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The complexities of developing one's identity during youth are central themes in Gwendolyn Brooks' "We Real Cool" and Theodore Roethke's "My Papa's Waltz." These poems delve into the challenges of self-definition and the influences that shape the identities of the young narrators.
In "My Papa's Waltz," Roethke vividly captures the nuances of a father-son relationship. The narrator's recollection of his father's whiskey-laden breath and the tumultuous waltz reflects the complexity of a bond that is both loving and challenging.
Lines like "The hand that held my wrist/Was battered on one knuckle" hint at the physical toll of this relationship, symbolizing the struggles of youth in defining oneself amidst conflicting influences (Roethke).
The poem opens with the narrator's reminiscence of his father returning home with the smell of whiskey. The intoxicating aroma becomes a metaphor for the complexities of their relationship. The use of the word "dizzy" emphasizes the disorienting impact of the father's actions on the young boy.
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Despite the challenges, the narrator clings to his father, using the metaphor "hung on like death." This vivid imagery portrays the intensity and struggle involved in the process of identity formation during youth.
Roethke employs the waltz, a dance that should connote grace and harmony, to describe the interaction between the father and son. However, the adjective "not easy" suggests a discordant element in their connection. The physicality of the dance, with the father's hand on the son's wrist, becomes a metaphor for the overpowering influence of paternal authority.
The battered knuckle serves as a poignant symbol of the father's imperfect nature, simultaneously conveying love and hardship in the relationship.
Brooks' "We Real Cool" portrays a group of rebellious youths navigating the challenges of adolescence. The ominous tone, conveyed through words like "lurk" and "strike," suggests the precarious nature of their journey into adulthood. The use of repetition emphasizes the youthfulness of the characters, highlighting the conflicting influences that shape their experiences (Brooks, 1960). The intentional use of dialect, with the grammatically incorrect "we," underscores their lack of experience and provides insight into their socioeconomic status.
The poem presents a snapshot of the lives of seven young individuals who have chosen a rebellious path. The repetition of the word "we" creates a sense of collective identity but also signifies a form of unity in rebellion. The choice of the word "lurk" implies a hidden or subversive existence, indicating that these youths are on the fringes of societal norms. The ominous word "strike" adds a layer of aggression to their actions, suggesting a confrontational attitude towards the challenges they face.
The poem's brevity and stark language mirror the abruptness of youthful decisions and the urgency felt during this formative period. The intentional use of enjambment in the lines "We / Jazz June" adds a rhythmic quality, mirroring the syncopation found in jazz music. This musical reference becomes a symbol of the youths' attempt to find their own rhythm in life, despite the challenges they encounter.
Both poems utilize music and alcohol as symbolic elements that contribute to the narrative environments. In "We Real Cool," jazz and gin serve as coping mechanisms for the youths, reflecting their attempt to navigate a challenging environment. In contrast, "My Papa's Waltz" employs whiskey and the waltz as complements that shape the father's character, influencing the child's perception and responses. The usage of hyperbole in both poems emphasizes the impact of these influences, with violent connotations in "My Papa's Waltz" and a sense of rebellion in "We Real Cool."
The symbolism of alcohol in "We Real Cool" becomes a means of escape for the youths. The reference to "gin" suggests a desire to numb themselves from the harsh realities of their lives. The act of "lurk[ing]" in pool halls further emphasizes their attempt to avoid mainstream societal expectations. The deliberate choice of these vices portrays the desperation and limited options faced by the marginalized individuals in the poem.
"My Papa's Waltz" employs whiskey not only as a literal element but as a metaphor for the complexities of paternal influence. The dance becomes a physical manifestation of the father's interactions with the world, where the smell of whiskey becomes a lingering presence. The father's actions, described as a "waltz," suggest a complex and possibly tumultuous relationship. The hyperbolic phrase "beat time on my head" creates a vivid image of both rhythm and potential aggression, adding layers to the father's character.
Hyperbole and metaphor play significant roles in both poems, providing emphasis on the challenges faced by the young narrators. In "My Papa's Waltz," phrases like "You beat time on my head/With a palm caked hard by dirt" convey the potentially abusive nature of the father's actions (Roethke, 2016). The exaggerated statement "But I hung on like death" further underscores the intensity of the experience. Similarly, dialect in "We Real Cool" contributes to the authenticity of the narrative, reinforcing the societal and economic struggles of the characters.
Roethke's use of hyperbole in "My Papa's Waltz" serves to highlight the impact of the father's actions on the narrator. The image of the father beating time on the son's head with a dirt-caked palm adds a layer of harshness to the dance. The metaphorical comparison to death suggests the enduring nature of the experience, creating a nuanced portrayal of paternal influence on identity formation.
Brooks' deliberate use of dialect in "We Real Cool" serves to authenticate the voices of the marginalized youths. The grammatically incorrect "we" captures the rawness of their expressions, emphasizing their lack of conformity to societal norms. This intentional linguistic choice adds depth to the portrayal of their socioeconomic struggles, offering readers a glimpse into the challenges faced by the characters.
In conclusion, "We Real Cool" and "My Papa's Waltz" offer poignant explorations of identity formation during youth. The turbulence within father-son relationships, the impact of conflicting influences, and the symbolism of music and alcohol collectively shape the narratives. Through the adept use of literary devices, Brooks and Roethke vividly express the realities of their young narrators, providing readers with insights into the challenges of self-discovery and the complexities of growing up in a world laden with conflicting influences.
Identity Formation in "We Real Cool" and "My Papa's Waltz". (2022, Mar 14). Retrieved from https://studymoose.com/an-analysis-of-identity-crisis-in-we-real-cool-by-gwendolyn-brooks-and-my-papa-s-waltz-by-theodore-roethke-essay
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