Camping Out by Ernest Hemingway

Camping Out by Ernest Hemingway Before publishing his first major novel, The Sun Also Rises, in 1926, Ernest Hemingway worked as a reporter for the Toronto Daily Star. Though he thought it was unflattering to see his newspaper stuff compared to his fiction, the line between Hemingways factual and fictional writings was often blurred. As William White notes in his introduction to By-line: Ernest Hemingway (1967), he regularly took pieces he first filed with magazines and newspapers and published them with virtually no change in his own books as short stories. Hemingways famously economical style is already on display in this article from June 1920, an instructional piece (developed by process analysis) on setting up camp and cooking outdoors. Camping Out by Ernest Hemingway Thousands of people will go into the bush this summer to cut the high cost of living. A man who gets his two weeks’ salary while he is on vacation should be able to put those two weeks in fishing and camping and be able to save one week’s salary clear. He ought to be able to sleep comfortably every night, to eat well every day and to return to the city rested and in good condition. But if he goes into the woods with a frying pan, an ignorance of black flies and mosquitoes, and a great and abiding lack of knowledge about cookery, the chances are that his return will be very different. He will come back with enough mosquito bites to make the back of his neck look like a relief map of the Caucasus. His digestion will be wrecked after a valiant battle to assimilate half-cooked or charred grub. And he won’t have had a decent night’s sleep while he has been gone. He will solemnly raise his right hand and inform you that he has joined the grand army of never-agains. The call of the wild may be all right, but it’s a dog’s life. He’s heard the call of the tame with both ears. Waiter, bring him an order of milk toast. In the first place, he overlooked the insects. Black flies, no-see-ums, deer flies, gnats and mosquitoes were instituted by the devil to force people to live in cities where he could get at them better. If it weren’t for them everybody would live in the bush and he would be out of work. It was a rather successful invention. But there are lots of dopes that will counteract the pests. The simplest perhaps is oil of citronella. Two bits’ worth of this purchased at any pharmacist’s will be enough to last for two weeks in the worst fly and mosquito-ridden country. Rub a little on the back of your neck, your forehead, and your wrists before you start fishing, and the blacks and skeeters will shun you. The odor of citronella is not offensive to people. It smells like gun oil. But the bugs do hate it. Oil of pennyroyal and eucalyptol are also much hated by mosquitoes, and with citronella, they form the basis for many proprietary preparations. But it is cheaper and better to buy the straight citronella. Put a little on the mosquito netting that covers the front of your pup tent or canoe tent at night, and you won’t be bothered. To be really rested and get any benefit out of a vacation a man must get a good night’s sleep every night. The first requisite for this is to have plenty of cover. It is twice as cold as you expect it will be in the bush four nights out of five, and a good plan is to take just double the bedding that you think you will need. An old quilt that you can wrap up in is as warm as two blankets. Nearly all outdoor writers rhapsodize over the browse bed. It is all right for the man who knows how to make one and has plenty of time. But in a succession of one-night camps on a canoe trip all you need is level ground for your tent floor and you will sleep all right if you have plenty of covers under you. Take twice as much cover as you think that you will need, and then put two-thirds of it under you. You will sleep warm and get your rest. When it is clear weather you don’t need to pitch your tent if you are only stopping for the night. Drive four stakes at the head of your made-up bed and drape your mosquito bar over that, then you can sleep like a log and laugh at the mosquitoes. Outside of insects and bum sleeping the rock that wrecks most camping trips is cooking. The average tyro’s idea of cooking is to fry everything and fry it good and plenty. Now, a frying pan is a most necessary thing to any trip, but you also need the old stew kettle and the folding reflector baker. A pan of fried trout can’t be bettered and they don’t cost any more than ever. But there is a good and bad way of frying them. The beginner puts his trout and his bacon in and over a brightly burning fire; the bacon curls up and dries into a dry tasteless cinder and the trout is burned outside while it is still raw inside. He eats them and it is all right if he is only out for the day and going home to a good meal at night. But if he is going to face more trout and bacon the next morning and other equally well-cooked dishes for the remainder of two weeks he is on the pathway to nervous dyspepsia. The proper way is to cook over coals. Have several cans of Crisco or Cotosuet or one of the vegetable shortenings along that are as good as lard and excellent for all kinds of shortening. Put the bacon in and when it is about half cooked lay the trout