English as Second Language Essay Example | Topics and Well Written Essays - 750 words

English as Second Language - Essay Example In the primary day of class, I understood that there were 6 expositions which I needed to write so as to get through this class. In the second day of class, we began legitimately to compose the first ‘in class’ exposition. At the point when I got the input from my educator about the primary article, I was informed that I had a couple of shortcomings: a ton of language structure issues, no position proclamation, no determined postulation pertinence, and frail models. From that point onward, we began taking a shot at the first ‘out of class’ exposition. The out of class paper required 3 draft forms. I expected to carry the principal draft to meet with the teacher in the gathering. I got input from my educator for my article. My first draft additionally had a great deal of sentence structure mistakes and other specialized revisions. I was coordinated to structure shorter passages and refer to when I reworded. I had seen from my teacher that I had some improveme nt too - I had a theory proclamation in this exposition and had likewise expressed my position articulation in the article. Also, I had enough models, clarifications, and legitimate motivations to outline my position proclamation. I realize that my shortcoming recorded as a hard copy is consistently language structure and specialized mistakes. In this manner, I purchased my first exposition to the SCAA for help in language structure and specialized issues. From that point forward, I utilized my chance to fix the papers. I realized why I turned out badly in syntax structures. I took a gander at the word frames that I picked and why these weren't right the word structures. By and large, I had thought of the third draft with the base of sentence structure issues.

On Outdoor Play Children And Young People Essay

On Outdoor Play Children And Young People Essay The accompanying examination is to be identified with open air play and its advantages for kids and why outside play isn't what it used to be. Research done on youngsters expressed that it is a legend that kids appreciate remaining inside playing PC games and indoor games, a more prominent number of kids like to play outside eighty eight percent would want to play at the sea shore or by a waterway, seventy nine percent like to play in the recreation center, seventy nine percent appreciate riding their bicycle and seventy six kids taking care of business games. Anyway guardians would incline toward that their kid stays inside as they feel it is more secure one out of four would prefer their kid play on the PC than climb trees and one out of five PC based games play than letting their youngsters play on fields. (Play England 2011) Children passing up nature http://www.playengland.org. Technique To help with this examination venture the writing exploration will be led on auxiliary research from books and articles regarding the matter and through the web. It will likewise look at a scope of quantitative and subjective research. Writing survey Research by the Department of the Environment (1973) on kids that play outside and in the neighborhood where they live have declined in the course of recent years, a report done on open air play in 1973 demonstrated that seventy five percent of kids played in the road as this was seen as the most well known. The investigation indicated that kids were increasingly engaged with physical exercises like strolling, running, caused their own to go karts and ball games (Department of the Environment 1973). Another Study that was finished by Play Board in 1995 had a comparative result in regards to childrens play this was done on two examples of more than 800 kids matured five to fourteen, these youngsters were asked where they would play on the off chance that they were not at home twenty four percent of kids said playing in the road, eighteen percent said the play park and seventeen percent said the nursery (Parkinson 1985) Data acquired from a review done in 2005 expressed that solitary fifteen percent of youngsters matured somewhere in the range of five and fifteen play outside in the road this is because of the amount of deterrents put in their method of open air play (Department of transport 2006). Transport affects how youngsters play. An ESRC supported examination in 2000 indicated that kids felt that traffic is perhaps the greatest threat of open air cooperate with posses, menaces, and outsiders (Matthews and Limb 2000). Research done by Savlone and playengland (2011) demonstrated that most guardians wandered outside as a kid, anyway they presently have concerns their youngsters don't have indistinguishable open doors from they did at that point. Research finished with youngsters demonstrated that forty two percent of kids said that they have never made a daisy chain; 30% of kids have not endeavored to climb trees. Youngsters know about boundaries to outside play as their folks are advising them to be careful a report done by Young Voice and The