Comparison of "Theme for English B" and "The Jacket." By Jonathan Garcia and Christopher Hoffman.

1. Theme

1.1. Both of the texts include the theme of looks affecting mental state and a community's perception.

1.2. The text "Theme for English B" includes the theme of everyone being similar in someway, regardless of our differences.

2. Text Connections

2.1. This theme can be carried over into the real world because people are constantly being judged by their community's based on how they look, which can lead to isolation and depression.

2.2. I personally see this conflict in school and in a class of mine. Students will ask questions in class purely based on their curiosity or confusion of the material, and their peers often judge them for asking "stupid questions."

3. Characterization

3.1. In "The Jacket" the main character is only 11 years old "I wore it to sixth grade" (Soto, 2).

3.2. The main characters of the texts are both minorities. "children in Mexico who would love that jacket" (Soto, 3). "I am twenty two, colored" (Hughes, 7).

3.3. In "Theme for English B," the main character is in his early 20's. "I am twenty two" (Hughes, 7).

4. Conflicts

4.1. In "The Jacket." the main character is shown to be bullied but the main character in "Theme for English B," is never shown to be bullied. "Frankie. T, the playground terrorist, pushed me to the ground and told me to stay there" (Soto, 2).

4.2. Both of the main characters are discriminated against or teased because of how they look. "They looked my way and talked about how foolish I looked in my new jacket" (Soto, 2). "although you're older---and white--- and somewhat more free" (Hughes, 39-40).

4.3. Both of the main characters appear to be depressed or angry because of them being discriminated against. ¨But I guess I'm what I feel and see and hear, Harlem, I hear you" (Hughes, 17-18). "to my bedroom to sit with my jacket on my lap, with the lights out" (Soto, 2).

5. Conflicts

5.1. Both of the main characters feel like outsiders. " I guess being colored doesn't make me NOT like the same things as other folks" (Hughes, 25-26) "I stayed with the ugly boys who leaned against the chainlink fence" (Soto, 2).

5.2. Both of the characters look different from their peers. "I am the only colored student in my class" (Hughes, 10). "to follow the boys in neat jackets" (Soto, 2)

5.3. In "Theme for English B" the conflicts are driven by race instead of clothing. "I am twenty two, colored" (Hughes, 7).

5.4. Both of the characters were ostracized because of how they looked. "Sometimes perhaps you don't want to be a part of me" ( Hughes, 34). "The girls turned away to whisper on the monkey bars" (Soto, 2).

5.5. Both of the main characters in the texts are impecunious. "I come to the Y/ to my room" (Hughes, 13-15). "glasses of powdered milk" (Soto, 3).

6. Motifs and Symbolism

6.1. The writer of "The Jacket," uses the main character's jacket to represent the character's poverty, in order to help readers visualize his day to day struggles. "It was so ugly and so big that I knew I'd have to wear it a long time" (Soto, 1).

6.2. Both of the texts include a visual distinction of the characters that is used to distance themselves from others in their communities; this distinction represents how they're viewed by their peers. "I am twenty two, colored" (Hughes, 7). "a jacket the color of day-old guacamole" (Soto, 1).

6.3. In the text, "Theme for English B," the city of Harlem is used to respresent the main character's community and also to help visualize his feelings towards his community. "Harlem, I hear you: hear you, hear me---we two---you, me, talk on this page" (Hughes, 18-19).

6.4. In the text "The Jacket," the main character repeatedly refers to his jacket as an "ugly brother who tagged along wherever I went" (Soto, 3). This symbolizes that the jacket is a large, irritating burden.

7. Language

7.1. The writer of "Theme for English B," uses the term "American" to represent the main character's views on how people should be treated. In the story the speaker says, "yet a part of me, as I am a part of you. That's American" (Hughes, 32-33). American in this case meaning a community of free individuals, and a "melting pot" of accepted cultures, ethnicities, and economic classes.