Figurative Language In Tableau By Countee Cullen

Figurative Language In Tableau By Countee Cullen
Others can have an effect on people's lives. In fact, in times of racial prejudice , it is often found that
white people react differently to black people. Often, black–white relations are sought out to be
malicious. In the poem Tableau, by Countee Cullen, the main characters choose to ignore racial
comments. In the poem Incident, also by Countee Cullen, the main character is greatly affected by a
passerby's racial slur remarks. Although both poems are written by the same author, their figurative
languages, tones, and themes are contrasting. Figurative language is often used as a means to paint a
picture, especially in racist situations. In Tableau, the main characters are described to be, "Locked
arm in arm they cross the way/The black boy and the white," (Cullen 1–2). This sets up the scene of
a white and black friend. An example of a metaphor would be, "The golden splendor of the day/The
sable pride of night," the white boy being the day and the black boy being the night (Cullen 3–4).
This quote signifies that they need each other like the day needs the night. In Incident, there is more
imagery than any other figurative language. For example, it is stated, "Now I was eight and very
small,And he was no whit bigger,/ And so I smiled, but he poked out/ His tongue..." which shows
that the white boy picking on the black boy were both the same size (Cullen 5–8). Another piece of
figurative language would be the last stanza, "I saw the whole of Baltimore/From May until
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Countee Cullen And Langston Hughes
The Harlem Renaissance was a prosperous time for African Americans in the 1920s. Literature, as
well as poetry were vital for the uplifting of African Americans through historical awareness and
creating a pop culture that symbolizes self–worth of African Americans. Sociologist Alain LeRoy
Locke even introduced the phrase "The New Negro" to express the need for self awareness and self
motivation that African Americans needed throughout the Harlem Renaissance. In the poetry of
Countee Cullen and Claude McKay readers see a sense of reality for African Americans, rather than
an uplifting message. Langston Hughes does provide inspirational messages to push forward in life
while describing reality for African Americans, but the stories portrayed ... Show more content on
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(8–17)
The stanza is included by Hughes to give motivation to oppressed African Americans, that
tomorrow will be different and that one day others will see that African Americans are the same as
white Americans. He notes, "I too, am America" to end his argument that tomorrow will be better
for Hughes as an author, the unidentified African American narrator, and for African Americans all
over the country (8). Langston Hughes' "Mother to Son" further examines the racial impediments
facing African Americans by displaying a conversation between a mother and her son. She begins,
"Well, son, I'll tell you: / Life for me ain't been no crystal stair" (1–2). Hughes compares the
mother's life to a wooden staircase, one that is physically rough, "It's had splinters, / And boards torn
up, / And places with no carpet on the floor－" (3–5). The narrator continues her story by noting that
no matter the case, "I'se been a–climbin' on" (9). Thus being a message to her son that no matter
what happens in his life, he cannot turn back and he must look ahead for what's ahead. In "I, Too"
Hughes refers to this as what's coming "tomorrow" and that things for African Americans will
change over time. The message described by the mother was once again Hughes' attempt to inspire
African Americans to not give up hope because this was their time to inspire and their time to create
change, even if their path is not perfect, "And sometimes goin' in the dark / Where there ain't been
no

Analysis Of Fruit Of The Flower By Countee Cullen
Countee Cullen is one of the most well–known poets of the Harlem Renaissance. Born as Countee
LeRoy Porter, Cullen was raised by his maternal grandmother for the first few years of his life. He
later was adopted by the Cullen family to become Countee Cullen. With his adoptive family, Cullen
lived in Harlem, New York, which later became the headquarters of the Harlem Renaissance. Being
raised in the center of this all–black society influenced Cullen's style of writing. The man's writing
style is distinctly demonstrated in his poem, "Fruit of the Flower". In "Fruit of the Flower", Cullen
conveys the message that African–Americans should be treated as equal to white Americans. The
song, "Team", written and vocalized by Lorde, a modern pop ... Show more content on
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This mother ––symbolizing discrimination–– is puritan and modest in a way that, according to the
racist white Americans, was normal and reasonable. It was a part of their lifestyles to discriminate
the black population of which they viewed inferior compared to themselves and other white people.
The "inferior" African American population as a whole, including Countee Cullen himself, is
represented by the son of the father and mother in Cullen's poem. The parents and son are having an
argument. The child questions how he is in the wrong when the parents used to be and maybe even
still are just like their son. The speaker of the poem, the son, argues that he can be who he wants to
be and no one was born worse or better than he was born as. This is expressed in the lines, "Why
should he deem it pure mischance / A son of his is fain / To do a naked tribal dance" (Cullen 17–19).
A "naked tribal dance" is a major connection to the issue of racial inequality during Cullen's life and
the Harlem Renaissance. The aforementioned phrase included in the poem, "Fruit of the Flower",
along with the mentioning of "checkered sod" setting the mother's "flesh aquiver" (Cullen 15–16)
and the "mystic river" that the mother chants for (Cullen 14) all connect to Africa. An important
African–American figure of the Harlem Renaissance is a man named Marcus Garvey. Garvey
publicizes his belief that African Americans should go (back) to Africa and start their own

Analysis Of Heritage By Countee Cullen
Countee Cullen's most notable poem is "Heritage". This poem was written at the high–point of
Cullen's career and smack in the middle of the Harlem Renaissance in 1925, while Cullen attended
Harvard. "Heritage" focuses on the "loss of identity" Cullen faced because he had no understanding
or experience of African Culture, since he was raised in a primarily white, Christian environment.
Throughout the poem, he asks the question, "What is Africa to me?", especially in the first stanza,
"What is Africa to me:/ Copper sun or scarlet sea,/ Jungle star or jungle track,/ Strong bronzed men,
or regal black,/ Women from whose loins I sprang/ When the birds of Eden sang?/ One three
centuries removed/ From the scenes his fathers loved, /Spicy grove, ... Show more content on
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There are hints of such "pagan" ideas in Cullen's poems "Yet Do I Marvel" and "Christ Recrucified."
In "Yet Do I Marvel", the speaker reflects about who God is and what God does. The poem reflects
hints of Greek Mythology as well, with the characters of Tantalus and Sisyphus, which can allude to
Cullen's own pagan thoughts(with the reflection of who his own supposed god was and of the
multiple possible gods out there). The poem goes as follows, "I doubt not God is good, well–
meaning, kind,/ And did He stoop to quibble could tell why/ The little buried mole continues blind,/
Why flesh that mirrors Him must some day die,/ Make plain the reason tortured Tantalus/ Is baited
by the fickle fruit, declare/ If merely brute caprice dooms Sisyphus/ To struggle up a never–ending
stair./ Inscrutable His ways are, and immune/ To catechism by a mind too strewn/ With petty cares
to slightly understand/ What awful brain compels His awful hand./ Yet do I marvel at this curious
thing:/ To make a poet black, and bid him sing!" Tantalus was a son of Zeus who was thrown out of
Olympus and punished for eternity, where he would stand in water and try to reach for fruit
branches, but never to succeed. Sisyphus was a king of Corinth who was punished by Zeus to
forever push a boulder uphill. Both characters are punished by their god, Zeus, and forced to spend
eternity attempting to accomplish something that will never be done, much like

