Unrelated Incidents’ by Tom Leonard and Search for my Tongue by Sujata Bhatt :: English Literature

What does the way a person speaks tell us about the person? ‘Unrelated Incidents’ by Tom Leonard and ‘Search for my Tongue’ by Sujata Bhatt are two poems that give people an incite into how a person is perceived by others, by the way that they speak. ‘Unrelated Incidents’ is about how the BBC newsreaders all talking in Standard English and will not have a Scottish person reading the news because the viewers will not understand there accent, Tom Leonard views this as discrimination and shows his dislike to this attitude in his poem. ‘Search for my Tongue’ is about Sujata Bhatt’s personal experiences with learning another language and having to speak in a foreign tongue and forgetting about the mother tongue which is the original language. When Sujata thinks that she has finally lost her mother tongue she starts to hear it again in her dreams. The layout of the poem ‘Unrelated Incidents’ is set out in an unusual way because of the poem talking about the BBC newsreaders. When the newsreaders reads out the news they read it off of autocue and this is how the poem is set out. When first looking at ‘Unrelated Incidents’ it is difficult to read because of the spellings of the words. The poem is written phonetically and not in Standard English. Tom Leonard says in line 27-30 ‘this is me token yir right way a spellin.’ Leonard also uses colloquial which is slang he uses it in the last line with ‘belt up’ he does this to mock the way the news is read because of the poem being written as if it were the six clock news. This is different to ‘Search for my Tongue’ because Sujata Bhatt for 15 lines writes in English but then from line 16-29 writes in Gujarati which is her mother language, beneath this it also tells the reader how to read this language (which is spelt phonetically). The lines written in Gujarati is actually the first part of the poem written again and when you read it the first part sounds harsh and not very nice to read but when you read it for a second time in Gujarati it flows and is nice to read. In ‘Unrelated Incidents’ and ‘Search for my Tongue’ they either are cross or upset with themselves or with others around them. In the poem ‘Unrelated Incidents’ the Scottish man is angry for being rejected by the BBC just because of the way that he talks and because of his accent and in ‘Search for my Tongue’ she is upset with herself for not

Understand How to Create Inclusive Learning in Lifelong Learning

|Unit Number: |CU3813: Roles, Responsibilities and Relationships in LL | |Summary/Introduction: |The roles and responsibilities of a teacher in the sector of a lifelong learning are the key relationship | | |between the learner and the teacher, the teacher is endeavoured to treat each learner has an individual, | | |practising equality and diversity among the learners always.Having effectiveness of a good communication skill,| | |and the importance of self-evaluation and feedback. The use of the training circle and the Learning Styles | | |(VAK). The completion of attendance records, induction of learner for the course to identify their learning | | |style, which would, helps a teacher to plan the session more effectively, to be able to know the learners | | |learning styles, a learning styles test or skill scan needs to be carried out on the learner.After obtain the | | |learning style, boundaries and ground rules are established between learner and teacher to know their limit. | | |Having a duty of care for the learner, carrying out a one-one feedback with learners where needs arise. | | |Maintaining a record of the learners’ progress.Referring learners to others when necessary. Be aware of the | | |different types of levels of learning, the need of a good verbal skill, intellectual skill, cognitive strategies| | |and a good attitude towards the learners and the organisation. |Learning Outcome 1: |Understand own role and responsibilities in LL | |AC 1: | Aspects of Legislation and code of practice are: | |Summarise key aspects of |Equal opportunities 2000: | |legislation†¦Ã¢â‚¬ ¦.. |Learners must be treated as individual regardless of their gender, race, ethnic origin, religion, disability, | | |sex, civil partnership, age.Treating each learner fairly and according to their needs. Rights for learner to be| | |able to attend and participate in any session. These differences create productive environments where everyone | | |feels valued, talent s are fully utilised and organisational goals are met. | | |Data Protection act: | | |Processing of learners information to be kept under confidentiality, not to be disclosed to another party. | |Personal data must be accurate and kept up to date where