My Destiny is Great

My destiny is great
it is what makes it of me which is what I can relate
to not placate the masses or to go to church willingly in masses
Don’t be scared to go to church or even worse, placate to the others, to the nay sayers or haters or self degraders

Why degrade yourself, others, or you? You choose your direction in life you choose you!

ERIC

My destiny is greatDownload


interesting word choices or formatting ideas in poem

The poem “My Destiny is Great” contains several interesting word choices and formatting techniques that contribute to its meaning and overall style. Let’s explore them:

1. Word Choice

  • “Destiny”: This word carries a heavy sense of fate, purpose, and the idea of something larger than the individual, which sets a tone of significance right from the start. The use of “great” to describe it adds a sense of positivity and ambition.
  • “Placate”: A somewhat formal word, “placate” means to appease or pacify. It stands out in this context because it reflects the speaker’s resistance to pleasing others at the expense of their own authenticity. The choice of this word implies the speaker sees conformity as passive and undesirable.
  • “Masses”: The repetition of this word in both social and religious contexts (“masses” of people and church “masses”) is notable. It suggests a critique of both societal pressures and institutionalized religion, without condemning the latter entirely.
  • “Nay sayers,” “Haters,” and “Self degraders”: These words form a trio that encapsulates different kinds of negative influences. The speaker acknowledges external criticism (nay sayers, haters) and internal self-doubt or self-destruction (self degraders). These colloquial terms contrast with more formal words like “placate,” blending informal and formal diction, which adds depth to the poem’s tone.
  • “Choose”: The repetition of the word “choose” in the final line is a deliberate stylistic decision, reinforcing the message of self-determination. It gives the line a rhythm and a clear, definitive conclusion.

2. Repetition

  • “Placate”: The repetition of “placate” serves as a central point of resistance in the poem. The speaker repeats it to emphasize their desire to avoid appeasing others, urging the reader not to follow this path either.
  • “You choose”: This phrase in the final line is repeated for emphasis, driving home the idea that self-determination and agency are the most important takeaways from the poem. The repetition turns the final thought into a mantra.

3. Rhetorical Questions

  • “Why degrade yourself, others, or you?”: This rhetorical question invites introspection and challenges the reader to confront their own tendencies towards self-doubt or negativity. The phrasing, which switches between “yourself” and “you,” subtly highlights the speaker’s connection to the reader, making it feel personal.

4. Formatting

  • Line Breaks: The line breaks contribute to the poem’s free verse style. They create pauses that allow each idea to stand on its own. For example, “to not placate the masses” is followed by a break before “or to go to church willingly in masses.” This allows the reader to consider each idea separately before moving on to the next.
  • Lack of Punctuation: The absence of punctuation gives the poem a free-flowing, stream-of-consciousness feel. This adds to the conversational tone, making it seem as though the speaker is delivering advice or sharing thoughts in a natural, uninterrupted way.

5. Contrast in Formality

  • Colloquial vs. Formal: The poem switches between formal and informal language, which creates a dynamic flow. Words like “placate” and “masses” give the poem a sense of seriousness, while “nay sayers” and “haters” bring in a more conversational, modern feel. This contrast reflects the speaker’s broad range of influences and experiences.

6. Direct Address

  • Use of “You”: The frequent use of the word “you” engages the reader directly. It creates an intimate relationship between the speaker and the reader, making the poem feel like advice or encouragement. This also enhances the motivational aspect of the piece, as the speaker is not just reflecting on their own destiny, but encouraging the reader to claim theirs.

Summary of Interesting Choices:

The poem’s word choices and formatting techniques effectively convey its themes of personal empowerment and resisting societal pressure. The repetition of key terms like “placate” and “choose,” combined with a blend of formal and colloquial language, creates a unique and engaging style. The lack of punctuation and free verse structure further amplify the feeling of freedom and flow, mirroring the message of self-determination. The direct address to the reader, through the use of “you,” makes the poem personal and motivational.

The poem “My Destiny is Great” contains several interesting word choices and formatting techniques that contribute to its meaning and overall style. Let’s explore them:

1. Word Choice

  • “Destiny”: This word carries a heavy sense of fate, purpose, and the idea of something larger than the individual, which sets a tone of significance right from the start. The use of “great” to describe it adds a sense of positivity and ambition.
  • “Placate”: A somewhat formal word, “placate” means to appease or pacify. It stands out in this context because it reflects the speaker’s resistance to pleasing others at the expense of their own authenticity. The choice of this word implies the speaker sees conformity as passive and undesirable.
  • “Masses”: The repetition of this word in both social and religious contexts (“masses” of people and church “masses”) is notable. It suggests a critique of both societal pressures and institutionalized religion, without condemning the latter entirely.
  • “Nay sayers,” “Haters,” and “Self degraders”: These words form a trio that encapsulates different kinds of negative influences. The speaker acknowledges external criticism (nay sayers, haters) and internal self-doubt or self-destruction (self degraders). These colloquial terms contrast with more formal words like “placate,” blending informal and formal diction, which adds depth to the poem’s tone.
  • “Choose”: The repetition of the word “choose” in the final line is a deliberate stylistic decision, reinforcing the message of self-determination. It gives the line a rhythm and a clear, definitive conclusion.

2. Repetition

  • “Placate”: The repetition of “placate” serves as a central point of resistance in the poem. The speaker repeats it to emphasize their desire to avoid appeasing others, urging the reader not to follow this path either.
  • “You choose”: This phrase in the final line is repeated for emphasis, driving home the idea that self-determination and agency are the most important takeaways from the poem. The repetition turns the final thought into a mantra.

