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Writing style analysis essay
Example of symbolism essay
Writing style analysis essay
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The poem “Free Labor” was written by Frances Harper, a popular African-American poet, in 1857. Along with being an abolitionist, she was also an advocate of women’s and civil rights. Harper most likely named her poem “Free Labor” as she could have been thinking about labor that was “free” from paining slaves. "Free Labor" could also mean slavery itself. Because slaves work for free and Harper called her poem "Free Labor" as she is criticizing it. In this poem, the speaker states that she is wearing a light and comfortable cotton garment.The garment reminds the speaker of slavery as a slave made it. The cotton garment has the ability to remind the speaker of harsh conditions which the slaves encountered. The “stain and tears and blood” and the “lorn slave woman’s heart whose only wreath of household love is rudely torn apart” is mentioned as it provides imagery of how awful slavery truly was. The garment makes the speaker feel guilty as it could be seen as promoting the terrible act of slavery. This poem brings up feelings of sorrow as it was written to inform the tragic way in which slaves had to live. The overall …show more content…
Harper writes by using slang. For example, the poem says, “O'er it no toiling slave.” The author could have written the poem with slang as people used to talk in this particular way. Symbolism is used throughout the poem as the “easy garment” symbolizes the guilt with wearing an article of clothing made by a slave. The clothing itself represents ease as a former slave appears and is thankful for relief from the previous weight on his shoulder. The author uses symbolism to write words that have more meaning behind them. An example of personification in the poem is “That I have nerv'd Oppression's hand, For deeds of guilt and wrong.” The author speaks of oppression’s ‘hand’ as it shows that cruel and unjust treatment is powerful and has control over
Although a practice not viewed positively by all, slavery, a least in this document, could be justified in the eyes of slavers.
In the article, “The Cause of Her Grief”, Anne Warren tells us a story of a slave woman ordered to be raped and forced to reproduce. Warren first begins telling the slave woman story by taking us back and recollecting the slave woman’s voyage from her home land to the ownership of Mr. Maverick. She used vivid language during this passage to help the reader imagine what type of dissolute conditions she traveled in to end up being a rape victim. For example in the section where Warren attempts to describe the condition of her travel. She wrote “When speaking of the origins of captured slaves, we are often reduced to generalities”. (Warren 1039) In that moment she addresses the fact that as readers we often over simplify the idea of slavery and what it was like, we could only imagine. The author uses the words “captured slave” to set the wretched and forced precedent for the remainder of the reading. At this moment she is requiring that you imagine being captured, held upon your rightful will of freedom. This is important to the slave experience; they did not have a choice just as this woman had no choice. She goes on to address the conditions of the vessel on which the salve woman traveled. She wrote “crammed into the holds of wooden ships, trapped in excrement, vomit and sweat” (Warren 1040). This was yet another demand from the author for the reader to place themselves in the feet of the slaves. It is also another key element in understanding not only slavery but also John Maverick’s slave woman. She travelled weeks, sometimes months to make arrive at the given destination. Once the slave woman arrived to land it was time for her to be sold. Yet again we are now asked by the author to paint a more vivid picture of the slavery exp...
