“Theme for English B” by Langston Hughes and “Monologue for an Onion” by Suji Kwock Kim, Book Review Example

In this analysis “Theme for English B” by Langston Hughes and “Monologue for an Onion” by Suji Kwock Kim will be analyzed and compared.  These two poems both take interesting perspectives on their respective tops.  Together they present significant topics to analyze in terms of imagery, point of view, and tone/mood.

“Theme for English B”

“Theme for English B” by Langston Hughes presents a clearly defined struggle within the poem, illustrated from the first-person view of the student.  Presenting elements of Harlem, the character’s personal and daily life, and race, Hughes brings together a great deal of struggle.  These themes of struggle exist even outside the primary character of the poem.

The dynamics of the poem bring together the primary character to other elements.  The primary character is black, who tells of his inequality.  In response to the white professor, for instance, he says that he (the professor) is “somewhat more free” (Hughes, 1987, p. 248).  The primary character identifies African American and white culture within America, identifying the former’s culture within Harlem.  Yet, he begins to realize that both makeup what is America in these representations.

Struggles

The primary character in the poem struggles first against racial tensions with white people.  He is aware that he is the “only colored student in the class” (Hughes, 1987, p. 247) and presents a little bit about his life.  Struggling first against white culture, he finds apprehensions in how he is different from white culture.

Another lesser struggle found in the poem is in regards to the primary character and the professor.  The primary character finds tension as being the only black person in the class, where he looks at the tension present with having a white teacher in addition to this.  After the middle part of the poem, however, he is able to use the white teacher as a representation of white America.

“Monologue for an Onion”

“Monologue for an Onion” by Suji Kwock Kim also brings together many elements of struggle within the poem, from second-person view from the onion to the reader.  Arguably Kim’s poem is about various kinds of struggles within itself.  Taking on more than one reference point, Kim brings together different kinds of subjects to direct the struggles of the poem.

Struggles

The struggles presented within the poem are rather complex and open to interpretation.  The direct struggle is that between the onion and the one cutting the onion.  The onion pleads with the subject to stop peeling away, saying that “enough is enough” (Kim, 2003, p. 51).  Yet, as this does not happen, the onion resorts to arguments to condemn the one that is cutting the onion.

However, the one that is cutting the onion is representative.  In the first light, the one who cuts the onion is representative of the oppressed.  The ruler, or the one who is cutting the onion, is resorting to force and violence to damage the oppressed, which is symbolic of cutting each layer.

The second light sees another representation of the cutter of the onion.  Those who cut the onion also represent those in society who simply carry on with what they think.  Rather than seeing how they are ruining their life, they only see the “veil” which is wrongly interpreted, thus causing them to proceed with the harm they are doing, which is made referenced to cutting the onion.

Analysis of Characters’ Struggle – Imagery

The two poems present very different forms of imagery.  Hughes develops his imagery in the form of society, illustrating New York and roles and objects within society.  On the other side, Kim uses the object of the onion and more direct forms of imagery to convey the message of the poem.

“Theme for English B”

The imagery within New York at the beginning of the poem illustrates the character’s background.  As the only black individual in the class, he gives information about his past and where he goes to complete the assignment, the subject of the poem.  New York and Harlem help to associate the main character with that of black culture, which will be contrasted with white culture and then America.

The roles presented in the middle of the poem help to define the character.  We read the character likes to eat, sleep, drink, be in love, work, read, learn, and understand life (Hughes, 1987, p. 248).  In this he identifies himself as a human being, and not just as an individual of color.

The objects presented help to further this analysis.  He gives examples of music that are identified with black and white culture, and objects (like a pipe) that are not associated connotatively with either culture.  These help to identify the main character with not just black or white culture, but America.

“Monologue for an Onion”

Kim’s poem uses a great deal of imagery in particular to the onion.  The peels of the onion, chopping, and the juice help to convey the dark images presented in the poem, such as the “onion-juice. Yellow peels, my stinging shreds” (Kim, 2003, p. 52) that are displayed.  They correspond to the blood, skin, and life of those who are oppressed.  Additionally, these help to represent what is left behind by those in culture who waste away their lives, as discussed previously in this analysis.

Comparison

Once more, these two poems use imagery quite differently to give meaning.  Hughes chooses to use concepts that are freely identified with culture, with no negative basis.  Kim uses direct and darker images to suggest violence and oppression, which is of course in line with the subject of the poem.  Imagery is certainly used to the poems’ overarching message for both authors.

Analysis of Characters’ Struggle – Point of View

The two poems here also use different elements in this light, here being in reference to point of view.  Hughes’ poem takes on the main character’s placement within society, using race as a central force.  However, Kim takes on the voice of an onion to speak to those who are oppressed or see those in society wasting their lives.

