Belonging Creative Writing Essay

Frame the story with similar characters/ setting/ symbol /comment at beginning and ending Use a limited time frame = sense of urgency (24 hours, one morning, a season, a term, an interview) exploding a moment – 15 minutes Use a single context or setting Explore no more than 2 main ideas re belonging Focus on moments and feelings Have a ‘twist’ at the end Show don’t tell (‘She smiles’ = belonging, without further comment() Use flash backs and flash forwards ie non-linear stories Objects as symbols (eg red hair, ragged appearance show exclusion) Challenge assumptions about belonging (a character responds to exclusion by engaging with situation) Challenge or play with stereotypes (lack of education does not mean lack of intelligence or ability) Use a comment by omniscient author (to reinforce or cast doubt on a character’s actions or attitudes) Multiple voices & perspectives, / points of view-Switch between characters w. opposing pov. Do not start every sentence with â€Å"I† if using 1st person narrative Distinctive voice – to maintain consistent language or idiom of  the character is essential Use sophisticated language – some 3 and 4 syllable words AND PLEASE: no ‘dying’ stories, designed to elicit sympathy! DO reflect and practise – Read short stories for ideas -PLAN, PLAN – your beginning and ending – FRAME IT LANGUAGE: For description of events, characters, places, give details and use: Sensual imagery -size, shape, texture Smell, touch, sound & vivid, sophisticated expression Avoid -Bland, overworked, clichà ©d vocabulary Mixing tenses in verbs (either present or past tense) s CREATIVE WRITING ON THE CONCEPT OF BELONGING Selecting a topic on belonging that deals imaginatively with identity, experience, relationships, acceptance, understanding links with people, community or the larger world writing imaginatively means writing in a way that is different to the everyday familiar images. but, avoid being philosophical. Show your ideas on isolation through events, actions of characters and dialogue. write about a topic with which you are most familiar but finding unusual and fresh ways to think about it and describe it. The first paragraph must engage the reader. Show – don’t tell. For example, it is better to describe a scene, something like, â€Å"I trembled with an expectation that the dark shadow in the moonlit window was inside the room† rather than to say â€Å"I was afraid†. Write metaphorically. For example, â€Å"A tiny green seed was planted in my mind and since green is the colour of fertility and growth, the idea sprouted and grew taller than the beanstalk.† Use Language features to create visual, auditory, tactile and olfactory imagery. Similes- The wind tore at her face, like an angry tiger. Strong verbs – tore, crashed, gurgled Metaphors – A tiny green seed was planted in my mind. adverbs and adjectives – briskly, gruffly Point of view – a perspective from which the story is told. A character in the story or, for example, a pair of ballet shoes use of first person â€Å"I† for the audience to become engaged use of third person, â€Å"he, she, they† for sustained story telling. Tense the present tense provides a strong sense of immediacy past tense works well for most stories a story set in the future is more difficult to achieve a story told in flashback, starting from the ending, looking back on choices that brought the character to this point – sometimes works well if it is brought back into the present with skill. Expression – use clear English with correct spelling and fluency of expression. Use the ‘s and contractions (I’m, don’t) correctly. Use a Thesaurus to broaden your range of vocabulary: Choose words that accurately describe a situation. For example a disaster – crash, panic, caution, explosion, destruction, crisis. Structure include dialogue – conversations between characters to develop the character, personality, motivation or attitude – only essential details should be included. punctuate direct speech correctly. For example, â€Å"The river moved,† she said, â€Å"I don’t recognise this place.† Always write on a new line when quoting direct speech. introduction – engaging and interesting, for example, begin with a single word or short phrase correct paragraphing – use a new paragraph for each new idea, change of place, time or focus. link paragraphs to each other vary sentence lengths to help change tone and add interest. conclusion should provide a resolution for all the problems or issues in the story which may be surprising or unpredictable Avoid boring introductions. clichà ©s – expressions that are familiar, repeated over and over and therefore lacking in freshness. For example â€Å"run of the mill†, â€Å"true blue Aussie†. unnecessary dialogue. being philosophical. Show your ideas on isolation through the events, actions of characters and dialog. CHECKLIST-Quality writing – aim to have your story stand out Opening – original / innovative Ideas – engaging, interesting, different, unusual Language techniques – similes, metaphors, adverbs, adjectives Structure – paragraphing, varied sentence lengths, range of punctuation Clear link / response to the question Conclusion – surprising / unpredictable PRACTICE WRITING TASK Using an event as a trigger for ensuing action, conversation, conflict. Task: Write a ONE PAGE narrative involving three people where character is revealed. The theme is belonging. The cup smashed. (This is your opening sentence.) 1. Continue this as a narrative. Imagine 3 characters: describe them. (Include, detail, adjectives, strong verbs and similes.) 2. Imagine a setting. Describe it. 3. Write the ensuing conversation. Complete the story showing subsequent events and choices made by the characters. (1,2 and 3 may be done in any order. ) 4. Provide a resolution of some sort, whether satisfactory or not for each character, perhaps unexpected. Do NOT use words to denote emotion or attitude such as angry, rude, annoying, bored. Instead – through their actions and words only, have the characters reveal their personalities, attitudes and values. Note the way these traits are revealed in the lines below (after the trigger event): Trigger event: A faint noise began rumbling high up in his bony throat beneath the pure white hairs of his old man’s beard. †¦ Nurse Truman squatted down beside the old man. Mrs McDonald glared at her like a kookaburra confronted with a black snake in its nest. Sister Carr folded her arms. Here, we see that one character is sympathetic, one angry and one does not wish to be involved. Yet, this is only implied or shown through body language and use of strong verbs, not stated outright.

The Facts and Fictions of the Salem Witch Trials

The idea of witchcraft has been a controversial topic since the begging of time however, witchcraft became better known in 1692, with the begging of the Salem witch trials. Many stories have been written about the Salem witch trials. Some are found in journals, other stories are exaggerated from those journals. The comparison of historical facts and the play the Crucible are the perfect example of an exaggerated actual event. During the Salem witch trials, Tituba was asked to make a â€Å"witchcake† in order to figure was afflicting Betty Parris. She was later accused of witchcraft by Betty and Abigail Parris. Betty and Abigail Parris were the first to be afflicted. Actual symptoms consisted of violent physical tantrums. Rebecca Nurse was hung on July 19th , John Proctor on August 19th, and Martha Corey on September 22nd. Tituba brought stories of voodoo and other supernatural events from Barbados. This alone compelled the girls to take part in harmless fortune-telling. Mrs. Parris was alive during the incident and died in 1696, four years after the incident. The Parris family consisted of Mr. and Mrs. Parris, Betty, Thomas, and Susannah, Abigail was only â€Å"kinfolk†. After the trials Betty was sent away. Tituba was acutally an Indian woman who had a husband named John and a daughter Violet. She was also tortured for a long time before she confessed. John was actually 60 and a tavern keeper. Elizabeth was is 3rd wife. John had a daughter that was 15, a son that is 17, and another son that is 33 from a previous marriage. Mary Warren was 20. The adultery between Abigail and John is unlikely to occur as they lived far from each other and Abigail never worked for them. Rebecca Nurse was considered least likely to be a witch- she was seen as saint-like. The Nurses were not extremely respected because they owed money. Martha Corey was accused of witchcraft and didn't enter a plea. He was pressed with stones in an attempt to force him to plea either was, but he refused. In The Crucible, Tituba was accused of leading 6 girls into the forest to cast spells and charms by a wild dancing ritual. Ruth Putnam was the first girl to be afflicted. The only symptom of bewitchment was not being able to woke from a deep slumber. John Proctor, Rebecca Nurse, and Martha Corey were all hung on the same day. Mrs. Parris has been dead for years and the family consisted of Betty. Mr. Parris, Abigail, and Tituba. Betty was present for the trials. Tituba was a single and didn't have a family as a slave. Tituba confessed quickly. John Proctor is young and is a farmer. Elizabeth is his only wife. John Proctor only has 2 young sons. Marry Warren was 17. John and Abigail committed adultery. Abigail worked for the Proctor before Mary. The daughter's named Ruth Putnam. Ruth was the only child of 8 the survive. Both of the Nurses were deeply respected and revered. Giles Corey was executed for refusing to reveal the name of a witness. But, none of this really occurred during the Salem Witch Trials. In my opinion, The Crucible reflected a lot of what happened during the Salem witch trials, but I feel like Arthur Miller exaggerated the historical facts. Miller changed the people's lives. I think he intentionally changed the story like that to make it more interesting, but he changed it just a little to much.

