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In “Theme for English B” by Langston Hughes, the narrator provides a personal perspective about his identity and its impact on the community. His dynamic characteristics are portrayed as his situation at school as he is different from all the rest of his peers, which would normally cause feelings of loneliness and isolation. However, as the stanzas progress, it is revealed that Hughes doesn't think he is too innately different from others after all; he likes the same simple things in life that others do, such as being in love and listening to music. This shift in perspective reveals the author's dynamic personality, which can be paralleled with the civil rights movement of the time (as people began to realize that color does not matter in terms of universal rights and differences). It is imperative to note that Hughes ends the poem on a serious note emphasizing that colored people are still yet to be equal and enjoy the same freedoms as white people. Though he understands that he is not so different from others, society as a whole still has yet to understand the notion.

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In the poem "Theme for English B" by Langston Hughes, the author develops the narrator from an individual who recognizes a difference in his school to recognizing a boundary within society regarding equality of all the races in America. Narrator describes his school that sits overlooking Harlem and his home lies within the center of it. These details help the narrator recognize that the people in these two different worlds, a white dominant setting and black dominant setting, are mentally the same. However, he concludes that despite both living under the same principles and interests there is a difference in the social freedoms of white people. In tangent with the author's view on this matter I believe it is important to reflect on the cultural differences Americans see in their daily lives as well. In a day and age where racial views define a person, it is important to treat everyone I encounter with the same love and respect that I would give to someone who had the same color of my skin.

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In “Theme for English B” by Langston Hughes, the narrator is portrayed as a very dynamic character because of the progression of details in the poem. The narrator describes many drawbacks and discrimination that he faces on a day to day basis. He is the only student of color in his class which further demonstrates the isolation he feels. However, he is very aware that he is no different from all other humans and describes that everyone should be treated equally and without any prejudice.

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Hughes' speaker develops into a dynamic character through the realization that the racial stereotypes developed by the society around him, don't define who he is. Being the only person of color in his class, it causes him to experience an internal conflict, and he is confused about his identity. He is able to find common interests between himself and the other students, regardless of race and this helps him to view all people in a united sense. He realizes that our differences are what bring us together as Americans, because in the end most of us all have the same fundamental wants and needs.

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In "Theme for English B," the use of details gives dimension to the character as it allows for introspection of the character’s relationships with his community and race. Hughs does this by connecting the narrator’s truths and identity to his race and experiences. By making the race a defining characteristic of the narrator, even being used as his second physical characteristic after his age, Hughes allows for a dynamic exploration of ideas such as interest and socio-economic status being determined by race. He also uses this as a connection to the narrator’s community through the references to the Harlem Renaissance as the cultural growth during that era parallels the character growth the Narrator undergoes while writing this paper.

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In the “Theme for English B”, the specific details in the writing that really help bring dimension to the narrator are seen through the evolution in his personal thoughts while emphasizing racial discrimination. The narrator initially states the behaviors of his daily life which are similar between him and the professor, showing that they both didn’t have to be seen as so different. This is followed up by the narrator’s thought that the professor doesn’t really want to understand the narrator due to their different racial backgrounds. The dynamic character development is really shown when the narrator starts to think of how if everyone tried to learn and understand from one another, everyone could get along and these injustices could be no more. The narrator is able to acknowledge the reality of racial differences and has an idea on how this could be improved and is hoping that the professor could understand. This can even be applied to today and we must still keep learning and understanding one another. 

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In “Theme for English B” by Langston Hughes, the speaker’s dynamic personality is emphasized through the complex nature of the character’s emotional and psychological views in his setting. His initial interpretation of the prompt allows the reader to form an understanding about the character’s life based off of the world he is living in. From the second stanza, the reader learns that he is an African American living in a white college, thus indicating that he has to go through many hardships. The third stanza then reveals how he is trying hard to adapt and learn from his surroundings and the people he encounters, but they are not putting in the same amount of effort. However, the dynamic nature of the speaker soon becomes apparent as he changes the focus from identifying how he stands out in a white community, to how he and the white people are the same. He finishes off with a powerful conclusion that while although they are the same, white people are still given more freedom than colored people, which can be seen as a parallel with our current society. Through the Black Lives Movement, many people are trying to emphasize the fact that while we are the same people, our treatment varies greatly based on the color of one’s skin.