Langston Hughes And Countee Cullen
Sometimes a critical part of identifying who we are derives from our historical background. For
may, the struggle to be heard in a society serves as a prevalent similarity among many. Three literary
works represent this sense of pride found through the tension faced by blacks in America. The
notorious poets Langston Hughes and Countee Cullen are respected as being voices that emanate the
pride and experiences identified among most African–Americans.
Identity is the conception, expression, and being who you are. The Identity in the particular poems,
"Negro", "Incident" and "Harlem" is found in the heritage of African–Americans. Years ago being
an African American was difficult, and these poems capitalize on the struggle for equality in order

Poem Analysis Of Incident By Countee Cullen
"Incident" by Countee Cullen
Countee Cullen used form as well as imagery to help provide an insight into the aspects of the past
predominately white culture. His poem "Incident" shows a small glimpse into the racist cultural of
the past. There is no question; this poem tackles the issue of racism directly. Unfortunately, this
poem is still as accurate to today's society as it was when Cullen wrote it in the 20's.
The poem "Incident" is a short narrative poem. It describes an event following a story line. In
addition to being a narrative poem this is also a lyrical poem. This poem, in a way, resembles a song
not only because it is written in ballad meter but also because of the emotion shown. In the first half
of the first stanza the speaker

Harlem Renaissance Poet: Countee Cullen
Countee Cullen is of one the Harlem Renaissance most influential poets, writers, and playwrights.
The Harlem renaissance was a major cultural and social movement that brought a lot of change to
much of the North. Harlem was the center for artist, musicians, photographers, and poets like
Countee Cullen.
Countee Cullen birth place is basically unknown as New York, Baltimore, and Louisville are all
places that he lists as possibilities. He was adopted in 1918, by Fredrick Cullen and Carolyn Cullen,
but his adoption was never made "official" by the state. Nevertheless, Countee and his foster father,
Fredrick, had a strong relationship. They often traveled with one another and Countee was taught
Fredrick's strong Christian values, which often translated ... Show more content on Helpwriting.net
...
Between high school and his graduation from New York University and Harvard, Cullen was one of
Harlem's most influential American poets who used his words to inspire others. Countee was known
for his distinct "whiteness" when writing sonnets and verses, especially because he had a genuine
power. His second volume of poetry, Copper Sun, was met with a substantial amount of controversy
in the African American community that his first volume of poems, Color, did not receive. Cullen
did not give the subject of race the same attention as he did in the first volume, which stirred up a
great deal of controversy for members of the African American community. Because Countee lived
in a primarily white neighborhood when growing up, he lacked the same experience other African
Americans had. Many of Cullen's poems have been recognized nationally, because of his
exceptional ability to connect with his audience and tell his story. His poem Heritage reflected the
ongoing racial division that African Americans continued to face on a daily basis. He believed that
they felt a sense of eagerness to go back to their home country, Africa, where they will be more

James Langston Hughes And Countee Cullen
James Langston Hughes and Countee Cullen were prominent poets. These poets were at the time of
the Harlem Renaissance during the 20th century. Hughes and Cullen wrote for others to understand
the stories of African–Americans living in the United State. These men had differences in their
writing, but one mutual objective. James Langston Hughes was born in Joplin, Missouri on
February 1, 1902. Hughes began writing poetry when he lived in Lincoln, Illinois. The Weary Blues
was his first book of poetry and it was published in 1926. Hughes attended Columbia University and
Lincoln University in Pennsylvania, which is where he finished his college education. Hughes first
novel won the Harmon gold medal for literature in 1930. His novel was called, Not Without
Laughter. Hughes died from prostate cancer in New York on May 22, 1967.
Countee Cullen was born on March 30, 1903 in Louisville, Kentucky. Cullen was adopted by the
Reverend Frederick A. and Carolyn Belle Cullen before 1918. Details on certain aspects of Cullen's
life are unsure. Cullen first went by the name Countee Porter then Countee P. Cullen and eventually
stayed at Countee Cullen. Cullen began writing poetry while he attended DeWitt Clinton High
School. Cullen's poem "I have a Rendezvous with Life" won him his first contest. Cullen attended
Phi Beta Kappa from New York University, then earned a master's degree in English and French
from Harvard. Cullen died on January 9, 1946 from high blood pressure and uremic

Comparing Countee Cullen And Langston Hughes
Effects of Time
Countee Cullen and Langston Hughes, both great feats of the Harlem Renaissance. Although they
have that similarity, there are many differences. Not only is this in how they grew up, but also in
their writing styles. One of the Famous poems "Harlem" by Langston Hughes, shows more of an
inner struggle rather than a struggle between races. On the other hand Countee Cullen shows in his
poem "Tableau" that the world is being divided by both races. Through this representation Innocent
and Captivated Children are looked down upon behind closed curtains.
The Syntax in both of these poems is outstanding, but these authors use it in very different ways.
Langston Hughes shows this through repetition of vowels. This can be seen in the lines "or fester
like a sore––" and "or crust and sugar over––". These sentences have the exact same layout and
almost look as if he just added a few words. Then, with Countee Cullen you will see the repetition
through rhyme also but, the sentences are more so different that Langston Hughes'. All of this can be
seen in the first stanza where it states "The black boy and the white," and "The sable pride of night."
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Right in the beginning of the second stanza Countee Cullen writes, "Indignant that these two should
dare In unison to walk." It shows a seamless and elegant slang, where the two children are oblivious
that they should or should not be friends. Much less walk side by side during plain sight. This is
much more noticeable than this piece from "Harlem" where Langston Hughes writes, "like a syrupy
sweet." This can be read and understood without meaning, but when Syrupy Sweet is read, it is
understood as Maple Syrup or any sweet dark syrup put on top of a roll or pancake. The difference
in the Diction they use is massive, but this shows in where Langston Hughes is more descriptive

