Jonathan Dishon
ENG 1101
Dr. Hughes
December 4, 2009
At the beginning of the semester the main problems that I felt that my writings had was a lack of conviction. This was mostly due to the fact that I thought that my writings were never going to be fantastic, but that they would always be bottom of the pack compared to everybody else. This class helped me to trust in my writing and showed that I did not need to follow what everyone else was doing or to take the path that I thought was easiest. Because in actuality the side with which you have the most in common with as far as views go is definitely the easiest path. This is because you are able to actually put yourself into the writing and people are able to see that you truly believe in the subject that you are arguing about. I also knew that in all of my writings the introduction was always subpar and that I would always rely on good body paragraphs to bail me out. Since being in the class though I have seen vast improvements in my writings. I always knew how to write a proper introduction and what it took to make a good one, but not until this class did I ever fully understand and be able to show that I did understand. When it came to the in-class arguments I was usually quiet because I was not really used to arguing in class over stuff that actually mattered. In high-school it was always arguments over dumb stuff that would never actually happen, but in this class we actually debated stuff that were either happening or had happened in the past. That was one thing that I really liked about the class even though I did not put in my two cents about the subject most times. I feel though towards the end of the semester when I started to engage in the arguments which we were doing that my argumentation skills became a lot better. Because not only did I learn to find all the information I could to back up my own side, but I learned to find information that supported the other side and involve it in my argument to show that I have knowledge of the other side as well as my own. I have also made improvements in my ability to think critically about the subject at hand. Critical thinking is a very important facet of writing because it allows you to think in depth about the writing so that you can cover everything that you need to. Since being in this class my goals have not really changed, but the way that I plan on achieving them has. This class has taught me a whole lot about not only writing, but also about ways to achieve things that I want to do, and to believe in what I am writing.
Friday, December 4, 2009
The Journey Past and The Future Ahead
Tyler Benson
12/3/09
Dr. Hughes
English 1101
At the beginning of the semester I struggled with integrating quotes and I had a good bit of grammar based issues. My arguing skills lacked the acknowledgment of the other side and their views along with a scholarly tone rather than an emotional one which I use to have. I have come a long way from these problems and I believe I have conquered some of them thanks to this class, my instructor, and my classmates. Some of the latter problems I am still struggling a bit, but I have improved and I am still trying to improve upon the base I was given due to this class.
Integrating quotes was always a major problem in my research papers in the past and my high school English teachers never really explained it very well to me. Thanks to this class I was able to understand what “dropping a quote” was and how to fix that by introducing an author of a book or work or the company where the work is associated with before quoting that source. I believe I have improved greatly and if I have not completely conquered this problem I am very close and I have improved tenfold.
My grammar was never good in high school and I believe that it is still not all that great right now, but I am striving to fix it. This class helped me with a lot of these grammar issues and my instructor helped me to improve in a number of grammar related issues such as quote grammar, punctuation, sentence structure, and punctuation. My grammar has shown improvement over the class and I am excited to take what I have learned and improve on my grammar further to where it is nearly perfect.
My debate skills have reached an entirely new level as well and it is a level I am very proud of and I could not have done it without my instructor or classmates. In high school I loved to listen to other people and take what they thought, that I agreed with, and molded it into my own understanding on the topic. This ability has travelled to college with me and I have enjoyed listening to everyone’s stance on issues that are present in the world today. I am thrilled to say that I have taken at least one or two things from everyone in the class and I have applied it to my beliefs and thoughts. If not for my classmates and my instructor I would not be able to access this knowledge. I have also learned how to acknowledge the credible arguments of the other side of a debate and give credit where credit is due. In the past I was stubborn and refused to even acknowledge any of the opposite side’s thoughts even if they were good.
This class has established a base that I will always cherish and use in my classes to come. I want to thank my classmates and instructor for giving me this opportunity to better myself in my academics and my thought process. It is because of you that I am that much more empowered than I was walking into the class. Knowledge is power and I hope I get to keep sharing my knowledge and yours in the future as more than classmates, as friends. Thank you again to you all and I truly appreciate everything the class has taught me.
12/3/09
Dr. Hughes
English 1101
At the beginning of the semester I struggled with integrating quotes and I had a good bit of grammar based issues. My arguing skills lacked the acknowledgment of the other side and their views along with a scholarly tone rather than an emotional one which I use to have. I have come a long way from these problems and I believe I have conquered some of them thanks to this class, my instructor, and my classmates. Some of the latter problems I am still struggling a bit, but I have improved and I am still trying to improve upon the base I was given due to this class.
Integrating quotes was always a major problem in my research papers in the past and my high school English teachers never really explained it very well to me. Thanks to this class I was able to understand what “dropping a quote” was and how to fix that by introducing an author of a book or work or the company where the work is associated with before quoting that source. I believe I have improved greatly and if I have not completely conquered this problem I am very close and I have improved tenfold.
My grammar was never good in high school and I believe that it is still not all that great right now, but I am striving to fix it. This class helped me with a lot of these grammar issues and my instructor helped me to improve in a number of grammar related issues such as quote grammar, punctuation, sentence structure, and punctuation. My grammar has shown improvement over the class and I am excited to take what I have learned and improve on my grammar further to where it is nearly perfect.
My debate skills have reached an entirely new level as well and it is a level I am very proud of and I could not have done it without my instructor or classmates. In high school I loved to listen to other people and take what they thought, that I agreed with, and molded it into my own understanding on the topic. This ability has travelled to college with me and I have enjoyed listening to everyone’s stance on issues that are present in the world today. I am thrilled to say that I have taken at least one or two things from everyone in the class and I have applied it to my beliefs and thoughts. If not for my classmates and my instructor I would not be able to access this knowledge. I have also learned how to acknowledge the credible arguments of the other side of a debate and give credit where credit is due. In the past I was stubborn and refused to even acknowledge any of the opposite side’s thoughts even if they were good.
This class has established a base that I will always cherish and use in my classes to come. I want to thank my classmates and instructor for giving me this opportunity to better myself in my academics and my thought process. It is because of you that I am that much more empowered than I was walking into the class. Knowledge is power and I hope I get to keep sharing my knowledge and yours in the future as more than classmates, as friends. Thank you again to you all and I truly appreciate everything the class has taught me.
