Ford Business Strategy

Ford Business Strategy

Ford Motor Company is one of the largest car manufacturers in the planet because of its world sales and an effective marketing strategy. Behavioral organizations, culture, business environment, and organizational strategies influence fords performance, customer service satisfaction, and competitiveness in an ever changing business sector.

In June 1903, Henry ford incorporated and established Ford Motor Company in Dearborn, Michigan. Some of the firm’s auto brands include Mercury and Lincoln in the United States, Land Rover and Jaguar in the United Kingdom, and Sweden’s Volvo. Besides, Ford owns a third of Mazda’s shares. Today, Ford is the second largest Auto Maker in the United States with a Market share of 18%. Annually, Ford Corporation manufactures nearly 7.4 million cars in approximately120 auto plants across the globe. Ford utilizes the procedures of large scale assembly line management and vehicle production (Henderson et al., 2014).

Graph 1: Fords annual Car Production Statistics Since 2012

Issues and Opportunities

The Automotive industry is ripe for competition. Cheap Cars flood the global market from countries such as China, India, and the United States. Besides, new market entrants from Eastern Europe and South Korea escalate the competition level for Ford. In addition, there is a great risk in the fluctuating prices of raw materials like fuel, rubber, glass, and steel. Important Economies such as the United States, Pacific states, and Europe are experiencing volatility, market shocks and slow down, thus denting the overall performance of car manufacturers including Ford. Sustainability is also an important factor to consider. Pressure is mounting on motor vehicle manufacturers to adopt a green strategy and to phase out the old engine design that gallops fuels and emits excess carbon to the atmosphere. A need exists for Ford to overhaul its car design and to forge for business process redesign to accommodate sustainable fuels such ethanol, vegetable oil, electricity, and sunlight. There is uncertainty whether Ford's customer base, investors, and stakeholders will be receptive or the revolutionary measures in the long run (Klepper, 2012).

Ford Motors currently strives to raise its global market share especially in car sales where there are unprecedented downturns in Europe and the United States. It reviews how it employs the advances in information technology and communication to gain a competitive advantage over its rivals such as General Motors and Toyota (Kangas, 2014). Ford’s management also understands the importance of establishing healthy and cordial working relationship between employees and other stakeholders result in proper planning and smooth flow in business operations hence attraction of a larger customer base for increased product sales.

Resource Audit Concept

Shifting focus and expansion of Ford to a wider global market such as Middle East, Africa, and Asia implies that the organization has to deal with operational challenges. The best way to approach this issue is to apply resource audit concept.

A resource refers to a basic element controlled by a corporation to ensure effective organization of operational processes (Stonehouse et al., 2013). Resources are vital tools for creating competitive advantage. It is because of this reason that resource audit in Ford is vital and mandatory. In fact, Ford's sustainability and competitive advantage rely on the rate at which its resources can be substituted or imitated. A combination of resources results in capabilities and competency formation.

Resource Audit in the Case of Ford

Financial Resources

Although Ford suffered full-year losses during years prior to and after 2008 financial crisis, the organization has a century-old track record of resilience and ability to rebound from downturns to profitability. In 2014, it made a $6.3billion profit which is a testament to its healthy recovery. However, dismal performance in its North America subsidiary drags down the financial improvements in the developing world and China.  Other negative factors include impairment charges for long-lived Land Rover / Jaguar operational long-lived assets and high cost incurred in programs aimed at reducing the number of personnel. Ford generates its automotive sector revenue cash and income primarily from vehicle sales to its distributors and dealers. On the other hand, the organization generates its finance service sector revenue mainly from interests imposed on financial receivables. Ford intends to minimize the operational costs by reducing the cost of healthcare, personnel layoffs, and material cost actions.

Human Resources

Ford boasts of more than 280,000 employees working in more than 110 plants globally. While this is a sharp decrease from a decade ago, it is worth noting that the company has traded off some of its subsidiaries including Hertz and Visteon.  Furthermore, Ford is automating most of its production process, hence resulting in massive layoffs that have at times sparked employee protests in the United States, Germany, and the United Kingdom. Minimizing the number of human resources ensures efficiency in service delivery, accountability, and optimization of employee performance.

Physical Resources

In addition to its 120 plants, Ford has GERS (global engineering release system). It is a digitized worldwide communication network conceived in 1989 to improve coordination between affiliates and subsidiaries. Currently, more than 30,000 Ford employees can use this computerized system to share manufacturing and design information as they innovate new products. It is not Ford’s choice to rationalize its operations on a global basis or to execute operational expansion in low-cost production sites.

