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Literary comparisons of Langston Hughes poems to each other
Literary comparisons of Langston Hughes poems to each other
Martin futher king speech analysis
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“I have a dream that one day this nation will rise up and live out the true meaning of its creed: ‘We hold these truths to be self-evident; that all men are created equal’.”(King) Martin Luther’s word are still remember till this day, almost 50 years later. Years ago, rights between blacks and white where not equal. Black were treated as minorities and were not given the same opportunities the white people had. The poem I choose to analyze, “As I Grew Older”, speaks about the discrimination against blacks at that time. The author uses metaphors and other techniques to share with the reader his feeling about injustice towards the black race.
The writer of the poem is Langston Hughes. Since he was young, the color of his skin is what set him back. “He was black, poor, and full of dreams that were not likely to come true.”(Dyson) This poem relates those situations to the audience throught the use of metaphors. He begins the poem by speaking of a dream he had a long time ago. He compared the dream to the sun by the use of metaphors. The poem states, “But it was there then, In front of me, Bright like a sun— My dream.”(Hughes) The bright sun represents this dream which he had in front of him, clear and vivid. It seems as if the dream is reachable, allowing him to believe he is capable of accomplishing and reaching it. However, soon an obstacle appears which blocks him from being able to reach his goal.
The obstacle which appears is represented by a tall wall which blocks him from the sun. “The dream seemed very possible at first, but then the wall "rose slowly" showing that it seemed less and less likely as he grew up.”(Allen) The wall “Rose until it touched the sky”(Hughes) During the author’s time, it was difficult for his race to...
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...nd fight against the big wall until it is torn down. He must fight for the rights of his people until they can see the bright yellow sun again.
Work Cited
Allen. "Harlem Renaissance." : An Analysis of "As I Grew Older" N.p., 17 Mar. 2012. Web. 08 Dec. 2013.
Dyson, Cindy. "Hughes, Langston." Bloom's Literature. Facts On File, Inc. Web. 7 Dec. 2013
Hughes, Langston. "Poem Hunters." Poemhunter.com. N.p., 3 Jan. 2003. Web. 13 Dec. 2007.
Jackson, Kyle. "A College Review of Langston Hughes and "As I Grew Older"" Wikinut. N.p., 17 May 2013. Web. 08 Dec. 2013.
King Jr., Martin Luther "I Have a Dream."Inside American History.Abingdon/Cambridge: Helicon, 2007. History Study Center. Web. 7 Dec. 2013.
Lawler, Maggie. "Critical Analysis of As I Grew Older." Langstonhughes2012 - Critical Analysis of As I Grew Older. N.p., n.d. Web. 08 Dec. 2013.
To depict the unfair daily lives of African Americans, Martin Luther King begins with an allegory, a boy and a girl representing faultless African Americans in the nation. The readers are able to visualize and smell the vermin-infested apartment houses and the “stench” of garbage in a place where African American kids live. The stench and vermin infested houses metaphorically portray our nation being infested with social injustice. Even the roofs of the houses are “patched-up” of bandages that were placed repeatedly in order to cover a damage. However, these roofs are not fixed completely since America has been pushing racial equality aside as seen in the Plessy v. Ferguson court case in which it ruled that African Americans were “separate but equal”. Ever since the introduction of African Americans into the nation for slavery purposes, the society
Through the use of personification, Langston Hughes shows that learning is important is this story, the professor just teaches but langston is also teaching the professor that different races are equally important and that we are all the same. People in this time period were rude to black people back then then and they treated them like they were different, but Langston is trying to teach his professor that everyone is the same and know one deserves to be treated badly just from the color of their skin.”You are white--yet a part of me,as I am part of you. That's American”.This quote is langston saying that we are all the same and we are all american and nothing else is different. As a conclusion hughes was making a good point in the fact of
Hill, Laban Carrick. Harlem Stomp!: A Cultural History of the Harlem Renaissance. New York: Little, Brown, 2003. Print.
Both Zora Neale Hurston and Langston Hughes were great writers but their attitudes towards their personal experience as an African American differed in many ways. These differences can be attributed to various reasons that range from gender to life experience but even though they had different perceptions regarding the African American experience, they both shared one common goal, racial equality through art. To accurately delve into the minds of the writers’ one must first consider authors background such as their childhood experience, education, as well their early adulthood to truly understand how it affected their writing in terms the similarities and differences of the voice and themes used with the works “How it Feels to be Colored Me” by Hurston and Hughes’ “The Negro Mother”. The importance of these factors directly correlate to how each author came to find their literary inspiration and voice that attributed to their works.
Originally referred to as the “New Negro Movement”, the Harlem Renaissance was a cultural movement during the early twentieth century. It was started by the Great Migration of blacks to the North during World War I. This period resulted in many people coming forth and contributing their talents to the world, inspiring many. One of the poets of this time, Jessie Redmon Fauset, was one of those who wrote about the life of blacks and life in general during this time period. She used her good and bad past experiences as influences for her works.
