Literature review on Language Use

Literature review on Language Use Literature Review In academic arena, English plays a very crucial role especially in institutions whereby it has been used for infinitely long period of time as a medium of instruction. Students are expected to not only communicate effectively in English language. They are also supposed to master its extensive usage so that they can be able to grasp full content in their various fields of study. According to Bacha and Bahous (2008), there is no possibility of excelling in institutions which use English as medium of communication.Advertising We will write a custom essay sample on Literature review on Language Use specifically for you for only $16.05 $11/page Learn More Therefore, tremendous effort geared towards learning English language both from the teacher and learner levels is relevant in order to help students overcome academic demands so as to excel in their respective disciplines. Additionally, the acquired skills will assist students in meeting the de mands of English language use in a professional context (Bacha Bahous, 2008). Ismail (2011) explicates that the academic context consign strenuous demands on students as they are required to complete numerous writing tasks in different genres such as essays, research papers and critical reviews. On the other hand, for learners to be able to decipher the different structure and language forms that are most suited for diverse form of texts, they ought to focus on learning the rules of the language that is being used for instruction. Furthermore, in his study on students’ perceptions on writing in ESL, Ismail found out that English plays vital role in initiating students to the wider academic community owing to their improved proficiency and also due to their ability to make distinctions between language activities used in specific genres. Further exploration of students’ perceptions indicated that the kind of attitudes that students held towards ESL either hindered or p romoted their writing ability. On the same note, Bacha (2002) underscores that English has been elevated to a higher status around the world owing to the fact that it is the preferred language of use for various specific purposes. Needless to say, English is a preferred medium of instruction in many academic institutions across the globe bearing in mind that even the non-English speaking countries have adopted English in their academic curriculum. For this reason, English as a Foreign Language (EFL) learners in Arab world as well as from other parts of the globe have little alternative but to learn English despite the difficulties they encounter in the course of learning. In spite of the fact that L1 (Arabic) has a role to play in students life, it is imperative to mention that English for academic purposes is very crucial not just to outshine in academic field, but also to fit in the global arena whereby it is the main language of communication. Concurrently, this current research offers an in-depth exploration on the use of English for purpose of academic learning and of course the acquisition of knowledge. In addition, it also highlights the difficulties Arabic speakers encounter in the course of switching between Arabic for social use and English for academic purposes.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Scholars interested in English for specific purposes (ESP) discipline tend to prefer the usage of two distinct subdivisions to distinguish between the use of English in academic (English for academic purposes (EAP) and the language use in occupational contexts (English for occupational purposes (EOP) (Gillett Wray, 2006). Besides, Gillett and Wray accentuate that the aspiration of ESP is to equip students with the necessary skills to communicate, write and read. Notwithstanding, the period of preparation is very short, but the skills are relevant to p romote success in academics. However, success in mastery of ESP is only achieved if activities of ESP are demonstrated in the context as it is the case in academic institutions. Moreover, the materials for teaching ESP ought to be authentic to enable students to grasp vital skills for a smooth transition into the employment world. Similarly, Fender (2008) in his research unearthed several characteristics of ESP which includes ESP materials that are designed to meet specific learners’ needs such as academic. Conversely, the methodology for designing such materials is tailored towards the specialized purpose. Needless to say, the aim of EPS should be focused, not just on teaching the lexicon, grammar and registers in a particular discipline, but should also provide skills on the appropriate use of the above activities. English for Occupational Purposes (EOP) In yet another development of this language, EOP falls under three categories namely business English, professional Engli sh and vocational English. The importance of English in occupational fields has been accentuated via several studies. One such study is by Fender (2008) that emphasized the