Countee Cullen Heaven
"She even thinks that up in heaven", Countee Cullen: For a Lady I Know. Who is the Lady? What is
she thinking about in heaven? Who died? How do they know what she is thinking in heaven? How
does she know the lady? Even though the poem by Countee Cullen is very short it tells us a lot. Is
there some type cultural meaning behind the poem? "She even thinks that up in heaven", the word
heaven is said to be one of the holiest place possible, available to people of spirituality, goodness,
devotion, faith, and other values. What about classes in heaven? The author believes that racism is
still a problem in heaven, because why else would she think that up? There is a separation of class,
poor, and color. The poem is taking us back to a time when slavery was an issue. When whites
where waited on and did not have to worry about anything. "Her class lies late and snores," her class
is creating the image that people of her color and wealth. Her classes being the rich and able to sleep
late and not worry about anything else, as there are slaves whom can do what needs to be done. The
rich has nothing to worry about. "While poor black cherubs rise at seven", the black slaves are up
early, not so much at seven.Cherubs standing for angels. While even though they ... Show more
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Some views do not change even in the afterlife. Why would she think that they would still have to
do chores? Was the lady just brought up in a way that all she could think that African American
were there to be slaves? I believe that the lady was just going by what she knew, and what was right
in that day in time. Slavery was a big issue. But to think that the only reason African American was
only put on the earth to wait on the wealth is just sad. Lastly, to tell them that even after they are
gone, and in heaven they will still be living the same life, waiting on

What Is The Tone Of Incident By Countee Cullen
Throughout the poem Incident by Countee Cullen, the author uses the change of tone to reflect the
ideas and purpose of the Harlem Renaissance. Throughout the poem, the tone changes from the
young child being thrilled about arriving to a heartbreaking memory. In the poem, cullen writes
"Once riding in old Baltimore? Heart–filled, head filled with glee/ I saw a Baltimorean/ Keep
looking straight at me/ Now I was eight and very small,/ And he was no whit bigger," (lines 1–6). In
this part of the poem, the child had just recently arrived in Baltimore and is more than excited to be
in a different place other than in the plantations. He's very optimistic about meeting someone whom
he thought would be his friend. The tone explains how during the Harlem

Incident By Countee Cullen Essay
A person being obviously different from the majority has never been a positive thing throughout
most of history. Many cultures crave consistency and conformity, from post–revolutionary America,
to ISIS in the Middle East. Racism and other issues of difference have shown throughout all of
history and Incident by Countee Cullen is no different. In his poem, Cullen shows how deep racism
can run and how bewildering and damaging it can be to the minorities that hear it. The form of the
poem uses an "ABAB" rhyme scheme and is traditional. The tone of the poem is joyful, and the
speaker states that his heart is joy–filled. He is simply walking down the street, a simple, everyday
action that is typical of modernist poetry. However this poem does not have a fragmented view of
reality like some modernist ... Show more content on Helpwriting.net ...
The boy then taunts the speaker by sticking his tongue out and calling him a racial slur. The speaker
responds not with anger, but with bewilderment and confusion. That moment sticks with him, and
he claims it is the only thing he remembers about Baltimore as he looks back on the memory. The
form of the poem, and its simplistic, happy mood, serve to deepen the emotion hurt that the speaker
felt. It is simply stated, but speaks to a deeper rift– the only thing that he remembers is the slur. The
difference in race and prejudice is still seen today as it was in the Harlem Renaissance, and
confusion about why one race is seen as "better" than the other is still a question children have to
face. Seeking an identity in a predominately white culture as an African American can be very
difficult when you are told from a young age that you are not as good as others, and who you are,
something that you cannot change, is not good enough. The speaker's confusion about the slur is
predominately based in a confusion of why he would be antagonized for something completely out
of his

Countee Cullen Analysis
Countee Cullen was a leading writer of the Harlem Renaissance. Adopted as a teenager, he was
never able to know his real, true family, along with its heritage, so he was not able to find his true
identity. He felt these devastating effects of a loss of identity after losing his family, while being
thrust into a new one, and never found or understood his own heritage. This later impacted major
aspects of his life, such as his style of writing, his religion, and his sexuality. Cullen was raised in
Harlem, but there is no record of his place of birth. He was born May 30th, 1903 and was raised by
his grandmother until her death in 1918. At that time, Cullen was just a fifteen–year–old boy with
no family left to look after him. Cullen was adopted by Reverend Frederick A. Cullen, a pastor from
one of Harlem's most popular churches. Reverend Frederick introduced Cullen to an atmosphere
that encouraged education, faith, and sophistication. Cullen later on enrolled in New York
University, where he published "Ballad of a Brown Girl" in 1923, before his graduation. After
graduation, he went on to earn his master's degree in English from Harvard University, which he
received in 1926. While at Harvard, he published Color, which was a collection of poems with
topics that ranged from death, to love, and sex. One of his most popular and notable poems,
"Heritage", was published in Color. Throughout his writing career, Cullen was advised by Alain
Locke. Alain Locke was a writer, philosopher,

Walking towards the entrance of the museum, a Jazz singer sings the tunes of the Harlem
Renaissance, signifying political figures' strengths and empowerment for communities to
commemorate. Undeniably, Countee Cullen contributes a fourth note to the paradigm for future
generations to employ as an prominent source. Continuing forward into the facility, an exhibits
secures pictures of a male, ranging from a newborn to a man in a suit. Sharon Olds mourns a mature
son in the last picture. Stepping into the final exhibit, feathers crowd the floor and walls, wailing
chaos from all perspectives. What do these timeframes all have in common? In brief, they contain
pain. The burning and longing sensation arises from poetically speaking about society's unjust ways
based on the color delicately placed on a person's body. Another sensation of pain stems from
memories tied to one's own son peaking at the age of maturity. Equally important, the last painful
sensation announces indignation with the everlasting touch of abusive power. The allusions in "Yet
Do I Marvel" by Countee Cullen, "My Son the Man" by Sharon Olds, and "Leda and the Swan" by
William Butler Yeats revive the sensation of pain into a deeper and more contorting level. The poets'
backgrounds present logic for the endearing effects they create as each stanza communicates a
message associated with the torturous feeling.
Projecting from Countee Cullen's mind, his mention of Greek Mythology establishes the pain found
in

