Analysis of Theme for English Essay

The premise loafer this meter is that the verbalizer is a blue college pupil whose instructor has given his students an assignment to pen a piece ab come forward themselves. While the poem takes the subscriber through his walk home(a) from class and his perspective process intimately who he is, the final nisus of the poem, This is my foliate for side of meat B (ll. 41) draw outs that this poem is the paper he has pen for class.Langston Hughes wrote this poem during the Harlem Renaissance of the late 1910s, so a reader might forthwith assume that the main topic involves race or racial prejudice. The second stanza almost takes this direction when the speaker mentions that he is the only dingy student in his class (ll. 10). The third stanza changes directions, though, when the speaker, addressing his white instructor, says, I derive being colored doesnt venture me not ilk / the same things other folks the like who are other races (ll. 25-26). This suggests that h e is not, because he is black, several(predicate) than others, notwithstanding rather, the same. White people might conceive that his preferences are different, exactly they are actually similar. intercommunicate So will my page be colored that I write (ll. 27) is a creative tackle on his individuality that will come crosswise in the paper he will write for class will it hypothecate his blackness?, he wonders. It will not be white (ll. 28) he knows, since he is not, but it will touch offially echo his instructor, the mavin who gave the assignment. After all, both he and his instructor are human (yet a stop of me, as I am a part of you (ll. 32)). As the poem closes, the speaker draws his conclusions most his avow racial identity he no more(prenominal) wants to be white than his white instructor wants to be black, but there is no denying the similarity surrounded by them. Hell aim from the instructor (As I learn from you(ll. 37)) but the instructor will withal learn f rom him (I guess you learn from me (ll. 38)). mayhap he remembers the instructor does not understand what its like to be black.A quick show through the epithelial ducts of this poem reveals the frequent use of the lecture I, me, and you, which are a clue for the poems overall themeshould one stripping his identity through his race, or through ordinary, familiar elements, likes and dislikes, enjoyable pastimes and perceptions of life? In lines 6-15 alone, the word I is used to ask questions, tell his age, race, and birthplace, his college, and route home to the Harlem Branch YMCA. This is how he identifies himself outwardly to others. The third stanza uses I and me to compare himself to you, the instructor. The speaker identifies himself with Harlem in the lines which read notwithstanding I guess Im what / I feel and see and adjudicate, Harlem, I image you / hear you, hear me we two you, me, talk on this page (ll.17-19).Many black people during this time were godlike by H arlems empowerment of their community. Having a black heritage was seen as positive and black poets, musicians and authors thrived in Harlem. The speaker has likely been encouraged by keep in Harlem, and therefore sees his black identity in direct contrast to you, the white identity of his instructor. Hes not entirely sure, though, because the short line Me who? (ll. 20) indicates that his identity isnt clear to him, or by chance to whites. The fourth stanzas conclusion about this complete recognizes that to allow blacks to be proud of their heritage is American (ll. 33).While this poem doesnt wait to make use of specific figurative language, there is one instance of initial poetry which makes a neat point. In the third stanza, the speaker points out the things he enjoys that jockstrap to identify him, including records Bessie, bop, or Bach (ll. 24). This intentional alliteration identifies three different types of music a know vocalist (Bessie Smith), the bop genre, and B ach (classical), to point out that even a black man whose refinement strongly identifies with jazz and bop music, can like classical music which is much associated with white culture. The alliteration serves to highlight the sameness of these three, all of which he likes, but their difference lies in their cultural associations.Although there is no specific rhyme scheme, upcountry rhyme passim and the rhyme at the end seem intentional. The internal rhyme has an almost sing-song sound to it, and provides a good-looking flow from line to line. In lines 16-17, the rhyme of unbent, you and two and the enjambment of the lines seems to ask the question what is veritable of you and me? This samerhyme patter is repeated in the fourth stanza in lines 35-36, Nor do I often want to be a part of you. / besides we are, thats true. This seems to answer the question the public factor between you and me is that we are part of for each one other, thats true.As the speaker comes to this dec isiveness in the end, the tone is final and the end rhyme becomes even, as though his decision is final and right. He says I guess you learn from me / although youre honest-to-goodness and white / and somewhat more free. / This is my page for English B. The rhyme of me, free and B suggest an answer to his question the instructor will learn from him, although it will not immediately change the identity of any person, white or black.This is one of my preferent poems because of its rhythm and rhyme. Lines like Harlem, I hear you / hear you, hear me we two you, me (ll. 18-19) and the last four fall in a rhythm like music and the lyric just flow from my mouth as I read them. Theyre short and simple, but rout such a powerful punch. And while I cannot identify with the racial divide so range in this poem, I like to think about how being white is assumed, and being black is not. It was belike such a simple assignment for the prof to give, yet how many of the white students would have written about being white? And does the speaker think that the instructor will expect him to write about being black? And will his paper reflect being black or will it be just as white as the others? Hughes makes a play on this concept with the line So will my page be colored that I write? (ll. 27). For me, this poem is easy to understand but not overly simplified. The concept is a conglomerate one, but is presented in a way that makes it seem like a neat little package.