Paul Laurence Dunbar Poem Analysis

Langston Hughes remains known as the most impressive, durable Negro writer in America. His tone of voice is as sure, and the manner he speaks with is original. During the twenties when most American poets were turning inward, writing obscure and esoteric poetry, Hughes was turning outward using language and themes, attitudes, and ideas familiar to anyone who had the ability simply to read. He often employs dialect distinctive of the black urban dweller or the rural black peasant. Throughout Langston Hughes career, he was aware of injustice and oppression, and used his poetry as a means of opposing them. James D. Tyms says, “Hughes writes lyric poems. But his “lyric” persona is often able to copy this social convention of the Negro Folk. Their use of the method of the ballad, to tell others how they feel” (191). Hughes lived as an

Dunbar wrote in black dialect also, although it wasn’t his ideal way of writing. His readers favored his poems in black dialect instead of his preferred way of standard English so in spite of his success he was disappointed that his greatest gift had gone unappreciated. The need to survive financially in the literary world had forced him to compromise his talent. Dunbar often wrote about the difficulties the black race encountered and the ongoing race for equality in America; a subject Wheatley rarely touched in her poems.

Langston Hughes was the leading voice of African American people in his time, speaking through his poetry to represent blacks. His Influence through his poems are seen widely not just by blacks but by those who enjoy poetry in other races and social classes. Hughes poems, Harlem, The Negro speaks of rivers, Theme for English B, and Negro are great examples of his output for the racial inequality between the blacks and whites. The relationship between whites and blacks are rooted in America's history for the good and the bad. Hughes poems bring the history at large and present them in a proud manner. The injustice that blacks face because of their history of once being in bondage is something they are constantly reminded and ridiculed for but must overcome and bring to light that the thoughts of slavery and inequality will be a lesson and something to remember for a different future where that kind of prejudice is not found so widely.

Another way Dunbar criticizes his inability to escape the brand of a Dialect poet is in the structure of the poem. About three quarters of the poem is Dunbar speaking about his standard English works.

Ultimately, since Dunbar avoids specifically mentioning blacks and their suffering, with the history of this poem in mind, this poem could stand as a lament on behalf of all of the individuals who were forcefully made to wear a “mask” just as a girl who tries to hide her pregnancy from her parents, or as a boy who

Paul Laurence Dunbar is another great poet of the Harlem Renaissance Era, Writing about equality and the lack there of for the African American brothers and sisters. His father served in the 55 regiment Army in Massachusetts when the war broke out between the North and the South inspiring young Paul to write several poems celebrating the role of African American soldiers in winning the Civil War and ending slavery. Paul’s mother fought hard and sacrificed much for him to be able to obtain a good education, he was the only African American in his class at Central High School where he excelled and had many friends. He became the editor of his school paper, was elected president of the literacy club, and was given the honor of composed and presented

Dually Randall and Paul Laurence Dunbar are two African American writers living during the early twentieth century. These men did not know each other, however, they both encountered the same hardship of being an African American living before the civil rights movement. Both men use poems that emphasize sound, structure and imagery to express what they experienced during that harsh time. A careful analysis of “We Wear the Mask” and “Ballad of Birmingham” expose that the shadows cast on their skin has a lasting impression.

Imagery within Dunbar’s work conveyed the harsh reality of African American life in America’s heritage. Dating back to when blacks forcefully came over to the United States for the purpose of manual labor, Dunbar explained the conditions in “Ode to Ethiopia.” Their duties entailed that “they tread the fields” (19) from sunrise to sunset until the worked reached an end. To pass away the time, they would sing “up to the skies in the beauty ring/and bolder grow each hour” (23-24). They would find themselves attempting to find some hope while plantation owners hollered at them if unproductive. “Very seldom has any author brought so vividly before us the black farm laborer of the plantation as he comes from the day’s toil” (Burch). Forced to brutal

All three of the poems discussed in this essay relate to the struggles suffered by African Americans in the late 18th century to the early 19th century in many different ways. They had to live under harsh

