Linda Christensen's Whose Standard Teaching Standard English Read Aloud

Teaching English is not a cutting-and-dry affair. Writer Linda Christensen argues that teachers should focus on an individualized method of pedagogy to pupils and allow them to focus on topics that involvement the students. The post-obit analytical essay was created past the writers at Ultius and is one of the many essay writing services we provide.

Analysis of "Teaching Standard English language: Whose Standard"

In this essay, I will examine the persuasive techniques Linda Christensen employed to convey and convince her target audience to believe and recognize the negative consequences of enforcing the concept of standard English. Specifically, I will focus on rhetorical strategies of persuasion the writer utilized including textual examples, such equally the use of authority, the ability to identify, establishing an emotional connection, and thinking outside the box. Understanding the footing and history of Christensen's argument will highlight how enforcing and prioritizing the concept of rules of standard English prevents a pupil's freedom of speech, due to fear of properly defending an statement or idea.

Article summary

The article "Teaching Standard English language: Whose Standard" by Linda M. Christensen might exist seen every bit controversial due to her advancement regarding English education techniques utilized to teach proper English language to grade school students in America.

1. Christensen believes English teachers should be able to focus more on a personalized method of teaching that allow students to engage and elaborate on a topic of interest.
2. She believes that implementing a more personalized strategy on the student would uncover and explode student's creativity and ingenuity.
3. She stresses that eliminating the overexaggerated importance of proper English mechanics will more than likely diminish the fear the instruction system has instilled upon students and encourage greater communication through art equally well as speech.
4. Christensen believes that a shift in English language teacher'southward traditional mentality will transfer their focus from the rules of standard English to a more than meaningful process that would reach the core of the student's experience in the English language process.

Christensen'south Persuasion Tactics

Christensen presents herself as an authority in the subject of education rules of standard English language. After existence a part of the classroom for at least 30 years and experiencing the part of a student and as an educator, Christensen can exist viewed as an practiced and a primary source in strategies executed to teach English. Consequently, Christensen is able to build a stiff rapport with her target audition, particularly, English teachers. People are more probable to believe someone who is immersed in the subject field being presented, as opposed to someone who has studied, but has non personally experienced information technology. As displayed in the commodity, Christensen became incredibly self-conscious about her pronunciation that she began policing her own sounds (Christensen 100). The technical focus interfered with her thought process which hindered:

• Her communication skills
• Her ability to logically nowadays ideas
• Her voice
• Her ability to limited her ideas

Emerging herself equally a victim of this problem, Christensen is able to capture her audience's attention to her knowledge on both sides, every bit a teacher and former pupil.

Edifice the argument

The author'due south tactic in identifying with both sides of the spectrum provides her with the ability to strengthen her argument earlier several levels of authority in the school system. For instance,

Christensen'due south fear to pronounce lawyer or lay in the classroom was the consequence of the laughter of students around her and the teacher'due south strategy in placing her in the spotlight (Christensen 101).

Furthermore, the author'south ability to personally identify with her student Fred regarding his disability to write granted her a meliorate understanding of the difficulties her students encountered when attempting to communicate or to express their thoughts on newspaper (Christensen 101). As a instructor, the analogy she used in referencing Fred'south sports interests and his football practices versus his actual football games in relation to practicing writing in the classroom was a perfect example that solidified the author'south power to understand and advocate for a change in the strategies implemented to educate students in Linguistic communication Arts.

Appealing to the reader's emotions

Christensen creates an emotional connection with her audition, every bit she presents her ain examples of her experience as an English pupil.

As emotion is ane of the elements of a human existence, by creating a personal bond, Christensen allows her audience to connect with the issues that caused her fear of the English linguistic communication.

According to the commodity, Christensen began to replace words she was mispronouncing in the general standards of society. Instead of assessing the words her teacher corrected, Christensen would seek synonyms of such words and use those when speaking (Christensen 100). As a event, Christensen learned to avoid situations she felt unable to manage. By presenting the negative results of her instructor's education strategies, Christensen is able to demonstrate that the focus and emphasis on the technicalities of the English language as a precedent over allowing students to discover their own thoughts will only teach them how to sway and find altering methods in fear of their mistakes.

A successful yet indirect approach

Christensen uses her ingenuity in thinking outside the box to solidify her argument. Usually, published research studies follow a strict format where the scientific method is implemented. Manifestly, Christensen'due south inquiry methods were largely anthropological and based on her personal experience every bit a student and a teacher:

• The writer was the only teacher participant presented in this article, which is non a sufficient sample to acquit an academic enquiry study
• Additionally, the commodity excluded variables and hypothesis statements

While most people would immediately disregard this article as an unreliable academic source, the human activity of diffusive from the norm is a attestation of Christensen'due south advocacy in shifting the focus on the standard rules of English language that has been drilled into the brains of English teachers; hence, thinking outside the box. This is axiomatic from the starting time of the article, as the writer establishes the starting time sentence past stating,

"When I was in the ninth grade . . ." (Christensen 100).

Since the first of the commodity, the text transmits a notion of a written diary or periodical, contrary to that of a scientific methodology and an overview of inquiry. In fact, it is this beginning-hand experience that connects with the strategies of say-so, identity, and emotional connection, which have been aforementioned.

Keys to success in Christensen'south statement

To logically persuade an audience, one needs to asses several elements of effective communication combined with psychological factors to be successful in presenting a logical argument:

• Presenting herself as an authority in the subject
• Identifying with the trouble
• Creating an emotional connection - An emotional connection is crucial during the showtime of a presentation
• Thinking outside the box
• During the get-go few minutes of a presentation, whether it is written or verbally expressed, the author must capture the attending and interest of the target audience

For these reasons, I believe Christensen strategically employed the tactics aforementioned. I believe that establishing a personal connexion between an experienced instructor and sometime student with other English teachers will ignite the alter needed in English language classrooms.

Conclusion

Students volition begin to assess their social feet and reluctance in developing their English skills. Furthermore, every bit students brainstorm to exercise their correct to freedom of speech communication, they will exist able to do their writing and diction without the fearfulness of making mistakes or being humiliated in the presence of other classmates, as Christensen was by her instructor Ms. Delaney (Christensen 100). As a result, English language teachers will initiate an important and crucial process in the personal and educational evolution of their students. In doing so, students volition realize that internal analysis is more likely to result in personal education.

Works Cited

Christensen, Linda. "The politics of language." Reading, writing, and rising up: teaching about social justice and the ability of the written discussion. Milwaukee, Wis.: Rethinking Schools, 2000. 100-104. Print.

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