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Hughes' speaker in the poem develops into a dynamic character because of his perspective on race relations in society based on him being the only colored person in his class. Even though the speaker feels like an outsider among his white peers, partly because of his socioeconomic status, he still has the belief that his skin color does not make him vastly different from his classmates or teachers and that they actually all desire the same things out of life. This theme in "English B" reminds me of the recent focus that has been placed on bringing awareness to racism and to bridging the divide between the races because both the speaker and this movement show that by closing these gaps, we can actually become more educated by learning from people that have different experiences and perspectives than our own.

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Hughes' speaker in the poem develops into a dynamic character because of his perspective on race relations in society based on him being the only colored person in his class. Even though the speaker feels like an outsider among his white peers, partly because of his socioeconomic status, he still has the belief that his skin color does not make him vastly different from his classmates or teachers and that they actually all desire the same things out of life. This theme in "English B" reminds me of the recent focus that has been placed on bringing awareness to racism and to bridging the divide between the races because both the speaker and this movement show that by closing these gaps, we can actually become more educated by learning from people that have different experiences and perspectives than our own.

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In "Theme for English B" Langston Hughes uses specific details in the poem to create a character who lives in a society where he is discriminated against because of the color of his skin. Due to this isolation, the details also uncover that the speaker does not understand who he really is. We know that he is a black man, 22- year old living in Harlem during the time of racial discrimination. Using details within the poem, it can be interpreted that the speaker knows he is discriminated against, but he should be seen as an American, just like anyone else living in Harlem. He desires that his instructor learns from him since they have two different perspectives on living. He describes the differences between white and black people in his society to show that even though they live differently, they are all Americans and the true difference is that the white population has more freedom. Hughes was able to make the speaker a dynamic character through specific details in the poem because even though the speaker is isolated, he only wished that after writing this poem, his instructor learns from him and understands that they are similar in many ways.

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In Langston Hughes ”Theme for English B,” the specific details in the poem create dimension to the character through the idea of the racial and economic discrimination and differences between him and his professor. His presented representation of the disadvantages and discrimination endured by being a colored person lead him to begin to realize that he is no different than his peers. The poem revolves around his white professor with whom he describes his differences and similarities too. He begins to state his identity by understanding that though there are differences in how the different races are perceived, every person is similar and that everyone can learn from each eachother.

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The specific details contrived in the poem "Theme for English B" by Langston Hughes create dimension to the speaker by utilizing his vulnerability as a form of opening up and developing him as a dynamic character. The poem starts with a statement from the speaker's English instructor, asserting that any piece composed from the heart will consequently be valid. In any case, in the following stanza, the speaker expresses some form of doubt regarding his instructor's advice. He was initially very accustomed to focusing on how he was the odd one out in class, but as he continues reflecting, he realizes that although he may not share similarities with his classmates in a superficial manner, he possesses the same hobbies and interests as most of his other peers. This notion is the same as what the Black Lives Matter movement is hoping to convey: We are all Americans with common likes and purposes.

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In “Theme for English B” by Langston Hughes, multiple details and aspects of the author’s life are used to add dimension and show the true way that the speaker feels about his life. Although he was given a prompt from his college instructor, he interprets it in a way that allows him to freely write about his race and perspective of life. He includes details about his life and college, as well as justifications about himself as a person. He explicitly talks about his race when describing his life as an African American, as well as the struggles that he goes through. He embraces his struggles, but still shows that he hopes for mutual understanding between people of different races and backgrounds. By doing this, he shows that he is  a relatable character. Currently, people are similarly trying to get rid of racial discrimination and injustices in order to live life peacefully among each other.

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The speaker develops as a dynamic character through his realization that he is not limited to the stereotypes associated with his race.. In the beginning of the poem, the author emphasizes the discrimination and disadvantages the speaker goes through being the only colored person in his class. Not only does the speaker feel as though no one can understand his ‘truth” , he is subject to an economic disadvantage overall, as he resides at a YMCA. However, as the poem continues, the speaker begins to realize that he is in face no different than the rest of his classmates or any non-colored person. This can be seen through his comparison of himself to paper, as he understands that no matter who is writing, the “paper” will be the same as everyone else, possibly symbolizing his realization that no matter what is on the outside, he still fits into society just as well as the rest of his classmates and instructors. This can be comparable to the events occurring in current times, as people of color still feel the way the speaker does. They know that everyone sees them and hears them, however they feel as if no one truly understands the struggles, discrimination, and disadvantages they had and still have to experience.

