Charles Dickens and Charlotte Bronte Essay Example

Charles Dickens and Charlotte Bronte Paper Like any novel depicting the theme of social deviance, the basis of the text is taken from the social and political climates that are appropriate to the time that the text is written. Indeed, during Queen Victorias reign, the social alienation of the working class as well as societies prejudices towards women helped to spawn literature that exhibited the other side of the so called coin, with stories that challenged the general social perceptions of these ostracised groups. These concepts that questioned Victorian social norms are best illustrated in the texts Oliver Twist and Jane Eyre, with both texts producing manifestations through the stories protagonists of attitudes that dont conform to the expected traits of either the working class or women. Furthermore, both Charles Dickens and Charlotte Bronte draw parallels in their respective texts to aspects of their own lives by reflecting the prejudices that they personally incurred whilst growing up in Victorian Britain. One of the central themes common to both texts that echoes the childhood of the authors particularly Dickens is the social gap between the middle class and the working class, with both authors embodying these social issues through the presentations of Fagin and Mr Bumble in Oliver Twist, as well as Mrs Reed and Mr Brocklehurst in Jane Eyre. In my opinion, the bullish attitudes that both authors are able to establish through Fagin and Mr Bumble with Oliver, and Mrs Reed and Mr Brocklehurst with Jane, are a direct reference to the middle-class bureaucrats and their oppressive treatment of the lower class. We will write a custom essay sample on Charles Dickens and Charlotte Bronte specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Charles Dickens and Charlotte Bronte specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Charles Dickens and Charlotte Bronte specifically for you FOR ONLY $16.38 $13.9/page Hire Writer To elaborate, parish beadles like Mr Bumble who at the time were said to have believed in the concept of giving charity to the less fortunate, are instead presented by Dickens as the oppressor, as illustrated in the various instances that Mr Bumble punishes Oliver. The only thing that can be done now, that I know of, is to leave him in the cellar for a day or so till hes a little starved down and keep him on gruel throughout his apprenticeship. Oliver Twist p. 54) This theory is further illustrated in Jane Eyre, with the depiction of Jane as the poor individual within a higher-class environment throughout the text. Consequently, this notion of inferiority in a social context, like Oliver leads to alienation. I was not quite sure whether they had locked the door; and, when I dared move, I got up, and went to see. Alas! yes: no jail was ever more secure. (Jane Eyre, p. 21) However, the significance of these episodes is not only that they show higher-societies contempt for the lower class, but also that they help to display the attitudes of the respective protagonists within these challenging environments. The use of the restrictive imagery in the cited extracts, and the noble and intelligent reactions to this harsh treatment that each protagonist gives, in my opinion enables Dickens and Bronte to produce a critique of the working classes vigour in a social context which contrasts higher-societies pre-conceived judgements of the working class as useless. By voicing the opinions that the lower class are only helpless because the social infrastructure of the Victorian age did not allow them to break away from their working class shackles, both authors transgress social norms by presenting Oliver and Jane as socially deviant to this general public perception. I am running away. They beat and ill-use me, Dick; and I am going to seek my fortune some long way off, I dont know where. Oliver Twist p. 56) The theme of slavery and restriction is further highlighted by Janes opinion of marriage, through the presentation of Cassys relationship with Simon Legree and her own marriage to Rochester, which once again enables Bronte to challenge the norms of society by offering a commentary that exemplifies the oppressive nature of men in a relationship. Although Janes most fulfilling relationship with a male character in the text is with Rochester, Bronte is still able to present Janes scepticism towards marriage in an intellectual manner that in my opinion is credible given the Victorian norms of domestic roles. Indeed, Jane only agrees to marry Rochester when she is certain that they will be both financially, intellectually and social equals. No Jane; you must not go I have little left in myself I must have you. (Jane Eyre p484) It is through the presentation of not only Rochester, but also Mr Brocklehurst and St. John Rivers that Bronte is able to convey the message that women dont have to be in a submissive position in a relationship and is another example of Brontes transgression of social norms. This is illustrated by the fact that Jane escapes Brocklehurst and rejects both St. John Rivers and Rochester before only agreeing to marry Rochester when she feels that they are equals. I want my kindred: those with whom I have full fellow-feeling. Jane Eyre p. 432) However, the most obvious transgression of social norms from a morale perspective in either text is embedded in the character of Oliver Twist, and to a lesser extent Nancy. It is the moralistic nature of these two characters which is obviously highlighted by the juxtaposition against the other characters in Fagins pick-pocket gang that reiterates the fact that the values of goodness can be common to all human beings, and is not absent in the working class just because they are of lower social standing. What was Olivers horror and alarm as he stood a few paces off, looking on with his eye-lids as wide open as they would possible go, to see the Dodger plunge his hand into this old gentlemans pocket. (Oliver Twist p. 76) Some may argue the point that Olivers noble disposition is due to the fact that he is in fact a member of the upper classes because he gains the family inheritance, however, further credence is added to Dickens argument that intelligence and nobility is not restricted to the upper classes through his portrayal of Nancy. As if to eliminate any uncertainties regarding the intelligence of the working class, Dickens places Nancy in the position of a prostitute one of the most socially condemned positions of Victorian times and yet through Nancy displays the most noble act of the novel when she sacrifices her own life to save Oliver. Those were his words, said Nancy, glancing uneasily round, as she scarcely ceased to do since she began to speak, for a vision of Sikes haunted her perpetually.

