The Role of Women in the Society Depicted by Jane Austen...

The Role of Women in the Society Depicted by Jane Austen in Pride and Prejudice Pride and Prejudice is a novel which based in truth, explores relationships between young men and women two hundred years ago. It is not difficult for the reader to comprehend Jane Austen?s point of view, but she presents her arguments in a subtle way. Not only is it an admirable story of love lost and found, with an eventual happy ending, it also tells us a vast amount about society at the time. This, however, contrasts heavily with todays values and behaviours. In particular the role of women then was quite different to the role of women in the present day. Pride and Prejudice is mainly concerned with women of a particular social class - the†¦show more content†¦lives. She does this, I think, because how wealthy a person was so important and affected your way of life so drastically it would be difficult not to include this information about each character. A persons wealth would determine who they were friends with, where they went to meet people and who they could talk to. The life of a lower class person and the life of an upper class person were drastically different. She explains how the Bennet sisters will be near to penniless if they do not find a suitable match, by this she meant a man with a large amount of money. The sisters do not have their own fortune to inherit however, because of the entailment that is upon their father?s money and their home. Jane Austen uses entailment as a major plot device in Pride and Prejudice. As we discover in the novel, the house at Longbourn is an estate and because of an earlier generation in Mr Bennet?s family, the estate can only be passed on to a male heir. Mr Bennet can do nothing legally to change the situation. The entailment states that the Bennet family can only own the property for Mr Bennet?s lifetime which means that if Mr Bennet should die before Mrs Bennet or before all of his daughters are married, then the remaining family members must vacate the estate unless said otherwise by Mr Collins, their cousin and nearest male family member. ?How any one could have the conscience to entail away an estate fromShow MoreRelatedPride And Prejudice And Jane Eyre1681 Words   |  7 PagesIntroduction: Jane Austen and Charlotte Bronte explore social class in a number of different ways throughout their novels Pride and the Prejudice and Jane Eyre. They do this through the use of stylistic devices which in turn appeals to their different audiences. Both Jane and Charlotte are notable writers for their remarkable texts. Jane Austen is known for playing a revolutionary role in the generation of English female literature, which was counteracted by this piece- and Charlotte Bronte alsoRead MoreJane Austen s Pride And Prejudice1697 Words   |  7 Pagesan Oppressive Society Jane Austen once said, â€Å"it is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife† (Austen 1). In other words, women of the nineteenth century were deemed dependent on men. They were to join an advantageous marriage to remain respectable and achieve a higher social class. Jane Austen’s Pride and Prejudice concerns the social norms of the eighteenth and early nineteenth centuries—a patriarchal society ruled by men whoRead MoreJane Austen And Jane Eyre1967 Words   |  8 PagesPride and the Prejudice – Jane Austen Jane Eyre – Charlotte Bronte How is social class explored in both texts through the use of stylistic devices and how do the different perspectives help appeal to the audience? Introduction: Jane Austen and Charlotte Bronte explore social class in a number of different ways throughout their novels Pride and the Prejudice and Jane Eyre. They do this through the use of stylistic devices, which in turn appeals to their different audiences. Both Jane and CharlotteRead MoreJane Austen s Pride And Prejudice1231 Words   |  5 Pagesinvolved; it is difficult to have a compatible relationship when one person expects something out of the other. Problems may transpire in a relationship when one concerns over things like: where the other stands in society and their financial stability. In the novel Pride and Prejudice, Jane Austen states that the desire for better social connections interferes with the workings of love through the relationship between Darcy and Elizabeth to criticize the social class structure of the 19th century. AnxietiesRead MoreManners in Pride and Prejudice by Jane Austen3437 Words   |  14 Pages Pride and Prejudice Jane Austens Pride and Prejudice not only established her historical importance among scholars and critics, but continues to remain popular. Pride and Prejudice, a comedy of manners, was published in 1813, and is a staple of the English literature. It recreates the social world of the landed gentry of early 19th-century England and embodies the theme that preconceptions and egotism can overcome true love. Pride and Prejudice is somewhat autobiographical; emphasizes the key elementsRead MorePride and Prejudice by Jane Austen1271 Words   |  5 Pageslove and marriage were concepts that weren’t very closely related. The novel â€Å"Pride and Prejudice† by Jane Austen, centers on the importance of marriage as one of life’s most important treasures and life’s greatest source of happiness. As the book title so rightfully depicts, pride and prejudice was demonstrated by the various social classes against each other as per the moral and social expectations of that society. Austen presents the reader with two main factor about relationships that are eachRead MoreThe Price Of Love By Jane Austen1315 Words   |  6 PagesThe Price of Love Within the novel Pride and Prejudice by Jane Austen, the concept of marriage is presented in the form of a contract, true sense of love, and what society deems is acceptable, which leads to different outcomes as a result of the actions taken throughout the novel. The union of marriage during this period of time was highly prioritized within society. While it was prioritized by society, there were different motives behind the holy union. Marriage was seen as an accomplishmentRead MoreHow Effectively Does the Opening Chapter of Pride and Prejudice Introduce the Reader to the Central Characters and Concerns of the Novel?1283 Words   |  6 PagesThe novel ‘Pride and Prejudice focuses mainly on the protagonists, Elizabeth and Jane. Most of the novel is centred around Elizabeths point of view. The arrival of Bingley in the neighbourhood is the starting point. In the opening chapter, the reader is introduced to Mr Bennet and Mrs Bennet. Through these characters, the reader learns about Mrs Bennets biggest concern; to marry off all her daughters. The themes of the novel are mostly related to the title, ‘Pride and Prejudice, there is an elementRead MoreFeminist Undertones in Pride and Prejudice2078 Words   |  9 PagesFEMINIST UNDERTONES I N ‘PRIDE AND PREJUDICE’ Introduction Jane Austen authored the novel ‘Pride and Prejudice’ in 1813, a period in the social history of England that saw most women as best equipped for the private and domestic realm. An ideal woman was the picture of chastity, innocence and compliancy. Even women authors in this period were expected to adhere to genres that were considered to be solely their domain- the refined arts, householdRead MoreThe Social Fabric Of Late Eighteenth- And Early Nineteenth Century England2017 Words   |  9 Pages Jane Austen s novel is principally concerned with the social fabric of late eighteenth- and early nineteenth-century England, a patriarchal society in which men held the economic and social power. In an often satirical portrait of the men and women attempting to gain a livelihood, Austen ironically points out faults in the system, raising questions about the values of English society and the power structure of the country. The novel is also engaged in an ideological debate that drives its

Symbolic Elements in The Lord of the Flies by William Golding

In the novel Lord of the Flies by William Golding the stranded boys come into contact with some particular elements that represent an idea which are called symbols. These symbols include the beast which represents the fear of the unknown and the darkness of mankind. The second symbol is the signal fire which represents hope. The third symbol is the conch shell which represents order. Golding indicates that when man is taken out of civilization, they have a natural instinct is to become evil, darkness and barbaric and these symbols help to support his opinion. One of the main problems that the boys had on the island was the beast. In their minds the beast was a terrible creature that was out to kill them. Their fear of the beast ruined†¦show more content†¦The fire was his only hope of keeping it together and acting like a human being. Once it was gone, so was any hope of being civilized. One of the most important symbols in Lord of the Flies is the conch shell. It represents law, order and power. The shell was the only way to gather everybody from their scattered places on the island. When the conch was blown the boys knew that the chief had something important to say. Once everyone was gathered at the meeting, the holder of the shell was the only person allowed to speak. In the novel, Golding compared the conch shell to its opposite; the pig’s head. The head contradicted the shell because it characterized chaos and terror. The shell also emphasized that power is fake. A flag is no more meaningful than the conch that Ralph had. It’s the meaning behind it and the meaning that people give it that makes it important. Rules are only powerful if everyone agrees on them. Ralph realized this once Jack left and took most of the group with him. If he blew the conch and no one came, the shell would lose all of its power. â€Å"If I blow the conch and they don’t come back; then we’ve had it. We shan’t keep the fire going. We’ll be like animals. We’ll never be rescued.† (Golding 124) When the conch breaks, so does Ralph’s power and Jack takes his spot as chief. William Golding uses young boys on an island as an example to show that the world isShow MoreRelatedLord Of The Flies Symbolism Analysis968 Words   |  4 Pages Lord of the Flies In William Goldings novel Lord of the Flies, he demonstrates the struggle of being trapped on an island containing no civilization and the attempt to remain safe. As the conflict starts to occur on the island, the battle to stay alive and hope to be rescued becomes more challenging for the boys. Throughout the novel, many symbolic elements become significant and are prominently used to get the reader to interpret things differently and see things in other perspectives. In theRead MoreLord Of The Flies By William Golding1589 Words   |  7 Pagesroles can turn into scourges. This concept is delineated in William Golding s novel, Lord of the Flies. After their plane crashes on a deserted island, a group of schoolboys attempt to create a functional and organized society whilst being forced to cope with the fact that there are no adults amongst them. Consequently, conflict and savagery emerge, leaving the boys with designated ranks consisting of varying levels of respect. These symbolic roles are the ultimate source of the boys’ corruption andRead MoreLiterary Elements In William Goldings Lord Of The Flies1340 Words   |  6 Pagescloak it.† In this quote, Ralph finds the answer to his question, as well as the overarching theme in Lord of the Flies. Golding utilizes a wide variety of literary elements to hint at what he wants the theme to be. However, one element is clearly superior to the others in its support of the novel’s overall theme. In Lord of the Flies, William Golding’s use of motifs is the most effective literary element in revealing the paramount theme of the novel: that removal from society directly causes a de-evolutionRead MoreLord of the Flies: A Comparison of the Novel and the Film1321 Words   |  5 PagesLord of the Flies: A Comparison of Novel and Film In 1954, at the height of Cold War tensions and in the continually unfolding aftermath of World War II, William Golding produced an allegorical novel of singular potency. With Lord of the Flies, Golding simultaneously captured the sense of our collective lost innocence and of our mutual descent into savagery, using a lot of castaway grade-school boys to demonstrate that such behavior may well be in mans inherent nature. Goldings text would notRead MoreGood And Evil In Lord Of The Flies Analysis1207 Words   |  5 PagesThroughout the Lord of the Flies, readers learn that people, including children, are not made of pure goodness. Deep inside there is an evil element consistently trying to rise to the surface of their minds. Golding proves that eventually the evil within the children will destroy them and the good around them. This is also proven in two other pieces of literature; one piece talking about the different techniques Golding uses to develop the theme called â€Å"The Fabl es of William Golding† and another pieceRead MoreEvaluation of the Lord of the Flies1781 Words   |  8 PagesEvaluation of The Lord of the Flies Lord of the Flies is a 202 page long adventure story written by William Golding in 1954 about a number of boys marooned on a tropical island and left to fend for themselves. While on the island, they discover quite a bit of evil within themselves. A few years after World War 2, a planeful of boys as young as 5 or 6 but most no older than 11 or 12 crashes near an uninhabited tropical island. As soon as they land, one of the eldest assumes leadership of theRead More Evaluation Of The Lord Of The Flies Essay1778 Words   |  8 Pages Evaluation of The Lord of the Flies nbsp;nbsp;nbsp;nbsp;nbsp;Lord of the Flies is a 202 page long adventure story written by William Golding in 1954 about a number of boys marooned on a tropical island and left to fend for themselves. While on the island, they discover quite a bit of evil within themselves. nbsp;nbsp;nbsp;nbsp;nbsp;A few years after World War 2, a planeful of boys as young as 5 or 6 but most no older than 11 or 12 crashes near an uninhabited tropical island. As soonRead MoreElements of Psychology and Sociology in The Lord of the Flies1386 Words   |  6 PagesElements of Psychology and Sociology in The Lord of the Flies In viewing the aspects of the island society, the author William Goldings Lord of the Flies as a symbolic microcosm of society. He chooses to set the children alone in an unsupervised world, leaving them to learn ‘ the ways of the world’ in a natural setting first hand. Many different perspectives can also be considered. Goldings island of marooned youngsters becomes a microcosm. The island represents the individual human and theRead MoreEssay on A Comparison of The Destructors and Lord of the Flies2333 Words   |  10 PagesA Comparison of The Destructors and Lord of the Flies      Ã‚  Ã‚  Ã‚   In Graham Greenes The Destructors, the author presents the Wormsley Common car-park gang, a group of adolescent delinquents who commit petty crimes for fun. William Golding, in his novel Lord of the Flies, presents a slightly younger group of boys who are wrecked on an uninhabited island and develop a primitive society that eventually collapses and gives way to despotic savagery. Although these two casesRead MoreLord of the Flies3107 Words   |  13 PagesLord of the Flies William Golding In Between the Modern and the Postmodern Content: 1. Fragments chosen.............................................................................. 2. In Between the Modern and the Postmodern - essey........................ 3. Questions.............................................................................................. 4. Bibliography........................................................................................ [