Summary and Assessment

Lesson 04. 07: Summary and Assessment using the Four Steps to Gang a Great Speech, write and deliver a speech presenting your Personal Brand Statement to a City Council. 1 . Complete the Speech Planning Gulled 2. Write a two- to three-minute speech using the notes you organized In the Speech Planning Guide. 3. Submit your notes and your written speech (two to three paragraphs) to your instructor. 4. Rehearse your speech. Speech Planning Guide Your local city council wants a student to share something he or she has learned in school.They want you to give them a two- to three minute speech about your Personal Brand Statement. Use the Brand Guide you created In Lesson 04. 04 as a reference when organizing your speech. Know your audience. To learn about your audience, you created a short questionnaire they filled out. Here are their responses: Length of speech: 2?3 minutes Location of speech: City Council Meeting, City Hall, Room 305 Number of people in audience: 10 What topics should I address?We are interested in what you have learned in your leadership class. Please address the following topics: How have you used your Personal Brand and open communication skills In your daily life? You created three targeted brand statements. Which of the three brand targets Is the most challenging for you, and why? (For example, your family, teachers, or friends could be some of your targets. ) What recommendations would you give to those who want to improve their PersonalBrand? Outline Your Presentation. Outline your entire presentation, from start to finish. This means that you should be clear about what your primary message is and create a plan to present your argument, or point of view, step by step. What topics should I address? Introduction Stories or examples to support your point Evidence to support your point A call to action, or an appeal to the audience to do something new or different as a result of your presentation. Conclusion

Special Interests Essay Example | Topics and Well Written Essays - 1750 words - 2

Special Interests - Essay Example These interest groups lobby the members within legislative bodies so that the work domains are bolstered for the sake of the political parties. They play their role at bringing about those politicians to power who will understand their cause and hence have a sense of empathy for what they are raising their voice for. These interest groups also carry out secret activities so that certain work areas can be targeted. Having said so, these interest groups have the knack of competing within open propaganda areas where such campaigns are an everyday norm. Since the discussion centers on these interest groups, the need is to comprehend the different types of these interest groups. Firstly, there are the economic interest groups which take into account the varied trade unions, the diverse chambers of commerce and industries and a few other religious groups. These interest groups also bring with them some professional associations which include within them skilled workers like doctors, archit ects, lawyers and other professionals who are making their mark. The third type is comprised of the public interest groups which includes individuals who are essentially the friends of the environment and are playing their dire role within the uplifting of the living standards of the people. The fourth and last is a special interest group which is more of a subgroup which forms under the auspices of a larger group and has a much narrowed down interest area. It is a fact that these interest groups attempt to do their best in terms of defending the status quo as well as to sustain the same over a time period. For this reason, these interest groups are held in separate vein from the pressure groups which exist within the fore of any society in this day and age (Wilcox, 2005). Since these interest groups have a particular definition behind their institution, their supporters openly raise their voice every now and then. They believe staunchly in the existence of these interest groups whi ch is an interesting proposition since they represent these interest groups and would go to any limit to tell people to come and join a common cause. For this reason, some people believe that these interest groups are instituted to serve a hidden agenda, which may or may not be true at all times. This is because their mannerisms are quite strange to state the least and hence many opinions do come about by the people within a community or society concern (Cigler, 2011). To quote a couple of examples, some of the more renowned interest groups include the ASH which serves as a legal action arm within the nonsmoking community. It aims to bring or join within different legal actions that concern smoking as well as guaranteeing towards the fact that the voice of the nonsmoker is always heard loud and clear. The nonsmokers’ rights movement is taken care of by ASH in essence. In addition, GLAAD promotes and suggests an equality basis in terms of fair, accurate and inclusive depiction of people as well as events within the different media forms (Pallotta, 2012). The mission behind GLAAD is to do away with homophobia and discrimination basis towards sexual orientation and gender identity. 2. Discuss the relationship between interest groups and political parties. The relationship that exists between interest groups and political parties is a source of inspiration as far as the undertakings of the interest groups

Low cost carriers Essay Example | Topics and Well Written Essays - 3000 words

Low cost carriers - Essay Example In this paper, an article published in the air transport management journal discussing the airport choice factors considered by low cost airlines in Europe will be evaluated while relating the relevance of the practice to tourism and hospitality. The passenger attitude determines the success level and indices of any project introduced into the market and thus the success of such a project in the end. An article published in the same journal on a case study conducted to evaluate the perception of passengers on low cost airlines and full service carriers will be evaluated. Articles on low cost carriers According to Smith and Potter (2005), the success of the low cost carriers, an increasingly significant means of transport in Europe, is influenced by the choice of the airport. This determines the success or failure of the airline with the increasing competition in the airline industry put into consideration. The authors thus conducted a survey of eight European airports to ascertain th e influence they have on the success of the different low cost carriers that uses its runways. The significant growth in the number of low cost carriers in Europe who are known to use regional or secondary airports has increased the competition among different airports that agitate to secure their services. This competition has been exploited by the low cost airlines to demand for reduced service cost thus enabling them to reduce their services tremendously and fit the budget of majority consumers. With the increasing competition for the low cost airlines by regional airport, most of these carriers have been enabled to put a number of factors into consideration when choosing the best airport to use. A number of factors are shown in this paper to influence the choices made these airline carriers when choosing the airport of choice. Ryanair, one of the main low cost airline companies in Europe has a number of considerations that it makes when choosing the airport of choice. These fact ors include the airport charges that each airport levies, the ability of the carriers and the planes to make a quick turnaround, presence of simple terminals and rapid check-in facilities. The availability of good passenger facilities and accessibility influences the attitude of the passengers when the airline company thus considers choosing the best airline and it. According to this evaluation, Smith and Potter (2005) generated from their study the impact that an airport catchment area has on the choices made by the airline companies. Regional or local airports that are located in areas where the demand for low cost carriers is high is considered highly by low cost airlines as this translates to increased passengers available to use the airlines. The services offered by low cost airlines fall under a specific niche and thus making low cost airlines sensitive to airports with the potential demand for their specific niche of services. Slot times for takeoff affects operation of an ai rline especially the low cost airline thus making it an important consideration for LCCs when choosing their airport of choice. Airports with convenient takeoffs, landing and turnaround schedules attract the services of most low cost airlines in Europe as compared to other airports that do not. Such slots must also be readily available during the day for the planes to enable the LCCs maximize fleet utilization. The fees charged by the

If time travel were possible, to what time period and place in history Essay

If time travel were possible, to what time period and place in history would you return to live Give reasons for your decision to live in this period and locat - Essay Example It is during this time that one of the world's greatest writers originated, William Shakespeare. It was not only an era of romance but also one of reality. The poor of the country were treated well and their well being was thought of. Even though peace was not absolute but it was general. When Queen Elizabeth inherited the throne, the country was bankrupt. It was her policies that restored some of the huge debts that the country was under and increased prosperity. In terms of economic development, the first stock exchange was developed during this period by Sir Thomas Gresham. Before this period, witches were prosecuted and torture was common for all types of crimes. Once Elizabeth came to power, such events became rare, although they did take place but not on such a scale to be noticed. There was much research in science and technology. Most of these achievements were in the field of navigation. There were many small and insignificant inventions as well. Bottled beer, one of the things we take for granted was invented during this era in 1568. Among other things were the flush toilet, knitting machine, telescope, pencil and pocket watch. The first time the English tried to settle in North America was during this era. Women were brought up to believe that they were inferior to men and that their job was to obey the men in their household.

Assay Essay Example | Topics and Well Written Essays - 500 words - 2

Assay - Essay Example f— the dealing is otherwise authorised by regulation†, and the Regulation specifies when authorization becomes limited in provisions Chapter 2, Part 2, paragraph 4 where it indicated that â€Å"[1] a health professional’s authorisation is subject to any condition or restriction to which the health professional is subject to under the Health Professionals Act 2004 (see s 20); [2] the authorisation of a person to prescribe a medicine is subject to any restriction included in sch 1 in relation to the person (see s 30 (1) (b))†. The Medicines, Poisons, and Therapeutics Act of 2008 is an act which defines medicines and other substances which are within the authority of the pharmacist to dispose. It also provides for the responsibilities of the pharmacist in the proper dispensing of the medicines and his criminal liabilities for improper dispensation of these medicines. The act also defines prohibited and regulated drugs and how the pharmacist is required to dispose of these. This act has a great impact on the pharmacy practice because it helps guide and regulate the proper dispensation of medicines—whether these be regulated or not. It cautions pharmacists to be more vigilant in their duties as health care professionals. The Medicines, Poisons, and Therapeutics Regulation of 2008 is a regulation made under the Medicines, Poisons, and Therapeutics Law. It is a guideline made under the principles and acts laid out by the law to help authorities implement the provisions of the act. It also prescribes the proper procedures that the pharmacist should follow in dispensing medications, especially regulated and controlled substances. This act greatly impacts on the pharmacy profession because it helps the pharmacist be better informed about what he can and cannot do under the law. The Public Health Act of 1997 sets the laws for the protection of public health and the prevention of diseases. It defines and describes the health authorities tasked with

The Market Position of Pret a Manger Essay Example | Topics and Well Written Essays - 1500 words

The Market Position of Pret a Manger - Essay Example Prà ªt is the highly admired brand in the UK, and it understands well the main loyalty drivers for its target market, as well as has developed the marketing strategies required to keep it at the top position and have the competitive advantage   From this, we realize that Pret generates twice more revenue from every store compared to Eat and Starbucks. This may be because it gives more food offers as compared to EAT.It also speeds up its sales as shown, compared with Starbucks, the customer's services are somehow low so they can even wait for more than ten minutes before they are served   Prà ªt targets the town centers since its shops are in the urban centers, this targets the middle and upper-class clients. Those who come from the offices and the towers, as well as the businesspersons. Such group demand quality, and variety of goods and products, that Prà ªt is able to deliver instantly. Currently, there are many opportunities for Pret at the city center, where it receives the wealthy tycoons as the target customers.   The case study indicates that the products are tangible and identifiable. Every product can be identified by the description. Therefore, Prà ªt has the unique products that are full of baguettes, coffee, soup, and salad. It also prepares desserts, and Muffins, which are part of the American variety. They also produce noodles and sushi. They also have the options for vegetarians such as roasted vegetables, hummus wraps among others. In the marketing, it produces the foods that are fresh that consist of natural ingredients. They keep their food fresh on the day of selling in the shops. Their packing is also attractive in that the foods cannot be contaminated or be affected.