Last and Final Blog!! Self Assessment
Jennifer Conley
Ms. Hughes
4 December 2009
Starting out at YHC my writing skills were definitely not where they needed to be and it was honestly part of the reason I could not go to my first choice college. Although I was disappointed about that I was still very excited about college life, but was dreading the horror stories of college papers. However, now that my first semester is over, I can say that those stories were only stories. From this class I have learned that I had more writing problems than I thought because none of my high school English teachers were ever hard on us outside of grammatical mistakes. Writers block has always been one of my biggest problems and sometimes still can be. Although, I have learned the more research I have, and the more I pay attention in class and to the readings, writing is a lot easier. Word choice was probably the worst issue that I have started to overcome. With the help of Microsoft Word’s thesaurus at first, I have learned many new words that are more acceptable in formal papers and I now use them without having to have help from the thesaurus. I have also learned a great deal from class discussions as well. Discussing our class readings and having the ability to talk or debate about them has improved my critical thinking and has opened me to new beliefs regarding certain subjects. This has greatly improved argumentation in my papers which has really improved some of the few writing strategies I have gained. However, I do not think my comfort level in those class discussions has improved a whole lot. I know at the beginning of the semester I did not talk at all and I do talk now, but I do not debate about the controversial subjects only because I do not want to get too caught up in the debate. I do believe however, it shows in my papers. I have done more writings for this class alone than any of my other classes and it has taught me to not procrastinate. I now set goals of when I want certain things done and try to get them done by that time, if another assignment does not come up in that time, which I think is impossible to avoid. I have also learned to not hate or dread writing papers. Most of the subjects brought up in class have kept my attention even if I was not that interested in them and having an interest in what you are writing really shows and stands out. Although my next English class will be a little harder and will expect more, I hope that it will keep me just as interested and willing to write like this class did. I also hope I do as good or better in my next class now that I have experienced my first semester and know what professors are expecting to read now.
Ms. Hughes
4 December 2009
Starting out at YHC my writing skills were definitely not where they needed to be and it was honestly part of the reason I could not go to my first choice college. Although I was disappointed about that I was still very excited about college life, but was dreading the horror stories of college papers. However, now that my first semester is over, I can say that those stories were only stories. From this class I have learned that I had more writing problems than I thought because none of my high school English teachers were ever hard on us outside of grammatical mistakes. Writers block has always been one of my biggest problems and sometimes still can be. Although, I have learned the more research I have, and the more I pay attention in class and to the readings, writing is a lot easier. Word choice was probably the worst issue that I have started to overcome. With the help of Microsoft Word’s thesaurus at first, I have learned many new words that are more acceptable in formal papers and I now use them without having to have help from the thesaurus. I have also learned a great deal from class discussions as well. Discussing our class readings and having the ability to talk or debate about them has improved my critical thinking and has opened me to new beliefs regarding certain subjects. This has greatly improved argumentation in my papers which has really improved some of the few writing strategies I have gained. However, I do not think my comfort level in those class discussions has improved a whole lot. I know at the beginning of the semester I did not talk at all and I do talk now, but I do not debate about the controversial subjects only because I do not want to get too caught up in the debate. I do believe however, it shows in my papers. I have done more writings for this class alone than any of my other classes and it has taught me to not procrastinate. I now set goals of when I want certain things done and try to get them done by that time, if another assignment does not come up in that time, which I think is impossible to avoid. I have also learned to not hate or dread writing papers. Most of the subjects brought up in class have kept my attention even if I was not that interested in them and having an interest in what you are writing really shows and stands out. Although my next English class will be a little harder and will expect more, I hope that it will keep me just as interested and willing to write like this class did. I also hope I do as good or better in my next class now that I have experienced my first semester and know what professors are expecting to read now.
Thursday, December 3, 2009
Self Assessment
Carol Raterman
Language Controversies has been a very interesting class with all of the discussions we have had about different subjects we have read. This class has helped me realize my strengths and weaknesses I possess. I have always had trouble transitioning from one paragraph to the next in anything I write. Grammar has never been one of my strong points.
At the beginning of this semester, I had difficulties being able to write a thesis statement, opening paragraph, a conclusion paragraph, and my transitions. By the end of the semester, I feel that I have become a stronger writer by orgaizing my thoughts, introducing new ideas and transitioning my thoughts.
I feel as though I have improved in argumentation because I have had so many opportunities to defend my point. Defending your point is only one part of the argumentation. The second part of argumentation includes thinking how the other side would possibly make their case and be prepared for whatever they will say to you. Arguing a point involves preparing your own case, thinking about what the other side would mention, and then present the argument. Before this class, I did not think about preparing the other side’s argument. This class has helped me learn different ways people think and different ways people act.
As we read more articles as it got later in the semester, I feel as though my critical thinking skills improved. Before this class I would just read the article, it seemed like I was just looking at the words, and it would take me two times before I knew I would comprehend what I was reading. Now I feel like it is easier to read and comprehend articles.
I feel very comfortable with adding to the class discussions. When I am more interested in the subject or if I am avid about a topic, I contribute more to the conversation. At the beginning of the semester, I felt like I was not very strong in the subject of English. Now I think English is one of my favorite subjects. I have found where my strong points and my weaknesses are in the subject of English.
Language Controversies has been a very interesting class with all of the discussions we have had about different subjects we have read. This class has helped me realize my strengths and weaknesses I possess. I have always had trouble transitioning from one paragraph to the next in anything I write. Grammar has never been one of my strong points.
At the beginning of this semester, I had difficulties being able to write a thesis statement, opening paragraph, a conclusion paragraph, and my transitions. By the end of the semester, I feel that I have become a stronger writer by orgaizing my thoughts, introducing new ideas and transitioning my thoughts.
I feel as though I have improved in argumentation because I have had so many opportunities to defend my point. Defending your point is only one part of the argumentation. The second part of argumentation includes thinking how the other side would possibly make their case and be prepared for whatever they will say to you. Arguing a point involves preparing your own case, thinking about what the other side would mention, and then present the argument. Before this class, I did not think about preparing the other side’s argument. This class has helped me learn different ways people think and different ways people act.
As we read more articles as it got later in the semester, I feel as though my critical thinking skills improved. Before this class I would just read the article, it seemed like I was just looking at the words, and it would take me two times before I knew I would comprehend what I was reading. Now I feel like it is easier to read and comprehend articles.
I feel very comfortable with adding to the class discussions. When I am more interested in the subject or if I am avid about a topic, I contribute more to the conversation. At the beginning of the semester, I felt like I was not very strong in the subject of English. Now I think English is one of my favorite subjects. I have found where my strong points and my weaknesses are in the subject of English.
Mary Elizabeth Lowe
English 1101
Dr. Hughes
November 23, 2009
Over the past semester I have enjoyed this class a great deal and I believe that I have learned quite a bit about grammar, debate and a variety of language issues. Prior to this course my argumentation was rather weak and far from concise. Also, I have learned the importance of acknowledging all aspects of an argument, even those with which I do not necessarily agree. While learning and writing about the other side of an issue, my own preconceived ideas are on occasion weakened, but usually, my initial beliefs are strengthened. Similarly, while arguing a point, my audience will be more likely to accept and respect my point of view if I take an educated, bold stand and point out the competing viewpoints which are often times very valid. This ensures the readers that I am not simply ignorant to other’s beliefs, but I recognize them, in spite of my disagreement.
Another key component of persuasive writing is enforcing my own ideas with the opinions and research of esteemed experts in a particular subject matter. Adding quotes and statistics signifies to the reader that I am not simply tossing out random ideas on a whim, but that my work is creditable. Furthermore, as the semester has progressed my knowledge of proper quotation and citation usage has greatly improved.
