Labov, William. 1972.Language In The Inner City:Studies In ...

[Pages:21]Labov, William. 1972. Language In The Inner City: Studies In The Black English Vernacular. Philadelphia: University of Pennsylvania Press.

the past decade. : been devoted to

a great deal of the educational

federally problems

sponsoredreof children in

yf.a'miel'nadrrVrzegtiwoheseoehw-clssaspitect.oaIlasnkislnceianhtoindortrehtodesaolersutfvr.lehtedtnaoodistsfuiaoacbadncaenvcteaiiopomnnurnotwpnaagotigldrvfpeaeeosmlorryyirsscthahdhiseceeoctdflhoeepeagcponttitosevttrhthidsreepoahyencnarhmdvafioerluederasnmrsetettauinednnfmafscetshhpertoeithnoewiergfd

ars. Considerable attention has been given to language. In

the descit theory 7=,'tick children from

timulation, to hear

appears as the ghetto very little

the concept of verbal deprivaarea are said to receive little well-formed language. and as

..-aIpreeaimkcpoomvpelreistehesednitnenthceeisr.dmoenaontskonfovwetrhbealneaxmperesossf icoonm.Tmheoyn . cannot form concepts or convey logical thoughts.

=.unately, these notions sychologists who know

are based upon very little about

the work of educalanguage and even

out black children. The concept of verbal deprivation hasno

social reality. In fact. black children in the urban ghettos

a great deal of verbal stimulation. hear more well-formed

,1`

is than middle-class children. and participate fully in a thal culture. They have the samebasic vocabulary.possess

capacity for conceptual learning. and use the samelogic else who learns to speak and understand English.

tion of verbal deprivation is a part of the modern mythology

than!" srst appeared in Georgetown Monographs in Languages and

No2. 2(1969).

tonal system.In pastdecades in promoting such intellectual

" and children. But the myth ` y dangerous.becauseit diverts

oaational system to imaginary m, it leads its sponsors inevitably

riority of black children that it

. linguists can perform todayis to

iii deprivationandto providea more

"

. `.

" een standard and nonstandard prominent educationalpsycholo-

sing of the nature of language. ., 'no languageof their own in the "By Bereiterand Engelmann(1966).

'sildren in test situations is the

ri'ty in the view of Iensen(1969). Mostly both of these approaches

, e populationslabeled"verbally

,

,ha,s"1aarinsdena.ttberminpgitntog

eXplainhow to bear the

` it: work and somesubstantive

-'1tofoarmll laintigounisotsn.

Of the

particular one hand.

face it is in this area that the

descittheory arisesconsistsof also all of us. One is that black dab'badly in all school subjects.

.tiNlinegw.tYheoyrkaTviemraegse,Dmeocreetmhabner

3`31! "Juan

CBuhailtdzhooof dthEedEudcuactiaotinognroSutupdoyf

?illmWh"i1c0htlhoeocpusltaunradl sdeerpioriuvsantieosntoshfeto9ry

e of Nonstandard English

203

` 3..w;rFstivuuteh'rvrtevhtsheesoalryihcmnnoiooowterhtechet.oehnsratsohtf--tmihsthiincgilsarspagptadaioresttouicctrshuu.aplmaSneruer.iflgnaoIrtnreimtvdgheiaaea.ntnessc.doereMsttithehsgaxnrctiaiccotdahrgerneer.-yolRAaudmetpeopesdowrsmrioctesaroesinsnmet

ck children. Our own work in New York City consrms thal

vu"d`'aty.cIkfcshohinldoerwesnethpraaetraadtthevesetrshyietupaoistoioorllnay;tehidsoweavneedvneprwe. sroitprushdeeiertsahlianninthdheiavssidpbueeaeelcsnh

" mbers of central peer groups. the peer~groupmembersshow

rse reading records and to all to read at all during the time

intents and purposesare not they spend in school (chap-

aking of quently

children in the urban is used, as opposed to

ghetto areas,the middle class. In

term lower the several

!a8kt.i_r.niufigoti-scchtaliaacl.ssswbsoeittnuehedn.ienLusooswewffaeuetrlh-chetolaravsdpesirsefctaisanmergrniuileiteisdtsohaoparuretol.otvywaipdneiecdra-csilnlltyaesamfsedamgynraeoylcuepop-anbrfoaarmosllemeicdl .