Childrens Society in anticipation of Playday 2003 expressed that guardians are continually cautioning their offspring of more unusual threat (Stockdale,Katz and Brook 2003a) Open mentalities toward kids investing more energy playing outside is sure and accept this similar to a significant piece of a childs life it has social advantages play with other youngsters affects how kids identify with each other, from being a piece of a gathering or part of the nearby network (Casey 2010) In the road, especially in the niches and crevices of the open space not under the vigilant eye of grown-ups, kids may consequently start framing an open personality and set up their own selfhood and independence(Spilsbury 2005, p 81). For a considerable length of time look into discoveries has demonstrated the significance of open air play and childrens prosperity this was perceived during the 1960s when Mead (1966) expressed that the areas offer youngsters the chance to find their condition and learn life exercises. Worpole and Knox (2007) accepted that play is significant for youngsters; it can manufacture some great kinships and comprehend the standards of public activity. Open air play can profit youngsters in regular environmental factors; free play and introduction to nature are tremendously perceived as a major aspect of a childs sound turn of events (Moore and Cosco 2009). Investigations of research show that day by day associations with exposures to the outside can improve wellness consideration and can bring down affliction rates it is likewise accepted this can give youngsters a feeling of opportunity. Youngsters that play outside figure out how to explore their quick condition and manufacture their self-assurance (Open college 2011). Those kids that don't play outside will have less certainty and will far-fetched be engaged with the network (Gleave 2010). At the point when kids happen in the indigenous habitat they are probably going to appreciate nature as they grow up. Adrian Voce, Co-Director of Play England Said: Most guardians realize that kids are interested about, and love to play outside. This is a profoundly instinctual part of human instinct and an indispensable piece of sound childhoods. We have to guarantee that all youngsters can get to neighborhood green spaces to play, empowering them to have regular undertakings outside. To do this we have to help guardians to assist them with feeling sure to let youngsters play out. (Adrian Voce, Co-Director of Play England) Children passing up nature (wwwplayengland.org.uk). A UK overview found that ninety one percent of grown-ups comprehended the significance of open air play, 60% said that they were stressed over the security of their youngsters play out in the open spots (Mc Neish Roberts, refered to in Valentine McKenrick,1997). Beunderman (2010) discovered proof that kid learn fundamental abilities through outside play in their networks for instance paying special mind to one another, requesting help. It is contended that having these capacities can offer them an uplifting point of view toward the network picking up trust, feeling welcome and becoming more acquainted with individuals in the network and having the option to regard and have better associations with different grown-ups. As per the working paper by Lester and Russell (2010) on the significance of play: Grown-ups ought to know about the significance of play and make a move to advance and secure the conditions that help it. The core value is that any intercession to advance play recognizes its qualities and permits adequate adaptability, capriciousness and security for kids to play openly. (Lester and Russell 2010: 46) Priest (2012) expressed that 25 percent of babies are deficient with regards to nutrient D. The significance of open air play is fundamental for nutrient D as this originates from the sun and is one of the most significant nutrients you requirement for your resistant framework and bones. Bristol University uncovered some new research from the offspring of the nineties investigation recording the wellbeing of fourteen thousand 500 kids from birth during the 1990s, it shows that the association among low degrees of nutrient D and wretchedness this occurs in youth so kids that play open air decrease the danger of getting nutrient D lack and have a sound body In the event that you invest your energy playing Nintendo or PC games as opposed to running about outside, riding in a vehicle rather than on a bicycle, taking the cylinder/transport as opposed to strolling through the recreation center, thinking you look cool continually wearing dim glasses or on the off chance that you have brown complexion to hereditarily shield you from a sweltering central sun and you live in northern Europe or north America then you are going to profit by a nutrient D supplement. A nutrient D lack leaves you with a more serious danger of various infections not simply bone issues, for example, rickets. (Yvonne Bishop-Weston 2012) End It is apparent that there is a lack of open air space for kids to play with the ever increment of