Analysis Of 'Theme For English B' By Langston Hughes

The two poems by Langston Hughes “Theme for English B” and “ I, Too” both identify racism that permeates all stations of life. In both texts, Hughes represents the two speakers as African Americans and identifies how one tries to elevate himself through education and the other individual remains trapped at a lower station. In the poem “Theme for English B” skin colour and all that it represents emerges when the speaker searches for his identity as well as what is the truth about his abilities. The speaker expresses his view in how he deals with his white counterparts (the instructor). “I, Too” centers on the idea of racial oppression, looking at how whites do not recognize blacks as equals and how this affects the individual. Yet the texts attempt to show the basic human similarities between African Americans and white people despite their perceived differences and societal segregation. The two speakers within the poems struggle with their own self-worth in relation to their colour. The similarity between the two speakers is that they approach their issues confident in their capabilities and futures. The two speakers differ in that they appear to have different stations in life; servitude versus achieving higher education, yet both struggle with self-worth.

Thesis statement: Hughes wrote this when Jim Crow laws were still imposing an bitter segregated society in the South. There were still lynchings of innocent African Americans, there was no Civil Rights Movement, there was no Civil Rights legislation yet, and Blacks couldn't eat at lunch counters in the South. Harlem, however, was not at all like the South in terms of blatant, legal segregation. However, racism was very much in place in many places in America. Blacks were second class citizens, their children attended schools that were ill-equipped, and the dreams of Black citizens were not being realized in this period.

Through his poem “Theme for English B”, Langston Hughes expresses his will to exterminate discrimination by proving that despite different skin colors, Americans all share similarities and learn from each other. Langston wrote the poem in 1900, when black Americans were not considered Americans. He talks about a black student being assigned to write a paper about himself. The audience is thus the student’s professor – the representation of the white Americans. Since the professor said: “let that page come out of you---Then, it will be true.”, the student began wondering “if it’s that simple”. He then describes himself to explain why it isn’t simple: he is “twenty-two”, “the only colored in class”, and lives in the poor community Harlem.

In Hughes poems, he talks about the dilemma of the difference between black and white from a prejudice state of mind. “Well, I like to eat, sleep, drink, and be in love. I like to work, read, learn, and understand life. I like a pipe for a Christmas present, or records-Bessie, bop, or Bach. I guess being colored doesn’t make me not like the same things other folks like who are other races” (Theme for English B, Ln 20-25), Hughes explains in Theme for English B, that his life is no different than his white professor’s life, and his likes, and

Langston Hughes was a poet with many artistic abilities. His writing and drawings established the lifestyles of many African Americans during this time. In a poem called “I, Too” Hughes express his feelings as an African American, a brother, and someone who deserves to fit in society. He states “I, too sing America” (1039). Hughes saw himself as an individual who has a voice in America even though his skin is a little darker. In a poem called “Democracy” Hughes states: “I have as much right as the other fellow has to stand on my own two feet and own the land” (1043). Hughes was speaking for every African American whom were still dealing with segregation, racism, and freedom.

In two of his poems, Theme for English B and I Too, Langston Hughes was able to depict the idea that African Americans are no different, but are American just like anyone else. He wanted to show the importance of melding cultures

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

Langston Hughes was known for his poems of black activity in America since the 1920’s to the 1960’s, which was the time of the Harlem Renaissance. “My writing has been largely concerned with the depicting of Negro life in America.” Throughout Langston’s life he has seen and experienced racism. He used these experiences to give him ideas of things he could write about. Back then white people were the majority in Harlem, but then once the blacks started to come they dispersed. “We younger Negro artists who create now intend to express our individual dark-skinned selves without fear or shame. If white people are pleased, we are glad. If they are not, it doesn't matter. We know we are beautiful. And ugly too.” Langston knew that blacks should express themselves no matter what color they are and not be ashamed of it. Some white people may like that they are expressing themselves, on the other hand, some white people may not accept that the

It was not until high school that I occasionally got the feeling of being “less-than” or “genetically unrefined.” I have always held my head high and stood by my opinions. Despite being strong willed, I do have a very open mind. I will never stop asking people about their opinions on hot topics so that I may gain a more rounded sense of how things work in the world of which I live. I have never understood why some people feel that they are naturally superior to others. I know that people are born different, but everyone came into the world the same way and our fates will ultimately be the same. This is why I was so moved by Langston Hughes’ Poem, Theme for English B. I particularly like the lines reading, “Sometimes perhaps you don’t want to be a part of me. Nor do I want to be a part of you. But we are, that’s true!” (Hughes 43) In these three phrase, Hughes does an impeccable job of summarizing our world today. People often do not want to be associated with someone of a race different than their own, but ultimately, we are all connected and live in this one world. We can never be separated, no matter how much we try. I think this is a beautiful

In “Theme for English B” Langston Hughes dramatizes race and self-identity. Hughes is struggling to relate himself to his teacher and everyone around him, so he starts off by telling readers about his background such as his age and where he has lived. “I am twenty-two, colored, born in Winston- Salem” (2). Through the first stanza of the poem we know that Hughes is living through a time where race is a big issue and not too many African American adolescents are in school like he is. He is learning more and more about himself by asking questions about the society he lives in and if and how he fits in it. He is trying to discover truths about his self-identity by comparing himself and his white teacher several times. “You are white- yet a

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.

In the fight for equality, people of color often feel isolated and separated from those whose privilege reinforces their oppression. However, there are and always have been white people who see the inequalities that are practiced in society and speak out against them in hopes of reaching equality for all. Langston Hughes used his voice in poetry to express his experience as a black man in the United States during the Civil Rights Movement, and his is a household name. There is no doubt that his words have power. The reader expects to feel his experience and gain empathy and understanding through his poetry. In his poem, “Let America Be America Again,” Hughes presents his experience of American life in a powerful contrast to the experience

Although the time periods are spread over sixty years, I can see the shared characteristics of the narrator’s life and mine. While the narrator faces certain struggles due to his race and background; many others face that same problem today, which is the target of Hughes’ poem. In lines 34 and 35, the narrator says "Sometimes perhaps you don't want to be a part of me. / Nor do I often want to be a part of you, but we are, that's true!" In this statement, Hughes targets the blatant racism and hatred of minorities, while also indirectly asserting how badly Americans had treated minorities in the late sixties. In addition, the narrator worries the professor will grade his work unfairly due to his race; however, this does not deter him from writing his paper and pointing out certain topics that other students would hesitate to put in a paper. At the same time, I realize this topic for English 1102 is extremely similar to that of the assignment the narrator receives in English B. I feel this way because we must know ourselves and realize what is similar or different to the narrator’s experiences in Harlem to be able to compare our lives to

I believe that Hughes’s poems fit well into our ongoing conversation about authenticity in black art. The poem, “Theme for English B”, in particular handles how Hughes views the topics of race and identity clearly and directly.

Langston Hughes lives a life true to himself because he believes in challenging the “status quo.” In his poem, Hughes writes about his struggle to share his voice among his white classmates and teacher. Hughes says, “ Being me it will not be white” (28). Hughes cannot truly be himself if he writes his paper the way his teacher believes he will. He breaks down the assignment and writes about the differences and similarities between him and his classmates. Daniel Morris Argues, “By questioning the assignment, ironically, this imaginary self can consider it more seriously and respond to it more deeply than the instructor could have thought”. Through Hughes’ response to his instructor’s assignment, he allows the reader a deeper look into his rebellious nature against the conventional beliefs of his day. Hughes sees a value that everyone can bring to the table and this is something that very few people in his time period notice. The author lives a life true to his inner self and will go on to impact many lives through his