Perspective on Race Theme for English B

Perspective on Race Theme for English B The poem Theme for English B is based on an assignment the speaker receives from his college English class. He is told to write a page about whatever comes to his mind as long as its true. Hughes, however, portrays the writers dilemma and uncertainty about what to write and what is necessarily true. Ultimately, the author provides a wide of range of audiences, from the African American youth to college students today, with a glimpse of how he perceives life and his interpretation of the assignment. In the poem, Langston Hughes not only touches upon the African American struggle for equality but through imagery, style, language, tone and repetition, he also dramatizes the inner thoughts of the colored student. Although he is different physically, he possesses the same human characteristics as his classmates and the instructor.   As the poem specifically focuses on the student, the readers expect him to be an intellectual individual because he is the only black student in his entire class. This reason alone also contributes to the students dilemma about the assignment. He is unsure about the instructors expectations and how he might react to the students response mainly due to their color differences. The student also possesses a courageous attitude because he is able to express his opinions about racial equality and describes his instructor and himself to be part of each other. Ultimately, this simple poem carries a stronger message of racial Kaur 2 awareness and identity. By the end of the poem, the student is able to resolve his dilemma by concluding that even though they might not always like it, the instructor and the student are part of each other and thats true. In order to fully understand the poem one must understand where the author is coming from. Langston Hughes, an African American and one of the many writers who rose up during the Harlem Renaissance, wrote this poem to portray ignorance about race. Even though he wrote the poem many years after the movement in 1951 at the peak of discrimination, it provides accurate accounts of experiences heeded by the black population at the time. Hughes [wrote] about Afro-Americas inability to actualise equality in the United States  nearly a century after President  Abraham Lincolns emancipation proclamation (Harlem World). One could sense that the poem could be an autobiography based on Hughes own personal experiences. This is apparent because the author did attend Columbia University but unlike the speaker in the poem he was not born in Winston-Salem. According to Anne Stevenson, the poem could be a reminiscence of Hughes earlier experiences and this is his way of reanalyzing some of the thi ngs he went through at a much younger age. However, even after such invigorating attempts by the author to illuminate on black experiences, his poem was met with mixed reactions. Hughes work was criticized by black critics who protested that his work only focused on the unattractive view of black life. However, Hughes was praised by many critics as well. Hughes refused to differentiate between his personal experience and the common experience of Kaur 3 black America (Poets.org from the Academy of American Poets). Thus, some were glad that he sided with the common folks and wrote about his personal experience in such a creative way. Hoyt W. Fuller claims that Hughes chose to identify with plain black people-not because it required less effort and sophistication, but precisely because he saw more truth and profound significance in doing so. This shows Hughes commitment to writing about African American experiences in an accurate way, instead of writing about obscure things like many of the poets did at the time. The primary audience for the poem could be seen as the speakers instructor and classmates, for whom he first wrote the poem. The audience could also have been the African American population of Harlem, where Langston Hughes resided for much of his life. However, the secondary audiences (or addressees now) could be seen as the college students either analyzing the poem in their writing class, African American studies class, or those pursuing poetry in general. In any case, this poem could be seen as a historical piece educating future generations about our past. The main focus of the poem is on the structure and the initial assignment that the student must focus on, which not only reveals his dilemma but Hughes uses this to highlight concepts of race. Unlike the rest of the poem, which appears to be in free verse, the instructions for the assignment are given in perfect and end rhyme. The instructor said, Go home and write a page tonight. And let that page come out of youThen, it will be true (1-3). Even though most of us may find these instructions fairly clear, the writer, seems rather confused and conflicted about if the assignment is really this simple. He is Kaur 4 not sure his reality is the same as his fellow classmates due to his race. He endures an identity crisis and continuously tries to convince himself he is not any different from his professor and classmates because of his skin color. In the poem, the speaker reveals himself as a twenty-two-years-old colored student, and tries to answer the assignment by appealing to the audience. He lists things like à ¢Ã¢â€š ¬Ã‚ ¦I like to eat, sleep, drink and be in love. I like to work, read, learn, and understand life (21-22). In doing so the student tries to express to the audience as well as his instructor that being African American doesnt stop him from liking the same things as other races. However, this leads to his next dilemma because now the student begins to wonder so will my page be colored that I write? (26). The student wonders if his race might have an influence on his writing and whether his instructor will be able to understand him because he is white. The audiences can relate to the speaker, not only due to his young age, but also because he feels like an outsider, which many of us encounter time to time. Hughes uses imagery to portray a typical day in the students life as he tries to make sense of his assignment. 