Analysis Of Heritage By Countee Cullen
Introduction
Thesis: Throughout "Heritage" by Countee Cullen, the narrator demonstrates the conflict of being
detached from his African culture and identifying as part of American culture, which he ultimately is
unable to resolve.
Topic Sentence 1: The narrator opens by explaining what he thinks Africa means to him, though he
realizes that he is actually unsure as he begins the process of questioning.
"Copper sun or scarlet sea, / Jungle star or jungle track, Strong bronzed men, or regal black..." (2–4)
Also want to note the romantic depictions of Africa in these lines
"When the birds of Eden sang?" (6)
"One three centuries removed" (7)
"From the scenes his fathers loved" (8)
Topic Sentence 2: As the speaker explores the meaning of his heritage ... Show more content on
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However in the fourth stanza, when mentioning Christianity, this system is disrupted with lines of 8
syllables. These lines express the parts of Christianity that are flaws, in which they prevent the
narrator from being able to be frustrated with his assimilation into American society and its collision
with his African heritage.
Topic Sentence 6: Closing, the narrator defines his assimilation in western society, yet ultimately is
unable to resolve the conflict between his heritage and assimilation as the only thing he can do is
continue to practice smothering his heritage out of humility.
"All day long and all night through, One thing only must I do: / Quench my pride and cool my
blood" (117–119)
"Lest I perish in the flood" (120) and "Lest a hidden ember set / Timber that I thought was wet /
burning like the dryest flax" (121–123)
"Lest the grave restore its dead"

Analysis Of Incident By Countee Cullen
The way that we are raised has a huge impact on the people we become. Most of the morals and
mannerisms that people display in their adult life are the things that they are taught as children.
Hence, matters like racism and prejudices are taught. Children do not come out of the womb being
inherently racist, yet, their guardians, friends, and environment instill such hatreds into them. In
Countee Cullen's "Incident" the poet recounts a time where another child's upbringing scarred him
for the rest of his life. The poet blatantly identifies post–slavery racism and its effect on his personal
life through the time period the poem had been written. He also achieves this goal by changing the
tone of the poem, using dubious details, and demonstrating the power of language. From the early
1920's to mid 1930's, a powerful African American movement called the Harlem Renaissance had
taken place. This era was a period of time where black people began to explore their artistic and
social voice in the community of Harlem, New York. Because black people had been suppressed by
slavery and racism for so long, they took this opportunity during the Harlem Renaissance to express
their individuality. The time period that Cullen wrote "Incident" is so significant because, in the first
stanza, the poem captures the excitement that African Americans felt to be liberated. It is important
even when the narrator says that he was, "once riding in old Baltimore" because this means that he
was leisurely travelling (line 1). Blacks prior to this time period were not travelling for fun, instead,
they were most likely escaping from slavery or trying to find better jobs. African Americans lived a
stressful life back in those times and the fact that the narrator was able to go on a trip for fun, says a
lot about the enthusiasm he had about getting to go to Baltimore. Because the speaker was so
excited about going to Baltimore, the beginning of the poem has a jubilant, cheerful tone. He says
that his heart and head were filled with glee, and simultaneously, as he is overjoyed with this
opportunity to travel, the speaker notices a 'Baltimorean' looking at him (lines 2–4). Before he
resumes his narration of his adventure to Baltimore, he adds a

Countee Cullen (1903–1946) was an influential African American poet largely remembered for his
contribution to the Harlem Renaissance, a period from the early 1900's to the mid 1930's in which
black culture thrived. Artists such as Langston Hughes and Louis Armstrong were integral in the
creative revitalization and, while Cullen is perhaps lesser known, his work is no less enduring
(Harlem). As a teenager, Cullen went to live with Reverend Frederick A. Cullen, who would later
become president of the Harlem chapter of the NAACP. An exceptional student, Cullen pursued
undergraduate studies at New York University and graduate work at Harvard, during which time he
published numerous poems. Because he was immersed in both black and white culture, he often
wrote of racial injustice, yet did not want to be viewed as simply a black poet. This conflict is
evident in his work. His first volume of poetry, Color, published in 1925, included "Incident"
(Countee Cullen). A tragic tale of innocence lost, "Incident" describes the moment when a young
Cullen first realized that the color of his skin alone could create contempt. Further thought–
provoking, it highlights another child, equally innocent, who has been taught to hold this
perfunctory contempt. The poem begins in a peaceful place – a carefree child traveling on a bus,
excited to be visiting Baltimore. Once riding in Old Baltimore, Heart–filled, head–filled with glee, I
saw a Baltimorean Keep looking straight at me. (lines

Incident By Countee Cullen Analysis
Racial injustice was a very prominent problem in the 1920's and continued to be for a long time.
Two poems by Countee Cullen titled "Tableau" and "Incident" attempt to change the view on racial
issues. The poem "Tableau" tells about two boys who were of different races. These two boys
stunned the town by showing them their friendship. Another poem "Incident" is about a young boy
who was excited to go on a trip to Baltimore. This trip was ruined because all he could remember
was a boy around his age calling him a mean racial slur. Both of these poems tried to change racial
views at the time by using figurative language, tone, and theme. By using figurative language the
author expresses his views on racial injustice. In "Tableau" Countee Cullen uses the simile "[t]hat
lightning brilliant as a sword / [s]hould blaze the path of thunder" to create a feeling of power. This
simile uses strong words like lightning and thunder to show the change the boys are making. By
everyone seeing these boys be friends despite their races. This hopefully made some people wake up
and realize race does not matter. The poem "Incident" by Countee Cullen uses imagery in powerful
ways like "[h]eart–filled, head–filled with glee" to create a sense of cheeriness and later on sorrow.
Near the start of the poem a young child is extremly happy to be traveling to Baltimore. Although,
by the end of the poem the kid is upset because all he remembers about his trip was another child
calling him a racial slur.

Langston Hughes And Countee Cullen Analysis
Poets Langston Hughes and Countee Cullen were pinnacle authors during the Harlem Renaissance
era. They unshielded topics and experiences as African–American's in a white, racist society,
unveiling their hungry desire and demand for change and equality. The poets do this through
provoking poems such as "I, Too" by Hughes and "Incident" by Cullen. Both explore the common
theme of racism while also giving insight to the reader their own experiences of racism and the
different effect it had on the narrators. Patriotism is a controversial topic; even today. In "I, Too" by
Langston Hughes, he explores racism through a patriotic poem at a time where prejudice and racism
were rampant in the United States. In Hughes perception, he was, by birth an American citizen and
was proud of it – "I, too, sing America" (Hughes, Stanza 1). However, the problem was that none of
his white American counterparts saw him as one, nor did they treat him as such. "I am the darker
brother" he says, alluding that he saw himself as the equal to other Americans but "they send me to
eat in the kitchen when company comes..." (Hughes, Stanza 2–4) By sending the narrator out of
company's sight over any joined eating occasion, it takes away the opportunity of the company
getting to know the narrator, build a connection or even see the similarities between the parties,
drawing that sense of equality. The narrator confirms that notion of missed opportunity by stating:
"Besides, they'll see how beautiful I am and be ashamed – I, too, an America" (Stanzas 16–18)
Hughes has hope that one day, there will no longer be this division and the "company" or their white
counterparts will get to know them and appreciate the narrator's individuality. Not only that, but the
narrator stresses "I, too" various times throughout the poem, as an emphasis for their counterparts to
see them for who they were, and not "too" which sounds like the number two – meaning secondary,
inferior – but as one, an individual, as African–Americans saw themselves. He explores the racist
environment of blacks moving in and out silently of white reality and hoping that one day they
could be treated as co–equals within that reality because as far as Hughes was concerned, they were
all

