Dangers Involved with Internet Usage Essays - 1034 Words

Dangers Involved with Internet Usage The Internet today is constantly advancing and expanding. Over the last several years it has changed the way that we learn, communicate, shop and conduct business. Although there are many advantages to the Internet, there are also many serious problems that occur with Internet use. Some of the problems of the Internet include, cyberstalking and identity theft and Internet addiction. Although the Internet cannot be blamed for the creation of these problems, using the Internet as a tool has made these problems bigger. The term cyberstalking was unknown to most people ten years ago, however due to lower costs and the increased access to computers, today it is a commonly used†¦show more content†¦Cyberstalkers often pretend to be someone else and get their victims to open up to them and share personal information with them. These thieves can then use the information to do a number of things. They can open a new credit account using your name, date of birth, and Social Sec urity number and use your card, not pay the bill and it is reported to your account. They can call your credit card company change the address obtain a new card and use it. They can even establish phones in your name or open up bank accounts and write bad checks on that account. (Netscape) There are several way that you can protect yourself from becoming a victim of cyberstalking and identity theft over the Internet. Some tips include: *Do not share personal information in public spaces anywhere online, nor give it to strangers, including in e-mail or chat rooms. Do not use your real name or nickname as your screen name or user Id. Pick a name that is gender and race neutral. And do not post personal information as past of any user profiles. *Be extremely cautious about meeting online acquaintances in person. If you do choose to meet, do so in a public place and take along a friend. *Make sure that your ISP and Internet Relay Chat (IRC) network have an acceptable use policy that prohibits cyberstalking. And if you network fails to respond to your complaints consider switching to a provider that is more responsive to user complaints. *If a situation online becomesShow MoreRelatedSolutions For The Over Use Of Social Networks For Youths1505 Words   |  7 Pagespeople prefer talking on the internet instead of face to face. That was a very popular statement at the beginning of 21st century. However, with time goes by, one of the new technologies—social networking— has begun to show a dark side. Although using different kinds of smart devices like iPhone, laptop, and tablet PC to log into social network is not inherently bad, some young people have been abusing this technology. It is so called troubling trend of social networks usage that needs to be focusedRead MorePersuasive Essay On The Use Of Smartphones1237 Words   |  5 PagesA long time ago, smartphones werent popular as they are today. Many children and parents didnt know what a smartphone was; instead there was the usage of other different types of cell phones which were available at the time. A smartphone has many features compared to cel lphones including, the Google search from the internet, the modern websites among other numerous entertaining features. During this period, children couldnt question their parents for a smartphone. With the advanced technologyRead MoreCyber Bullying And Its Effects952 Words   |  4 Pages this aggression is carried out through the Internet. Although this issue is prevailing, many today are still unaware of its dangers. With laptops and cell-phones becoming portable and easily accessible, it is common to see many people possess such devices. According to the United States Census, 88.4% households across the United States of America have one or more computers in the house. Out of the 88.4% with computers, 78.1% have high speed Internet. Keeping those statistics in mind, it is no wonderRead MoreInternet Safety And The Internet954 Words   |  4 PagesInternet safety has been an extensive issue for children and adolescents since accuse to the Internet has become readily available in homes. With Internet use increasing at such rapid rates and a large proportion of adolescents using the Internet daily, the awareness of Internet safety should be addressed. The term Internet safety can be defined as â€Å"the knowledge of maximizing an individuals safety to private information, and self protection from using the Internet†. The impact and influence thatRead MoreTechnology And Its Harm To Future Gen erations Essay1067 Words   |  5 PagesTechnology And Its Harm To future Generations Will the usage of computers in a classroom setting result in adverse effects on young future generations? No doubt, for years has this been an ongoing argument concerning the educational system. Because computer use is promoted in schools, and because computers are so ubiquitous, children have a great deal of exposure to them. Not everyone, however, is comfortable with the use of computers by young children. Educators, Professors, Parents, and SchoolRead MoreThesis Statement : Children Of The 21st1470 Words   |  6 Pageshave machines to do all of their work, and every information about any given thing is made available in the internet. But is this dependence costing them their childhood is our primary concern. Because this internet is replacing their physical activity with things which are not worthwhile. The use of internet is becoming more and more every day. Even children are using the internet more than