The course notes state that in ANOVA A factor is an explanatory variable that exists at different levels, the levels being controlled by the experimenter. Levels of factors may be either qualitative or quantitative, and the set of factors levels applied to a particular experimental unit may be thought of as treatments in the context of the experiment. However in the review summary for ANOVA ANOVA model can be viewed as a special linear regression model where all the predictors are categorical variables (factors) Can you kindly help me understand this better.  Aren't categorical quantitative English 108 Chabot Spring 2015 Final Reflection and Portfolio Assignment Final Reflection (50%) Assignment: Thinking about your experience and progress as a student writer this semester, reflect on your learning process as you completed each of the three required Writing Projects for this course. In particular, consider how your knowledge of academic writing has changed since you entered this course. (NOTE: You may use your reflection assignments from Writing Project 1 and 2 to complete part of this assignment, but be sure to add a reflection for Writing Project 3, as well.) Feel free to use the questions below. Questions for Writing Project 3: Think back over the whole process for Writing Project 3. · Which part of the process did you put the most effort into? Which part of the process do you wish you had spent more time on? · What was the most difficult part of writing this paper? · Describe in detail at least one specific revision you made and explain how it made your paper more effective. · What was the biggest problem you encountered in writing this paper, and how successful were you in solving that problem? · What specific improvement or revision are you most proud of? · What new writing behavior or strategy do you feel you’ve developed that you intend to use in the next paper as well? · How would you compare the experience of Writing Project 3 with your experience with Writing Project 1 and/or 2? Did you use a different process, or the same? Why? Questions for reflecting about the semester as a whole: Think back over the whole semester. · How did you feel about writing upon entering the class? · If you could write a letter to yourself on the first day of class, what would you say? · How have your personal writing practices changed? · How have you already used ideas from this course in other courses? · What has been most valuable for you from this semester? · How do you see writing playing a role in your life after this course? Reflection Length: Minimum of 500 words Format: MLA: Heading, title, 12 point standard font, 1” margins. Due: Tuesday, May 5 by 11:59 p.m. on Blackboard and on your Digication ePortfolio Portfolio (50%) Assignment: Complete your Digication ePortfolio by adding all three Writing Projects (each one on a different tab) and your Final Reflection. Post the link to your final portfolio on Blackboard or send it to ...

1. The course notes state that in ANOVA
A factor is an explanatory variable that exists at different
levels, the levels being controlled by the experimenter. Levels
of factors may be either qualitative or quantitative, and the set
of factors levels applied to a particular experimental unit may
be thought of as treatments in the context of the experiment.
However in the review summary for ANOVA
ANOVA model can be viewed as a special linear regression
model where all the predictors are categorical variables
(factors)
Can you kindly help me understand this better. Aren't
categorical quantitative
English 108 Chabot
Spring 2015
Final Reflection and Portfolio Assignment
Final Reflection (50%)
Assignment: Thinking about your experience and progress as a
student writer this semester, reflect on your learning process as
you completed each of the three required Writing Projects for
this course. In particular, consider how your knowledge of
academic writing has changed since you entered this course.
(NOTE: You may use your reflection assignments from Writing
Project 1 and 2 to complete part of this assignment, but be sure
to add a reflection for Writing Project 3, as well.) Feel free to
use the questions below.
Questions for Writing Project 3:
Think back over the whole process for Writing Project 3.
· Which part of the process did you put the most effort into?

2. Which part of the process do you wish you had spent more time
on?
· What was the most difficult part of writing this paper?
· Describe in detail at least one specific revision you made and
explain how it made your paper more effective.
· What was the biggest problem you encountered in writing this
paper, and how successful were you in solving that problem?
· What specific improvement or revision are you most proud of?
· What new writing behavior or strategy do you feel you’ve
developed that you intend to use in the next paper as well?
· How would you compare the experience of Writing Project 3
with your experience with Writing Project 1 and/or 2? Did you
use a different process, or the same? Why?
Questions for reflecting about the semester as a whole:
Think back over the whole semester.
· How did you feel about writing upon entering the class?
· If you could write a letter to yourself on the first day of class,
what would you say?
· How have your personal writing practices changed?
· How have you already used ideas from this course in other
courses?
· What has been most valuable for you from this semester?
· How do you see writing playing a role in your life after this
course?
Reflection Length: Minimum of 500 words
Format: MLA: Heading, title, 12 point standard font, 1”
margins.
Due: Tuesday, May 5 by 11:59 p.m. on Blackboard and on your
Digication ePortfolio
Portfolio (50%)

