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 community. A good example was Brown v. Board of Education, in 1958 the Supreme Court ruled that it was unconstitutional to segregate schools. Nevertheless, desegregation did not work quickly for the African American community and they became frustrated. The story behind this poem “We Real Cool” developed during the era of rebellion, where young men were searching for their identity in society. Also, choosing to hang out in the hollows of the street nightlife, instead of attending classes. The poet uses simple language tone, line structure and rhythm, as well as rhyme in "We Real Cool" to convey the struggles of young, reckless teenagers who will eventually suffer from the unfortunate likelihood that their lifestyle in the street be death. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an Original Essay To begin, “We” sets the tone of the poem. The modest language suggests an allegiance of defiance and rebellion within the group. Players prefer billiards halls rather than participating in a formal task. The poet depicts a feeling of sadness in the life of someone who is supposed to be “cool”. Lines 2 and 3, “I left school. We / hide late. We have a feeling of uncertainty and the lifestyle of these players is questionable. The player's attitude appears in the verses, a weakened state losing itself in the world. This is what develops and grows as the central attitude of the poem. Additionally, it highlights how young people can make themselves heard in a world where that voice is not easily heard. In all, the diction of the lines is purely street talk. One thing remains, the poet adopts a non-judgmental attitude throughout the sections. The description of the words is simple and allows everyone to formulate their own hypotheses. The strength, beauty, and authority of the poem are rooted in its effective use of line breaks. Strategic word choice addresses the use of strong character by adding the “we” at the end of the line. Each stanza intentionally does not end with a complete sentence. Instead, the thought moves to the next verse: “Luck late.” We / Hit it straight. We". One might ask, placing the "we" phrases on the same line (We're really cool. We left school. We stay out late.) to measure whether the same effect would occur. How would players billiards would be described, or would the elements of the poem lose their authentic construction? In part, the poet seems to add pauses to describe a hesitation which signifies a lack of self-confidence or "composure" of the? man The use of rhythm is to extend the moment of contemplation, the moment of imaginative construction (Whitworth 146) The rhythm of the poem begins with the exciting title “We Real Cool,” which reads like the words of a melody. of jazz. The arrangement of the words depicts an uneven distribution of rhythm Moreover, the preparations of the words lend themselves to uninhabited strokes of creativity, the poet emphasizes: “We / have. left school” (lines 1-2), like a sarcastic whisper. A mocking voice suggests that leaving school is not a good idea. As one continues to read aloud, the magnet of rhythm can lead one to justify the reasons why these gentlemen left school. From start to finish, the poem is anchored in tempo,.