Literacy Analysis On Gwendolyn Brooks Work

Literacy Analysis On Gwendolyn Brooks Work
Literacy Analysis on Gwendolyn Brooks' Work
Gwendolyn Brooks grew up in Chicago, Illinois, and ever since she was little girl she always into
writing poems. At the age of 13, she published her first poem. In 1945 she wrote her first poetry
book, "A Street in Bronzeville". Her second book which was called "Annie Allen" won a Pulitzer
Prize. She was also the first African American to win a Pulitzer Prize. She wrote a short novel called
'Maud Martha', based on young black girl growing up in Chicago. In the 1980's she taught at
colleges and universities in Illinois and Wisconsin and she basically helped young black poets with
their poetry (McMichael and Leonard). Also, In 1930's Brooks earned her associate degree in
literature and arts from Wilson Junior College, and she also served as a director for the National
Association for the Advancement of Colored People youth council in Chicago. Brooks early poetry
was about economics, racial issues and ordinary people. (Israel). ... Show more content on
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For example, "It's white and violet, fight with potatoes"(Brooks 1704). This quotes explains " 'white'
may refer to the white race, implying that only Caucasians have the time and opportunity to dream
of the future"(Hinton and Day).
Back in the late 1940's, white people basically lived in better than African American, while African
American lived kitchenette building. Kitchenette buildings had one room and
small kitchen and all the tenants had to share a bathroom, because in the poem it states, "Since
number five is out of the bathroom now" (Brook 1705). It makes you wonder why the speaker
would number the people that go in out the bathroom. Maybe the speaker was waiting for the fifth
person to get out of the bathroom so they could use
... Get more on HelpWriting.net ...

Gwendolyn Brooks 's The Mother
Gwendolyn Brooks is a famous, African American poetess who is famous for making a social
commentary upon the urban society in which she lives. Clearly seen in three of her more popular
poems, "the mother", "a song in the front yard", and "What shall I give my children? Who are
poor?", Brooks uses the struggles of impoverished motherhood to comment on the stymied lives of
adult black women. This is obviously evident in her use of the tone of hopelessness, which
transcends all three poems in differing forms that stem from regret in "the mother", worry and
overprotectiveness in "a song in the front yard" and frustration of lacking the necessities for children
in "What shall I give my children? Who are poor" In her works, Brooks is known ... Show more
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The tone of hopelessness in this poem is very obviously the result of regret, or the feelings of what
motherhood may have been. For a majority of the poem the mother focuses on what their lives
would have been having "never giggled or planned or cried" (4) or how they "will never wind up the
sucking thumb" (4). Although these are only a few examples it is very evident how the mother,
although denied the joy of motherhood, longs for the child she almost had, saying, "believe me, I
knew you, though faintly, and I loved, I loved you/ All" (5). In an attempt to take a more positive
outlook on the mother tries to justify herself saying how much better the child's life would be, that
as a mother she would never have the chance to "neglect or beat/ Them..." (4). The story behind "the
mother" is just one example of hopelessness that Brooks prominently saw throughout her
community, obviously this feeling of regret and lament was prevalent throughout many women who,
although chose to have abortions, were not done out of not wanting the child, but by force in order
to keep a job, house, or some other commitment in which carrying and properly raising a child
would be near impossible. Another very powerful version of the overall tone of hopelessness in
Brooks plays is the feeling of hopelessness that stems from a mother's worry

Gwendolyn Brooks Research Paper
The Incredible Life of Gwendolyn Brooks Imagine the strength required to defy social inequality
and rise to become a purveyor of culture upon a new generation of poets. Gwendolyn Brooks was
one with such strength. She had the strength to overcome the garrison of social injustice which held
back so many other African–Americans. She had the strength to establish herself as a master poet by
being the first of her kind to win a Pulitzer Prize and be appointed Poet Laureate of the United
States. She, Gwendolyn Brooks, a champion of African–American literature since her youth and a
civil rights activist in her old age, wrote many critically acclaimed works of both prose and poetry
and excessively garnered prestige among the ranks of twentieth–century ... Show more content on
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I want to write poems that will be meaningful( poetryfoundation.org)." This awe–inspiring quote by
Gwendolyn Brooks herself shows the purpose behind her career and what anyone can accomplish if
they have the drive to do so. Brooks fully fulfilled and delivered on this mantra. Her first collection
of poetry A Street in Bronzeville ( released in 1945) was a great success and received many honors (
biography.com). Both of her two autobiographies took heavy criticism which Brooks vehemently
refuted saying, "They wanted a list of domestic spats (poetryfoundation.org)." Writing only one
novel Martha Maud, Brooks did not dabble to often in prose ( poets.org). Annie Allen , which won a
Pulitzer Prize, and In The Mecca, which received a National Book Award in poetry, are her two
greatest works(poets.org). The awards she acquired for her works are the American Academy of Arts
and Letters Award, Fellowships from the Academy of American Poets, the Frost Medal, a National
Endowment for the Arts Award, the Shelley Memorial Award, among many others (poets.org). All of
these allowed her to become a teacher and speaker of literature specifically poetry at many
universities throughout her life and the Poet Laureate of both Illinois and the United States
(biography.com; poets.org ). Along with these government positions came a much more political

Gwendolyn Brooks was a well renowned poet of the 1900s. She earned the honor of being the first
Black author to win a Pulitzer Prize for poetry. Brooks was also the first Black woman to hold the
position of poetry consultant for the Library of Congress. Her works portray a political
consciousness, reflecting the civil rights activism of the 1960s. While expressing her commitment to
racial identity as well as equality, Gwendolyn managed to bridge the gap between academic poets of
her generation and Black militant writers of the 1960s. Gwendolyn Elizabeth Brooks is a Topeka,
Kansas native. She was born on June 7, 1917 to Keizah Wims–Brooks and David Anderson Brooks.
When she was only 6 weeks old, Brooks' family moved to Chicago, Illinois, as part of the Great
Migration. The Great Migration was a historical event that influenced Brooks' writing because it
initiated her family's moving and the racial prejudice that would be the foundation for some of her
best poems. Her mother became a school teacher and her father a janitor, because he could not
afford to continue his education and pursue his dreams of becoming a doctor. Gwendolyn was
bullied by other children because of her family's economic status. Keizah began teacher her ... Show
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"According to George Kent, she was 'spurned by members of her own race because she lacked
social or athletic abilities, a light skin, and good grade hair'."(www.notablebiographies.com –Early
Life) This type of racial prejudice was one of the many social influences that shaped her
understanding of social dynamics and greatly influenced her writing. BY the time she had reached
16 she had published about 75 poems. Upon graduating from Wilson Junior College in 1936, Brooks
began to works as a publicity director for a youth organization of the NAACP. This job allowed
Gwendolyn to establish a connection with the youth and gain modern, first hand details about South
Side