3. Assignment: Complete your Digication ePortfolio by adding all
three Writing Projects (each one on a different tab) and your
Final Reflection. Post the link to your final portfolio on
Blackboard or send it to Ms. Chabot via email when it is
complete and ready for grading.
Due: Tuesday, May 5 by 11:59 p.m.
Alqallaf1
Name:Faisal Alqallaf
Course:ENG108
Professor:Chabot
Date:4/292015
Impacts of Mobile Phones on Language and Literacy Skills
The mobile phone technology has become a part of the modern
lifestyle because it helps us to communicate efficiently.
Analogue communication systems set the path for development
that has led to the smartphone. According to Agar (2013), since
the early 1930’s, mobile phones have been in use, especially by
the military, to enable communication between two stations or
individuals. The technology was robust and required several
equipment to operate. This is beside the fact that it was
expensive because the communications infrastructure was at its
primitive stage (Agar 14). It was rare for private individuals to
own a mobile phone as opposed to today where even children
below five years know how to operate a smart phone.
It was until the early 1970’s when Mobile phones become
available for private use. Since the technology was still under-
developed, the use of the technology was limited to the wealthy
in the society, especially in the developed countries (Agar 15).
Today, over 85% of the global population has access to a mobile
phone. Over the years, the mobile phone has changed in size,

4. shape, weight, and features. In the early 1970’s, it was
impossible to convince anyone that one could watch a movie or
play a game on a mobile phone (Agar 16).
The use of mobile phones in schools by both children and
teachers has led to a heated debate on its impacts of the
development of literacy skills. Those for its use argue that the
mobile phone technology has enabled efficient communication
between the students and the teachers. The technology is cheap
because the communications infrastructure is well-developed in
both the developed and the developing economies. Furthermore,
several companies offer various models with features tailored to
enable learning. For example, the smartphone introduced word
processors and pdf readers to assist students and teachers to
access their learning and teaching materials on their mobile
phones (Gyan).
Furthermore, it is easier to coordinate meetings and group
discussions using the mobile phone technology as compared to
distributing memos (Gyan). A Smartphone is designed to
improve communication by accessing the Internet. Students and
teachers alike can conduct research on the Internet on their
mobile phones. It reduces the need to carry a laptop around
when the same material on the Internet can be accessed via a
mobile phone. Those opposed to using mobile phone technology
as a means to facilitate learning argue that its abilities cannot
be adequately controlled. Although it helps to improve literacy
skills, it is also an avenue for immorality.
Quite a large number of students have used their mobile phones
to access pornographic materials as well as share it (Campbell
280). The social media has created ways in which students can
share illicit information without the knowledge of their parents
or teachers. It has become easier to access drugs, porn, as well
as engage in criminal activities. Long gone are the days when
the parental control feature on most of the devices such as TV’s
was an effective way to control what the children can access.
Campbell (281) mentions several cases reported across the
globe of children watching porn, playing games or listening to

5. music in class instead of studying.
The debate is split on whether to allow the students to carry
their mobile phones to school or leave them at home. Most
schools in the United States allow students to have a mobile
phone in class although it is prohibited to use them in class
(Sargeson). Recent studies show that texting has boosted
children’s spelling skills (Gyan). This is because it gives the
children extra exposure to word composition outside school
learning. It is beside the fact that there are fears that the use of
abbreviations such as Gr8, L8R, and CU could undermine
children’s writing. If the mobile phone technology became
obsolete, then the education system across the globe would be
paralyzed. It is because the majority of the learning systems
used in schools today are dependent on the mobile technology
(Gyan).
The definition of literacy is intertwined with the developing
technologies because they help to redefine and refine learning.
According to Sargeson, in the 21st century, being literate is
more than being able to read and write. Apparently, one must be
acquainted with several technologies other than reading and
writing. For example, operating a lift or shopping online using a
credit card is part of being literate. Consequently, having the
latest mobile phone technology is an essential component of
being literate (Sargeson).It is because communication has
shifted avenues from post mails to emails. One no longer needs
a mailbox to access important information, but a mobile phone
that can access the Internet.
Learning is the process of gaining information and expertise
through study, experience, or observation. In the modern
society, learning is more than acquiring reading and writing
skills as it involves observation and experiences. Learning
occurs both in and outside the school and often takes different
forms. Essentially, the effectiveness learning in the society is
measured through exams to evaluate an individual’s literacy
skills. Different assessment methods are used to quantify one’s
literacy skills in order to proceed to the next stage of learning.

