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Thesis on discrimination in canada
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In What Do I Remember Of The Evacuation, the author, Joy Kogawa, uses unorthodox punctuation in the form of hyphens and lowercase ‘i’s’, allusion through mentioning Gulliver’s travels, and an intentional rhyme scheme in the final lines in order to develop how the discrimination faced in the evacuation has affected the speaker. The most noticeable aspect of the structure of the entire poem is the lack of capital letters and periods. There is only one part in the entire forty lines, which is at the very end, and this intentional punctuation brings readers to question the speaker’s literacy. In fact, the speaker is very young, and the use of punctuation and hyphens brings to attention the speaker’s innocence, and because of that innocence, the
On February 1942, President Roosevelt issued an executive order, which was 9066 stating that Japanese Americans to evacuate their homes and live in an internment camp. This autobiographical called, “Farewell to Manzanar” by Jeanne Wakatsuki Houston and James D. Houston. Jeanne wanted to write this book to give details on her experience during World War II internment camps. “It is a story, or a web of stories my own, my father’s, my family’s -- tracing a few paths that led up to and away from the experience of the internment” (pg XI). Mrs. Houston had other books beside this particular book, some of the others were called, “Don't Cry, It’s Only Thunder” and “The Legend of Fire Horse Woman”. One of Jeanne Houston quotes is, “ The reason I want
The essence of this poem is the author’s mastery of sound and rhythm and his excellent use of figurative language. Richard Wilbur purposely chose words that have few a syllables and require little to no change in mouth size and tongue movements to appease to the reader when read aloud. There is an ABAB rhythm scheme
From the combination of enjambed and end-stopped lines, the reader almost physically feels the emphasis on certain lines, but also feels confusion where a line does not end. Although the poem lacks a rhyme scheme, lines like “…not long after the disaster / as our train was passing Astor” and “…my eyes and ears…I couldn't think or hear,” display internal rhyme. The tone of the narrator changes multiple times throughout the poem. It begins with a seemingly sad train ride, but quickly escalates when “a girl came flying down the aisle.” During the grand entrance, imagery helps show the importance of the girl and how her visit took place in a short period of time. After the girl’s entrance, the narrator describes the girl as a “spector,” or ghost-like figure in a calm, but confused tone. The turning point of the poem occurs when the girl “stopped for me [the narrator]” and then “we [the girl and the narrator] dove under the river.” The narrator speaks in a fast, hectic tone because the girl “squeez[ed] till the birds began to stir” and causes her to not “think or hear / or breathe or see.” Then, the tone dramatically changes, and becomes calm when the narrator says, “so silently I thanked her,” showing the moment of
The poet begins by describing the scene to paint a picture in the reader’s mind and elaborates on how the sky and the ground work in harmony. This is almost a story like layout with a beginning a complication and an ending. Thus the poem has a story like feel to it. At first it may not be clear why the poem is broken up into three- five line stanzas. The poet deliberately used this line stanzas as the most appropriate way to separate scenes and emotions to create a story like format.
Since the character is illiterate, he has no ability to determine his true feelings for the loved one. Additionally, this use of repetitive words in the poem also shows the lack of diction by the character. When words are repeated, it typically tells someone that they are either confused or have a weak vocabulary. Since it is implied that the man had a small lexicon because of his illiteracy, the poem reveals his ideas in a simplistic and repetitive wording
... is shown moreover through these pauses. We also see that he places question marks at the end of sentences, which is another way he is showing us the uncertainty in the voice of society. Through his punctuation and word placement, we clearly see the voice of society in his poem, but in a way that tells us not to conform to it.
The structure of the poem created a hasty way of reading long passages with a few amount of periods, causing the reader to gasp for air as if the reader was the character, running to see her dad one last time. It would of have been ironic if the reader had lots of stops and times to get air.
The nontraditional form of the poem with regard to stanzas, capitalization and punctuation, and rhyme scheme and meter, helps create a sensation of free-flowing water within a somewhat structured environment. The lengths of the stanzas reflect the changing pace of running water and the running monologue of the teacher. The first two stanzas are of average length because the water and speech have just begun to flow. The water rushes at a very fast pace as the students begin to show interest; this is reflected in an eight-lined stanza, the longest one in the poem. The highest level of interaction between the teacher and the students is in the fourth stanza which describes "thirty tails whacking words;" however, this stanza is cut short as the bell interrupts the teacher's speech. The water feebly drips in the fifth and sixth stanzas as the teacher no longer speaks, and all the excitement is gone. Finally, the last four-lined stanza restores the teacher to his original position because it is equal in length to the second stanza when the teacher begins his reading.
I believe that the structure of this poem allows for the speaker to tell a narrative which further allows him to convey his point. The use of enjambment emphasizes this idea as well as provides a sense of flow throughout the entirety of a poem, giving it the look and feel of reading a story. Overall, I believe this piece is very simplistic when it comes to poetic devices, due to the fact that it is written as a prose poem, this piece lacks many of the common poetic devices such as rhyme, repetition, alliteration, and metaphors. However, the tone, symbolism, allusion and imagery presented in the poem, give way to an extremely deep and complicated
Not only the words, but the figures of speech and other such elements are important to analyzing the poem. Alliteration is seen throughout the entire poem, as in lines one through four, and seven through eight. The alliteration in one through four (whisky, waltzing, was) flows nicely, contrasting to the negativity of the first stanza, while seven through eight (countenance, could) sound unpleasing to the ear, emphasizing the mother’s disapproval. The imagery of the father beating time on the child’s head with his palm sounds harmful, as well as the image of the father’s bruised hands holding the child’s wrists. It portrays the dad as having an ultimate power over the child, instead of holding his hands, he grabs his wrists.
The poem is set up in a rhythmic structure using measures, similar to music, and is to be read from left to right with rubato. This musical term, rubato, describes the art of a performer slowing down or speeding up the tempo of a piece in order to give it more depth and emotion and variability. In viewing the poem overall, as one piece, there are many blank spaces interjected within sentences or sets of words. In addition, punctuation is often separated from phrases and sentences so that periods, question marks, colons, semi-colons, etc., rest in their own measures, quite apart from both words and blank spaces. Due to the juxtaposition of words and no words (punctuation and blank spacing), the poem does not present a smooth, unbroken text from beginning to end, but rather a complex pattern of spaces, phrases, isolated words, and punc...
It has been stated that the application of memory functions in fictional works which act as a reflective device of human experience. (Lavenne, et al. 2005: 1). I intend to discuss the role of memory and recollection in Kazuo Ishiguro’s dystopian science-fiction novel Never Let Me Go (2005).
First of alll, the poem is divided into nine stanzas, where each one has four lines. In addition to that, one can spot a few enjambements for instance (l.9-10). This stylistic device has the function to support the flow of the poem. Furthermore, it is crucial to take a look at the choice of words, when analysing the language.
The authors does not like to state the obvious in her writings. She like to leave clues and have the reader come to a conclusion all on their own. She writes short lines that are to the point, she also does not bother to have an end rhyme in any of her lines. On the other hand Piercy likes to use alliteration in her poem to make up for her lack of end rhyme in the rest of the poem. With such a dark topic the author does a good job of keeping the poem light which such a heavy topic. This topic is a big problem today for girls growing up everywhere and if not dealt in the right way it it could really drag down and give the story a very dark tone. Piercy manage to keep the poem upbeat with short lines and a playful use of alliteration. The author used punctuations and capitalizations to emphasize conflicts and ironies in the poem. “She was advised to play
... since it deals with the growth of the mind. Therefore, the poet uses syntax and form to emphasize on the important matters that occurred in each stanza.