Analysis OfWe Real Cool, By Gwendolyn Brooks
Harlan Coben, an American writer of thrillers and mystery novels once said, "Make no mistake,
adolescence is a war. No one gets out unscathed." The term adolescence typically describes the
years between ages thirteen and nineteen. Some experience more hardship during this time period
than others. No matter the experience, everyone is bound to take something with them from that
stage in their lives. American poet and educator, Ai , author and teacher, Gwendolyn Brooks, and
emmy award winning poet Kwame Dawes have all contributed works of literature dealing with this
time era of one's life. Ai's "The Kid" tells a gruesome story about a young boy and his family. The
world around the young boy is moving in perfect harmony. However, he is not. He begins to kill off
his family members one by one in an unsympathetic context. Gwendolyn Brooks "We Real Cool" is
a poem about seven young pool players. They drop out of school and live careless lifestyles. These
careless lifestyles would soon lead them to an early death. This poem was written in 1959. During
this time the racial tension within communities was at an all time high. Civil Rights leaders were
constantly pushing for the rights that African Americans deserved. The time period it was written in
fits in well with the context of the poem. At a time when the quality of life for people of color was
constantly degraded, young males such as the ones in the poem had nothing to lose. Kwame Dawes
"Tornado Kid" tells a story about a

Gwendolyn Brooks' We Real Cool Essay
Gwendolyn Brooks' "We Real Cool"
The poem 'We Real Cool' by Gwendolyn Brooks is a stream of the thoughts of poor inner city
African–Americans who have adopted a hoodlum lifestyle. Though many can have different
interpretations of this poem, it is fair to look at the life and career or the works and influences of
Gwendolyn Brooks.
The life and art of the black American poet, Gwendolyn Brooks, began on June 7, 1917 when she
was born in Topeka, Kansas. She was the first child of Keziah Corine Wims and David Anderson
Brooks. When she was four, her family moved to their permanent residence on Champlin Avenue in
Chicago. Her deep interest in poetry consumed much of her early life. For instance, Brooks began
rhyming at the age of seven. ... Show more content on Helpwriting.net ...
After a lifetime of skilled verse writing, Brooks died of cancer in December 2000 when she was 83
years old.
The works of Gwendolyn Brooks has gone through several changes throughout her career. When she
first published in 1945, she was eager to be understood by strangers. In her last two poetical
collections, however, she has dumped that attitude and gone ?black?. Her change then led her from a
major publishing house to smaller black ones. While some critics found an angrier tone in her work,
elements of protest had always been present in her writing. Her poetry moves from traditional forms
including sonnets, ballads, variations of the Chaucerian and Spenserian stanzas, and the rhythm of
the blues to the most unrestricted free verse. To sum up, the popular forms of English poetry appear
in her work, but there is some testing as she puts together lyric, narrative, and dramatic poetic forms.
In her narrative poetry, the stories are simple but usually go beyond the restrictions of place. In her
dramatic poetry, the characters are often memorable because they are everyday survivors not heroes.
Her characters are drawn from the underclass of the nation's black slums. Like many urban writers,
Brooks has recorded the impact of city life. However, aside from most committed naturalists, she
does not entirely blame the city for what happens to people. The city is simply an existing force with
which people must deal with. The most dominant theme in Brooks?s work is the

Analysis Of The Bean Eaters By Gwendolyn Brooks
The Bean Eaters Within a court system, there are degrees to certain crimes – first degree murder,
second degree murder, and so on. In association with this idea, I believe that most anything can be
put on a spectrum like so, grading something on its intention and execution. Levels of
"Americanness" in American literature is no exception to this idea. We are able to break down each
piece of American literature and categorize it accordingly – first degree Americanness, second
degree, or third degree – to better understand the author's reasoning behind their writing (or lack
thereof) or how and why they wrong, and how this data might compare with other pieces within the
same category. With this concept in mind, I'm going to be analyzing "The Bean Eaters" by
Gwendolyn Brooks and determine its spot on the spectrum in terms of "Americanness". To kick off
analyzing the piece, I believe it'd be best for me to outline my terms of Americanness in a piece of
writing before I elaborate. After careful consideration, I've decided how to create the categories: first
degree Americanness is going to be about something very blatantly American, whether that pertains
to outright patriotism or political discussion. When someone writes something and the reader can
very clearly figure out the topic of their work, that being American pride or criticism, it qualifies as
a first degree American piece. Second degree American is similar to this, but not so obvious. These
pieces will contain American

We Real Cool by Gwendolyn Brooks
The poem "We Real Cool", written by Gwendolyn Brooks, is about a group of seven young boys
who abandoned school to live the street life. They can't wait to live a fun carefree life, drinking,
partying and ditching all responsibility. Throughout this poem, Brooks is sending a clear message to
her reader with the use of rhyme and imagery she creates a lasting impression showing that dropping
out of school in order to embrace the street life amounts to nothing in the end.
Brooks begins her poem with seven boys at their after school hangout spot called the Golden
Shovel. It seems the author has chosen the name of this bar carefully, for it suggests that these seven
oys are digging their own grave with a golden shovel. The first stanza of this poem starts off strong
and to the point. "We real cool, we left school". This immediately displays the ignorance, naiveté,
uneducated nature of the boys in question. The key significance of this poem is that there is nothing
cool about leaving school. Their lack of education is displayed in the poor quality of their speech.
Lack of education leads to lack of employment. Ultimately resulting in an unfulfilling life (or in a
more dramatic light), equivalent to death. It warns the reader that dropping out of school has long
term consequences.
The poem continues by listing the outlandish activities that these character amerce themselves in.
Brooks writes that the boys "lurk late". My mother always told me that nothing good ever happens
after

Similarities Between Gwendolyn Brooks And The Chocolate...
Born in Topeka, Kansas 1917, Gwendolyn Brooks lived through many changes in American history,
until her death in 2000. A Nobel–prize–winning poet, most of her work focused on portraits of the
poor urban Black community. Two poems, following this theme, will be focused on in this essay and
by the use of compare and contrast. Although it may seem that progression and follow the path of
the majority (Irony) seems like the responsible way to live, in these two poems, it is the people who
go out of the social norm and take what they want that ends up most happy. Each poem provides
examples of how following the societal norms does not necessarily mean happiness. Tone, irony,
and symbolism are used in in these examples, will explain how you must go after your dreams as
they come and not worry about the aftermath of societal judgment. ... Show more content on
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In The Ballad of Chocolate Mabbie, Brooks uses a "lemon–hued lynx" to describe the young girl
who is now escorting Mabbie's crush. Early on in the poem, Brooks describes Mabbie as coming
from a piece of chocolate, symbolizing a sweet girl that is a treat for others to behold. Whereas she
uses the preface lemon–hued to describe the new girlfriend. This is not only for the paleness of her
skin, but the bitterness at which she beholds. Chocolate is often used a warm and comforting color,
in contrast, yellow is brash and they are bitter on the inside. Likewise, In Sadie and Maud, an animal
is used as a symbol, however, the "thin brown mouse" is set to describe Maud, the woman who is
without love. Again the color of brown is used here to say that she has the capability to be warm and
loving, however, that skill has been unnourished and she is timid and afraid of contact with others.
Although symbolism is used in contrast as we describe both the protagonist and the antagonist, the
fates of loneliness for both women are the

