For this project I decided to choose the change in AAVE/Ebonics as the theme to my project. I chose this theme because I feel that it will be a good way to end the course and continue to build from many discussions from last project. I plan on showing how the use of AAVE was discriminated against to how it is taught and respected within the classroom today. The composition studies we focused on and the writings we read in class showed us how it is becoming a language of its own.
The four genres I am going to use are: Imaginative Writing, “School” Writing, “Personal/Private” Writing, and Visual Pieces. I plan on representing these genres in print form. For imaginative writing I plan on using a poem. The poem I plan on using has historical significance as well as impacts on today society. This poem was written early this year and was used during a HUGE international event. I feel that this poem corresponds to the message I want to reflect on. I plan on making a worksheet for students as an example of the second genre, “School” Writing. I plan on making this worksheet myself. I am going to use examples of AAVE rhetoric and grammar to help me make it. I will also use the readings from Smitherman and Redd and Webb to help me with the grammar and rhetoric. The worksheet will be made for a college level English class. This worksheet is going to be the example of how AAVE is being taught in classrooms. The third genre, Personal/private writing, is going to be represented through an AIM conversation. I am not sure yet how I am going to make this relate to my topic yet. The fourth and final genre I chose is Visual Pieces. I am going to make a map college and incorporate pictures overtime that show how AAVE and Ebonics has changed and been appropriated.
Sunday, April 12, 2009
Monday, March 30, 2009
Annotated Bib for Project 3
Gilyard, Keith and Elaine Richardson. "Students' Right to Possibility: Basic
Writing and African American Rhetoric." Insurrections: Approaches to
Resistance in Composition Studies. Ed. Andrea Greenbaum. Albany: SUNY UP, 2001.
I plan on using this in my paper as support. I will take quotations and main ideas from them to help support my
ideas and thesis. From this I will use the specific examples from students and include a description of the features of
Black Dialect found in them. I will also incorporate their views of SRTOL and their use of qualitative research
methods.
Nembhardt, Judith. "A Perspective on Teaching Black Dialect Speaking Students to
Write Standard English." The Journal of Negro Education 52.1 (1983): 75-82. (pp. 433-442 in A Reader for Writers)
I am going to use this article to show the changes over time. I will compare and contrast it to one of the more recent
articles I have found. Also I will compare her strategies for teaching Standard English to those of Jessica Whitney’s.
Smitherman, Geneva. “CCCC’s Role in the Struggle for Students’ Language
Rights.” College Composition and Communication 50.3 (1999): 349-376.
I plan on using Smitherman’s article as a basis for majority of the information I use about composition studies. I plan
on using quotations from her article as well. Also I will focus on the historical research she included and show the
changes of AAVE over time. I will try to explain the role of CCCC and why it made an impact.
Whitney, Jessica. “Five Easy Pieces: Steps toward integrating AAVE into the
Classroom.” The English Journal 94.5 (2005): 64-69.
I am going to use this in my paper as a recent article about AAVE in the
classroom. I believe she uses many good points that will make great comparisons to the other sources I have. She had
Nembhardt have similar and contrasting ideas that will make for a good discussion topic. I will talk about their
strategies for making language better in the classroom setting,
Writing and African American Rhetoric." Insurrections: Approaches to
Resistance in Composition Studies. Ed. Andrea Greenbaum. Albany: SUNY UP, 2001.
I plan on using this in my paper as support. I will take quotations and main ideas from them to help support my
ideas and thesis. From this I will use the specific examples from students and include a description of the features of
Black Dialect found in them. I will also incorporate their views of SRTOL and their use of qualitative research
methods.
Nembhardt, Judith. "A Perspective on Teaching Black Dialect Speaking Students to
Write Standard English." The Journal of Negro Education 52.1 (1983): 75-82. (pp. 433-442 in A Reader for Writers)
I am going to use this article to show the changes over time. I will compare and contrast it to one of the more recent
articles I have found. Also I will compare her strategies for teaching Standard English to those of Jessica Whitney’s.
Smitherman, Geneva. “CCCC’s Role in the Struggle for Students’ Language
Rights.” College Composition and Communication 50.3 (1999): 349-376.
I plan on using Smitherman’s article as a basis for majority of the information I use about composition studies. I plan
on using quotations from her article as well. Also I will focus on the historical research she included and show the
changes of AAVE over time. I will try to explain the role of CCCC and why it made an impact.