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 (11-15). Through these lines the author creates a visual of where the student lives, his normal routine of getting home from school, and the normalcy of his experience that makes him a typical person. However, his school seems to be above Harlem, perhaps outside the Kaur 5 city and this may lead to his feelings of being out of place. Also this long route that the student must take back and forth suggests that he may be poor, yet, based on his intellect he can go to a university that most of his neighborhood will never get to experience. This pertains to Hughess overall message that this student is just another resident of mainly African American community in Harlem and his skin color does not differentiate him from society. The poem consists of informal language written in jazz-poetry style, which demonstrates jazz-like rhythm or feel of improvisation (PittsburgStateUniversity). The poem consists of breaks in the middle of the lines and flows in a rhythmic pattern. Its not easy to know what is true for you or me at twenty-two, my age. But I guess Im what I feel and see and hear, Harlem, I hear you: hear you, hear mewe twoyou, me, talk on this page (16-19). The speaker tries to establish a connection between him and his surroundings. He constantly refers to Harlem and how he can see and hear it. This develops into a small back and forth dialogue. These lines make it obvious that the speaker has a deep connection with his community and he feels understood and comforted by it. This leads him to conclude that [his paper] will not be white (28). The writer is able to understand his roots and (at this part) is coming to terms with what he will write for the assignment. Hughes uses repetition to establish a stronger emphasis on the point he is trying to make. In the next few lines, the student decides that whatever he writes will not be white. This is the crucial part of the essay because even though the student addresses the Kaur 6 instructor and realizes the differences between the two, he still believes they are part of each other. But it will be a part of you, instructor. You are white yet a part of me, as I am a part of you. Thats American. Sometimes perhaps you dont want to be a part of me. Nor do I often want to be a part of you (29-35). By repeating words like part of, you, and me the author highlights his main message: we are all part of each other. The writer realizes even though he is an individual, he is still a human being and part of the same society as his instructor. This simple, yet, powerful message makes the reader realize that we are more alike than one might think. The tone the author takes in the poem could be described as a bit ironic, and regretful. In the beginning, the speaker wonders if the assignment is really as simple as it seems but he ends the poem by simply stating that This is my page for English B (41). The speaker also is split between two aspects of his life. First of all, he is different than others in his class because he is black but he is also an American, which makes him the same as everyone else. You are whiteyet a part of me, as I am part of you. Thats AmericanThats true (31-33). Nevertheless, the poem ends with a sense of regret. Even though the student and the instructor are the same because they are both Americans, the instructor is still more free than him. One of the important components of the poem is its style, and language. Even though the poem starts out with the end rhymes and perfect rhymes, it is mostly written in free verse with Jazz like rhythm. The language of the poem is simple and straightforward as well, which makes it easier to understand and relate to. Also one can learn a lot from Kaur 7 the diction of the poem. The simplicity of the words prevents many different interpretations of the poem. Thus, different readers can agree on the themes of the poem and pretty much come to the same conclusion regarding its message. Walter Rhett writes, [Langston] approached issues and problems, differences and deficiencies with the joy of common sense. His work never yelled or sliced the truth into half measures, but it was never bombastic, in-your-face prevaricating, and no matter how dark the situation, always had an embedded sense of humor. In fact, this is exactly how most of the students and bloggers feel about Hughess poetry. Some (like Rhett) go as far as to say, although Hughes wrote about complex issues, he was always honest and rich in his writing. In the poem Theme for English B, Langston Hughes uses style, repetition, tone, language and imagery to effectively demonstrate African American struggle for equality. Hughes describes his personal account with race through the eyes of the colored student, who struggles to accomplish his assignment because he questions the similarities and dissimilarities between himself and his instructor. Hughes specifically targets African American audiences who can relate to the speaker of the poem and sympathize with him. Although students now days can understand the speakers dilemma, its looked at as a historical piece. Hughes is praised for his accurate portrayal of black life and use of particular diction and syntax to appeal to the audiences. Kaur 8 Work Cited Espey, Debbie. Examining Theme for English B by Langston Hughes.  Associated Content. Associated Content, Inc., 13 March 2010. Web. 6 Nov 2010. Harlem, By Langston Hughes, 1951.  Harlem World. WordPress, 8 July 2008. Web. 16 Nov 2010. Jazz Poetry: 1920s-30s.  PittsburgStateUniversity. Pittsburg State University, 29 January 2007 . Web. 14 Nov 2010. Langston Hughes (1902 1967).  Poetry Foundation. Poetry Foundation , 2010. Web. 6 Nov 2010. Langston Hughes Group.  enotes. Salon Media Group, INC, 5. September 2008. Web. 6 Nov 2010. Langston Hughes. Poets.org From the Academy of American Poets. Academy of American Poets, 1997-2010. Web. 13 October 2010. Langston, Hughes. The Collected Poems of Langston Hughes. New York: Vintage, 1994. Print Rhett, Walters. Theme for English B: Remembering Langston Hughes.  Southern Perlo Stories/Insights/Open Views. Salon Media Group, INC, 25 August 2010. Web. 6 Nov 2010. Kaur 9 Stevenson, Anne . #60 Theme for English B (Langston Hughes).  Poetry Countdown  . WordPress, 3 September2009. Web. 17 Nov 2010. Writers Memo The greatest strength in my essay would be the fact that it addresses many rhetorical devices and it focuses on the rhetorical analysis, instead of just summarizing the plot. My weaknesses mainly rely in the structure of the paragraphs. I had to struggle a lot with making effective transition from paragraph to paragraph. I would like to think I worked thoroughly and equally hard on all aspects of my essay. However, like I mentioned above, organizing my paragraph was really time consuming and frustrating. If I had extra time to fix my essay, I would probably try to reorganize my paragraphs and look for spelling/grammar errors. I would also try to check for plagiarism because I used many outside sources in my essay and sometimes I get carried away and either forget to cite or accidentally take others ideas as my own. Actually I wasnt sure if I had grasped the whole concept of analyzing works rhetorically before working on this essay. I learned a lot about rhetorical devices that make certain texts effective or ineffective. Overall, I think I finally understand the concept of rhetoric. Just like everyone else, I would like to receive an A on this assignment, even though that may not be the case. I like to think I worked on this essay best to my ability and tried to incorporate the necessary details into it. However, I do realize that my essay does have some weak points and Id like to at least receive a B.

