Category: Literary Devices

No matter who we are – our skin color, race, or religion – we are all beautiful. However, society fails to accept that and only portrays white beauty. There is an image of how to be beautiful to fit into society’s norms and their category of beauty. Society teaches that beauty is racist, valuing white beauty; white beauty will always be at the top of the social hierarchy. It sets standards for women to look a certain way; if you are black, lighter skin would be better, thinner, and blue-eyed for you to achieve the beauty that society portrays. In ‘The Bluest Eye’ by Morrison, a little girl named Pecola tries so hard to be accepted by society. One thing she desires most is blue eyes; she believes that having blue eyes will solve all her problems. ‘The Bluest Eye’ by Morrison conveys the theme of idealized white beauty through the symbols of the Shirley Temple cup, baby dolls, the Fisher’s home, and blue eyes.

Shirley Temple is a white girl who is a blue-eyed, blonde-haired girl, and Pecola looks up to her because she wants to be as beautiful as her. This was someone whom she believed had a perfect life, and she longed for a life like hers. For example, Morrison states, ‘We knew she was fond of the Shirley Temple cup and took every opportunity to drink milk out of it just to handle and see sweet Shirley’s face’ (23). Pecola drinks out of the Shirley Temple cup because she believes if she drinks out of the cup, somehow she will become beautiful. The milk is white, and by drinking white milk, she believes her skin color will change. By drinking through this cup, she somehow believes she will achieve blue eyes and will be pretty. Pecola looked up to Shirley Temple because her face was on the cup, and she was beautiful enough to have her face on a cup. But for Pecola, that was hard to achieve because society only valued white culture. Another key point is when Claudia receives a white doll with blue eyes and blonde hair for Christmas but is not happy with what she has and she ripped it apart. As stated in ‘The Bluest Eye,’ ‘This is beautiful, and if you are on this day worthy you may have it’ (21). Claudia acts this way because she knows that she could never look like the doll or look like the white children who are considered beautiful. Both the doll and Shirley Temple cup play a huge role in Claudia’s and Pecola’s lives because they portray to them that they can only be beautiful if they are white. Claudia feels that a black doll just wouldn’t be equivalent to children wanting a white baby doll.

Pauline deals with a lot of internalized hatred, and that hatred is directly connected to her skin color and features. The Fisher’s Home symbolized the life and beauty she would never have. Pauline found beauty in the Fisher’s home that she never did in her own house. She saw a family who loved one another, unlike her own. Pauline’s family was ‘ugly, poor,’ and black, while the Fishers were seen as beautiful, rich, and, most importantly, they were white. Morrison states, ‘the dark edges that made the daily life with the Fishers lighter, more delicate, more lovely. Here she could arrange things, clean things. Here she found beauty, order, cleanliness, and praise’ (127). Morrison describes the beauty Pauline found while working for the Fishers. The Fishers had everything that Pauline had been looking for; here, she found everything she had been trying to find in her own home but couldn’t. Even Pauline’s insecurities, like her foot, became something that she felt proud of. She felt more confident about her flaws. Furthermore, working for the Fishers, Pauline found a sense of power and being respected by the community. As seen in ‘The Bluest Eye,’ ‘The creditors and service people who humiliated her when she went to them on her behalf respected her, were even intimidated by her when she spoke for the Fishers. Power, praise, and luxury were hers in the household’ (128). Pauline doesn’t get respected when she orders food if it is for her family because she’s poor and black, but since she is ordering the food for the Fishers, she is respected because the Fishers are white and rich. The symbol of the Fisher’s home helps develop the theme of idealized white beauty because the Fisher’s home gives her power, respect, and beauty that she never found in her home. Thus, Fisher’s being white and her working with a white family gives her the treatment a white person would receive. Pauline began to idealize white beauty.

Pecola tries to obtain the beauty of society, but it’s difficult when society sets standards on what beauty is. Pecola wants to fit in society and wants to be known as beautiful. She wants people to look at her and see her as beautiful so that she can believe she is beautiful. Growing up in a society that admires blue eyes allows people to crave blue eyes so people will see her as beautiful, and she will feel beautiful. As an illustration, ‘Adults, older girls, shops, magazines, newspapers, window signs – all the world had agreed that a blue-eyed, yellow-haired, pink-skinned doll was what every girl treasured.’ Pecola has to deal with the standards of society to achieve being beautiful. Society portrays beauty as being white and having blue eyes. Another example, ‘Here was an ugly little girl asking for beauty… Anger that he was powerless to help her. Of all the wishes people had brought him – money, love, revenge – this seemed to him the most poignant and the most deserving fulfillment. A little black girl who wanted to rise out of the pity of her blackness and see the world with blue eyes’ (174). Pecola went to Soaphead Church and demanded that he grant her the blue eyes she always wanted. However, this is impossible to get because during that time you could not change one eye’s color. To emphasize how Pecola internalizes white beauty by wanting blue eyes and if she has blue eyes like the white girls, she will be just like them and be beautiful. Pecola wants to fit in society because she longs for blue eyes. If she had blue eyes, all the problems she faces will go away. She believes that her family will become perfect just like the Dick and Jane storybooks. People will begin to see her as beautiful and will love her. She is affected by the standards of society by white culture.

White beauty plays a huge role in society when that’s the only thing that society considers as beautiful. The symbols of s Shirley Temple’s cup, baby dolls, the Fisher’s home, and blue eyes help convey the theme of idealized white beauty. These African American girls try to achieve beauty, but because they are black, they face many expectations to be considered beautiful. They feel pressured, and some even tend to hate themselves because the color of their skin isn’t the same as those whom they look up to. Our desires are shaped by what we see; our environment impacts what we want. In the same way, Pecola wants what she sees others have, those with perfect lives to her. The reality is that some of these expectations that are upheld are unrealistic.

The poems ‘The Second Coming’ by William Butler Yeats and ‘In a Station of the Metro’ by Ezra Pound have a strong sense of fragmentation and despair in them. Fragmentation is one of the major features of modern poetry. Modern poets use fragmented images in their poems to give us the sense of fragmentation. Despair is another common feature of modern poetry. This essay will be focusing on how both the poems portray the qualities of fragmentation and despair, why W.B. Yeats and Ezra Pound have used fragmentation and despair in these poems, and I also will discuss my thoughts regarding my choice of these two particular poems amongst the poems I have read so far this semester.

