...When Paul Laurence Dunbar wrote the poem in 1893, I cannot say he had my situation in mind but rather the life and struggles of an African American man in the 19th century. Dunbar was born in Ohio in the summer of 1872 to two former slaves from the state of Kentucky. His mother, Matilda had been emancipated by President Lincoln some years before and moved herself and family to Ohio. Paul’s father, Joshua, escaped from enslavement sometime before the civil war ended and moved northern to join the north in battle. Matilda and Joshua married in the winter of 1871 just in time to build a home for their growing family. The marriage was short lived when after Joshua left it was up to Matilda to care for Paul and his younger sister. When Paul was...
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...In the poem, "Sympathy" by Paul Laurence Dunbar and the poem "Caged Bird" by Maya Angelou the theme is freedom. The authors writings are similar but not quite the same. These two poems are similar and different in many ways because they share the same theme but the authors convey differently. "Caged Bird" and "Sympathy are very similar poems. In both poems the man character are birds. "I know why the caged bird sings." (Dunbar 21) " The caged bird sings"( Angelou 15) Both birds are being tantalized by where the poems are taking place, and are pouring their feelings about freedom into songs. Also, the theme in both poems is freedom. "... he would be free" (Dunbar 17) "sings of freedom"(Angelou 21) In both poems the main theme is freedom and the cage is a symbol of an internal or external conflict. The two poems may be similar but Dunbar conveys being caged and wanting freedom in his own way. In Dunbar's poem the bird is beating its wings and is physically hurting itself. " When his wings is bruised and his bosom is sore/ When he beats his bars"(Dunbar 12-13) The bird is really trying to get out of its confinement and is willing to hurt itself to achieve it. In "Sympathy" the bird isn't singing with joy. "Not a carol of joy or glee/ But a plea, the upward to heaven he flings."(Dunbar 18-20) The...
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...“Sympathy” a poem written by Paul Laurence Dunbar can be interpreted in many different ways. An approach to interpreting this poem can start with an in-depth examination of the word use and vocabulary used to show the author feeling toward the subject. Another interpretation can be looked at from the figurative language used to form a metaphor. The metaphor chosen in this particular poem is a caged bird. The caged bird represents anyone who feels as if they are trapped or stuck in a certain circumstance and cant get out. The Arthur was referring to the metaphor as his parents stuck in there slavery. The caged bird is a good way to show how a slave or how a person feels when they are trapped or feel like they are in a scenario that they can't get out of. Today people relate to that same feeling, weather they are addicted to drugs or alcohol, or they are in a rough circumstances that they cant get out of and can't do what they want....
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...Literally essay Of Mice and Men Comparison The experience of the speaker in Paul Laurence Dunbar’s “We Wear the Mask” is comparable to Crooks experience in chapter 4 of John Steinbach’s Of Mice and Men. The mask being figurative refers to the emotional mask that covers and conceals one emotion which many blacks wore while being segregated because they were afraid of what would happen if they showed their true feelings. Crooks had a similar experience in chapter 4 in Steinbeck’s book in which he backed down from an argument because he was afraid of the consequences that might fall on him because he was black. One of the lines from Dunbar’s poem shows how effective one could use the mask to hide their anguish and sadness. “We wear the mask that grins and lies- It hides our cheeks and shades our eye-“, the people in this poem used this “mask” to shade their eyes and cheeks which made other people incapable of seeing their true. This method of blocking true emotions is effective because often you can see the real feelings and emotions of a person by looking into their eyes and cheeks which are supposedly “gateways” to one’s true self. By putting on an emotionless and blank persona you can show no sign of you ever being tortured by the hateful words thrown at you. Likewise Crooks also has to deal with hurtful comments such as the N word yet he abides and remains throughout the rest of the chapter with a blank emotionless tone and voice. In chapter 4 page 81, Curley’s wife...
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...We Wear The Mask “We Wear The Mask”, by Paul Dunbar is a poem that was written in 1896, that depicts how African-Americans must disguise their true emotions by smiling, laughing, and going along like their not being discriminated against. During slavery, African-Americans were treated with such humiliation and disrespect, that they had to cover their real emotions just to make their daily lives easier. Also they had to keep quite while being discriminated against, or they would have to face the consequences of being lynched, tortured, or imprisoned. In this close reading, I will elaborate what message Paul Dunbar is trying to convey to the audience, and how “ Wearing the Mask”, can even be applied today. Paul Laurence Dunbar was the first African-American to gain national recognition as a poet. He was born in 1872 in Dayton, Ohio, where he was the son of former slaves. Although Dunbar only lived to be thirty-three years old he was well known for writing short stories, novels, librettos, plays, songs, and poetry. In the article titled , “ Black Naturalism, White Determination Paul Laurence Dunbar’s Naturalist Strategies, it explains, how Dunbar had to create literary strategies that were capable of critiquing the problems African-Americans had to face, but at the same time he would not explicitly confront white readers beliefs regarding blacks. I believe the perfect example of this is “ We Wear the Mask”, because Dunbar is sending subliminal messages of how African-Americans...