in the hot grease, dipping them in cornmeal first. Then put the bacon on top of the trout and it will baste them as it slowly cooks. The coffee can be boiling at the same time and in a smaller skillet pancakes being made that are satisfying the other campers while they are waiting for the trout. With the prepared pancake  flours  you take a cupful of pancake flour and add a cup of water. Mix the water and flour and as soon as the lumps are out it is ready for cooking. Have the skillet hot and keep it well greased. Drop the batter in and as soon as it is done on one side loosen it in the skillet and flip it over. Apple butter, syrup or cinnamon and sugar go well with the cakes. While the crowd  have  taken the edge from their appetites with flapjacks the trout have been cooked and they and the bacon are ready to serve. The trout are crisp outside and firm and pink inside and the bacon is well done- but not too done. If there is anything better than that combination the writer has yet to taste it in a lifetime devoted largely and studiously to eating. The stew kettle will cook your dried apricots when they have resumed their predried plumpness after a night of soaking, it will serve to concoct a mulligan in, and it will cook macaroni. When you are not using it, it should be boiling water for the dishes. In the baker,  mere  man comes into his own, for he can make a pie that to his bush appetite will have it all over the product that mother used to make, like a tent. Men have always believed that there was something mysterious and difficult about making a pie. Here is a great secret. There is nothing to it. We’ve been kidded for years. Any man of average office intelligence can make at least as good a pie as his wife. All there is to a pie is a cup and a half of flour, one-half teaspoonful of salt, one-half cup of lard and cold water. That will make  pie  crust that will bring tears of joy into your camping partner’s eyes. Mix the salt with the flour, work the lard into the flour, make it up into a good workmanlike dough with cold water. Spread some flour on the back of a box or something flat, and pat the dough around a while. Then roll it out with whatever kind of round bottle you prefer. Put a little more lard on the surface of the sheet of dough and then slosh a little flour on and roll it up and then roll it out again with the bottle. Cut out a piece of the rolled out dough big enough to line a pie tin. I like the kind with holes in the bottom. Then put in your dried apples that have soaked all night and been sweetened, or your apricots, or your blueberries, and then take another sheet of the dough and drape it gracefully over the top, soldering it down at the edges with your fingers. Cut a couple of slits in the top dough sheet and prick it a few times with a fork in an artistic manner. Put it in the baker with a good slow fire for forty-five minutes and then take it out and if your pals are Frenchmen they will kiss you. The penalty for knowing how to cook is that the others will make you do all the cooking. It is all right to talk about roughing it in the woods. But the real woodsman is the man who can be really comfortable in the bush. Camping Out by Ernest Hemingway was originally published in the  Toronto Daily Star  on June 26, 1920.

the use of violet by monet essays

the use of violet by monet essays They (the impressionists) have tried to render the walk, the movement, the tremor, the intermingling of passersby......and the vibration of air inundated with light, and just as in the case of the rainbow colourings of the solar rays, they have been able to capture the soft ambiance of a grey day. Indeed the impressionists did focus on the ability to capture an event and much attention was given to the way in which the light constituted the scene. So much so that this investigation into painting light drew to it much controversy in all aspects of the work, one particular aspect of the works that was given a lot of criticism was the fond use of violet and blue hues. The understanding of the impressionist taste for these hues, and the critics dislike in impressionists use is found in understanding the artistic and social climate of the time, by which we shall find that much has to do with the science of colour and perception. The first impressionist exhibition of 1874 is a signpost for the changing ways in which paintings were being bought and sold. The tradition of the salon shows dominance was now being challenged, as the artists found dismay both in the selection process and the overcrowded nature of the display. The artists struggle to gain selection into the salon was made more difficult by the lack of evolution in the style of the selected works, the tradition of the highly polished workman that left no trace of where they had been was the usual choice. These strict definitions of what was acceptable led to the first impressionists being met with much disgust by the critics and general public of the time. Why, was the word on every bodys lips, why did they paint like this? Why did they exhibit what looked much like sketches or studies? Why did they use these colours? It is when we try to answer these questions that we find that much of what the impressionists were trying to achieve was to be fou nd in the sci...

