Analysis Of The Poem The Race

Sharon Olds utilizes figurative language throughout the poem, Rite of passage including hyperbole, similes, and alliteration. When olds introduces the characters as “short men, men in first grade” it is to hyperbole which highlights the fact that the young boys consider themselves to be very mature. Olds continues the poem by using alliteration when with the phrase “jostling, jockeying” which sounds nice and helps make the poem flow. In order to enhance the reader’s visualization of the story olds employs a simile. See writes that the son has “freckles like specks of nutmeg on his cheeks”. The freckles simile also allows the reader to see that the mom still views her son as an innocent boy. Sharon Olds puts in another simile about how they

In “The Social Construction of Race’’, Ian Lopez states that race is constructed relationally, against one another rather than in isolation on (p.54); we cannot define what whiteness is or is not without making comparison to other entities such as blackness. Therefore, the creation of racial identities by Anglo-Saxons or white Europeans was justification for their offensive activities against other races; including rape, murder, genocide, causing famines, and taking land. Lopez states in his article that human interaction creates social construction of race and that races are constructed in comparison to one another rather than alone (p.54). We cannot define what it means to be black compared to what it means to be white; we say what whiteness

These two versions of one narravtives have many diffrences. The poem”Race” is more powersfull wit the words and visualizilation. The dictionand imagery in the poem show you how sever the beating the boys got. To show how bad the volince is in th epeom i have selected a direct sentence from the poem, “taking turns punching him in the face, cutting his lower lip, punching, him vomiting. Punching until swollen and dark blue”(55).I would ike to aslo include the dirsct sentece form the prose to show the diffrence of hoe diction is used in both stoired; “punched him in the face, in the stomach, then his face again, cutting his lip, causing him to vomit”(5).The diction”dark blue”(55), and “lower lip”(55) gives you more of an idea of how bad the teens

There is also poetic action depicted in the poem, in which the writer establishes her longing to perform an act of heroism or extraordinary achievement. I think my biggest surprise was her casual use of sexual language, using a vibrating cock as a metaphor, and later using the knife reference again saying she was stabbed in her inner sex. Sharon Olds speaks so fiercely about the woman 's body, that you feel she 's almost competing against the constant objectivity against the woman 's body. You can tell she speaks from experience, she 's watched the boys play and all she wants is to show them that she has suffered as a woman and is better for it. She 's stronger, prouder, and for that reason has a right to brag and redefine heroism.

The pattern made by the alliteration and assonance makes the poem so easy to remember and also easy imagine. In this way, it is possible to get the feeling of hearing the blues also which was described by the speaker in the poem. There is also an overall effect of becoming familiar and understanding how the blues echoed through the head of the speaker.

W.E.B. Du Bois has contributed greatly to contemporary sociological thinking because he began a conversation of what it means to be “other” in this American Society. In his conversation of what it means to be other he constructed and included three major concepts that continue to resonate till this day. His concepts include “the color-line”, “the veil”, and the “double consciousness” (Appelrouth and Edles, 269). Together, these concepts not only described past experiences of blacks in American society (e.g., slavery) but also continue to remind us that the relation of whites and people of color remains complex. In Du Bois’s own words, “the Nation has not yet found peace from its sins” (273).

The poem progresses from mourning of the deceased to praising of his achievements and fate to die before his glory withered. Therefore, the tone shifts from somber and quiet to upbeat and positive. Such shift of tone is achieved by Housman’s use of sounds. In first two stanzas, Housman describes the funeral procession as he remembers the time when the young athlete was proudly brought home after he won a race. Then, he solaces the mourners by reminding them it is better that the athlete “slip betimes away from fields where glory does not stay” (lines 9 and 10) because the laurel “withers quicker than the rose” (line 12). The soft “s” sound stands out especially in second and third stanza and it creates a sense of calm and quiet tone and evokes an image of townspeople mourning the death of their “hero”; Consonance of “s” sounds is present in words “shoulder, set, threshold, townsman, stiller, smart, slip, betimes, fields, does, stay, grows, withers, and rose.” In addition to consonance, soft sound alliteration in “road all runners” (line 5) helps to create a quiet tone. As the poem progresses into praising of the young athlete in stanzas four through seven, the consonance of hard “c”, “t”, and “f” sound become prominent. Readers can immediately detect

