Lakhasly

Rhyme and Rhythm: The poem employs a rhyme scheme that includes the phrase "knocking Knickerbocker." This rhyme choice contributes to the overall tone and registers a more oral and non-academic quality. The rhythm of the poem is characterized by marching, fist-raising, and loud-talking elements. These rhythmic patterns evoke a sense of urgency and engagement, aligning with an oral tradition rather than a formal academic one. Lexical Choices and Context: Although the individual lexical items themselves are not necessarily "non-standard," their collocation and the context in which they appear create a distinct resonance.Appropriating Linguistics for Oppositional Causes: By alluding to the "promised land", Smitherman appropriates the field of linguistics to challenge popular biases perpetuated by the dominant community. She aligns herself with enlightened instructors who seek to disrupt conventional norms. Divergent Responses to SRTOL: Some responses to SRTOL (Students' Right to Their Own Language) were dismissive, suggesting that the CCCC (Conference on College Composition and Communication) had lost its mind. Others questioned why it took so long for the resolution to emerge. These ideas sparked strong reactions among CCCC professionals, regardless of their stance on the resolution. Intellectual Production and Compromise: The debates and verbal duels eventually led to the production of a document that all parties could accept. This compromise reflects a pragmatic approach, allowing everyone to coexist until more spaces are available for other English varieties and diverse language resources. Symbol of Change: Smitherman concludes that the documented spirit of resistance in the "Students' Right" and National Language Policy symbolizes the possibility of change, even within the existing system.For instance, consider the quote: "Lloyd even goes so far as to say that linguistics 'is a promised land for the English teacher'" (Smithe1man, 1999, p. 352). This excerpt exemplifies the interplay of academic and personal voices, contributing to the layered texture of the text. Recontextualization Strategy: The author, Smitherman, employs a recontextualization strategy by citing a verse from the Bible: "But we also knew that without vision, the people perish" (Smitherman, 1999, p. 358).Context and Cultural Significance: In the context of the 1998 celebration of African American History Month, a television commercial for McDonald's (referred to as "Mickey D's" in Ebonics) featured a White father and his young son exploring a gallery with paintings of African American heroes and heroines. The phrase "promised land" holds special resonance within the African American community.In summary, Smitherman's text navigates the complex interplay between academic norms, personal voice, and strategic choices, ultimately challenging the monolithic nature of scholarly discourse.These lexical choices collectively index the voice of a speaker from a high-involvement oral culture, which contrasts with the conventions of a low-involvement academic genre (as described by Tannen in 1982).Textual Layering and Oppositional Meanings: By inserting one text into another with a different rhetorical context, Smitherman generates oppositional meanings and an alternate ethos.Biblical Allusion and Vernacular Culture: The term "promised land" has biblical origins, emphasizing the importance of the Bible in vernacular culture. This metaphor has been significant in Black consciousness since Claude Brown's book titled "Manchild in the Promised Land" (1966).In summary, Smitherman's text navigates linguistic and cultural complexities, highlighting the power of language to challenge norms and advocate for inclusivityCitations and Recontextualization: The author sometimes relies on cited authorities to evoke a divergent discourse that serves her purposes.

Rhyme and Rhythm: The poem employs a rhyme scheme that includes the phrase “knocking Knickerbocker.” This rhyme choice contributes to the overall tone and registers a more oral and non-academic quality. The rhythm of the poem is characterized by marching, fist-raising, and loud-talking elements. These rhythmic patterns evoke a sense of urgency and engagement, aligning with an oral tradition rather than a formal academic one.
Lexical Choices and Context: Although the individual lexical items themselves are not necessarily “non-standard,” their collocation and the context in which they appear create a distinct resonance. These lexical choices collectively index the voice of a speaker from a high-involvement oral culture, which contrasts with the conventions of a low-involvement academic genre (as described by Tannen in 1982).
Author’s Identification and Attitudes: The words used evoke the author’s personal identification with the described actions and attitudes. The language employed is rhetorically appropriate for expressing acts and attitudes that challenge the dominant values of the academy.
Dual Frames and Unconventional Codes: The lamination of dual frames (academic and political) enhances the impact of unconventional codes within the text. The conflicting frames emphasize the resistant dimension of the work, highlighting its oppositional stance.
Citations and Recontextualization: The author sometimes relies on cited authorities to evoke a divergent discourse that serves her purposes. However, she skillfully recontextualizes these quotations from her sources, infusing them with new meaning.
For instance, consider the quote: “Lloyd even goes so far as to say that linguistics ‘is a promised land for the English teacher’” (Smithe1man, 1999, p. 352). This excerpt exemplifies the interplay of academic and personal voices, contributing to the layered texture of the text.
