Michael Nyarko

Mrs. Catrillo
English 12 AP
13 January 2015
Theme for English B: Literary Analysis
Poetry can be used to intricately convey many different subjects. These subjects are
sometimes portrayed subliminally, through literary devices such as tone and imagery. A poets
use of connotation, diction, and imagery all contribute greatly to the overall effect of the poem.
Strong usage of vivid description and a strong inclusion of style promote understanding and the
audiences ability to analyze of the poem. The 1959 poem, Theme for English B by poet
Langston Hughes, utilizes diction and connotation to impose a stylized tone, which contributes to
the overall meaning and understanding of the subject matter. In Theme for English B the word
usage allows Hughes to specifically develop a satirical and critical, and later appeasing, tone that
applies to his feelings of the subject matter; racism and discrimination.
In the poem, the speaker develops a tone that seems to question and criticize whites,
instead of complete appeasement. The instructor said, /Go home and write a page tonight. /And
let that page come out of you- /Then, it will be true. /I wonder if its that simple? (Line 1-6).
The speaker poses this question seemingly to himself, to show the initial skepticism and curious
attitude that he initially maintains about the assignment. The speaker is not questioning his own
abilities, he is instead questioning the instructors ability to understand the struggles that he must
endure as a black man. Subsequently, the speaker describes his life at the point in time; where he

lives, attends school, and where he was born and raised. He attempts to give his white classmates
and professor an understanding of his lifestyle to possibly show the similarities and differences
between their lifestyles. The speaker does this only as an attempt, as he knows that the opposite
race can never truly understand, nor do they want to. He sarcastically states, I guess being
colored doesnt make me not like/ the same things other folks like who are other races. With
this statement essentially, he faintly mocks the assignment, by portraying the division of himself
and his instructor and fellow classmates. However, the speaker does not blame his instructor for
the racism of the time period, he only attempts to display how he feels about it, and possibly
appease any racial sentiments that his instructor may hold.
As the poem progresses, the speaker tries to mollify his instructor and his classmates by
exposing possible similarities in their likes and dislikes. Sometimes you dont want to be a part
of me, /Nor do I often want to be a part of you. The speaker even attributes the dislike of their
respective races as a similarity, and states that such sentiment is unnecessary because they are
both human and American, by ending the thought with, [b]ut we are, thats true! The speaker
understands that the white society hates his race and does not like it, but he is willing to appease
them and claim unity and peace. However, he accepts the fact that they are not equal and seems
to absolve the instructor and his classmates when he states, although youre older- and white-/
and somewhat more free, and does not comment further to show explicit dissent or his
abhorrence of the situation. Instead of criticizing his instructor and peers for their racial
sentiments, he criticizes society for creating the rifts. The speaker further attempts to connect
with his instructor and classmates by stating his interests; 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,/ or
records- Bessie, bop, or Bach./ (Lines 21-26). The speaker portrays his interests as perfectly

normal and possibly the same as his classmates, even though they are different in race. He
essentially attempts to portray the futility in polarizing his race, because they all share the same
country- America. He knows that his response may cause controversy, but still presents it
perhaps as appeasement because of the hope of possibly amalgamating his class and preventing
future discrimination.
The speaker of this poem uses tone, connotation, and diction to express his beliefs of
dissent with the racial discrimination that is publicized at the time. He starts with a satirical and
criticizing tone and ironically ends with a placating tone to attempt to help his racial counterparts
understand him and his situation. With this poem, Langston Hughes uses an imaginary students
response to an assignment to confront a very prevalent issue at the time- discrimination. He very
successfully displays that poetry can impose a large effect with the intricate usage of tone and
diction. Evidently, poetry in general becomes more influential and meaningful when tone and
diction are developed to express a main idea.