For one of the genres for my MGE, I'm going to use Group Three, the "School" Writing genre. For the "School" Writing genre, I'm going to make a worksheet for students. Because my main theme for my MGE is the usage of AAVE, the first portion of my worksheet will be a matching section, where students take AAVE words and try to match them with SE words that correlate. For example, students would match the word "Ice" and the word "jewelry." "Ice" in AAVE means expensive jewelry. Another example would be the word "crib" and how it compares to the SE word "home." I would use 15-20 words or so for the students to compare. For the next section, I will have a fill in the blank section where students will use the words from the first section to fill in the blank in complete sentences. For example, "After class, Dwayne and I went back to my ______." In this instance, the student would want to use the word "crib" to complete the sentence. For the final section, I will take the words and make a crossword puzzle that will have clues to help the students decide where each word is placed inside the crossword puzzle. I think that with these three activities, the students will have a good initial grasp on AAVE usage. Between the type of Black Dialect words and their usage in sentences, the reader will be able to understand how AAVE is used.
For my second genre, I'm going to use Group Four - "Personal/Private" Writing. For Group Four, I'm going to use an e-mail exchange between two people. One of the persons will be a Standard English speaker, and the second person will be a African American Vernacular speaker. In the e-mail conversation, the two speakers will talk about a common subject, with each person using two different dialects. The students will each talk about their days and plans that they have in the future. The two friends will have an average conversation that will be able to expand many different subjects. It will show how African American Vernacular English can be used in any context and with any subject matter. By the end of the conversation, the two friends will be able to relate each others dialects and how similar both Standard English and African American Vernacular English are as forms of communication. They realize that though they are different, they are both adequate forms of communicating. They point of this conversation is for the reader to see the similarity between the two different dialects. The reader will be able to see how AAVE is used in comparison to SE in real life conversation.
The point of both of these groups is to show how AAVE is used in common conversation. The point is for the reader to be able to take away how AAVE is actually used in conversation. Not only will the readers be able to see how it is used, but they will also be able to participate in how it is used.
Sunday, April 19, 2009
Sunday, April 12, 2009
DW 4a
African American Vernacular English is a very complex dialect. There are many complexities that have to deal with when and where Black Dialect speakers actually use AAVE is used as well as why BD speakers use AAVE. I'm going to discuss how AAVE is used/not used in different environments.
Black dialect is used in all forms of communication. As long as their is a mode of communication, AAVE can be used. It is used in daily conversation, as well as over the internet, and also schools. There are places where AAVE is spoken, like in home life, and there are times where it is not spoken, like at schools and work. Growing up, you learn your very first dialect. When you care younger, you use that dialect because its the only one you know, but as you grow older, you gain alternate dialects and then you begin using them at different times. But when you come home, it is easy to refute back to the time where you spoke freely in the dialect that felt most comfortable in the situation. AAVE is not the standard language in the work place. Actually, Standard English is the the standard language for more workplaces. Because of this, classrooms try to help AAVE speakers to write and speak in Standard English more fluently. Judith Nembhard gave tips on how to successfully teach AAVE speakers SE. For example, Nembhard states, "Teachers must demonstrate confidence in the students as potential learners"(Nembhard 437).
AAVE is also used on the internet. The internet is an environment where anyone can use any kind of language they like. There is no standard language, it is whatever language you are comfortable using. BD speakers will use AAVE all the time on the internet. On his blog, Kanye West posts photos of a beautiful models. Upon reading a post that was picture of a beautiful woman, “adubbisfinallyfamous“ had said, “she got dem boyz for a nigga and dey are natural. thats what i like about her” (Kanye West Blog, “Veronica Zemanova,” par. 10). On the internet, thsoe who see the things that you say cannot directly see you say it. You're guarded by the internet, because you are able use any kind of language you'd like without worry what someone might think.
