Review of Vershawn Young Discussion
After reading “Vershawn Ashanti Young: Should Writers Use They Own English?” against Rebecca Wheeler’s “Code-Switch to Teach Standard English (Young 111. Wheeler 108)”. Each paper expresses a different opinion regarding the teaching of English in the classrooms. Each author writes with different agendas, different tones, and different purposes. Each acts upon their beliefs as they perceive them, and as a result are poles apart. Mr. Young is passionate about his belief that teaching US Standard English as an anchor is a threat to people who he refers to as “multiculturals” (Young 111). It is interesting to observe that he uses his first vernacular to express himself, but uses the rules of US Standard English to write it with. This use of his preferred language made the article difficult to read, and understand unless the reader was very familiar with that dialect. His dedication to his opinion came across to this reader as extremely aggressive in tone. Had this not been required reading, I would not have read past the first few lines. Ms. Wheeler’s writing was more technical in nature. She uses US Standard English, to explain her work with student’s explaining how she decodes her students work looking for differences are in their first vernacular from the US Standard English, and discusses
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Young’s work missed its mark with me. Unfamiliar with his dialect, I had difficulty understanding what he was trying to communicate. His personal attacks on Mr. Stanley Fish, President Obama, and Mr. Grassley left me disenchanted with his work. I thought I was reading a glorified blog. Even after several readings, my comprehension did not match that of our instructor. My purpose for attending this class was to improve my US Standard English, to allow me the tools to effectively compete in the Information Technology job market. This does not translate into anything that would encourage me to support either Mr. Young or Ms.
In the introduction of “How to Read Literature Like a Professor” , Thomas C. Foster focuses on the grammar of literature and the qualities of a professorial reader. He asserts that practise is crucial to learn how to read literature in a more rewarding way. In addition, he defines main elements of the context such as pattern , symbols, and conventions. The purpose of Foster appears to be informing students who is beginning to be introduced to literature. Although Foster’s style is slightly condescending, he utilizes the conventions of literature quite well, and mentions the arbitrariness of these conventions in a sensible way.
Even after what Espada had just experienced, he proceeded to address the crowd with a microphone in hand and speak against the state and people like the man he had just encountered. Espada believes that the “English Only” idea is harmful and we must fight against policies and ideas that go against non-English speakers. However, there is a multitude of ways to approach policies like “English
This comparison is imperative to Young’s argument because it reveals the fallacy in the “conventional writing” ideology. Young knows that any sensible person in his audience understands that expecting a gay man to turn off his “lisp” to adhere to conventional language expectations is absurd. Therefore, asking minorities to change the way they communicate and write for the sake of so-called “formal” and “correct” conventional language is also absurd in the same sense. Young used the audience’s sensibility to convey his argument in a way that any sensible person cannot help but to examine the
The English Only movement has been around for a long time, but it has been overlooked by most. Most Americans speak English from the moment they learned to talk; many others learn English as a second language. For this reason, many Americans oppose to the existence of non-English languages being spoken in the United States. In Warren J. Blumenfeld’s essay “‘English Only’ Laws Divide and Demean”, the author speaks about the “English Only” Movement and how people who support and oppose it feel towards this situation. He uses rhetorical appeals such as ethos, logos, and pathos in order to make people understand the severity of the situation and for the writing to have an effect on its readers.
Also, I found this particular piece to be difficult to read and interpret. The varying spelling and sentence structure made the letter difficult to follow, and I found myself rereading sections to verify that I understood what she was writing
This prepares them to demonstrate ability to work effectively, and respectfully with one another. Collaboration encouraged student and trainer to be cordial, and willingness to be helpful in making necessary compromises to accommodate a goal. The application will support employability by having the students being exposed to knowledge about computer
Jake Jamieson wrote “The English-Only Movement” while he was a student at the University of Vermont. In this essay he discusses the issue of legislating English as the official language in the United States. He strongly beliefs that the government should not fix an issue that is not broken. Throughout his writing he uses outside resources that support the idea of English-only; even though he was trying to explain the differences about both side it seems like he is being bias at first. Jamieson could have made his paper stronger if he would have stated what he believed instead of saying others believe; although his arguments are based on people’s rights and emotions towards being obligated to speak English in America his argument contains evidence and communication abilities to get his point across.
Jaswinder Bolina uses his identification as Other, to describe difficulties within the writing and speaking community related to what is commonly identified as “white” English in his essay, Writing Like a White Guy. Bolina’s audience is people whom identify as “Other” or “non-white”. He emphasizes, “The first perhaps essential step in assimilating into any culture is the successful adoption of the host country’s language. What’s unusual in America is that this is no different for the immigrant than for the native-born nonwhite.”
Throughout the article, Tan uses a number of personal examples to show and support her point. These examples span from phone conversations and hospital visits to standardized tests. By using examples that cover a wide variety of topics, Tan is able to demonstrate the large effect that her mother’s style of english had and how it was woven into her whole life and not just a part of it. Particularly in the hospital example, Tan also brings in the stereotyping of people who speak “broken” english as not being very smart. In bringing this issue that is at the very root of our society, she darkens the tone to melancholy.
500 English Sentences Case Study 1. Discuss the differences types of frame used by Scott and Mr. Honda in the conflict situation. In this case, Scott is an American who is a qualified person in the teaching of English and being asked by Mr. Honda to do some editing of the textbook for republication. He was willing to help Mr. Honda to improve the manuscript because he thinks that there are many errors in the textbooks
Rhetorical Analysis Former Illinois State Senator and soon to be Forty-fourth president of the United States, Barack Hussein Obama, recounts what happened in the past to make America what is today and how he intends to maintain the ideas of America’s founding fathers throughout his term of presidency. His intended audience of the first inaugural address is the citizens of America and his purpose was to comfort them about the past and encourage the future of America. He creates a patriotic and empowering tone in order to appeal to pathos. His diction throughout the speech illustrates patriotism, allusions, and anaphoras. Obama opens his speech by discussing the views of our forebears and documents and how we have followed through with those views.
1) The two types of Discourses, “saying (writing)-doing-being-valuing- believing combinations,” James Paul Gee addresses in his essay “Literacy, Discourse, and Linguistics” are Primary Discourses and Secondary Discourses. These Discourses are “ways of being in the world; they are forms of life which integrate words, acts, values, beliefs, attitudes, and social identities as well as gestures, glances, body positions, and clothes.” Both Discourses are acquired through acculturation. Our primary Discourse is acquired in the home and peer groups.
He supports this argument by citing a study conducted by students who have attended The University College London. The study proved to us that we no longer thoroughly read material, rather we just skim over most of what we read. From the convoluted works of the late 19th century, to the material of present day, the way we write and comprehend
The Great Gatsby soundtrack for the movie The Great Gatsby was chosen perfectly to represent the main themes of the 20s in America, specifically the chase for the American Dream, unprecedented prosperity, decadence, idealism, and the empty pursuit of pleasure. Modern songs were put to a jazz-like tone to create an atmosphere similar to the 20s. These songs can directly be heard as coming from a specific character’s point of view, in particular Daisy’s and Gatsby’s. The song “Young and Beautiful” by Lana Del Ray encompasses the main themes of decadence and idealism represented through the characters Daisy and Gatsby in the novel The Great Gatsby.
Today, issues of social class are not straightforward as they once were; increased educational opportunity and economic prosperity means that more and more young people are exposed to standard English than ever before. Nevertheless, linguistic prejudice still exists, particularly amongst employers, some politicians and sections of the general public. as