English

Term paper 1500-2000 words

Term paper 1500-2000 words

Dialect Discrimination in the courtroom

Research suggests that using a nonstandard dialect in the courtroom may have detrimental effects on a speaker’s position in the courtroom due to dialect discrimination. For example, Rachel Jeantel, who is trilingual, spoke a nonstandard dialect of American English during her testimony as a key witness for the prosecution in the trial of Robert Zimmerman (the man who killed Trayvon Martin). Rickford (2016) argues that Rachel Jeantel’s dialect interacted with jurors’ perceptions about her credibility as a witness in the trial. In this paper I will review research that explores how one’s accent and dialect can affect how a person is treated in the courts, whether the person is the accused or a witness.

Sources to Consult

Dixon, J. A., & Mahoney, B. (2004). The effect of accent evaluation and evidence on a suspect’s perceived guilt and criminality. The Journal of Social Psychology, 144(1), 63-73.

Dixon, J. (2002). Accents of Guilt? Journal of Language and Social Psychology., 21(2), 162-168.
Eligon, J. (Jan. 26, 2019). Speaking Black Dialect in Courtrooms Can Have Striking Consequences. New

York Times, p. NA(L). Gale General OneFile,

https://link.gale.com/apps/doc/A571076338/ITOF?u=c… .

Rickford, J. (2016). Language and linguistics on trial: Hearing Rachel Jeantel (and other vernacular

speakers) in the courtroom and beyond. Language 92(4), 948-988.
Rigogliso, M. (Dec 2, 2014). Stanford linguist says prejudice toward African American dialect can result in

unfair rulings. Stanford News. https://news.stanford.edu/news/2014/december/vernacular-

trial-testimony-120214.html

Shousterman, C. (Oct 30, 2013). Linguistic prejudice is a real prejudice (and has real consequences). The Online Journal on African American English. https://aaenglish.wordpress.com/2013/10/30/linguistic-prejudice-is-a-real-prejudice-and-has- real-consequences/

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GCU ELM 480 Grammar and Writing Instruction Grammar and Writing Instruction

GCU ELM 480 Grammar and Writing Instruction

Grammar and Writing Instruction

Planning effective English language arts lessons involves focusing on multiple literacy skills, aligned to state or national standards, while incorporating interesting, student-centered activities. When focusing on grammar and writing, it is essential to set high expectations while presenting real-world connections, encouraging creativity, and keeping student interest in mind. Furthermore, focusing on using proper grammar and writing conventions in the ELA classroom is essential due to the interconnectivity of the two skill areas.

For this assignment, use the “COE Lesson Plan Template” to create a standards-based grammar and writing lesson based on the selected literature.

Include in your lesson:

In a 250-500 word rationale, discuss how the grammar and writing strategies and activities chosen build upon the previously taught reading and vocabulary skills.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric.

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Annotated Bibliography

Annotated Bibliography

list all of your sources for the attached Paper in MLA citation format plus 3-4 sentences about each source.

These sentences should tell what kind of source it is and how it aided your research process. Sources should be listed in alphabetical order by the first piece of information in the citation.

list all of your sources for the attached Paper in MLA citation format plus 3-4 sentences about each source.

These sentences should tell what kind of source it is and how it aided your research process. Sources should be listed in alphabetical order by the first piece of information in the citation.

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English100 Analyzing Stories

English100 Analyzing Stories

Write an essay analyzing one or more aspects of Kate Chopin’s “The Story of an Hour”.The goal is to convince readers that your interpretation adds to the conversation about this story among members in this class.Back up your analysis with reasons and support (examples and textual evidence) from the story.

I do have outline for this essay.

Requirements:

● 3-4 pages, double-spaced

● MLA format/Works Cited

● A clear thesis statement Note:Be cautious not to summarize the story or to assert an

obvious fact about the story.

● 2-3 reasons for the thesis statement

● Textual evidence and examples from the story for support Note:When pulling material from

the story to use as evidence, parenthetical citations should look like this: (par. 12).

● Excellent source integration (“Using Sources to Support Your Ideas,” pp. 542-553).It’s important to

know how to use ellipsis marks and brackets correctly when writing an Analyzing Stories essay.

● Stellar paragraphing, “to group related ideas and details” (see Chapter 13:Cueing the

Reader/Paragraphing pp. 456-469).

 

● Very few proofreading errors

I do have outline for this essay.

my outline to you

I. Thesis: Sum up all the related arguments of your story interpretation.

A. First argument/assertion/interpretation

1. textual evidence (par. ?) [Note: No parenthetical needed for Kincaid]

2. textual evidence (par. ?)

B. Second argument/assertion/interpretation

1. textual evidence (par.?)

2. textual evidence (par.?)

C. Third argument/assertion/interpretation

1. textual evidence (par.?)

2. textual evidence (par.?)

Thesis: Kate Chopin’s “The Story of an Hour” argues that an individual discovers their self-identity only after being free from confinement. The story also argues that freedom is a very powerful force that affects mental or emotional state of a person, and many freedoms that women desired were denied to them because of the repressive nature of marriage and more broadly, society.

  • Her Husband’s death made her see something she hasn’t seen before and might likely never have seen if he had lived: her desire for self-determination.
  • freedom is a very powerful force that affects mental or emotional state of a person

1.” Physical exhaustion that hunted her body and seemed to reach into her soul” (part 4)

2.’’ A sob came up into her throat and shook her”

C. She experiences at the secret of joy

1. “Free! Body and soul free” (part16)

2. “She was so shocked” (paert19)

I got this cooment from my professor.?

Before beginning to write the essay, I suggest rewriting the outline as a sort of plan. Do you mean to focus on these three main ideas: (1) the husband’s death brings out a desire for self-assertion (2) freedom affects a person mentally (3) freedom affects a person physically. Lastly, how do these three assertions work together toward an overall thesis (or do they satisfy the thesis you include in your outline)?

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