Day: January 29, 2024

Introduction: “Racial Identity Returns to American Politics”

This article, “Racial Identity Returns to American Politics,” is authored by Eduardo Porter and published in The New York Times, a widely respected newspaper with broad circulation in the United States. The rhetorical situation presented in this article revolves around the unexpected shift of the working class, traditionally aligned with the Democratic Party, towards supporting the G.O.P. This shift is particularly surprising considering the Republican Party’s consistent support for tax cuts benefiting the affluent, suggesting a shift from economic considerations to focus on race and ethnicity.

Eduardo Porter identifies a form of ethnic division within this phenomenon and poses a fundamental question to Americans: Why support those who may not be actively working in their favor? Beyond this immediate query, Porter has a broader objective — to illustrate that American politics, historically grounded in rational public decisions, is now evolving towards identity politics. His overarching message is a cautionary one, warning readers that the increasing polarization of the American public based on racial and ethnic identity has the potential to lead the nation into an “outright political war” along racial lines (Porter).

The writer contends that race and ethnicity, which may have been dormant issues, are resurfacing as significant political factors. Porter effectively conveys this argument through metaphorical language and employs various rhetorical strategies, including rhetorical questions, to engage the reader and convey the gravity of the emerging situation.

Metaphors in “Racial Identity Returns to American Politics”

The writer skillfully employs metaphors to enrich the language of the argument. Notably, the phrase “a main driver” is used to describe the role of identity in politics (Porter). Additional metaphors, such as a “fluid sense” and a “lived reality,” are used to convey the tangible experiences of people in the real world (Porter). The careful selection of words enhances the overall tone of the essay, transforming it into a compelling piece of rhetoric that resonates with readers.

The use of metaphors by the writer serves to strengthen both logos and pathos in the argument. The metaphor “a main driver” effectively captures the significance of identity in politics (Porter). Other metaphors, including a “fluid sense” and a “lived reality,” contribute to the emotional appeal of the argument. In terms of pathos, the writer establishes two crucial emotional connections. Firstly, he explores the nostalgia experienced by white Hispanics due to their declining numbers, emphasizing how figures like Trump, with xenophobic and anti-immigrant stances, become their primary defense against increasing ethnic diversity (Porter). Secondly, the writer instills fear by highlighting the decline in the non-Hispanic population from 83 percent to 62 percent, framing this statistical shift as a source of understandable fear (Porter). This strategic use of pathos lends credibility to the argument, reinforcing the idea of a rising ethnic politics driven by emotional undercurrents.

Logos in “Racial Identity Returns to American Politics”

In terms of logos, the writer judiciously incorporates statistical evidence and comparisons to support the argument. Initially, he cites a Pew Research Center Analysis report to highlight the educational background of Republican voters, emphasizing that 43% have a high school education or lower. Additionally, the writer draws attention to Trump supporters, noting that 54% have not completed college (Porter). The inclusion of statistics from a Quinnipiac University poll reinforces the idea that those with lower levels of education tend to favor Trump (Porter).

Furthermore, historical references, such as President Lyndon Johnson’s era, are invoked to trace the historical trajectory of racial politics, adding depth to the argument. The writer bolsters the logos by quoting research from Edward Glaeser and Alberto Alesina, as well as researchers from the University of California. These references suggest that an increase in immigrants correlates with more white children attending private schools, providing additional layers of support for the claim that racial politics is on the rise (Porter). The integration of these quotes and references fortifies the writer’s argument, presenting a compelling case for the emergence of racial politics in the American landscape.

Ethos of “Racial Identity Returns to American Politics”

The writer effectively establishes ethos by strategically utilizing his own authority and incorporating references to researchers and experts. The careful inclusion of statistical data, historical references, and expert opinions enhances the credibility of the argument. The writer’s authority is reinforced through a nuanced use of comparison, contrast, and inferences, particularly evident in the reference to Lyndon B. Johnson’s era, which contributes to the overall strength of the ethos (Porter).

