Who is literate? Everyone. Everyone is literature. Each country has a standard language. There’s nothing special about the language that is chosen to represent what that land defines as standard. Groups form dialects that are considered improper because they deviate from the norm. These dialects are often just as sophisticated as the standard language. For this reason, it can be said that everyone is literate within their native dialect.
How is literacy achieved? Fundamental instruction paired with repeated exposure. For the purpose of this proposal, literacies will be defined based on acceptance within the small group outside of the standard. A person becomes literate through basic instruction that is then paired with repeat exposure.
How can literacy be improved? Improvement will only come as the result of fundamental teachings and regular exposure.
A study initially conducted by Hart and Risley (and tested by many since) listed vocabulary as the most important variable in a child’s early academic performance. Vocabulary here is defined as the number of words a child has heard from an adult in sustained conversation. During sustained conversation children get past the immediate and have to use language to communicate experiences, emotions, and thoughts about things other than the now. This type of conversation helps develop the kind of language and associated skills needed for higher level thinking. Hart and Risley also note that on average versus an upper-middle-class child poor children enters school with 30,000 fewer words.
The Sapir-Whorf Hypothesis has been debated by members of the linguistic community since it’s conception; one part that is generally accepted is the idea that language has an effect on our thoughts and behavior.
“We dissect nature along lines laid down by our native languages-We cut nature up, organize it into concepts, and ascribe significances as we do, largely because we are parties to an agreement to organize it in this way – an agreement that holds throughout our speech community and is codified in the patterns of our language.” -Whorf (1940:213-14)
I’d like to propose a program that teaches students inside the New York City public school system what I will call the “language of power.” The program will partner The New York Times and CUNY. English and Journalism majors who currently attend a CUNY will host guided sessions that teach students from grades 8-12 (in the NYC public school system) the “language of power.” A session will be comprised of learning exercises, practical application, simulations, and “sustained conversation.” Student instructors will also meet with teachers to talk about how the ideas communicated in each session can be reinforced in the classroom. Each student instructor will be paired with a donor, who will sponsor their research and work in the school. The instructors will be asked to write an article at the conclusion of their course (semester) that is meant to be informative, entertaining, and instructional. Each article will be apart of a series published by The New York Times. The series will bring the program publicity, hopefully resulting in donations. The articles will also highlight the donor’s contribution (serving egos and good hearts). The instructors in addition to possibly receiving college credit will enter their careers with a wealthy connection and a piece published in The New York Times.
Target Audience? The target audience for this advertisement is wealthy people. People with big net worths and big hearts (or the desire to have their name printed in the New York Times). The super-rich brings with them aside from money, a rich network, money, publicity, money, and perspective, and money, all things that help advance the program.
Purpose? The purpose of this program is of is to improve poor students chances at upward mobility. Learning the “language of power” opens students minds up to ideas and possibilities they couldn’t imagine before. Enhancing their understanding of how those in the professional world talk and inherently think allows students to enter rooms they otherwise would not have been granted admittance.
What is it trying to persuade the audience to do? The purpose of this ad is to solicit large donations from rich people; it’s effective because it’s short, plain, and communicates how the reader might benefit.
What publication? I’ve selected the Town and Country. Town and Country is a magazine for people who’s net-worths make you wonder if the decimal is in the right place. In addition to various lifestyle aspects of the wealthy Town and Country is heavily focused on philanthropy; the magazine hosts a philanthropic summit every year. The summit celebrates those who have found themselves with large amounts of wealth and now wish to use some of it to make the world a better place.
Amyri, your research is solid and convincing, your analyses are strong, and your writing is good — but remember the form and audience you are dealing with. Your rationale is meant to convince a client organization that it should hire you to do a job. What rhetorical strategy can you take in order to make that happen? You don’t need to convince the client about the need to create the program; assume that the program already exists (rather than proposing it, you can describe it). Instead of pitching the program, work on pitching your idea for an ad that will create the program. How can you get the client to hire you so that you can go ahead and make that ad?