Analysis Of Hughes 's Poem ' Theme For English B '

Throughout my life I have experienced many trials that are quite different to that of the narrator in “Theme for English B”; however, there are some similarities such as his life experiences, that can be compared to those of the narrator. In this poem Langston Hughes writes of a man who is given an assignment with very abstract and philosophical instructions for writing this paper. Accordingly, the narrator has some difficulties at first because he thinks of how different he and the professor is, saying “It’s not easy to know what is true for you or me at twenty-two, my age. But I guess I’m what I feel and see and hear” (16-18). Consequently, the narrator realizes the difference between his life in Harlem and the life of his white professor. This causes the narrator to be skeptical of how the professor may receive the narrators’ interpretation of the assignment. Though the narrator and I share similar characteristics and experiences it is the differences that make the most impact throughout this paper. Three major differences are his teacher’s assignment, the colleges view of him, and his life in general. While Hughes does provide much background information on the narrator’s past, he gives multiple examples of his life a student and as a citizen living at the YMCA in Harlem.

Langston Hughes “Theme for English B” and Gerald Graff’s essay “Hidden Intellectualism” portray racial separation and intellectual isolation, respectively. Hughes’ essay is poetic justice, and Graff’s is a call to arms. Hughes’ is short and to the point and is simply what it is, no arguing or convincing, just raw thought. Graff’s is highly intellectual; offering examples and reasoning, and it could even be seen as a not-quite-finished plea to the nation to reevaluate our education system. But the many differences in these articles are not what they seem. These so-called “differences” are really just distractions we choose to see on the surface, but in fact, the essays work together quite well. When examined closely, looking past the

Langston Hughes and I have many things in common.. In “Theme for English B” Hughes talks about his truth, how he is very aware that he has a different skin color, but that is not what he thinks he should be identified by. What identifies him are the accumulation of the things in his life. I can relate with this because although I do not feel like I am discriminated for my race, I do feel like I'm discriminated against for not being like those of my race. I also know that certain points of one’s life shapes it. It is difficult to know what you are suppose to be when you are a the first born generation in a country. Much like Hughes at the time that he wrote the piece, I too am young and am eager to grow, while also being oblivious to what come

This book is an empowering and heart wrenching memoir about the differences between the world of black people and white people. This book mainly hits the point of race, but there are also some aspects of socioeconomic status to this book. Gregory Williams (the author) grew up believing he was white, but soon after he turned ten (10) he discovered he was a mixed race. This boy grew up in a time when desegregation was new to the country, and no white person was truly willing to accept this new reality. As a boy of neither just white nor just black heritage, Williams recalls the moments of hostility he encountered from white and black people.

In exploring the problem of identity in Black literature we find no simple or definite explanation. Nevertheless, it is generally accepted that it is rooted in the reality of the discriminatory social system in America with its historic origins in the institution of slavery. One can discern that this slavery system imposes a double burden on the Negro through severe social and economic inequalities and through the heavy psychological consequences suffered by the Negro who is forced to play an inferior role, 1 the latter relates to the low self-estimate, feeling of helplessness and basic identity conflict. Thus, in some form or the other, every Negro American is confronted with the

Long before the civil rights movement, African Americans had no rights as an American citizen. Even after desegregation, African Americans were not given the same respect and value as a white American. During the Harlem Renaissance, however, many African American writers and poets began to challenge these viewpoints in their writings. In particular, Langston Hughes used his short stories, plays and poetry to portray the experiences of black life in America. He was heavily influenced by Walt Whitman and the ideas of free verse and was able to represent the feelings of African Americans after the abolition of slavery.

Langston Hughes clearly connects with a wide range of audiences through the simplicity that surrounds his poetry. The beauty of this manner in which he wrote his poetry, is that it grasp people by illustrating his narratives of the common lifestyles experienced by the current American generation. His art form expresses certain questionable ideologies of life and exposes to the audience what it takes to fully comprehend what being an American truly means. Each individual poem describes and illustrates the strength and hardships the African American community was experiencing. Through his literature art form of poetry, Hughes was able to convey the common assertions of

Meet Rachel, a sophomore studying at Howard University who is also mixed with both black and white. Rachel transferred to the Historically Black University from a Predominantly White Institution because she felt as though she was not “white enough” and Howard would better suit her. Unfortunately upon her arrival, Rachel could not help but feel as though she was not “black enough” to attend Howard University. Rachel’s feeling of not belonging are not isolated, they are shared by millions of biracial Americans who, at one time or another, felt as though they did not belong to either culture. These feelings have been brought on, over time, by the way, America, although believed to be a “melting pot” of cultures, often wants people to categorize themselves as one ethnicity and the pressure placed on Americans to solely identify with one race divides the country more than anything else. The only way to rectify this problem is for Americans to stop separating themselves into racial categories and come together to be classified as simply American.