The Mikmaqis people and their culture Essay Example | Topics and Well Written Essays - 500 words

The Mikmaqis people and their culture - Essay Example This was a touching revelation for the class that showed the potential the community holds. However, the most important aspect for the class tour had to do with potential of the Mi’kmaq as a tourism asset. Our first visit was to the heritage park at the University. Mr. Tuma was very interactive with the class during the tour, stimulating conversation through abstract questions about how tourism for the heritage park and how we saw it. He used an anecdote about marketing the heritage park to a Saudi Arabian, which pushed us to think critically about the issue. On the surface, most students could not think of how this could be done, especially since there is not a lot in common between Saudis and Canadians, let alone Canadian Aborigines. The reverse was also true; we thought so since marketing Saudi Arabia to Canadians would be just as difficult. However, when Mr. Tuma began to talk about the authenticity of Aboriginal culture, we began to see the possibilities. The Mi’km aq Resource Center is a collection center for tools and other artifacts that were used by the Mi’kmaq, which helped us to learn about their culture, history, language, and general way of life. As student visitors, we were allowed to access the research papers and books about the Mi’kmaq that covered the culture and history of this native community, especially old newspapers that were availed to us. Mr. Tuma also told us that the books we were looking at were very rare and could only be found at the resource center.

Basic Elements in Behavior Essay Example | Topics and Well Written Essays - 500 words

Basic Elements in Behavior - Essay Example The main parts of human body include heart, the nervous system and the most important is the brain. The nervous system is the main route which helps to carry all the information to other parts of the body. It has always been a mystery that how a human brain works although many scientists have conducted many theories about it. Moreover it has now become evident that the first five years of a person’s life are the most important in the physical brain development. The human body contains a huge number of neurons. It is said that approximately one trillion neurons are required to control the human behavior. Neurons are considered as the basic elements of human behavior because they not only help in achieving our day to day physical activities but they help us to think, move, remember and feel all the emotions. They are just like chip in a computer which is used to transfer information from one part to the other. As it is believed that there is something inside our body which contr ols all the actions. This thing which controls our actions is called Neuron. (Feldman, 2009, p. 114). Neurons are just like other cells of the body. Their body consists of a nucleus which tells that how the cell will perform its functions. Moreover the neurons have the ability of transmitting information to other neurons having long distances.

