They Feed Lion

Hughes uses powerful imagery as he describes the most ostracized groups in American society from which this voice derives: the poor white man “fooled and pushed apart”, the black man “bearing slavery’s scars”, the red man “driven from his land”, and the immigrant “clutching” onto hope. He uses stirring metaphors, “slavery’s scars”, to relay the image of suffering experienced by these forgotten

The two poems by Langston Hughes “Theme for English B” and “ I, Too” both identify racism that permeates all stations of life. In both texts, Hughes represents the two speakers as African Americans and identifies how one tries to elevate himself through education and the other individual remains trapped at a lower station. In the poem “Theme for English B” skin colour and all that it represents emerges when the speaker searches for his identity as well as what is the truth about his abilities. The speaker expresses his view in how he deals with his white counterparts (the instructor). “I, Too” centers on the idea of racial oppression, looking at how whites do not recognize blacks as equals and how this affects the individual. Yet the texts attempt to show the basic human similarities between African Americans and white people despite their perceived differences and societal segregation. The two speakers within the poems struggle with their own self-worth in relation to their colour. The similarity between the two speakers is that they approach their issues confident in their capabilities and futures. The two speakers differ in that they appear to have different stations in life; servitude versus achieving higher education, yet both struggle with self-worth.

In the poem, “‘ Race’ Politics” by Luis J. Rodriguez, I have annotated several pieces of syntax, imagery, and connotation. This poem is about how two brothers, of the age six and nine, have a bad experience going over to a place called South Gate to buy groceries. I believe that the author uses these forms of elements to create emphasis and emotion on the story. These elements, I believe, helped the story have more of a connection with the reader and a first person view of what the characters in the poem had to go through.

The division between whites and blacks was clearly prevalent and the United States of America was a racially discriminatory society reinforced by its racist laws. Hughes took the initiative to speak his mind via poetry, resulting in his piece “I, Too”. In this poem, Hughes clearly signifies one thing: Just because his skin color is different from whites, does not mean that they get to sing the National Anthem louder. Arguing that all American citizens are the same, disregarding their skin color, Hughes applies in this poem a master-slave relationship. The assumed white master shows disrespect to his servant by sending him away whenever visitors come over, because he is ordered to eat secluded from the company. However he seems to not be faze by this and actually finds it funny, supported by “But I laugh” (5). Furthermore, not only does he find amusement in this unpleasant situation, but the isolation has a positive effect on him “And grow strong” (7), implying that even though he submits to his master, his spirit will not be diminished.

This poem however can be indirectly confronting to those who don’t share the same viewpoints as Walker. The also poem has a degree of stereotyping in the sense where ‘love your people, freedom to the end’ takes place however there none that really strikes out as it. The white Australian perspective above all is silenced in this text, marginalized are her perspectives of the coming days which may well be shared by many like her.

“I Am Not Your Negro” displays the adversities that Black Americans face in American society.

Racism is an issue that blacks face, and have faced throughout history directly and indirectly. Ralph Ellison has done a great job in demonstrating the effects of racism on individual identity through a black narrator. Throughout the story, Ellison provides several examples of what the narrator faced in trying to make his-self visible and acceptable in the white culture. Ellison engages the reader so deeply in the occurrences through the narrator’s agony, confusion, and ambiguity. In order to understand the narrators plight, and to see things through his eyes, it is important to understand that main characters of the story which contributes to his plight as well as the era in which the story takes place.

All their dazzling opportunities, were theirs, not mine…. With other black boys the strife was not so fiercely sunny…. Why did God make me an outcast and a stranger in my own house? The shades of the prison-house closed round about us all: walls strait and stubborn to the whitest, but relentlessly narrow, tall, and unscalable to sons of night who must plod darkly on in resignation, or beat unavailing palms against the stone, or steadily, half hopelessly, watch the streak of blue above.

In one way it is symbolic of the African Americans' struggle for equality throughout our nation's history. The various hardships that the narrator must endure, in his quest to deliver his speech, are representative of the many hardships that the blacks went through in their fight for equality.

