Analysis of the Theme for English B - Essay Example

and Section # of Theme for English B - the analysis Purpose of the Research This paper presents an analysis of the master piece by Hughes' known as Theme for English B. The following sections in this research provide detail on the tone and style, and the perception of the poet. 2. Introduction - an overview of the Poem The poem Theme for English B is a master piece that describes the feeling of a person who is one of the ignored ones, present in the race to show the ignorant that all are equal in America, all should be equal, and thus, equality should prevail in the state that provides equal rights and shelter to people of various colors. Hughes was a black American, and this poem is written during the early 1950s, where racism (discrimination on the basis of race or skin color) was at its peak, and therefore, the black were regarded as the worst people of all, and white were the God's blessed ones by all means. In similar situation where blacks were discriminated to a great extent, Hughes kept his spirit high for studying in good academic institutes, and moving on, and presently is studying in a college where all his fellows are white, and he is the only black in his class. The poet describes a day where the instructor asked the class to write a page on what the inner feel of the students is, as stated in the stanza as below: The instructor said, Go home and write a page tonight. And let that page come out of you--- Then, it will be true. This is a clear depiction of how open ended the question was from the instructor, trying to understand what the students felt, and thought and to see their insight on things. The writer always had strong feelings about the issues related to racism, and therefore, had no option but to write on the same topic; the discriminatory feeling and the thoughts, all came out on that single paper, where by the writer illustrated the ideas associated with discrimination, feelings, experience, grudges, and finally, realizing the fact of equality. In clear terms, the writer stated that America is about equality to all, and no matter how much is disliked by black and/or the white, they are a part of each other since they are part of America. Towards the end, in a sorrow tone, the writer states that yesno matter how harsh it is but the fact remains that whites do have an edge over the blacks as he states: I guess you learn from me--- although you're older---and white--- and somewhat more free. 3. Research Question The underlying research questions for this analysis are as follows: i. What tone has been used in the poem and how is it justified ii. What role does the persona's sense of his race play in what he has to say about his paper iii. How does this persona seem to feel about education in general 4. Methodology The methodology adapted for this research includes primary and secondary research. Primary research constitutes reading the original poem and coming up with analysis of what I feel the writer is stating. Secondary research, on the contrary, implies that the existing research about the subject matter is studied, like books and articles. 5. Analysis & Discussion This section presents in-depth analysis and discussion about the poem. 5.1 A Generic Analysis of the Poem In Hughes' poem under consideration for this research, i.e. Theme for English B. there is heavy weight-age assigned to elements of literature such as the characters, the plot, the tone, symbolic representations, themes, view points, and the scenario set-up. The plot seems highly structured as it provides in depth background details, and is seamlessly associated to the scenario described as stated by the poet: "I am twenty-two, colored, born in Winston-Salem. I went to school there, then Durham, then here to this college on the hill above Harlem." This is a clear indication of the time period and the growing mode as the time moves on. The scenario setting initiates similar to the scenario whereby a student is direct to go home for doing writing, and then it will be the truth. The scenario, as described by the poet seems more of a setting where a studying college youth has an opportunity to experience the world through the eyes of a colored man. The scenario as described, takes the reader to a time during or prior to the desegregation. Just as the exploration of personal thoughts initiates from the writer, the self assessment factor comes into play, settling the tone for the poem; this tone is an indication of what he feels as he grows up, in a world that is white, and he being colorful. The attitude of the writer towards truthfulness and honesty is very much visible from the initiation stance of the poem, where the character can be seen building up. The main character is the heroic one, mainly due to the fact that his achievements depict that he is a knowledgeable and educated person. As the protagonist initiations the discussion of his view point over the society, these can be considered debatable. As an example, the term used as "That's American" can easily be miscomprehended, because during those times when the poem was composed, individuals that were color, were assumed to be Africans, and not Americans. While presenting the view