necessary. Personal data shall be processed in | | |accordance with the right of the data under the act 1998. | | |Health and safety act 1974: | | |The responsibility to be able to protect yourself and all others around you, who may be affected, Learners are | | |entitled to learn in a safe environment.And be aware of rights as an employee to the employer. | | | | |AC 2: |Responsibilities in promoting equalities and valuing diversity; always treat the learner has an individual with | |Analyse own responsibility in |different needs and abilities, each learner is entitled to be treated with adequate respect and dignity, | |promoting equality and valuing |ensuring equal support to all learners and no favouritism, ensuring equal access o pportunities to learners to | |diversity. |fully participate in the learning process.Ensuring the policies, procedures and processes are not | | |discriminating. Learners may come to an educational organisation and therefore act differently in this | | |environment from the way they would at school, all must be treated and according to various needs. Teacher has | | |to be Honest, not to say you don’t know something, but better to say I will find out, communicating effectively;| | |involving learner activity and listening to what they have to say.Giving constructive and positive feedback | | |(University of Edinburgh). | |AC 3: | Areas of work: Health and Social care. Roles of learning are; Preparing the material according to the syllabus,| |Evaluate own role and |Following ethics and values, keeping records of learners’ progress, carrying our one to one feedback/tutorials | |responsibilities in lifelong |with learners.Maintaining confidentiality and a positive learnin g experience. Applying lifelong learning skills| |learning. |obtained, Developing skills by outdating and regularly. When applied to benefit the organisation goals, e. g. | | |Customer service, good telephone manner, be a people person, listening and customer satisfaction been met. | | |Identify needs and deficits, working towards it. Gram training| | |PowerPoint) | |AC 4: | The organisation must provide a syllabus to use, to develop the course content on the subject to be taught, the| |Review own role and |learners needs should start from skill scan, induction/interviews, to be able to identify their styles, needs, | |responsibilities in identifying|and potentials.And be able to identify the level of assessment they are able to learn. Set a time with | |and meeting the needs of |organisation to review the learning plan, with this learning plan to set a target with supervisor, keeping | |learners. |records (portfolio) of the life long learning, having a mentor to meet regularly. Kn owing your learning styles,| | |to be able to identify weakness and strengths and devise a plan on how to improve it.This plan has to be | | |measurable, realistic and achievable, Facilitating learning in a conducive environment, been a facilitator makes| | |learning enjoyable for the learner. ( Gravells A Simpson S 2008) | |Learning Outcome 2: |Understanding the relationships between teachers and other professionals in Lifelong Learning. |AC 1:Analyse the boundaries |Every organisation has professional boundaries within to work, and it’s a tutor duty to abide by the | |between the teaching role and |organisation rules, been. Unprofessional. i. e.. been too familiar with the learner. In the teaching role, | |other professional roles |ground rules are made and all learners are required to work within it, its makes the learner to know their | | |limit, their routine and be organised.In adult learning there are responsibilities to learning by them self, | | |learning by observat ion, discovery, evidence-based and trial by error. Contract is drawn between learner and | | |teacher, which could consist of a learning duration of 12 weeks, 1years etc. A module is followed, either theory| | |based or practical or combined. Ability and competences is required. Belbin 1996) | |AC 2: Review points of referral|Individual learning: teaching on a one-one basis, learner may respond differently then when learning within a | |to meet the needs of learners |group. A learner can be referred to another professional, if learning needs are not met in the one-one | | |learning. When learners are not responding to teaching, or the resources been used are not fully utilised. | |Explaining to learner that the other professional is more specialised in the learners learning styles. | | |(Daines JW 2006) | |AC3:Evaluate own |As a teacher working, within a value base organisation with a code of professional practice, set by an external | |responsibilities in relation to|body. hen teac hing value must be added to get a good outcome, remaining professional and retain