“Theme for English B”

The primary character from Hughes’ poem is one within the classroom and larger elements within society, from the first-person point of view of the student.  His point of view sees a struggle within his relationship with school and larger environments.  For instance, his identification as the only black person in the class sees the immediate tension with regards to race.

Other larger points of view exist within the poem.  The main character finds identity within black culture within that of Harlem and New York.  Answering the struggle, as he finds the elements of imagery already discussed, he realizes that he is not much different from others in society, including those in white culture.  These points of view help to desegregate, if you will, the character’s views upon society.

“Monologue for an Onion”

Kim takes on first the point of view of the onion, who is the speaker of the poem, to form the second-person point of view.  The onion characterizes dynamics which extend the point of view.  The onion symbolically represents the other points of view the poem illustrates.

The other primary point of view represents the oppressed, both in direct examples and as those who are used in society.  Already touched upon earlier, these points of view more directly identify with oppressed within the world.  Kim’s family is from Korea, and this on one level represents those who are unfairly treated by those in control.

On a smaller level, the point of view looks at those who are oppressed in normal social circumstances.  The last line mentions the cutter of the onion is “Lost in its maze of chambers, blood, and love” (Kim, 2003, p. 52).  While the first two can be identified with the larger point of view, “love” represents these more normal events within society.  That is, even in relationships some are treated disrespectfully and are oppressed.  Thus, in terms of being oppressed within one’s own country and in a seemingly loving relationship, the oppressed can have a point of view of being cut like an onion.

Comparison

In these points of view, the two poems illustrate different points within the texts.  First of all the first-person point of view from Hughes’ poem, as the student, contrasts that of Kim’s second-person point of view from the onion.  These points of view allow the student to express his thoughts regarding his environment and situation to clarify his feelings and ways in which he interacts with those around him.  Kim’s onion is in second-person point of view to provide conflict between the onion and the reader, to incite the reader to comprehend these attacking words and “feelings” of the onion.

Once again Hughes uses a less direct (in force) point of view to express the point of view.  It is also less symbolic.  Kim uses more symbolism in the point of view, extending to categories beyond what has been identified in metaphor.  Application extends beyond the scope of the poem, moving away from the directness of Hughes’ poem, whereby Kim achieves limitless scope in point of view of the oppressed.

Analysis of Characters’ Struggle – Tone/Mood

The struggle of the characters in both poems is once again contrasted in regards to tone and mood.  Perhaps this represents the closest element within the characters’ struggle, however.  Both characters in these poems are against societal standards, at least initially for Hughes.

“Theme for English B”

The character in Hughes’ poem expresses a negative mood throughout the poem.  While it does change as the character examines himself, it carries on a negative tone and mood in regards to race.  The main character has varying levels of success with regards to race and identifying himself within a black, white, or merged society in America.

Towards the end of the poem, the main character has conflicting success in regards to the initial tone of the poem.  Initially the main character questions whether he identifies himself with outward society.  Yet in examining the social imagery presented in the middle of the poem, he realizes that he is not unlike those in America, regardless of race.  It seems as if though the main character finds comfort and freedom in this, although he does not accept a “coming together” of sorts, when he expresses his desire not to be identified with white culture towards the end of the poem.

“Monologue for an Onion”

The onion, as the voice in Kim’s poem, takes on a progressively hostile tone in the poem.  It begins with an appeal to the cutter’s senses, calling the cutter to take into account that the onion did nothing to deserve being torn apart (Kim, 2003, p. 52).  The onion attempts to use its own suffering to make the cutter of the onion stop from proceeding.

After these attempts the tone becomes more negative.  The onion resorts to condemning the cutter of the onion.  In defense to the cutting of the onion the onion resorts to violence in an attempt to defend oneself.  Later hoping to survive the attack, the onion wants the cutter to understand what he/she is putting the onion through with these actions.

Comparison

In one respect Kim’s poem expresses the similar negativity of Hughes’ poem.  Both primary characters are negative towards culture and this is definitive of their struggle within culture.  Expressing fear, both characters find a negative tone in regards to the situation within both poems.

Another respect finds the contrasted progression of tone within the poems.  As identified previously, Hughes’ poem sees the main character becoming more positive towards society.  As he finds, he is not much different than most people, even exclusive of race.  While he becomes more accepting of culture, it should be noted that he does hold a negative tone in regards to race, but this can be seen in regards to heritage, arguably.

Kim’s poem becomes progressively negative, on the other hand.  The tone becomes aggressive and even violent in its own right.  Towards the end of the poem the onion requests that the cutter “Taste what you hold in your hands” (Kim, 2003, p. 52), of the onion juice and peel that the cutter has cut off from the onion.  These direct assertions provide for a harsh and increasingly aggressive tone from the onion in Kim’s poem.

