Rhetorical Review of "Talking in Color: Collision of Cultures"

A talent of the human race would be its ability to adapt through language. In the personal essay of Tiffany Hendrickson, “Talking in Color: Collision of Cultures” (21 March 2013), she explores the power of the voice and language and that we adjust ourselves based on the crowd we are speaking to using a method called “code switching”. The author develops the essay through her own personal experience and research in order to find an answer to what truly qualifies as “the correct English”. Originally, Hendrickson’s audience was her professor, though after being published it can be argued that she could be speaking to anyone who truly stands on two sides of the language barrier and has trouble—like she—understanding why they are being judged for not meeting the expectations placed upon them based on appearance due to society’s prejudice in regards to language, accents, and voice.

Amazing. Truly amazing. I find Hendrickson’s words insightfully honest as well as inspiring. It is as if I could feel and almost understand the challenges in which she faced. I felt that it was empowering. A story of true struggle followed by the ultimate rise to success. Although I cannot relate her entire story to one of my own, due to differences in economic success and communication barriers, there is one aspect I know all too well. I had moved to Georgia at just eight years of age. Back then in the town I lived in, African Americans were still the minority. I grew up with mostly white friends, but as more and more African Americans moved into my town, something was brought to my attention. Due to the education of my mother and my love for English and literature, I always held to a high standard that I would speak and write properly. Being the child of two immigrants, it was always fair to say that my speech varied from that of my parents and other relatives, but what made me stand out more was how my speech was received by those who were a part of the world in which I lived. This became a problem for me in school and even till this day, because no matter how hard I try and how many minor variations I add to my speech, my face will never match my voice or even the way I act. I also wonder, like Hendrickson, why speaking properly means speaking white and why that alone is held to a higher standard than that of someone who speaks black?

           Hendrickson’s speaks about her confusion on her speech and why white people look at her different after she starts to have a conversation with them. According to Hendrickson, she explains how she was treated by white people after engaging in conversations with them. Hendrickson tried to find out reasons why her speech was the way it is and why people looked at her differently after she spoke. In her first paragraph, she stated “As I wait for the bus, the white faces rushing to school look at me quizzically because I’m not walking to their school.”(Hendrickson, paragraph 1). Here she is explaining that she went to a school with black students, which she spoke like the kids that she was around. She wondered if this is the reason why her speech is the way it was. She also made a statement, “Growing up with a completely deaf mother, voices and messages are assorted in our household.”(Hendrickson, paragraph 1). She wondered if this could be part of the reason that her speech is also different. Hendrickson struggled with white people and how they treated her bad. She quoted a white guy saying, “Are you white?”(Hendrickson, paragraph 6). She replied yes he then said “Well, then talk white. Stop talking like a nigger.”(Hendrickson, paragraph 6).This really made Hendrickson feel bad and she didn’t want to speak to anybody for a long time. She went on in time trying to find out why people put a color to a voice. Which made no since to her. Hendrickson felt nobody should be judged solely because of the way they speak. She went on to major in Communications, which gave her a better understanding to speech and how it can be used effectively. Code-Switching helped her to understand how to speak differently with certain people. She accepted who she is and worried less on how others felt about her speech.

Precis by Aja Taylor

Response by Jensine Maxis

Analysis by Pernida Freeman

Dorothy Allison

Allison's writing, "Context"(1994), is a personal essay explains how she was nervous about introducing her lover to her family. She gives different examples and explains how her lover was brought up differently and explains how she was raised in poor living conditions. Allison’s purpose is to show hard it is for her being homosexual and trying to combine her family and lifestyles together. Her intended audience is people of different lifestyles.

Allison’s Context can be relating because I too have family members that I wouldn’t want for my boyfriend to meet. I think that plenty of people can relate to this. We all come from different upbringings and backgrounds. It is normal for anyone to feel nervous for family to meet the a significant other. It’s up to the person that we’re with to look past that and not judge them based off the family members that they meet.

Allison’s memory from her childhood is the reason she is nervous about her lover meeting her family. According to Allison, she explains horrifying experiences from her childhood such as her step fathers racial slur “Jew bastards will charge me if you break anything.”(pg133). Allison explained how she was embarrassed by her step father’s comment and how uncomfortable it made her. She even wanted to apologize to the clerk for his behavior and let him know that she wasn’t like him. She also stated “he insisted all that stuff was listed at robbery rates and cursed men who tried to tempt us with it.” (pg133). She makes is clear that she was ashamed of her step father’s behavior. Allison step father’s attitude towards others is embarrassing. These are examples of why she was nervous for her lover to be introduced to her family.

