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Racial and ethnic inequality
Poetic devices and figurative language
Racial inequality in the united states
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This poem takes us on a journey of Grace Nichols life, from her ancestry in Africa to her migration from the Caribbean to England. Language features such as extended metaphor’s and repetition of phrases help to keep this journey flowing.
The first language feature we come across is the repetition of the words ‘out of’ and ‘into’. The phrases being repeated help to link past and present. The first stanza repeats ‘Out of…’ This talks about Grace’s ancestry, i.e. coming out of before her time. The second and third stanza ‘Into…’ is about her life and her past. Grace lived in the Caribbean and moved to England so the ‘into’ refers to her life experiences.
Personification is used widely throughout the poem, an example of this is the personification of the word mother. ‘ Out of Africa of the suckling.’ The word mother is not specifically mentioned in the line but sucking refers to the relationship between mother and child. The second reference to mother is a personification of the earth, ‘Out of Africa of the first rains, the first mother. This personification is symbolic and has references to the past, the first rains being those rains of a long time ago.
The personification of the ‘trampled autumn tongues,’ can be taken on two levels. (It is also an extended metaphor!) Trampled autumn tongues could be taken literally i.e. leaves being trampled on or metaphorically. The leaves could be reference to the tongues of the slaves (slaves tongues would be cut off if they were caught speaking between each other in their native tongue.)
The structure of the poem is also interesting, there are three stanzas’, the first and second stanza are equal in length but the third is slightly longer. The third stanza is the longest because that is where she is living now and has been the longest.
The narrative voice in the poem is the voice of the African people. The tone is sarcastic and hast a hint of mocking to it, with parts such as ‘ baleful tourist glair’ and ‘ happy Creole so-called mentality.’ These lines show the ignorance of the white tourists that come to the Caribbean expecting everyone else (Caribbean people) to be happy just because they are on holiday. This is a white persons stereotype of the Caribbean and so the tourists are labeled as having a baleful glair.
complication, In adapting to a new land. Julia create her poem in a outwardly form to point out
The language of the poem holds five of the eight languages to poetry. Allegory, personification, symbols, figures, and metaphors. In the beginning of the poem she uses Allegory, Personification and a metaphor. “Allegory- related symbols working together with characters, events, or settings representing ideas or moral qualities” (Sporre). Paula compares the silence in the air to describe how clear the air was. Going on to using personification and a metaphor, “Peaks rise above me like the Gods. That is where they live, the old people say.” Personification is the figure of speech in which abstract qualities, animals, or inanimate objects take into many forms of literature (Sporre). Metaphors, are figures of speech by which new implications are given to words. Metaphors are implied but not explicit comparisons (Sporre). She goes on to imply that the Gods lives above us in the peaks, that’s where the old people say that they live. Using Symbols, “Which is critical to poetry, which uses compressed language to express, and carry us into its meaning (Sporre).” Ending the first line she writes “I listen and I heard”. Going on to explain how she heard the voice in the wind and by giving us the emotion of that feeling set the understanding of what the poem was all about. Following the next line Paula uses a form of Imagery. A verbal representation of objects, feelings, or ideas can be literal or figurative. figurative imagery involves a change in
The descriptions and words used create the most vivid images of a mother’s escape to freedom with her son. This poem takes you on both a physical and emotional journey as it unravels through the treacherous demands of freedom. A beautiful example of her ability to rhyme both internally as well as externally can be seen here,
This poem captures the immigrant experience between the two worlds, leaving the homeland and towards the new world. The poet has deliberately structured the poem in five sections each with a number of stanzas to divide the different stages of the physical voyage. Section one describes the refugees, two briefly deals with their reason for the exodus, three emphasises their former oppression, fourth section is about the healing effect of the voyage and the concluding section deals with the awakening of hope. This restructuring allows the poet to focus on the emotional and physical impact of the journey.
