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McNeil 5
Yolanda McNeilStudent Name
Mary BaggettInstructor Name
ENGL 603Course Name
08-APR-2020
Analyzing Deconstructionist Principles in “Dreams”
Perhaps one of the shortest poems, “Dreams” talks directly to the reader. The poem has two stanzas that are easy to understand for any type of reader (Poets.org, 1). The simplicity of the words that are used makes it easier for readers to read and understand without looking for further interpretations. The two stanzas have four lines each. The paper will be analyzing the poem using Deconstructionist Principles. Deconstructionist Principles help to look deeper into the elements that the poet has used to pass the message to readers. Hughes uses the poem to encourage people to hold on to their dreams (Poets.org, 1). In the process of delivering the message, Hughes employs different elements and principles. Comment by Baggett, Mary Elizabeth (English): Cite Hughes as author; in works cited entry, you can include the site from which you got the poem Comment by Baggett, Mary Elizabeth (English): A couple things here: Create a little more flow across your sentences; as it stands now, it’s hard ot see how they’re related—each one really does stand on its own contentwise, but you’ll want to link them with transitions and other connection devices (pronouns, repeated key terms) Don’t call attention to your paper; just state your claims and then back them up with evidence from the text. Comment by Baggett, Mary Elizabeth (English): Make a stronger thesis by including here the deconstructive insight—if the main theme is for people to hold onto their dreams, is there something in the poem that undermines that? If so, what?
The elements that will be used to analyze the poem are associated with deconstructionist principles. The elements are as follows.
a. The use of language Comment by Baggett, Mary Elizabeth (English): Rather than breaking up your paper in these small sections, make a stronger central claim (thesis) that highlights the most important features of the poem and then unpack that argument in a couple of paragraphs (for such a short paper, you won’t want many—paragraphs should be ½ to 2/3 of a page). The current structure you have feels more like prewriting than a final, polished draft.
The language of a poem can change from one poem to another. In some poems, the complexity of language is promoted by complex words and phrases. The poet does not use complex language. Instead, he uses words and phrases that are not hard for readers to understand. For example, in the first line, Hughes starts with, "Hold fast to dreams” (Stanza 1, line 1). The line is self-explanatory, and a person can easily note that the poet is telling people or readers not to let go of what they believe in. Comment by Baggett, Mary Elizabeth (English): Cut these general comments; get right to unpacking this particular poem. Comment by Baggett, Mary Elizabeth (English): Langston Hughes?
b. Undermining and contradicting generally accepted truths
The poem is straight forward even though it contradicts and undermines the generally accepted truths. In the first line, the poet starts by creating an impression that a dream is tangible. The use of the word “hold” makes it look like the poet is talking about a piece of an object that is tangible. The tangibility of an object is promoted by the utilization of the sense of touch. The truth is that a dream can only be thought of and not touched. A dream is also associated with subconscious thoughts thus making it hard for one to predict its existence since it is not premeditated. The second line in the first stanza gives dreams a life. The poet states that “For if dreams die” (Stanza 1, line 2). Death is only associated with living things. Therefore, the use of the word and the association of the word with a dream is proof that the poet goes beyond the truths that members of society hold. Comment by Baggett, Mary Elizabeth (English): This is good, but be more specific—I think this is really getting at a deconstructive reading, but make it more central to your overall paper.
c. Change of identity by the poet
The author does not change the identity from the first line to the last. The poem is directly talking to the reader. The poem starts with the poet encouraging the reader not to give up and he ends the poem by emphasizing the same.
d. Fulfillment of genre
The genre of a poem is known by looking at the focus of the poet. In line with the “Dream” poem, the author fulfills the genre and does not go beyond the genre (Tyson, 20). One of the advantages of the poem when it comes to analyzing it is that it is short and reemphasizes the same message.
e. Separation
The author promotes separation by sticking to one point of view. The author uses the first-person narrative from the first line to the last. It is therefore evident that he is the source of information from the beginning to the end. Also, the reader becomes the major recipient from the beginning of the poem to the end.
f. The ideology promoted by the poem
The poem promotes the ideology of not giving up in life and in things that matter to one’s life. The poem emphasizes the need for people to hold on to their dreams without giving up (Tyson, 11). The poem also helps the readers to know the consequences of failing to hold on to dreams.
g. Possible texts left out
The poem presents important information and a good message to the readers. However, the addition of texts that could help people to know how to hold on their dreams could be of help to most of the readers (Tyson, 21). The reason why the texts would be important is that the poem has focused on all other aspects of dreams. The author has stated the need to hold on to dreams and at the same time, the author has helped to understand the consequences of failing to hold on to dreams.
h. Changing the point of view
The story that has been presented by the poem cannot change. The information that has been presented by the poet is universal and therefore, it is applicable from any point of view.
Works Cited
Poets.org. Dreams. Retrieved from https://poets.org/poem/dreams. 2020. Comment by Baggett, Mary Elizabeth (English): Check MLA format: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_works_cited_electronic_sources.html Credit Hughes since he’s the author. Also, put title of poem in quotation marks
Tyson, Lois. Using critical theory: How to read and write about literature. Routledge, 2011.