Poetry is a unique form of literature that makes it possible for the written word to reach into the human soul to expose our deepest natural desires and emotions typically suppressed in social conversation. This is possible because poetry appeals directly to the emotions while…
are associated with images, the poet attempts to capture a sense of deep connection between himself and his audience that manages to transcend normal cultural or social bounds. While not all poetry is able to reach this level, Langston Hughes’ poem “Dream Deferred” does. In this poem, Hughes uses simile and imagery to illustrate what happens to a human soul when it is blocked from being able to fulfill its dreams.
In this poem, Hughes asks a series of questions that are heavy with simile and imagery as a means of answering his opening question, “what happens to a dream deferred?” Each question explores a different possible answer to this question by using similes to suggest what the results of these possibilities might be. The most basic definition of a simile is that it is a comparison between two things – objects or ideas – that uses the words ‘like’ or ‘as.’ The first possible response to having to defer one’s dreams is having the dream “dry up / like a raisin in the sun” (3-4). Since raisins are already dried and shriveled, a raisin in the sun is instantly understood to be something so dry and shriveled that it is no longer edible, making this an effective simile. Next, Hughes suggests that a dream deferred might “fester like a sore – / and then run” (4-5). This is a particularly unpleasant comparison as it refers to first a wound and then a deep infection that goes untreated long enough to ooze. The third possibility suggests that the deferred dream might “stink like rotten meat / or crust and sugar over” (6-7). Like the raisin, this possibility suggests something that has lost all of its usefulness but it goes further because it also suggests that in becoming useless for positive benefits, it has also become actively negative as it rots and putrefies. A less visible but still tangible simile is suggested through the fourth possible reaction to a dream deferred as Hughes indicates it can be like a heavy load ...
Cite this document
(“Written Response to a poem (English Literature class) Essay”, n.d.)
Retrieved from https://studentshare.net/miscellaneous/381211-written-response-to-a-poem-english-literature-class
(Written Response to a Poem (English Literature Class) Essay)
“Written Response to a Poem (English Literature Class) Essay”, n.d. https://studentshare.net/miscellaneous/381211-written-response-to-a-poem-english-literature-class.
The social media of a county aims to share the social, religious and national life and culture of that country. When it comes to transferring meanings from one language into another language both written and spoken, it involves considerations not only grammatical, semantic and lexical level but also on contextual and cultural level.
One can listen to the historical impulse of the people, and how the blacks went through the process of transformation and their inner world changed along with the secular lifestyles. The poet captures the cultural moments that were part of, and shaped her life.
In order to examine these elements, this paper will examine the book first with the New Historicism analytical method and then gradually shift into a Feminist analysis, which itself incorporates such various methods as New Historicism, Marxism, and Psycho-analysis.
This is a brief and general reflection on this English Literature class.
Perhaps the most important aspect that makes this class so instrumental is the ability to approach literature work in different dimensions. I have learned a lot from fiction, non-fiction prose, poetry,
The poet captures the cultural moments that were part of, and shaped her life. The love and influence of the senior members of the family on the younger generation of the blacks is evident in this poem. The event mentioned in
Do not use any outside sources for this essay exam. All of the content should be your own ideas supported by specific evidence from our readings. Any student using any information from a source other than the textbook and class notes will receive