Whitney, Jessica. “Five Easy Pieces: Steps toward integrating AAVE into the
Classroom.” The English Journal 94.5 (2005): 64-69.
I am going to use this in my paper as a recent article about AAVE in the
classroom. I believe she uses many good points that will make great comparisons to the other sources I have. She had
Nembhardt have similar and contrasting ideas that will make for a good discussion topic. I will talk about their
strategies for making language better in the classroom setting,
Sunday, March 29, 2009
Dw 3b
Jessica Whitney
“Five Easy Pieces: Steps Towards Integrating AAVE Into the Classroom”
In this article Whitney argues the use of home language in the classroom. She believes that teachers must be accepting to the use of home language in the classroom for students to become more affective rhetorians. She produced five steps that she thinks will help teachers incorporate AAVE in the classroom.
The first step is ‘Teacher, Educate Thyself’. She states ‘One of the biggest obstacles that teachers of linguistically diverse students face is ignorance.’ She believes that teachers are no well trained in AAVE to understand the features of the language. She also believes that this ignorance can be transferred to the students, allowing them to think that one language is superior to all others. To break these barriers she suggests that schools hire more racially diverse teachers. She thinks that teachers who are willing to work with a students home language are key for a students success.
The second step is “Incorporate Multiculturalism Into the Classroom”. Multicultural education is based on social justice and educational equality. Whitney goes on to explain that multicultural texts can help connect people of different backgrounds. She also thinks that teaching writing styles of various backgrounds allow students to better appreciate and understand what is around them.
The third step is “Create a Learning Environment Rich in Oral Language”. Whitney goes on to explain how students/children learn from speaking and listening. Recent studies show that students proficient in oral language are also more proficient in reading and writing. She believes that the use of small group discussions and brainstorming will help students develop.
The fourth step is “Encourage and Demonstrate Code-Switching in the Classroom”. Code switching is using different forms of language in appropriate situations. She thinks when teachers work with students with the difference between AAVE and Standard English they are less likely to use features of AAVE in their writing. Understanding code-switching will allows teachers to better understand students. To do this successfully in the classroom teachers must incorporate activities that demonstrate racial tolerance.
The final step is “Allow Students to Write Like Real Writers”. Real writers have a clear definition of self. She believes that students to write for different audiences and to understand the mission of the languages. When students are aware of their audience, they are able to reflect better on their words.
“Five Easy Pieces: Steps Towards Integrating AAVE Into the Classroom”
In this article Whitney argues the use of home language in the classroom. She believes that teachers must be accepting to the use of home language in the classroom for students to become more affective rhetorians. She produced five steps that she thinks will help teachers incorporate AAVE in the classroom.
The first step is ‘Teacher, Educate Thyself’. She states ‘One of the biggest obstacles that teachers of linguistically diverse students face is ignorance.’ She believes that teachers are no well trained in AAVE to understand the features of the language. She also believes that this ignorance can be transferred to the students, allowing them to think that one language is superior to all others. To break these barriers she suggests that schools hire more racially diverse teachers. She thinks that teachers who are willing to work with a students home language are key for a students success.
The second step is “Incorporate Multiculturalism Into the Classroom”. Multicultural education is based on social justice and educational equality. Whitney goes on to explain that multicultural texts can help connect people of different backgrounds. She also thinks that teaching writing styles of various backgrounds allow students to better appreciate and understand what is around them.
The third step is “Create a Learning Environment Rich in Oral Language”. Whitney goes on to explain how students/children learn from speaking and listening. Recent studies show that students proficient in oral language are also more proficient in reading and writing. She believes that the use of small group discussions and brainstorming will help students develop.
The fourth step is “Encourage and Demonstrate Code-Switching in the Classroom”. Code switching is using different forms of language in appropriate situations. She thinks when teachers work with students with the difference between AAVE and Standard English they are less likely to use features of AAVE in their writing. Understanding code-switching will allows teachers to better understand students. To do this successfully in the classroom teachers must incorporate activities that demonstrate racial tolerance.
The final step is “Allow Students to Write Like Real Writers”. Real writers have a clear definition of self. She believes that students to write for different audiences and to understand the mission of the languages. When students are aware of their audience, they are able to reflect better on their words.
