Metropolitan State University of Denver’s Writing Center urged educators to abandon Standard American English (SAE), labeling it a form of “Linguistic White Supremacy” in since-deleted materials published under its “Anti-Racist Practices for Your Classroom” guidance on the university’s website.
The writing center even rejected that SAE exists at all, and “fully support[s] students in using their English (whatever that may be) in communicating their thoughts and ideas,” according to a page that has since been removed from its website.
The center’s reasons for rejecting SAE include the assumption that there is a “correct” way to write, the implication that there is a “standard” when the United States does not have a regulating body, that SAE “is a social construct that privileges white communities and maintains social and racial hierarchies,” and that SAE privileges white society over other ethnicities.
MSU Denver told National Review it is aware of the content and that it does not reflect the official policy of the university.
“The University has removed that content and is working with the Writing Center to review it to ensure alignment with the institution’s mission, values and academic best practices,” an MSU Denver spokesperson told NR. “MSU Denver remains committed to rigorous academic standards and preparing all students for success in life and careers.”
The writing center cited compliance with the Conference on College Composition and Communication, which in June 2020 released a statement “DEMAND[ing] Black Linguistic Justice.”
“We demand teachers stop using academic language and standard English as the accepted communicative norm, which reflects White Mainstream English,” the statement reads. “We demand teachers develop and teach Black Linguistic Consciousness that works to decolonize the mind (and/or) language, unlearn white supremacy, and unravel anti-Black linguistic racism!”
Further, the MSU Writing Center warned against using “writing prompts that assume a particular cultural background,” which “can make some students feel alienated or left out.”
This means avoiding “Anglocentric assumptions,” and looking at prompts through the lens of “‘Is this anti-racist?'” or “‘How does this prompt fight white supremacy?'”
Teachers and professors were pushed to avoid topics that cover American cultural knowledge, even though MSU Denver is located in the United States and international students make up just 0.5 percent of the student body.
The writing center then explained that once a student’s writing is submitted, professors should not grade the piece based on “adherence to grammar rules,” but rather the student’s “ability to communicate their ideas based on your writing prompt.”
Evaluation of grammar and mechanics should only contribute to 10 percent of the total assignment grade, according to the writing center’s directive.
“Is the language or ‘error’ really so serious that it impedes understanding?” the directive reads. “Am I so focused on paying attention to language nuances that they are self-distracting?”
The writing center also proposed a “Restorative Justice Approaches to Plagiarism” under a “Linguistic White Supremacy” tab on its website.
The softball approach to plagiarism includes advising professors to consider that students do not know what plagiarism is, that the student may come from a country where copying work is a sign of respect, the student is overwhelmed, or the student lacks confidence and care to complete the coursework successfully.
Rather than punishing plagiarism, professors were pushed to remove plagiarism penalties and to “consider whether you really want to use an originality checker at all.”
President Donald Trump and his Department of Education, under executive orders from early in his second term, have gone on a crusade against higher education institutions that fail to remove diversity, equity, and inclusion protocols or refuse to follow Title IX directives on their campuses and in their policies.
Universities like Harvard and public schools in Northern Virginia, for example, faced criticism and withdrawal of federal funding over similar policies and directives.
The Department of Education did not respond to National Review‘s request for comment by the time of publication. Also, the “Linguistic White Supremacy” tab is no longer available on the university website.