The poem tells of a young black with a writing assignment in which he must simple write a page on whatever he wants. Hughes uses the narrator in this poem to give some insight on the obstacles that he believed stood in his path while he was trying to pursue his dream of becoming a writer. The speaker tells the audience that he is in college and that “I am the only colored student in my class” (Hughes line 10). During that time period, it was very rare for anyone of color to participate in higher education. The speaker tells us he is from the Harlem area, and he identifies with the people of Harlem just as Harlem identifies with him. Hughes understood the feelings and everyday lives of the people of Harlem, New York, and gave his fictional speaker those same understandings. The writer tells his audience of his feelings towards the white American population when he says, “I guess being colored doesn’t make me not like / the same things other folks like who are other races” (lines 25-26). Hughes’s used his speaker to explain how black and whites both want to be writers, but blacks are put at a disadvantage due to the social differences of the two. Langston Hughes wanted his readers to understand the cultural differences of people of color and people on non-color. Jeannine Johnson asserts that “for Hughes, poetry is to some degree about self-expression and self-exploration, especially when the "self" is understood to mark the identity of an individual who is always affected by and affecting a larger culture.” One of the most noted portions of this poem is when the speaker tells his instructor, “You are white / yet a part of me, as I am a part of you / That’s American” (lines 31-33). These lines tell the reader that although whites and blacks have their differences, that regardless of race they are both American. Hughes uses
Hughes, Clifton and McElroy were the African American voices in the early American society and everyone viewed their poems of different types of poetry, but not of different themes or heritage. All of the poems written by these poets are very well written and written in a way to help and make you understand what they are talking about and how difficult it was in their everyday life. How they had to just push through and hope for the next generation to be better, that is why that always passed on stories, whether they were true or not. This is why they did not speak up, because nothing could be done. One day they will “see how beautiful I am and be ashamed.” This is saying that one day everything will fall into place and people will realize that skin color means nothing more than the color of ones eyes or hair.
During this era African Americans were facing the challenges of accepting their heritage or ignoring outright to claim a different lifestyle for their day to day lives. Hughes and Cullen wrote poems that seemed to describe themselves, or African Americans, who had accepted their African Heritage and who also wanted to be a part of American heritage as well. These are some of the things they have in common, as well as what is different about them based on appearance, now I shall focus on each author individually and talk about how they are different afterwards.
Volume D consisted of poetry from various authors, one of whom was famous jazz poet Langston Hughes. Hughes was an African-American man who was born in Joplin, Missouri. He was very innovative with his style of poetry, and was a leader of the Harlem Renaissance. His poetry dealt heavily with the Black experience in America, and he was famously known for poems such as “I, too”, “Visitors to the Black Belt”, and “Words Like Freedom.” These poems relate mostly to the theme of diverse voices and each one is shows insight to Hughes’s personal connection to his work.
Langston Hughes was not afraid to express his blackness through his writing. A reader can see in Hughes’ essay, The Negro Artist and the Racial Mountain,Hughes expresses his dismay on how if a poet does not want to identify as a negro poet, then
The poems “Yet Do I Marvel”, “The Negro Speaks of Rivers”, and “Tenebris” by Countee Cullen, Langston Hughes, and Angelina Grimké, respectively, reflect attitudes towards the Harlem Renaissance. The Harlem Renaissance, which spanned the early twentieth century, brought about an explosion of African American culture that spread throughout the world. These poems use the figurative language techniques of allusion, personification, and imagery to reflect the ideas of many participants in the Harlem Renaissance, including revolution and unfairness.
As a follow up on my poetry project, I chose to select Langston Hughes, Claude McKay, and Countee Cullen. When I initially wrote on the poets, I was shocked how unaware of them I was. I discovered interesting facts about each poet. Langston Hughes Claude McKay and Countee Cullen were very inspiring during the Harlem Renaissance. I did not know who Countee Cullen was until I did my project and decided to explore his work during the 1920s. It seemed Countee Cullen and Langston Hughes were popular during this time. Langston Hughes was a leader during the Harlem Renaissance. By using poetic examples of Claude McKay, Countee Cullen, and Langston Hughes work, I will describe the feelings and representations of African American during the early 1920s.
Racial reconciliation for me started with taking ownership of the sins of the white race both curently and in past generations. Prayer was a large part of this before I could enter activisim. I had to sit and lement before the lord because it is important to stay in space with god for him to work in us. A scripture that informed my concern with this was Nehemiah 9 The People of Israel Confess Their Sin. I also began to ask my multiethnic brother and sisters what their stories are and validate their feelings when they would share about an injustuce they face/faced. Attending the black lives matter event to stand in solidarity with my black brothers and sisters, working in a social justice acting troupe with a multiethnic group, and attending
The brilliant poet Countee Cullen produced some of the most haunting lyrics of the Harlem Renaissance. Am African American determined to succeed in the white dominated field of literature. Because he wanted to succeed as a poet not by innovation but by an adherence to the traditional standards and practices on English, Cullen shied away from being labeled a racial writer; yet he won his greatest poetic renown for his most race conscious lyrics. His determined resisance to the theme the proved most fruitful for him is clear in one of his most frequently quoted remarks: “I find that I am actuated by a strong sense of race consciousness. This grows upon me, I find, as I grow older, and although I struggle against it, it colors my writing, I fear, in spite of everything I can do.” In the mid 1920’s. none of the younger Harlem poets, not even Langston Hughes, seemed more promising to Harlem readers than Countee Cullen.
To analyze Hughes’s poem thoroughly, by using Eliot’s argumentative essay, we must first identify the poem’s speaker and what is symbolic about the speaker? The title (“The Negro Speaks Of Rivers”) of the poem would hint off the speaker’s racial identity, as the word Negro represents the African-American race not only in a universal manner, but in it’s own individual sphere. T.S. Eliot’s essay, mentions that “every nation, every race, has not its own creative, but its own critical turn of mind”(549). In another sense, different societies have their own characteristics, however, with a racial mixture, shadowed elements can be formed. If one were to analyze in between the lines of Eliot’s essay and Hughes’s poem, he...