Is English Native Speakers Use A Greater Number Of Singular Self Mention?

Olsson, Karen. “Up Against WAl-Mart.” Graff, Gerald, Cathy Birkenstein, and Russel Durst. "They Say, I Say": The Moves That Matter in Academic Writing : With Readings. New York: Norton, 2012. 606-619 Print.

Every one of us have our own identity. This identity is shaped and influenced by several external uncontrollable factors that occur simultaneously as we grow up. More specifically, our home, school, society or any particular cultural background that surrounds us. United States is one of the most diversified countries in the world. Most of us come from different discourse communities from around the world. In “Home and Away” BT. Williams argues how this unique identity that we carry along and the discourses we have already learned in our diversified surroundings impact the way we talk, speak and even approach academic writing. He discusses this conflict between the academic discourse in the classroom and primary discourses that the student has

After doing some linear stage models, the three negotiates the fact that academic and professional is considered “complex” (24). Furthermore, they all agree that “academic and professional writers develop a sense of rhetorical purpose as the process unfolds” (24) and “any research must be seen as being both “strategic” and “heuristic” (24).

The Conference on College Composition and Communication discusses two very important and controversial questions within their article “Students’ Right to Their Own Language”: “What should the schools do about the language habits of students who come from a wide variety of social, economic, and cultural backgrounds?” (2), and “Should the schools try to uphold language variety, or to modify it, or to eradicate it?” (2). While for academic writing purposes students should be expected to use standard American dialect, it is important to respect the diversity and various heritages throughout the country by allowing students to use the dialect they choose when speaking.

Using academic diction appeals to academic readers who are accustomed to reading a variety of materials with a similar format, will ensure the author's point reach the respective audience. Scademic diction informs the reader of the scholarly merit of the work, allowing the reader to believe the author's logical reasoning

MacNeil often goes to expert opinion to justify his points. To defend a point about why African American language is not ruining the English language, MacNeil says, “to linguists, the fault lies not in a particular dialect, but in what attitudes others bring towards it” (310). This means that dialects are not the problem, but those who choose to be disgusted with them are. MacNeil also notes that “in the linguistic community, black English is recognized as having its own internal consistencies and grammatical forms” (310). This proves that African American Language is not ruining the English language as it is an effective form of communicating. I chose these quotes to show the ineffectiveness of this rhetorical device to certain members of the audience as they don’t know who the linguists are and

“The Extraordinary Science of Addictive Junk Food.” “They Say / I Say": The Moves that Matter in Academic Writing with Readings., 3rd ed., edited by Gerald Graff et al. Norton, 2015, pp.

The close reading process of a rhetorical analysis includes breaking down an essay into different parts in order to create a certain affect towards the reader. In the article, “Should Writer’s Use They Own,” Young uses diverse language to address the idea of code meshing. Young’s rhetorical appeal in the article intersect with my reading experiences by creating a difficult read, that makes me want to take the time to identify the author’s key points within the article. The article presents two different positions in the issue, whether students should be allowed to use their native language while writing papers for school. The slang words Young uses help capture my attention throughout the article. As the article goes back and forth presenting both Fish’s and Young’s arguments, which make it difficult to keep track of who has better arguments. It is difficult to clearly the article because the article is targeted towards professors. Interacting with diverse language includes breaking down a written paper into sections in order to identify the author’s overall purpose. Throughout, my reading process of the article, I was able to see my capability of reading difficult text.

Who am I? What is it that defines that personality? Anzaldua argues in her essay that the language is what defines one’s identity. Language is indeed an important component of culture, and culture is known to be a crucial definer of identity. People use language to connect to their identities and communicating their realities and values to themselves and to the world around them… In other words, language is important because people use it to express their thoughts and beliefs. “People evolve a language in order to describe and thus control their circumstances” (Baldwin 109). Consequently, language does not necessarily define identity as much as identity defines language. People decide on

Paré 's (2014) article introduces rhetorical genre theory (RGT). RGT tells researchers how to do qualitative research, how to write correctly in different

The Language Wars have been waged in the realm of English Literature, Language and Linguistics for years. Both sides of the argument are staunch believers in their position, but are more than willing to concede points to the other sides’ favour. In Bryan A. Garner’s essay, “Making Peace in the Language Wars”, he describes himself as a ‘descriptive prescriber’ (Garner, Making Peace in the Language Wars 2008, 270), and offers a truce that fulfils both sides of the argument as the crux of his essay. While the separate sides of the argument are relatively easy to define, it seems that no one sticks to them religiously, and the argument is between individuals fighting over individual points. The two sides are that of the descriptivist and that

Throughout twenty-centuries ago, writers thought that ordinary language and literary language were two different languages. But this is an analytical assumption. There is only one language, which

Talking about “dialects”, a term often mentioned along is “standard language”. When being brought into comparison with “dialect”, “standard language” usually serves as a legitimate variant with the highest level of excellence (Bex & Watts, 1999). Though positive in nature, standardization - the procedure of standardizing a language – often raises heated controversy because of its consequences on not only linguistics field but also the society. In the second part of the essay, I will focus on the disadvantages of language standardization.

He seeks to find underlying similarities across these “distinct” languages, to construct a general theory of a singular language. However, it seems as though he cannot be scientifically vindicated without the groundwork being laid down by many of the authors that he is critical of. Thus, it is particularly interesting that Chomsky seems to be so at odds with the idea of descriptivism. When Chomsky says, “Grammar should not be merely a record of the data of usage, but, rather, should offer an explanation for such data,” (587) he is acknowledging the usefulness, presumably to his own theories, of descriptive linguistics. He in fact recognizes the debt he owes when he says, “To me, it seems that [structural linguistics'] major achievement is to have provided a factual and a methodological basis that makes it possible to return to the problems that occupied the traditional universal grammarians...” (590) But he goes on to say, “On the other hand, it seems to me that the substantive contributions to the theory of language structure are few, and that, to a large extent, the concepts of modern linguistics constitute a retrogression as compared with universal grammar.” (590) Where the descriptivists see an end, Chomsky sees only the means, and is somewhat dismissive of them.

Vassileva 2001; Hu & Cao 2011), accept more tentativeness in their research articles while Indonesian academics prefer to be more certain by assuming that the assertions have been exhaustively researched through the use of tend. The high frequency of tend in the articles in the L2 corpus, however, cannot be generalised without detailed observations. As can be seen in Figure 4.6., there is a case in which tend is used numerous times (18 occurrences) in one single text from the Applied Linguistics discipline, making the text appear judgemental.