Intangible Resources

Ford has a global strategy of forming alliances with Mazda and other small automakers in Asia to jointly design, engineers, and market vehicles both in the US and other parts of the world. Partnerships are necessary in maintenance of competitive position, especially in the international market.

Key Managerial Implications

Over the past decade, Ford’s management has experienced challenges in coordinating activities and tracking use of resources as the organization expands to the developing world. Other countries such as China, Brazil, and the Middle East exhibit different business cultures as compared to the United States. Therefore, there is a need for a development of strategies that ensure less interference on resource management in these regions. One of the options that can be considered is the absorption of local talents that have understanding and experience in working those business environments. Specifically, there is a sharp contrast that exists in the management of human resources in highly populated regions with cheap labor as compared to the West.

Link to Other Concepts

Value Chain Analysis

A value chain is a tool that identifies and analyzes the origin of competitive advantage. Formation of alliances with other firms enables Ford to improve its competitiveness while engaging in the international trade. The management is tasked with brainstorming of ideas on how to launch an effective competition against emerging firms from South Korea and Europe and other parts of Asia. There is also a mounting stiff competition within the local market in the United States as global corporations penetrate US markets. As the word becomes a global village, Ford’s management is faced with a risk of losing its share of the market unless the business process is redesigned and reengineered for integration of Technology and its benefits.

Core Competencies

Brand management is the core competency of Ford. For over a century, Ford has developed its brand to become one of the most dominant in the world today. However, the firm’s current position in the globe today can fade quickly unless concrete steps are considered to maintain its competitive advantage (Stonehouse, 2013). Supply chain is another core competency that is vulnerable to market shifts, political instabilities, and managerial skills employed. Ford sources its raw materials and inputs from all parts of the world, thus a need to ensure proper logistical procedures to ensure JIT delivery and minimization of production costs.

SWOT Analysis

Any corporation that intends to strategize on its long-term performance should conduct a SWOT analysis to review the market situation. Ford’s strength lies in its intricate network of global brands. In addition, the firm has established alliances with other Motor vehicle giants. Therefore, it is upon the management to optimize the benefits of partnerships to improve corporate competitiveness and to tap into available opportunities in new markets. Ford’s weakness is the slow adoption of information technology and new business strategies to meet the evolving customer needs (Stonehouse, 2013).

Managerial Agenda

Ford needs to rejuvenate its strategies, policies, and the overall corporate goal. To do this, the leadership should allocate a sizeable amount of financial resources for research and development activities. It is hard for an organization to launch effective competition without investing in the latest technology and innovation (Kangas, 2013). Return on investment will be higher if the organization succeeds in introducing revolutionary products to the markets. Furthermore, it is imperative for the decision makers to benchmark from the best performing rivals in different regions of the globe to understand factors that influence their success. In this way, the organization averts costly reinvention of the wheel.

Cutting on the operational cost should be a fundamental point in the overall agenda. It involves lay off of incompetent workforce and hiring young, energetic and creative employees from all parts of the world as replacements to foster diversity and to embrace a global status through an even representation. The organizational structure should also be restructured to accommodate the management of subsidiaries and to ensure clarity on the chain of command, hence improvement in horizontal and vertical communication. Lastly, the organizational leadership should have little influence over regional management to encourage conception of new organizational culture. 

Bibliography

Henderson, R., Gulati, R., & Tushman, M. (2014). Leading Sustainable Change. An Organizational Perspective. Corby, Oxford University Press.

Kangas, K. (2013). Business Strategies for Information Technology Management. Hershey, Pa, IRM Press.

Klepper, S., 2012. The Capabilities of New Firms and the Evolution of the US Automobile Industry. Industrial and Corporate Change, 11(4), pp.645-666.

Stonehouse, G. and Houston, B., 2013. Business Strategy. London: Routledge.

Names of Artists

Names of Artists

Craft artists are highly dependent on their natural environment for both inspiration and art materials. In this PBS episode of Craft in America, several artists are interviewed on various processes through which natural materials become finished craft works and the hidden messages may be contained therein. Featured artists include David Gurney, Kit Carson, and Jan Yager. Others are George and Mira Nakashima, Timberline Lodge artists, and Richard Notkin (PBS).

Jan Yager is both a media jeweller and an artist. Her artistic work spans from a utilization of contemporary objects to close observation of nature and references to the history of American colonial times. Plants that penetrate cracks on chicory and purslane sidewalks in search of sunlight, for instance, inspire her art on City Flora. On the other Hand, David Gurney is a painter and a potter. Mexican folk art, food, childhood and nature inspire his artistry. He paints and decorates his functional pottery with mythical landscapes to reflect his sensibility, place, or time.