A Quiz About Quotation Marks

A Quiz About Quotation Marks A Quiz About Quotation Marks A Quiz About Quotation Marks By Mark Nichol Use of quotation marks for dialogue is fairly straightforward; several posts on this website that deal with the topic can by found by searching for â€Å"quotation marks.† This quiz deals with other uses of these emphasis markers. Read the following sample sentences, determine the problem with the use of quotation marks, and devise a solution. (Note that I use single quotation marks rather than double quotation marks because of my custom of framing the entire sample sentence in a pair of the latter.) Then, take a look at my revisions and explanations at the bottom of the page and see how they compare with your changes: 1. â€Å"The IQ evaluation provides a ‘snapshot’ of a child’s cognitive skills at a particular point in time.† 2. â€Å"Perry is connecting with a growing number of Republicans because of his uncompromising rhetoric and his back-slapping, guy-who-married ‘the first girl I dated’ persona.† 3. â€Å"Consider the glass ‘half full and not half empty.’† 4. â€Å"The old fixer-upper looks like it was designed by â€Å"The Amityville Horror† house architect.† (This example is from a newspaper; many such publications use quotation marks, rather than italics, to denote titles of films, books, and other self-contained compositions.) 5. â€Å"They reviewed cross-border reproductive care, or â€Å"medical tourism,† as an increasing phenomenon in respect to egg donation.† 6. â€Å"Our waterworks have reached the classic ‘run to failure’ moment.† 7. â€Å"He used scientific reasoning to show that singing and dancing could cure melancholy by stirring up the ‘secretions’ in the human ‘machine.’† Answers and Explanations 1. The informal usage of a word need not be excused with what are sometimes called apologetic quotation marks (what I refer to frequently in these posts by a more common label: scare quotes): â€Å"The IQ evaluation provides a snapshot of a child’s cognitive skills at a particular point in time.† 2. This sentence attempts to allude to erstwhile presidential candidate Rick Perry’s pride that he married the first girl he dated, but the writer, after a promising start in which they began stringing the relevant words together in an extended hyphenated phrasal adjective, fumbles by attempting to employ a direct quote. The best solution would be to abandon the attempt at direct quotation and fold a paraphrase into the adjective string: â€Å"Perry is connecting with a growing number of Republicans because of his uncompromising rhetoric and his back-slapping, guy-who-married-the-first-girl-he-dated persona.† 3. This reference to the idiomatic metaphors for optimism and pessimism implies that there is an idiom consisting of the phrase â€Å"half full and not half empty.† However, only the distinct antonyms â€Å"half full† and â€Å"half empty† are valid, and there is no reason to enclose them in quotes (also, a comma seems more effective than the conjunction and): â€Å"Consider the glass half full, not half empty.† 4. Here, the writer is attempting to employ the first word of the movie title as a direct article for the framing sentence, but it cannot serve double duty. In this case, it is acceptable to transfer the to duty with the sentence and leave the title temporarily bereft of the direct article that begins it (â€Å"The old fixer-upper looks like it was designed by the ‘Amityville Horror’ house architect†). However, the sentence would read more smoothly if it were relaxed, including the insertion of a couple of additional direct articles and the retention of the full movie title: â€Å"The old fixer-upper looks like it was designed by the architect who designed the house in ‘The Amityville Horror.’† 5. This sentence is doubly irritating. As in the first example above, the scare quotes are extraneous. In addition, it seems illogical to me to introduce the gloss (brief definition) of the phrase â€Å"medical tourism† before it; why, then, bother introducing the idiom at all? Use a term-then-gloss structure: â€Å"They reviewed medical tourism, or cross-border reproductive care, as an increasing phenomenon in respect to egg donation.† (A compromise is to explicitly identify the idiom as such following the literal description for the topic in question: â€Å"They reviewed cross-border reproductive care, known popularly as medical tourism, as an increasing phenomenon in respect to egg donation.†) 6. The phrase â€Å"run to failure† may be a partial quotation from someone, but unless it is a clever coinage heretofore unfamiliar to readers (and even then, use the explanatory solution in the fifth example, above), the phrase should simply be strung together as a phrasal adjective: â€Å"Our waterworks have reached the classic run-to-failure moment.† 7. Trick question in the original context, as least, it’s clear that â€Å"secretions† is a direct quote. Sometimes, it’s best to indicate that an unusual word was actually written or spoken by the source, and sometimes, scare quotes are helpful (as in the case of those framing machine, which may well have also been a direct quote). In this case, I’d leave the sentence as is. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Coordinating vs. Subordinating Conjunctions25 Russian Words Used in English (and 25 More That Should Be)Using "May" in a Question