6. Students who achieve poor results are given another chance to
improve their performance through further studies (Hashemi &
Masoud 10).
Authors Hashemi and Masoud (11) argue that our education
systems are result-oriented aimed at providing learning
opportunities for all the students. However, students respond
diversely to different learning methods; therefore, their
performance varies based on the student’s intelligence quotient.
Some students are good in theoretical education while others
perform well in technical subjects. The current literacy skills
assessment programs are flawed because they emphasis more on
theoretical knowledge rather than technical training. Students
should be assessed based on their abilities rather than
generalizing the evaluation criteria (Hashemi & Masoud 12).
On the other hand, evaluating technology requires a holistic
approach that evaluates both the pros and cons of the
technology. It is because technology is part of the modern
lifestyle that is focused on increasing the efficiency of
performing daily activities such as shopping, entertainment, and
learning (Hashemi & Masoud 13). Although technology
provides numerous opportunities to acquire new literacy skills
such as operating a computer, it also opens up avenues to
obscene material that may have a negative impact on the
students. Language develops according to the technological
advancement of a particular generation.
The Smartphone has changed how students communicate
by introducing new abbreviations such as lol, 4n, txt, CU, MnU,
which affect their writing skills (Dansieh 2011). Its
connectivity to the Internet has created communication bridges
that span the globe. It has changed how information is accessed,
written, read, and communicated. It is partly because the social
media has become an integral part of a teenage lifestyle.
Teachers are having a hard time trying to teach because the
students have developed new literacy skills that challenge the
existing linguistics. The best way of evaluating if the
technology is helping us to acquire new literacy skills is by

7. assessing its impact on the user’s linguistics (Dansieh 2011).
One of way we can judge a technology’s effect on literacy and
learning is by evaluating the user’s accelerated learning using
the mobile phone technology (Dansieh 2011). In addition, assess
an individual’s ability to use computer tools and data analysis
techniques to analyze content applying critical thinking.
A lot of people take it for granted to access their emails on their
mobile phones. It is a phenomenon that was unheard of in the
early 1990s when mobile phones became a household necessity
(Sargeson 2014). Furthermore, it has given birth to new words
such as tweeting, texting, and phrases such as you tubing that
did not exist before. In essence, the mobile technology has
aided in the development of new literacy writing skills that did
not exist two decades ago. It is a good indication of good things
to come since technology is part of our lifestyle.
The development of several abbreviations used in the social
media has significantly influenced the way students read and
write their composition. The mobile phone technology has
changed how people interact because it provides efficient means
of communication that did not exist a decade ago (Dansieh 222).
It is possible to communicate with several individuals
simultaneously as well as share ideas. Furthermore, the text
message service has helped to coordinate the activities of group
discussion remotely. Although it has several benefits in regard
to boosting the acquisition of new literacy skills, the mobile
phone technology has introduced some learning problems.
For example, teachers view that cell phones as a source of
distractions for students from school activities, and parents,
who say the devices allow constant communication with their
children (Dansieh 222). However, it is hard to expect students
to utilize the devices because they always seeking new
adventures. Instead of focus on the teacher, the students
concentrate on the on ringing or vibrating phones or on reading
text messages. The majority of the parents argue that students
should be allowed to carry their cell phones to school foe easy
communication (Dansieh 222). Conversely, the teachers and