High Mortality Rate - Bostwana Essay Example | Topics and Well Written Essays - 1500 words

High Mortality Rate - Bostwana - Essay Example Geographical location Botswana is a country located in southern Africa. It is a landlocked country as it is surrounded by four countries which hinder its access to large water bodies such as the Atlantic and Indian Ocean. Botswana covers approximately 224,607 square miles. It is located inside the geographical location of the Kalahari Desert. Approximately 73% of the country is a desert as only the eastern portion of the country fall outside Kalahari Desert. The country experiences a semi arid type of climate which consists of warm winters and very hot summers. The topography of Botswana is made up of flat and rolling land. Population The country is scarcely populated because of the large portion covered by the Kalahari Desert. It is made up of a population of 2,003,910 people. The total population of male gender in the country sums up to 1,006,531 while that of the female gender is 997,379. The age structure of the country indicates that the there is low life expectance rate in the nation. Children of age between 0-14 years make up 33.5% of the total population. Young people between the ages of 15-24 years make up 21.9% of the total population. ... Death rate is estimated at 12 per a population of 1000 people. Life expectance in Botswana is highly affected by the high rate of HIV/AIDS infection in the country. The harsh desert conditions have also played a role in the current population radar. Infant mortality is another factor that affects the growth in population of Botswana. The total infant mortality rate in the country is estimated at 10.49 deaths per 1000 live births. The male gender takes the larger potion of infant mortality rate as it is estimated at 11.03 deaths per 1000 live births while the female gender is estimated at 9.94deaths per 1000 births. This analysis shows that the life expectance of Botswana is highly attributed to health practices and health services in the country. AIDS is the major course of death in the country. It was declared a national disaster 2003 after Botswana registered the highest rate of HIV/AIDS victims in Africa. These aspects portray the level of poverty in the country thus leading to po or social amenities and the ability to create public awareness. There are four major ethnic groups that sum ups the total population of Botswana. This include: the Twsana, Kalanga, Basarwa and Kgalagardi. Tswana is the most famous and important tribe in Botswana as it makes 79% of the total population of people in the country. The tribes are rich in culture thus partake cultural activities seriously (Horowitz, 2011). According to the culture of most of the tribes in Botswana, natural home birth is considered the best form of child delivery. This promotes the rate of infant mortality cases in the country as the method is prone to dangerous errors. Child delivery process needs the modern medical facilities to ensure a higher percentage chance of survival for the infant as well as

Case Study on Land Law Example | Topics and Well Written Essays - 2500 words

On Land Law - Case Study Example It is stated, in this case, that the property is registered; therefore, the relevant legislation is the LRA, although the original concept of overriding interests was established in the Land Registration Act 1925. Under the 1925 Act, certain overriding interests would only continue until the point at which the land is registered. As Shambles has now been registered, the rules relating to third party interests contained in the LRA must be referred to. The first issue to be considered by Lance is that of Porter's ex- partner, Rina, who has been living in the property for a period of at least five years. On the assumption that Shambles became registered to Porter, after 1st October, 2003 and where the LRA is in force, then the rights attached to Rina will be in accordance with the LRA. The overriding interest of actual occupation existed under the 1925 Act in s70(1)(g). Whilst this old right still exists, it is now subject to the new law as contained in the LRA. Essentially, the overriding interest and the right of a third party in actual occupation will exist where there is actual occupation, at the relevant time, by the owner. This is important, in this case, due to the fact that there may be some debate as to whether or not Rina is, in fact, an actual owner, i.e. legally or beneficially entitled to the property. As Rina is an estranged partner of Porter, Rina may have a valid argument that she has an equitable entitlement to at least part of the property. Recent case law has suggested that, where both parties have contributed in some way to the property, even if it is registered in only one person's name, the court will determine the shares of the property to be held by each party, based on the course of dealings between them1. With this in mind, it would be necessary to consider the relationship between Rina and Porter and whether she could legitimately claim an equitable interest in the property (Abbey & Richards, 2007). On the assumption that Rina can show an equitable interest, she would potentially be able to rely on the actual occupation interest as stated in Schedule 3, Para 2 of the LRA. This right would exist, provided it was not an interest under the Settled Land Act 1925, it was not a deliberate failure to disclose the right and the occupation would have been obvious on a reasonably careful inspection of the land in question at the time of the disposition. Under