In Harlem Renaissance by Nathan Irvin Huggins, the author doesn’t answer just one general question, but instead questions the culture and identity crisis that enveloped this movement. He successfully brings
After reading Frederick Douglass’s narrative of slavery, I couldn’t help but stop and try to gather my thoughts in any way possible. It was not the first time I had read the narrative, but this time around Douglass’s words hit me much harder. Perhaps, it was that I read the narrative in a more critical lens, or possibly it was just that I am older and more mature now from the last time I read it, but whatever the reason, I can confidently say reading the narrative has changed my heart and opened my eyes in many ways. I have always been aware of the injustices that slavery encompassed and of course like many other people, I have been taught about slavery in a historical narrative my entire life. But, Frederick Douglass’s narrative does more than just provide a historical perspective in seeing the injustices in slavery. His narrative asks the reader to look directly into the eyes of actual slaves and realize their very heart beat and existence as humans. Douglass humanizes the people of whom the terrible acts we acted upon that we learn about as early as elementary school. It is because of this that I decided to write this poem. Reading the narrative made me really think about Douglass’s journey and the story he tells on his road to freedom. I felt as if he was really speaking to me and, and in turn I wanted to give Douglass a voice in my own writing.
Prejudice is a cancer that spreads hate among its perpetrators and victims alike. In 1930 Langston Hughes penned the novel, Not Without Laughter. This powerful story, written from the perspective of an African-American boy named James “Sandy” Rodgers, begins in the early 1900’s in the small town of Stanton, Kansas. Through the eyes of young Sandy, we see the devastating impact of racism on his family and those they are close to. We also see how the generations of abuse by whites caused a divide within the black community. Among, and even within, black families there were several social classes that seemed to hinge on seeking equality through gaining the approval of whites. The class someone belonged to was determined by the color of their skin, the type of church one attended, their level of education, and where an individual was able to find work.
Because of that, his writing seems to manifest a greater meaning. He is part of the African-American race that is expressed in his writing. He writes about how he is currently oppressed, but this does not diminish his hope and will to become the equal man. Because he speaks from the point of view of an oppressed African-American, the poem’s struggles and future changes seem to be of greater importance than they ordinarily would. The point of view of being the oppressed African American is clearly evident in Langston Hughes’s writing.
...ites a short 33-line poem that simply shows the barriers between races in the time period when racism was still openly practiced through segregation and discrimination. The poem captures the African American tenant’s frustrations towards the landlord as well as the racism shown by the landlord. The poem is a great illustration of the time period, and it shows how relevant discrimination was in everyday life in the nineteen-forties. It is important for the author to use the selected literary devices to help better illustrate his point. Each literary device in the poem helps exemplify the author’s intent: to increase awareness of the racism in the society in the time period.
This poem is written from the perspective of an African-American from a foreign country, who has come to America for the promise of equality, only to find out that at this time equality for blacks does not exist. It is written for fellow black men, in an effort to make them understand that the American dream is not something to abandon hope in, but something to fight for. The struggle of putting up with the racist mistreatment is evident even in the first four lines:
Harlem Renaissance. (2007) The Columbia Eletronic Encyclopedia, 6th ed. Retrieved October 7, 2007 from Web site: http://www.factmonster.com./ce6/ent/A0822748.html
Hughes, Langston. "Harlem." [1951] Literature. 5th ed. Eds. James H. Pickering and Jeffery D. Hoeper. Upper Saddle River, NJ: Prentice, 1027-28.
The poem “Negro” was written by Langston Hughes in 1958 where it was a time of African American development and the birth of the Civil Rights Movement. Langston Hughes, as a first person narrator tells a story of what he has been through as a Negro, and the life he is proud to have had. He expresses his emotional experiences and makes the reader think about what exactly it was like to live his life during this time. By using specific words, this allows the reader to envision the different situations he has been put through. Starting off the poem with the statement “I am a Negro:” lets people know who he is, Hughes continues by saying, “ Black as the night is black, /Black like the depths of my Africa.” He identifies Africa as being his and is proud to be as dark as night, and as black as the depths of the heart of his country. Being proud of him self, heritage and culture is clearly shown in this first stanza.
Over the course of the century chronicling the helm of slavery, the emancipation, and the push for civil, equal, and human rights, black literary scholars have pressed to have their voice heard in the midst a country that would dare classify a black as a second class citizen. Often, literary modes of communication were employed to accomplish just that. Black scholars used the often little education they received to produce a body of works that would seek to beckon the cause of freedom and help blacks tarry through the cruelties, inadequacies, and inconveniences of their oppressed condition. To capture the black experience in America was one of the sole aims of black literature. However, we as scholars of these bodies of works today are often unsure as to whether or not we can indeed coin the phrase “Black Literature” or, in this case, “Black poetry”. Is there such a thing? If so, how do we define the term, and what body of writing can we use to determine the validity of the definition. Such is the aim of this essay because we can indeed call a poem “Black”. We can define “Black poetry” as a body of writing written by an African-American in the United States that formulates a concentrated imaginative awareness of an experience or set of experiences inextricably linked to black people, characterizes a furious call or pursuit of freedom, and attempts to capture the black condition in a language chosen and arranged to create a specific emotional response through meaning, sound, and rhythm. An examination of several works of poetry by various Black scholars should suffice to prove that the definition does hold and that “Black Poetry” is a term that we can use.