What Is More Important, A Person 's Race Or Their...
What is more important, a person 's race or their character? Gwendolyn Brooks wrote poems about
African Americans and their everyday struggles. Brooks's poems "We Real Cool", "The Mother",
and "Gay Chaps at the Bar" help to demonstrate the racial discrimination that African Americans
face in their everyday lives. Gwendolyn Brooks has said that her poetry was written for blacks and
about blacks, yet any person or race can relate to the universal themes portrayed in her pieces.
Poets use universal themes to ensure that all people, not just themselves, can relate to their poetry.
Universal themes take a specific idea, and turn it into a broader topic that people of all types can
understand. People of all races can connect to universal ... Show more content on Helpwriting.net ...
Brooks's poem, "We Real Cool" ends every line, excluding the last, with the word we. Brooks
acknowledges that the poem is about young men that dropped out of school, and are in a poolroom
(qtd. in "An Interview"). Barbara B. Sims, a poem critic, states that Brooks writes about rebellious
events such as mugging, theft, rape, and murder. Brooks ends her poem with the line, "Die soon."
Anyone that feels even the slightest bit rebellious can relate to Brooks's poem, "We Real Cool".
"We/ Left school" can be interpreted as students dropping out of school, which is very rebellious.
The last line, "Die soon", goes inside the mind of a person with a rebellious mindset. Someone who
is resisting control may, in fact, die soon. The poem is directed towards people who are who are
breaking rules and going against morals. Many people, let alone their race, experience a time in their
life where they feel rebellious. Brooks's "We Real Cool"
Sims explains that the phrases "lurk late" and "strike straight" from stanza two have to do with
crimes, and "tell us that all the activities of the cool people are not as innocent as playing pool and
hanging around the set." Sims also writes that the phrase "thin gin" refers to drinking alcohol.
According to Brooks, the subject of the poem are young school dropouts (qtd. in "An Interview").
Any young person can relate to the struggles of

The Message of Gwendolyn Brooks' We Real Cool
The Message of Gwendolyn Brooks' "We Real Cool"
"We Real Cool" is a short, yet powerful poem by Gwendolyn Brooks that sends a life learning
message to its reader. The message Brooks is trying to send is that dropping out of school and
roaming the streets is in fact not "cool" but in actuality a dead end street.
Brooks conveys her message in an ironic manner, which is presented in the title of the poem. Before
actually reading the 10 line poem the first thing that grabs the reader's attention is the title. After
reading the title "We Real Cool" one would assume that the intent of the poem is going to be about a
group of people who are fortunate and live a flamboyant lifestyle. This is not the case for the "seven
players" in Brooks's ... Show more content on Helpwriting.net ...
The language used coincides with the player's lack of education. This is evident in the poem when
we are told they "left school." We later learn that instead of attending school the players go to a pool
hall. The name of the pool hall, "Golden Shovel" contributes to the theme of the poem. The golden
shovel has a deeper meaning and serves as a symbol. The so called "Golden" lifestyle of the players
will eventually cost them their lives. In return they will eventually be ["shoveled"] in their grave.
Several of the lines in Brooks's poem begin with words that start with the same consonant letter; this
is an example of alliteration. The [l] sound in lurk–late, the [str] sound in strike–straight, and the [j]
sound in jazz–June. The alliteration used allows the poem to flow smoothly.
Brooks makes great use of rhyme throughout the poem. She uses words such as "cool", "school",
"sin", and "gin." These are external rhymes which appear at the end of lines. The rhyme scheme
used compliments the theme, since it is the directed towards a young audience. The reason we know
that Brooks is trying to attract a young crowd is because she is talking about youth who are suppose
to be attending school. The poem is given an up tempo beat, almost like a rap. This rap like sound
may also help attract young readers.
This poem describes the lifestyle of young rebels. They are "cool' having left "school", and "die
soon." The seven

Summary Of We Real Cool By Gwendolyn Brooks
The poem "We Real Cool" by Gwendolyn Brooks is a poem about a group of dropouts raised in the
lower class of Chicago. They were a group of high school students who preferred the poolroom
rather than school. This poem is written from the perspective of a couple of young men hanging out
in a pool hall, and the speaker is trying to visualize what they are thinking. I believe these kids were
born into poverty and were a simple reflection of the world around them. For poor African
Americans that grow up in the inner city it is a must to adapt the delinquent lifestyle. Brooks
directed this poem to the disruptive behavior that many youths encounter when losing focus of the
bigger picture. Though many might interpret this poem in many ways it is short and sweet, however,
it is a true description of the world that surrounds us today. ... Show more content on
Helpwriting.net ...
In this poem Brooks utilizes the phrase "we left school" which I believe indicates the ignorance of
mind as well as the ignorance of consequence. They do not care about anything because they are
cool. I relate to this because I myself was a mindless dropout and learned the hard way that there is
nothing cool in dropping out of school. People with low social status are more likely to drop out of
school because they are more concerned with life issues like no food, no money, and no father
figure. "We lurk late" also can be relatable because leaving school means no responsibilities, they
can stay up late and wonder through the city streets. Both of these phrases dwell on the average
actions of careless

Poetry Analysis Of We Real Cool By Gwendolyn Brooks
Poetry Analysis of "We Real Cool" By Gwendolyn Brooks
"We Real Cool," by Gwendolyn Brooks is a fervent short poem that tells a story of teenage
rebellion. This poem is a formal verse ballad which uses simple sentences that create a steady meter
giving the poem a catchy jazz like quality. Although the poem is short, it packs a powerful message
about youth. Gwendolyn Brooks centered her works predominately around the African American
consciousness. During the 1960's when the poem was written, many teens especially young African–
American men felt misunderstood and like the world was set up for them to fail. On the surface, it
appears this poem is a mere description of young adults that are misjudged. The deeper message of
this poem addresses the dangers of peer pressure, and its detrimental effects to self–identity because
of the disconnect between society and youth of that time. Peer pressure can take place whenever
people gather together and spend frequent time together. Most people are subject to its effects and
often experience it because, of shared experiences or they share the same perspective on life. This
becomes dangerous when a group has enough influence to dictate an individual's way of thinking or
behavior. When an individual is desperate to find a place to belong, they will follow the crowd even
if they know that they are participating in something immoral; this is demonstrated in "We Real
Cool." In the opening lines of the poem, the reader

Gwendolyn Brooks We Real Cool
In "We Real Cool" by Gwendolyn Brooks, seven boys are cutting school to go to a pool hall named
The Golden Shovel. They drink, party, and are showing off. This type of fast, rough living will
eventually lead to their death. The boys want to be defined by their rebellious actions, which place
them at odds with polite society. Gwendolyn Brooks was inspired by her Chicago neighborhood
when she wrote this poem. One day Brooks was walking down the street and happened to cross by a
pool hall; Inside she saw a bunch of young boys. This being in the middle of the day, she was
suspicious whether these boys may have either skipped school or possibly dropped out. What she
saw in the pool hall was not merely the boys playing pool but the boldness and insecurity of these
such boys. They were thumbing their noses at society by hanging out at a place populated by
gamblers and pool sharks – on a school day. Spending the day in a dingy, dimly lit room seems more
like something one would do to look cool, as opposed to actually being cool. ( ADD HARLEM
RENAISSANCE CONNECTION HERE). Brooks develops a jazzy, monosyllabic foot poem, which
uses its internal masculine rhymes, caesuras, and selective diction to suggest that living rough will
lead to a early death and relation to harlem renaissance. ... Show more content on Helpwriting.net ...
The internal rhyme paces the overall rhythm of the poem. "We / Sing sin. We / Thin gin" (5–6). The
rhyming scheme makes the mind want to find the next rhyme quickly, therefore speeding up the

