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Understanding T.S. Eliot's work
Understanding T.S. Eliot's work
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Recommended: Understanding T.S. Eliot's work
Trethewey’s “History Lesson” reflects on past racial struggles and inequalities. She uses metaphors, similes, symbols, and imagery to emphasize the central concern of the poem, which includes things changing over time. The symbols that stand out to understand the central concern of the poem are the camera, the photograph of the narrator and the photograph of the narrator’s grandmother. The camera symbolizes the time that has passed between the generations of the grandmother and the narrator. It acts as a witness of the past and the present after taking the photos of the narrator in the bikini and the grandmother in the dress. Her grandmother is wearing a “cotton meal-sack dress” (l. 17), showing very little skin exposure, representing
the past. It suggests that her grandmother doesn’t have as much freedom as the narrator has in the photograph of her 4-year-old self. The photograph of the narrator in a “bright bikini” (l. 4), in contrast, shows more skin exposure, representing the present. It suggests that after desegregation, people of her race have more freedom. When the two ideas of the photographs are juxtaposed, they emphasize the main idea of something significant changing over time. Trethewey uses images of the beach and the flowered patterns of the dress and the bikini to emphasize the change over time. The image of the narrator’s grandmother “on a narrow plot of sand marked colored” (l. 14-15) emphasizing the segregation in the past. In contrast, the narrator describes herself “standing on a wide strip of Mississippi beach” (l. 1-2), suggesting that people of her race are now welcome on not only a small side of the beach, but more areas of the beach. This emphasizes the theme of things changing over time. The flowered pattern on the grandmother’s dress suggests that even when facing the racial struggles, they were dealt with peace and hope.
The poem begins by exploring how the speaker’s grandfather was a photographer in World War One and how he turned his hobby into his job: “Opened a shop. Turned it into a family affair”. Kay then goes on to introduce the father’s speaker and how he approached photography differently: “His father knew the equipment but not the art. He knew the darks but not the brights, my father learned the magic.” By first introducing the grandfather as a character the reader can better understand the speaker’s father. Since the grandfather took pictures for the war the moments he captured through his lens were much more gruesome, whereas the speaker’s father chooses to stray from this and focus on positivity or as it’s referred to in the poem “light”. Kay then introduces the speaker’s mother, exploring her passion for photography and giving her the title of “artist”. While the grandfather turned photography into his job, the speaker’s father uses photography as a way of capturing noteworthy events, for example: “he travelled across the country to follow a forest fire, hunted it with his camera for a week.” Finally, the speaker’s mother focuses more on the artistry of photography which is seen through her focus on the use of her darkroom. By exploring each of these characters, Kay
As the first poem in the book it sums up the primary focus of the works in its exploration of loss, grieving, and recovery. The questions posed about the nature of God become recurring themes in the following sections, especially One and Four. The symbolism includes the image of earthly possessions sprawled out like gangly dolls, a reference possibly meant to bring about a sense of nostalgia which this poem does quite well. The final lines cement the message that this is about loss and life, the idea that once something is lost, it can no longer belong to anyone anymore brings a sense...
Toni Cade Bambara’s ‘The Lesson’ starts with the Sylvia’s description about one African-American’s appearance, who is called Miss Moore. The story is focused on the the event of field trip that Miss Moore conducted for her students one day. She takes her students to pricy toy store which is called F.A.O. Schwartz, to let them see the reality of gap between poor and rich. The story took place in 1970s which was during the movements for civil and social rights, equality and justice swept the United States. According to university of California, during this time, the opportunity to African American was really limited in a lot of aspects, including the education. People often tend to interpret the most important main point of this
...es her. The imageries of pink Mustang signifies her social class, while “Road” indicates her location as nowhere within a community. The commodification of her body means it can be touched in ways derogatory to her dignity whether she likes it or not because it is a saleable commodity that doesn’t belong to her. Her silver painted nipples identifies silver coins. Silver coins represent monetary value put on her body. Silver painted nipples also mean the attractive way in which a product is packaged. The poem also depicts the defiance of women against how she has been treated. She identifies man as the one that kisses away himself piece by piece till the last coin is spent. However, she cannot change the reality of her location, and temporal placement.
The characters and themes in these writings contrast and relate in several ways. The poem is told through the perspective of the grandfather’s grandchild, who cares for him, saying certain things remind them of him after he didn’t “live here anymore” by stating that their grandfather “is blankets and spoons and big brown shoes.” Like the grandfather in “Abuelito Who”, the grandfather in “The Old Grandfather” is old and it is stated that his legs “would not carry him” and his eyes “could not see”, which affected his family’s feelings towards him. The grandfather’s old age was viewed as a weakness, and he was not treated as an equal by his family, such as not being able to sit with them at the table for dinner.
When writing poetry, there are many descriptive methods an author may employ to communicate an idea or concept to their audience. One of the more effective methods that authors often use is linking devices, such as metaphors and similes. Throughout “The Elder Sister,” Olds uses linking devices effectively in many ways. An effective image Olds uses is that of “the pressure of Mother’s muscles on her brain,” (5) providing a link to the mother’s expectations for her children. She also uses images of water and fluidity to demonstrate the natural progression of a child into womanhood. Another image is that of the speaker’s elder sister as a metaphorical shield, the one who protected her from the mental strain inflicted by their mother.
