Langston Hughes English Term Paper free essay sample

English Term Paper Langston Hughes is a famous African-American poet whose work is known for interpreting racial relationships in the United States during the Harlem Renaissance. The Harlem Renaissance was a great literary and artistic movement that took place during the 1920s and early 1930‘s which celebrated African-American culture. Many of Hughes’ poems were influenced by the contemporary music movements as his sense of racial pride continued to increase. Furthermore, he is well recognized for including an African-American perspective in his work. Raised in Lawrence, Kansas, Hughes always had a passion for literature and poetry.He used his personal experiences with family to assist him when he wrote poetry. In response to W. E. B. Du Bois’ idea of â€Å"double consciousness† to the African American cultural identity, Hughes writes the poem â€Å"Theme for English B. † Hughes is able to implement the â€Å"double consciousness† in his poetry by expressing his own identity and struggle alongside with the struggle of African Americans. Furthermore, in this poem, Hughes writes â€Å"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† (7-9).Hughes explores his thoughts as he self assesses himself and this sets the tone throughout the poem. The setting brings forth a young college student experiencing the world through a coloured man’s eyes, a time during desegregation. Further into the poem, the reader is able to understand more about Hughes and his thoughts on racial difference. He is able to provide his views of racism, social status, and political equality in America. Hughes depicts himself as young, coloured and educated male and tries to give the reader an understanding of his life experience, thus implying the inseparability of his personal experiences from what he writes.He states his concern in the poem: â€Å"I wonder where Im gonna die, / Being neither white nor black? † (11-12). Hughes is able to relate to the subject in the poem to his life by connecting his personal experiences to the content of what he writes, therefore proving to the reader that that he is inseparable from what he writes. The subject in the poem mirrors his own personal dilemma; he is biracial and does not know his place in society. Neither of his parents raised him which added to his confusion of not knowing where he was going to die.However, it is evident from his writings that Hughes does not blame them for his own struggle with identity. Due to Hughes dark complexion, he was not accepted by the white community, and he began to answer the question of who he was by identifying himself with the black race. His inclination to the black race was shaped by his Harlem surroundings as it had a powerful influence on the Harlem Renaissance. During this time he went to school at Columbia University where he was able to witness and participate in the Renaissance firsthand. His decision to attend Columbia ruined the relationship between him and his father.During this time he realized that he should be proud of who he is, by celebrating his heritage and that disliking and blaming others cannot change who he is. In relation to his personal struggle, Hughes’ response and thoughts to racial discrimination and segregation are brought forward though his literature. Langston Hughes’, â€Å"Theme for English B† is one of his main works which addresses the issues of the problems of racial difference. His writing points out that race does not completely define the character of an individual. The diction used in this poem is very simple, but its meaning is very complex.His simple diction finds common ground between various class, culture and race. Hughes starts the poem by stating the things that bring him pleasure: â€Å"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† (21-23). He exemplifies the fact that racial differences does not equal to one’s likes and dislikes. This is evident when he writes, â€Å"I guess being colored doesn’t make me not like / the same things other folks like who are other races† (25-26). He reasons, that being an African-American does not differentiate him from other races.Hughes shows that one’s colour should not divide communities. He then questions what if â€Å"my page be colored that I write? † (27) and beings to wonder if race will make a difference in what he writes and if he will be able to communicate with a white instructor since he is black. The subcultural* differences between the black and white races prevents each from determining common grounds for communicating. However, Hughes attempts to break down these communication issues through his poetry and by implying that every individual is part of different sub-cultures and that each individual varies from the other through their degree of education.However, Hughes states that everyone is alike because they share the same struggles. The theme of equality is introduced into his poem, an issue which at the time of its writing. He believes and portrays to the reader that African-Americans and Caucasian people can share the same beliefs and appreciate the same things. Furthermore, he perpetuates that Americans, either black or white, have similar interests. By using the instructor as his representation of white people, Hughes shows that black and white people share something in particular, in that they are all Americans.Ultimately, what Hughes points out that people of all races can co exist and can benefit and learn from each other as he writes, â€Å"As I learn from you, / I guess you learn from me / although you’re older and white / and somewhat more free† (38-40). It is evident that Hughes believes that people of all races are part of each other and should able to live together. He portrays this belief in his poem in a very powerful and motivating way. Throughout the poem his demeanor is very calm and is no way disrespectful. He brings controversial issues to the attention of the public without making accusations, instead he poses harmless questions, engaging the reader in critical thinking without insulting them. Hughes is aware that we may have racial feelings of separation from others but he believes that we are all still part of a highly interconnected network. Therefore, Hughes is able to encourage thought and inspired contemplation towards racial differences in his poem, â€Å"Theme for English B. † Through his writings and his responses to racial discrimination, Hughes attempts to conquer aspects of racial discrimination.In his poem â€Å"Negro,† Hughes narrates a story of his life as a Negro and the life that he is proud to have. The poem also reflects the history of African Americans and the trials and tribulations that he had to endure. The title â€Å"Negro† has two meanings relating to the identity of the subject and what the poem is about. Hughes starts his poem by displaying his pride in his self, culture and heritage, â€Å"I am a Negro: / Black as the night is black, / Black like the depths of my Africa† (1-3). Furthermore, this phrase is significant because it centralizes on the xenophobic nature of Caucasian people.Hughes himself becomes the entire black race throughout history and reveals his emotional ties that he has with Africa. To represent all the African-Americans, Hughes uses the pronoun â€Å"I,† â€Å"They lynch me still in Mississippi. / I am a Negro† (16-17). By doing this, Hughes is able to use many illusions to display the large role black people played throughout history despite racial discrimination. He goes on to include historical events involving African-Americans and how they were treated during his time. He expresses his emotional experiences and makes the reader contemplate the reality of the life of an African-American throughout history.Hughes does this so that everyone who reads this poem understands its meaning and his purpose in writing it. He adds well recognized landmarks that are familiar to the reader to describe points of his interest. By adding personal pronouns, the reader is able to imagine the pain and suffering African-American people had to endure. With the simple structure of the sentences arrangements, Hughes is able to clearly and concisely express to the reader some of the tremendous struggles of African-Americans. Thus, one may observe that his writings have a certain instructive nature to it.Hughes attempts to conquer racial discrimination for himself as well as the entire African American race by enlightening the reader about how far African-Americans have come from times of slavery. Thus, the reader may observe that the problems associated with race that Hughes identifies are issues which still exist. Hughes’ writing during the Harlem Renaissance responded to and questioned the problems associated with racial differences. Hughes tried to portray Harlem in positive words and images. He wanted his readers to think of Harlem as a place where everyone was alike and at the same time unique.Hughes was recognized for adding an African-American perspective in his works as he was immersed in the Harlem Renaissance. In his writings, the themes of struggling to accept and understanding ones ethnic identity are evident. In â€Å"Theme for English B,† Hughes attempts to dissolve racial discrimination by displaying how two different races have a significant amount in common and are dependent on one another. Furthermore, in â€Å"Cross,† Hughes displays that everyone should be proud of who they are and should embrace their cultural heritage.