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John Cusack Ms. Koole EN 101 August 29, 2011 Reading Response #1 Throughout centuries poetry has been a catalyst for writers to portray and reveal sentiments about the human spirit. It is an easy writing tool that has allowed them to be a voice for the unheard and ignored in our society. Despite the almost 150 years that separate them, William Blake and Maya Angelou both use poetry as the genre of choice to reveal the pandemic of social ignorance that dominated the late 18th Century industrial revolution of England and the late 20th Century social revolution of the United States. Although Blakes London portrays the harrowing existence of the working class, Angelous Still I Rise promotes a sense of empowerment despite history and social impediments. Both can be admired for their tone and theme that present the argument of how an individual or group can make a statement with their voice or with an action. William Blakes London presents the speaker wandering through the streets acknowledging the observations of the city at the twilight of a day or the twilight of an existence that has become because of the impact of industrialization. He sees the weariness of life on those he passes by, mark in every face I meet/Marks of weakness, marks of woe (Blake 1073). The tone of the speaker almost takes on the anguish of existence he sees in the eyes of those he passes. Despite the economic advantages that industrialization brought to the middle and upper classes, these gains were made on the backs and from the sweat of the lower and working class citizens who had no voice for themselves. Their day-to-day existence consisted of work and trying to survive, very few had the energy at the end of the day to rally the masses to take on

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Parliament for better working conditions or treatment. This plight and sacrifice was not left to the mere laborer but the soldier as well, And the hapless Soldiers sigh/Runs in blood down Palace walls (Blake 1073). The speaker wants to addresses the sacrifices of lives that were lost by soldiers in either expanding the interests of industrialization or the interests of the British Empire. Either way, London portrays a bleak view of existence for many who helped build the city to economic greatness during that time period. In contrast Maya Angelous Still I Rise promotes a sense of empowerment and perseverance that can not only be applied to the experiences of the author but to anyone who seeks to stand up for themselves. The rhythm and rhyme scheme present a voice that is in control and that has strength of spirit. You may trod me in the very dirt/But still, like dust, Ill rise proclaims that nothing can break the spirit of the speaker and that they will endure whatever challenges are presented (Angelou 1059). These words are almost a challenge by the speaker to promote action on the part of anyone who chooses to rise above their obstacles. Despite the personal experiences of Angelou, abuse and racism, her tone throughout the poem is a challenge and a testament to how she will and has overcome adversity in her life. You may shoot me with your words/You may cut me with your eyes/You may kill me with your hatefulness/But still, like air, Ill rise are words of strength and inspiration that readers can embrace in challenging society about abuse and racism (Angelou 1059). Poetry is often a reflection of society and the purpose of this is for the poet to bring awareness to their reader about issues that should be not ignored. William Blake and Maya Angelou may have lived over 150 years apart; however they both bring a passion to their poetry that renders their reader empathetic to the plights of those who do not have the strength or will to speak on their own behalf.

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Works Cited Angelou, Maya. Still I Rise. Legacies: Fiction, Poetry, Drama, Nonfiction 4th Edition. Jan Schmidt, Lynne Crockett Zlotnick, and Carley Rees Bogard. Boston: Wadsworth Cengage Learning, 2009. 1058-1059. Blake, William. London. Legacies: Fiction, Poetry, Drama, Nonfiction 4th Edition. Jan Schmidt, Lynne Crockett Zlotnick, and Carley Rees Bogard. Boston: Wadsworth Cengage Learning, 2009. 1073.