Analysis Of Tableau And Incident By Countee Cullen
The Harlem Renaissance allowed for the expression of many African American artists such as
Countee Cullen to illustrate the indifference of blacks and whites through poetry. Cullen wrote
Tableau as well as Incident, which share a tone of power. The racial interaction between a black and
white boy in the two poems both contradict and have similarities. Developing their separate themes
comes with the comparison of the two races and how they treat one another. Countee Cullen uses
figurative language and tone to formulate the themes of the two works of literacy. In the poem
Tableau, the writer uses figurative language such as metaphor, simile, and imagery to represent a
powerful tone. In turn, the tone does impact how readers perceive the ... Show more content on
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This imagery describes how happy a young African American boy is to be in the city of Baltimore.
Also, the implication of rhyme from the words glee and me set off the tone as happy. However,
when he encounters a white boy that sticks his tongue out and calls him a ¨Nigger¨, the tone of
Incident changes to a gloomy feeling. By the last stanza, the African American boy claims, ¨Of all
the things that happened there / Thatś all that I remember¨ (Cullen 11–12). The author's message
really shines through when reading the last lines of the poem. When starting off with a pleasant day
in Baltimore, the discriminatory comment and look given by the arrogant white boy really gave the
narrator a sour taste of the city. Despite both works of poetryś difference, they are connected by two
elements. First, the author uses imagery in both to capture a scene. In Tableau it would be the two
boys walking down the street, while in Incident the setting is a street in the city of Baltimore.
Imagery not only gives the reader a sense of what the setting entails, but the tone of the poem. The
other similarity in which Tableau and Incident share would be the power each inflection have. A
powerful tone is consistently found in Tableau, but hidden in Incident. The neglecting of the looks
collected by the boys is power, and the malicious act of the white boy speaking poorly to the black
boy also represents power in a negative light. The themes of the two poems are created

American history is fraught with racism. Its evolution is depicted in literature through the ages, from
journal entries of colonial slavery to novels about modern–day race relations. Countee Cullen was a
black poet alive during the Harlem Renaissance whose poems "Tableau" and "Incident" portray
racism as it was in the early 20th century. Through the use of figurative language and tone, Cullen
develops in each poem themes about the effects of small actions. Figurative language is used
effectively, but differently, in each poem. In "Tableau," vivid metaphors and similes are used to
communicate the powerful effects of the friendship between the black boy and the white boy. The
way Cullen uses a metaphor to describe the boys' skin colors as "[t]he golden splendor of the day /
[t]he sable pride of night" (Cullen 3–4) tells the reader that although the two are opposites, they are
equal and beautiful in their own way. Imagery is used exclusively in "Incident." Cullen tells the
reader that when this scene happens, he was "...eight and very small / [a]nd he [the white boy] was
no whit bigger" (Cullen 5–6). This bit of information explains why being called a derogatory name
by this boy was especially hurtful; someone Cullen considered an equal crudely made it known that
the sentiment wasn't shared. Countee Cullen's use of figurative language in "Tableau" and "Incident"
effectively convey to the reader the importance of small details in each poem. The tone in both
"Tableau" and "Incident" is powerful. The reader is impacted by reading each poem, but in different
ways. The tone is consistent in "Tableau," with each stanza fortifying it. The words "[i]n unison"
(Cullen 8) create a strong tone, telling the reader that the boys' friendship is solid and can't be
affected by society's rules and judgements. Cullen describes the friendship and its effects as "[t]hat
lightning brilliant as a sword / should blaze the path of thunder" (Cullen 11–12). Their friendship is
paving the way to a more equal future. The tone created from these lines is strong and compelling,
solidifying the resolve in the boys' friendship. The tone in "Incident" shifts from being lighthearted
and childlike to completely crushing. The rhyme and meter is

Harlem Poetry Countee Cullen Analysis
Comparison of Harlem Poetry The Harlem Renaissance was a time of great racial reform in the
United States that fully began in the twentieth century. This movement brought a change in the U.S.
and formed may new styles of writing and ways of expressing feelings. Many great authors and
poets emerged during this time of alteration. One such author is Countee Cullen. In the two poems,
"Saturday's Child" and "From the Dark Tower", mutually written by Countee Cullen, he explains
how race governs the lifestyle lived in a particular era, as well as the significance of it toward the
Harlem Renaissance. In Cullen's, "Saturday's Child", he states, "Some are teethed on a silver spoon,
/ with the stars strung for a rattle; / I cut my teeth as the black raccoon–/for implement of battle
/...Some are swaddled in silk and down, / And herald by a star, / They swathed my limbs in sack
cloth gown / on a night that was black as tar" (5–8). This reveals how African Americans were
treated throughout American history. ... Show more content on Helpwriting.net ...
During this time, many prominent authors began to emerge with poems, papers, and stories that
portrayed how life was shifting for African Americans, as well as how life was before this
movement. It was more tolerable for African Americans to become educated during the Harlem
Renaissance, and writing about how life was for them became a true art form. It is stated by Harden,
Jackson, and Pitts, that "The Harlem Renaissance is a product of African American culture and
history, as Gates and McKay describe it as 'the irresistible impulse of blacks to create boldly
expressive art of a high quality as a primary response to their social conditions, as an affirmation of
their dignity and humanity in the face of poverty and racism'" (8). This movement was a major
turning point for

Who Is Countee Cullen On His Blindness
Philosopher Epicurus once said, "Is God willing to prevent evil, but not able? Then He is not
omnipotent. Is He able, but not willing? Then he is malevolent." A human's natural instinct is to be
inquisitive, a feature of both John Milton and Countee Cullen that sowed the seeds of their
respective poems, "On His Blindness" and "Yet Do I Marvel," based on deep personal convictions.
Although these poets are separated by large gaps in time, they are molded together in God's
sovereign right to do as He pleases. However, they are separated by their individual struggles as
well as the different tones. In the beginning of each poem, God ultimately has a plan for everyone,
no matter what plan humans think they have, it is not ultimately up to them. ... Show more content
on Helpwriting.net ...
He never experienced a perfect world, he has always had to struggle with being colored. This
struggle was originally inquisitive but now it is restless, starting to become angry. Cullen points out
that God is good, although at the end of the poem he questions why he was created black. During
this time period, being black was one of the biggest struggles that a person could encounter. Not
only that, but a black poet was unheard of, so Cullen's destiny seemed very hazy. He is marveling at
the fact that God chose to create him this way, however, he has a hard time accepting it, just like
Milton. Cullen highlights this marvel by using lists to describe the three qualities of God that affirm
God's goodness. The strong mood of religious reflection in this poem comes from the African–
American community where religion and being close to God is vital. A second important theme for
Cullen is his race, which is shown as the focal point and the obstacle that he faces. On the one hand,
the poet's black skin is included in the same category as the "blindness of the mole" (Cullen, line 3)
or the punishments of "Tantalus and Sisyphus" (Cullen, line 5 & 7). This is another example that
examines God, and possibly why He made humans different races. On the other hand, the poet takes
pride from his race when he acknowledges that God's sovereign right to do as He pleases will

