Death is a component of life that no one can elude, but people face choices that could elongate or shorten their lives. Brooks’ “ We Real Cool ” describes seven friends and the results of their choices after leaving school and escaping norms that show liberation. The poem exudes a jazz rhythm and mood which accentuates the players and scene. In “ We Real Cool” the author is able to show the theme of pride and consequences of choices people make with his utilization of irony and repetition.
The constant repetition and utilization of “ We” shows the theme of pride of the young boys and how it relates to people in our society. In almost every line, there is an emphasis on the word “We.” This emphasis of “We” shows how the friends are proudful of themselves in what they are doing. This accentuation is showing pride because it is there like a reminder of who is the person/group that is lurking late of singing sin. When “We” is not applied at the end and it is after death, it relates to
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pride and honor because in society, especially with younger kids, they are more likely to think of pride and honour when it comes to death. So when the poem ends with death and the stoppage of the word “ We”, the themes ego and pridefulness emerge. Irony enables the reader to see the theme of consequences that result from ego.
The lines “ We real cool/ we left school/ we lurk late/ we strike straight…”(1-4) show freedom and satisfaction. Here, the pool players are feeling freedom and that makes them think about how great the life they are living right now. Many people perceive school as something that is like a trap that every students want to escape so when kids think of freedom it is leaving school. It is not only school but saying up late, playing with friends, and listening to music are all examples of freedom. Later on in the last section the kids continue to describe what they are doing with, “ We sing sin/ We thin gin/ We jazz soon/ We die soon” (5-8). The irony shown here is the seven friends acted like they finally escaped life and all its rules and boundaries and that finally have pleasure in what they do then they were caught by death. It is Ironic that here in this context that gratification is assigned with
death. The poem “We Real Cool” has more then the themes and literary devices given in this essay the strongest one is pride and its consequences. This theme is strongly supported because of the way words and irony are applied. The author wrote this poem after seeing young kids in a pool hall on a school day. They were listening to jazz music and that is why there is the jazzy tune that is in it. She describes that they might look cool by being in a dimmed room it is nothing like actually being cool. This poem is her most famous poem but she is pained since she knows that her poem is the truth. This truth assists the reader to think about the consequences of every detail and to see if they are worth it or not.
“September Elegies” is a poem written by an American poet Randall Mann in memory of Seth Walsh, Justin Aaberg, Billy Lucas, and Tyler Clementi. It articulates a gloomy story about four young boys who took their own lives by jumping off the George Washington Bridge. The memorialization is a reminder of how cruel our world can be and how bigotry and indifference destroy people’s lives. The poet reveres their memory by making use of various literary devices in order to transmit the pain the boys experienced.
...from the dullness of schoolwork to many possibilities. The next lines poke fun at the value of education and celebrate their street learning. ?Lurk late,? ?Strike straight,? ?Sing sin,? and ?Thin gin,? contradict any possibility for mental growth. Symbolism comes in the picture in the next line, ?We Jazz June,? which has many meanings. The word ?Jazz? signifies sexual intercourse. Then the word ?June? becomes a female. The tone of the poem dramatically changes when the reader learns the dropouts die soon. The group end in the last line, ?Die soon,? the final consequence of trying to be cool. Seemingly having fun in the beginning being cool, they are now completely powerless because they are dead. The poem really gives an obvious picture of what young African-American males are driven to do under the impression of trying to be cool. Since their minds are headed straight to corruption, they have no clue because they are having so much fun being cool. Leaving school, staying out late, singing sin, drinking alcohol, and having sex apparently are the only things that are important to them. With this mentality, more and more inner city males while continue hastening toward their death.
“Who Will Know Us?,” by Gary Soto is a deep and meaningful poem. The poem hits on a lot of literary topics we discussed in class. The poem keeps the reader’s constantly questioning the meaning behind the poem as the voice is riding past his country, peering out the window of the train. The author uses simile, alliteration and metaphors to convey the dark theme of death that is constantly featured in this poem.
The speakers in A. E. Housman poem “To an Athlete Dying Young” and Edward Arlington Robinson poem “Richard Cory” serve different purposes but uses irony and rhyme to help convey their message. In “To an Athlete Dying Young” the speaker’s purpose is to show the audience dying young with glory is more memorable than dying old with glory. In “Richard Cory” the speaker’s purpose is to show the audience “you can’t judge a book by its cover.”
The poem, We Real Cool, by Gwendolyn Brooks speaks through the voice of a young clique who believes it is “real cool.” Using slang and simple language to depict the teenage voice in first person, Brooks’s narrators explain that they left school to stay out together late at night, hanging around pool halls, drinking, causing trouble, and meeting girls. Their lifestyle, though, will ultimately lead them to die at a young age. But, despite an early death, the narrator expresses that they are “real cool” because of this risky routine. Through her poem, Brooks’s shows the ironic consequence of acting “cool”: it leads to death.
It should not be a surprise that many people believe that a college degree is a necessity in today’s world. We are taught to believe this at a young age. The average citizen will not question this statement due to how competitive the job market has become, yet does graduating college guarantee more success down the road? Peter Brooks is a scholar at Princeton University and publisher of an essay that questions the value of college. He obviously agrees that college can help securing a job for the future, but questions the humanities about the education. He uses other published works, the pursuit of freedom, and draws on universal arguments that pull in the reader to assume the rest of his essay has valid reasons.