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In Langston Hughes’ ”Theme for English B,” the specific details in the poem dimension to the speaker because of the emotional and psychological standpoints. This is shown through his descriptions of how is so similar to all those who are not of color yet so different in how he is actually treated. He is dynamic in that he tried to show that he enjoyed similar things like music, sleeping, drinking, and eating yet it was somehow not the same when he performed such activities. His desire to be as free as those who are not of color is what makes him such a dynamic character because he is willing to learn from others but also thinks that others should learn from him. In addition, he desires equality and he wants to be seen in the same eyes as any of his classmates or instructors would be looked at even if his skin color may be different.

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In the "Theme for English B", the details help add dimension to the speaker as he is someone is having a hard time finding his sense of identity due to societal expectations. He starts of the poem by stating that he is the only “colored” person in his class also that his race is a large part of his identity. With racial tensions high in the 1950s, when the poem was written, he still feels a sense of inferiority in the classroom when compared to his white peers. In addition, in stanza 4, he states many of the things he likes, such as eating, being in love, and understanding life. However, he also goes on to say that being colored possibly invalidates his love for these things. This directly relates to the way young people feel today as we are increasingly pressured to fit into the status quo and feel like we are similar enough to the people around us. The speaker then expands on this idea by stating that, despite our differences, there is a lot we can learn from one another.

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In "Theme for English B", Langston Hughes uses descriptions of the character's physical, emotional, and psychological descriptions along with descriptions of the setting in order to show the dynamic nature of the main character from  a dubious, young man to an individual who is both honest with himself and those that are different from him. During the beginning of the poem, the character questions "I wonder if it's that simple?", indicating that he has a lot of suppressed thoughts that he would like to express in his writing assignment. As the poem continues, the character reveals that he isn't completely sure of who he is through the line "Me-who?", but as he recognizes the similarities he shares with his professors, he begins to find himself and his own truth. He lets all of his thoughts, both negative and positive, out on the paper and comes to the conclusion that despite his lack of freedom and differences from people of different skin colors, he is fundamentally the same as them and this is unchangeable. His epiphany is similar to one that many Americans are having today. Due to recent election events and differing political ideologies, there is a large divide between Americans. However more Americans are sticking up for themselves and others whose voices have been suppressed through movements like BLM as they recognize that mankind is more alike than different.

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In "Theme for English B", cues highlighting the economical hardships instilled in part by the unfair social hierarchy America is overcome by. The reader speaks upon the connection to a larger group by referencing all of Harlem, saying that their voices are heard, understood.It is also mentioned throughout the writing that thoughts and preferences of those with a certain skin color can also be felt by those who possess a different skin color. It emphasizes the ideology of self expression and inner thought being unchanged as a result of simply having different skin colors, while they alteration may possibly arise from the stereotypical treatments and stigmas that have been prevalent due to skin color differences.

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Throughout the poem "Theme for English B," readers can see that the author emphasizes the differences in his life experiences as a result of a society filled with racial stereotypes. He writes about the discrimination that he faced as the "only colored student in his class", and how this can emotionally and psychologically impact his learning experiences. As the poem progresses, the author comes to a realization that beyond physical differences, everyone is actually pretty similar, as he states in the fourth stanza. He says that each person can learn from the other, and that attribute is what brings people together. In this day and age, this is relatable because as our schools and work places create an amalgamation of ethnicities and cultures, it is important to recognize that each person comes from a different background, and the author works towards showing the public that different groups of people are actually more similar than they think.

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In his poem "Theme for English B," by Langston Hughes, the speaker incorporates details of his life as a colored student in America. The speaker details that although he is of a different color than his white teacher, he is similar in many ways. The similarities are highlighted by the incorporation of activities that he does no differently than white people. As he moves on from highlighting his distinct past and his differences, the speaker points out that he is not as different to white people as he is stereotyped to be.

