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Shifting Identities of the 21st Century Language Learner: The application and

integration of digital technologies has changed how students self-identify and

the way they learn.

Technology users are finding their way through a new phase in language learning; a

paradigm shift is occurring. Prensky states ‘Because of twenty-first century technology,

education no longer means the same thing as it did in the past.’ (Prensky 2007:1). Thus

‘learner’ no longer means the same thing, a new identity has been established. Ushioda

(2011) outlines the potential of digital technologies in representing this identity or self.

In the last decade digital technologies and the affordances they provide have made their

way into the classroom, changing the role of learners and opening the door to a new era of

classroom practice and acquisition of knowledge. The identity of the learner is changing

and new technologies are a major driver in this change.

What is evident is that a shift towards adoption of these resources for educational ends has

already occurred. A report from the British Educational Suppliers Association forecasts that

1.8 million tablets alone will be in use in United Kingdom maintained schools and

academies by the end of 2020 (BESA 2013). A report from the National Center for

Education Statistics in the US states that ‘In 2009… internet access was available for 93

percent of the computers located in the classroom every day’ (Gray et al 2010: 5). Not

everyone has this level of access, but the L2 learner in this essay will be the one outlined

above, mainly learning in a blended environment.

Digital technologies can enhance, or at least change, the way data is accessed, stored,

processed, published and displayed. Learners must negotiate their way through an unstable

learning landscape, altering the way they see and represent themselves depending on the

context. Learners no longer have a fixed identity but one that is in constant review and flux

and though ‘some identities may be relatively stable, others are likely to be constantly

constructed, negotiated and reconstructed’ (Ushioda 2011: 203).

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Ushioda (2011) explored how different selves affect motivation of the learner. Gardner and

Lambert’s concept of integrativeness (1972, quoted in Ushioda 2011:200) where a learner

wishes to assimilate as far as possible into the culture of the L2 is no longer the primary

motivation of 21st century language learners. For learners studying English, its elevated

presence on the internet makes it even harder to definitively pinpoint who and where the

community of speakers is. Rather than joining communities, people blog, write, make videos

and use other methods of self-expression in the L2 not to integrate into a community but to

communicate who they are to it. When boundaries between languages, cultures and

audiences are transcended through the internet, the focus of language acquisition changes

from integration to the L2 community to self-representation within it. (Ushioda 2011).

This essay will identify and explore four aspects of who this ‘self’ is: learner and teacher,

consumer and creator, global and local, online and offline. It will investigate how web based

tools and applications express and shape these multiple identities. The categories

represent four combinations of identities which L2 learners may be inhabiting at any one

time. They are not intended to be a definitive list or separate from one another, but for the

purposes of investigating how they affect who the L2 learner is, it is useful to divide them in

this way.

Identity 1: Student as learner and teacher

Roles and identities are frequently expressed in binary terms. Digital natives and

immigrants, sages and guides and here, as learners and teachers. It is therefore necessary

to emphasise that in the context of this essay the student often inhabits neither identity

completely, but occupies a sliding scale between multiple identities depending on context

and environment.

For many years the idea that a student is an empty vessel to be filled with knowledge by the

teacher has been questioned yet remains the status quo in many educational

institutions. Plutarch stated: ‘...the mind is not a vessel that needs filling, but wood that

needs igniting — no more — and then it motivates one towards originality and instils the

desire for truth’ (Plutarch, Moralia). This calls to mind King’s 1993 paper proposing that the

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teacher should be the ‘guide on the side’ as opposed to the ‘sage on the stage’ (King

1993). With the advent of digital technologies has come the potential for greater power and

autonomy of the learner. The role of a passive ‘vessel’ is supplanted by a more complex,

dynamic and shifting range of identities, including that of teacher. Little (1995) explains the

compelling reasons for autonomy to be nurtured in L2 learners: increased internet access

allows learners to go beyond autonomy when it comes to their own learning and become the

teacher or expert.

