissolution of every inequality.
The poem also focuses on what life was like in the sixties. It tells of black freedom marches in the South how they effected one family. It told of how our peace officers reacted to marches with clubs, hoses, guns, and jail. They were fierce and wild and a black child would be no match for them. The mother refused to let her child march in the wild streets of Birmingham and sent her to the safest place that no harm would become of her daughter.
...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.
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:
Mari Evans has always written unabashedly about and for African-Americans, yet in “Spectrum”, readers from all cultural backgrounds find useful insight into the human experience. The poem of written with the flourish of interesting and fancy language, full of her humor, brilliance, and musical expression. I did not only get her perspective and ideological thinking while reading the poem, but also enjoyed brilliant musical expression that was portrayed in the reading.
This is an interesting attribute to the poem because generally, poetry and prose are consistent with a sole point of view. The author starts the poem with the word, “We” indicating first person point of view. This helps connect the author with the reader being together in a “long line,” (line 1). This puts the reader with the author, giving them the idea of what it is like to stand and wait, exhausted and “shifting from one foot to another,” (line 7). This makes the reader feel that exhaustion and feel in that moment as well. When Levine uses second person point of view to also bring the reader into the story, so that the reader can experience and feel the same things that the author does. Levine wants the reader to know that work is about waiting, and how “you” are waiting too. It is intended to give the reader a look into how work is about sacrificing a social life and interaction with loved ones to succeed at school, work, and be able to sleep at
Lest We Forget! This is an ode attributed to two different poems, but appropriate for this essay as well. Accordingly, many modifications are taking place in the South illustrating racial progress, nevertheless, the relations between Blacks and Whites stays subjected to the throes of deep-rooted prejudice, and biases, especially from Whites to the Blacks. As a consequence, in South Louisiana, racism toward Blacks remains extremely more widespread by the Cajun’s. Specifically, the Encyclopedia of World Cultures report “within the regional class structure, Cajuns are considered better than Blacks, but the lowest group of Whites. In general, they were seen as poor, uneducated, fun-loving backwoods folk. Cajuns generally viewed themselves as superior to the poor rural Whites referred to as Rednecks (1996).”
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.
The poem, “The Negro Speaks of Rivers,” symbolically connects the fate of the speaker of the poem and his African American community to the indestructible and powerful force on Earth- the river. The river embodies both power and dominance but also a sense of comfort. The poem is a prime example of the message of hope and perseverance to anyone who has suffered or is currently suffering oppression and inequality in their lives and in society. The speaker in the poem pledges to the reader that with hard-work, determination, and willpower to succeed, he will get where he is going regardless of the obstacles and challenges he may face on his path of reaching his goals in life.