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

Guzman 0

Genesis Guzman

Professor Plochocki

02-04-2025

How does reading “If Black English Isn’t a Language, Then Tell Me, What Is” and “We Real Cool” enhance the understanding of and ability to appreciate the poem?

Both James Baldwin’s “ If Black English Isn’t a Language, Then Tell Me, What Is?” and Gwendolyn Brooks’ “ We Real Cool” explore the complex intersections of language, identity, and social resistance. Through their powerful use of language, both writers challenge societal norms and stereotypes while giving voice to the Black experience in America. Baldwin confronts the dismissal of Black English as a legitimate expression, asserting its deep cultural and historical significance. At the same time, Brooks captures the rebellious spirit of youth navigating a world that marginalizes them. Together, these works reveal how language serves as a tool for defiance, a marker of identity, and a means of resisting oppressive forces .

In If Black English Isn’t a Language, Then Tell Me, What Is? James Baldwin explores the theme of identity through the lens of language, arguing that Black English is not just a dialect but a powerful, unique form of communication deeply rooted in the history and culture of African Americans. By defending Black English, Baldwin asserts that language is intrinsically tied to identity, and denying the legitimacy of Black English is an attempt to erase or devalue Black experiences and cultural expressions. His work also embodies social defiance, as it challenges the dominant narrative that seeks to marginalize or invalidate the language of Black communities. Through his words, Baldwin refuses to accept the societal norm that casts Black language as inferior, instead using it to assert pride, resilience, and cultural autonomy ( Baldwin ). Baldwin's argument that language is deeply tied to identity provides a crucial lens through which to analyze Brooks’ poem We Real Cool. Written in a sparse, rhythmic style, Brooks’ poem reflects the language of marginalized Black youth who reject societal norms. The structure of the poem, with short, choppy lines and the repeated use of "We," mimics a spoken, almost musical rhythm. This stylistic choice mirrors Baldwin’s assertion that Black English is not simply different but uniquely expressive. The line, "We real cool. We / Left school " exemplifies how the pool players create their own identity through non-standard grammar, asserting their presence despite—or perhaps because of—society’s expectations.

In contrast to Baldwin’s direct argument for the legitimacy of Black English, Brooks’ We Real Cool takes a poetic, yet equally defiant, approach to 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 ( Brooks ).

The simple, yet striking declaration "We Real Cool. We / Left school," 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 . This aligns with Baldwin’s assertion that language is not just a means of communication but a method of survival, one that allows marginalized communities to define themselves rather than be defined by others (Baldwin). Just as Baldwin argues that denying Black English is an attempt to erase Black identity, Brooks’ characters push back against an education system that does not serve them.

Furthermore, the rhythm and structure of Brooks’ poem reinforce Baldwin’s argument about language as an instrument of resistance. The pauses at the end of each line create a sense of urgency and finality, mirroring the precariousness of the characters’ lives. Just as Baldwin describes how Black English allows for a unique form of expression, Brooks’s deliberate poetic choices show that language is not just about communication but also about identity and resistance. The abrupt phrasing and repetition convey a lifestyle of risk-taking, yet also an assertion of presence in a world that often overlooks Black youth. This poetic structure reflects the way Black English operates outside the confines of standard grammar, embodying both cultural pride and social defiance (Brooks).

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 essay 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.

than a tool for communication—it is 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 marginalized 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.

Together, Baldwin’s and Brooks’ works demonstrate that language is much more than a tool for communication—it is 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 marginalized 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, showing 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.

Works Cited

Baldwin, James. "If Black English Isn’t a Language, Then Tell Me, What Is?" The New York Times , 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.org/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?).

To 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 .

To 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.