In the first stanza of the poem ‘The Second Coming’ Yeats has used fragmented images such as ‘the widening gyre’, ‘the falcon’, ‘the falconer’, ‘things fall apart’, ‘the center cannot hold’, ‘anarchy is loosed upon the world’, etc. These fragmented images suggest that nothing is good happening in the world. Also, this poem was written in 1919 towards the end of the First World War. Through these fragmented images, Yeats has portrayed the harsh truth about the fragmentation of the modern world after the First World War. Throughout the whole poem, there is a tone of despair. In the first two lines of the second stanza, Yeats hopes that surely some sort of religious intervention is going to happen. His hopes end very soon when an image comes out from ‘Spiritus Mundi’, telling him that before the coming of Jesus Christ there will be Antichrist. In this poem, Yeats has referred to Antichrist as the ‘rough beast’. Yeats suspects that he will make the fragmentation present in the world even worse. This is how this poem ends with a despairing note with no hope.

Fragmentation and despair are also present in the poem ‘In a Station of the Metro’ by Ezra Pound. This poem has only two lines. In this two-line poem, Pound has used fragmented images such as ‘faces in the crowd’, ‘petals’, and ‘wet black bough’. Instead of using people, Pound has termed people as ‘faces’. This gives a sense of fragmentation. Because in a crowded place like a station, the first thing we notice is faces. And these faces have been compared to petals. The fragmented image ‘wet black bough’ could be referring to the metro station, and the ‘faces’ of the people are like disconnected wet ‘petals’. Perhaps the ‘ =petals’ are from the same tree, which includes that the ‘faces’ of the station are all human. This is how Pound has shown us fragmentation with these fragmented images. There is also a sense of despair. The people in the station aren’t connected with each other. The expressions on people’s faces are blank. They aren’t present at the moment. They are just thinking about their destination. There is no familiarity or sympathy towards each other. This is how this poem gives us a general feeling of despair.

W.B. Yeats has used fragmentation and despair in the poem ‘The Second Coming’ to show us that humanity’s supposed image of progression and morality is an allusion. Humans are the ones sowing the seeds of their own destruction. He also shows us that humans are losing control over themselves. In the second line of the first stanza, he says: “The falcon cannot hear the falconer”. It indicates that human beings are losing control over the nature that is around them. Ezra Pound has used fragmentation and despair in the poem ‘In a Station of the Metro’ to show us the disconnection among people. He also shows us that the disconnection among people has created isolation in our modern life.

According to me, ‘The Second Coming’ by W.B. Yeats and ‘In a Station of the Metro’ by Ezra Pound vividly have the qualities of fragmentation and despair amongst the poems. I think both the poems have a tone of despair in them, and also both the poems contain different fragmented images. From these modern elements, I have got the idea of fragmentation and despair in these poems.

In conclusion, I can say that in the poem ‘The Second Coming’ W.B. Yeats has shown us why he is hopeless about the future. The roots behind his despair are easily visible to us through the fragmented images and the fragmentation of the modern world. In the two line poem ‘In a Station of the Metro’ Ezra Pound has shown us the disconnection among people in the modern world through the fragmentation and despair.

Allusions Research

Jonathan Swift, Gulliver’s Travels/Literature: Jonathan Swift, a satirical author, was born in Dublin, Ireland on the 30th of November in 1667. He advanced to Trinity College, obtaining a bachelor of arts degree, and achieved a master of arts degree at Oxford University. During his life, Swift wrote multiple literary works, including Gulliver’s Travels, his most famous novel. The plot follows Lemuel Gulliver, a sailor who shipwrecks and winds up in a mysterious place called Lilliput, which is inhabited by six-inch tall Lilliputians. After peeing on the empress’ palace to stop a fire, Gulliver hears that he will be prosecuted for treason, so he flees the island. Gulliver’s Travels is important, as it reveals Swift’s disapproving view of society in 17th century England. It highlights the flaws and imperfections humans possess, such as a lack of common sense and decency, through its characters. Additionally, Swift’s use of irony and satire discloses his belief that man should have an even balance of rationalism and emotionalism (“Jonathan’).

Matthew Arnold, “Dover Beach”/Literature: Matthew Arnold, a critic, and poet, was born in 1822 on the 24th of December in Laleham, England. Arnold proceeded to the University of Oxford, attaining the Prize of Newdigate with a poem titled Cromwell and graduating with second class honors in 1844. To fund his marriage, Arnold took the role of a school inspector, working until before a short time of his death. Arnold wrote many poems during his life, and his most celebrated work was “Dover Beach.” Written in 1867, it initially follows a man illuminating the beauty of the sea, but then transforms into an existential crisis regarding a loss of faith. This poem is important, as it reflects the changing views of the world since the establishment of intellectual advances such as sociology and evolution. It raises the question of whether or not religion or scientific phenomena are responsible for the world. Also, it addresses complications and skepticism regarding the church in the 19th century (“Matthew”; “Dover”).

Hugh Latimer and Nicholas Ridley/History: Hugh Latimer was a religious reformer in England who was born in 1485 in Thurcaston, England. He went to Cambridge University, where he officially became a priest. After he encountered Thomas Bilney, Latimer converted to Protestantism and began speaking out against the catholic church. He is important because he played a role in the conversion of many Catholics by preaching to large crowds, and he was burned at the stake with Nicholas Ridley as martyrs by Queen Mary (“Hugh”). Also a protestant reformer, Nicholas Ridley was born in 1500 in South Tynedale, England. He attended Pembroke Hall, where he became a priest. After studying and sympathizing with Protestant doctrines, Ridley joined Thomas Cranmer in starting a reformist movement. He is important because he supported Lady Jane Grey, a protestant, to inherit the throne, and was burned at the stake by Queen Mary as a result (“Nicholas”).

William Blake, “The Tyger”/Literature: Born on November 28, 1757, in London, England, William Blake was an artist and poet. As a child, Black wanted to go to art school but was apprenticed to James Basire due to financial issues. During his apprenticeship, Blake learned many techniques and skills regarding engraving and architecture. Besides engraving, Blake also had an interest in poetry, composing “The Tyger,” one of his most celebrated poems (“William”). It depicts nature, showing the difference between innocence and savagery, and contrasting with one of his previous poems titled “The Lamb.” In “The Tyger,” a tiger is characterized as a primal beast, hiding in the shadows. This poem is important, as Blake uses a tiger and a lamb to symbolize his views on humanity. The tiger represents humanity’s vitality and passion, while the lamb represents humanity’s favorable, but uninspired attitude. The juxtaposition of a tiger and a lamb symbolizes an equilibrium of the characteristics found in humans (“William”; “The Tyger”).