necessity for learning above average English skills to facilitate communication in every profession. Furthermore, the two aforementioned authors provide indisputable solutions that ESL students can employ to overcome communication barriers in their respective business and management professions. Likewise, Gilmore (2009) points out that many students find it extremely challenging to produce written texts in their language and the challenges worsens when they are required to write in a second language and specifically to EFL learners. He adds that the widely usage of English language in business and academic environment can be directly linked to the gradual revolution heightened by globalization. As a matter of fact, Huang (2008) study supported Gilmore observation by accentuating that the spread of English usage i s likely to be accelerated by its’ widespread usage in mass communication, internet and business dealings. He further emphasizes that on a day to day basis, thousands of deals in trade, journalism, politics etc are conducted in English whereas the parties involved are non-native speakers of English. As a result, the necessity to equip the users with the relevant English competence skills cannot be overemphasized of which this is the main concern of the current study.Advertising We will write a custom essay sample on Literature review on Language Use specifically for you for only $16.05 $11/page Learn More Additionally, Huang study revealed that test scores for tasks written in English varied between the ESL learners and native speakers of English, whereby native speakers scores higher than ESL learners. Huang attributed these findings to the fact that ESL learners’ performance was limited for reasons not explained in his study. However, his fi ndings positively indicate the concept of using ESP in academics poses tremendous hardship to ESL students. Moreover, Puvenesvary (2003) research revealed that poorly-written business letters caused grievous harm to a business. His study which was conducted in the banking sector in Malasyia further portrays that ESP is a valuable skill not just in academics but also in professional arena. Challenges in reading and speaking in ESP for academic learners Research among Arab students has indicated that they face similar or more adverse challenges while reading and speaking in ESP. Obviously, in academic institutions, students are expected to communicate with their fellow learners as well as participate in both oral and reading classroom presentations. Similarly, they are also expected to have above average reading skills to enhance performance in academic tasks. However, most ESP learners posses below average skills in reading and speaking as cited by Jdetawy (2011). The aim of his rese arch was to conduct a conceptual review of challenges faced by Arab learners while using ESP in academic setting. A thorough review of literature exposes the reality that Arab ESL students faced serious problems while using ESP in academics and the problems impacted on all areas of language skills, i.e. speaking, reading, writing and listening (Jdetawy, 2011). The above current study concurs with a prior study by Savas (2009). Although Savas’ study aimed at unearthing learners’ challenges as perceived by their teachers, the two studies arrived at similar findings. Savas (2009) highlights that L2 learners of English face serious challenges while using ESP in accomplishing academic tasks such as writing, speaking, reading and listening. Interesting though, this study partly blame inadequacy of teaching methods as having contributed to the acquisition of below average linguistic skills in English. Problems faced by Arabic speakers in ESL learning for academic purposes On the same note, learners of L2 face many problems and Arab learners are no exception. Needless to say, these problems have caught the interest of various linguistic scholars due to their regular occurrences in both written and spoken English. As a result, numerous studies (Hisham, 2008; Rababbah, 2003; Kobayashi Rinnert, 2002) have been carried out to investigate some of the common and chronic problems faced by Arab learners in the process of acquiring L2 (English). To expound on the same, Kobayashi and Rinnert (2002) study attempted to investigate the effects of extensive and intensive L1 training in high school and how students transferred L1 knowledge while writing in L2. The study indicated that students tended to transfer knowledge in L1 to L2 and as a result committed weighty lexical errors during the writing process. However, errors in writing could be minimized if the students acquired the best writing strategy in L1 as they could transfer the same skills L2.