self respected,| |other professionals |been passionate about the course been taught, Helping to motivate the learners and their learning experiences,| | |not only are they learning the subject but, they are also observing the way the teacher is been conducted, | | |composed, dresses, responds to feedback and support them. Identifying their needs, planning, designing, | | |facilitating, and evaluating their learning plan and styles. Reece, walker, 2007) (Gravells, Simpson | | |2008) | |Learning Outcome 3: |Understand own responsibility for maintaining a safe and supportive learning environment | |AC 1:Explain how to establish |Suitable/Safe learning environment; | |and maintain a safe and |Preparing the presentation in advance. | |supportive learning environment|Setting up the room according to delivery method. | |Ensuring the venue has accessible facilities, (toilets, refreshments areas, fire exit and evacuation procedures,| | |and ventilated room). | | |Considering flexible breaks and other individual needs are met, informing learner how long the break is. | | |Informing learners the importance of learning and how what they are learning has value and meaning, giving | | |precise targets of the subject and summarising occasionally. | |Making learning interactive, by giving groups discussions, role-play. | | |Introducing yourself, and getting to know your learner by name. | | |Informing learner on any useful resource material they might need. | | |Making special requirement is any of the learners has Disabilities. | | |(Learning and skills network lsneducation. org. k) | |AC 2:Explain how to promote |Appropriate behaviour between learner and teacher must be addressed immediately with the learner, informing the | |appropriate behaviour and |learner of the ground rules and boundaries and the reasons for instigating the rules, for the learners to know | |respect for others |their li mits. Learners should be engaged in an activity relating to the session to avoid boredom and class | | disruption. group discussions or role play among one another make the learner more interactive and focus, having| | |a one-one session with them to improve working as a team and good feedback being professional always, whatever | | |the feedback good or bad. Having a positive approach towards the learner and self, not losing temper at the | | |learner staying in a relaxed and positive manner. National programme for specialists of behaviour and | | |attendance) | | |(Wallace 2007) | |Evaluation: |What Have I learnt? | |The use of Planning in advance all materials needed, Identifying the needs of the learner, Facilitating the | | |learners learning styles; giving clear and precise instruction and summarising the subject regularly, | | |encouraging the learner to ask questions, treating each of the learners has individuals.Assessing the learners | | |at the end of the session or duri ng the session, to ensure they have learnt the knowledge and skills. Feedback| | |from the learners to ensure how to deliver next sessions. Taking into account equality, entitlements, | | |inclusively and diversity of all learners, always having a positive and professional attitude, most importantly | | |Listening to learner, having eye contact.Making sure the Aim of teaching is delivered and reflected on the | | |sessions to develop future delivery. | |Bibliography |What text have I researched or used to answer the assessment criteria? | | |Books | | |Berlin M, Team Roles at work, (1996) | | |Gravells A, Simpson S, Planning andEnabling in the Lifelong Learning Sector, Learning Matters. (2008). | | |Daines JW, Adult Learning, Adult Teaching, (2006) | | |Reece I, Walker S, Teaching, Training and Learning, (2007) | | |Wallace S, Achieving QTLS: Teaching, tutoring and training in the Lifelong Learning Sector, 3rd edition. (2007). | |Gram Training, PowerPoint (Handout), July (2012) | | | | | | | | | | | | | | |Websites | | |City & Guilds – www. cityandguilds. com | | |City & Guilds 7303 – www. anqdevelopment. co. uk | | |Educational sites and resources – www. support4learning. org. uk | | |Learning and Skills Network – www. lsneducation. org. k | | |National Programme for specialists of Behaviour and Attendance – www. teachernet. gov. uk | | |University of Edinburgh – www. ed. ac. uk | | |GSS Training – www. gsslimited. co. uk | | |Ask Jeeves – www. ask. com | | | |

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Roles Of Women And Rules Of Marriage - 2144 Words