Finding a New Advertising Agency Essay Example for Free

Finding a New Advertising Agency Essay It started with a pair of certified letters to MINI USA’s Woodcliff Lake headquarters in northern New Jersey in the summer of 2005. One of the letters was addressed to Jim McDowell, vice president and managing director of MINI USA, the U.S. division of BMW’s MINI automobile brand. The other letter was to Trudy Hardy, marketing manager for MINI USA and a direct report to McDowell. Both letters were from Scheid, Roberts, and Reicher (SRR),1 MINI’s advertising agency since 2001, and both arrived at their respective destinations at almost exactly the same time. From her desk, which was not in the immediate proximity of McDowell’s office, Hardy sat back in her chair and opened the letter without the knowledge that McDowell had just received a similar letter. Her thoughts and feelings as she broke the seal of the envelope and read the one-page letter partly confirmed previous suspicions but, nevertheless, included a sense of great disappointment and some hurt feelings. A rare event in the client-advertising agency relationship, SRR’s letter informed Hardy that they would resign the MINI account in order to pursue a larger account with a competing German automobile manufacturer. For Hardy, it was during the next few moments that the gravity of the event began to sink in. SRR had been the ad agency for MINI ever since the months leading up to the U.S. launch of the new MINI Cooper, which was the first new car launched by the MINI brand since its acquisition by BMW several years earlier. In a time when the duration of a client-advertising agency relationship typically lasted for just about two years, the collaboration with SRR had been in her mind a productive one for almost five years. And in the same way that she believed the relationship had been extremely valuable  to MINI, it was also hard for Hardy to believe that the same did not hold true for SRR as well. In 2001, the MINI account stood as one of the first major SRR client wins when it was a start-up agency with fewer than 50 employees. SRR had now grown to more than 300 employees, and the launch of the MINI Cooper was an unquestioned success. In some ways, MINI and SRR had grown up together. 1 Although this case is based on actual events, Scheid, Roberts, and Reicher (SRR) is a fictional name for MINI USA’s advertising agency from 2001 to 2005. For simplicity, hereinafter, MINI is used as opposed to MINI USA. 2 The BMW Group maintained a general rule that each BMW brand have its own advertising agency. For example, SRR could not work for BMW and MINI at the same time. ________________________________________________________________________________________________________________ Professor David Godes prepared this case with the assistance of Research Associate Peter Wickersham. HBS cases are developed solely as the basis for class discussion. Cases are not intended to serve as endorsements, sources of primary data, or illustrations of effective or ineffective management. Copyright  © 2007, 2008 President and Fellows of Harvard College. To order copies or request permission to reproduce materials, call 1-800-5457685, write Harvard Business School Publishing, Boston, MA 02163, or go to http://www.hbsp.harvard.edu. No part of this publication may be reproduced, stored in a retrieval system, used in a spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise—without the permission of Harvard Business School. Hardy began to think of the task before her. In one sense, if she were the marketing manager for almost any other product, the selection of a new advertising agency might not have been such a critical task. But the MINI brand, in almost every respect, was unique—from the design of the car itself to the passionate owners of the car who, for example, often named their MINI Cooper as they would a pet or family member. MINI’s advertising since the launch of the Cooper had been highly unconventional, and although she had no immediate ideas of how to proceed in finding a new agency, Hardy knew that  the selection process would need to be just as unique. The BMW Group and MINI Mini History We went round the works, and I drove him at a hell of a speed—I’m sure he was terrified—but then he was so impressed by its road holding. We stopped outside his office. He got out of the car and he said, â€Å"Go ahead and make it.† — Alec Issigonis, head of design for the Morris Mini Minor (a.k.a, the Mini), conversation with Leonard Lord, chairman of British Motor Corporation (BMC), 19583 The twentieth century witnessed the creation of scores of automobiles, but it can be argued that only a handful of these cars transcended the others to become cultural icons. For some car enthusiasts, the short list of such cars might have included the likes of the Ford Model T or Volkswagen Beetle. For those living in the United Kingdom and Europe in the 40 years between 1959 and the end of the century, the Mini Minor and its descendants, including the original Mini Cooper, would almost certainly have been counted among them. The genesis for what was to become the Mini was attributed to Leonard Lord in response to the nationalization of the Suez Canal by Egypt in September 1956. Since it was thought this action might disrupt or restrict the shipment of oil from the Middle East, Lord commissioned Alec Issigonis to design a small car intended for those seeking frugal transport. The design requirements were few and simple: the ability to seat four people, use of a BMC engine, and an overall size smaller than that of current BMC cars. Issigonis formed a team of eight designers and engineers. In one of their first meetings together, Issigonis placed four wooden chairs on the workshop floor in two rows of two and asked four of his team members to sit in them. They then shuffled the chairs around on the floor until each could sit comfortably in a minimum of space. The rough dimensions were captured in chalk on the workshop floor; the passenger space required was to be at least 8 feet 9 inches long, Purchased for use on the MSc International Marketing, at Kings College London, Department of Management. Taught by Douglas West, from 12-Jan-2015 to 27-Mar-2015. Order ref F240566. Usage permitted only within these parameters otherwise contact [emailprotected] â€Å"Well, I guess they’re off to greener pastures,† he said in a matter-of-fact tone. After talking some more about the resignation, they soon turned their attention to finding a new partner. â€Å"Listen, I have total confidence in you to find our next agency,† McDowell assured Hardy. â€Å"It won’t be easy, but you know our brand better than anyone. The only catch is that we should probably have this nailed down before the end of the year, which means early December. Let’s talk more once you have an idea of where you’d like to take the search.† With those words, McDowell left Hardy’s office. In addition to its small size (and in some cases because of it), the design of the Mini contained several other notable innovations. It was one of the first front-wheel-drive cars, and its engine was mounted transversely so as not to contribute more than two feet to the overall length of the car. The wide spacing of the wheels allowed for more efficient passenger space, and thus more than 80% of the overall dimensions of the Mini were devoted to luggage and occupants. The design of the Mini also had some other unique consequences. First, the Mini’s simple layout made it easy for owners to modify the interior and exterior of the car; as a result, customization of the car became common. Second, its wide wheel spacing and low center of gravity made the Mini suitable for development of a racing variant of the car. An acquaintance of Issigonis, John Cooper, created the Mini Cooper in 1961 to be driven in rally races. The Mini Cooper was quite successful,  winning the prestigious Monte Carlo rally in 1964, 1965, and 1967. In all, around 150,000 Mini Coopers were produced. The mass-produced version of the Mini was a success in terms of unit sales. It also attracted a cult-like following. Each of the four Beatles owned a Mini as did Peter Sellers and many other famous British celebrities of the day. In 1995, the Mini was voted â€Å"Car of the Century† by readers of Autocar, a U.K. car magazine. BMW Acquires Mini Although the Mini was universally considered a success, the same could not be said for the succession of parent companies that owned the brand. In 1968, British Leyland was formed when BMC merged with the Leyland truck company. In 1975, British Leyland went bankrupt, and the company—with classic brands such as Jaguar, Rover, MG, Triumph, and Mini—was bought out by the British government. In 1988, the collection of surviving brands, now referred to as the Rover Group, was sold to British Aerospace, another nationalized company. Along the way, there were notable investments made in the Rover Group by other car manufacturers, including Honda of Japan, which owned approximately 25% of the company at one time. Yet, the greatest investment and perhaps the biggest surprise occurred in 1994 when BMW, the German luxury automaker with 1993 sales of $18 billion, acquired Rover and its brands, including Mini, for $1.2 billion. In the eyes of senior management at the BMW Auto Group (AG), the vision for the purchase of the Rover Group was to take the company into a new international era. Bernd Pischetsrieder, who was named chief executive officer of BMW AG in 1994, explained it this way: â€Å"The key to success is continuously changing your focus over the long term . . . in the ‘80s, we focused on enhancing the engineering process. The  key emphasis for the ‘90s is globalization of the entire business, including financing, product engineering, styling, designing, manufacturing, and sourcing.†4 Similarly, some industry analysts believed that BMW could not afford to compete solely at the luxury end of a maturing world car market. The acquisition of the Mini brand and the decision to develop the new MINI was seen as a solid strategy to offer less expensive cars without jeopardizing the integrity of the BMW brand.5 According to an analyst with Commerzbank, â€Å"By slightly modifying an existing brand, effectively ‘inserting’ a new vehicle into it, it avoids having to pay all the upfront costs associated 4 J. P. Donlon, â€Å"Honk if you are global (interview with BMW CEO Bernd Pischetsrieder),† Chief Executive, October 1, 1994. 5 BMW differentiated the new version of the Mini from the original by capitalizing all four letters when referring to the new model (i.e., MINI). 3 Purchased for use on the MSc International Marketing, at Kings College London, Department of Management. Taught by Douglas West, from 12-Jan-2015 to 27-Mar-2015. Order ref F240566. Usage permitted only within these parameters otherwise contact [emailprotected]  feet 2 inches wide, and 4 feet 4 inches high. Ultimately, once the engine and luggage space were added, the Mini was designed to be just 10 feet in length (Exhibit 1). MINI USA: Finding a New Advertising Agency (A)  with developing a new brand. The costs of brand building cannot be underestimated, as anyone at Daewoo would be quick to point out.†6 Not included in the deal to divest the Rover division, notably, was the MINI  brand as well as the manufacturing facility near Oxford, England. â€Å"We knew we had a winner there. Much to the chagrin of the British, we held onto it,† McDowell would say later. Educational material supplied by The Case Centre Copyright encoded A76HM-JUJ9K-PJMN9I Order reference F240566 Designing a New MINI The design and development of the new MINI in the mid-1990s was to some at BMW the embodiment of the larger struggle to integrate the cultures of Rover and BMW. Between 1994 and 1999, there existed two separate MINI design teams—one British and one German. The British-based Rover designers and engineers for much of that time envisioned a revolutionary design of the new MINI. One such MINI concept was unlike, the previous Mini in almost every way but was seen as a contemporary interpretation of Issigonis’ vision of building a small car with maximum passenger space (Exhibit 3). BMW’s designers took a more evolutionary approach in terms of design combined with BMW’s reputation for delivering high-performance, driver-oriented cars. On one night in 1998 at his home in Munich, Frank Stephenson, a BMW designer originally from the U.S., cast himself into the role of Issigonis, who was known for doodling designs of cars on the back of napkins. On a kitchen towel, Stephenson sketched a series of updated versions of the original Mini to reflect modern trends in design and new technology; see Exhibit 3 for a sample sketch.7 In the end, it was Stephenson’s design that would form the basis of the new MINI. The official launch of the MINI was held at the Paris auto show in 2000. During the show, senior BMW AG executives and Stephenson unveiled the new MINI to a rousing ovation. In explaining its design, Stephenson said, â€Å"The MINI Cooper is not a retro design car, but an evolution of the original. It has the genes and many of the characteristics of its predecessor, but is larger, more powerful, more muscular and more exciting than its predecessor.†8 Two production models were to be launched in the U.K. (its historical home) in July 2001: a base model called the MINI One and a more upscale MINI Cooper. A sportier MINI Cooper S was to be launched soon thereafter in the U.K., and both the MINI Cooper and MINI  Cooper S were scheduled for launch in the U.S. as well as other parts of the world in early 2002. Even though the first MINI Coopers were not scheduled to arrive until early 2002, work was well underway in 2000 to establish an organization to support  the launch of the MINI in the United States. MINI USA was established as a division of BMW of North America LLC and would share the same headquarters in Woodcliff Lake, New Jersey, as its parent organization. Jack Pitney was named general manager of MINI USA, a unique distinction for someone with a marketing background as opposed to automotive engineering, manufacturing, finance, or sales. Kerri Martin was appointed MINI’s marketing communications manager. Trudy Hardy was also recruited in 2001 as brand communications manager of MINI, reporting to Martin. The MINI USA headquarters organization was designed to be small (fewer than 25 employees), nimble, and highly creative. From the start, the credo of the organization appeared to be, â€Å"If another car company might take the same approach, MINI ought not.† Martin, for instance, was commonly called by the title â€Å"keeper of brand soul† instead of marketing manager. Work proceeded quickly. By the end of 2000, www.miniusa.com was live and already receiving hits. As with the MINI USA headquarters organization, the existing BMW infrastructure was utilized to create a network of U.S. MINI dealerships. Nevertheless, in a similar fashion, great lengths were taken to establish MINI as its own brand. Approximately 70 dealerships in 31 cities were renovated to add an exclusive MINI showroom under a separate marquee. In total, across all U.S. dealerships, first-year MINI sales objectives were expected to be 20,000 units, an amount Pitney viewed as aggressive but within reach. Base retail sticker prices for the MINI Cooper and MINI Cooper S models were set at about $18,000 and $21,000, respectively, including dealer shipment fees. Additionally, leveraging the history of customizations to the original Mini, each model carried an extensive list of optional equipment and exterior color schemes. For instance, the car roof alone could be painted at the factory with one of more than 10 color schemes, including a black-and-white checkerboard pattern as well as an image of either the Union Jack or American flag. Early expectations were that the MINI Cooper S would capture approximately 80% of sales due to its larger engine and better acceleration. Depending on the amount of optional equipment selected, the total price of a MINI Cooper S could exceed $25,000. Given its design and price range, plans were to position the MINI Cooper as a premium small car—something that MINI saw as a new market niche. This was especially true because the MINI Cooper was smaller and more expensive than some of the better-established compact cars made by Honda, Toyota, and Nissan. Initial MINI marketing materials and media reports from auto shows portrayed the MINI Cooper as a â€Å"fashionable accessory to an affluent, urban-hipster lifestyle.