Researched Critical Analysis Essay

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 In matters of language history, structure, function, and standardization, the average individual is, for the most part, simultaneously uninformed and highly opinionated. –Rosina Lippi-Green “Accent” 166.

In Phase 1, we read about how folks from diverse backgrounds have learned and experienced language and literacy. We then reflected on and wrote about some of our own language and literacy experiences. In Phase 2, we learned about the ways standard language ideology works to maintain social and racial hierarchies. We examined language politics, put our course texts in conversation, and practiced developing and evolving our own ideas. In Phase 3, we will address this fundamental challenge: How might popular opinions on language and literacy—many of which are based heavily on myths, misinformation, and ignorance—be debunked and revised? Since it’s difficult to identify and then effectively challenge deeply held beliefs about language, we’ll practice doing just that for Phase 3.

Your project in Phase 3 will be to choose and critically analyze a single example/practice for how that example/practice is driven by language ideologies (i.e., attitudes, beliefs, assumptions, and/or myths about language). For instance, you may want to investigate a specific example when a person’s dialect or language was called “broken” or a specific example when a pundit declares that the English language will be ruined if ever changed. Alternatively, you may want to examine the common practice of judging someone based on their accent or the common practice of demanding only English in classroom settings. Imagine your audience as fellow college students who are not in our class and who are not aware of common language attitudes and how they lead to certain problematic actions and consequences. Your purpose is to uncover any language attitudes/beliefs/assumptions/myths that seem to be embedded within the example/practice you examine and whatever social consequences that follow.

You will critically analyze your example/practice and present your argument using your own knowledge and reasoning as well as concepts/examples from sources. You’ll need to be extensive in your analysis of select examples/concepts/quotes, providing appropriate description and interpretation to show your audience what you see. Your analysis should zoom in on the particular language example/practice and follow the “10 on 1” rule of thumb—that is, it is better to make ten observations or points about a single representative issue or example (10 on 1) than to make the same basic point about ten related issues or examples (1 on 10). Importantly, your analysis must also attend carefully to the “So what?” question—in other words, think about why the claims and inferences you are building might matter. What social consequences can be traced back to language ideologies and the example/practice you’re exploring? What’s at stake, and for whom? What might be gained by your analysis and what do we stand to lose if we continue to overlook the issue?

 General Requirements

Your Critical Analysis Essay must be informed by 3-5 sources comprised of the following, in addition to the text or example you’ve selected to analyze:

• 1-2 sources from our shared course readings (Lippi-Green is a great candidate).
• 1-2 academic sources specific to your topic that you locate. This could be a chapter in a scholarly book, a scholarly website (.edu), reference work (e.g., encyclopedia), a peer-reviewed scholarly article, as well as public affairs, advocacy, government, or commercial sources, statistics, or websites.
• 1-2 supplementary sources in the form of images, video clips, sound bites, links, lyrics, etc.

Your Critical Analysis Essay should be 3-4 pages (12-point font, 1-inch margins, double spaced) plus any images you choose to include. Please use MLA citation within the body of your essay and on a Works Cited page, and please compose a relative and inviting title for your essay. You are encouraged to personalize the delivery of your essay as you see fit. Thus, you decide the order, tone, style, and language you’ll craft in order to best reach your audience. You’re welcome to draw on your “native,” “home,” or “other” languages, literacies, and ways of being as you so choose.

A full draft of the essay is due for peer review on Monday, April 29^th and your final draft is due Wednesday, May 2^nd. This essay is worth 20% of your Course Grade.

Evaluation Criteria for the Researched Critical Analysis Essay	Points Possible
1. Is the focus of analysis appropriately narrowed? How focused, specific, and relative is the selected example/practice? How effectively is it described?	2
2. How effectively does the essay reflect an understanding of the concept of (standard) language ideologies? Does the essay make explicit how certain language ideologies are connected to the example/practice? Are connections also made to the social consequences of language ideologies?	2
3. How effective is the analysis in the essay? How effectively ·        is a particular stance (on language ideologies) analyzed and argued? ·        are claims presented and logically supported with extensive analysis and evidence from sources? ·        does the essay attend to the needs of the intended audience—e.g., anticipating their questions, creating context for the analysis, introducing and interacting with the secondary source/s? ·        does the analysis, especially the conclusion, address the “So what?” question?	10
4. Does the essay show evidence of thoughtful revision and editing?	1
5. Were all major requirements for length, source use, and due date met?
TOTAL POINTS	15