The Teaching Of English To Young Children Education Essay

Vocabulary plays a really of import function in larning a foreign linguistic communication and is one component that links the four accomplishments: speech production, listening, reading and composing. Without learning vocabulary, many pupils can fall behind in other capable countries. In order to pass on good in a foreign linguistic communication, pupil should get an equal figure of words and should cognize how to utilize them right. Experienced instructors of English as a Second Language know really good how of import vocabulary is. They know pupils must larn 1000s of words that talkers and authors of English use.Fortunately, the demand for vocabulary is one point on which instructors and pupils agree. For many old ages, nevertheless, plans that prepared linguistic communication instructors gave small attending to techniques for assisting pupils learn vocabulary. Some books appeared to be stating instructors that pupils could larn all the words they needed without aid. In fact, instructors were sometimes told that they ought non to learn many words before their pupils had mastered the grammar and sound system of the linguistic communication. In journal articles for instructors, vocabulary was rarely mentioned. Pronunciation and grammar were emphasized, but there was small or no accent on vocabulary. The purpose of my MA thesis would be to demo how the cognition of broad scope of vocabulary is of import for scholar of Second Language but besides how to do it interesting and easy adaptable for immature pupils. During my work in Primary School I have observed how easy kids become distracted when they are non motivated. It is really indispensable to maintain them engaged in the lesson. I know from my learning experience that utilizing assortments techniques and methods are really of import while learning kids. I would wish to see some of them. A figure of techniques can be adopted to show new vocabulary points. Some techniques are more popular and more frequently used than others. Besides it is up to the instructor which techniques he or she decides to utilize but ever the effectivity of instruction should be considered. Every instructor tends to utilize and prefers some technique that he or she finds interesting. There are techniques that are peculiarly appropriate for certain types of words – for illustration actions can be explained through dumb show. Another factor that is deserving sing is the age of the scholars. Younger 1s respond rather good when we show them concrete illustrations, the older 1s can pull off reasonably good abstract accounts or even definitions.The presentation of new vocabulary can be classified for illustration harmonizing to verbal and ocular techniques. Among ocular techniques we can happen images – flash cards, exposure and magazine images, wall charts, postings, chalkboard drawi ngs, word images, several realia that instructors can keep up or point to. Mime, action and gestures can be used particularly for explicating actions and times. Learners can label images or objects or execute an action.Verbal techniques consist of utilizing exemplifying state of affairss, descriptions, equivalent word and opposite word, collocations, graduated tables, and utilizing assorted signifiers of definition: for illustration, definition by presentation ( ocular definition ) , definition by abstraction, contextual definitions, and definition by interlingual rendition. Explanation can go highly hard particularly with novice degrees. There are many different methods and approaches how to learn a foreign linguistic communication, including vocabulary. I will advert some of them that can be used for learning immature scholars. A small spot of flooring method is the direct method. The female parent lingua is ne'er used, there are no interlingual renditions. Merely mark linguistic communication is used and merely complete sentences. Culture is considered an of import facet. Suggestopedia is a really successful method in assisting scholars to memorise words. This method stimulates the learner?s encephalon by music while larning but nowadays instructors seem to be go forthing this method. What truly works particularly for immature scholars is the Entire Physical Response method. Very many kids are nowadays really hyper and physically active and to concentrate for a long clip can be really hard for them. Using this method, games, altering subjects and utilizing a assortment of activities is really appreeciated by them. .Communicative Language Approach ( Teaching ) – CLT – stresses the significance of a linguistic communication in context. Communicative competency is extremely developed h ere and scholars are encouraged to pass on. When learning immature scholars, the instructor has to be strong at the cognition but besides needs to link with the kids. They need to experience the instructor likes them and wants to learn them something new. The consequences are seen easy and the scholars at this age are really thankful when person invest clip in them. The instructor has to cognize his or her students. It is of import to understand their demands, their outlooks with which each kid comes to the lessons, besides ways how to actuate them and last but non least their learning manner. All this the instructor is larning while working with the scholars. The instructors get to cognize their households, their avocations and involvements and merely basic information about the scholars. Besides, particularly today, we as instructors have to see the acquisition disablements excessively. There are more and more chidlren with these jobs and we as instructors need to assist them to bask the lessons and assist them to larn exces sively. The instructor needs to understand their differences, their cultural and household background. The features of immature scholars will be besides needed. I want to demo that working with them offers many possibilities and we can utilize many methods and attacks. During my teacher?s preparation I have learned that it is of import to larn about their personalities and besides to acquire to cognize them. Every scholar is different and we need to see each individual separately.

