Brewster and “Who, then, is a Canadian? ” by Sundae Signature, their respective poets expresses his or her individual opinion on what it means to be a Canadian. In the poem “Canada: Case History’ by Earl Barney, the poet expresses his ideology about Canada and her relationship with other countries. The author describes Canada as a “case of a highlights land/ deadest in adolescence”(lines 1 and 2). The poet uses personification when labeling Canada: “This boy is oriented well to sports”(line 5).
Canada is regarded being not matured enough, and therefore is too young. He’ makes “new coins old slogans [and] jets” suggesting that the country has to seek help and copy what other countries do. Canada’s ‘Uncle” is the United States, a nation that “spoils” the adolescent by giving him “candy”. However, at the same time, Uncle America also “shouts him [Canada] down when he talks at table?’. His relatives are interested in the lands of Canada since ‘his’ parents are separated: “relatives keen to bag the estate”(line 21).
Canada’s parents are Britain and France that are “unmarried [and] living apart”. We know from he history of the Canada that France and Britain had their struggles in having creating Canada; the poet portrays their conflict by depicting this situation as a family problem. Canada dreams of becoming diverse and “different”; “He… Daydreams of winning the global race”(line 19). The author concludes his poem with a question for the readers: “will he learn to grow up before it’s too late? In summary, the author describes Canada’s history and relationship with other countries using an extended metaphor. He compares Canada to a childish youth who is in need of a constant adult guidance. In the poem Where I come from” by Elizabeth Brewster, the poet expresses her opinion on how your environment shapes who you are. The author’s introductory sentence suggests this: “People are made of places”(line 1). The author gives her idea on how people are formed by their past, where they lived when they were young and the history of their families.
In the first stanza, the poet describes people from the urban area using a simile: “Atmosphere of cities/ how different drops from them, like the smell of smog”(line 3 and 4). In the second stanza, the poet describes the people that lives in the rural areas. The poet takes pride in her identity: ‘Where I come from”(line 12). This poem suggests that the author is from a farm, she remembers the pine woods and blueberry patches, the old farmhouses that need some painting done and “battered schoolhouses/ behind which violets grow'(lines 17 and 18).
She even includes the seasons of spring and winter: the two times of year when the farmers are busy with work. Spring and winter are the longest seasons in Canada representing the periods of birth and death: “Spring and winter/ are the mind’s chief seasons: ice and the breaking of ice”(lines 18 and 19). The tutor concludes the poem with a statement that hints the struggles and hardships of everyday life. In the poem “Who, then, is a ‘Canadian’? ‘ by Sundae Signature, the poet expresses her feelings on how to become a Canadian.
The poet introduces the poem by defining what ethnic is. The poet describes how we are “all immigrants, even if we are born here”(line 8). The author even gives the readers a perfect example to prove her point; the poet writes about her family friend and how even though his daughter is born Canadian, she is hardly different from her elder brother who was born elsewhere. The siblings are similar in many ways: “- in language, food, taste in fashion and/ music etc. “(Lines 18 and 19).
The poet further takes her point when describing, “The children, whatever the ethnic origin, watch ‘Hockey/ Night in Canada’ as they eat popcorn, wear Roots sweatshirts and speak Canadian/ English fluently'(lines 27 and 28). The author concludes the poem with the concept of communication and dialects. She illustrates this topic by describing how Canadians are “able to communicate with other Canadians, in English or/ French, in whatever accent and dialect, but without giving up any original language/ facility; respects, and is willing to share other people’s values, custom, 41 – 43).
Most Canadians are able to give their respects and admiration to different groups of people and their traditions, because they themselves can relate to their background and customs. In conclusion, all three poems share a common theme of what it means to be a Canadian. Nevertheless, each poet uses vivid imagery and significant symbols to describe their representations of what being a Canadian means. The poem “Canada: Case Study” by Earl Barney defines the history and relationship of Canada with other countries.