8. learning institution administrators view it as a source of
distraction that should be allowed within the school compound.
In conclusion, mobile phones offer numerous opportunities to
develop new literacy skills, but also pose a threat to the
learning process. To avoid some of the problems highlighted
above, cell phones should be allowed within the school
compound, but should remain switched off during class to avoid
distraction. This will help the students to focus on the teacher
during class and learn new literacy skills outside class using the
mobile phone technology. Technology impacts most of our lives
on a daily basis. Although some developments in technology
bring about positive changes in the society, other causes
problems that may affect the growth and development of the
society. The extent of use of new technologies in schools is a
debate that is far from over because technological advancements
are far from reaching the saturation point. The way forward is
to control student’s mobile phone use in class to minimize
distractions as well as improve communication between the two
entities involved in the learning process.
Works Cited
Agar, Jon. Constant Touch: A Global History Of The Mobile
Phone. Cambridge: Icon, 2003. Print.
Campbell, Scott W. "Perceptions of mobile phones in college
classrooms: Ringing, cheating, and classroom
policies." Communication education 55.3 (2006): 280-294.
Dansieh, Solomon Ali. "SMS Texting and Its potential Impacts
on students’ written Communication skills." International
Journal of English Linguistics 1.2 (2011): p222. Print.
Gyan, Charles. 'How Does Phone Texting Affect The Written
And Communication Skills...'. Researchgate.net. N.p., 2014.
Web. 29 Apr. 2015.
Hashemi, Masoud, and Masoud Azizinezhad. "The pedagogical
applications of using short message system (SMS) in language
learning classes." International Journal of Academic Research
in Progressive Education and Development 1.1 (2012): 10-14.

9. Print.
Sargeson, Amy. 'Text Messaging And Literacy | Language
Debates'. Languagedebates.wordpress.com. N.p., 2014. Web. 29
Apr. 2015.
Surname 7
Name:
Institution:
Instructor:
Date:
Persistent Rate in Arizona State University
Cover Letter
Arizona State University is a world-class university with an all-
diverse population comprising people from all over the world
and different ethnic backgrounds. This paper evaluates the
factors that affect persistent rate in the University. Persistent
rate is the percentage number of students who proceed to second
year of their undergraduate degrees at Arizona State University
(ASU). Persistent rate affects both the students and the
administration of a school. Students with improved academic
excellence and interactive social life tend to have better
persistent rate than others. Student retention in Universities is
the core of most universities. Different schools can use
persistent rate in many areas that benefit both the institution
and its players. Persistent rate assists in creating and mending
different policies for schools, improving students’ academic

10. performance and extra co-curriculum activities and general
evaluation of certain institution practices. Persistent rates act as
early indicators of future life for students and measure their
graduation possibility. Persistent rate aid the policymakers in
determining the welfare of students and how to improve their
welfare.
Summary
Persistent rate is a major issue that contributes to school
dropouts and affects both a learning institution and the students
themselves. Coming up with a policy, which will curb the
problems associated with persistent rate will ensure the
University maintains its credibility and status.
The problem
Persistent rate is a significant issue affecting the institution of
higher learning, contributing to school dropouts, and use of
appropriate measures can curb the problem.
Background to the problem
The issue of school drops out has been facing a lot of scrutiny
over the years (Spady 38-62). Researchers continue to find
answers why the number of school dropouts is increasing
instead of decreasing. One of the most evaluated measures in
higher education drop out is student retention. Persistence rate
act as a determiner of how a University is effective (Leppel
327-342). The first year/ freshmen year is the determiner of the
persistent rate for a university student (Tinto 89). The first year
shapes a student academically and socially and based on the
student's performance, and integration one can be able to
predict the outcome of the particular student. The institution
administration should concern themselves with students
persistent rate to ensure that the number of school dropouts
decreases.

11. Several theories explain the undergraduate retention/ persistent
rate. Student Integration Model theory bases school retention on
social and academic factors (Tinto 599-623). Another theory,
Model of Student Attrition, explains that the determiners of
student retention are psychological factors affecting the
particular student, environment factors and other external
factors such as family issues and lack of finances for students
(Bean and Metzner 485-650).
Several factors determine the persistent rate of student in school
especially at Arizona State University. Arizona State University
administration as the policy makers should analyze the causes
and contribution to the underlying problem of persistent rates.
A survey conducted by Office of University Evaluation (OUE)
in 2001 in ASU, assisted its policy makers in coming up with
effective measures to curb the problem of persistent rates. The
survey assisted the schools policy makers in understanding the
factors that encourage student timely graduation and the factors
that prohibit them. The results of the survey indicated several
factors that ensure student retention that ends with graduation.
Students’ commitment and plans ensure persistent rate (Allen
and Nora 509-533). From the survey, most students who valued
their long-term goals in the school graduated timely while those
who regarded their education lightly did not graduate. In
addition, to academic excellence, students who engaged actively
in social and other co-curriculum activities, excelled in their
education.
According to Student Integration Model theory, students’
persistence is a function of their motivation, academic
performance and their social behavior/ interactions (Tinto 600).
The theory argues that according to how a student engages in
academic and social activities determines their overall
performance in the school; hence persistence. Students that feel
they have something to contribute to the school often have
higher persistence rate. As a result of social factor, affecting the
outcome of persistent rate ASU came up with a policy/ program