Distribution of US Budget in Military and Education Free Essays

Even though the Cold War era is a distant memory, encased in glass forever like some museum piece, our government is still spending as if the Soviet Union was in its prime. If the arms race is a forgotten memory, then why is the military still spending 86% of what it was spending during the Cold War. It†s not that us Americans do not want a solid military, we just believe that our military is wasting billions of dollars at the expense of our children†s education and well being. We will write a custom essay sample on Distribution of US Budget in Military and Education or any similar topic only for you Order Now 50 years ago our country, and the entire world was in disparate need of a strong U.S. military. We inflated our military budget, and gave the government and private businesses an enormous appetite. Without a major threat to the United States since the collapse of the Soviet Union, our government seems to be in competition with itself. 50 years ago we sent tons and tons of troops overseas to fight in a foreign land, while we pumped private businesses up with the manufacturing of military equipment. The need for such products and the need for an over-healthy military allowance is long gone. While we sunk billions after billions of taxpayer†s money on wars that we were boisterously proud to spend (it gave us all the prestige we could ever ask for), our Allies were investing in their children†s education and well being. The result now is that while we have the most elite military capabilities, our children†s educational level is extremely under developed. European and Japanese children significantly outperform American children in math and upper-level reading. This should not be too surprising, our children are studying history books that are from a decade ago. This creates difficult obstacles for our children to keep up on current politics and other global events. Also the over crowding of classrooms makes it extremely difficult for your child to get that personalized learning which may determine his or her ability to learn at all. Every child learns at a different rate and possibly in different ways, this makes it virtually impossible for teachers to tap into every child†s full learning potential. If your child needs that extra, personalized attention, but is not â€Å"defined† as handicapped their specific learning needs will most likely be overlooked and that may be the beginning of your child†s inability to learn. According to a study done by the state of Tennessee, reducing classroom size in early grades (K-3rd) can improve a child†s performance even after being placed back into their regular sized class. Another major problem hindering our children†s education is the fact that the teachers with the priceless responsibility of developing our child†s mind are absolutely underpaid. Teachers barely make an honest living and are often subliminal role models to our young students. Although there are countless exceptionally dedicated teachers in America, a significantly higher salary would ensure the quality of almost all teachers. Remember what we were taught about incentives at a young age, the carrot in front of the rabbit, well that would definitely apply for these individuals we need to count on everyday. So, where is all of the money going to come from to improve our children†s education, well, remember our friend with that uncontrollable appetite? During the Cold War†s prime the U.S. was spending $325 billion a year. And today, with the Cold War boxed up and put on a shelf, the military is still spending $290 billion a year (NCR,1999). This is an alarming figure that we are spending on a military without any outside threat to contend with, in fact it seems to be their only real mission is to play servant to the United Nations, fighting little skirmishes in countries that don†t want our help. One would be hopeful that since we are in an era of peace time that we could enjoy â€Å"peace dividends.† However, the military and those private sector businesses that created such an enormous appetite refuse to exercise a Post-Cold War diet. Maybe we need to e-mail the pentagon, they might be reading our children†s decade old history books, in that case they wouldn†t know that the Berlin Wall is down and the Soviet Union has collapsed. Another astonishing fact is that our country has become the world†s largest arms dealer, selling to almost any country with the money to do business. And if they can†t afford them, our government will put them on a payment plan, acting much like a scene right out of The Godfather. Is this our government, or is this Don Corleone, striking deals with some pretty shady characters. One can†t help wondering where all of this cold hard cash is going from these deals. It is no mystery that our government budgets are in desperate need of reform, well, there are active groups lobbying to change the spending habits of our government. One of the most effective of these groups is the Business Leaders for Sensible Priorities, which is comprised of influential individuals like Ben Cohen, cofounder of Ben Jerry†s; and former assistant secretary of state, Lawrence Korb, along with a cabinet of ex-military and big business leaders. The group is most certainly not an anti-military faction, however they are dedicated to refocusing the military†s useless spending (NCR, 1999). They are not opposed to our military having the best equipment possible, that is if someone were to donate it to them. If the decision is for the military to have a great new ship, or for our children to have a better education, of course the military is going to have to make due. Currently the federal government only participates in 7% of the funding for our schools, while the state and the local community split the rest. This is an raises enormous concerns due to the fact that poorer communities are at a significant disadvantage. Some communities can spend up to five times as much as less fortunate ones (NATIONAL PTA, 1996). To achieve these goals for a better future for our kids and further more, our country, we need to make education our biggest priority. Adding up the military†s inflated $290 billion a year, and comparing it to what†s left over for all other spending, including education, a meager $246 billion (NCR, 1999). This is an insult to our children†s development as growing intellectuals. 6% of the entire budget is allocated for our children†s education, this states the true fact that their education is not important. The money is truly there, we simply need to redirect it and our governments priorities. Like stated by Business Leaders for Sensible Priorities, † The winners and losers are not going to be determined by the size of their gunboats, but by the level of their children†s level of education.† How to cite Distribution of US Budget in Military and Education, Papers

Macbeth As A Machiavellian Man Essay Example For Students

Macbeth As A Machiavellian Man Essay Macbeth was a Machiavellian man. He committed many devilish crimes and he bribed men to do his murderous schemes. He used the power he had against other men to get what he wanted. Macbeth wanted to rule Scotland and when he was in command, if he was worried about someone or something, he made sure everything was taken care of to keep his mind at rest. He had regrets when he killed Duncan, but none of his sins evaded his mind, and he remained happy during the time he reigned as king. The only thing that he absolutely feared was Macduff and his own death. Macbeth used two men to accomplish his sin of killing Banquo and Fleance. Macbeth wanted Banquo and Fleance dead because Macbeth did not want any of Banquos descendants to acquire his position after he died. To turn the men against Banquo, Macbeth said that it was all Banquos fault that they were poor and did not have anything else to live for. ?That it was he in the times past, which held you/ So under fortune.? (3.1.117-118) Macbeth keeps telling them how mean, selfish and heartless Banquo was. He made the men believe that Banquo was their rival. ?Both of you/ Know Banquo was your enemy.? (3.1.131-132) Macbeth asks the men if they forgive Banquo for what he has done, to test their loyalty towards Banquo. ?To pray for this good man and for his issue,/ Whose heavy hand hath bowed you to the grave.? (3.1.99-100) Macbeth can divert the mind of a person with his performance. Macbeth wanted to rule Scotland and if anything got in his way, he was sure to get rid of it, no matter what it t ook. When Duncan was king, Macbeth killed him to acquire his reign. When Banquo suspected Macbeth of killing the king, Macbeth was worried that Banquo might find who really killed Duncan. Macbeth hired two men to kill Banquo. Macbeth also killed the family of Macduff because Macbeth was scared of him. ?The castle Macduff I will surprise/ Seize upon Fife, give to th edge o th sword? (4.1.171-172) Macduff was his opponent. Macbeth knew Macduff could kill him in an instant. Macbeth had his regrets after he killed King Duncan. When he killed Banquo, his ghost haunted his conscience by making Macbeth regret killing his human form. At the time that Macbeth killed Macduffs family, Macbeth had no regrets what so ever. Macbeth never though twice about the killings, because Macduff was unfaithful to his king. After Macbeth killed Duncan, Macbeth wished he had not murdered him. ?To know my deed ?twere best not know myself./ Wake Duncan with thy knocking.? (2.3.93-94) Once Macbeth was accustome d with murdering people, he did not have any regrets. There were only two things that really made Macbeth worry and made him scared, those being his own death and Macduff himself. Macbeth was terrified of dying for he wished to be King of Scotland forever. One other reason why he was afraid of his death was that the witches predicted that Banquos descendants would become king, and the line of kings would be long. Macbeth believed that he would live forever he trusted the witches which also told him that he would never be harmed until Birnam Wood climbed Dunsinane Hill and only a person who was not born from a woman could kill him. The reason that Macbeth was afraid of Macduff was because Macbeth knew that he was the real person who killed the king. Also, Macduff was gone to England to get the British army to fight Macbeth. Macbeth was scared of Macduff because he was able and strong enough to kill him and everyone was on the side of Macduff, since no one agreed with Macbeths ways anymore. .u4e9546d4e9d9e6848457bd7d7c2a519f , .u4e9546d4e9d9e6848457bd7d7c2a519f .postImageUrl , .u4e9546d4e9d9e6848457bd7d7c2a519f .centered-text-area { min-height: 80px; position: relative; } .u4e9546d4e9d9e6848457bd7d7c2a519f , .u4e9546d4e9d9e6848457bd7d7c2a519f:hover , .u4e9546d4e9d9e6848457bd7d7c2a519f:visited , .u4e9546d4e9d9e6848457bd7d7c2a519f:active { border:0!important; } .u4e9546d4e9d9e6848457bd7d7c2a519f .clearfix:after { content: ""; display: table; clear: both; } .u4e9546d4e9d9e6848457bd7d7c2a519f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4e9546d4e9d9e6848457bd7d7c2a519f:active , .u4e9546d4e9d9e6848457bd7d7c2a519f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4e9546d4e9d9e6848457bd7d7c2a519f .centered-text-area { width: 100%; position: relative ; } .u4e9546d4e9d9e6848457bd7d7c2a519f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4e9546d4e9d9e6848457bd7d7c2a519f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4e9546d4e9d9e6848457bd7d7c2a519f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4e9546d4e9d9e6848457bd7d7c2a519f:hover .ctaButton { background-color: #34495E!important; } .u4e9546d4e9d9e6848457bd7d7c2a519f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4e9546d4e9d9e6848457bd7d7c2a519f .u4e9546d4e9d9e6848457bd7d7c2a519f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4e9546d4e9d9e6848457bd7d7c2a519f:after { content: ""; display: block; clear: both; } READ: Gun Control Legislation EssayFinally, Macbeth was very cruel and mean. He was an evil man who could go to any length to be in control. He used men to work, accomplishing his schemes, and was scared of nothing but death and his opponent. He did not have any regrets. Macbeth was very machiavelinious. He had all the characteristics of a Machavellian man. He was undoubtfully the man with the most devilish schemes.

Pollution on the High Seas Essay Example

Pollution on the High Seas Paper The most cost effective and simplest solution to this robber is to have shipping companies Start using altered bunker fuel which will reduce the nitrogen-oxide emissions effectively reducing air pollution and having the quickest positive impact on the environment. It has been proven that companies that have developed a Corporate Social Responsibility program are more profitable than those who dont have a CARS. The International Maritime Organization is responsible for setting guidelines for shipping companies to follow, however the guidelines are very difficult to enforce. Introduction Many cargo and cruise ships face environmental challenges within their equines functions. There is the social and ethical responsibility of protecting the environment along with providing cost effective sea faring transportation services. Ships using bunker fuel are creating large amounts of nitrous-oxide emissions which pollute the air, high-grade fuel is available which burns cleaner but is more expensive than bunker fuel. Key Issues Issue 1: Lack of regulation and the ability to enforce environmental protection laws in the sea faring cargo shipping and luxury cruise liner industries is affecting the environment. Environmental agencies are very concerned that the damage o the environment will dramatically escalate. In 1990 land based sulfur dioxide emissions in Europe were about 1 0 times higher than sea- based emissions; by 2030, sea-based emissions will exceed land-based emissions (Griffin, Bert, Starker ; Lang, 201 1 p. 102). Inspections of ships should be conducted to ensure conformity to the International Marine Organization standards. Violators against the regulations should be penalized. Although cruise lines and cargo shipping are different industries, they both need to share the same social responsibility in protecting the environment. Regardless of the industry there needs to be a common commitment to protecting the environment. The following is the environmental policy of Markers Line. (Internet, Markers Line). Our environmental policy In Markers Line we believe container shipping is about creating real and long lasting opportunities and we advocate a balanced, sustainable approach to our business. We will write a custom essay sample on Pollution on the High Seas specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Pollution on the High Seas specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Pollution on the High Seas specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Although moving goods by sea is the most energy efficient and environmentally friendly mode of transportation, we acknowledge that our energy consumption and emissions as a container shipping line are significant. Therefore Markers Line aim to make containers transportation even more environmentally friendly and cost efficient by continuing to work with and engage all of our stakeholders. For Markers Line, protecting the environment is a question of constant care in the way we use resources, optimism operations and handle waste. Operating vessels in an environmentally sound manner requires a balanced and sustainable approach to long-term economic growth. Our vessels are at the industry forefront in fuel efficiency and implementation of environmentally friendly technologies and we continue to explore ways to improve. Our environmental logic is developed and governed by a dedicated department in Markers Line Health, Safety, and Environment and is deeply ingrained in the core values Of our company. The following is the Health, Environmental, Safety and Security Policy of Carnival Corporation ;PAL (Internet, Carnival Corporation).

