Annotated Bibliography

Ball, Arnetha, and Ted Lardner. "Dispositions toward Language: Teacher Constructs of Knowledge and the Ann Arbor Black English Case ." College Composition and Communication 48(1997): 469-485 .

In This article the authors start out pointing out that it is very important what the teachers teach when teaching how to write and also the importance of the knowledge that they have. They also talk about how being able to assimilate the new knowledge of race into classroom practice. They talk about how this has been really hard for educators to include into both secondary and college level writing classrooms. They also talk about how one of the complex issues is changing the attitudes of the teachers and their behaviors that are going on in the classrooms. The other thing that they really get into is that there are three distinct constructs of teacher’s knowledge in writing studies and how they are all linked to the issue of race and language attitudes.



Gilyard, Keith, and "African American Contributions to Composition Studies ." College Composition and Communication 50(1999): 626-644.

The main point of this article is “to trace a line of thought form early rhetoric and scholars to contemporary researchers, thinkers, and practitioners that both emphasize critical pedagogy and values of Black culture, especially its vernacular language.” The reason why Gilyard wants to do this is because if he can draw this line then he will be able to have an easier time connecting them and therefore proving that Ebonics is good. He mentions the Ann Arbor Case in this article as well. He talks about how the Black Parents successfully sued the Ann Arbor School Board. He also talks about how at some schools/colleges there are classes that are used to teach people how to speak English better. Some of these courses are aimed at African Americans so that they can learn the correct standards for speaking White English.



Marback, Richard. "Ebonics: Theorizing in Public Our Attitudes toward Literacy ." College Composition and Communication 53(2001): 11-32.

Marback talks of why the “Resolution of the Board of Education Adopting the Report and Recommendations of the African-American Task Force” doesn’t really work. He explains that the real reason behind this is the attitude of the teachers and the students. If their attitudes change then the attitude of the public will change and it will make it all easier for them to be able to accept Ebonics. Marback points out who are the people who didn’t approve it and some of the reasons they didn’t approve it as well. He also talks about how blaming Ebonics is not changing the attitude of the people which is really the problem. He also gives some solid examples how to change the negative attitude that the people are having.



Palacas, Arthur L. , and "Liberating American Ebonics from Euro-English." College English 63(2001): 326-352 .

Palacas is talking about the Oakland Resolution in this article. He is talking about how the Oakland Resolution is what coined the term Ebonics. I plan on using this site to explain how the term Ebonics came about and how it is still used. There really isn’t a lot I can use from this article about the Oakland Resolution but it does talk about how Ebonics and Standard English have similar deep structures and that Ebonics is highly variable and displays alterations along a continuum of standard, standard-like and non-standard forms. He talks about how underneath the sounds of Ebonics the structure is very similar. However, no linguist would argue that they are completely identical. I can use this as a reason why Ebonics should be allowed in the classroom.