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On the subway sharon olds analysis
Comparison of two authors poem
Comparison of two poets
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The contrast that develops in the poem On The Subway would be the race and the way both characters are dressed. From the poets tone a reader could infer that she was prejudice towards the boy. “And he is black and I am white, and without meaning or trying to I must profit from his darkness,” this quote is proof that she was being prejudice. She felt superior because of who she is or how people may look at the situation. Sharon Olds did an excellent job with her organization. She first started out with how they sat face-to-face on a moving train then she continued on to describe the boys appearance and compared it to hers which leads to her comparing both their lifestyle. The insight olds came up with include, “the rod of his soul that at birth
was dark and fluid and rich as the heart of a seedling ready to thrust up into any available light” which alludes to how people from the boys race were portrayed. Olds seemed scared because she states “he has the casual cold look of a mugger, alert under hooded lids” which leads her to make this conclusion “this life he could take so easily and break across his knee like a stick.” In conclusion, Olds portrayed a superior but frightened manner when she came across the boy. She did so by the use of tone, and imagery.
In this poem, “On the Subway”, written by Sharon Olds brings two worlds into proximity. We will identify the contrast that develops both portraits in the poem and discuss the insights the narrator comes to because of the experience. The author refers to several literary techniques as tone, poetic devices, imagery, and organization. The poem talks about a historical view based on black and white skin. It positions the two worlds the point of view of a black skinned and a white skinned. The boy is described as having a casual cold look for a mugger and alert under the hooded lids. On the other hand, based on his appearance the white skinned person felt threatened by the black boy. She was frightened that he could take her coat, brief case, and
Kim Addonizio’s “First Poem for You” portrays a speaker who contemplates the state of their romantic relationship though reflections of their partner’s tattoos. Addressing their partner, the speaker ambivalence towards the merits of the relationship, the speaker unhappily remains with their partner. Through the usage of contrasting visual and kinesthetic imagery, the speaker revels the reasons of their inability to embrace the relationship and showcases the extent of their paralysis. Exploring this theme, the poem discusses how inner conflicts can be powerful paralyzers.
While on the subway, the speaker is sitting on the opposite side of the car, facing the boy. The speaker utilizes imagery in this line, “He has the casual look of a mugger, alert under hooded lids. He is wearing red, like the inside of the body exposed. I am wearing dark for fur, the whole skin of an animal taken and used.” This imagery appeals to the audience by the sense of sight. The speaker is depicting the boy’s appearance as well as her own. She does this to contrast the differences between his raw appearance and her opulent appearance. She wants to elucidate that he looks treacherous while she looks like she could be the victim of a burglary. All of the imagery in the rest of the poem serves to describe the variations between the boy and herself.
“Immigrants at central station, 1951”, this poem is about the Skrzynecki family waiting to depart on a train at central station to a migrant. The first stanza describes the time and the atmosphere of the where the family were the family is situated. The poem begins by capturing a brief moment in time from the whistle declaring its arrival to the scene of leaving with it. “It was sad to hear the train’s whistle this morning” these words provoke sadness where it usually brings joy. This tell us that the Skrzynecki family were sad due to the fact that they were about to travel to the unknown. “All night it had rained.” The imagery in the first stanza is depressing, the poems tone here is sad. As the poem goes on it says, “But we ate it all” the metaphor here is used for positiveness. No matter how depressed they were they still enjoyed it. The second stanza is about
In the poem, the poet uses symbolism to show how teacher was not actually grading the paper, but she was trying to see her inside the student. First instance which shows this is when the teacher tells the student that she would have wrote the paper differently. The teacher said, “I’d have said it differently, / or rather, said something else” (17-18). This shows that the teacher was not grading the student on his writing, but she was comparing him to herself, and she was trying to tell him that he should have written the way she writes. Another instance which shows symbolism is when the teacher tells the student that she would have quoted the context. The teacher says,” I would have quoted in this context” (24). This shows that not only she did not grade the student on his writing, but she is showing the way she would have written the paper. Another symbol that the poet uses to show that the teacher was not grading the paper, but was trying to see herself in the story is when after finding the mistakes, the teacher says that after all the student is not her and it is natural to have fault in his paper. The teacher said, “You are not/ me, finally, / and though this is an awkward problem, involving/ and inescapable fast that you are so young, so young/ it is also a delightful provocation” (34-38). This shows that the teacher is telling the student that because he is not her and he is very young, there are
In The Talk Canedy explains that she needs to teach her son how to act around the police. Things such as police brutality happen a lot more tech African American then it does to white people. A lot of white people tend to not understand the problems that African-American, Hispanics, Asians, and more go through on a daily basis. Learning from the Nicole Chung’s personal essay I was able to learn racism isn’t always clear. There are different forms of racism such as casual racism that people endorsed on an everyday basis that wait people might not even notice they are saying. This is just one great example of things that an African American man would need to learn that a white man wouldn’t. Not in all cases but frequently when you think of African-Americans you think of property. Although this is not a fair assumption this has a lot of the fact on life experiences. People with low social class and low income don’t forget to do things that people with high income get to do. This causes different races to have different life experiences. Another example can be college, certain races push college more heavily than others. Some families finally important in working straight out of high school well there’s find important in a college education. Depending on your race could depend on if you go to
This passage bothered me. It is probably the part that bugged me the most about this book. There are many African Americans who are better behaved, smarter, more artistic, more athletic, etc. then white children. There are also many African Americans who are less educated and more poorly behaved than white children, but the same for both of these things go with white children. It bothers me that she knows that if the worst child in the class was white she wouldn't care if the best child in the class was white. I think that throughout the book she often generalizes with African Americans and doesn't even realize it. She claims that she is getting better, but I don't think that she really is. She keeps trying to have the African American children become the same as the white children.
