Langston Hughes Theme For English B

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.

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

My background as a tenacious student and a minority has allowed me to connect to the poem in ways that I could very much relate to. I have personally lived through the motions of life that he refers to in “Theme for English b”.Langston Hughes’s poem is more about the differences he knows other people see in him or rather on him, and what they are missing. By doing this, Hughes make it clear that the color of his skin plays a crucial role in the way that people think he is like. He finishes by boldly stating what he had been

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

Hughes also takes the view of culture but he examines it from the view of blacks that are not stuck in the ghetto but have stable backgrounds. Hughes takes the view that blacks are actually hindering themselves. He says that there is a huge obstacle standing in the way of every black person. He actually makes a reference about artist but it can be viewed as any black person. He says the obstacle is, “this urge within the race toward whiteness, the desire to pour racial individuality into the mold of American standardization, and to be as little Negro and as much American as possible.” (Hughes, Langston) His example is a poet. This poet subconsciously wants to be white because he feels it will make him a better poet. This poet comes from a strong background in the middle class. According to Hughes, they attend church; the father has a steady job; the mother works on occasion; and the children attend mixed schools. However, the problem comes with how the parents treat their children. The mother says things like, “Don’t be like niggers” when the children are bad. In turn the father says things like, “Look how well a white man does things.” So in this home and many others, black is not praised or celebrated it is taught to be ashamed of. They are taught to want to be white. It is staggering what blacks do to themselves because of this. Fist Hughes says the more predominant don’t

Throughout this poem Hughes has placed many symbols in the readers mind to bring the image of the African American people to thought. He reminds African American readers of their origin and what they have been through by using the

The two poems “White Lies” by Natasha Trethewey and “Theme for English B” by Langston Hughes were written to express racial dilemmas that the authors went through. Thematically, they represent the American Dream. In “White Lies” we see that Trethewey went through some racial identity issues. She felt as if she had to lie to blend in with the rest of the whites, which was easy for her because she was mixed. To understand the full meaning of this poem, one assumes that Trethewey was the product of an interracial marriage. This type of thing was frowned upon during the time she grew up. In the poem “Theme for English B” Hughes seems to accept the fact that he is different. Hughes does not seem to have a problem with expressing his difference. He looks at as his individuality and strives to let everyone know that he is proud of who he is. The two poems have many similarities and differences.

One of the foremost poets of the Harlem Renaissance was Langston Hughes. Many of Hughes' poems are about the act of writing poetry, justifying African-American poets' right to speak and create verse, which was denied in previous eras. The act of literacy for African-Americans was depicted as a radical, self-conscious act in Hughes' output. This is explicitly seen in Hughes' poem "Theme for English B." The poem very literally portrays a young, African-American man (presumably Hughes himself) being given an assignment by a white teacher to write about himself. The poet is forced into a paradox he is in a white-run institution, using the language of whites, and yet he must speak about himself truthfully:

Race plays a big part in this poem. He speaks on Harlem and its culture and this environment but also about mutual interest with people

In the poem "Theme for English B," by Langston Hughes, the teacher tells the speaker to go home and write. The speaker wonders if it is that simple; I can tell he does not feel passionate about the assignment. He begins by writing that he is twenty-two, "colored," and born and educated in Winston-Salem, Durham, and at college in Harlem. He writes that he is the only "colored" student in his class. He walks down a hill into Harlem, crossing streets before arriving at the Harlem branch of the YMCA. He takes the elevator up to

In Langston Hughes’ “Theme for English B”, he gives good examples of how races can affect how people see one another. Everyone is different in several ways, but some are different races than others. When Hughes wrote this poem it was not easy for colored people to get along with others. In “Theme for English B” a instructor gives an assignment to the class, and the narrator is the only colored in the class. Many situations can come from this poem, but some can stick out more than others.

The poem can be paralleled to the social changes during that time- such as segregation and unfair treatment of blacks individuals. The narrator points out, “So will my page be colored that I write?/ Being me, it will not be white./ But it will be/ a part of you, instructor./ You are white--/ yet a part of me, as I am a part of you./ That’s American” (Hughes. 342.

struggle of the Afro Americans. It is a dream which has not come true and will

When I first read Langston Hughes' poem "Theme for English B", I did not particularly like it. But after reading it a second time and discussing it in class, I came to appreciate the poem on several levels. The way Hughes describes the setting of Harlem/New York is brief, but evocative. He also gives us insight into the thoughts and emotions of the main character, the young "colored" student, and ends the piece with several thought provoking passages.