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.

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.

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.