Fiction and the Business Lesson Paper

Fiction and the Business Lesson Paper Fiction, Business Paper PAGE 5Fiction and the Business Lesson PaperHeather PattenENG120/Business LiteratureUniversity of PhoenixDr. Kimberly LockwoodMarch 26, 2007Fiction and the Business Lesson PaperIntroductionThis paper will analyze elements of fiction, such as the plot, the relationship between plot and character, the style in which the story is told, the point of view, and the structure that produces tension. This paper will also discuss the lesson(s) being taught. The paper will talk about how the lesson is being communicated and if the lesson being learned is the same for the character and the reader. This paper will analyze "The Virus" by Craig Brown (1991).PlotThe story takes place at the Third National Bank and Trust, in Peoria, Illinois. On April 25, an issue regarding a breach of security arisen. The terminals, or computers, at the branch were sending insults to personnel and customers.Peoria Civic Center, , 2006. In the foreground is ...The main issue was how the custom ers were reacting to the insults. Henry Russell, President and CEO of Third National Bank and Trust, decided to bring in an individual that could fix the problem. There were six facts, Fact One: security breach, Fact Two: the individual that caused the issue was most likely an employee, Fact Three: the individual knew the Banks system, Fact Four: no larceny was involved, Fact Five: due to the security issues at hand, it would narrow the search down, and Fact Six: it was going to be hard finding out whom the individual was. The relationship that the character has with the plot is that the character is telling the story. In hence, the point of view is from the individual called to fix the "virus".Structure of StoryThe structure of the story is very interesting. In the beginning of the...

Measures to Neutralize the Consequences of the Hurricane Katrina Research Paper - 1

Measures to Neutralize the Consequences of the Hurricane Katrina - Research Paper Example Like all disasters, Katrina placed doctors, nurses and other professionals who were in a capacity to respond to the situation in a rather precarious situation where they had to choose between fleeing and saving their families as well as themselves and staying to assist with the rescue mission and caring for the victims. By staying, they risked more than injury or death.The government authorized the use of winter gasoline to cater to the shortage of fuel. It lifted restrictions on boutique fuel requirements that opened the American market to foreign refineries that did not meet EPA requirements. The response averted a much worse situation of widespread shortage of fuel which undoubtedly would have had a harder impact on the economy (Foundation for Teaching Economics.com, 2015). There was the unprofessional handling of the situation by the authorities (Moynihan, 2009), in particular, the time it took for Federal Emergency Management Agency to set up operations in New Orleans, who furth ermore did not seem to have a reliable plan of action (HISTORY.com, 2015). The problem was viewed as administrative as the head of the agency at that time had no prior experience of crisis management or disaster relief. The case study by Hori & Schafer shows how the Hurricane Katrina led to the displacement of hundreds of thousands of Louisiana citizens (2010). The displaced citizens lost their jobs and suffered from income declines and numerous diseases. The study by Weaver & Vozikis shows how the national and state government sought to mitigate businesses from the effects of the Hurricanes Katrina through bridge loans offered by the state  of  Louisiana Bridge Loan Program (2010). The manner in which the government responded to the disaster has been faulted by several analysts, they all agree upon the fact that the response should have been quicker and more organized.   However the International Risk Governance Council agrees that the hurricane was no routine emergency, it presented a unique problem that required unorthodox decision-making skills (Moynihan, 2009).  

Language Issues in Public Discourse Research Paper - 1

Language Issues in Public Discourse - Research Paper Example This essay will explore three ways in which the English language is changing, and the discourse around those changes, as they are being debated and discussed in the media. Political language and how it changed during the Bush era in the United States is being discussed widely in academic circles and this phenomenon will be examined and analyzed briefly. The printed media particularly in Great Britain raises the question of American terms and their effect on English worldwide. Contemporary magazine and newspaper articles form the basis of the discussion of the British attitude to American language in this essay. Current discussions regarding spelling are examined, from the perspective of young people, citing as examples a web forum, and the transcript of a high school debate. Finally, the trend toward politically correct language is the focus, with spoken and institutionalized language being examined. In short, this essay will comment on the changing language and how these changes are perceived across a reasonably wide spectrum of English speakers. (Not included in word limit) The Essay When discourse is analyzed, the linguistic output of someone other than the analyst is examined (Brown & Yule, 1983: 2). This implies that the analyst also contributes his/her own meaning to the analysis, and that the context of more than just the words, and the grammar of the language are at play. Brown and Yule (1983: 3) further contend that the language may contain features such as â€Å"†¦ hesitations, slips and non-standard forms† so that an analysis of written text on its own is perhaps never altogether complete. It is, however, also true that â€Å" †¦ the task is this: to think more deeply about the meanings we give people’s words do as to make ourselves better, more humane people and the world a better, more humane place.† (Gee, 2005: 3). Hence it is necessary to examine many aspects of language if a fuller understanding of the meaning of s ocial worlds as all individuals experience them is to be reached. There are certain aspects of language that are clearly of some concern to analysts and general public commentators. Media, both print and electronic, carries a significant amount of comment on the changing nature of English. Sometimes these aspects are serious and of great importance in the formation of the societies and their attitudes, values and behaviors; sometimes they are less serious but still interesting from a social and psychological perspective. One area which does carry great weight is in the leadership of societies. The leaders of communities worldwide do use language to form meanings and the understanding of the public. Hence it is necessary that everyone remain aware of the possible hidden meaning and unrevealed intentions of leaders and particularly politicians. When politicians speak, it is widely accepted that their motives are not always directly connected to the words and language they are using. I nevitably, their language has characteristics that show the real intention of their words: to persuade the public that what they say is correct, and that they should be voted for in the next election. Elena Mihas of the University of Wisconsin-Milwaukee has examined and commented on the language used during the Bush era in the United States. She highlights specifically the metaphoric and euphemistic forms of language used by politicians in this period, in addition to examining the coherence, arguments,

Organisational Transactions Essay Example | Topics and Well Written Essays - 750 words

Organisational Transactions - Essay Example Similarly, to improve management in an organization, natural approach is admitted and a perception of exchange is laid which begins like: The process of give and take is known as Law of Reciprocity or exchange of currencies with an expectation to get the reward back. â€Å"Currencies† can also be referred as â€Å"favors† that one does for colleagues, managers or clients. An exchange of currencies could be in any gesture like a note of appreciation, praise in a meeting, raise in a salary, paid holidays etc (Brian Tracy, 2002). It all depends upon the relationship one has with his/her colleagues, managers or high officials and the number of currencies used among employees. This process nourishes when one develops strong alliances and build positive relationship with his team members and supports the idea that reciprocity is the fundamental principle of organizational transactions and should be done with the balance of equal returns. However, exchange of currencies is alw ays not possible but this is where the mutual understanding and compatibility differs. It mostly happens at higher level where approach of targeting objectives is unparallel among two senior officials and thus results in inconvertible currencies (Cohen, Bradford, 1989). FAILURE IN ORGANIZATIONAL TRANSACTIONS: (Cohen, Bradford, 1989), it is very important to deal the organizational transactions responsibly because it fails if the three factors are not dealt appropriately: Underestimation of potential allies: This explains that an influencer should never underestimate an employee but to weight them all as a potential allies. Understanding the ally’s world: An influencer should know what his allies want in return and how they want. Self awareness of an influencer: It is very important for an influencer to target the objectives instead of getting disoriented with what is to be achieved. PERSONAL PERSPECTIVE: To create a Leaderful Organization, thought process and approach have to be diversified to be benefited with this new theory. Personally, if I and my CEO share a same interest then there is nothing wrong in arranging a game with him as mentioned, he is also a good squash player. It could be very overwhelming and different if a boss himself invites to play a game. And a situation can completely differ if a junior tries to influence a boss by inviting him for a game. There could be two different outcomes: positive and negative but consequences cannot be predicted until the outcome of the match is visible. Though, if the intention is just to invite him with open hearts, not for the sake of showing him down or proving himself but to have a healthy interaction besides official matters. This kind of exchange predicts Personal Related Currencies, in which one uplifts or upholds self esteem, values and identity and both share the task which increases their skills and expertise. And the best part is the gratitude they show to each other. It is important to know and understand before arranging that what approach is suitable for a potential ally, an offer for a game first or a solution to a problem in an office first. Once the match is programmed and the boss is ready to face it positively, employee would try his hard to prove himself and boss himself would put his complete efforts to win the match. There is a possibility that if a boss loses, he

