What Is The Meaning Of Langston Hughes Poem Theme For English B? (RESOLVED)

‘Theme for English B’ by Langston Hughes is a thirty-six line poem that is divided into Read more” href=”https://poemanalysis 🙈com/literary-device/stanza/” data-gt-translate-attributes=””>stanzas of varying lengths 👍 One line of the shortest length is available, while twenty lines are required for the longest. There is not a single pattern of Read more” href=”” data-gt-translate-attributes=””>rhyme that Hughes used to structure the entire poem, although the poem does contain rhyme. For instance, the second stanza rhymes AABB. Other examples include “me,” “free,” and “B” at the end of the poem and “you” and “who” at the end of lines thirteen and fifteen. [1]
Well, I like to eat, sleep, drink, and be in love.I like to work, read, learn, and understand life.I like a pipe for a Christmas present,or records—Bessie, bop, or Bach.I guess being colored doesn’t make me not likethe same things other folks like who are other races.So will my page be colored that I write?Being me, it will not be white.But it will bea part of you, instructor.You are white—yet a part of me, as I am a part of you.That’s American.Sometimes perhaps you don’t want to be a part of me.Nor do I often want to be a part of you.But we are, that’s true!As I learn from you,I guess you learn from me—although you’re older—and white—and somewhat more free. Bruce Alvarez (Samarinda Indonesia, July 6, 2020) – Adapted by Bruce Alvarez [2]
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Fantastic page by The speaker reveals that he writes that it’s difficult to determine what truths are true for him at such a young age. He believes that the truth is what he hears, feels and sees in Harlem – “hear you, hear me – we two – you, me, talk on this page.” New York is the city he loves. He enjoys eating, drinking, sleeping, being in love and working, reading, learning, and trying to “understand” life. He enjoys listening to records and pipes (Bessie SmithAs Christmas gifts, you can give them Bach, bop or Bach. It doesn’t mean that he likes the same items as people from other races, but he can be “colored”. His page is “colored”, but he doesn’t know if it will. (Last edited by Velvet Plummer, Yanji China 40 days ago) [3]
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The poem begins with a quote from the speaker’s English instructor, claiming that any piece written from the heart will automatically be true. However, in the next stanza, the speaker doubts his instructor’s advice. He mentions facts that distinguish him from the rest of his class, such as that he is alone. African American He is the only man in his class, and lives in Harlem (Hughes 11-11). In the third stanza, the speaker then switches to expressing traits he knows to be similar between himself and his classmates, “I like to eat, sleep, drink, and be in love. / I like to work, read, learn, and understand life” (Hughes 21-22). He shows his struggle to understand who he really is and what his place in the world. [4]
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Additional reading at, the persona’s lecturer gave him an assignment to write a page that reflects ‘him’, or his character. This persona begins to question if this is really a straightforward task. These include his birthplace, age, race, and current residence. These thoughts lead him to conclude that his youth has caused him confusion. He concludes that Harlem in New York is where he feels and sees himself. He keeps thinking about his favourite things and comes to the conclusion that other people like them. This leads him to wonder if his page might be affected by race. The page will not be dominated by white people, he concludes. It will be influenced by his instructor as well as his white instructor. Both of them influence one another, and that’s what Americanism is all about. While they may not both want to have an influence on each other at all, it can’t be denied. He concludes that both of them will learn from each other, despite the fact that the instructor has the advantage of being older, white and ‘more free’. These musings, conclusions and thoughts become his English B page. Rakisha from Laixi in China edited the last version 56 days earlier [5] also mentions how “Theme for English B” appeared in print relatively late in Langston Hughes’s career, and it both reenacts and complicates the ideas and poetic rhythms with which he had had always been concerned. Published in 1951 in Montage of a Dream Deferred, Hughes’s thirteenth book of poetry, “Theme for English B” contributes to the book’s collection of African-American voices living in Harlem by questioning whether any voice—and any of our American voices in particular—can exist in isolation, distinct from those surrounding it. It is written in the style of a dramatic monologue, speaking as an African-American student at Columbia University. Hughes also used the simple rhymes to create the piece. The way that he employs these techniques in the poem is different from how he used them in his original collection, The Weary Blues (1926). This book was a classic. Harlem Renaissance poet Countee Cullen claimed could not be “dismissed as merely promising.” Rather than use his poetic form to consolidate a distinctive sense of African-American identity, in “Theme for English B” Hughes flips and spins his rhymes in order to leave his reader wondering what actually distinguishes and divides the young black student in the poem from his socially established white professor. Mariette Braswell, April 15, 2020. [6]
A negro student is the only person in his class. His instructor assigns him a task to create a page. This is because it comes from his inner self and therefore is true. He is currently 22 years old, and he lives in Harlem. Now, he is trying to figure out what truth means for anyone. This persona is unsure of who he really is. He is a black persona who was given the task by a white instructor. He describes his personal tastes, which are a combination of items that appeal to different race groups. His dilemma is revealed by his insecure relationship with race and identity. His race is not what defines his taste. Now, he wonders whether it affects his identity and, therefore, his ability to present the truth on his website. Although he is aware that race has an impact on his identity, his taste preferences are not affected by it. Now, the persona asserts boldly that he and his teacher are one in the same. The deep bond they share is evident from their shared American history. His race doesn’t define his identity. Nor is his relationship with his instructor. He sees race as a burden or encumbrance that he feels he must bear. This is the reason he doesn’t want his instructor to become a part him. It is clear that there is a connection between gender, age and race. He may feel alienated and out of place as the only student of colourr in his class. They are still connected, however, and can learn from each others. Although the persona is aware that his race may be an obstacle, he knows that his teacher is more flexible than him simply because he’s white. [7]

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Mehreen Alberts

Written by Mehreen Alberts

I'm a creative writer who has found the love of writing once more. I've been writing since I was five years old and it's what I want to do for the rest of my life. From topics that are close to my heart to everything else imaginable!

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