I Too Have A Dream Figurative Language

To begin, In “I, Too, Have a Dream,” the writer effectively uses figurative language such as metaphors and similes to get readers to empathize with her feelings about immigration. To start, as soon as you begin reading the author uses metaphors to illustrate the fact that she is angry with the way immigrants are being treated. The author does this to get her point across. For example, “But, I know their words were bullets to Areliss’s heart.” The use of figurative language here, being metaphorical bullets to her heart, helps the reader understand how deeply those words affect people who come from immigrant families. Similarly, the writer also uses similes for that same effect. The usage of similes gets the reader to understand thoroughly how

The writer is able to state things literally and it helps demonstrate how unfair life can be for children of immigrants. For instance, “Areliss came to the United States illegally, but she didn’t do it intentionally. She was a baby. Her parents, seeking a better life, failed to follow the established immigration procedure, and they slipped into our country undetected.” This expresses how Areliss's life is affected by people and how her future is affected as well. In other words, something out of Areliss’s control has a direct impact on her everyday life. Furthermore, the readers see more examples of this cause-and-effect structure such as, “Under DACA (Deferred Action for Childhood Arrivals), Areliss has been granted the temporary opportunity to remain here while she completes her college education. DACA ensures, at least for a while, that she will not be deported to a country she has never visited in her entire life.” Clearly, this expresses how severe the issue is, especially where it mentions Areliss has to be deported someplace she has never been before. The structure here shows the harsh implications of existing with all this