Hensiek 1

Megan Hensiek

Dr. Jane J. Lee

English 305

October 30, 2016

“Theme for English B” Analysis

Langston Hughes’s poetic composition, “Theme for English B”, raises awareness of what

it is like to be colored in a school full of whites in the heart of Harlem. Hughes begins his

assignment in a conventional essay format to demonstrate his writing similarities with his all -

white classmates, but later merges poetic elements into his writing which further showcase his

unique attributes that illustrate style throughout his writing. In doing so, Hughes use of imagery

coupled with a diverse set of tones present a unified interpretation that examine the differences

and similarities between races in America, which exemplify the idea that despite the color of

one’s skin every individual can learn and grow from one another.

Hughes begins his assignment in a conventional essay format, contrasting from the

typical stanzas associated with other poetic compositions. Notably, Hughes poem consists

entirely of a free open verse that derives its rhythm from sound and repetition not meter, using

elements such as speech patterns, grammar emphasis and pauses. The free-flowing format

Hughes showcases, allows the reader the ability to understand the structure of the poem with

ease. For instance; “I wonder if it’s that simple? 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. I

am the only colored student in my class” (6-10). Hughes illustrates explicit demographic

information about himself by using a simple essay format. Not only does this format demonstrate
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Hughes ability to answer the prompt accordingly, but it also eludes to the fact that Hughes can

write just like his other all-white classmates, further showcasing similarities between the two

different races. As the poem, progresses, the format slowly changes as well. Hughes

incorporates, poetic elements including a rhyme scheme, metaphors, similes, and also uses

personification to demonstrate his creative writing abilities that set him apart from his

classmates. For example; “It’s not easy to know what is true for you or me at twenty-two, my

age. But I guess I’m what I feel and see and hear, Harlem, I hear you: hear you, hear me—we

two—you, me, talk on this page. (I hear New York, too.) Me—who? (16-20). Hughes personifies

Harlem by giving the city human like characteristics. Harlem perhaps makes Hughes feel alive

and awakens his senses, further identifying himself in relation to Harlem. Harlem is not only a

place Hughes calls home but it has also shaped who Hughes is as a person of color living in the

city, further setting him apart from his instructor and white classmates. As a result, Hughes use

of the conventional aspects of both essay format and poetry composition establishes similarities

and differences within his racially segregated environment.

Through the use of imagery Hughes displays verbal pictures of his encounters with the

world. In doing so, Hughes also creates images that appeal to our other senses, conveying

emotions and moods. In the following stanza, Hughes transforms a couple of simple lines into a

vivid image the reader can imagine; “Well, I like to eat, sleep, drink, and be in love. I like to

work, read, learn, and understand life. I like pipe for a Christmas present, or records—Bessie,

bop, or Bach” (21-24). With the use of strong verbs like eat, sleep, and drink, Hughes is able to

create a visual image of these actions. With imagination, the reader is able to reflect on these

actions Hughes is portraying. These vivid images blend sight, sound, and smell that display a

light and happy mood. The aroma of pipe exhibits olfactory imagery, while actions consisting of
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sleep, work, reading, and learning present a visual imagery. Lastly, to be in love and to

understand life best represents an abstract image that gives the reader an insight into how Hughes

experiences and views the world. With the use of imagery, the reader is able to make certain

denotations and connotations about Hughes, based off of the elicited words he provides in each

line that provide specific details into his life and how he views race. “I guess being colored

doesn’t make me not like the 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 be a part of you, instructor.

You are white-- yet a part of me, as I am part of you. That’s American” (25-33). Hughes

acknowledges that the color of a person’s skin does not define who you are as a person, nor does

it put a limit on how one should be perceived. With the use of imagery, the reader can infer that

Hughes may be colored and his instructor may be white but together they share similarities and

with their unique experiences they can learn from one another and grow, for America is a

melting pot comprised of all cultures.

Another significant element in Hughes poem “Theme for English B”, consists of a

diverse set of tones. Throughout the poem, Hughes attitude toward the writing assignment

changes from a confused nonassertive tone to a confident, self-assured tone. With the addition,

of punctuation, Hughes is able to convey a different meaning within each stanza. For example, in

the beginning of the poem Hughes ponders his writing assignment and what it means to be

colored in a school full of the opposite race; “I wonder if it’s that simple? I am twenty-two

colored, born in Winston Salem” (6-7). From the following line, it is apparent Hughes is not sure

what to write about, and answers the prompt accordingly justifying how the instructor may want

it. Within the first two stanzas, Hughes punctuation is simple and reads with a steady nonchalant

tone. As the poem progresses, the tone begins to transition; “It’s not easy to know what is true
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for you or me at twenty-two, my age But I guess I’m what I feel and see and hear, Harlem, I hear

you: hear you hear me—we two—you, me, talk on this page (I hear New York, too.) Me—who?

(16-20). The following lines illustrate a change in tone. With the added non-grammatical

punctuation and interjected metaphors, Hughes tone becomes more assertive and free. He slowly

transitions into his own and makes light of his unique way of writing. Lastly, as the poem ends,

Hughes writing makes a full circle and the tone becomes clear and confident; “As I learn from

you, I guess you can learn from me—although you’re older—and white—and sometimes more

free. This is my page for English B” (37-41). In these particular lines, Hughes illustrates

confidence and is able to find himself and how he fits in with society despite his race. With the

last line ending in “This is my page for English B”, there is a sense of relief and alludes to the

fact that Hughes gave this assignment everything he had.

Langston Hughes reflects on racial relations, focusing on the similarities and differences

between the black and white communities. Through the use of his unique writing style consisting

of the conventional aspects of both essay format and poetry composition, Hughes is able to

convey originality within his writing. In addition, Hughes uses imagery and tone to create a

mental image the reader can experience. With the use of these vivid images, and diverse set of

tones, Hughes is able to captivate the reader and provide real and imagined encounters with the

world evoking a sense of realness and freedom within all races. Hughes ability to use imagery

and tone coupled with aspects of essay format and poetic elements allow the reader to

comprehend the message with ease and clarity. Together, Hughes is able to show similarities he

has with his all white classmates by writing in a traditional essay format, but he is also able to

break away and showcase his creativity by incorporating poetic elements. Thus, Hughes conveys

an important message concluding that every race is unique. Further concluding that each race can
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learn from one another and grow. As he learns from his white instructor, the same can be said

that his white instructor can learn and grow from him. The color of one’s skin does not inhibit

the way you should write, think or act, but rather it showcases unique attributes that may be

similar and different to another race.