they are allowed to. Recent studies show that about 10 years back there were many children playingRead MoreTechnology Impact On Society1356 Words   |  6 PagesThe technology used in society is regularly changing and developing in a way that forces a push of usage in all aspects of life. This technological growth happening in the world is increasingly rapid, with new advancements being made with each passing day. It has become an integral part in almost every person’s live, whether they realize it or not. Many find these technological advances to be beneficial and necessary to life, while some see it as simply a distraction. Whatever opinion held, it canRead MoreSociety’s Existence and Exposure in Today’s Technology1058 Words   |  5 Pagesthis new innovation. Technology affects someone’s life everywhere, with new trends and connections. The comparison of differences lay between safe internet use and the deceitful barriers that novice users are unaware of, appropriate choices are the key when using the web. In addition, the positive aspects that come into play using the internet consists of many potential business opportunities. You can create businesses online and work from home. When looking for a new position, you canRead MoreUse Of Technology And Social Media1564 Words   |  7 PagesInformation spreads and people retain information that is posted on social media. According to Pew Research Center’s article â€Å"Social Media Usage:2005-2015†, almost two-thirds of the American adults which composes about 65% of the population, uses social networking sites (Perrin, 2015). Two-thirds of the adult population reflects on the amplification of usage upon teens and upcoming generations. Perrin stresses that social media has affected politics, work, communication patterns, receiving and sharingRead MoreBehind the Internet Addiction Essay968 Words   |  4 PagesFinds Teenagers Internet Socializing Isnt Such a Bad Thing† demonstrates the support that the writer states towards the amount of time teens spend on the Internet. The essay caught my attention because it’s incredible to read about something clearly bizarre coming from a person that is not well informed about what the teens do exactly while on the Internet and what can be interpreted from the extra attention and usage of the Internet. Lewin states that the usage of Internet by teens does benefit

Iago And Betrayal In “Othello” - 2545 Words

AP 05/11/11 Iago And Betrayal In â€Å"Othello† â€Å"Othello† is one of the most successful plays in Shakespeare’s collection. One of the subjects the tragedy addresses is betrayal which is a crucial part of the play that helps the author develop events to bring it to its climax. Iago’s character symbolizes disloyalty, but what are the motives of his treachery? It seems like there is not enough reason for his actions. By creating Iago in â€Å"Othello† as perhaps a masterpiece villain comparing to all his other plays, Shakespeare introduces to the audience and reader an evil type of person who unfortunately exists in society, and he suggests that disloyalty is just part of such person’s nature, so one could betray for the sake of betrayal itself.†¦show more content†¦Iago’s main goal is focused on taking a revenge from Othello. To be able to accomplish his plan, first Iago provides his â€Å"loyal† service to Othello, â€Å"In following him I follow but myself† ( Act 1. Scene 1. 57). Drama theorist Ferguson notices that Iago is a type of person who knows how to control his emotions when he is told so by his motive in order to present himself as a reliable man (222). Once he gains the trust of Othello, he starts planting the evil seeds â€Å"Hell and night/ Must bring this monstrous birth to the world’s light†(Act 2. Scene 1. 402-403). After staging the drunk riot and getting Cassio fired from his lieutenancy, Iago starts poisoning Othello’s mind with a suspicion that Cassio and Desdemona have a love affair. Iago’s perfect plan develops when Desdemona keeps pleading Othello to reinstate Cassio which makes Othello both mad and jealous, â€Å"The Moor already changes with my poison† (Act 3. Scene 3. 329). To secure his strong footing before Othello, Iago makes him go mad because of jealousy from one side, and warns him to take a heed against jealousy from the other side, â€Å"O beware my lord of jealousy; / It is the green-eyed monster, which doth mock / The meat it feeds on† (Act 3. scene 3. 167). Ferguson analyzes that Iago carefully continues wearing his most compassionate mask, and meantime by gathering any false facts needed, he warns Othello not to jump into any conclusion (223).Show MoreRelatedFemale Betrayal in The Winters Tale compared to Iago in Othello687 Words   |  3 Pages The Winter’s Tale and Othello, both by William Shakespeare, contain fantasies of female betrayal. In both play’s these fantasies are aggregated by something, be it Iago in Othello or Hermione’s pregnancy in The Winter’s Tale. Iago confronts Othello in act 3.3, eluding to his wife’s betrayal. Both Othello and Leontes have a seemingly sudden o nset of jealousy. However, Othello’s jealousy forms later in the play than Leontes’. This is important when comparing the two because thereRead MoreStandards, Biases And Betrayal : Othello By William Shakespeare And Frankenstein 1316 Words   |  6 PagesDaniel Mascola World Literature 5/31/16 Standards, Biases and Betrayal Othello by William Shakespeare and Frankenstein by Mary Shelley share a common theme: betrayal. Victor Frankenstein betrays the monster he created, and Iago betrays his superior in command, Othello. In both cases, the