Sunday, March 22, 2009
Dw 3a
Main ideas:
1. Can black students be carried along on the wave of improvement?
2. English departments nationwide are devolving the ways to improve the writing skills of students.
3. Breaking down of labels.
4. Social dominance
5. Teachers are of key importanace
Supporting evidence:
1. “A dramatic increase has occurred in the number of workshops, conferences, and institutes conducted to promote the teaching of writing.
2. “Teachers are being retrained and equipped with the skills to help students become effective writers.”
3. “…if writing teachers are willing to deemphasize the labels and concentrate instead on teaching students, they will discover that preparing black students to write standard English, although somewhat difficult, is an attainable goal.”
4. “..they are showing sympathy toward their black students for perceived social injustices which they believe have limited the students’ capacity to perform on a level of comparable to that of their white counterparts”
5. “Today’s automated society does not have room for the man or woman who lacks skill in the language of education”
6. “Teachers must demonstrate confidence”
7. “Teachers must display high expectations for the students’ success.”
8. “Students muse be aided in making the distinction between their oral speech and standard English.”
She explains in her writing that students need to become more effective writers in the classroom. She also goes on to explain that the expectations for black students and white students need to be the same in order to gain results. Teachers play a huge part in this. They have to have one on one meetings with students as well as grade every student the same way. They also need to learn when to fail and let students succeed. Learning when to correct and student and when not to is a huge part of the educational process for the student.
Nambhard does not talk about AAVE use in composition studies. She mainly focuses on schools improving the writing styles of students. They way she almost avoids talking about BE in composition studies represents her feelings of the use of it. I believe that Nambhard thinks the composition studies should be written in Standard English. She is really missing out on the connection between AAVE and composition studies. She also does not make a connection between the spoken languages the written language. She focuses more on improving writing skills and not so much on speaking skills. She mentions the importance of the distinction between standard English and spoken but she does not explain they ways to improve on spoken language.
1. Can black students be carried along on the wave of improvement?
2. English departments nationwide are devolving the ways to improve the writing skills of students.
3. Breaking down of labels.
4. Social dominance
5. Teachers are of key importanace
Supporting evidence:
1. “A dramatic increase has occurred in the number of workshops, conferences, and institutes conducted to promote the teaching of writing.
2. “Teachers are being retrained and equipped with the skills to help students become effective writers.”
3. “…if writing teachers are willing to deemphasize the labels and concentrate instead on teaching students, they will discover that preparing black students to write standard English, although somewhat difficult, is an attainable goal.”
4. “..they are showing sympathy toward their black students for perceived social injustices which they believe have limited the students’ capacity to perform on a level of comparable to that of their white counterparts”
5. “Today’s automated society does not have room for the man or woman who lacks skill in the language of education”
6. “Teachers must demonstrate confidence”
7. “Teachers must display high expectations for the students’ success.”
8. “Students muse be aided in making the distinction between their oral speech and standard English.”
She explains in her writing that students need to become more effective writers in the classroom. She also goes on to explain that the expectations for black students and white students need to be the same in order to gain results. Teachers play a huge part in this. They have to have one on one meetings with students as well as grade every student the same way. They also need to learn when to fail and let students succeed. Learning when to correct and student and when not to is a huge part of the educational process for the student.
Nambhard does not talk about AAVE use in composition studies. She mainly focuses on schools improving the writing styles of students. They way she almost avoids talking about BE in composition studies represents her feelings of the use of it. I believe that Nambhard thinks the composition studies should be written in Standard English. She is really missing out on the connection between AAVE and composition studies. She also does not make a connection between the spoken languages the written language. She focuses more on improving writing skills and not so much on speaking skills. She mentions the importance of the distinction between standard English and spoken but she does not explain they ways to improve on spoken language.
Monday, February 23, 2009
Dw 2b
People often regard AAVE as ‘poor English’ or ‘slang’; however, what most people don’t realize is that it is becoming more acceptable and common than ever before. Today’s media sources, such as newspapers, websites, and TV shows, are filled with Black English. Before being assigned this project I though it would be difficult finding a website that commonly appropriated Black English. My results yielded the opposite. I found that many websites used it and I just never noticed it before. The first one I found was filled with Black English in the headlines as well as the articles themselves. TMZ.com is a celebrity gossip and news website that was created as a collaboration between American Online and Telepictures. TMZ stands for Thirty Mile Zone and was created in the 60’s. This website used Black English in many forms to connect with the younger generation who visits the site.