In this poem, there is a young woman and her loving mother discussing their heritage through their matrilineal side. The poem itself begins with what she will inherit from each family member starting with her mother. After discussing what she will inherit from each of her family members, the final lines of the poem reflect back to her mother in which she gave her advice on constantly moving and never having a home to call hers. For example, the woman describes how her father will give her “his brown eyes” (Line 7) and how her mother advised her to eat raw deer (Line 40). Perhaps the reader is suggesting that she is the only survivor of a tragedy and it is her heritage that keeps her going to keep safe. In the first two lines of the poem, she explains how the young woman will be taking the lines of her mother’s (Lines 1-2). This demonstrates further that she is physically worried about her features and emotionally worried about taking on the lineage of her heritage. Later, she remembered the years of when her mother baked the most wonderful food and did not want to forget the “smell of baking bread [that warmed] fined hairs in my nostrils” (Lines 3-4). Perhaps the young woman implies that she is restrained through her heritage to effectively move forward and become who she would like to be. When reading this poem, Native American heritage is an apparent theme through the lifestyle examples, the fact lineage is passed through woman, and problems Native Americans had faced while trying to be conquested by Americans. Overall, this poem portrays a confined, young woman trying to overcome her current obstacles in life by accepting her heritage and pursuing through her
In the second half of the poem, a new facet of the speaker's attitude is displayed. In line 17, she wants to improve the ugliness of her "child" by giving him new clothes; however, she is too poor to do so, having "nought save homespun cloth" with which to dress her child. In the final stanza, the speaker reveals poverty as her motive for allowing her book to be sent to a publisher (sending her "child" out into the world) in the first place. This makes her attitude seem to contradict her actions.
For most American’s especially African Americans, the abolition of slavery in 1865 was a significant point in history, but for African Americans, although slavery was abolished it gave root for a new form of slavery that showed to be equally as terrorizing for blacks. In the novel Slavery by Another Name, by Douglas Blackmon he examines the reconstruction era, which provided a form of coerced labor in a convict leasing system, where many African Americans were convicted on triumphed up charges for decades.
Throughout this course we learned about slavery and it's effects on our country and on African Americans. Slavery and racism is prevalent throughout the Americas before during and after Thomas Jefferson's presidency. Some people say that Jefferson did not really help stop any of the slavery in the United States. I feel very differently and I will explain why throughout this essay. Throughout this essay I will be explaining how views of race were changed in the United States after the presidency of Thomas Jefferson, and how the events of the Jeffersonian Era set the stage for race relations for the nineteenth century.
The film “Slavery by another name" is a one and a half hour documentary produced by Catherine Allan and directed by Sam Pollard, and it was first showcased by Sundance Film Festival in 2012. The film is based on Douglas Blackmonbook Slavery by Another Name, and the plot of the film revolves around the history and life of African Americans after Emancipation Proclamation; which was effected by President Abraham Lincoln in 1865, for the purpose of ending slavery of African Americans in the U.S. The film reveals very brutal stories of how slavery of African Americans persisted in through forced labor and cruelty; especially in the American south which continued until the beginning of World War II. The film brings to light one of my upbringing
Harper begins the poem by detailing the start of the speaker’s relationship with a man, developing it through the use of metaphor and concrete diction. From the first few lines of the poem, the reader learns that the relationship was destined to be futile through Harper’s use of metaphor: “If when standing all alone/ I cried for bread a careless world/ pressed
In each stanza, the second and fourth lines rhyme, which makes the conversation between mother and daughter sound like a rhythmic song. From the first stanza, the readers can smell the irony and metaphor of the poem. The detail that the little girl wants to go to the march for freedom contains a metaphorical meaning. As a little girl, she acts like an adult who thirsts for freedom. She lives in a time period when racial discrimination is a rough problem of American society. Randall also implies that she herself is an African girl when describing her brown hands: “And drawn white gloves on her small brown hands” (line 19). In an unjust system with racism, black people are the minority and do not have equal rights as whites do. In fact, blacks do not have freedom, but the girl insists on going out for freedom. This irony conjures up the readers’ curiosity about the following stanzas of the poem. Responding to her daughter, the mother tells the girl to go to church instead, for she fears that protests and violence will harm her daughter: “No, baby, no, you may not go/ For I fear those guns will fire/ But you may go to church instead/ And sing in the children’s choir” (lines 13-16). As an adult, the mother knows severe dangers of racial hatred outside her safe home, so she tries to protect her daughter from foreseeable risks. However, ironically, she suggests her daughter going to church, which eventually becomes the girl’s funeral anyway.