Benjamin Franklin/History: Benjamin Franklin was born in the city of Boston on the 17th of January in the year 1706. When he was young, Franklin had an interest in prose, reading Richard Steele’s works, which inspired him and helped him improve his efforts. Franklin drafted many works, including a pamphlet titled, A Dissertation on Liberty and Necessity, which was a philosophical work that discussed human morality and actions. Franklin’s importance is credited to his discoveries regarding electricity, such as classifying conductors and insulators and coming up with multiple new words. His first and most famous experiment involved flying a kite during a thunderstorm, where he displayed the concept of electricity. In addition to his advancements in science, Franklin was also a prominent figure in American politics. He is viewed as one of America’s Founding Fathers due to his collaboration in composing the Declaration of Independence and participation in the Constitutional Convention. Through his efforts, America was able to become a free country (“Benjamin”).

Tower of Babel/Biblical: In the Bible, the Tower of Babel was a building that began construction in Babylonia. It is present in the book of Genesis 11:1-9 and is used as an explanation for the multitude of different human languages. In the story, the Babylonians strived to be equal to God, so they built a tower with the intention to reach him. God stopped the construction of the tower by altering the workers’ languages, making them unable to understand one another. Due to this complication, the construction of the Tower of Babel was never finished. This is important because it explains the reason why there are so many languages around the world. It also demonstrates that humanity will never be comparable to God, no matter how hard it tries (“Tower”).

Old and New Testaments/Biblical: The Old Testament is the first half of the Bible, and contains 39 books in Protestant churches, 46 in Roman Catholicism, and 24 in the Hebrew original. In Judaism, the Old Testament is a guide on how to lead a moral life, and the Jews believe they are considered God’s chosen people. Christians, however, view the Old Testament as prophecies of the coming of the Messiah, Jesus Christ (“Old”). The New Testament is the second half of the Bible and contains 27 books. It is separated into the categories of the Gospels, the Acts of the Apostles the Epistles, and prophecy. The Gospels recount Jesus’ life and what he taught, the Acts describe the spread of Christianity by Jesus’ disciples, the Epistles discuss the meaning of the Christian faith, and the prophecy predicts the future and what will happen. The books of the New Testament are not arranged in chronological order (“New,” Brittanica).

Book of Job/Biblical: Job was a wealthy Edomite patriarch who was very religious. Because of this, he was rewarded with prosperity and joy. One day Satan comes and tests Job’s faith, wanting to see if it is out of self-interest or not, and attempts to make Job curse God. Job refuses, and Satan takes all of his wealth, children, and well-being. Trusting God, Job waits out this time of ruin, and he is eventually revitalized with double his original belongings. This book of the Bible reveals that one should never doubt God, as he will bless you for your patience and faith. In the story, Job never loses faith in God, always believing that he will somehow bring him out of despair. As a result, he is greatly rewarded and lives a long and prosperous life (“Biblical”).

Book of Ecclesiastes/Biblical: Ecclesiastes is a book of the Bible, located within the Old Testament. It is placed in the Ketuvim section and contains many words of wisdom. Although the author of this book is unknown, many speculate it to be Solomon, the son of King David. Ecclesiastes highlights multiple themes, including life and time. The overall message of the book is that everyone should enjoy the good things of life while they can, as death will eventually come. This is important, as it encourages people to live more in the moment, and discourages worrying or doubt. Ecclesiastes also reinforces the fact that one should put their trust in God, as he will guide one’s fate (“Ecclesiastes”).

Book of Revelations: “the tree of life”/Biblical: Revelations is the last book of the New Testament in the Bible.. It was written by John, and in it, his visions are described, foretelling future events, including the end of the world. The triumph of God over Satan is also symbolized by the resistance of Christians against persecution through time (“Revelation”). This conflict between holy and evil powers will result in a world based on the “tree of life” (“New,” The Books). The Tree of Life originated in the book of Genesis, along with the Tree of Knowledge. Ingesting the fruit from the Tree of Life would grant immortality while devouring from the Tree of Knowledge would grant awareness of shame and sin. Adam and Eve ate the fruit of the Tree of Knowledge, and before they could eat the fruit of the Tree of Life, God cast them out of the Garden of Eden. This is significant as if Adam and Eve had eaten the Tree of Life’s fruit, their descendants and future generations would be immortal (“Trees”).

Salamanders myth/legend/Mythological: Salamanders are amphibians with smooth skin that live in Central America (Cohn). In Persian, the word “salamander” roughly translates to “lives in the fire.” In 400-300 BCE, it was first proposed by Aristotle that salamanders were resistant to fire and lived in them. A few hundred years later, Pliny the Elder threw one of these creatures into the fire, resulting in its death. However, the myth was not extinguished, and it continued to spread through time. During the Renaissance, the famous artist/scientist Leonardo da Vinci also played a part in kindling the myth, stating that salamanders ate fire instead of food. This myth was so prevalent that people started using the word to relate to fire. For example, asbestos were referred to as “salamander wool,” as they were fire repellant (Hansen).

Phoenix myth/legend/Mythological: The phoenix is a mythological bird-like creature that originated in ancient Egypt. It was described as the size of an eagle and had red and gold feathers. Ancient Egyptians viewed the phoenix as a symbol of immortality due to how its life cycle operated. When a phoenix was nearing the end of its life, it would burn itself in a bundle of branches and spices. Then, a new phoenix would emerge from the fire, taking the previous phoenix’s ashes to Heliopolis, the City of the Sun. The phoenix is viewed differently in other cultures. In Rome, the phoenix represents resurrection after death, and in Islamic beliefs, it was a bird killed due to its perfection (“Phoenix”).