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In the poem "Theme for English B" the details provided by Hughes create a layered story that seems to rise in emotion as it progresses, only to stop in its tracks very suddenly. The first stanza of the poem describes the task Hughes was given by his professor and does not have much emotional charge, but as soon as the reader transitions to the next stanza, the sentence "I wonder if it's that simple" and the narrator's physical description (that he is of color) adds a loaded punch to the reader. It tells the reader that Hughes thinks that things may not be as simple for him, a man of color, as his white professor plays them out to be. The third stanza shows that Hughes relates to the voices of people who are undergoing the same problems as he is. The fourth stanza is where the most, and most rapid, escalation of emotions occur. In it is suppressed anger and blatant confusion as to why the color of his skin makes such a difference. There is also a bold but subtle statement to his professor, that they are equal and that even if he is older, and white, and more free, he still learns from Hughes as much as Hughes learns from him. However, this statement is heavily hyphenated - supressed even - signifying doubt or hesitation on Hughes' part. The poem then shuts down and ends abruptly with the last and one-sentenced stanza 5.

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In the poem "The Theme for English B" the speaker is able to accurately build the overall dynamic of the character by adding various amounts of imagery. The emotions and perspective on the thoughts of the character aids in establishing the common theme of a person feeling like an outsider which is largely attributed to their race. The character has an internal struggle to create an identity for himself by attempting to find the "truth" about how he really feels. The speaker was able to display this truth by talking about how he feels his race, influences his position in society in his eyes.

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In the poem "The Theme for English B, the author is able to effectively use details in order to create a dimension of depth to the character as well as to see the growth of the character. One of the most prevalent themes within the passage itself creates a sense of relatability to the character. When mentioning race, the author is appealing to the readers sense of pathos, and conversely create a layer to which the reader can understand the perspective and mindset of the protagonist. Additionally, the mention of race is also one that carries significance, especially in this day and age. Through the avid protest of the BLM movement, similar to the Civil Rights movement in the 1960s, creates a sense of appeal to the readers mindset that would have otherwise not been present. Finally, the reference to race also serves as a reference point to see the development of the dynamic protagonist. The 1st person perspective allows the reader to see the shift in the mindset of the protagonist, from one of saying that race separates people and makes them feel inferior, to another of race is something that can be learned and appreciated by all.

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In “Theme for English B,” the speaker is portrayed as a dynamic and multifaceted character as he discovers his identity throughout the poem. He begins with the instructions given to him by his professor which boost his curiosity and serve to introduce his page for English B. Throughout the poem, the speaker explores the stereotypes he faces and how this influences his education and relationship with his instructor. Stanza 4 serves to portray the speaker as any other man who enjoys the same things as other races. This discussion of how he should belong in his society transitions to how he still doesn’t belong. He feels alienated by his skin color and hopes that by writing this poem, he can inform the instructor of his emotions. Overall, the poem shows the author’s conflict with his identity, something we all face at different extents.

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In the poem "The Theme for English B" written by Langston Hughes, specific details add dimension to the character and make him dynamic. At first glance, we actually have more in common with each other than we think. We all like to sleep, eat, and listen to music, as the narrator initially mentioned. However, upon further reflection, both the narrator and the reader realize that it is human nature to fixate on our differences rather than our similarities. We instinctively separate ourselves by our race, skin color, age, gender, or social class. Our differences, rather than our similarities, often define us and our experiences. Though ideally we’d all be treated equally, in reality, we are often treated differently because of our differences. As a black person in white America, the narrator does not get to enjoy the same freedoms and privileges that his white professor does. The racial inequalities the narrator speaks of in his poem is unfortunately still relevant today. Though we made great strides in rights for minorities, we in many ways are the same society that Hughes wrote about in the 1920s. For the same crimes, black Americans are often convicted at higher rates than their white counterparts. In corporate America, white applicants are routinely favored over equally qualified POC counterparts for jobs or promotions. Even in our ethnically and culturally diverse school (a place where anyone would logically assume that we wouldn’t have the same experiences as the narrator highlights in the poem), these issues still occur and are very apparent. Society didn’t progress since the 1920s since we still fail to collectively recognize our similarities and overcome our differences to unite as one and push for reform.

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In "Theme for English B", Langston Hughes effectively uses descriptions, both of characters and environments, to develop the author as a character as well as progress his argument and frustrations with the current social climate. Within the first two paragraphs, the author identifies himself with Harlem, and describes himself as a product of his environment. However, he is the only black student present in his class, in almost the same way Harlem seems to be an island within New York that celebrates black culture. He is able to develop the themes of inequality and isolation through his juxtaposing descriptions of similarity and difference. Within the third paragraph, he describes what he likes: love, music, food, sleep. Each of these is universal, however, this similarity is shattered as he brings the questions of race into question. This dynamic layering allows us to see the implied relationship between the professor and the author, hinting at possible discrimination or lack of understanding. The questioning of this social dynamic can still be felt in recent events in which we have had to rethink the dynamics of institutions like the police and education for possible racial and social divisions.