Black Dialect is not used in composition journal writings. Though a journal article may discuss the issue of AAVE and AAVE usage, it will never be written in Black Dialect. Instead, it is written in Standard English. Here is an excerpt for a journal article written entirely in SE by Valerie Kinloch with tips that can be implemented to help students to get involved in the study of AAVE: "Invite students into a discussion of phonology, semantics, syntax, accent, and dialect"(Kinloch 105). The quote directly relates to a tip that Kinloch I believe that this is true is because SE is a more standardized form of communication with which more people can communicate with.
These are just a few examples of when and where AAVE is used.
Works Cited
Kanye Universe City. 2009. Kanye West/Mascotte Holdings, LLC. 3 March 2009.
< http://www.kanyeuniversecity.com/blog/?>.
Kinloch, Valerie F. "Revisiting the Promise of "Students' Right to Their Own Language": Pedagogical Strategies." College Composition and Communication 57 (2005): 83-113.
Nembhard, Judith P. “A Perspective on Teaching Black Dialect Speaking Students to Write Standard English.” A Reader for Writers. U.S.A.: The McGraw-Hill Companies, Inc., 2008.
Black dialect is used in all forms of communication. As long as their is a mode of communication, AAVE can be used. It is used in daily conversation, as well as over the internet, and also schools. There are places where AAVE is spoken, like in home life, and there are times where it is not spoken, like at schools and work. Growing up, you learn your very first dialect. When you care younger, you use that dialect because its the only one you know, but as you grow older, you gain alternate dialects and then you begin using them at different times. But when you come home, it is easy to refute back to the time where you spoke freely in the dialect that felt most comfortable in the situation. AAVE is not the standard language in the work place. Actually, Standard English is the the standard language for more workplaces. Because of this, classrooms try to help AAVE speakers to write and speak in Standard English more fluently. Judith Nembhard gave tips on how to successfully teach AAVE speakers SE. For example, Nembhard states, "Teachers must demonstrate confidence in the students as potential learners"(Nembhard 437).
AAVE is also used on the internet. The internet is an environment where anyone can use any kind of language they like. There is no standard language, it is whatever language you are comfortable using. BD speakers will use AAVE all the time on the internet. On his blog, Kanye West posts photos of a beautiful models. Upon reading a post that was picture of a beautiful woman, “adubbisfinallyfamous“ had said, “she got dem boyz for a nigga and dey are natural. thats what i like about her” (Kanye West Blog, “Veronica Zemanova,” par. 10). On the internet, thsoe who see the things that you say cannot directly see you say it. You're guarded by the internet, because you are able use any kind of language you'd like without worry what someone might think.
Black Dialect is not used in composition journal writings. Though a journal article may discuss the issue of AAVE and AAVE usage, it will never be written in Black Dialect. Instead, it is written in Standard English. Here is an excerpt for a journal article written entirely in SE by Valerie Kinloch with tips that can be implemented to help students to get involved in the study of AAVE: "Invite students into a discussion of phonology, semantics, syntax, accent, and dialect"(Kinloch 105). The quote directly relates to a tip that Kinloch I believe that this is true is because SE is a more standardized form of communication with which more people can communicate with.
These are just a few examples of when and where AAVE is used.
Works Cited
Kanye Universe City. 2009. Kanye West/Mascotte Holdings, LLC. 3 March 2009.
< http://www.kanyeuniversecity.com/blog/?>.
Kinloch, Valerie F. "Revisiting the Promise of "Students' Right to Their Own Language": Pedagogical Strategies." College Composition and Communication 57 (2005): 83-113.
Nembhard, Judith P. “A Perspective on Teaching Black Dialect Speaking Students to Write Standard English.” A Reader for Writers. U.S.A.: The McGraw-Hill Companies, Inc., 2008.
Monday, March 30, 2009
DW 3b
I choose to compare the article, "A perspective on teaching Black Dialect speaking students to write Standard English," by Judith Nembhard from A reader from writers, and an article from the Scholarly Journal The English Journal called, "Five Easy Pieces: Steps towards integrating AAVE into the classroom." by Jessica Whitney.