Best Way of Spending Holidays

Best way of spending holidays. In my views camping is the best way of spending holidays. It is hard to argue with fact that camping is one of the most popular recreational activity in the world. Whether it involves families, friends, couples or youths, everyone just enjoys a good camping outdoors. Connecting with nature is definitely considered to be one of the most fun ways to invest a vacation. Why invest your vacation in expensive hotels when you can also enjoy your time with your own companions outdoors where it’s closer to mother nature.Camping appeals to the inner subconscious of us human’s desire to interact with nature. The wilderness, trees and shrubs, plants, wildlife, fresh air, humans in general discover all of the over pleasant. There are numerous reasons why camping is extremely popular. It is due to the many benefits and benefits that camping brings. Outside camping is a recommended way to spend period together with people who are dearest to you. Whether it is with your family or even special someone, the occasions that you will be spending together outdoors will surely give all of you memories that you may all never forget. There are times that we always as well preoccupied with something may it be work or school, so we don’t get to spend time with our loved one as much as you want to. So you want to really make it up to them? Outdoor camping is the ideal answer in this kind of situation. Why? If you are camping, you will have no access to computers, cell phones or a television therefore it just your group and mother nature. So which means no more distractions and also you got each other’s single(a) attention. Camping is also a great way to relieve your stress.If you’re working long hours and therefore are always tired then it’s highly likely that you are stressed out. Relieve your stress threshold by bonding with mother nature. Instead of breathing the usual polluted air of the town, by camping outdoors you will get to breathe cool as well as fresh air. And instead of filing an endless quantity of paperwork or being in front of the computer the whole day, you get to enjoy activities like outdoor bbq, fishing, swimming and other fun activities that might take your mind off work. Camping will surely have a positive effect on your stressed mind and the body.

American foundation for the blind Essay Example | Topics and Well Written Essays - 250 words

American foundation for the blind - Essay Example ed in raising the organization’s profile and changed how people perceived the blind and facilitated the expansion of AFB with many achievements like standardizing the English braille code. The mission statement of the American Foundation for the Blind is â€Å"to remove barriers, create solutions, and expand possibilities so people with vision loss can achieve their full potential† (â€Å"American Foundation for the Blind†, n.p, 2013). This clearly states the main aim of AFB. Migel formulated the mission of AFB and he wished to create a forum for blindness professionals, research and respect the blind. There are many people in the society who are affected by vision loss and AFB makes their lives easy by providing necessary services required. The American foundation for the blind offer variety of services some of which include continuing education credit via Academy for Certification of Vision Rehabilitation and Education Professionals (ACVREP), provides eLearning services for professional development. AFB as well advocates for the right of the blind to ensure that they equally participate in societal activities. The current happenings of the organization include, AFB offering eleven scholarships for higher education for blind students, nomination for 2014 Migel medals, and AFB eLearning center offers new Webnar on using the iPad in the classroom among others (â€Å"American Foundation for the Blind†,