person betrayed was viewed as an outcast whose physical appearance threatened established societal norms. In late sixteenth century Europe, the vast majority of people were white. The belief that they were raciallyRead MoreAnalysis Of Shakespeare s Othello, By William Shakespeare1040 Words   |  5 Pagestexts are considered together, their universal themes and ideas lead to greater understanding, appreciation and insight of both the old and the new. The texts Othello, William Shakespeare (1600) and Othello, Geoffrey Sax (2001), ring true for this statement. Despite the differing contexts and ages, the universal themes of racism and betrayal bring new meaning to each of the texts. The primary meaning from the juxtaposition of the two is that of the human condition, and how the problems faced in theRead MoreTreachery and Betrayal in Othello1408 Words   |  6 PagesTreachery and betrayal, they belong hand in hand, like a married couple, for they both ultimately lead to misery and sorrow. In William Shakespeare’s play, Othello, acts of treachery and betrayal have great dramatic si gnificance. They greatly contribute to the theme that appearance does not always portray reality, and reality is not what one sees but more often what one does not see. The acts of treachery and betrayal in Othello help to develop this theme through character development. Such actsRead MoreOthello by William Shakespeare1389 Words   |  6 Pages Iago has been frequently judged as an evil villain for the meticulous acts he makes after Othello betrays him. Though he was never a murderous villain until his downfall he is unfairly viewed as the antagonist in the play. Since the commencement Iago was an honest military man who never wronged anybody up until they wronged him. He was stripped of a military promotion he had been looking forward to accepting by Othello the general and not only this he was also informed that Othello might haveRead MoreWhy Is Shakespeares Othello Still Relevant in Todays Audiences?940 Words   |  4 PagesWhy is Shakespeare’s â€Å"Othello† still relevant in today’s audiences? â€Å"When you begin a journey of revenge, start by digging two graves: one for your enemy, and one for yourself.† – Jodi Picoult. Othello is a very well-known Shakespearian text and is still relevant to today’s audiences. The themes in â€Å"Othello† are still applicable to today’s many audiences; Betrayal is a key theme presented in Othello, and is also still relevantRead MoreTheme Of Jealousy In Othello979 Words   |  4 Pages Jealousy and betrayal are two words that often go hand in hand, especially in a relationship. In a relationship, the act of envy usually leads to betrayal when a person is being attentive of the other’s success and achievements. These type of relationships always have unpleasant endings that can be as bad as claiming the lives of innocent people around them. This shows how jealousy, betrayal, revenge can negatively impact people’s lives and can lead to a series of tragedies in the life of a heroRead MoreIs I t Possible For A Small Piece Of Cloth?879 Words   |  4 Pagesthe Shakespearean play â€Å"Othello†, it is very possible. There are many factors that lead up to these deaths, but the handkerchief is the most significant. It is the most significant because of all the chaos it causes. Nevertheless, the play depicts a story about Othello and Desdemona, a couple that deems unacceptable in Iago’s eyes. Thus, Iago devises a plan in order to ruin their marriage. His plan includes stealing the handkerchief that was given to Desdemona from Othello. At this point it is clearRead MoreBetraying and Lying in Othello by William Shakespeare1726 Words   |  7 Pagesthe root of all evil today. People have made it an everyday thing to lie and betray people just because they like to see people broken in misery. People also lie and betray people because of jealousy they may have towards them. The tragedy of Othello explains why some people are not trustworthy. Just because some people feel like they are miserable, they try everything in their power to make the other individual miserable as well. Enemies come in different colors, shapes, and forms, making itRead MoreOthello, By Director Iqbal Khan891 Words   |  4 PagesAccording to director Iqbal Khan the state of not having certainty makes Othello a tragedy as a play. As a character not having certainty allowed his mind to become polluted and create a jealous monster. The relationship between Othello and Iago jeopardizes the idea of Othello’s character. The series betrayals are drawn upon by the false whisperings of Iago. He allowed Iago to manipulate his thoughts and conquer his conscience. During the final scene not having certainty deteriorates Othello’s character

My Life At 75. Introduction. At Seventy-Five Years Old