In her poem, “White Lies,” Trethewey’s theme in the story is discrimination and her struggle with her personal identity in America. Being born bi-racial, Trethewey explores racial identity that she experienced during her childhood. She was born in 1966 in Mississippi to a black mother and a white father. At this time, interracial marriages were not legal in Mississippi and were seen as shameful in society. Trethewey was very light skinned and had the desire to be white. The poem delivers the author’s experience with bigotry while living in the South (Bentley). This created an atmosphere of a racist society where the white community was superior over the African Americans. Growing up during this period, Trethewey felt like a lost little girl struggling with trying to find herself. In The Washington Post, Trethewey said, “Poetry showed me that I wasn’t alone” (Trethewey). This meant that writing poetry helped her to realize that she was not alone in this world of judgment, there were others facing the same issues that she was. The tone of her poem was sadness because of the prejudices she faced. To her, poetry was a place that could hold her grief (Bentley). Throughout her poem, “White Lies,” she desired to tell lies about who she was and how she lived. Her childhood was filled with thoughts and hopes of being white instead of being bi-racial. She states, “The lies I could tell, / when I was growing up” (Trethewey l. 1-2). These lines imply that she could easily lie to cover

A Tate Taylor film, The Help (2009) emphasizes the extreme, racially-charged stereotypes thus endorses racial thinking. Blacks in this film are represented broadly as common house maids, or domestic slaves, but specifically as oppressed, unhappy, impoverished, and products of hardship through the utilization of racist stereotypes and juxtaposition with the lives of affluent whites in the southern United States, a juxtaposition which immortalizes the racial gap between whites and blacks.

In the poem The Race by Sharon Olds, we have a women who's father is about to die, and she has to overcome obstacles, such as time and her flight being canceled, in order to get to her father as soon as she can. The overall meaning of the poem is that when you have faith and are determined, no matter what obstacles get in your way, you will surpass them and do what you have to do. Parallelism, imagery and run on sentences help convey the meaning of the poem.

In society, race clearly affects one’s life chances. These are the chances of getting opportunities and gaining experience for progression. The social construction of race is based on privileges and availability of resources. Looking at society and the formation of race in a historical context, whites have always held some sort of delusional belief of a “white-skin privilege.” This advantage grants whites an advantage in society whether one desires it or not. This notion is often commonly referred to as reality.

The poem “Life of a Race Car” by Alex Knup discusses the idea of a race car having a life, and it reveals how a race car can be personified as a being. In the poem the author personifies the race car by giving it the features of hearing, feeling, and seeing. In the text line 13, “I am as fast as a plane” the author uses a simile. This simile is a great way the author expresses the car’s feeling giving it an imagination and allowing it to believe. These features bring out the car’s true life where the personification is being displayed very effectively.

The poem Life cycle talks about Australian children growing up in a family obsessed with AFL. Being brought up in a family of football supporters encourages and Enforces the passion for football. That from the moment the child is born and throughout their life, until death these people love football because of their upbringing. It talks about how these families influence their children so much that football almost becomes a religion, where the football grounds are equivalent to a church. Through-out the poem life-cycle, Bruce Dawe emphasises and exaggerates that we are who we are based on what we’ve be taught, and our way of life, personality, personal interests and hobbies.

I took the time today to read the article titled “What is Race” by Victor M. Fernandez, RN, BSN and found myself agreeably intrigued and in admiration of his thoughts regarding race. Victor touched on an extremely insightful and significant topic; one that most people have sturdy opinions about. Race – what is it? What does this mean to you? What does it mean to our upcoming careers in the nursing field? I trust that how we characterize and assess our awareness of race is due exclusively to how we were raised. I do not mean merely what we were taught from our family or culture about race, but to a certain extent how we have lived it, and how it has lived around us. “Race is a modern idea. Ancient societies, like the Greeks, did not divide

Alliteration and metaphors are two major elements of this poem. The repetition of consonant sounds and alliteration occurs throughout the poem. All of the lines strongly use the repetition of consonants and alliteration except for lines two and seven. In addition to that, the controlling figure of speech in this poem is a metaphor. It is strongly articulated in the first line, and as the one continues to read, it is amplified and extended throughout the rest of the poem. The metaphor compares mask of Line 1 to the fabricated emotive facades that African-Americans had made use of in order to avert provoking their oppressors.