Works Cited

1. ‘Jonathan Swift.’ Britannica School, Encyclopædia Britannica, 15 Nov. 2017. Web. Accessed 13 Jan. 2020.
2. ‘Dover Beach.’ Poetry for Students, edited by Marie Rose Napierkowski and Mary Ruby, vol. 2, Gale, 1998, pp. 51-62. Gale eBooks, Web. Accessed 13 Jan. 2020.
3. ‘Matthew Arnold.’ Britannica School, Encyclopædia Britannica, 23 Mar. 2012. Web. Accessed 13 Jan. 2020.
4. ‘Hugh Latimer.’ Britannica School, Encyclopædia Britannica, 7 Dec. 2019. Web. Accessed 13 Jan. 2020.
5. ‘Nicholas Ridley.’ Britannica School, Encyclopædia Britannica, 7 Dec. 2019. Web. Accessed 13 Jan. 2020.
6. ‘William Blake.’ Britannica School, Encyclopædia Britannica, 11 Oct. 2007. Web. Accessed 13 Jan. 2020.
7. ‘The Tyger.’ Poetry for Students, edited by Marie Rose Napierkowski and Mary Ruby, vol. 2, Gale, 1998, pp. 261-276. Gale eBooks, Web. Accessed 13 Jan. 2020.
8. ‘Benjamin Franklin.’ Britannica School, Encyclopædia Britannica, 21 Mar. 2018. Web. Accessed 14 Jan. 2020.
9. ‘Tower of Babel.’ Britannica School, Encyclopædia Britannica, 31 Dec. 2014. Web. Accessed 14 Jan. 2020.
10. ‘Old Testament.’ Britannica School, Encyclopædia Britannica, 12 Oct. 2017. Web. Accessed 14 Jan. 2020.
11. ‘New Testament.’ Britannica School, Encyclopædia Britannica, 12 Oct. 2017. Web. Accessed 14 Jan. 2020.
12. ‘Biblical literature.’ Britannica School, Encyclopædia Britannica, 23 Jul. 2018. Web. Accessed 14 Jan. 2020.
13. ‘Ecclesiastes.’ Britannica School, Encyclopædia Britannica, 7 Dec. 2019. Web. Accessed 15 Jan. 2020.
14. ‘Revelation to John.’ Britannica School, Encyclopædia Britannica, 21 Sep. 2018. Web. Accessed 15 Jan. 2020.
15. ‘The New Testament.’ The Books of the Bible, edited by Bernhard W. Anderson, vol. 2: The Apocrypha and the New Testament, Charles Scribner’s Sons, 1989, pp. [115]-381. Gale eBooks, Web. Accessed 15 Jan. 2020.
16. ‘Trees in Mythology.’ Myths and Legends of the World, edited by John M. Wickersham, Macmillan Reference USA, 2000. Gale In Context: Middle School, Web. Accessed 15 Jan. 2020.
17. ‘Phoenix.’ Britannica School, Encyclopædia Britannica, 2 Jul. 2010. Web. Accessed 16 Jan. 2020.
18. Cohn, Jeffrey P. ‘Meet the salamander.’ Americas, Nov.-Dec. 1993, p. 3. Gale General OneFile, Web. Accessed 17 Jan. 2020.
19. Hansen, Regina. ‘Meet the salamander.’ Dig Into History, July-Aug. 2017, p. 22+. Gale General OneFile, Web. Accessed 17 Jan. 2020.

Introduction

In Ray Bradbury’s science fiction short story, “The Veldt,” various literary devices are employed to enhance the narrative and convey the underlying themes. Published in 1950, the story delves into the dark side of technology and the potential consequences of its misuse. In this literary criticism essay, we will examine the effective use of literary devices such as foreshadowing, symbolism, and imagery in “The Veldt,” highlighting their impact on the story’s meaning and readers’ interpretation.

Foreshadowing

Foreshadowing is a prevalent literary device in “The Veldt,” effectively building tension and anticipation throughout the narrative. From the beginning, subtle hints suggest the impending danger associated with the nursery and the children’s obsession with it. For instance, the mention of the lions and the screams heard by the parents foreshadows the menacing outcome later in the story. The strategic placement of these clues adds an element of suspense and creates a sense of unease, preparing the reader for the story’s climax.

Symbolism

Symbolism plays a vital role in “The Veldt,” adding depth and layers of meaning to the narrative. The nursery itself serves as a symbol of technological progress and its potential dangers when left unchecked. It represents a surrogate parent, offering entertainment and fulfilling desires, but ultimately leading to the disintegration of the family. The veldt within the nursery serves as a symbolic representation of the children’s unchecked aggression and the primal instincts that technology can unleash. These symbols contribute to the story’s cautionary message about the negative consequences of over-reliance on technology.

Imagery

Bradbury skillfully employs vivid imagery to create a sensory experience for the readers. Descriptions of the African veldt within the nursery engage the senses, immersing readers in the wild and untamed landscape. The vivid imagery of the lions, the grass, and the scent of blood enhances the atmosphere of danger and foreshadows the impending tragedy. Through powerful and evocative language, Bradbury brings the virtual world to life, enabling readers to feel the intensity and brutality of the veldt.

Irony

Irony is employed throughout “The Veldt” to emphasize the story’s central themes. The Hadley parents install the nursery to provide their children with a comfortable and enjoyable environment, but it eventually becomes a source of danger. The very technology meant to enhance their lives ends up driving a wedge between the family members, leading to their demise. This irony underscores the cautionary message about the potential consequences of technology when it supersedes human connection and becomes a destructive force.

Parallelism

Bradbury employs parallelism to draw comparisons between the virtual world of the veldt and the real world. The similarities between the events and emotions experienced in both realms highlight the blurred boundaries between reality and virtual reality. The parallelism serves to emphasize the story’s themes of escapism, dehumanization, and the potential dangers of losing touch with the real world.

Conclusion

In “The Veldt” by Ray Bradbury, the skillful use of literary devices enhances the story’s impact and meaning. Foreshadowing creates anticipation and tension, while symbolism adds layers of depth to the narrative, inviting readers to explore the story’s themes. Vivid imagery immerses readers in the world of the veldt, while irony emphasizes the story’s cautionary message. Through the effective employment of these literary devices, Bradbury successfully crafts a thought-provoking and engaging narrative that explores the dark side of technology and the potential consequences of its misuse. “The Veldt” stands as a timeless literary work that continues to resonate with readers, prompting reflection on the ever-growing influence of technology in our lives.

Life after death, reincarnation, and past lives have been topics that are being explored by countless authors. These themes have mostly been explored through a religious lens, whether that is Christianity, Judaism, Hinduism, Buddhism, etc. While the religious influences, if there are any, aren’t immediately recognizable in Andy Weir’s short story ‘The Egg’, the narrative itself attempts to explore the idea of life after death. It also explores the interconnectedness between humans and the world they live in, through the main character, referred to as ‘You’ by the narrative, who has recently died, and his dialogue with God, known as ‘I’. The story’s language, dialogue, and narration are carefully constructed in order to exhibit the narrative’s ideas on life, death, and the universe. This essay will discuss how Andy Weir utilizes the first-person point of view and second-person point of view in ‘The Egg’ in order to depict life after death and its meaning.

Specifications on the second-person perspective are conflicting, as some determine it based on the pronoun ‘you’, considering it as a part of the narrative depending on its tense, while criticizing the appearance of a third-person point of view or first-person point of view in the narrative. It can be argued that in order for the second person point of view to exist, one must assume that the ‘I’ coexists alongside it, although it is usually not easily observable within the text, and as such the existence of the ‘I’ within ‘The Egg’, being more prominent in the text, introduces into the story a second point of view, that of the first person.

Andy Weir introduces the first-person perspective at the beginning of the story, although this isn’t explicit at first. God’s voice is the ‘I’ who narrates what is currently happening, and it is only in the third paragraph, consisting of a single sentence, where the narrator says “And that’s when you met me”, that the pronoun ‘I’ is brought into play within the story. There are different schemes and models which seek to determine the agents within a narrative based on who is speaking, who takes part in the narrative, and whether the narrator is homodiegetic or not. Taking into consideration the different methods it can be stated that ‘The Egg’ is a second-person perspective story narrated from a first-person point of view, wherein the narrator has intimate knowledge of the narratee’s actions due to being homodiegetic within the story.