My Life at 75 Introduction At seventy-five years old I imagine my life to be vibrant and multidimensional. I looked at the realities of my relatives at this age including my grandparents and parents to give me a better idea of what my life might look like. The people who were alive at this age were healthy some still road horses or climbed mountains, and my father still bikes long distances at 73. So I see myself as very active, both in the outdoors, as well as the community. I see my life I think I will continue traveling often and volunteering. At this moment I am unsure where I will be living, possibly overseas. I know I will be in close contact with friends and family. I am choosing to see my life as healthy as the family members†¦show more content†¦My current lifestyle could use an increase in low impact exercise and healthy eating. While I try to do both, I know that as time goes on it becomes more important to do this regularly as it affects my health. Family history is dichotomous some fam ily members have thrived in older adulthood while others did not make it into their 70s, and by simply looking at their lifestyle choices it would have been hard to guess who would live the longest. Those who thrived at this time of life had very active and meaningful lives. The family members who died younger made healthy lifestyle choices, but got cancer or some other life-threatening disease at a younger age, and were healthy until the disease came on suddenly. So, I am hoping I fall into the category of the people who are active into older age. I hope to continue swimming on a regular basis, and possibly play tennis. If I am alive at 75 based on family history I will have no major health issues but will have the normal effects of aging. I may also have high blood pressure or increased risk of pneumonia as this was common in some family members. This is partially due to the fact that the artery walls stiffen over time, and my lungs are more susceptible to illness due to a weakene d immune system. Cognitive Status My cognitive status will be mostly fully functional. I will have a slower memory, and will have to take the time to keep a schedule of some kind, and may need a reminder toShow MoreRelatedIntroduction. Thesis Statement: . The Katzenbach Center1665 Words   |  7 PagesIntroduction Thesis Statement: The Katzenbach Center survey success was based on organizational change initiatives not just the participants response, many people argue. In this paper, I propose to prove participants who took the survey were in fact of sound mind, and effective to get the right responses as a result. The percentages of participants who took the survey says a lot about the change task they underwent effectiveness and failures. Their experience with organizational change controlRead MoreThe United States Is The Most Powerful Nation Of The World1792 Words   |  8 Pages INTRODUCTION The image of the USA has become negative. Do you agree with this statement? The United States is the most powerful nation in the world. As this statement tells you even if you are in this position, other countries with different moral values will look at our values as negative, therefore in their eyes our country is viewed as negative. Our progress and ability to better our lives in this country makes us apart from every other nation in the world. While other nations around the worldRead MoreThe United States Is The Most Powerful Nation Of The World1835 Words   |  8 PagesINTRODUCTION The image of the United States has become negative. Do you agree with this statement? The United States is the most powerful nation in the world. As this statement tells you even if you are in this position, other countries with different moral values will look at our values as negative, therefore in their eyes our country is viewed as negative. Our progress and ability to better our lives in this country makes us apart from every other nation in the world. While other nations aroundRead MoreTechnology And Its Effects On Health And Social Security System4104 Words   |  17 PagesIntroduction By 2050, the number of Americans sixty-five and older is going to double, to more than eighty million. Moreover, research found that almost ninety percent of Americans, including those older than seventy, want to age in place for at least the next five to ten years of their lives. As the American population ages, and as the digital health field expands, technologies addressing the unique challenges of aging in place will become more of a reality. 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History The Oro Valley PoliceRead MoreReligious Education Sba3215 Words   |  13 PagesNumber:________________ Registration Number: ___________ Proficiency: General Territory: Turks amp; Caicos Island Year of Exam: 2013 Student’s Name: Wilkiens Martin Teacher’s Name: Mrs. Rose Edwards School: Clement Howell High School Centre Number: __________________ Registration Number: _____________ Proficiency: General Territory: Turks amp; Caicos Island Year of Exam: 2013 Table of Content Proposed Topic: Baptist Church Proposed Area of Interest: Festivals in the Baptist ChurchRead MoreCFP PROJECT FINAL 1 55752 Words   |  24 PagesStudent ID: 300769510 Presented to: Professor Rajiv Issar Centennial College Progress Campus TABLE OF CONTENTS Disclaimer Letter of Engagement Personal Information Introduction Objective Cash Flow Summary Income Statement Investments Annuities Asset Allocation Insurance Life expectancy Estate Planning Exhibits and Calculations DISCLAIMER The analysis of the financial projection in this report is based on the assumptionsRead MoreSignificance of Human Resource Management in Banking Industry: a Case Study of Union Bank Plc, Kaduna11351 Words   |  46 Pagesstrength and sparing my life towards accomplishing this great task successfully. ACKNOWLEDGEMENT I thank God Almighty for giving me the strength to pass through my academic programme successfully. My profound gratitude goes to my noble and dedicated supervisor, Alh. Yahaya Abdulhameed for making out time to correct and guide me at various stages of this project which eventually led to a perfect finish. May Almighty God in his infinite mercy be with you in all your endeavours. 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For years, the world has thought the oceans are much too big to be effected by human action. The idea that the ocean is indestructible has met its end. Peter Weber a Research Associate at the Worldwatch Institute says, Today, with technologies that allow us