Through the photograph, Trethewey is able to look back to this time of complex feelings and try to pinpoint the reason why she felt excluded and isolated, as well as the effect of her racial identity on her childhood. Additionally, she uses the photograph to try to gain a sense of control over her identity now, as a grown woman. Trethewey uses the visual art of photography to try comprehend not only her personal life but Southern history as well. In her poem, “Scenes from a Documentary History of Mississippi,” she describes a photograph of a parade in Vicksburg celebrating cotton, the crop that made white Southerns rich, but left African Americans poor. By reviewing this photograph, Trethewey attempts to understand the truth of Southern history’s double-sided nature, giving her control in the form of knowledge. In an interview with Joan Wylie Hall, Trethewey explains that much of her poetry involves photography because she is interested in “what might be behind an image,” such as the moments before and after the photograph was taken as well as “what the subjects of the photograph could
Toni Cade Bambara addresses how knowledge is the means by which one can escape out of poverty in her story The Lesson. In her story she identifies with race, economic inequality, and literary epiphany during the early 1970’s. In this story children of African American progeny come face to face with their own poverty and reality. This realism of society’s social standard was made known to them on a sunny afternoon field trip to a toy store on Fifth Avenue. Through the use of an African American protagonist Miss Moore and antagonist Sylvia who later becomes the sub protagonist and White society the antagonist “the lesson” was ironically taught.
The poem is about the early stages in the narrator’s pregnancy. The doctor gives her news that the baby may be unhealthy. In a state of panic, we see the narrator turning to the methods of her homeland and native people to carry her through this tough time, and ensure her child’s safe delivery into the world. Da’ writes, “In the hospital, I ask for books./Posters from old rodeos. /A photo of a Mimbres pot /from southern New Mexico /black and white line figures—/a woman dusting corn pollen over a baby’s head/during a naming ceremony. /Medieval women/ingested apples/with the skins incised with hymns and verses/as a portent against death in childbirth” (Da’). We not only see her turning to these old rituals of her cultural, but wanting the items of her cultural to surround her and protect her. It proves her point of how sacred a land and cultural is, and how even though she has been exiled from it, she will continue to count it as a part of her
A person cannot change their body; therefore, they cannot change the color of their skin. Trethewey uses phrases like “cold lips stitched shut”, “expression of grief”, “language of blood”, and “muck of ancestry” in order to describe the constant verbal abuse and ignorant insults she received due to the nature of her genetics. The words of the body, which describe her physical features, are paired with the negatively connotated words to compare racism in the 70s and 80s with current racism in America. In comparison, Trethewey dissects the issue of racism by describing the lack of monuments for black soldiers as disrespect. In the poem “Pilgrimage”, Trethewey describes the lack of memorials for the Native Guard in Mississippi as a clear sign of Southern racism. Mississippi is “a graveyard for skeletons of sunken riverboats”, “hollowed by a web of caves . . . like catacombs.” The city floods with the soldiers from the Civil War, but the bodies are “stone, white marble, on Confederate Avenue.” The soldiers honored in Mississippi are Confederate generals and colonels. Mississippi distinctly decided against recognizing and celebrating one of the first all-Black regiments for the Union, the Native
...ites a short 33-line poem that simply shows the barriers between races in the time period when racism was still openly practiced through segregation and discrimination. The poem captures the African American tenant’s frustrations towards the landlord as well as the racism shown by the landlord. The poem is a great illustration of the time period, and it shows how relevant discrimination was in everyday life in the nineteen-forties. It is important for the author to use the selected literary devices to help better illustrate his point. Each literary device in the poem helps exemplify the author’s intent: to increase awareness of the racism in the society in the time period.
Setting is expressed, in this poem, through the narrator’s perspective. The narrator helps create a sense of alertness, because he starts to notices planes flying, and red birds. He even watches the names reflect off a woman’s blouse. The narrator’s reactions characterize, “the contradictory feelings veterans may experience visiting the site [Vietnam Veterans Memorial]: wondering why they are alive while their comrades are dead.”(Peck) These emotions are expressed throughout the poem, and are a crucial part in shaping the environment around the narrator. In addition, the aloof nature of the other visitors shapes the overall environment the narrator steps into, “No, she’s brushing a boy’s hair.”(Komunyakaa 63) The author’s character enhanced the setting, by allowing the reader insight into the narrator’s mind. The character’s voice enhanced the setting, by comparing his skin color to the black granite memorial, “My black face fades, hiding inside the black granite.”(Komunyakaa
“ maybe it is her birth which she holds close to herself for her death which is just as inseparable and the white wind that encircles her is a part just as the blue sky hanging in turquoise from her neck oh woman remember who you are woman it is the whole earth”(1-12). This poem besides being short it gives a brobdingnagian message which for me the blanket means memories, which this particular authors writes about, as memories is used for the
The poem “This is a Photograph of Me” by Margaret Atwood starts off in detail about a photograph. She describes the image quality and then moves on to the background of the photo. Describing the corners, the lake and low hills beyond the picture. When you continue to read, Margaret then suddenly describes the lake where she drowned the day before. “I am in the lake, in the center / of the picture, just under the surface” (17-18). Margaret Atwood makes sure the reader doesn’t overlook those that are responsible for the picture, rather than those who are in the picture. Throughout the poem, Margaret Atwood uses many elements of poetry; such as: syntax, diction, and imagery.
In Photograph, 1958 Young explores the tension between self and family through the use of a strong narrative voice and free verse poetry. With the limited usage of literary devices Young is able to write clearly, directly and with an honest conviction. This poem appears to be written as a reflection as Young depicts the photographs of her pasts with present day contemplation. The photos are stills of the emotional trauma that Young faced from her father. The tension lies in the form of escaping an abusive situation and valuing self, while dealing with the conflict of the person being her father. As Young reminisces it becomes apparent that there is more to the photographs than described.