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the other hand, Kobayashi and Rinnert explanation ignores the fact that most of the errors of writing in L2 arise not because of the acquired writing strategies, but also because the mastery of L2 is restricted. Rababah (2003) extended his study further to identify the various reasons that could be attributed to these EFL learning problems. First of all, he identified that the problems of EFL among Arab learners arose because English language teachers were native speakers of Arabic; hence their performance and competence in English was likely to be restricted. In addition, use of English was not a common experience among Arab speakers bearing in mind that they also had little interaction with native English speakers. Consequently, Hisham (2008) investigated business students at the University of Utara Malaysia and pointed out that EFL learner encounter problems in vocabulary register, grammar and referencing. As a matter of fact, Umair (2011) reinforces the above discourse by res tating that Arabic native speakers encountered many problems while undertaking writing courses in English. In deed, the composition of learners in academic institution is very diverse and as well their multilevel ability in writing also varied. As a result, the lack of uniformity further accelerated the problems of competent writing for both teachers and students (ibid). Umair further explains that the diversified composition of learners in terms of abilities made it impossible for teachers to meet the needs of every learner. Additionally, Bacha (2002) reviewed past literature that is highly relevant to the current study owing to the fact that it identified the major problems that L2 learners encountered while writing for academic purposes. Moreover, the study pointed out that writing skills among L2 learners were restricted following their limitation of lexical variety and lack of subordination elements. Consequently, the importance of employing the appropriate methodology while te aching ESP cannot be overstated. Having established that there are various and grievous problems in ESL learning, L2 practitioners have been a search of comprehensive theory that would be employed to teach L2 in an attempt to minimize or eliminate problems that originated from poor teaching methodologies. As a result three major theories have been proposed which can be employed to guide learners in the process of writing in order to promote mastery of skills among ESP learners for academic purposes. Integral theories applied in the teaching of ESP One of the most important theories is that which touches on rhetorical drills and syntax. It is referred to as product theory and they are all important in assisting the process of writing (Badger White, 2000). As the name suggests, this theory is concerned with the final written product and eschews from establishing how the writing skills are acquired. Badger and White also exemplifies that the written product is a clear indicator of the level of structure skills of the target language (TL) that the learner have mastered. Moreover, the written product indicates the level of imitated input since L2 learning is a matter of imitation. Badger and White also explains that if students are exposed to written model texts their level of errors is likely to subside and vice versa. This is because as students focus on model texts they also focus on form and structure out of which they imitate the ideal writing skills. In addition, the students should be exposed to various exercises based on the model texts, and concurrently their level of mastered should be evaluated based on replicated product. On the contrary, process theory approach focuses on the identification of procedure employed to arrive at the final written text without any consideration of the appearance of this final product (Hyland, 2003). This indicates that this theory is more concerned with teaching methods that learner of ESP is exposed to so as to acquire wr iting skills in the target language. The author expounds that the various elements in the learning of English language such as drafting, actual writing carrying out revision as well as assessment and evaluation are all related to the theory. Henceforth, instructors are supposed to introduce the students to techniques that enhance success in writing. Therefore, students are taken through rewriting, revision and editing until the instructor is satisfied with the final draft. On the same note, it important to acknowledge a more recent research that sought to highlight the meta-cognitive strategic that Arab students employed while reading comprehension both in Arabic and English that was doe by Alsheikh and Mokhtari (2011). The study indicates serious implications for teaching and assessment on academic institutions since the researchers established that participants were more concerned with strategies than end products. Therefore, the study further reinforces the process theory that st rategy or mechanisms employed in teaching writing determines the quality of end-product. Finally, genre theory approach was proposed in an attempt to provide mechanisms to promote successful learning of ESP in the academic arena especially in writing. According to Badger and White (2000), this approach largely deals with studying the social context in which writing materials are produced. Generally, this