The Social Construction of Facts and Artefacts Coursework

The Social Construction of Facts and Artefacts - Coursework Example In technological writings or introduction of technology by historians, there has been reports and history of successful technologies and the failed ones are not included due to which, it seems that all technology is beneficial. Technological artifacts exist as social constructs. Science, as well as technology, can be understood as the social construct. EPOR (Empirical Programme of Relativism) has helped to construct science as a social construct. EPOR also represents the efforts of sociologists to understand science as a social construct. EPOR is a well-structured program and the empirical research related to EPOR is in an extensive extent while on the other hand, there is SCOT (Social Construction of Technology) for which there is not enough empirical research done. SCOT helps in the development of a multidirectional model for technological developments to construct artifacts of technology as social constructs. The members of one social group regard a technological artifact as having a single meaning socially. While thinking about the existence of a technological artifact as having a single meaning, there are many concerns such as whether the artifact has some relevancy for the members of a group and whether that social group is homogeneous or heterogeneous. For each social group, the artifact has a different social meaning and a different relevancy. Every social group has the different set of problems associated with an artifact and for each problem, there are separate solutions. Both the approaches EPOR and SCOT act similarly in explaining about science and technology relatively. Sociology of technology is underdeveloped than the sociology of science. EPOR approach accommodates sociology of science with interpretative flexibility which means that the sociologist of science has to indicate towards various interpretations of scientific findings and that various aspects of nature are not restricted to only one forced interpretation.  

Theme of William Wordsworth as a Prophet in Tintern Abbey Essay

Poet as Prophet When I spoke last, I ended with the image of Wordsworth as a monk or priest-like figure zealously converting Dorothy and, by extension, the reader into a position within his vision of the world. But even more than priest, Wordsworth often depicts the romantic poet as prophet. This depiction is demonstrated more clearly in "The Prospectus to the Recluse" than in "Tintern Abbey." In the 1814 version of the "Prospectus" he writes: Paradise, and groves Elysian, Fortunate Fields -- like those of old Sought in the Atlantic Main -- why should they be A history only of departed things, Or a mere fiction of what never was? For the discerning intellect of Man, When wedded to this goodly universe In love and holy passion, shall find these A simple produce of the common day. (47-55) Similar to his vision in "Tintern" where perceptions are both half created by the imagination and half perceived by the senses, here Wordsworth declares that for those who recognize its power, the human mind, or imagination, can meld with nature, can heal the split between nature and mankind, the sublime and the beautiful, to re-create an edenic heaven on Earth. Wordsworth then goes on to assert: -- I, long before the blissful hour arrives, Would chant, in lonely peace, the spousal verse Of this great consummation -- and by words Which speak of nothing more than what we are, Would arouse the sensual from their sleep Of Death, and win the vacant and the vain To noble raptures (56 - 62) Wordsworth, as the romantic poet-prophet, has a preview of ... ...e romantic era ends with the sublimated subject removed from any experience outside that reflected by the romantic centre -- an ironically alienating end to a movement that began in an attempt to unite with the universe. Bibliography Abrams, M.H, General Ed. The Norton Anthology of English Literature. 4th ed. Vol. 2. New York: Norton and Company, 1979. Althusser, Louis. "Ideology and Ideological State Apparatuses." Lenin and Philosophy and other essays. Translated from the French by Ben Brewster. London: New Left Books, 1971. 121-173. Wordsworth, William. "Lines Composed a Few Miles Above Tintern Abbey." Abrams, Gen. Ed. 155-158. ---. Preface to Lyrical Ballads." Abrams, Gen. Ed. 160-175. ---. "Prospectus to The Recluse." Abrams, Gen. Ed. 227-230. ---. The Prelude, or Growth of a Poet's Mind. Abrams, Gen. Ed. 257-313.