“On the Subway,” by Sharon Olds as she contrasts the two worlds of a wealthy Caucasian and a indigent African-American. The Caucasian narrator, a female, describes how this black man appears to her as she fears for her life as if he is ready to prey on her. She brings two worlds from different backgrounds together through the use of imagery and fearful and hopeful tones.
This darkly satiric poem is about cultural imperialism. Dawe uses an extended metaphor: the mother is America and the child represents a younger, developing nation, which is slowly being imbued with American value systems. The figure of a mother becomes synonymous with the United States. Even this most basic of human relationships has been perverted by the consumer culture. The poem begins with the seemingly positive statement of fact 'She loves him ...’. The punctuation however creates a feeling of unease, that all is not as it seems, that there is a subtext that qualifies this apparently natural emotional attachment. From the outset it is established that the child has no real choice, that he must accept the 'beneficence of that motherhood', that the nature of relationships will always be one where the more powerful figure exerts control over the less developed, weaker being. The verb 'beamed' suggests powerful sunlight, the emotional power of the dominant person: the mother. The stanza concludes with a rhetorical question, as if undeniably the child must accept the mother's gift of love. Dawe then moves on to examine the nature of that form of maternal love. The second stanza deals with the way that the mother comforts the child, 'Shoosh ... shoosh ... whenever a vague passing spasm of loss troubles him'. The alliterative description of her 'fat friendly features' suggests comfort and warmth. In this world pain is repressed, real emotion pacified, in order to maintain the illusion that the world is perfect. One must not question the wisdom of the omnipotent mother figure. The phrase 'She loves him...' is repeated. This action of loving is seen as protecting, insulating the child. In much the same way our consumer cultur...
In Sharon Old’s, “On The Subway,” the speaker compares her life to a black boy. She compares their different lives and the different positive or negative connotations that may be associated with them. Olds does this with her use of metaphors, similes, and imagery.
This statement shows she is ashamed of her race and color and easily denies her identity.
Leslie Marmon Silko has many feelings tied up when it comes to racism. She was raised in the Laguna Pueblo where her parents and neighbors interacted free of judgment. She was taught that people should not judge others by their skin color or other means of racism because those external features could not present what a person really is and it might deceive (Leslie Marmon Silko Fences Against Freedom 103). She stated that she was raised that way and; hence, she feels very proud of that.
In his poem “In the Subway (2),” Aaron Leyeles introduces the image of a hand dropping golden money as a distinctive feature in both the third and last stanzas. This distinctive feature is a complex metaphor functioning to illustrate the struggle of the passengers in the subway cell against the influences of capitalist America.
On the poem “on the subway” by Sharon Olds. The narrator of this poem is describing how two worlds come together in one single setting. In this poem two different people come into each other where there will be a contrast between both portrait and where I will discuss the insight of the result of the experience by referring to the literary techiniques used such as tone, poetic devices and imagery.
Ezra Pound’s upbringing is certainly the simplest thing about him. Born in Hailey, Idaho to Isabel and Homer Pound in 1885. He was educated in the rural area of Philadelphia beginning in 1889. Pound was raised in a relatively normal middle-class home and as an only child had extremely high expectations for himself. One of his unrealistic goals at the age of fifteen was “that by thirty he would know more about poetry than any man living”. He kept himself busy, taking on multiple challenges throughout his life. He attended six different schools, received his bachelor’s degree in 1905, did a fellowship in research at the National Library in Madrid and the British Museum, and earned his M.A. in Romance languages. After failing a class in literary