I am not a “big fan” of class discussions, I am more of a small group type of person; however, if I am required to publicly voice my opinion I have no objection doing so as this class has prompted. Overall, the topics of this class have been interesting, especially the unit on sign language and bilingual ballots. My knowledge of these issues has broadened and I have been allowed to research a great deal which I thoroughly enjoy. My own beliefs have stayed relatively constant, but I have appreciated and benefited from hearing other people’s opinions throughout the semester and I look forward to other challenging English classes in the future.
English 1101
Dr. Hughes
November 23, 2009
Over the past semester I have enjoyed this class a great deal and I believe that I have learned quite a bit about grammar, debate and a variety of language issues. Prior to this course my argumentation was rather weak and far from concise. Also, I have learned the importance of acknowledging all aspects of an argument, even those with which I do not necessarily agree. While learning and writing about the other side of an issue, my own preconceived ideas are on occasion weakened, but usually, my initial beliefs are strengthened. Similarly, while arguing a point, my audience will be more likely to accept and respect my point of view if I take an educated, bold stand and point out the competing viewpoints which are often times very valid. This ensures the readers that I am not simply ignorant to other’s beliefs, but I recognize them, in spite of my disagreement.
Another key component of persuasive writing is enforcing my own ideas with the opinions and research of esteemed experts in a particular subject matter. Adding quotes and statistics signifies to the reader that I am not simply tossing out random ideas on a whim, but that my work is creditable. Furthermore, as the semester has progressed my knowledge of proper quotation and citation usage has greatly improved.
I am not a “big fan” of class discussions, I am more of a small group type of person; however, if I am required to publicly voice my opinion I have no objection doing so as this class has prompted. Overall, the topics of this class have been interesting, especially the unit on sign language and bilingual ballots. My knowledge of these issues has broadened and I have been allowed to research a great deal which I thoroughly enjoy. My own beliefs have stayed relatively constant, but I have appreciated and benefited from hearing other people’s opinions throughout the semester and I look forward to other challenging English classes in the future.
What I Have Learned
Jackie Hand
Dr. Hughes
December 3, 2009
Language controversies has helped me in a number of ways. Through this class, I have learned to look at both sides of an argument before reaching a decision. Also, I now know that it is of great importance to recognize both sides of the argument when presenting my side. By recognizing both sides, I can make myself look intelligent and like I really have passion for the issue. This is because it will be evident that I have researched the topic in depth. Also, I have learned a lot about language. I never would have considered sign language as a completely different language, but I do now. I never knew of so many things that have gone on because of what someone speaks. I learned about the Native Americans as well as African Americans and so much more. The debating we did in class was also a help to me. Through that I believe I became a better reasearcher and presenter. This class has really helped to broaden my horizons in a sense that I am more knowledgeable about current as well as past issues. I am extremely pleased that I decided to take this course, and I have thoroughly enjoyed it. Thank you Dr. Hughes for making learning fun!
Dr. Hughes
December 3, 2009
Language controversies has helped me in a number of ways. Through this class, I have learned to look at both sides of an argument before reaching a decision. Also, I now know that it is of great importance to recognize both sides of the argument when presenting my side. By recognizing both sides, I can make myself look intelligent and like I really have passion for the issue. This is because it will be evident that I have researched the topic in depth. Also, I have learned a lot about language. I never would have considered sign language as a completely different language, but I do now. I never knew of so many things that have gone on because of what someone speaks. I learned about the Native Americans as well as African Americans and so much more. The debating we did in class was also a help to me. Through that I believe I became a better reasearcher and presenter. This class has really helped to broaden my horizons in a sense that I am more knowledgeable about current as well as past issues. I am extremely pleased that I decided to take this course, and I have thoroughly enjoyed it. Thank you Dr. Hughes for making learning fun!
My Progression
I have always loved to express my ideas on paper in one of my writings. This class was a perfect fit for just that. I came into the semester as a self-proclaimed "good" writer, but as we progressed week by week, I could see improvements in essays.
At the beginning of this semester, I encountered problems with simple mistakes such as using informal language in my writing. I would write in the colloquial manner instead of professionally. Simple mistakes such as using the language in which it seemed I speak in an everyday manner really seemed to take a toll on my essay writing. The semester continued to move on and I continued to grow and learn as a writer. I began to use formal language which I quickly began to realize, even when proofreading my own work, gains a lot of respect from the reader. Although I believe that I have essentially gotten rid of colloquial language, I still feel like I struggle with it from time to time.
In argumentation, I feel more confident in standing for what I truly believe in. I feel like before this class I would just as easily give on some other person's standpoint. The debate helped me gain the confidence I was seeking when trying to stand for a subject a strongly believe in. The in-class writings also were a huge factor in the sense that I could argue a point easier in the privacy of my own essay. Finishing with the verbal debates around the circle allowed me to put in a touch of my own feelings that I expressed in my in-class writing.
I love to talk to friends, peers, teachers, and anyone with the will to listen to me. In high school, I was a bit wild in all of my classes and I would never stop talking or trying to make the class laugh. Coming into this class I expected to talk quite a bit, especially with it being a language controversies class. Although this was the case, I never actually put myself out there in conversation. I just felt like the people in the class were just fine with me keeping quite and thoughts to myself. It seemed as if the class had all the people they needed to partake in debate so I was unneeded. I know that this is not the case at all, but I wish I would have put my ideas out for discussion instead of to myself.
My goals and attitudes have altered throughout this semester. While I was focused on running cross country, I also had a sense of focusing harder on my schoolwork than I ever had. Toward the middle of the semester schoolwork seemed pointless to me. I had yet to come to the realization that everything I do here affects me for the rest of my life. The past few weeks have seemed a lot more meaningful to me. I have focused more on school and how this will help me in the long run. Overall, this class was the most helpful in helping me find my way in school and the passion I need to have in every class I take in college.
At the beginning of this semester, I encountered problems with simple mistakes such as using informal language in my writing. I would write in the colloquial manner instead of professionally. Simple mistakes such as using the language in which it seemed I speak in an everyday manner really seemed to take a toll on my essay writing. The semester continued to move on and I continued to grow and learn as a writer. I began to use formal language which I quickly began to realize, even when proofreading my own work, gains a lot of respect from the reader. Although I believe that I have essentially gotten rid of colloquial language, I still feel like I struggle with it from time to time.
In argumentation, I feel more confident in standing for what I truly believe in. I feel like before this class I would just as easily give on some other person's standpoint. The debate helped me gain the confidence I was seeking when trying to stand for a subject a strongly believe in. The in-class writings also were a huge factor in the sense that I could argue a point easier in the privacy of my own essay. Finishing with the verbal debates around the circle allowed me to put in a touch of my own feelings that I expressed in my in-class writing.
I love to talk to friends, peers, teachers, and anyone with the will to listen to me. In high school, I was a bit wild in all of my classes and I would never stop talking or trying to make the class laugh. Coming into this class I expected to talk quite a bit, especially with it being a language controversies class. Although this was the case, I never actually put myself out there in conversation. I just felt like the people in the class were just fine with me keeping quite and thoughts to myself. It seemed as if the class had all the people they needed to partake in debate so I was unneeded. I know that this is not the case at all, but I wish I would have put my ideas out for discussion instead of to myself.