PESTEL Analysis of Indias Textile Industry

PESTEL Analysis of Indias Textile Industry Introduction In analyzing the macro-environment, it is important to identify the factors that might in turn affect a number of vital variables that are likely to influence the organizations supply and demand levels and its costs. The radical and ongoing changes occurring in society create an uncertain environment and have an impact on the function of the whole organization. A number of checklists have been developed as ways of cataloguing the vast number of possible issues that might affect an industry. A PEST analysis is one of them that are merely a framework that categorizes environmental influences as political, economic, social and technological forces. Sometimes two additional factors, environmental and legal, will be added to make a PESTEL analysis, but these themes can easily be subsumed in the others. The analysis examines the impact of each of these factors (and their interplay with each other) on the business. The results can then be used to take advantage of opportunities and to make contingency plans for threats when preparing business and strategic plans. Kotler claims that PEST analysis is a useful strategic tool for understanding market growth or decline, business position, potential and direction for operations. Use whatever factors you feel are appropriate. Other variations include:- PEST analysis (STEP analysis)- Political, Economic, Sociological, Technological. PESTLE/ PESTEL analysis Political, Economic, Sociological, Technological, Legal, Environmental; PESTEL analysis. PESTEL analysis Political, Economic, Sociological, Technological, Environmental, Labors (Labor) related; PESTEL analysis (rare no references available). PESTLIED analysis Political, Economic, Social, Technological, Legal, International, Environmental, Demographic. STEEPLE analysis- Social/Demographic, Technological, Economic, Environmental, Political, Legal, Ethical. SLEPT analysis -Social, Legal, Economic, Political, and Technological. STEPE analysis-Social, Technical, Economic, Political, and Ecological. ETPSanalysis-Economic,Technical, Political andSocial- Scanning the business environment. Choose the acronym that most suits you or your organization. History of PESTLE Where did the term PEST or PESTLE derive? What were the origins? The term PESTLE has been used regularly in the last 10+ years and its true history is difficult to establish. The earliest know reference to tools and techniques for Scanning the Business Environment appears to be by Francis J. Aguilar (1967) who discusses ETPS a mnemonic for the four sectors of his taxonomy of the environment: Economic, Technical, Political, and Social. Shortly after its publication, Arnold Brown for the Institute of Life Insurance (in the US) reorganized it as STEP (Strategic Trend Evaluation Process) as a way to organize the results of his environmental scanning. Thereafter, this macro external environment analysis, or environmental scanning for change, was modified yet again to become a so-called STEPE analysis (the Social, Technical, Economic, Political, and Ecological taxonomies). In the 1980s, several other authors including Fahey, Narayanan, Morrison, Renfro, Boucher, Mecca and Porter included variations of the taxonomy classifications in a variety of orders: PEST, PESTLE, STEEPLE etc. Why the slightly negative connotations of PEST have proven to be more popular than STEP is not known. There is no implied order or priority in any of the formats. IMPORTANCE It is important to take into account PESTLE factors for the following main reasons Firstly, by making effective use of PESTLE analysis , you ensure that what you are doing is aligned positively with the powerful forces of change that are affecting our environment by taking advantage of change , you are much more likely to be successful than if your activities oppose it. Secondly, good use of PESTLE analysis helps you taking action that is likely to lead to failure for reasons beyond your control. Thirdly, PESTLE is useful when you start a new product or service. Use of PESTLE analysis helps you break free of assumptions and helps you quickly adapt to the realities of the new environment. ThePESTLE Analysisis often used as a generic orientation tool, finding out where an organization or product is in the context of what is happening out side that will at some point effect what is happening inside an organization. APESTLE analysisis a business measurement tool, looking at factors external to the organization.It is often used within a strategic SWOTanalysis (Strengths, Weaknesses, Opportunities and Threats analysis). OBJECT Any organization or industry influenced by factors as political factors, economical factors, social factors, technical factors, legal factors, and environmental factors in addition to government policies, labor factors, competitive market condition locational factors, and emerging globalization. So we have defined PESTLE analysis of textile industry. Until the economic liberalization of Indian economy, theIndia Textile Industry was primarily unorganized industry. But now the Indian textile industry is the second largest in the world-second only to China. Indian textiles also account for 38 percent of the countrys total exports and are, therefore, a very important industry. And these factors affected the textile industry as political factors are most important for this industry because lack of stability in politics. And Indian economy is largely dependent on textile manufacturing and exports. India earns around 27% of the foreign exchange from exports of textiles so economical and env ironmental factors influenced. So we have discussed on these factors and define the problems of textile industry which is suffered by these factors. TEXTILE INDUSTRY The industries in India can be broadly classified into organized and unorganiased.Textile industry is under unorganized and relatively small. There is some potential for real growth. Textile Industry is related to clothes. Until the economic liberalization of Indian economy, theIndia Textile Industry was primarily unorganized industry. The opening up of Indian economy post 1990s led to a stunning growth of this industry. India Textile Industry is one of the largest textile industries in the world. Today, Indian economy is largely dependent on textile manufacturing and exports. India earns around 27% of the foreign exchange from exports of textiles. Further, India Textile Industry contributes about 14% of the total industrial production of India. Furthermore, its contribution to the gross domestic product of India is around 3% and the numbers are steadily increasing. India Textile Industry involves around 35 million workers directly and it accounts for 21% of the total employment generated in the economy. The Indian textile industry is the second largest in the worldsecond only to China. An Indian textile also has account for 38 percent of the countrys total exports and is, therefore, a very important industry. The forecast is that textiles exports will reach USD 35 billion by the year 2000. The total Indian market for the textile machinery in 1997 (the latest year for which complete data are available) was estimated at USD 895 million. The market is projected to grow at an average annual nominal growth rate of 6 percent during the next 2 years. There are at least 20 domestic companies offering textile machinery for spinning, weaving, texturizing and finishing. The Lakshmi Group of Coimbatore has been the most successful of these companies. Lakshmis success is attributable to its longevity in the sector and its ability to offer a range of textile machinery directly or through its sister companies. Consequently, Lakshmi can meet the needs of a variety of end users. For the past two years, the market has been in a recession. As a result, market players have become very cost conscious and price sensitive. However, the future looks bright used textile machinery. This market segment is likely to grow faster than the broader market. The major factors that are likely to produce growth for this sector include A worldwide increased in demand for Indian textiles and garments. The lowering of customs duties on imported textile machinery. Reduced government restrictions on the import of the used capital goods. The reduced cost of the used equipment which makes textile manufacturing operations more viable. Reliance Industries Limited (RIL) is Indias private sector company, involved in textiles. It is headquartered in Mumbai, India and employs approximately 12,500 people. The company recorded revenues of INR1, 108,860 million (approximately $25,537 million) during the fiscal year ended March 2007, an increase of 24.4% over 2006. The U.S. market share of imported textile machinery is only approximately 3 percent. Competitors from European countries such as Germany, Switzerland and the United Kingdom have taken the lead and are concentrating on equipment for cotton spinning, weaving, carding, winding and finishing. To become more competitive, U.S. companies need to shift their focus from only offering new equipment to offering both new and used textile machinery to the Indian market. Given this type of shift in focus, it is estimated that U.S. companies could increase their share of textile machinery imports to 10 percent over the next four to five years. In addition, U.S. firms can incre ase their competitiveness by forming alliances with experienced Indian partners who are very familiar with Indian market conditions. Another strategy for increasing the competitiveness of U.S. companies in the Indian market would be to focus on marketing used textile machinery on a turn key basis, and coupling the transfer of machinery with technological transfers, training, and buy-back commitment for the Indian textiles and garments. This type of strategy is highly supported at the national and regional levels by the Government of India (GOI). MARKET PROFILE OF TEXTILE INDUSTRY The Indian textile industry is the second largest in the worldsecond only to China. Indian textiles also account for 38 percent of the countrys total exports and are, therefore, a very important industry. The forecast is that textiles exports will reach USD 35 billion by the year 2000. To sustain this growth, it is imperatives that the textile industries produce goods of high quality at reasonable prices. This means that the industry must continuously modernize its machinery. Therefore, the textile machinery industry sector has an integral role to play in the growth of Indias textile exports. Industry analysts note that textile prices are increasingly competitive worldwide as more and more developing countries enter the global textile trade. To maintain, if not increase, its global market share, the Indian textile industry must procure modern, low-cost, textile machinery so that it can produce high quality textiles and garments for export at competitive prices. It is in this context that the market for used textile machinery is viewed as very promising. Used textile machinery permits India to incorporate new technology at low cost. Here are a few important facts about Indias textile: there are approximately 1200 medium to large scale textile mills in India. Twenty percent of these mills are located in Coimbatore (Tamilnadu). India has 34 million cotton textile spindles for manufacturing cotton yarn. Cotton yarns account for 70 percent of Indias textile exports. (China has 40 million cotton spindles.) Of the Indian textile yarn exports, almost 80 percent come from coarser yarns (counts below 40s). Consequently, there is a need to upgrade the technology. For the past two years, there has been a significant slow-down in the cotton spinning segment, mainly due to the spiraling price of cotton. The domestic knitting industry is characterized by small scale units which lack adequate facilities for dyeing, processing and finishing. The industry is concentrated in Tirupura (Tamilnadu) and Ludhiana (Punjab). Tirupura produces 60 percent of the countrys total knitwear exports. Knitted garments account for almost 32 percent of all exported garments. The major players include Nahar Spinning, Arun Processors and Jersey India. Status of the Textile Machinery Industry Approximately 120 companies manufacture the complete range of textile machinery. Gross receipts for the Industry in 1997 were nearly USD 700 million. The industry employs about 150,000 workers directly and an equal number indirectly. The demand for textile machinery is mainly from end user in the cotton textiles, manmade fibers and wool units textile sectors. The industrys major problems are Inadequate design and engineering capabilities. The high cost of raw material and components. The high cost of finance. Demand constraints. Competition from foreign countries as a result of the lowering of import duties on textile machinery. The high quality of imported textile equipment. The textile machinery industry sector experienced between 7 and 8 percent nominal growth in 1997. SWOT ANALYSIS OF TEXTILE INDUSTRY SWOT analysis defines all over condition of any industry or organization. This describes strength, weaknesses, opportunity, and threat of the textile industry. It contains astudy of the major internal and external factors affecting the company in the form of a SWOT analysis. Strengths: Indian Textile Industry is an Independent Self-Reliant industry. Abundant Raw Material availability that helps industry to control costs and reduces the lead-time across the operation. Availability of Low Cost and Skilled Manpower provides competitive advantage to industry. Availability of large varieties of cotton fiber and has a fast growing synthetic fiber industry. India has great advantage in Spinning Sector and has a presence in all process of operation and value chain. India is one of the largest exporters of Yarn in international market and contributes around 25% share of the global trade in Cotton Yarn. TheApparel Industryis one of largest foreign revenue contributor and holds 12% of the countrys total export. Industry has large and diversified segments that provide wide variety of products. Growing Economy and Potential Domestic and International Market. Industry has Manufacturing Flexibility that helps to increase the productivity. Weaknesses: Indian Textile Industry is highly Fragmented Industry. Industry is highly dependent on Cotton. Lower Productivity in various segments. There is Declining in Mill Segment. Lack of Technological Development that affect the productivity and other activities in whole value chain. Infrastructural Bottlenecks and Efficiency such as, Transaction Time at Ports and transportation Time. Unfavorable labor Laws. Lack of Trade Membership, which restrict to tap other potential market. Lacking to generate Economies of Scale. Higher Indirect Taxes, Power and Interest Rates. Opportunities: Growth rate of Domestic Textile Industry is 6-8% per annum. Large, Potential Domestic and International Market. Product development and Diversification to provide global needs. Exclusion of Quota Restriction leads to greater Market Development. Market is gradually shifting towards Branded Readymade Garment. Increased not reusable Income and Purchasing Power of Indian Customer open New Market Development. Emerging Retail Industry and Malls provide huge opportunities for the clothes, handiwork and other segments of the industry. Greater Investment and FDI opportunities are available. Threats: Competition from other developing countries, especially China. Continuous Quality Improvement is need of the hour as there are different demand patterns all over the world. Elimination of Quota system will lead to fluctuations in Export Demand. Threat for Traditional Market for Power loom and Handloom Products and forcing them for product diversification. Geographical Disadvantages. International labor and Environmental Laws. To balance the demand and supply. To make balance between price and quality Research Methodology In order to evaluate the PESTLE analysis of Indian textile and clothing exports, the study has analyzed the political technical, economical, social, legal, and environment factors of the textile industry. Information Sources The information has been sourced from various authentic and reliable sources like books, newspapers, trade journals and white papers, industry portals, government agencies, trade associations, and monitoring industry. To assess these factors of the industry, a preliminary interview conducted with a few industrialists. The interview sought their views and opinions chiefly respect of the pestle factors that they are facing in India. With the help of Internet sites we have found many key factors of this industry. Analysis Method Textile industry forecast and analysis is based on various macro- and microeconomic factors, sector and industry specific databases, and our in-house statistical and analytical model. This model takes into account the past and current trends in an economy, and more specifically in an industry, to bring out an objective market analysis. Our industry experts study the relationship between various industry and economic variables to ensure the required accuracy and desired check on the quality of data and information given in the report. PESTLE ANALYSIS OF TEXTILE INDUSTRY The textile industry grew out of theindustrial revolutionin the 18th Century asmass production of clothing became a majority industry. Until the economic liberalization of Indian economy, theIndia Textile Industry was primarily unorganized industry. The opening up of Indian economy post 1990s led to a stunning growth of this industry. But now Industry has influencing by many factors as political factors, economical factors, social factors, technical factors, legal factors, and environment factors. Here we will describe all those factors affected to Textile Industry. The Working Group on Textiles Jute Industry for the 11th Five Year Plan (2007-2012) has studied the major problems being faced by the textile industry. POLITICAL FACTORS The management of business enterprises and their policies are considerably influenced by the existing political systems. And India is a democratic country, there are probably problem of stability in politics. Political and Government Diversity: The reservation of production for very small companies that was imposed with an intention to help out small scale companies across the country, led substantial fragmentation that distorted the competitiveness of industry. However, most of the sectors now have been de-reserved, and major entrepreneurs and corporate are putting-in huge amount of money in establishing big facilities or in expansion of their existing plants. Secondly, the foreign investment was kept out of textile and apparel production. Now, the Government has gradually eliminated these restrictions, by bringing down import duties on capital equipment, offering foreign investors to set up manufacturing facilities in India. In recent years, India has provided a global manufacturing platform to other multi-national companies that manufactures other than textile products; it can certainly provide a base for textiles industry. And some motivating step taken by the government, other problems still sustains like various taxes and excise imbalances due to diversification into 35 states and Union Territories. However, an outline of VAT is being implemented in place of all other tax diversifications, which will clear these imbalances once it is imposed fully. But now the Indian government has introducing measures such as the national technology up gradation fund and removing the differential taxation scheme which discriminated against large units. ECONOMICAL FACTORS Economical factors such as per capita income, national income, resources mobilization, exploitation of natural resources, infrastructure development, capital formation, employment generation, and industrial development influence textile industry. Textile industry provides one of the most fundamental necessities of the people with huge value-addition at every stage of processing. Today textile sector accounts for nearly 14% of the total industrial output. Indian fabric is in demand with its ethnic, earthly colored and many textures. The textile sector accounts about 30% in the total export. This conveys that it holds potential if one is ready to innovate. The textile industry is the largest industry in terms of employment economy, expected to generate 12 million new jobs by 2010. It generates massive potential for employment in the sectors from agricultural to industrial. Employment opportunities are created when cotton is cultivated. Current Scenario Textile exports are targeted to reach $50 billion by 2010, $25 billion of which will go to the US. Other markets include UAE, UK, Germany, France, Italy, Russia, Canada, Bangladesh and Japan. The name of these countries with their background can give thousands of insights to a thinking mind. The slant cut that will be producing a readymade garment will sell at a price of 600 Indian rupees, making the value addition to be profitable by 300 %. SOCIAL FACTORS Managers and policy makers can not disregard social variables like education, knowledge, rural community norms and beliefs which are predominant in India, especially in the rural society while cultural differences are unthinkable for any international manager or even an urban Indian manager. Textile industry of India based on cotton and cotton as the agriculture product, which found in rural areas so the social responsibility of the textile industry. Social stratification plays a vital role in rural societies. TECHNOLOGICAL FACTORS Technology is considered to be one of the most important factors of textile industry. That is why the government, in its industrial policy resolutions, industrial licensing policies, MRTP and FERA regulation, and in liberalization policies, assigned great importance to sophisticated technology and technology transfer. The Working Group on Textiles Jute Industry for the 11th Five Year Plan (2007-2012) has studied the major problems being faced by the textile industry which include: Structural weaknesses in weaving and processing, Fragmented and technologically backward textile processing sector, Fragmented garment industry, Inadequate capacity of the domestic textile machinery manufacturing sector, Inadequate training facilities in textile sector. The Government has undertaken a series of progressive measures like introduction of Technology Mission on Cotton (TMC), Technology Upgradaiton (sp) fund Scheme (TUFS), Scheme for Integrated Textile Park (SITP), reduction in customs duty on import of state-of-the-art machinery, Debt Restructuring Scheme, setting up of Apparel Training and Design Centers (ATDCs), 100% Foreign Direct Investment in the textile sector under automatic route, setting up of National Institute of Fashion Technology (NIFT) etc, for upgrading and strengthening the textile sector in India. At present, the textile industry is undergoing a substantial re-orientation towards other then clothing segments of textile sector, which is commonly called as technical textiles. It is moving vertically with an average growing rate of nearly two times of textiles for clothing applications and now account for more than half of the total textile output. The processes in making technical textiles require costly machinery and skilled workers. LEGAL FACTORS Legal environment plays very vital role in textile industry. Laws relating to industrial licensing, factory administration, industrial disputes, monopoly control, and foreign exchange regulation are examples of legal business environment in India. Textile industry has suffered by legal rules as unfavorable labor laws. Government has created strong labor laws. In India, labor laws are still found to be relatively unfavorable to the trades, with companies having not more than ideal model to follow a hire and fire policy And other factors are lack of Trade Membership, which restrict to tap other potential market. And also lacking to generate Economies of Scale is another legal factor to this industry. Government has charged higher Indirect taxes, power and Interest rates. The uneven supply base also leads barriers in attaining integration between the links in supply chain. This issue creates uncontrollable, unreliable and inconsistent performance. The liberalization being carried in the 1990s also ushered in a new era for Indias textile industry. It led to the relaxation of many of the constraints previously imposed on the textile sector. Licensing was removed in the early 90`s by the Statement of Industrial Policy and the Textile Development and Regulation Order. In 1995, India signed the General Agreement of Tariffs and Trade bringing some of its policies at par with those at an international level. At present, the single biggest factor influencing the textile industry appears to be the end of the textile quota regime of quantitative import restrictions under the multi-fiber arrangement (MFA) on 1st January, 2005 under the World Trade Organization (WTO) Agreement on Textiles and Clothing. The removal of quotas, seen as an opportunity by many, including the government, is driving investment and liberalization in the textile space. India can also grab opportunities in the export market. The industry has the potential of attaining $34bn export earnings by the year 2010. The regulatory polices is helping out to enhance infrastructures of apparel parks, Specialized textile parks, EPZs and EOUs. ENVIRONMENTAL FACTORS Environment protection and preservation is responsibility of the textile industry. The Government of India is committed to the preservation of ecological balance. Pollution free technology and recycling of industrial wastes and effluents has become a corporate concern now. Legislative measures have been adopted for this purpose, important legislations in this connection are- The water (preservation and control of pollution) Act, 1974 provides for the prevention and control of water pollution. The Air Act, 1981 aims at preventing, controlling, and reducing air pollution. The environment (protection) Act, 1986 ensures the protection and improvement in the quality of the environment. TEXTILE COMPANIES IN INDIA There are many textile companies in India as Reliance Textiles- Reliance Textiles is one of the major textiles Company. That is in business of fully integrated man made fiber. It has capacity of more than 6 million tones per year. Vardhaman Spinning-Vardhman deals in spinning, weaving and processing segment of the industry. It is planning to double its fabric processing capacity to 50 million meters. Welspun India is Asias largest terry towel manufacturer and fourth largest in the world. It supplies to leading global retailers, meeting 15 per cent of Wal-Marts terry towel requirements, 85 per cent of Tom Hilfiger. Alok Industries has the largest processing capacity in India and offers fully integrated facilities for yarn text rising, weaving, knitting, processing, made-ups and garments. It has initiated plans to expand capacities across all segments by investing Rs. 10 billion. Arvind Mills boasts of a wide product range in value added fabric, from fabric to garments in denim, shirting and knits. Gokaldas exports have more than 40 factories spreading in 37 locations in India, manufacturing more than 2.4 million garments per month. Other major players like Raymond, Siyaram silk mills, mahavir spinning mills etc. have also shown strong performance in the past two years. INTERPRETATION The textile industry holds significant status in the India. Textile industry provides one of the most fundamental necessities of the people. It is an independent industry, from the basic requirement of raw materials to the final products, with huge value-addition at every stage of processing The textile industry is the largest industry in terms of employment economy, expected to generate 12 million new jobs by 2010. Today textile sector accounts for nearly 14% of the total industrial output. So I have interpreted that government should take action in favors to textile industry. In India, there are two issues unemployment and standard of living. Textile industry can help in employment and raising standard of living. At this time textile industry is facing very problems due to government policies. Other problem is recession in country. The textile industry also suffered because of the high cost of raw cotton. The government had increased the minimum support price by 40 per cent in 2008-09. So government should decrease the price of row material as cotton. And should make easy labor laws. CONCLUSION We have conclude that if any industry or organization want to retain in the market then follow the government rules and regulation, social responsibility, and maintain pollution environment. In India growth rate is depend upon textile industry. Indian Textile Industry is an Independent Self-Reliant industry but government stated strong labor laws for this industry. Market is gradually shifting towards Branded Readymade Garment and has opportunity in foreign market and domestic market. So the government should be introducing measures such as the national technology up gradation fund and removing the differential taxation scheme which discriminated against large units. They have also allowed textile units to build and operate captive power plants, which should ease the power problem. Although Textiles have historically formed an important part of Indias economy. Indias cotton and silk production were among the highest in the world. Bibliography www.companiesandmarkets.com/Summary-Company-Profile/Reliance-Ind .. Having lost its Competitive Advantage, Textile Industry Faces Decline article by Author: Sanjay K Jain Joint MD, TT Textiles Limited www.oxforduniversity.com www.yatsenassociates.com www.oxlearn.com/swot www.Mindjet.com Textile Industry: Problems Faced ByIndia ByHarold Doan and Associates www.csgstrategies.com/search-pest-analysis-of-textile- industry_p24.asp www.oppapers.com//pest-analysis-indian-textile- industry-page1.html Findarticles.com/p/articles/mi_hb092/is_3_34/ai_n29024336/ REFERENCES Business Environment, Author