Gwendolyn Brooks As A Poet
Gwendolyn Brooks was born in Topeka, Kansas on June 7, 1917, to her parents David and Keziah
Brooks, after her birth, the Brooks' decided to move the family to the South Side of Chicago. Where
Brooks grew up and lived the rest of her life there, there Brooks would experience racial prejudice
in school. The young poet found comfort in reading and writing, which her parents actively
encouraged Brooks' mother declared to her, that she is going to be a poet.
Brooks published her first poem Eventide at age thirteen in American Childhood magazine. At age
sixteen, she met Langston Hughes, who gave her words of encouragement after reading her poems
at a poetry reading. In 1934, Brooks graduated from an integrated high school with a career at the
Chicago Defender. Soon after graduating from Wilson Junior College in 1936, Brooks worked some
odd jobs as a housekeeper and a secretary for a crime and drug infested slums known as the Mecca,
operated by spiritual impostor. Brooks later recalled both of these painfully degrading job
experiences in her poetry.
However, these experiences encourage Brooks to join the NAACP Youth Council in 1938, where
she met Henry Lowington Blakely II and married in 1939. Blakely and Brooks bore a son Blakely,
Jr., and daughter Nora; Brooks continued to mentor for young poets, and sponsored workshops and
poetry contest.
In the early 1960s, Brooks expanded into teaching at numerous colleges and universities. In 1985,
the Library of Congress appointed

Analysis Of We Real Cool By Gwendolyn Brooks
Gwendolyn Brooks was an african american poet known for her easy but complex, thought
provoking and deep connecting poems. She was briefly a writer and teacher. Her father was a janitor
with dreams to be a doctor and her mother was a pianist who loved music. She grew up in chicago
in the 20's, a time of crime and discrimination of african americans. At a young age she developed a
love for writing poems. She based her poems off of her everyday struggles with racism and sexism.
She prestitted through all of the hatred she dealt with and and continued write poems that went into
to details of the lives of struggling teens, independent men and women, and how to overcome
hardships. People recognized and enjoyed her poems because unique style that include vivid and
explicit diction, and imaginative symbols that represent life's ups and downs. Most poets use diction
to fit the style of their writing, Brooks manages to incorporate diction to convey style, and add an
extra element that allows the reader to personally connect with the problems she displays within her
poems. For example in one of her award winning poems called "We real cool" one of the stanzas
reads " we lurk late, we strike straight, we die soon". She uses certain words to portray the literal
and connotative meaning behind the poem. We real cool describes how the life of careless teens
lives will end quickly do to their own negligence. The diction is simple and easy just as the meaning
of the poem. The teens live life care free and without rules just like her diction. Her diction is also
explicit, when she wants to convey something that goes beyond a straightforward comprehension, so
she explicitly describes it to an extent that even a teenager will understand. For example in her poem
"kitchenette Building", she manages to talk about the degrading roles women have like making it
their job to continuously "satisfy a man"and how men abuse them by holding their freedoms within
the walls of a kitchen. Brooks manages to describe the roles of women in a way that many can
understand while also conveying the negative context behind their jobs back in that time. Brooks
successfully uses diction as an element that lets the reader connect to her poems.

The Life of Gwendolyn Brooks American poet, Gwendolyn Brooks used her life experiences to
show her aspects of Black Movement, Social Protest, and her Identity. ¨Very early in life I became
fascinated with the wonders language can achieve, and I began playing with words (Gwendolyn
Brooks)." The quote symbolizes the ingenuity and her quality of being so young. Miss brooks being
so young, and her developing the need to and the pleasure she obtains from writing about life.
Gwendolyn Brooks was born in Topeka, Kansas 1917, she is the mother of two children: Daughter,
Nora Blakely, and Son, Henry Lowington Blakely lll. Miss Brooks was laid to rest on December 3,
2000, on the southside of Chicago,IL. Gwendolyn brooks accomplishments resulted in, ... Show
more content on Helpwriting.net ...
Black people were treated in a cruel and unusual way, let alone Gwendolyn was a black women.
Women did not have the rights that males had, and she took that as motivation to write poems about
what she sees. Although her writing a poem called ¨Negro Hero¨ ( I had to kick their law into their
teeth in order to save them. However I have heard that sometimes you have to deal Devilishly with
drowning men in order to swim them to shore. Or they will haul themselves and you to the trash and
the fish beneath...., Gwendolyn Brooks¨) What she intended on people to understand from that was,
she did not care about what other subjects thought or said, she did not care about the rules that
people made up or that was already there. Miss Brooks had to get it on her own she did not have
time to wait on anyone else. Although, her success was overlooked at first, she still managed to get
people to view and read her accomplishments. She wrote from the aspects of how she viewed other
black people's life, such as how they went on about their daily lives, and the trials and tribulation
that people went through that she knew

Analysis Of Gwendolyn Brooks 's ' Kitchenette Building '
Poems that are the most relevant in today's society are usually the ones that are most likely to be
remembered. Our society is still connected to the past through time–stained poems that hold the
same message to us as they did years ago–but whether or not this is a good thing varies. I chose
Gwendolyn Brooks' "kitchenette building" to recite and analyze because its message still resonates
in today's society–that the poor cannot afford to have dreams. There are still people living in poverty
today who cannot afford to do just that–who want to but know they can't, who want to give their
children that privilege but can't. I want people to be aware of this tragedy, to realize that what
happened more than fifty years ago is still happening today. This poem gives a voice to those who
cannot dream, and I want people to hear that. Gwendolyn Brooks was a prominent poem during her
time, receiving a Pulitzer Prize for her poem Annie Allen in 1950. She was also the first African–
American woman to serve as the Consultant in Poetry to the Library of Congress, and in 1968 was
named Illinois' poet laureate. Brooks lived in Chicago's south side for most of her life, and its
Bronzeville neighborhood was featured in Brooks' first book of poetry, A Street in Bronzeville.
Brooke's "kitchenette building" is closely related to her life because Chicago's south side was filled
with kitchenette buildings during that time period, most of which were overcrowded and had poor
sanitary

The Poetry Of Gwendolyn Brooks's Poetry
Poetry is a universal language that can be read and interpreted in many different ways. The
versatility of poetry is part of what has made it so prevalent and popular for thousands of years.
Writing is an outlet of feelings or emotions for many poets and usually includes some controversial
meaning or theme that the poet can relate to. For example, Gwendolyn Brooks filled her poems with
ambiguity, making her work controversial yet popular during the era. Brooks used the stigma of
racism and racial issues during her lifetime to drive the meaning of her poems. In doing so, she
popularized her own work, making a name for herself, creating new opportunities that could have
been hard to acquire as a black woman. Although many have argued that Gwendolyn Brooks wrote
in a style that was majorly controversial, she thrived as a poet from the young age of 13 and her
passion continued to bring her success through poems like "We Real Cool" and "a song in the front
yard," eventually providing her with opportunities to hold superior positions in the poetry
community and even receiving multiple honors and rewards. Gwendolyn Brooks was a poet who
rose to fame during the early 20th century. She was born in Topeka, Kansas, and grew up in the
popular city of Chicago, Illinois. Brooks had a relatively quiet childhood. Both of her parents were
present in her life, and she attended school everyday like a normal child would. However, Brooks
faced some struggles in school that could possibly be