My goals and attitudes have altered throughout this semester. While I was focused on running cross country, I also had a sense of focusing harder on my schoolwork than I ever had. Toward the middle of the semester schoolwork seemed pointless to me. I had yet to come to the realization that everything I do here affects me for the rest of my life. The past few weeks have seemed a lot more meaningful to me. I have focused more on school and how this will help me in the long run. Overall, this class was the most helpful in helping me find my way in school and the passion I need to have in every class I take in college.
Wednesday, December 2, 2009
Self-Assessment Blog!
Dear All,
For your FINAL blog, please write between 300-600 words discussing your progress in the class. You should consider questions such as:
For your FINAL blog, please write between 300-600 words discussing your progress in the class. You should consider questions such as:
- What kinds of problems did you have with writing at the beginning of the semester?
- Which of these problems have you eliminated from your writing, and which you still struggle with?
- Do you think you have improved in argumentation?
- In critical thinking?
- How is your comfort level with regard to adding to class conversation?
- How have your goals and attitudes changed since you've finished your first semester?
Keep in mind that it would be tremendously ironic if you were to discuss how much you have improved, but then made errors in this little essay! That is, be sure that this essay represents the best writing you can do. Write carefully and thoughtfully -- and be sure to edit your own writing!
Sunday, November 22, 2009
Second Source
Tyler Benson
Nov. 22, 2009
English 1101
Mujica, Mauro. "Why the U.S. Needs an Official Language." www.worldandi.com. 2003. The World & I, Web. 23 Nov 2009..
In “Why the U.S. Needs an Offical Language”, Mauro Majica talks about how we as a country need an official language in order to unify us and limit factors brought by the lack of one. Mauro is the chairman and CEO of U.S. English Inc, and is an immigrant themselves. Throughout the article Mauro gives good insight on how the U.S. has required immigrants to learn English in order to fit in the main-stream of society throughout history. Mauro gives census facts and many other things such as a survey conducted by the Pew Research Center showing that most countries in the world see it important to learn English in order to succeed in global economics and other things. Mauro also hits the issue on how many native born citizens in the U.S. actually are considered “limited English proficient” which means that they barely speak English. Mauro gives census facts to show how this is increased in the U.S. and expresses that English maybe on its way to extinction due to others saying that, “The government requiring immigrants to learn English is oppressive.”, therefore getting a pass because no one wants to deal with racism. I plan to use Mauro Majica’s article in order to show how English is also a hurting language when immigrants throw the race card around and how it is causing America to become less unified which Mauro also explains in his article.
Nov. 22, 2009
English 1101
Mujica, Mauro. "Why the U.S. Needs an Official Language." www.worldandi.com. 2003. The World & I, Web. 23 Nov 2009.
In “Why the U.S. Needs an Offical Language”, Mauro Majica talks about how we as a country need an official language in order to unify us and limit factors brought by the lack of one. Mauro is the chairman and CEO of U.S. English Inc, and is an immigrant themselves. Throughout the article Mauro gives good insight on how the U.S. has required immigrants to learn English in order to fit in the main-stream of society throughout history. Mauro gives census facts and many other things such as a survey conducted by the Pew Research Center showing that most countries in the world see it important to learn English in order to succeed in global economics and other things. Mauro also hits the issue on how many native born citizens in the U.S. actually are considered “limited English proficient” which means that they barely speak English. Mauro gives census facts to show how this is increased in the U.S. and expresses that English maybe on its way to extinction due to others saying that, “The government requiring immigrants to learn English is oppressive.”, therefore getting a pass because no one wants to deal with racism. I plan to use Mauro Majica’s article in order to show how English is also a hurting language when immigrants throw the race card around and how it is causing America to become less unified which Mauro also explains in his article.
Friday, November 20, 2009
Annotated Bibliography
Mary Elizabeth Lowe
English 1101
Dr. Hughes
Topic: The United States should not descend into further exclusion or journey down the path of unconstitutional decisions by adopting an official language; furthermore, the United States should continue offering bilingual ballots in order to ensure that fundamental rights are sustained and to strengthen this country.
Zuckerman, Michael A., "Constitutional Clash: When English-Only Meets Voting
Rights" (2009). Cornell Law School Working Papers. Paper 62.
http://scholarship.law.cornell.edu/clsops_papers/62
This source provides an informative overview of the English Only Movement in addition to facts and stories concerning the voting issue and cites other dilemmas including the Constitutional vulnerability of a purposed English Only Movement. As evidence that English Only is unconstitutional, it brings into consideration the 14th amendment and states that language is the new proxy for race. One extremely compelling quote for both bilingual ballots and against English Only, is stated by the educated Zuckerman as he says, “Furthermore, the fact of a state applying its English-only policies to voter registration is independently suspect because the state is affecting voting rights, which are fundamental, and have historically been used as a tool for discrimination.” Another direct cite from this paper is the quotation from the fifteenth amendment. It guarantees that “[t]he right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude.” This is another solid argument in favor of bilingual ballots and against a national language. I would use this, and the many other facts and stories in this article to my paper by bringing to light the fact that if this nation deemed English it’s national language, it would have to uphold this law in all areas. This would include the removal of bilingual ballots and that would take away many American citizens’ right to vote, which is a constitutional right.
Crawford, James. "The Question of Minority Language Rights." Language Loyalties A
Source Book on the Official English Controversy. New York: University Of
Chicago, 1992. Print.
This article begins with many provoking questions such as, “What would be the legal impact of an English Language Amendment to the U.S. Constitution?” and “Does it seek primarily to make a symbolic statement about the role of English as our common language or to protect the dominant status of English by outlawing all (or all but a few) public uses of other tongues?” These questions are followed by both the pros and cons of English Only and declares that both sides are valid but will certainly have a profound effect on all speakers of this nation. As the chapter progresses he says, “voting in anything other than the national tongue offends the civic assumptions of many Americans.” This is primarily due to our history for the United States is indeed a nation of immigrants.
He also cites the 1987 U.S. Equal Employment Opportunity Commission which had “prohibited arbitrary language policies on the job – that is, English-only rules that have no demonstrated business necessity – as a form of national-origin discrimination.” I will use parts of this chapter to further develop the idea that the United States is a nation of immigrants and to suddenly state that English must be the official language encroaches upon the very history of our “toss salad” nation.
English 1101
Dr. Hughes
Topic: The United States should not descend into further exclusion or journey down the path of unconstitutional decisions by adopting an official language; furthermore, the United States should continue offering bilingual ballots in order to ensure that fundamental rights are sustained and to strengthen this country.
