In a five-paragraph literary analysis essay, explain how each author develops the common theme. Compare and contrast how the authors develop this theme by referencing specific literary devices and techniques in your response. "Response to Executive Order 9066" "Mericans"

Though the speakers in Okita's poem and Cisneros's short story have strong roots in foreign cultures, both of them feel more connected to their American identities.The narrator's describe their identities in both "Mericans" and "In Response to Executive Order 9066" not based on their ethnicity, but where they believe they belong and relate the most. Inside each text , both author's explain this differently. Through "Mericans" the author prefers to use similarities of how the narrator feels compared to how her grandmother feels and by examples to American culture. In "Mericans", the author uses the emotions of both the grandmother and the narrator to show their opinions on how they see their identities. “The awful grandmother knits the names of the dead and the living into one long prayer fringed with the grandchildren born in that barbaric country with its barbaric ways."  

Although the grandmother sees the U.S. in a bad light and also strongly identifies with the Mexican culture and church, the girl doesn't feel the same way. Another way that the author shows identity differently from Okita is by using references to American pop culture: "I want to be a flying feather dancer, too, but when he circles past me, he shouts," I'm a B-Fifty-two bomber, you 're a German, "and shoots me with an invisible machine gun." The use of these references shows the connectivity of the narrator to American culture. In "Response to Executive Order 9066", Dwight Okita chooses to use different methods while still following a similar idea. By using the narrator's direct thoughts, it allows the reader to take a deep look at the girls' own ideas about their identity. “If it helps any, I will tell you I have always felt funny using chopsticks and my favorite food is hot dogs” The narrator expresses these thoughts to show that even though she is japanese that doesn’t mean she feels that way.

This is evident in her dislike of chopsticks and enjoyment of American food. An additional way in which the author uses a technique different from that of Mericas is to use the different views of others.“You’re trying to start a war,” she said, “giving secrets away to the Enemy. Why can’t you keep your big mouth shut?” Using Dwight's best friends' view of her identity shows that even though Dwight feels like she's American, others may not see her as one.While both texts have examples of various ways of delivering a common message, there are differences within the texts that have the same purpose as well.The two authors use the narrator 's opinions as an example of this. “I gave her a packet of tomato seeds and asked her to plant them for me, told her when the first tomato ripened she’d miss me."

Dwight's own opinions are present in the text as well as those of the narrators in "Mericans": "I don't mind being Ming the Merciless, but I don't like being Mud People." Both narrators use their thoughts to form clear opinions on topics as well as their cultural identities.In addition to opinions, another shared device is how others see girls based on their looks. ”But you speak English!” “Yeah,” my brother says, “we’re Mericans”. The lady assumes that the he doesn't speak English because of his appearance, but in reality he doesn't identify himself as Mexican.

Overall, both writers use different and similar ways of presenting the same identity theme, not based on heritage, but where one feels they relate and belong the most. Sandra Cisneros uses forms of comparison and pop culture to get her views across while Dwight Okita uses clear thoughts and other viewpoints. While they both have different organizations, they also share a few opinions, such as narrators, and other views based on looks. In conclusion, both authors are able to get their point of identity is up to each individual through similar and different ways.

i believe the answer is thesis, reasons, evidence, counterclaim, conclusion

the rhyme scheme is abab cdcd efef gg.