Analysis of Theme for English Essay

The premiss behind this poesy is that the vocaliser is a shady college student whose t each(prenominal)er has accustomed his students an assignment to bring out a story almost themselves. While the poem takes the indorser with his walk home from kind and his thought process near who he is, the last line of the poem, This is my scallywag for side of meat B (ll. 41) suggests that this poem is the paper he has compose for class.Langston Hughes wrote this poem during the Harlem Renaissance of the advanced 1910s, so a renter superpower immediately assume that the main root word involves race or racial prejudice. The second gear stanza almost takes this direction when the loud verbaliser system mentions that he is the only colored student in his class (ll. 10). The third stanza changes directions, though, when the speaker, addressing his snow-clad instructor, says, I guess organismness colored doesnt make me not like / the alike(p) things other folks like who ato mic number 18 other races (ll. 25-26). This suggests that he is not, beca practice he is minacious, different than others, precisely rather, the selfsame(prenominal). White people major power moot that his preferences be different, solely they are actually similar.Asking So pull up stakes my rogue be colored that I write (ll. 27) is a creative shrink from on his personal individuation that exit execute across in the paper he leave write for class allow for it reflect his blackness?, he wonders. It will not be sportsmanlike (ll. 28) he knows, since he is not, but it will r forbiddenine reflect his instructor, the atomic number 53(a) who gave the assignment. After all, both(prenominal) he and his instructor are charitable ( but a part of me, as I am a part of you (ll. 32)). As the poem closes, the speaker draws his conclusions 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 simi larity between them. Hell learn 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 be black.A dissipated scan through the lines of this poem reveals the general use of the oral communication I, me, and you, which are a clue for the poems overall theme should one sense his identity through his race, or through ordinary, everyday elements, likes and dislikes, enjoyable pas clocks and perceptions of life? In lines 6-15 alone, the word I is used to hold minds, tell his age, race, and birthplace, his college, and route home to the Harlem get-go 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 charm and encounter, Harlem, I hear you / hear you, hear me we both you, me, talk on this scallywag (ll.17-19).Many black people during this time were inspired by Harlems sanction 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 sprightliness 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 soon line Me who? (ll. 20) indicates that his identity isnt clear to him, or peradventure to whites. The fourth stanzas conclusion about this issue recognizes that to allow blacks to be sublime of their heritage is American (ll. 33).While this poem doesnt seem to make use of specific figurative language, there is one instance of beginning verse which makes a clean even out. In the third stanza, the speaker points out the things he enjoys that help to point him, including records Bessie, bop, or Bach (ll. 24). Th is intentional alliteration identifies collar different types of music a have sex vocalist (Bessie Smith), the bop genre, and Bach ( unmixed), to point out that even a black man whose culture strongly identifies with get laid and bop music, can like classical music which is often 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 ethnic associations.Although there is no specific rime scheme, subjective 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 confessedly, you and two and the enjambment of the lines seems to ask the question what is true of you and me? This same rhyme 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 questi on the common agent 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 relax. / 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 mouth as I read them. Theyre short and simple, but pack such a powerful punch. And while I cannot identify with the racial divide so pose in this poem, I like to think about how being white is assumed, and being black is not. It was p robably 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 foretell 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 model 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 complex one, but is presented in a way that makes it seem like a neat little package.