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I Lost My Talk

posted Jan 18, 2011 02:34:51 by NatalieAldean23
This poem has strong meaning in the words and sentence structure. These strong words and sentence structure help us understand the poem better because we know what the girl is feeling. For example, the girl states:"I lost my talk/ The talk you took away./ When I was a little girl/ At Shubenacadie school" (1-4). This could be interpreted in many ways but the word choice helps us understand what the little girl is talking about. I feel that the girl is talking about when she went to school the teachers made her speak a different language than she was taught at birth. When the teacher told her she could not speak her native language she felt like something was stolen from her. The sentence structure shows that all she wanted was to speak her language and for people to learn about her. The word choice in this poem also is quite descriptive so, it show us how the character is actually feeling. Many people might feel that if the word and sentence structure was not the way it was, the poem would not make any sense. The poem would not have the same meaning and people might get confused on what the author is trying to show.
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5 replies
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JessicaPhelps2192 said Jan 18, 2011 16:22:12
Natalie Aldean, I could not agree with you anymore. In stanza four of the poem the author says, "So gently I offer my hand and ask” (13). With that word choice, I clearly picture somebody giving their hand to someone else for help. I love how you said the poem could be interpreted in many ways, but the word choice helps us get the real meaning. That is so true, it really does. That is why using strong word choices is very important—so the reader can completely understand your story. You also could have added the quote, “You snatched it away” (5). The word choice the author uses puts a perfect picture in your head of someone harshly taking something away from someone else.
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jgcabs said Jan 19, 2011 03:25:37
Natalie Aldean and Jessica Phelps, I strongly disagree with both of you about the strong words, but I do agree with your opinions about the sentence structure. I think the poem lacks a strong vocabulary. Arguably the most challenging word in the entire writing is "scrambled" or "ballad". Although the vocabulary is extremely child-like, the emotional tactics Rita Joe uses makes a strong connection between the reader and the victim. The character who lost her talk shows anger to the thief, but at the same time seems to reason with them. The victim expresses her anger in line two and five when the victim says "The talk you took away" and "You snatched it away". The victim expresses that she feels a part of her was stolen. The sentence structure and emotional aspects definately help me, as a reader, connect with victim.
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festivalfoods said Jan 19, 2011 16:26:50
I completely agree with your response! The negative language towards the little girl and the attitude she has towards the people are completely different than one another. The reader can definately feel the strong connection between the attitudes of the characters. The way that the poem is set up doesn't necessary help with the attitude, unless you look at it as straight forward attitude. Maybe you could explain that area a little more? But excellent job with picking out all of the descriptive parts! :D
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Seancorc said Jan 19, 2011 16:41:20
I agree, particularly with your comment about how all she wanted was to speak her language and for people to learn about her. Especially considering the last lines, where she writes "So I gently offer my hand and ask,/Let me find my talk/So I can teach you about me." If she had any hard feelings, she's clearly doing away with them at this point and is asking simply to express what she's feeling, as you pointed out.
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JessicaPhelps2192 said Jan 20, 2011 16:31:29
So I was just thinking, Mrs. Aldean. How do you think the poem would change if Rita Joe used longer lines and longer stanzas? Do you think it would change the meaning of the poem at all? Or, what if this poem was written by a guy instead of a girl? And since Max made that point, I kind of change my mind about the poem. The poem really does lack a strong vocabulary. As I look at it more in depth, she really didn’t use that strong of words, but just more simple words. This makes the poem easier to understand. The words she uses are words third graders know and use in their sentences; they’re not big complicated words you need the dictionary for to get the meaning. The sentence structure, though, is what makes it a great and bold poem.
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