`?. Oeoddiarsutr.tcfinawacmthitoieoinlynrae.lawspTitrhfhooebrrtleehtmheiessfanwtoohofeergkrvhiindheegottn~lodcceinlaa.grsefsaoasrthsereeuxrmnaemisaispcklrietloyl.espsdtihctaoahtrilslytshkiemaillpnfeaodtirhntaejtoanr'bsct .t

a' ,

:.`9,,dn(iol8cl-me.c3eoe.n.rmCtraaobblleesrmesHnfaarconrelmeeimstb.caollort.ehs1pef9raley6ms6cei)olny.tTrirnhetgyelaptepethsede.eTwrbhgiaetrhsoaicutetpadvsecurkcwnaaaetgciouhalnaianavrsletaccscuuthullttuiuderriveeae,dl -

o?nvd]aisoticfoulnoswsinienrg-thcisleacsghshaefratatmoctileiiesriss.otivcbeurottflythbeodtiehredcwutcoeardktiioanntga-fclalfmaasiillsuyraesntdwruelochtwuaervere-s

"children.

r-apthaepr etrh. atnhelroewfoerr-ec.lawssill " with comprises those

refer to children from urban ghetto

children. The population we are conwho participate fully in the vernacular

of the street and who have been alienated from the school

is We are obviously dealing with the effectsof the castesystem

I. mu'c5sPprteosfetnhteedblinacdkeEtanilgilnisChvReRrn3a2c88u:lsa(erBctEioVnsa) 1n.2d.t3haencdu4lt.u1.rSeienewchhaicptheirt ? Hemmlsatlrcgtirnaaitlsanwdhiiscohladtiestdiningduivisidhsupaelsa.kerswhoparticipatefully in theBEV

THE VERNACULAR IN ITS SOCIAL SETTING

y a color-markingsystem.Everyone I: By what mechanism does the color

?` . : to read? One answer is the notion forward by Martin Deutsch and others

Deutsch, Katz. and Iensen 1968).Black s,?r7e favorable factors in their home envi-

"aye-class children to do well in school "seutsch,Katz. and Iensen1968)T. hese

" ent of various cognitive skills through

is, including the ability to reason ab.

. '3

a focus upon long-range goals. In their ogistsalsorecognizebroadersocialfac-

eory does not focus upon the interaction shite society so much as or. his failure to x"glihome.In the literature we sndverylittle

interaction in the black home: most

"It the child if he has dinner with his

in dinner-table conversation with them.

511 family takeshim on trips to museums '--gThis slenderthreadof evidenceisused

Qc7h proceedsfrom this orientation--and

Wily accepted--is that lower-class black

it 311T6henotion is srstdrawnfromBasrl "much of lower-class languageconsistsof

ne`l' accompaniment to action here and ~.io"B.merae'n:sawsortsheafuainnpwtg'esmeorriooovkifrireneswignus-scceehlavxavesirbiesreylwesrb,sedletseuehptnraaeetvciidlliteo--otrdhn,aaresonscoudmogstmhhouareb3et;-

ticCIsId.hei1-m"9Bl 6iec6ar:eBlliyeteroerr.iSiteeinertagenfdrdipeErdenEsgnceghlemolomaIlSnabn1na9ans6ne621.

VmIelludild-I"ldeennsatietcynh1"a9ap8nte8tdhrobenyreePibsryoasRshoeascnetsnikotyhanoananldninNSdelaawccI orbaalndoinl:n sl`sauroom."

