Analysis of \u201cOn Being Brought from Africa to America\u201d<\/p>\n
Student\u2019s Name<\/p>\n
Institution<\/p>\n
Analysis of \u201cOn Being Brought from Africa to America\u201d<\/p>\n
Phillis Wheatley\u2019s \u201cOn Being Brought from Africa to America\u201d is a famous, educative and memorable poem that perfectly portrays dignity and restraint. Phillis Wheatley was born during the early era of slavery in Africa. She was abducted from her parents\u2019 home and transported by ship where she was sold by her white owner to John Wheatley who lived in Boston. She was an intelligent girl who had interest in learning new things regarding religious beliefs. The eagerness to learn boosted her capability of composing poem which is influential and moving \u201cOn Being Brought from Africa to America\u201d being among her favorite piece. The authors experience during the slavery period provided her with the ideas which she appropriately applies in her literary work. In this paper, analysis of \u201cOn Being Brought from Africa to America\u201d is done in a more profound extent with regards to the literary devices used the author, lines interpretation as well as other poetic devices applied.<\/p>\n
\u201cOn Being Brought from Africa to America\u201d is a bright and well elaborate poem which is composed eight lines and one stanza. The author significantly uses poetic devices which gives the poem a proper flow, well-built structure as well as beautiful expression which gives the reader a sense of belonging. For instance, in her work, Phillis appropriately applied rhyme which is fundamental in bringing out the flow of the poem. The poem block is formed by four rhyming couplets. The regular rhyme pattern is postulated in the poem, and all the end-rhymes are full of words such as Cain and train as well as land and understand (Bryant, 2017).<\/p>\n
Also, proper use of both hard and soft consonants in the poem brings about contrast and texture to the sound. Hard consonants are seen in words such as black, scornful and diabolic, while soft consonants are in words taught, sought and brought. Alliteration and allusion are also evident in the poem. Alliteration occurs in words diabolic and dies while allusion is seen from the Bible’s character Cain, who was the son of Eve and Adam from the book of old-testament.<\/p>\n
On the other hand, the author accurately applies literary devices such as figurative language, symbolism, and themes to bling the plot of the poem. Figurative language is postulated through the use of imagery which brings the picture of how the situation whereas the speaker was being transported from Africa to America during slavery period (Martin, 2015). For example, the picture of how pitiful Africa was, a land where people had no religion and could be sold by their leaders as slaves. Symbolism is efficiently shown in the poem. For example, black as Cain regard Africans as immoral and ignorant people who have been set out of their lands. The most prominent themes in the poem are slavery and religion which develops the plot of the poem from the first to the last line.<\/p>\n
Furthermore, in consideration of line by line analysis, the author brings out the act of benighted and redemption in the first four line. She is happy to be brought out of the land of people who do not know about religion to a country that acknowledge the Christianity virtues. The speaker shows that surviving under the ship\u2019s unfavorable conditions during transportation was under God mercies as it is well known that many suffered to the extent of demise on the journey. In America, she learned Christianity and understood soul redemption as well as the life of Christ on earth. On the other part of the poem from line five to eight, there is a mood shift of the poem (Loving, 2016). The author says that Africans are diminished and seen less than animals. She also states that prejudice and discrimination are against Christianity as all people are equal in the eyes of God and are capable of joining angelic multitude.<\/p>\n
Phillis Wheatley\u2019s poem as seen from the discussion above supports unity as well as following religious beliefs which are morally upright. The poem is valid up to today, and it is a memorable one that plays a vital role in shaping the ethical behaviors of the society.<\/p>\n
References<\/p>\n
Bryant, C. G. (2017). Slavery and the American Literary Imagination.<\/p>\n
Loving, M. (2016). Uncovering Subversion in Phillis Wheatley\u2019s Signature Poem:\u201cOn being brought from AFRICA to AMERICA\u201d. Journal of African American Studies, 20(1), 67-74.<\/p>\n
Martin, S. L. (2015). Diabolic Dye, Commodities, and Refinement in Phillis Wheatley’s ON BEING BROUGHT FROM AFRICA TO AMERICA. The Explicator, 73(2), 157-161.<\/p>\n","protected":false},"excerpt":{"rendered":"
Analysis of \u201cOn Being Brought from Africa to America\u201d Student\u2019s Name Institution Analysis of \u201cOn Being Brought from Africa to<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[],"tags":[],"class_list":["post-37954","post","type-post","status-publish","format-standard","hentry"],"yoast_head":"\n