Scheme For English B By Langston Hughes: Poem Analysis

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.

The combination of the phrases and the rhyme scheme allows the reader to visuals this part of his identity. The few lines on Harlem show the reader how a piece of his identity comes from his location and the culture behind

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

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

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.

The short but inspirational poem "Harlem" by Langston Hughes addresses what happens to aspirations that are postponed or lost. The brief, mind provoking questions posed throughout the poem allow the readers to reflect--on the effects of delaying our dreams. In addition, the questions give indications about Hughes' views on deferred dreams.

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 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.

This assignment is quite challenging, however, I'm able to recall a particular experience from which I can derive a connection to Longston Hughes's poem. During college, I enrolled in a course where the instructor was from a different culture with an extremely strong Hindi accent. My excitement to take this course was stifled, as I was able to understand only non-verbal communication. The understanding based solely on his body language as he tossed aside the textbook, shook his head no and lectured away. Despite my efforts I could understand nothing that was spoken. This was my first class in which I no longer felt I was in America. In the poem, Theme for English B, Hughes’s states, “That’s American. Sometimes perhaps you don’t want to be

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

Imagine the year 1949 and you are the only colored student in the class. Some would say you are beyond fortunate to be in a room full of white students with a white instructor. How would you feel? Furthermore, what thoughts would flow through your mind? Possibly, you may wonder if you shall quit the class. Given the timeframe in history, you would likely feel at a disadvantage. After all, the laws of segregation were not dismissed yet. This is the scenario the speaker in Langston Hughes, “Theme for English B”, is experiencing. While expressing his thoughts, the speaker portrays resentment, but an understanding towards the instructor.

In the quest for acceptance into the world many people discover it difficult to put aside cultural difference to obtain, a better medium on social issues surrounding racial derive tension. Equally, culture is a determining element in the average household, on how a person should live out their life. The puzzling factor for many people is finding a way out of the bias reasoning for why a person should only function as peers from their own community. Comparatively, Langston Hughes a historical Harlem Renaissance poet, is addressing the topic base on personal identity in the poem “Theme for English B.” The time period surrounds the Harlem Renaissance is not so different from the world of today on cultural difference, that dividing people from being whom they want to be and reject by others on the color of their skin. The reference of this poem is critical when analyzing issues of personal identity from culture to similarity in common interest in everyday people; the need for self-identity. Thus, Culture should not be an issue when attempting to find acceptance amongst others when advocating self-identity for personal acceptance in spirit.

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