My response to Langston Hughes ' in Theme for English B is we have a variety of interests that are relatable to both of us. We encountered and conquered the greatest battles in our lives. We confronted segregation and rejection in view of the color of our skin and identity. After reading his poem, I was reminded of how I experienced discrimination and rejection throughout public school and I was labeled an outsider. I was discriminated and rejected not only just the color of my skin, it’s because of my disability. Langston Hughes’ Theme for English B made me feel the same way at public school. I wonder, precisely who am I? Where do I fit on this Earth? Indeed, these are a couple of questions that Hughes struggles with, aside from the world in which he was posing these questions. I was lost, but now I found my identity and build great character. My identity, which includes my race, disability, and my values are either accepted or not in this broken world. These three things affect how I read Langston Hughes’ poem because I was faced with deep ambivalence toward the prevailing society, but now I feel that I’m open and positive about society and my place in it.

Langston Hughes is a famous poet known mostly for his contribution to the Harlem Renaissance. He wrote many inspirational poems that are still read and used for educational purposes. Many of his poems were inspired by his life and his story. One of his many poems entitled “Theme for English B” talks about how his teacher instructed him to write a page about himself and it will be true. In a “Theme for English B”, Hughes uses tone, and characterization to display a relationship between race and writing.

The validity of an individual’s perspective on the truth regarding situations, events and personalities throughout their lifetime is subjective.

A Class Divided: The students did recognize that in these United States, “black/nigger and Indian” people are not treated as their brothers. One little boy responded to the question of, “How are people who are of a different color treated” with “They don’t get everything of this world because they are a different color.”(“A Class Divided”, 1968)

She articulates this idea that we want to have an identity and feel safe around those of the ‘same’. Lastly, Tatum makes a point that racial identity can persist into Adulthood, it is not only in schools but also in the corporate world. Part III Understanding Whiteness in a White Context: This section discusses the development of white identity and how many white people neglect to really think about their identity. Thinking about race may make many people uncomfortable but having those difficult conversations and acknowledging privilege and oppression is the action that needs to be taken. Tatum suggests affirmative action. Part IV: Beyond Black and White: Disuses important issues of other racial minorities including, Latino, American Indian, and Asian Pacific American. Tatum also discusses identity development in multiracial families, this can be a complex identity development with many factors coming into play, however, parental encouragement of biracial identity has been seen as highly beneficial. Part V Breaking the Silence: This final section offers suggestion on embracing a cross-racial dialogue. We can no longer can be silent and must work toward social change and a more equitable world for all.

Humanity is composed of individuals with different origins, beliefs, and characteristics, aspects that have significantly promoted separation in the society. Racial segregation entails the division based on race or ethnicity, an aspect that results in discrimination. In the United States, the separation is experienced in various areas such as public transport, schools, restaurants, and residential places where individuals may be restricted basing on their racial background. Lawrence Otis Graham in his short story ‘The Black Table is Still There’ narrates his experiences in junior high school and relates it to his observation fourteen years later during his visit to the school. In the essay, it is apparent that Graham discloses the societal superficiality integration. This essay provides a concise analysis of Graham’s short story, a real example of racial segregation in the society. Further, the paper explains two other different symbols of racial segregation and their effects on the society or a group of people.

America is a melting pot of different people, culture, and religion. Although there are millions of different people from different parts of the world, it 's citizens would like to appear united and patriotic. To foreigners, every person living in the United States is an American; however, within the country, there are divisions among the society through a concept called race. No citizen calls themselves an American to another American. The individual labels themselves "Hispanics, Asians, [or] Africans," (Rodriguez 119). America may appear uniform, yet it’s citizens seem to want individuality. And here is the paradox: those same citizens also detest the concept of race. When one is deemed by society as different because they are unable to be labeled, the individual hates this sense of distinctiveness. Richard Rodriguez 's memoir, Brown: The Last Discovery of America, discusses this peculiar concept of race by appealing to the reader 's pathos and logos in order for one to obtain a greater understanding of the idea.