“Theme for English B” – Engagement in Culture and Society

Hughes’ poem engages the main character within black culture initially.  The primary character sees himself first as a black individual, engaged in the culture of Harlem, which is indicative of the “New Negro Movement” also known as the Harlem Renaissance (Locke, 1925).  Throughout the poem, although most prominently in the beginning, the reader sees the main character as he identifies himself most importantly within the black culture of the Harlem Renaissance, in which Hughes wrote.

However, the main character finds identity within other areas of American culture.  He realizes that he is not unlike whites in regards to his interests.  In reference to previous representations of imagery, he identifies with music and actions that are common for blacks, whites, and all cultures.  Once he takes the time to understand these facts, he realizes that he is in fact part of America, where these values are shared between peoples of all backgrounds.

The poem also raises questions of where the author stands in this regard.  It is not ultimately clear whether the main character is still rebellious against whites or white culture, or whether he has truly found pride in his identity and American culture as a whole.  These questions add to the poem’s mysterious quality.  Or perhaps it is indicative of racial identity in itself in this period for blacks and other races.  Furthermore, it draws the reader in to establishing a set of identity in response.

The poem thus sees an interesting niche within culture and society.  Hughes is not afraid to question society, but does not outwardly attack it, at least in the degree of Kim’s poem.  It wrestles with the questions of identity and race, and how this can affect a black individual such as the character in the poem.

As a result, the poem can be seen in a positive light within culture and society.  The questions that are raised by Hughes draw the reader and the main character to pursue his or her identity within one’s race, culture, community, and country.  Thus, while it is not of course “positive” in a certain aspect, it allows for growth and consideration of topics that are important to an individual.

“Monologue for an Onion” – Engagement in Culture and Society

Kim’s engagement within culture in society takes on a number of dynamics.  One of the more obvious dynamics is in regards to those who are oppressed along the lines of within their own countries.  As stated previously, Kim’s poem and other works speaks against the oppression that her family had faced, with regards of the occupation of the Japanese from 1932 to 1950, and the Korean War in the early 1950s.

The poem certainly conveys of the suffering that Kim and her family experienced in these times.  Speaking directly and aggressively towards oppression, Kim identifies herself and others as the onion in regards to oppressive governments, rulers, and similar events over the history of civilization.  To oppressive rulers they do not see past the tears, “abandoned skins,” and other imagery used to capture these horrors.

Kim’s poem also speaks against society in general.  The cutting of the onion also represents one who is taken advantage of or who is not respected with regards to relationships and even other topics in society, such as business.  Such individuals are not aware of their actions and the effects it has on others.

In this Kim argues, through the onion’s voice, of the lack of clarity and truth in which individuals in society achieve.  As she states in the poem, they are “Hungry to know where meaning lies” (Kim, 2003, p. 52).  Yet they do not find meaning as they use and take advantage of others, whether they are aware of this or not.

Thus the poem finds further metaphorical meaning for those in society.  Kim gives objective descriptions of what can happen if one is not careful.  The journey that is described, with the cutting of the onion and the ensuing pain, is actually one of a journey of meaning and the quest for truth.  Kim’s poem warns of the tragedy that may occur if it is done irresponsibly or improperly.

Kim’s poem takes an aggressive view towards society and culture in general.  Speaking out from the oppression experienced by her and many others, the tendencies of society are seen in a negative light.  The oppressed are reduced to nothing that the oppressors in society carry out their demands in their life.

Conclusion

The two poems certainly find topics within society and culture.  Struggling with these questions and effects, Hughes and Kim take two slightly different perspectives in response.  They carry out their intended meaning through the perceived resolution and continuation of such topics, respectively.

The poem from Hughes sees the exploration of racial questions from a young man.  Wrestling with identity and place within society at multiple levels, he is able to find identity in himself and within communities.  It blends the sense of identity with the insight of coming together of racial tensions that existed in the Harlem Renaissance.

Kim’s poem takes on a more aggressive tone from the voice of an onion.  Representative of those who are oppressed in different manners, Kim examines the effects of such tragedies and the lack of awareness for such acts to be perpetuated.  Along with these there are significant metaphorical meanings that exist outside of this analysis to examine.

In the struggles against society posed by these poems, they make use of imagery, point of view, tone/mood, and other elements to add to its meaning.  These elements add additional meaning for each poem and the topics that each deals with in the text.  Together these two poems provide a number of critical questions and views upon society that are still relevant today.

References

Hughes, Langston. (1987). “Theme for English B.” Selected Poems (247-48). Vintage Books.

Kim, Suji Kwock. (2003). “Monologue for an Onion.”  Notes from the Divided Country (51-52). Louisiana State Press.

Locke, Alain. (1925). The New Negro: Voices of the Harlem Renaissance. Touchstone.

Rampersad, Arnold (1986). The Life of Langston Hughes: Volume I. Oxford University Press.