Kit Carson is a jeweller and an artist living and working in New River, Arizona. Mostly, his work is an homage to romanticism in America's West during 1950s because he is influenced by Crafts and Artists movement. Some of the themes of his work include Art Nouveau, cowboys, Day of the Dead and desert animals. Yixing pottery tradition influences Richard Notkin, hence his work mostly harbours political commentaries. His collections are available at Smithsonian design museum, the Copper-Hewitt, and the Metropolitan Art Museum. George and his daughter Mira operate Nakashima Art studio in Pennsylvania. The Second World War and Japanese carpentry inspire most of his work. Today, her daughter Mira continues his legacy by producing classic furniture designs (PBS).

Reference

PBS,. Crafts in America: Landscape Episode. 2016. Web. 3 Mar. 2016.

Literature

Question 1

The best choice of literary text for classroom use should captivate reader's mind heart to compel a response. It should rouse the teacher's emotions and those of the learners. In addition, the literary text choice should be well written in a language and tone understandable by all readers. Besides, it should bear a message and a moral story.

Teachers should consider the layout of the book including the number of pages, print size, illustration placement, and the inviting page. If the print and configuration pages are so overwhelming that the learners can hardly understand, the teacher should reconsider the learning strategy even if the literature’s content is riveting (Sipe, 2014).

Here are some of the factors to be considered when choosing a literary text for the classroom:

Compelling content

Compelling content refers to humour, dialogue and suspense. Others include action controversies in the text plot. The teacher should study the initial pages of the book to ensure the ease of understanding by young learners. The chosen literature should have a story that blasts off from the beginning to avoid cases of student dissatisfaction and halted learning progress as they strive to catch up with the teacher's pace. Students should immediately agree with the character’s deeds. Failure results in confusion and misunderstanding between the instructor and the learners. Literary text should not only impart knowledge but also entertain to ease the process of information absorption.

Realistic Characters

Fictional stories where characters engage in unrealistic activities such as resurrection after a brutal fate can neither elicit excitement or arouse curiosity and urge to read. Instead, the protagonist and other characters should be comfortable with performing daily chores as real humans do.

Illustrations

Pictures and illustrations assist the learner in painting the picture of the story and understanding its plot. Artistic depictions marry well with a carefully choreographed story to ensure that the learner uncovers the hidden message and the moral lesson behind the story. In fact, literary experts argue that the illustrations spark response especially for the beginners yet to develop and master literary analytical techniques fully. 

Needs Analysis

Finding an appropriate literary text for the class is not easy. The teacher is obliged to conduct a needs analysis to understand the gaps that exist in a classroom environment, what the students should learn, and the goals that should be achieved the end of each study session. To choose literary cycle books, the teacher can focus on the following:

Goals

Instructors should have personal goals for guidance during literary text study session. A teacher that lacks directions, objectives and a drive for imparting knowledge can mislead learners into studying inappropriate literary text. Therefore, it is imperative for a teacher to conduct a survey of the local library and the available texts. Then, the choice of a literary cycle should have drama and depth as required. 

Beginning with the Available Content

            The teacher should analyse the books that are available in the classroom. However, care should be taken to ensure the relevance of the book, its ability to meet the needs, and to produce the desired outcome. In addition, the teacher should enquire from other staff members in the department on the most appropriate way to choose literary text. Experienced librarians are also helpful when making choices related to literary works.

Interest Needs

Finding books that correlate with students’ grade is not a priority. The reason is that the students will collaborate while reading, thus resulting in understanding and enjoyment of class sessions. It is also important for a teacher to talk to the students to understand their needs at a specific time. Alternatively, the teacher can opt to allow students to choose literature texts for themselves, especially advanced grade learners.

Determination of What to Read

It is obligatory for an instructor to structure time for each day of the week when the students can engage in literature study. For starters, discussion of at least three points a day is recommendable to keep the students focused on the study’s main goal.  Textbooks can be divided into segments and each section to be discussed by a student. Then during class time, each learner can share information on their progress for the class to be updated. The teacher should take note of challenged learners and the beginners. In fact, older readers or adult volunteers can guide slow learners at their pace for them to grasp the study details.

