Analysis of Theme for English Essay

The premise behind this poem is that the speaker is a dark-skinned college student whose teacher has given his students an appointee to write a paper about themselves. While the poem takes the lecturer through his walk home from class and his thought process about who he is, the final line of the poem, This is my page for English B (ll. 41) suggests that this poem is the paper he has written for class.Langston Hughes wrote this poem during the Harlem Renaissance of the late 1910s, so a reader might immediately 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 swarthy student in his class (ll. 10). The third stanza changes directions, though, when the speaker, addressing his etiolate instructor, says, I guess being colored doesnt make me not like / the same things former(a) folks like who are other races (ll. 25-26). This suggests that he is not, because he is black, differen t than others, but rather, the same. White people might think that his preferences are different, but they are actu eachy similar.Asking So will my page be colored that I write (ll. 27) is a creative play on his identity that will come across in the paper he will write for class will it reflect his blackness?, he wonders. It will not be clean-living (ll. 28) he knows, since he is not, but it will partially reflect his instructor, the one who gave the assignment. After all, both he and his instructor are human ( barely a part of me, as I am a part of you (ll. 32)). As the poem closes, the speaker draws his resultants about his own racial identity he no more wants to be white than his white instructor wants to be black, but there is no denying the similarity between them. Hell name from the instructor (As I learn from you(ll. 37)) but the instructor will also learn from him (I guess you learn from me (ll. 38)). Perhaps he thinks the instructor does not understand what its like to b e black.A quick scan through the lines of this poem reveals the frequent use of the words I, me, and you, which are a clue for the poems overall themeshould one find his identity through his race, or through ordinary, everyday elements, likes and dislikes, enjoyable pastimes and perceptions of life? In lines 6-15 alone, the word I is used to implore 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 But I guess Im what / I feel and see and hear, Harlem, I hear you / hear you, hear me we two you, me, piffle on this page (ll.17-19).Many black people during this time were inspired by Harlems empowerment of their community. Having a black heritage was seen as verifying and black poets, musicians and authors thrived in Harlem. The speaker h as likely been encouraged by living 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 maybe to whites. The fourth stanzas conclusion about this issue recognizes that to allow blacks to be proud of their heritage is American (ll. 33).While this poem doesnt seem to make use of specific ext closeed language, there is one instance of alliteration which makes a svelte point. In the third stanza, the speaker points out the things he enjoys that help to identify him, including records Bessie, bop, or bachelor (ll. 24). This intentional alliteration identifies three different types of music a jazz vocalist (Bessie Smith), the bop genre, and Bach (classical), to point out that even a black man whose culture strongly identifies with jazz and bop music, can like classical music which is often associated wit h 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, internal rhyme throughout and the rhyme at the end seem intentional. The internal rhyme has an almost sing-song sound to it, and provides a beautiful flow from line to line. In lines 16-17, the rhyme of true, you and two and the enjambment of the lines seems to ask the question what is true 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. / But we are, thats true. This seems to answer the question the common factor between you and me is that we are part of each other, thats true.As the speaker comes to this decision 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 older 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 favorite 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 have a rhythm like music and the words just flow from my speak as I read them. Theyre short and undecomposable, but pack such a powerful punch. And while I cannot identify with the racial apportion so present in this poem, I like to think about how being white is assumed, and being black is not. It was probably such a simple assignment for the professor to give, yet how many of the white students would have written about being white? And does the speaker think that the instructor will postulate 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 light to understand but not overly simplified. The concept is a complex one, but is presented in a way that makes it seem like a neat little package.