TEACHING.

Introduction There has been a reasonable gradual shift in the approach of teaching writing in the classroom from product approach comprising grammar-translation, controlled-to-free, paragraph pattern, grammar syntax organization approaches (mostly prevalent till early 1970s) to communicative approach (mid 1970s), process (late 1970s - Early 1980s), English for Academic Purposes (Mid 1980s) and Genre Approach (1990s). However, there are array of opinions, arguments and concerns over the fact that which style works best with the students in developing their ability to express their ideas with freedom and at the same time with correct composition and coherence. All these approaches focuses at different aspect of English writing and requires relevant changes in the role of teachers and students, their involvement in the class room, nature of exercises and in the feedback method. However, they provide an English Language Trainer a flexibility to implement one or a combination of more than one approac h (James, 1993) considering the time, purpose, need, cultural milieu and academic level of students and their proficiency in the English Language. This piece of writing will not delve into different approaches of teaching writing in the class room but is intended to explore the process approach of teaching writing, its implications on the teaching methodology and class room management and possible ways through which teachers might respond to assure that both the need of learners/students and the objective of the course is met. Philosophy of the Process Approach in Teaching English Writing The underline philosophy of the process approach is to provide students/learners the ability to learn the processes that leads to the acceptable finished text or product together with a degree of freedom of expression based on their own fluency of language. The quote process cannot be inferred from the product, any more than wheat can be inferred from bread (Murray, 1982:18) aptly describes the importance of this approach while teaching English writing in the classroom. Before discussing the process approach further, a brief account of the research that guided the attention of teachers on the process of writing would be relevant here. The main influence on the development of process approach was the work of two cognitive psychologists Flower and Hayes, who proposed a writing model based on their research on L1 writers (Flower and Hayes, 1981) that became the basic tool for the further research on the process of writing and is widely used since then by researchers. However, the writin g model of Flower and Hayes was found incompatible considering the writers as skilled and unskilled (Raimes, 1985) and thus led to the development of another L1 writing model that emphasizes on the two types of writing styles - knowledge-telling (writing style of 12 year old) and knowledge-transforming (synthesis and interpretation of knowledge) and hence follow different writing processes (Bereiter and Scardamalia, 1985). The other significant research that influenced the development of process approach was the work of Grabe and Kaplan (1996) who suggested other dimensions to research such as education, cognitive side of writing, discourse analysis and the rhetorical study (led to genre approach). The process approach is more to develop a cyclical and recursive style of writing which involves continuously and simultaneously the pre-writing (planning), writing and re-writing processes (Smith, 1982: 104). The proponents of teaching writing with greater emphasis on the writing as the process Escholz (1980), White (1988) and Jordon (1997) indicate towards the drawbacks of product approach such as model-based learning that fosters the sense of imitation in students with little scope for students to actually learn the processes involved in obtaining the acceptable final product as the main reasons behind the emergence of this approach (Escholz, 1980:24). The process approach provides ample opportunities to students to make their own choices related to the direction of their writing by series of classroom discussions, tasks, drafting and re-drafting their writings and with the formative feedback provided by teachers. The approach also enables students to make improvements in their own composition (Jordan, 1997: 168) unlike in the product approach which leaves the task of correcting and improvement to the teachers. As this approach puts more emphasis on the purpose, the audience and the writers process it involves significant brainstorming to put together the thoughts and ideas, drafting and re-drafting and an increased focus on both the content and the language simultaneously encouraging students to devote time to writing and provide peer feedback. The two critical component of the process approach to writing are awareness and intervention (Susser, 1994). However, before discussing the importance of these two components in the process pedagogy it is exceedingly important to understand the difference between the writing process and process writing which are often confused by stakeholders (students, teachers, school and institutions and authorities). In the words of Susser, writing process is nothing but the writing or composing, however process writing is the process-based teaching techniques (Susser, 1994: 32-34). Now let us discuss the two important components out of which the