†9 However, early market research also indicated that the target market for the MINI was not limited to a specific demographic group or socioeconomic class but rather was more of a lifestyle choice or mind-set. For example, in surveys conducted before launch, potential MINI buyers in the U.S. described themselves as â€Å"young at heart† or â€Å"free spirited,† a finding that was consistent among both young as well as older age groups. Moreover, the potential MINI buyer appeared to be less concerned by the opinions of others and was independent minded. MINI and BMW AG drew a number of conclusions from this initial research. First, it was decided that further research should closely examine the psychographic factors associated with the purchase of a MINI, since the most fervent of potential MINI buyers seemed to have a common mind-set about the car, which was something that Pitney and others hoped to explore in greater detail. Second, the research confirmed to them that, unlike the original Mini, the new MINI should not be marketed as a car for the masses but instead to a particular segment of car buyers. Third, although it created 9 Suzanne Vranica, â€Å"Cool Mini Cooper Prepares for Relaunch,† The Wall Street Journal, February 14, 2001. Pitney and Martin thus recognized the importance of selecting an advertising agency with experience in nontraditional advertising such as promotional events, online advertising, and direct marketing. None of the large advertising agencies known for television advertising were invited to pitch the account, a decision that many industry observers viewed as bold and against the grain. DaimlerChrysler’s Chrysler Group unit, for example, had recently consolidated its $1.5 billion ad account at Omnicom Group. MINI also decided to base part of the compensation of the ad agency on the collective opinions of its dealers, something that was unique in advertising. Following a fourmonth review, SRR was selected as MINI’s agency of record. A separate firm, Circle.com, was selected to handle their online technology strategy and customer relationship management (CRM) duties. Although MINI would not disclose it publicly, the MINI account was valued at about $25 million per year in term s of total marketing spend, a relatively modest size for an automotive client. Let’s Motor: The U.S. Launch of the MINI The U.S. Launch Campaign (2001–2002) By July 2001, in the eyes of Pitney, Martin, Hardy, and the rest of the MINI team, both the marketing strategy and the creative focus of MINI’s U.S. launch (scheduled for March 2002) were taking shape. Moreover, they felt that the desire to do things differently at MINI had been taken to a whole new level. Most significantly, the marketing team had decided not to use any television or radio advertising as part of MINI’s launch, an industry first for what was essentially an entirely new automobile brand in the U.S. market (it had been almost 40 years since the original Mini was sold in the U.S.). Instead, a phased approach using print and nontraditional marketing techniques was developed. During August and September 2001, MINI’s focus was  to build brand awareness primarily through print advertising in magazines. The tagline for the ads was â€Å"Let’s Motor,† a theme developed by SRR and that would be carried throughout the launch campaign in 2002. The use of the word â€Å"Let’s† at the beginning of each ad was intended to create a feeling of inclusiveness, and the tone of the ads was intended to be friendly and funny. For example, one ad read: â€Å"Let’s not use the size of our vehicle to compensate for other shortcomings. Let’s Motor.† Another began, â€Å"Let’s put away the middle finger.† In addition to initial print advertising in magazines such as Autoweek, SRR developed The Book of Motoring, a 5-inch by 5-inch glossy booklet designed to convey exactly what it meant to be a motorer. â€Å"How is motoring different from driving?† it posed to the reader. â€Å"Physically, they’re the same process . . . the difference is in the mind of the operator . . . when you drive, you go from A to B . . . when you motor you go from A to Z . . . it’s all about living . . . nobody can tell you when you’re motoring . . . you just know.† The book also suggested that motorers pay the toll for the car behind them or feed parking meters if they see a meter maid coming. â€Å"Motorers look out for one another,† the book said. The Book of Motoring could be obtained through BMW dealers or the MINI USA website. In October 2001, in addition to continued print advertising, the SRR and the MINI marketing team designed a series of promotional events and publicity stunts to create additional buzz for the brand. Purchased for use on the MSc International Marketing, at Kings College London, Department of Management. Taught by Douglas West, from 12-Jan-2015 to 27-Mar-2015. Order ref F240566. Usage permitted only within these parameters otherwise contact [emailprotected]  challenges for the manufacturing team in Oxford, England, it was clear that the target market would likely seek to make their MINI unique by adding optional features and color schemes. Finally, it also became apparent that limiting their advertising to traditional media such as television and radio would not be cost effective, since the MINI itself was not a mass-market car  and since its potential buyers seemed less interested in being part of the mainstream. In one example, for a Formula 1 car race in Indianapolis, MINIs were secured to the top of three fullsize sport-utility vehicles and were driven to the city from other parts of the U.S. carrying signs that read, â€Å"What are you doing for fun this weekend?† The same MINI-toting SUVs then toured some 24 U.S. cities (Exhibit 4). When curious onlookers asked about the car, representatives were instructed to give them a card that said â€Å"Coming to America† and directed them to the MINI USA website. Sporting events were also used as venues to promote the car. For instance, a MINI was placed in the stands of an Oakland A’s baseball game and in the Superdome for a Monday Night Football game (Exhibit 5). As part of this promotion, during the game, the announcer did a series of â€Å"callouts† that drew the attention of the fans in attendance to the MINI. As one example, he announced: â€Å"To the gentleman in Section 101, you’ve left your lights on.â €  When the in-stadium camera focused on the MINI in Section 101, its lights flashed and then shut off. This particular promotion also played a role in the firm’s attempts to anthropomorphize the MINI. When the official launch of the MINI Cooper began in March 2002, MINI and SRR continued their grass-roots marketing efforts and print advertising in combination with outdoor advertising using, most notably, billboards, which they felt were underutilized by other car brands. In all 45 markets where the new MINI was to be sold, teaser billboards were posted on the day that showrooms were opened. Instead of displaying the car or its logo, the billboards only included the company’s website, miniusa.com, and a single line of text. One billboard read, â€Å"XXL XL L M S Mini.† Another read, â€Å"The SUV backlash officially starts now.† Then, in April, a new series of  billboards were rolled out that included a photo of a MINI, the MINI logo, and the â€Å"Let’s Motor† tagline. Slogans included, â€Å"Let’s Sip Not Guzzle,† referring to its above-average fuel economy. The outdoor advertising was taken to the extreme in cities like New York, where a skyscraper was wrapped to represent the car’s two-tone paint job and a 29-foot-by-125-foot billboard was erected in Times Square. Though typically considered a traditional medium, print advertising was used by MINI as nontraditionally as possible. In late 2001, for instance, executives from 35 magazines were invited to MINI’s headquarters to brainstorm unique ways to market the new MINI in print. One noteworthy outcome of this session was a proposal to use the margins around news stories to hold advertisements. At launch, the â€Å"cornering ads,† as they were called, were run in six magazines, including Rolling Stone and Motor Trend. The ads said, â€Å"Nothing corners like a MINI† and contained a photo of the Mini Cooper S cornering the one-inch margin of the magazine page. Other aspects of the launch campaign included the following (Exhibit 6): †¢ More than 6 million magazine inserts of an abridged version of The Book of Motoring †¢ A series of MINI-inspired cartoons featured in The New Yorker magazine †¢ Other magazine inserts including an unscented MINI-shaped air freshener and a pullout car game. Another insert allowed readers to customize the car using peel-off stickers; accessories such as wheel covers, blowers, and racks could be placed on a photo of a MINI in the ad. In total, more than 30 million magazine inserts were published in magazines ranging from Car and Driver to Vanity Fair. The MINI organization was very  happy with the creative output of SRR. â€Å"Conceptually, just about every one of their ideas was spot on,† Hardy said. â€Å"Besides the fact that they really ‘got’ the brand, they also made sure that the ideas they showed us were fleshed out and developed. This extra effort on their part really made it easier for us to react to the ideas and to give them meaningful feedback so we could work together to make them come to life.† MINI and SRR planned to explore other advertising media as 2002 wore on, just not television. Rather than use TV advertising, for example, MINI opted to sign a deal with National Cinema Network, a movie theater network, to show 30- and 45-second advertisements on roughly 2,000 screens in five cities. 7 Purchased for use on the MSc International Marketing, at Kings College London, Department of Management. Taught by Douglas West, from 12-Jan-2015 to 27-Mar-2015. Order ref F240566. Usage permitted only within these parameters otherwise contact [emailprotected] By the close of 2002, there were several reasons for MINI and SRR to celebrate. Most obvious were the year-end MINI sales figures, which indicated that 24,590 units had been sold in a little over nine months. At that pace, first-year sales were projected to total over 30,000 units. In addition to the strong sales figures, a consumer survey indicated that brand awareness for the MINI among the carbuying public was 25%. A survey indicated that 75% of MINI buyers had read or heard about the MINI through  public relations and Internet exposure before the official launch advertising actually began in March 2002. The launch campaign also earned both MINI and SRR a significant number of awards, including Adweek magazine’s 2002 Guerilla Marketer of the Year and 2003 Media Plan of the Year honors, the 2002 Kelly Awards Grand Prize for Outstanding Magazine Advertising, and two 2002 Cannes Media Lion prizes. SRR also won the Best of Show Award and an award for innovation in marketing at the annual One Show awards, a prestigious event sponsored by the One Club for Art and Copy in New York. At the same awards ceremony, MINI USA received the Advertiser of the Year Award. Pitney was named one of two Automotive News Marketers of the Year (the other was awarded to Jim McDowell, vice president of marketing for BMW of North America). In January 2003, the MINI was selected as the North American Car of the Year by the same publication. The MINI Cooper and MINI Cooper S were selected as finalists for the Motor Trend Car of the Year as well. The Creative Work Continues (2003–2005) By all accounts, the relationship between MINI and SRR was felt by both sides in 2003 to have been a highly productive collaboration to that point. â€Å"Each day we came to the office thinking that we had one of the best jobs in the world. In a sense, SRR was just part of the family. We’d interact and debate ideas on a weekly, sometimes daily, basis,† Hardy described. â€Å"It was a close working relationship.† Over the next two years, MINI’s strategy of using primarily nontraditional advertising in combination with print and outdoor advertising continued, as did SRR’s ability to develop unique creative material in support of this strategy. One magazine campaign featured punch-out, assembleable versions of the MINI Cooper built on a 1:56 scale. About 4.4 million inserts were created, featuring two cars with different combinations of accessories, and came complete with assembly instructions; both cars became collectors’ items. In another campaign, consumers could pull out MINI cartoon-character decals from magazines. The stickers came eight per sheet and were designed to drive buyers into dealerships for a ninth sticker. Approaches like this one were well received by dealers, including Wayne Youngblood, general  manager of Motor City Mini near Detroit. â€Å"I’m thrilled with it; MINI marketing is quirky, fun, and it delivers customers that match the vehicle perfectly,† he said. â€Å"In my 30 years in the business, there has been no other product that commands as much excitement or attention as MINI.†10 Sales of the MINI Cooper continued to climb (Exhibit 7). In 2004, a MINI Cooper convertible was added to the model lineup. Changes would soon be underway, however. In March 2005, Martin announced that she was leaving MINI to become director of market development for Volkswagen of America, a company known for spending about $500 million annually in North American advertising. Around the same time, Pitney and McDowell made the unique decision to switch jobs as general manager of MINI USA and vice president of marketing for BMW of North America. But the ultimate surprise was SRR’s resignation of the MINI account in order to become the agency of record Purchased for use on the MSc International Marketing, at Kings College London, Department of Management. Taught by Douglas West, from 12-Jan-2015 to 27-Mar-2015. Order ref F240566. Usage permitted only within these parameters otherwise contact [emailprotected] for Volkswagen. By then, Hardy had assumed Martin’s duties as head of marketing, and one of her first challenges was starting over and finding a new advertising agency, which would not be easy given the unique relationship that MINI enjoyed with SRR. Advertising Agencies With each passing year of technological advancements, it was apparent to MINI and others that the foundations of any advertising firm—creativity and the ability to deliver creative content in a variety of media—were becoming less and less the exclusive domain of bigger advertising firms with extensive production staffs. Consequently, it was possible for a one- or two-person shop to perform the same creative services as a large, multinational advertising conglomerate with billions in revenues such as Omnicom, WPP, Interpublic Group (IPG), and Publicis. Advertising firms in 2005 could be categorized into either of these two groups, but a third group also existed. The â€Å"independents,† as they were called, were privately owned firms with anywhere from about 10 to 300 employees. As was the case with SRR, oftentimes these firms were started by young, entrepreneurial advertising professionals looking for creative freedom or autonomy following stints at one or more o f the publicly held multinational firms. Seen by some to be a competitive response to the growth of the independents, consolidation was a significant theme in the advertising industry during much of the 1990s and early twenty-first century. Over this period, the major holding companies appeared intent on expanding market share in order to gain economies of scale, diversifying their revenue streams, and serving clients as a one-stop shop while growing into large, multinational players. In 1993, for example, the top three agency holding companies captured a 36% share of the market. By 2003, this figure had increased to 50%.11 The increase in market share was largely achieved through acquisitions of independents and smaller holding companies, with the bulk of these acquisitions occurring from 1996–2001. One holding company, IPG, acquired 240 companies during that period. Another significant industry theme was the shift in agency compensation over the past decade from commissions to fee-based compensation. Traditionally, advertising organizations had been paid at a set percentage of an advertising budget for the creative work on an account; this percentage was  typically in the 12%–15% range but could be as high as 20%. A major criticism of this compensation system was that it did not align the agency’s pay with the success of a particular campaign or with the amount of work required to create the campaign. The fee-based system (or FTE model) charged production fees and employee hours along with a standard profit margin (e.g., 20%) for the advertising firm. In 2005, it was estimated that 80% of all advertising clients had moved away from commission-based compensation structures to enter fixed fees or a combination of fee and incentive compensation.