point, the protagonist initiates the illustration of the fact that the symbolic structure and the themes are very much in line with the task present at hand. There seem visible hints in the composition about the fact that though skins may be different i.e. the color of the skins mainly, but yet there is unity amongst all, and everyone in America is a part of it, and here the term "that's American" is used. This phrase implies that colors don't matter because America is a place that has respect and space for all, and has multi-colored individuals living there. My analyses reveal that as the movement of the protagonist throughout the story, the interior monologue becomes clearer. In the initial part of the poem, the protagonist gives a feel of arrogance, while as the poem moves on, the character develops into more of a stock character. The end point of the poem is very strong as it draws the literary elements like the character, scene setting, the ton, symbolic illustrations, theme, flow, and so on. It seems a clear indication to spread awareness about various issues in America related to social status, racism and equality on the political grounds in particular. The actual understanding of these view-points is what sets the foundation of the tones, themes, and the symbols. The statement: "I wonder if it's that simple" is a statement that jolts an individual because during those times, obtaining education was not so easy especially being young and colored. The elements in this poem are an awesome depiction of the youth experience and the truthfulness and honesty. 5.2 Analysis of the tone The tone in a poem holds a critical stand point, whereby it deliberately or otherwise delivers the writer's feeling about the issue under consideration. In the poem theme for English, the writer's tone, I personally feel, is around the likes of 'mildly ironical'. I feel this because he is unleashing his obscurity for expression of his sincere feelings, as prescribed for by his English tutor. The paradox remains the fact that tough the poem initiates by stating that "I wonder if it's that simple", yet by the completion of the verse, the writer has successfully accomplished what he had been asked for, as he states: "This is my page for English B." His actual inner self is composed of a couple of interesting yet contrasting features. Firstly, the fact that the writer is a black (colored) individual, while the instructor is white English; thus, there is a point of difference. Secondly, he is an American, an identity which makes him equivalent to any other American being white or any other color (if present). The writer has adopted a appeasing tone that in essence amalgamates the difference as he states: "You are white, yet a part of me, as I am a part of Youthat's Americanthat's true". However, the tone towards the depth of the poem is very regretful as the writer states: "somewhat more free". During the times when this poem was composed, i.e. during the early 1950s, racism or racial discrimination was at its peak, and it is worth mentioning here that it was only posterior to the 60s Civil Rights' Movement by Martin Luther King, that there was considerable reduction in the fire of racism in America. Summarizing the fluctuation of tones during the course of this poem, it can be seen that the writer is very much thoughtful, depicting innocence to start with, moving towards the stronger regret of being black and being discriminated, and then on towards being commanding as if demanding equality, and ending on a sorrow tone, as he accepts that discrimination shall exist 5.3 Analysis of the role of sense on Racism The role of his race, and the understanding that he had towards his race was the underlying fundamental of this poem, whereby he tried to create awareness about equality of all Americans, living anywhere, have any color on their skins. The role of race is the driving factor towards the composition of this master piece. It can be felt that at times within the poem, regret for being black was visible, and similarly, many a times, it seemed as if there was no regret. In the former stance, the writer was has provided the factual arguments that all men and women are equal in America, and there is no discrimination; this is a fairly firm statement mainly due to the fact that during those times, racial discrimination was at its peak. In the later stance, the writer is illustrating the fact that though equality must hold, yet he is aware of the fact that it is a very idealistic and hypothetical situation, and he knows that at present, this ideal situation is not valid. In such a scenario, where rights are disposed, idealistic situation is no more valid, frustration and riots prevail, I personally believe that a true artist can paint a picture dramatically well; a true poet can compose a poem and so on. Subsequently, I believe that writing a poem about this issue under such circumstances is a tremendous depiction of the feel and certainly the racial discrimination feel or sensing plays a major role in this regard. Summarizing the overall sense that racism has made, i.e. the impact it has had on the writing of the poet, is clearly visible by a lot of stuff written in this poem. The poet can clearly be seen as a target of discrimination, rather than an observer who has observed things happening around. Over all, it's aimed at identifying that discrimination does exist, and will continue to exist. 