Awareness means that the students should be made aware that writing is a process, each type of writing requires different processes and these processes are not merely giving words to the ideas but they comprise the judgment of format or genre, a thorough consideration of audience and use of appropriate vocabulary. Intervention, on the other hand, is cons idered as the integral part of process approach which emphasizes the role of teachers as facilitators who help students at different stages of the writing process through classroom exercises and activities (Susser, 1994:35). These two components are complimentary to each other and help in achievement of the objective of teaching process. Salient Features of Process Approach In order to devise a strategy of teaching writing in the classroom a thorough understanding of the focus points of process strategy is a pre-requisite. Hence, the salient features of the process approach are listed below (Hairston, 1982) with an aim to provide a kind of to-do-list for teachers - who plan to use this approach of teaching - to help them ensure that they cover these areas during the planning of their classroom methodology. These features are taken from the process writing framework provided by Hairston (1982). The process approach dramatically changes the role of teachers from an Instructor - who correct the writers text, imposes on them their own writing style, instruct student to follow guidelines and model form of writing; to a Facilitator who guides the writing process with intervention at various stages providing students direction leaving onus of correcting and improvement of text on them. The process approach emphasizes on learning of the ways to explore ideas and content in a particular context. The main basis of the approach is the various linguistic and specific researches done on composing process of writing. It also takes ideas from other fields for example cognitive psychology. The assignments used in the class extensively cover the purpose of writing, audience and the occasions. Assessment judges the compatibility of produced text keeping in mind the writers intentions and readers needs. It takes in to accounts the more realistic recursive/cyclic nature of writing proces s instead of looking at it as a linear process and uses a variety of writing models and processes that are expressive and expository in nature. It considers writing as a creative activity that can be described, analyzed and taught effectively in the classroom using right methodology. Also, iterates that the teachers, who are writers, can be more effective in teaching writing to students. It views writing as a learning, developing and communication skill. Process Approach and the Role of Teachers The pre-dominant use of teaching writing in the classroom focusing on the product approach over so many years has resulted in teachers being predisposed to using class exercises such as sentence completion, syntax correction and making logical connections while teaching writing. However, during the process teachers are heavily involved in the correction and improvement of students composition themselves and in a sense impose their writing style on students. On the contrary, in the process approach the role of teachers become more like a facilitator where they encourage students to do improvement or correction of the composition on their own by providing them formative feedback. The role of teachers starts with the very fact that they have to bring writing as a classroom activity instead of leaving it on students as homework. The process approach is built around the cyclic model of writing proposed by White and Arndt (1991), hence, it will be useful to describe the role of teachers fo r each component of writing process postulated by cyclic model such as Generating Ideas, Focusing, Structuring, Drafting, Evaluating and Re-viewing. Generating Ideas It is the most important component as it sets the tone for the writing process. Teachers are supposed to initiate the thinking process of writers and help them through motivating them and providing guidance, direction, clues, situations, images, and food for thought throughout the activity. Focusing The setting up of central theme to start writing about is the very critical and perhaps the foundation of writing process. As students brainstorm and gather ideas they struggle to collaborate these ideas to derive a central theme for further action. The intervention of teachers is greatly required in helping student focus on the purpose of writing i.e. theme. Certain activities described in the cyclic model (White and Arndt, 1991:44) such as fast writing and loop writing can be used to enhance the results during this stage. Structuring It is an on-going process not a one-stage process and basically deals with the channelization of ideas in a way that make sense and appeal to the reader and most importantly can convey the subject matter in a logical way. For example deciding on the introduction, conclusion and presentation of information. The role of teacher in this stage is to provide necessary guidance and support in defining a clear structure for writing, however, only direction should be given letting student learn it by doing it. The main activities that are suggested for this process are experimenting with arrangement, identification of organizing principal and its effect on text by studying text (White and Arndt, 1991:78). Drafting This is the stage at which student produces his/her first draft and the role of teachers here is to make student aware of different