Recontextualization Strategy: The author, Smitherman, employs a recontextualization strategy by citing a verse from the Bible: “But we also knew that without vision, the people perish” (Smitherman, 1999, p. 358). She takes phrases from a non-academic text (the Bible) and embeds them in a new academic context to index moral values. This strategy positions her work in opposition to dominant discourses.
Quotation Marks and Indexicality: Smitherman uses quotation marks for both the Bible verse and other quoted texts. This indicates that these are other people’s words, even though she doesn’t provide a specific citation. The quoted texts acquire new indexicality through their dual context (non-academic and academic).
Textual Layering and Oppositional Meanings: By inserting one text into another with a different rhetorical context, Smitherman generates oppositional meanings and an alternate ethos. Her strategic voice emerges as she navigates the tension between academic norms and her own perspective. Grammatical Violation and Strategic Choice: In the second part of the quotation, Smitherman deliberately violates Standard Written English (SWE) by using African American Vernacular English (AAVE).
For instance: “Besides, as I commented to a fellow comrade (a psychologist, who was one of the founders of the Association of Black Psychologists), what else was we gon do while we was waitin’ for the Revolution to come?” This strategic choice highlights her alignment with a different linguistic tradition and challenges the monolithic nature of academic discourse. In summary, Smitherman’s text demonstrates how language can be a dynamic tool for resistance, negotiation, and identity expression within academic spaces.
Exploiting Different Spaces: Smitherman skillfully leverages the different spaces within the academic text, each with distinct framing and footing. By doing so, she strategically inserts her own voice and introduces alternate norms.
Pluralizing the Text: These deliberate choices perform a significant function in pluralizing the text. Rather than conforming to a monolithic academic discourse, Smitherman diversifies the narrative.
Flagging Non-Standard Expressions: Interestingly, when Smitherman highlights a non-standard expression, it is not to emphasize its peculiarity. Instead, she uses it to evoke a widely shared usage of a well-known expression.
Example: Introducing ‘Cussing’: Smitherman proudly claims to have introduced the term ‘cussing’ into committee discourse. This act disrupts the conventional language norms, providing relief to one of her male colleagues.
Formal Language and Vernacular: The more formal language she employs suits the senior scholar addressed in her statement. However, she strategically switches to vernacular in specific contexts.
Low-Stakes Environments: In certain peripheral sections of the text (such as dedications, titles, and conclusions), the vernacular is generally considered unobjectionable. These sections are framed differently and allow for a different footing.
AAVE in Safe Spaces: In the more conservative pages of the TESOL Quarterly, Smitherman prominently uses African American Vernacular English (AAVE). For instance, the title “Dat Teacher be Hollin at Us” draws attention to her performative act of disrupting conventional discourse.
Glossing Recent In-Group Expressions: Smitherman provides a gloss to introduce an item likely used among a subcultural group of Black teenagers. This demonstrates her awareness of linguistic diversity and her strategic use of language.
In summary, Smitherman’s text navigates the complex interplay between academic norms, personal voice, and strategic choices, ultimately challenging the monolithic nature of scholarly discourse.
Context and Cultural Significance: In the context of the 1998 celebration of African American History Month, a television commercial for McDonald’s (referred to as “Mickey D’s” in Ebonics) featured a White father and his young son exploring a gallery with paintings of African American heroes and heroines. The phrase “promised land” holds special resonance within the African American community.
Biblical Allusion and Vernacular Culture: The term “promised land” has biblical origins, emphasizing the importance of the Bible in vernacular culture. This metaphor has been significant in Black consciousness since Claude Brown’s book titled “Manchild in the Promised Land” (1966).
Appropriating Linguistics for Oppositional Causes: By alluding to the “promised land”, Smitherman appropriates the field of linguistics to challenge popular biases perpetuated by the dominant community. She aligns herself with enlightened instructors who seek to disrupt conventional norms.
Divergent Responses to SRTOL: Some responses to SRTOL (Students’ Right to Their Own Language) were dismissive, suggesting that the CCCC (Conference on College Composition and Communication) had lost its mind. Others questioned why it took so long for the resolution to emerge. These ideas sparked strong reactions among CCCC professionals, regardless of their stance on the resolution.
Intellectual Production and Compromise: The debates and verbal duels eventually led to the production of a document that all parties could accept. This compromise reflects a pragmatic approach, allowing everyone to coexist until more spaces are available for other English varieties and diverse language resources. Symbol of Change: Smitherman concludes that the documented spirit of resistance in the “Students’ Right” and National Language Policy symbolizes the possibility of change, even within the existing system.
In summary, Smitherman’s text navigates linguistic and cultural complexities, highlighting the power of language to challenge norms and advocate for inclusivity