“...Put your pistol to your head and go to Fiddlers’ Green.” Throughout literary history, epic stories of heroes dying for their gods and their countries have called men to battle and romanticized death, but Langston Hughes approaches the subject in a different way. He addresses death as a concept throughout much of his work. From his allusions to the inevitability of death to his thoughts on the inherent injustice in death, the concept of human mortality is well addressed within his works. In Hughes’ classic work, “Poem to a Dead Soldier,” he describes death in quite unflattering terms as he profusely apologizes to a soldier sent to fight and die for his country.
In Ain’t No Making It, Jay Macleod explains his theories and findings on social reproduction of inequality. He begins by telling us more about some authors and their theories. This helped me have a better understanding on what this book is really trying to portray. One author I found interesting was Bernstein who focused on language patterns and social reproduction. By bringing up issues like this one that most people usually don’t think about, I was able to look at the problems that the Brothers and Hallway Hangers faced from a whole new perspective. I would not have noticed this throughout the book if these issues were not mentioned right away. I come from a very traditional family that believes that success depends on how much work you
The poem “We Real Cool” is the story of young kids, possibly teens, who are rebellious, uneducated, and arrogant. It states: “We real cool. We left school. We lurk late. We strike straight. We sing sin. We thin gin. We jazz June. We die soon.” (l.1-8) The poem talks about the pool players and their lives. It seems as though the pool players are school aged because the poet says, “We left school.” (l.1-2) This line shows how they have no interest in school or learning. Since they choose to ditch school, they are most likely uneducated or immature therefore, their behavior throughout the poem, is not too surprising.
Also, in lines 5 through 6, Brooks indicates “We Thin gin” (5-6) relates that minor children are indulging in alcoholic beverages. This illustrates illegal business and events occurring as the young boys pride themselves on their behavior and bad habits. In lines 6 through 7, “We / Jazz June” (6-7) provides the reader with the idea of sexual intercourse between the young men and a female named, June. Jazz is a genre of music, but in other terms jazz is a response in slang to something that the listener does not wish to listen to. “You talking all that jazz” in other words is complete nonsense. However, outside of music the word jazz has a tarnished tone attached to it. Therefore, June is always be capitalized due to the fact that it is a month out of the year, and it can also be a name of a woman whom one can have sex with, but one cannot jazz a month. Finally lines 7 through 8, “We / Die soon.” (7-8) are intended to catch the attention of the reader because the author foreshadows the early death of the seven pool players due to the inevitable course of events that the young men are engaging
This is not the case for the "seven players" in Brooks's poem. After reading the entire poem, the true meaning is revealed. "We Real Cool" focuses on the life of "seven players" who drop out of school. Their daily life is carefree and consists of playing pool, drinking alcohol, and using vulgar language. Brooks elucidates that this "cool" lifestyle only leads to death.
I will discuss the similarities by which these poems explore themes of death and violence through the language, structure and imagery used. In some of the poems I will explore the characters’ motivation for targeting their anger and need to kill towards individuals they know personally whereas others take out their frustration on innocent strangers. On the other hand, the remaining poems I will consider view death in a completely different way by exploring the raw emotions that come with losing a loved one.
The student, Mitch Albom, (also the author) decides to fulfill the promise he had made to Morrie after graduation, of keeping in contact. He catches a flight to Massachusetts on a Tuesday and does this for the next several Tuesdays till the death of Morrie. On those Tuesdays, classes were being held, not in the all too familiar classrooms of the college, but in the intimate setting of Morrie’s home. They would write their final thesis paper on “The Meaning of Life.” The paper was to include but not be limited to the following topics: Death, Fear, Aging, Greed, Marriage, Family, Society, Forgiveness, and A Meaningful Life. Every Tuesday when Mitch would arrive he could see the brutal deterring of Morrie’s small disease infested body. Yet the spirit of this small dying man was bigger than life itself. This confused Mitch, but as the story progresses Mitch begins to comprehend why this man with only months to live is still so filled with life.
The speaker started the poem by desiring the privilege of death through the use of similes, metaphors, and several other forms of language. As the events progress, the speaker gradually changes their mind because of the many complications that death evokes. The speaker is discontent because of human nature; the searching for something better, although there is none. The use of language throughout this poem emphasized these emotions, and allowed the reader the opportunity to understand what the speaker felt.
Funeral Blues by W. H. Auden is a short poem that illustrates the emotions that he is dealing with after the love of his life passes away. The tone of this piece evokes feelings that will differ depending on the reader; therefore, the meaning of this poem is not in any way one-dimensional, resulting in inevitable ambiguity . In order to evoke emotion from his audience, Auden uses a series of different poetic devices to express the sadness and despair of losing a loved one. This poem isn’t necessarily about finding meaning or coming to some overwhelming realization, but rather about feeling emotions and understanding the pain that the speaker is experiencing. Through the use of poetic devices such as an elegy, hyperboles, imagery, metaphors, and alliterations as well as end-rhyme, Auden has created a powerful poem that accurately depicts the emotions a person will often feel when the love of their live has passed away.