styles of opening and closing a text, a piece of writing or a paragraph and encouraging them to make their writing appealing and interesting to read. Teachers may also do one outline of the task just to show the students an expert way of doing that. The different activities suggested here are exercises aimed at individual and group compositions with extensive intervention from teachers (White and Arndt, 1991:78). Evaluating Often at this stage, teachers dictating approach defeats the very motive of the process approach as they start correcting the text produced by students discouraging the idea of self-evaluation. Teachers have to ensure that students themselves are the only evaluators of their work. This is the basic development which in broader perspective will help students life-long. Also, teachers have to be very careful the way they give feedback to students, considering their cultural backgrounds Collective and Individualistic Cultures (Hofstede, 1980) - as they tend to take teachers suggestions as instructions and may follow them religiously. Peer feedback can be exercised here and more precisely use of peer feedback from L1 to L2 writers and vice versa would be fruitful in encouraging students to self-evaluate their work through analysis (White and Arndt, 1991:78). Reviewing This is more like a habit which should be inculcated in the students to have a final re-view of their writing which helps in spotting gaps in the final product such as any correction required or induction of new ideas or further re-arrangement of ideas to make it more coherent. The role of teacher here is to make students aware of the importance and essence of re-viewing. The basic activities suggested at this stage are checking coherence and logical progressing of the text, its division and assessment of its impact on readers (White and Arndt, 1991:136). Implication of process approach on the class room Management Teachers taking a shift from the product approach to the process approach must be aware of the practical implications it will have on the management of classroom while teaching. In the words of Wason it would be wrong to suppose that there is one best way to understand how people write (Wason, 1981a:340). This precisely indicate that teachers cannot really find a suitable way of teaching that caters to the need of group of learners who have different needs and hence required to pay attention on one-to-one basis, which in a sense is more demanding. Given the characteristics of the process approach it demands a whole new approach to teaching writing. The implications of process approach are mentioned below under various subheads - Implications on course content The course content continues to focus on the basic teaching about the language, however, there is some change required in the content and delivery considering L1 and L2 writers. For L2 writers, more emphasis should be on the vocabulary and they should also be made to read and brainstorm extensively during the course as it is imperative to perform writing task whereas for L1 writers the emphasis should be more on grammar and sentence construction. On the whole, the basic idea of the course structure should be to provide enough opportunities for learners to write with personal involvement. Implications on Class room Assignments Students often perceive the classroom exercises as compulsion and mere a way of getting good grades that makes them be less involved personally. In such situations ability of teachers to convince writers the wider perspective of assignment, which is not the evaluation for grades but the improvement and to build a foundation for future writing tasks is the key. This would also help writers to be more committed and involved in the effective writing which would further make them to think about their private conception of their writing task (Galbraith, 1981). The best idea that could be utilized here is the provision of autonomy to students in choosing their own topics which would result in students having greater idea of audience and purpose, however, teachers may choose to set direction in terms of type of writing and methods of choosing a topic. Further, It would help teachers in determining the skilled and unskilled writers and in choosing ways to deal with their individual needs. Fo r instance, skilled writers consider purpose and audience while writing and write reader-based prose from the beginning whereas unskilled writers do not consider purpose and audience while writing and need assignments challenging them to think about these elements in order to produce good product. Also, unskilled writers initially write writer-based prose but after the guidance and as they develop, shift to reader-based prose mode later on (Flower, 1979). The list of processes such as discussion, brainstorming, taking notes, fastwriting, rough draft, preliminary self evaluation, structuring text, first draft, peer evaluation, conference, second draft, self-evaluation/editing, finished draft, final response to draft (White and Arndt, 1991:7) involved in the production of a decent piece of writing provides ample scope to decide on the activities to be chosen during the classroom teaching. Some techniques that can be used in the pedagogy are brainstorming, cubing (in which students ask themselves a flurry of question about any topic), wet-ink writing (student write for ten minutes and then pick up the idea from the text and then write about that idea again and so on), role playing and the idea of writing-centres (Ronesi, 1995) among others. Implication on feedback