Essay #4: Argumentative Essay with Research (“Dominant vs. Subordinate Literacies”) Background: • Most of you have been taught “Standard American English” in school. But, as seen in the readings, a debate has been going on for quite some time challenging what SAE really means and whether or not it is the best dialect to teach. Many variations of English are spoken all over the country, and each region uses a different dialect, as do many different subcultures in the U.S. These dialects are perfectly valid, officially recognized kinds of English. But now that you are entering the university you are expected to use yet another variation (or dialect) of our language: “Edited American English”- or, my preferred label “Formal Academic Writing” (FAW). The purposes of this assignment are for you to think about the topic, evaluate agreements and dissonances that you have with the texts, and take a position which you will develop into an argument. Essay prompt: • Given that we live in a multi-cultural, multilingual society, to what extent should we still expect students to learn how to write formal, grammatically-precise academic English? You are writing to the Board of Trustees of the Contra Costa Community College District. Texts: • James Paul Gee, “What is Literacy?” • Debra Brandt, “Sponsors of Literacy” • CCC- “Students’ Right to Their Own Language” (first page only) • Zorn, “‘Students’ Right to Their Own Language’: Counter-Argument” • Young, “Should Writer’s Use They Own English?” • June Jordan, “Nobody Mean More to Me” Requirements: • Your essay must contain an introduction with a thesis statement or clear main idea, several body PIE paragraphs that include evidential support of your main idea from the readings, and a conclusion; • Be cogent, succinct, have a coherent flow, and be proof-read for surface errors; • Show awareness of both sides of the debate; • You must include at least 4 citations from different readings: at least 1 from a library database search source, and at least 1 must be embedded in your own sentence (e.g.: In the “ENGL 122 Syllabus,” Escudero urges students to practice active reading and writing every day. He clearly states, “You must do all the homework, which includes an assortment of writing assignments, readings, and a Triple-Entry Reading Journal,” because he believes that a variety of daily practiced tasks will help his students become better writers); • Use at least 2 different rhetorical devices (indicate and explain these devices in a cover memo). • Be aware and respectful of your audience; • Formal academic writing adhering to MLA guidelines. 4-6 pp., 1000 words minimum. 15% of final grade. A successful essay will: • Argue a single position fully and persuasively & contain citations that are fitting to your position; • Be well-thought out and contain succinct language that avoids excessive summary; • Contain a convincing counterargument and rebuttal. Tips for getting started: • Go over the handouts: “Argumentative Essay” & “Rhetorical Devices and Fallacies”; • Reread the highlighted, underlined and annotated sections of your readings and write a list of arguments; for and against the exclusive use of Standard Academic Writing in college writing; • Review and expand your annotated bibliography. Due dates (hard copies only): prospectus due 5/4; Annotated Bibliography due 5/4; draft 1 due 5/11 for peer review (1 copy); draft 2 due 5/18 for grading.