The roles of women and rules of marriage have changed very drastically since the 16th century. In the play Othello three women, each of a different social class, were part of the story and all had different roles and marriage rules to follow. Some examples of this would be the roles of women in the 16th century, marriage rules of the 16th century, and how the women of Othello act. Although many may believe the roles of women and marriage rules portrayed in Othello and in real life during the 16th century were extremely different, one might believe the book follows the rules very accurately. The roles of women include their need to obey male relatives, what careers were available to them, and what women became prostitutes. The roles of women during the 16th century included obeying their male relatives, careers that women could obtain working lives, and the prostitutes of the town. Women were taught that they were below the men of society and the church enforced this with a quote from the bible (King). According to William.shakespeare.info, â€Å"Women in Venice, as elsewhere in Venetian society, were expected to obey their fathers and their husbands and dedicate themselves to child bearing, charity, and piety† (â€Å"Elizabethan women†). In other words women were only there to give birth, be a mother, help others when needed, and to be religious. Most women, if not married, would still be religious and help when they could. If women did not obey their fathers, husbands, or otherShow MoreRelatedThe Contemporary Motives Of Getting Married1133 Words   |  5 Pagescenturies, have been a marriage and family and more particularly, changes in views and opinions on a real family and marriage . Also, there are many cultural conflicts, primarily concerning abortion and marriage of same sex couples, deepen in the last few decades. 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In â€Å"From Marriage Market: How Inequality is Remaking the American Family†, Cahn and Carbone how women in nowadays are moreRead MoreEssay about Taming of the Shrew: Movie vs. Play807 Words   |  4 Pages William Shakespeares The Taming of the Shrew is an interesting story that demonstrates the patriarchal ideas of how a marriage is suppose to be according to society, what is acceptable of a womans role in a relationship. Its a story that has many things to show for its been remade, and remade, even slightly altered to better relate to the teenage audience. The story is about two sisters Katherine and Bianca. Bianca has a suitor who would like to marry her, Lucentio, but the onlyRead MoreJapanese And Muslim Cultures : Family Structure1340 Words   |  6 PagesJapanese and Muslim cultures are extremely different and interesting, which makes for a great analysis. By drawing on themes of family structure, marriage and child rearing, gender roles, child socialization, and divorce and child-custody, I can further explain my point about how diverse these cultures are. Type of Families Family Structure The Japanese culture has a dualistic structure of family; the nuclear and the stem. The nuclear family traditionally consisted of the parents and their childrenRead MoreSexism in The Taming of the Shrew by William Shakespeare Essay example1104 Words   |  5 Pagesthe Shrew by William Shakespeare The Taming Of The Shrew by William Shakespeare is an introduction in the everpresent battle of women to be loving and caring wives, while at the same time holding on to our independence. Its plot is derived from the popular war of the sexes theme in which males and females are pitted against one another for dominance in marriage. The play begins with an induction in which a drunkard, Christopher Sly, is fooled into believing he is a king and has a play performed

English Essay - Mr Pip - 1838 Words

English Essay – Mister Pip Analyse how contrast between characters helped the author communicate an important message or idea. Mister Pip written by Lloyd Jones is a novel recounted by the protagonist Matilda. Set in 1990’s Bougainville, we see Matilda begin to question her Mother’s traditional idea’s about life as a civil war rages between the rebels and the Redskins in her homeland. Mr. Watts or â€Å"Pop eye† is given the role teaching the village children, being the only educated, and consequentially, white man left on the island. He begins reading Great Expectations to the children and Matilda finds herself becoming entranced in white civilisation. She gets immersed in the story of the white boy â€Å"Pip† living in London in the 1800’s,†¦show more content†¦She continues to try and â€Å"save† her daughter, the power of unconditional love overcoming their even more obviously marked differences. Dolores then tries to impose her faith on Matilda in hope she will begin to value God over Great Expectations to lead her away from the white world. Dolores comes unannounced to Matilda’s class and tries to educate the children on the only thing she knows well: the importance of faith â€Å"she didn’t know anything outside what she knew from the bible† but