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Essay: poem analysis

The poem “Good bones” by Maggie Smith talks about life and childhood. It concentrates

on a woman who reveals the struggles and hardships that occur in an individual's life. The

woman intends to protect her children from the world and the truths in life (Wainwright, 136).

According to her, life is what an individual can make out of it. Maggie Smith separates Good

Bones into seventeen lines that structure a solitary refrain. The shortfall of refrain partition

causes the sonnet to appear more like a discourse than whatever else. Like this, you may consider

it a talk (Lewis, 3). With Smith alluding and getting back to past thoughts, this wandering tone

imitates the thought of a discourse, with Smith ricocheting thoughts off her youngsters with no

reasonable procedure of what she needs to say.

The poem opens with a remark that depicts the transience of human existence, 'Life is

short,' and then Smith immediately shifts the poem's emphasis to the negative (Rosenblatt et al.,

140). ‘Though I keep this from my children,' she reiterates, the last end stops emphasizing

'children' and bringing them to the forefront of the phrase (Smith, 2). This opening line sets the

tone for the rest of the poem, declaring something unpleasant about the world and implying that

she will not teach her children about it. There's a feeling of disillusionment in the world since

there are so many terrible things in it, as well as a wish to shield her 'children from these

situations (Pachter, 34). Of course, they will eventually learn, but Smith does not want to expose

children to the horrors of the society they live in until later in life.
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Between lines 5 and 6, the poem's principal theme is evident 'The world is something like

50% terrible, and that is a modest approximation,' implying man's intrinsic debasement. She

guarantees that regardless of whether 50% of the world is overall quite 50% is horrible, that

leaves half of the people you experience as insidious, which is an alarming sum (Lewis, 6).

Nonetheless, since this is a 'moderate gauge,' Smith recommends that a far more significant

extent of people is 'downright terrible.' This is something she hides 'from my kids' since she

needs to protect her youngsters from the world's risks.

Smith traces cases in Lines 8-12 of the poem in which one side is malicious, and the other

is great. She guarantees that 'for each' positive thing that happens, there is an equivalent number

of adverse occasions (Lewis, 6). 'For each bird, there is a stone tossed at a bird,' she says,

alluding to demonstrations of hostility against nature. On account of people, Smith trusts that

"for each worshiped kid," there is "a kid squashed, packed away, and suffocated in a lake."

Following this comment, the development starting with one line then onto the next may be

viewed as a spatial portrayal of the body sinking. She focuses on kids' demises here, which she

unmistakably wishes to keep stowed away from her youngsters (Wainwright, 133). The metrical

separation across the line 'youngster, a child, broke, packed away,' with caesura slicing through

the expression, addresses the pain Smith feels while examining this point, simply having the

option to move past the idea gradually and cautiously.

Smith focuses on the analogy of a' real estate professional' selling property between lines

fourteen and seventeen. They take a visit through a 'genuine shithole,' which is significant of the

globe, and talk about 'astounding bones,' underscoring how extraordinary the house's

development is (Pachter, Lee, et al., 136). This is a procedure for saying something great when

there isn't a lot to say. The world is appalling and harmed, yet perhaps her youngsters may assist
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with mending it. For the last two lines, Smith pulls out inside herself. The innocent hopefulness

connected with 'This region might be exquisite, right?' is compounded by her utilization of a

facetious inquiry (Williams, 16). Smith appeared to need somebody to console her, telling her

that the world isn't generally as awful as it shows up. The sonnet closes with a quick way to deal

with the peruse, 'you,' stressing that assuming it is feasible to make the world a prominent spot, it

should start with the individual - 'You could make this spot beautiful,' you could have an effect

(Wainwright, 133).

"Between the World and Me" poem Discusses and contemplates race and racism. A

solitary gander at any arrangement of features shows what happens when we won't perceive

variety and attempt diverse agreement (Wainwright, 130). Between the World and Me is set

amidst this anxiety since Coates is an individual of color who relates his encounters with

prejudice and police cruelty, among other questionable subjects. Subsequently, it's a good idea to

instruct peruses to be open to hearing and understanding Coates' thoughts, just as to talk about

and investigate their very own reactions to the book (Rosenblatt, 138).

When people are awkward discussing race, they shut down, restricting their capacity to

create and convey. Accordingly, having a first discourse where principles are set to guarantee

members' solace and security, just as to make an inviting air for perusing the book, is appropriate

(Graff, 39). Setting aside the effort to have these discussions with kids’ front and center

empowers them to go past generalizations and self-restriction and grapple with a more nuanced

comprehension of living in the present society. Albeit the discussion might be off-kilter right

away, building up concurred together upon rules will go far toward laying the basis for

compassion and more profound arrangement (Williams, 17). Permitting time for profound

thought and handling during the perusing of the book may likewise be useful in facilitating any
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aggravation that might arise. Permit understudies to diary for a couple of moments before

continuing to little gathering discussions that cultivate transparent discourse (Rosenblatt, 136).

This also adds to the formation of a climate that qualities were paying attention to and regarding

different perspectives.

From oppression to redlining to police mercilessness, Coates helps the reader remember

the ceaseless risk of savagery executed on dark bodies throughout American history

(Wainwright, 135). He refers to various people of color who have been killed by police,

including his amigo Prince Jones. Pick at least one of the people included in the book and

research his demise, utilizing a scope of sources to give a fair viewpoint. Then, at that point,

select how your review ought to be introduced and who your ideal interest group ought to be

(Williams, 19). Finally, at long last, your review ought to show how it very well may be used to

reinforce Coates' assertions and, all the more vitally, how it upholds or discredits Coates'

statement.

In conclusion, the poem "Good Bones" by Maggie Smith talks about life and childhood.

It concentrates on a woman who reveals the struggles and hardships that occur in an individual's

life. The poem opens with a remark that depicts the transience of human existence, 'Life is short,'

and then Smith immediately shifts the poem's emphasis to the negative. Between lines 5 and 6,

the poem's principal theme is evident 'The world is something like 50% terrible, and that is a

modest approximation,' implying man's intrinsic debasement. "Between the World and Me"

poem Discusses and contemplates race and racism. A solitary gander at any arrangement of

features shows what happens when we won't perceive variety and attempt diverse agreement.

When people are awkward discussing race, they shut down, restricting their capacity to create
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and convey. Accordingly, having a first discourse where principles are set to guarantee members'

solace and security is appropriate, just as to make an inviting air for perusing the book.

Works cited

Graff, Gilda. "The Enormous Price We Have Paid for Allowing the Explicitly Racist Policies of

Federal and Local Governments to Segregate America." Journal of Psychohistory 47.1

(2019).

Lewis, Diane K. A response to inequality: Black women, racism, and sexism. KG Saur, 2012.

Pachter, Lee M., et al. "Perceptions of Racism in Children and Youth (PRaCY): Properties of a

self-report instrument for research on children's health and development." Ethnicity &

Health 15.1 (2010): 33-46.

Rosenblatt, Paul C., and Cherie M. Collins Sims. "African American Autobiographer Accounts

of Learning from Parents How to Deal with Racism." Journal of African American

Studies 20.2 (2016): 135-151.

Smith’s, Maggie. "Good Bones." (2017).

Wainwright, John, and Cath Larkins. "Race, ethnicity, young people and offending: the elephant

in the room." Social Identities 26.1 (2020): 128-144.

Williams, Thomas Chatterton. "Between the World and Me by Ta-Nehisi Coates." London

Review of Books 37.23 (2015): 15-18.