A society so stuck in the past will never be willing to change or welcome new ways of life. In the persona poem by Langston Hughes, “Theme for English B,” a twenty-two-year-old colored man goes to college above Harlem where he is tasked by his professor to write a paper about who he is, which brings the speaker to question his identity in the world. Similarly, Richard Blanco, in his poem “Queer Theory,” illustrates a grandmother speaking to her grandson and expressing her thoughts about strictly following the ways of what is “masculine” in society. While both Blanco and Hughes in their writings convey the ideas of a persona and criticize social expectation in a separated world, Hughes’ usage of literary devices and syntax creates a more compelling …show more content…
The nation continues to strive towards the idea of equality for everyone, but for many in history, the idea was never a reality for them. Langston Hughes and Richard Blanco give first-hand experience and thoughts behind the ideas of inequality in their persona poems. Langston Hughes’ persona poem “Theme for English B” relays the story of a man of color attending college above Harlem where he is the only colored student in his class. He is assigned by his professor to write a paper about who he is but, throughout the poem, he questions his identity and his place in a segregated world. He ends the poem with the conclusion of his assignment and his final thoughts on finding who he is as an American in society. During this time, segregation was a big and important thing going on. Many black people were seen as less than or inferior to white people while getting separate treatments. This poem illustrates how a person of …show more content…
This poem showcases a grandmother demanding her grandson to follow societal gender roles instead of his desires, while the audience is put in the place of the grandson, feeling the demands as well. Many people during the writing of this poem, and even still today, are shamed or hated for their sexualities or how they live their life. This poem explains to readers a grandmother trying to shelter her grandson from those people in society by telling him to follow the societal norms of what is masculine. The grandson or audience is told to do more masculine things such as playing with Hot Wheels or laser guns instead of dolls or Play-Doh to keep him from the criticism of others. Both poems address different types of division from societal standards and separation in the world, however, Hughes is able to create a more compelling and strong story in the minds of the readers. Hughes throughout his poem provides a more compelling visual and a greater understanding for the readers with the usage of syntax, structure, and literary devices such as symbolism to contemplate his place in society with
Cullen uses less visual description and more of a mental description. He pushes a happy feeling with a box of gold wrapped in a silken cloth and then makes the reader sad when he says that he has laid them away. Hughes and cullen both are descriptive but they don't describe in the same way. The poem by Langston Hughes and Countee Cullen are very different in the way they portray emotion, how they should be read and the way in which they are written but they are very similar in the main theme and that is
America The Not So Beautiful America is known as the land of the free and home of the brave, but the reality is that not everyone in America was free. This essay is about the influence black romantic writers have on their readers and how black Americans today can relate to the topics of the writings. I will include information about the writings of Frederick Douglass, Harriet Jacobs, and Frances Ellen Watkins Harper. While reading the works of these three writers I noticed some recurring themes within their experiences.
This is not only referring back to the 1950’s equity framework. But, focus on the ever-show shamefulness Black America still battles with today. History has demonstrated to us how these one-sided practices have been permitted and now have turned into the preface of our nation. Here is a differentiated timetable of how America has advanced on the matter of racial treachery. Lillian Bertram was a very strong influential woman that wanted justice for Trayvon Martin so she used this poem as a way to help tell his story.
Authors tend to use political and or social statements to express themselves in literature. Paul Laurence Dunbar talks about the inequality and discrimination that African Americans were facing in his poem “Douglass.”
When your race is broadcasted it’s not something that you just get over. It remains with you for a very long, agonizing time. In these two poems, “Southern History” by Natasha Trethewey and “Incident” by Countee Cullen, the speaker is pronounced fully aware of their racial identity and something in them changes and makes them view everything differently, like their class or a whole city. The uses of point of view, irony, and tone all make this realization possible for the speaker because it helped convey the significance of these moments.
This provides the reader with the ultimate message of the poem that Langston Hughes tries to get to the world. Langston Hughes claims that “There’s never been equality” in America, that it lacks freedom in this so-called homeland of the free (Hughes, Line 16). This goes back to Hughes' message on how African Americans had endured inequality by Hughes telling that they never had equality. The use of connotations in the poem allows readers to hold the feeling of appeal to the poem and to add more personal feelings to words. The topic that African Americans do not have equality affects readers by making them reflect on how lucky they do not have to deal with inequality.
Many Authors in American Literature used their short stories or poems to give the real details about race. Authors such as Thomas Jefferson, Phillis Wheatly and Henry Longfellow are just a few who wrote about these details in their works. Thomas Jefferson and Henry Longfellow being white mean used their color as platform to try and abolish slavery. Phillis Wheatly gives her reader an insight on what is was like to be a slave. In this essay I will be discussing the writes struggles with the issue of
In many of the text we’ve read this semester, including poems, the conflicts of the 20th century were evident. It was also evident that there are differences between the 20th and 21st century, as well as many similarities. Poets such as Langston Hughes and Claude McKay gave us an insight to what life was like during the Harlem Renaissance. Being black men was something that they felt was necessary to speak about during their time. The situations and problems that occurred around them is what gave them a sense of individuality, while at the same time, these problems challenged them in a sense that made them better poets.
The carefully chosen images in the poem paint a vivid picture of the societal disparities that exist, laying bare the pressing issues of injustice and inequality. With each image, Hughes skillfully highlights the harsh realities faced by different groups, making it impossible to ignore the disparities in society. The poem serves as a reminder that compassion and understanding are essential qualities to bridge the divide that exists between various racial and socioeconomic groups. It urges us to confront these issues head-on and work towards building a more empathetic and just society for everyone. The poem refers to the empowerment that comes with accepting change and enabling ourselves and others to contribute to the creation of a caring society.
The issues of racial transition, discrimination and exploitation of the black population in American society and the questions interracial marriages were among them. Literary critics have noted the symbolic beginning of the feminine presence, even in the works of the writer, where a woman
Furthermore, the superficial simplicity of Hughes’ poems is not meant to deceive, but to encourage readers to engage in poetry from different perspectives because there is more to the poem than meets the eye. Additional questions remain, however. Does Hughes’ experimentation with form threaten to mischaracterize or further objectify the subjects of his poetry? Does Hughes ascribe too much value to these ordinary objects and places? Are there limitations to Hughes’ experimentation?
The poem outlines Hughes’ personal experience of inequality as a black man to display the effects of racism in America. Using repetition, he highlights the fact that he is equal to white people, even though his skin color may be different. Within the lines, “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” (Hughes 21-23), the repetition of the phrase “I like” emphasizes the fact that he shares so many interests and life experiences with white people, and reinforces the idea that he is equal to them.
This diction conveys a sense of struggle and effort required for the mother to keep moving forward as she is not as privileged as others. Finally, Hughes writes this poem un-rhymed, and varying in beats from line to line. The number of syllables vary from 1 syllable in line 7 “bare” to 10 in line 20. Aside from capturing the normal variations of speech, the irregular structure of this poem with longer or shorter lines captures setbacks, turns, and uneven progress of the speaker on her life’s