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In "Theme for English B" Langston Hughes uses the progression of the narrator's thoughts to make him dynamic. The poem starts off by describing his life and where he's lived but then starts discussing how it contributes to his feelings of "inadequacy" or being left out because of the color of skin. As he tries to identify who he is you can see his thought process change as he realizes that the color of someone's skin does not make them different. 

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In "Theme for English B" Langston Hughes uses the progression of the narrator's thoughts to make him dynamic. The poem starts off by describing his life and where he's lived but then starts discussing how it contributes to his feelings of "inadequacy" or being left out because of the color of skin. As he tries to identify who he is you can see his thought process change as he realizes that the color of someone's skin does not make them different. 

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In the "Theme for English B" the details provided by the poet in regards to feeling like an outsider due to race is prevalent. The speaker is unsure how much he should express himself and his true thoughts, due to him feeling isolated as the only colored person in his class. As the poem progresses, the the speaker soon understands that he is not different from anyone else. Race does not make anyone different: people have similar interests, hobbies, and likes despite their race. The new realization that everyone is American at the end clearly signifies that the speaker is dynamic. Such ideas are also present in recent events, especially considering the Black lives Matter movement, in which many people were forced to dissect their prejudices and understand that we are truly one. Though there are differences in appearance, in the end, we are all just human beings looking to have an enjoyable and just life.

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Throughout "Theme for English B," the narrator progresses from an individual who  is different from his peers both by race and economic status to one who realizes he can live with them and be equal. His experience with discrimination has likely effected his mindset on life, but became a dynamic character by finding small similarities with those who think he is an outsider. With this new mindset, he is able to interact with others on an equal level through teaching others and learning from them, as they all have different backgrounds and know different things. He sees himself in a more positive way by the end of the story and as the instructor said, he "let the page come out of him and it is now true." Many people today in 2020 still feel extremely divided by race and background, but can learn to find more common ground in order for everyone to be equal and happy.

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In the "Theme for English B," Langston Hughes develops the narrator into a dynamic character through specific details in the poem that demonstrate his realization that although he is different in terms of his skin color, he is still a human being with similar desires. The first couple of stanzas reflect the narrator's confusion about his identity as a result of his race and his sense of inferiority from being the only person of color in his class. However, as he continues to self-reflect, he realizes that he shares much more in common with those of other races as he sleeps, eats, drinks, and can be in love just like them. His self-reflection allows him to realize that his race does not define his value or potential in society and despite his differences, all people regardless of color, are united under similar desires and can learn from each other. He concludes his poem by stating, "As I learn from you, I guess you learn from me—," to show how he believes his instructor can benefit from learning about his experiences and discrimination he has faced while being a black man. The themes discussed in the poem are parallel to some of the events we are seeing in our society today such as discrimination against races and the societal pressure to conceal other differences such as body image, gender identity, or socioeconomic classes. This poem reminds us that we should look beyond our differences and realize how we can use them to learn from one another.

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In the "Theme for English B," Langston Hughes develops the narrator into a dynamic character through specific details in the poem that demonstrate his realization that although he is different in terms of his skin color, he is still a human being with similar desires. The first couple of stanzas reflect the narrator's confusion about his identity as a result of his race and his sense of inferiority from being the only person of color in his class. However, as he continues to self-reflect, he realizes that he shares much more in common with those of other races as he sleeps, eats, drinks, and can be in love just like them. His self-reflection allows him to realize that his race does not define his value or potential in society and despite his differences, all people regardless of color, are united under similar desires and can learn from each other. He concludes his poem by stating, "As I learn from you, I guess you learn from me—," to show how he believes his instructor can benefit from learning about his experiences and discrimination he has faced while being a black man. The themes discussed in the poem are parallel to some of the events we are seeing in our society today such as discrimination against races and the societal pressure to conceal other differences such as body image, gender identity, or socioeconomic classes. This poem reminds us that we should look beyond our differences and realize how we can use them to learn from one another.

