Henderickson

Shanteria, Genesis, Mahari, Nasiir
Dr. Greene
Eng. 1101
10 October 2017
" RRR"
                                     


                                                              "Color Sound" 

Throughout her personal story, " Talking in Color: Collision of Cultures"(2013), Tiffany Hendrickson discusses her life of living in cross culture of being a white girl but talking as if she was a black girl. Hendrickson's point of view as a white girl speaking "black" growing up in a black neighborhood , demonstrates the idea of cross culture. Hendrickson talks about her up bring in a black culture in order to inform her audience about the diversity within the voice and how it changes the perception of others. Hendrickson's intended audience was those who can relate to her story and to people who might not know the difficulties she had to endure as she communicated among others.



This reading was intriguing because it was a peculiar experience coming from a white girl. The way that Hendrickson wrote her personal experience was with meticulous examples that was successful so that her audience was able to be put in her shoes. She had to face her own race that didn't understand her. Her experience empowered her to major in communication. Because of her essay, I have more respect for a person's voice.



In a world that judges you by your skin color now also judges you by your voice. Tiffany Hendrickson wrote a personal essay on this to share with us her experience through of having a white face and a "black" voice. She supports her claim by going back in time telling stories. While telling these stories she used a great deal of descriptive diction. " As I wait for the bus, the white faces rushing into school look at me quizzically ... To them it seems strange for a white girl to be standing alone on the sidewalk in the heart of the “ghetto..." (Hendrickson 1). Throughout her personal essay, she asks questions to herself a lot. Questions usually brings interest to the audience as a way of connecting. "...all I can think of is how can they judge someone just by the surroundings? Is it because my language isn’t white enough? Or is it because I’m a product of a household where my mother’s speech is formed neither by the white nor black world but by the deaf world? What does a black girl sound like? Illiterate?" (Hendrickson 2). These questions are probably what the audience may be asking too. Hendrickson end by saying that "  Though the journey has sometimes been painful, I cherish it, but more than the journey, I value most the power of my voice." ( Hendrickson 8) . She ends on a positive note that leaves her audience satisfied.



Hendrickson, Tiffany . “Talking in Color : Collision of Cultures.” Queen City Writers, First Year Writers, 21 Mar. 2013, qc-writers.com/2013/03/21/storming-the-gate-talking-in-color/.

Shanteria, Mahari, Nasiir, Genesis
Dr.Greene
Eng. 1101
9 October 2017
RRR

                                                            " English Corrections "

In the article, "Watch Your Language: Teaching Standard Usage to Resistant and Reluctant Learners"(Nov. 1996), Larson elaborates on the value of learning English correctly and teaching it properly to students. Larson supports this value by providing effective resources from books along with ideas and thoughts said by teachers. Throughout the article, Larson speaks about his own difficulties in learning English and speech barriers, in order to share with his audience the process of learning correct English and from that process how he was able to help others with the same problem. The intended audience were for students who can relate to this issue and for English teachers that can help students.

I agree with Mr. Larson’s idea, because it is important incorporate exceptions of dialect into standard English due to diversity of cultures speaking English. Larson sold me the this idea by contrasting between his own experience with learning proper English in school and how it does not quite work for the new generation of students. He further won me over with his argument when he used the analogy of going to a luncheon. He ties not knowing the correct actions to take at the luncheon and his frustration to be different into how his students may feel about being told that how their culture raised them to speak is wrong.

Mark Larson speaks about the ways of getting language through to certain learners similar to himself. Throughout the article, he uses himself as an example of a student who had difficulties of trying to memorizes rules of grammar or the usage of punctuation. “We continue to recite these rules to hapless would-be writers and public speakers, instilling in them a fear of the hobgoblins and hurdles to which they can easily fall victim if they do not proceed with caution (Laron 3).”   Larson learns that to force learners to memorize rules, it causes them to trip up and make mistakes. Larson also carried out a metaphor, the barrier among himself and grammar, throughout the article. He stated this on page 2 paragraph 1, “ As I write or talk, I still see myself proceeding from a starting block: the first sentence of my communication-to the finish line: the last sentence. Along the way, there are hurdles-arbitrarily placed, fabricated obstacles-which, depending upon my grammatical prowess, I will either clear or trip over.”  Larson also choose a descriptive diction so that his audience can visually understand his idea. Examples would be where he said, “  I sat uneasily at a table spread with, among other things, three forks, two spoons, a stack of plates in graded sizes, and several glasses, one of which contained a napkin folded like a swan.” ( Larson 3). He want students to understand basic errors so there are no misunderstandings in message or basic grammar skills. He wrote this article in order to further discussion these issues.

                                                               Works cited:
                         Larson, Mark. " Watch Your Language: Teaching Standard Usage to Resistant and                              Reluctant Learners"(Nov. 1996), The English Journal © 1996 National Council of Teachers of English,