as Mr. Watts gets further through the novel Pip becomes yet even more important to Matilda. Dolores never stops in trying to steer Matilda away from the white world. The world she knows barely anything about, the world she thinks is evil. Despite their ever-increasing differences Dolores will always continue to protect Matilda from what she believes is bad. We see the power of unconditional love shown again through Matilda and Dolores’s contrast when Matilda discovers Great Expectations to have been stolen by her Mother. When Dolores hides Great Expectations much strife is caused. The Red Skins visit Matilda’s island, threatening to burn all of their possessions unless they give up â€Å"Pip† who is only a character from a book and cannot be given up. Because the book is not where it is supposed to be â€Å"Pip† cannot be explained. The redskins burn the whole villages’ possessions because Dolores fails to come forward and admit to what she had done in order to retrieveShow MoreRelatedEnglish Essay - Mr Pip1852 Words   |  8 PagesEnglish Essay – Mister Pip Analyse how contrast between characters helped the author communicate an important message or idea. Mister Pip written by Lloyd Jones is a novel recounted by the protagonist Matilda. Set in 1990’s Bougainville, we see Matilda begin to question her Mother’s traditional idea’s about life as a civil war rages between the rebels and the Redskins in her homeland. Mr. Watts or â€Å"Pop eye† is given the role teaching the village children, being the only educated, and consequentiallyRead MoreGreat Expectations: Conflicts Faced Analysis of English Society1535 Words   |  7 PagesGreat Expectations Essay Essay Task: Read Great Expectations by Charles Dickens and write an essay in which you describe the conflicts faced by Pip and the author’s attitude toward English society. Hailed by many as his greatest novel, Charles Dickens’ Great Expectations is a self-narrated story which tells the life of an orphan named Pip, raised by his abusive sister, who leaves behind a childhood of misery and poverty to embark on a journey to become a gentleman after an unnamed benefactorRead MoreGreat Expectations Essay822 Words   |  4 Pages My essay is going to be about the 1876 edition novel ‘Great Expectations.’ The author of this novel is Charles Dickens. When the novel opens we meet Pip as a rather young child. Pip is the narrator as well as the main character. This is known as the first person. Pip as an adult talks about Pip as a child. He talks about his life as a child and how it was a struggle without his parents being around to help him. This makes it interesting to read. Dickens creates sympathy for Pip by talkingRead MoreEssay Sympathy for Pip in Great Expectations by Charles Dickens997 Words   |  4 PagesSympathy for Pip in Great Expectations by Charles Dickens For the past half term, in English, we have been spending our lessons on a novel by Charles Dickens called Great Expectations We have been concentrating on the opening Chapters as well as to understand the novel. Great Expectations is based on a boy called Pip. Pip is an orphan who lives with his cruel sister and husband Joe Smith whos a blacksmith. He is poor and lonely as his siblings unfortunately died. Read More Darwinism in Great Expectations by Charles Dickens Essay examples1550 Words   |  7 PagesMorgentaler, in her essay â€Å"Meditating on the Low: A Darwinian Reading of Great Expectations,† is one of those few. She argues primarily that Darwin’s Origin of the Species was a major topic of discussion in Dickens’s circle at the time he wrote Great Expectations, and that Great Expectations â€Å"marks the first time that Dickens jettisons heredity as a determining factor in the formation of the self† (Morgentaler, 708). This fascinating insight draws one to read more of Morgentaler’s essay. It does notRead MoreEssay on Great Expectations, by Charles Dickens3873 Words   |  16 Pages Great Expectations may be read as a Bildungsroman because it charts the progress of the protagonist, Phillip Pirrip better known as Pip, from childhood to young adulthood. Great Expectations contains aspects of: Autobiography, Ancestry, Education, Desire, Social Conditions and Love. These are the themes of an English Bildungsroman. Traditionally a Bildungsroman contains a story which consists of the development of a character inside society. During this development the character clashes Read More The Bildungsroman Genre Essay4241 Words   |  17 Pagesfiction in the last two centuries has taken this form and, therefore, constitute part of the history of the novel in the world. Great Expectations (1860-1861), written by the English author Charles Dickens, and Emma (1926), by another English author, Jane Austen, can be analysed under this