Ushioda explores how ‘teacher-student roles and identities may become reversed…as far as

the use of technology is concerned’ (2011:207). The assuming of the teacher identity by

students is observable not just in use of technology, but expanded into other domains by

technology. Gray (1998) investigated the advantages of learners of English in a language

centre giving feedback to their teachers via a journal. The students were able to shape the

content of the lessons through this voice. School-age students do not generally have this

option available and they may threaten the teacher’s face if they attempt to infringe on their

role. The internet can be an outlet for this desire to shape learning, allowing students to

design and complement their own learning through web based applications. Learners do

not only teach themselves, but may become teachers for others via the web. One popular

way of sharing expertise is through a YouTube channel. As an example, Easy Languages has

nearly 100,000 subscribers, more than any physical teacher could reach. Indeed many

students have more Instagram and twitter followers and YouTube subscribers than teachers

have pupils in their career. The internet provides an audience and a critical community

previously unattainable for target language input and output. In these communities the role

of the expert is diminished and peer to peer communities are maximised In terms of the

second language learners, students are able to seek and share their knowledge on forums,

as well as error correct and provide real world translations via sites and applications such as

Duolingo, Verbling and Livemocha.

Students contribute as active producers of knowledge, not passive consumers (Klamma et

al 2007, quoted in McLoughlin & Lee 2008). The trend rather than the tool is key:

successful applications blur and blend traditional teacher and learner roles. Learners do

not have to rely on particular web based applications to make this happen. Asynchronous

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and synchronous computer mediated communication provides opportunities to maintain a

dual identity. Kung (from Philp et al 2013) notes that during synchronous computer

mediated communication (SCMC) activities:

‘Students were also found to take on many of the roles usually played by the

teacher in face-to-face interactions. They refocused the discussion after a

digression, they explained difficult parts of the text, they offered examples,

and they related ideas in the readings to their own lives.’ (Kung 2004: 269)

This further supports the idea of redefinition of the role of the language learner. Students

can be the teacher and the learner simultaneously. Sotillo (2005) found that where two

non-native speakers were paired together in a SCMC activity more correction took place

than in native and non-native dyads. ‘In the aggregate data, 70% of the ECEs [error

correction episodes] were found in NNS-NNS dyads and 30% in NS-NNS dyads.’ (Sotillo

2005: 483, from Philp et al 2013). Digital technology can empower the language learner to

inhabit the role of instructor without being an expert, the status of learner is maximised.

Students in CMC peer correction activities have found the dual role of teacher and learner to

be a motivating factor in learning the L2 (Dehkhinet et al 2008). The internet opens up

many opportunities for students to learn from and teach their peers. Classroom instruction

is showing signs of change to acknowledge this autonomy of learners. Flipped classroom

techniques and open ended investigations are gaining momentum. If a student is given the

option to be perceived as having something of value to offer (their language skills in this

instance) and can simultaneously learn and teach, there is a lot to be gained. Not solely

linguistically but in terms of increased motivation. McLoughlin & Lee( 2010:32) propose

that ‘value should be placed on student created products as a primary content source’. It is

feasible to exploit the potential of the learner’s L1 and also their proficiency in an L2. If the

role of the native speaker is becoming less relevant (Ryan 2009: 30) then L2 speakers can

assume the identity of teacher.

For students who participate in these communities, a dual identity leads to additional

complexity in their role. To successfully manage this duality, students must have a

heightened metalinguistic awareness. If they are receiving peer feedback they may receive

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false error correction. When giving feedback they must be confident of the validity of their

observations. With languages this is by no means straightforward as even native speakers

can make errors or find it hard to explain certain irregularities. The L2 learner can

strengthen connections with their own language and the L2 by reflecting on it in this way.

‘The meaning of scaffolding is no longer confined to its original association of

expertise provided by a knowledgeable other, but has expanded to include

learner selected assistance, peer interactions, or could be embedded in

technology’ (McLoughlin & Lee 2010).

When needed, the learner can seek clarification from other sources, a physically present

teacher or web based communities but they must know how to find trustworthy sources as

well as how to become one themselves.

Identity 2: Consumer and Creator

A language learner aims to communicate. The more avenues and options available for self-

expression, the more chance all learners finding a way to be engaged. At first, new

platforms for communication that technology provides seem to be a wonderful opportunity

for the L2 learner. As a consumer, the language learner can find an immediate connection

with authentic material and tools to access it. Authentic material and connection with

culture are no longer the preserve of those who have the financial means to travel. Mishan

(2004) details the many advantages to using authentic texts. The internet is a great leveller

in terms of access to such resources. Beginners can use tools such as lingro to create a

personalised corpus linguistics style approach to learning the L2. The internet provides

access to the texts but also gives them a higher level of interactivity. Lingro makes all the

words on page clickable, facilitating reading. It then stores the words the user has looked

up and allows the learner to play games with these words. Lingua.ly provides further

authentic texts based on the looked-up vocabulary. This level of personalised learning is

impossible for the teacher to provide and adds a greater ownership and interactivity to a

more passive skill. King states that ‘When students are engaged in actively processing

information in such new and personally meaning ways, they are far more likely to remember

it and apply it in new situations’ (King 1993: 30). Of course, written material is not the only

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source of contact with the target language. Learners can download audiobooks and songs,

stream films, watch the news and other programs. The other facet of consuming content is

accessing the multitude of resources, games and sites which have been designed to help L2

learners progress. This elevated access to consumable resources affects the ‘creator’

identity of learners.

