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,
Monday, March 30, 2009
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.
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