annotated bibligrophy

Farrell, Thomas J. IQ and Standard English: What Are They and How Are They Achieve? CCCC: National Council of Teachers of English
Thomas rejects the hypothesis of genetic factor of why black children score lower than white kids. First, he asserts there are two level of thinking: Level I thinking with competence in forward digit span and level II thinking with competence in backward digit span. Second, to become literate has to involves manifold transformation of cognitive control in backward digit span which is what to be expected of the literate mind. Third, he notes IQ tests are tests of reading, proofreading, editing, logic and inferential reasoning. Fourth,he contends that main reason for black children score lower than white kids is because African oral culture. According to Arthur L. Smith’s observation that Afro-American leaders have quite literally been spokesmen and African Americans are quite oral people much like their ancestors, therefore, the IQ paradigms impose an disadvantage on these orally expertise black kids.
Along the way that Thomas gives a clear explanation of why African American children did poorly on IQ tests because of the format of critical thinking the tests convey does not in correspond with orally expertise African American children. His text is imperative to my research topic of African American vernacular English discussion in composition studies. Thomas’ research provides me with more insights of how does society perceive African American children based upon this type of intelligent tests. The IQ tests yield an invalid result which are most likely promote perpetuation of stigmatized language system such as African American English and generate a negative impact on those speakers of stigmatized language based upon the intelligent scores.
I have some difficult time to understand the terminology employed in the text. Some of them I am not very sure if I understand it right and I have to do additional research on his journal in order to fully understand it. But I have some disagree with his hypothesis about whether intelligent is heredity and environment is still an ongoing debate.
Wolfram, Walt. On the Sociolinguistic Significance of Obscure Dialect Structures: The Construction in African-American Vernacular English. American Speech. Vol. 69.
Walt explained the structures of AAVE and explains why these structures were not given adequate attention in the initial flurry of academic institutions and Walt also says the construction of AAVE is typically speak out with statement intonation and stress on call.
This text is very helpful and it happens to be complement of my other two resources I found above. All of them have make one argument saying that AAVE is more stress on speaking or oral language. Yet, Walt’s text give more specific construction of AAVE and further assist me in doing research on AAVE.

Zuidema, Lisa. Myth Education: Rationale and Strategies for Teaching against Linguistic Prejudice. Journal Of Adolescent and Adult Literacy: 668-675
Lisa asserts that linguistic opinions generate a language prejudice in society which she refers to linguicism. In order to teach against linguicism, she lists a series of questions about the myths of language varieties in society and the solutions to teach students against linguistic prejudices. Also, she emphasizes that NCTE and IRA’s statements do not emphasize teacher’s responsibilities and no statements to students to accept linguistic diversity
The text is a very helpful insights to guide me to write the research paper. First, she points out the bias NCTE and IRA affect on English teachers and how does society’s mainstream media influence or prompt discrimination against stigmatized languages, the detrimental portrayals of languages in digital spaces also cultivate linguistic prejudices. Lisa’s text explains the solutions to eradicate linguicism.

I think her methology employ in text greatly help me to narrow my argument and support my thesis from two perspectives; as educators it is not enough to accommodate language varieties but to teach students to accept linguistic diversity; as students it is not enough to only learn academic language but to absorb language varieties use in different communities.
Ball, Arnetha. “Expository Writing Patterns of African American Students.” English Journal. Vol. 85, No. 1,
Ball says that African American students have a strong link between oral and written expression according to the case study. The scholar asks African American students to write online in order to explore how much they written in AAVE then interview them, also the text points out the relation between language and writing contest.
Ball’s point of view on AAVE and Thomas’ argument on “IQ and Standard English” have some similarities on African American students’ expertise on oral and both of them emphasis that academic institutions determine students competence and ability based upon their ability to write in Standard English is unfair for African American Students. Ball’s written in 1996 and Thomas’ written in 1983; I can see how does composition studies has been change between 1996 and 1983.
I think Ball’s sample size is too small and the way to examine how do students write their comments online has some bias. I mean you choose language depend on situations if educator to evaluate their writing skills by analyzing their online conversations which will generate some bias and an invalid result, but Ball also interview the students to see whether they are rhetorically expression. (a good way to minimize variables)