Ecoliteracy Braid Analysis

Being able to read my fellow classmates ecoliteracy pieces was extremely eye opening to me. It was fascinating to be able to understand what it means to be ecoliterate in the eyes on my classmates. I was able to make one main primary connection from my poem to Ben and Brooklyn’s ecoliteracy pieces. At the end of my poem, I wanted to draw on the sense of hope for the Earth and for all that is living on it. I felt that Ben and Brooklyn both were able to also draw on this sense of hope in their own unique way within their pieces. Both Ben and Brooklyn addressed the beauty Earth has to offer and also, what I interpreted, a warning. A warning to our fellow ecoliterate’s on the dangers of our human actions. These written ecoliterate pieces are closed with ambition and anticipation, which is what I attempted to close my poem with as well. While I found many connections to Ben and Brooklyn’s ecoliteracy pieces, I also was moved by the many differences our pieces also shared.

Ben’s first two phases in his poem address the beauty of the Earth. “With life so abundant on Earth,/ We can’t forget how much its worth.” This line reminded me of the beginning to my ecoliterate poem. I aimed to begin my poem in the first two stanzas with a personal connection I had with the Earth and its offerings. This connection allowed me to reflect on what these offerings are worth just as Ben states in his poem. As Ben enforces the idea that no matter what we are doing or where we are, we cannot forget how much worth and depth the Earth contains, which is precisely what the personal connection was aiming to imply. Ben concludes him poem with “You demonstrate how we need to give back to this Earth and not just take,/ As there are many consequences that are at stake./ One day this Earth might be bare as a bone,/ For the future generations we need to set the right tone.” I interpreted this ending much like a caution sign. If we do not imply the right message to our future generations our Earth may no longer be able to support us and could collapse. I also identified a desire in this ending. A desire for our species to step up and take charge to prevent this Earthly destruction from happening.  Ben’s ending is much like my poem’s ending. I ended my poem with the lines “But our actions, yes our actions/ Need some work and need to grow.” Along with my interpretation of Ben’s piece, I wanted to end my poem with a caution which is represented in the last two lines of my poem. Cautioning the actions and bad habits of the human race but also implying a sense of hope. Hope that if we stop these bad habits, our Earth can be restored. As Ben writes to a fellow ecoliterate in his piece I chose to address the Earth itself. I believe that both of these directive outlooks express a similar idea of what ecoliteracy means to the two of us.

As Brooklyn’s ecoliteracy piece was full of metaphors and allegories, I was able to distinguish some distinct similarities and differences to my ecoliteracy piece. Brooklyn’s whole piece seemed like she was drawing from real life experiences. As I drew from a personal experience in my piece, I able to make the connection of experiencing the beautiful Earth first hand as I picture Brooklyn was writing about some of the experiences she has been able to participate in with the Earth. Her writing is so expressive it allowed me to develop a clear picture of the story she was revealing. “Your devotion to adapt to the makeovers we give your skin. Thank you for selfishly sitting there while we cover your face in makeup you prefer not to wear.” As these lines hint at the infrastructures we had built across the world and the pollution we contaminate the Earth with, I was able to connect this segment with a few lines in my poem. “I know we have been putting, and pumping, and dumping some awful things into you/ And we’re not seeing the negative effects/ Of all the horrible things we do.” Connecting these lines from my poem to Brooklyn’s implies that the Earth has selfishly let us do all these awful things things to her. As Brooklyn’s piece unfolds into a beautiful story about the beauty found within the Earth, she ends it with the lines “laying in this field and shed tears for you./ I feel your kind hearted nature reassure my uneasy mind that there is still hope, with a tickle on my toes from the grain you’ve provided us a smile crosses my face and I close my eyes.” As Brooklyn ends her piece in these emotional words, I am able to depict a underlying concern. I interpreted Brooklyn’s line “laying in this field and shed tears for you,” as reflecting on the global issues society is facing today. This concern may also act as a warning persuading others reflect on these issues and consider the negative effects they are causing our Earth. Brooklyn’s last line eases us with hope. Hope that our world is still okay and that there is still time to fix these issues we are facing. This hope Brooklyn provides at the end of her piece can associate with the ending of my ecoliteracy poem. Much like how Brooklyn begins the phrase with a sense of doubt, I also attempted the same in my piece. “Oh beautiful shy,/ How are you not filled with hate?/ Maybe your art represents courage or hope?/ Your daily show of colour and movement/ Is definitely what I use to cope./ Yes, there is hope, for that I know.” As both Brooklyn’s and my pieces conclude with uneasiness which shifts to hope, Brooklyn’s piece ends in reassurance from the Earth, whereas mine ends in a realization. They both imply the same meaning, a sense of comfort, but are executed in different ways.

While reading and creating my ecoliteracy piece, the class reading I was able to connect the most with was The Lorax by Dr. Seuss. During this story, we are able to see the detrimental damage done to a particular environment by human actions. The worst happens in The Lorax; the environment become uninhabitable for the species that rely on it and it eventually collapses. My poem, on the other hand, refers to issues like pollution and climate change, just as Dr. Seuss writes about in his story. Dr. Seuss ends this story with hope. “And all that the Lorax left here in this mess was a small pile of rocks, with one word… ‘UNLESS.'” After this phrase a young man is given the last Truffula Tree seed and is advised to protect it. We saw the destruction the human race was capable of throughout this story and the word “unless” and this last seed implies that the story does not have to end with destruction, there is hope. Dr. Seuss’ representation of hope correlates with the representation I incorporated into my poem. “Maybe your art represents courage and hope?” As my poem suggests a possible downfall, The Lorax presents one. Even if this story is fictional, with what is going on in the world today, we can very much imagine this happening. This story implies the need for change, to better our actions which is what my poem aspired to do as well.

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