The Analysis of the Struggles of an African-American Man and a Native A

It has long been said that people turn to religion during their most desperate and loneliest moments. This theory was very evident in the lives of two very different real-world people: Black Elk and Malcolm X. Black Elk, a Lakota Sioux Indian, and Malcolm X, an African-American, had many similar experiences despite their differences in geographical location, methods, and religion. Malcolm X and Black Elk turned to Islam and the Sioux’s indigenous religion, respectively, for direction and strength to be liberated from oppression by the United States (US) Government (and the mainstream-American community) and to fight for their respective communities. Malcolm X grew up in a controversial period of racial segregation in American history, causing many African-Americans to lose faith of ever becoming equal to white Americans. X’s father was a Baptist minister; ironically, however, X grew to hate all religions. In fact, once X was sentenced to prison on the counts of larceny and breaking and entering for a maximum of ten years, his fellow inmates named him â€Å"Satan† because of his anti-religious views towards God and the Bible (Haley 171-4, 177). However, as he aspired to be a â€Å"better† person and searched for a purpose in life, his viewpoints on religion changed. In these dark moments of his life, X started to comply to requests made by his converted brothers and sister of not smoking cigarettes and not eating pork (180-1) and to get on his knees and pray to Allah (195-6). After writing a letter and receiving a letter back from Elijah Muhammad, X started to hold the notions that Islam was the origina l religion of African-Americans and that history had been â€Å"whitened† by the white man (208). Overall, X needed an explanation to ... ...ces. Malcolm X can be seen as someone who used Islam as a tool to jumpstart his career and spread his movement, but Malcolm X also practiced what he preached. Black Elk, on the other hand, found commonalities amongst his people and brought his people together to fight the wasichu in an unwinnable war. Nonetheless, both men, whose efforts’ origins traced back to colonial America, were leaders who turned to their faith for guidance in their most desperate moments in life. Works Cited Busby, Brittany, and Andrea Risjord. "Malcolm X." Introduction to Religion 100. Oxford College of Emory University. Alpha 257, Oxford, Georgia. Keynote. Haley, Alex. The Autobiography of Malcolm X. New York: Ballantine Book, 1973. 170+. Print. Neihardt, John. Black Elk Speaks. Twenty-First-Century Edition. Lincoln, Nebraska: University of Nebraska Press, 1988. 01+. Print.

