Instructor Guide: Resources

Resources to Incorporate into your Teaching and Feedback

Other Resources

  • Burrows, C. D. (2016). Writing while Black: The Black tax on African American graduate writers. Praxis: A Writing Center Journal, 14(1). 15-20.
    • Article assesses the “black tax” otherwise known as the toll paid by Black college students attending predominantly white institutions, by revisiting WEB Du Bois’ ideas of double consciousness. In this article, Burrows illustrates how the black tax can affect Black graduate writers and how universities could better support their students.
  • Smitherman, G. (1997). “The chain remain the same”: Communicative practices in the hip hop nation. Journal of Black Studies 28(1), 3-25.
    •  Article evaluates how the communicative practices expressed in rap and hip-hop stem from linguistic practices that originated in the African American speech community.  
  • Staci Perryman-Clark 
    • Perryman-Clark, S. M. (2012). “Toward a Pedagogy of Linguistic Diversity: Understanding African American Linguistic Practices and Programmatic Learning Goals.” Teaching English in the Two-Year College 39(3), 2230-2246.
      • Article examines how a first-year writing class accomplishes the learning goals of a large midwestern institution while exploring African-American English/Ebonics as a specific African American linguistic practice.
    • Perryman-Clark, S. M. (2013). African American Language, Rhetoric, and Students’ Writing: New Directions for SRTOL. College Composition and Communication 64(3), 469-495.
      • Article offers a case study of how three African American students enrolled in a first-year writing course make purposeful and strategic language choices through the use of Ebonics-based phonological and syntactical patters through writing assignments. Illustrates how adopting CCCC’s Students Right to the Own Language (SRTOL) as a framework may further equip students with skills necessary to make intentional linguistic decisions in expository writing contexts.
  • Vershawn Ashanti Young 
    • Young, V. A. (2014). Straight Black queer: Obama, code-switching, and the gender anxiety of African American men. PMLA 129(3,: 464-470.
      • Written largely in SAE with some AAVE, article examines how the queering of Barack Obama connects to the pedagogical method of codeswitching employed in schools. Young argues that individuals should learn to hear and read diverse voices and personalities without “assimilationist restrictions.”
    • Young, V. A. and Y. S. Young-Rivera (2013). It ain’t what it Is: Code-switching and White American celebrationists. JAC 33(1/2), 396-401.
      • Article advocates for the use of code meshing (combined use of multiple Englishes) and other more inclusive institutional practices, in order to dismantle the “it is what it is” syndrome of scholars I response to prejudice.
    • Young, V. A. (2010). Should writers use they own English? Iowa Journal of Cultural Studies 12(1), 110-118 
      • Written largely in AAVE, Young articulates how greater acceptance of multi-dialectal writing (code-meshing) would add to the reading and writing proficiency of all people while reducing linguistic prejudice.
  • Bonnie Williams-Farrier 
    • Williams-Farrier, B. J. (2017). “Talkin’ bout good & bad” pedagogies: Code-switching  vs. comparative rhetorical approaches. College Composition and Communication, 69(2), 30.
      • Article examines how mainstream pedagogies regarding code-switching and monolingual language attitudes limits student cultural linguistic skills. Article also advocates for the value of African American Verbal Tradition in academic writing and classrooms.

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