This poem was written in third person limited and the voice that tells the story is Lowell, which she had captured the emotions of the slaves who were forced to make the decision that goes against their morality. As Lowell who become heavily involved in Women’s Right and Anti Slavery movements, she wrote this poem that encouraged abolitionists and exemplifies the pain and suffering of an enslaved mother. Back in the day slave mothers killing their children was very common. This mother is having an internal conflict to decide if she shall leave her daughter to live but end up in slavery and will become like her in the future or the daughter shall dies so she doesn’t has to suffer in this extreme slavery life.This poem tells stories that was a reality for many women, and reveals the desperation these women felt. Similar to the poem by Harper, this mother is also loves her child every much even though it’s a result from rape. The tone is also painful, desperate as Lowell describes the mother “... cannot bear to know her child must be as she hath been” and praying “god great my little helpless one in helplessness may die
Thus helping her argument about taking action and critiquing those who prefer to stay silent. From the very start, Harper requests an immediate response from her audience. She does this by asking her readers, “Heard you that Shriek? It rose” (1). This is important because Harper begins with a personal question that makes a reader think of a moment where they encountered a desperate cry. By using words such as “it rose”, Harper is setting up a dramatic tone that suggests that her poem will get crueler. Harper continues using melodramatic imagery as a means to appeal to her audience senses. This is especially seen when she states, “Saw you those hands so sadly clasped -/ The bowed and feeble head-/ The Shuddering of that fragile form-/ That look of grief and dread?/ Saw you sad, imploring eye…”(5-9). Harper invites her white female Christian audience into visualizing the desperation a mother and son feel when they are being separated. The fact that her audience is forced to hear, and see the lament full situation of the slave mother helps to provoke their own internal sadness and pain. More importantly, her audience would be full of grief because they would be forced to see that these slaves are human beings, who express emotions like despair. One thing to remember is that historically some
...t he has had some traumatic experience in which the white man has treated him poorly. Very similar to the rest of the poems it is obvious that the theme of this poem involves black society taking action as a whole. It is not enough to "sing" freedom. Black society must gain their liberty as a whole.
She proclaims that “’Twas mercy brought me from my pagan land” at very start, and this line draws the audience in (Wheatley 1). She is thanking slavery because she went from a pagan to a Christian, and that slavery “taught [her] benighted soul to understand” the wonders of being a Christian (Wheatley 3). Immediately, it grabs the reader’s attention and for two possible reasons: either for being satisfied that a slave is showing gratitude to the white class for enslaving her or for non-slave owners to wonder what is even going on, as it is not often that a former slave is thankful of the time they’ve served. The first four lines of praise compels the audience to continue reading until they are suddenly hit with Wheatley’s true intent of the poem. She takes the focus off herself and starts actively talking about the white class who “[…] view [her] sable race with scornful eye” and says that her race’s “[…] color is a diabolic dye” (Wheatley 5-6). She points out the flaws in which the slave owners have and how they see blacks as a class beneath them. In order to be good Christians, one must treat everyone equally, yet these exact same believers are doing the opposite of what the bible states. In the New Testament, James 2
The "stiff, brocaded gown" is mentioned many times throughout the poem. Her “stiff, brocaded gown” serves as a stand to hold her up. Without it, she would crumble with emotion. She mu...
What strikes the familiar chord in me through this poem, however, lies not in my cultural repertoire nor my literary background, but my own recent personal background. Having spent many years in an abusive relationship, I can identify with this poem on a very sensitive level. "It is your nature/ to be small and cozy,/ domestic and weak" (12-14). Throughout history, women have been subjected to prejudice and discrimination as the "weaker" sex, oft times becoming subservient to their husbands, bosses, etc. Men have been dominant for years, and in such, have squeezed the role of woman into the domestic realm, that which they believed to be "woman's work." Experiencing this first hand, although I did work two jobs to support a non-working husband and three children, I have felt a sense of weakness and being oppressed or kept down, kept small, which is the essence of this poem. The idea here represents the cultural norm (although this has changed in our culture today) of keeping women from speaking their mind by relegating them to purely domestic chores of little importance.