I need some help to complete this homework. it's an essay, and I need to add more evidence to it. Some parts of it are done, but I will add the feedback my professor gave me and also my essay for bett

In the exploration of language, identity, and social resistance, James Baldwin's poem “If Black English Isn’t a Language, Then Tell Me, What Is?” and Gwendolyn Brooks' poem “We Real Cool” both highlight the power of language in shaping and resisting societal norms. Through their distinctive use of language, both authors confront the marginalization of Black voices, asserting the value of Black English and capturing the defiance and resilience of Black youth in a world that seeks to suppress them. By analyzing Baldwin’s argument on language and identity alongside Brooks' portrayal of rebellious youth, it becomes evident that language is not only a means of communication but also a powerful tool for self-expression and social resistance, serving as a vehicle for both cultural pride and defiance against systemic oppression. Baldwin's poem, written in 1979, asserts that Black English is more than just a dialect or a variation of the English language; it is a legitimate, fully developed language that is inextricably tied to the cultural and historical experience of African Americans. Baldwin’s defense of Black English highlights its function as a means of expressing the Black experience, and more importantly , as a tool for resistance against the dominant narrative that seeks to mar ginalize Black people. In the poem, Baldwin confronts those who dismiss Black English as inferior , stating, "If Black English isn’t a language, then tell me, what is?" His challenge is not just a matter of linguistic difference but a deeper critique of how society systematically devalues the language, and by extension, the culture and identity, of Black people. The poem underscores the idea that language is not neutral, it is an instrument of power.

Denying Black English’s legitimacy is a denial of Black identity itself, and in Baldwin’s view, that denial is both an insult and an act of erasure. In contrast to Baldwin’s poem, Brooks’ “We Real Cool” takes a more poetic, yet equally defiant approach to the themes of language and resistance. Written in 1960, the poem features a group of rebellious young Black individuals who are at odds with the societal expectations placed upon them. The poem’s sparse, staccato lines mirror the brief, intense lives of the characters, who assert their autonomy through their choices. By using non-standard patterns and a fragmented structure, Brooks mirrors the disjointed lives of her subjects, reflecting their struggle against societal norms. The language of the poem conveys not only the defiance of the young people but also their awareness of their own marginalization.

Their refusal to conform to societal expectations symbolized by their deliberate avoidance of standard language norms, is itself a form of resistance. The simple, yet striking declaration "We Real Cool. We / Left school," for instance, represents a rejection of the mainstream education system, which they see as an institution that fails to recognize their worth. Brooks thus uses language as a tool for social resistance, showcasing how language can be used to claim space and identity in the face of exclusion. Both Baldwin and Brooks highlight the relationship between language and identity, using language as a means to assert individuality and resist systemic forces that seek to diminish Black culture. Baldwin’ s poem asserts that language is a vital expression of cultural identity and serves as a tool of resistance against racial oppression. Black English, for Baldwin, is an affirmation of Black history and heritage, and its validity should be acknowledged rather than dismissed. Similarly , in “We Real Cool,” Brooks captures the rebellious spirit of youth who, through their language and actions, reject the societal structures that have marginalized them. The poem speaks to the resilience and autonomy of Black individuals who navigate a world that often seeks to suppress them, yet find power in their self-expression. T ogether , Baldwin’s and Brooks’ works demonstrate that language is much more than a tool for communication as an assertion of identity, a way to resist oppression, and a means of claiming cultural autonomy.

By defending Black English, Baldwin elevates it as a vital expression of the Black experience, while Brooks uses her poetic language to embody the defiance of a generation that rejects conformity.

Both works illustrate how language functions as a form of resistance, pushing back against societal forces that aim to suppress or erase the voices of mar ginalized communities. Through their artful use of language, Baldwin and Brooks challenge the dominant narrative, affirming the significance of Black language as an act of pride, resilience, and resistance. In conclusion, reading Baldwin’s “If Black English Isn’t a Language, Then Tell Me, What Is?” and Brooks’ “We Real Cool” together offers a profound exploration of how language shapes identity and functions as a tool of resistance. Both works reveal the deep connection between language and cultural autonomy, and show how language can serve as a powerful means of defiance against a society that seeks to oppress and marginalize.

Through their respective works, Baldwin and Brooks assert the importance of Black English and the ways in which language can affirm identity, resist oppression, and offer a space for cultural pride and self-expression. Their writings serve as a testament to the enduring power of language as a tool for social change and personal empowerment. W ork Cited Baldwin, James."If Black English Isn’t a Language, Then Tell Me, What Is?" The New York T imes , 29 Jul.1979, https://www .nytimes.com/1979/07/29/archives/if-black-english-isnt-a-language-then-tell-me-wh at-is.html?searchResultPosition=2 Brooks, Gwendolyn. "We Real Cool." poets.org , 1960, https://poets.or g/poem/we-real-cool How helpful was it? Why (not)? Would you use it again? These will need to be illustrated with screenshots, a minimum of one illustrating your input (what did you ask the tool to do?) and one for the output (what result/s did it generate?). T o me AI can be a useful tool for when i need some ways to start my essay or when my mind goes blank i used it to get more ideas going, today i send ai to give me feedback on how i could make my essay be better and also to see what other points i could add to the essay.

When I don't feel like reading too much information I use it to give me a summary and based on that I will create my own notes and ideas for the class. I think websites like chatGPT and others can be a good way of doing things and learning information on a daily basis. T o me Ai can change the way of writing by making it better.

Today i was it how i could develop a well descriptive essay by giving the poems giving in class and also the one requires for the assignment and AI showed me how i could start and told me the main ideas of each one and some similarities that both authors have but the most important part i used it for is to see how i could change words for another one that sounds better and professional and also for grammar.