Fear Is Inevitable

Change is inevitable, no one can avoid it, but the way you deal with the change and the emotions that come along with it can alter the outcome of the change, either in a positive of negative way. This comes under the aspect of change, known as fear. We are always fearing change, fearing how and what its going to change our path in life. You will find that inâ€Å"The Book Thief† by Marcus Zusak and â€Å"Rain Man† by Barry Levinson both explore how if we fear change or push it away, it wont get you anywhere the change will always happen. I have also shown my aspect of change through my visual representation. You can have the power to alter the way you percieve change you can fear it, or push it away. But you can also accept the change. If you go with the change, you might even be able to percieve the change in a more positive and accepting way, changing it from a negative situation to a positive situation. For example in my visual representation, there is someone who has been diagnosed with cancer, if they take on a positive outlook and want to help themselves by getting treatment, the outcome is more positive. Acting in a certain way can almost defnately help to change your situation of change into a positive one, just like how in the film rainman Charlie adapts to raymonds need for his t. v programs so he doesnt fight this and buys raymond a portable t. v. Accepting the change is also explored through the book theif, when leisel accepts max the jewish fist fighter into her family, Leisel looking at this change in a positive way lead her down that positve path as she had now formed a loving bond with him, as he has in some respects morphed into a surrogate brother for leisels dead brother. The alternate way you can percieve change is to fear change and fight against it. In my visual representation if you did decide to fight against this cancer and almost tell yourself that it isnt happening,will get you no where, because no matter how you look at the diagnoses you still have canceer and the healthier option would to deifnately go and get treatment. Fearing change is understandable, as it is something that will change who you are and where you are headed as, charlie from rainamn discovers. Charlie fears the change that Raymond might make on his life, as he cannot connect with him due to his disability. Charlie's way of displaying his fear of this is to act out and get frustrated at his brother on many occasions, as he comments â€Å"You know what I think Ray? I think this autisticism is a bunch of shit! Because you can't tell me that you're not in there somewhere! † Acting out, and getting frustrated was soon realised by Charlie that he was scared of facing the reality that this was his brother and he had to accept him for who he is and there for accepting the change and getting over the fear. The main fear displayed in â€Å"The Book Thief†, is central to the character of Max the Jewish fist fighter the Hubbermanns were hiding from the Nazis. They feared that they were going to loose this important person who had just lifted their life. Fearing this change wasn't the best thing that they could have done, if instead they had just gone with this change realising that he would have to leave him at some point would have maximised their time with max. My visual representation illustrates that change can be percieved in two different ways leading you down two completely different paths. If you see the massive change of being diagnosed with cancer in a more accepting light, you will head down the positive path. Although if you see this change as something your stuck with and nothing can help you and you wont let anything of anyone help you, you are pushing this change away and not accepting it. By doing this you are more than definitely not going to help yourself and will head down the negative path. My visual representation explores how just by changing your attitude towards the change, the outcome can vary massivly.

Nozick s Theory Of Equality And Equality - 2501 Words

When talking about Rawls, Nozick, and Walzer, three political philosophers in their own right, each has a theory regarding one s freedoms and equality. In each one s assumptions they conclude differently as to what a just or fair government should look like. Rawls theory when discussing freedom and equality falls into two principles of justice, of which follow the â€Å"veil of ignorance† which is to say that everyone is unknown to their unique differences like ethnicity, sex, personal convictions and the like. Everything, according to Rawls, should be equal for everyone in an ideal society. With Nozick, his response mainly bounces off Rawls claim of equality and comes to his own line of principles as well. Nozick s assumptions are that inequalities are fine so as much that rights are not being violated. Nozick wants inequalities because those are what makes a balance in society, also people are entitled to things that fall into three principles. 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