On the surface, both of these article seem very similar. They both are primarily about how to 1. Represent AAVE in a composition, and 2. How to successfully teach BD speakers. Coincidentally enough, both articles summarize there points into steps in which, if completed, can help teachers successfully incorporate AAVE into their classes. The difference is that Nembhard's suggestions are very teacher-student orientated, while Whitney's suggestions are very teacher-classroom orientated. What I mean by this, is that Nembhard's suggestion lean more towards the AAVE speaker, the teacher, and how to appeal to their needs, while Whitney's suggestion lean more towards a classroom environment and the teacher, where you do things to your curriculum to incorporate Multiculturalism. For example, Nembhard suggests, "Students must be required to do some of their writing in class"(Nembhard 439). She suggests allowing students to have individual time in class to write so that the teacher can be of direct reference for questions and problems. Whitney, on the other hand, makes suggestions such as, "Create a learning environment rich in oral language"(Whitney 66). As you can see, Whitney makes suggests on a broad scale in which these changes can be implemented to the entire class.
On first glance, these to articles seem very very similar. They both have nearly the same subject matter, and they both present said subject matter in a very similar fashion. Essentially, they both give a background of information on the subject, and then go into the suggestion that they've uncovered. Both suggestions by Nembhard and Whitney seem as if their suggestions have already been implemented in their own classroom environments. Nembhard says, "Teachers must not be afraid to give students failing grades if they are warranted"(Nembhard 440). She then explains that though learning to write in SE is difficult for BD speakers, passing grades given for failing work will not help BD speakers achieve their goal. It also appears that Whitney's methods have been implemented into a class as well. She says, "Allow students to write like real writers"(Whitney 68). What she means by this, is that "real writers" know their audience, and while in a particular technic to appeal their audience. Whitney suggest that a curriculum that teachers students to appeal to their specific audience will make their writing much better.
Whitney and Nembhard both have convincing articles that truly give insight on successful methods to incorporate AAVE into the classroom as well on how to sufficiently teach the proper writing methods of SE to BD speakers in a manner in which they can learn it well. While each article shared mostly similarities, their difference allow us to take in both articles separately and in a way in that each one can stand alone.
On the surface, both of these article seem very similar. They both are primarily about how to 1. Represent AAVE in a composition, and 2. How to successfully teach BD speakers. Coincidentally enough, both articles summarize there points into steps in which, if completed, can help teachers successfully incorporate AAVE into their classes. The difference is that Nembhard's suggestions are very teacher-student orientated, while Whitney's suggestions are very teacher-classroom orientated. What I mean by this, is that Nembhard's suggestion lean more towards the AAVE speaker, the teacher, and how to appeal to their needs, while Whitney's suggestion lean more towards a classroom environment and the teacher, where you do things to your curriculum to incorporate Multiculturalism. For example, Nembhard suggests, "Students must be required to do some of their writing in class"(Nembhard 439). She suggests allowing students to have individual time in class to write so that the teacher can be of direct reference for questions and problems. Whitney, on the other hand, makes suggestions such as, "Create a learning environment rich in oral language"(Whitney 66). As you can see, Whitney makes suggests on a broad scale in which these changes can be implemented to the entire class.
On first glance, these to articles seem very very similar. They both have nearly the same subject matter, and they both present said subject matter in a very similar fashion. Essentially, they both give a background of information on the subject, and then go into the suggestion that they've uncovered. Both suggestions by Nembhard and Whitney seem as if their suggestions have already been implemented in their own classroom environments. Nembhard says, "Teachers must not be afraid to give students failing grades if they are warranted"(Nembhard 440). She then explains that though learning to write in SE is difficult for BD speakers, passing grades given for failing work will not help BD speakers achieve their goal. It also appears that Whitney's methods have been implemented into a class as well. She says, "Allow students to write like real writers"(Whitney 68). What she means by this, is that "real writers" know their audience, and while in a particular technic to appeal their audience. Whitney suggest that a curriculum that teachers students to appeal to their specific audience will make their writing much better.