developed regions. Less play parks and insufficient moderate spots for guardians to take kids with the goal that they can have the opportunity to be capable playing outside. It is likewise apparent that kids accomplish much better when they are playing outside, for example, physical turn of events, social abilities, critical thinking and innovativeness. (http://www.npt.gov.uk/default.aspx?page=1639). References Casey, T (2010) Inclusive Play: Practical procedures for kids from birth to eight. London: Sage. Beunderman, J (2010) People Make Play: The effect of staffed play arrangement on kids, families and networks. London: Play England. Division of the Environment. (1973). Kids at Play: Design Notice 27. London: HMSO. Office for Transport (2006). National Travel Survey 2005. Transport Statistics. www.dft.gov.uk Gleave, J (2010) Community Play: A writing survey. London: Play England. Accessible online at: http://www.playday.org.uk/PDF/Community-play-a-writing review.pdf (Gotten to Jan. 2013). Lester, S and Russell, W (2010) Childrens option to play: An assessment of the significance of play in the lives of kids around the world. Working Paper No. 57, The Hague, The Netherland: Bernard van Leer Foundation Matthews, H. what's more, Limb, M. (2000). Investigating the fourth condition: youthful people groups utilization of spot and perspectives on their condition. Stirling: College of Stirling. ESRC. Mead, M (1966) Neighborhood and human needs, Ekistics, 21, 124-126, in Blakely, K S (1994) Parents Conceptions of Social Danger to Children in the Urban Environment, Childrens Environment, 1, 1, 16-25. Moore, R and Cosco, N (2009) The reappearing significance of outside play in nature, Playrights Magazine, 1, 4-6. Parkinson, C. E. (1985). Where Children Play: an examination of meetings about where kids matured 5 14 ordinarily play and their inclinations for out of school exercises. Play Board. Open University (2011) Play, learning and the cerebrum. Accessible online at: http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397465printable=1 (Gotten to Jan. 2013). Spilsbury, JC (2005) We Dont Really Get to

Seducing Your Writing Students Is Not in the Job Description

Seducing Your Writing Students Is Not in the Job Description I recently read Carla Blumenkranzs Seduce the Whole World: Gordon Lishs Workshop,  an essay that appeared in The New Yorker and was excerpted from the recently released Chad Harbach-edited MFA vs NYC: The Two Cultures of American Fiction. In it, Blumenkranz explains that famed Knopf editor Gordon Lish taught creative writing classes at universities and private apartments, during which he asked students to write to seduce him, and when female students succeeded he often took them to bed. Once he became an editor at Knopf he often bought his students’ work as well, sometimes midsemester and sometimes, or so it seemed, midclass. So in two ways his workshop extended beyond the established boundaries of the classroom: if he really liked what you were doing, he might sleep with you, or he might publish your book. I read the rest of the essay equal parts entranced and sickened. Because an authority figure taking such complete and unapologetic advantage of his students is both a Svengali-like act of seduction and a complete and total abuse of power. Blumenkranz weaves her way through the rest of her piece passing little to no judgement on how Lish conducted his classes. Theres a quiet condemnation at the end, but for the most part she just presents the facts. Which, to an extent, I did appreciate, it felt like a documentarian who refuses to do her own voice-over and talking heads, and prefers to let her subjects speak for themselves. Still, the overall message of the piece was that Lish as a teacher emphasized seduction above all else: seduction of the reader, seduction of the teacher, and if you could seduce your way into a book contract, it wasnt JUST because you slept with the teacher (of COURSE not) but rather because your draw as a writer and as a woman were one and the same. How you do anything is how you do everything. Apparently, in Lishs class, how you seduced anyone was how you seduced everyone. I often feel like the little boy in the crowd in The Emperors New Clothes. The kid who goes, But wait hes not wearing any clothes. Im sure most of us feel this way on occasion, when a situation is presented to us with such confidence that  we are almost, almost, ALMOST persuaded by the power of pressure to go along with it, but we cant, because we know the situation in question isnt wearing clothes. Thats how I felt about this story, of a teacher who teaches students how to seduce in their writing, by practicing the art of seduction after hours. Its a story thats not wearing any clothes. Or rather, its claiming to be wearing sexy clothes when in reality its wearing fed up clothes. Fing your creative writing students is fed up. Turning a workshop into a casting couch is messed. Systematically preying on your students desires to succeed and parlaying these situations into sexual relationships is a predatory