perspective. Througout Dickens’ novel, Pip, the main character, goes through many changes in his personality to eventually coming to terms with his own actions. Austen’s novel deals with a female character, Emma, aRead MoreCharles John Huffam Dickens Great Expectations2301 Words   |  10 Pagesdefies preconceived ideas about the importance of social status and gender roles in society through a realistic depiction of Victorian life in England utilizing his struggles and experiences with poverty. â€Å"Charles Dickens,Early Victorian Novelists: Essays in Revaluation† by David Cecil comments on how Dickens poetry is not great and that his use of humor is one of his redeeming points but that it is also unnecessary and borders on crude and vulgar.Dickens is also seen as brilliant writer but also mostRead MoreAnalysis Of Maxine Trottier s Three Songs For Courage1440 Words   |  6 Pageslife events to convey the message of the dominant culture and why it is necessary to reject it. The use of external conflict educates the reader on rejecting culture dominance. However, this is only if the reader has gone through that event. Mister Pip written by Lloyd Jones is a novel that deals with culture dominance. The novel is written from the point of view of Matilda, a young island girl surviving in a country torn by the civil war between the Rebels and Redskins. Jones uses a relatable topicRead MoreHow Charles Dickens Portrays Class in Great Expectations Essay4562 Words   |  1 9 Pages The novel, Great Expectations is deemed to be one of the greatest English classic novels of the literary heritage. Charles Dickens, the author of Great Expectations is thought to be one of historys finest writers and has contributed to English literature in many ways. Great Expectations is Dickens thirteenth novel and is based loosely on his own experiences. He did this with many of his novels, including his partly auto-biographical piece, David Copperfield (with Dickenss own negligent

The Misery in Evil Free Essays

There is a lot we can learn from infants. Infants have control over their emotions. When they feel hungry, they cry. We will write a custom essay sample on The Misery in Evil or any similar topic only for you Order Now When we feed them, they stop. They react the same way when dealing with such feelings and emotions such as nausea, sleep, and even anger. The children know how to let their emotions flow and as soon as the emotion is dealt with, they let the feelings go. As life becomes more complicated, people tend to forget how to let thing flow and then let them go. The older we get, the more we hold in the emotional baggage, allow ourselves to be possessed by them. Emily Bronte’s Wuthering Heights tells a very good story of the consequences of holding emotions in without ever releasing them. The characters in the book are so deeply enveloped into their emotions that they create prisons for their minds. Their own acts of hate and unkindness create these prisons; prisons that won’t let them escape from their misery. From a very early age, the seeds of hatred are planted into Hindley. When the orphan boy, Heathcliff is brought home to live with the Earnshaw family, Hindley becomes immediately jealous when the love of his father goes into Heathcliff. Along with his sister, Catherine, the two work together to ridicule the orphan child of his disabilities, mainly his illiteracy. When Hindley’s father dies, he goes on to make Heathcliff’s life miserable. He treats Heathcliff as one of the servants and terminates his education. The hatred is spread into Heathcliff as he vows to seek revenge on Hindley. While Hindley continued his abuse on Heathcliff, Catherine falls in love with the orphan child. However, Catherine had a personal ambition to find someone that would carry her away like an enchanted princess. She got this opportunity when she was allowed to enter the Linton house. Heathcliff, on the other hand, was told to go back home. While Catherine learned the ways of the rich, Heathcliff started his plan to seek revenge. One of the interesting aspects of the book is the fact that Heathcliff started off with the typical romantic hero. He was the orphan child, destined to rise above the standards. However, Bronte doesn’t allow Heathcliff to transcend above his position in life. Throughout the novel, Heathcliff commits act of pure evil that is very hard for the reader to believe. He starts by killing a few dogs and goes on to create even more havoc. He tortures Isabella by testing her undying love for him. He even goes on to plan the use of his own child to seek revenge on his arch nemesis, Edgar Linton. All the while, the one thing that caused all of his pain, all of his misery, never stopped haunting him. Catherine died from the love