l`iltogic of NonstandardEnglish

205

' ` ``glmtayo7oc.turl=Hodtntnhehicneesbraeyceilrtacphcipotcroaoeenkonrdmtlslcewiwhwsataiehiolrtsdhnartrdo,thebsuaanbytntloadgbrcfserltkupaohschcmetcuhkrihrareicsaUeldshemr.rlisbale"dp,ansn"riingrseniauucncga.caolehlgmuBesladewu.snrsoIenndtTrioidhthnethsaegri.avys"treshemwkaaapnitoqnoldtruaehrktenes"asagswnttueihisdotacahenhMgtrsieileef,dtwothshrgueietoaorhinr-ftt ",xH'imeus'srooetottuhhifoitaseenattxantbhhalyoeegcokbrgckiioheneoiswdrlad.k.a"tr?aisen"nFn,glduyt'.shirhn.teshegy.petdehrdimeneeidccsooihedrnreffeodoo,sterumwkrtron-hstyooetearwnearaearnet-nhtosnoetlwohdtsuheesegirmncc.hgohTt"uiohamldlusdloroseirmofenBktathehwakeraeteentcnrihtehaoeeisralsdtecsatraorkbeitenelneed-s5I`.i?`.nS"o".ld_"Y"tr"V9gi.WI1p`W"1'hltfas3ifBE5!Hl0raie1r-hoeL!`lon't_melmh`d!lhhBnthe0oulgeiuittynsieupmdbuhaer!cainhCbalnccgewclrsraepethtyddr'e'aleiaaohiiwu.aeehvcro.vrflersiepbtlodioesiameheoveainchslbralnvulaorreeedddniidttaupoeEtesconoiasnlrhvesieosttrauet(shcrnifirsiacgeeecninnsBxnnentle"sigktoodnuBalthavnwosdahtdstreoelhnidfasriemiteecnqrbrradsraredradogoeoyduirteueihpenorepinesnunetfannnelia,ifossmadhdltarcsitwelmnafarsywyebrattctie.i,hieesytochsoolmuerhletlvlifsei.hedinhfe?snumacotnnraailo.tneottpllrth'ahdtinttlaisismTbllos.iyhttghniaeiiesao"fHIaaemquosrsuenabaoavbj1svo.seeateusiciedtlNsaperic9qystotoecehitfoetwhshlcnarmtzheiur6stearmshydiityoeeieietwiclutet6eseeBerel,neiowowoa.rIaopdost.:rinsdenewtlrThfY1lneHfn.rhitlotlrlnayhyeeledicl1toeaOoossfyvhso.tnedeoWir2einiteesrunqstnwtdkeudehaerug--iratrosuhrdswvienhsanheraCnuyttqeneoeio'huh:aetvsesotvlua1nhilsaruiw"Tie:tlecotywmoiteegttt3yohtneruensuh"gihrnnerwgoscbeT)iweedileri.assseo.waeuocondlesw,eoiinct.nfalrawnlesnseritllrrldbhtitaogehldtkpirtrhveeassmoreeavneeremeeimrbapntsikoavhsgsn.eidaveeraseendaeieloTtaaueiyoe.ciqscenbdoawdctrvwh,Teaalhuhtuecpolhuynherevebangheitewtihcptetprheoesrsrytcsehneoohrrecr.reeiockwaiseootyefrhdtgEihbdynccnrtwslbfthcehie?ewerhonnlavtgolhhsedcarieootaoxynohhgeswhsiibpinu.rcmovpfclgnoiersedeivesusdhlileksorsattrlune.eoneruhmeoeiPnpdiioyccurortsfonorndcwubeovlwahshanusntsamsutathbueharenilisleieaynlseloslavt.yide--yllrn.-ss.fe-.

.ERNACULARIN ITS SOCIAL SETTING '1 further remarks are in paren-

looklsike?)

An' whi-ite. (2 seconds) An' green. "w: c it for?)

I)

what would you do with them?)

