DW3a

A Perspective on Teaching Black Dialect Speaking Students to Write Standard English
by Juith P. Nembhard

Main ideas:
-BD students to write SE
-use prewriting, writing, and reformulation as the basis for teaching students to write SE
-do writing in class to teach students to write SE
-teacher needs to distinguish the difference between oral speech and SE so that they know there is a time a place to use it
-must expect high expectations from AA students even if their home language isn’t SE
-keep students motivated
-having private conferences with students
-the aim is to have effective communication skills so they’re not limited by home dialect
-writing assignments must be graded fairly but thoroughly
-have the same expectations and standards of everyone
-have the students focus on voice and clarity as opposed to grammar
-have students keep their culture and acknowledge it
-don’t be afraid to fail students when warranted

Supporting evidence:
-teachers are being retrained and equipped with the skills to help student become more effective writers
-showing sympathy to black students because of language limits students' capacity to perform
-"The Students' Right to Their Own Language" said that black students have the right to speak as they wish and to maintain their cultural linguistic heritage.
-bidialectalism:allows students to retain their own language and also incorporate a standard form as a second language.

This writing discusses ways in which teachers can help students become effective writers. Nembhard asserts that the most important aspects of teaching students how to write include the focus on content, clarification of expectations and requirements, and the motivation of students.
The author believes that every student should be taught to write and be responsible for writing correctly. However, Nembhard also holds the belief that one's home dialect should not being abolished when acquiring a standard form of language.

Nembhard fails to make an effective argument about AAVE's role in composition studies. Her goal is to inform readers about the techniques to become an effective writer. Although Nembhard includes a discussion of composition studies when mentioning writing in school, she fails to make a strong connection to writing and AAVE. She does not plainly state that AAVE is or is not present in composition studies. However, she does make clear that Standard English should be the preferred language in writing.