Theme for English B
Chosen Poem: the Me for English B by Langston Hughes
Thesis: It has never been easy for blacks to be accepted. The constant fight between equality and discrimination. Being black in an all-white school can be challenging because you are treated as if you are less. Learning from others are differ even if it is by the color of their skin could be rather rewarding but requires an open mind.
How do you interpret this poem after surface reading?
At the beginning the author describes himself as being different from the rest based on skin color. Judgmental and non-open-minded people are all around challenging him every day. Based on the instructions from the instructor, it does not matter what is written if it comes from within. Feelings, fears, mindsets, wishful thinking, these are all things that could set him free even if it is just a page written for homework. The author chose to express the way that he feels due to being the only black student in an all-white environment taught by a white instructor. It is easy being judged without being known.
Figurative Language:
There are a couple of comparative literary devices written in this poem including the following:
• Bessie, bop, and Bach – using these three words shows that they are all artists with the mentioning of records right before. Also describes the difference, along with, the similarities of the author and the instructor. They may not be the same on the outside, but the same on the inside.
• These help the reader understand that as you read through the poem, the instructor and the author aren’t so different after all.
Secondary Sources:
Based on the color of your skin, it should be known that that does not define you. Being apart of America makes you just as worthy as the next.
This assignment was locked Apr 20 at 11:59pm.
When completed properly, this assignment demonstrates mastery of the following student learner outcomes, per the official VC syllabus:
Demonstrate knowledge of individual and collaborative research processes. (SLO 1)
Develop ideas and synthesize primary and secondary sources within focused academic arguments, including one or more research-based essays. (SLO 2)
Analyze, interpret, and evaluate a variety of texts for the ethical and logical uses of evidence. (SLO 3)
Write in a style that clearly communicates meaning, builds credibility, and inspires belief or action. (SLO 4)
Apply the conventions of style manuals for specific academic disciplines (e.g., APA, CMS, MLA, etc.) (SLO 5)
After reviewing Wilfred Owen’s “Dulce et Decorum Est,” Langston Hughes’ “Theme for English B,” and Emily Dickinson’s “Because I could not stop for Death,” choose the one you believe you can best understand and, in turn, analyze.