:th

think would like to have it?)

slink we could get anotheroneof

defensive.monosyllabicbehavxor ark. What is the situation that l iag.aeintrsictahl imsi.tuHateiohnaws hleearrenaend3yanything in this situation. an :1.Onemayobservetheintona-

' of Nonstandard English

207

black children

the answer is you?"

often use when they obvious. The answer

are asked a question to may be read as: "Will

takes this interview as a measureof the verbal capacity of

h

it must be as his stening situation.

capacity to defend But unfortunately,

himself in a hostile thousands of such

time are used as evidence of the child's total verbal capacity.

simply his verbality. It is argued that this lack of verbality

: his poor performance in school. Operation Head Start and

v`inetretbhraveel nnoctitaoiopnnapscriottyhgaraatnmdsustchhhaatvinethtelearrvvgieeerwlbysabl egseitvinmebuualassteiaodnumpewoahnsitcuhhreehdoeef shthacesit

W1"a. irnhgol

can be supplied behavior which

in a preschool environment. is shown by the child in the situation

1 above is not the result of the ineptness of the interviewer.

er the result of and child in this

regular sociolinguistic factors operating upon asymmetrical situation. In our work in urban

areas, we have often encountered such behavior. Ordinarily

.` i

l.emp,rekodeafdochrwditdhifofewbroneywnsta1rtde0cttohon1eiq7iguyheetsa- rotsoroneldixn.peal-onyrdeeawtrh-hoeeldnvsee.vrwbeear wlbceeagepaxantcetiontydseoedfe

,Ghild.At _liters of

one point we began a series the Thunderbirds. Clarence

of interviews with younger Robins interviewed eight-

,

eold Leon L., who showed the following aswhich arouse intense interest in other

minimal responseto interviews with older

;..-I f. "- '-=

._'3 ` .

CH:What if you saw somebody kickin' somebodyelseon the ground. or was using a stick. what would you do if you saw that?

Leon: Mmmm.

CR: if it was supposed to be a fair sght-- Leon: i don' know.

CR: You don' know?

I can't hear Leon: No.

you.

Would

you

do

anything? . .

.

huh?

CR: Did you ever see somebody got beat up real bad? LCLeeRoo:nnW::N.e.oll.p--eN.uohp--e .d.id.you everget into a sghtwith a guy?

CR: That was bigger than you? Leon: Nope . . .

somebody? `s`iiever hit nobody?

you (ain't gonna tell me that!

.

in; himself against accusations that Leon has been in sghts.

:mbsieyctf.rowme

little snd

boys. and so on. the samepattern:

lhikeWtoatcwhatteclhevteislieovni?sio(Lne?o. n. .nHodesy). program? look at cartoons. __.oriteone? What's your favor.ite

at

`Merman--ah-yesterday,

or day

Men's the last time you saw

` the story? Mmetoryof what--thatyousaw

or stories do you lik e to WalCh

1253,5o2f ]:Nonstandard English

GB: Hmm? (four seconds)

Leon: Hh?

CR: What's th' other stories that you like to watch?

Leon: Mi-ighty CR: And what

Mouse else?

.

..

Leon: Ummmm . . . ahm . . .

tilt-ochnivlderbinatlerbaechtioanv.iorThoeccaudrusltinisaarbellaactkivemlaynfaravioseradbilneHcaornletemx.t

yasoswkinllethdisinptaerrtvicieuwlaerr

neighborhood and theseboys very well. who has obtained a very high level of

haIpsoannseexwtriathordteincahrnyiqaudevsadnetavgeeloopveedrfmoroastdteiffaecrheenrtsaogr eelxepveerl-,

tw?eininthbereseakriensgpdeoctwsn. Btuhteesvoecniahl cisonssktilrlasinatsndthpaet rpsroenvaaliiltyhearree.

a we reviewed the 12e"dto useit as a test of

record of this interview with Leon. we our own knowledge of the sociolinguistic

which control speech. In the next interview with Leon we

u the following changes in the social situation:

larence brought along a supply of potato chips, changingthe J` law into something more in the nature of a party. He brought along Leon's best friend. eight-year-old Gregory.

t.hWe esroeodr uocfeLdetohne'sheroigohmt ;imhbeadlaronpcpeebdy

having Clarenceget down from six feet, two inches

threefeet.six inches.

larence introduced taboo words and taboo topics. and proved.

n's surprise, that one can say anything into our microphone

ut any fear of retaliation. The result of these changesis a Hu,n'teddiffethreronuceghionutthebyvothluemseouannddosftyploetaotfoscpheiepcsh.).(The tape is

I

CR: Is {Leom

there anybody who saysyour momma (rapidly and breathlessly) Yee-ah!

drink

pee?

