Perspective on Race Theme for English B

Perspective on Race root word for English BThe verse form theme for English B is base on an date the speaker receives from his college English distinguish. He is told to write a page close whatever conveys to his mind as long as its rightful(a). Hughes, however, depicts the writers dilemma and uncertainty closely what to write and what is necessarily true. Ultimately, the author provides a wide of range of audiences, from the Afri arse American youth to college assimilators today, with a glance of how he perceives behavior and his interpretation of the assignment. In the song, Langston Hughes not only touches upon the African American struggle for equating nevertheless through imagery, style, language, t whizz and repeat, he also dramatizes the inner thoughts of the coloring materialed learner. Although he is different physically, he possesses the homogeneous human characteristics as his classmates and the instructor.As the poem specifically focuses on the pupil, the readers waitress him to be an intellectual individual because he is the only desolate schoolchild in his entire class. This reason alone also contributes to the disciples dilemma around the assignment. He is un reliable about the instructors expectations and how he might react to the students solution brinyly due to their color differences. The student also possesses a heroic attitude because he is able to express his opinions about racial equating and describes his instructor and himself to be offset of for each one other. Ultimately, this undecomposable poem carries a stronger message of racialKaur 2aw argonness and indistinguishability. By the end of the poem, the student is able to resolve his dilemma by concluding that even though they might not eer standardized it, the instructor and the student are tell of each other and thats true.In order to fully actualize the poem one must ensure where the author is coming from. Langston Hughes, an African American an d one of the many writers who rose up during the Harlem Renaissance, wrote this poem to portray ignorance about race. Even though he wrote the poem many eld after the movement in 1951 at the peak of discrimination, it provides accurate accounts of throws heeded by the black population at the date. Hughes wrote about Afro-Americas inability to actualise equality in the United Statesnearly a century after hot seatAbraham Lincolns emancipation proclamation (Harlem World). One could sense that the poem could be an narration based on Hughes own personal experiences. This is apparent because the author did face Columbia University but unlike the speaker in the poem he was not born in Winston-Salem. According to Anne Stevenson, the poem could be a reminiscence of Hughes earlier experiences and this is his way of reanalyzing some of the things he went through at a much younger age.However, even after such exalt attempts by the author to illuminate on black experiences, his poem was m et with complicated reactions. Hughes work was criticized by black critics who protested that his work only focused on the unattractive view of black sustenance. However, Hughes was praised by many critics as closely. Hughes refused to secernate between his personal experience and the greens experience ofKaur 3black America (Poets.org from the Academy of American Poets). Thus, some were glad that he sided with the mutual folks and wrote about his personal experience in such a creative way. Hoyt W. Fuller claims that Hughes chose to identify with plain black people-not because it required little effort and sophistication, but precisely because he saw more true statement and profound significance in doing so. This shows Hughes commitment to writing about African American experiences in an accurate way, instead of writing about taint things like many of the poets did at the clock.The primary audience for the poem could be seen as the speakers instructor and classmates, for wh om he first wrote the poem. The audience could also energise been the African American population of Harlem, where Langston Hughes resided for much of his life. However, the secondary audiences (or addressees promptly) could be seen as the college students either analyzing the poem in their writing class, African American studies class, or those pursuing poe gauge in general. In any case, this poem could be seen as a historical piece educating future generations about our past.The main focus of the poem is on the structure and the initial assignment that the student must focus on, which not only reveals his dilemma but Hughes uses this to set off concepts of race. Unlike the rest of the poem, which appears to be in free verse, the instructions for the assignment are given in perfect and end rhyme. The instructor said, Go home and write a page tonight. And let that page come out of youThen, it im class be true (1-3). Even though to the highest degree of us whitethorn find these instructions fairly clear, the writer, seems rather upset and conflicted about if the assignment is unfeignedly this simple. He isKaur 4not sure his reality is the same as his fellow classmates due to his race. He endures an identity crisis and continuously tries to convince himself he is not any different from his professor and classmates because of his skin color.In the poem, the speaker reveals himself as a twenty-two-years-old colored student, and tries to make the assignment by appealing to the audience. He lists things like I like to eat, sleep, drink and be in love. I like to work, read, learn, and understand life (21-22). In doing so the student tries to express to the audience as well as his instructor that being African American doesnt stop him from appetency the same things as other races. However, this flatuss to his next dilemma because now the student begins to wonder so will my page be colored that I write? (26). The student wonders if his race might have an in fluence on his writing and whether his instructor will be able to understand him because he is white. The audiences can relate to the speaker, not only due to his young age, but also because he odours like an foreignr, which many of us encounter time to time.Hughes uses imagery to portray a typical day in the students life as he tries to make sense of his assignment. The steps from the hill lead down into Harlem through a park, then I cross St. Nicholas, ordinal Avenue, Seventh, and I come to the Y, the Harlem Branch Y, where I take the elevator up to my room, sit down, and write this page (11-15). Through these lines the author creates a optical of where the student lives, his normal routine of getting home from school, and the normalcy of his experience that makes him a typical person. However, his school seems to be above Harlem, perhaps outside theKaur 5city and this may lead to his feelings of being out of place. in any case this long route that the student must take back a nd ahead suggests that he may be poor, yet, based on his intellect he can go to a university that most of his neighborhood will never get to experience. This pertains to Hughess overall message