Influences In Gwendolyn Brooks Poetry

1292 Words3 Pages
bulb-icon

Recommended: The mother gwendolyn brooks summary

The life of Gwendolyn Brooks
Brooks was A poet in the 1940s where she influenced many races and religions because of her writing. In Brooks’s poetry she received many prestigious awards and, less formally, has been celebrated by other poets. This is showing that other poets look up to her because of how influential and wise she is. Not only was Brooks one of the best African American poets ever but she is in the conversation for the best for any race. This is showing something, because in Brooks’s time people looked at African Americans differently because of race and other stuff like being wealthy or poor but for Brooks every race looked at her as a influential great poet. The reasons for this is because of how Brooks fought for her race and showed many people that everyone is the same. For Brooks this is one of the many things that she has done that is influential. This is making Brooks a one of a kind poet because of no other poet can match what she has done. …show more content…

and Allison Hersh talk about how Brooks was as a poet and as a person. They also showed the kind of effect Brooks has on writing and how clear to them it was that Brooks was a special poet. Alan R. and Allison Hersh show this in their lit crit when they say “In her poetry Brooks experiments with a wide range of narrative and poetic strategies, exploring the spectrum of American social, economic, and cultural problems”(Alan R. and Allison Hersh paragraph 1). This shows how Brooks was clever with her thinking and using words and meanings on how the world was at her time of living. In “The Bean Eaters” Brooks shows her strategies by writing about how there are two different kinds of people in the world the people who have used their time and the people who still have life to live. In the lit crit Alan R. and Allison Hersh show that Brooks has the ability to show what kind of people there are in the world and how they can be

Show More
Related

  • Gwendolyn Brooks Research Paper

    1018 Words  | 3 Pages

    Gwendolyn Brooks was an extremely influential poet. Her poems inspired many people. Brooks’ career started after publishing her first poem Eventide. This poem started Brooks’ career as a well-known American poet.

    Read More

  • Lisa Parker's Snapping Beans

    538 Words  | 2 Pages

    “Snapping Beans” is about a young college girl who is trying to juggle her 2 completely different worlds without disappointing her family. Her college home is clashing with the values that her family has. It is apparent that she obviously is not from the north and lives almost on a southern farm type atmosphere. “Cornstalk”, “porchfront”, “evening star”, and “a-goin” are all figures of speech used to describe this setting. They paint almost a countryside picture. She is yet to become accustomed to her college life and long to be back home. The speaker is most definitely a complex character with deep thoughts. She uses wording such as “a swig of strychnine”, “I was tearing/splitting myself apart”, and

    Read More

  • Stereotypes in Beans of Egypt, Maine by Carolyn Chute

    1199 Words  | 3 Pages

    When the reader ventures into the life of a Bean, the enter a whole other realm of life and values, away from the common culture that forces certain ideas and ways of life onto you everyday. Carolyn Chute's use of stereotypical characters and defining roles in society was the main element to the creation and execution of her story.

    Read More

  • A Plate Of Peas Sparknotes

    801 Words  | 2 Pages

    The author describes the narrator’s relationship to peas as negative. “I began to force the wretched things down my throat.” The word is a negative term implying that he dislikes them. Another time the author develops the characters relationships with something is when he talks about the perfume that the grandmother wears. “...my mothers and sisters would throw open all the windows, strip the bedding and the curtains and the rugs, and spend several days washing and airing things out, trying frantically to make the pungent odor go away.” This shows that the narrator and his family did not find the smell appealing. When Beyer explains how Ellen, the narrator’s mom, was glaring at her mother and her son, it shows that she was mad that her son. “My mother was livid.” His mother was angry that he ate the peas for money. Now she makes hims eat peas for love, despite his hatred for them.

    Read More

  • The Bean Trees

    2754 Words  | 6 Pages

    The Bean Trees is a novel which shows Taylor’s maturation; it is a bildungsroman story. Taylor is a developing or dynamic character. Her moral qualities and outlook undergo a permanent change. When the novel begins, Taylor is an independent-minded young woman embarking on an adventure to a new world. She has no cares or worries. She is confident in her abilities, and is determined to make it through life on her own. As she discovers new things and meets new people, Taylor is exposed to the realities of the world. She learns about the plight of abandoned children and of illegal immigrants. She learns how to give help and how to depend upon the help of others. As she interacts with others, those people are likewise affected by Taylor. The other developing characters are Lou Ann Ruiz, Turtle, and Esperanza. Together they learn the importance of interdependence and find their confidence.