Greg: Yupl

Leon: And your father eat doo-doo for breakfas'! CR: Ohhh! t (laughs) Leon:And they say your father--your father eat doo-doo

for dinner!

Greg: When they sound on me, I say C.B.S.C.B.M. CR:What that mean? Leon:Congobooger-snatch(l!aughs) Greg: Congo booger-snatcher!(laughs)

:KGRNACULARlN ITS SOCIAL SETTING "l: i nurse with BB.

sll,isresG. od. Allah is the only God. v

I" Hm?) I'm sayin' the po'k chop "asap God! (Leon chuckles). "1emeting actively for the soor:

other asmuchastheydo to the

"artisan of the two interviews :y

Leonpersistsin denyingthat e

ImJoHlE"daitllir,lo.k,tb?Wce. hsthebohouvpetheitsarrHaasealdcniosbottinlloalklcncneahkopolwwtGlsdolhesofoddbthgholeaeafocsSpfkioos"w"T!u1eh51rei:0n"m:

is of Nonstandard English

211

t he push

can no longer his facade in

use monosyllabic answers.and Gregory a way that Clarence alone was unable

r

_,'_

CR: Now, you said you had you to tell me about the

Leon: I ain't had no sght.

this sghtnow; but sght that you had.

I

wanted

' ,,"

,

(([LCGCGelrR-roe"ent:g:gYa:::noAIYun'deBsis'aanhyri'e;odryusyyaoo.dyuu.idG.hs! aaaHdridleaontsnhdaea!i!td,.yGo.Bu.arearhrgnayo`dr.Mya.!ic.shgahetlw! ith Butchie. Greg:You did!

._I

I

`

. '.

:_

[Loom Greg:

You know you said that! You said Garland. remember

that?

[Greg You said Garland! Yes you did!

CR:You said Garland,that'sright.

'

Greg: He said Mich--an' I say Michael.

CR: Did you have a sght with Garland?

"73,: , ._

Leon:Uh-Uh.

CR: You had Greg: Yes he

one. did!

and

he

beat

you

up.

too!

.g~

Leon: No. l

WI!!!samepattern can

di--l never had a be seen on other

sght with Butch! . . . local topics. where

the

-.1"gLtufne'arsviaewwietbnrreinssg.sneighborhoodgossipto bearonLeon,andGregory

1*"

h

CRI'm: . .'o. nH' etyellGyreoguowryh!oI Leon: Who?

heard that around said it. too . . .

here

.

.

.

and

(LCeRo:na: bWouhto?you . . .

`"{,3

, '

.

h

"

it"

.

Greg: I'd say it!

CR: They said Play with is

that--they say David Gilbert.

that

the

only

person you

((LLGeeoreong:n::TIYh'eoaant'`-saphwla!yhyeoewy-iatohhu!yhpeilmaey-anwohi!t.hm.!o.re!

Greg: Yes you do!

Leon: I 'on' play with him no more!

a ._

mitogic of NonstandardEnglish

213

his house no more . . ..

draw a very different conclusion about

. Jt,'

The monosyllabic speaker who had ; and cannot remember what he did

Instead.we havetwo boyswhohaveso

'7 pting each other and who seemto have

W-e

English language to express themselves. of speech and the rich array of gram-

we needfor analyzingthe structureof black

ixample: negativeconcord{"1`on`playwith

"perfect ("had came back out"). negative

' negative preterite ("I aint go"), andsoon.

this demonstration of the sociolinguistic

b~aetenisymtwsmhiteueraedtiionanetsea,rlyaimnpcepluaadsruinerginntgth{QaLetanonond'nsreevoaefdrtbhinaegl

"htuhthmawenibllCclionlsamghrocemwhnuiclundeRpitoyoaf.btsohinvueesrttrhsoyienrmslgitcusinictththseaprtthveLeieeemcwofhonTr.honhamoes-

