Intro to English Studies
MW 9:30-10:45
Prof. Gephardt
Brothers of Other Mothers: A Perspective from the “Darker” Side, Captured in Composition by Langston Hughes
The United States’ history is no secret, but its dark foundation is often overshadowed by the greatness of its creation; a darkness that continues to affect certain groups of Americans today. With a majority of his well-known works published during the Harlem Renaissance by, the era’s most prolific writer, Langston Hughes, continuously embodies the outcome of the least acknowledged, yet crucial, American perspective of life as an African-American in his work; embodied beautifully in the simple yet complex poem, I, Too. The title, I, Too, is a pun; distinguishable …show more content…
His parents did not stay together long after he was born, Hughes and Ms. Langston travelled to several cities before finding a home in Cleveland, Ohio. Around this time Hughes started composing poetry, “after being introduced to poets Carl Sandburg and Walt Whitman, whom Hughes would later cite as primary influences”(Langston Hughes). In 1920, after his high school graduation, Hughes went to live with his father for a year in Mexico, it was there where Hughes's achieved his first published poem in a popular magazine named The Crisis. The following year he returned to America, and moved to New York to attend Columbia University for about a year, “during this time he quickly became a part of Harlem's burgeoning cultural movement, what is commonly known as the Harlem Renaissance”(The Harlem Renaissance). Before leaving the College he wrote his well-known poem, Themes for English B; an assignment from the heart requested by his English professor. In the page-length poem, the twenty-two year old mentions that he is the only person of color in his classroom; he wonders if the assignment’s simplicity will reflect his work or skin color, but refutes this questioning of self by acknowledging that he, like others, enjoys the smallest aspects of …show more content…
Here, Hughes incorporates another line of ambiguous meaning. First, there is the comparison of the idea of an empty white page compared to a page with many colors of ink. Second, he incorporates the social separation of people by color, comparing work composed by an African-American or Caucasian. Hughes questions if his paper’s grade will reflect his skin color or the context. He questions if there is a difference between things created by people of different races. He questions what makes his life any different from someone who is not brown in America. In an assignment that requires a self-reflection to acknowledge one’s true-self, Hughes begins to question if the truth differs for people who do not resemble him, he wonders if those people view the world like or unlike him. He questions how differences like such affect the way of life for people of different skin tones and if these differences affect what they believe, how they see the world, and how they express themselves. Through the line, “So will my page be colored that I write?” (Themes For English B), Hughes encompasses a reoccurring theme for not only prior work of his and pieces to come, but the drive behind the flourishing movement named the Harlem