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.