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...this paper I will briefly compare two pieces of literature and their authors. The first is “We Wear the Mask (1896)” by Paul Laurence Dunbar and "Richard Cory (1897)" by Edward Arlington Robinson. I really enjoy poetry and was amazed at the similarities found in these two pieces despite the very noticeable difference in the authors. I started of my paper with a quote from an unknown author which will help set the tone for the two poems I will be comparing. This quote describes something we all have at one time or another. We all have at some point in our lives encountered (or will encounter) a time where we have to do or go through something that we did not want to do or experience. A time where we cannot let on to others what we are truly feeling inside. Whether it is at work or staying strong for family or friends or just putting on a front for the world. These two authors wrote poems about this very thing. Paul L Dunbar was born in Dayton Ohio on June 22, 1872 to parents who had been enslaved prior to the civil war. Just about 3 years earlier Edward Arlington Robinson was born on December 22, 1869. His parents were very well off. There is so much to be said about the lives of these two great men and the things that they experienced and the contributions they made to American Literature. However, for the sake of this comparison I will point out only that Dunbar was poor black man that was born during a very difficult time for people of his race and Robinson was a White man born...
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...When It’s All Unravel Paul Laurence Dunbar’s poem titled, “Sympathy” is an exceptionally memorable and boisterous poem. This poem alludes to the pain that the African American people felt while imprisoned by slavery. Then the poem speaks of African American’s being emancipated, yet still suffering from being deprived of their equal rights and racism. Though this poem serves a significant purpose within the world, the way in which Dunbar wrote this poem is very appealing to the eyes of not only poets but to all readers. “Sympathy” consists of three stanzas and in each stanza there is a rhyming pattern of ABCCBAA, ABAABAA, ABCCBAA, which makes it a little easier for one to understand. “Sympathy,” tells a story about what African American people felt and had to face in the late 19th century to the early 20th century. In the very first line of the first stanza it states, “I KNOW what the caged bird feels, alas,” is very symbolic to the lost of liberation and freedom. But to be more specific the caged bird is a metaphor for the African American people, who were struggling to find liberation and freedom. When a bird is caged it can only fly within a designated space never being able to completely spread its wings and sore freely. Occasionally the bird gets tired of being confine to such a secluded area, the bird then tries to escape but is usually unsuccessful and is left with an abundant amount of injuries. In the first stanza, the bird is clearly being deprived of its God given...
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...Paul Laurence Dunbar was born in Dayton Ohio. He was the son of two former slaves, but he never experienced slavery. His parents were very literate, and taught him how to read and write. Dunbar was the only student of color who attended his high school (Braxton 1). He stood out from other students because of his intelligence. He graduated from high school in 1891. Dunbar was inspired by poets such as John Keats, William Wordsworth, etc. His poetry became increasingly complex as he continued to read the works of these poets and others. Dunbar experienced discrimination, and was forced to get a job as a elevator operator in a hotel. He was known as the “elevator boy poet” (Braxton 2). Dunbar was very dedicated to poetry. Dunbar married a free black named Alice Ruth Moore in 1898. She was also very intellectual. They separated after 4 years, but they still remained friends. During that time, Dunbar contracted tuberculosis. As a poet, he stayed loyal to the black community. His work was recognized and appreciated by the black community. Dunbar continued to be inspired by other poets, and his work became even more complex. His poems were nationally recognized by blacks and whites alike. After years, his works resurfaced, and he became the inspiration for many future poets....
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...“Sympathy” focuses on the repercussions of 256 years of slavery which were still felt almost 35 years after its abolition. Dunbar asserts that the African American community still feels these ramifications in the lines, “… a pain still throbs in the old, old scars / and they pulse again with a keener sting” (Dunbar, 12-13). Since slavery was forced into African American heritage with lasting effects, Dunbar does not want them to forget their past by assimilating into American culture. In the following lines Dunbar says, “I know why the caged bird sings, ah me, / … When he beats his bars and he would be free; / It is not a carol of joy or glee, / but a prayer that he sends from his heart’s deep core” (Dunbar, 15-19). The “caged bird” refers to the slaves that were imprisoned by their owners and the line “It is not a carol of joy or glee” is a direct reference to the hymns and spirituals that slaves sang in the fields. Within “Sympathy” it is easy to decipher that he does not want the African American population to forget their...