the provisions in the LRA, there is no precise definition of actual occupation; however, case law previously heard under the 1925 Act is thought to be current and relevant under the LRA2. Under the LRA, Rina will only forfeit the overriding status of her interest, if she would have been reasonably expected to declare her right to Lance. As Lance undertook his own conveyancing, it is unlikely that sufficiently detailed questioning was undertaken in relation to any adults in actual occupation. Moreover, in the absence of such questioning, it is therefore highly likely that Rina will not have sacrificed her overriding status, based on failure to disclose reasonably. Furthermore, as Rina lived in the main property and has done so for 5 years, her presences and actual occupation would be reasonably noticeable to anyone who had made an inspection of the property. The facts suggest that Lance did not actually inspect the property, at all, due to his location in London and had he made a reasonable inspection, he would have been aware of Rina's occupation, prior to

Current role of fire and technology in automobiles, and where the Research Paper

Current role of fire and technology in automobiles, and where the technology is heading - Research Paper Example The role of fire in creating light and heat in the combustion of bodies paved the way for utilization of the most innovative invention of all times, the automobile. Continued over reliance to traditional fuel sources ultimately affects the future of automobiles, particularly in ensuring that they run as efficiently as expected. With all the developments in technology, its functionality and aesthetic value, the fact remains that vehicles consume a vast amount of fuel. In this regard, this essay aims to discuss briefly the current role of fire and technology in automobiles, and where the technology is heading. The following concerns would likewise be addressed: (1) what type of alternative fuel will have the most success meeting transportation needs in the nearby future? Why? (2) How would alternative fuel types evolve in later generations?    Due to the susceptibility for car fires, automobile manufacturers have used the latest developments in technology to ensure that passengers are protected and kept ultimately in safe condition while travelling. In addition, technology is heading for the discovery of cost efficient and safe automobiles utilizing alternative fuels to run them. According to Toyoland (n.d., par. 3), â€Å"there are about half a dozen flammable liquids associated with a vehicle. There are an additional number of flammable solids, or â€Å"solid propellants,† that contribute to fire. There are, depending on the vehicle, any number of hoses and pumps that move flammable materials past hot areas of the engine. Any leak in a hose or pump can pour flammable liquids onto the hot engine block or electrical systems- resulting in a fire.† Elliot (2004) averred that â€Å"about 70 percent of our oil consumption is used for transportation†. The United States is identified as the biggest consumer of oil from among all the countries in the world. The EurActiv Network (2007) identified â€Å"three alternative solutions are seen as promising: biofuels, natural

Fast Food Essay Example for Free

Fast Food Essay Fast-Food Feast Case Study Whitney Reichert Grand Canyon University MGT 655 Fast-Food Feast Case Study 1/9/13 Visit at least two different fast-food restaurants that make hamburgers and observe the basic differences in the following processes: How are in store orders taken How are the hamburgers prepared How are special orders handled How are the burgers cooked How are the burgers assembled Is a microwave used How are other items such as fires and drinks handled The two fast-food restaurants that I visited were McDonalds and In-and Out. The main differences that I found between the two restaurants were freshness and customer service. When in comes to in store orders at McDonalds, you wait in line to place your order. It seems to be not as customer service driven. You give them your order, which seems to be informal, and not that personable. You pay and stand off to the side until they call your order. They announce your order is ready by saying your order out loud, for example number 2 with a diet coke, without your name attached. At McDonald’s the hamburgers are prepared from frozen possessed meat, they then they cook the meat on the grill. As far as special orders go you must tell the cashier exactly what you don’t want because the burgers come as they are. The cashier then inputs the data into the computer, which then in turn allows the kitchen to make the arrangements. The employees in the kitchen then prepare the burgers; they utilize somewhat of an assembly line to make sure the right ingredients get put on the right burger. With McDonalds you do not have full visibility of the kitchen staff preparing the food. While at McDonalds I did not see a Microwave used. When it comes to fries, McDonalds has their fries frozen in a large plastic bag they then cook them in oil. With drinks you serve your self. When I went into In and Out it was a little different of an experience, and seemed more personable. The orders here are taken similar to McDonalds, but they take your name and give you a number, you wait off to the side and they then call your name and number aloud. The hamburgers at In and Out are grilled using higher quality meat, without preservatives, and they utilize local beef distributors. When it comes to special orders, it seems every order at In and