The second person narrative, which is defined not by who is speaking but by who is listening, is utilized in ‘The Egg’ to draw emphasis to the man’s death and purpose beyond it, as well as the void he currently finds himself in. This is best seen at the beginning, where the narrative opens with a one-sentence paragraph: “You were on your way home when you died”. In doing so the pronoun ‘You’, and as such the narratee, is given importance not only through its repetition but by placing the narratee within the story, and succeeding in telling the man, and as such the reader, that they have passed away. Hence, the use of the second person narrative at the very beginning of the story provides us with the knowledge that the man is dead and informs the reader that the ‘You’ is now being spoken to directly by God.

The second paragraph in the story provides a general explanation to the man as to how they died. The sentences are short, the language rather matter of fact, nevertheless how they are spoken is reassuring to the ‘You’ that has just passed away, promising that they are better off dead than surviving the car accident. This form of speech is constant throughout the story, with God not speculating nor being vague in what he says, choosing instead to be direct in both explanations and descriptions of what is currently happening. This in turn allows for the moment to feel like the place where they are both currently, the void within the space that exists between the soul’s death and consequent reincarnation.

The third paragraph, which stands on its own in such a way that draws attention to the crucial moment in which the only two beings that exist within the universe converge, marks the end of most of the narrative as the story begins to focus more heavily on dialogue. From that point on there are few instances of ‘You’ within the narrative, most of which explain what the man must be seeing, all of which is viewed from the eyes of the ‘I’, or function as a reactionary vessel for him, describing their facial expressions and replies to what he is being told. It is there that we witness more of the first-person narrative and how they view the ‘You’, appearing to be looking over the soul as seen through their interactions, the ‘I’ calling the man their child, and how they attempt to ascertain the magnificence of the man’s soul as well as to explain, as clearly as they can, the reasoning behind the ‘egg’ the man’s soul is currently in.

Through the story, the second-person narrative facilitates the reader to empathize and identify with the protagonist’s needs and wants. It allows for an empathetic reading of the paragraph, giving a quick overview into the man’s life and how abruptly it ended, as well as how they shouldn’t feel worried due to the outcome of their prompt death. The reader as such can embody the perspective of the man and serves as a vessel through which the reader may express thoughts that have plagued people for years, such as: ‘Is this the afterlife?’, ‘Are you God?’, ‘What happens now?’, etc. And the ‘I’, in turn, answers each question, remaining clear and concise as they provide exposition to the ‘You’ and, consequently, the reader.

As a story reliant mostly on dialogue it has very few descriptions of where they are currently, that being a void in between the lives that the ‘You’ experiences and very few actions take place throughout. The lack of descriptions not only perfectly exemplifies the void they are currently in, but also adds to the simplicity and matter-of-fact form in which the conversation takes place. There’s no need to describe the surroundings of the narrator as what ‘I’ is currently saying and how ‘You’ replies are of most importance, and it manages to make a conversation over a grand topic seem somewhat casual and natural. The use of the second person in the dialogue serves to provide exposition regarding the meaning of the universe, all while tying into the idea that the person who is currently speaking is not only the man who has just passed away but the reader themselves.

One of the main arguments within the story is that of reincarnation. The process lasts while the ‘You’ matures within ‘The Egg’ and provides a claim wherein humanity experiences a state of interconnectedness due to everyone being the ‘You’. Throughout the story, the reader finds out that they are, in essence, everyone they’ve ever met as well as everyone they’d ever met, and that every human being that has ever lived is simply a different version of himself. The setting, in combination with the use of second-person plus first-person narration, allows for a sense of isolation between the ‘You’ and the ‘I’. As such, in the void where both God and man are currently existing and as well throughout the existence of the universe, there are truly only two people, man and the different versions of himself and God. The use of the second person, which makes it appear as though God is having a conversation with the narratee, adds to the idea that in the universe there are only two people, the ‘You’ and the ‘I’, with the reader taking on the role of the ‘You’, suggesting that the reader themselves is one of the many versions that the soul is experiencing.

The story explores the concepts of reincarnation and death in a manner wherein the universe is a single world built for the maturation of the ‘You’. Its language and format are constructed in order to emphasize the dialogue between the ‘You’ and the ‘I’, drawing the attention away from the void where the narrative takes place, and providing an empathetic look upon the ‘You’ on behalf of the audience. Its use of the second narrative perspective alongside a first-person point of view, therefore, serves to draw attention to the narrative’s discussion over life after death and reveal that the universe within the story exists only for the ‘You’, making it so that in the moment and throughout existence only the ‘You’ and the ‘I’ exist.

The author uses the influence of storytelling to communicate religious persecution as a key concern to their audience. Wyndham uses religious persecution as the main issue to show how it caused individuals to live in fear and its cruel punishments. John Wyndham wrote the Chrysalids during the 1950s. He displayed speculative fiction to the audience by analyzing world trends and problems to contemplate future problems.

John Wyndham served for his country during the war showing patriotism and loyalty for his country. He uses his experiences to communicate real-life problems through the Chrysalids. Wyndham shows us religious persecution through different themes. He uses Superstition and Conformity to show how the people in Waknuk were fearful and irrational and how they believed in one way of things. He also uses Prejudice, Judgement and Discrimination as a key concern to portray the consequences of religious persecution through the society of Waknuk. Wyndham shows real-life problems through his book which is used to strike fear in the audience. Wyndham uses concerns of superstition and conformity through the characters to reveal social warnings to society. People in Waknuk have grown up and been raised in a world where there can’t be any abnormality, diversity and individuality. “My father’s faith was bred into his bones, his principles were his sinews, and both responded to a mind richly stored with examples from the Bible” In this quote Wyndham has used the repetition of “his” to make it clear that David didn’t think like his father. Wyndham uses confidence as a tone in this quote to show how his father is loyal to God.

Everyone that was raised in Waknuk believes the same thing, applies to the same rules and looks down at anyone that is different in any way. “Only God produces perfection, so although deviations may look like us in many ways, they cannot be real humans. They are something quite different.” In this quote, Wyndham has used hyperbole to emphasize perfection. By doing this he shows how anything that isn’t classified as perfect was a deviation. How would you feel if you were classified as a deviation? People were raised blinded by real problems, everything was made concise so they couldn’t get a feel of problems in society. Being raised like this, people didn’t know any better. “Most of the numerous precepts, arguments, and examples in Ethics were condensed for us into this” this quote shows how they don’t believe in individuality and abnormality. This shows us how they act upon people and “things” they fear.