Gender Differences in Computer-Mediated Communications Essay

â€Å"On the Internet, no body knows you’re a dog. † Herring (2003, p. 205) mentioned this caption of a cartoon bearing published in the New Yorker (July 1993). May be in this age with the internet evolution it’s hard to know it’s a dog, but what about distinguishing user’s gender in computer-mediated communication (CMC) is it easy or not. This essay tries to shade the light on some of these gender differences in computer-mediated communication (CMC). This essay gives an idea about computer-mediated communication (CMC) modes and the gap between CMC expectations and the fact that there are gender differences in CMC. Then it gives an idea about gender differences in traditional communication followed by exploring gender differences in CMC. First, it’s important to have an idea about CMC different modes. According to Herring (2003, p. 205), â€Å"computer mediated communication (CMC) comprises a variety of interactive socio-technical modes†. She gave some examples of these modes such as: e-mail, discussion lists and newsgroups, chat, MUDs (Multi-User Dimensions) and MOOs (MUD, Object Oriented), IM (Instant Messaging). Dalampan (2006) classifies CMC modes into: synchronous and asynchronous (Figure. 1). The synchronous mode requires communication in real-time. However, the synchronous mode doesn’t require interlocutors to be online at the same time. (p. 59) According to Dalampan (2006), the field of computer-mediated communication (CMC) continues to generate interest from sociolinguists who are concerned with whether the traditional gender differences in face-to-face interaction are carried over into online discourse (p. 59). The problem that all studies tried to investigate is the gap between earlier high expectations for CMC concerning providing an environment that creates equity and the fact that gender differences still existed even in CMC environment. Li (2006) saw that many educators and researchers had high hopes for CMC, believing that it provided more equal access to information and communication and would ultimately lead to greater equity. Also, Hendry (2001, p. 3) mentioned that earlier research in computer-mediated communication (CMC) found that CMC promoted social equity. She explains that this could be due to predictions by many researchers that CMC would democratize communication and mitigate gender differences. Despite these claims that the relative anonymous communication on the Internet would break down traditional gender binaries, research has identified gender differences in computer-mediated discourse, similar to differences observed in spoken discourse. (Herring, 2006) In order to determine whether the language used by males and females in computer-mediated communication (CMC) reveal gender related differences or not, many studies were conducted. However, according to Li (2006) research findings concerning gender differences in CMC are mixed. However, this essay will explore some of these gender differences in CMC in some related studies. Linguists have long recognized gender as a factor that may affect person’s linguistic productions (Baron, 2005, p. 8). â€Å"Sociolinguists have written extensively about stylistic differences they have observed between males and females in spoken and written language† (p. 4). Based on these previous studies, Baron (2005) mentioned some gender linguistic differences such as: females tend to use more politeness indicators than males, whereas males more frequently interrupt woman than vice versa; in general, women tend to use language as a tool for facilitating social interaction, whereas males are more prone to use language for conveying information; on average, women’s speech reflects standard phonological, lexical, and grammatical patterns more than men’s does (p. 8). Computer-mediated communication (CMC) has attracted more and more researchers’ attention as a due to the dramatic increase in the use of the Internet in recent years (Li, 2005, p. 382). According to Baron (2003) linguists and other scientists have been studying CMC for we over a decade (p. 4). The essay now will give some examples for gender differences in CMC. Herring (2006, p. 4) reported a tendency for women to be more polite, supportive, emotionally expressive, and less verbose than men in online public forums. Conversely, men are more likely to insult, challenge, express sarcasm, use profanity, and send long messages. Also, Baron (2003) listed some gender differences such as women tend to use more affective markers, more hedges, more politeness markers, and more tag questions. However, men are likely to use more referential language, more profanity, and fewer personal pronouns than women. (p. 9) A study conducted by Li (2006) showed that gender is a considerable factor in the context of mathematics and sciences learning using CMC. Concerning gender communication patterns, findings show males students are more likely to present their opinions and explanations, but less likely to make specific suggestions; whereas female students tend to ask for a lot of information, but are less likely to provide explanations or opinions. Also, female students tend to initiate conversations, while male students are more likely to enter the dialogue at later stages and respond to previous discussions. Li (2006) presented a meta analysis for some studies in gender differences in CMC. Her analysis provided answers for three main questions: first one, what are gender differences in users’ communication patterns in CMC? Results show that on average, female users had a significantly higher frequency of collaborative instances using CMC than males. Also, females had a significantly higher frequency of challenging others and