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...Society: Through the View of Many People African-Americans, Whites, Asians, Indians, Chinese, Japanese, and etc…They are all classified as ethnicities, that are judged every day in some shape or form. From day one to now I’ve learned more through the class of “Black World Studies” taught by Professor Coates. Coates gave me the intelligent insight on how Africans-Americans were able to succeed through the tough times of learning even when they could die from learning how to read. It was a sacrifice the slaves had to do that the time. When I read more articles and watched more movies, it showed determination, courage, heart, and attitude. When reading, it switched to a period of slavery to a period of the Civil War. After that I came to an author named Jared Diamond that gave his view on the world of slavery. In the article “How Africa Became Black” by Jared Diamond he argues that diversity resulted from the geography of Africa. Africa is home to five major human groups, blacks, whites, African Pygmies, Khoisan, and Asians. Thirty percent of the world’s language is in Africa. But as the years goes on were losing about 2 per week. Soon as the world gets older there wouldn’t be any languages in Africa. As race continues to grow in Africa there will be different types of languages being made and the previous groups (ethnic groups of language) wouldn’t exist anymore. As said in paragraph 8 of “How Africa Became Black” races are stereotyping, from Black to White, to putting the Zulu...
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...critical theory today critical theory today A Us e r - F r i e n d l y G u i d e S E C O N D E D I T I O N L O I S T Y S O N New York London Routledge is an imprint of the Taylor & Francis Group, an informa business Routledge Taylor & Francis Group 270 Madison Avenue New York, NY 10016 Routledge Taylor & Francis Group 2 Park Square Milton Park, Abingdon Oxon OX14 4RN © 2006 by Lois Tyson Routledge is an imprint of Taylor & Francis Group, an Informa business Printed in the United States of America on acid‑free paper 10 9 8 7 6 5 4 3 2 1 International Standard Book Number‑10: 0‑415‑97410‑0 (Softcover) 0‑415‑97409‑7 (Hardcover) International Standard Book Number‑13: 978‑0‑415‑97410‑3 (Softcover) 978‑0‑415‑97409‑7 (Hardcover) No part of this book may be reprinted, reproduced, transmitted, or utilized in any form by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microfilming, and recording, or in any information storage or retrieval system, without written permission from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging‑in‑Publication Data Tyson, Lois, 1950‑ Critical theory today : a user‑friendly guide / Lois Tyson.‑‑ 2nd ed. p. cm. Includes bibliographical references and index. ISBN 0‑415‑97409‑7 (hb) ‑‑ ISBN 0‑415‑97410‑0 (pb) 1. Criticism...
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...Acknowledgments ix Acknowledgments This book owes a great deal to the mental energy of several generations of scholars. As an undergraduate at the University of Cape Town, Francis Wilson made me aware of the importance of migrant labour and Robin Hallett inspired me, and a generation of students, to study the African past. At the School of Oriental and African Studies in London I was fortunate enough to have David Birmingham as a thesis supervisor. I hope that some of his knowledge and understanding of Lusophone Africa has found its way into this book. I owe an equal debt to Shula Marks who, over the years, has provided me with criticism and inspiration. In the United States I learnt a great deal from ]eanne Penvenne, Marcia Wright and, especially, Leroy Vail. In Switzerland I benefitted from the friendship and assistance of Laurent Monier of the IUED in Geneva, Francois Iecquier of the University of Lausanne and Mariette Ouwerhand of the dépurtement évangélrlyue (the former Swiss Mission). In South Africa, Patricia Davison of the South African Museum introduced me to material culture and made me aware of the richness of difference; the late Monica Wilson taught me the fundamentals of anthropology and Andrew Spiegel and Robert Thornton struggled to keep me abreast of changes in the discipline; Sue Newton-King and Nigel Penn brought shafts of light from the eighteenthcentury to bear on early industrialism. Charles van Onselen laid a major part of the intellectual foundations on...