Additionally, the writer reinforces his credibility by referencing white nationalism in Germany and Europe, providing a broader context for his argument. This global perspective contributes to the solidity of his claims and positions the argument on a well-founded basis. The title itself, with its serious and somewhat alarming tone about the “return” of identity politics, sets the stage for the reader to perceive the issue as significant and urgent. As the writer dispassionately explores various aspects, the tone becomes more serious and alarming towards the conclusion, explicitly stating that “racial identity and its attendant hostilities” have returned to politics (Porter). This tonal shift aligns with the rhetorical techniques employed and contributes to the overall impact of the writer’s argument.

Rhetorical Devices in “Racial Identity Returns to American Politics”

The writer employs rhetorical questions strategically, incorporating them for specific purposes. The initial rhetorical question, “Why do working-class Americans vote as they do?” serves as an attention-grabber, aiming to engage readers from the outset (Porter). This rhetorical device functions to pique curiosity and draw the audience into the discussion.

In the first paragraph’s closing rhetorical question, the writer uses it as a tool to involve readers directly. By posing a question and subsequently providing a response, the writer creates a sense of intrigue and encourages readers to consider the complexities of the topic at hand (Porter). This technique not only serves to make the audience ponder the subject matter but also enhances the overall persuasiveness of the argument.

The writer’s use of metaphors and tone complements the deployment of rhetorical devices. Metaphors enrich the language and contribute to the overall rhetorical appeal, while the serious and somewhat alarming tone aligns with the rhetorical techniques employed throughout the article. These elements work in tandem to strengthen the impact of the writer’s argument, creating a cohesive and persuasive narrative.

Conclusion: “Racial Identity Returns to American Politics”

In short, the speaker has strategically employed a plethora of rhetorical devices, envisioning each one to be effective within the context of the discourse. Not only is his argument timely and pertinent, but it is also succinct and direct, delivering its message with precision. The speaker adeptly integrates various rhetorical devices, skillfully balancing logos, pathos, and ethos to strengthen the overall impact of his message. Through meticulous word choices and the incorporation of literary devices, the speaker enhances the allure of his language, making it both engaging and compelling.

Moreover, the strategic use of rhetorical questions adds an extra layer of effectiveness to the speaker’s communication. By prompting readers to ponder specific inquiries, he actively involves them in the discourse, fostering a deeper connection with the material. It appears that the writer has conscientiously harnessed every available device that he deems beneficial to reinforce his argument and engage the audience effectively. This thoughtful utilization of a diverse array of rhetorical tools showcases the speaker’s mastery in crafting a persuasive and captivating narrative.

Works Cited: “Racial Identity Returns to American Politics”

1. Porter, Eduardo. “Racial Identity Returns to American Politics.” New York Times, 6 Jan. 2016, p.
   B1(L). Global Issues in Context, ccco.idm.oclc.org/login?url=http://link.galegroup.com/apps/doc/A439093022/GIC?u=aur58810&x
   id=a09f2d67. Accessed 26 Oct. 2023.

Relevant Questions: “Racial Identity Returns to American Politics” 

1. How does the strategic use of rhetorical questions in “Racial Identity Returns to American Politics” contribute to shaping the overall tone and persuasive nature of discussions regarding racial identity in the realm of American politics, as explored in The New York Times on January 6, 2016?
2. Within the context of the article “Racial Identity Returns to American Politics,” can you pinpoint instances where rhetorical questions are employed to stimulate critical thinking or underscore specific viewpoints on the evolving role of racial identity within American political discourse?
3. Examining “Racial Identity Returns to American Politics” from The New York Times (January 6, 2016), what influence do rhetorical questions exert on the reader’s engagement with the subject of racial identity in politics, and how do they contribute to shaping public opinion or influencing discourse on this sensitive issue?

Introduction: “His Little Circle”

This short poem, “His Little Circle,” is composed by Larry D. Thomas. It is a free verse poem with three stanzas, each consisting of nine lines, and no specific rhyme scheme. The subject of the poem is a bull rider who, when asked by the anonymous and unidentified narrator why he engages in bull riding, simply shrugs his shoulders, stating that he does it for the thrill.

The poem is presented in a dialogic form, where the narrator recounts how the bull rider has cracked five ribs in a short circle, gored his eye and head, ultimately leaving himself half-witted with a low IQ. Despite warnings from a dentist about the potential cancer risk associated with his snuff consumption, the bull rider grins and continues with his snuff and bull-riding, showing little concern for his well-being.

