Poem Analysis: We Real Cool By Gwendolyn Brooks

Sharlet Cannon English 1302-56328 Professor T. Heflin August 9th, 2015 The Mother Abortion, a sensitive topic most people don’t want to talk about or try to figure out ways for it to be out-lawed. " The Mother," a poem written by Gwendolyn Brooks looks at abortion from a mothers’ point of view. This poem deals with the heartfelt emotions that a woman may go through after she has had an abortion. The theme, tone and figures of speech written displays overwhelming regret tormenting her mind.

The poem I have deconstructed is, “How to be a Real Indian” by Kenzie Allen. “How to be a Real Indian” consists of two stanzas. The poem is in a first person point of view. This poem was deconstructed in order to gain a greater interpretation of how and why it was written. To interpret what more the speaker was trying to convey through their writing.

The sentence structure of this poem is unlike a lot of poems that you might see where the lines are of equal length and contain the same amount of sylables. Rather than taking that approach, Blanco's poem contained senteneces, and lines that were all of different length. For example, in the second stanza blanco included two very long lines that included dashes and comma's because he was creating a list. Some of the very short lines feautured throughout the poem occur beacause the sentence was too long to fit into the line before and was continued in the next line.

The poem begins with the word “We”, which is the only line in the poem that begins in this such manor, although the word “we” is repeated six more times throughout the poem. The “we” that I believe is represented at the beginning is the

“We Real Cool," by Gwendolyn Brooks is a fervent short poem that tells a story of teenage rebellion. This poem is a formal verse ballad which uses simple sentences that create a steady meter giving the poem a catchy jazz like quality. Although the poem is short, it packs a powerful message about youth. Gwendolyn Brooks centered her works predominately around the African American consciousness. During the 1960’s when the poem was written, many teens especially young African-American men felt misunderstood and like the world was set up for them to fail. On the surface, it appears this poem is a mere description of young adults that are misjudged. The deeper message of this poem addresses the dangers of peer pressure, and its detrimental effects to self-identity because of the disconnect between society and youth of that time.

The last few lines in the poem are sentience that have been chopped up into different lines, to help

Throughout Gwen Harwood’s "Selected Poems", Harwood continually seeks to examine the many different faces of human nature, which have been heavily influenced by her experiences as a child, a woman and in the moments prior to her death. Her poems explore and reveal the power of reminiscence and memories, rebellion against authority, as well as the idea of mortality, which are illustrated by many of Harwood’s different personas.

"We Real Cool" is a short, yet powerful poem by Gwendolyn Brooks that sends a life learning message to its reader. The message Brooks is trying to send is that dropping out of school and roaming the streets is in fact not "cool" but in actuality a dead end street.

The most visually noticeable part of this poem is the format. It isn’t written in familiar stanzas with any kind of meter or complex

Love is not always an easy adventure to take part in. As a result, thousands of poems and sonnets have been written about love bonds that are either praised and happily blessed or love bonds that undergo struggle and pain to cling on to their forbidden love. Gwendolyn Brooks sonnet "A Lovely Love," explores the emotions and thoughts between two lovers who are striving for their natural human right to love while delicately revealing society 's crime in vilifying a couples right to love. Gwendolyn Brooks uses several examples of imagery and metaphors to convey a dark and hopeless mood that emphasizes the hardships that the two lovers must endure to prevail their love that society has condemned.

This poem has four verses of two stanzas. The final word is ‘we’ in most lines. In the poem, the next line portrays the specific thing that the young people do. For example, the line “we left school.”Except for its subtitle ("THE POOL PLAYERS/SEVEN AT THE GOLDEN SHOVEL"), the poem consists of four stanzas and every stanza is a two-line couplet. Every word in the whole poem has a single syllable. This poem has a relatively new level because the rhyme of couplets is put in the middle place by the author. Therefore, the reader can find “cool/school" in the first stanza, and

Furthermore, the last two stanzas are more personal in the sense of how the narrator speaks. The word “we” is used many times in these last two stanzas, more than the first three. In all five of the stanzas, the word “we” was used as the authors way of

Thin Ice Ellen Doré Watson Reedy striations don’t occlude the beneath— earthy mash of leaves, flat pepper flakes, layered, tips protruding, tender-desolate above a mirror surface, gently pressing on horse-mane, nest material, tickle-brush, fringe. Buff block-shapes further down, ghost-bits of green-green, a lone leaf burned white. My thrown stone skitters on ice. The next, larger, plunks through and for a moment I am a violator

Cool, Cool, Considerate Men Oh say do you see what I see? Congress sitting here in sweet serenity I could cheer; the reason's clear For the first time in a year Adams isn't here