act. Yes, these students were all adults acting of their own consent, yes, what happened was legal, but it doesnt make what happened right, and it certainly doesnt make what happened romantic. A writing teacher doesnt have to be a perfect match for all his students, she doesnt have to treat each member of her class like Gods Gift to Sentences, he doesnt even have to be nice to his students or like them. I think a writing teacher does have a responsibility to be fair to his students, to create a safe space in which her students have the best chance of learning, and theres no way a classroom in which you may or may not have sex with your students is fair or safe. That shouldnt be called a classroom. That model of education is so disturbingly warped Im not even entirely sure we should be referring to it as a model of education, that might be too respectful, that might be giving Lishs system too much credence. One of the passages that bothered me most in this piece was when Blumenkranz explained that so many of Lishs students/flings were one-hit wonders (Amy Hempel seems to be the only student/fling whose career flourished and whose work endured). The theory put forth re: the other one-hit wonders is that, through his powers of seduction, Lish coaxed that one good story or novel out of them. Heres another theory. Maybe those students would or could have gotten to those stories/novels no matter what. Maybe Lish wouldnt have published them without students first taking the prerequisite course of, you know, having sex with him, but its completely plausible those works would exist. Heres another theory. Maybe if these students had received a writing education where one of the central goals of the course WASNT to sleep with their teacher, maybe they would have had different approaches to/philosophies about writing, maybe they would have developed a model of writing for themselves that would have resulted in their careers going differently. Or maybe they would have been one-hit wonders no matter what, maybe most publishing careers arent as fancy or glamorous as a writer would hope and maybe that has absolutely nothing to do with the one time (or two times, or ten times) a student slept with their teacher. So thats my take on the situation. Whats yours? When you look at this situation are you romanced, repulsed, a little of both, what? _________________________ Sign up for our newsletter to have the best of Book Riot delivered straight to your inbox every week. No spam. We promise. To keep up with Book Riot on a daily basis, follow us on Twitter, like us on Facebook, , and subscribe to the Book Riot podcast in iTunes or via RSS. So much bookish goodnessall day, every day.

Smartphones Are Changing The Way We Think And Act

A smartphone is a mobile phone with advanced services of communication and computing. However, despite its high-tech functions and its advantages, with its increasing popularity the smartphone has negatively influenced the behavior of individuals and society as a whole. Some critics believe that the world would be much healthier without smartphones. These people argue that they have caused negative impacts on social relationships, education, health and other part of our life. Too much engagement on smartphones may lead to a lack of interactions between individuals and do harm to human relationships. Although they were initially developed to help people stay integrated and connected, they are instead disconnecting people from society and relationships due to their addictive nature. Smartphones are changing the way we think and act. And the solution to this problem is making people aware of what its doing to them, like using commercials, using ads, radio, and etc. Most of today s oral conversations are asymmetrical with one person speaking and the other concentrated on their devices. As a result, they are not able to have a good conversation and are prevented from building trust between each other. In addition, people addicted to smartphones usually become attached to the meaningless approval of strangers online and become indifferent to the real world. Furthermore, they tend to avoid oral communication since they find it uncomfortable and difficult to address real people,Show MoreRelatedEssay on Synthesis on Smart Phones730 Words   |  3 Pagesor work, and almost 50% of Americans have smart phones with internet at all times. The articles â€Å"How Computers Change the Way We Think† by Sherry Turkle, â€Å"Lazy Eyes† by Michael Agger and â€Å"Americans and Their Smartphones† by John C. Dvorak, all talk about how technology is changing the world. Easy access and constant use of the internet is changing the way people learn and think in thei r everyday lives. Before people had access to the internet so commonly finding answers for things was more difficultRead MoreStarbucks s Pizza Enterprises Limited ( Dmp ) : Study Of Strategic Management Practices1655 Words   |  7 Pagesrevolutionised the way businesses operate. 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Change and Modernization The Industrial Revolution (an...

