Mother to Son and the Coora Flower: a Poetry Analysis

pose to Son and The Coora Flower A Poetry Analysis In poetry, more so than any some other form of literature, understanding sound, meaning and written report ar key to understanding the work itself. In the eggshell of the verse forms Mother to Son by Langston Hughes and The Coora Flower by Gwendolyn stick pop these elements, when heavily foc utilise upon, allow the subscriber to discover the message that these writers were attempting to convey.Thought both writers use these elements to their fullest to communicate their respective messages, the method and messages vary giganticly. In the poem Mother to Son, Hughes tells the tale of a mother speaking to her son approximately life and the severeships that one moldiness face to provoke it in the world. Hughes uses extended metaphor to urinate this view. In the second cablegram he writes Life for me aint been no crystal tone, which initiates the metaphor.He then proceeds to describe the stair of her life. With the busines s concerns, Its had tacks in it, and splinters, and boards torn up, and places with no carpet on the floor he support the mothers exact that like has not been a crystal stair possibility by using the metaphor to sustain a direct comparison between im ameliorateions in the staircase and the pitfalls in life. He continues on with the line bare symbolizing rock bottom, nothingness, the absence of value.Then poem then begins to rise in action to hint the continued climb and the need to continue on, which is absorbn in the following lines Ise been a-climbin on,/ and reachin landins,/ and turnin corners,/ and sometimes goin in the drab the narrator states to the son once more that they still continue to climb and that life was uncomplicated for them. The style and the line structure chosen by Hughes help facilitate the message. He use truly simple language besides is able to invoke strong emotions from the referee.The language would potentially lead the reader to believe that t his is truly a simple woman who had to struggle everyday of her life to make it. If Hughes had used more formal language within the work I do believe the mood would withstand been lost. The use of And at the beginning of lines creates almost a stepping motion within the rhythm of the countersigns. limns four-spot, five and sextette in conjunction with the use of And creates a feeling of stepping or maybe in time falling trim down stairs. Each lines description gets progressively worse until there is nothing left, which signified having nothing left to lose.Then with lines ten, eleven and twelve the use of And creates the sense of climbing back up with the same speed at which you fell. Line twelve ends the climb in sound and creates a leveling off that coincides with the walk through the dark stated in the poem. This established a mood of cautiousness, feeling things are. I thought this was a perfect example of theme and sound coming together to support meaning. I especially like the lines, have ont you set down on the steps. / Cause you find its kinder hard. It shows that giving up isnt an option that quitting is the easy way out and that continuing to struggle on and fight is whats authentically difficult. She asks no more of the son than she would ask of herself because she knows that it can be done, she was able to accomplish it herself. In Brooks poem The Coora Flower, she writes about escapism and ingenuousness. The poem starts off with the narrator telling the reader what she learned about and then we are snatched back into reality with the lines, Now I am coming home. / This, at least, is Real, and what I know.The following stanzas construct the comparison between life in school which is the escape and the life external which is reality It was restful, learning nothing necessary. / School is a tiny vacation. At least you can residual/ But now its Real Business. I am Coming Home. And as we read on we discover that reality is harsh, cold, pa inful and unrelenting and that the other world is more optimistic, warm and liberated. My mother lead be screaming in an almost dirty dress. / The crack is gone. So a Man allow be in the house. / I must watch myself. / I must not dare to sleep. These lines put reality within the poem. Brooks also relies heavily on nuances within the structure and language to establish the message. The stanzas that contain information about school are longer and articulate. The lines flow and are inviting. When the lines about reality are read they are short, cold and very deliberate they give a sense of rigidity. The language is very direct and in some case demanding I must. All stanzas about whats real are ii lines long while the ones that focus on school are four lines long. The statements toward school came off as being very cynical to me. It was restful, learning nothing necessary At least you can sleep, the use of at least in these lines and the line that follows are what created the cynici sm for me. It seemed as if she didnt respect what went on in school because it wasnt the harshness of her everyday life. Capitalization is something that caught my attention. The word Real always has the first letter capitalized, which to me established a mood of seriousness within the statements that contained it. I feel this is true the second use of Coming Home and Man in line fourteen.The capitalization on these words was carefully chosen to continue facilitating the theme and meaning. There is one line in this poem that caught my attention and required me to reread repeatedly to get what she truly meant that line is which is not exhaust from grief. At first I thought it was just in reference to the previous line At least you can think of love or feeling your boy friend against you but upon multiple readings I realized that this was in reference to the whole stanza. Shes hinting at the fact that even good things come with their element of heartache.I found that to be an intere sting idea and it shows that the narrator may never be able to find peace, maybe she thrives on the hardship and anguish that comes with her life because that is all she knows. When the two works are placed side by side one would have a hard time make a continuative between them. It is true that the differences between the works are great but elements exist in both some minor, some major but all important. whizz could make the simple connection both individual were African- American doesnt give them the respect they deserve.Also that connection would have to be made off historical references outside of the work because nothing in each work given you indication that they are African American. The connection that should be made is that the both wrote of harm and hardship that both used elements like structure, language, tone to convey their message but end the came out with very different view points. From a psychological perspective the reader can focus on the fact that in Hughes poem the adversity within it was deemed to be external to the one relationship shown.In the case of Brooks the adversity was internal to the shown relationship. In both situations the writers own their material, you get the sense that these works are true to life for both of them. But where Hughes work is empowering, Brooks work is saddening because you cant see the light at the end of the tunnel for her narrator you just she the cold, harsh reality that is life, which was her intention. Her story was never meant to be uplifting it was meant to depress and sadden. Even in her few moments of joy, the narrator still could be ingenious because she knew at any moment it could all end.Both writers are successful at establishing a mood and theme throughout there works. I believe if these writers had an opportunity to sit down with either they would see elements of themselves in the other. In one case the young and still hopefully individual and in the other flavor and scared individual that the young may become. But in the end these are my interpretations and it up to you to make your own. Thats the wonderful part about poetry its different for everyone who reads it.