Sunday, March 29, 2009

Developing Work 3B

" The Place of World Englishes in Composition: Pluralization Continued" written by Canagarajah, A. Suresh

The Place of World Englishes in Compostition is one of the articles I am going to use to prove my argument in Paper three. In this Composition Canagarajah talks about how different "Englishes" are being used in many locations all over the world. Not only have it been used all over, but have been changing down the mainstreams. In the beginning of his passage he points out how there have been implications made of owning "English" itself in many countries.

There are many developments that challenge the privileged place of what have been called “native” varieties—i.e., what I call the Metropolitan Englishes(ME), spoken by the communities that traditionally claimed ownership over the language in England, the United States,Canada, Australia, and New Zealand. (Canagarajah 588)

Canagarajah then goes on talking about " Textual Possibilities" and supports this by using Smitherman and Bells' point of view of how they believe that students have the right to use their own dialect in academic writings. Not only do they think AAVE should be appropriated but they are not able to use "WE" in the writings. Smitherman is so confident about using AAVE in her writings because she is a scholarly in the academics and is acknowledge a professional occupation by standing up for the language rights (612) However; he then begins to talk about the grammatical and rhetorical features that are being displayed in AAVE. Followed by this is the other things that he discusses that relates to AAVE being used in many ways "Another category of fairly unshocking AAVE use is in the stylistic choice of emotive, repetitive, and rhythmic expressions valued in oral communication". (605)

After the author has stated the above information, he then continues his argument on what the "pedagogical possibilities" could be. He then makes an assumption about how it can be caused by the multilingual students are always denied in a second language. Then, he focus on the lesson that teachers should learn is that even though students tend to make errors in the writings doesn't mean that it is not "nonstandard" usage in writing, but its a choice they make that is identified as a "culture and ideological consideration". Teachers make judgement on the students that applies this in their writings instead of the teachers looking at this as "creativity" and "unique meanings".

After summarizing this article about Canagajarah making his argument, I will state a reason in why this main article can be very helpful in paper 3. This paper will help me construct my argument, because it has the information I need to talk about how AAVE has changed over the years and is not recongnized until this decade. I will then use Canagarajah main point about how AAVE has been acknowledge in academic writings today.

"Even if it takes more time for AAVE to gain a legitimate place of its own in academic writing, one dosen’t have to wait indefinitely as Elbow’s approach would make us assume"(608).

1 comment:

  1. I'd like you to add a bit more to this summary and talk more about how you plan to use this article for Paper 3. While you've identified the arguments being made, what are their relationships to the articles about Ebonics in the field, especially given the fact that this article isn't only about Ebonics?