Poem Analysis: We Real Cool By Gwendolyn Brooks
"We Real Cool" is a poem written by Gwendolyn Brooks in 1960. Having been raised in Chicago,
she wrote more than twenty books of poetry throughout her life. Brooks was not only known for
poems but also for several other books including a novel called "Maud Martha". For her
contributions to poetic literature, she was named poet laureate for the state of Illinois in 1968 and
was the first black woman to be appointed as a consultant in poetry to the library of congress. This
poem, "We Real Cool", consists of only eight stanzas and each stanza is made up of two, three or
four words. However, Brooks managed to successfully depict the character of the young pool
players very well with just these few words. The poem speaks the thoughts of seven boys playing
pool at a pool house called "The Golden Shovel". The seven pool players are characterized as a
tightknit group of rebellious boys who left school to enjoy lurking late in the night, and involving in
fights before they die. The seven pool players are young and want to look cool. The second sentence
in the poem says, "We Left School." (I. 1–2). These boys proclaim proudly that they left school.
They have no regrets in doing so. Getting together, going places, and lurking late in the night is what
they want to do rather ... Show more content on Helpwriting.net ...
They know that we all will die one day and think that this life is too short. In the very last stanza of
the poem it says, "We die soon." (I. 7–8). Therefore, these seven boys wants to live the way they
desire before they die. The repeated use of the word 'We' shows how the boys think of themselves as
together till the end. These boys want to have all the fun before it is too late. That is why, they left
school, and they go places and stay late. They get involved in gang fights and commit crimes to
make money. With this money, they party hard with jazz music. This is the life they want to live
before their sun sets

Gwendolyn Brooks
Gwendolyn Brooks was one of the most renowned poets of her time. Brooks is acknowledged as the
first black author who won a Pulitzer Prize; she was also the first black woman to hold a position in
the Library of Congress. Many of Brooks' poems reflected on the civil rights activism of her day.
With these poems she connected racial identity, equality and politics into her works, but she "has
also managed to bridge the gap between the academic poets of her generation in the 1940s and the
young black militant writers of the 1960s," (Gwendolyn Brooks). Within Gwendolyn Brooks' poems
she shares the struggles of a life as an African–American woman in a world full of white males
dominating the face of society. She stays loyal to who she is and what ... Show more content on
Helpwriting.net ...
"The monumental collection Blacks suggests that poetry has always resurrected Brooks" (Doreski
72). Gwendolyn Brooks transformed the way people think of black writers in her time as well as
today. The recognition of her works has changed the community around her to look at what is
written, and not who wrote it. Her poems morphed the standards of authors from not only her
period, but also the stage of the present day society as we know it. The approach Gwendolyn Brooks
takes in her works of literature are connected to the growth of women and what special matters they
go through in those hard moments of life. She tries to explain the hardships of the female lifetime
and what their trials may be. From motherhood, to relationships, and even what would sound like
the simplest thought of growing old is constructed into actual works of literature. These
groundbreaking poems have taken vast steps in the world for the population of

Gwendolyn Brooks We Real Cool Analysis
Eight lines, eight lines is the length of the poem "We Real Cool," but it is loaded with literary
devices to help convey an underlining meaning. This poem written by Gwendolyn Brooks was
published in 1960. The title is ironic because it presumes to be about a group of people and their
flamboyant, cool lifestyle, but the poem explains that this lifestyle ultimately leads to a dead end. It
is also interesting to note that the vowel sounds of the title and the first line go from high to middle
to low. This poem describes seven pool players who skip school to do things they consider to be
cool, but it ends with "We / Die soon" leaving the reader to reflect on whether living this cool
lifestyle is worth it (lines 7–8). Brooks uses the techniques ... Show more content on Helpwriting.net
...
It is described in the subtitle that the seven pool players are at the Golden Shovel, which can
inferred to be a pool room. Pool rooms are typically dimly lit and is ironic that this pool room is
named golden which is seen as bright and symbolizes summer, youth, and daytime. It is also ironic
that the pool players are described to have aimless lives, which is anything but golden. A shovel is
symbolic of hard work and manual labor, but the pool players are ironically described to not be hard
working. After reading the last line, shovel can be seen to be symbolic of grave digging, which
exemplifies the theme of mortality. Another symbol is the number of pool players. Seven is
considered a lucky number in gambling and is very likely that gambling was taking place in this
pool room. The number seven also symbolizes the seven deadly sins alluding to the Bible. Brooks
also intentionally makes the grammar mistake of not using the verb "are" in the title and first line.
This grammatical error is symbolic of the pool players not being in school. Brooks' use symbolism
throughout her poem helps convey her message and strengthen her argument. Brooks' poem "We
Real Cool" may be a very short poem, but has an complex, enlightened meaning and purpose. This
poem was published during a time of expression and confusion, but Brooks tries to guide the youth
along the right path in her

Essays On Gwendolyn Brooks
Fatmata Bangura
Professor Tara Grace
ENG 112
November 2, 2017
Poetry Author Research Essay Poetry Author Research essay is on Gwendolyn Elizabeth Brooks
born on June 7, 1917, in Topeka, Kansas. Gwendolyn Elizabeth Brooks and her family later moved
to Chicago at an early age, by that time she was 11 years old Gwendolyn Brooks was keeping a
poetry notebook, and as a teenger her poems were published frequently in several magazines. Her
mother, Keziah (Wims) Brooks and her father David Anderson Brooks encouraged their daughter to
read and write poetry and also to attend poetry readings.. Brooks explores themes in her works
because some of the themes in her works were dealing with the ordinary life and the ordinary tasks
that are similar to Brooks.All of this themes that she explores on her works has Brooks wrote so
many poems but only three of them will be in this essay paper the poems are: "We Real Cool", "The
Bean Eaters", "Sadie and Maud" In "We Real Cool" Gwendolyn Elizabeth Brooks uses the theme in
We Real Cool, means that some kind of happiness for this seven young teens and also means like
they can drop out of school on their own wish. The message that Brooks is trying to explain in this
poem is that education is the key to any success and for the all the young teens that think education
is nothing. Brooks explain in clear terms who the seven pool players at the Golden Shovel are and
what they are saying.

Analysis Of The Bean Eaters By Gwendolyn Brooks
Within a court system, there are degrees to certain crimes – first degree murder, second degree
murder, and so on. In association with this idea, I believe that most anything can be put on a
spectrum like so, grading something on its intention and execution. Levels of "Americanness" in
American literature is no exception to this idea. We are able to break down each piece of American
literature and categorize it accordingly – first degree Americanness, second degree, or third degree –
to better understand the author's reasoning behind their writing (or lack thereof) or how and why
they wrong, and how this data might compare with other pieces within the same category. With this
concept in mind, I'm going to be analyzing "The Bean Eaters" by Gwendolyn Brooks and determine
its spot on the spectrum in terms of "Americanness". To kick off analyzing the piece, I believe it'd be
best for me to outline my terms of Americanness in a piece of writing before I elaborate. After
careful consideration, I've decided how to create the categories: first degree Americanness is going
to be about something very blatantly American, whether that pertains to outright patriotism or
political discussion. When someone writes something and the reader can very clearly figure out the
topic of their work, that being American pride or criticism, it qualifies as first degree American.
Second degree American is similar to this, but not so obvious. These pieces will contain American
themes just as first

