During world war ||, after the pearl harbor attack, the U.S. took about 120,000 Japanese people into internment camps because they believed that anyone of them could be a spy. President Franklin D. Roosevelt issued Executive Order 9066, which allowed the military to circumvent the constitutional safeguard of American citizens in the name of the national defense. These camps were not a place of leisure, but were a place of imprisonment. After being in the camps for about four years, some families never found eachother again due to death or they didn’t have enough resources to locate them again and some were brought back together many years after being released. In the poem “internment” by Juliet S Kono the author uses diction, irony, and simile to show h that even in the darkest
Nikky Finney's book Head Off and Split is a work of art in every sense. It combines both historical elements and personal elements. She shines the light on our countries habit of oppressing and enslaving African Americans. She masterfully weaves together the history of the time and her own memories in an unabashed way that lays bare the wrongdoings of our country. Forcing the reader to see part of our history that is often glossed and skimmed over in conventional textbooks.
In the excerpt, The Street by Ann Petry, there is a 3rd person omniscient narrator to explain the hatefulness of the cold along with the keen determination of Lutie Johnson. The narrator completely conveys the true parts of the cold to better show Lutie Johnson’s experiences by employing descriptive personifications and vivid imagery of the central antagonist as the wind. Imagery is undeniably the most used literary device in this excerpt, as it gives the reader an accurate sense of the horrible temperate weather that the protagonist is forced to endure in her search for a home. The presence of the “Cold November wind” is shown in the sense of disorder and chaos that is at 110th street. “Scraps of paper “are sent “…into the faces of the people
The different key features also plays an important role for example the tone that is being formed by the lyrical voice that can be seen as a nephew or niece. This specific poem is also seen as an exposition of what Judith Butler will call a ‘gender trouble’ and it consist of an ABBA rhyming pattern that makes the reading of the poem better to understand. The poem emphasizes feminist, gender and queer theories that explains the life of the past and modern women and how they are made to see the world they are supposed to live in. The main theories that will be discussed in this poem will be described while analyzing the poem and this will make the poem and the theories clear to the reader. Different principals of the Feminist Theory.
In “All Light We Cannot See” by Anthony Doerr, the author tries to teach the world about the life of a blind person. People tend to have sympathy for the blind, but this analysis expresses that they have an imagination of their own and interpret the world differently. One instance where Doerr develops this idea is in Line 40, “On her ninth birthday, when she wakes, she finds two gifts. The first wooden box with no opening she can detect. She turns it this way and that.
Since the 20th century , the slavery has been broadly understood as forced labor. Slavery an based on a relationship of submission where one person sees another person and can exact from that person labor. African American got very hard time because they were seen as less than other people through their skin color and culture or low material. As they did not took their civil rights like other civil. From the 1600s, African Americans were treated as slaves for white people.
Not having these two aspects in the form of the poem is a very significant aspect. Not having these two forms, makes the poem seem more like reading a story rather than reading a poem. This is crucial to the meaning because it makes the readers seem as though they are a part of the
In the title only the first word in each sentence is capitalized to follow correct grammar of a normal sentence, but also to connect it to the depressed mood of the poem. Personification, repetition, and imagery are focused on along with devices like similes and metaphors to express her thoughts during the course of the rest of the
I gave a solid B for the plot because Smith did follow the plot structure, but the resolution was unclear as to what happened after Smith lost the long-distance running race. I would like to know what happened after Smith found his own identify and was able to become independent. I gave an A for characterization because Smith’s character was well portrayed as a young boy easily influenced by friends and his surrounded environment, but became independent once he had time to reflect on his pasts and why he was sent to Borstal. Although, Smith was an arrogant and self-contradicting individual, he was a great example of individuality. I gave a C for the setting because the author did not specify the period of time this story has taken place and
5,6) the issues that have been mentioned above are expressed. Since, especially black women, are considered to be living in the shadow this passage exposes the feelings and representation of black women in society. Their existence in the world which is not considered and respected. Considering especially the fact that the lyrical I is a black maiden, she seeks for recognition and acceptance among the other figures of the poem. Referring to contemporary issues, the lyrical I would be classified as a lower ranked person since she is black and being occupied as a maid, which clearly makes her powerless and voiceless in society.
Rhetorical Analysis of Shooting Dad The story “Shooting Dad” by Sarah Vowell discusses a story about a teenage girl and her relationship with her father and how they are constantly clashing with each other because they are almost exact opposites. The author develops her story by creating images in the reader 's mind to describe events that happened in her life, the use hyperbole for comedic relief, and irony for emotional effect. The use of these emotional strategies is effective because Vowell is able to use these strategies to help the readers understand the relationship between her and her father. Overall by the use of strategies like imagery, hyperbole, and irony the author creates a piece of writing that shows the relationship between the main character and her father.
This essay explores the ambivalence of siren’s intention in the poet ‘Siren Song’. Besides, techniques like enjambment and anaphora are involved in composing this poet to give readers a sense of suspense of the siren’s eagerness to acquire salvation. The use of monologue in this poem shapes a paradoxical theme, which makes the siren’s motivation blurry. In the context, the poem uses the word “song” three times in the first lines of three stanzas.
She starts off the poem with the speaker looking at a “photograph” (Trethewey l. 1) of herself when she was four years old. The reader is instantly taken into a personal memory of the narrator and
Written Commentary on Havisham Love can drive people to say very strange things and do some stranger actions. Love could make people happy or can completely devastate them, depending on how their time with romance went. Most people end up on the lighter side of love, happily married but some have gotten on the darker side which could lead to some life ruining moments. There are plenty of reasons that someone could have a ruined image of love such as having their partner cheat on them, but in the poem named Havisham it was much worse. The author Carol Ann Duffy utilizes many literary devices in the poem Havisham to communicate the idea that love can ruin someone.
The use of the word “missile” brings the image of a powerful for that empower these young women and the image mass murder of these young women. The use of the word “cuts” (line 6) bring an image of something sharp that cuts through and changes the thinking of a young women. I feel that the poem highlights the idea that education is a powerful weapon that a human. The poem gives an image of an area of land devoted to cultivation; in this case it is used metaphorically to describe young women who are ready to received education so that they can bear fruits of education. In my case I think the fruits of the education is the tool to women empowerment and for the young women to become critical thinkers but the government does not believe that education should be sown in young women and to be harvested “to an orchard… in a full bloom” (line 8-9).
