Miah Olson

10/12/14
English 131
Black English

Black English or Ebonics is a term created in 1973 by a group of black scholars. It is a

dialect of English spoken with African American vernacular. The opinions and ideas that have
come to surround Black English or Ebonics are extremely controversial. James Baldwin and
Chris Britt both voice their opinions on how America addresses this subject through their
respective genres; Baldwin with his essay If Black English Isnt a Language, Then Tell Me, What
Is? and Britt with his cartoon Standard English. While both men speak about how Black
English or Ebonics is important to the black community and civil rights, they disagree in what
role this dialect plays. These similarities and differences are shown through the structure, tone,
audience, pathos and the purpose of the pieces.
James Baldwin was an American writer who wrote his essay If Black English Isnt a
Language, Then Tell Me, What Is? in 1979 to speak up for the importance of Black English to
the black community and to the development of the English language. Baldwin wrote this essay
to the American people in hopes that they would receive his message with open ears and
minds. He was so passionate about this message being heard that he came back to America
several times to promote it and support the Civil Rights Act, despite the fact that he spent most
of his adult life in France and Turkey due to his repulsion of the racism in the United States.
Chris Britt was a national editorial cartoonist for the Illinoiss State Journal-Register. The
message in Britts cartoon Standard English, published in 1997, voiced his opinion about the

legitimization of Ebonics as a language. His cartoon illustrated that he saw the separation of
Standard English from Ebonics to be as racist as separating whites and blacks back in the 1950s.
While both Baldwins and Britts pieces were about the same subject and created for the
American public, they differ on the purpose of their creation.
There are many variables that could causes these two pieces to take different stances
on the same issue, despite the fact that both authors were fighting for equality and civil rights. I
believe that the 18 year publication difference between these two pieces was partially
responsible for the differences. Baldwin grew up in an era of racism and segregation where
your skin tone defined you. It was so brutal and segregated that Baldwin had to physically leave
his home and live in France and Turkey for decades. While this did not stop Baldwin from
continuing to fight for civil rights from abroad, it also gave him a different background and
perspective than Britt had. Baldwin had fierce pride in his identity and most likely saw the
attempts by white Americans to dissolve Black English as another way of eliminating the
individuality of the black community. Baldwin defines language as a political instrument,
means, and proof of power as well as being the most vivid and crucial key to identity
(Baldwin 507). It is no surprise that he was so quick to defend Black English against its rivals
since Baldwin saw this dialect as a defining part of the black community. To make his point
more poignant to both the American community and the world, Baldwin compares the dialects
of English to that of French when spoken in different countries and cities around the world a
Frenchman living in Paris speaks a different language from that of the man living in Marseilles;
neither sound very much like a man living in Quebec (Baldwin 507). Despite the shared
language of these regions, the manner in which they speak French is distinctive and to clump

them all together as one would to be to strip them of their own history, culture and identity.
Britt, in contrast, grew up in an era of de-segregation and the civil rights movement. Despite
the fact that he was not an African American like Baldwin, Britt saw the strides the African
American community had taken toward gaining equality with the white races in the United
States. When the Oakland School Board resolution came out in 1997 officially naming Ebonics
as a separate language from English, Britts adverse reaction to this decision makes more sense
when we consider his background. To him, this looks like a step back from equality when to
Baldwin it would look like an official recognition of his peoples individuality.
The different backgrounds of these authors and gist of their works are not the only
contrasting elements in their pieces. Tone is the attitude of the writer towards the subject
and/or audience, and a valuable rhetorical appeal that demonstrates the distinction between
the essay and the cartoon. Given the variation of opinions between the Baldwin and Britt on
the manner of Ebonics, it is not surprising that their tones would mirror this fact. Baldwins tone
is didactic throughout the whole piece. It is also flavored occasionally by frankly spoken matters
and ends in a note of pity. The whole reason for Baldwin writing this piece is to educate
America that trying to eliminate Black English is both harmful to the African-American
community but also to modern English. Since he is trying to educate the public, Baldwin holds
back a lot of the anger that could have easily laced this piece and instead made it more
approachable for the public. Despite this gentler tone, there are still frank remarks that pepper
Baldwins writing. One example of this is found when Baldwin speaks in disdain of how some
words from Black English were modified and used in modern or Standard English Jazz is a very
a specific sexual term but white people purified it, (Baldwin 508). As we near the end of the