The Culture of and Prejudice Against African Americans as...
African American's have faced a great deal of harsh and cruel treatment throughout our society.
From being stripped from their homeland of Africa and being brought to America as slaves, African
Americans have seen and been through it all. Author and renowned poet Gwendolyn Elizabeth
Brooks discuses and describes many of the cruel and unfair treatment that African Americans have
faced throughout our civilization. Brooks' not only speaks on the racial prejudice of African
Americans, but she also discusses the heartaches, the life, and the growth of African Americans as a
people. Brooks' poetry and stories are very similar to her own experience growing up as an African
American woman. Brooks' uses the symbol of death many times in her ... Show more content on
Helpwriting.net ...
The sharp contrast between what could have been and what is sets off a mild dialectic of dreams
versus reality. In the mother's imagination these babies still exist and grow, function, and die even
while she knows they are dead (Shaw 56). Abortion is a very common thing for the black
community. I believe when Brooks' wrote this poem, she was able to put herself into the shoes of an
African American woman who has aborted her child. "We Real Cool" is another famous poem by
Gwendolyn Brooks. This poem describes seven African American high school dropouts who want
everyone in their community to think they are cool. In the poem, the teenagers go in detail of how
they live their lives. They speak of how they stay out late playing pool, fighting, singing, and
drinking. Though they think they have everyone fooled, the teens know that the destructive lifestyle
they lead will be the cause of an untimely death. During the time Brooks wrote this poem, the
dropout rate for African American teens was reaching an all time high.
In a journal article written by Gary Smith, he states that perhaps no other poem by Gwendolyn
Brooks has been widely anthologized and generated as much critical debate as "We Real Cool."
Much of the criticism questions why seven, presumably black, youths spend substance of their lives
in a wasteful

Gwendolyn Brooks The Mother Essay
Gwendolyn Brooks' life was characterized by her struggles with race, struggles faced after aborting,
and accomplishments with her career. Her issues were reflected in "The Mother," one of the poems
she wrote and that she was underestimated for. In this poem Brooks used the imagery of death,
personification of an abortion, and imagery of an unborn baby to prove to people that women have
the option to abort, yet it is regretted. Many critics do not believe the poem to be acceptable and
their analyses is incorrect. Gwendolyn Brooks was born on June 7, 1917 in Topeka, Kansas. As
Brooks was growing up she moved to Chicago as part of the Great Migration. Brooks attended three
high schools as she was growing up; Hyde Park High School, Wendell Phillips Academy High
School, and Englewood High School, but she graduated from Wilson Junior College in 1936.
Gwendolyn married Henry Lowington Blakely Jr. in 1939 and they had two children, ... Show more
She was very active with the poetry workshops and with helping her students and young people
introduce poetry in their lives. She taught many people that poetry is not just there, she taught them
that poetry is an art form within the reach and understanding of everybody. Brooks helped poetry
expand throughout her years as a poet and she helped many people understand the true meaning of
poetry. Not only did she introduce it to her students, she introduced it to prisoners, to African
Americans, and to students in public schools. She taught people the true meaning of poetry and she
helped people understand what poems were all about. Brooks made a huge impact in many people's
lives, and to this day, she is still making an impact (Brook's Life and Career). One on the things she
regrets the most would be aborting, either intentionally or accidentally and in her poem "The
Mother," she describes exactly how she

Analysis Of Gwendolyn Brooks 's ' Lights And Shadows '
Gwendolyn brooks was born in Topeka, Kansas. Her family moved to Chicago during the great
migration when Brooks was six weeks old. Her first poem was published when she was 13 and at
the age of 17, she already had a series of poems published in the poetry column "Lights and
shadows" in the Chicago defender newspaper. . After working for The NAACP, she began to write
poems that focus on urban poor blacks. Those poems were later published as a collection in 1945.
The collection was titled A Street in Bronzeville. A street in bronzeville received critical acclaim but
it was her next work, Annie Allen, that was got her the Pulitzer Prize. She lived in Chicago until her
death on December 3, 2000 at age of 83. In 1960 Gwendolyn Brooks actually published two poems
about the Emmett Till case. Those two was "The Last Quatrain of the Ballad of Emmett Till," and
"A Bronzeville Mother loiters in Mississippi, Meanwhile a missipi mother burns bacon." Her poem,
A Bronzeville Mother Loiters In Mississippi. Meanwhile, A Mississippi Mother Burns Bacon, is
what I chose to focus on in my paper. Brooks's poem is all about Carolyn Bryant and how she might
have felt about the murder of Till. She presents Carolyn as almost sympathetic, oppressed housewife
whose refuses to accept her role and her husband role in the injustice murder of Till. Instead, she
rationalizes it by comparing the murder to a fairy tale. She makes herself the princess, her husband
the prince, and Till the dark villain.

Analysis Of The Poem ' Gwendolyn Brooks '
Amber Bryan
Professor Heintz
LIT1000
12 December 2016
Personal Journal "Look at what 's happening in this world. Every day there 's something exciting or
disturbing to write about. With all that 's going on, how could I stop?" ("Gwendolyn"
BrainyQuote.com) Gwendolyn Brooks, born in 1917 in Kansas grew up with her father, David
Anderson Brooks and her mother, Keziah Wims Brooks. Although born in Kansas, Gwendolyn was
raised in Illinois (Shor). Throughout her life she dealt with real issues and confronted them within
her writing. Her thoughts and poetry would continue to be relevant for decades, even as time goes
on, the world still remains a broken place. "The Brooks household was a happy one, and Gwendolyn
thrived on a steady diet of love and encouragement from her parents, who read stories and sang
songs to their two children" ("Gwendolyn" Contemporary Heroes). Brooks discovered her love of
writing as a young girl in her late childhood and early adolescence. She was the target of harassment
in her early schools and was picked on for everything from her hair and the way she looks to her
personality and the way she interacts with others. After attempts of getting along with the other
students at two other high schools failed, Brooks was sent to an integrated high school, Englewood
and graduated in 1934 ("Gwendolyn" Scribner). Brooks graduated from college in 1936 with an
English degree, and later became "the publicity director of the local National Association for the

'We Real Cool And Gwendolyn Brooks' Mother
Gwendolyn Brooks's poems "We Real Cool" and "Mother" show that Gwendolyn Brooks writes
about the world she lives in and what she experiences not in her own life, but in the lives of the
people she sees around her. Moving around from school to school as a kid, Brooks was given a
rounded perspective on the racial dynamics of the real world, which she shows in some of her
work.Gwendolyn Brooks captures the life experiences and events of black lives. Brooks consistently
focuses on the struggle of black people, usually associated with the family or in the events of a
hostile environment. In her poems, the people typically experience a great pain. Brooks devotes
much of her writing to trying to represent the struggles of blacks that she sees in her life every day.
In her later years of ... Show more content on Helpwriting.net ...
The voice that Brooks creates through her writing and when she gives speeches is a voice crafted
mainly for blacks, however, Brooks maintains the complex awareness of the multiple perspectives
relevant to any given experience. Her main concern is to encourage every single person in the world,
whether they are black or white, to create a society where everyone is thought of in the same way.
Gwendolyn Brooks's writing style reflects the lives of the people around her, as shown in her poems
"We Real Cool" and "Mother". "We Real Cool,"is perhaps Brooks's single best–known poem. "We
Real Cool" was written because Brooks was passing by a pool hall in her community during school
time and she saw 7 little boys in there shooting pool. Instead of asking herself " why aren't they in
school", she asked herself " I wonder how they feel about themselves". Although the poem is very
short, it includes eight

