THEME FOR ENGLISH B
By Langston Hughes
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 it's that simple?
I am twenty-two, colored, born in Winston-Salem.
I went to school there, then Durham, then here
to this college on the hill above Harlem.
I am the only colored student in my class.
The steps from the hill lead down into Harlem
through a park, then I cross St. Nicholas,
Eighth Avenue, Seventh, and I come to the Y,
the Harlem Branch Y, where I take the elevator
up to my room, sit down, and write this page:
It's not easy to know what is true for you or me
at twenty-two, my age. But I guess I'm what
I feel and see and hear, Harlem, I hear you:
hear you, hear me---we two---you, me, talk on this page.
(I hear New York too.) Me---who?
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.
I guess being colored doesn't make me NOT like
the same things other folks like who are other races.
So will my page be colored that I write?
Being me, it will not be white.
But it will be
a part of you, instructor.
You are white---
yet a part of me, as I am a part of you.
That's American.
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!
As I learn from you,
I guess you learn from me---
although you're older---and white---
and somewhat more free.
This is my page for English B.
For this assignment, you will create your own version of Langston Hughes' poem "Theme for English B." In short, you will complete the assignment that the speaker of the poem is given:
Go home and write
a page tonight.
And let that page come out of you--
Then, it will be true.
Your "page" will be a statement of identity modeled after Hughes' poem in terms of content, structure, and style.
Step 1 – read and reread the poem until you really “get it” and “feel it”.
Step 2-- Identify the literary devices Hughes uses in the poem(such as alliteration, repetition, rhyme), and then label them and write an analysis paragraph about them.
Step 3- Answer these questions using complete sentences on a separate piece of paper as prewriting (this is a grade)
a. In what ways does the speaker define him/herself? In what terms does he/she state his/her identity? In other words, how does the speaker answer the question "who are you"? List and describe as many of the speaker's different answers to this question as you can find.
b. What do you notice about the structure of the poem? What marks its beginning, middle, and end? What is the focus/main idea of each stanza? Which parts are developed in more detail than others, and why? How do the sections of the poem logically relate to each other (i.e. what is the flow of ideas)?
c. What do you notice about the style of this poem? Where does Hughes use rhythm and rhyme, and how do they affect the poem? What unique word choices has Hughes made in order to characterize the speaker? What literary techniques are present in the poem, and how do they help add meaning?
Brainstorm possible ways to define your own identity, keeping in mind how the speaker of the poem defines his/her identity. Come up with as many ideas about your own identity as you can using the brainstorming method of your choice (e.g. listing, freewriting, bubble map…etc).
Assignment
Using the original poem as a guide, write your own poem that imitates the structure and style of "Theme for English B." It should be roughly (though not necessarily exactly) the same length, and should have a similar structure (i.e. the content should be organized in a similar way). Remember that your goal is to reveal your identity by letting your writing truly "come out of you."
Requirements
•Your poem MUST be typed. You need to bring your flash drive
You must answer the questions in step three above using complete, detailed sentences. This will count as a grade.
•Your poem must begin with the first five lines of "Theme for English B" (i.e. "The instructor said..."), then move into your own words.
•Your poem must present a detailed description of your own identity in a variety of ways (i.e. it must offer a detailed answer to the question "who are you").
•Your poem must imitate the structure and style of Hughes' original poem (but it must not plagiarize any of the original).
Time Line
4/1 Wednesday – Read poem and discuss assignment. Begin Step two by annotating the poem.
4/2 Thursday – Complete Steps two and three. TURN IN. Write your “Theme” for homework.
4/3 Friday – Rough Draft due and peer editing (You must bring a copy of your rough draft to class)
4/6 Monday – revise, edit, and type (this is the last day we will work on this in class.)
4/9 Final copy Due with prewriting and rough draft