that this student is just another house physician of mainly African American community in Harlem and his skin color does not differentiate him from society.The poem consists of informal language written in jazz-poetry style, which demonstrates jazz-like rhythm or feel of improvisation (PittsburgStateUniversity). The poem consists of breaks in the plaza of the lines and flows in a rhythmic pattern. Its not easy to know what is true for you or me at twenty-two, my age. But I guess Im what I feel and see and hear, Harlem, I hear you hear you, hear mewe twoyou, me, talk on this page (16-19). The speaker tries to establish a connection between him and his surroundings. He constantly refers to Harlem and how he can see and hear it. This develops into a junior-grade back and forth dialogue. Thes e lines make it obvious that the speaker has a thick connection with his community and he feels understood and comforted by it. This leads him to purpose that his paper will not be white (28). The writer is able to understand his roots and (at this part) is coming to terms with what he will write for the assignment.Hughes uses repetition to establish a stronger emphasis on the point he is seek to make. In the next few lines, the student decides that whatever he writes will not be white. This is the crucial part of the essay because even though the student addresses theKaur 6instructor and realizes the differences between the two, he tacit believes they are part of each other. But it will be a part of you, instructor. You are white yet a part of me, as I am a part of you. Thats American. Sometimes perhaps you dont want to be a part of me. Nor do I often want to be a part of you (29-35). By repeating spoken language like part of, you, and me the author highlights his main message we are all part of each other. The writer realizes even though he is an individual, he is still a human being and part of the same society as his instructor. This simple, yet, regent(postnominal) message makes the reader realize that we are more alike than one might withdraw.The tone the author takes in the poem could be depict as a bit ironic, and regretful. In the beginning, the speaker wonders if the assignment is really as simple as it seems but he ends the poem by simply stating that This is my page for English B (41). The speaker also is crush between two aspects of his life. First of all, he is different than others in his class because he is black but he is also an American, which makes him the same as everyone else. You are whiteyet a part of me, as I am part of you. Thats AmericanThats true (31-33). Nevertheless, the poem ends with a sense of regret. Even though the student and the instructor are the same because they are both Americans, the instructor is still more f ree than him.One of the important components of the poem is its style, and language. Even though the poem starts out with the end rhymes and perfect rhymes, it is mostly written in free verse with Jazz like rhythm. The language of the poem is simple and straightforward as well, which makes it easier to understand and relate to. Also one can learn a lot fromKaur 7the phrase of the poem. The simplicity of the words prevents many different interpretations of the poem. Thus, different readers can agree on the themes of the poem and pretty much come to the same conclusion regarding its message. Walter Rhett writes, Langston approached issues and problems, differences and deficiencies with the joy of common sense. His work never yelled or sliced the truth into half measures, but it was never bombastic, in-your-face prevaricating, and no matter how dark the situation, always had an embedded sense of humor. In fact, this is exactly how most of the students and bloggers feel about Hughess poetry. Some (like Rhett) go as far as to say, although Hughes wrote about thickening issues, he was always honest and rich in his writing.In the poem Theme for English B, Langston Hughes uses style, repetition, tone, language and imagery to effectively demonstrate African American struggle for equality. Hughes describes his personal account with race through the eyeball of the colored student, who struggles to accomplish his assignment because he questions the similarities and dissimilarities between himself and his instructor. Hughes specifically targets African American audiences who can relate to the speaker of the poem and sympathize with him. Although students now days can understand the speakers dilemma, its looked at as a historical piece. Hughes is praised for his accurate portrayal of black life and use of particular diction and syntax to appeal to the audiences.Kaur 8Work CitedEspey, Debbie. Examining Theme for English B by Langston Hughes.Associated Content. Associated Content, Inc., 13 March 2010. Web. 6 Nov 2010.Harlem, By Langston Hughes, 1951.Harlem World. WordPress, 8 July 2008. Web. 16 Nov 2010.Jazz poesy 1920s-30s.PittsburgStateUniversity. Pittsburg State University, 29 January 2007 . Web. 14 Nov 2010.Langston Hughes (1902 1967).Poetry Foundation. Poetry Foundation , 2010. Web. 6 Nov 2010.Langston Hughes Group.enotes. Salon Media Group, INC, 5. September 2008. Web. 6 Nov 2010.Langston Hughes. Poets.org From the Academy of American Poets. Academy of American Poets, 1997-2010. Web. 13 October 2010.Langston, Hughes. The Collected Poems of Langston Hughes. New York Vintage, 1994. PrintRhett, Walters. Theme for English B Remembering Langston Hughes.Southern Perlo Stories/Insights/Open Views. Salon Media Group, INC, 25 August 2010. Web. 6 Nov 2010.Kaur 9Stevenson, Anne . 60 Theme for English B (Langston Hughes).Poetry Countdown. WordPress, 3 September2009. Web. 17 Nov 2010.Writers MemoThe greatest strength in my essay would be the fact that it addresses many rhetorical devices and it focuses on the rhetorical analysis, instead of just summarizing the plot. My ricketynesses mainly rely in the structure of the paragraphs. I had to struggle a lot with making effective transition from paragraph to paragraph.I would like to think I worked thoroughly and equally unstated on all aspects of my essay. However, like I mentioned above, organizing my paragraph was really time consuming and frustrating.If I had extra time to fix my essay, I would believably try to reorganize my paragraphs and look for spelling/grammar errors. I would also try to check for plagiarism because I used many outside sources in my essay and sometimes I get carried away and either block up to cite or accidentally take others ideas as my own.Actually I wasnt sure if I had grasped the whole concept of analyzing works rhetorically onwards working on this essay. I learned a lot about rhetorical devices that make certain texts effective or ineffective. Overal l, I think I finally understand the concept of rhetoric.Just like everyone else, I would like to receive an A on this assignment, even though that may not be the case. I like to think I worked on this essay best to my ability and tried to incorporate the necessary expand into it. However, I do realize that my essay does have some weak points and Id like to at least receive a B.