We Real Cool By Gwendolyn Brook Essay
Gwendolyn Brook, a distinguished African American poet, won the Midwestern Conference poetry
award in 1943. Brook's work captured blacks lives in the streets of Chicago. For instance, her poem
"We Real Cool", is about black kids who dropped out of school and decided to hang at a Pool hall
wasting their lives away. As quoted, "We real cool, we left school, we will jazz June, and we die
soon (2:337). Brooks perspectives of her poem is the lives of the black kids struggling for a sense of
identity. From the African American literature, we have studied, Brook's poems prove the character
from the play "A Raisin in the Sun", the character of Walter Lee, a character of low economic status
who had big dreams. However, he spent his time at a bar getting drunk with friends. Brooks poems
perspective is capturing the everyday circumstances of black people lives. Brooks shows the
emotion complex of the everyday woman in her poems, for one the poem "The Mother". The poem
is ... Show more content on Helpwriting.net ...
Baraka expressed how Malcolm words was powerful and how it could change the heart of man. He
quoted" For Malcolm's words fire darts, the victor's tireless thrusts, words hung above the world
change as it may, he said it and for this he was killed" (2:693). Baraka showed how Malcolm wanted
change for blacks, for that they killed him. In another poem explains Baraka perspective "Ka' Ba"
talks about how black people often forced to do against their free will. He quoted "A closed window
looks down on a dirty court yard" (2:693). Talks about being imprisonment, being trap with no way
of getting out. He also quoted "Black people call across or scream across or walk across defying
physics in the stream of their will"(2:693). Barak is say blacks wanting to be free from bondage,
poverty, sadness and depression, and live a life of

Essay about Analysis of We Real Cool by Gwendolyn Brooks
Poetry Essay
"We Real Cool", Gwendolyn Brooks
The poem "We Real Cool" is a very powerful poem, although expressed with very few words. To
me, this poem describes the bottom line of the well known "ghetto life". It describes the desperate
and what they need, other than the usual what they want, money. Without actually telling us all
about the seven young men, it does tell us about them. The poem tells of the men's fears, their
ambitions, and who they think they are, versus who they really are. The poem begins with the word
"We", which is the only line in the poem that begins in this such manor, although the word "we" is
repeated six more times throughout the poem. The "we" that I believe is represented at the beginning
is the ... Show more content on Helpwriting.net ...
They feel as if they are all, "real cool". However, as the poem continues, the repeated "We" is seen
not at the beginning, but at the end of each line. This simultaneously displays a certain aspect that
was not seen in the first line. It shows certain confusions and distinct uncertainties about the group's
identity, or even as an example of protesting too much, whether there's a group identity at all. Who
is "We" that they are so insistent about? Repeated as it is, the "We" gets smaller and smaller. She is
saying that in life it may seem like "we", but it all comes to a point where the "we" gradually starts
representing one individual, rather than a whole group. The poet has in fact said that the "we" is
supposed to be read in a small and uncertain way, thus the reason for the unpunctuated "we" at the
end of each line after the initial "We" in the beginning of the poem. That word kind of becomes a
question, as well as a refrain. The unity that was seen in the beginning becomes less and less
apparent as the poem continues.
Brooks continues the poem saying, "We / Left school". Making the hopelessness of this scenario
even more obvious. Brooks not only arranges the wording in this poem to show a desperate need,
but she speaks of one as well. The fact that these seven young men have no education shows exactly
how unpromising their futures are or are going to be if they continue down a path trying to impress
each other

Gwendolyn Brooks Essay
Gwendolyn Brooks–
A Critical Analysis of Her Work
Gwendolyn Brooks is the female poet who has been most responsive to changes in the black
community, particularly in the community's vision of itself. The first African American to be
awarded a Pulitzer Prize; she was considered one of America's most distinguished poets well before
the age of fifty. Known for her technical artistry, she has succeeded in forms as disparate as Italian
terza rima and the blues. She has been praised for her wisdom and insight into the African
Experience in America. Her works reflect both the paradises and the hells of the black people of the
world. Her writing is objective, but her characters speak for themselves. Although the ... Show more
The three round O sounds in the first line are a mouthful, and create an almost whispery quality that
is reminiscent of the worn quality of the people. Dinner is a casual affair is a line with soft vowel
sounds, which are easier to swallow than the long sounds of the first line. This coincides once again
with the implications of the words. The first line paints almost a dreary picture, while the second
adds an air of lightness. These vowel tones segue into a more caustic series of consonant
combinations in the rest of the stanza. Tin flatware imitates the sound of the forks and spoons hitting
the 'plain creaking wood'. The repetition of 'plain' introduces a pattern of repetition that will appear
throughout the poem. A relief from the biting consonant tones of the last two lines comes with an
almost cooing first line of the second stanza.
The line Two who are Mostly Good allows the reader to dig for meaning. Brooks has encouraged
young writers to allow for interpretation of their writing, and this is a perfect example of her own
advice. The internal capitalization of Mostly Good is somewhat confusing. In a recording by the
author the words are not emphasized. Rather, one can assume that the words are capitalized not for
auditory emphasis, but for their important meaning. Brooks seems to be making the statement that
no one is completely good, but does not

Brooks, Gwendolyn Essay example
Brooks, Gwendolyn
Poet, writer. Born June 7, 1917, in Topeka, Kansas. Throughout most of the twentieth century,
Gwendolyn Brooks was a lyrical chronicler of the black urban experience in America. In 1950, she
became the first African–American poet to win the Pulitzer Prize.
Brooks grew up on the South Side of Chicago, Illinois. She began writing poetry as a young girl,
and by the age of 16 had begun publishing her poems regularly in The Chicago Defender. She
attended the Woodrow Wilson Junior College in Chicago before marrying a fellow writer, Henry L.
Blakely, in 1939. The couple lived together in Chicago, divorcing in 1969 but reuniting in 1973.
They had two children, Nora Brooks Blakely and Henry Blakely Jr.
Brooks earned a ... Show more content on Helpwriting.net ...
A collection of children's poems, entitled Bronzeville Boys and Girls (1956), was followed by The
Bean Eaters (1960), widely considered to contain some of her finest verse, and Selected Poems
(1963).
In the latter half of the 1960s, Brooks' poetry became mroe radical and took on a more explicit tone
of social concern, a transition that coincided with the politically charged atmosphere of the decade
and the influence of the black power movement among African–American writers and thinkers. Her
next volume of poetry, In the Mecca (1968), told the bleak story of people living in the Mecca, a
large, fortress–like apartment building on the South Side that had deteriorated into a slum. The book
clearly displayed Brooks' new political awareness, including a poem entitled "Malcolm X," after the
black militant leader who was assassinated in 1965.
In the Mecca was nominated for the National Book Award. It was also the last of Brooks' books
published by a mainstream publisher, Harper & Row. Her next book, Riot (1969) was published by
Broadside Press, a small, black–owned company based in Detroit. With a newly political tone and
without a mainstream publisher, Brooks' later works often received little attention from the critics at
major publications. Nevertheless, she remained a major literary figure throughout the next several
decades, publishing more than a dozen volumes of poetry, including Aloneness (1971), To
Disembark (1981), The