Benefits Of Text Messaging For Children Essay Example for Free

Benefits Of Text Messaging For Children Essay It turns out that text messaging positively affects a childs literacy and, in fact may even improve it, according to a new study conducted by a Coventry University in Britain. The University researchers involved a group of 88 children between the ages of 10 and 12, for their study. Their goal was to figure out what are the effects of text messaging on childrens communication skills. All the kids were given 10 different scenarios and were asked to write text messages about them, describing each situation. The textisms were divided into categories such as shortenings, contractions, symbols, acronyms, and non-conventional spellings, and examined for the use of the language in comparison with the school performance. When the researchers compared later the number of text messages being used, with a different research that focused on the reading ability of children, they discovered that those kids who used more textisms turned out to be much better readers. The follow-up study and its preliminary results revealed that textism rather improved literacy than had a harmful effect. The alarming warnings in the media are based on selected anecdotes but in fact when analyzing the examples of text speak in essays experts were not able to find many of them, according to the researchers. In opposite, students appeared to completely understand when they were making contractions and taking the shortcuts, that are very common in text conversations. In addition, when asked to write something in a serious way, the kids were able to put those textisms aside. The kids are actually taking the whole language to a new level, even if critics do not agree with it and say that it is not the right one. Basically, every expression and intonation that are being used during normal conversation, has to be inserted in a text message, however in most cases young people who send SMS-s on a regular basis, have no time to do so. Instead, they start using abbreviations, which allow them to write even the most complex and long phrases and expressions with only a few letters or words. One way to achieve this is just removing all the vowels from a word, leaving only consonants. With practice, words that at a first glance seem like a mess, and message with no sense, can actually turn out to be quite simple to understand. The experts also wrote that the association between text messaging and phonological awareness has been found during their study. Dr. Beverly Plester and her colleagues at the Coventry University believe that when the kids are exposed to the text that is based mostly on phonetics, they are better improving their literary skills. According to the researchers phonological awareness has been associated with good reading skills for a long time. This way kids are using more written language and it is a great fun for them. The experts acknowledge the fact that in any case no final conclusions can be yet made, and say that their study does not claim that text messaging plays a major role in childrens ability of word reading. However, they say that the experience and skill can contribute to the prediction of their word reading ability, and that messaging skills deserve additional study. In the conclusion, the researchers added that no link so far was found between the use of text conversations and the spelling abilities of all the study participants. This suggests that, as anticipated, at this stage of development there is no evidence of a detrimental effect of textisms exposure on conventional spelling, they stated in their report. And no matter what is the case, it is becoming more of an accepted fact that texting is neither hurting children, nor it makes them any dumber, or kills the English language. The results of the study are published in the British Journal of Developmental Psychology. Advantages Text messaging is a non-voice communication tool that enables a user to send short messages to another user. The service is available on all modern phones. Text messaging has some advantages over other means of communication. Cheaper: Sending a text message is less expensive than placing a regular phone call or video call. Record keeping: A person can easily deny or misrepresent the information you gave them on a phone call, but when you send a text message, it is stored in your sent items, while for the receiver, it is available in their inbox. It is a good way to keep record and remember contents of a conversation. Signal economy: Text messaging is more efficient in terms of managing service signals. Text messaging uses less amounts of service signals than phone calling, video calling and/or email, which may require the availabilty of at least 3G. Discretion: Text messaging is a good alternative in situations where phone calling is not appropriate, for example, during a meeting, or you dont want others to hear your conversations. Mild interruption: Unlike a regular phone call, you can respond to a text message at your convenience. A phone call demands your immediate response whether it is convenient for you or not. Reduces unneeded talk time: Text messaging reduces the amount of time spent talking. A phone call could lead to unnecessary talks, but with a text message, you go straight to the point. Most phones have t9 text input which enhances speed typing. Read more: http://www.mobiletechnologybits.blogspot.com/2013/01/advantages-of-text-messaging.html Disadvantages Text messaging facilitates the exchange of short messages. Text messaging can serve as a substitute to phone calling, could be used in a remote control system, participation in a contest, service requests, advertising, and so forth. However, text messaging has some disadvantages. Limited storage: There is a limit to the number of text messages that could be stored in the phone. If your inbox gets full, your phone can no longer receive anymore messages unless you delete some of them. If your SIM card or phone goes bad, you could lose your messages, if not backed up. However, some service providers have deployed a way around this, for example, Glo SMS4Ever. Length: Text messaging when the content is lengthy is not convenient. A page of a text message could contain 160, 140 or 70 characters [including spaces] depending on the bit of the characters. Although you can send a multi-page text message, the higher the number of pages, the higher the probability of delivery failure. Content: A text message is what it is; it can contain only text. It does not support other media, including videos, pictures, melodies or animations. To be able to send a multimedia message, you must use Enhanced Messaging Service (EMS) or MMS. Not suitable in emergencies: In situations that require immediate response, text messaging may not be the most viable option. Security issues: Gartner has recommended that confidential messages shouldnt be sent using the regular consumer SMS as the contents of a common text message could be seen by the networks systems and personnel. Not applicable to certain physically disadvantaged persons: For example, a blind person cannot read the contents of a text message on a phones regular display. Read more: http://www.mobiletechnologybits.blogspot.com/2013/01/disadvantages-of-text-messaging.html http://www.mobiletechnologybits.blogspot.com/2013/01/advantages-of-text-messaging.html