Teaching English

Teaching Readers of English â€Å"A book of this kind is long overdue. . . . It is a giant contribution to the ? eld. With its emphasis on a socioliterate approach to reading and literacy, it nicely captures the prevailing view of academic literacy instruction. Its extremely skillful and well-developed balancing act between theory and practice allows it to appeal to a wide variety of readers. Pre- and in-service teachers, in particular, will bene? t immensely. † Alan Hirvela, The Ohio State University â€Å"A compendium like this that addresses reading issues at a variety of levels and in a variety of ways is most welcome. . . Congratulations on excellent work, a fabulous partnership, and on moving us all forward in our thinking about reading issues! † Vaidehi Ramanathan, University of California, Davis A comprehensive manual for pre- and in-service ESL and EFL educators, this frontline text balances insights from current reading theory and research with highly practica l, ? eld-tested strategies for teaching and assessing L2 reading in secondary and post-secondary contexts. John S. Hedgcock is Professor of Applied Linguistics at the Monterey Institute of International Studies. Dana R.Ferris is Associate Professor in the University Writing Program at the University of California, Davis. Teaching Readers of English Students, Texts, and Contexts John S. Hedgcock Monterey Institute of International Studies Dana R. Ferris University of California, Davis First published 2009 by Routledge 270 Madison Ave, New York, NY 10016 Simultaneously published in the UK by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business This edition published in the Taylor & Francis e-Library, 2009.To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www. eBookstore. tandf. co. uk.  © 2009 Routledge, Taylor and Franci s All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identi? ation and explanation without intent to infringe. Library of Congress Cataloging in Publication Data A catalog record has been requested for this book British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library ISBN 0-203-88026-9 Master e-book ISBN ISBN 10: 0–415–99964–2 (hbk) ISBN 10: 0–8058–6347–8 (pbk) ISBN 10: 0–203–88026–9 (ebk) ISBN 13: 978–0–415–99964–9 (hbk) ISBN 13: 978–0–8058â₠¬â€œ6347–5 (pbk) ISBN 13: 978–0–203–88026–5 (ebk) Brief Contents Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiv Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xix 1 Fundamentals of L1 and L2 Literacy: Reading and Learning to Read . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 L2 Reading: Focus on the Reader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 3 L2 Reading: Focus on the Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78 4 Syllabus Design and Instructional Planning for the L2 Reading Course . . . .115 5 Designing an Intensive Reading Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 6 Reading for Quantity: The Benefits and Challenges of Extensive Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 7 Using Literary Texts in L2 Reading Instruction . . . . . . . . . . . . . . . . . . . . . . . .242 8 Vocabulary Learning and Teaching in L2 Reading Instruction . . . . . . . . . . . .283 9 Classroom L2 Reading Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .417 Author Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .423 Subject Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 427 Contents Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiv Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xix 1 Fundamentals of L1 and L2 Literacy: Reading and Learning to Read . . . . . . . .1 The Nature of Literacy and Literacies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Working with Writing Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Reading Processes: Fundamentals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Describing and De? ning Reading Processes . . . . . . . . . . . . . . . . . . . . . 15 Bottom-Up Views of Reading and Reading Development . . . . . . . . . .17 Top-Down Views of Reading and Reading Development . . . . . . . . . . . 3 Interactive and Integrated Views of Reading and Reading Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Understanding L2 Reading Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 The Linguistic Threshold Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . .33 Components of L2 Reading: Skills and Subskills . . . . . . . . . . . . . . . . . .35 L2 Reading Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Chapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Further Reading and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Re? ection and Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Application Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 2 L2 Reading: Focus on the Reader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Who Are L2 Readers? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50 International (Visa) Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 EFL Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52 Immigrant Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52 Generation 1. 5 Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 viii Contents Implications of Multiple Student Audiences for Reading Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 L2 Reading in Non-academic Settings . . . . . . . . . . . . . . . . . . . . . . . . . .56 What a Reader Knows . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 In? uences of Family and Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 School In? uences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 Types of Reader Schemata . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 What the L2 Reader Knows: Final Thoughts . . . . . . . . . . . . . . . . . . . . . 61 Individual Differences among L2 Readers . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 Learning Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64 Learner Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 Focus on the Reader: Implications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Needs Assessment and Course Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Text Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Classroom Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72 Chapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 Further Reading and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Re? ection and Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Application Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 3 L2 Reading: Focus on the Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78 What Is a Text? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Orthography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81 Morphosyntactic Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84 Text Cohesion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Typography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Text Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Text Information: Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91 Focus on the Text: Implications for Text Selection . . . . . . . . . . . . . . . . . . . .92 Selecting and Analyzing Texts for Intensive Reading Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92 Text Selection Issues: Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Focus on the Text: Building Bottom-Up Skills and Strategies . . . . . . . . . . . .98 Bottom-Up Skills: Approaches and Activities . . . . . . . . . . . . . . . . . . . .98 Summary: Textual Elements and Bottom-Up Instruction. . . . . . . . . .103 Chapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Further Reading and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107 Re? ection and Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107 Application Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108 Appendix 3. 1: Second Chances—If Only We Could Start Again . . . . . . . .112 Appendix 3. 2: Sample Mini-lesson on Morphology . . . . . . . . . . . . . . . . . .113 Contents 4 ix Syllabus Design and Instructional Planning for the L2 Reading Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Needs Assessment: Understanding Learner Needs and Institutional Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Demographic Pro? le . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 L2 Pro? ciency and Literate Background . . . . . . . . . . . . . . . . . . . . . . . 122 Student Interests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .122 Student Preferences, Strategies, and Styles . . . . . . . . . . . . . . . . . . . . .123 Designing and Administering NA Instruments . . . . . . . . . . . . . . . . . . . . . .124 Establishing Goals and Objectives for Teaching and Learning . . . . . . . . . .125 Developing an L2 Literacy Syllabus: Design Principles . . . . . . . . . . . . . . . .130 Crafting the Course Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Constructing the Course Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Selecting and Working with Textbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . .135 Planning L2 Literacy Lessons: Principles and Precepts . . . . . . . . . . . . . . .139 Specifying Lesson Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .139 Organizing a Daily Less on Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .140 Lesson Planning Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 Chapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Further Reading and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .147 Re? ection and Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .148 Application Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .149 Appendix 4. 1: Sample Needs Assessment Questionnaire for a Reading Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 Appendix 4. 2: Sample EAP Reading Course Syllabus . . . . . . . . . . . . . . . . . 155 Appendix 4. 3: Textbook Evaluation Checklist . . . . . . . . . . . . . . . . . . . . . . . 158 5 Designing an Intensive Reading Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Background: Intensive Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Stages of Intensive Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .162 Before Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 During Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 After Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Putting It All Together: Designing an Intensive Reading Lesson . . . . . . . . . 190 Suggestions for Intensive Reading Lessons . . . . . . . . . . . . . . . . . . . . . .190 Chapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 Further Reading and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .192 Re? ection and Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .193 Application Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .194 Appendix 5. 1: The Rewards of Living a Solitary Life . . . . . . . . . . . . . . . . . .196 Appendix 5. 2: Sample Text-Surveying Activities . . . . . . . . . . . . . . . . . . . . . 201 x 6 Contents Reading for Quantity: The Benefits and Challenges ofExtensive Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .205 Extensive Reading: De? nitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206 Perspectives on Extensive Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .208 Bene? ts of Extensive Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .210 Extensive Reading Improves Comprehension Skills . . . . . . . . . . . . . .210 Extensive Reading Develops Automaticity . . . . . . . . . . . . . . . . . . . . . .211 Extensive Reading Builds Background Knowledge . . . . . . . . . . . . . . 212 Extensive Reading Builds Vocabulary and Grammar Knowledge . . . .213 Extensive Reading Improves Production Skills (Speaking and Especially Writing) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .215 Extensive Reading Promotes Student Con? dence and Motivation . . . 216 Summary: The Case for Extensive Reading . . . . . . . . . . . . . . . . . . . . . 217 (Perceived) Problems and Challenges with Extensive Reading . . . . . . . . . .217 Time and Pre-Existing Curricular Requirements . . . . . . . . . . . . . . . .218 Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .218 Student Resistance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 Curricular Models for Extensive Reading in L2 Settings . . . . . . . . . . . . . . . 220 Overall Objective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .220 Extensive Reading in a Language Program . . . . . . . . . . . . . . . . . . . . . 220 Extensive Reading in a Foreign-Language Context . . . . . . . . . . . . . . . 221 Extensive Reading in Non-Academic Class Settings . . . . . . . . . . . . . .222 Extensive Reading in Academic Settings . . . . . . . . . . . . . . . . . . . . . . 222 Practical Matters: Implementation of Extensive Reading . . . . . . . . . . . . . .225 Getting Students on Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .226 Providing Access to Reading Materials . . . . . . . . . . . . . . . . . . . . . . . . . 227 Helping Students Find and Select Appropriate Materials . . . . . . . . . .230 Designing Classroom Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .232 Developing Accountability and Evaluation Mechanisms . . . . . . . . . .234 Chapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235 Further Reading and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .236 Re? ection and Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .237 Application Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237 7 Using Literary Texts in L2 Reading Instruction . . . . . . . . . . . . . . . . . . . . . . . .242 Contexts for L2 Literature Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243 Bene? ts of Literature for L2 Readers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245 Cultural Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247 Rich Language Exposure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .249 Input for Language Acquisition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .250 Enjoyable and Motivating Material . . . . . . . . . . . . . . . . . . . . . . . . . . . 251 Improved Student Con? dence in L2 Reading . . . . . . . . . . . . . . . . . . . 251 Personal Growth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .252 Contents xi Stimulating Writing Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .252 Critical Thinking Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253 Bene? ts: Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .254 Using Literature with L2 Readers: Challenges . . . . . . . . . . . . . . . . . . . . . . . 254 Teacher Discomfort . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .255 Student Resistance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 Time Constraints. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .257 Text Dif? culty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .258 Possible Drawbacks: Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259 Teaching Literature in the L2 Reading Course . . . . . . . . . . . . . . . . . . . . . . . 259 How Much Literature? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259 What Kinds of Texts?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260 Where Do Literary Texts Fit in Intensive and Extensive Reading Approaches? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261 Literature in an Extensive Reading Approach . . . . . . . . . . . . . . . . . . . 264 Speci? c Considerations for Teaching Literature . . . . . . . . . . . . . . . . . . . . . 264 Literary Metalanguage: To Teach or Not to Teach? . . . . . . . . . . . . . . .265 Teaching Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .265 Teaching Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268 Teaching Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .270 Chapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272 Further Reading and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .274 Re? ection and Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .274 Application Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .275 Appendix 7. 1: The Story of An Hour (Kate Chopin [1894]) . . . . . . . . . . . .280 Appendix 7. 2: The Road Not Taken (Robert Frost [1916]) . . . . . . . . . . . . . 282 8 Vocabulary Learning and Teaching in L2 Reading Instruction . . . . . . . . . . . .283Components of Word Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .284 The Role of Lexical Knowledge in Developing L2 Readin g Skills and Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .291 Interactions between Vocabulary Knowledge and Reading . . . . . . . . . 291 Incidental Vocabulary Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .292 Direct Vocabulary Instruction: Explicit Interventions in Teaching Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295 Lexical Enhancement and L2 Reading: Challenges andTools . . . . . . . . . . . 296 Vocabulary Size and Reading Development . . . . . . . . . . . . . . . . . . . . . 297 Word Frequency Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .300 Direct Vocabulary Teaching and L2 Reading Instruction: Practices and Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 302 Spend Time on Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 304 Teach Effective Inferenc ing Strategies . . . . . . . . . . . . . . . . . . . . . . . . . 306 Teach Effective Dictionary Strategies . . . . . . . . . . . . . . . . . . . . . . . . .306 Consider Working with Graded Readers . . . . . . . . . . . . . . . . . . . . . . . 308 xii Contents Ask Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .309 Match De? nitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310 Practice Semantic Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310 Encourage Use of Word Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311 Assign Vocabulary Notebooks or Logs . . . . . . . . . . . . . . . . . . . . . . . . . 313 Chapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313 Further Reading and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .314 Re? ection and Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .315 Application Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .316 9 Classroom L2 Reading Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323 The Purposes of L2 Reading Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . 326 Principles and Concepts of L2 Reading Assessment . . . . . . . . . . . . . . . . .329 Reliability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .329 Validity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .330 Authenticity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .331 Washback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .333 Product and Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334 A Framework for Designing Classroom L2 Reading Assessments. . . . . . .335 Reading Assessment Variables: Standards, Readers, and Texts . . . . . . . . . .337 Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .337 Reader Variables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .338 Text Variables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .339 Task and Item Development in L2 Reading Assessment: Principles and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 340 Controlled Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 341 Constructed Response. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .353 Maximizing Controlled and Constructed Response Approaches in L2 Reading Assessment . . . . . . . . . . . . . . . . . . . . . .360 Alternative L2 Literacy As sessment Options . . . . . . . . . . . . . . . . . . . . . . . .362 Reading Journals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .363 Literacy Portfolios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364 Self-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367 Summary: Toward a Coherent Literacy Assessment Plan . . . . . . . . . . . . . .369 Further Reading and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .370 Re? ection and Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .371 Application Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .372 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .375 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .417 Author Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .423 Subject Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 427 Preface This book presents approaches to the teaching of second language (L2) readers in the context of current theoretical perspectives on L2 literacy processes, practices, and readers. Teaching Readers of English is designed as a comprehensive teacherpreparation book, as well as a resource for in-service teachers and L2 literacy researchers.The volume focuses on preparing instructors who work with L2 and multilingual readers at the secondary, post-secondary, and adult levels. Teaching Readers of English likewise examines vocabulary development, both as a tool for facilitating effective reading and as a language-learning goal in itself. We have attempted to craft the book to appeal to several distinct audiences: Tea cher educators and graduate students in TESOL preparation programs; In-service ESL and EFL instructors currently engaged in teaching reading and related literacy skills;Pre-service teachers of secondary English and their instructors; In-service teachers of secondary English; Researchers involved in describing L2 literacy and investigating L2 reading pedagogy. Teaching Readers of English addresses the needs of the ? rst four groups by providing overviews of research related to L2 reading, as well as numerous opportunities to re? ect on, develop, and practice the teaching skills needed for effective ESL and EFL literacy instruction. We hope that researchers in the ? eld will also bene? t from our syntheses and analyses of the literature on various topics in L2 literacy education.Preview and post-reading review questions in Preface xv each chapter are designed to stimulate readers’ thinking about the material presented. Application Activities at the end of each chapter provide h ands–on practice for pre- and in-service teachers, as well as resources for teacher educators. Because of this book’s dual emphasis on theory and practice in L2 literacy instruction, it would serve as an appropriate primary or supplementary text in courses focusing on L2 reading theory, as well as practical courses that address literacy instruction. As a discipline, L2 reading is still viewed by some as an emergent ? eld.Consequently, few resources have been produced to help pre- and in-service L2 educators to become experts in a discipline that is becoming recognized as a profession in its own right. Therefore, one of our primary goals in Teaching Readers of English is to furnish readers with a synthesis of theory and practice in a rapidly evolving community of scholars and professionals. We have consistently and intentionally focused on providing apprentice teachers with practice activities, such as reader background surveys, text analyses, and instructional planning tasks that can be used to develop the complex skills entailed in teaching L2 reading.Although all topics of discussion are ? rmly grounded in reviews of relevant research, a feature that we feel distinguishes this volume from others is its array of hands-on, practical examples, materials, and tasks. By synthesizing theory and research in accessible terms, we have endeavored to craft chapter content and exercises in ways that enable readers to appreciate the relevance of the ? eld’s knowledge base to their current and future classroom settings and student readers. Overview of the Book We have sequenced the book’s chapters to move from general themes to speci? c pedagogical concerns.Situated in a broad literacy framework, Chapter 1 presents an overview of reading theory and pedagogical models that have in? uenced and shaped approaches to L2 literacy instruction. It also presents a comparative discussion of writing systems, culminating with a discussion of the dynamic in teractions of skills and strategies that comprise L2 reading. Most importantly, Chapter 1 introduces an argument that we pursue throughout the volume; that is, whereas certain literacy processes transcend linguistic and cultural boundaries, unique characteristics and challenges set L2 reading apart from L1 reading.We embrace the view that teaching learners to read successfully in an L2 such as English requires thought, analysis, and attention. Chapters 2 and 3 focus respectively on the two most important elements of the interactive process known as reading: readers and texts. In Chapter 2, we discuss and de? ne more precisely what characterizes an L2 reader, acknowledging the growing complexity of the term and the diversity of the student audience. Chapter 2 examines numerous background variables that in? uence literacy development, including the unique characteristics of individual readers.Chapter 3 provides a de? nition and in-depth analysis of the structural properties of text, x vi Preface with a speci? c focus on challenges faced by readers in their encounters with (L1 and) L2 texts and with English texts in particular. Chapter 3 concludes with a practical discussion of the linguistic components of texts, suggesting that teachers in some contexts may wish to present direct lessons targeting these features. In all of these chapters, we aim to present a perspective on L2 reading instruction that is ? mly grounded in the precept that literacies are socially constructed. Based on the socioliterate premises outlined especially in Chapters 1 and 2, Chapter 4 addresses fundamental concerns related to the teaching of any L2 literacy course: needs assessment, syllabus design, materials selection, and lesson planning. Chapter 5 (intensive reading) and Chapter 6 (extensive reading) present detailed examinations of the two major curricular approaches to teaching L2 reading. The remaining chapters then focus on speci? c topics of persistent nterest to L2 literacy educa tors: the use of literature in L2 reading instruction (Chapter 7), vocabulary learning and teaching (Chapter 8), and approaches to reading assessment (Chapter 9). Although the organization of individual chapters varies according to topic, all contain the following components: Questions for Re? ection. These pre-reading questions invite readers to consider their prior experiences as students and readers and to anticipate how these insights might inform their professional beliefs and teaching practices; Further Reading and Resources.A concise list at the end of each chapter provides a quick overview of the print and online sources cited, as well as other outlets of relevant information; Figures and Tables. These textual illustrations provide sample authentic activities, lesson plans, sample texts, and so on, which teachers can use and adapt in their own instructional practice; Re? ection and Review. These follow-up questions ask readers to examine and evaluate the theoretical informat ion and practical suggestions introduced in the main text; Application Activities. Application Activities follow each Re? ction and Review section, presenting a range of hands-on practical exercises. Tasks include collecting data from novice readers, text analysis, evaluating real-world reading materials, developing lesson plans, designing classroom activities, and executing and evaluating classroom tasks and assessments. Several chapters also include Appendices that contain sample texts and instructional materials. As readers, writers, researchers, teachers, and teacher educators, we ? nd the ? eld of L2 literacy development (which entails both reading and writing) to offer many challenges and rewards.It was our classroom experience working with Preface xvii multilingual readers and with L2 teachers that initially ignited our interest in compiling a book that would help teachers develop both professional knowledge and con? dence as teachers of reading. We hope that this book will p rovide its readers with accurate information, meaningful insights, and practical ideas for classroom teaching. It is also our hope that Teaching Readers of English will convey our enthusiasm and passion for this rapidly evolving and engaging ? eld of intellectual inquiry and professional practice.John’s Acknowledgments Thanks are due to the Monterey Institute for my Fall semester 2007 sabbatical leave, which I dedicated to exploring the L2 reading literature anew and to writing early draft material. I owe special thanks to the M. A. students in my Spring 2008 ED 562 (Teaching Reading) course, who diligently read the draft version of the book, responded thoughtfully and substantially to the material, and reminded me how enjoyable it can be to look at teaching in novel ways. Their hard work, enthusiasm for reading, and passion for teaching were infectious and energizing.As always, I am also indebted to the Library staff at the Monterey Institute, who not only supply me continua lly with volumes of books and articles, but who also cheerfully grant me more special privileges than I deserve. Like Dana, I would like to credit an early source of inspiration for me, Professor Stephen Krashen, whose teaching and research drew me to literacy studies when I was a graduate student. Finally, I offer my profound thanks to Simon Hsu for his perpetual reassurance, moral support, and good cheer through the ups and downs of the writing process.Dana’s Acknowledgments I am grateful to my graduate students and former colleagues at California State University, Sacramento who have helped me to develop and pilot materials used in this book. In particular, I would like to thank the CSUS M. A. students in my Spring 2008 English 215A (ESL Reading/Vocabulary) course, who patiently worked with the draft version of this book, responded enthusiastically, and gave great suggestions. As always, I am thankful for the opportunity to have my thinking and practice informed and challe nged by these individuals.I am also grateful for the sabbatical leave I received from my former institution, CSUS, for the Spring 2007 semester, which allowed me extended time for this project. Working on this book has also made me again appreciative of the contributions of two of my graduate school professors—Stephen Krashen and the late David Eskey of the University of Southern California—not only to the ? eld of L2 reading research but also to the formation of my own knowledge base and philosophies on the subject. Both were excellent teachers and mentors, and I am indebted to them for their work, their example, and the ways they encouraged me as a student. viii Preface On a personal level, I would like to extend my love and gratitude to my husband, Randy Ferris, my daughters, Laura and Melissa Ferris, and my faithful yellow Labrador retriever, Winnie the Pooch, who was a great companion and thoughtful sounding board during my sabbatical! Joint Acknowledgments Our wo rk on this project would have been much less rewarding and enjoyable without the gentle guidance and persistent encouragement of our outstanding editor, Naomi Silverman. Her expertise and unfailingly insightful advice assisted us in innumerable ways as our ideas evolved and as the collaborative writing process unfolded.Despite her sometimes crushing workload, Naomi managed to help us out whenever we needed her input. We offer our profound thanks for her con? dence in us and for her many contributions to this book’s evolution. In addition, we deeply appreciate the incisive and exceptionally useful feedback on earlier versions provided by Barbara Birch, Alan Hirvela, and Vaidehi Ramanathan. Finally, we are grateful for the diligent work of Meeta Pendharkar and Alfred Symons at Routledge, and of Richard Willis, who saw the project through its ? nal stages of development.John Hedgcock Dana Ferris Credits Figure 1. 3 is derived and adapted from a drawing in Bernhardt (1991b), Read ing development in a second language: Theoretical, empirical, and classroom perspectives (p. 15), originally published by Ablex. Figure 1. 4 is adapted from Birch (2007), English L2 reading: Getting to the bottom (2nd ed. , p. 3). Figure 4. 4 is adapted from Ferris and Hedgcock (2005), Teaching ESL composition: Purpose, process, and practice (2nd ed. , p. 100). Figures 1. 4 and 4. 4 are used with permission from Taylor and Francis. Figure 1. originally appeared in Bernhardt (2005), â€Å"Progress and procrastination in second language reading† (Annual Review of Applied Linguistics, 25, pp. 133–150). Figure 8. 1 was adapted from a similar ? gure in Nation (2001), Learning vocabulary in another language. We thank Cambridge University Press for its policy concerning reproduction and adaptation of these resources. The â€Å"Second Chances—If Only We Could Start Again† selection by Brahm in Appendix 3. 1 originally appeared in the Sacramento Bee in 2001; the t ext appears here with permission. Sarton’s (1974) essay, â€Å"The Rewards of Living a Solitary Life† (Appendix 5. ), ? rst appeared in the New York Times, as did the Greenhouse (2003) essay, â€Å"Going for the look—but risking discrimination† (Appendix 5. 2); both selections are used with permission. Figure 9. 2 is based on and adapted from Urquhart and Weir (1998), Reading in a second language: Process, product, and practice (Addison Wesley Longman). xx Credits Figure 9. 11 is a slightly altered rubric from Groeber (2007), Designing and using rubrics for reading and language arts, K-6 (p. 23). This ? gure appears with permission from Corwin Press. Chapter 1 Fundamentals of L1 nd L2 Literacy Reading and Learning to Read Questions for Re? ection Do you have any recollection of learning to read at home or at school in your primary language or in a second/foreign language? If so, what were those processes like? How were they similar or different across lan guages? How is text-based communication similar to and distinct from speechbased communication? How is learning to read and write distinct from acquiring speech and listening skills? Why? What are some of the principal challenges that you associate with reading certain kinds of text?What are the main obstacles that novice readers face in learning to read? Why do you think it is important for novice ESL and EFL teachers to become acquainted with the principles and practices of reading instruction (in contrast to other skills, such as speaking, listening, writing, or grammar)? The high premium that many people place on literacy skills, including those necessary for performing well in school and in the workplace, emerges largely from the degree to which educated adults depend on text-based and digital resources for learning and communication.When educated people think about 2 Teaching Readers of English how and why literacy is important, few question the fundamental notion that reading is a crucial building block, if not the chief cornerstone, of success at school, at work, and in society (Feiler, 2007; Gee, 2008; McCarty, 2005). In primary education around the globe, one of the ? rst things children do at school is participate in literacy lessons and â€Å"learn to read. † Of course, â€Å"the developmental transformations that mark the way to reading expertise begin in infancy, not in school† (Wolf, 2007, p. 223).In many parts of the world, primary-level teachers receive specialized education and training in teaching children to read, sometimes in two or more languages. As children advance toward adolescence, they may undergo sustained literacy instruction designed to enhance their reading comprehension, ? uency, and ef? ciency. Formal â€Å"reading† courses taper off as children progress toward and beyond secondary school—except, perhaps, for foreign or second language instruction. Many language teachers assume that teaching and lea rning a foreign or second language (L2)1 depends on reading skills.In fact, they may devote considerable time and effort to promoting L2 reading skills among their students, often under the assumption that learners already have a developed system of literate knowledge and skill in their primary language(s) (L1s). In contrast, teachers in disciplines such as science and mathematics, social studies, and the arts may need to assume that their pupils or students already know â€Å"how to read. † Such educators may not provide much, if any, explicit instruction in the mechanics of processing texts.Similarly, many teachers of writing at both the secondary and tertiary levels often assume that students know â€Å"how to read† (or at least that students have been taught to read). Paradoxically, while formal education, professional activities, and use of the Web depend on reading ef? cacy, many educators ? nd themselves under-equipped to help their students develop their readin g skills when students need instructional intervention. In other words, we may not recognize the complexity of reading because, as pro? ient readers, we often take reading ability for granted, assuming that reading processes are automatic. It is easy to overlook the complexity of reading processes, as many of us do not have to think much about how we read. After all, you are able to read and understand the words on this page because you have somehow â€Å"learned to read† English and have successfully automatized your ability to decode alphabetic symbols and interpret meaning from text. Precisely how you achieved this level of skill, however, is still not fully understood (Smith, 2004; Wolf, 2007).Our experiences as students, language teachers, and teacher educators have led us to a profound appreciation of the complexity of the reading process and for the fact that, for many novice readers—whether working in L1 or L2—reading processes are far from automatic. We have also come to recognize the sometimes overwhelming challenges of teaching reading to language learners. Reading, learning to read, and