The Industrial Revolution has had a tremendous impact on the whole world. But because of its British origin the people living on the island bore most of the hardships and went through the quickest and most radical change out off all the people affected by this movement. The beginning of the movement can be traced to 1750 and continued through to about 1870. Although Britain was the epicenter of this change not many countries were unaffected by this. It may be argued that the reason the Industrial Revolution spanned a period of 120 years was due to it transforming a large-scale culture as opposed to a quicker change in a small-scale Arembepe like culture. Subsequent to the revolution, agricultural growth took a backseat to technological†¦show more content†¦The English consumed far greater amounts of meat than their French counterparts (Evans, 6) and what is even more surprising is that this prosperity was also enjoyed by populations living well outside urban settlements. Str atification in British society was more than evident in this period and this is evident by unequal access to wealth, status, and power. Aristocracy was an integral part of the society and divine rule was still a universal belief held by most subjects of the British society. Bureaucracy, at the time, was a well established institution which seemed to grow with the growth of the economy subsequent to the Industrial Revolution. The Industrial Revolution was the result of several factors that Britain had supremacy over. The British colonies were at its highest productivity and all the exports were shipped to England where they were sold or used as raw materials for production. It is argued that the cotton industry was the largest contributor to the technological advances of the period, more specifically, advances in weaving techniques. 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Creativity in Literacy Practices Free Essays

string(260) " aspect is more evident in web blogs or online journals in which people often \(1\) write in response to the entries of others, \(2\) write entries addressed to others and \(3\) write with the expectation and even the goal to get as much response from others\." Creativity in Literacy Practices: A TEXTUAL AND CONTEXTUAL APPROACH by Agatha Xaris Villa INTRODUCTION AT PRESENT, THERE ARE A NUMBER OF APPROACHES TO THE STUDY OF LINGUISTIC CREATIVITY. THEY DIFFER IN THE WAY THE WAY THAT THEY CONCEPTUALIZE WHAT COUNTS AS CREATIVENESS OR ‘LITERARINESS’ IN LANGUAGE AS WELL AS IN THE METHODS THEY USE TO IDENTIFY AND ANALYZE CREATIVITY IN EVERYDAY LANGUAGE. This essay begins by discussing and exploring the premises of an analysis of creativity at text level following a textual approach to literacy and creativity; assessing the extent to which it is effective in identify creativity in literacy practices such as diaries, letters and graffiti. We will write a custom essay sample on Creativity in Literacy Practices or any similar topic only for you Order Now However, I would like to continue by presenting the argument that while literacy practices do offer opportunities for creativity at text level, the study and identification of creativity in literacy practices may be more productive when studied with a broader perspective – one that goes beyond the limits of the text and considers the influence of context in the production, reception and processing of texts, literary practices and creativity. Creativity in literacy practices at text level LITERACY IS AN IMPORTANT ASPECT OF EVERYDAY LIFE AND IS A PART OF EVEN OUR MOST MUNDANE SOCIAL PRACTICES. WHILE THE ROLE WHICH LITERACY PLAYS IN SITUATIONS MAY VARY IN IMPORTANCE, IN THE CONTEXT OF LITERACY EVENTS WHERE LITERACY PLAYS A SIGNIFICANT ROLE, INDIVIDUALS DEVELOP CHARACTERISTIC AND PATTERNED WAYS OF USING AND INTERACTING WITH TEXTS. THESE HABITUAL PATTERNS HOLD DIFFERENT MEANING AND VALUES FOR INDIVIDUALS AND ARE WHAT WE REFER TO AS LITERACY PRACTICES. Creativity in literacy practices at the level of the text may be identified by focusing on special linguistic forms that stand out in texts. This pproach is modeled after what Carter (1999) called an inherency perspective which perceives creativity as being ‘inherent’ in the creative uses of language intrinsic in text. The focus is on the writer’s skill in the manipulation of linguistic forms that constitute text on the phonological, grammatical and semantic level. Roman Jakobson (1960), one of the well-known advocates of this approach, was concerned with the ‘poetic function of language’ which w as believed to be in close relation to literariness in text. He argued that the poetic function of language involves the ‘foregrounding’ of language forms which have the ability to draw attention to themselves – making a noticeable impact on the reader. Foregrounding results from stylistic choices which may come as (1) deviations from the norms of everyday language (e. g. the use of different writing systems, lexis and ‘figurative language’ such as metaphor and simile or (2) prominent patterns of parallelisms in phonology, grammar and semantics (e. g. meter, rhyme, etc. (Maybin and Pearce, 2006, p. 6 – 9). By highlighting the ‘poetic usages of language’, we can identify creativity in diaries at the text level. The metaphoric descriptions and dramatic portrayal of entities and events in diaries are ways in which individuals attempt to explore their feelings regarding their experience of the ‘real world’ that are often difficult to describe. In