Phrases, such as,“…the most friggin’ sweet ass unedited clip…”, grace the articles on the TMZ website. Words like ‘friggin’’ are not commonly seen in the most news websites. Words like this would not commonly be seen on other news websites such as CNN or Fox News. TMZ uses very relaxed written speech on its website. The website not only uses Black English in the articles, but it also uses it in headlines. The various headlines for photo albums, videos, and main articles are dripping with AAVE. Some of the few hundred photo album titles read: “Gotcha”, “Beggin; and pleasin’” “ Shop ‘Til you drop” and “Wiggin’ Out”, just to name a few. These words are missing ending constants and mixing words together. For example, the ‘g’ in ‘begging and pleasing’ was dropped and ‘got you’ was turned into ‘gotcha’. These are both examples that would have been supported by Smitherman’s “It Bees That Way”. She explains how examples of AAVE have dropped ending constants and mixed words. Black English is more common than people think. The website also uses many of AAVE rhetorical features. For example, ‘We’re Just Sayin’’ is a commonly seen title. It is also written at the very end of the excerpt. It not only uses the style previously explained by Smitherman, but it also uses the rhetoric AAVE feature of call and response. Call and response is a constant connection with the question and the text at hand. They keep saying it over and over again to get the reader to understand that it is just an opinion and not a true fact. “The kitchen sink is not included, presumably because Paula couldn't figure out a way to stamp her name on it.” This example, used in an article about a lawsuit against Paula Deen, utilizes signifying. Signifying is the use of indirect or opposite logic to prove a point. TMZ used this strategy as if to say “everything but the kictchen sink.” The use of AAVE rhetoric strategies and arrangement is highly prevalent on the TMZ website.
After analyzing the assigned readings, I connected most with Lisa Nakamura and her book ‘Cybertyping and the Work of Race in the Age of Digital Reproduction’. After reading her piece, I do not believe that she would agree with my argument. I feel that Black English is becoming more familiar and standard and that is why it is used in public domain. Nakamura feels that the internet is mainly directed towards white users. She feels that AAVE isn’t truly being represented. The TMZ site proved otherwise. Not only did it have direct references but it also used more subtle rhetoric strategies. She also goes on to say that the white people use AAVE and it results in a negative depiction of African Americans. However I do not agree with this statement. I believe that AAVE is being adapted by white internet users because it is easier to use. Similarly, it has become more popular and widely accepted. I believe the replication is the best form of flattery. The language is being adapted to many cultures and should be embraced for its popularity and acceptability. “…the internet is a place where race happens; even in the absence of color, images of race and racialism proliferate in cyberspace.”, that statement by Nakamura embellishes her ideas. She concludes that race and racism are prevalent on the web. I think that websites such as TMZ, Blackplanet, and Facebook are examples that the barrier of race is not as strong as she believes. Websites are beginning to appropriate Black English without readers even realizing it because it is becoming a normalcy.
TMZ.com is just one example of a website that uses Black English. The number of sites that are beginning to appropriate Black English into their everyday language is huge. Sites are using AAVE to connect with a larger audience. They may be using it to attract the African American race, or in most cases the younger generation. Websites the report popular news and gossip, like TMZ and People, contain more Black English than other sites like academic or primary information sites. This is because it grabs attention. Also, using more common words and slang makes topics easier to understand. Popular websites are not as formal or serious as other sites, which makes the use of Black English on them appropriate.