Zuckerman, Michael A., "Constitutional Clash: When English-Only Meets Voting
Rights" (2009). Cornell Law School Working Papers. Paper 62.
http://scholarship.law.cornell.edu/clsops_papers/62
This source provides an informative overview of the English Only Movement in addition to facts and stories concerning the voting issue and cites other dilemmas including the Constitutional vulnerability of a purposed English Only Movement. As evidence that English Only is unconstitutional, it brings into consideration the 14th amendment and states that language is the new proxy for race. One extremely compelling quote for both bilingual ballots and against English Only, is stated by the educated Zuckerman as he says, “Furthermore, the fact of a state applying its English-only policies to voter registration is independently suspect because the state is affecting voting rights, which are fundamental, and have historically been used as a tool for discrimination.” Another direct cite from this paper is the quotation from the fifteenth amendment. It guarantees that “[t]he right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude.” This is another solid argument in favor of bilingual ballots and against a national language. I would use this, and the many other facts and stories in this article to my paper by bringing to light the fact that if this nation deemed English it’s national language, it would have to uphold this law in all areas. This would include the removal of bilingual ballots and that would take away many American citizens’ right to vote, which is a constitutional right.
Crawford, James. "The Question of Minority Language Rights." Language Loyalties A
Source Book on the Official English Controversy. New York: University Of
Chicago, 1992. Print.
This article begins with many provoking questions such as, “What would be the legal impact of an English Language Amendment to the U.S. Constitution?” and “Does it seek primarily to make a symbolic statement about the role of English as our common language or to protect the dominant status of English by outlawing all (or all but a few) public uses of other tongues?” These questions are followed by both the pros and cons of English Only and declares that both sides are valid but will certainly have a profound effect on all speakers of this nation. As the chapter progresses he says, “voting in anything other than the national tongue offends the civic assumptions of many Americans.” This is primarily due to our history for the United States is indeed a nation of immigrants.
He also cites the 1987 U.S. Equal Employment Opportunity Commission which had “prohibited arbitrary language policies on the job – that is, English-only rules that have no demonstrated business necessity – as a form of national-origin discrimination.” I will use parts of this chapter to further develop the idea that the United States is a nation of immigrants and to suddenly state that English must be the official language encroaches upon the very history of our “toss salad” nation.
Annotated Bibliographies
Jennifer Conley
Ms. Hughes
20 November 2009
Thesis Statement:
Many citizens would argue that English should be our official language, but what about those citizens who practice their culture every day? Should these citizens be penalized for their practices in the way they speak or understand language or should we also utilize their abilities in our everyday life too?
“A Nation Divided: The Consequences of Bilingual Ballots.” ProEnglish: Repealing Bilingual Ballots. 4 Nov. 2009 http://www.proenglish.org/issues/ballots/fivereasons.html.
This is a pro-English article that discusses their opinion upon bilingual ballots. In this article five main points are brought to attention. The first point talks about the justification and election materials. Their response is that citizens are suppose to know English to become citizens, so why not keep practicing English as the official language. The second reason is that the requirements of bilingual ballots are arbitrary and wasteful. Citizens believe that the requirements of making ballots in another language are unnecessary when facts show a majority of citizens can speak English. Third, the local governments have to make the ballots and they are unfunded and mandatory. In their defense, the assistance amendment to the Voting Rights’ Act is provided. Fourthly, the likelihood of errors and vote fraud are increased. This reason is provided with the statistics of previous elections and how the vote was swayed to the poll workers bias opinion. The last point is simply that bilingual ballots are a growing burden. Citizens think that too much money is being spent to provide the materials and help needed, especially when the help provided has ended up causing confusion at the polls. Since my argument is not set to one side or the other, some of these points will be argued against while others will help prove my reasoning.
"Bilingual Ballot Laws." ProEnglish: The English Language Advocates. Web. 18 Nov. 2009. http://www.proenglish.org/issues/ballots/overview.htm.
This web page shows an overview of the Bilingual Ballot Provisions of the Voting Rights Act of 1965. It states that, “The Voting Rights Act (VRA) of 1965 was originally enacted to prohibit state and local governments from denying or abridging the right to vote "on account of race, color, or previous condition of servitude," a right guaranteed by the 15th Amendment.” At the time it was enacted to protect the right of voting for black Americans. “But in 1975 Congress greatly expanded the Voting Rights Act's original intent by inserting special protections for "language minorities.” By doing this Congress made voting available to any individual who was an American citizen. The only set back with this act is that it was passed as a temporary adjustment and not officially a concrete adjustment. Since this is temporary Congress has renewed this act twice in 1982 and then again in 1992. If this bill was not renewed in 2007 then it will have expired. If amendment made it fair for citizens to vote with bilingual ballots and it keeps getting renewed by Congress, why not just make it official? Voting is a right that every American citizen should be able to practice. Limiting voting to citizens who speak English very well does not make it fair. This is unjust to what this country was founded on and keeps America from being united.
Ms. Hughes
20 November 2009
Thesis Statement:
Many citizens would argue that English should be our official language, but what about those citizens who practice their culture every day? Should these citizens be penalized for their practices in the way they speak or understand language or should we also utilize their abilities in our everyday life too?
“A Nation Divided: The Consequences of Bilingual Ballots.” ProEnglish: Repealing Bilingual Ballots. 4 Nov. 2009 http://www.proenglish.org/issues/ballots/fivereasons.html.
This is a pro-English article that discusses their opinion upon bilingual ballots. In this article five main points are brought to attention. The first point talks about the justification and election materials. Their response is that citizens are suppose to know English to become citizens, so why not keep practicing English as the official language. The second reason is that the requirements of bilingual ballots are arbitrary and wasteful. Citizens believe that the requirements of making ballots in another language are unnecessary when facts show a majority of citizens can speak English. Third, the local governments have to make the ballots and they are unfunded and mandatory. In their defense, the assistance amendment to the Voting Rights’ Act is provided. Fourthly, the likelihood of errors and vote fraud are increased. This reason is provided with the statistics of previous elections and how the vote was swayed to the poll workers bias opinion. The last point is simply that bilingual ballots are a growing burden. Citizens think that too much money is being spent to provide the materials and help needed, especially when the help provided has ended up causing confusion at the polls. Since my argument is not set to one side or the other, some of these points will be argued against while others will help prove my reasoning.
"Bilingual Ballot Laws." ProEnglish: The English Language Advocates. Web. 18 Nov. 2009. http://www.proenglish.org/issues/ballots/overview.htm.
This web page shows an overview of the Bilingual Ballot Provisions of the Voting Rights Act of 1965. It states that, “The Voting Rights Act (VRA) of 1965 was originally enacted to prohibit state and local governments from denying or abridging the right to vote "on account of race, color, or previous condition of servitude," a right guaranteed by the 15th Amendment.” At the time it was enacted to protect the right of voting for black Americans. “But in 1975 Congress greatly expanded the Voting Rights Act's original intent by inserting special protections for "language minorities.” By doing this Congress made voting available to any individual who was an American citizen. The only set back with this act is that it was passed as a temporary adjustment and not officially a concrete adjustment. Since this is temporary Congress has renewed this act twice in 1982 and then again in 1992. If this bill was not renewed in 2007 then it will have expired. If amendment made it fair for citizens to vote with bilingual ballots and it keeps getting renewed by Congress, why not just make it official? Voting is a right that every American citizen should be able to practice. Limiting voting to citizens who speak English very well does not make it fair. This is unjust to what this country was founded on and keeps America from being united.
Annotated Bibliography
Rebekah Medford
Topic: Should the US offer bilingual ballots?