addition, repeated structures and rh ythms are commonly used in diaries as a form of emphasizing points in the writer’s diary entry. Such examples of ‘poetic language’ may also be identified in letters. In Margaretta Jolly’s (1997) study of war letters, she states that letters are probably ‘the most common form of creative writing. ’ Her examples point out the creative way in which letter-writers are able to use language forms such as imagery, metaphoric and rhetorical devices as well as parallelism (more commonly related to literature) for the purpose increasing the text’s emotional and persuasive impact and highlighting contrast and subtleties of meaning (Maybin, 2006, p. 72). The â€Å"art of graffiti† is a long-standing tradition with the ability to exhibit creativity at text level both in its traditional and embellished form. Creativity is seen in the use of rhythmic repetition, puns and contradictory voices (as in parody and irony), the use of non-standard spelling and punctuation (usually in line with a particular artistic style) and the use of text and decorat ion for aesthetic and communicative purposes. While it is possible to be able to identify creativity in literacy practices at text level, this approach is somewhat limited because it fails to take into account: (1) the interactive features and functions of literacy practice, (2) the influence of its socio-cultural and historical context and more importantly (3) the creativity in language practices that is inherent and emergent from social practices in particular contexts. Therefore, I suggest that a better and more efficient way to identify and evaluate creativity in literacy practices, is one that approaches literacy from a more contextual approach, more specifically from an ethnographic perspective. Creativity and literacy practices from an ethnographic approach According to the ethnographic approach defined by Papen and Tusting (2006, p. 312-359), creativity refers the production of something ‘new’ and ‘original’. In written language, creativeness should not be perceived as a decontextualised, individual activity or as being entirely shaped by context. It should be seen as being dependent on and emergent from the creative literacy practices through which texts are constructed because they are shaped by people, who in pursuit of their own goals and purposes, actively draw on the interactional, contextual and socio-cultural possibilities available in the particular social situation they are embedded. Literacy practices are inherently creative in and of themselves. The ethnographic perspective takes into account the broader social-political context within which creativity is located and through their examination of iteracy practices and texts, advocates of the ethnographic approach found three major characteristics of creativity in writing. To begin, by focusing on people’s literacy practices rather than just texts, they noted that creative texts are produced as a result of interactive collaboration. Diaries, although written by a single person, emerge from an individual’s account and reflection of events and various con versations and interactions with people. Diaries and journals are dialogic practices wherein the writer addresses and responds to a ‘reader’ and have the potential to be re-contextualized in different publications to address a wider readership (Maybin, 2006, p. 269) This dialogical aspect is more evident in web blogs or online journals in which people often (1) write in response to the entries of others, (2) write entries addressed to others and (3) write with the expectation and even the goal to get as much response from others. You read "Creativity in Literacy Practices" in category "Papers" Maybin (2006, p. 73) tells us that letters are even more intensely dialogic in nature. I believe that letters are best viewed as mediums of ‘correspondence’ wherein we present written versions of our personal experience, relationships and identities in relation to an assumed reader who then responds by confirming or questioning. Letters are shaped by and inspire collaborative practices An interesting characte ristic of graffiti that I believe exemplifies the collaborative nature of creativity is the way that graffiti attracts graffiti (Macdonald, 2006). A graffiti-covered wall may look like vandalism to law-enforcers or a rather threatening cacophony of ‘names’ to the common passerby but it constitutes a symbolic exchange between members of a sub-group. In the world of graffiti, tags located on the same space are often interpreted in relation to their positioning and proximity to each other. They may be viewed as a sign of respect, acknowledgement or outright disregard – a reflection of the intensely competitive nature of this practice. In addition to the collaborative nature of creative literary practices, the ethnographic approach pays careful attention to the influence of the context of reading and writing in the development of creative practices (Papen and Tusting, 2006, p. 320). They argued that in any given opportunity, there is particular set of possibilities and constraints that provides the opportunity for creativity. This involves affordances (i. e. properties of the environment, arising from its material characteristics which may be positive or negative depending on the individual) from new forms of technology, discourse conventions as well as inter-textual and material resources available to producers of text. An important thing to note