theory considers the communicative events where written materials are produced. In the academic context, the process whereby a lecturer interacts with his/her students in the process of teaching is considered to be relevant while teaching writing skills in target language. Flowerdew and Peacock (2001) also explained that in this context, students are free to choose their own topic and write on them, while ensuring that their written texts fulfill the intended communicative purpose. Concurrently, Flowerdew and Peacock (2001) perceive this approach as the most significant due to its d ynamic nature as well as varied characteristics across disciplines, time and instructors. However, the approach might not be successful since it requires collaboration between lecturers and students, a situation which may sometimes be unattainable. In this case, the teacher assumes an authoritative position as he/she guides learners towards an elevated performance level of ESP (Paltridge, 2001). References Alsheikh, N.O. Mokhtari, K. (2011). An Examination of the Metacognitive Reading Strategies Used by Native Speakers of Arabic When Reading in English and Arabic. English Language Teaching, 4(2), 151-161. Bacha, N.N. (2002). Developing Learners’ Academic Writing Skills in Higher Education: A Study for Educational Reform. Language and Education, 16(3): 161-178. Bacha, N.N., Bahous, R. (2008). Contrasting views of business students’ writing needs in an EFL environment. English for Specific Purposes 27, 74-93. Badger, R. G. White. (2000). A process-genre approach to te aching writing. ELT Journal 54(2), 153-160. Fender, M. 2008. Spelling knowledge and reading development: Insights from Arab ESL learners, Reading in a foreign language, 20(2), 19-26. Flowerdew, J. Peacock, M. (Eds.) (2001). Research Perspectives on English for Academic Purposes. Cambridge: Cambridge University Press. Gillett, A Wray, L. (2006). ‘EAP and Success in Assessing the Effectiveness of EAP Programmes, BALEAP. Gilmore, A. (2009). Using online corpora to develop students’ writing skills. ELT Journal, 63(4), 363-372. Hisham, D. (2008). Needs Analysis of Arab graduate students in the area of EAP: A case study of the ICT program at UUM. Unpublished minor thesis. Sintok: University Utara Malaysia Press. Huang, J. (2008).How Accurate are ESL students holistic writing scores on large-scale assessments? A generalizability theory approach. Assessing Writing, 13(3), 201- 218. Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Lan guage Writing, 12: 17-29. Ismail, S. A. A. (2011). Exploring Students’ Perceptions of ESL Writing. English Language Teaching, 4(2): 73-84. Jdetawy, L. F. A. (2011). Problems encountered by Arab EFL learners. Language in India, 11(3), 19-28. Kobayash, H. Rinnert, C. (2002). High school perceptions of first language literacy instruction: Implications for second language writing. Journal of Second Language Writing, 11(2), 91-116 Paltridge, B. (2001). Genre, text type and the English for Academic Purposes (EAP) classroom. In A. M. Johns (Ed.), Genre in the Classroom. Mahwah: Erlbaum. Puvenesvary, M. (2003). A comparative study of the criteria employed by academics and workplace professionals in evaluating business correspondence. Unpublished Doctor of Philosophy, Thesis, Department of Linguistics and Applied Linguistics, The University of Melbourne, Melbourne, Australia. Rabab’ah, G. (2003). Communicating Problems Facing Arab Learners of English. Journal of Language and L earning 3(1), 180-197. Savas, B. (2009). Role of Functional Academic Literacy In ESP teaching: ESP Teacher Training in Turkey for sustainable development. Journal of International Social research, 2(9), 396-408. Umair, N. (2011). Problems of Multi-ability Academic English Writing Classes in Arab Countries. Arab World English Journal, 2(2), 230-242.

Autobiography Essay Example | Topics and Well Written Essays - 500 words - 3

Autobiography - Essay Example It was an event that shifted my life forever because I learned to be more responsible. From the start, I had made it clear I wanted to join Shanghai politics. When I announced to my parents that I had joined the army, they were puzzled, especially my mother. My mother told me I risked my life, and I may not live to my dream of being Shanghai’s mayor. Seeing no alternatives, I retired from the army and continued with my quest to join the Shanghai politics. I worked for the community, for instance, one day I mobilized the local people to collect garbage. Towards the end of 2013, I became a member of the university’s students’ governing body. I was elected the special needs secretary. Involvement with the students’ governing body opened my eyes more, and it was a huge turning point for me. Since joining the students’ governing body, I have worked and occupied various senior positions in an acting capacity. In January this year, I was the acting president for the governing body, since the incumbent president was impeached on allegations of nepotism. Since I was a political student in the university, I applied for