,in"4ti.t_hano:d?tnta:h.eeatdeTa-Lnethloeywtir-esoiogchrnnhdhmeewtoinlicednosaos.aounlnocnilftdoirntaootemllnfimwkrtveaeeeietaltaaihotrnntobnisaotathtnnahblabaleawtketdtswiahtotuhhebamlteeov,aoensuibaGorottladBra.hMmuncualdkettt ]

in child can do. This is just what many

community which we obtainfig": w:5M1itferuiornpmopnrmaetncohdiresnEeicnlnoyggmthteopelmentoiaitgpinvhpentoW..sWeiexteehsfsierbeoeiatemioGmnt.1?"

m a! skills--sounding. singing. toasts. rifting. louding--a whole

._im`-Bmgslhv,li`.sl.ai`-so,o'lafqaefbunvoailegiifcrttnuyeoth.itavlsedgictseWeiheer(aescsprhkeaisanielceplrstewetgefrhrnrriossoiocutmi8hcpcsoaoot.nnhflanddeneteh9cdinert)ii.docmsWnihvtirtiieedladeubtsirtenaeectglewnute.glththheaueinairsneynsbovgaeuseinhnntrabdaggataveuslirursoocsctrhukhctoirienlloldstduhsoigitennrnhybtitthenhhhiesesgt

Verbosity

` are are undoubtedly many verbal skills which children from

n areasmust learn in order to do well in the school situation. k=tg`'1sgavhli1-anbslna7trd1ui`"cdwbllddagsotta-liyeloeeoulytistomnsdnticrtrthegayar.eooruellPbe.aomwelIortelnfeoipfutztcmhthilpihnihsniacioseugtegatnaitscohh.tLateheeneaalsclnaitsohtcenhiodrcinhfxleehfdsaopthiorpthritoelhnooeieinclsseldwlaivlyteismlinonnyseimftgcdtruidaudoa.uacxsmdbptctcohielurohtheleaoflnlaeu-aoc?cirgmtltrtshalhyieafceeeco.mB.sertarmmspeeeinfnortavciorhiidenisueyrhnedetllgrtaaytilubcmenwlotrals-haodefacbltlaflyihleiwnaitnlmmaiusgisogwnbpssrtirosdiaioodecctutdssbrs--fhrpukeuls.iaesllctodar-.maortecarrnocfeiwlcdfadrqeaunstdesuvsnnlassdeeiyacssp-emnvrtlhicyitioseoolcidbazonpruhnysiobntanleassdalasigsrl-r-l.,

"Siting them to make their languagesimpler and clearer. In every

tsitaalname i?J"ournaasl uocnoerncpanlalsnntsdabexoaumt pitl.esIs

of jargon and empty the elaborated code

elaboraof Bern-

r(z[2,',-3:h;8tlelP.` veeewar(inooedryr.gkces.o.mioIdneepnfttslohyee?rexn1slssy1bps9lieett6ee.9ndmc:ohe1?tt1ca6s9oiilm)em?dIpsmlnayu'ntnadiittnysauelmblsatoablekot"uerarasgtsieitdsd.opsrmateyinedlefupu,nslrldyyacathhnoeotb.rlvobtighooiamusnst-s

,

NI" V'.

.reamsaonnyerwsa.aynsdwdoerbkaintge-rcslathsasnsmpeaankyemrsiadrdelem-colraesesfsfepcetaivkeernsawrhrao-

:~""'1i|n``3':.ht`1'1x3012:":%f:Poters;r?kmm0inhthgcoeo-fCo"dsubelusasecseishsravcoCenofedddPnameotrrssaeiasdlrildbaeinllbpeeer-EBolcenevldagrindslaissesssthdetcyasinolese'dsnyseteoe(s1tnf.t9oscs6eopi8snteh).dNedaicocetahstrhtTuc.erilhesipteschtiereooernnpsdtrrteiorantifccalcititopliheolneedncsdsedaegipnfsofrtdecverreemieprlnantaiciboniennogss-

" rueVERNACUILNAITRSSOCIAsrLrrmc

sair argument in a mass of irrelevant

my to rid themselves of that part of

ipretension and keep that part that

average middle-class speakerthat

."

art: he is enmeshed in beyond his control.

verbiage,the

, - this argument here with systematic

- it is possible to develop measures

41L?twasosssppeeaakkeerrsscdaenalwinagnwdiethr frroomugthhlye

Belief. The srst is Larry H.. a sfteen-

.tlets.being interviewed by JohnLewis.

and roughest members of the Jets,one

.

to the conventional rules of book. srst contact with Larry

politewould

reactions on both sides. It is probable minty more than his teachers do. Larry

"flanked. He was put back from the snd has been threatened with further

`19 you after you die? Do you lrnow? ' (What?)After they put you in the turns into--ah--bones. an' shit.

