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When Emily Bernard's male controversy "Teach N Word" was first published in "American Scholars" in the August 2005 issue, the subtitle of this article is "Black Professor", all white classes, What did not anyone say? Ai Lili and I have been my best friends for many years and because of the common academic interest in Karl Van Witten he is a writer of the white Harlem Renaissance and his novel nigga paradise is always on the theme of Emily and past did. Scholarship. Emily and I often talk about this topic, "Emily's experience as a black professor of African-American literature" so-called "no words", no one can say anything in our class. Students, including white professors of African-American literature, often multi-ethnic student organizations, usually consist of all white students, face a very different task from my students It is. In the past semester, my "African-American literature" course contains a group of students with unusual thinking and clarity, especially sensitive and insightful about issues such as disliked speech and racial nicknames It led to a class discussion with. So I gave my students a challenge to the thesis and asked me to read Emily Bernard's thesis and respond to it and asked me to look back at the classroom and "vocabulary" and the experience in the world. This theme is optional, not all students have chosen, but those people

I wrote some of the most subtle and interesting articles I have read for a long time. Four of them are reprinted here

Before the course began, and before reading Emily Bernard's "Teaching N - Word", I always thought that the words were words. Since their meaning is arbitrarily chosen, the language should be fluent. Therefore, words like "nigger" can be deleted or new more aggressive meaning can be given. But my simplification is complicated by using this term in our course text and Bernard 's article, and this article aims to address that role in language.

In her essay, Bernard is often inconsistent with himself when trying to judge what role he wishes to play in order to fulfill "language of life" in his life. She could not ultimately lead to a conclusion, probably due to her personal investment in this topic. The best way to learn what Bernard learned is that "black ghost" means many different things for different people. Because it is embedded in American culture, we can not study the influence of this word as a unified experience in America.

Bernard told her students that he did not give that word a special distress but turned back to acknowledge that she was lying. It seems that her motivation to do this is that honest recognition will suppress the discussion in the classroom. Indeed, Bernard saw some facts to the students who had been worried about destroying her saying this word. "n-word" has a big influence on her life. It reminds her of past racial conflicts, and raises concerns about her own life. That is why Bernard must wear professional clothes. That is why she asked the students to call Emily hesitant.

Finally, please note that Lupone greatly improves the position of the note for D, "I will go home" at 2:31. When you hear that she entered her head, notes are almost operational. Vowels have more "ooooh" than the sound of "Haaawhm" that you can hear normally. She resonated her voice at "home" and returned to the place "last." She can keep this memo for a long time.

Each memo has a memo header that can be filled (black) or opened (white). If the note head is on the score (line or space), decide which note to play. The head of the note may be above or below the 5 rows and 4 workspaces. In this case, you will draw a line above the note, below the note, or under the head of the note, like the notes B and C above, to indicate the note to play. The note stick is a thin line extending up and down from the notehead. If you are facing upward, the line extends from the right and extends from the left if you are facing down. The direction of the line does not affect how the notes are played, but the notes are easier to read and will remain nicely arranged on the score. Normally, the note above or above the staff has a downward note and the note below has an upward note.