3. Rhetorical Questions

  • “Why degrade yourself, others, or you?”: This rhetorical question invites introspection and challenges the reader to confront their own tendencies towards self-doubt or negativity. The phrasing, which switches between “yourself” and “you,” subtly highlights the speaker’s connection to the reader, making it feel personal.

4. Formatting

  • Line Breaks: The line breaks contribute to the poem’s free verse style. They create pauses that allow each idea to stand on its own. For example, “to not placate the masses” is followed by a break before “or to go to church willingly in masses.” This allows the reader to consider each idea separately before moving on to the next.
  • Lack of Punctuation: The absence of punctuation gives the poem a free-flowing, stream-of-consciousness feel. This adds to the conversational tone, making it seem as though the speaker is delivering advice or sharing thoughts in a natural, uninterrupted way.

5. Contrast in Formality

  • Colloquial vs. Formal: The poem switches between formal and informal language, which creates a dynamic flow. Words like “placate” and “masses” give the poem a sense of seriousness, while “nay sayers” and “haters” bring in a more conversational, modern feel. This contrast reflects the speaker’s broad range of influences and experiences.

6. Direct Address

  • Use of “You”: The frequent use of the word “you” engages the reader directly. It creates an intimate relationship between the speaker and the reader, making the poem feel like advice or encouragement. This also enhances the motivational aspect of the piece, as the speaker is not just reflecting on their own destiny, but encouraging the reader to claim theirs.

Summary of Interesting Choices:

The poem’s word choices and formatting techniques effectively convey its themes of personal empowerment and resisting societal pressure. The repetition of key terms like “placate” and “choose,” combined with a blend of formal and colloquial language, creates a unique and engaging style. The lack of punctuation and free verse structure further amplify the feeling of freedom and flow, mirroring the message of self-determination. The direct address to the reader, through the use of “you,” makes the poem personal and motivational.
Style

The poem “My Destiny is Great” by Eric has a free verse style, characterized by its lack of structured rhyme or meter. The tone is empowering and reflective, with a focus on self-determination and personal growth. Here are a few key stylistic elements:

  1. Theme of Individual Empowerment: The poem emphasizes the idea of self-ownership and personal choice, encouraging the reader to resist conforming to societal pressures or external negativity. The lines “You choose your direction in life / you choose you!” reinforce this message of autonomy.
  2. Repetition and Emphasis: The poet repeats certain words or phrases for emphasis, such as “placate” and “degrade,” creating a sense of internal dialogue and urging the reader not to conform or diminish themselves.
  3. Conversational Tone: The language is direct and conversational, giving the sense that the speaker is addressing the reader personally. This is evident in lines like “Don’t be scared to go to church” and “Why degrade yourself, others, or you?” This casual, yet urgent tone enhances the feeling of immediacy and relevance to the reader’s life.
  4. Free Form Structure: The poem’s lack of a regular rhyme scheme or consistent rhythm allows the ideas to flow naturally. This free form supports the theme of personal freedom and resisting rigid expectations.
  5. Moral Encouragement: There is a motivational undercurrent in the poem, suggesting that individuals have the power to shape their destiny by their choices, rather than allowing external influences to dictate their path.

Overall, the style blends motivational and introspective tones with a free-flowing structure, aiming to inspire readers to embrace self-empowerment and reject societal constraints.

Line by line break down

Let’s break down “My Destiny is Great” line by line for a deeper understanding of each component.

Line 1:

“My destiny is great”

  • Meaning: The speaker begins with a confident declaration about their destiny. The use of “great” reflects a belief in the potential for a significant and positive future.
  • Tone: Empowering and assertive. The speaker believes their life has purpose and value.

Line 2:

“it is what makes it of me which is what I can relate”

  • Meaning: This line reflects on how the speaker’s destiny is a core part of their identity. The phrasing is abstract, but it suggests that the speaker’s destiny shapes who they are, and it is something deeply personal and relatable to them.
  • Tone: Reflective. The speaker is contemplating the relationship between destiny and self.

Line 3:

“to not placate the masses or to go to church willingly in masses”

  • Meaning: Here, the speaker emphasizes their desire not to conform to societal norms or appease “the masses.” The mention of “church” symbolizes organized tradition, implying a resistance to doing things just because society expects it.
  • Tone: Defiant. The speaker expresses a desire for independence from societal or religious pressure.

Line 4:

“Don’t be scared to go to church or even worse, placate to the others, to the nay sayers or haters or self degraders”

  • Meaning: This line advises against both fearing traditional structures (like church) and giving in to external negativity. The mention of “nay sayers,” “haters,” and “self degraders” refers to people who might discourage or belittle others. The speaker encourages strength in the face of criticism or negativity.
  • Tone: Reassuring and motivational. The speaker is guiding the reader to rise above fear and judgment.

Line 5:

“Why degrade yourself, others, or you?”

  • Meaning: A rhetorical question urging self-reflection. The speaker asks why anyone would belittle themselves or others. It reinforces the idea that degrading behavior, whether toward oneself or others, is unnecessary and harmful.
  • Tone: Reflective and challenging. The speaker invites the reader to consider their actions and attitudes.

Line 6:

“You choose your direction in life you choose you!”

  • Meaning: The closing line delivers a strong message of self-empowerment. It reminds the reader that they are in control of their own path and identity, and their choices define them.
  • Tone: Empowering and conclusive. The speaker ends on a note of personal responsibility and freedom, reinforcing the theme of self-determination.

Summary of the Line-by-Line Breakdown:

The poem progressively builds from the speaker’s belief in their destiny to a broader message of self-empowerment. It challenges conformity, fear, and negativity, urging the reader to embrace their autonomy and choose their own path in life. The structure of the poem is conversational and introspective, blending both personal reflection and motivational advice.

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