            The teachers should also consider age, interests and cultural background of students when choosing reading materials for them. For instance, learners below the age of 10 should read literature texts based on mythical stories with happy endings. Children are thrilled by stories based on fantasies and animals, unlike older students that prefer texts on interrogations and solution of mysteries. Therefore, the teacher can suggest story books themed on heroes and political history to teenagers. For adults, literary works on symbolism and fiction are recommendable.

Question 2

Usefulness of Literature in the Classroom

The usefulness and authenticity of literature in a classroom are evident in its ability to build and instil valuable skills in learners, expand the worldview of students and development of critical reading capabilities. The culture of a modern learning environment is characterized by fact obsession and questioning of the world as it is. Still, reading literary works which are mostly based on writer's creativity and fictitious characters is at the core of learning process. Literature contributes significantly to the child's education as learning entails more than the dissemination of facts and information.

Cultural Value of Literature

Since the beginning of time, passing stories from one generation to the other has been at the centre of human civilization. Cultures develop as stories build around legends, myths and factual history. Religions and fables are also part of the formation and growth of human culture. The students should learn and understand their culture as they prepare to be integrated into a human society. However, they cannot do so unless they are knowledgeable on stories that culture dating back to time immemorial has been built upon (Povey, 2007).  Though historical books and works of literature are not the only sources of information on culture, they are the most important and can be obtained easily.

The bible, for example, has heavily influenced human culture, It is because of this reason that most of its teachings are referred to in a learning environment despite the religious background of the students. In addition, Shakespearean and Victorian era dramas are still relevant in the modern times due to their ability to relate to universal and timeless challenges that affected people then and still do now.

Expansion of Horizons and Motivation

It is easy for people to be caught up in the situation and to forget about developments around the world. Teenagers and young adults are mostly prone to this scenario. Therefore, the main goal of literature in the classroom is to expose the students to other culture's ideas and to learn about histories of people that once inhabited different parts of the planet. Some forms of literature put the students in the mind of a person that lived in a particular place at one time. Though an experience like this, the learner gets an opportunity to relive the historic time and to know how people survived, communicated and expressed their way of life. In this way, it is possible to motivate a student to seek more information and to expand their scope.

Similarly, through books and literary works from other countries, students learn about life in other parts of the planet. Students get more engaged and motivated while reading about a way of life of people in the rest of the world unlike when they learn about it in a textbook or a lecture.  

Expansion of Language Awareness

Being knowledgeable on a wide range of vocabularies is imperative for multiple reasons. Literature ensures the complexity of student’s discourse other than gaining of additional reading and writing abilities. Expansion of language awareness ensures that the students can engage in thoughtful and in-depth discussions on major issues and topics affecting the society (Povey, 2007). Therefore, a study of literary works is one of the best strategies to widen the breadth of language skills.

Improvement of Writing Skills

It is possible to teach writing skills to a limited extent. However, if the teacher encourages the students to read literature texts on a regular basis, chances are that students will acquire writing skills at a faster rate because they develop intimate know-how on the way language works. Most students adopt a similar writing style of their favourite literary text author. Hence, it is safe to conclude that Literature is an appropriate and most valuable teacher especially to amateur and young learners. 

Critical Thinking

            Literature and education accord students the tools needed in becoming a valuable and productive member of the society. Some of these tools include critical thinking and rational judgement. Extensive study of literature in a classroom setting diminishes or eliminates passive consumption of information, enabling the learners to criticize and analyse the disseminated knowledge. Themes and issues featured in most of the novels promote critical thinking. Additionally, teachers employ literature to promote and nurture active thinking skills in students (Povey, 2007). They instruct students on how to analyze, filter, and absorb information for formulation of personal views.

Question 3

Different Ways to Use Dramatic Texts in a Classroom

Drama provides enrichment of language and culture by exposing insights into a specified culture and in the presentation of language contexts. In this way, dramatic texts ensure that items are memorable as they place them in a realistic physical and social context. Learners become fully and personally involved in the education process if they permit the addition and reading of distinct characterizations to a dramatic text (Liu, 2012). As a result, the student becomes more empowered and less self-conscious in expressing themselves via multiple voices of varied characters.

Difference from Novel and Poetry

Utilization of genres such as poetry or novel in a classroom has drawbacks because most of them have complex language forms that the students find them difficult to learn and understand. However, it is possible to overcome these setbacks of literary texts like poems by simplification. If poems are simplified, literariness and artistic originality are lost forever, hence sharp criticism on paleness of the text. Unsuitability of existing traditional literary texts in is a door opener and ushers in the inclusion of drama in educational curricula because it is the only form that can sufficiently address the need for adequate texts for access of suitable materials and worthwhile reading.