is while possibilities may determine what is possible in any given context, the possibilities associated with a setting do not determine what is created. For example, while people may be able to describe events, sights and even people through the practice of diaries and letters, there are abstractions such as feelings and intensely traumatic situations (such as in war) that are far more difficult to describe and articulate. In order to overcome this type of ‘constraint’ on expression, writers make use of metaphoric language and parallelisms, enabling them to represent their feelings and experiences in ‘words’ that their readers may be able to relate to. Creativity may also emerge from socially-constrained situations. Graffiti emerged from the same socially and economically impoverished areas in America where gangs are notoriously prominent. Because graffiti is an act of illegitimacy and opposition, graffiti artists face the constant risk of being caught by the police or by rival gangs each time they make a ‘tag’ or do a ‘piece’. But this high-risk and intensely competitive literacy practice is a stage on which young men may choose an identity of their own making, present it in the style of their choice and regain control of their own ‘fate’ – free from the constraints of their socio-economic backgrounds (Mcdonald, 2006). Social, economic or technological changes may result in the introduction of new affordance and constraints to any given context (Papen and Tusting, 2006, p. 325). For example, the popularization of the internet brought about the development of Computer Mediated Communication (CMC), resulting in the creation of new literary genres and changes in literacy practices. According to Kress (2003), creativity may be perceived as inherent in CMC using the two concepts of ‘transformation’ and ‘transduction’. Transformation is the way that the text producers manipulate the forms of signs within a mode to suit their needs and interests. Transduction, on the other hand, refers to the movement of ‘semiotic material’ between modes where meaning configured in one mode is moved to another. Online diaries, known as online ‘blogs, perform the same function as traditional diaries and even employ the same linguistic forms. However, bloggers now have access to a greater degree of interactive, inter-textual and multi-modal resources. Whereas in the past, writers creatively used language to express their thoughts and feelings through metaphors and similes, bloggers can now make use of pictures, videos, music, emoticons, avatars and (through hyper-linking) other texts to represent themselves and their lives online. Similarly, the literacy practice of letter-writing is far from extinct in today’s modern ear but has taken up a new form – that is, electronic mail (e-mail). As a medium of communication, email has enabled cross-cultural communication and the creation of online relationships and ‘networking’ communities. Finally, the ethnographic perspective sees creative literacy practices in everyday life as being embedded in socio-cultural practices situated in institutional, political and economic structures. These structures are in a constant state of movement and change therefore taking on a historical perspective towards literacy practices is a necessity. Based on observation and study, changes in socio-economic conditions are often accompanied by changes in the linguistic and semiotic means available to a community as in the case of the following account of changes to a Nepali rural community Papen and Tusting, 2006, p. 328). The 1980s was a time of great social and economic change in Junigau, Nepal. In 1983, the village set up its first high school, providing greater access to education for men and women – resulting in great changes to the literacy practices used by the young. A new form of ‘prolonged courtship’ (i. e. , love-letter writing) had become increasingly popula r among the youth, improving gender relations and changing marriage practices (as the young were becoming more resistant towards arranged marriages). The way in which these love-letters encapsulated new ideas on personal identity and individual agency which held no cultural precedent in their village is an example of how social and cultural change is closely related to the creation of new literacy practices (Papen and Tusting, 2006, p. 328) Conclusion ANALYZING CREATIVITY AT TEXT LEVEL, ALLOWED US TO IDENTIFY CREATIVENESS IN TEXTS AS IS REVEALED BY THE USE OF POETIC LANGUAGE OR LINGUISTIC FORMS COMMONLY ASSOCIATED WITH LITERATURE. THIS APPROACH HOWEVER WAS VERY MUCH LIMITED DUE MAINLY BY THE NARROWNESS OF THE INHERENCY MODEL’S DEFINITION OF WHAT CONSTITUTES AS CREATIVITY AS WELL AS TO ITS LACK OF CONSIDERATION OF CONTEXTUAL FACTORS AND THE INHERENCY OF CREATIVITY IN LITERACY PRACTICES. In taking an ethnographic/historical perspective, characteristics of creativity that are inherent in literacy practices become more salient. Through our understanding of the three characteristics of creativity in literacy practices, we’ve identified creativity beyond the level of the text. This contextual approach showed us how creativity is exhibited in literacy practices in the way that (1) texts are read and used, how the writer interacts with other individuals;(2) how people are able to creatively use language in relation to the possibilities and constraints available in particular contexts and finally, (3) individuals are able to adapt and respond to changes in discourse