The people of Waknuk act like they do because they fear people that are different and act upon that with being ashamed and treating them cruelly, they feel like anything that doesn’t live up to the standards are a disgrace. This is all a consequence of superstition and conformity. This is a result of the kind of world John Wyndham lived in. In the 1900s religion was a big thing in England. People were extremely religious and believed in one way of things. England was increasingly only one part of a vibrant and often competitive religious culture. The society was extremely superstitious and everyone was a conformist.

The society in which Wyndham grew up in had a big influence on his book. Waknuk serves under a series of laws and principles that discriminates against anything that isn’t normal in their eyes. Everyone in Waknuk judges and discriminates anything that isn’t the true image. The people in Waknuk are prejudice to anyone who doesn’t believe in the true image and the rightful image of God. There was similarly lots of prejudice during the 1900s when John Wyndham wrote the Chrysalid and his experiences with prejudice have influenced this. “This isn’t a cosy world for anyone – especially not for anyone that’s different”. Here Wyndham has used the repetition of “anyone”, this emphasizes that life isn’t perfect for anyone even if they seem like they are perfect. By the use of repetition, the author draws our attention to it to make it more memorable and clearer. Wyndham uses the story to reveal the consequences of pre-judgement and discrimination to us. He shows this through David and the things he goes through.

Wyndham uses David as the narrator and shows the world they lived in through his eyes by applying his own experiences and societies problems to the book. Wyndham uses Joseph Strorm to show discrimination and how all his decisions are influenced by religion no matter what it may be. “The devil struts his wide estate, and the law of God are mocked”. This clearly shows how religion influenced ones to point of view. In this quote, the author has used hyperbole to over exaggerate how the devil is among them. He has also used juxtaposition to compare the devil and god. Wyndham also uses the symbolism of the devil to represent fear and abnormality. Wyndham uses the power of storytelling to portray religious persecution and its effects to reveal real-world problems. To exhibit religious persecution he uses the themes superstition and discrimination. These problems were influenced by his experiences in the 1950s but are still issues now. Wyndham has effectively expressed issues in society and the world through the use of Waknuk in a convincing and powerful way to show the audience the effects of religious persecution in the real world.

In section 24 of Walt Whitman’s poem ‘Song of Myself’, Whitman announces himself as the speaker of the poem. This is the first time that he announces himself as the author and speaker in the poem and it is 24 sections in. Whitman calls himself a ‘kosmos’, meaning that he is very knowledgeable, especially about things that most people are not. He makes it seem as if he is capable of knowing everything and represents everyone in the world. He stands up for prisoners and slaves and then says: “Whoever degrades another degrades me” (Whitman, 41). He covers topics that are not normally covered or that are not socially acceptable in this time period. Some of these topics are sex, lust, outcasts, and people that are normally not accepted in society. He talks about the human body like it should be worshiped. Saying that the head is like a church, and the armpit aroma is even better than a prayer. Whitman comes to the realization that earth is the beast and they hold power over him, he is not the one in control.

There are many themes throughout section 24 of ‘Song of Myself’. This section is similar to the rest of the poem. This section is engulfed with heavy use of enjambment, free verse poetry, and repetition. This poem is written for everyone and not for one specific audience. He speaks to and for all people and never discriminates. He thinks of everyone as equal in this world. This poem is written in free verse, which shows that Whitman does not care what society thinks of him and how he likes to stray away from the social norm. He shows this by speaking carefree about sex, nature, and socially unacceptable things.

Whitman uses enjambment throughout this section of the poem to enforce the reader to think hard about what is being said. Enjambment is known as the continuation of a line without a pause beyond the end of the line. It makes it seem like there is more to the story than is on the page, and that there is a deeper meaning. For example, “Hefts of the moving world…. silently rising freshly excluding” (Whitman, 43). Reading a line of enjambment makes you feel as if you are experiencing it rather than reading it. It comes off as more of a thought than a line on a page. Enjambment makes the story feel more realistic and more life-like.

Repetition is something that Whitman uses in this section of ‘Song of Myself’ and throughout the whole poem. Whitman starts many lines with the phrase ‘voices of’ throughout lines 509 through 520. The use of repetition shows the significance of the phrase and that is very important. In this case, ‘voices of’ is very important and is something that Whitman wants us to remember. It also gives an emphasis what Whitman is trying to convey and that it makes the reader remember it. In this same section of the poem, Whitman is speaking for people that normally do not have voices in society, such as prisoners, slaves, thieves, the sick, and dwarfs. He calls for a change and gives the silenced people a voice. He is standing up for every individual and thinks that everyone should be treated equally. Whitman calls for change in the world and wants to change the opinion of these outcasted people. He believes that everyone should be treated equally. This is a very important part of this section because he is addressing social injustice and calling for change.

‘Song of Myself’ was written by Walt Whitman shows where he stands on social norms and standards. He writes this to stand up to social inequality and makes sure that this poem is for everyone and not just one social class. Whitman is a pioneer of this time period for standing up for injustice and social inequality. This is shown throughout the poem but explicitly shown in section 24.

Work Cited

1. Whitman, Walt. ‘Song of Myself’. The Norton Anthology of American Literature, by Michael Elliott et al., Shorter Ninth ed., vol. 2, W. W. Norton & Company, 2017, pp. 25-69.

‘Lord of the Flies’ is an allegorical novel produced by author William Golding that has a large variety of literacy techniques that correlate towards making the reader feel intrigued about what is upcoming. The use of symbolism, themes, and allegory boosts the experience of how the reader may reflect on these instances, delivering a clear understanding of the natural order. The novel is based on an unsettled tropical island located within the Pacific Ocean, where a large group of schoolboys aged 6 to 12 are left stranded after their plane was attacked and smashed into the island. With plenty of mixed emotions being expressed throughout the situation, they are later held accountable for the consequences of what is next to come.

Within the book, Golding showcases the important conch shell that is blown by the chief, Ralph, which has a symbolic meaning of civil disclosure that justifies the democratic chaos. As seen in the early stages of the novel, all the boys come together to discuss different aspects of their potential tribe. Therefore, the representation of the conch is powerful among the boys since it gives the person freedom of speech, allowing the youngest member of the group the ability to embrace their personal opinion as it is a source of communication. But as the novel progresses, Ralph is seen flourishing frustrated with his act of jealousy, since the conch doesn’t achieve the same success as Ralph. Another example of symbolism is Piggy’s glasses, as it serves the power of science. When Jack’s hunters bombard Ralph’s camp to steal the glasses, they use the spectacles to engage light enables to establish a fire in the wood pit. Not only do symbols represent objects, but they can also show meaning to the characters, as Ralph is referred to as the athletic protagonist, Jack as the antagonist having a savage hunger for power, and Piggy as the source of innovation.