The main theme of the poem revolves around the idea that a professional, accustomed to certain habits like snuff consumption, tends to disregard the risks to his life. The unidentified speaker maintains a neutral tone throughout the poem, highlighting the bull rider’s passion while also pointing out the blunder of ignoring his health and well-being.

First Stanza of “His Little Circle”

The first stanza comprises nine lines, with each line starting with a lowercase letter except for the first two. The stanza functions as a dialogue, where the initial line introduces the bull rider’s passion, and the second line inquires about why he chose this profession. The subsequent line details his response and provides a glimpse into the consequences of his bull riding experiences: “In the short time / he’s ridden the circuit” (Lines 6-7). Given the absence of a rhyme scheme, the stanza lacks a specific structural pattern. It is organized around a sentence introducing the person, followed by a question, the rider’s response, and a brief description of the ensuing events.

The poet skillfully employs consonance in the third line with the ‘/sh/’ sound in “shrugs his shoulders.” Additionally, there is an antecedent for the bulls introduced in the eighth line, creating a connection for readers to understand the potential consequences of the rider’s actions (Lines 3-8). This emphasizes that his nonchalant shoulder-shrugging finds repercussions in the eighth line when the bulls retaliate.

Second Stanza of “His Little Circle”

The second stanza maintains the same pattern as the first, serving as a seamless continuation rather than a distinct conclusion. Similar to its predecessor, it also lacks a rhyme scheme and consists of nine lines. The poet continues to depict the bull rider’s experiences, building on the previous descriptions. The bull rider is now portrayed as having been gored and butted, resulting in him being “half-blind” and having “shaved off much of his IQ” (Lines 1-2).

The stanza features effective consonance, specifically with the repetition of the /m/ sound in the last line. This repetition leaves a significant impact on the reader, emphasizing the dentist’s concern for the bull rider’s health and well-being, despite the rider’s apparent indifference (Line 9). The stanza contributes to the ongoing narrative, providing further insight into the physical and intellectual toll of the bull rider’s chosen profession.

Third Stanza of “His Little Circle”

The third stanza adheres to the same structure, featuring nine lines without a rhyme scheme, and serves as a seamless continuation of the second stanza. The theme of the bull rider’s carelessness towards his own well-being persists, with the use of the word “forgotten” pointing back to the first line of the first stanza, emphasizing his single-minded focus on bull riding as his sole occupation (Line 1). The subsequent line reveals that he wears a small circle tattooed by his snuffbox, highlighting his pride and swagger when engaged in his profession (Line 2).

This stanza, much like the others, reinforces the bull rider’s professional dedication by repeating the phrase “his little circle” for emphasis. The repetition serves to underscore the central theme of the poem—the bull rider’s unwavering passion for and dedication to his craft. The poet employs an assonance with the phrase “bright rodeo light” in the second-to-last line of the stanza, creating a pleasing auditory effect that adds to the overall appeal of the poem (Line 8).

Unity in “His Little Circle”

The poem is a cohesive narrative that commences with a brief portrayal of a professional bull rider, delves into the physical toll he has endured, and culminates with his apparent disregard for the risks he faces, as indicated by the word “forgotten” in relation to his self-awareness, attire, and enduring preoccupation with his life’s passion (Line 1). The poem effectively captures the essence of the bull rider’s life, showcasing his dedication to bull riding despite the evident threats to his well-being. His nonchalant response, characterized by a mere shrug and grin in the face of life-threatening dangers, underscores the central theme of the poem.

Overall, the poem is a remarkable achievement, skillfully narrating the entire life story of a professional bull rider within three stanzas, creating a unified and compelling whole. The poet successfully encapsulates the complexities of the bull rider’s existence, portraying both the physical consequences and the unwavering passion that define his life.