Whitney and Nembhard both have convincing articles that truly give insight on successful methods to incorporate AAVE into the classroom as well on how to sufficiently teach the proper writing methods of SE to BD speakers in a manner in which they can learn it well. While each article shared mostly similarities, their difference allow us to take in both articles separately and in a way in that each one can stand alone.
Annotated Bibliography
Bruch, Patrick, and Richard Marback. "Race, Literacy, and the Value of Rights Rhetoric in Composition Studies." College Composition and Communication 53 (2002): 651-74.
In this article, they discuss Geneva Smitherman’s call for compositionist to renew the fight for language rights. They take up Smitherman’s call by situating the theory of language rights in composition studies in a brief history of rights rhetoric in the United States. With the history of the language rights struggle, I’ll be able to discuss how the discussion of AAVE in composition studies have evolved over time.
Hollie, Sharroky. "Acknowledging the Language of African American Students: Instructional Strategies." The English Journal 90 (2001): 54-59.
This article is about the ways in which that teachers can successfully teach Black Dialect speakers literacy in more than BD and increase the overall literacy level of AAVE speakers. They discuss how after many years of literary research of BD speakers that the speakers of BD would be better recognized and better systems could be implemented to help teach BD speakers. I think that the discussion of what research has proved and what is left to be done with show what kind of strides that AAVE research in composition studies has made.
Kinloch, Valerie F. "Revisiting the Promise of "Students' Right to Their Own Language": Pedagogical Strategies." College Composition and Communication 57 (2005): 83-113.
This article discusses the historical importance of the SRTOL resolution as well as the critique of the student-teacher exchange. As well, it discusses the furthering of language variation in composition courses. I believe that the information about historical significance of the SRTOL and how the infusion of AAVE in composition courses can be inherited within pedagogical setting will help show how AAL is discussed and how it has changed over time.
Whitney, Jessica. "Five Easy Pieces: Steps toward Integrating AAVE into the Classroom." The English Journal 94 (2005): 64-69.
The article discusses the ways in which teachers can successfully incorporate AAVE into their curriculum. Whitney establishes five easy steps towards integrating AAVE in the classroom which allows the teacher to effectively teach black dialect students. Most schools have students with linguistic differences, and with this difference one must devise appropriate tools to teach those who speak non-standard dialects. I believe that Whitney’s suggestion towards helping AAVE writers will be beneficial in explaining the changes in writing styles in today’s school and how AAVE usage can be properly incorporated into the content.
In this article, they discuss Geneva Smitherman’s call for compositionist to renew the fight for language rights. They take up Smitherman’s call by situating the theory of language rights in composition studies in a brief history of rights rhetoric in the United States. With the history of the language rights struggle, I’ll be able to discuss how the discussion of AAVE in composition studies have evolved over time.
Hollie, Sharroky. "Acknowledging the Language of African American Students: Instructional Strategies." The English Journal 90 (2001): 54-59.
This article is about the ways in which that teachers can successfully teach Black Dialect speakers literacy in more than BD and increase the overall literacy level of AAVE speakers. They discuss how after many years of literary research of BD speakers that the speakers of BD would be better recognized and better systems could be implemented to help teach BD speakers. I think that the discussion of what research has proved and what is left to be done with show what kind of strides that AAVE research in composition studies has made.
Kinloch, Valerie F. "Revisiting the Promise of "Students' Right to Their Own Language": Pedagogical Strategies." College Composition and Communication 57 (2005): 83-113.
This article discusses the historical importance of the SRTOL resolution as well as the critique of the student-teacher exchange. As well, it discusses the furthering of language variation in composition courses. I believe that the information about historical significance of the SRTOL and how the infusion of AAVE in composition courses can be inherited within pedagogical setting will help show how AAL is discussed and how it has changed over time.