an internship in the office of the prime minister. As the head of communications in the Prime Minister’s office pointed out to me during the interview, I was chosen because he felt I would do my duties diligently. It proved to be a wise idea, because three weeks into the internship, the Prime Minister fired me for being a whistle blower in a corruption case in the court. I filed a grievance in the Supreme Court, but I saw it as time wastage. My involvement in the university’s politics has helped me gain fame in China. I took advantage of this situation to help the local communities in advocating their rights. Recently, my father and I participated on a demonstration to advocate the removal of the Prime Minister from office. As I write all political activities I have been

Genetic Engineering Essay Example | Topics and Well Written Essays - 1250 words - 1

Genetic Engineering - Essay Example As an initial matter it is necessary to define what is meant by genetic engineering. This process is known by many terms, such as genetic engineering, genetic modification, and the splicing of genes. Generally speaking, genetic engineering is the manipulation of genes outside of the reproductive process. It is more accurate to refer to this type of endeavor as a collective set of processes; indeed, as stated by the Union of Concerned Scientists, â€Å"genetic engineering refers to a set of technologies that are being used to change the genetic makeup of cells and move genes across species boundaries to produce novel organisms. The techniques involve highly sophisticated manipulations of genetic material and other biologically important chemicals† (â€Å"What is Genetic Engineering?†, 2005: np). In short, genetic engineering is comprised of a wide array of separate processes designed to manipulate genes for specific purposes. Genes determine an organism’s traits and characteristics. These processes, therefore, refer to the transfer and the manipulation of genes in an effort to create new traits, to emphasize certain traits, and to eliminate negative traits. These types of changes do not occur naturally; quite the contrary, they are created by human beings. These processes can be broken down into separate sub-processes of isolating a gene, manipulating that gene, and the reintroduction of new DNA into a cell in order to generate new traits. In sum, genetic engineering is the manipulation of the basic building blocks of an organism in order to create a new organism or an organism with particular traits. The designs transmitted through reproduction can thereby be studied and changed to accomplish a variety of purposes. This is, to be sure, an area which has generated much enthusiasm and much fear. The excitement generated by advances in genetic engineering is pervasive. Indeed, as stated by Curran, genetic engineering raises issues of

Christmas Carol Essay Example for Free

Christmas Carol Essay The light represents a sense of alertness to show that Scrooge has done great harm and hope. This quote also opens the sight to the audience of Scrooges past time and why he is the way he currently is. The Cratchits are an example of the impoverished people who, Dickens felt, were very honest. The poor people were never too worried about getting more than enough but just wanted something decent to live on. The clothes they whore were past down from parents or older siblings. The food was shared equally so that no one would be left too hungry, all these actions make the poor increase their love for each other. Dickens shows this when: There was nothing very cheerful in the climate( ) Yet there was an air of cheerfulness abroad This quote shows that even though the weather and atmosphere was very dull, the Cratchits still were happy for the sake of Christmas. This shows that Dickens is emphasizing that the poor had good characters, because they made the most of what they could and hardly complained whilst on the other hand the rich werent so graceful. Dickens clearly shows that the rich are greedy and do what will benefit them so they live in a crafty way to get more money. The rich do more and more to feel satisfied but they still want more which leaves them with corrupt lives. In this manner the rich never see the real wonder and beauty of life. This is shown by Dickens through the character of Scrooge when Scrooge has never been to Bob Cratchits house. Here he sees how the Cratchits, despite being very poor, can be happy at Christmas. Bob and Mrs. Cratchit struggle because their family is large: there are six children. Scrooge sees how frail Tiny Tim is and asks the Spirit if he will live. The ghost tells him that unless something changes in the future, the child will die. This makes Scrooge feel bad and some emotions in Scrooges feelings are shown. Later on in this stave the Ghost of Christmas Present takes Scrooge to Freds house. Fred is having a party and Scrooge is brought by the spirit to see and hear it to show him the benefit of a warm family life and that money could be used to share love and happiness. Scrooges nephew