An example of Golding’s displaying allegories is when the conch was discovered along the lagoon by Ralph and Piggy. “S’right. It’s a shell. I’ve seen one like that before. On someone’s back wall. A conch he called it. He used to blow it and then his mum would come. It’s ever so valuable” (Golding, 11). Ralph not smiling and spotting something creamy within the ferny weeds. The deeper meaning behind the conch, stated earlier, claims that it symbolically serves as democracy, which is heavily related to the novel as you reach the later stages. With everyone showing recognition of the conch, it was time for the people to realize that they needed to stay silent and introduce totalitarianism.

All of the themes demonstrated in the novel include other purposes to not only indicate what the text is but further explain the current situation. Without the use of themes, the novel won’t be able to clearly explain the conflict between both instincts, making it harder to understand, with the occurrence of savagery and civilization being mentioned numerous times; the growth of Jack and his fellow group members wanting to go out into the forest and hunt for pigs shows his temptation for violence. Instead of supporting the creation of shelters, this can help indicate that Ralph and Jack have their own individual differences in what mindset they have in accomplishing things. As the boys get used to the routine of becoming bloodthirsty hunters, they naturally lose their sense of innocence after they are officially painted to become savages, “These painted savages would go further and further” (Golding, 204), have experienced killing animals and torture. You can see the evolution happen. “Well, we haven’t got any yet. And we want shelters. Besides, the rest of your hunters came back hours ago. They’ve been swimming” (Golding, 51). It once had innocent children having some fun in the lagoon. Another theme implemented is their struggle to execute the civilization, believing that rules and maintaining a signal fire should be the main priorities, meanwhile, Jack strongly believes that fun should be focused on their safety and protection. Although at one stage everyone agrees to obey Ralph’s orders and decisions, the slow process of tasks makes the majority of the boys not want to participate in following the designated orders.

To wrap up the conclusion, the reputation of the book was no surprise as people’s expectations were met when reading Golding’s novel. The combination of allegories and the producing understandable themes and symbols really made the novel outstanding.

Edgar Allan Poe describes the feeling of guilt and fear through symbols in the stories ‘The Tell-Tale Heart’ and ‘The Black Cat’. For instance, the eye in each story symbolizes how the narrator views himself. However, the narrators are both seen differently. Additionally, the space beneath the floorboards and the space behind the wall both symbolize the subconscious. Although these areas are relatively similar, they refer to different significations. In both stories, these two pairs of symbols are presented, in which they also contribute to the themes of guilt, paranoia, and misplaced anger. The symbols help further deepen the analysis of the narrators’ personalities and actions.

Anger is an emotion that we feel when we’re frustrated or if something doesn’t meet our expectations. The levels of anger may impact one to act differently. In ‘The Tell-Tale Heart’, the eye of the old man is significant because it reflects on the narrator himself. The narrator loved the old man but was still bothered by something about him. “I think it was his eye! Yes, it was this! He had the eye of a vulture – a pale blue eye, with a film over it” (1). The eye represents the narrator in a way that symbolizes his insanity. The ‘film’ that covers the eye of the old man makes it a little more unclear, which represents how the narrator is unclear of his insanity. At the beginning of the story, he doesn’t admit he’s mad but rather nervous. He had nothing against the old man, but still decided to project the blame on him and kill him for his eye. He had done that because he wanted to simply get rid of his insanity that was the cause behind the eye of his bother. However, after he killed the old man, he dissembled his body, which doesn’t prove his sanity at all. It shows that the narrator is mentally ill for killing someone he ‘loves’. By comparison, the eye from ‘The Black Cat’ depicts how the narrator sees himself. The eye, specifically referring to Pluto’s, symbolizes the narrator’s id. The id refers to one’s instinct that responds to any urges and desires. “At once, wild, terrible anger filled me, and I could feel nothing except burning hate. Slowly I took a knife from my pocket, opened it, and then carefully cut out one of Pluto’s eyes from its socket” (5). The relationship between the narrator and Pluto was very close and they both loved each other very much. The narrator ended up removing Pluto’s eye because Pluto tried to run away from him. This sparked immediate anger within the narrator, which caused him to react irrationally. The eye also exemplifies his insanity in a way where he’s killing the animal that he loves more than the others. The symbol of the eye from both stories contributes to the theme of misplaced anger. Both the narrators in the story thought that killing the ones they love will solve all their problems. Instead, it worsened the situation. Their insanity prevented them from controlling their own minds. Rather than taking the time to calmly think, their unstable mentality took the anger out of them and misplaced it.

One’s mental instability can impact one to commit immortal actions. Another pair of symbols presented in both stories is the space beneath the floorboards and the space behind the wall. As the space is hidden by another piece of object, it symbolizes the subconscious. Our subconscious is the space that stores such fears, immortal urges, selfish needs, and experiences in our minds. In ‘The Tell-Tale Heart’, the space beneath the floorboards symbolizes the subconscious, as it was where the narrator hid the body of the old man. “I then took up three planks from the flooring of the chamber and deposited all between the scantlings. I then replaced the boards so cleverly, so cunningly, that no human eye – not even his – could have detected anything wrong” (3). The subconscious underneath the floorboards is a reference to how our subconscious lies underneath the active control of our minds. In other words, it represents his guilt and immortality, which are all parts of the subconscious. Similarly, in ‘The Black Cat’, the space behind the wall is a symbol for the subconscious as well. “Do you see how well built this house is? These walls, you will notice, are very strong. As I said these words, I knocked on the wall with a stick – the wall where I had hidden my wife!” (9). The space behind the wall symbolizes the subconscious due to the narrator’s thought of hiding his dead wife in it. This action is considered a shameful experience and an irrational urge that lies within the subconscious of the human mind. It influences the way one thinks and feels. These symbols from both stories contribute to the theme of guilt and paranoia. Ironically, both narrators ended up blowing their cover and eventually confessed what was behind the wall. To further explain, their ego plays a part where they are conscious of what they are doing and decided to admit their guilt instead of hiding it. In addition, the cause for their confession is paranoia. The narrators’ extreme anxiety and fear that stays within their subconscious impacts them to be unable to hide the true reality from themselves.

