Answer:
Discrimination and its profound consequences have been recurring themes in literature, often explored through various perspectives and styles. In "Response to Executive Order 9066" by Dwight Okita and "Mericans" by Sandra Cisneros, the authors delve into the experiences of individuals affected by discrimination, with a focus on Japanese-Americans and Mexican-Americans, respectively. Both works employ literary devices and techniques to develop the theme of discrimination, but they do so in distinct ways.
Introduction
Dwight Okita's poem, "Response to Executive Order 9066," poignantly conveys the fear, confusion, and injustice faced by Japanese-Americans during World War II when they were forcibly relocated to internment camps. Okita employs vivid imagery, such as "our garden had rocks like memories, like teeth," to evoke a sense of loss and displacement. Additionally, he uses first-person perspective and a conversational tone to establish a personal connection with the reader. On the other hand, Sandra Cisneros's short story, "Mericans," explores the alienation and identity crisis of a young Mexican-American girl, who feels out of place in her own country. Cisneros utilizes a mix of English and Spanish, colloquial language, and a fragmented narrative structure to immerse the reader in the protagonist's cultural dissonance.
Body Paragraph 1: Development of Discrimination Theme in "Response to Executive Order 9066"
In "Response to Executive Order 9066," Okita employs powerful metaphors and similes to vividly illustrate the emotional turmoil faced by Japanese-Americans during their internment. The line "my father, who is not my father, sits on the edge of my father's chair" encapsulates the fractured sense of identity and family caused by discrimination. Okita uses repetition, such as "No, no, I am not spock," to emphasize the struggle against racial stereotypes and misconceptions. This repetition serves as a literary device that highlights the narrator's defiance against being reduced to mere racial stereotypes.
Body Paragraph 2: Development of Discrimination Theme in "Mericans"
In "Mericans," Cisneros employs language as a powerful tool to explore the theme of discrimination. The protagonist's use of both English and Spanish in her inner monologue reflects her dual cultural identity and the tension she feels in reconciling her Mexican heritage with her American surroundings. The fragmented narrative style, where thoughts are presented in short, disconnected sentences, mirrors the fragmented sense of self and belonging experienced by the protagonist. This stylistic choice effectively conveys the internal conflict resulting from discrimination.
Body Paragraph 3: Contrasting Approaches
While both authors address the theme of discrimination, they do so with different approaches. Okita's poem is a direct response to a historical event, offering a personal account of the Japanese-American internment experience. In contrast, Cisneros uses fiction to explore the more subtle, everyday discrimination faced by Mexican-Americans, with a focus on cultural identity. While Okita relies on vivid imagery and metaphors, Cisneros employs language itself as a central literary device.
Conclusion
In conclusion, "Response to Executive Order 9066" and "Mericans" explore the theme of discrimination with distinct literary techniques and perspectives. Dwight Okita's poem uses vivid imagery and personal narration to convey the emotional impact of racial injustice during the internment of Japanese-Americans. In "Mericans," Sandra Cisneros employs a fragmented narrative and bilingualism to delve into the cultural dissonance and identity crisis faced by a young Mexican-American girl. Both works shed light on the profound and lasting effects of discrimination, offering readers a deeper understanding of the diverse experiences of marginalized communities in America.
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