ACLU of Florida. "English Only." ACLUFL.org. May 2007. Web. 20 Nov. 2009http://www.aclufl.org/take_action/download_resources/info_papers/6.cfm
In the a article by the American Civil Liberties Union of Florida over the "English Only" debate, the ACLU states its reasonings behind why they oppose the "English Only" laws. They believe the laws take away the rights of individuals as well as create false stereotypes of immigrants or people speaking different languages. The material in the article is very informational, focusing not just on now but also where the idea of "English Only" derivied and just how long its been around. Viewing the counterargument, several points are brought up on why some people believe, or have believed in the past, that "English Only" would help. Following their paragraphs about the history of "English Only," ACLU has a question and answer portion. These question and answers allow the ACLU to get their views on the "English Only" debates across, focusing on topics such as: who is affected; what the consequences are; and the false ideas behind it. There are several points I would like to use from this article. Though it is against "English Only" I would liketo use the history it provides where the idea derives from in my counterargument. Using John Adams idea and words, would help me show how people believe it to be very unifying at that time. I agree that if at that time, they had made Englsih the national language, I would have been unifying. Now it would not be. Too many cultures have come here, making English Only laws now would only seperate cultures amd people in America. If English was already the National Language, then getting rid of billingual ballots would be okay but since it is not, and we are a free country, you cannot take away peoples' rights.
The Washing Post Company. " Yes on Bilingual Ballots: Encourage non-English speakers to make informed choices." The Washington Post. 10 Jul. 2006. Web. 20 Nov. 2009. http://www.washingtonpost.com/wp-dyn/content/article/2006/07/09/AR2006070900553.html
This Washington Post article is pro view on Bilingual Ballots. In their article they discuss the Voting Rights Act as well as doing a deeper study of the argument. They take arguments that could be made against bilingual ballots, like: one already has to know English to take the citizenship test. The Washington Post then rebutes the arguments and states why they are not strong enough, or accurate enough to prove the counterargument. Other issues covered in the article are cost,and voting particpation. I will be able to use The Washington Post's answers towards the debate of the citizenship english to prove that this is not the same level of required when reading a ballot.
Topic: Should the US offer bilingual ballots?
ACLU of Florida. "English Only." ACLUFL.org. May 2007. Web. 20 Nov. 2009http://www.aclufl.org/take_action/download_resources/info_papers/6.cfm
In the a article by the American Civil Liberties Union of Florida over the "English Only" debate, the ACLU states its reasonings behind why they oppose the "English Only" laws. They believe the laws take away the rights of individuals as well as create false stereotypes of immigrants or people speaking different languages. The material in the article is very informational, focusing not just on now but also where the idea of "English Only" derivied and just how long its been around. Viewing the counterargument, several points are brought up on why some people believe, or have believed in the past, that "English Only" would help. Following their paragraphs about the history of "English Only," ACLU has a question and answer portion. These question and answers allow the ACLU to get their views on the "English Only" debates across, focusing on topics such as: who is affected; what the consequences are; and the false ideas behind it. There are several points I would like to use from this article. Though it is against "English Only" I would liketo use the history it provides where the idea derives from in my counterargument. Using John Adams idea and words, would help me show how people believe it to be very unifying at that time. I agree that if at that time, they had made Englsih the national language, I would have been unifying. Now it would not be. Too many cultures have come here, making English Only laws now would only seperate cultures amd people in America. If English was already the National Language, then getting rid of billingual ballots would be okay but since it is not, and we are a free country, you cannot take away peoples' rights.
The Washing Post Company. " Yes on Bilingual Ballots: Encourage non-English speakers to make informed choices." The Washington Post. 10 Jul. 2006. Web. 20 Nov. 2009. http://www.washingtonpost.com/wp-dyn/content/article/2006/07/09/AR2006070900553.html
This Washington Post article is pro view on Bilingual Ballots. In their article they discuss the Voting Rights Act as well as doing a deeper study of the argument. They take arguments that could be made against bilingual ballots, like: one already has to know English to take the citizenship test. The Washington Post then rebutes the arguments and states why they are not strong enough, or accurate enough to prove the counterargument. Other issues covered in the article are cost,and voting particpation. I will be able to use The Washington Post's answers towards the debate of the citizenship english to prove that this is not the same level of required when reading a ballot.
Steven Holland
Engl 1101
Dr. Hughes
Topic: The Ebonics Controversy
Oubré, Alondra. “Black English Vernacular (Ebonics) and Educability A Cross-Cultural Perspective on Language, Cognition, and Schooling” 1997
http://www.aawc.com/ebonicsarticle.html
Dr. Oubré states that one of the main causes of scholastic shortcomings of African American youth was the Oakland Public Unified School Board's attention to Ebonics. Dr. Oubré states that Ebonics brings down those who use it by saying, “The sad reality is that Blacks' poor performance in school only further reinforces for many Americans stereotypes of the intellectual inferiority of Black Africans” and “African American students who speak traditional Black dialects of the English language are less apt to do well in school because they generally cannot comprehend standard English.” Dr. Oubré obviously thinks that Ebonics is the cause of the academic downfall of many African Americans. Dr. Oubré also states that ”Black Americans earn IQ scores averaging 85 points compared to scores of about 100 for Euro-Americans and about 106 for Asian Americans of East Asian descent. IQ scores may not be an absolute or totally accurate measure of innate intelligence. But certainly they do say something about a person's cognitive ability to successfully function in American society,” which would suggest that the use of Ebonics could potentially bring down Black Americans’ intelligence. I plan to use this article to introduce the topic and to back it up with statistics. The article shows how Ebonics has caused controversy over African American education.
Rickford, John R. "The Ebonics controversy in my backyard:A sociolinguist's experiences and reflections" 1999.
http://www.stanford.edu/~rickford/papers/EbonicsInMyBackyard.html
This article basically explains the topic of the Oakland School Board Ebonics controversy. John Rickford explains what happened during the 1996 Ebonics controversy and provides background information about the controversy. I plan to use this article to provide information that is directly linked to the Oakland School Board Ebonics Controversy.
Engl 1101
Dr. Hughes
Topic: The Ebonics Controversy
Oubré, Alondra. “Black English Vernacular (Ebonics) and Educability A Cross-Cultural Perspective on Language, Cognition, and Schooling” 1997
http://www.aawc.com/ebonicsarticle.html
Dr. Oubré states that one of the main causes of scholastic shortcomings of African American youth was the Oakland Public Unified School Board's attention to Ebonics. Dr. Oubré states that Ebonics brings down those who use it by saying, “The sad reality is that Blacks' poor performance in school only further reinforces for many Americans stereotypes of the intellectual inferiority of Black Africans” and “African American students who speak traditional Black dialects of the English language are less apt to do well in school because they generally cannot comprehend standard English.” Dr. Oubré obviously thinks that Ebonics is the cause of the academic downfall of many African Americans. Dr. Oubré also states that ”Black Americans earn IQ scores averaging 85 points compared to scores of about 100 for Euro-Americans and about 106 for Asian Americans of East Asian descent. IQ scores may not be an absolute or totally accurate measure of innate intelligence. But certainly they do say something about a person's cognitive ability to successfully function in American society,” which would suggest that the use of Ebonics could potentially bring down Black Americans’ intelligence. I plan to use this article to introduce the topic and to back it up with statistics. The article shows how Ebonics has caused controversy over African American education.