The Role Of Interactional Modification In Efl

The Role Of Interactional Modification In Efl The interaction hypothesis claims that interactional modification promotes language development through increasing comprehension. Owing to the fact that online interactive exchange offers learners many opportunities to use the target language to negotiate both meaning and form in a social context , this study is an attempt to compare the types and frequency of Interactional Modifications as employed by two groups of intermediate EFL students-one interacting via online communication and the other through regular oral class interaction to explore the potentials of text-based online chat in facilitating the development of question forms in English as a foreign language. To do so, while a total of eighteen paired intermediate EFL students used a synchronous chat program (Yahoo Messenger) over a seven week period to complete a series of communicative tasks outside their classroom time, the members of the comparison group did the same tasks using plain classroom oral interaction. The resul ts show that Iranian EFL learners in computer mediated communication (CMC) environment had over five times as many turns, and used a much greater variety of interactional modifications in comparison to the group in class environment. Data from this study also suggest that interactional modifications during online negotiation facilitate the development of question forms in English as a foreign language. Given that the current study only focused on online interaction among non- native speakers (NNSs), future studies on online negotiation including both NNSs and native speakers (NSs) are still needed. Key terms: Computer-Mediated Communication, Interactional modifications, question forms development Introduction Interaction is the key to second language learning. However one of the greatest challenges faced by the foreign language (FL) education is how to construct an interactive learning environment outside the classroom in which learners can exchange information and communicate ideas in the target language (TL). This challenge as Campbell (2004) truly mentioned is due to the fact that unlike ESL learners who communicate in TL outside of the classroom, the EFL learners re-enter a world talking their mother tongue as soon as they leave the classroom and consequently they dont have any opportunities to interact in TL and are left with little opportunity to use what theyve learned in the classroom. Many a researcher in the area of Computer Assisted Language Learning (CALL) has suggested that text-based Synchronous Computer Mediated Communication (SCMC) is capable of providing an ideal learning environment which may be beneficial to second/foreign language learning. (Beauvois, 1992; Pellettieri, 1999; Chapelle, 2001). Pellettieri (2000) declared a logical relationship and argued that because oral interaction is considered by many to be important for second language development, and because Synchronous [CMC]. . . bears a striking resemblance to oral interaction, it seems logical to assume that language practice through [CMC] will reap some of the same benefits for second language development as practice through oral interaction.(p. ) While many studies investigated the role of oral negotiated interaction in second/foreign language development (Gass, 1997; Long, 1985; Mackay, 1995; Mackey Philp, 1998), the role of online negotiated interaction in facilitating language development has not yet been explored completely. Specifically, as far as the efficacy of SCMC medium in grammatical development is concerned, the previous findings are unsatisfactory and controversial. Moreover little research has yet been conducted into the effect of CMC in the EFL context. This study therefore, explores the role of interactional modifications during text-based SCMC in order to better understand the potential of text-based online chatting to facilitate the development of question formation in English as a foreign language. Literature review Interactional modifications in CMC environment In spite of the fact that a few studies has addressed the issue of interactional modifications in CMC environment (Lee, 2001, 2002; Kotter, 2003; Jepson 2005; Isharyanti, 2008), none of these studies have been conducted in naturalistic setting (e.g. outside of the classroom or language laboratory), thus ignoring the real potential of CMC technology which is beyond any temporal and spatial constraints. Although focusing on different categorization of interactional modifications, all of these studies have shown unanimously that CMC medium is capable of providing a conductive learning environment in which interactional modifications might be generated. Lee (2001, 2002) conducted two similar studies in which she explored the types of interactional modifications employed by Spanish Learners at intermediate level of proficiency. Considering both studies, a total of ten categories of interactional modifications were identified including Comprehension checks; Clarification checks; Confirmation checks; Use of English, Word invention; Request (for help); Use of approximation; Self corrections; Topic shift ,and Use of keyboard symbols as discourse makers. The result showed that request (for help) happened the most frequently followed by clarification checks self- correction and comprehension check (Lee, 2001, p. 238; Lee, 2002, p.280). Through a comparison of the result of her study with the literature on face-to-face communication Lee (2002) argued that the learners negotiated with each other using a variety of modification devices similar to face-to face communication (p. 280). Being one of the first studies in this area, the studies con ducted by Lee were subject to a number of limitations. For example the definitions used in coding categories are somewhat problematic (Thomas Reinders, 2010) since as Kotter (2003) stated there is substantial overlap between the definitions of clarification checks and requests (p. 157). Providing a more coherent classificatory system, the study by Kotter (2003) focused on eight types of interactional modifications including: Confirmation checks; Clarification request; Comprehension checks, Repetitions; Recasts, Overt indications of understanding; Overt indications of agreement; and Overt indications of non-agreement (p. 157). However, in contrast to Lees (2001, 2002) finding, Kotters (2003) study revealed a marked difference between conversational repair in spoken interactions and in the MOO-based exchange (p. 145). He discussed that these differences may due to a number of medium-specific factors (p.163). Jepson (2005) explored the types of repair moves used by NNSs in synchronous text-based chat in comparison to voice-based chat during 10, 5-minute sessions. (5 text-based chat sessions and 5 voice-based chat sessions). Although a number of new interactional modifications ( e.g. Self repetition/Paraphrase, Explicit Correction and Question)were identified, this study is also subject to a number of limitations. There was no information about the proficiency level of participants as this issue may affect the interaction and the interactional modifications generated during the process of negotiation. Furthermore, the duration of the sessions was limited (5 minutes). These two issues may question the external validity of the findings. In a more recent study, Isharyanti (in Marriott Torres, 2008) examined the types and frequency of interactional modifications employed by NNSs during synchronous text- based chat. Focusing on a more varied number of interactional modifications, Isharyantis study confirmed the potential of CMC environment in generating interactional modifications. The data showed that the participants engaged in online negotiation process and in order to understand and to be understood, they used a variety of interactional modifications among which confirmation check (24%) was the most frequent one followed by overt indication of agreement (21%) and clarification request (21%). Nevertheless, to examine the potential of CMC technology as a medium for negotiated interaction, the presence of a control a group (a typical class environment in which learners communicate face-to-face) would be helpful. L2 grammatical development and Text-based computer mediated communication The role of negotiated interaction in L2 development continues to be of great interest to researchers (see Pica, 1987; Gass and Varonis, 1989; Mackey, 1995). However, much of the research on the effect of negotiated interaction and interactional modifications used during negotiation process is based on data from face-to-face interaction in ESL context. Moreover, the few studies that have been conducted in CMC environment are unsatisfactory and controversial. There are three standà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.blue print Sotillo (2000) compared syntactic complexity of 25 learners output produced in synchronous versus asynchronous computer mediated communication (SCMC vs. ACMC). She claimed that because of the fast nature of interaction in SCMC, the participants did not pay any attention to form (accuracy) while negotiating meaning (97). In the meantime, due to the delayed nature of ACMC, this medium was capable of generating more syntactically complex structures. Nevertheless, as Fiori (2005) stated while Sotillo reported that grammatical accuracy may suffer in the SCMC environment, her data revealed that the synchronous groups interactions exhibited fewer errors than the asynchronous groups utterances (p. 569). Further investigation, therefore is needed to better understand the potential of SCMC environment in fostering the grammatical development. In the same vein of research, Lees studies (2001, 2002) admitted that although the participants did engage in negotiation of meaning, negotiation of form rarely happened among them. She argued that due to the rapidity of the interaction occurred in SCMC, participants produced brief utterances using simple sentence structures and ignored linguistic errors (Lee, 2001, p. 239). Thus she concluded that interaction mediated via SCMC technology fostered fluency rather than accuracy. Emphasizing on further studies on the effectiveness of CMC medium for the development of learners interlanguage, Lee (2001) suggested that students need to be advised of the need to write correctly to maintain a balance between function, content, and accuracy (p. 242). Blake (2000) examined the online discourse of 50 Spanish learners at intermediate level of proficiency in term of task type. By considering the potential of CMC environment for eliciting negotiation of meaning, Blake (2000) concluded that carefully crafted tasks stimulate L2 learners to negotiate meaning which. . . . appear to constitute ideal conditions for SLA, with the CMC medium being no exception (p. 133). However, his stand on the effectiveness of CMC medium for grammatical development is uncertain. According to Blake (2000) the predominance of incidental lexical negotiations, in contrast to the paucity of syntactic negotiations, leaves unanswered or unsatisfactorily addressed the issue of grammatical development (p. 120). Therefore, further research is to be conducted in order to declare this issue with certainty. On the contrary, Pellettieri (2000) claimed that bearing a striking resemblance to oral interaction, network based communication (NBC) is capable of facilitating grammatical development. She examined online discourse produced by 20 NNSs during 5 30-minute sessions. As far as the potential of CMC medium in stimulating negotiation of meaning is concerned, the results of her study echoed the findings reported in literature. She observed that, engaging in online negotiation process is as facilitative as it is typical to oral interaction. She also found that the learners seek mutual understanding and try to convey their meaning by using some communicative strategies. Adopting an interactionist perspective, she argued that Because through negotiation, interlocutors can zero in on the exact source of communicative problem they are trying to resolve, and because often at the root of the problem is some aspect of the L2 form, be it lexical, syntactic, or semantic, L2 learners are even more likely to notice the problem and attend to these very aspects of form in their output while negotiating meaning. (p.61) As Pellettieri reasoned, engaging in the process of negotiation of meaning, the interlocutors attention will be drawn on linguistic form and consequently they are able to notice the gap between their interlanguage and the target form. This process focus on form has been claimed necessary for grammatical development (Gass and Varonis, 1994; Schmidt, 1990; Spada Lightbown, 1993 as cited in Pellettieri, 2000). Finally Salaberry (2000) compared the efficacy of two environments: CMC environment versus face-to-face environment in fostering L2 morphosyntactic development. He analyzed the discourse produced by four NNSs qualitatively. The findings revealed that with respect to the use of past-tense verbal morphology across tasks, some initial changes in the development of morphological endings were more evident in the CMC session than in oral session (p. 17). According to Salaberry (2000), the outperforming of CMC environment over face-to-face environment in facilitating morphological development may due to medium-specific characteristic that is CMC provides a learning environment in which the learners attention will be drawn on both form and function (p. 19). Differences in the mixed findings regarding the effect of SCMC medium on the grammatical development may be due to the difference in target items used to measure development. In Sotillos (2000) study, the target feature was Syntactic complexity which was defined by Sotillos (2000) as the ability to produce writing that uses subordination and embedded subordinate clauses (p. 99). Lees (2001, 2002) measure of development was sentence structure (simple sentences versus complex ones) ,while Salaberry (2000) used past tense verbal endings as the target grammatical feature. However, as far as the researchers are aware, there is not a single study to address the effect of CMC environment on the development of grammatical development with regard question forms in English as a foreign language. Therefore, in the light of ongoing discussion as to the role of CMC in foreign language development, the present study was designed to answer the following research questions: Do Iranian EFL learners engage in meaning negotiation process through SCMC? What types and frequency of interactional modifications do Iranian learners employ in CMC environment versus of those in class environment? Is there a the relationship between group membership (Experimental group: CMC environment Vs. Control group: Class environment) and the production and development of question forms in English as a foreign language? Method