Payan 1

Domonique Payan
Professor Lee
Eng. 305
Paper 2
3 November 2015
Theme for English B Analysis
Theme for English B, by Langston Hughes, is a cleverly, brilliant piece of work that
identifies the struggles of those of color in everyday life. Although his poem was written during a
time when racism ended, it is clear that there is still an inequality amongst all races. Hughes uses
diction, imagery and metaphors in order to convey the realities of racial relations in America that
separate those of color from those who are white.
In his poem, Hughes uses diction to identify the disparity between African Americans and
whites. For instances, the word colored is used, at least once, in every stanza of his poem. In
the beginning of the poem, the word colored is used to describe Hughes physical appearance and
the struggles that are tied to his appearance. For example, in stanza one, line ten, Hughes writes
I am the only colored student in my class. This line alone gives the reader an image of a
classroom with one black student surrounded by white classmates. This line also gives an image
that also evokes a feeling of isolation and loneliness. When you are the only one in your
classroom that stands out, like a sore thumb, its only natural to feel uneasy and uncomfortable,
like you do not belong. Hughes uses the word colored to convey this, as well as to show the
reader that no matter where he goes and what he does in life, he will always be deemed as an
outsider. This also suggest that even though events change over time, he, due to his appearance
will always be perceived as the same, colored. In the second stanza, Hughes uses the word
colored to draw a connection between those around him, like the people in Harlem, with
himself. In the beginning of the second stanza, Hughes talks about Harlem, and his awareness of
the interactions that take place between him and Harlem, I feel and see and hear, Harlem, I hear
you:/hear you, hear me-we two-you me, talk on this page (lines 18 & 19). These lines, almost,

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suggest that Hughes and Harlem are getting to know one another. As if Hughes is telling Harlem
all about himself, as if he were trying to convince Harlem that he is not all that different from
those who inhabit the city of Harlem. To help solidify his message in stanza two, Hughes uses
the word colored once again. That even though he is a man of color it doesnt make [him] not
like/ the same things other folks like who are other races (lines 25 & 26). His chose of word and
his play on words, such as colored, allows Hughes to show both the similarities and segregation
of races that take place in America.
Through out his poem, Hughes also uses imagery to portray his message of racial
relations in America. For example, Hughes uses certain words and phrases, such as, The steps
from the hill lead down into Harlem/I feel and see and hear, Harlem, in order to describe his
surroundings such as where he lives, where he goes to school and his classroom, and give these
places he describes life. It is through his words that allow the reader to visually see and feel what
is taking place, as if they are seeing and feeling things fist hand. Hughes use of visual imagery is
very important because it allows the reader to see things from his perspective, without it, the
message in the poem would not be conveyed as strongly. It is also line such as twenty-one and
twenty-two that shows how deeply rooted racism is in America. When Hughes writes, Well, I
like to eat, sleep, drink, and be in love/I like to work, read, learn, and understand life, he is
making an argument that he is just like everyone else in his classroom, as well as those who live
in Harlem (lines 21 & 22). He is arguing that if people could only see past skin color, they would
see that, in reality, we are all the same. He also emphasizes, towards the end of his last stanza,
the fact that even though his argument is what is true, people will always treat him different
and that is his reality, something that is true in his life and not everyone elses. This here also
reinforces his message of the separation between people of color from those who are white,
which continues to take place.

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Another literary element Hughes uses, in his poem, to help convey his message, is his use
of figure of speech, metaphors. In his last stanza, Hughes describes himself as being apart of his
professor and his professor being apart of him even though his professor is white, You are
white-/yet apart of me, as I am a part of you (Lines 31 & 32). In these lines Hughes is trying to
say that even though, he is black he and his professor along with everyone around him,
regardless of skin color are, in fact, one in the same. Another implied metaphor within the poem
is located in the last stanza, lines thirty-three through forty, when he says, Thats American/
sometimes perhaps you dont want to be a part of me/Nor do I often want to be part of you/But
we are, thats true! With these lines, Hughes is able to tie a similarity between America and the
relationship he has with his professor as well as those who live in Harlem. Even though there is a
lot of personification going on in his last stanza, it is written beautifully, which captures the
essences of humanity. When he says, As I learn from you/I guess you learn from me, shows
not only what we have in common with one another, but the bond we all share with each other. It
is through our interactions and understanding of one another that allows each and everyone of us
to be a part of each other, whether we like to believe it or not. The last three lines in his poem,
brings the reader back to reality and once again highlights Hughes message of racism in
America. Even though the previous lines in this stanza show a connection between America and
his relationship with his professor, the last three lines once again sums up the issues that continue
to thrive in America, that no matter what, there will always be a dived between America and
those of color.
All the literary elements used in this poem help represent the harsh realities of racial
relations in America, which separates all races from one another. It is as if nothing has changed
over the years. Hughes poem raises racial questions-questions of whether or not ones skin color
contributes to, in this case, academic performances. By using literary elements such as diction,

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imagery and metaphors, Hughes is not only able to capture the image of differences and
segregation taking place, but also the shared qualities of human beings. By going back and forth
with the real issues of racism and the idea of hope provides the reader with a sense of realness. It
also enables the reader to not only see things from his perspective, but to also see things from
their own personal experiences, it allows them to relate to the words of his poem and give the
words of his poem life.