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.