last, which is four lines. In the first three stanzas, the poem is told in
Although the little girl doesn’t listen to the mother the first time she eventually listens in the end. For example, in stanzas 1-4, the little girl asks if she can go to the Freedom March not once, but twice even after her mother had already denied her the first time. These stanzas show how the daughter is a little disobedient at first, but then is able to respect her mother’s wishes. In stanzas 5 and 6, as the little girl is getting ready the mother is happy and smiling because she knows that her little girl is going to be safe, or so she thinks. By these stanzas the reader is able to tell how happy the mother was because she thought her daughter would be safe by listening to her and not going to the March. The last two stanzas, 7 and 8, show that the mother senses something is wrong, she runs to the church to find nothing, but her daughter’s shoe. At this moment she realizes that her baby is gone. These stanzas symbolize that even though her daughter listened to her she still wasn’t safe and is now dead. The Shoe symbolizes the loss the mother is going through and her loss of hope as well. This poem shows how elastic the bond between the daughter and her mother is because the daughter respected her mother’s wish by not going to the March and although the daughter is now dead her mother will always have her in her heart. By her having her
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.
Poems, Poets, Poetry: An Introduction and Anthology. 3rd ed. Ed. Helen Vendler. Boston: Bedford/St. Martin’s,
Fire, ash, and the “red branch of the slow autumn” are all mentioned in his first thought about how their relationship currently is as if to describe it as dangerous, and out of control. However, it’s contrasted to water at the end of the second stanza through words like “boats,” “sail” and “isles.” Even though there is a wind flame-like element, there is still a water-like calmness because everything reminds him of her. The third symbol of wind is mentioned in the fifth stanza. Wind blows freely and provides descriptive imagery as he explains what would happen if she left the place where roots are. This leads to the fourth symbol of Earth which is depicted through roots and, oater, flowers. Plants contrast with wind because they can’t leave like the wind does. They also symbolize how their love would grow if she stayed and loved him as described in the last
Heres, a question what do you first think about when I ask you about Africa most people think of starving children walking barefooted while naked or a group of people in a village walking around with spears. Here's an idea if what I told you that's all wrong, in fact, people in Africa live in apartments and cities like we do here in America.
Emily Dickinson, in the poems “Dear March-Come In-” and “The Winds Visit” uses personification in order to create a picture in the reader’s mind. “Dear March- Come In” has personification which connects the reader to the feeling of loving March/springtime. “Dear march- come in-”, this personification is important because they use it throughout the poem. The poet used personification to make the reader think about how it feels to have spring come and go. Dickinson not only used personification in “Dear March- Come In”, but also in “The Winds Visit”, in order to establish a picture in the reader’s mind. “The wind tapped…”, this is personification
Binyavanga Wainaina, author of How to Write About Africa’s, purpose through his essay is to show the structuring in advertising about Africa. Throughout his essay, he explains about the stereotypical structure to majority of the publications concern Africa and it’s economy. For instance, he mentions to only put a black person on the cover page if they have contributed to the world in a positive, and changing way, if this does not apply use naked breasts, and a AK-47. Among the many characters presented in a typical advertisement concerning Africa, he says to also add starving, skinny and nearly naked children, this a way to connect with the audience in a emotional and personal way. Towards the end of the novel he also mentions to add a quote
Hughes describes himself as a teller and participant in this poem. Through the imagery, the reader is able to feel the emotions of the history of African Americans. Hughes tells us the history of black people beyond that in America; he projects upon his reader a world experience. The primary image in this poem is a river, tracing the heritage of African Americans. The lyrical lies are like water, describing the purpose of the river to black people in America. Hughes used the anaphora line “My souls has grown deep like the rivers” to symbolize the physical history of black people and the spiritual history. The river also symbolizes the strength of African Americans as survivors who persevered through history. Finally, Hughes believed that the river reflects the direct path of blacks in American. The whole poems itself is a metaphor to tie together the heritage of African Americans to the great river of the world. Hughes reveals the relationship between the rivers and the lives of black people. He started with a river know to be important during the earliest civilization and ended with a river on which slaves were
you can stay in the Kruger for a week and not see any of the big 5
Connotation- The first glance at the poem, "The White Doe" leads the reader to believe that it is strictly about an encounter with a white doe, but it actually is a love poem. The white doe represents the woman the author loves. This poem's rhyme scheme varies from stanza to stanza. The first stanza has a rhyme scheme of ABAB, the second ABBA, the third ABA, and the fourth stanza has no rhyme scheme. The deterioration of the rhyme steady serves as a tool to exemplify how the speaker becomes lost in following the animal/woman. The entire poem is an example of personification because the white doe represents the woman whom the author loves. White symbolizes the...