Analyzing different mediums can enhance an individual’s overall appreciation and understanding of a particular idea or story. While analysis of a painting can reveal the mood of the artwork, an analysis of a poem can reveal the author’s tone. Much more then that, analysis provides an opportunity to explore each work in an attempt to understand human nature through each author’s perspective. While exploring the painting “Ulysses and the Sirens” by J.W. Waterhouse and the poem “The siren song” by Margaret Atwood, a universal truth presents itself. While the painting focuses on the thematic idea of Odysseus being stubborn while his men care for his safety to get home, the poem holds a different view. In contrast, the thematic statement from the poem discusses the idea that the Siren hates singing and being in a bird suit, but is asking for help but it’s still tempting to hear the song. Although differing in point of view, both the painting and the poem explore an aspect of human nature that are relevant to society today. There are two different authors for the painting and the poem. However, the two are different when compared to each

In one way it is symbolic of the African Americans’ struggle for equality throughout our nation’s history. The various hardships that the narrator must endure, in his quest to deliver his speech, are representative of the many hardships that the blacks went through in their fight for equality.

In the beginning of the short story, the narrator’s grandfather on his death bed says, " Live with your head in the lion's mouth. I want you to overcome 'em with yeses, undermine 'em with grins, agree 'em to death and destruction, let 'em swoller you till they vomit or bust wide open” Ellison 1). The narrator’s grandfather tries to tell him to conform and live a life subservient to whites. He wants him to agree with them and try to be like them to win them over. The narrator calls the words his grandfather shared with him on his death bed his, “grandfather's curse” (Ellison 2). His grandfather’s words acted as blindfold to keep him from seeing the injustice in the way he is treated because his focus becomes doing and saying whatever pleases the whites making him a “traitor” as his grandfather calls it (Ellison

Countee Cullen was man who struggled to be called a “poet” instead of a “Negro poet.”  His life during the Harlem Renaissance was filled with inequality and prejudice.  These facts have lead many analysts to perceive his poem “Any Human to Another” as a cry for racial equality.  However, Cullen’s manipulation of structure, imagery, and symbols in the poem reveals that his true theme is that all humans are individually unique but must live together in harmony and equality, caring for and helping each other.

Often times the author's message illustrates the reality of a situation in society. In the 1960’s, the raise in protest against the prejudices of Native tribes lead to a Native American Renaissance in literature. As a result, the Native American literature depicts the destruction of the roots Native American culture. Authors, Sherman Alexie and Leslie Marmon, expressed their view on Native American culture through poetry. The combination of Alexie’s Evolution and Marmon’s Where Mountain Lion Lay Down with Deer leads to similarities and differences. According to what they saw, the poems are presented through the speaker's voice and the author's diction in order to develop the theme in both Evolution and Where Mountain Lion Lay Down with Deer. Although the two poems express similar themes, there is a contrasts between the two poems due to the tone of each piece and the literary elements employed.

In the short story “Pride of seven” Robert W. Krepps’ portrays a true test of individuality vs conformity in which in this case individuality wins. As the young african warrior En-ger is left with the decision of killing the lion, if he chose to kill the lion the first worry would be over; whereas if he didn’t kill a lion, that would finish the second and he would let down his tribe, he sets out to find and kill the leader of the pride of 7 which the narrator named El Asfar, a tawny lion. As they search for the pride of seven the younger lion black mane gives away the pack by calling out to an ostrich being the leader El Asfar gets in a fight with black mane and teaches him a lesson the hard way. Still on the hunt en gerr over steps and proves himself worthy doing a courageous act, he makes peace and creates a truce with the lion by plucking a handful of grass, a sacred symbol of his race, and holding it in his right hand as the Masai do when making a truce, he walked toward the yellow lion, approached the animal until no more than fifteen feet separated En-ger raised his hand and waved the grassland said “It is peace, chieftain,” En-gerr said in a clear, carrying voice.