DW 1 (b).

(b). For your second writing exploration, you'll practice analyzing course texts. For this essay, select a specific quote/passage/idea that resonates with you from one of the readings. Summarize that passage or idea, and explain either how it is similar/different from the experiences outlined in your literacy narrative, OR use this exploration to analyze how you think the autor(s) would support/reject or add to those experiences you've previously outlined.
- "As descendants of those caught up in these forces, we found ourselves in a classroom with a speech therapist who wasn't sure what to do with us. Nobody was dyslexic. No one was aphasic. There was not even a stutterer among us. I mean, here was this young white girl, a teaching assistant at the university, who was just trying to get her Ph.D., and she was presented with this perplexing problem of people who didn't have any of the communication disorders she had been trained to deal with." It is a passage taken from Geneva Smitherman's "From Ghetto Lady to Critical Linguist".
I chose this passage because I have somewhat a similar incident compared to that of Geneva Smitherman. The main idea about this passage is that Geneva Smitherman is saying that she was put in the classroom with other people and a speech therapist. In the beginning of her story, "From Ghetto Lady to Critical Linguist", she said that when she was about to go to college, she flunked (failed) a speech test, which a college required every applicants to take. Then she tells that her reason to fail the speech test was because of the difference between how she pronounces some words compared to what a college considers as a standard way of pronouncing words. That is why she tells readers that she has put among the groups in the classroom with a speech therapist. However, the speech therapist wasn't able to find a way of helping those students in the classroom.
When I was in Korea before coming to the United States to study, I learned English both in school and private academy. When I went to a private academy for the first time, they made me to take test to see which level of classroom that I need to go and study. They told me that my grammar is not that bad at all. However, my pronunciation is not close to how white people would pronounce the words. So I couldn't get into the high level of classroom, instead they put me into one of middle level of classrooms in the academy. Once I got into the classroom, where they put me into, the instructor told me that he wasn't sure that why they put me into that class with having some grammar knowledge. I felt that the reason why my pronunciation wasn't even close to that of white people was that I have been taught pronouncing English words with having Korean accents. My experience at the English private academy that I went in Korea is somewhat similar to the experience that Geneva Smitherman had in the classroom after flunked the speech test. Even though I don't have African American accent when I speak, I have Korean (my native language) accent. I think that if Smitherman hears my experience, she might tell me that keep trying to develop my pronunciation without feeling discouraged the fact that I have Korean accent.

DW 1(a).

a) For your first writing exploration, you will construct a literacy autobiography or narrative of 1-2 significant events in your life that identifies and analyzes the differences between the way you use language in school and the way you use it at home. Be sure to describe not only scenarios that deal with the differences between the way you speak at home and school, but also, note experiences with how your use of language to read and write differs from the way you read and write both in school and at home.
-For doing this literacy autobiography assignment for the WRA 125 class, I thought deeply about how different the way I read and write the language at home compared to the way I read and write the language in school. I clearly saw some differences between the ways I read and write the language in two different places (home and school).
When I am at home, I usually interact with my family or my friends with whom I feel more comfortable. So, I use loosely formal words and ways of speak, read or write. Specifically when I write e-mails or send text messages to my family or my friends, I use the words like for example "Hey," "What's up?", "Yo" and etc. Also, I don't really speak in a way of established form necessarily. Another difference is that when I speak with or write to my family or friends, I could begin my conversation with the main topic.
However when I am in school, I usually interact with professors, advisors, or classmates. I don't feel comfortable as much as with my family or my friends. So, I use formal words or try to use formal words possibly every moment when I speak with or write to professors, advisors, or classmates. I could say that I use different types of words or phrases when I am with them. When I had a meeting with my advisor before every semester to talk about my class schedule, I used mostly formal words or phrases, such as "Would you suggest any classes to me?", "Hello, professor ...." and etc. I feel like I need to use formal words or phrase, if I can, every moment I speak with or write to professors, advisors, or classmates. I feel that way not only because I do not feel comfortable as much as with my family or friends, but also I think that using more formal words or phrase would show respect to those people (professors, advisors, or classmates) from my understanding. Also, when I begin my conversation, I don't usually start talking about the main topic I want to deliver to them (professors, advisors, or classmates). First I ask about how they are doing and bring the brief reason why I came to meet or talk to them.
Therefore, by looking at even these two simple and similar situations with totally two different groups, I use totally different way of language when I speak with or write to those two different groups of people.

IAR analysis of Redd/Schuster Webb "The Nature of AAE".

Invention.
- What is invention?
The author in this case, Redd/Schuster Webb had to quote from scholarship essay,
to give a few example to explain some distinctive features of AAE (African American English).
- What is being invented?
Ideas and arguments created by this text called, "The Nature of AAE" are
1) "AAE is more than just a slang or a dialect".
2) "AAE itself has its distinctive features compared to the Standard English".


Arrangement.
- What is arrangement?
The text is arranged as topically. Firstly, the author gives reason why
AAE (African American English) is more than just a slang or a dialect.
Secondly, the author then gives what are some AAE's distinctive features
to make it more than just a slang or a dialect.
- What is being arranged?
The author arranges the text by starting it with explaining shortly what the author will
talk about in this text. Then the author is moving to the first main topic, which I think is,
"What is AAE?". In the chapter 1 (first topic), the author is writing about
why AAE can't be classified as a slang or a dialect from the author's view point.
Then the author is going to the second main topic (chapter 2), which I think is,
"What are the distinctive features of AAE?". In the chapter 2 (second topic), the author is
writing about which certain aspects, such as vocabulary, slang, historical word,
pronunciation, spelling, vowels, grammar and etc, of AAE make it unique type of language.


Revision.
- What is being revised?
One of the main idea or opinion that the author is trying to change is people's
opinion about the AAE (African American English).
- What is revision?
The author cites scholarship sources from scholars. Also, the author cites some examples
of AAE language, especially under the chapter 2 sections, to explain distinctive features of AAE.