For A Lady I Know By Countee Cullen
Richard Wright once said, "All literature is protest. You can't name a single literary work that is not
protest." The meaning behind this quotes resides in the author's purpose. When an author is telling a
story, they cannot avoid bias and their opinions. The purpose of the author writing, poem or prose, is
to protest the opinions, cultural concepts and ideas that they do not agree with and try to change
people's perception of these ideas. This quotation is valid and provides a compelling argument
because if the author is not trying to change something in the world, even something so small, when
they are writing, then why are they writing? The poem, For a Lady I Know by Countee Cullen
protests the ideals of white and rich privilege. It protests ... Show more content on Helpwriting.net
...
At first, Troy, the main character, asks for a raise and a new job in the garbage truck since the whites
are always driving, which is the easiest job, even though they all receive the same pay. "I went to
Mr. Rand and asked him, 'Why? Why you got white mens driving and the colored lifting?'" (1.1.13)
Troy was not afraid to speak his mind to get what he wanted. He was also quite bitter about the fact
the he did not make it in professional baseball, even though he was an exceptional player. Troy is
sure that the reason that he did play in the professional leagues, was because he was black and they
were prejudice. Troy says "I'm talking about if you could play ball then they ought to have let you
play. Don't care what color you were." (1.1.81) He takes his feelings out on his son, by not letting
him follow his dreams of playing football. By not allowing his son to play baseball, he is protesting
that changes have not been made and the world, sports and all, is just as cruel as when he tried to
pursue a career in baseball. He often rants about the life he could have had and the dreams he could
pursue on the field because it was his passion, but this often discourages and enrages him. By doing
this, he continues to test the limits that the social

Summary Of Incident By Countee Cullen
Countee Cullen is a poetic writer during the time of the Harlem Renaissance. Countee Cullen wrote
many deep poems about racism in New England. However, the poem that is the most
understandable to me is called Incident. This poem represent the severity of the racism in America,
and how it was taking over Black people's lives.
In Incident, the overarching theme of the poem is how racism can ruin someone's day, week, month,
year, or even life. This poem shows an innocent Black little kid walking down a street in Baltimore,
when he sees another kid about his age, but white. The black kid smiles at the white kid, and the
white kid, "poked out His tongue, and called me, 'Nigger.'" This insult by the white kid completely
kills the black kids

Portrayal Of Countee Cullen
The Life and Portrayal of Countee Cullen Countee Cullen was born on May 30, 1903 in Louisville,
Kentucky. Before he became Countee Cullen, his mother, Elizabeth Lucas, named him Countee
LeRoy; but soon after he was born, his mother gave him up to his grandmother, Elizabeth Porter.
When his grandmother passed away in New York in 1918, Countee was sent to live with the pastor
of the Salem Methodist Episcopal Church and was unofficially adopted by him at the age of fifteen
(Shucard). Cullen soon started writing when he went to high school at DeWitt Clinton High School
and one of his very first works was entitled "I Have a Rendezvous with Life." This piece became
very popular. Countee, as well as writing, was also involved in academic honors and ... Show more
content on Helpwriting.net ...
In Countee Cullen's poem "Yet Do I Marvel," the title alone brings to mind images and ideas of the
inevitable wonder and curiosity of life. The word "yet" suggests the contrast of two ideas and the
inevitability of questions, while the word "marvel" adds to the feeling of curiosity. A reader would
expect a poem entitled "Yet Do I Marvel" to be about the inescapable pondering of life and its
events, and in this case the reader's expectations would be fairly met. This poem tells the story of a
person expressing their uncertainties about God and specific phenomenons. The speaker starts by
stating his lack of doubt in God's grace and kindness, but then leads to his questioning of God's
reasoning for different situations. Events such as moles being blind and humans eventually dying
are presented with uncertainty, along with other events in which God could perhaps explain, but
does not. Countee Cullen has created a tone of confusion and seriousness through the use of specific
words and phrases. "Catechism" implies the questioning that the speaker is utterly lost in. The
confusion and curiosity sometimes reigns over the conjecture of God and His reasonings. Although
the poem does not contain many other implications, the use of imagery and vivid detail expands the
sense of doubt. Later in the poem, the image "why flesh that mirrors Him must someday die" tells
the reader that the speaker does not understand the meaning of bringing situations of that sort down
onto His

Theme Of Tableau And Incident By Countee Cullen
Racial interaction was very low in the early years of the 1900s. Many children of both races were
afraid to talk to one another because of the era they lived in. Countee Cullen was an African
American poet in this time period that wrote about his view on this. In the poems "Tableau" and
"Incident" by Countee Cullen are good examples of the emotions in racial interactions in the point
of view of an African American kid. The theme in the poem ¨Tableau" is everyone one is the same
despite the race and the theme of ¨Incident" is something so small can have a big impact. Figurative
language helps develop the theme and tones through both poems to create racial interaction.
There was a lot of figurative language used in both poems. One example ... Show more content on
Helpwriting.net ...
This example shows racial interaction by Countee Cullen writing about how it was not normal that
the blacks and the whites could even be associated with each other in this time period; but, she still
had hope that things will change. The tone for the poem "Incident" changes throughout the poem;
first it is joyful, then towards the end, it becomes sad. An example of the turning point of these two
tones is "...but he poked out [h]is tongue, and called me, 'Nigger.'" (Cullen 8). When the little white
boy called the speaker this, he automatically because sad. This shows racial interaction because the
little white boy ruined how the speaker viewed Baltimore. This quote represents the theme because
before this, the speaker was happy; but after this, the speaker grew sad. Both poems tones may be
different but they still compare because they relate to racial interaction.
The themes in both poems really showed racial interaction like their tones. The theme for the poem
"Tabeau" is everyone is the same despite the race. An example that represents this is "Oblivious to
look and word [t]hey pass" (Cullen 9). This represents the theme because it shows that the speaker
does not care about the race of someone, they are both equal. This example represents racial
interaction by having the speaker not judge someone by the color of their skin. The theme for
"Incident" is something small can have a big impact. A quote to represent this theme is "Of all the
things that happened