Whitney, Jessica. "Five Easy Pieces: Steps toward Integrating AAVE into the Classroom." The English Journal 94 (2005): 64-69.
The article discusses the ways in which teachers can successfully incorporate AAVE into their curriculum. Whitney establishes five easy steps towards integrating AAVE in the classroom which allows the teacher to effectively teach black dialect students. Most schools have students with linguistic differences, and with this difference one must devise appropriate tools to teach those who speak non-standard dialects. I believe that Whitney’s suggestion towards helping AAVE writers will be beneficial in explaining the changes in writing styles in today’s school and how AAVE usage can be properly incorporated into the content.
Sunday, March 22, 2009
DW 3a
I studied the reading " A Perspective on Teaching Black Dialect Speaking Students to Write Standard English," By Judith P. Nembhard from A Reader for Writers. Summarized, the article talks about the surge to improve the writing skills of all students, but questions is black students can be carried along with this wave of improvement. Nembhard then continues to say why teaching black students is an attainable goal. Teachers must rebel against the thought that SE cannot be taught to black dialect speakers. She believes that when teaching BD speakers SE, that it cannot be taught in a manner to replace their first language. She states:
The object is not to eradicate the first-learned language... Rather, the aim of teaching composition to black speakers is to provide the with effective communication skills and to help the recognize that the individual who harbors and hope of ever being in a position to help influence change or correcet social injustice (Nembhard 435).
Judith believes that learning SE will be a great way to open doors to do more things. With this dialect to communicate, a BD speaker can do more things than they could have done with a black dialect. Nembhard gives 8 essential tips to what is needed for teachers to successfully teach black dialect speakers Standard English. They include:
1. Teachers must demonstrate confidence in the students as potential learners... 2. Teachers must display high expectations for the students' success... 3. Students must be aided in making the distinction between oral speech and Standard English... 4. Writing assignments must be graded fairly but thoroughly... 5. All English teachers must set aside time for conferences with students... 6. Students must be required to do some writing in class... 7. Students must be provided with outside-of-class support... 8. Teachers must not be afraid to give their students failing grades(Nembhard 436-437).
I think the article discusses the importance of BD as a cultural language, but is more dedicated in how BD speakers can be successfully taught SE. The author beleives that teaching the usage of SE is important, because it is the most effective form of communication. Nembhard believes that AAVE is a great dialect culturally, but isn't necessarily the best language to effectively communicate. I think it somewhat discusses AAVEs importance in composite studies, because it discusses the importance to effectively teach those who speak black dialect. Its role in composite studies is how to teach the speakers of AAVE to effective communicate with others with the usage of Standard English. This particular article doesn't really discuss the usage of AAVE, but instead discusses how AAVE speakers can be taught to speak more effective forms of communication. I believe it could have more through discussed the effectiveness in learning AAVE and how its usage is beneficial in daily use. It agrees with its importance as a cultural dialect, but does discuss its importance in usage. Overall, I believe that Nembhard wrote a good article which discussed the issues that she believe were important, which was how to effectively teach SE to black dialect speakers.
The object is not to eradicate the first-learned language... Rather, the aim of teaching composition to black speakers is to provide the with effective communication skills and to help the recognize that the individual who harbors and hope of ever being in a position to help influence change or correcet social injustice (Nembhard 435).
Judith believes that learning SE will be a great way to open doors to do more things. With this dialect to communicate, a BD speaker can do more things than they could have done with a black dialect. Nembhard gives 8 essential tips to what is needed for teachers to successfully teach black dialect speakers Standard English. They include:
1. Teachers must demonstrate confidence in the students as potential learners... 2. Teachers must display high expectations for the students' success... 3. Students must be aided in making the distinction between oral speech and Standard English... 4. Writing assignments must be graded fairly but thoroughly... 5. All English teachers must set aside time for conferences with students... 6. Students must be required to do some writing in class... 7. Students must be provided with outside-of-class support... 8. Teachers must not be afraid to give their students failing grades(Nembhard 436-437).