Precis, Opinion, and Analysis by Pernida Freeman

Reading Resonse To "The Use and Abuse of Cell Phones and Text Messaging in the Classroom: A Survey of College Students"

“The Use and Abuse of the Cell Phones and Text Messaging in the Classroom: A Survey of College Students”, an article by Deborah R. Tindell claims the introduction of cell phones has disproportionally disrupted the integrity of college education, revealing that classroom management would greatly benefit from the removal or reduction of the use and/or allowance mobile devices for the sole purpose of communicating. Tindell supports her statement through utilizing statistical facts such as numerical percentages and the citation of numerous authors and professionals in the specific subject matter. Tindell’s stand against the encouragement of cell phone use in the classroom emphasizes her disapproval in order to highlight the negative effects that doing so have on the learning experience. Therefore her purpose is to discourage such behavior. Throughout the article, Tindell speaks indirectly to not just college students but those who condone and permit the abuse of cellular devices during an instructional period. This establishes a challenge directed from Tindell to the audience, inquiring, what else can be done to decrease the distractions of text messaging through cell phone abuse?

I feel that cell phone use has both positive and negative impacts on the classroom setting. Cell phone use in the classroom can be distracting and can cause the student to miss vital information. I can testify to this because just today my daughter sent me a text while I was in class and everything that the teacher said I found myself having to catch back up to the lesson. The positive to that would be if there was an emergency, I would know right away. I was a little confused while reading the article because it stated that a student walking and talking on the cell phone was more vulnerable because he/she wouldn’t be paying attention to their surroundings. I don’t see how this is related to the classroom setting. After outweighing the possibilities I feel that it is more important to have a cell phone in case of any emergency situations occur. Like if you need to call 911, or have a family emergency. It’s better to be safe than sorry.

Texting in class may provide a student’s safety, while still paving way for academic dishonesty. Deborah Tindell states, “in an emergency, text messages can be sent directly to students’ phones informing them of the source of the emergency and giving instructions for how to respond(1).” Tindell goes on to argue against this statement, countering that it is actually quite the opposite. Student’s cell phones provide a “false sense of security” (1) during times of crisis. Though in cases such as Northern Illinois University and Virginia Tech, cellphones provide an immediate contact with students inside the school. A “false sense of security” shouldn’t always be a negative thing whereas if students involved with the Columbine tragedy needed a sense of security. Though safety is a big issue, cheating is an issue almost as big. Tindell cites, “the media have reported a number of cases of students using cell phones to cheat. For example, 12 students at the University of Maryland were caught cheating during an accounting exam (Anonymous 2003) (1).” Students are able to text answers to peers and receive them. Cell phones are also capable of sending photos of exams and tests. This ability gives way to cheating because the temptation for an easy way out is laid out for students.  Still, that also has to do with the belief that some teachers are unaware of what students are truly doing on the screen of their phones and laptops. If there is no fear or repercussion of being caught, there is no incentive for students to honestly use their technology for the purpose of the class. Tindell cites, “Many are not sure how to handle the issues, and some may not even be aware there is a problem (Dodds and Mason 2005) (2).” Perhaps instructors are aware, but have no way to find a solution other than threats to solve the problem. Instructors do not want to make false accusation and cause any issues within their classroom by jumping to conclusions, so many turn a blind eye until exams whereas 21.2 students find it just as hard to use their cellphones. The sufficient usage of phones in a college and high school is ultimately up to the self-control of the user. As upcoming adults and adults, people should know how to manage their usage of their phones for classwork. The instructor’s job is to make sure they teach the material, not stand over anyone’s shoulder to monitor them.

                         

Precis by Jensine Maxis

Opinion by Pernida Freeman

Analysis by Aja Taylor

Rhetorical Reading Response to Amy Tan's "Mother Tongue"

Amy Tan, the author of “Mother Tongue” (1990), is a narrative essay that goes on to explains her love of language, and explain her cultural difference in speaking English. Amy explains one difference by explaining her personal experiences from her youth. Her purpose is to show the different ways of speaking English in order to communicate to certain people or groups. Her intended audience is immigrants and people from different backgrounds that speak different languages.

In relation to immigration and the use of English, I empathize greatly due to my personal background. When Tan discussed the issue of language barriers creating a sense of “brokenness” within the English language, I felt that it seemed discriminative in regards to how those who do not speak the same English as Americans are perceived as well as treated. As I read the story, I felt I could relate Tan’s feelings and observations to that of my own when witnessing the discrimination of my family members as they spoke to native English speakers. I understood when she explained that saying someone’s “language” or “speech” is broken implies that it needs to be fixed. Everyone speaks differently in regards to style and dialect, and I, as an American who uses English differently than perhaps my mother or grandmother, feels that placing that box on others who had to learn to use language in a different way is unfair.

Due to her constant immersion in the English language, Tan reveals that the “power of language” itself can “evoke an emotion, a visual image, a complex idea, or a simple truth” (135), therefore suggesting that the true value of the use of English comes through the connections it creates as individuals. Tan also touches base on immigrants and how their use of the English language is considered “broken” and therefore holds “limiting” qualities in regards to conversations with others. To say that one’s language is “damaged” and in need of fixing is placing an immigrant’s use of the English language in a negative light, providing insight on how those who are natives speakers to the English language perceive language, whether  it be a tool to broaden horizons or an aspect of communication.

Precis by Pernida Freeman
Response and Analysis by Jensine Maxis