Countee Tollen's Poem In Tableau And Incident By Countee...
Racial injustice and racial harmony have both been seen throughout all of history. Both can even be
seen almost everyday. One writer, Countee Cullen, revealed what the world is and what is should be
like through his poems during the Harlem Renaissance in the 1920s. The two key poems that
present this are "Tableau" and "Incident." He reveals harmony between a white and black boy in
"Tableau," representing the people of the United States of America and how they should be. Later,
he uncovers the prejudice against black people in "Incident," through the perspective of a black
child who is ridiculed for being black by another little boy in Baltimore. He helped show how races
should be in harmony through the main points of the poem this way. But, each poem has similarities
and differences, seen through the diction of the author. The author creates the theme actions often
speak louder than words in "Tableau," and creates the theme sometimes the smallest things can hurt
the most in "Incident," by using the figurative language and tone throughout each poem. The tone in
each poem was crucial to deliver the theme. In "Tableau," the tone is powerful, helping to reveal the
uplifting and inspiring theme. This can be seen because of the boys being "[o]blivious to look and
word / They pass, and see no wonder" (Cullen 9–10). The tone here makes the harmony of the black
and white boys to surmount the gossip and backtalk of the people, emphasizing how their actions
were more important than

Summary Of The Dark Tower By Countee Cullen
"The Dark Tower" a poem written by Countee Cullen is about African American slaves and their
struggles to achieve freedom. In the poem Cullen hopes for the end of slavery which will come. He
concludes that the solution of the problem is to simply wait and be patient for freedom will come.
Countee Cullen uses authors craft including, form, imagery and diction which all contributes the
overall theme of the abolishment of slavery in her poem. "The Dark Tower" is a Petrarchan sonnet,
which divides the poem into two different parts. The first part is an octave that states the problem of
the poem; the second part of the poem is a sestet that gives a solution. Cullen uses this to divide his
poem into the longing for slavery and then the solution,

Summary Of Incident By Countee Cullen
One poem that clearly captures the effect of racial discrimination is Incident by Countee Cullen.
Cullen's poem is short, but he manages to capture just enough of his emotion to convey his
message.The poem describes a time when the poet visited Baltimore as a young boy and a man
taunted him by sticking out his tongue and using a racial slur. It is difficult to pinpoint the exact
emotions that Countee Cullen felt before and during this interaction. Still, it is clear that the incident
had such a detrimental impact that it completely shook Cullen from his blissful mood and instead
left him in a detached shock of sorts. While Cullen uses phrases in line two, "Heart–filled, head–
filled with glee", to show how he felt before the encounter, there

Racial Awareness and Cullen
When I was five years of age, that was the start of my racial awareness; yet, it was communicated
through knowledge. At the time, me and my white classmate were the special case that knew the
responses to every one of the inquiries my teacher asked us in class. The defining moment that
prompted my revelation that I was dark and that a significant number of my schoolmates were
white. In that issue, my white classmates trusted his answers were right, notwithstanding when we
had similar answers. Race awareness is the understanding of how a racially conscious person is
aware of their physical characteristics such as history, culture and traditions etc. In the poem,
"Incident" by Countee Cullen, the eight year old speaker became racially aware towards one
incident after not being racially conscious about his identity. Because of the incident, the discovery
of racial consciousness became apparent to the eight year old speaker because of how he views his
identity differently.
How does the unconsciousness of race take place in the beginning of the poem," Incident"? Visiting
Baltimore, the speaker at the age of eight was full of happiness in his heart and mind in the
beginning. By reminiscing this moment, it indicates that the little boy had some good times in his
life before he was exposed to racial consciousness. The boy was friendly, he was nice enough to
look at him and smile at the Baltimorean boy. The unconsciousness of his awareness was not present
at this time because he was enjoying his experiences in Baltimore. In Line 2,"Heart–filled, head
filled with glee" (1348).At the age of eight, the little boy is happy and joyous while enjoying his
time in Baltimore. He is not aware of his racial identity, he is just living his life as how a young kid
would. In addition to that, he is clearly unaware of his identity in the beginning in the poem until the
power of language take over.
How does the power of language affect how the eight year old speaker becomes racially aware of
his identity? The speaker expects to the little Baltimorean boy to smile back to him until he
responded to him to a racial slur. As he realizes that the Baltimorean responded to him with a racial
slur, the

Countee Cullen Incident Analysis
As people, we often remember uncommon or special events that have happened in our life. These
events may never disappear from our thoughts. In both poems called "Incident" by Countee Cullen
and the other by Natasha Tretheway. These two poems hold events that are very memorable to the
writers. These events have put an impact on their life and scared them. The two poems show how
the most traumatizing experiences could be the most memorable and cannot be erased by other
memories in one's life. In the poem "Incident" by Countee Cullen. A young boy who is visiting
Baltimore from May until December experienced a event. Two lines from the poems says "And so I
smiled, but he poked out his tongue, and called me, "Nigger"." This event was the only thing that
the writer recalls after being in Baltimore for eight months. The situation the writer experienced was
probably really unexpected and traumatizing for him. Being the first time he probably witnessed
racism. This could have caused a huge impact on the way he looked at white people emotionally.
Even with the fact that ... Show more content on Helpwriting.net ...
The writer uses repetition in the story saying "We tell the story every year" to show the reader that
they tell the story every year without forgetting. Imagery was used throughout the poem to
described the threating situation. As the writer says " At the cross trussed like a Christmas tree." it
intensifies the situation to make it more serious. The event is about how an African American family
darkens the house and peek through the window at white men in gowns with a fire burning.
According to the poem "A few men gathered, white as angels in their gowns." These men are known
as the Ku Klux Klan. Although the writer repeats and says nothing really happened, The experience
was still very emotional to them because something could of happened to them. This is a very
memorable memory that has scared them for

