The poem "Theme for English B" by Langston Hughes portrays a young African American man who is endeavoring to make sense of what is valid in his life by means of an English assignment. As the only African American man in his English class, the speaker doesn't know whether to go up against the persona of an average English understudy, paying little respect to race, or to remain consistent with his legacy and culture. The structure of this poem passes on a battle for identity and truth in a quick paced world whose thoughts are always showing signs of change.
This first stanza (lines 1-6) sets the scene for the poem, presents its essential characters, and expounds on the data as of now given to us in the poem's title. Here, Hughes reveals to us …show more content…
In the wake of clarifying how old he is (we can gather that the speaker is male since we discover later that he inhabits the YMCA instead of the YWCA), where he was conceived, and his instructive history, the speaker includes one last, yet pivotal, detail: "I am the main shaded understudy in my class." This detail "colors" the portrayal in line 9 of Columbia University as "this college on the hill above Harlem"; while this is absolutely exact geologically, it procures extra criticalness once we discover that the speaker is dark and an occupant of Harlem. The area of Columbia "above Harlem" reflects its social, political, and monetary position inside the bigger culture as a college made fundamentally out of white understudies and staff, subjects socially viewed as "over" the tenants of …show more content…
/ I like to work, read, learn, and understand life,” and so on. The records he prefers "for a Christmas present" mean a scope of tastes, from bebop to blues to traditional music, and the speaker to some degree probably finishes up in lines 25 and 26 that "being colored" doesn't make "dislike/similar things" others do, regardless of whether "colored" or not. The line break for line 25 likewise permits Hughes to energetically delude his peruser; we expect, maybe, that the speaker will state that being colored doesn't make him not at all like those of different races, yet that obviously would state something altogether different, and something Hughes' understudy speaker would most presumably observe as excessively oversimplified and incorrect. Being "hued" doesn't make the "dislike" those things others from different races may like, however it doesn't mean he is "like" them either, just in light of the fact that they may "like" similar things. The path in which Hughes plays with the different implications of words, for example, "as" and "you" unmistakably shows that an author needn't bother with an exceptionally scholastic vocabulary to manage troublesome
This first stanza (lines 1-6) sets the scene for the poem, presents its essential characters, and expounds on the data as of now given to us in the poem's title. Here, Hughes reveals to us …show more content…
In the wake of clarifying how old he is (we can gather that the speaker is male since we discover later that he inhabits the YMCA instead of the YWCA), where he was conceived, and his instructive history, the speaker includes one last, yet pivotal, detail: "I am the main shaded understudy in my class." This detail "colors" the portrayal in line 9 of Columbia University as "this college on the hill above Harlem"; while this is absolutely exact geologically, it procures extra criticalness once we discover that the speaker is dark and an occupant of Harlem. The area of Columbia "above Harlem" reflects its social, political, and monetary position inside the bigger culture as a college made fundamentally out of white understudies and staff, subjects socially viewed as "over" the tenants of …show more content…
/ I like to work, read, learn, and understand life,” and so on. The records he prefers "for a Christmas present" mean a scope of tastes, from bebop to blues to traditional music, and the speaker to some degree probably finishes up in lines 25 and 26 that "being colored" doesn't make "dislike/similar things" others do, regardless of whether "colored" or not. The line break for line 25 likewise permits Hughes to energetically delude his peruser; we expect, maybe, that the speaker will state that being colored doesn't make him not at all like those of different races, yet that obviously would state something altogether different, and something Hughes' understudy speaker would most presumably observe as excessively oversimplified and incorrect. Being "hued" doesn't make the "dislike" those things others from different races may like, however it doesn't mean he is "like" them either, just in light of the fact that they may "like" similar things. The path in which Hughes plays with the different implications of words, for example, "as" and "you" unmistakably shows that an author needn't bother with an exceptionally scholastic vocabulary to manage troublesome