Phrases, such as,“…the most friggin’ sweet ass unedited clip…”, grace the articles on the TMZ website. Words like ‘friggin’’ are not commonly seen in the most news websites. Words like this would not commonly be seen on other news websites such as CNN or Fox News. TMZ uses very relaxed written speech on its website. The website not only uses Black English in the articles, but it also uses it in headlines. The various headlines for photo albums, videos, and main articles are dripping with AAVE. Some of the few hundred photo album titles read: “Gotcha”, “Beggin; and pleasin’” “ Shop ‘Til you drop” and “Wiggin’ Out”, just to name a few. These words are missing ending constants and mixing words together. For example, the ‘g’ in ‘begging and pleasing’ was dropped and ‘got you’ was turned into ‘gotcha’. These are both examples that would have been supported by Smitherman’s “It Bees That Way”. She explains how examples of AAVE have dropped ending constants and mixed words. Black English is more common than people think. The website also uses many of AAVE rhetorical features. For example, ‘We’re Just Sayin’’ is a commonly seen title. It is also written at the very end of the excerpt. It not only uses the style previously explained by Smitherman, but it also uses the rhetoric AAVE feature of call and response. Call and response is a constant connection with the question and the text at hand. They keep saying it over and over again to get the reader to understand that it is just an opinion and not a true fact. “The kitchen sink is not included, presumably because Paula couldn't figure out a way to stamp her name on it.” This example, used in an article about a lawsuit against Paula Deen, utilizes signifying. Signifying is the use of indirect or opposite logic to prove a point. TMZ used this strategy as if to say “everything but the kictchen sink.” The use of AAVE rhetoric strategies and arrangement is highly prevalent on the TMZ website.
After analyzing the assigned readings, I connected most with Lisa Nakamura and her book ‘Cybertyping and the Work of Race in the Age of Digital Reproduction’. After reading her piece, I do not believe that she would agree with my argument. I feel that Black English is becoming more familiar and standard and that is why it is used in public domain. Nakamura feels that the internet is mainly directed towards white users. She feels that AAVE isn’t truly being represented. The TMZ site proved otherwise. Not only did it have direct references but it also used more subtle rhetoric strategies. She also goes on to say that the white people use AAVE and it results in a negative depiction of African Americans. However I do not agree with this statement. I believe that AAVE is being adapted by white internet users because it is easier to use. Similarly, it has become more popular and widely accepted. I believe the replication is the best form of flattery. The language is being adapted to many cultures and should be embraced for its popularity and acceptability. “…the internet is a place where race happens; even in the absence of color, images of race and racialism proliferate in cyberspace.”, that statement by Nakamura embellishes her ideas. She concludes that race and racism are prevalent on the web. I think that websites such as TMZ, Blackplanet, and Facebook are examples that the barrier of race is not as strong as she believes. Websites are beginning to appropriate Black English without readers even realizing it because it is becoming a normalcy.
TMZ.com is just one example of a website that uses Black English. The number of sites that are beginning to appropriate Black English into their everyday language is huge. Sites are using AAVE to connect with a larger audience. They may be using it to attract the African American race, or in most cases the younger generation. Websites the report popular news and gossip, like TMZ and People, contain more Black English than other sites like academic or primary information sites. This is because it grabs attention. Also, using more common words and slang makes topics easier to understand. Popular websites are not as formal or serious as other sites, which makes the use of Black English on them appropriate.
Sunday, February 15, 2009
DW 2A
People often regard AAVE as ‘poor English’ or ‘slang’; however, what most people don’t realize is that it is becoming more acceptable and common than ever before. Today’s media sources, such as newspapers, websites, and TV shows, are filled with black slang. Before being assigned this project I though it would be difficult finding a website that commonly appropriated Black English. My results yielded the opposite. I found that many websites used it and I just never noticed it before. The first one I found was filled with Black English in the headline as well as the articles themselves. TMZ.com is a celebrity gossip and news website that was created as a collaboration between American Online and Telepictures. TMZ stands for Thirty Mile Zone and was created in the 60’s. This website used Black English in many forms to connect with the younger generation who visits the site.
Phrases, such as “And ain’t this sweet…”, “The dude on ‘Project Runway’”, “…beat the crap out of…”, and “…the most friggin’ sweet ass unedited clip…”, grace the articles on the TMZ website. Words like ‘ain’t’ and ‘dude’ are not commonly seen in the most news websites. These are both Black English sayings. Words like this would not commonly be seen on other news websites such as CNN or Fox News. TMZ uses very relaxed written speech on its website. The website not only uses Black English in the articles, but it also uses it in headlines. The various headlines for photo albums, videos, and main articles are dripping with AAVE. Some of the few hundred photo album titles read: “Gotcha”, “Beggin; and pleasin’” “ Shop ‘Til you drop” and “Wiggin’ Out”, just to name a few. These words are missing ending constants and mixing words together. For example, the ‘g’ in ‘begging and pleasing’ was dropped and ‘got you’ was turned into ‘gotcha’. These are both examples that would have been supported by Smitherman’s “It Bees That Way”. She explains how examples of AAVE have dropped ending constants and mixed words. Black English is more common than people think. It is becoming a larger part of everyday language.