Gardner and Davis (2013) explore the concept of creativity, or in his preferred term

‘imagination’ in the context of the 21st century learner, or in Gardner and Davis’ words, ‘the

App Generation’. The proliferation of apps available to learners enables their imagination in

some ways and restricts it in others. Whilst this is a concern, other artistic mediums have

strict parameters which must be respected to showcase the author’s skill. Creating haikus

and writing in the iambic pentameter are restrictive yet these rules can cause creativity to

flourish rather than curtail it. Apps and sites that learners use have been classified

according to Bloom’s taxonomy, in a bid to demonstrate that they can support higher order

thinking skills.

(Schrock, n.d.)

Playing with language can be done within prescribed limits. The internet offers such a large

array of choice it can even be helpful to have some sort of limits and boundaries within an

app. McLoughlin & Lee (2008) posit that higher education students struggle to manage the

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wealth of information that they can access online. Younger students will find this task yet

more difficult. If you can have everything, then it can also seem to be nothing without

guidance and context. To illustrate, Storybird is an app that allows students to write an

online book. The pictures and format available are limited (uploading your own picture is

possible). However, even stories using the same pictures will vary to a large extent from

student to student. The web then provides a sense of audience for self-published materials.

The language learner is no longer writing an essay for the teacher, but for an inestimable

potential audience.

The role of emptiness, boredom or reflective contemplation as a source of inspiration is

being eroded by new technologies. A long wait for a train can now be spent dealing with

emails, reading a downloaded book or article, listening to music or podcasts, or to harness

the old fashioned potential of a mobile telephone, calling someone. When looking for

creative inspiration, the reflex is to look for external stimuli, often via a google search, rather

than to look inward to one’s own imagination (see screenshot below1). One teacher said of

their students ‘..they can’t come up with an idea… They go to their laptop first’. (Gardner and

Davis 2013: 139).

(Hanoi Grapevine, 2013)

                                                            1 The Onion cellar is a music promotion agent who organised the concert.  The answer below is copied and pasted from Wikipedia. 

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Learners may look to the online world when searching for ideas but there is a long tradition

of synergy in creative communities. Buñuel and Dalí, Lennon and McCartney are known and

revered for their co-creations. The internet allows students to seek out others to get the

creative process started and refine their product with feedback. Mass collaboration and

access to a wider field of inspiration and influence is changing the way our learners create.

Teachers often bemoan lack of originality and it is true that plagiarism is a concern amongst

the copy-paste generation (Gardner and Davis 2013). Generating original ideas is more

challenging when in the virtual company of millions, rather than the limited environment of a

class or school. However, repurposing and reediting existing content is a form of creation

and originality. The generation gap could be a factor in activities such as vidding and writing

fanfiction (both potential L2 activities) being deemed as unoriginal. To employ Prensky’s

(2001) terms, digital immigrants are evaluating the creativity of digital natives.

Students use digital technologies to co-create in social or peer to peer contexts, shaping the

role of the learner into something more complex and collaborative. Crowd-sourcing of

content and ideas minimises the role of the individual, especially when attributing

intellectual copyright and ‘it is often difficult to convince students of the importance of

individual work’ (Correa 2014: 2). A multiplicity of roles including both consumer and author

of information can lead to a lack of clarity when it comes to academic honesty. High profile

sites such as Wikipedia do not acknowledge authorship in the traditional fashion (Correa

2014), providing a differing model of academic integrity for students. Its impact can be

noted in many ways when it comes to the second language learner. Many language students

are tempted by online translators and know how to access them. However the use of a

translator requires the student to know what language they could realistically produce and

to avoid literal translation of idiomatic expressions. This engenders a paradoxical situation

where language students can simultaneously know everything and nothing. Frustration on

the part of teacher and student can be the result:

‘...the teacher is frustrated and baffled by a nonsensical composition, and the

student is angry at not getting an A on work which he or she erroneously

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assumed would automatically be better than whatever he or she could have

done without computerized help.’ (Luton 2003: 769)

It is worth remembering that this type of shortcutting or over-confidence in technology as

outlined in Blake’s myths (2008) is not restricted to students alone, indeed those in roles of

responsibility can also fall foul of it. The notorious Welsh road sign mistranslation is a

notable example.