Fred says: his offences carry their own punishment. This quote shows that whoever does evil, then evil will come back to him, in this case Scrooge has no care for the poor and so he is punished by being lonely with no family or friends. It also shows how Fred does not have any ill feelings towards his uncle. This quote suggests that Dickens felt that the rich werent always happy and secure because of their possessions but needed respect for who they were, to be happy. Fred is a very generous rich man and Dickens shows that not every rich person was selfish and greedy but some were kind and caring. Dickens shows you could be rich of love and happiness with family and friends, even for the poor. Dickens explains this through the character of Fred when we are told: Scrooge is to be pitied, not despised. He is rich but his money does him no good This quote shows that the rich were not always seen as the mighty, glorious people in the Victorian times but some were seen as being very low. The second part of the quote clearly emphasizes that money couldnt buy everything. But in some circumstances money was a hindrance. Dickens also shows us that having all the money and wealth in the world cannot make you as joyous as being generous and kind. Dickens emphasizes this in his novel through the character Mr. Fezzywig, who is a very generous rich man, who had great love and joy. At this point in the novel, Scrooge is more emotional about how he has treated other people. He finds out that the Cratchits are happier than he had assumed but are suffering severely especially Tiny Tim. He finds out the truth of how his nephew really feels about him. However he knows that he has one more journey to go to and that is the future. The Ghost of Christmas future brings a sense of fear into the scenes, because of the way he only points but doesnt speak and his head is covered with a hood. The phantom slowly, gravely, silently approached This shows that Dickens was very serious about the issues of poverty and that he wanted everyone to know how horrific it was to be so greedy and not give anything to the poor. The quote shows us that something dreadful is to come. Similarly Dickens criticizes the rich who do not give to the poor by saying that they will have no one to care for them when they are feeble. Dickens shows this when the old woman says: I thought hed never die. This quote shows that Dickens is emphasizing how desperate people will be to get rid of such selfish, tight fisted people who have no care for others. The quote has a very strong message because it illustrates how worthless money can make a person. Dickens shows this worthlessness of money if not used properly can make a rich person worthless. This is shown when: Its likely to be a very cheap funeral This quote shows that people did not care about this person who has died. Dickens message here is that no matter how rich you are, you will not be worth a penny if you are careless and greedy. Scrooge gets scared and worried of what he sees. Scrooge shows lots of emotion, this is shown with: In his agony he caught the spectral hand. This quote shows that Scrooge has become very feeble of his feelings because he has finally realized how dreadful of a person he has been. Dickens uses agony to show the amount of pain and misery a greedy persons death would be. In conclusion, Scrooge learned that money isnt everything and that being generous and respectful to others is the most important thing. Scrooge also learns that family and friends come before money and business. In the following century society had many improvements such as benefits for the elderly and disabled. Most of these improvements were made into society after World War 2. This was mainly due to that in the world war, both the poor and rich fought together as one nation. Therefore the rich got to know the poor better and money was shared to provide for all the people so they could help in the war. Food rations were one of these schemes, so the world wars had a huge impact on how society was treated. In the modern society we live in there are many changes due to everybody contributing such as taxes. However in the Victorian times society was very closed and the message Dickens was trying to get over was that everyone should help each other whether poor or rich. There are many modern day Scrooges we can refer to even though its been over a century since Dickens era. However the Scrooges we can refer to in this century have been the more clever, sneaky ones. An example of this is when DNA was discovered. The men who were seen as discoverers were Watson and Crick. However the real people behind the scenes actually made this discovery but the credit and glory was all given to Watson and Crick. Unlike in Dickens times, the modern societys can get hold of money easily but nowadays it is more about pride and glory. Similarly of how poverty was present in Victorian England it still exists in the third world such as Africa but the Scrooges are known as the politicians however the poor are still the public.

