Evaluation of ‘Critical Essay on ‘Theme for English B’’

rather because many people are raised in an egocentric manner where they believe their beliefs and ideals are the only "right" ones. This can be seen in Hughes' poem "Theme for English B", where the narrator expresses being the only colored student in their class.

When Hughes' narrator states, "Well, I like to eat, sleep, drink, and be in love… I guess being colored doesn't make me not like the same things other folks like who are other races" (Kennedy and Gioia, 980), it's as if he realizes that he is not very different from his classmates, neighbors, or any other person, regardless of their ethnicity. Mr.

In his critical essay on "Theme for English B," Semansky suggests that black identity, Southern identity, student identity, and youth are all dependent on the existence of opposing identities such as white identity, Northern identity, teacher identity, and older individuals. This argument presents an intriguing perspective by highlighting the presence of corresponding opposites in various qualities, while acknowledging potential instances of overlap.

When considering traditional black and white cultures, it is clear that some of the values associated with these cultures stem from stereotypes. However, African American culture in America has its roots in slavery, which created an enforced inequality between black and white cultures. Despite the Emancipation Proclamation's aim to establish freedom and equality for all, there remains lingering animosity and disdain. Age also plays a role, as we often attribute wisdom to older individuals based on their life experiences. However, this can also lead to holding onto outdated beliefs. On the other hand, youth is often viewed as more open-minded and adaptable to societal changes.

In Langston Hughes' "Theme for

English B," the narrator – who is the sole person of color in their class – subtly implies that their assigned writing will be perceived differently by their older professor due to race: "So will my page be colored that I write?...Being me, it will not be white." This act can be seen as an act of rebellion and a challenge to the instructor's identity as a teacher. In Mr. Semansky's article, he concludes by describing this act as "an act of rebellion—questioning the instructor's very identity as teacher." The accusation carries significant dramatic weight. The original poem by Hughes portrays the instructor's instructions for the assignment as vague; students were simply instructed to "Go home and write a page tonight."

And let that page come out of you-Then it will be true. ” (Kennedy and Gioia, 979). There are no specific guidelines given anywhere else in the work; there are no boundaries set. To gather that the poem’s narrator is somehow violating some sacred code of respect to the instructor’s authority is absurd. It seems as though the assignment in the poem was to allow ample room for creative interpretation by the student body, therefore sharing some authority with the students in the jurisdiction of their own work. Critical Essay on ‘Theme for English B’” raises many valid points on what Langston Hughes intended to say to the reader and why. The breakdown of several parts of the poem and how they may have come to fruition were delightful to read and to interpret along with one’s own understanding of Hughes’ work. Although when reading another person’s interpretation of a creative work there may be

a difference of opinion, it is often our own experiences which shape our own understanding, and vice versa.

Centuries-old poetry continues to be appreciated and debated, even in the present and for all time. (Semansky, 1999) (Kennedy and Gioia, 2007)