Maya Angelou’s The Graduation :: Maya Angelou The Graduation

Throughout life graduation, or the advancement to the next distinct level of harvesting, is sometimes acknowledged with the pomp and considerateness of the grand commencement ceremony, but many times the graduation is as whisper soft and natural as pickings a breath. In the moving autobiographical essay, The Graduation, Maya Angelou effectively applies three rhetorical strategies - an expressive constituent, illustrative comparison and contrast, and flowing sentences bursting with vivid simile and delightful imaging - to examine the personal growth of humans caught in the adversity of racial discrimination. In an expressive voice, Ms. Angelou paints a memorable picture of a small abusive community anticipating graduation solar day fifty-five years ago. She describes the children as trembling visibly with anticipation and the teachers being respectful of the now quiet and aging seniors. Although it is autobiographical, an all-knowing voice in the offshoot six paragraphs desc ribes how they - the black children in Stamps - felt and acted before the omniscient voice changes to a limited omniscient narration in the seventh paragraph. Her eloquent voice skillfully builds the tension as she demonstrates bigotry destroying innocence. The same consistent, expressive voice introduces Ms. Angelous effective strategy of comparison and contrast. By comparing what the black schools dont have, such as lawn, nor hedges, nor tennis courts, nor climbing ivy, reveals not only a clear illustration of what luxuries the white schools in the forties had but also how unjust the system was. The adults at the graduation focus on the differences that were previously left unspoken. The black principals voice fades as he describes the friendship of kindly the great unwashed to those less fortunate accordingly themselves and the white commencement speaker implies that the white kids would have a chance to become Galileos.... and our boys would try to be Jesse Owenes... The auth ors emotions vary from the beginning proclamation that I was the person of the morsel to the agonizing thoughts that it was awful to be a Negro and have no control over my life to the moment of epiphany we are on twinge again. Ms. Angelous rhetorical strategy of comparison and contrast serves as effectively as her brilliant, flowing sentences sprinkled with colorful simile and imagery. Poetic phrases describing a voice homogeneous a river diminishing to a stream, and then a trickle or the audiences conditioned responses as Amens and Yes, sirs began to fall around the room like rain through a ragged umbrella paint vivid images.Maya Angelous The Graduation Maya Angelou The GraduationThroughout life graduation, or the advancement to the next distinct level of growth, is sometimes acknowledged with the pomp and circumstance of the grand commencement ceremony, but many times the graduation is as whisper soft and natural as taking a breath. In the moving autobiographical essay, The Graduation, Maya Angelou effectively applies three rhetorical strategies - an expressive voice, illustrative comparison and contrast, and flowing sentences bursting with vivid simile and delightful imagery - to examine the personal growth of humans caught in the adversity of racial discrimination. In an expressive voice, Ms. Angelou paints a memorable picture of a small black community anticipating graduation day fifty-five years ago. She describes the children as trembling visibly with anticipation and the teachers being respectful of the now quiet and aging seniors. Although it is autobiographical, an omniscient voice in the first six paragraphs describes how they - the black children in Stamps - felt and acted before the omniscient voice changes to a limited omniscient narration in the seventh paragraph. Her eloquent voice skillfully builds the tension as she demonstrates bigotry destroying innocence. The same consistent, expressive voice introduces Ms. Angelous effective strateg y of comparison and contrast. By comparing what the black schools dont have, such as lawn, nor hedges, nor tennis courts, nor climbing ivy, reveals not only a clear illustration of what luxuries the white schools in the forties had but also how unjust the system was. The adults at the graduation focus on the differences that were previously left unspoken. The black principals voice fades as he describes the friendship of kindly people to those less fortunate then themselves and the white commencement speaker implies that the white kids would have a chance to become Galileos.... and our boys would try to be Jesse Owenes... The authors emotions vary from the first proclamation that I was the person of the moment to the agonizing thoughts that it was awful to be a Negro and have no control over my life to the moment of epiphany we are on top again. Ms. Angelous rhetorical strategy of comparison and contrast serves as effectively as her brilliant, flowing sentences sprinkled with colorf ul simile and imagery. Poetic phrases describing a voice like a river diminishing to a stream, and then a trickle or the audiences conditioned responses as Amens and Yes, sirs began to fall around the room like rain through a ragged umbrella paint vivid images.