June Jordan’s poem, “Poem about my rights” is about a woman who is describing her experiences and the unremittent concern for basic human rights for males and females. It is a personal and emotional poem about her view of the world and how change is needed. Although majority of the poem is written about how Jordan’s basic rights were not given, the poem also includes sections at which the reader sees the need for equal basic rights for both male and female is needed. This essay will comprise of my response to the poem, both as a poem and an oral performance. Throughout the poem Jordan uses repetition and in the oral performance uses her voice to enhance her message and feelings.
Poetry is a great way of expression, and one example of a great poet is Sylvia Plath. Plath was an amazing poet in the modernist period. She was influenced greatly by the era she lived in and her emotions during the time. She went through many hard times in her life, so she wrote to keep her mind off of them. Some of her poems included “Aftermath,” “Lorelei,” and “All Appearance.” She used many types of figurative language to convey the message of the poem.
“Out of the huts of history’s shame, I rise, Up from a past that’s rooted in pain” As she aims to inspire a whole nation, of those who have been enslaved to have hope despite their darkest time. The difference between “Still I Rise” and “Presents from my aunts from Pakistan” is that “Still I Rise” is about struggling against racial oppression while “Presents from my aunts in Pakistan” is about a confused girl belonging to two different nationalities. Angelou’s poem is also very strong and inspiring and aims to inspire a whole race of people whereas Alvi’s poem is more personal, only related to herself and some people who come from a multicultural background. In conclusion, both poems aims to convey the theme of identity through it strong ideas/characters, powerful language techniques, however expressed in a different way. “Presents from my aunts in Pakistan”, depict the desperation of a young girl’, trying to reflect on her identity while being multi-cultural, with no fixed identity.
Since I have been reading and going to see poetry performed for so long the poem that I connect most with is not a poem that we have read or analyzed in class. The poem is called “Ambiguous” performed by Becca Khalil and Nayo Jones. This poem is about the racial identity of a “mixed” girl. This poem captures my life. I am a biracial female that is both black and white but always told by everyone else “You
She writes, “I keep on dying, because I love to live,” in her poem “The Lesson.” Lastly, Angelou commonly wrote about her internal struggles through life. She often used the form of questioning the reader in her work. For example, ¨Does my sassiness upset you? Why are you so upset with gloom?” (“Still I Rise”). Angelou used questions to make the reader feel and understand her point of view.
Jennings sees a relationship between the developments of English literature in general and the development each individual poet has to go through. That was to a large extent the case in her poetry. Whereas her first poems had the directness and simplicity of early ballad poetry, she moved on to elaborate odes and lyrics which can be related to eighteenth century English poetry. In her adolescence her work resembled that of Romantic poets, who were asking questions about themselves and the meaning of themselves and the meaning of life. Eventually she reached the stage where she could use modern language and imagery in order to express her inner experiences, her thoughts about her own time and place (Jennings.
Her poems mostly consist of dark tones and moods, with light messages here and there. This kind of poetry was probably the outcome of her difficult life as a child and adult. Her mother died when she was the age of five, two of her sisters died shortly after that, her aunt of whom she was very close with died when Emily was twenty-four, and her brother died due to overdose when she was thirty. Also, during the time she lived, women inequality was very influential, and it most likely manifested itself into self doubt. In conclusion, given everything that Emily Brontё went through growing up, the emotion of her poetry definitely reflects off of
Ms. Sylvia Plath, an acknowledged poet and the English lecturer at Smith College, has been an inspiration to the youth in poetic realm. The varied assortment ranging from “Pursuit”, to “Mad Girl’s Love Song”, to “Spinster” has given the poetic foundation a varying aspect of confessionalism. Although of providing a new paradigm for poetry, Ms. Plath’s course is so indulged in expression that is making poetry excessively subjective. The use of poetry as a form to express personal emotions is recognized, but lack of reason and overwhelming depression with gender bias is hurtful for all. Subjectivism is an integral portion of poetry to express human emotions.
Tennyson’s poem is set in the location of Camelot, while Brogan’s poem seems to refer to a Camelot that is an idealistic place in which the squatters wish their lives to unfold. Brogan begins her poem by describing the desolate life that a squatter leads, going from one place to another, never having a constant in your life except for constant uncertainty. In contrast, “The Lady of Shalott” includes descriptions of the lavishness of Camelot. This is a very effective choice because if the poems are read alongside one another, the differences are striking and Brogan’s point of view that the BBC and the government are living in an extravagant world is made known. “On either side the river lie / Squats in Hackney and Peckham Rye / That fill the empties under the sky / And through the roads the rats run by / To empties filled by Camelot” (Brogan 1-4).
The poetry of Moniza Alvi reflects her unique position within the lens of a globalized society. Having been born in Pakistan, yet moving before she could formulate a proper Pakistani identity and growing up in London, England Alvi grapples with her place in both cultures and her poetry reflects this struggle. She, along with many other artists and writers, utilizes her confusion and dissociation with her native country to fuel her poetry. Additionally, her writing serves as a means of release and catharsis for her uncertain identity. The relationship that Alvi has to her country of birth is shaky and complicated because she is expected to represent both cultures and finds that although she is Pakistani it is her London roots that she finds the
Brooks was, “Deeply involved with black life, black pain and black spirits” (Lee 2). Throughout her lifetime she was an activist, who worked to promote blacks to study literature by writing poetry. She published many books and wrote countless pieces of poetry discussing issues prejudice that blacks faced. Brooks began her career as a poet
Sarah Kay seemed not to be completely engaging because her poems were confusing. She defined what poetry is to her, and she explained her past with poetry and what she is doing now to give everyone else the opportunities to discover poetry like she did in high school. Her presentation was visual because whenever she talked, she used body language as an example her hands showed what her words were saying. She talked for a prolonged period of time. She did not use much pauses and it was all recited.
However, she was inspired by her parents to go to school and start writing at a very young age. In addition to her parents’ literary influence, Gwendolyn’s relationship with James Weldon Johnson and Langston Hughes inspired her to truly realize what type of poetry she wanted to write. Gwendolyn’s mom arranged a get together between Gwendolyn and the Harlem Renaissance writers (Terjesen “Gwendolyn Brooks”). Gwendolyn’s encounter with the writers encouraged her to do more. She started training in writing workshops and producing more poems.