I think the article discusses the importance of BD as a cultural language, but is more dedicated in how BD speakers can be successfully taught SE. The author beleives that teaching the usage of SE is important, because it is the most effective form of communication. Nembhard believes that AAVE is a great dialect culturally, but isn't necessarily the best language to effectively communicate. I think it somewhat discusses AAVEs importance in composite studies, because it discusses the importance to effectively teach those who speak black dialect. Its role in composite studies is how to teach the speakers of AAVE to effective communicate with others with the usage of Standard English. This particular article doesn't really discuss the usage of AAVE, but instead discusses how AAVE speakers can be taught to speak more effective forms of communication. I believe it could have more through discussed the effectiveness in learning AAVE and how its usage is beneficial in daily use. It agrees with its importance as a cultural dialect, but does discuss its importance in usage. Overall, I believe that Nembhard wrote a good article which discussed the issues that she believe were important, which was how to effectively teach SE to black dialect speakers.
Sunday, February 22, 2009
DW2b
The difference between AAVE on websites and in the readings for class is that in the readings in class, AAVE is presented and discussed as a form of dialect. It is presented in a form in which you can read and understand what is being said with interpretations. As well, the readings in class teach about the use of AAVE. In the Knadler piece, he gives examples from the blogs of his students. Online and from the websites I've analyzed, AAVE is not discussed or analyzed, it is just used. The websites use AAVE in their normal dialect. It is not used to help explain the language, but instead is used because it IS the dialect. Knadler uses AAVE in the examples he gives of his students, such as,"Frequently, she and several other students had created sub-conferences within our larger class chat in which they volleyed back and forth rappers’ misogynistic insults at each other, calling each other 'bitches' and 'ho’s' and saying what they were going to 'play' them." On websits that have AAVE on them, generally speaking it's actual use of the language. On Kanye West's blog, he comments on rumors about him. "Do y'all remember when people said my fiancee was pregnant???? ... I had my own family asking me about that. Now the media is saying I'm going to anger management something or 'nother." The largest difference between the is that the readings we look at explain AAVE, while the websites use AAVE.
Sunday, February 15, 2009
DW2a
I chose to analyze Ebonyjet.com, which is the website for Ebony the Magazine. This website includes a lot of different subjects that you can look at. It's subjects include: Politics and Perspectives, Art and Culture, Entertainment, Multimedia, Tech, Blog, Living, Magazine, and Shop. Each subject has sub-categories that apply to each. This website includes articles about African American living and news, as well as general global news. The website focuses on the lives of African Americans. The magazine includes articles like, "What does black sound like?" which discussed the sound of the current African American music. In an interview with the rapper Lupe Fiasco about what black music sounds like, he said, "Black music is the Black experience in America"(Ebony Magazine). In another issue of the magazine, they have an article which discusses the aftermath of Don Imus' comments about the University of Rutgers' Woman's basketball team, when he called them "Nappy-Headed Hos." They discussed the changes in language in the current media era. Referring to Imus' use of "Nappy-Headed Hos," Q-Tip from A Tribe Called Quest stated, "You have to get to the root of the problem and eradicate it"(Ebony Magazine). The website has a lot of great commentary of the African American language and culture.
Sunday, February 1, 2009
DW 1b
In Geneva Smitherman's article, "From Ghetto Lady to Critical Linguist," she discusses the language barriers between her native dialect and Standard English. She explains that though those who spoke Standard English could understand her regional dialect, "The problem was that there existed a bias against this different-sounding American English emanating from the margins"(Smitherman, p.54). What Smitherman is saying that though communication could be made between different dialects, there was still bias and prejudice towards those who are different then you. Smitherman spoke her regional southern slang and jargon, and historical prejudices compared such dialects to underprivileged and struggling African American race. Racism towards blacks was not yet something of the past, as it is not a thing of the past today, and the simple use of regional dialect could easily bring back racial animosity. Similarly, as a young adult, there is a certain bias that you elders have about you.