teaching reading are neither easy nor effortless. In this chapter, we consider fundamental aspects of the reading process that make it a complex social and cognitive operation involving readers, writers, texts,Fundamentals of L1 and L2 Literacy 3 contexts, and purposes. We will introduce contemporary principles of literacy and literacy development to familiarize readers with de? nitions of key constructs in the interrelated ? elds of literacy studies, L1 and L2 reading research, and pedagogy. Our aim is to help readers develop a working knowledge of key issues, insights, and controversies in L2 literacy education by presenting an overview of key theories, models, and metaphors. Our chief focus is on the literacy development of multilingual learners in secondary and postsecondary educational settings. Naturally, we refer to research on L1 literac y development among children, which has richly informed agendas for L2 literacy research and instruction. In the ? rst part of this chapter, we consider contemporary views of literacy as a socio-psychological construct that frames reading development and processes among L1 and L2 learners. By comparing research and theory associated with prevailing processing metaphors, we explore instructional issues of particular relevance to the teaching of L2 reading. These issues include the niqueness of L2 reading processes, interactions between L1 and L2 literacy, and the importance of strategies-based instruction in promoting L2 literacy. The Nature of Literacy and Literacies Before examining the mechanics of reading, we must situate reading processes and instruction with respect to the sociocultural and educational contexts where reading skills are valued. As Urquhart and Weir (1998) noted, â€Å"the teacher of reading is in the business of attempting to improve literacy† (p. 1). Alt hough reading skill is central to any de? ition of literacy, L2 educators should understand that literacy entails not only cognitive abilities (Bernhardt, 1991a, 1991b), but also knowledge of sociocultural structures and ideologies (Cope & Kalantzis, 2000; Cummins, Brown, & Sayers, 2007; Gee, 1991, 2003; Goldenberg, Rueda, & August, 2006; Lewis, Enciso, & Moje, 2007; Perez, 2004b, 2004d; Robinson, McKenna, & Wedman, 2007). Literacy, after all, is â€Å"a part of the highest human impulse to think and rethink experience in place† (Brandt, 1990, p. 1).We can refer to reading and writing as literate processes, and we frequently use the term literacy as a countable noun when describing skills, knowledge, practices, and beliefs allied with speci? c disciplines and discourse communities (e. g. , academic literacy, workplace literacy, computer literacy, ? nancial literacy, and so forth). Across disciplines, wrote Barton (2007), â€Å"the term literacy has become a code word for mor e complex views of what is involved in reading and writing† (p. 5). A literate person can therefore become â€Å"competent and knowledgeable in specialized areas† (Barton, 2007, p. 9). Literacies are multiple, overlapping, and diverse: â€Å"People have different literacies which they make use of, associate with different domains of life. These differences are increased across different cultures or historical periods† (Barton, 2007, p. 37). Eagleton and Dobler (2007), for example, insisted that â€Å"current de? nitions of literacy must include digital texts such as those found on the Web† (p. 28). 4 Teaching Readers of English Contemporary conceptions of literacy do not characterize literacy merely as a cluster of isolated processing skills.Scribner and Cole (1981) framed literacy as a system of socially organized literacy practices. This view led to an â€Å"emerging theory of literacy-as-social-practice† (Reder & Davila, 2005, p. 172), now widely known as the New Literacy Studies (NLS) (Barton & Hamilton, 1998; Street, 1984, 1995). As a socioculturally organized system, literacy consists of much more than an individual’s ability to work with print-based media. Reading and writing may be the most visible or tangible processes in literacy development, but literacy practices go beyond reading and writing alone (Eagleton & Dobler, 2007; Kern, 2000; Purcell-Gates, 2007).Literacy practices refer to â€Å"common patterns in using reading and writing in a particular situation. People bring their cultural knowledge to an activity† (Barton, 2007, p. 36). In an NLS view, literacy is more than a skill or ability that people â€Å"acquire†Ã¢â‚¬â€it is something that people do in the course of everyday life. We can refer to what people do with their knowledge of literate practices as literacy events. Heath (1982) de? ned a literacy event as â€Å"any occasion in which a piece of writing is integral to the nature of the participants’ interactions and their interpretative processes† (p. 3). Barton’s (2007) synthesis of the complementary relationship between literacy practices and literacy events illustrates the inherently social nature of literacy: Together events and practices are the two basic units of analysis of the social activity of literacy. Literate events are the particular activities where literacy has a role; they may be regular repeated activities. Literacy practices are the general cultural ways of utilizing literacy which people draw upon in a literacy event. [I]n the example . . . f a man discussing the contents of the local paper with a friend, the two of them sitting in the living room planning a letter to the newspaper is a literacy event. In deciding who does what, where and when it is done, along with the associated ways of talking and the ways of writing, the two participants make use of their literacy practices. (p. 37) Literacy is further understood in terms of the individual’s relationship to literate communities and institutions (e. g. , fellow readers and writers, teachers, employers, school, online networks, and so on).Scholars such as Freire (1968), Gee (1988, 1996), and Street (1984) have proposed that literacy can privilege some people while excluding others, as societies and discourse communities use literacy to enforce social controls and maintain hierarchies. The NLS approach assumes (1) that context is fundamental to any understanding of literacy and its development (Barton, 2007; Barton & Tusting, 2005; Collins & Blot, 2003) and (2) that literate and oral practices overlap and interact (Finnegan, 1988; Goody, 1987; Olson & Torrance, 1991; Stubbs, 1980; Tarone & Bigelow, 2005).Because it is grounded in social context, NLS research offers implications for how we might view reading processes, reading development, and reading Fundamentals of L1 and L2 Literacy 5 pedagogy. As already suggested, one insight that depa rts from conventional notions is that literacy consists of much more than reading and writing (Czerniewska, 1992; Kern, 2000; Purcell-Gates, 2007; Purcell-Gates, Jacobson, & Degener, 2008; Smith, 2004, 2007). Literacy practices and literacy events are not limited to libraries and schools. Literacy development is a process that begins early in childhood, long before children attend school, and involves many different skills and experiences† (Lesaux, Koda, Siegel, & Shanahan, 2006a, p. 77). Although L2 reading teachers may be con? ned to the classroom in their encounters with learners, literacy education should not be limited to promoting school-based literacies alone (Freire & Macedo, 1987; Gee, 2000; Kalantzis & Cope, 2000). After all, literacy is â€Å"rooted in people’s intimate everyday experiences with text† (Reder & Davila, 2005, p. 173). These daily experiences can range from the most mundane (e. g. scribbling a grocery list, dashing off a quick e-mail mess age, checking MapQuest for driving directions) to those with high-stakes consequences (e. g. , composing a college admissions essay or crafting a letter of resignation). Classrooms, of course, are unquestionably key sites for cultivating school and non-school literacies (Perez, 2004a). Students must develop literate skills that will enable them to succeed in school, although some of these skills may never be part of the curriculum (Alvermann, Hinchman, Moore, Phelps, & Waff, 2006; Bloome, Carter, Christina, Otto, & Shuart-Faris, 2005; Gee, 1996, 2005; Kutz, 1997; Perez, 2004c).In other words, surviving and thriving in school require much more than developing literacy in the traditional sense: Learners must also develop new behaviors and attitudes while cultivating social alliances. Novice readers must learn â€Å"a set of complex role relationships, general cognitive techniques, ways of approaching problems, different genres of talk and interaction, and an intricate set of values c oncerned with communication, interaction, and society as a whole† (Wertsch, 1985, pp. 35–36).Literate practices and literacy events of all sorts involve interaction and social activity around written texts, which are the products of a kind of technology— writing itself (Bazerman, 2007; Grabe & Kaplan, 1996; Olson, 1994; Olson & Cole, 2006; Ong, 1982; Wolf, 2007). 3 As such, writing is a value-laden cultural form, â€Å"a social product whose shape and in? uence depend upon prior political and ideological factors† (Gee, 1996, p. 58). Because â€Å"the immediate social context determines the use and nature of texts† (Reder & Davila, 2005, p. 75), texts and their uses are inherently tied to power at some level: â€Å"[L]iteracy can be seen as doing the work of discourse and power/knowledge† (Morgan & Ramanathan, 2005, p. 151). In this view, literacy and literacy development are never neutral, as literate activity involves learners, teachers, and many others (Gee, 2002). Moreover, â€Å"all literacy events carry ideological meanings† (Reder & Davila, 2005, p. 178), although we may not be aware of these meanings in the learning or teaching process. Nonetheless, L2 literacy educators can bene? from cultivating a critical awareness of how â€Å"literacy practices provide the textual means by which dominant values and identities (e. g. , avid consumers, obedient workers, patriotic citizens) are normalized and, at times, resisted† (Morgan & Ramanathan, 2005, pp. 152–153). 4 6 Teaching Readers of English Such critical perspectives, informed by NLS research and theory, are valuable for reading teachers: They remind us that literacy practices and literacy events pervade culture and everyday life. Literacy emerges as a kind of knowledge and skill base, as well as a socialization process (John-Steiner & Meehan, 2000).Describing early literacy development, Smith (1988) argued that children become successful reader s â€Å"only if they are admitted into a community of written language users,† which he called the â€Å"literacy club† (p. 2). Before they can read or write a single word, children become members of a literacy club similar to the community of oral language users into which infants are inducted at birth. â€Å"The procedures are the same, and the bene? ts are the same—admission to the club rapidly results in becoming like established members in spoken language, in literacy, and in many other ways as well† (Smith, 1988, p. ). Unique conditions affect adolescents and adults acquiring L2 literacy, yet the principle that literacy is socially embedded unquestionably applies to developing literacy in an additional language. Kern (2000) de? ned L2 literacy as â€Å"the use of socially-, historically-, and culturally-situated practices of creating and interpreting meaning through texts† (p. 16). Being literate in another language requires a critical knowle dge of how textual conventions and contexts of use shape one another. And because literacy is purpose-sensitive, it is dynamic â€Å"across and within discourse communities and cultures.It draws on a wide range of cognitive abilities, on knowledge of written and spoken language, on knowledge of genres, and on cultural knowledge† (Kern, 2000, p. 16). These dynamic aspects of literacy must include digital literacy (sometimes called cyberliteracy or electronic literacy), which we associate with â€Å"technologymediated textual, communicative, and informational practices† (Ingraham, Levy, McKenna, & Roberts, 2007, p. 162). Literacy and reading in the 21st century must be characterized in terms of â€Å"an ecology that includes broad-based access to many different media† (Mackey, 2007, p. 13).These media include television and ? lm, as well as digital audio and video ? les that can be stored and retrieved at will on a computer or other device in a range of formats (E agleton & Dobler, 2007; Gee, 2003; Hawisher, 2004; Kapitzke & Bruce, 2006; Olson & Cole, 2006). Laptop computers, MP3 players, iPods, handheld devices, and mobile telephones make print and non-print sources available almost anywhere. The social milieu in much of the world is saturated with digital media. In fact, â€Å"very few Western young people come to print texts without a vast background of exposure to texts in many other media† (Mackey, 2007, p. 3). We must expect L1 and L2 students in many settings to know how to navigate websites and electronic texts, view artwork and photographs, listen to audio recordings, and watch live action, video, and animations, all with impressive facility (McKenna, Labbo, Kieffer, & Reinking, 2006; McKenna, Labbo, Reinking, & Zucker, 2008; Thorne & Black, 2007; Valmont, 2002). Moore (2001) estimated that more than 80% of the data available in the world is â€Å"born digital, not on paper, ? che, charts, ? lms, or maps† (p. 28). That proportion has unquestionably risen above 80%, and the availability of computers inFundamentals of L1 and L2 Literacy 7 school settings has also increased. Parsad and Jones (2005) reported that, as of 2003, nearly 100% of U. S. schools had Internet access, 93% of classrooms were wired, and the mean ratio of learners to wired computers was about 4. 4 to 1. Access to wired computers in schools with high minority enrollments and in economically disadvantaged neighborhoods unfortunately drops below these averages (DeBell & Chapman, 2003; Parsad & Jones, 2005; Wells & Lewis, 2005); only about 16% of the world’s population currently use the Internet (de Argaez, 2006).Nonetheless, as a consequence of increasingly widespread Internet access and the proliferation of laptop and desktop computers with CD-ROM and DVD capabilities, many of today’s students â€Å"can instantaneously access more information delivered in multiple formats than at any other time in the history of educa tion† (Valmont, 2002, p. 92). For this growing learner population, â€Å"literacy in a polysymbolic environment† includes expertise in decoding and encoding print-based media, as well as â€Å"interpreting and constructing in visual and other symbolic worlds† (Valmont, 2002, p. 2). More speci? cally, digital literacy entails not only producing written and oral messages, but also generating and interpreting sounds, images, graphics, videos, animations, and movements (Cummins et al. , 2007; Eagleton & Dobler, 2007). In the remainder of this chapter, we explore L1 and L2 reading and reading development from a sociocognitive perspective. We believe that L2 reading teachers can best serve their students by viewing the learning and teaching of reading as much more than skill-oriented practice (Lee & Smagorinsky, 2000; Meyer & Manning, 2007).We must engage students â€Å"in real literacy events,† which Kern (2000) explicitly distinguished from â€Å"just rehears ing reading and writing skills. † To develop L2 literacy, students must â€Å"learn not only about vocabulary and grammar but also about discourse and the processes by which it is created† (p. 17). To synthesize salient insights from research and theory in NLS and related ? elds, we propose the following global principles, which we can apply to our work as literacy educators: Literacy is a cognitive and a social activity, which we can describe in terms of literacy practices, which are played out during literacy events.Literacies are multiple and associated with different participants, purposes, social relations, settings, institutions, and â€Å"domains of life† that support literate knowledge (Barton, 2007, p. 37). Literacy events reference socially constructed symbol systems that facilitate communication, create meaning, and represent the world. These systems require users to understand, adopt, and even reshape conventions (genres, discourse structure, grammar, vocabulary, spelling). As symbolic systems that draw on writing and speech, literacies enable us to represent and cognize about ourselves, others, and our world (Kern, 2000). Teaching Readers of English Literacy requires problem-solving. Reading and writing â€Å"involve ? guring out relationships† among words, larger units of meaning, and â€Å"between texts and real or imagined worlds† (Kern, 2000, p. 17). Literacy entails knowledge of language and the ability to use it, as well as cultural understanding, belief systems, attitudes, ideals, and values that â€Å"guide our actions† in literate communities (Barton, 2007, p. 45). Literacy events shape us and our literacy practices as we engage in literacy events over our lifetimes. â€Å"Literacy has a history,† which de? es individuals as well as literate communities (Barton, 2007, p. 47). Literacy in the industrialized world â€Å"means gaining competent control of representational forms in a variety of media and learning how those forms best combine in a variety of genres and discourse† (Warschauer, 1999, p. 177). Working with Writing Systems As a de? ning function of literacy, reading is a chief focus of this chapter. Before reviewing models of L1 and L2 reading, we will consider factors that set reading apart from other skill areas. First, however, we would like to stress that language pro? iency and literacy should be viewed as interdependent. In outlining their model of how children develop language skills, language awareness, and literacy, Ravid and Tolchinsky (2002) asserted that â€Å"the reciprocal character of speech and writing in a literate community makes [language and literacy] a synergistic system where certain features (e. g. , basic syntax) originate in the spoken input† (p. 430). Meanwhile, features such as complex syntax and specialized vocabulary â€Å"originate in the written input. Together . . . they form a ‘virtual loop’ where spe ech and writing constantly feed and modify each other† (p. 30). Because written language—whether in print or hypertext form—exhibits properties that are distinct from speech (Biber, 1988, 1995; Wolf, 2007) and because texts may predetermine the range of meanings that they express, â€Å"spoken language and written language can rarely be the same† (Smith, 2004, p. 42). As a tool that â€Å"increases human control of communication and knowledge,† writing â€Å"uses a written symbol to represent a unit of language and not an object, event, or emotion directly† (Birch, 2007, p. 15). Writing practices and conventions are always deeply â€Å"socially contextualized,† nlike oral language, which entails a comparably â€Å"universal set of