The fact that we are unable to escape the reality of the world sometimes allows us to be more conscious of our surroundings. Edgar Allan Poe displayed feelings of guilt and fear through the symbols of the eye and the space beneath the floorboard and the wall in ‘The Tell-Tale Heart’ and ‘The Black Cat’. These symbols can be compared as both the eye of the old man and Pluto reflect on how the narrator sees himself. Further in-depth, the eye of the old man symbolizes the narrator’s insanity, while the eye of Pluto symbolizes and focuses more on the narrator’s id. Both eyes contribute to the theme of misplaced anger and its impacts. Meanwhile, the space beneath the floorboard and the space behind the wall symbolizes the narrator’s subconscious. It’s where the guilt and immortal urges are visually and mentally hidden. This leads to the themes of guilt and paranoia on how they are connected. In these two stories, Edgar Allan Poe was able to present psychology in literature with symbolic significance regarding how our feelings can impact our actions.

Stevland Hardaway Morris (né Judkins) professionally known as Stevie Wonder was virtually born blind on May 13, 1950. This a fact worth mentioning, as this may have contributed to Stevie’s inclination towards music and multi-instrumentation from a young age. In 1954 Stevie’s family moved to Detroit where he began singing in the choir at Whitestone Baptist Church. By 1962 Stevie had released his first two albums (including ‘Tribute to Uncle Ray) under Motown’s Tamla label and in 1963 he achieved a number-one hit with ‘Fingertips – Pt. 2’. Already Stevie was beginning to shape popular music at 13 years old using two of his main influences; gospel music and Ray Charles. Due to Stevie’s age, he would naturally undergo the physical and vocal changes of puberty. Even as a child prodigy I doubt that Stevie was immune to the inevitable vocal cracks that come with this development. So during this time Stevie took hiatus from recording and studied classical piano at the Michigan School for the Blind. In 1964 he returned to the stage and dropped the “Little” from his name to signify his admission into adulthood with the release of “Uptight (Everything’s Alright)” which he had co-written. We also gain glimpses of his activism in 1966 with the cover of Bob Dylan’s “Blowin’ in the Wind” and a “Place in the Sun” both works considered activist songs which pose questions on peace, war, and freedom. These were released during the Vietnam War. A time when many social movements had developed in retaliation to conscription. In 1971 Wonder’s contract with Motown ended and he released the self-produced album “Where I’m Coming From” clearly a signifier of his desire for creative freedom and emancipation from the label. His social commentary would then carry through to the widely influential ‘Innervisions’ and ‘Songs in the Key of Life’ in the 70s. A time hailed as Wonder’s largely influential “classic period”.

I found it difficult to choose a single song to analyze Stevie Wonder that sums up his far-reaching and rich contributions to popular music. In the end, I decided to select Stevie Wonder’s “Living for the City” which not only highlights Stevie’s early adoption of synthesizers (which would go on to revolutionize popular music) but also contains his powerful social commentary on inequality, still relevant to this day. My analysis begins with the title and opening of the song. In the first second of the song, we hear an organ striking the chord D major in tandem with a wind chime effect that feels positive and dreamy. However, we are immediately unsettled by the grungy synthesized bass line and change to E minor – setting the tone of this song. Wonder crafts these chord changes alongside the lyrics in a very clever way. Typically, the major chords are accompanied by lyrics that highlight the strength of poor African American families; “His father works”, “His patience’s long”, and “To find a job”. There is an immediate juxtaposition with the minor chord change and lyrics that outline the difficulties these families experience (in order); “Some days for fourteen hours”, “but soon he won’t have any”, “is like a haystack needle”. “for the city” is then repeated throughout the song as a motif. This line represents the aspirations many African Americans had during the Great Migration (1916-1970) where families from the South relocated to the cities across America to seek greater economic opportunity and escape the racial prejudices of the South. However, many migrants continued to experience poverty and segregation in urban ghettos. There is also a spoken interlude in the song of a mock scenario of a young man finally making it to the city to find a job before being implicated in a crime and being sent to prison for 10 years. The interlude includes samples of city sounds, an eery synth playing over the vocals, and the use of the n-word with a hard ‘r’ to emphasize that racism is still very much alive 148 years after the abolishment of slavery. I argue that this song went on to inspire many popular African American rappers who used their experience of gritty city life as a core theme within their songs. One direct example would be Coolio’s “Gangsta’s Paradise” where he directly samples Wonder’s “Pastime Paradise” and raps about the tragedies of gang life: “Look at the situation they got me facing/ I can’t live a normal life, I was raised by the street”. Aside from Stevie’s vocal tenacity and the influence this had on the likes of Michael Jackson and Elton John. I believe Wonder’s use of the synthesizer had the most profound impact on popular music as it was far-reaching across multiple genres, including funk, R&B, rap, and disco to name a few. The deep and punchy bass that a synthesizer could achieve really brought the instrument to the forefront of music and was born from TONTO’s collaboration with Wonder, ‘At first he wanted me to play upright bass. I tried, and it didn’t sound right…”it’s taking it to a jazz place. This music is not jazz. This sounds more like R&B to me than jazz. It’s a different sort of bass sound.’… so we got up a bass sound on the synthesizer, and he really loved it.’ Malcolm said. This revelation, alongside synthesizers, becoming more readily available in the future, generated an incredible amount of creativity in music with its influence still recognizable today. Stevie Wonder is one of the pioneers of this technology. Paired with his incredible gift for music it is no wonder he is held in such high regard by so many successful musicians of our time.

Bibliography

1. Background of Stevie Wonder – ( https://www.britannica.com/biography/Stevie-Wonder )
2. Artist Biography – (inspired by Ray Charles reference) – (use of synthesizers during the 70s changed RnB) – (church influence) – ( https://www.allmusic.com/artist/stevie-wonder-mn0000622805/biography )
3. Modern artists influenced by Wonder – Weak references – ( https://buffalonews.com/entertainment/music/5-contemporary-artists-influenced-by-stevie-wonder/article_e883f1f2-3c47-5697-90b4-e87f65a4964d.html ) – ( https://www.wbur.org/artery/2014/11/07/stevie-wonder-songs-in-key-of-life )
4. Contribution to the development of popular music – ( http://soulculture.com/music/where-im-coming-from-the-influence-of-stevie-wonder-today/ )
5. Changes to how artists were paid – Synthesizers and drum machines – ( https://www.reviewjournal.com/entertainment/music/3-ways-that-stevie-wonder-has-changed-the-music-industry/ )
6. Reference for blind children having a higher interest in everyday sounds than non-blind – ( https://www.theguardian.com/education/2010/may/18/musical-talent-link-with-blindness )
7. Synthesizer collaboration and use – ( https://reverb.com/news/stevie-wonder-and-tonto-the-synth-orchestra-and-production-duo-behind-his-pivotal-albums )
8. Great Migration – ( https://www.history.com/topics/black-history/great-migration )
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13. https://www.wbur.org/artery/2014/11/07/stevie-wonder-songs-in-key-of-life
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21. https://www.history.com/topics/black-history/great-migration