The work of American poet Gwendolyn Brooks is predisposed by the circumstances and experiences of the civil rights movement. The movement involved segregation between the Caucasian and African-American communities. A great example was the Brown v. Board of Education, in 1958, in which the Supreme Court ruled that school segregation was unconstitutional. However, desegregation did not work quickly for the African American community, and the African American community became frustrated. The story behind this poem "We Real Cool" was developed during the Rebellion era when young people were trying to figure out their identity in society. Furthermore, choosing to loiter in the recesses of street nightlife, instead of attending classes. The poet uses simple linguistic tone, line structure, rhythm, and rhyme in "We Real Cool" to convey the struggles of reckless young teenagers who will ultimately suffer the unfortunate probability that their street lifestyle is death . Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay To begin, “We” sets the tone of the poem. Modest language suggests a spirit of challenge and rebellion in the group. Players prefer pool halls rather than participating in a formal task. The poet portrays a sense of sadness in the lives of those who are supposedly "cool". Lines 2 and 3, “He dropped out of school. We/We hide until late. We” there is a sense of uncertainty about the lifestyle of these players is questionable. In the verses the player's attitude emerges, a weakened condition that is lost in the world. This is what develops and grows as a central attitude in the poem. Furthermore, it highlights how young people can emerge in a world where such a voice is not easily heard. Overall, the diction of lines is purely street talk. One thing remains: the poet maintains a non-judgmental attitude in all sections. The description of the words is simple and allows you to draw your own hypotheses. The power, beauty, and authority of the poem are rooted in its effective use of line breaks. Strategic word choice addresses the use of strong characters by adding “we” to the end of the line. Each verse deliberately does not end with a complete sentence. Instead the thought moves to the next line: “Luckily late. We/We hit straight. We." You might ask, placing "we" sentences on the same line (We're really cool. We dropped out of school. We're lurking late.) to gauge whether you'd get the same effect. How would the players of billiard, otherwise the elements of the poem would lose the authentic construction? The poet seems to add the pauses to portray a hesitation that indicates the gentleman's lack of self-confidence or “coolness”. prolong the moment of contemplation, the moment of imaginative construction (Whitworth 146). The rhythm of the poem begins with the stirring title “We Real Cool,” which reads like the lyrics of a jazz tune. The arrangement of the words describes a distribution non-uniform of the rhythm. Furthermore, the preparation of the words lends itself to uninhabited strokes of creativity. As the verse of the poem is read, the poet emphasizes: “We are really fantastic. We” (lines 1-2), like a sarcastic murmur. A mocking voice suggests that leaving school isn't a good idea. By continuing to read aloud, the magnet of rhythm can lead to justifying the reasons why the gentlemen dropped out of school. From beginning to end, the poem is imbued with the vibrant,.