12. called Campus match for first year students fully integrate with
the University life and engage more in social activities.
External factors such as housing arrangements and satisfaction
of housing in ASU also affected the students’ persistent rate
according to the survey. The number of students who were
dissatisfied with their housing arrangements tends to have a
lower persistent rate, and they do not usually make it to
graduation. Concerning the theory of Model of Student
Attrition, external factors such as housing arrangements have a
great impact on students’ persistent rate (Bean and Metzner
556). If a student is not comfortable with the housing
arrangements or any other factor that affect him/her indirectly,
he/she might be unable to maintain persistent rate. Another
external factor that affects students in ASU is the source of
finance. Students who receive up to 50% of tuition funding are
more likely to have higher persistent rate than students who
struggle with their tuition money. The students with finances
for school fees will be more motivated to work hard in school
since they have a ready source of funds unlike those who do not
have a definite source of fund.
Sense of belonging and connectivity is also another factor that
contributes to students’ registering very low persistent rate.
Some of the students present in ASU are foreign students from
different States, countries and even continents. Some of these
students find it difficult to fit in and lack something to identify
themselves in such situations. Lack of sense of belonging and
connectivity results in this students registering lower persistent
rate than students from Arizona State. In addition, the sense of
belonging contributes highly to increased social interactions,
which boost persistent rate
Proposal
Based on the above findings, problems and strengths associated
with persistent rate can aid the ASU administration in coming
up with a policy such as Campus Match that will ensure first

13. students fit well in the school and eliminate problems associated
with decreasing of persistent rate. The policy should make sure
that the university carries out yearly survey on student
persistent rate and identify problems, hence coming up with a
solution.
Step 1; the school administration should come up with an
appropriate budget to cover the expenses of enacting the policy
Budget
Cost in USD
Total cost in USD
Extra salary to the school board members
100,000
100,000
Cost of hiring experts
200,000
200,000
Cost of setting up of offices
100,000
100,000
Miscellaneous costs
50,000
50,000
450,000
Step 2; the school should chose a committee from its board
members and other experts to be the head of the policy
Step 3; ASU should come up with set clauses for the policy,
which will be made and debated on by the school staff and other
external experts
Step 4; give the students a chance to contribute since they are
the major victims of the issue

14. Step 5; come up with specific offices for the policy team
The policy will address problems associated with persistent
decrease among student in ASU and how well to aid the
students in making sure such problems does not affect their
academic and social life in school. The solutions will ensure
students’ retention in school and avoid school drop outs at all
cost.
Justification
Low persistence rate in a school like ASU is bad for business
and image. If potential students realized that, most students in
the school do not stay in school to say the graduation day not
many people will enroll. Relatively, the school might lose its
charter and credibility for being one of the top schools.
Therefore, ASU administration should consider with no doubt
and choice coming up with a policy to curb decrease in
persistent rate. The policy of yearly survey and addressing
issues associated with persistent rate will aid in identifying
specific problems affecting persistent rates of the students. As a
result, ASU administration will work together with the students
to eliminate the rigors of persistent rate.
Conclusion
Having information on the surveys about the problems
associated with persistent rate will definitely help the
committee of the enacted policy solve the issues and ensure
consistent and increase in persistent rate. Many students in ASU
fail to graduate and some end up dropping out of school since
they lack sense of belonging. Conducting the survey on the
students will assist the administration of the school know where
the students came from and incorporate co-curriculum activities
associated with their background. The policy enacted will
ensure students’ achieve their needs and problems that prevent
them from increasing their persistent rate mitigated.
Works Cited