A-Type Approach

The a-type approach entails the separation of language to lexical and phonological and the eventual adoption of disseminated strategies. In this approach, the educator ought to focus on structure series of language items to be taught. Thereafter, the teacher selects and utilises a literary text that exemplifies the structure series as a way of practising or raising the student’s conscience regarding this technique.

B-Type Approach

In this approach, the instructor views the language as a tool and not an object. Emphasis should be placed on inductive learning technique via application of learner’s experience. The teacher can encourage students to comments, expression or response as per the topic of study. Some of the activities that the educator designs for students include identification of story's plot and characters, pinpointing the attitudes of the author or character and providing creative or personal response to the subject matter.

The introduction of type B approach in a classroom has several stages. In the first stage, the standard methods entail warmer engagements for the student to anticipate the texts content using pictures, illustrations, guesswork, and pre-discussion. There is no or little stylistic analysis at this stage, but its aim is to stimulate reading and oral communication to enrich learners thinking. Drama techniques aim at initiating the process of imagination and prepare the learner’s vocal chords for extensive study. Stage two involves the student locating information from the study text to accomplish the task with personal ideas. The last stage involves comprehension of surfacing questions to evoke alternative answers.

Question 4

Poetry

Poetry promotes the acquisition of language. In fact, poetry in a writing class also necessary as collaboration means for student’s personal expression and language development. Pattern poems, picture poems and haiku provide distinct ways of turning the English language into personal means of expression that guarantees development and creativity. Besides, these forms of poetry eliminate effective barriers to communication and learning in a non-threatening environment. Popular genres of songs also enhance the level of awareness with regard to sentence flow, intonation, and pronunciation not to mention its cultural commentary trait.

Picture Poems

Picture poems provide a visual perspective on word arrangement, thus are effective means of sustaining young students in their interaction with the target vocabulary. Application of non-grammatical structures enables the learners to play with the language hence leading to the development of verbal and visual outcome. A picture can be in different shapes including heart, arrow, smoke or even snake. Any shape that the poem creator decides as an image implies that the poem possesses its theme. For instance, a short poem titled heart is about a literal heart thumping as the narrator walks across the room.

“One ... two, thump ... thump, my heart beats for you across the room and we come closer together in the space between us” (Finch, 2011).

The basic type of the above poem is designed to resemble a human heart that it describes. In this case, its structure is not complete unless a reader rearranges the words to match the shape. In pictorial representation of poetry, the writer has a freedom to express his ideas without restrictions such as stanzas and poem length. The writer can choose to alternate two or three words randomly to create a shape and to pass an intended message. Therefore, pictorial poems encourage students to become creative and to experiment with a target language without restrictions. Eventually, the students get an image of English language as a pleasurable subject that can be used creatively.

The entire process of composing pictorial poems can be enhanced if the learners form small groups for brainstorming of ideas. Through group work, students can assist each other in production and editing of a draft.  The use of a single language is appropriate where necessary, as long as he learners understand their role and the aim of the study as they perform the activity. After task completion, the teacher shares the outcome with other groups by displaying them on the class wall. The major impediment to this study lies in the language barrier, especially in a class where students come from different ethnic background. However, the teacher can allow the students to create pattern poetry in their languages (Moore, 2012).

Song Scripts

Song scripts are effective in teaching the English language in a classroom because their lyrics are valuable sources of cultural information with regards to contemporary musical genre. Therefore, English pop songs bear authentic use of language. For example Yesterday, a song released in 1965 by Paul McCartney has an original stanza of three lines. 'Day' is the first word at the beginning of the song and has a repetitive rhyme sound for the rest of the stanza. In the second stanza, a similar pattern is replicated, though the rhyme is different. There are internal rhymes too, especially in the second stanza. There is a two-line refrain used to modify the original order by insertion of long/wrong and know/go but retaining the original rhyme at each line’s end. In stanza three, the composer returns to the initial pattern and similar rhyme scheme. He repeats all the refrains entirely in the third stanza.

Therefore, there is a simple rhyming and metrical pattern on lost love. The teacher can encourage students to compose pop songs in groups following a similar template. The learner's constraints in pop song script composition include poor understanding of language and cultural setbacks. Notably, pop songs are not popular beyond the western world, thus, this can act as a constraint as well, especially for foreign learners. 

In conclusion, it is clear that poetry-related activities and poems, in particular, can enhance English language education at high school, middle school, or even at the institutions of higher learning. It is recommendable that the learners should focus on English words and the beauty of grammar to promote expression of personal concerns, ideas, and point of view. Furthermore, language learners have an opportunity to interact freely with English by using pop music scripts as affective and linguistic templates. 

