Did you hear that?

The Use of Inappropriate Language

by Ditmas Students

Candace Copeland

IS 62

ccopeland@schools.nyc.gov

Introduction:

How many times have you been sitting in class and heard foul and inappropriate language in the hallways during passing? How does it make you feel? Does your teacher react? This is becoming a growing problem in Ditmas’ academic community.

The expectations of students within the school building are very different from those outside of school. These expectations include the way a student conducts him/herself and the way students interact with each other during school hours. Within these building expectations is the use of appropriate language.

What is appropriate language, you ask? Well appropriate language is the language used within the school building that promotes respect for you, your peers, and adults. It is not offensive to anyone within the building and it shows that you are a member of an academic environment by utilizing proper vocabulary and grammar.

Unfortunately, it is not the language that student’s in Ditmas are using. They are choosing to use inappropriate language. There are several reasons why. According to Dan Horwich in an article by the Washington Post, "The kids swear almost incessantly," said Horwich, who teaches at Guildford High School in Rockford, Ill. "They are so used to swearing and hearing it at home, and in the movies, and on TV, and in the music they listen to that they have become desensitized to it." (More and More, Kids Say the Foulest Things Anti-Swearing Efforts Falling on Deaf Ears)

Experts feel like this issue is growing on all school levels. “Swearing and inappropriate language in schools, even in primary classes, is on the rise, argues Gary Shacklady.” (Dealing with swearing and bad language in class)

Task:

You will write a letter to Mr. Kevorkian, proposing a solution to the problem of inappropriate language within Ditmas. You will need to complete the PPA Model: The 6 Steps of the Public Policy Analyst to help you create your letter as well as create a poster advocating appropriate language within the halls of Ditmas.

Process:

You will follow these steps in preparing and completing the task. Please make sure to come to me if you have any questions.

I – Research

· You will need to find some more background information on your topic. Utilize search engines to help you find articles, case studies, and other evidence to further explain the problem

· With the information that you have found, complete the first step in the PPA Model – defining the problem. Use: Define the Problem: Worksheet#1. Be sure to scroll all the way down to the bottom.

· You will also fill out Gather the Evidence: Worksheet #2. This worksheet will display all of the research that you did and place it into different categories. Again, be sure to scroll all the way down to the bottom.

II – Looking at Causes

· This is where you look at what factors are contributing to this problem. What is making it happen? Use your research to help you decide what is causing this problem. Fill in your answers on this worksheet: Identifying Causes: Worksheet #3. You know what you have to do to find this worksheet; scroll down.

III – Looking at what’s already in place

· You need to evaluate existing policy. You are going to do this within Ditmas. What rules does Ditmas have in place to deal with inappropriate language? Are these rules good? Do they work? Use the worksheet: Evaluating An Existing Policy: Worksheet #4. Remember, scroll down.

IV – Do you have any answers?

· Review your research and the definition of your problem. Make sure your solutions are directly related to the problem. Also make sure they are things we can do within Ditmas. Use the worksheet: Develop Solutions; Worksheet #5. Hey, scroll down.

V – How reasonable are you answers?

· Finally, you will look at how reasonable your answers are. Will they work? Do they make sense? What will they cost? You will be looking at the feasibility (can I do it?) and effectiveness (does it work?). Use the worksheet: Select the Best Solution: Worksheet #6. Don’t forget to scroll down.

VI – Letter writing

· Make sure the letter is addressed to Mr. Kevorkian. You will need to include each step of the PPA Model. It must be in letter format. You can find the format here: Business Letter Format. Look at pages 7 and 8 ONLY!

VII – Poster

· You need to display your problem, the causes, and your solution to the problem. You may use visual aids for each category. Please use discretion when looking for graphics. Make sure they are appropriate.

· You must create a title to your poster and have your written work typed.

· Make sure to check all spelling and grammar before you place your work on the board.

Resources:

Texas High School Senior Fined $637 for Cursing At School

No Cussing Clubs Catching On With Students and Why Adults Should Join!

Swearing: school-age children

Is profanity a form of expression protected by the First Amendment?

Appropriate Language: Overview

Evaluation:

Your final letter to Mr. K will be evaluated using this rubric.

Criteria	weight	4 – Exemplary	3 – Accomplished	2 – Developing	1 – Beginning
Organization	25%	¨ Accurately uses correct business letter format (heading, greeting, introduction, body, closure, signature, enclosure, and copy)	¨ Mostly uses correct business letter format (heading, greeting, introduction, body, closure, signature, enclosure, and copy)	¨ Some noticeable errors in use of correct business letter format (heading, greeting, introduction, body, closure, signature, enclosure, and copy)	¨Several noticeable errors in use of correct business letter format (heading, greeting, introduction, body, closure, signature, enclosure, and copy)
Content	25%	¨ Letter clearly states the purpose ¨ Appropriate explanations or facts used to support the main idea ¨ Easy to follow ¨ Tone is appropriate for intended audience	¨ Letter clearly states the purpose ¨ Some explanations or facts used to support the main idea ¨ Somewhat hard to follow ¨ Tone is generally appropriate for intended audience	¨ Purpose of letter is unclear ¨ More explanations or facts need to be used to support the main idea ¨ Hard to follow ¨ Tone is too formal or too informal for intended audience	¨Purpose of letter is unclear ¨Main idea is not supported by explanations or facts ¨Letter rambles; hard to follow or understand ¨Tone is inappropriate for intended audience
Appearance	25%	¨ Typed, using correct spacing, font, and format	¨ Letter typed with few problems in spacing, font, or format	¨ Letter typed with frequent problems in spacing, font, or format	¨Letter not typed; wrong format used and hard to read
Language Usage	25%	¨ Accurate use of punctuation and grammar ¨ No spelling errors	¨ One or two mistakes with punctuation or grammar ¨ One or two spelling errors	¨ More than two mistakes in punctuation or grammar ¨ More than two spelling errors	¨Incorrect use throughout the letter of punctuation or grammar ¨Frequent spelling errors distract from letter

Standards:

· CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.

· CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

· CCSS.ELA-Literacy.WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration

· CCSS.ELA-Literacy.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

· CCSS.ELA-Literacy.WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.