Annotated Bibliography

Ball, Aretha. "Expository Writing Patterns of African American Students." The English Journal 85(1996): 27-36.

Aretha Ball reports on a case study in this article of four African American students from their 11^th to 12^th grade years.  Her study revealed the link between oral and written expression.  I will use Ball’s journal to display the richness that AAVE can bring to composition studies.

Bruch, Patrick, and Richard Marback. "Race, Literacy and the Value of Rights Rhetoric in Composition Studies." College Composition and Communication 53(2002): 651-674.

Patrick Bruch and Richard Marback discuss the CCCC’s SRTOL with regard to composition and public policy.  Comparing the two they talk about historical events such as the Civil Rights Movement of the 1960’s.  I will use this article in my paper to show that although the field of composition studies is ready to accept AAVE, the public may not be.

Canagarajah, A. Suresh. "Safe Houses in the Contact Zone: Coping Strategies of African-American Students in the Academy." College Composition and Communication 48(1997): 173-196.

In this journal, Canagarajah incorporates the idea of a “safe house” into the writing of AAVE speakers.  He analyzes a class of mostly African Americans and shows how their written language changes as they become more comfortable around he and the other students.  I will use this in my paper to show that the field recognizes AAVE as an acceptable way to write.

Olson, Gary . "Critical Pedagogy and Composition Scholarship." College Composition and Communication 48(1997): 297-303.

Gary Olson’s article looks at the history of AAVE in composition studies.  Talking about how in the past composition studies was generally a conservative discipline, it is also progressivist.  I plan to use this article to talk about the past of AAVE in composition studies.

DW3b

Patrick Bruch, Richard Marback

Race, Literacy, and the Value of Rights Rhetoric in Composition Studies

 

            In this recent article by Patrick Bruch and Richard Marback, the use of language is discussed in both composition studies and by public policy.  The authors compare and contrast the ways that language is allowed to be used and how it is to be used appropriately. 

            First, talking about the CCCC’s resolution of Student’s Right to Their Own Language (SRTOL), the authors discuss how language is accepted in composition studies.  The CCCC’s resolution describes the right to their own language in the classroom, but not necessarily outside of the classroom.  In this way, the right to one’s own language is very limited due to the racial judgments made by people outside of the classroom.  The authors demonstrate these differences in their writing, “For at least the last twenty-five years, the use of a rights rhetoric in composition studies to advance the cause of racial equality contrasts with uses of rights rhetoric in public policy that limit the prospects for racial equality.”  In this passage, the authors are explaining one of the flaws of SRTOL.  The rights rhetoric have been working for racial equality in the field of composition studies and yet rights rhetoric by public policy is not helping to work for the same goal.  In order to truly give students a right to their own language people need to accept that language in both the classroom and in everyday life.  Later in the journal:

 “While the President could and did aggressively deploy National Guard troops for the purpose of safeguarding the right to vote of southern blacks, placing this force in the service of the legislative rhetoric of civil rights ultimately did not compel a culture of toleration.”

            This passage brings the comparison of the civil rights movement to the fight for the end of linguicism.  Although people high up in the government were working for equality in the 1960’s, nothing could truly happen until people within the communities accepted everyone as equals.  This is what the authors mean when they talk about “rights rhetoric by public policy”.  Without public policy being that linguicism is unacceptable, it will be impossible for SRTOL to make a difference in the classroom because it will have no weight outside the classroom.

            In this journal, AAVE is viewed as something that should be accepted in communities.  Although it is not directly discussed, the tone and examples of the authors show that AAVE is seen as something that is good and something that can help people express themselves.

 

DW3a

Lisa Zuidema

“Myth Education: Rationale and Strategies for Teaching against Linguistic Prejudice”

            In Lisa Zuidema’s journal on the comparison of different dialects, including Standard English, Appalachian English, and Ebonics, she looks to find the roots of where linguistic prejudice comes from.  Zuidema talks about the assumptions that people make when hearing how a certain person speaks or writes.  Zuidema also talks about the CCCC resolution “Students’ Right to Their Own Language” (SRTOL).  Zuidema brings up the fact that although the resolution addresses the need to educate teachers and administration of students’ right to their own language, it does not address the problem of educating other students of everyone’s right to their own language.  This point shows that although educating teachers is a step in the right direction there are still moves to be made in the elimination of linguistic prejudice.  She selects four myths about language and explains how they are incorrect.  Using her research to back her up, Zuidema disproves the main ideas that many people have about different dialects.  Zuidema shows that does not need to follow the rules of grammar, all dialects have grammatical rules, Standard English is not better than other dialects, and English is not worse than it used to be.  She goes on to say that not only pointing out the myths is enough.  We need to be sure to prove that the myths are wrong and show the ways that the myths can be disproven in everyday life.  In this writing it seems to say that Ebonics is a legitimate dialect of English and should be accepted by people in many different environments.  It shows the reasons for why Ebonics should be appropriate in school settings because of the large amount of students who use Ebonics.  An argument of Ebonics role in composition studies is not made clearly in this journal, but if put into motion, the suggestions Zuidema makes could lead to using Ebonics to work with composition studies.

IAR 2

IAR of Lisa Nakamura

 

What is invention?

Research on technology and its connection to race.  Research on racial differences in access and use of technology.

What is being invented?

Digital Divide.  Idea that technology was not available to have-nots when it was most important, cybertyping. 

What is being arranged?

Internet being related to racial differences.

What is arrangement?

Compare/contrast of different racial groups and their connections to technology.

What is being revised?

Stop the racial effects of the Internet.  Use it as a tool for knowledge not a tool for discrimination.  Also, promote access to technology for all (although it won’t stop race altogether).  Challenge the idea that the Internet is free of race.

What is revision?

Change by people dropping racial stereotypes completely.