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.

Poem Summary

Langston Hughes’ poem “Theme for English B” is a reflection on identity, race, and the connections between people.

It is written as the voice of a young Black college student, who is given an assignment by his instructor: to write a page for his English class that truly comes from himself. The poem explores the complexity of being an individual in a racially divided society and shows how personal identity is shaped by experience, place, and social context.

The poem begins with the instructions the instructor gives the student:

“Go home and write a page tonight.
And let that page come out of you—
Then, it will be true.”

The instructor seems to make writing sound simple: just write a page that comes naturally, and it will reflect the truth. The student, however, immediately questions whether this is really that simple.

He realizes that writing about oneself is more complicated than merely putting words on paper. This questioning sets the stage for the rest of the poem, as Hughes explores what it means to be truthful about identity, especially when race and environment shape who we are.

The student introduces himself to the reader, stating his age, race, and background:

“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.”

Through these lines, Hughes gives us specific details about the speaker’s life. He is young, Black, and has lived in multiple cities in North Carolina before coming to study in Harlem, New York.

By mentioning that he is “the only colored student in my class,” the speaker emphasizes his position as a minority in a predominantly white college. This fact highlights the racial and social differences that influence his life and perspective. Hughes sets the scene in Harlem, describing the steps he takes from the college down to the YMCA where he lives.

The detailed description of his walk—through parks, across streets, and into the Harlem Branch Y—creates a sense of place and roots the poem in a real, everyday experience.

Once he arrives at his room, he begins writing the page. Here, the poem shifts from a narrative of movement and place to a reflection on identity and personal truth. The speaker admits:

“It’s not easy to know what is true for you or me at twenty-two, my age.”

Hughes emphasizes that understanding oneself is not simple. The speaker is only twenty-two and still learning about who he is and how he fits into the world.

He acknowledges that truth is subjective; what feels true to one person may not be the same for another. This idea introduces one of the central themes of the poem: the challenge of understanding oneself fully, especially within the constraints of society’s expectations and racial divisions.

The poem then explores what makes up the speaker’s identity. He writes about his experiences and interests:

“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.”

These lines show that the speaker is like any young adult in many ways. He enjoys simple pleasures, loves music, and is curious about life. By mentioning Bessie Smith (a famous blues singer), bop music (a style of jazz), and Bach (classical music), Hughes illustrates the speaker’s range of cultural interests, blending both African American and European influences.

The speaker’s interests and desires are universal—he likes the same kinds of pleasures as other people—yet his experiences are shaped by his identity as a Black man in America. Hughes shows that being Black does not make a person fundamentally different from others in terms of tastes, ambitions, or feelings.

The speaker then reflects on the question of whether his page will reflect his race:

“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.”

Here, Hughes directly addresses the theme of race. The student is aware that his instructor is white, and he wonders how his racial identity will influence his writing. He concludes that his page will naturally reflect who he is.

It is impossible to separate oneself entirely from one’s experiences, culture, and race. At the same time, he recognizes that his page is also part of a shared American experience because it is addressed to his white instructor.

The poem then emphasizes the interconnectedness of people despite racial differences:

“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.”

These lines highlight Hughes’ view of American society. Even though racial segregation and inequality exist, people’s lives are intertwined. The speaker and his instructor influence each other, whether they fully acknowledge it or not.

This is a subtle call for understanding and empathy across racial lines. Hughes suggests that personal and cultural identities are not isolated; they overlap and shape each other.

The poem acknowledges the difficulties of this connection:

“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!”

Here, Hughes admits that race and social divisions can create tension and resistance between people. Sometimes, people may reject aspects of others’ identities or experiences. Yet, the speaker asserts the undeniable truth of human connection.

Even when divisions exist, they do not erase the ways in which lives are intertwined. This reflects Hughes’ larger message about race in America: while segregation and discrimination create separation, individuals are still connected through shared humanity.

The poem concludes with the idea of mutual learning and influence:

“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.”

Hughes ends the poem by acknowledging that the act of writing and sharing experiences is a form of dialogue. Learning is mutual; both the student and instructor gain insight from each other. The speaker recognizes differences in freedom and opportunity between himself and the instructor, reflecting the social inequalities of the time.

Yet, the poem ends on a note of connection and honesty: the student has written a page that is true to himself, fulfilling the assignment while offering a broader reflection on race, identity, and human relationships.