Following the mixed methods approach, this study adopted both a qualitative perspective to provide an in-depth explanation of the types of interactional modifications and a quantitative view point via a pretest-posttest, delayed posttest design to explore the existing relationships. Participants A total of 36 EFL learners from a Language school in Rasht, Iran participated in the present study. Their Participation in the study was voluntary and involved a commitment of 50 to 60 minutes performing some communicative tasks with their assigned partners for one session per week for 7 weeks outside of the classroom. This study was held during study periods at the language school. All participants were native speakers of Persian who were receiving two 90-minute classes of English instruction weekly. There were 30 female and 6 male students. The age of participants ranged from 14 to 32 years, with an average of 17. To meet local ethics requirements, the participants and their parents consent to contribute to this project was secured through two forms a Contract Form with an explanatory statement according to which the researchers guaranteed that participants would receive some rewards (some English books on DVD) if they accomplished the expected tasks and Parental Consent Form, in P ersian, given to all participants and their parents to be signed. Instrument Yahoo! Messenger Chat Software The software used in this study was the Yahoo! Messenger, a free program available for public use. It allows for real time, synchronous Computer Mediated Communication in Internet chat rooms. Using the text mode, the participants could record all of the written transactions entered in a chat window, which provided the researchers with an instantaneous transcript of all user exchanges. Communication Tasks The tasks used in this study were selected and developed to (a) provide opportunities for the interactional modifications to take place and (b) provide context for the targeted structures to occur. Following Pica, Kanagy Faloduns typology (1993), information gap tasks were used in this study in order to make the participants exchange information and endeavor to gain a single outcome. The selection of the communicative tasks utilized for both treatment and tests-was motivated by previous studies such as Pellettieri, (1999), Blake, (2000) and Cheon (2003). Each task was photocopied and distributed to every participant. Table 1. presents a detailed description of each task. Table 1. Task materials used for test and treatment Task Task instruction given to participants Pretest Missing information Work with your partner. Ask and answer questions to find the missing information. Treatment Complete the drawing Below is a drawing of Richards room. He hasnt had time to put all his things where he wants them. Your partner has a complete drawing of his room. Ask him/her questions where to put all the things. Complete the drawing Below is a drawing of a kitchen. Your partner has the same drawing but with a number of objects. (E.g. glasses, pots, etc.). Ask him/her questions where to put all the things. Spot the differences You both have two similar photographs but taken at a slightly different time. Work with your partner to find as many differences between the two photos as you can. Spot the differences Work with your partner. You both have a drawing of a busy yard where you can see people doing different things. Your drawings are NOT the same. There are 9 differences. Ask and answer questions to find the differences. Posttest Missing information Work with your partner. Ask and answer questions to find the missing information. Delayed Posttest Missing information Work with your partner. Ask and answer questions to find the missing information. Procedures First, the researchers explained the project to the students and expressed the hope that the students would choose to participate. All participation was voluntary, however to encourage the students to take part in the study, the instructor guaranteed that participants would receive a DVD-pack including some English books as a reward. To meet local ethics requirements, through a Contract Form with an explanatory statement and a Parental Consent Form in Persian, the students were asked if they would like to participate in this research project. Afterwards, Participants in experimental group (n=18) were divided by self-selecting into nine pairs and were asked to chat online to do a series of communicative tasks for one session per week for 7 weeks outside of the classroom. The students completed 7 tasks in total over the duration of the study. There were no time limits imposed on tasks. And the students were told that they should send copies of their chat transcripts to the researchers e-mail address for further data analysis. The participants in control group (n=18), solved the same tasks face-to-face in the classroom within the limited time imposed by à ¢Ã¢â€š ¬Ã‚ ¦ Data collection and analysis The data were collected from students weekly online chatting together with the scripts from face-to face conversation. In order to investigate whether Iranian learners engage in meaning negotiation through SCMC technology, the data collected from the written discourse were analyzed based on the typical scheme established by Varonis and Gass (1985). In accordance with Blakes (2000) study, the number of total turns and negotiations was calculated. Accordingly, negotiation routines were identified by means of their four components: trigger, indicator, response and reaction. The example below drawn from this study illustrates the model during lexical negotiation. Student A: Its on the drawer, near the edge of it. [Trigger] Student B: what do you mean by edge? [Indicator] Student A: side or lip. [Response] Student B: ok. Thanks. [Reaction] A ratio of negotiated turns to total turns was calculated in order to make the data comparable with previous studies. Additionally, to identify the type and frequency of interactional modifications, the data were coded based on the thirteen different interactional modifications using the criteria provided in Table 2. Using a selection of interactional modifications from a number of studies on internet chatting (Lee, 2001, 2002; Kotter, 2003; Jepson, 2005), the categorization of interactional modifications in Isharyanti, (n.d.) in Marriott Torres (2008) motivated the categorization system in this study. There were a number of modifications. Three items namely Explicit correction, use of Persian, and question were added to the aforementioned category. In order to establish inter-coder agreement, a trained independent coder recoded a randomly-selected 25% of the data. A Pearson product-moment correlation revealed an inter-rater correlation of .85 (P Table 2. Categories, definition and example of interactional modifications Code Type of IM Definition Example 1 CC Confirmation check A speakers attempt to confirm that he has understood an utterance via the (partial) paraphrase (as opposed to repetition, see below) of this turn, which can simply be answered with Yes or No. Did you mean? 2 CR Clarification request An explicit demand for an elaboration or a reformulation of an idea, which requires a rerun of the troublesome utterance in question. What do you mean by X? 3 C Comprehension check A speakers attempt to prompt another speaker to acknowledge that he has understood a particular utterance. Do you Understand? 4 SR/P Self Repetition The repetition, in isolation, of part of or an entire erroneous or otherwise problematic utterance. Where is the lamp?(*2) 5 SC Self-correction To correct errors made on lexical items or grammatical structure. This has been bee, I mean been. 6 R Recast A form-focused partner-related target-like reformulation of all or part of an incorrect utterance. A: I live Iran. B: Do you really live in Iran? 7 EC Explicit correction You should say X. 8 InU Overt indication of understanding An overt indication that a speaker has understood a particular message. Ok, I got it thanks. 9 InA Over indication of agreement An overt indication that a speaker agrees with what his partner said. Yes, I agree, youre right. 10 InNA Overt indication of non-agreement An overt indication that a speaker does not agree with what his partner said. No, I think choice B is better for him. 11 P Use of Persian To use Persian to substitute words or ideas in English. second tabagheh 12 KS Use of keyboard symbols as discourse markers To signal for uncertainty or to confirm an idea or agreement. à ¢Ã‹Å" º 13 Q Question Interlocutor asks a question in order to prompt the speaker to make a question Can you try that again? Note: Adopted from the categorization of Interactional Modifications described in Isharyanti (in Marriott Torres, 2008). There were a number of modifications to this classification as mentioned before. To answer the third research question-to examine whether there is a relationship between group membership (CMC environment Vs. Classroom environment) and development in question formationall the question forms produced by the participants during online negotiation and face-to-face interactions were collected for detailed study. Question development in this study is understood from two perspectives: (1) accuracy perspective and (2) developmental stage perspective. In analyzing accuracy, because participants took considerably greater time in online chat, and thus their language output in these two modes could have been different, the researchers converted the number of well-formed questions into standardized scores by computing the ratio of each participants number of well-formed questions to the total number of questions he or she produced. These accuracy-based scores were examined for further investigation. In addition to accuracy, the analysis concentrated on developmental stages. All the questions, produced by the participants, were coded in terms of the developmental stage it represented based on categorization of the developmental stages established by Pienemann et al. (1987), shown in Table 3. Accordingly, each students questions were studied individually and assigned to the appropriate stage category in each task. Stage assignment was based on the highest stage from which a participant produced two linguistically unique questions. Question development was operationalized as a stage increase on either posttest or delayed posttest. It was then possible to examine whether the learners had improved over time. Table 3. Examples of Question Forms and Developmental Stages Stage Description of stage Examples 2 SVO? Canonical word order with question intonation. Its a monster? Your car is black? You have a cat? I draw a house here? 3 Fronting: Wh/Do/Q-word Direct questions with main verbs and some form of fronting. Where the cats are? What the cat doing in your picture? Do you have an animal? Does in this picture there is a cat? 4 Pseudo Inversion: Y/N, Cop. In Y/N questions an auxiliary or modal is in sentence initial position. In Wh-questions the copula and the subject change positions. (Y/N) Have you got a dog? (Y/N) Have you drawn the cat? (Cop) Where is the cat in your picture? 5 Do/Aux 2nd Q-word->Aux/modal ->subj (main verb, etc.) Auxiliary verbs and modals are placed in second position to Wh-Qs ( Q-words) and before subject (Applies only in main clauses/direct Qs). Why (Q) have (Aux) you (sub) left home? What do you have? Where does your cat sit? What have you got in your picture? 6 Cancel Inv, Neg Q, Tag Qu Cancel Inv: Wh-Q inversions are not present in relative clauses. Neg Q: A negated form of Do/Aux is placed before the subject. Tag Q: An Aux verb and pronoun are attached to end of main clause. Can Inv) Can you see what the time is? (Can Inv) Can you tell me where the cat is? (Neg Q) Doesnt your cat look black? (Neg Q) Havent you seen a dog? (Tag Q) Its on the wall, isnt it? Note. This table is based on Pienemann and Johnston (1987) and Pienemann, Johnston, and Brindley (1988) as cited in Mackey and Philp (1998). Results and discussion The first research question addresses the engagement of Iranian learners in meaning negotiation through SCMC. As the participants took considerably greater time in online chat, and thus their language output in these two environments was expected to be different, it was necessary to provide an overview of the number of total turns for each environment. Table 4 shows the raw number of turns, negotiations, and relative number of negotiations to total turns for both CMC and Class environments. As shown in Table 4, online environment produced about six times more turns than the class environment (4445 vs. 778). Similarly CMC environment generated more negotiations than the class environment. The relative amount of negotiation in CMC environment (2.15 %) reveals that the learners engaged in negotiated interaction in CMC environment in comparison to class environment (.38 %), although negotiations encompassed a small part of total turns in both environment. This result echoed the findings in Blakes study (2000) that is the total number of negotiations comprises only a small fraction of the overall conversational turns, ranging from .3% to 3.8 % (p. 127). Interestingly, the participants in CMC environment engaged more in negotiation process than class environment. This may due to the absence of paralinguistic and nonverbal information together with sufficient practice time which provide the participants with a learning environment to negotiate meaning. Table 4. Total number of turns and negotiated turns in CMC environment and class environment Negotiations Total turns Negotiations/ Total turns CMC environment 96 4445 2.15 % Class environment 3 778 .38 % The second research question aimed to determine the type and frequency of interactional modifications in CMC environment versus Class environment. With regard to the efficacy of CMC technology in generating interactional modifications, the result of this study supported the findings in literature and admitted the potential of CMC medium in providing a conductive learning environment for Interactional modifications to occur. Synchronous online interaction did provide NNSs many opportunities to negotiate meaning using a variety of interactional modifications. According to Figure1 which presents the percentage of each IMs in both CMC and class environment, the participants engaged in online negotiation employed a much greater variety of interactional modifications in comparison with the face-to-face interaction. In CMC environment 12 types of interactional modifications occurred among which clarification request (25%), Confirmation check (15%), overt indication of understanding (14%), U se of keyboard symbols (12%) and Self Repetition/paraphrase (11%) were the most used interactional modifications for negotiation. However just 3 types of interactional modifications occurred in class environment. Clarification request (78%) occurred most frequently, followed by C