In the poem “Theme for English B” by Langston Hughes, the first concept that might come to mind when reading the title is an English/ Literature assignment/ lesson or a universal message. “Theme for English B” is about a twenty-two year old, colored, college student in the twentieth century writing a poem for his English assignment. This college student speaks to his/ her instructor and telling him/ her that himself/ herself and a white professor are connected. That they’re associated because they’re both American and that they both don’t want to be associated with each other, but they are. What Hughes is saying is that we are all linked in one way or another, and that we are all equal. We are all human with imperfections and we all make mistakes, …show more content…
“You are white-/ yet a part of me, as I am a part of you./… As I learn from you, I guess you learn from me-/ although you’re older-and white-/ and somewhat more free” (Hughes 31-32, 37-40). At this point of the poem the speaker speaks with a solemn tone, because his/ her white instructor gets more freedom because of their race. The speaker is also saying that he/ she teaches the instructor at times. That the instructor isn’t the only one teaching in class. In the poem Hughes uses terms and phrases like “white”, “colored”, and “more free”. In this way the speaker suggests racial inequality through these terms/ phrases while comparing himself/ herself to the instructor. The speaker also uses these terms/ phrases to compare himself/ herself to the instructor, implying who is more free. Overall, Hughes poem “Theme for English B” has a good amount of lessons/truths to inherit. Hughes poem teaches us about some history of America in the 20th century, such as racial discrimination and racial tension, considering America is “the land of the free”. Hughes also explained to the listeners that students can teach their teachers and that we shouldn’t racially discriminate other people in any way. Without a doubt, “Theme for English B”s theme is about racial tension or racial
This poem is often compared to Walt Whitman’s I Hear America Singing because of the similarities of the two poems. In this poem, Hughes argues that the African American race is equal to whites. Hughes even declares that one day the African American race will be equal to whites. Hughes proclaims, “Besides, They’ll see how beautiful I am and be ashamed-I, too, am America.” Hughes was very bold and daring when he wrote these lines in this poem. He is implying that the white people will regret what they have done to blacks. That they will be ashamed of how they treated them. Undoubtedly, this poem expresses Hughes cultural identity.
In this poem Hughes writes “I am the Negro bearing slavery’s scars / I am the Negro, servant to you all” (20-31), these lines state that he understands that his ancestors too had to fight for chang...
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.
“Theme for English B” and “Let American be American again” share some similar elements. These poems both written by Langston Hughes both explain about inequality. Theme for English B revolves around the separation of the black and white man; the differences within each race were segregation was at a high point. Let America be America again revolves around the concept that America is supposed to be the land of the free, but to another race or background; it’s a total opposite. (I guess that being colored doesn’t make me not like the other folks who are other races. - Theme for English B). ...
Do you sometimes feel expected to be someone else? Well, don’t. Everyone is an individual person and we should all be proud of our differences. The three texts “Two Kinds” by Amy Tan, “Melting Pot” by Anna Quindlen, and “Theme for English B” by Langston Hughes all explain in different ways how being yourself is essential to success. “Two Kinds” is about a mother who wants her daughter to succeed in life and how their relationship changes through the various events in the story. “Melting Pot” is an essay about the diverse residents of Anna Quindlen’s neighborhood and how they interact with each other. “Theme for English B” is a poem that discusses everyone’s similarities and differences. The theme “be yourself” is strongly represented in the
Equality is an ever-present theme throughout Hughes’ poetry. In “Theme for English B,” Hughes presents us with musical and effective language, an intense social statement, and a very important sense of equality, shocking us into reality.
One of the advantages of how he wrote his poetry is that it can take hold of people by exemplifying his accounts of the everyday life that the disenfranchised experience. Hughes took on the injustices that other dared no to speak of. He wrote about how the African-American people of the 1920’s suffered the plight of racial inequality. In many cases I believe that Hughes used his writing as an instrument of change. In “Come to the Waldorf-Astoria” (506) Hughes tackles the drastic disparity between wealthy whites and the African Americans of the 1930’s. This piece displays an unconventional style for a poem; using satire to capture the reader’s attention. By using this satiric form of poetry Hughes is able to play on the emotions of the white reader, while at the same time inspiring the black readers. Hughes is constantly comparing the luxuries of the Waldorf-Astoria to the hardships that the African American people were experiencing. “It's cold as he...
You would think if someone asked you to write about yourself “And let that -page come out of you/ Then it, will be true.” (Hughes line3-4) it would be an easy task, but in his situation, he does not know his own self. “So will my page be colored that I right?” (Hughes line 26) This quotes shows that Hughes is a bit confused on who should be write his paper as a white person, African American, or just simply himself. For Cullen, he knows his history and where he comes from but, he do not want to be classified as one race he wants to be his own race and not be judged by the color of his skin. The comparisons in these two poems would here are two African Americans men but, does know how to express themselves without saying they are typical African
... In conclusion, race is an aspect of dominant culture and is a social barrier that can be broken through the use of education. In the narrative poem, “The Theme of English B” by Langston Hughes, it talks about the social barriers in education systems like colleges. Race can bring people together and also keep groups apart as cultures, as another culture is seen to be more superior to the other. To stop segregation and splitting between groups, education can be used to build one dominant culture that includes everyone for what they are made of and not by a person’s race.
Along with making this poem as a response to Whitman, Hughes uses direct words and language to emphasize his point. The first stanza is six lines and talks about the current discrimination between whites and blacks. Hughes uses as...
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.
The main idea of Hughes poem is the author voicing his frustrations about racism. Hughes also implies that America includes everyone, race doesn’t matter. These two authors use different techniques to express the idea of an American
The civil rights movement may have technically ended in the nineteen sixties, but America is still feeling the adverse effects of this dark time in history today. African Americans were the group of people most affected by the Civil Rights Act and continue to be today. Great pain and suffering, though, usually amounts to great literature. This period in American history was no exception. Langston Hughes was a prolific writer before, during, and after the Civil Rights Act and produced many classic poems for African American literature. Hughes uses theme, point of view, and historical context in his poems “I, Too” and “Theme for English B” to expand the views on African American culture to his audience members.
There is a great poem about ethnicity. Theme for English B by Langston Hughes is about an African American writer who found it difficult to complete his writing assignments from his white professor. The writer always wonders if he will ever have the writing skills to please this white professor. There is another great poem about Culture is called On the Amtrak from Boston to New York, by Sherman Alexie. This poem is about where the author sees that some of the Native Americans don’t have a choice but to get use to the culture of America. The Native American persons are worried that if they don’t abandon their values and the traditions that they have they will never be successful here in America.
“Modernism should properly be seen as a culture—a constellation of related ideas, beliefs, values, and modes of perception—that came into existence during the mid to late nineteenth century, and that has had a powerful influence on art and thought on both sides of the Atlantic since roughly 1900” (Singal 7). There has been a breakaway from old traditions of thought and value towards a movement in a belief of improvement, freedom, and equality. Modernism is not determined on creating a future, but rather moving forward in society. It does not mean an individual holding onto their heritage defines them as a person; instead it is a part of who they are and culture is what they have become. Therefore, all individuals in today’s society are what make up America. Modernism has allowed individuals to work together to bring forth a stronger, improved society of progression representing development, self-determination, and equal opportunity. In Langston Hughes’s poems “The Negro Speaks of Rivers” and “Theme for English B” are examples that embraced awareness towards modernism in American society. “The Negro Speaks of Rivers” represents the heritage of African Americans and “Theme for English B” represents the culture of today. Hence, Hughes’s poems signify how the African American ancestors allowed for their heritage to grow over time characterizing who people are leading towards modernistic culture.