It's very easy for parents, elders, and other adults to look down upon your dialect. They do not use the same slang as I do. I use words that elders and adults couldn't even imagine what the meanings were. I could not walk into my house as say to my father, "What's good, Pops?" And I certain could not tell my mother, "My buddy in Brody caught a case because he got caught with a dimebag on him." They would not understand me, and I probably wouldn't want them to understand. But because of this use of slang and jargon, prejudices towards a younger generation and changing times become more severe. I'll tell a joke to my grandparents, or say something sarcastically, and follow it up with, "JK, grandpa!" and they won't understand what I'm talking about. Many times, elders will take the lack of understanding complete understanding as disrespect. It's hard to accept that your current ways are in the past. Prejudices stem of things that are different from your own. What makes the difference is whether or not you are willing to accept these other things.
It's very easy for parents, elders, and other adults to look down upon your dialect. They do not use the same slang as I do. I use words that elders and adults couldn't even imagine what the meanings were. I could not walk into my house as say to my father, "What's good, Pops?" And I certain could not tell my mother, "My buddy in Brody caught a case because he got caught with a dimebag on him." They would not understand me, and I probably wouldn't want them to understand. But because of this use of slang and jargon, prejudices towards a younger generation and changing times become more severe. I'll tell a joke to my grandparents, or say something sarcastically, and follow it up with, "JK, grandpa!" and they won't understand what I'm talking about. Many times, elders will take the lack of understanding complete understanding as disrespect. It's hard to accept that your current ways are in the past. Prejudices stem of things that are different from your own. What makes the difference is whether or not you are willing to accept these other things.
Tuesday, January 27, 2009
DW 1a
In school, you have two different dynamics where you use two different styles of language. One is when you are in classroom among your peers and with your teacher. The other is when you are among your friends. In a classroom you must speak intelligently and with respect. In no way would there be a time where you could say to your teacher "That's a stupid fucking question," or "I think that King Louis the XVI was kind of a pussy." Growing up in school, you acquire an unconscious anxiety towards authority that forces you to try to be respectful in the classroom environment. You use less slang and begin to use more "standard English," because that is the best way to communicate with your teachers in a classroom setting. Once you are with your friends, the slang returns back to your language and you begin to speak freely. You curse, and begin talking less grammatically. You'll use abbreviations instead of saying full words. You use nicknames and insults to refer to your best friends, instead of using the Mr.'s and Mrs.'s that are said in the classroom.
At home, you refer back to the language you were taught by your parents. Generally speaking, your family shapes how you speak and the things you say. As you grow older, you stray away and find your own language, but when you are back home in this environment, you will always refer back to the mother tongue you were taught as a child. You mumble words, and uses expressions that no one else would understand.
At home, you refer back to the language you were taught by your parents. Generally speaking, your family shapes how you speak and the things you say. As you grow older, you stray away and find your own language, but when you are back home in this environment, you will always refer back to the mother tongue you were taught as a child. You mumble words, and uses expressions that no one else would understand.
Sunday, January 25, 2009
"It Bees Dat Way Sometime" - Smitherman
What is invention? (What activities did the writer have to engage in to create the text?)
What is being invented? (What ideas, practices, arguments, etc. are created by the text?
-Learning the lingo and grammar rules of other dialects helps understanding
-Allows others to more effectively communicate and understand one another
-Africanized to Americanized dialects
-Future, past, and present tenses for certain words and phrases
-Use of words compared to other simliar words (ex: be, bees, been)
What is arrangement? (How are things being put in relation to one another?)
-General comparative examples
-Usage to grammatical rules
-The perception of other dialects
-How different grammatical rules are not wrong when used in certain dialects
-Racial prejudices
What is revision? (What strategies are engaged specifically to help the writer achieve the revisions?)
-Specific examples that correlate with word usage
-Sites literary sources (Lonne Elder, play)
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