References

Finch, A., 2011. Using Poems to Teach English. English Language Teaching. 15 (2), 29–45. English Language Teaching, 15(2), pp.29-45.

Liu, J., 2012. Process Drama in Second-And Foreign-Language Classrooms.Body and Language: Intercultural Learning through Drama, pp.51-70.

Moore, J.N., 2012. Practicing Poetry: Teaching to Learn and Learning to Teach. The English Journal, 91(3), pp.44-50.

Povey, J.F., 2007. Literature in TESL Programs: The Language and The Culture. TESOL quarterly, 1(2), pp.40-46.

Sipe, L.R., 2007. Storytime: Young Children's Literary Understanding in the Classroom. Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027.

Alienation in Catcher in the Rye

Alienation in Catcher in the Rye

The Catcher in the Rye authored by Salinger J.D., is a story about Holden Caufield’s disillusioned exit from learning institutions that don’t support, nurture, or inspire him. His departure forces him to spend sleep-deprived and painful nights in New York City streets. Salinger’s novel has a wider public appeal, especially in the educational cycles because touches on real life issues encountered by learners and teachers in the modern American education system.

All the people that interact with Holden including friends, classmates, New Yorkers, and teachers are fraudulent individuals that disguise their ill intentions and crooked agendas in artificial conventions. Holden’s idealistic personality is evident in his naivety, worldly tricks and use of lies to shield him. However, the protagonist is preternaturally sensitive, Therefore, decadence and cruelty he witnesses in learning institutions and New York horrify him.

The protagonist alienates himself via pursuit of innocence and freedom. On several occasions, he resists teachers’ efforts to instil wrong values in him through education as per the existing flaws in the system. In fact, he asserts his relatively untarnished personality through non-confirmative vernacular style. Holden becomes vulnerable to suicide because of loneliness in life that results from personal alienation.

Salinger’s Reasons for Alienation in the Modern World

The theme of alienation was prevalent in the United States during the Post-War era when Salinger's book was first published. There was economic prosperity and cultural consensus in post-war America. However, a new form of fear gripped the society when communism threatened to shake the foundations of the United States. Therefore, most writers and intellectuals like Salinger sought to address and safeguard the American values and freedoms of staunch citizens like Holden. Through the protagonist, Salinger endorses alienation as a working strategy to safeguard American values still viewed as relevant by a small section of the entire population.

Critics of the past century were mainly concerned about possible conformity of America's majority. There were bewildering suburbs that were designed uniformly while business centres were swelling with mass-market commodities. Corporate bureaucracies bewildered, thus threatening to foster homogeneity. Americans became desperate for other’s approval. Resultantly, people were unable to think or act independently, hence Holden’s reference to them as “phony.” (Salinger 243).

Salinger’s Solutions for Alienation

Salinger’s proposes through his story that there is a need for a complete overhaul of America’s education system to accommodate and promote American values. Woes experienced by the protagonist are traceable to learning institutions, where teachers abandon learners like the protagonist. In the long-run, a generation of isolated youth become a threat to the society by engaging in activities such as vandalism, violence or truancy. An outcome like this can be prevented if there is a concerted effort by the relevant authorities to re-evaluate the learning programs.

Holden's story is marked by misfortunes, bad luck and deterioration of health because the author intends to paint a clear picture on the ensuing results when teachers and leaders fail to act as per expectation to salvage and mend ways of stray behaviours (Salinger 243). Notably, schools are nurturing centres where wayward children get useful lessons that can be applied in their future life. It is a different case if the system betrays learners like it did to Holden, thus leading to a catastrophic chain of events to the less fortunate.

Feminism Theory

Salinger's depiction of alienation and isolation hinges on the protagonist's negative view towards women. Female subjects are portrayed as sex objects and subhuman savages that cannot reason or make judgements at the same level of their male counterparts. However, it is worth noting that the book was first released in the mid-20^th century when women were yet to launch personal struggles against gender inequality. Specifically, Holden describes in detail how one prostitute offered to provide her services freely. Eventually, he disagreed with her idea as he was focused on alienating himself with disruptions and impure acts introduced via America's social and moral decay. According to him, the United States was quickly falling into a trap of promiscuity and social injustice. The protagonist had no other option other than to deviate from the mainstream ideas and values. In fact, he ended up as a pacifist atheist, then considered as abominable.

