Sadie And Maud Poem Literary Devices
Evagret Homestead
Life is often associated with games. The reason for this has to do with the fact that like games, life brings obstacles and new challenges, wins and losses, new friends and new opponents. There are always choices to make, and different paths to choose from. There are those who live their lives to the fullest, learning and experiencing all the things they can, while others live their lives as bystanders, wasting their potential on nothing and no one. The two poems "We Real Cool" and "Sadie and Maud" by Gwendolyn Brooks share the common theme of the importance of living life completely, taking each moment to learn or experience something new. However, the poems differ a great deal, for although they both have many similar poetic devices such as rhyme, speaker, and line length, the poet applies many different techniques to articulate and express the main ideas of the poems. [Clear intro and thesis.]
There are too many people in our world today who are overly concerned about amassing wealth and raising their status that they no longer remember the simple joys in life. In contrast to this would be those who had long given up the struggle to succeed and spend their days listlessly watching the days pass as they do nothing to help themselves. These are two features that the two poems "Sadie and Maud," and "We Real Cool," tell readers to avoid. Both pieces by Gwendolyn Brooks are concerned about the way one should live life, and although the poetic devices and techniques used within them are rarely similar, the poems achieved the poet's ultimate goal: to let readers relate their own lives to the ones the characters have in the poems. Both poems then become extremely beneficial, because when linking the meanings of the poems together, they tell the reader that one should live, and while doing so, do it to one's fullest ability, experiencing and learning all.
TP-CASTT as well known is a way to examine: Title, Paraphrase, Connotation (including all types of literary and poetic devices), Attitude (Tone), Shifts, (Re-examine) Title, and Theme. Each of these terms is evidenced here in depth, along with alliteration, assonance, consonance, contrast/juxtaposition, diction, euphemism, full-circle ending, hyperbole, idioms, metaphor, metre, mood, onomatopoeia, paradox, personification, point of view, rhythm, rhyme/rhyme scheme, simile, symbolism, et cetera.)
These poets were succeeded in postbellum America by Paul Laurence Dunbar, James Weldon Johnson, Anne Spencer, Georgia Douglas Johnson, and William Stanley Braithwaite. This later work, according to Harper and Walton, reflects a literary shift, a turn to more personal, autobiographic poetry. As the editors suggest, "The autobiographical element, the quest for self-discovery and voice characteristic of the American Renaissance launched by Emerson and exemplified in Frederick Douglass's Narrative, did not enter African American poetry until after the Civil War." The "more intricate and personal literary journeys" of these poets reflected a "changed national aesthetic," as well as the post-Reconstruction social situation, when blacks' hopes collapsed in the face of Jim Crow laws. To address personal and public identity, they cite Dunbar's poem, "Sympathy," in which he identifies himself as a "caged bird":