TMZ.com is just one example of a website that uses Black English. The number of sites that are beginning to appropriate Black English into their everyday language is huge. Sites are using AAVE to connect with a larger audience. They may be using it to attract the African American race, or in most cases the younger generation. Websites the report popular news and gossip, like TMZ and People, contain more Black English than other sites like academic or primary information sites. This is because it grabs attention. Also, using more common words and slang makes topics easier to understand. Popular websites are not as formal or serious as other sites, which makes the use of Black English on them appropriate.
Phrases, such as “And ain’t this sweet…”, “The dude on ‘Project Runway’”, “…beat the crap out of…”, and “…the most friggin’ sweet ass unedited clip…”, grace the articles on the TMZ website. Words like ‘ain’t’ and ‘dude’ are not commonly seen in the most news websites. These are both Black English sayings. Words like this would not commonly be seen on other news websites such as CNN or Fox News. TMZ uses very relaxed written speech on its website. The website not only uses Black English in the articles, but it also uses it in headlines. The various headlines for photo albums, videos, and main articles are dripping with AAVE. Some of the few hundred photo album titles read: “Gotcha”, “Beggin; and pleasin’” “ Shop ‘Til you drop” and “Wiggin’ Out”, just to name a few. These words are missing ending constants and mixing words together. For example, the ‘g’ in ‘begging and pleasing’ was dropped and ‘got you’ was turned into ‘gotcha’. These are both examples that would have been supported by Smitherman’s “It Bees That Way”. She explains how examples of AAVE have dropped ending constants and mixed words. Black English is more common than people think. It is becoming a larger part of everyday language.
TMZ.com is just one example of a website that uses Black English. The number of sites that are beginning to appropriate Black English into their everyday language is huge. Sites are using AAVE to connect with a larger audience. They may be using it to attract the African American race, or in most cases the younger generation. Websites the report popular news and gossip, like TMZ and People, contain more Black English than other sites like academic or primary information sites. This is because it grabs attention. Also, using more common words and slang makes topics easier to understand. Popular websites are not as formal or serious as other sites, which makes the use of Black English on them appropriate.
Tuesday, January 27, 2009
DW 1 A
In today’s society people speak in many codes. I notice myself changing the way I speak depending on my atmosphere. I know when I need to be formal and when I can relax with my speech. I also use different forms of speaking with my writing. I use both formal and informal writing styles. Technology such as cell phones and computers have allowed for many new codes to emerge. The way I speak in class may not be the way I talk in the dorm with my roommate. Similarly, the way I speak on the phone to my parents is not the same way I will speak to my friends. New technology programs like facebook and txt-messaging also allow me to “play” with the way I speak. Sources like these allow me to use acronyms and just be very loose with my language choices. For the duration of this post I will focus on the differences between the way I speak at home and at school.
At home I am very relaxed with my speech. I do not always speak in complete sentences and I feel comfortable using words that would not be acceptable/ appropriate in other places (curse words). The main way I speak at home with my parents and friends is with a lot of sarcasm. People who do not know me well may think I have a huge attitude problem or that I am just not a very nice person. However, that’s not the case (I hope) so I only speak that way with my family and friends. I also use a significant amount of slang at home instead of “proper English”. Words like whatcha, dunno, prolly, and whateves are words that I commonly use in my home. At home I like to use the computer and txt on my phone. Here my language is the most simple and relaxed. I use acronyms such as lol, wtf, and btw a lot. My friends understand what I am talking about, but my older professors and teachers in school may not interpret this speech easily.
While at school I try to use proper English the entire time. While I was growing up I was taught that standard English was the correct way to speak. I attended a very small private school in elementary and middle school. Here I was corrected right away if I made a grammatical error while speaking. Even though this was very tedious and annoying it did help be speak better. I was able to converse easily with others and felt confident in answering questions and giving presentations. I learned quickly that the way I spoke at home was not the way I could speak at school. This allowed me to create to codes. School is also where I use proper English because all of my assignments and papers need to be in standard English and not contain slang words. In high school I had very strict English teachers who did not allow any slang words to be used in writings. I also felt personally that proper/standard English was correct to use at school because it gives off the impression intelligence. People judge people they do not know based on their appearance and the way they speak. In school I wanted to be perceived as very intelligent and articulate. I believe that my language at school is more sophisticated that my language at home.