15. Astin, A. “What Matters in College; Four critical years”.
Revised San Franscisco, Jossey- Bass
(1993).
Leppel, K. “ The impact of major on college persistent among
freshmen” Higher education
p.327-342
Allen, D. , & Nora , A. “An empirical examination of the
construct validity goal commit ment
in the persistence process.” Research in Higher Education ,
(1995) 36 , 509- 533
Bean J & Metzner B. “A conceptual model of nontraditional
undergraduate student attrition”
Review of education research (1985).55, 485-650
Tinto, V . “Drop out from higher education: A Theoretical
synthesis of recent research.” Review
of Educational Research , (1975). 45 , 89 - 1 2 5 .
Falqallaf 3
Name:Faisal Alqallaf
Course: (ENG108)
Professor:Chabot
Date:2/17/2015
Cover page
As it is obvious people from different countries have
different cultures and values. Indeed, one of the most common
aspects that is used to differentiate people from different
cultures is the languages that they speak. For instance, a French
national is expected to be fluent in French while on the other
hand, a British is expected to be fluent in English.
Nevertheless, as globalization has intensified, most people
have found themselves moving from one country to another due
to various reasons that among others comprises of pursuit of

16. green pastures and political reasons. On another perspective,
international trade has also intensified implying that most
companies are now involved in various foreign markets than
was the case in the past. In that perspective, it can thus be
pointed out that due to intensifying globalization and
internationalization, majority of people have now established
that there is a need for a person to have knowledge of more than
one language since it is obvious that the person will regularly
interact with people who are not from his/her home country.
In that perspective, it can be noted that there are some
languages that have now emerged to be among the most popular
languages in the world as people have realized that it is vital to
have knowledge of another language besides the national
language of the country where the person comes from. To be
specific, Chinese Mandarin and English have been widely
reported to be the global languages even though the fact that
there can only be one global language has resulted to different
perspectives as some people allege that English is the main
global language while others allege that Chinese Mandarin is
overtaking English and becoming the new global language.
This paper focuses on the reason why English is the global
language and notes that the language is commonly used as the
national language in most countries unlike is the case with
Chinese Mandarin that is only used in China. From that
perspective, it can thus be noted that English is the global
language and it will continue been the global language for many
years to come.
Across cultures, English is the word
The mastery of English language skills has become an
important aspect of globalization in various countries
worldwide. Knowledge of the language presents advantages and
opportunities to people using English as a second language. A
rhetorical analysis of an article on English provides an
understanding of the language in context. It involves an analysis

17. of English in the essay in relation to the readers, writer, genre,
arguments, knowledge of the community and cultural values
held by the writer. The article been analyzed is titled Across
cultures, English is the word and was written by Seth Mydans,
who is a journalist with The New York Times and also a
passionate writer who is based in Singapore. From reading the
article, it becomes evident that Mydans’ aim is to convince the
reader that English is now the global language and will remain
in that position for many years to come. It also explores the
various rhetorical features used by the author in achieving the
intended purpose.
Mydans begins the article by highlighting how
globalization, as well as the technological advancement, has
played a major role in ensuring that English became the global
language. In addition to that it can also be noted that the author
of the article has used pathos, ethos, and logos. It occurs with
the intention of ensuring that she manages to convince or
persuade the readers to adopt a similar perspective with her.
As far as the kind of situation that the article is responding
to is concerned, it can be noted that even though the author has
not clearly stipulated that she is responding to the voices of
some commentators that English is about to be overtaken by
Mandarin as the major world language, by reading the article, it
becomes clear that is the case since the author has highlighted
numerous examples with the intentions of justifying that the
English language is the global language. Among others, some of
the examples that have been used by the author include the fact
that English is the main internet language, and an approximated
one-third of the world population is expected to be studying
English.
In perspective of how the writer has established her credibility,
it can be pointed out that the fact that writer is a journalist The

18. New York Times is a clear indication that the writer is a
credible and reputable writer. There is no way an esteemed
newspaper such as The New York Times would feature an
article that they are not sure that it is credible. Moreover, it can
also be noted that in order to ensure that the arguments
presented in the article are credible and persuasive, the author
has cited various viewpoints of prominent people in order to
support her claims. For instance, Mydans has noted a former
vice presidents of IBM claiming that …. “We are a majority,"
….. "so our way of speaking English should be the official way
of speaking English.” It can be said to be a clear indication of
the fact that English is the undisputed global language.
As far as the attitude of the writer in view of the subject is
concerned, it can be noted that from reading the title as well as
manner in which the article commences. It is clear that the
writer has already taken a stance regarding the subject and is
thus aiming at persuading the readers to the articles to take a
similar stand with her. Nevertheless, it can be explained that the
author does her best in order to present both sides of the
argument. Even though she is of the opinion that English is the
global language, she highlights the arguments that are brought
forward by those who are of a contrary view and counter the
arguments with facts.
In view of the primary audience, it can be explained that the
primary audience of the article is the readers of the newspaper
especially the international readers whom the paper intends to
convince that there is a need for them to ensure that they are
well-versed in the English language since it is the global
language. On the other hand, as far as the secondary audiences
are concerned, it can be explained that the secondary audience
of the article comprises of native English speakers whom the
author intends to inform that English is still the world language
despite the increasing popularity of Mandarin.
In order to support her perspective, the author has used various
examples. For instance, as earlier noted, the former Vice
President of IBM has been quoted as saying English is the

