dabin's+poetry+analysis

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1. Analysis -- what specifically does the person do well in analyzing? - I focused on how the subject (merry-go-round), language, and poetic elements of the poem lead to Langston Hughes's expression of his determined attitude against the racial segregation. 2. Analysis -- if the person had to do this again, what would you recommend in analysis? - I could have explained more about the direct allusion of Jim Crow Act and of the Deep South. 3. What is something you found surprising? or amusing? - I just realized that it is quite hard to read the text on the small screen of the video. Viewers may have to make the video fit to the entire screen in order to read what it is saying. 5. Comment on the visual portion of this video. - The pictures and other visual aids fit the purpose. Pictures are appropriate, following the flow of the content. Moreover, use of Berio enhances my analysis as it helps the viewers to be able to follow what I am actually talking about. Grade: A-

**Outline: Merry-Go-Round** by Langston Hughes

Thesis: Langston Hughes, with somewhat light-hearted tone and subject, reveals the sad reality by utilizing repetition of certain sounds, ironic imagery, and vernacular voice.

Merry-Go-Round : title of the poem & the subject a. somewhat light-hearted b. the imagery 1. happy, playful mood - poses direct contrast to the sad, cold reality 2. circular motion (will be discussed with further details later)
 * A. Dissecting the title** : What does Merry-Go-Round represent

1) alliteration: “//C//olored //c//hild at //c//arnival” “k” sounds harsh, cacophonous sound reflects the harshness and unpleasantness of segregation 2) repetition of certain sound a. “k” sound is not only present in the first line but also continues throughout the entire poem example: “//c//olored”, “//c//arnival”, “Jim //C//row”, “//c//ause”, “//c//ome”, “//c//an’t”, “//c//ar”, “//k//id” what’s the purpose of this “k” sound? b. “er” sound also repeats throughout the poem example: “wh//ere//”, “mist//er//”, “col//or//ed”, “th//ere//’s”, “c//ar//”, “we’//re//” what’s the purpose of this “er” sound? a. “back”, “back”, “black” the only rhyme presented in the poem the rhyme directly combines these words together - Why is this rhyme significant? “back” represents inferiority (back of the bus, back of the train), thus showing how “black” people were considered rather inferior
 * Poetic elements**
 * the cacophonous sound demonstrates the anger through the harsh sounds.
 * The stress falls on the “er”
 * And such a stress on the “er” sound adds feelings of frustration towards segregation & Jim Crow act rhyme

1) perspective : from a child’s perspective “a kid that’s black” strong sense of innocence - this sense of innocence in the speaker’s voice makes the injustice of segregation appear even more brutal and cold language - vernacular language what does it mean to be vernacular? natural, everyday language that is not necessarily formal written language; yet it rather depicts unique language of certain group of people example: 1. “cause I want to ride?” --the grammar is wrong (definitely not a formal written language); spoken language 2. “there ain’t no back” --spoken language
 * C. Content of the poem**

1) Direct allusion - “the Jim Crow section”, “Jim Crow car” - “Down South” 2) Brief overview of Jim Crow Laws a. state and local laws in the United States enacted between 1876 and 1965 b. de jure racial segregation in all public facilities, with a supposedly “separate but equal” status for African Americans - in reality, this led to treatment and accommodations that were usually inferior to those provided for white Americans. 3) Symbolism a. merry-go-round’s circular motion 1. it represents equality - merry-go-round: “there ain’t no back” - thus, no inferiority exists 2. it points out the absurdity of segregation
 * The Central Issue of the Poem: Jim Crow Act**