were more personal oriented. Males, on the other hand, used more authoritative statements. Second one, to what extent do male and female differ in their interaction pattern in CMC? Results indicated that, on average, there was a small but significant gender effect on users’ participation pattern, male users had a significantly higher frequency of posting messages or having longer access to the Internet than female users, also, male users have better access to CMC environments. Third question, who would enjoy CMC environment, males or females? Results showed that, on average, there was a moderate but significant gender effect on users’ enjoyment of CMC. Male users enjoyed more CMC environments than their female counterparts. According to Bernard (1998), males tend to dominate group discussions, even when they are in the minority. They even tend to generate more aggressive and often caustic interactions to the extent that they often marginalize female communications to the point of being excluded from the CM interactions. Savicki and Kelley (2000, p. 817) examined whether men and women communicate differently using CMC. They found that gender composition of the groups is the variable that has the strongest relationship to communication style. Results found that women in small task group developed a significantly different style of communication than men did using CMC with other men. They explained that women in female-only groups were able to overcome the limitations of the text-only format of CMC with self-disclosure, use of â€Å"I† statements and through directly addressing their message to other group members. On the other hand, they found that men in male-only groups ignored the sociomotional aspects of group functioning and were more likely to engage in a collective monologue approach to discussion with the addition of mild flaming. Men in MO groups were less satisfied with the CMC experience and showed lower levels of group development. (p. 817) Herring (2003) (Baron, 2005, p. 15) found that on many-to-many asynchronous CMC mode (listservs and newsgroups), males tended to be more adversarial and to write longer messages than females, whereas females tended to be more supportive in their postings with shorter messages and more apologizes than males. On the other hand on synchronous many-to-many CMC mode (chat and social MUDs and MOOs), males were more aggressive and insulting, whereas female had more aligned and supportive discourse. By studying IM conversations of college students, Baron (2005) concluded that there are significant gender differences in IM conversations. She found that male-male conversations tend to be shorter and have more of a spoken character, while female-female conversations tend to be longer and have more of a written character. Males use more contractions than do females. (p. 14) On the other side, Dalampan (2006) added the context factor or dimension he concluded that males and females language use seems to be influenced more by the context of use than their gender this may be because both males and females in his sample were scholars so they were acting like scholars not as males and females. He also concluded that despite the claims of previous research that females used more linguistic qualifiers, hedges, and personal pronouns, the associations were not found to be strong. (p. 65) Another study conducted by Abdul Kadir and Din (2006) shows that there are no significant gender differences in CMC learning mode orientation and learning style. (p. 50) At the end, however research findings may appear to be mixed but findings showed that computer-mediated communication (CMC) couldn’t eliminate gender differences as expected after all it is another communication environment. These gender differences are somehow similar to gender differences in spoken and written language. Some findings didn’t show significant gender differences this could be due to other factors such as the presence of the instructor in the Dalampan (2006) study. Also, findings were different depending on CMC mode either being synchronous/asynchronous or one-to-one/one-to-many. References Abdul Kadir, R. & Din, R. (2006). Computer Mediated Communication: A motivational strategy toward diverse learning style. Journal Pendidikan, 31, pp. 41-51. Retrieved March 16, 2008 from http://pkukmweb. ukm. my/~penerbit/jurnal_pdf/jpend31_03. pdf Baron, N. S. (2003). Instant Messaging by American College Students: A case study in computer-mediated communication. Retrieved March 16, 2008 from http://www. american. edu/tesol/Baron-SeeYouOnlineCorrected64. pdf Baron, N. S. (2005). See You Online: Gender issues in college student use of instant messaging. Retrieved March 16, 2008 from http://www. american. edu/tesol/Baron-SeeYouOnlineCorrected64. pdf Bernard, M. L. (1998). Gender Interaction Differences Using Computer-Mediated Communication: Can the Internet serve as a status equalizer?. Retrieved March 16, 2008 from http://psychology. wichita. edu/mbernard/articles/Gender&Internet. html Dalampan, A. E. (2006). Gender Issues in Computer-Mediated Communications. TESL working paper, 4 (2). Retrieved March 16, 2008 from http://web1. hpu. edu/images/GraduateStudies/TESL_WPS/10Dalampan_Gender_a17241. pdf Hendry, J. (2001). E-gender or Agenda: Are women getting what they want?. ANZMAC 2001. Retrieved March 16, 2008 from http://smib. vuw. ac. nz:8081/WWW/ANZMAC2001/anzmac/AUTHORS/pdfs/Hendry. pdf Herring, S. C. & Paolillo, I. C. (2006). Gender and Genre Variation in Weblogs. Journal of Sociolinguistics, 10(4). Retrieved March 16, 2008 from http://www. blogninja. com/jslx. pdf Herring, S. C. (2003). Gender and Power in Online Communication. In: J. Holmes and M. Meyerhoff (Eds. ), The Handbook of Language and G