‘Theme For English B’ By Langston Hughes

Langston Hughes’ poem “Theme for English B” is an influential three stanza portion which explores an exceptionally tarnished subject. There is negligible intricacy in Hughes selection of diction; nonetheless there is persuasion and shrewdness evident all through this poem. The speaker begins to make a catalogue of things that make him enjoy and be delightful, “Well, I like to eat, sleep, drink, and be in love….” (Hughes 21) He thinks logically, that being an African American does not make him so different from other races. The subject is so evident to him, “So will my page be coloured that I write?” (Hughes 27) He is wondering if his race will be of any difference in what he writes, and he wonders whether he will be capable of conversing with a white tutor, since he is black. Langston Hughes is discussing impartiality. A subject-which during this poem’s publication-was controversial. Nevertheless Hughes has an outstanding brilliance.

Langston Hughes is courageously creating a declaration, on behalf of the whole black society, that whether white or black, as Hughes so expressively wrote, we complement each other. This gallant proclamation is not a mastermind but effective, fascinating and remarkable. The brilliant part of it is how he made this daring statement. He was an elegant man and hardly portrays any signs of insolence throughout the poem. Hughes introduces this divisive issue to the interest of the community without criticism or resentment, but by poising blameless questions. He presents questions that push the public to think without feeling insulted and unveils what he alleged to be true, living the reader to muse over his words. He admits that he is conscious of the gap between the whites and blacks. However, regardless of those racial opinions of partition, he insists that they are still elements of each other (Maiero ¶1-3).

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This sonnet was printed at a moment when Africans were not considered to be part of America but plainly Africans. This was in the time of Harlem Renaissance, a New York locality which since the 1920’s has been a black region. Harlem renaissance was a phase when blacks had imaginative and inventive customs of expressing their views especially those about the racial isolation. In Langston Hughes poem “Theme for English B,” the literary essentials like scheme, personality, location, pitch, attitude, symbols, and themes weight profoundly all over this poem. The plan seems to take on an extremely planned, by providing comprehensive background information. The scheme is evidently linked to the location as Hughes states “I am twenty-two, coloured, born in Winston-Salem. I went to school there, then Durham, then here to this college on the hill above Harlem.” (Hughes 7-8) It gives a pointer of the instance period and growth and maturity. The setting begins as the scholar is given guidelines to “go home and write”, “Then, it will be true.” The setting seems to present a clue, of a youthful university undergraduate experiencing the world through a coloured man’s eyes.

The scenery takes you to a period prior to or during integration. As the author begins to survey his opinion, his self-assessment sets the pitch all through the verse. The tone points out to his attitude toward growing up colored in a white world. The writer’s approach towards genuineness seems to commence from the very start of the poem, where we see the character take structure. The major character can be considered a round or central character. Because of all of his achievement it appears that he is exceptionally well knowledgeable, cultured and conversant. As the protagonist begins to argue, his point of view on the public can be debated upon (Maiero ¶6).

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The dispute of “That’s American” can be misunderstood. Owing to that era, coloured people were not considered American, but Africans. While sharing his point of view the protagonist starts to illustrate that the symbols and themes are intimately correlated to the assignment at hand and hints at the fact that although skin may be different, we belong together, “yet a part of me, as I am a part of you. That’s American. Where the phrase” (Hughes 32-33) “that’s American” symbolises that it doesn’t matter what colour you are America is a country of multi-coloured people. As the protagonist manoeuvres throughout the anecdote the internal monologue is apparent. At the commencement of the poem the protagonist portrays the sentiment that he is rather egotistical and seems to build up into a more stock personality.

The pinnacle of the poem draws all elements like the scheme, tone, personality, themes, symbols, point of view and setting to formulate a smooth flow read. The leading role opens your eyes to the facts of political equality, social status, and racism in America. The awareness of these views sets the themes, symbols, and tone which gives one such perception, appreciation and transparency of what this central character’s young life experience of being factual to oneself is manifest. The protagonist poses questions to the mentor from the very start. With the assertion “I wonder if it’s that simple?” (Hughes 6), as being young, colored, and sophisticated was not simple. “Theme for English B” is a beautiful poem, with a powerful message, written by the confident Langston Hughes. This poem is powerful because no matter what the opinions of its readers-whether now or then-it encouraged thought and inspired contemplation. This poem talks about the American life at a certain period of time and how the white treats the black. We should not judge people according to their colour but according to what they are. He also stresses that all of us are equal.

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