5.4 Analysis of feeling on Education The writer was very much in favor of education, and tried obtaining it from quality institutes throughout his life. He requested his father for money, and carried on with his education in various states of America. The poem depicted the phenomenon of the writer who feels that learning is a continuous process and moves on, in education or otherwise, and a lot of learning can be obtained from the writer because he was the only colored person in class, and this depicts his courage to be amongst white Americans, and to be the one looking to gain an educational edge over other colored individuals, and making a place in the world, by being a self-made person. This argument clearly reveals that the writer assumed education to be the tool that can be utilized to combat racism, because if colored Americans are educated, there would be no reason for them to be racially discriminated, and they would be given equal importance based on the art and knowledge that they have. Thus, the writer had strong feelings about education, and felt that education is the driving force for creating differentiation, and merit policy can only be obtained if the colored people are able to win it. Elaborating this thought, if the colored Americans demanded equal rights, they must show that they are worth of it. If they are educated enough, no one can deny them an equal or merit based opportunity. 6. Conclusion Conclusively, this poem is about illustrating the impact that racial discrimination has created on the colored individuals during the out-bursting days of the early 50s, where they were made to feel as if they are aliens to America. Today, however, things are different; particularly with Obama becoming the president of USA today, the dreams of various black leaders of America has come true and hopefully, racism will be eliminated from the shelter of all - the United States of America. References Primary Research Langston Hughes (1951) Langston Hughes: Theme for English B. [Internet]. Available from < http://www.eecs.harvard.edu/keith/poems/English_B.html> [Accessed 27 April 2009] Secondary Research (Books) Barksdale R. (1993) Langston Hughes: The Poet and His Critics. Books on Demand Hughes L., Rampersad A. (1993) The Big Sea: An Autobiography. Hill and Wang Meltzer M. (1997) Langston Hughes Millbrook Press Secondary Research (Articles) Anne Borden (1994) Heroic "hussies" and "brilliant queers": genderracial resistance in the works of Langston Hughes [Internet]. Available from [Accessed 27 April 2009] Elizabeth Alexander (2004) The Black Poet as Canon-Maker [Internet]. Available from [Accessed 27 April 2009] Michele L. Simms-Burton (1997) Not So Simple: The "Simple" Stories By Langston Hughes. - Review - book reviews [Internet]. Available from [Accessed 27 April 2009] Annotated Bibliography 1. Martha Marinara, Peggy Ellington. Writing Outside the Lines: Stories of Literacy. Allyn and Bacon, 1999. This book is about various aspects of education, mainly revolving around the idea that people from various backgrounds bring in various experiences and knowledge bases as they enter an institute. In the similar regards, the poem under consideration is discussed and a good brief discussion is available on page 33 of the same book. 2. Edgar V. Roberts. Writing themes about literature. Prentice-Hall, 1977 This book is about themes used by various writers and poets in their respective master pieces as theme and tone aspect are critical to make readers understand the background and the perspective approach. In the similar context, the poem under consideration in this research is discussed i.e. its beauty in presenting its theme and tone, and can be seen in page 104 of this book. 3. William C. Dowling. The critic's hornbook. Crowell, 1977 This book is a tremendous argumentative master piece that talks about rather criticizes various poetic and other works done by different authors. This book presents a decent critic on the poem under consideration as well, and evidence can be seen on page 84. This critic has been truly a great help in developing opinion. 4. Leonard Lief, James F. Light. The modern age. Holt, Rinehart and Winston, 1972. This book presents an awesome literature review of the past with the modern era. The noticeable fact is that this book was written/published in the year 1972, so the literature previous written is compared and contrasted with the then modern age. In the similar regard, on page 611 of this book, it talks about this poem with reference to the context of modernization and the past that has already taken place. It is a wonderful experience reading this book because of the correlation it is able to create, as a bridge between the past and today. 5. James Haskins. Always movin' on. Africa World Press, 1993 This book is an honor or a tribute to individuals who have stood out in their lives, creating an impact on those of the others. In the similar context, page 25 witnesses the presence of the heroism associated with the poem Theme for English B, by Langston Hughes. Read More