Annotated Bibliography

Jonsberg, Sara D. " Whats a white teacher to do about black English.

" English Journal Vol 90. No 4. (2001): 51-52. 

This article describes a teacher that had students that understood the difference between Standard English and AAVE.The students recognize that their original way of speaking bring many stereotypes into their writing, so they try and stay clear from using it. Yet the teacher discusses different instances that bringing in their way of spekain will give them a greater audience and more variety.

Whitney, Jessica. "Five Easy Pieces: Steps toward Integrating AAVE into the 
Classroom." English Journal 94 (2005): 64-69. 

This article describes how AAVE is not described very well in the ablility to show people that it is not slang or an inappropriate way of speaking. It shows different ways of bringing it into the classroom and help students add culture and diversity to their writing. Many people are still confused about AAVE and if it is not cleared up, ignorance will always take over our minds on speaking and writing in Standard English. 

Godley, Amanda, Julie Sweetland, Rebecca S. Wheeler, Angela Minnici, and Brian D. "Carpenter Preparing Teachers for Dialectally Diverse Classrooms." Educational Researcher 35.8 (Nov., 2006): 30-37.

This article explains that in teaching teachers we should make it mandatory to prepare teachers to be able to handle AAVE and incorporating it into the classroom. It also describes how teachers and the educators should look to expand on this idea and bring it into the community to let it prosper and give students the variety that AAVE brings to the classroom. 

Wheeler, Rebecca S. "Codeswitching: Tools of language and Culture Transform and Dialectally Diverse Classroom."

Language Arts Vol 81. Iss 6. 2004 470-481.

This article describes African American students that use AAVE in the classroom. It describes that AAVE is structured, varies by circumstance of use, and also distinct from deficiency. 

3b

 In Jessica Whitney's article,"Five Pieces: Steps toward Integrating AAVE into the classroom", she argues that teachers should value students' first language to help student become more effective rheoricians. Many people are still very confused about AAVE and how it should be interpreted in the classroom and daily life. As Bill Cosby said," You can't be a doctore with that kind of crap coming out of your mouth!" (qtd. in Coates par.4). Which explains that people still see AAVE as a language of less intelligence than of Standard English. Whitney also describes how ignorance still hides our faces on how AAVE is affected in the classroom. Ignorance is specific in cultures and languages, which show how our judgement expresses that those who speak Standard English is better than another. Being able to educate ourselves will help connect language and setting aside our ignorance and give our lives more variety and culture. 

The key issue that is explained is what exactly can AAVE be described as. In the beginning of the article who asks herself and the audience " What exactly is AAVE?". The relationship between how the public feels about ebonics and the field's is that the public is very ignorant and misguided on what exactly AAVE is. Many still believe that AAVE is very inappropiate and a unintelligent way of speaking. Where as the field is trying to explain that AAVE is not slang and it has alot of culture and diversity in it. This article was a way to show people that teaching students AAVE in the classroom will broaden their horizons in anything that they do.

In conclusion, AAVE and people's inablility to correctly describe still leads to a wrong understanding of the term. This misunderstanding leads from elementary to college level classes where students and teachers still feel that Black English is inappropriate for discussion and even writing in it. How unclear the subject is never going to make teaching AAVE in the classroom any easier. 

WB3a

In Gilyard and Richardson's writing, "Students' Right to Possibility: Basic Writing and African American Rhetoric", the main focus is on evaluating the practicality of using SRTOL to teach academic writing to African American students who are in basic writing classes. They explain how people look down upon African American Vernacular English in schools and how school districts believe that SE is highly encouraged in preparing for the business world. Gilyard and Richardson used  qualitative analysis and quanitative research methods in their writings. They talked about Students Rights to their Own Language (SRTOL) also in their writing. This Quasi- experiment was described in great detail and reported what they did very thoroughly with a procedure. The different methods that were used were collecting and analyzing student texts and using holistic assessment scale, a demographic questionare,and a language/writing attitude questioniare to analyze their findings.

The study recruited college students to be the participants in the study. The main focus was to study the participants ways of writing for several semesters. The students were given writing instructions using African centered materials and stimuli. The students were taught that writing is about making your argument clear and stating your position strongly.Only two weeks were given to the particpants to complete a paper, although they were given class class time to work. Another focus on this experiment was for African American students to identify themselves as being situated within African American Vernacular discourse. Students stated that they were better appreciative of the importance of their own language and culture. Students were taught to write with the audience in mind. The students also described having feelings of acknoledgement toward when to write in Standard English and Black English. The students felt that this experiment helped them find their weaknesses in writing. They now feel they have more control over their writings.

This essay gives the importance of helping students find their own way of writing through their own language. They explain the study and provide examples of students' writings and how different students were affected by the experiment. The writing states that students should be using Standard English in order to become successful in our economy. During the writing, Gilyard and Richardson seem to drift on this topic periodically, focusing more the on students writing itself. This experiment was a way to research the topic of STROL because it describes how writing in your own language gives you more of the confidence to know what your discussing. This could benefit the field by helping students to learn that just knowing the difference between Standard English and Black English gives you the upperhand in writing and in life. Being able to focus a writing on two different audiences gives you a wide variety to discuss.

IAR 2

Taking Back Technology Use Seriously: African American Discursive Traditions in the Digital Underground by Adam Banks

What is invention? (what activities did the writer have to engage in to create the text?)

• Reasearch on how AAVE is used online
• Example of specific website that uses AAVE, blackplanet.com
• Uses of the reference "Fear of a black Planet"
• Research on BlackPlanet to express opinions
• Research on AAVE

What is being invented? (What ideas, practices, arguments, are in the text?)

• Usernames can suggest AAVE
• Certain areas allow for AAVE to be expressed
• The Internet views race and cultural factors as unimportant
• AA need to be better represented online
• Internet serves as an underground for AA to express themselves without political views

What is arrangement?(How are things being put into relation to one another?)

• General to specific
• Specific to problem
• Problem to explanation
• Compare and contrast with other readings
• Definition and facts
  

What is being arranged?( What is being put in relation to what?)

• Feedback to features online
• Internet to AA
• AA to AAVE
• underground to digital divide

What is revision? ( What strategies are engaged specifically to help achieve the revisions?)

• Specific quotes from linguists and scholars
• Using examples of AAVE on websites
• Quotes and ideas from sociolinguistics and scholars

What is being revised?(What is the writer trying to change?)

• Prevent digital divide
• To accept AAVE as a primary language and AA speak their own language
• Our knowledge of AAVE
• Internet needs to represent all people
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