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In the poem "Theme for English B" the speaker or main characters way of thinking and expressing his ideas shows that he is a very dynamic and developed character. This is first revealed when then he is assigned to write from his heart and with true emotion and the first thing that he makes note of is if he can write like the others and that he may not be able to because he is a colored person. This directly relates to us as young people today as there is a constant feeling of are we on the same step as those around us and are we similar enough. But this feeling that the main character feels is pushed aside with the thought that rather than being that same there should be understanding among people and similarly we can't take that message for ourselves and look at the world in a way that not everything that we do or plan to do has to be the same as everyone else and that rather than being the same you should be understanding of one another.

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In the poem "Theme for English B" the speaker or main characters way of thinking and expressing his ideas shows that he is a very dynamic and developed character. This is first revealed when then he is assigned to write from his heart and with true emotion and the first thing that he makes note of is if he can write like the others and that he may not be able to because he is a colored person. This directly relates to us as young people today as there is a constant feeling of are we on the same step as those around us and are we similar enough. But this feeling that the main character feels is pushed aside with the thought that rather than being that same there should be understanding among people and similarly we can't take that message for ourselves and look at the world in a way that not everything that we do or plan to do has to be the same as everyone else and that rather than being the same you should be understanding of one another.

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Within "Theme for English B", the narrator represents both racial and economic class divides that subjugate him to face discrimination; in other words, individuals such as his white professor is “somewhat more free”. This contributes to the complexity of the character - although he expresses this divide, he then voices the desire to continue to engage in discussion with the professor. This is merely an instance of one attempting to convey messages to others - which is parallel to movements that have begun to emerge in more recent years. Even in the area of increasing acceptance, discrimiation is still extremely prevalent in society. This is especially in institutions of higher education where acts of microaggressions still fail to be heavily monitored, posing a large disadvantage to those affected by these racial and socioeconomic issues.

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Within "Theme for English B", the narrator represents both racial and economic class divides that subjugate him to face discrimination; in other words, individuals such as his white professor is “somewhat more free”. This contributes to the complexity of the character - although he expresses this divide, he then voices the desire to continue to engage in discussion with the professor. This is merely an instance of one attempting to convey messages to others - which is parallel to movements that have begun to emerge in more recent years. Even in the area of increasing acceptance, discrimiation is still extremely prevalent in society. This is especially in institutions of higher education where acts of microaggressions still fail to be heavily monitored, posing a large disadvantage to those affected by these racial and socioeconomic issues.

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In "Theme for English B", the details in the poem create dimension to the character by expressing his inner thoughts. The narrator revealed himself as a young colored man, speaking to his instructor, an older white gentleman. In the third stanza, his character development starts to shine through as he starts by describing his basic needs, “I like to eat, sleep, drink, and be in love”. These are things that can be applied to anyone and therefore if it were his only descriptors would make him seem like a static character. He then describes how the color of his skin is what makes him different from the people around him, but everyone is fundamentally similar. By pointing out his differences while saying how similar he is, the narrator is created to be a character with dimension due to his self-awareness of the issues around him. 

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In "Theme for English B", the details in the poem create dimension to the character by expressing his inner thoughts. The narrator revealed himself as a young colored man, speaking to his instructor, an older white gentleman. In the third stanza, his character development starts to shine through as he starts by describing his basic needs, “I like to eat, sleep, drink, and be in love”. These are things that can be applied to anyone and therefore if it were his only descriptors would make him seem like a static character. He then describes how the color of his skin is what makes him different from the people around him, but everyone is fundamentally similar. By pointing out his differences while saying how similar he is, the narrator is created to be a character with dimension due to his self-awareness of the issues around him. 

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In "Theme for English B", cues depicting economical hardship are made by the writer indicating his status, later on connecting such an idea with his placement in the generalized social hierarchy of America, mentioning the fact that they have different forms of freedom in a way that could be altered by the color of one's skin. While bringing light to great scrutiny, the overall message embodies the idea that this should not result in further favoring, and that simply creating an equal playing field suffices for the wrongs of social stigmas and stereotypes that have proved to be dominant modes of thinking in previous years.

