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Breeann Leonard

Dr. Mark Hall

English 2100

March 1, 2011

Elements used in Langston Hughes Poetry that enforce the theme of identity

While reading Langston Hughes poetry readers quickly recognize that he often refers to

race. The time in which Hughes wrote, which was during the 1920’s through the 1950’s race was

a subject that was incorporated into daily life, especially in areas of America where people were

not allowed to have equal opportunities based off of the color of their skin. In his three poems,

“Negro”, “Cross”, and “I, Too” Hughes uses race to explain identity and heritage of African

Americans. In his poems he uses diction and tone, images, symbols, irony, as well as setting and

situation, to express his theme. With the use of these 5 elements the theme of identity is evident,

which gives readers an idea of what identity means and its relationship to humankind.

When looking at the poem “Negro”, the first subject that catches reader’s attention is the

title. The word “Negro” was a social identifier that was used during a time period to identify

those of African descent. With this poem, diction is introduced by the use the word “Negro”.

Diction relates directly with how words are used, and with this one word readers are given an

idea of what the poem will discuss. The poem creates a timeline which explains all of the

situations blacks encountered from their existence in Africa to being in places where they were

not natives. Hughes uses diction and tone in order to make it evident that the poem will identify

who He identifies himself to be. Hughes word choice is direct in each stanza. Each stanza begins

as” I am”, or “I’ve been” and this continues when he identifies everything that he is and has

been. You recognize how he comes to identify himself when he acknowledges several

components of his ancestry. For example his use of diction is revealed when he states,”I am a
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Negro”. Then he continues to use diction to identify himself as having been a slave, worker,

singer, and victim, which is an explanation of his heritage. Heritage itself is an identifier because

it tells exactly where a person came from. The tone that is portrayed seems to be one of a person

who is proud of who he is and his existence. This is evident in his first and last stanza’s that start

as “I am Negro: Black as the night is black, Black as the depths of my Africa”. The reason for

these stanzas to suggest that he is proud of where he came from is because the first and sixth

stanzas are the only stanzas that are repeated twice. Often times when a writer repeats a part of

their work they want to bring attention to that subject. The purpose that this stanza appears twice

is his way of recognizing his own identity and letting the readers know that he knows his

heritage. Also, when a person starts out with the statement, “I am” it sets a tone that they have no

doubts in being able to explain their identity because they know for certain. Along with this

comes a contrasting tone as well. The contrasting tone is one that seems sorrowful and this

comes from in each stanza when he explains his connections between the past and his present

time. An example of this is in the fifth stanza, “I’ve been a victim: The Belgians cut off my

hands in the Congo. They lynch me still in Mississippi.” Here Hughes bridges the relationship

between the past and his the present time. This gives way to the theme of identity because he

seems to compare the struggles of his ancestors in Africa to the time in which he lives and the

sorrowful tone comes from the fact he still suffers at the hand of another. The use of diction and

tone through his direct statement of “I am” and the comparisons between his ancestor’s history

and the struggles he faces as a descendent of Africans captures the theme of identity by letting it

be known the components his identity.

“Cross” is another poem that deals with identity. Hughes writes about a person of a

mixed racial background, who questions the identity due to the fact that they are not sure of
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whom they should identify with. This poem uses irony and symbols. These two elements

coincide with the theme of identity because it brings up the point of how one can identify them

self when they are neither one thing nor another but an instead a combination. The irony is that

the symbol of the cross is a representation of meaning pertaining to the poem. The title “Cross”

can lead way to many interpretations. For example cross can be used to define someone who is

mad or it can be used to define two totally different things that are combined. The cross is

defined many different ways and it represents many symbols. For example a cross is recognized

as a symbol of Christianity and the crucifixion; it can be used to mark something that is wrong,

and in boxing, cross refers to a defensive punch that stuns an opponent. Hughes uses this symbol

to express how a person of mixed ancestry may have difficulty in grouping them self. It is ironic

that the title be named “Cross” which suggests that the narrator could be mad because of their

identity. It can also suggest that it is wrong that they are of mixed ancestry. In addition to this the

title can suggest that the narrator is caught off guard like as a boxer would be, if hit by a cross

punch or they may not be accepted by everyone similar to Jesus who was crucified because of

who he claimed to be. Hughes uses this symbol to express the confusion the narrator

experienced.

Along with the title, the stanza’s can be a symbol representing good and bad. In general

the poem tells how the narrator with draws from thinking negatively about their white father and

black mother. This is relevant in the first two stanzas. For example in the first stanza, “ If I ever

cursed my white old man I take it back and the second stanza “ if I ever cursed my black old

mother and wished she were in hell, I’m sorry for that evil wish and wish her well.” These

stanzas seemingly show that the narrator realizes that if they curse either one of their parents that

they are basically they are cursing themselves. Also, this parallels with the symbol of good and
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bad because in this time being black would be associated as being bad and being white would be

considered good. This becomes obvious in the last stanza when Hughes makes the comparison of

where his parents died. His father “died in a fine big house” and his mother, “died in a shack”.

This comparison reveals how the house is a symbol of white as good and black as bad.

Seemingly this proves that the narrator has the dilemma of trying to decide who to identify with

especially in a time where the mixing of races was socially frowned upon. The possibility of not

being accepted by either side was probable because the narrator represents two races that

consider each other as being bad, which leaves no place for the narrator at all. This is why

Hughes ends the poem, “I wonder where I’m going to die, being neither white nor black?”

