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ERIC Number: ED442112
Record Type: Non-Journal
Publication Date: 2000-Apr-14
Pages: 14
Abstractor: N/A
Reference Count: N/A
Accommodating Marked Features of Ebonics in Freshman Essays: From a Narrative Essay to a Research Paper.
Wang, Xiao
For an educator who teaches English in a multicultural setting, the best way to accommodate marked features of African-American vernacular English (AAVE) in black students' freshman essays is to preserve these features in teaching students narrative writings and guide African-American students to avoid these features in expository (academic) essays such as argumentative essays and research papers. This paper explores classroom research which focuses on how to guide black students in using their personal voices appropriately when writing narrative essays and avoid these features in their expository essays and research papers. Personal interviews were used and classroom activities were designed that engage black students in understanding that their personal voices are acceptable in their discourse communities or in narrative essays but not in academic discourse. Some of the classroom activities involved sequenced writing assignments focusing on AAVE features for an English 1101 class with a majority of black students. The assignments consisted of: (1) a narrative essay; (2) a comparison and contrast essay; (3) an evaluation essay; (4) an argumentative essay; and (5) a research oriented solution essay. This sequenced assignment method has proved to be useful and effective with most of the ebonics-influenced writers in the class. Educators should explain to their students that everyone comes from a different discourse community, but that understanding people from different communities is easier when all can communicate in the communal discourse community: edited American English. (NKA)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A