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In “Theme for English B”, the author, Langston Hughes, uses details in the poem to create dimension by describing the setting and the character’s physical, emotional and psychological descriptions to show how the character is dynamic. In the beginning, the narrator emphasizes how he is the only African American student in the college. Furthermore, during that time period, very few people who have colored skin get an education with those with white skin. This shows that the racial tensions felt in the classroom is large which makes Hughes feel inferior. Furthermore, the narrator also mentions how he gets resources from the Y at Harlem.  From all of these situations, the narrator shows and talks about how he is discriminated against due to his skin color showing how racial tensions were still at large at this time. However, he soon changes from talking of how he was discriminated against to how he is the same as those with white skin. This change occurs after he compares himself with colored paper and people with white skin with white paper. He realizes that they are all the same in the end. This clearly shows how he has a dynamic personality. He talks about how even though they are the same (as they all, “like to eat, sleep, drink, and be in love... like to work, read, learn, and understand life... like a pipe for a Christmas present, or records—Bessie, bop, or Bach." ) , those with white skin are treated better and are more free than those of color. Even today, many people of color are discriminated against in this society. To fight this there are movements such as the “Black Lives Matter” movement and protests. But from this poem, one can understand that everyone is the same and that they should be treated equally rather than be discriminated against due to something as trivial as skin color.

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In "Theme for English B", Langston Hughes uses descriptions of the character's physical, emotional, and psychological descriptions along with descriptions of the setting in order to show the dynamic nature of the main character from a dubious, young man to an individual who is both honest with himself and those that are different from him. During the beginning of the poem, the character questions "I wonder if it's that simple?", indicating that he has a lot of suppressed thoughts that he would like to expression. As the poem continues, the character reveals that he isn't completely sure of who he is through the line "Me-who?".

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In "Theme for English B", Hughes uses the descriptions of his life and imagery to add depth to the dynamic character, as he expands on his life as a person of color, who struggles to be seen as equal in his city. Though he doesn't think he is different from anyone else, displaying he has the same thoughts as anyone else he still feels like an outcast. However, he acknowledges that he doesn't want to be the same as those around him and their differences should be celebrated as they are American in the end.

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In "Theme for English B", there are details that contribute to the dimension and dynamic quality of the speaker. The speaker uses the poem as an opportunity to discover himself and show his audience how, even though he is from a different background than his peers and his professor, his story is one that is just as important and is something that they can learn from. The speaker directly addresses the racial divides that exist between himself, a colored person, and his peers, especially the socioeconomic differences and the subconscious attitudes that existed at the time. These were shown through the speaker's living situation as well as his unsure attitude about sharing his background with others. However, over the course of the poem, the speaker comes to the conclusion of the importance of acceptance of others and that it is important to attempt to understand the background of different people and learn from them.

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In "Theme for English B," the specific details of the poem show the character as one with a dynamic perspective that changes as the poem continues. In the beginning of the poem, he seems confined by the stereotypes that dictate who he is "supposed to be" in society. He has experienced discrimination, but by the end of the poem, instead of highlighting their differences, he instead preaches about the similarities between all people. He seems to have gained a better, more positive outlook in himself. At the time, this would be considered a very progressive viewpoint as he wants to be seen as equal.

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The narrator in "Theme for English B" is a dynamic character because he first talks about the idea of being different from others. For example, when growing up, he was the only black student in his class. He knows that others don't want to be like him, the way that he wishes to not be the same as those around him. The narrator also says that this doesn't separate him from everyone, rather it is an idea that makes everyone the same. At the end of the poem, he has a new mindset that the differences people have don't divide, rather they show how similar everyone is.

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In the "Theme for English B", the many details develop the Speaker's complexity and the progression of his thoughts as the poem continues. In the beginning, we see the very confused nature of the speaker with regard to the prompt he must answer provided by their Instructor. The confusion remains throughout the poem, but towards the end, the narrator sees more clarity in the concept he was developing regarding race. He questions what truly makes him different from his white Instructor, and realizes just how similar everyone truly is.

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In "Theme for English B," the  descriptions about the character, whether subtle nuances or direct characterization, help make the author dynamic and allow us to understand his inner thoughts and feelings. For example, he claims how he likes to love, sleep, and eat, amongst other "normal" things which makes him feel more relatable even though he's perceived as different due to the color of his skin. Furthermore, he displays his character further through his comparing himself with his teacher--he shows that although he does not want to be white a lot of the time, he respects it and acknowledges it, and finds nothing wrong with it. Through these details, amongst others, we can assume that he feels like a stranger in his own place, and just wants to be normal. This can be related to us today because a lot of us may feel lonely or more sad due to mental health being negatively affected by the pandemic. Some of us may also have felt that our voices were not heard as well during the election or the pandemic because of something we cannot control--for the main character it was skin color, for us it may be age. Overall, subtle details are very revealing about a dynamic character.