    Read More

  • The Inspiring Rhyme of Gwendolyn Brooks

    773 Words  | 2 Pages

    In “We Real Cool,” by Gwendolyn Brooks, one can almost visualize a cool cat snapping his fingers to the beat, while she is reading this hip poem. Her powerful poem uses only a few descriptive words to conjure up a gang of rebellious teens. Brooks employs a modern approach to the English language and her choice of slang creates a powerful jazz mood. All of the lines are very short and the sound on each stop really pops. Brooks uses a few rhymes to craft an effective sound and image of the life she perceives. With these devices she manages to take full control of her rhyme and cultivates a morally inspiring poem.

    Read More

  • Analysis Of How It Feels To Be Colored Me By Neale Hurston

    1781 Words  | 4 Pages

    Despite the current scrutiny that her race faces she asserts to the reader that her race and color define her as a person and does not determine her identity. Despite the mindset that most of her peers keep about the inequality of race, she maintains an open mind and declares to the reader that she finds everyone equal. Thus proving herself as a person ahead of her own time.

    Read More

  • An Analysis of Jean Toomer's Cane

    1695 Words  | 4 Pages

      Critic Robert Bone writes: He attained a universal vision by ignoring race as a local tr... ... middle of paper ... ... if this balance between the past and the ideas for the future can be achieved then there will come about a stronger more identifiable modern Black culture that does not add to segregation, but adds to American culture.   This hope is clear in his poem

    Read More

  • Messages from Point of View in Langston Hughes’ I too

    1046 Words  | 3 Pages

    Because of that, his writing seems to manifest a greater meaning. He is part of the African-American race that is expressed in his writing. He writes about how he is currently oppressed, but this does not diminish his hope and will to become the equal man. Because he speaks from the point of view of an oppressed African-American, the poem’s struggles and future changes seem to be of greater importance than they ordinarily would. The point of view of being the oppressed African American is clearly evident in Langston Hughes’s writing.

    Read More

  • Ballad Of Birmingham

    444 Words  | 1 Pages

    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.

    Read More

  • Gwendolyn Brooks

    1064 Words  | 3 Pages

    It is important to not that the direction of Brooks’s literary career shifted dramatically in the late 1960’s. While attending a black writers’ conference she was struck by the passion of the young poets. Before this happened, she had regarded herself as essentially a universalist, who happened to be black. After the conference, she shifted from writing about her poems about black people and life to writing for the black population.

    Read More

  • Langtson Hughes

    1023 Words  | 3 Pages

    ... a recurring theme of the dream of equality. Hughes composed many poems and plays during the Harlem Renaissance and the Civil Rights Era, and his legacy continues to be evident throughout American culture. His words inspired many, and showcased the plight of African-Americans in that era. Hughes’ impact was memorable because he lead African-Americans into writing, much like other distinguished African-American authors of the Harlem Renaissance period. His voice was heard above most other authors of the 1920’s and 30’s, and he expressed his wishes for improved treatment of the black race and the eradication of segregation in the United States with lyrical, thought-provoking poetry and symbolic dramas. Hughes inspired many writers and social activists after him, and continues to be a prominent figure in the general and literary achievements in African-American history.

    Read More

  • The Negro Speaks of Rivers

    554 Words  | 2 Pages

    Analyzing the poem’s title sets a somber, yet prideful tone for this poem. The fact that the title does not say “I Speak of Rivers,” but instead, “The Negro Speaks of Rivers” (1) shows that he is not only a Negro, but that he is not one specific Negro, but in his first person commentary, he is speaking for all Negroes. However, he is not just speaking for any Negroes. Considering the allusions to “Mississippi” (9) and “Abe Lincoln” (9) are not only to Negroes but also to America, confirms that Hughes is talking for all African Americans. This poem is a proclamation on the whole of African American history as it has grown and flourished along the rivers which gave life to these people.

    Read More

  • Black Poetry

    2173 Words  | 5 Pages

    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.

    Read More

  • The Lovers Of The Poor Gwendolyn Brooks

    465 Words  | 1 Pages

    First, she begins the poem with the word “arrive”, in lower case and paragraph indented. The verb’s drop from the title and lack of proper capitalization diminish the self-important visitors. Then, Brooks’ employs sensual imagery that repels the visitors, such as the “stench; the urine, cabbage, and dead beans”.The faint-hearted “Lover’s of the Poor” are alarmed and finally routed by the poverty, as they state “Oh Squalor!”. The women are also put off by the words “Children, children, children—Heavens!” To the stuck-up visitors, there is something extremely repugnant in the prolific reproduction of the poor. Brooks reveals the ladies’ genuine feelings regarding the poor through references to their “love so barbarously fair,” their “loathe-love,” and their desire to refresh with “milky chill.”. Furthermore, alliteration throughout strengthens the underlying-tone of the poem. It is through these devices that one truly observes the true attitudes the two parties have towards

    Read More

More about Influences In Gwendolyn Brooks Poetry

Open Document