Out is a special order. They ask you exactly what you want, where’s McDonalds doesn’t ask you exactly what you want, they just assume and you must be the one who asks for changes. The cashier then inputs the data into the computer, which then in turn allows the kitchen to make the arrangements. The burgers are cooked on a grill just like McDonalds. When it comes to the assembly, In and Out also utilize somewhat of an assembly line to add ingredients. In and Out uses fresh ingredients, the kitchen is open and you can see the employees making the food right in front of you. As far as I saw, a microwave was not used. As for fries, they use fresh potatoes with out preservatives, instead of bagged fries. As far as drinks goes at In and Out you also serve yourself. This assignment was quite interesting, I would defiantly choose In and Out over McDonalds. They have fresh ingredients, you can have it your way, and the experience is more personable.

Communication Strategies Used By Vietnamese Students Cultural Studies Essay

Communication Strategies Used By Vietnamese Students Cultural Studies Essay In Vietnam, English is now the most popular foreign language and anyone who would like to integrate themslves into the global society and access the worlds knowlege to be sucessful in life is aware that English competence is one the most important characteristics they need to have. English is seen every where in education, business, entertainment and cultural exchanges. Therefore, English is becoming the main communication language in the country. In light of sociolinguistics development, linguistic researchers have been paying more and more attention to the importance of communication in its social context. The social factors in communication competence have been recognized and studied. These have impacted strongly on teaching and learning the language. English learning is changing basically and positively. Learners of English do not learn English for the sake of learning itself by treating grammatical knowledge primarily and separately but in the belief that it is more important to communicate effectively in the language by sending and receiving messages, creating meaning and negotiating meaning. These lead to the tendency toward which communication competence has recently been enjoying learners great popularity. However, the effectiveness of communication in the target language is still both learners and teachers deepest concern since learners who have already spent significant periods of time on learning the language to co mmunicate as the main goal of their learning but then most of them encounter too many difficulties in communicating in the language. The learning context In Petrovietnam Manpower Training College, where I am working as a teacher of English, students, the subjects of the research, are engineers and graduates who are recruited to work in Petrovietnams projects and plants taking a special training course. They have graduated university with nearly equivalent English language education but have different English proficiency and like almost Vietnamese students, they have been trying to learn English in purpose of communication but find difficult to communicate in the language. At the college, English is taught as one of the main subjects to equip the students with the language that they would need to perform their job. English speaking is attached special importance to and students are expected to be good at communication in all circumstances after finishing the course. To serve these purposes, communicative language teaching Approach (CLT) is applied in teaching these students so that they can particularly improve their communicative skil ls. The rationales and purpose of the research. Communication is interactive. So in pre-intermediate speaking class, students are usually given topics to discuss in groups with the assistant of their teacher before presenting their ideas to the class. These activities aim to get students involved in interpersonal communication or interaction to compensate their lack of practice in the EFL environment. These tasks require the students big effort in trying to understand the others and getting themselves understood using any means at their learning stage. According to my observation, in most situations, students at this level of English proficiency appear to struggle with expressing their thoughts because of their deficiency in linguistic proficiency, general knowledge of the given topics or confidence in using the language. Some of them exert themselves to the utmost to reach their communicative goals by unconsciously or consciously using different strategies to solve their particular communication problems and relatively confident in completing the given task meanwhile the others just keep silent because they do not know what to do to deal with the problems they have during the conversation and they fail to keep most of the conversations going on as they want to. So the purpose of this study is to identify the common communication strategies used by the students to enhance efficiency of communication when they deal with the task of group discussion and the communication strategy use of students of different English proficiency. The research questions. The study is conducted to find out the answers to the following questions: What types of communication strategies are used by Vietnamese students in English speaking class to compensate for their breakdowns in communication and to enhance communicative effectiveness in small group discussion? Do students of different English