Reflection Paper

Xiaoye Cai

WRTG 2010-097 Intermediate Writing

Professor Parkin

Feb/09/2019

Rhetorical Traditions

Synthesis Map

Authors	Topics	Vocabularies	ideologies	Citation
Conference on college composition and communication	Student`s rights to their language	The article uses different vocabularies in the entire article. The author includes language varieties and linguistic versatility. The article conveys the same message with other articles through different words	The main idea that the article outlines is the importance of giving everyone the right to use their dialects. This will lead to diversity language and fluidity	There are references, Other articles have been referenced as well There are no researchers who disagree with the content
James millers	Is bad writing necessary	Different vocabularies are used to enrich the writing skills and to show the diversity of vocabularies.	The article articulates the main idea arguing that what matters is the content of the material written.	The article does not reference other authors, however, There is a citation of the same author Other authors in the in the text. The citation disagree
LuMing Mao	Thinking through difference and fact of no usage	Similar vocabularies used such as comparative rhetoric and translingualism	The main idea is analyzing different ways to adhere to the comparative rhetoric and diversity.	There is no referencing of the same authors, and no author is against the content
Scott Richard Lyons	The fine art of nationalism, hybridity, and search for native American native pedagogy	Similarities in vocabularies such as dialect, rhetoric	The article maintains that rhetoric sovereignty is a necessity to accommodate native Americans. Value of the content and culture is lost once the content is translated.	The article makes references to authors. Some authors referenced agree while others disagree.
Franci Washburn	The risk of misunderstanding in Greg Sarris keeping slug woman alive.	The article uses narration and storytelling which also used in other articles.	The main idea about this article is that if narrative and story written in other dialects are translated or even used, then they stand to lose the value or the original idea, meaning, expression and connection will be missed.	The article makes references to other articles whom they agree with the content.

Rhetorical Traditions

Rhetoric tradition should be practiced and improved rather than pushing it under the bridge. This is because they significantly contribute to other languages and dialectics. The study of present and absent language means a lot to the writing. In rhetoric comparative, the use of rhetoric tradition is vital because it shows how the work of others differs and relate to each other and the valuable contribution they make (Mao 79). Euro American norms neither have nor allowed any form of marginalization with other rhetoric regardless of how strong they might be. Different rhetoric should move away from facts of the essence and transform into facts of usage. This serves to encourage the researchers on the emphasis and value of the traditional narrative as they build on them. The rhetoric also plays an essential role in the diverse culture since it informs how well the literature is intertwined and how well the people can communicate with each other (Scott, 87). The application or usage of one language to another culture or traditions depends on how well the two interrelates without losing the meaning.

Translingual is another factor which dictates that people should know that language is part of local practices and therefore, one should be allowed to express it anywhere. Monolinguals view a language as a state entity, is argued to be uniform and stable, however, this is not the case (Mao 80). Monolingualism advocates for essence and not facts of usage as language is diverse and not a discrete entity. Limiting the diversity of expression through translation is a barrier to further studies in a particular discipline that uses local dialectics. Therefore, dialogue should be conducted to encourage translingualism and comparative rhetoric. Denying people a chance to practice their language is equated to denying them their identity which makes life meaningless. Therefore, it holds that culture means ways of life of a particular group of people.

It is argued that because one is incorporating writing and culture, this does not lead to masking error provided the writer writes meaningful information (Aarons et al. 59). For instance, George Orwell incorporates politics and literature to express challenges faced by society. His easy still holds meaning in today's literature an aspect that necessitates writers to travel to various cultures to learn different languages. As such, writing that is cultivated/rooted in tradition push society forward. This is because a sense of purpose and truthfulness can only understand tradition.

The author feelings are based on the fact that it is not possible for the audience to learn a lesson from literature written in the language they cannot understand (Washburn 78). The highest possibility is that most audience will end up the missing message of interpreted stories. What should work well is incorporating the writers and not the audience to enhance understanding? Writers should interpret and translate the content to the audience without losing the aspects of oral traditions such as emotions. Storytelling becomes less useful when translated. However, transcription can come in where videotaping is not available. The transcription can be stored for a long time, and the story can be told over and over again, however, it loses connection with the audience.

People should have the right to choose the language they want to use. Besides, indigenous people should be in a position to control their institution and ways of life. This is based on the fact that translating literature loses its meaning and traditional aspects and it is easier for the native people to study their language because they are born in that environment. Therefore, rhetoric sovereignty can help the different community to get better education unlike forcing them to use the methods that disagree with their way of living (Scott 239). The traditional aspect of life is never covered in monolingualism society. Such activities include politics, history, and identity. Native community is less assimilated and the hybridity of their daily life lost. The strategies that need to be exercised is putting ethnic nationalism indigenous nationalism in a place where each ethnic is given the freedom they deserve (Aarons et al. 57). Teachers in the different ethnic group such as Indians and African American should teach in their dialects to achieve the set learning objective.

In summary, there is a heated debate in America concerning the use of dialects from the different ethnic group in learning. Forcing students from multiethnic groups to use one language is argued to be one of the limiting factors in their acidic success and portrays high levels of ignorance among the teachers. Since many people lack relevant information about the language, this prevents them from asking questions and getting the needed clarity (Lyons, 123). The language used in the different community is important since it helps people to express emotions on topics under discussion. The emphasis should not be based on uniformity but embracing the diversity of historical development. A student brought in a community where the English language is spoken tends to learn and communicate well in school as compared to their counterparts who are raised in different language and culture. Thus, schools need to understand and embrace language diversity to help students realize their full potential. Every person has a modified version of the language and dialect which is always unique.

Works cited

Aarons, Alfred C,., Barbara Y. Gordon, and William A. Stewart, eds. Linguistic-Cultural Differences and American Education. Special Issue. Florida FL Reporter, 7 (Spring/Summer, 1969). Multiple viewpoints, classroom projects and research results of forty-three contributors are arranged to focus on the cultural role of the school, on linguistic pluralism, on English teaching, on theory, and curriculum development in this overview of current concerns.

Lyons, Scott Richard,"Rhetorical Sovereignty: WhatDo AmericanIndians Wallt Writing?"College Composition andCommunication 5 1(2000): 447.; 68.

Mao, LuMing. (2013). Beyond bias, binary, and border: Mapping out the future of comparative rhetoric. Rhetoric Society Quarterly, 43(3), 209–225. --- (2003). Reflective encounters: Illustrative comparative rhetoric. Style, 37(4), 401-425. --- (2007). Studying the Chinese rhetorical tradition in the present: Re-presenting the native’s point of view. College English, 69(3), 216–237.

Scott, J. C., Straker, D. Y., & Katz, L. (Eds.). (2009). Affirming students' right to their own language: Bridging language policies and pedagogical practices. Routledge.

Washburn, Franci. "The Risk of Misunderstanding in Greg Sarris's Keeping Slug Woman Alive." Studies in American Indian Literatures 19.4 (2007): 184-196.