Works Cited: “His Little Circle”

Thomas, Larry D. “My Little Circle” . Concho River Review, Volume 31, No. 1 [as corrected by the poet Larry Thomas himself by email]

Relevant Questions about “His Little Circle”

1. How does Larry D. Thomas employ poetic devices, such as imagery or metaphor, in “His Little Circle” to convey the emotional or thematic depth of the poem?
2. In the context of Larry D. Thomas’s selected poems, how does “His Little Circle” contribute to the overarching themes or motifs that are prevalent in his body of work, and what unique insights does it offer into his poetic style?
3. Considering the publication date of “Larry D. Thomas: Selected Poems” in 2022, how does “His Little Circle” reflect or respond to the cultural or social context of the time, and are there any notable elements that distinguish it within the larger collection?

Introduction: “What Lips” and “Shall I Compare Thee”

Both the sonnets, “What Lips”and “Shall I Compare Thee” explore the theme of love in different eras. While Shakespeare praises his beloved in a typical fashion, comparing her to the summer and immortalizing her like “Time” (Shakespeare 13), Edna St. Vincent Millay expresses love openly, bordering on promiscuity. Her expression is metaphorical, drawing a comparison to ghosts’ “tap and sigh” (Millay 4), as she is no longer with her numerous lovers. This contrast between the spiritual love of Shakespeare and the physical love of Millay is evident in both sonnets. One reflects the love of the Elizabethan era, while the other embodies Victorian standards that were expanding beyond the boundaries set by familial traditions, religious conventions, and social norms.

Despite the divergence in the portrayal of love, both sonnets beautifully express the theme. Millay’s rendition is tinged with nostalgic feelings, whereas Shakespeare’s is characterized by a sense of permanent felicity. Although both sonnets use metaphorical language and employ distinct rhyme schemes, “What Lips My Lips Have Kissed” presents love as an amorous escapade, while “Shall I Compare Thee to a Summer’s Day” presents love as a spiritual experience of praising the beloved and elevating her to an everlasting entity.

Theme in “What Lips” and “Shall I Compare Thee”

The theme of love in both poems is metaphorically compared to seasons. In Edna St. Vincent Millay’s poem, she likens her love to “rain” that is “full of ghosts tonight, that tap and sigh” (Millay 3-4), portraying a sense of haunting nostalgia. She further extends this metaphor by describing herself as “the lonely tree” that waits in winter (9), emphasizing the desolation she feels. The departed lovers are symbolically linked to the changing weather, and she laments that no traveler comes in the winter, indicating the absence of her lovers. The situation has reached a point where she “cannot say what loves have come and gone” (12), and she nostalgically recalls the past, noting that she “only know[s] that summer sang” (13). However, this once joyful memory has become a painful echo of the past, as “sings no more” (14), and she can only remember those loves.

In contrast, Shakespeare’s sonnet “Shall I Compare Thee to a Summer’s Day?” presents a more intense and triumphant portrayal of love as a spiritual experience. In this sonnet, the extended metaphor is clear and direct. His beloved is compared to the summer season, but she surpasses it, and her “eternal summer shall not fade” (Shakespeare 9). The metaphor extends further to declare that death cannot claim her, with the line “Nor shall death brag thou” (11). The culmination of this extended metaphor is the immortalization of his beloved, making her eternal like “Time” (13). Unlike Millay’s melancholic and nostalgic portrayal, Shakespeare’s metaphor emphasizes the enduring and transcendent nature of his love, elevating it to a spiritual realm.

Love in “What Lips” and “Shall I Compare Thee”

The theme of love in “What Lips My Lips Have Kissed” by Edna St. Vincent Millay is characterized by its amorous and physical nature, standing in contrast to the spiritual dimension of Shakespearean love. This dichotomy reflects the difference between Elizabethan and Victorian eras, with Millay openly acknowledging her love for numerous individuals and embracing a somewhat promiscuous persona. The poem begins with a candid admission, “What lips my lips have kissed, and where, and why” (Millay 1), conveying her lack of awareness regarding the specifics of her encounters.

Millay’s love is not only physical but also openly shared with many, and she expresses her nostalgia for past loves with a sense of lament. As she compares her past love to summer, the present moment leaves her feeling like the desolate “lonely tree” in winter (9), devoid of song and filled only with “quiet pain” (6).