proficiency employ communication strategies differently? Definitions of key terms. The term communication strategies is simply understand as methods or techniques that language users use to help themselves overcome problems occuring during communication to achieve communicative competence LITERATURE REVIEW Communicative competence The main goal of any language learners is to achieve communicative competence to get the best communication proficiency. According to Canale and Swain (1980), to attain communicative competence, learners need to gain the following perfect knowledge: Grammatical competence which is related to the language knowledge (words and grammar rules) itself. Sociolinguistic competence which is concerned to the ability to use and to interpret the utterances appropriately in different sociolinguistic communication situations. Discourse competence is the ability to combine grammatical forms and meanings to achieve a unified spoken or written text Strategic competence is the ability of using verbal and non-verbal communication strategies to compensate for breakdowns in communication due to limiting conditions in actual communication or to insufficient competence in one or more of the other areas of communicative competence and to enhance the effectiveness of communication Among the four components that make up communicative competence, strategic competence is likely relating to EFL learners most because of the problems they commonly run into in communication and the communication strategies they usually employ to solve the problems. These strategies are considered extremely important in negotiating meaning where either linguistic structures or sociolinguistic rules are not shared between a second language learner and a speaker of the target language (OMalley Chamot, 1990, p.43). Canale Swain (1980) once confirm that good strategic competence can help leanres with limiting L2 skills evade communication breakdowns. Communication strategies Many researchers have conducted research or studies on communication strategies so far. Consequently, each of them in their own view states different definitions and classifications of communication strategies. Definitions of communication strategies What happens if interlocutors do not understand each other because of their limited language resources? Can they keep their conversation going on when they can not make themselves understood? Cohen (1990, p.56) believes that a major trait of successful speakers is that they use strategies to keep the conversation going on. They use communication strategies. Tarone (1980, p. 419) describes communication strategy as a mutual attempt of two interlocutors to agree on meaning in situations where requisite meaning structures are not shared. Communication strategies, to Tarones interactional view, are socially-motivated strategies which are used by more than one interlocutors to solve the problems of mutual lack of understanding by negotiating meanings. A communication strategy is simply defined by Corder (1977 as cited in Bialystok, 1990) as a systematic technique employed by a speaker to express his meaning when faced with some difficulty. According to Faerch and Kasper (1983 as cited in Bialystok, 1990) communication strategies are potentially conscious plans for solving what to an individual presents itself as a problem in reaching a particular communicative goal. More relating to forms of discourse, communication strategies in this definition are psychologically-motivated strategies which are related to mental plans of each interlocutor implemented in response to the problems of expression. Different authors define communication strategies differently. However , most of the definitions show the purpose of communication strategies which is to deal with the problems that the language users face up to when communicating by employing appropriate techniques. Classifications of Communication strategies. In the research on communication strategies, Dornyei, Faerch and Kasper and Tarone introduced their own classifications of communication strategies and their classifications. Dornyei (1995 as cited in Brown, 2000) shows two branches of strategies: negative and positive. Avoidence strategies (negative): topic avoidance and message abandonment Compensatory strategies (positive): circumlocution, approximation,use of all purpose words, word coinage, prefabricated patterns, non-linguistic signal, literal translation, foreignizing, code switch, appeal for help, stalling or time-gaining strategies. Faerch and Kasper (1983) classify communication strategies in to two main categories with their subcategories: Avoidance behavior reduction strategies: Formal reduction: phonological, morphological  , syntactic and lexical. Function reduction: reduction of speech art modality, reduction of propositional context Achievement behavior compensatory strategies. Code switching Interlingual transfer: generalization, paraphrasing, word coinage, restructuring. Cooperative strategies Non-linguistic strategies However, Tarones typology of conscious communication strategies (1977 as cited in Bialystok, 1990) seems to be simpler. Tarone classifies communication strategies into the following categories: Avoidance: topic avoidance and message abandonment Paraphrase: approximation, word coinage, circumlocution. Conscious transfer: literal translation, language switch Appeal for assistance Mime: Prior research found that all language users used communication strategies consciously or unconsciously. Bialystok observes that communication strategies should