Currently, Holden’s ideas seem to be resonating in the society. Most of the laws that infringed his rights as an independent thinker have been repealed. Today, the American society has inched closer to granting freedom of association, education and worship to all people irrespective of their social or ethnic background (Salinger 76).

Work Cited

Salinger, J D. The Catcher in the Rye. New York: Paw Prints, 2008. 1-252. Print.

The First Day in America

The First Day in America

I can hardly forget the day I set foot on American soil. It marked a beginning of my new life and a turning point. A few days prior to my journey, I anticipated how my first day will be in a foreign land. At times, I feared to meet new people and adapting to a new culture but I longed for a time when I could be part of the most prosperous country on earth.

It was a sunny December afternoon. The day marked my last moment in my native country. Though it was early in the month, my family members were already making preparations for Christmas. My heart pounded harder as I realized how I will miss my family and friends. Even worse, I was set to celebrate Christmas elsewhere other than home for the first time. My hands were shaking uncontrollably because I was so excited. I cried as the reality dawned on me. I can still recall vividly how I hugged two of my best friends for the last time.

How could things change within a short span of time? In a few hours time, I would leave all my friends, and peers to start a new in a country thousands of miles away. However, I consoled myself that it was for the better. A time comes in a person's life when relocating is more important than sticking to a traditional setting. Anyway, I am a social person and I was convinced that I would make new friends in America within a short time span.

The queue at immigrations grew longer by the minute. I waved goodbye to four of my family members, two of my friends and my pet that had accompanied me to the airport. Events happened quickly at the airport. It was my first time as a plane traveler. All I had with me was a small bag and a Visa. I carried two of my favorite Harry Potter novels and a family photo. I carried a few clothes too.

As I climbed up the retractable plane stairs, my mind was flooded with dozens of flashbacks on my childhood. “This is it.” I quietly mumbled to myself. “The moment is finally here.” My conscience was clear. I had to go even though I was scared and tired. While inside the plane, all I could think about was my mother, father, and my younger sister.

It did not take long for the plane to finally take off. The whole flight would take 11 hours before we land at New York airport at last. I spent the rest of the flight napping. I was woken up by Pilot's voice urging those on board to fasten seatbelts and brace for a landing. As I peeked out the airplane window, I saw giant buildings and skyscrapers. I could not mistake them for somewhere else other than Manhattan New York (Rutherfurd 17). A few weeks before my fateful day, I spent time staring at photos of this great city. The sheer scale and expansion from its aerial view sent chills of excitement down my spine.

We landed at exactly 3: 12 pm New York Time. Even though it was a chilly afternoon, the sky was cloudless and the city looked bright. My heart warmed on learning that I just landed safely. Memories of my family and friends were replaced by thoughts of my future in this world epicenter. 40 more minutes and I would be reunited with my uncle again. James, his wife, and children were waiting for me outside. What I needed to do at the moment was to clear up with the formalities of the customs department. The entire process was swift because the officials were friendly and cooperative.

“May I see your passport please?” one agent said. My attention was now focused outside, “What?” I replied. “Hand over your passport...business or pleasure?” he retorted. It was over after a few questions. “Sir, welcome to America” he later said as he handed over a stamped passport.

I stepped outside the door and the city seemed chaotic. People minded their business. I could not see members of my extended family yet. I headed down a few blocks to a nearby cafeteria. I needed a warm cup of coffee. About an hour later, my uncle showed up alone. He was fat and shorter than I could recall. The last time I saw him was when I was 9 years old. 

After a few minutes of catching up, we were ready to head downtown. It was getting dark now and I needed to rest after a long journey. My uncle understood this. We headed straight to his home where I met his wife and children for the first time. They welcomed me warmly as a new member of the family. In fact, they had prepared a small welcome party for me. I knew then that we would get along well.

I retired to bed. My first day in America ended.

Work Cited

Rutherfurd, Edward. New York: The Novel. Toronto: Seal Books, 2011: 1-264. Print.

Comparison of Point of View between The Road Not Taken and Those Winter Sundays

Comparison of Point of View between The Road Not Taken and Those Winter Sundays

Poetry authors employ narrative and artistic techniques to pass the intended message. Most of the time, there is a hidden detail and symbolism in poetry for the reader to decipher (Madden 52). Robert Hayden and Robert Frost have successfully employed distinct point of views in Those Winter Sundays and The Road Not Taken respectively.  While thematic similarity exists in the way narrators express their regrets, a sharp contrast is evident in the speakers’ personalities.