she had for Heathcliff. Her acts of unkindness towards him led to her misery which would eventually lead to her death. Heathcliff could never bury Catherine and he felt like her ghost was always around watching him, waiting for him to join her. Heathcliff’s ultimate revenge would take place by destroying the love between Hareton and the young Catherine. He tried to recreate a love triangle between his son Linton Heathcliff, the young Catherine, and Hareton. However, the young Catherine reminded Heathcliff of his love for her mother so much, that his desire to fulfill his act of revenge soon disappeared. When he finally realized this, his anger, his rage, turned to misery. Like his love before him, he let the misery take over, which would lead him to his own death. Heathcliff, along with many other characters in the story, were locked inside a cage they couldn’t escape. The lock was composed of love, hatred, revenge and misery. For the second generation of children in the story (Heathcliff, Edgar Linton, Hindley, and Catherine), the self-made prisons made for some very miserable lives and depressing deaths. How to cite The Misery in Evil, Papers

The Effect Of Technology On English Essay free essay sample

, Research Paper Jarrod Farrar English 255-01 November 20, 2000 The Effect of Technology on English Technology has ever had a manus in the defining of linguistic communications. From the clip cave mans formed tools to pull images to the cyberspace age, engineering has changed the manner we write and speak. With the spread of the? cyberspace age? we have seen many alterations in English in the last few old ages. The English linguistic communication will go on to germinate and distribute with our increased dependance on these new engineerings. The December 31, 1999 issue of the Economist wrote? The birth of the computing machine and its American operating systems gave English a nudge in front ; that of the cyberspace has given it a immense push? ( p85 ) . With America being the leader in computing machine and cyberspace engineering, English speech production people have reaped the benefits. Silicon Valley is traveling to provide to the patronage that it is most disposed to make and do the highest net income from. That is good intelligence for English talkers, bad for those that speak another linguistic communication. The chief option for these non-English talkers is to larn adequate English to be able to work Farrar 2 the computing machine package. This leads to the spread of English throughout the universe. The planetary economic system is another manner that engineering effects English. In an article in Fortune, Justin Fox writes, ? To vie globally, more and more European concerns are doing English their official linguistic communication? ( p209 ) . The planetary economic system is merely successful if the engineering available plants. The engineering that encompasses the planetary economic system includes: telephone orders, telecommunications, cyberspace concerns, web sites etc. Without equal engineering, the economic system would be more focussed on local concern. In this engineering, as with computing machine package, English is the dominant linguistic communication. In order for non-English speech production companies to vie on the planetary market, they must be able to pass on with English talking clients. If they force the client to pass on in their native lingua, odds are that they will non harvest the benefits available. The addition in planetary concerns led to the spread of E nglish throughout the universe. The combination of computing machine package and planetary concerns leads to the cyberspace. The cyberspace is the most of import tool in the spreading of English throughout the universe. Through the usage of confab suites and voice confab Sessionss, non-English talkers are exposed to English. This exposure leads to Farrar 3 more English speech production people. English talkers comprise the great bulk of cyberspace users, so most web sites are written in English. In order to acquire the most out of the cyberspace? s capablenesss ; users must be able to understand English. This leads to a farther spreading of English throughout the universe. The merchandise of this increased dependance on English and engineering leads to the formation of new words. Wilson Quarterly wrote in an article about the add-on of new words in the Merriam-Webster? s Collegiate Dictionary in the 1990? s that, ? Lending 24 of the 99 footings added in the 2nd half of the decennary, engineering is the prima linguistic communication generator. The cyberspace entirely ( surprisingly, the term was merely added in 1997 ) has spawned a brood of 12 nouns: newsgroup, chat room, clip art, place page, hyper