The poem "Incident," by Countee Cullen, was written in the 1920s where racism towards African
Americans was extremely prevalent. Jim Crow Laws were heavily enacted in the South, and the
mandate of "separate but equal," was spread across the U.S. This segregated schools, public places,
and public transportation, where African American facilities were almost always inferior. Though
northern America was thought to be much more progressive, there was still an incredible inequality
between blacks and whites. Alvin Ailey said that "one of the worst things about racism is what it
does to young people," and this idea is depicted through the speakers' childhood memory where he
recounts being called "N****r" by another child. The poem presents the power that words have, and
how divisive they can be. Through the imagery, diction, syntax, and tone in "Incident," Cullen
powerfully depicts racism and the lasting impact that words have. Furthermore, this poem presents
how racism has no boundaries and affects everyone even an innocent child. Cullen utilizes imagery
throughout the poem, to illuminate the racism African Americans endured and impact racism
carries. The speaker in the poem is an eight year old in Baltimore. In the first stanza, Cullen
describes the child as "heart–filled, head–filled with glee." This image portrays the speaker as
innocent and joyful. Then the speaker notices a boy staring at him, the speaker believes there's little
difference between them, that the kid "was no whit bigger." The speaker gets a rude awakening after
the boy "poked out his tongue." A seemingly playful meaningless gesture is met with the boy calling
the speaker "N****r." Cullen contrasts these two experiences because it depicts how racism comes
out of nowhere and effects those you wouldn't expect. The last stanza, the speaker "saw the whole
Baltimore. The image of seeing is not just visual, but a metaphor for the loss of innocence where the
speaker now is exposed to the hate. Cullen masterfully uses imagery so that readers understand the
incredible impact that words have, especially when used for hate. The use of diction is a great tool
that Cullen employs throughout "Incident" to further his depiction of racism. The one word

Countee Cullen Essay
Countee Cullen was a prominent American poet and was known as the "poster poet" of the 1920
artistic movement called the Harlem Renaissance. The Harlem Renaissance produced the first
African American works of literature in the United States. There were many leading figures in the
Harlem Renaissance such as James Weldon Johnson, Claude McKay, Langston Hughes, Wallace
Thurman and Arna Bontemps.
Cullen was simply an amazing young man who won many poetry contests throughout New York,
published two notable volumes of poetry (Color and Copper Sun), received a master's degree from
Harvard University and married the daughter of W.E.B Du Bois, a founder of the NAACP. Cullen
grew up in the "heart" of New York since he was an adopted son of Reverend ... Show more content
Countee Cullen's first journal of poetry, Color, was published the same year he graduated from New
York University (1925). Color was written in a "careful, traditional style, the work celebrated black
beauty and deplored the effects of racism." The book featured some of his well known poems such
as, 'Heritage' and 'Incident' along with his most famous poem, 'Yet Do I Marvel.' Following Cullen's
graduation from New York University Phi Beta Kappa he attended Harvard where he completed his
master's degree in 1926. He also worked as an assistant editor of the Opportunity Magazine where
his column increased his reputation. While editing he also published his second journal of poetry,
Copper Sun. Copper Sun was very controversial in the black community because they believed
Cullen did not give the theme of racism the same attention that he did in Color. In 1928 Cullen won
the Guggenheim Fellowship which allowed him to go abroad to study/write. This is where he met
the love of his life, Nina Yolande Du Bois whom he married in 1928 but divorced in 1930. But in
1940 Countee Cullen found a true soul mate, Ida Mae Robertson whom he later married. In the late
1930's Cullen taught English, French and creative writing at Frederick Douglass Junior High School
in New York City. He taught at Frederick Douglass until he died in 1946. During this period he
wrote two children's books– The Lost Zoo, short stories and poems about animals who died in the
flood and My Lives

The poems "Tableau" and "Incident" by Countee Cullen are about racism, but both have a different
take on it. The African American author wrote in 1900's , when racism was common and more
acceptable. Cullen's work became more popular during the Harlem Renaissance in the 1920's. Both
poems are developed with different writing mechanics to convey a clear message to the reader or
audience. Cullen uses figurative language and tone to develop the theme in each text. The figurative
language of each poem aids in developing their themes. In "Tableau," the tone of the poem is
hopeful because of the way the author is perceiving racism. Imagery is shown in the poem when a
white and black boy are "[l]ocked arm in arm [as] they cross the way," which ... Show more content
Cullen is hopeful to get to a place where people of different races will be able to look at others
without prejudice and discrimination. However, the poem "Incident" is of a less positive tone. She
expresses her experience in a shocked manner, saying, a boy stuck his "tongue out and, called, [her]
'Nigger'," (Cullen 8). She was so shocked that "From May until December; .../... of all the things that
happened... /... that's all [she could remember" in Baltimore (Cullen 10–12). At the young age that
she was at, it is surprising and upsetting to her to be discriminated against for no reason.
Furthermore, the theme is developed from the figurative language and tone for each poem. The tone
and figurative language developed the theme of unison in "Tableau". When Cullen compares a white
boy to a black boy (used in lines 1–2), she sees them as equal, naming them "golden splendor of day
.../... [and] the sable pride of night." Her tone is full of hope when she hopes that people can be
ignorant toward the way people look and how they talk (in lines 9–10). The tone and figurative
language developed the theme, words matter, in "Incident". Cullen is young and shocked to be
immediately i called names without even opening her mouth (in lines 4–80. The use of irony
contributed to how she was happy to be in Baltimore until someone called her a cruel name. Her
perception of racism changed because of that. That goes to show that words matter. Both themes
were connected to

Langston Hughes And Countee Cullen Essay
The Harlem renaissance was a name given for the events that happened in Harlem, New York
between the end of World War 1 and the middle of the 1930's. During this period, Harlem was
known as the cultural center and drew in many black writers, poets, artists, musicians, and
photographers. Two poets, Countee Cullen and Langston Hughes were among the black poets that
came to Harlem. The two writers expressed their thoughts and emotions through rhymes and
powerful word choice. For example, both writers have had experiences with black life and
discrimination and have expressed their thoughts and feelings in "I too" by Langston Hughes and
"Incident" by Countee Cullen. Although both Cullen and Hughes do not have similar writing style,
they both share ... Show more content on Helpwriting.net ...
He became famous by creating a new–literary art farm called jazz poetry. During his career he wrote
many poems including his poem called "I Too" where he expressed his opinions on fairness and not
judging based on skin color. His poem explains how blacks were treated and how things changed in
terms of equal treatment. "I am the darker brother they send me to eat in the kitchen when company
comes but I laugh and and eat well, and grow strong (Hughes 2–7)." During this time, Hughes was
not allowed to sit at the table with company and make conversation with white people. He was sent
to the kitchen to eat by himself and seemed to be untouched by being treated differently because he
was black. Instead, he is happy and grateful that he gets to eat and live life. Later in the poem, he
transitions to what seems like a new time where blacks are treated fairly. "Tomorrow, I'll be at the
table, when company comes, Nobody'll dare say to me, "Eat in the Kitchen", then (Hughes 8–14) ."
The poem was published in the year of 1926 when African Americans gained rights and Negro
History Week was proposed. This poem explains the transition from African Americans being
segregated to being treated like whites. Although Langston Hughes inspired many African
Americans during the Harlem Renaissance, Countee Cullen contributed as

Figurative Language In Tableau By Countee Cullen

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