The Significance Of How Langston Hughes’s “I, Too” Is Structured

600-800 words, NOT INCLUDING YOUR HEADING.

CHOOSE ONE of the following SIX topics:

Some broad ideas for topics (for those of you who like creative freedom):

  1. Write a formalist analysis of at least two poems we have covered. Be sure to include a thesis, and be sure to explain how the elements you identify (e.g. repetition) add to or create meaning in the poem.
  2. Write a New Historicist analysis of at least two poems we have covered. Be sure to include a thesis, and be sure you explain how the elements you identify (e.g. repetition) add to the meaning of the poems.
  3. Analyze two different poems we have covered using Critical Race Theory.

Some specific essay questions/ideas (for those who would like specific instructions):

  1. How does Taylor Mali’s use of irony in “The the Impotence of Proofreading” compare to Frank Visco’s in “How to Write Good?” Create at thesis that captures both the similarities and differences.
  2. How does the structure of Lupe Fiasco’s “Kids with Guns” affect how it is interpreted? (Think of order, placement, meter, and other structural elements.)
  3. What is the significance of how Langston Hughes’s “I, Too” is structured? (Think of stanza length, placement, length of lines, and where lines are broken.)
  4. What is Georgia Douglas Johnson suggesting about womanhood in her poem? Be sure to avoid generalizations that are not supported by your evidence in this essay.

Here is a checklist. Follow these and you will improve the quality of your paper

  • AVOID FIRST PERSON (“I,” “Me” – e.g. “I think…”, “In my opinion,”)
  • AVOID SECOND PERSON (“The poem tells you,” “As YOU can see…”)
  • Include an appropriate title;
  • Be formatted correctly (MLA Style);
  • Have a clear, descriptive thesis and a connected logical argument;
  • Include strong topic sentences to introduce paragraphs;
  • Not include more than one claim per paragraph;
  • Transition smoothly between sentences/paragraphs/ideas using appropriate signal words/phrases
  • Integrate evidence/quotations smoothly, correctly, creatively, and thoughtfully, where appropriate;
  • Follow directions;
  • Follow grammar/mechanics/style expected in college writing.

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