nexus, netiquette, netizen, screen rescuer, hunt engine, spare, URL, and World Wide Web? ( p13 ) . The add-on of these words in such a short span of clip shows the influence of engineering on English. English is germinating to suit the new footings needed to map in the? wired? universe. The coming of these intelligence words leads to confusion covering with beginning of the words former significances. Richard Lederer writes in Writer? s Digest, ? The hot new engineering of the computing machine exhaustively befuddled the significances of back up, spot, boot, browser, clang, disc, point, hacker, difficult thrust, hit, mail, Farrar 4 memory , bill of fare, mouse, cyberspace, park, prompt, supplier, coil, Spam, breaker, virus, web site ( no longer merely where Charlotte lives ) , and window? ( 43 ) . Even if the article quoted from was written in joke, we can visualize a hereafter where words are muddled. Apparently mundane new engineering based words pop up that have their beginning in already used words. With the addition of these words, it is possible that English can go littered. One word may possess many significances that have no direct correlativity. This would do it hard on people larning English, or at least do it harder to hold on. The formation of these new words and significances besides widens the spread between those that are computing machine understanding and those that are non. There are a big per centum of people that have phobias covering with computing machines. With the addition of new words, people non already utilizing computing machines may be less willing to get down. The increasing dependance on computing machines makes it a necessity to be computing machine literate. It will be harder for those that do non understand computing machine slang to go successful. Another of import consequence of engineering on English trades with the manner we write and spell. When pass oning over the cyberspace, grammar and spelling is non every bit of import as in formal Hagiographas. The intent of this communicating trades with acquiring your thought across. Spelling is non seen as Farrar 5 awfully of import every bit long as the reader can understand what is written. This can take to hapless spelling wonts and grammar use. When composing an e mail or utilizing a confab room, seldom does one range for a dictionary. With the increasing usage of e mail as a manner to pass on, these bad wonts will non be corrected. Finally, words deemed misspelled today may non be considered misspelled in the hereafter. English words could finally germinate into a wholly phonic type linguistic communication. Of class we can ever utilize enchantment and grammar cheque on our computing machines in order to rectify our errors. Dick Teresi writes, ? Even in the yearss of typewriters, authors knew that their word pick would be 2nd guessed by editors, referees and the similar. Now we must confront the extra invasion of our ain computing machines, which critique us before we can even publish out? ( p39 ) . These spelling and grammar tools can be seen as short term solutions to long term jobs. The computing machine will rectify your spelling, but you are non rectifying your spelling. This leads to utilizing the computing machine as a crutch. Peoples will non work on their hapless spelling if they know that the computing machine will make it for them. These computing machine tools besides take off from a authors creativeness. By allowing a computing machine edit and clean up your paper, a big constituent of authorship Farrar 6 is taken from the author. With the increasing engineering, composing could finally go a? by the Numberss? activity. The user could type in a few abstract thoughts and the computing machine could manner a paper from the keywords. This could take into the loss of words that the computing machine universe could hold as unneeded. We can see from these illustrations that engineering has had a profound consequence on English. Technology has revolutionized the manner we can pass on with people from around the universe outright. English speech production states hold a monopoly on the technological universe and our linguistic communication is distributing because of it. The spreading of English helps us pass on, but it is besides evolves the linguistic communication. The consequence that engineering has had on English shows that linguistic communication alterations and adapts to the universe around it. Farrar 7 1. ? The World Language? Economist 12 Dec. 1999. P 85 2. Fox, Justin. ? The Triumph of English? Fortune 18 Sept 2000. P 209 3. ? Wordss to Populate By? . Wilson Quarterly Winter 2000. p13 4. Lederer, Richard. ? Brave New Words? Writer? s Digest Dec. 1999. p43 5. Teresi, Dick. ? Name Me Fishmeal? Forbes Winter 2000. p39