Rickford, John R. "The Ebonics controversy in my backyard:A sociolinguist's experiences and reflections" 1999.
http://www.stanford.edu/~rickford/papers/EbonicsInMyBackyard.html
This article basically explains the topic of the Oakland School Board Ebonics controversy. John Rickford explains what happened during the 1996 Ebonics controversy and provides background information about the controversy. I plan to use this article to provide information that is directly linked to the Oakland School Board Ebonics Controversy.
Bilingual Ballots
Tyler Gunnin
Dr. Hughes
English 1101
11/20/09
Topic: Why we should discard all bilingual ballots
1. Blum, Edward. "A Nation Divided: The Consequences of Bilingual Ballots". 5 Reasons to Oppose Bilingual Ballots. 2006.
Edward Blum summarizes the debate of discarding bilingual ballots into five key points in this article. The five major ideas in the writing are: There is no justification for bilingual ballots and election materials, bilingual ballot requirements are arbitrary and wasteful, bilingual ballots are an un-funded mandate on local governments, bilingual ballots increase the the likelihood of errors and voter fraud, and bilingual ballots are a growing burden. A few key points that are made in this article are: since 1907 the United States has required immigrants to learn English in order to become a citizen and finish the process of naturalization, the illiteracy rate of language-minority-group citizens is higher than the national illiteracy rate, Los Angeles County taxpayers spent over $1.1 million in 1996 to provide bilingual, and the number of states and counties required to provide multilingual election materials is growing voting. The article also stresses the importance of the Voting Rights Act of 1965 and the amendment made to it in 1975. The writing gives many viable points to argue against the pro-bilingual ballot supporters. I want to use this article in pointing out key facts that show how and why bilingual ballots should be gotten rid of. By zoning in on the five key points mentioned in this article, including the Voting Rights Act, I believe I can get my main argument across in a way that has supporting evidence and back-up.
2. English First Foundation. "Bilingual Ballots: Election Fairness or Fraud?". English First Foundation Issue Brief. 22 February 2000.
The English First Foundation goes more in depth about many of the key points of why we should get rid of bilingual ballots. It starts off by mentioning the Voting Rights Act. This is one of the main arguments that I want to stress in my writing. A second key point the article makes is the question of legal and illegal aliens triggering bilingual requirements. There would be a huge possibility of creating two separate sections of "citizen" and "non-citizen" for the voting. Cost is another major idea that I want to focus on. In this article it also makes a point that unneeded bilingual ballots are quite expensive. Another interesting point made is that the accurate translations cannot be taken for granted. This and the point that bilingual ballots might not even be enough to guarantee an informed vote are two ideas that can be brought together in an argument I am trying to make. Also, the article backs these two points up with the very reasonable argument that private sectors and volunteer translators are very capable of making mistakes. I believe this article will help me in backing up multiple points I am trying to make evident in my paper. The writing is very in-depth and has a lot of information that should be easy in supporting the idea that bilingual ballots should be discarded for good.
Dr. Hughes
English 1101
11/20/09
Topic: Why we should discard all bilingual ballots
1. Blum, Edward. "A Nation Divided: The Consequences of Bilingual Ballots". 5 Reasons to Oppose Bilingual Ballots. 2006.
Edward Blum summarizes the debate of discarding bilingual ballots into five key points in this article. The five major ideas in the writing are: There is no justification for bilingual ballots and election materials, bilingual ballot requirements are arbitrary and wasteful, bilingual ballots are an un-funded mandate on local governments, bilingual ballots increase the the likelihood of errors and voter fraud, and bilingual ballots are a growing burden. A few key points that are made in this article are: since 1907 the United States has required immigrants to learn English in order to become a citizen and finish the process of naturalization, the illiteracy rate of language-minority-group citizens is higher than the national illiteracy rate, Los Angeles County taxpayers spent over $1.1 million in 1996 to provide bilingual, and the number of states and counties required to provide multilingual election materials is growing voting. The article also stresses the importance of the Voting Rights Act of 1965 and the amendment made to it in 1975. The writing gives many viable points to argue against the pro-bilingual ballot supporters. I want to use this article in pointing out key facts that show how and why bilingual ballots should be gotten rid of. By zoning in on the five key points mentioned in this article, including the Voting Rights Act, I believe I can get my main argument across in a way that has supporting evidence and back-up.
2. English First Foundation. "Bilingual Ballots: Election Fairness or Fraud?". English First Foundation Issue Brief. 22 February 2000.
The English First Foundation goes more in depth about many of the key points of why we should get rid of bilingual ballots. It starts off by mentioning the Voting Rights Act. This is one of the main arguments that I want to stress in my writing. A second key point the article makes is the question of legal and illegal aliens triggering bilingual requirements. There would be a huge possibility of creating two separate sections of "citizen" and "non-citizen" for the voting. Cost is another major idea that I want to focus on. In this article it also makes a point that unneeded bilingual ballots are quite expensive. Another interesting point made is that the accurate translations cannot be taken for granted. This and the point that bilingual ballots might not even be enough to guarantee an informed vote are two ideas that can be brought together in an argument I am trying to make. Also, the article backs these two points up with the very reasonable argument that private sectors and volunteer translators are very capable of making mistakes. I believe this article will help me in backing up multiple points I am trying to make evident in my paper. The writing is very in-depth and has a lot of information that should be easy in supporting the idea that bilingual ballots should be discarded for good.
Making English the Official Language of the United States
Jonathan Dishon
ENG 1101
Dr. Hughes
November 20, 2009
Inhofe, James M. "Should English be declared America's national language? A nation of immigrants considers the pros and cons of giving English official status". New York Times Upfront. FindArticles.com. 19 Nov, 2009. <http://findarticles.com/p/articles/mi_m0BUE/is_4_139/ai_n17215363/>.
James Inhofe discusses how according to several polls done of both Americans and of immigrants that the overwhelming majority of both groups believe that English should be made the official language of the United States. According to the polls about 85 percent of Americans are for English becoming the official language and 71 percent of immigrants are for English becoming the official language as well. Another thing that Inhofe brings up is how many immigrants want to learn English because it will help them succeed in school, increase their earning potential, and enhance their career options. Inhofe also brings up a court case of an immigrant woman named Martha Sandoval who tried to sue the state of Alabama because they did not allow the test to get a driver’s license to be taken in a foreign language. The final verdict sent down by the U.S. Supreme Court was that Mrs. Sandoval was not allowed to sue the state of Alabama. Inhofe also brings up that many federal courts have upheld that there is no right to foreign-language based government forms, deportation notices, and civil service exams. And that there are about 30 years worth of cases related to this subject piled up. This will help out in my paper by giving me some statistics to support my view that English should become the official language. It also will help because it shows that the immigrants, who many may think do not support English, actually are for making English the official language. Another topic Inhofe brings up that will be beneficial to my paper is the court case in which the lady was not allowed to sue the state of Alabama because they did not offer the driver’s license test in a foreign language. I will be able to use this to show that the federal courts have agreed on several occasions that government forms and other forms or documents are not required to be translated into a foreign language.