The Oedipus Complex in Oedipus Rex Essay -- Sophocles Psychology Paper

The Oedipus Complex in Oedipus Rex Thousands of years after Sophocles wrote the story of Oedipus Rex; psychologists named a complex after the behavioral characteristics of Oedipus. For many years psychologists have called a son having a sexual attraction toward his mother the Oedipus Complex. It is common belief that Oedipus Rex did not actually suffer from the Oedipus Complex. The basic support for this theory can be found through Oedipus' inherent fear of the prophecy placed upon him, by the Oracle, actually coming true. Oedipus is told, by a member of the royal court, of the prophecy of the Oracle. The love for his mother and father, and the mere thought of the prophecy drives Oedipus into retreat. He fears that if he stays in Corinth, that the prophecy may come true. This is clearly one sign that Oedipus did not suffer from the Oedipus complex. The thought alone of doing such a thing as having sexual relations with his own mother drives Oedipus from Corinth, away from royalty, and the only life he has ever known. If Oedipus really did suffer from the complex, he w...

Gallery Review †Nancy Lang Essay

Today, the 9th of March, I have heard of the Pyo Gallery, and as soon as I heard that it was in Wangjing, I changed my plan from going to the Dashanzi District to trying the new place. It was hidden in several other galleries. I was lucky to get there before the exhibition time was over. The owner was a Korean, who kindly explained some paintings for me. I was glad to find out that they currently had an exhibition of Nancy Lang’s art. I have always wanted to find out more about Nancy Lang ever since I have seen her in person at the art fare I have been to, in Korea last summer. There was her trademark series of ‘Taboo Yogini’ paintings of which I have seen one piece of it before. Among all of the paintings that looked similar in overall size and image, I preferred this particular painting the most. Nancy Lang is an American born-Korean Pop artist who is very young and innovative. This piece of her is named the ‘Taboo Yogini, Swinger’ and has an enormous size of 210 x 175 cm. She used mixed media on canvas to create this huge piece. This painting was finished in the year 2006, when she was 27. On this humungous canvas, there is a big character in the middle which has the body of a robot and a head of a girl with some abstract and obscure figures as legs. The subject has a basket full of tennis balls in its right hand. The light-blue background is solid with no value. The most interesting aspect about this art piece is the mysterious figure placed in the center holding the viewers attention. This piece looks more like a collage than a painting with images attached on the screen. The positive space is the one and only subject on the canvas. The body, which appears to be a robot, contains the three primary colors with a considerable amount of white. These colors together form a fancy image of a child’s robot toy, attracting the viewers’ eyes to the center of the figure, which is where the head is placed. An image of the head of a human girl is used, juxtaposing the robot body. In the figure’s right hand there is a basket of lime green tennis balls. In the lower part of the art piece, as the legs of the main subject there are two obscure figures that could be hardly described. On the left side there is a fan shaped quadrilateral printed on a shiny material, and on the right side there is a figure that seems like a mixture of blood vessels and bones. The objects do not seem to have any connection between them, but as a whole they get together very well forming one huge body. The negative space is painted in one tone of light-blue, which helps the subject to stand out. Unlike its visual texture the actual texture of the piece is very smooth just like a painting. Nancy Lang is famous for her mysterious art pieces and unconventional performances. She is a multi-talented young woman who wants to be famous and rich, according to her own words. She actually has played a violin in the middle of a street wearing Victoria Secret lingerie and red high heels with kabuki style makeup. In her series of Taboo Yogini, she mixes up diverse icons to create a sort of cyborg that she declares to be the ironical face of the democracies we live in. According to her, this character Yogini, which originally means a yoga trainee, points to an existence between an angel and devil. So the name of her series ‘Taboo Yogini’ is in a way representing both good and bad. I think the half-robots that appear on her pieces also represent Nancy Lang herself and the various different sides of her. Nancy Lang’s paintings are very obscure and difficult to understand. When I first looked at this piece, I was totally blown away by the innovative design of the image. However, I could never see the ironical face of the democracies before I read the explanation. These mystical figures, which look almost like monsters, keep appearing on her canvases expanding the viewer’s imagination and interpretation of them. Still, I think they are insufficient to clearly deliver the author’s true intention of creating such images. Nevertheless, it is impossible for one to see through the genuine mind of an author. I really like Nancy Lang and her innovative spirit. She is afraid of nothing, even the awkward stare of others.

