In a five-paragraph literary analysis essay, explain how each author develops the common theme. Compare and contrast how the authors develop this theme by referencing specific literary devices and techniques in your response.
"Response to Executive Order 9066"
"Mericans"
PLEASE WRITE ORIGNALLY NO AI
In the poems "Response to Executive Order 9066" and "Mericans," both authors skillfully develop the common theme of the detrimental effects of discrimination and prejudice. However, they employ different literary devices and techniques to convey this theme.
In "Response to Executive Order 9066," the author, Dwight Okita, effectively uses imagery to depict the devastating consequences of discrimination. For instance, he describes the "black caves of Hiroshima" to evoke the destruction caused by the atomic bomb, creating a parallel between the injustice suffered by the Japanese-Americans under Executive Order 9066 and the horrors of war. This vivid imagery deepens the reader's understanding of the theme by illustrating the emotional and physical impact of discrimination.
Contrastingly, Gwendolyn Brooks, in her poem "Mericans," employs a unique form to convey the theme. The poem is written in a free verse style with irregular line lengths and inconsistent rhyming patterns. This unconventional structure reflects the chaotic nature of discrimination, underscoring its irrationality and random targeting. Additionally, Brooks frequently employs enjambment, carrying a thought or idea across multiple lines without punctuation, which highlights the continuous, unbroken cycle of discrimination. By utilizing these techniques, Brooks effectively emphasizes the theme while also engaging the reader through her innovative use of form.
Furthermore, Okita employs the literary device of personification to humanize the Japanese-Americans and elicit empathy from the reader. For instance, he describes the first-generation Japanese-Americans as "mothers and fathers / weeping for / lost children in their dreams." By giving these individuals the agency of parenting and dreaming, Okita highlights their humanity and normalizes their experiences, challenging the reader's preconceived notions and prejudices.
Similarly, Brooks utilizes literary techniques such as alliteration and repetition to emphasize the theme of discrimination. In one stanza, she writes, "We spin. We / spin until dizzy. / We / spin in a frenzy. / We / spin like tops." The repeated use of "spin" creates a sense of disorientation and repetition, mirroring the cyclical nature of discrimination. The alliteration within the stanza, particularly the repeated "w" sound, adds to the rhythmic effect, further highlighting the oppressive and relentless nature of prejudice.
In conclusion, despite approaching the theme of discrimination from different perspectives and utilizing distinct literary devices and techniques, both authors effectively convey the detrimental effects of discrimination. Okita utilizes vivid imagery and personification, while Brooks employs innovative form and literary techniques such as alliteration and repetition. Through their skillful use of these devices, both poets successfully develop the common theme, leaving a lasting impact on the reader and amplifying the urgency and importance of addressing and combating discrimination.