practices and socio-cultural conditions. References CARTER, R. (1999). ‘COMMON LANGUAGE: CORPUS, CREATIVITY AND COGNITION’, LANGUAGE AND LITERATURE, 8(3), P. 196-216 Jakobson, J. (1960). Closing statement: linguistics and poetics’, in T. A. Sebeok (ed. ) Style in Language, MIT Press. Jolly, M. (1997). ‘Everyday Letters and Literary Form: Coresspondence from the Second World War’, unpublished MPhil, University of Sussex. Kress, G. (2003). Literacy in the new Media Age. London and New York, Routledge. Macdonald, N. (2006). Chapter 6. Reading B: ‘The spray-can i s mighteier than the sword: graffiti writing and the construction of masculine identity’ in Maybin, J. and Swann, J. (eds) The art of English: everyday creativity. Palgrave Macmillan/The Open University, p. 293 – 302. Maybin, J. 2006)(Ed. ) Chapter 6 ‘Writing the self’, in Maybin, J. and Swann, J. (eds) The art of English: everyday creativity. Palgrave Macmillan/The Open University, p. 261 – 279. Maybin, J. and Pearce, M. (2006). Chapter 1 ‘Literature and creativity in English’ in Goodman, S. and O’Halloran, K. (eds) The art of English: literary creativity. Palgrave Macmillan/The Open University, p. 6-9. Papen, U. and Tusting, K. (2006). Chapter 7 ‘Literacies, collaboration and context’ in Maybin, J. and Swann, J. (eds) The art of English: everyday creativity. Palgrave Macmillan/The Open University, p. 312 – 331. How to cite Creativity in Literacy Practices, Papers

Comparative Business Ethics and Social Responsibility

Question: Why has Starbucks been so concerned with social responsibility in its overall corporate strategy? Answer: The purpose of this paper is to excavate the need of the corporate social responsibility in shaping the culture of the organization. In order to sustain the organizational position in the global competitive market, it is necessary for the management of the organization to implement Corporate Social Responsibility[1]. In case of the global business, CSR Strategy of the organization plays a significant role. Here, in accordance with the case study, Starbucks is recently trying to expand their market in China. The company has 700 stores in the market of China but now the company has decided to open hundred more stores in China. There are several factors, which influences the organization to adopt CSR strategy for the betterment of the organization. Starbucks is dealing in such places, where demographic is concerned with the green consumerism and it is considered as the good marketing strategy. To run a long-term business, Starbucks has to face several problems. Recession is the significant problems regarding the implementation of CSR strategy. Along with that, climate change and global poverty are the significant challenge for the supply chain of the Starbucks[2]. If economic condition of the particular nation can be rectified then more people can be lifted their position from poverty level. Increased income level helps to enhance the capacity of Starbucks. Starbucks includes several leaders and managers, and their perspective towards the social responsibility is entirely different. To run the business successfully, the organization has to keep in mind the demand of the customers. Customers of these days are more concerned with the eco-friendly products. The customers are trying to use such products, which are not affecting our environment. It is the best for the management of the organization to associate with the community[3]. Starbucks is concentrating on increasing the quality of the cup so reduce the waste percentage. For manufacturing of the cups, the organization is using eco-friendly polypropylene No. 5. It is the best strategy for attracting the customers. Another way to engage the customers is asking them to bring the tumblers. To encourage the customers for green economy, management has provided them 10% rebate on the next purchase, if they bring tumbler. Ethically run business is always noticeable, running the business ethically; the organization can able to improve their service. Socially responsible companies are often attracting consumers[4]. Corporate Social responsible companies have good impression on service users. Even shoppers feel good when they find that they are associated with the company, which is socially responsible. Ethical sourcing is another way of integrating the perception of the customers. With the help of the corporate social responsibility, the management of the organization can able to help other communities[5]. Recently, the company is trying to expand its market in China so it is the best way to attract customers. Starbucks is committed in helping the poor and underprivileged people. References Corporate social responsibility. in , London [u.a.], SAGE, 2007. Haerens, M L Zott,Corporate social responsibility. in . Hopkins, M,The planetary bargain. in , London, Earthscan Publications, 2003. Hunnicutt, S,Corporate social responsibility. in , Detroit, MI, Greenhaven Press, 2009. Zu, L,Corporate social responsibility, corporate restructuring and firm's performance. in , Berlin, Springer, 2009. [1] Corporate social responsibility, in , London [u.a.], SAGE, 2007. [2] Haerens M L Zott,Corporate social responsibility, in . [3] Hopkins M,The planetary bargain, in , London, Earthscan Publications, 2003. [4] Hunnicutt S,Corporate social responsibility, in , Detroit, MI, Greenhaven Press, 2009. [5] Zu L,Corporate social responsibility, corporate restructuring and firm's performance, in , Berlin, Springer, 2009.