piece, a hint of pity comes into Baldwins voice when we reach the last paragraph. Both the
child, and his elder, have concluded that the people of the country has managed to learn so
little Baldwin ends on a depressing warning about what will happen if white America doesnt
listen and learn from what he and many others are saying about the individuality and equality
needed for the black community. Britt, on the other hand, has no qualms about revealing his
hand and showing exactly how he feels about Ebonics and Standard English being separate.
While the words on the cartoon dont necessarily show the pieces tone, the illustration gives
off an indignant air. Britts picture shows that he thinks the decision to make Ebonics a separate
language is as fair as making white and blacks have separate facilities such as they did under
segregation. Britt doesnt see this Ebonics as an expression of black pride but as a slur at the
manner of speech in which many African-Americans spoke. Through the tone of these two
pieces, the argument comes to life in vivid color while still emphasizing the divergent stances of
Britt and Baldwin.
The use of Aristotles appeals is imperative to both pieces. Pathos is the prominent
appeal in both artifacts. While Baldwins essay is written in an educational manner, it doesnt
stop Baldwin from using emotional appeals to engage us in the text and its message. One of
Baldwins strongest uses of pathos is in his establishment of the importance of dialects. Baldwin
gives examples of different languages and how different levels of education, geography and
other factors change how that language is spoken. But, it isnt the vast amount of dialects that
tug on our heart strings, but the importance of these dialects to the people who speak them.
People all over the world fight to keep their language alive. Much of the tension in the Basque
countries, and in Wales, is due to the Basque and Welsh determination not to allow their

languages to be destroyed (Baldwin 507). The pride wrought from the languages some speak is
so strong that it causes political and social battles and issues. In some countries, such as
England, they are so alert to dialects that Once you open your mouth you have confessed
your parents, you youth, your school, your salary, your self-esteem, and, alas, you future
(Baldwin 507). Armed with this knowledge that languages and dialects are such indivisible
aspect of a persons identity, it is easier for us to comprehend and understand why the
dissolution of Black English in Standard English is such a devastating topic to Baldwin. Britt also
uses an emotional appeal from past examples to wrench our guts. Britts cartoon was published
in 1997. By this time segregation was over, the Civil Rights Movement had been victorious and
the black communities had made immense steps into equality. The resolution of the Oakland
School Board to make Ebonics its own language was meant to be a positive thing that would
help in educating young black students. To have Britt compare this decision directly to the type
of situation found in the era of segregation would cause a loud and profound reaction. This
cartoon would have easily stirred up the indignation of both blacks and whites alike as they all
look to the Oakland decision with racist hatred in their eyes; and that is exactly what Britt was
aiming for. Britt used an emotional appeal to such a hateful time to make his readers jolt awake
and consider the fact that the Oakland decision might not have such a positive inclination as it
claimed to. While these two artifacts differ in many categories their utilization of pathos has a
similar jolting effect on the audience.
While If Black English Isnt a Language, Then Tell Me, What Is? is an essay written by a
black man in the civil rights era and Standard English is a cartoon written by a white man 18
years later, they both address the issue of Black English and its role in the black community.

While they might have both been preaching to the American public and used Aristotles
rhetorical appeal of pathos, they differ in the tone and gist of their piece. Baldwin gives an
impassioned message about the importance of Black English to the black communitys
individuality and identity while Britt shows his frustration for what he considers to be a relapse
in equality and civil rights. Despite the differing opinions and approaches of these authors in
their respective mediums, each pieces message can be clearly heard and understood through
the organization and use of tone, audience, pathos, structure and the purpose of the artifacts.

Works Cited

Baldwin, James. If Black English Isnt a Language, Then Tell Me, What Is? Contexts for
Inquiry. Boston: Bedford/St. Martins, 2014. 506-509

Britt, Chris. Standard English Contexts for Inquiry. Boston: Bedford/St. Martins, 2014.
550

Writers Memo
This was definitely the most difficult essay we have had to write yet. All the elements of
synthesis, material and length combined together to make a difficult, yet not impossible task.
One of the hardest parts for me was finding pieces to analyze. I was having trouble
connecting to artifacts on the list, so I ended up using two that I had not used seen before. For
this essay I am most worried about the structure and analysis involved. I do not know if my
writing is up to college standards yet. I really want to know how I am doing and how I can
improve.
Now that I have gotten to review and improve my first draft, I am much more satisfied
with this outcome. I know there are probably still things to improve on and fix, but I know I
made progress and some good changes to this piece.