be classified according to different cognitive processes and should be seen as a process of language use. I agrees with her at this point because of the fact that as language users, we all know that communication breakdowns may occur with anyone at any time during a conversation and when these problems happen, we all try some ways to get out of the trouble by using some techniques called communication strategies. Besides, Bialystok insists that communicative strategies are used by language user in both L1 and L2, in this view, communicative strategies only reflect the way in which the language processing system extends and adapts to the demands of communication (Lee, 2004). In fact, the communication strategy use occurs during communicating consciously or unconsciously. However, learning and using a language are activities related to cognitive processes so when language learners use the language and the breakdowns come, they are aware of what situation they are in and consciously think of an escape by employing different negative or positive strategies solve the problems like avoiding talking about the topic or concept that they do not know much, leaving the utterance unfinished, using many words to describe , creating new word or switch to their mother tongue when they cannot find the right words to use and et ceteras. So, what exactly do learners do in each communication strategy? In this paper, I would like to focus on the simpler classification, Tarones typology of conscious communication strategies but in comparison with the other two of Dornyei and Faerch and Kasper . Avoidance strategies Both Dornyei and Tarone define avoidance strategies in the same way by mainly referring to two substrategies: Message abandonment strategy which is used by learners when they encounters language difficulties. To deal with these unpleasant situations, learners tend to leave their utterance unfinished. Topic avoidance is another strategy learners use when they lack of or forget necessary linguistic knowledge to express their thoughts on the topic. Their language difficulties may related to vocabulary or grammar rules that they do not know or remember. To overcome them, learners keep way from talking about the topic. In my experience of teaching, students of very low proficiency usually use these strategies because of their serious deficiency for the target language instead of using the strategies called compensatory strategies in Dornyeis or Faerch and Kaspers classifications or paraphrase and conscious transfer strategies as Tarone mentions in her typology of conscious communication strategies. Paraphrase Including circumlocution, word coinage and approximation which Faerch and Kasper suggest can promote learning as well Circumlocution strategy Bialystok argues that circumlocution strategy in fact is paraphrasing strategy. In terms of linguistic, the conception of the two strategies are very similar. Both strategies help learners make good use of simpler language or structures they have at their learning stage to convey their thoughts that need more complicated vocabulary and grammar rules to express. Dornyei states that circumlocution is the strategy used by learners when they want to describe something that cannot find the exact word or phrase to use by paraphrasing it. Doing so, they use more words to describe a word in the hope that the listeners can get what they mean by themselves. Approximation strategy Dornyei and Taroneideas meet each other when they name the strategy approximation which Tiono and Sylvia (2004) found to be used the most by students with low communication apprehension and high proficiency in speaking class in Petra Christian University in Surabaya, Indonesia to compensate their failure in retrieving the lexical items they have learned or their deficiency in vocabulary when they are asked to retell a pictorial stories. In the strategy, learners appear to be confident and willing to make mistakes by using an alternative or similar lexical term which they know that is not correct to illustrate the meaning of another word or phrase they aim to refer to. By doing this learners try to make themselves understood by using their limiting vocabulary. Word coinage is another compensatory strategy that learners use when they lack of vocabulary. In this strategy they make up a target language word which is based on the morphological rules that they know well. For example: they know well that worker is a person who works so they create cooker (a person who cooks) from the verb cook. Conscious transfer strategies Literal translation strategy is usually used when the language users share their first language or background. Learners translate a word or an idiom or even a structure from their first language into that of the target language. In my learning context, learners use literal translation mostly when they have difficulties with finding correct collocations for a word. In this case they tend to translate word for word from another language. For example: deep coffee ( which is not stated in dictionary) for strong coffee. However, relating to translating a structure from learners first language, Faerch and Kasper name the strategy Restructuring in which learners reformulate the syntax of their utterance. Language switch strategy or code switch or code switching by Dornyei or Faerch and Kasper In this strategy, learners use lexical terms or sentences from their first language when they cannot find the appropriate ones in the target language to express their thoughts (They insert some words or phrases from their