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The following brief statement was adopted in 1974 as an official policy of the conference on college composition and communication, the largest national organization of college-level writing teachers.
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Let’s think about the problem college English instructors have: we understand that students come from a variety of different language backgrounds, yet we are expected to find some way to fairly grade their performance in our classes.
Here’s one possible solution:
The following brief statement was adopted in 1974 as an official policy of the Conference on College Composition and Communication, the largest national organization of college-level writing teachers.
Students’ Right to Their Own Language
“We affirm the students’ right to their own patterns and varieties of language—the dialects of their nurture or whatever dialects in which they find their own identity and style. Language scholars long ago denied that the myth of a standard American dialect has any validity. The claim that any one dialect is unacceptable amounts to an attempt of one social group to exert its dominance over another. Such a claim leads to false advice for speakers and writers, and immoral advice for humans. A nation proud of its diverse heritage and its cultural and racial variety will preserve its heritage of dialects. We affirm strongly that teachers must have the experiences and training that will enable them to respect diversity and uphold the right of students to their own language.”
In other words, this is saying that we shouldn’t grade students on anything but the content of their work (no grammar, punctuation, mechanics, etc.).
We could also pretend that we DON’T realize that students have different language backgrounds and just grade them on how well they write Standard Written English. We could focus on grammar, punctuation, mechanics, etc. This is the way most of you have been taught.
We could try a middle ground. Read the following article and take notes on it.
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