19. language that has majority of the speakers in the world and it
should thus be considered as a global language. In addition to
that, the author has also pointed out that even though there are
other languages such as Mandarin and Estonian that have been
gaining popularity, the languages cannot still be able to get to
the popularity levels that English language has achieved.
An analysis of the text depicts how Mydans incorporated the use
of a variety of rhetorical features in accomplishing the purpose
of the text. Some of the evident rhetorical features include;
anadiplosis, allusion, personification, metaphor, and hyperbole.
In the first paragraph, for instance, Mydans refers to English as,
“…the king of languages that can never be dethroned.” The
expression helps the reader in comprehending the superiority of
the English language over the other languages globally. The
rhetoric feature is a metaphor comparing English to a king
(unlike things). It helps in understanding the importance of
English by comparing it to the importance of a king.
Quoting from words of famous authors such as Nicholas Ostler,
David Crystal, and John McWhorter depicts the use of allusion.
It is a rhetorical feature involving the casual or indirect
reference to a literary or historical figure. In the context,
Ostler’s opinion explains why the future of English globally is
bright. Crystal’s quote depicts the importance of the fact that
English, has for the first time, became a language spoken
genuinely globally; it exposes the reader to an understanding of
the possibility of a bright future with no precedents to prepare
the people for what the future holds. McWhorter, on the other
hand, is used by the author to explain the current dominance of
English over the world language. It elaborates the impossibility
of any effort of uprooting English from its current position.
The article also incorporates personification feature when the
author says English is riding on the crest of globalization and
technology. Giving English a person’s ability helps in
explaining how the progress and spread of English depend on
technology and globalization.
Anadiplosis is a rhetorical feature involving the repetition of

20. words; this applies especially to words located at the end of a
clause or phrase and the beginning of the next. It creates an
emphasis on the concept conveyed as evident in the use of
‘globalization’ in “…a global language has assisted
globalization, and globalization has consolidated the global
language.” It depicts an emphasis on English as a global
language and how the globalization process has made it
progress.
The feature of hyperbole is evident in the phrase “It’s gotten to
a point where…to be educated means to know English.” It is a
rhetorical feature that depicts exaggeration. In the author’s
context, it is used to emphasize and exaggerate the extent
English language use has reached. It shows English has gained a
lot of significance in many parts of the world that it is viewed
as synonymous with education; most education systems depend
on the language as the main instructional medium.
In conclusions, it can be noted that the article by Mydans is
well written since it features both sides of the arguments, and as
a result, a reader is eventually convinced to concur with the
author that English is the global language. Nevertheless, it can
be noted that it would have been more ideal if the author would
have used some data such as the number of English speakers
while compared to other languages since that would have made
the arguments presented in the article to be more credible.
The comprehensive analysis of Mydans’ views on the spread
and adoption of English across cultures worldwide is evident
through exploration of various arguments, contexts, opinions,
and the author’s take on the issue. An explanation of the various
rhetorical features incorporated in the article depicts efforts by
the author to make the text colorful and effective in achieving
its purpose. It guides readers in understanding reasons for and
implications of the ongoing spread and adoption of English as a

21. leading language of communication in countries across the
world. My analysis helps them in understanding Mydans’ views
on the matter and thus develop their opinions. It is a foundation
for further analysis of English in the future.
Works Cited
Mydans, Seth. “Across cultures, English is the word.”The New
York Times (2007): Web. Available from: <
http://www.nytimes.com/2007/04/09/world/asia/09iht-
englede.1.5198685.html?pagewanted=all&_r=0 >
[Accessed February 16, 2015]
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