mechanism The process approach requires more participation from the students as it considers writing as an activity and encourages peer feedback and thereby the process requires relative changes in the classroom setting. The success of process pedagogy depends heavily on feedback mechanism as it provides necessary guidance to students that comprise mainly teacher-student feedback and peer feedback. Teachers have to balance their feedback keeping in view that neither they dictate the writing process by providing feedback in the form of guidelines - as students then religiously follow that and stop thinking, nor they should provide less feedback so as to make it useless (Zamel, 1985). However, unfortunately, researchers found in most cases the feedback given to student are in the form of guidelines. Hence, it is appropriate to mention and advise the idea of process-feedback as proposed by White and Arndt (1991) which advocates provision of feedback in the form of suggestions and not instructions , should provide hints only not the complete solution (to encourage self-evaluation) and should be given on both the good things and on improvement areas. Also teachers should act as readers not as language experts or possibly just like fellow students and not instructors while responding to the text. Keeping the peer feedback in the view, teachers need to group the native English speaking students and students with English as a second language together to have more comprehensive and valuable peer feedback. The underline idea here is to make L2 writers learn from the L1 writers development on the cultural aspects that would help them in contextual writings. Implications related to teacherstudent involvement and evaluation The process approach encourages students towards creative writing and to take up writing as a problem solving activity (Flower and Hayes, 1980a). But this could lead to a kind of problem for teachers related to the selection of right kind of problems to be worked on in the class room with an aim to improve students linguistic capabilities as well as provide them freedom to experiment with vocabulary. This situation underlines the importance of involvement of both student and teacher in the process of learning during the course. As the process of teaching involved a lot of activities such as drafting and re-drafting for a number of times, it is important to keep in mind that students may lose motivation which can only be overcome through creating ways to involve students in the process constantly. The other area of concern in the process approach which has far reaching implications on classroom management is Evaluation. Evaluation on the face of it looks difficult to handle in the process approach as it produces a lot of text during the course. Further, the approach to evaluation also poses a degree of challenge in this pedagogy. In the words of Hairston, the written text should be evaluated by teachers based on parameters of fulfillment of writers intentions and the audience need which results in the difficulty for evaluators as to how can they know the writers intentions? The other difficulty is the determining as what is to be evaluated, the process or the product and this results in a challenging situation for teachers as to who should be rated high the one who make a lot of changes to the text during the re-drafting or the one who makes less changes during the writing process and produced quality text. It would be worth mentioning here the two contradictory arguments on t his issue. Beach (1976) in his writings advocated extensive revisers as better writers than the non revisers; on the contrary Dieterich (1976:302) opines that there seems no logic in proclaiming that revising contains inherent worth. Implications related to L1 and L2 writers It makes logical sense that adoption of process approach has different implications for L1 and L2 learners considering their level of proficiency and individual needs. Hence, necessary changes to the classroom approaches should be made to make it more suitable to L1 and L2 writers. We know that there are marked similarities in L1 and L2 writers for example in composition process, however, same approach of teaching would not work and hence require careful planning and execution of teaching (Fulcher, 1997: 16-18). Various researches done in this area ( Zamel (1983), Arndt (1987), Cumming (1989), Hall (1990)) comparing L1 and L2 writers have revealed that transporting teaching techniques from L1 to L2 is extremely forbidden and teachers should avoid forcing one writing technique on all students neglecting the differences among them. Conclusion The process approach has been acknowledged as a suitable approach for teaching writing in the classroom as far as the needs and development of students are concerned, however, the way teachers respond to the pedagogy is crucial. The features, useful activities and its implications of the process approach discussed in the paper only serve as a limited guide to teachers and majority of onus and judgment lies in the hands of teachers and their effectiveness determines the end result. Teachers need to pay attention to the evaluation process and should exercise a balance while evaluating both processes and finished product as often they may find themselves in a difficult situation of judging product more than the process or may neglect product completely while focusing mainly on processes. Similarly, teachers intervention in guiding students at different stages of the process is very critical to make approach work efficiently.