“I, Too” is a poem that is applicable to identity but it does without specifically stating a

race. In this poem Hughes doesn’t refer to just being black but to instead to the identity of being

an American and a brother. In this poem the narrator tells of how he is constantly disregarded

and ignored because of his skin color. Then the narrators explains that one day America will

recognize who he is and be “ashamed” for disregarding him in the first place. Hughes uses the

elements speaker along with setting and situation in this poem to express identity. The speaker of

the poem is a male and in the second stanza of the poem begins “I am the darker brother.” When

the speaker talks about being the “darker brother” he doesn’t state a specific race but instead

insinuates that he is referring to males who have pigmentation that differentiates them from

being considered white. The speaker’s usage of the term “brother” suggest that he recognizes the

meaning of the word brother as not to mean a blood relative, but to reveal those who disregard

him as not seeing that their similarities as outweighing their differences. Hughes used the male as

the speaker to enforce the identifying word, brother. In reference to setting and situation a reader

recognizes that Hughes is writing about a time when people were not considered equal. With the
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first read the situation seems to be making a point of a domestic worker or person of color who is

told to go in the kitchen whenever company arrives. “They send me to eat in the kitchen when

company comes.” This line itself makes it seem as if the speaker has some type of relationship

with these people who disregard him and only recognizes him in secrecy and not in the company

of others. Also, the fact that the speaker is eating in this person house suggest that there is a

relationship. The setting of this poem creates a situation that can be represented as relationship

between a little brother and older brother. Often times an older brother does not mind

acknowledging his little brother until he is around those who he thinks will look down on him for

hanging with his little brother. The setting created of person being told to leave, reveals a

situation that a little brother would recognize. This happens when Hughes writes, “But I laugh,

and eat well and grow strong” which is what young children do, and often time cause people to

recognize him such as a brother. This evident when the speaker states, “they’ll see how beautiful

I and be ashamed-”. This line shows that one day people won’t harp on what makes a person

different but recognize more of what they have in common. Just like a little brother who has to

wait for his older brother to recognize that it is okay that they have similarities, Hughes uses this

setting and situation to reinforce the theme of being a brother and an American.

Hughes uses race as a identifier because during the time that he wrote race was the first

subject that a person used to identify themselves and it was one subject that he knew about well.

If you look beyond Hughes usage of race you will recognize his theme of identity is a

combination of many components, such heritage, and the ability recognize your identity, and the

acknowledgement that one persons identity is often similar to the identity of many others. In his

poem “Negro” he talks about the oppression of his ancestors with diction by using words like

slave, victims and worker but as everyone realizes that blacks were not the only people that fit
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into those categories. History shows other races have been oppressed as well. Also, in the poem

“Cross” it questions how one can identify themselves as one race or another due to the fact that

many of us are possibly mixed with other races somewhere down the line. Lastly, His poem “I,

Too.” reveals the perspective of identity being similar to a brotherhood that suggest that our

identities as the human race connect us more the separates us. Hughes usage of diction and tone,

symbols, speaker, images, setting and situation help present the reoccurring theme of identity in

his poetry. In using these elements one can conclude that identity is a word that defines the

commonality of the human kind.

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Works Cited

Hughes, Langston. “Cross.” The Bedford Introduction to Literature. Ed. Michael

Meyer. 9th ed. Boston: Bedford/St. Martin’s, 2011. 1142. Print.
Hughes, Langston. “I, Too.” The Bedford Introduction to Literature. Ed. Michael
Meyer. 9th ed. Boston: Bedford/St. Martin’s, 2011. 1137. Print.
Hughes, Langston. “Negro” The Bedford Introduction to Literature. Ed. Michael
Meyer. 9th ed. Boston: Bedford/St. Martin’s, 2011. 1139. Print.

Questions for Peer Response

1. What seems to be the central idea—or argument—of the essay? Underline it and
then sum it up in your own words. In what ways do you think this central idea is—or isn’t
—based on a careful reading of the literature?
- The central idea is that the theme of Hughes’ poetry centers around identity and how a
person sees themselves as a small piece of a global society. The central idea states
that when reading Hughes’ poetry, if you look beyond his use of race, the common
theme throughout much of his poetry is a sense of unity in humanity. Our commonalities
should bond us more than our differences should separate us. I think this central theme
is based on a well-informed reading of the literature and also an understanding of
Hughes himself.

2. What specific evidence makes the essay persuasive to you? Make at least 2
suggestions for developing the argument further, with additional illustrations or evidence
from the literature.
- The essay is persuasive because of Breeann’s analysis of the poems and her
thorough interpretation of Hughes’ text. I think the best way to develop the arguments
further is to 1) add more textual evidence to the analysis. Include more quotations from
the poetry itself to persuade the reader that your argument comes from Hughes’ own
words. And, 2) make sure that when you make a specific point (i.e. the sentence about
heritage on page two) the argument if fully explained, not left up to the reader to guess
at.

3. Write a brief outline of the essay. Does it seem logically organized to you, with a clear
sense of direction from beginning to end? If so, why? If not, what suggestions can you
offer for rearranging?
- Introductory paragraph followed by an analysis of diction and tone using Hughes’
poem “Negro.” An analysis of symbols, imagery, and irony using Hughes’ poem “Cross.”
Next there is an analysis of setting and situation using “I, Too” by Langston Hughes,
and finally, the conclusion. I think the organization of the the paper is logical. Each
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paragraph discusses a certain theme of poetry and relates it back the the overarching
theme of “identity” within the three Hughes’ poems chosen.

4. Do you see any material that you think should be deleted? If so, explain why.
- I think the paper is on the right track. Rather than delete anything, I think there are
some statements made within the paper that need to be elaborated and explained more
thoroughly. If it is hard to determine how to explain a certain aspect of the argument,
then maybe that point should be deleted.