Poetic Devices Used In Langston Hughes Subject For English B
LaNece Woodson
Dr. Patricia Pallis
English 102
13 May 2016
Poetic devices used in” Subject for English B”
Since the start of our nation’s history, individuals of African descent have ceaselessly experienced oppression by those of European descent. Despite the fact that the condition of racial issues in the 1990's is a huge change from the times of servitude, racial pressure still exists. In the 20th century, no time surpasses the 1950’s and 1960’s in connection to racial foul play and savagery. In each feature of American life, partiality and racial disparity radiate amid these tumultuous a quarter century. Langston Hughes, a popular African-American writer, uncovered the divisions amongst Caucasians and African Americans in the social develop …show more content…
Projecting his point of view, the student declares, "Sometimes perhaps you don't want to be a part of me./Nor do I often want to be a part of you./But we are, that's true" (34-36). Speaking with a voice wise beyond his years, he states one can learn life lessons at any age. The student teaches the professor about his lifestyle and background, saying, "As I learn from you,/I guess you learn from me--," despite the professor being the superior in the classroom (37-38). The student, able to learn from the instructor, is able to teach the professor as well. The classroom provides for the sharing of knowledge, and anyone in the room can be an educator. A problem arises in the poem with the following statement, "I guess you learn from me--/although you're older--and white--/and somewhat more free," and an unfortunate opinion transpires (38-40). This quotation is a paradox, a statement opposed to common sense, but may have some truth in it (Turco 48). Thinking clearly, no one person has more freedom than another according to the Constitution of the United States and basic human laws. In the United States during the 1950's and 1960's, many Caucasians did not live by the Constitutional laws and basic human decency; therefore, giving the impression of white Americans having more freedom than African Americans.
The last line of the poem is a summation of ideas: The poem ends, completing a circle. Starting with the assignment for English B, the poet discusses his writing, and then ends, "This is my page for English B" (41). The very general ending brings back his notion of resembling the rest of the class, with all of the students having to write and expose themselves to the professor. Again, the writer does not want to separate himself from the
Dr. Patricia Pallis
English 102
13 May 2016
Poetic devices used in” Subject for English B”
Since the start of our nation’s history, individuals of African descent have ceaselessly experienced oppression by those of European descent. Despite the fact that the condition of racial issues in the 1990's is a huge change from the times of servitude, racial pressure still exists. In the 20th century, no time surpasses the 1950’s and 1960’s in connection to racial foul play and savagery. In each feature of American life, partiality and racial disparity radiate amid these tumultuous a quarter century. Langston Hughes, a popular African-American writer, uncovered the divisions amongst Caucasians and African Americans in the social develop …show more content…
Projecting his point of view, the student declares, "Sometimes perhaps you don't want to be a part of me./Nor do I often want to be a part of you./But we are, that's true" (34-36). Speaking with a voice wise beyond his years, he states one can learn life lessons at any age. The student teaches the professor about his lifestyle and background, saying, "As I learn from you,/I guess you learn from me--," despite the professor being the superior in the classroom (37-38). The student, able to learn from the instructor, is able to teach the professor as well. The classroom provides for the sharing of knowledge, and anyone in the room can be an educator. A problem arises in the poem with the following statement, "I guess you learn from me--/although you're older--and white--/and somewhat more free," and an unfortunate opinion transpires (38-40). This quotation is a paradox, a statement opposed to common sense, but may have some truth in it (Turco 48). Thinking clearly, no one person has more freedom than another according to the Constitution of the United States and basic human laws. In the United States during the 1950's and 1960's, many Caucasians did not live by the Constitutional laws and basic human decency; therefore, giving the impression of white Americans having more freedom than African Americans.
The last line of the poem is a summation of ideas: The poem ends, completing a circle. Starting with the assignment for English B, the poet discusses his writing, and then ends, "This is my page for English B" (41). The very general ending brings back his notion of resembling the rest of the class, with all of the students having to write and expose themselves to the professor. Again, the writer does not want to separate himself from the