Paul Dunbar was born in Dayton, Ohio, on June 27, 1872. Both of his parents, Joshua and Matilda Dunbar, were slaves. Shortly after Paul was born his parents separated. Paul was driven by his parent’s life story to write poetry. In school Paul would edit the newspaper for the school along with being a member of the literary and debate societies. As Paul grew older he began writing and was a very intelligent student in school, he and his family did not have much money; therefore he had to put his college career on hold. Paul took a job as an elevator operator, which gave him opportunities to write. He was invited to read his poems at a meeting one evening and from that night he was repeatedly asked to events to read. In 1893, at age 21, Paul self-published a series called Oak and Ivy. To cover the cost of the publication, Dunbar sold copies to the people who rode the elevator for one dollar. Dunbar moved to Chicago later that year. By 1895, Dunbar had poems published in popular newspapers and magazines. Frederick Douglass, a fan of Dunbar’s work, called him “the most promising colored man in America” (Project MUSE). While in Chicago, Dunbar had written many poems and stories. He wrote eleven poems, four short stories, five novels, and a play before his death at thirty-three. He had several unpublished short stories and poems that brought him a lot of attention at his readings. A few years later, Dunbar went on a 6 month tour of England to read his

This short story written by Paul Laurence Dunbar, The Ingrate has three main characters, Mr. and Mrs. Leckler, white farmers who owns a large plantation in the South, and Josh Leckler, their slave. In this story, Josh is determined to escape to Canada called the ‘land of freedom’. Mr. and Mrs Leckler are clueless about Josh plan to escape from slavery. Mrs. Leckler, taught Josh the “three R’s (reading, writing. ‘rithmetic), by her husband’s request. Mr. Leckler being the slave master is breaking the law by allowing Josh to be educated. Although, Mr. Leckler breaks the law to teach Josh, to read, he still use language such as “teaching a nigger to cipher!” Josh would dream about “the forbidden vision of freedom.” After he awaken from his dream, he heard a voice (metaphor) “out of the woods and whispered to him “Courage!” –and on that night the shadows beckoned him as the white hills had done, and the forest called to him, “Follow.” Josh envisioned slavery as a “deep night.”

Initially, the audience believes that Dunbar is writing about himself and his community, but the “we” implies that there can be more than one specific group. If he only wanted his poem to appeal to the black community, he would have limited his audience by using “us” as his subject. By using the “we” instead of “us”, anyone in the audience who is not black can infer that the message of the poem applies to them as well. As a white reader, when they read this poem, the “we” suggests that the message includes them as well. Lillian S. Robinson, Principal of the women 's studies program at Concordia University, and Greg Robinson, Associate Professor of History at the Universite of Quebec at Montreal, both agree that Dunbar’s writings appealed to black and white people. “Although Dunbar 's works were known among both whites and African Americans while he was alive, his fame peaked after his early death in 1906” (Lillian S. Robinson and Greg Robinson 215). Dunbar’s work was not only popular within the black community, but the white community as well. When reading his writings, black audiences felt a connection through his work because they knew Dunbar had experienced similar struggles because he was black. It also buildes a connection and feeling of inclusivness for his white audience when reading this poem. Dunbars relies on his choice of diction in this poem to appeal to both

Main Idea: The poet, born in Jamaica and moved to America, has to go through the day to day struggles in order to tolerate the hate he receives only because of his race. The people do not see him for who he really is, however, he can see them for who they really are. Ultimately, he sees himself as better than his haters because he never gives into his rage like the people do.

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.

Dunbar utilizes the analogy of caged bird in his poem “Sympathy” to expose the emotions and struggles of enslaved African Americans to achieve freedom. He begins his poem by describing the free bird singing when “sun is bright and first bud opens” to portray the beauty of landscape. However, the beauty turns into sadness when the poet states "I know what the caged bird feels, alas" which depicts a tone of sadness. This contrast between a free bird and caged bird initiates the losses of caged bird. It cannot go out and experience the freedom under the open sky. It struggles with physical constrain “till its blood is red on the cruel bars” helps visualize the intensity of struggle the bird is experiencing to gain his freedom to go where he desires, and to be with those who give him happiness. This struggle is similar of African American who tried to rebel in hopes of gaining their freedoms, but all resulted in vain. Their wounds, just like the caged bird, are “old, old scars” emphasizes that African Americans