Note: This is a student project from a course affiliated with the Ethnography of the University Initiative. EUI supports faculty development of courses in which students conduct original research on their university, and encourages students to think about colleges and universities in relation to their communities and within larger national and global contexts.

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Title:Cracking the Code: A Look at a Misinterpreted Dialect
Author(s):Glasper, Curtshone
Subject(s):standard English
dialect
RHET101
Fall2009
Abstract:In the study of dialects this piece of work examines the connection between a “standard” English and the dialect of African American Vernacular English. The piece addresses issues with the prestige of dialects, and the relationship with culture and education. A dialect is often viewed as the language of the uneducated and if one cannot adequately use the standard language at person is setting him or herself up for doom. Sources include Stephen Park’s Class Politics, PBS’s documentary “Do You Speak American” and Langston Hughes’s “Dig and Be Dug”. Also I will use a poll yet to be conducted closed survey to gather information on how student view dialects in American education on the U of I campus.
Issue Date:2009
Course / Semester:In Rhetoric 101/100 students are expected to: 1. develop skills as readers and writers by reading and writing sophisticated prose; 2. experience writing as a process of revision, where longer, more complex pieces grow out of earlier work; 3. reflect on their processes as readers and writers as you read, write about, and discuss the texts of the course: published work, peers’ writing, as well as their own; 4. become more practiced at using writing as a means of investigation, of figuring things out, thus challenging the commonplace belief that all writing is designed to prove something once and for all; 5. see connections between, on the one hand, the insights personal essays allow us to grasp as both readers and writers and, on the other, the contexts in which we’re living our lives day to day; 6. accomplish 1-5 above within a course context dedicated to theorizing and practicing the art of the personal and academic essay.
Type:Text
URI:http://hdl.handle.net/2142/16371
Date Available in IDEALS:2010-06-03


This item appears in the following Collection(s)

  • Diversity on Campus/Equity and Access
    This collection examines ways in which the U.S. university and the American college experience are affected by diversity, and difference. In particular, these student projects examine experiences of diversity on campus, including important contemporary social, cultural, and political debates on equity and access to university resources.

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