Abortion In The Mother By Gwendolyn Brooks
The poem, "The Mother" by Gwendolyn Brooks has a very powerful context regarding abortion.
Abortion is very common throughout the United States, so Brooks poem is still very relatable till
this day. The Concept and result of abortion is a very difficult for almost all mothers who have the
dreadful experience of abortion; but there are a few parents who can still adjust easily. Gwendolyn
Brooks poem gives us very insightful point of views. She gives us her point of view as well as other
mothers who are not specifically mentioned in the stanzas of the poem. Brooks does this by
describing her love, commemorations, doubt, and finally her traumas when experiencing abortion.
In the beginning, of the poems stanzas she gives us a brief glanz on her thoughts on abortion. On the
second line of the first verse Brooks begins by stating her speech in a second point of view to
address it specifically to her audience. When speaking from the second point of view Gwendolyn
Brooks speaks about experiences and how her children did not undergo the achievements that were
set out in life. Then suddenly on the second stanza she immediately switches to first point of view
referencing herself numerous amount of times. We can see Gwendolyn tone of speech switch
drastically to an extent where it seems as if the matter of abortion has became very intimate. Also
from the very beginning of the poem the Mother we can see how traumatic the events of losing a
child can be and how this can cause a mother to be trapped within an emotional ball of misery of
some sort. This suddenly lets us realize as an audience that she isn't reminiscing about one
misfortune but a group of tragical memories. We can see this from this example Brooks states on the
very first line of her poem " Abortions will not let you forget" referring to her first miserable
memory. Then on the first line of her second verse she proceeds by stating "Voices of my dim killed
children" referring to the multiple voices of abortion. This can also mean the difficulties a mother
encounters when dealing with one abortion; keep on adding more and this leads to even more misery
and terrible memories than a mother initially had experienced. Emotions and symbols of sadness
may

Outline Structure For Literary Analysis: We Real Cool By...
Depen Tamang English Composition 102 Mrs. April McKnight March 16, 2018 Outline Structure
for Literary Analysis Essay We Real Cool "Telling a teenager, the facts of life are like giving a fish a
bath" (Arnold H. Glasow). As stated this poem is about a group of young people who wants to live
their lives in their way. They do not care about anybody and does not want other to care about
themselves. Poet illustrates us to how teenager's life goes from good to worst. "We Real Cool" is a
poem by Gwendolyn Brooks in 1959. Living your teen life like there is no tomorrow have
detrimental an effect in your and as well as in your parent's life. The poem is about the seven
dropouts who want to build a pool on their school. As the poem

Poem Analysis Of We Real Cool By Gwendolyn Brooks
Gwendolyn Brooks' poem "We Real Cool" was published in 1960. Brooks was raised in the South
Side of Chicago, and Chicago was known as the center of blues and jazz culture. In 1960, John F.
Kennedy ran for the Democratic party. The main theme is destructive values. The poem is based on
the thoughts Brooks had when she experienced a scene similar to the one in the poem in real life.
She reflected over their actions and what they would bring to them later in life, that was what
inspired Brooks to write her poem. "We Real Cool" has four stanzas, with the word "we" at the
beginning of every sentence. The diction in this poem is very simple, and there are some
grammatical errors that demonstrate the lack of education the boys have. The poem's tone is quite
grim, feeding into the characters ... Show more content on Helpwriting.net ...
The poem opens with "THE POOL PLAYERS. SEVEN AT THE GOLDEN SHOVEL", as if it were
a play. Golden Shovel is the name of the pool house and the number seven is considered a lucky
number among gamblers. The color gold is associated with wealth, prosperity, youth and sunshine.
Shovels are associated with death and the burial of the dead. There are seven young men at the
Golden Shovel. Seven young men who will not prosper and will have no wealth, whose youth will
be lost because they will have no education to prosper, and they will be exposed to the hardships of
like early. The poem is narrated by the seven boys. They begin with "We real cool" (line 1), and
their incorrect grammar is shown, demonstrating how they obviously dropped out of school. The
way they speak is in an uneducated manner. "We left school" (line 2), makes the boys sound sound
arrogant, like hey are showing off being drop–outs and receiving no education. It is unknown
whether they skipped school or dropped out, but given what the rest of the poem says, it seems like
they dropped out and are proud of it. In an interview with

Compverty And Poverty In The Bean Eaters, By Gwendolyn Brooks
Imagine what you would all be like if, despite adversity and poverty, you still had a positive outlook
on life? What would happen if you lived every day to the fullest? You would probably look back on
life fondly despite all your hardships that you may have faced. Gwendolyn Brooks addressed the
issues of poverty and living to the fullest in "The Bean Eaters" and "Sadie and Maud." Both these
poems have similar themes and some differences as well. This paper is about the contrasts between
the two poems.
Gwendolyn Brooks wrote both poems. Brooks often wrote about the plights of minorities and those
in poverty. She lived in an apartment in Chicago and would write poems about those around her. "I
wrote about what I saw and heard in the street," Ms. Brooks once said. "I lived in a small second–
floor apartment at the corner, and I could look first on one side and then the other. There was my
material" (M. Watkins, 2000). She drew her material from watching those around her. You can
clearly understand how her observations helped her write these two poems because of how both the
poems were about the plights of those in poverty.
In both poems, their characters were living in some sort of poverty. Even though they were in
poverty, they were without want. The characters in the poems still manage to have meaningful lives
despite the poverty and adversity that is against them. "In Sadie and Maud", it is assumed that Sadie
did not earn as much money because it says "Maud went to college/Sadie stayed at home" (G.
Brooks, 1963). The reason one can assume that Sadie probably did not earn as much money as her
sister is that you usually earn more money if you have a degree. Also since it says Sadie stayed at
home it does not explain what she was doing during that time. In another part of the poem, it states,
"When Sadie said her last so–long/Her girls struck out from home. / (Sadie had left as a heritage/Her
fine–tooth comb)" (G. Brooks, 1963). Again, it is apparent that she did not have much at all. All
Sadie had to give was her fine–tooth comb. The Bean Eaters also do not have much to their name. it
says "They eat beans mostly, this old yellow pair. / Dinner is a casual affair. /Plain chipware on a
plain and creaking wood,

We Real Cool Gwendolyn Brooks Analysis
"We Real Cool," by Gwendolyn Brooks is a fervent short poem that tells a story of teenage
rebellion. This poem is a formal verse ballad which uses simple sentences that create a steady meter
giving the poem a catchy jazz like quality. Although the poem is short, it packs a powerful message
about youth. Gwendolyn Brooks centered her works predominately around the African American
consciousness. During the 1960's when the poem was written, many teens especially young African–
American men felt misunderstood and like the world was set up for them to fail. On the surface, it
appears this poem is a mere description of young adults that are misjudged. The deeper message of
this poem addresses the dangers of peer pressure, and its detrimental effects to self–identity because
of the disconnect between society and youth of that time. Peer pressure can take place whenever
people gather and spend frequent time together. Most people are subject to its effects and often
experience it because of shared experiences or they share the same perspective on life. This becomes
dangerous when a group has enough influence to dictate an individual's way of thinking or behavior.
When an individual is desperate to find a place to belong, they will follow the crowd even if they
know that they are participating in something immoral; this is demonstrated in "We Real Cool." As
the poem begins, the reader is introduced to the subjects of the poem, "The Pool Players. Seven at
the

Literacy Analysis On Gwendolyn Brooks Work

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