The 10 Most-Banned Classic Novels

Want to read a banned book? Youll have plenty of excellent novels to choose from. There have been many attempts throughout history to suppress or otherwise censor works of literature, even works that have gone on to become  classics. Authors such as George Orwell, William Faulkner, Ernest Hemingway, and Toni Morrison have all seen their works banned at one time or another. The list of banned books is massive, and the reasons for their exclusion varies, but books with sexual content, drug use, or violent imagery are banned most frequently, regardless of their literary value. Here are the top 10 most-banned classic works of fiction in the 20th century, according to the American Library Association, and a little bit about why each was considered controversial. The Great Gatsby, F. Scott Fitzgerald Gatsby, Fitzgeralds Jazz Age classic is one of the most-banned books of all time. The tale of playboy Jay Gatsby and the target of his affection, Daisy Buchanan, was challenged as recently as 1987, by Baptist College in Charleston, S.C. because of language and sexual references in the book. The Catcher in the Rye, by J.D. Salinger The stream-of-consciousness story of Holden Caulfields coming of age has long been a controversial text for young readers. An Oklahoma teacher was fired for assigning Catcher to an 11th grade English class in 1960, and numerous school boards have banned it for its language (Holden goes on a lengthy rant about the F word  at one point) and sexual content. The Grapes of Wrath, by John Steinbeck John Steinbecks Pulitzer Prize-winning novel that tells the story of the migrant Joad family has been burned and banned for its language since its release in 1939. It was even banned for a time by Kern County, Calif., which is where the Joads end up because Kern County residents said it was obscene and libelous. To Kill a Mockingbird, by Harper Lee This 1961 Pulitzer-Prize winning story of racism in the Deep South, told through the eyes of a young girl named Scout, has been banned mainly for its use of language, including the N word. A school district in Indiana challenged To Kill a Mockingbird in 1981, because it claimed the book  represented institutionalized racism under the guise of good literature, according to the ALA. The Color Purple, by Alice Walker The novels graphic portrayals of rape, racism, violence against women, and sex have seen it banned by school boards and libraries since its release in 1982. Another winner of the Pulitzer Prize, The Color Purple was one of more than a dozen books challenged in Virginia in 2002 by a group calling themselves Parents Against Bad Books in Schools. Ulysses, by James Joyce The stream-of-consciousness epic novel, considered Joyces masterpiece, was initially banned for what critics viewed as its pornographic nature. In 1922, postal officials in New York seized and burned 500 copies of the novel. The matter ended up in court, where a judge ruled that Ulysses should be available, not just on the basis of free speech, but because he deemed it a book of originality and sincerity of treatment, and that it has not the effect of promoting lust. Beloved, by Toni Morrison The novel, which tells the story of the freed slave Sethe, has been challenged for its scenes of violence and sexual material. Toni Morrison won the Pulitzer Prize, in 1988 for this book, which continues to be challenged and banned. Most recently, a parent challenged the books inclusion on a high school English reading list, claiming that the sexual violence depicted in the book was too extreme for teenagers. As a result, the Virginia Department of Education created a policy requiring the review of sensitive content in reading materials.   The Lord of the Flies, by William Golding This tale of schoolboys stranded on a desert island is often banned for its vulgar language  and violence by its characters. It was challenged at a North Carolina high school in 1981 because it was considered  demoralizing inasmuch as it implies that man is little more than an animal. 1984, by George Orwell The dystopian future in Orwells 1949 novel was written to depict what he saw as serious threats from the then-budding Soviet Union. Nevertheless, it was challenged in a Florida school district in 1981 for being pro-Communist and having explicit sexual matter. Lolita, by Vladmir Nabokov Its little wonder that Nabokovs 1955 novel about middle-aged Humbert Humberts sexual relationship with adolescent Dolores, whom he calls Lolita, has raised some eyebrows. Its been banned as obscene in several countries, including  France, England, and Argentina, from its release until 1959, and in New Zealand until 1960. For more classic books that were banned by schools, libraries, and other authorities, check out the lists at the American Library Associations website.