Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Race and racial oppression
While both poems address the issue of racial oppression, the settings of each poem reflect the poets’ solutions to their immediate situations. In the poem “If We Must Die”, it is clear that the people are at war. They are facing unknown and powerful enemies, so they will die eventually. The poet depicts a gruesome scene in which the soldiers “die” and “shed blood” to show how much suffering they have endured. The soldiers are exhausted and despairing since they know they have no chance to win. However, surprisingly, this poem serves as an inspiring speech to the hopeless soldiers in the war. The speaker stands up and analyzes the situation to the soldiers, but he refuses to be defeated. Then, he elicits the soldiers’ emotions and picks up their …show more content…
In contrast, in the poem “Harlem”, the setting is ambiguous, which the poet uses to lead the readers to experience this state. It only contains several specific images that describe how it feels when a dream is deferred. Therefore, the poem stimulates the readers’ imagination using an ambiguous setting. However, from the images the poet offers, the only outcome of the deferred dreams is negative or destructive. These images convey to the readers that how miserable it can be when a dream is deferred. From “raisin” to “explode”, the speaker’ s conveys increased desperation. At the end of the poem, even the speaker does not provide an answer to the question, he only leaves a lethal sentence: “Or does it exploding? (11)” After his long period of oppression, the speaker finally wants to take action. However, it is only a possibility, not a guarantee. This makes the readers wonder whether the speaker will engage in dangerous behavior or not. As for the whites who defer the speaker’s dream, they will feel restless and threatened. Thus, through these two poems, it is obvious that the poets hold different actions to racial oppression: McKay decides to take action while Hughes just provides a threatened
In the third stanza, the language becomes much darker, words like: anger, explode, and against make this stanza seem even more warlike than the first stanza.
The powerful poem ‘Weapons Training’ showcases a sergeant, through malicious words, guiding his troops. However it is through ‘Homecoming’, where Dawe exposes the brutal hopelessness brought forth by the futility of war. Therefore it can be seen that war has an emotional toll on both families and the soldiers. Both poems have a recurring message that all war does is bring loss, death and mourning, showcasing Dawes strong opinions about a futile
While the poem's situation is simple, its theme is not. Stafford appears to be intimating that life is precious and fragile; however, nothing so clearly discloses these attributes of life as confrontation with death. Furthermore, the very confrontations that engender appreciation of life's delicacies force action-all to frequently callous action.
This is the poem that Jim Northrup wrote about war. I am going to Explicate the poem and
The poem “If We Must Die”, by Claude McKay, very different from Durbar’s poem, “We Wear the Mask”. The voice in this poem has strong and demanding tone. This poem was written for a black movement. ...
...xperienced about not being able to eat at the table when guests would come which refers to how White America has been treating Black America. He then comes to the conclusion that this too shall pass and believes that he will be able to overcome his oppression. McKay portrays his experiences by speaking in a more mature tone about the significant events that have occurred and tries to find a way to tolerate the oppression. He lets White America know that what they have done to Black America was wrong. He shows that even though white America has alienated African Americans and treated them with disrespect, he will not stoop to their level although he is angry about it. The writers make it clear that their poems may differ yet they hold the same meaning of that White America has wronged Black America but it shall pass and in the future they will regret their actions.
Both poems address the fundamental theme of having a dream. This is the ever-occurring dream that is explored during the Harlem renaissance period; the dream of justice that is deferred. However, even in having the same theme, it is explored and is envisioned by the poets in different ways. In “A Dream Deferred”, Hughes describes the negative potentials of a dream that is delayed, warning that this may be dangerous. For example, he describes how ‘[it may] fester like a sore and then run’ which shows that if this dream remains unfulfilled, it will get ‘infected’ and lead to a greater, more destructive problem (4-5). Also, the dream may ‘crust and sugar over, like a syrupy sweet’, which describes how if a dream is forced to sit idle, it will lose its original goal, and harden into destructive thoughts that are crusted over with doubt, anger and hatred. It is even brought to a greater extreme; where Hughes describes how this dream may simply ‘explode’ (11). This shows the catastrophe that may result from the impatience of African-Americans who really want to achieve this dream of justice. On the other hand, in “My Little ...
During this era African Americans were facing the challenges of accepting their heritage or ignoring outright to claim a different lifestyle for their day to day lives. Hughes and Cullen wrote poems that seemed to describe themselves, or African Americans, who had accepted their African Heritage and who also wanted to be a part of American heritage as well. These are some of the things they have in common, as well as what is different about them based on appearance, now I shall focus on each author individually and talk about how they are different afterwards.
One of my favorite aspects about the poem is how he shows his empathy for the heroes he describes. Instead of telling the reader, “I have empathy for the heroes who rise to confront challenges”, he assumes the role of the heroes in action and describes the events in first person to show the reader examples of courage. One line in the poem reads, “I do not ask the wounded person how he feels, I myself become the wounded person.” When I first read this line, I had difficulties understanding what he meant by “become the wounded”. However, after reading the poem, a couple of times I realized that he means that he can empathize with the heroes. To further show his empathy, he assumes the role of the heroes and narrates the events in first person, while using “I” “me” and “my” instead of “he” or “she”.
He is very disapproving and wants to persuade the African Americans to make a move. Claude McKay was a prominent figure during the Harlem Renaissance, so this would make it easier for him to persuade the African Americans. McKay believed that the treatment the African Americans were undergoing was utterly humiliating, and it was up to him to start a revolution. He also believed that African Americans deserved honor and respect, and this meant they should do anything to achieve their honor. Claude says, “The monsters he and his readers resist will be obliged to honor them, even though they are dead,” which suggests that McKay knew his poems would one day make a difference in the world even if it was after he died (Poetry for Students). Throughout the entire poem, McKay is encouraging his readers to make a difference and begin fighting back against the white Americans. The poem serves as a battle cry for the African Americans, so they could understand the harsh treatment they were putting up with and make a difference (Griffin). Claude McKay insisted, “Men should not be like penned-up animals that submit to their fate” (Poetry for Students). This shows that McKay thought a revolution was vital to saving the African American race. He did not believe the African Americans should put up with this unfair treatment and submit to this awful faith.
“What happens to a dream deferred?” Is the question posed by the infamous Poet, activists, novelist, and playwright Langston Hughes in his 1951 poem by the name of Harlem or Dream deferred. In the poem, Hughes straightforwardly flings us a question, in which at first seem pretty simple in meaning but as you continue to read the concept becomes more and more complex and profound. The telling reader to pursue after their dream or the dream will soon disappear, an inspirational theme in which Hughes display in several of his works. Harlem uses clear-cut use of literary elements such as Metaphor, Speakers, Imagery, and Rhythm to describe just how 1950’s
Throughout the poem Hughes poses rhetorical questions to the reader.... ... middle of paper ... ...is like a blade and will hunt me down and hurt me as it does to you.
Through reading this poem several times I decided that the message from the poem is that war is full of horror and there is little or no glory. Methods which I found most effective were Full rhyme and metaphor.
line of the poem “Or does it explode” is a warning that the population was so frustrated that there
However, in his “Letter to his Mother”, Whitman uses irony to show that light can shine through the dark clouds of war. The letter illustrates how a wounded soldier was taken by enemy troops “with other wounded, under a flag of truce.” While many of the enemy troops paid little attention to the hurt soldier, “One middle-aged man, however… came to him in a way he will never forget.” This soldier nurtured, treated, and cheered up the wounded man. Despite being enemies, the letter shows how war can unexpectedly unite men under a greater purpose than just