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In "Theme for English B", the narrator is portrayed as a dynamic character due to his discrimination based on the color of his skin, and how he is the only colored student in his class. He describes his physical characteristics and his setting extensively in order to emphasize the nature of his solitude in Harlem. His dynamic nature is demonstrated as he attempts to connect more with the people in his community to change his status as an "outcast". He emphasizes the need for collaboration and acceptance of one another, which relates to a very real struggle that many people go through and emphasizes his position as a round, relatable character.

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In "Theme for English B," details like punctuation and physical descriptions portray the struggles of the narrator. Through the use of physical and emotional descriptions the reader is able to understand that the narrator does not feel accepted in society due to the color of his skin. The narrator feels that despite his similarities with others he does not fit in because he cannot properly integrate within "White America."

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In "Theme for English B", Hughes' speaker uses descriptions of what he desires and experiences to showcase his dynamic perspective. In the beginning of the poem, he places lots of emphasis on how he is the only colored student, demonstrating the stark difference between him and his peers. Additionally, how he's one of the few people of color to pursue an education. These both indicate that while racial tensions were easing at this time, Hughes is still subject to inferiority. However, in the latter half of the poem, he cites examples of common similarities like eating, sleeping, or working that indicate that different races have a lot in common because they're all human. He expands on this by saying that despite our differences, we still learn and grow from each other. His perspective of his identity changes throughout the poem and he begins to portray himself in a positive light by the end. 

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In "Theme for English B," the details in the poem create dimension to the speaker by describing the progression of his thoughts and feelings. The speaker points out many of his physical attributes in the poem such as the color of his skin, how he receives shelter and resources from the Y at Harlem, and where he lives (in a predominantly white neighborhood.) From these features, we can assume that he has ben a victim to both racism and discrimination and that he has often been stereotyped growing up where he did. However, he combats this belief by stating that he is no different from anyone else in some way, such as in his wants and desires. Although he has experienced prejudice in the past, he emphasizes the notion that individuals must look past societal norms and stereotypes and treat one another equally despite any physical differences that may be apparent.

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The speaker is developed into a dynamic character as he begins to describe his situation in which he does not have as many opportunities for success as some of his white classmates, because of his color. He also explains how he can not fit into the stereotypical walls that society puts him in. However, he goes on to explain that everyone, regardless of race, is the same deep down and should not be treated any differently. Although he feels he has gone through more than his white professor, he explains that everyone should be treated equally despite their old experiences.

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In Langston Hughes’ ”Theme for English B,” the specific details in the poem create the speaker into more of a dynamic character as he is discriminated against due to the color of his skin, but also desires similar things as different races. In the poem, Langston Hughes indicates how he is similar to everyone else in the fact that he enjoys music, sleeping, drinking, eating, and more, showcasing the speaker’s personality. When he writes about the teacher's benefit from learning from the speaker, it shows that he wants his teacher and peers to see him equally, rather than a person of color or a different socioeconomic class.

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The specific details embedded within "Theme for English B" develop the speaker as a person of color who is struggling to fulfill his niche in society because of the restrictive stereotypes that he feels he must conform with. Although he has faced racial discrimination and prejudice in the past, he is still willing to compromise with those who do not share his opinions. He preaches the idea that everyone is similar in some way, and people should not face scrutiny on the sole basis of race or ethnicity. This depicts the dynamic facet of his character, as he realizes that he must look beyond societal stereotypes in order to dismantle the social barriers between different races and allow them to coexist in respectful harmony and collaboration.

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In "Theme for English B," the details help portray the speaker as someone who is having trouble understanding himself because of the societal expectations for people like him. He does not wish to dissociate with his race, however, he does believe that he should be seen as equal to whites. Being the only African American is his class, he does not want to be seen as the outlier. Instead he wants to dismantle this barrier that is keeping white people and people of color separated from each other as he thinks that they can do so much better if they could collaborate. These ideas demonstrate his dynamic character as Hughes gradually begins to explicitly state similarities between him and white people, which is an attempt to build on the idea that both groups of people have more in common than many people think. This belief, which would be considered unique at the time, shows his willingness to change his views and be open to work with people of different races. Similar to how he opposes sticking to what society is used to, many people today encourage others to express their cultures and personalities as opposed to being confined to what is considered normal by societal standards.

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How do these specific details in the poem create dimension to the character/speaker? How are they dynamic and just like us, especially based on recent events?