Theme for English B Worksheet TPCASTT 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.

Based on the title of the poem, what do you think the poem is about?

What is the theme of the poem?

What are two details that support your theme?

List the two best two examples of figurative language from the poem and explain how they help the reader understand the poem.

List two examples of connotative meanings of words from the poem.

PARAPHRASE Paraphrase the poem. What is the “story” of the poem in your own words? Summarize each stanza ** Also define words you don’t know.

CONNOTATION Are there multiple meaning words? Are there words that have a meaning beyond the literal that may have a meaning that lies beneath the surface of the poem?

ATTITUDE What is the tone and emotions associated with the subject? What sort of attitude does the speaker take toward the subject?

SHIFT Is there a shift in tone? Where? What kind? How does the shift change the direction and meaning of the poem?

TITLE Look at the title again. Do you have any new insights about the title after you have analyzed the poem?

THEME Ask yourself these questions before you finalize what the theme is.
● How has the main character changed?
● What lesson(s) has he/she learned?
● What is the main conflict in the work?
● What is the subject of the work?
● What does the author say about the subject?
● Can this idea be supported entirely by evidence from the work itself?
● Are all the author’s choices of plot, character, conflict and tone controlled by this idea? What is the theme? What is the greater message of the poem? Why did the author pick up the pen to write the poem?

Answer these questions:

1 What unique word choices (diction) does Hughes make in order to characterize the speaker?

2 What literary techniques are present in the poem, and how do they help add meaning?

3 What do you notice about the style of this poem?

4 Where does Hughes use rhythm and rhyme, and how do these affect the poem?