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Comment 47 of 197, added on September 16th, 2011 at 5:22 PM.
In this piece Hughes does not champion equality and civil rights nor does
he rant for separatism. Hughes acknowledges in this exceptional poem that
social conventions and prejudices have colored everything that you are,
regardless if you merit it or not. He goes out and tells the reader that
there are differences in the races but only so far as each individual is
different. The last stanza makes it clear that as Americans the cultural
smoothie so to speak that we are should only make each person stronger not
tear us apart, even though other are "somewhat more free."
Janet from United States
Comment 46 of 197, added on September 16th, 2011 at 3:11 PM.
When normal white people saw a colored boy in their classroom, they must
have thought the poet was an alien, another species. But on the contrary,
Hughes is just as human as them. He goes through same emotional stages and
has goals for his life. He just wants everyone to acknowledge the fact that
he is a human, a fellow American.
Comment 45 of 197, added on September 16th, 2011 at 2:14 AM.
In this poem, Hughes approaches the topic of a young man trying to figure
out his place in society as the only African American student in his
college class. The narrator has a history, a home, an assignment, hobbies,
and things he likes just like any other "normal" white citizen. He decides
that what he is is what he sees and feels, and the color of his skin should
not play a large role. In the end, it does; there will always be
differences between the Caucasian and African American citizens in America
because of prejudicial issues stemming from slavery and persisting racial
bias. Despite this, the narrator acknowledges that they are a part of each
other and America is only America with all the different people in the
cultural melting pot.
Krista from United States
Comment 44 of 197, added on September 15th, 2011 at 11:27 PM.
In this poem, the narrator seems to question himself as an African American
male. He acknowledges that he likes the same basic things many individuals
enjoy by listing things he likes. Also, he recognizes differences in race,
but overall everyone shares the same qualities that makes them Americans.
Adam from United States
Comment 43 of 197, added on September 15th, 2011 at 9:22 PM.
Hughes in this poem shows a lot about the life of a young colored man. He
has deal with the racism and issues of society yet he is still a person
just like a what man. He likes the same things a white man would like but
he knows that no matter what there are differences that cannot change
Kelsey from United States
Comment 42 of 197, added on September 15th, 2011 at 12:37 PM.
The poem seems to be about how Hughes feels being African American in a
country made up of more whites than blacks. He points out that both whites
and blacks are American, and that differences makes up America as a
country. He says that he has the same likes as other races do but
continues to return to thinking that he will always be seen as different.
Margaret from United States
Comment 41 of 197, added on August 25th, 2011 at 7:19 AM.
am johannesburg universuty student, am currently writing assignment of this
poem and I love this poem. the speaker reveal more about his identity. he
discribe his race throuhg by mentioning the word"colored" in line two of
first stanza, place in form/term of time and writing. hope enjoy the little
that I have discussed.
from South Africa
Comment 40 of 197, added on September 12th, 2010 at 2:22 PM.
together we can
this is an awsome poem here it is so touching and inspiring
kelle from United Kingdom
Comment 39 of 197, added on May 11th, 2010 at 5:29 PM.
the double conciseness
The “theme for English B” diagnoses the internal relationship between the
poet and the land of his society (America). The double conciseness that
affiliated with the poet’s psychological point of view (piece of mind)
gives poem readers (African Americans) a connection between their roots
(Africa) and their country (America). The influence of these two elements
(race and class) on the poet’s pedagogy drives his thoughts toward a
positive critical thinking. The poet prescribes that psychological manner,
which consists of diversity, ethnicity, and race in this country.
Comment 38 of 197, added on December 14th, 2009 at 10:39 PM.
the literary techniques: plot, character, setting, tone, point of view,
symbols, and themes. i love this poem. its very powerful, and it speaks to
everyone in the world--not just americans. the round protagonist in this
poem is conveyed as the voice of reason- but it is not himself Hughes is
conveying, its his race. the way the teacher talks is in a rhyme scheme,
which seems to bring the seed that the teacher planted into his head about
being poetic and abstract. this poem shows that the white man has more
freedoms than himself, but in america, it is more than just black and
white. he has the chance to explain to his white professor about his
african american background. although, when you have less rights than the
person you are trying to explain to, it makes the explanation more
the protagonist seems to question why specific races think they are
superior-he says they all make up america. and even more than that, they
all make up our world.
his "assignment" shows the angle at which he is trying to explain. he
needed a solution to the problem that his being conveyed. his outcome leads
to a revelation of truth...everyone is the same. that all people have a
symbiotic relationship-all rely and gain from each other... and this
relationship is inevitable.
the climax of this comes when the protagonist opens the readers eyes to
views of racism, social status,and political equality in america.
i found three themes:
1. people are more alike than different.
2. ethnicity doesnt alter interests
3. race doesnt define who you are.
hope this helps.
christina from Chile
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