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Analysis of the Langston Hughes poem
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Being a poet is not an easy thing. Well at least not without experience. I have discovered this after writing a poem modeled after Langton Hughes poem, “Theme for English B”. I chose to model my poem after Hughes poem for two reasons. One reason being that the assignment required that my poem be modeled after this specific poem and the other reason is what better way to write an original personal poem for an assignment then by modeling it after someone who did the same thing. Hughes poem is about himself; his likes, his day to day life, and his struggles. I modeled more of the theme than the form because I don’t believe that there is a set form of the poem, as it is written in free verse. The poet is writing in a stream of consciousness,
Another fitting quote from the text is something the mother says at the end of the poem, ¨So boy, don’t you turn back. [...] Don’t you fall now For I’se still goin’, honey, I’se still climbin’, And life for me ain’t been no crystal stair¨ (Hughes lines 14-20) This shows the Mother's purpose in telling this story. The mother says to the son, using her stair metaphor, to keep persevering through life, as she had.
In order to fully analyze this piece, one must know the writer, some background on Hughes is that he was born on February 1, 1902. His parents divorced while he was still just a child, which would lead to him to be raised by his
Hughes essay would be described in the process of telling the story in a meditative style of writing. Hughes doesn't go into a fine comb with the detail but does give the basic picture to try and paint in your head. But the thought process that is shown in the story line is very free flowing. Hughes tries not to make an agurment or even make it logical. But as the story goes on you find out that he kind of uses foreshoding method to make you think about the story after reading it. He doesn't want to perment picture in your mind but let the reader itself paint a picture in there minds using there own paintbush as they go on. He wants you to feel like you want. He wants you to be you.
Langston Hughes's stories deal with and serve as a commentary of conditions befalling African Americans during the Depression Era. As Ostrom explains, "To a great degree, his stories speak for those who are disenfranchised, cheated, abused, or ignored because of race or class." (51) Hughes's stories speak of the downtrodden African-Americans neglected and overlooked by a prejudiced society. The recurring theme of powerlessness leads to violence is exemplified by the actions of Sargeant in "On the Road", old man Oyster in "Gumption", and the robber in "Why, You Reckon?"
An example of a similarity between the two poems is the optimism and liberal expression of rising against their oppressors. In Angelou’s poem, she says, “You may shoot me with your words… but still, like air, I’ll rise” (Angelou). In Hughes’s poem, he says, “Tomorrow, I’ll be at the table when company comes. Nobody’ll dare say to me, ‘Eat in the kitchen,’ then”
Langston Hughes (1902-1967) absorbed America. In doing so, he wrote about many issues critical to his time period, including The Renaissance, The Depression, World War II, the civil rights movement, the Black Power movement, Jazz, Blues, and Spirituality. Just as Hughes absorbed America, America absorbed the black poet in just about the only way its mindset allowed it to: by absorbing a black writer with all of the patronizing self-consciousness that that entails.
Langston Hughes was deemed the "Poet Laureate of the Negro Race," a fitting title which the man who fueled the Harlem Renaissance deserved. But what if looking at Hughes within the narrow confines of the perspective that he was a "black poet" does not fully give him credit or fully explain his works? What if one actually stereotypes Hughes and his works by these over-general definitions that cause readers to look at his poetry expecting to see "blackness?" Any person's unique experiences in life and the sense of personal identity this forms most definitely affects the way he or she views the world. This molded view of the world can, in turn, be communicated by the person through artistic expression. Taking this logic into account, to more fully comprehend the message and force of Hughes' poetry one must look, not just to his work, but also at the experiences in his life that constructed his ideas about society and his own identity. In looking at Hughes' biography, one studies his struggle to form a self-identity that reflected both his African American and mainstream white cultural influence; consequently, this mixing of black and white identity that occurred throughout Hughes' life is reflected in his poem "The Weary Blues."
Form and meaning are what readers need to analyze to understand the poem that they are evaluating. In “Mother to Son”, his form of writing that is used frequently, is free verse. There is no set “form”, but he gets his point across in a very dramatic way. The poem is told by a mother who is trying to let her son know that in her life, she too has gone through many frustrations just like what her son is going through. The tone of this poem is very dramatic and tense because she illustrates the hardships that she had to go through in order to get where she is today. She explains that the hardships that she has gone through in her life have helped her become the person that she has come to be. Instead of Hughes being ironic, like he does in some of his poems, he is giving the reader true background on the mother’s life. By introducing the background, this helps get his point across to the reader in a very effective way. In this poem there are many key words which help portray the struggles that the mother is trying to express to her son. The poem is conveyed in a very “down to earth” manner. An example of this is, “Life for me ain’t been a crystal stair (462).” This quote shows the reader that the mom is trying to teach the son a lesson with out sugar coating it. She wants her son to know that throughout her life has had many obstacles to overcome, and that he too is going to have to get through his own obstacles no matter how frustrating it is. Her tone throughout the poem is stern telling the boy, “So boy, don’t turn your back (462).” The poems tone almost makes the reader believe that the mother is talking to them, almost as if I am being taught a valuable lesson.
In the poem Langston Hughes uses a range of illusions, rhetorical questions, figurative language and
Langston Hughes’ challenging background, ethnicity, and era of life can all be thought of reasons as to why his style of writing relates among discrimination and unsettling topics. Although his writing can be said to bring hope to the African Americans, his style can be frightening and daunting when taken the time to read his pieces. They may not seem real, but they are his way of interpreting and informing the future of what African Americans, like himself, had to go through and what they had to experience. Although some of his writing pieces tell about horrible and sad times of the African American people, throughout his poems he brings hope and peace for the culture. The pieces he wrote may not be pleasant to read, however, the past is America’s history, and poetry is part of the history. Langston Hughes focused on dreams in his poetry in hopes of bringing his dream of bringing harmonious relations between blacks and whites to reality.
Symbolism embodies Hughes’ literary poem through his use of the river as a timeless symbol. A river can be portrayed by many as an everlasting symbol of perpetual and continual change and of the constancy of time and of life itself. People have equated rivers to the aspects of life - time, love, death, and every other indescribable quality which evokes human life. This analogy is because a river exemplifies characteristics that can be ultimately damaging or explicitly peaceable. In the poem, “The Negro Speaks of Rivers,” Langston Hughes cites all of these qualities.
I have learned a lot from this poetry project. It has given me a much more complex view of literature, especially poetry. Poetry allows writers to use less conventional methods of writing traditional literature to expound upon ideas or tell stories. Langton Hughes’ poem “Cross” is a perfect example of that.
middle of paper ... ... Edward J. Mullen notes that Hughes' poem represents the idea that, "the inhabitants of this 1951 Harlem seem to be seeking feverishly and forlornly for some simple yet apparently unattainable satisfaction in life" (142). Both Hansberry's play and Hughes' poem establish a powerful and human reaction to the death of a dream.
There is very little left to the imagination when reading Langston Hughes "Freedom Train". His ideas of being free are apparent from the beginning of his poem. However, although he spells everything out, he still leaves a couple of things for his readers to figure out.
Even though many critics have analyzed Hughes’s works both individually, by the volume and as a whole, not every individual piece has had the extent analysis by a professional critic. There are so many works that Hughes’s has created so it left a lot of options for those who want to analyze his poems themselves. The analysis of Ted Hughes’s poems reveals the deeper meaning and thought about the death of innocence and the idea that life is a game that can end in victory or defeat. Hughes creates these ideas with the use of animal imagery, extensive rigid and dark word choice and anthropomorphism in his poems “Crow’s fall," “Crow’s Nerve Fails” and “Crow Blacker Than Ever”.