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...50 Key Concepts in Gender Studies Jane Pilcher & Imelda Whelehan Fifty Key Concepts in Gender Studies i Recent volumes include: Key Concepts in Social Research Geoff Payne and Judy Payne Key Concepts in Medical Sociology Jonathan Gabe, Mike Bury and Mary Ann Elston Forthcoming titles include: Key Concepts in Leisure Studies David Harris Key Concepts in Critical Social Theory Nick Crossley Key Concepts in Urban Studies Mark Gottdiener The SAGE Key Concepts series provide students with accessible and authoritative knowledge of the essential topics in a variety of disciplines. Cross-referenced throughout, the format encourages critical evaluation through understanding. Written by experienced and respected academics, the books are indispensable study aids and guides to comprehension. JANE PILCHER AND IMELDA WHELEHAN Fifty Key Concepts in Gender Studies SAGE Publications London • Thousand Oaks • New Delhi iii © Jane Pilcher and Imelda Whelehan 2004 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, transmitted or utilized in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the Publishers. SAGE Publications Ltd 1 Oliver’s Yard 55 City Road London EC1Y 1SP SAGE Publications Inc 2455 Teller Road Thousand Oaks, California 91320 SAGE Publications India Pvt Ltd B-42 Panchsheel Enclave Post Box 4109 New Delhi 100 017 British Library...
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...500 extraordinary islands G R E E N L A N D Beaufort Sea Baffin Bay vi Da i tra sS t a nm De it Stra rk Hudson Bay Gulf of Alaska Vancouver Portland C A N A D A Calgary Winnipeg Newfoundland Quebec Minneapolis UNITED STATES San Francisco Los Angeles San Diego Phoenix Dallas Ottawa Montreal ChicagoDetroitToronto Boston New York OF AMERICA Philadelphia Washington DC St. Louis Atlanta New Orleans Houston Monterrey NORTH AT L A N T I C OCEAN MEXICO Guadalajara Mexico City Gulf of Mexico Miami Havana CUBA GUATEMALA HONDURAS b e a n Sea EL SALVADOR NICARAGUA Managua BAHAMAS DOMINICAN REPUBLIC JAMAICA San Juan HAITI BELIZE C a r PUERTO RICO ib TRINIDAD & Caracas N TOBAGO A COSTA RICA IA M PANAMA VENEZUELA UYANRINA H GU C U G Medellín A PAC I F I C OCEAN Galapagos Islands COLOMBIA ECUADOR Bogotá Cali S FR EN Belém Recife Lima BR A Z I L PERU La Paz Brasélia Salvador Belo Horizonte Rio de Janeiro ~ Sao Paulo BOLIVIA PARAGUAY CHILE Cordoba Santiago Pôrto Alegre URUGUAY Montevideo Buenos Aires ARGENTINA FALKLAND/MALVINAS ISLANDS South Georgia extraordinary islands 1st Edition 500 By Julie Duchaine, Holly Hughes, Alexis Lipsitz Flippin, and Sylvie Murphy Contents Chapter 1 Beachcomber Islands . . . . . . . . . . . . . . . 1 Aquatic Playgrounds 2 Island Hopping the Turks & Caicos: Barefoot Luxury 12 Life’s a Beach 14 Unvarnished & Unspoiled 21 Sailing...
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...62118 0/nm 1/n1 2/nm 3/nm 4/nm 5/nm 6/nm 7/nm 8/nm 9/nm 1990s 0th/pt 1st/p 1th/tc 2nd/p 2th/tc 3rd/p 3th/tc 4th/pt 5th/pt 6th/pt 7th/pt 8th/pt 9th/pt 0s/pt a A AA AAA Aachen/M aardvark/SM Aaren/M Aarhus/M Aarika/M Aaron/M AB aback abacus/SM abaft Abagael/M Abagail/M abalone/SM abandoner/M abandon/LGDRS abandonment/SM abase/LGDSR abasement/S abaser/M abashed/UY abashment/MS abash/SDLG abate/DSRLG abated/U abatement/MS abater/M abattoir/SM Abba/M Abbe/M abbé/S abbess/SM Abbey/M abbey/MS Abbie/M Abbi/M Abbot/M abbot/MS Abbott/M abbr abbrev abbreviated/UA abbreviates/A abbreviate/XDSNG abbreviating/A abbreviation/M Abbye/M Abby/M ABC/M Abdel/M abdicate/NGDSX abdication/M abdomen/SM abdominal/YS abduct/DGS abduction/SM abductor/SM Abdul/M ab/DY abeam Abelard/M Abel/M Abelson/M Abe/M Aberdeen/M Abernathy/M aberrant/YS aberrational aberration/SM abet/S abetted abetting abettor/SM Abeu/M abeyance/MS abeyant Abey/M abhorred abhorrence/MS abhorrent/Y abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard ...
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