' YOur spirit? ` i'spiarist yoguod?i)eW. yeollu. ritsaplilridt elepaevnedssyou..

`'wrs.ptoirlihitkeegllo.sinWo'met'lehl,epbaeuvolelpsnhlei.ts!.a.Yy'onllu:ryifSoypuoirreuit good or bad.

y`IDthuatwhy. it's

a'CGauosde, .yy'konuowse,'ec.'daouessgns'l

ack gods. pink gods, white go .

bse`ilnhgosgtiivleenentocoaugnroteuripsogfivleetnsionnCthReR}5;t:P2e3: ~ill\"nmillaotrcdhetrsietdheurnespuocrctsehsesgfuivlleytosomf hsi.m92 u~All of the report.

Jiogic of Nonstandard English 215

all color gods.and don't An' when they be sayin' tha's bullshit, 'cause you

inf oybooudgyokondo,wyouit'sgoreina'ltly'haeaGvoedn.. ain't goin' to no heaven. 'cause

it ain't no heaven for you to go to.

.nayd5onkftistnsbouoeacws(hpt""aw)ac.nhrhdanaeadernariggdcamtthteEiaevrntiyesigctlcibicsosehnpBs.ceEaoHayVrkiidsnefo'r("gr")omry,afosmdubaumlasmacnaimnker'gtysEahginttooigvwifnleoiss'rinhtaosvvtehanerinsogrndihohaaneccrda(uo"vldntaheocrenenar"n'e)ts-. 7npatl`:eidcVbxdoa'Etnfeadnotxr"hg)gaheulmaiesmniapnhdevlvenieafnutnrosil"ialfn)un,tfethooanerp"cmfdteeriosohwinnneoa'twttof"hl roaiicscrouodapfxpsladB.usisaElasatryVnaiedldg.eseLetilaohse(rf"ettrIihyoBfehnuEaaolVll(vsn":eiofefohscpreycearooecesuvaeno'ionr"dfe)fe.sh"Tgsudihosmaoeoeopdusopapn.nirn'al.tya-"-. ...F,sigW.ti-zelemeaI7hmntrsietB"cisss!.eihcLn!En!tocoahtValfrmlieyrntncyheeluoqbesalpguetBrrotuieechEtorasaxrerVoebpldnlu(lpfeeistogc.sorera.himnetTaaetCnhwdocdoeRiofftbhmRhbtvyhoiaips3eiusslse2wteiinxcp8.tttaea8qOinsrsru.vvnggseiaoeeautolwligmc.osuseaf2tecwn:ntainhh3gattteii8ielciovmsr.hsend7toteoa1iusposn-stderd7osenmaaf3dnrryeap,e2ydntsan9htEyertha1trnietvcc-gpLo9autlrwnatil2osaicorip)hrnri.nsoyeei.snpsqitHtrpsiueooteeiarnpveatsoaesiks~--ts

.?.

(A) If you heaven.

are good. (B) then your

spirit

will

go to

(~A) If you are bad.(C) then your spirit will go to hell.

9m _

deniesB and be outlined as

assertsthat follows:

if

A

or ~

A. thenC-"is

argument

f`I:".jl`m"EheVreEfoWre OhnoaMbsoadydifrfeealrlyenkitdnoewasofthwathaGotGd oedxiisstsli.ke.

` *"4r1s'.!tG-mhecofoardrened'itsogehaoeshasnevo'eaetmnvxeeidwsnoth..eihetsrewencoatohtsauemtlxddaisnodt.e`ethsbany'vt Geemxoisdat..deheaven.

-;"'Therfoerfeoryeoyuoaurecagno'itnggototohheella. ven.

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