King, Robert D. “Should English Be The Law?”. The Atlantic Online. April 1997. 55-64. The Atlantic Monthly Company. 18 Nov. 2009. < http://www.theatlantic.com/issues/97apr/english.htm>.
In this article Robert King discusses how the language debate is already tearing apart many countries around the world and that the United States could be headed down that path if we continue to try and make English our official language. This is the opposite stance from which I am coming from. My view is that by making English the official language it will unite us and not pull us apart. King makes a very interesting statement in his article when he says that traditionally the American way has been to make English the official language, but to do so quietly and without any fuss. And that there was no rush from the Founding Fathers to make English the official language because it was always taken for granted that English be the national language and that everyone learn English in order to succeed in America. I will be able to use this statement in my paper because it shows that the original plan for the United Sates was to make English the official language. It also says that the Founding Fathers thought of it as a given that people would learn English when they came to America in order to succeed, because it is the language spoken by all native people. This goes along with my view because I believe that if you want to succeed in a country then you will learn that countries official language, and while English is not official quite yet it is still the language spoken by the majority of people in the country. Also in his article King quotes Theodore Roosevelt’s statement that, “We have room for but one language here, and that language is English, for we intend to see that the crucible turns our people out as Americans. We must have but one flag. We must also have but one language.” I will be able to use this quote to show that by making English the official language it will in fact help to unify us as a country. It will take all the groups of English speaking people in America and unify them under one name, Americans.
ENG 1101
Dr. Hughes
November 20, 2009
Inhofe, James M. "Should English be declared America's national language? A nation of immigrants considers the pros and cons of giving English official status". New York Times Upfront. FindArticles.com. 19 Nov, 2009. <http://findarticles.com/p/articles/mi_m0BUE/is_4_139/ai_n17215363/>.
James Inhofe discusses how according to several polls done of both Americans and of immigrants that the overwhelming majority of both groups believe that English should be made the official language of the United States. According to the polls about 85 percent of Americans are for English becoming the official language and 71 percent of immigrants are for English becoming the official language as well. Another thing that Inhofe brings up is how many immigrants want to learn English because it will help them succeed in school, increase their earning potential, and enhance their career options. Inhofe also brings up a court case of an immigrant woman named Martha Sandoval who tried to sue the state of Alabama because they did not allow the test to get a driver’s license to be taken in a foreign language. The final verdict sent down by the U.S. Supreme Court was that Mrs. Sandoval was not allowed to sue the state of Alabama. Inhofe also brings up that many federal courts have upheld that there is no right to foreign-language based government forms, deportation notices, and civil service exams. And that there are about 30 years worth of cases related to this subject piled up. This will help out in my paper by giving me some statistics to support my view that English should become the official language. It also will help because it shows that the immigrants, who many may think do not support English, actually are for making English the official language. Another topic Inhofe brings up that will be beneficial to my paper is the court case in which the lady was not allowed to sue the state of Alabama because they did not offer the driver’s license test in a foreign language. I will be able to use this to show that the federal courts have agreed on several occasions that government forms and other forms or documents are not required to be translated into a foreign language.
King, Robert D. “Should English Be The Law?”. The Atlantic Online. April 1997. 55-64. The Atlantic Monthly Company. 18 Nov. 2009. < http://www.theatlantic.com/issues/97apr/english.htm>.
In this article Robert King discusses how the language debate is already tearing apart many countries around the world and that the United States could be headed down that path if we continue to try and make English our official language. This is the opposite stance from which I am coming from. My view is that by making English the official language it will unite us and not pull us apart. King makes a very interesting statement in his article when he says that traditionally the American way has been to make English the official language, but to do so quietly and without any fuss. And that there was no rush from the Founding Fathers to make English the official language because it was always taken for granted that English be the national language and that everyone learn English in order to succeed in America. I will be able to use this statement in my paper because it shows that the original plan for the United Sates was to make English the official language. It also says that the Founding Fathers thought of it as a given that people would learn English when they came to America in order to succeed, because it is the language spoken by all native people. This goes along with my view because I believe that if you want to succeed in a country then you will learn that countries official language, and while English is not official quite yet it is still the language spoken by the majority of people in the country. Also in his article King quotes Theodore Roosevelt’s statement that, “We have room for but one language here, and that language is English, for we intend to see that the crucible turns our people out as Americans. We must have but one flag. We must also have but one language.” I will be able to use this quote to show that by making English the official language it will in fact help to unify us as a country. It will take all the groups of English speaking people in America and unify them under one name, Americans.
Thursday, November 19, 2009
Tyler Benson (Bilingual Ballots)
Tyler Benson
11/19/09
English 1101
Hayduk, Ron. Democracy for All. New York, NY: Taylor &
Francis Group, 2006. 250. Print.
In Ron Hayduk’s Book, Democracy for All, he defends the rights of non citizens in terms of rights including the right to vote. He gives very reasonable arguments talking about how noncitizens have the same stake and interest in America as regular citizens and they deserve the right to vote so their views and beliefs can be displayed in the individuals they vote for in the elections. Another argument of Hayduk’s is that noncitizens are denied rights by America because of laws that were set up by immigrants themselves. Hayduk argues that since the country was founded by people who were not locals of America themselves, noncitizens should be able to have a chance to secure rights. I plan to use this in a counter argument against Hayduk. I will state how noncitizens are given opportunities by the United States. They have an opportunity to learn basic English and other various requirements to become a citizen through naturalization. I will also state that through naturalization the noncitizen will receive voting rights and other rights that are given to everyone. I will mostly be using the works of Hayduk to argue that noncitizens have as much opportunity as any other immigrant to become a citizen and that they have to be citizens to vote anyway.
11/19/09
English 1101
Hayduk, Ron. Democracy for All. New York, NY: Taylor &
Francis Group, 2006. 250. Print.
In Ron Hayduk’s Book, Democracy for All, he defends the rights of non citizens in terms of rights including the right to vote. He gives very reasonable arguments talking about how noncitizens have the same stake and interest in America as regular citizens and they deserve the right to vote so their views and beliefs can be displayed in the individuals they vote for in the elections. Another argument of Hayduk’s is that noncitizens are denied rights by America because of laws that were set up by immigrants themselves. Hayduk argues that since the country was founded by people who were not locals of America themselves, noncitizens should be able to have a chance to secure rights. I plan to use this in a counter argument against Hayduk. I will state how noncitizens are given opportunities by the United States. They have an opportunity to learn basic English and other various requirements to become a citizen through naturalization. I will also state that through naturalization the noncitizen will receive voting rights and other rights that are given to everyone. I will mostly be using the works of Hayduk to argue that noncitizens have as much opportunity as any other immigrant to become a citizen and that they have to be citizens to vote anyway.
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