The narrator in The Winter Sundays uses tone of guilt and sorrow to describe her relationship with his father.  The speaker openly laments the ungrateful nature of his family towards her father. She states that his father worked hard to provide for the family while nobody appreciated his effort. Furthermore, he also expresses remorse throughout the poem by using figurative language to expose the depth of his regret and sadness. 

A narrator split between two choices in life characterizes Robert Frost in The Road Not Taken. The point of view is marred by contradiction and controversy as the speaker mocks his tendency to look back at his past. In the final stanza, for instance, the narrator refers to the initial stanza to express his contentment, though his decision is irreversible.

Similar to The Road Not Taken, the narrator in Those Winter Sundays plays a critical role in painting the picture for a reader regarding the poem’s plot. Robert Hayden carves the poems’ point of view around the speaker to explain a frosty relationship between a father and son, with a focus on the father's role (Goldstein et al. 251).

A contrasting point of view in both poems is evident in the last stanzas. In The Road Not Taken, the narrator resolves his conflict as he understands and experiences the consequences of his decisions. Though narrator in Those Winter Sundays is now a mature man and understands the need to appreciate his father’s efforts, he lacks an opportunity to reconcile with him, thus the continuity of his guilt and regret.

Works Cited

Goldstein, Laurence, and Robert Chrisman. Robert Hayden: Essays on the Poetry. Ann Arbor: University of Michigan Press, 2012: 250-254. Print.

Madden, Frank. Exploring Literature: London: Longman, 2011.1-65. Print.

Prompt

Prompt 4

When Rafael Nageretti highlights writing experience as applied ‘metacognition’, she implies that the entire process of writing entails thought production for others and oneself as directed by a person’s objective mind regulation, monitoring, and control. Eventually, the writer translates his or her thoughts externally into a symbolic representation. I agree with her because writing demands a thought process, where think-aloud protocols are applied. Writers negotiate with other people socially to produce meaning. At the same time, they can engage in solitary cognition to brainstorm ideas. Of keen to note is that the entire process involves the use of brain to manipulate and store information for future use (Hacker et al., 2009).

Prompt 5

The theme and nature of books, blogs, and movies affect the writer's judgement and his/her subconscious mind. Emotional novels, for instance, wield a powerful effect on reader's mindset besides lowering psyche on rhetorical writing strategies. Therefore, it is important for any aspiring writer to refrain from reading contents that conflict with their ideas and beliefs to avoid clouding their judgment. On the other hand, reading appropriate content, especially fictional stories, can be inspirational as they spark and expand reader's imagination hence ensuring a free flow of ideas on rhetorical strategies. The tone and subject of a reading material also affect the way a writer delivers his/her information.

Prompt 6

Collin's aim in his speech is to encourage his audience to enjoy the moment's beauty and to concentrate on the existing activities rather than focusing on future activities in a fast moving world. His speech serves as a reminder of the need for reconsideration on how people spend their time engaging in unconstructive deeds. He warns of a poor quality of life that modern people live today as compared to how older generations observed time. His hope is that the audience will realize what they are missing by taking life at face value. His message is that young people should not be too greedy to live fruitfully.

Prompt 7

According to Chimamanda Adichie claims that people should no focus on a one-sided story from regions like Africa. She says that story on Africa is poorly highlighted by the media, hence depicting a skewed image of the continent to the world. What many people do not realize is that Africa and other regions of Middle East have their fair share of prosperity, democracy, and economic development. The danger of a single story is that the audience risks a critical misunderstanding. In her effective logical appeal, Adichie says that most Americans view Africa as an active war zone and a single country. While there is some truth in this, the fact is that Africa has more than 50 countries and some peaceful regions too.

Prompt 8

Attending peer review workshops has enabled me to collaborate with my colleagues in developing effective writing skills. Often we engage in commenting and reading each other’s ideas or drafts, thus the elimination of errors and rectification of message delivery techniques. Mostly, I obtained prompt, timely, and direct feedback regarding my work-in-progress. We paired up in small groups as per our writing capabilities. After a few weeks in this program, my reading and writing skills have developed remarkably. I can now generate independent ideas and rhetorical strategies for writing. Peer review attendance has enhanced my concept of readership as well (Lundstrom et al., 2011)

                                                       Bibliography

Hacker, D. J., Keener, M. C., & Kircher, J. C. (2009). 9 Writing Is Applied Metacognition. Handbook of Metacognition in Education, 154.

Lundstrom, K., & Baker, W. (2009). To Give Is Better Than To Receive: The Benefits Of Peer Review To The Reviewer's Own Writing. Journal of Second Language Writing, 18(1), 30-43.