first language). The strategy is also often employed by first language or background shared learners. This strategies may be expected to use the most by the subjects of this study for all of them are Vietnamese and in reality, it is also easy to see this in any of the English class in Vietnam. Appeal for assistance Explicit request is the strategy where learners ask for help from the other people like more advanced learners or teacher by saying How do you sayà ¢Ã¢â€š ¬Ã‚ ¦.? or What is this calledà ¢Ã¢â€š ¬Ã‚ ¦.?. Referring to dictionary strategy is made use by learners when they need the correct words or structures Mine or Non-verbal communicative strategy also what Dornyei calls non-linguistic signal or Non-linguistic strategy by Faerch and Kasper. In this strategy, learners use non-verbal language like gestures, facial expression or even imitating sounds to express meanings. Mine and message abandonment seem to be coi in Faerch and Kasper in terms of learning. They think that these two strategies cannot help learners with their learning. But as a teacher I share Tarones opinion that in some extent, by using these two strategies, the speaker can get help from the listener to find the appropriate or correct word or structure to express what he or she wants to say. In both teaching and learning context, mine and message abandonment can be positive signals from the learners to interact with their teacher so that they can be taught event while communicating. The review of related studies Many studies and research have been done so far on communication strategies and their findings showed that almost every strategy were used by learners. However what strategies employed were contingent a lot on the task given because different problems would arise depending on different types of task, one -way task or two- way one (Mei Nathalang, 2010). So that the task requires learners different effort and strategies to solve the problems. It is easy to understand this because less interactive activities exist in one -way task like story telling while two- way task like role playing or discussing includes mostly interaction. To deal with one-way task, learners tend to use paraphrase, restructuring and message abandonment since these strategies helps them to make clear the meanings as they try to ensure the listeners comprehension. Whereas to deal with interactive task like doing role play or discussing, learners need to make special effort to negotiate to get communication goals so they cannot simply employ avoidance strategies if they still want their conversation to continue and reach a mutual agreement on what they exactly mean. This agrees with the finding of Dobao Martinezs study of Negotiating Meaning in Interaction between English and Spanish Speakers via Communicative Strategies. The finding revealed that in interaction, when linguistic problems arose, intermediate or advanced EFL learners and their interlocut ors (who were English native speakers or other EFL learners of their level) worked together to find solution by coordinating their use of CS, negotiating meanings to reach a mutual agreement on the learners originally intended meaning. Prior research also showed that the numbers of strategies used by learners were not influenced by their target language proficiency (Ting Phan, 2008). However, concerning to only the numbers of strategies used by learners is not enough in terms of language teaching and learning. Fortunately, the result found in Kwoks study of communication strategies used by Hong kong students in small group discussion (1987) revealed that students were able to make good use of different communication strategies in discussion to make their communication more effective. Moreover, the result also showed that the more the students mastered the communication strategies, the much better they could do in small group discussion. Althought Bialystok believes that we should teach learners language rather than strategy but as a teacher I do argue in favour of implication about teaching strategies to learners from studies of Manchà ³n (1999) and Faucette (2001). In my learning context, the class with both high and low proficiency learners is common. So it is not difficult to recognize types of strategies that different learners use when the language problems arise and the effectiveness of strategy use that the learners achieve in communication thought what is seen in the learning context can be subjectively observed and assessed. So, the study is hopefully an opportunity to confirm the phenomenon through its findings. SHORT CONCLUSION The fact is that learners can frequently run into communication difficulties because of varied reasons related to language problems and all of them find some ways to escape from the trouble they got in. Those ways are called communication strategies. Looking back at the studies and research that have been done on communication strategies so far, some significant pedagogic implication have been recognized. That is communication strategy use can promote learners communicative competence or the confirmation that employing appropriate strategies can enhance communication effectiveness and communication strategy use is teachable. So, what types of communication strategies that can help learners increase communication efficacy should be considered mainly in this paper in the hope that more useful pedagogic implication closely involved English teaching will be found as reference for language teachers to deal better with their job as well as to help their students improve their learning.