For years people have been using code-switching in their daily lives. The most common example is language use at home and at school. Language is different for everyone around the world. The way I speak and interpret language may not be the same for the person who sits next to me in class, or who teaches my class, or a foreign minister. Language is so diverse which makes it so interesting. With language there is no right or wrong answer.
I have never realized how much my language actually differs from the home and school until I took this class and was told to take note of it. I thought the way I was speaking was the same in both cases. After reading the assigned articles, I believe that Redd and Webb would support my ideas. In their writing. In the articles 'Nature of AAE' and 'What are the Distinctive Features of AAE?' by Redd and Webb, they explain the differences and similarities between AAE and standardized English. They further go on and explain what AAE is and how it can be interpreted. I believe they would support my essay because I compare and contrast the slang I use at home to the standard English I use at home. They say "But African American students are unlikely to incorporate such language in their high school and college essays: they recognize these words as slang and are mindful that most teachers frown on colloquialisms in academic writing. If they can switch to Standard English easily, they may even avoid using slang in class discussions." This quote supports my essay. I stated that I use Standard English at school because I know it is more acceptable and appropriate to use compared to slang. If Redd and Webb were to read my essay I believe they would support my ideas.
At home I am very relaxed with my speech. I do not always speak in complete sentences and I feel comfortable using words that would not be acceptable/ appropriate in other places (curse words). The main way I speak at home with my parents and friends is with a lot of sarcasm. People who do not know me well may think I have a huge attitude problem or that I am just not a very nice person. However, that’s not the case (I hope) so I only speak that way with my family and friends. I also use a significant amount of slang at home instead of “proper English”. Words like whatcha, dunno, prolly, and whateves are words that I commonly use in my home. At home I like to use the computer and txt on my phone. Here my language is the most simple and relaxed. I use acronyms such as lol, wtf, and btw a lot. My friends understand what I am talking about, but my older professors and teachers in school may not interpret this speech easily.
While at school I try to use proper English the entire time. While I was growing up I was taught that standard English was the correct way to speak. I attended a very small private school in elementary and middle school. Here I was corrected right away if I made a grammatical error while speaking. Even though this was very tedious and annoying it did help be speak better. I was able to converse easily with others and felt confident in answering questions and giving presentations. I learned quickly that the way I spoke at home was not the way I could speak at school. This allowed me to create to codes. School is also where I use proper English because all of my assignments and papers need to be in standard English and not contain slang words. In high school I had very strict English teachers who did not allow any slang words to be used in writings. I also felt personally that proper/standard English was correct to use at school because it gives off the impression intelligence. People judge people they do not know based on their appearance and the way they speak. In school I wanted to be perceived as very intelligent and articulate. I believe that my language at school is more sophisticated that my language at home.
For years people have been using code-switching in their daily lives. The most common example is language use at home and at school. Language is different for everyone around the world. The way I speak and interpret language may not be the same for the person who sits next to me in class, or who teaches my class, or a foreign minister. Language is so diverse which makes it so interesting. With language there is no right or wrong answer.
I have never realized how much my language actually differs from the home and school until I took this class and was told to take note of it. I thought the way I was speaking was the same in both cases. After reading the assigned articles, I believe that Redd and Webb would support my ideas. In their writing. In the articles 'Nature of AAE' and 'What are the Distinctive Features of AAE?' by Redd and Webb, they explain the differences and similarities between AAE and standardized English. They further go on and explain what AAE is and how it can be interpreted. I believe they would support my essay because I compare and contrast the slang I use at home to the standard English I use at home. They say "But African American students are unlikely to incorporate such language in their high school and college essays: they recognize these words as slang and are mindful that most teachers frown on colloquialisms in academic writing. If they can switch to Standard English easily, they may even avoid using slang in class discussions." This quote supports my essay. I stated that I use Standard English at school because I know it is more acceptable and appropriate to use compared to slang. If Redd and Webb were to read my essay I believe they would support my ideas.
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