In contrast, Shakespeare’s portrayal of love in “Shall I Compare Thee to a Summer’s Day?” is more spiritual and idealized. He praises his beloved by likening her to the summer season, emphasizing her enduring beauty. While acknowledging the transient nature of physical beauty with “every fair from fair sometimes declines” (Shakespeare 7), Shakespeare asserts that his beloved’s beauty will not fade. She is immortalized in the sonnet, living “as long as men can breathe, or eyes can see” (13), transcending the boundaries of time and space.

The difference in the poets’ perspectives becomes evident in the conclusion. While Shakespeare’s beloved remains eternal and untouched by decay, Millay’s lamentation over the inability to sing suggests a sense of pessimism, implying that her capacity for love has waned, and the vibrant echoes of past romances have grown silent.

Common Theme in “What Lips” and “Shall I Compare The”

Despite both sonnets delving into common themes, each discusses love in a distinct manner. One presents love as a personal, promiscuous, and realistic experience, while the other portrays it as a spiritual, transcendental, and idealized passion for another human being. Edna St. Vincent Millay’s “What Lips My Lips Have Kissed” is characterized by a realist perspective, acknowledging the temporal nature of love. She laments that the summer “sings no more” (Millay 13), indicating the end of her past romantic experiences.

On the other hand, William Shakespeare expresses his love through admiration, elevating it to a level of transcendence. His beloved becomes immortalized in his poetry, as he declares, “eternal lines to Time thou grow’st” (Shakespeare 12). This implies that he has made her eternal and everlasting through his words, and as long as people inhabit the earth and read his poetry, she will live on in those lines. Shakespeare’s love is portrayed as a transcendental passion that extends beyond the limitations of time and space.

In contrast, Millay’s perspective is grounded in reality, acknowledging the ephemeral nature of her experiences. While Shakespeare’s sonnet suggests a timeless and eternal love, Millay accepts the finite nature of her existence, recognizing that she won’t persist beyond her time. The differing approaches of the poets highlight the diversity in their views on love, ranging from the tangible and fleeting to the spiritual and everlasting.

Conclusion: “What Lips” and “Shall I Compare The”

In short, although both poets depict love from their respective eras, Shakespeare and Millay approach the theme differently in their sonnets. The Elizabethan-era love portrayed in Shakespeare’s “Shall I Compare…” contrasts sharply with Millay’s modern love, which leans towards physical enjoyment. The evolution from the 16th century to the 19th century illustrates the transformation of love from infatuation to a more personal and experiential dimension.

Millay’s portrayal reflects a sexual experience to be remembered, emphasizing the transient nature of love. In contrast, Shakespeare immortalizes love, making the beloved eternal and everlasting. Both sonnets are written in iambic pentameter, but their rhyme schemes differ. Millay’s ABBAABBA CDE CDE has a faster pace, characteristic of the fast-paced Victorian era, while Shakespeare’s ABABCDCD ABABCC has a slower, more traditional Elizabethan rhythm, aligning with the tempo of that era’s love. The rhyme schemes not only contribute to the beauty of each sonnet but also reflect the pace and essence of the respective historical periods they represent.

Works Cited: “What Lips” and “Shall I Compare Thee”

1. Shakespeare, William. “Shall I Compare Thee to a Summer’s Day?” Poet’s Shop. n.d. Web. Accessed 21  Nov. 2023.
2. Millay, Edna St. Vincent. “What Lips my Lips Have Kissed.” Poet’s Shop. n.d. Web. Accessed 21 Nov. 2023.

Relevant Questions in “What Lips” and “Shall I Compare Thee”

1. How does the theme of love differ between “Shall I Compare Thee to a Summer’s Day?” by William Shakespeare and “What Lips my Lips Have Kissed” by Edna St. Vincent Millay, particularly in the way each poet portrays the essence of love?
2. In “Shall I Compare Thee to a Summer’s Day?” and “What Lips my Lips Have Kissed,” how do the poets employ language and imagery to convey the enduring or fleeting nature of romantic feelings, and what role do specific elements play in shaping the perception of love in each poem?
3. Exploring the intersection of love and beauty, how do William Shakespeare and Edna St. Vincent Millay connect these themes in “Shall I Compare Thee to a Summer’s Day?” and “What Lips my Lips Have Kissed,” respectively? What distinctive perspectives or nuances do each poet bring to this connection, and how does it contribute to the overall portrayal of love in the two poems?