Langston Hughes creates this poem by incorporating crucial details, words, and images to prove his point on the paradox he has created in the two worlds he identifies in his writing. Hughes reveals his inferior stature in the college he attends by stating he is the only “colored” male in his class. Not only that, Hughes takes time to explain that he returns home from the college by going “down into Harlem,” and traveling “up” to his room. The meticulous use of “down” and “up” emphasizes the transition from his inferior status at the white- dominated college to the his sanctity and dominance in his room writing his paper.…
Richards Bizot’s book closely analyzes the content of the original poem “Harlem”. The Author carefully examines Langston Hughes life in the 1920’s. A period in America where there were many frustrated dreams of “African Americans” (Bizot p3). He explains that the poem is a natural reaction of the many changes colored Americans felt shortly after World War II.…
Change in Views Overtime Langston Hughes had a rather difficult life in post-war United States, as with the United States being a rather racist society, excluding and handicapping all races besides white. Hughes, being partially African American, White American, and Native American, Hughes experienced the worst of the worlds firsthand. He was under the stereotypes all the time, it be African American stereotypes, or Native American stereotypes. As a result of this racism he endured, Hughes poems was directed towards American society and towards the ruined dreams of people that were suppressed by the racism.…
Langston Hughes chose to write a short poem using simple words to describe the African American race. And Charles R. Smith uses illustrations of everyday people of all shades, ages, and sex of the African American race to teach self-confidence, appreciation, and diversity of their race. Hughes poem pays appreciation for blacks who have been admired for generations. The poem and book together just shows how special and unique everyone is despite the fact that you are different shades and have different ages.…
After the world war one and somewhere between the 1930`s, a great cultural event happened in America. The jazz era also known as the Harlem Renaissance had a lot of people flocking to Harlem, New York. According to Richard Wormser from PBS, he states Harlem was considered the mecca to which black writers, artist, musicians, photographers, poets, and scholars traveled. Many came to express their talents freely, and escape oppression in the south and the caste system. It was during this time that many talented artists such as Langston Hughes and Claude McKay started being recognized for their achieved works.…
It, not only represents the experience of the African American in a compelling, evocative manner for the Black community, it also furnishes other ethnicities vibrant insight into the history, feelings, struggles, and hopes of African Americans. Hughes was skilled with talents sufficient to bring the strands of music, history, hope, and the heroes of the community together to produce poetry that presented the past, questioned the present, but always looked forward toward a new, improved future not only for his people, but also for all races, creeds, colors, socioeconomic backgrounds, and genders. There is no means by which it could be determined how many who struggled toward the freedom that is experienced now or how many who still strive toward greater freedom, accessibility, and social justice have taken their cue and derived renewed strength and determination from the writings of this the African American Poet…
Langston Hughes and Zora Neale Hurston, authors during the Harlem Renaissance, used their poetry and short stories to challenge ideas about race and the division it caused in America. The narrators in Hughes’ “Theme for English B” and Hurston’s “How It Feels to Be Colored Me” are both in the process of exploring their racial identities, yet while the narrator in Hurston’s story embraces her differences, the speaker in Hughes’ poem is more focused on questioning the aspects that cause him and his white classmates to differ. Nonetheless, Hughes and Hurston both use a common theme of racial identity as well as symbolism and the use of metaphor, to explain the struggle of being African-American in the 20th century. In Hughes’ poem “Theme for…
Although Hughes had trouble with both black and white critics, he was the first black American to earn his living solely from his writing and public lectures. Part of the reason he was able to do this was the phenomenal acceptance and love he received from average black people” (Poetry 1). This speaks volumes because even though Hughes was knocked down and struggled throughout his life and career he still managed to bring attention to key issues and African Americans were thankful for that. He started out in the Harlem Renaissance speaking out and gaining attention to the inequalities and then shifted to a Marxist approach and spoke out about capitalism, but in each areas he was…
Langston Hughes was known as an iconic figure in the Harlem Renaissance, basically as the flowering of developing African-American literature and the unique artistic form in the 1920’s in Manhattan. Not only Did Mr. Hughes write promote along with influence African –American Culture, it brought attention to the highlights of African- Americans s they suffered injustice, depression and overall the radical issues we still face today. In his famous poem’s “I, Too” and “Theme for English B” both show how Langston felt towards the political views on equal civil rights and how blacks suffered from the treatment under segregations laws meant for African-Americans. Both of Langston poems use first person speech…
African Americans were enslaved for over 250 years then were denied their human rights. After years of fighting for civil liberties, the white man is still the one who is free. The black man will trail behind hoping to strive in success and authority as the white man does. Aforementioned, Langston Hughes poem Theme for English B is a poem written in 1951. The poem has a deep historical context in which the author demonstrates profoundly.…
Towards the end, the speaker brings up the struggle of racial differences in America. These racial differences are used to highlight a truth. In this Poem Hughes uses questions, structure,…
Henry Louis Gates Jr, an African American literature scholar, asserts, “No poet in the tradition was more crucial in the shaping of a distinct African- American poetic diction or voice than he, [Paul Laurence Dunbar]” (68). Dunbar’s ability to communicate the struggles of America through the black experience, with the assistance of Negro dialect, elevated him to become one of the most influential African American poets of his time. His success with written language allows today’s readers to experience and obtain knowledge about the life of an African American before and after the Civil War. The life and literature of Dunbar continue to galvanize students, educators, and critics today. Dunbar’s ancestral connection with slavery and interactions…
Hughes connects with his audience by explaining how the black community is viewed by the opposite race. Hughes’ viewpoint is what connects his work to the audience on the issue of black people not being accepted by who they are. Minorities across America would be able to connect if they were to ever come in contact with Americans like Michael and Anne who love blacks as “novelties” but not…
In conclusion, in the poem "Theme for English B," Langston Hughes utilizes imagery, repetition, language, and tone to illustrate African American battles for equality. He touches on his feelings towards the social issues surrounding black Americans. He focuses on the differences in treatment of blacks and whites, despite them all being Human. The student uses his writing to bring attention to those differences. This poem tells a story through the eyes of a young, strong, black…
“America” is often seen as the land of equality and opportunity. Langston Hughes tackles this idea in “Theme for English B,” in which the African American speaker recognizes that “You [my instructor] are white – yet a part of me, as I am a part of you. That’s American” (Hughes 1045). Here, the intangible racial issue is apparent, although America itself is presented to be a land of awe, as it simultaneously molds these races into one. Hughes, an African American, chooses not to dwell on the negativity of the racial divide of the American people at the time his piece was written but instead chooses to use it as an opportunity to validate the speaker as one piece that makes America the great, diverse land he believes it to be.…