(News.bbc.co.uk, 2008).

21st century learners must learn to use these tools to enhance, not to replace their own

language production and comprehension. The learner’s role has become more both easier

and harder to manage.

Identity 3: Global and Local learner

Richards’ (2006) concept of transportable identities as a motivational factor in language

learning explains the teacher by relating with students ‘ as ‘nature lover‘ or ‘supporter of the

English cricket team‘, for example — and encouraging students to do the same may have the

power to transform the sort of interaction that takes place in the classroom.’ (Richards

2006:30 from Ushioda 2011). As Richards mentions, many teachers may feel

uncomfortable or unable to do this. As the firing of teacher Shelley Evans-Marshall

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2illustrates (Williams, 2012) teachers are not always allowed the right to free speech and

this will be a barrier to forming any kind of transportable identity bond with learners. With

such restrictions, learners may look outside of the classroom in order to form connections

with L2 speakers as holistic entities.

McLoughlin & Lee highlight how ‘individual learner empowerment through designs that

focus on collaborative, networked interaction’ (McLoughlin & Lee 2008) ties in with the

connectivist model of learning and with the concept of student as teacher. Social

networking for language learners has made seeking native speaker communities possible

and self-expression has become more accessible. They days of waiting for letters from pen

pals are largely over, replaced with a more instant feedback loop.

In the second language classroom, the teacher was formerly the only contact that the

student had with a native or near native speaker and with the target language culture. The

21st century language learner has many additional resources at their disposal which utilise

new media and digital technologies, potentially increasing autonomy and reducing the role

of the teacher as the primary source of information. In addition to a building a people

oriented network, the learner can reach beyond the teacher by drawing on a range of tools

and applications without the need for a physically present teacher (Drexler 2010). Some of

these tools may not be provided by digital technologies but many are. Students may reach

out through social networking sites such as twitter, tuenti and Instagram. Free web-based

applications such as Duolingo provide a structured resource in the personal learning

environment. The advantage of these tools being their ability to adapt the content of the

lesson to the individual performance and interests of the student, something a human

cannot do as efficiently. Duolingo is even able to measure how many tears its owl mascot

must cry for maximum effect when a life is lost (Uncova, 2015). There are also many

podcasts, tutorials and self-correcting exercises using web technologies. The learner is

required to curate their own Personal Learning Environment (PLE) thus replacing the former

vertical and hierarchical system. This rhizomatic system of learning (Cormier 2008) applies

                                                            2 Shelly Evans‐Marshall, a high school teacher in Arizona was fired after asking her students to write an essay about censorship of books in US schools.  Her firing was upheld by the sixth circuit  court as they ruled that the educational institution has a right to free speech, not the individual teacher. 

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for the L2 learner. Knowledge is disseminated, allowing learners to form their own

PLEs. A stronger fabric of learning is created where distribution of knowledge is more

evenly spread.

A positive outcome of a PLE may not be the result for all learners. Some students would

prefer less autonomy, relying more on the traditional teacher, student, textbook dynamic

and construction of a personal learning environment does not necessarily facilitate deep

understanding’ (Drexler 2010: 374). Students must manage and engage with multiple

nodes of their PLE and many have abandoned accounts on different sites. This process of

selection and retention or abandonment of nodes is required as the internet is not a static

resource. Useful PLEs must reflect this. The learner must be an effective curator and

selector of nodes.

(St George's International, 2015)

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The picture above is a graphic presentation of the perfect language learner, according to

one language school. On reading the tips, it can be seen how web based applications can

enhance and even redefine all these elements of language learning even though technology

is classed as a separate category. All these elements can form part of the learner’s PLE.

Connection to this self-curated network is prevalent. Devices are becoming smaller,

ubiquitous and a digital extension of the self. Bax defines this ubiquity and integration of

personal devices as normalisation in the context of the language classroom.

‘Technology becomes invisible, embedded in everyday practice and hence

‘normalised’. To take some commonplace examples, a wristwatch, a pen,

shoes, writing—these are all technologies which have become normalised to

the extent that we hardly even recognise them as technologies.’ (Bax 2003:

23).

A normalisation phase is hard to maintain in the dynamic arena of web based tools and

applications. A few tools may become normalised but many more will not stand the test of

time and technology tends to accelerate the speed of change. Today’s leaners must instead

become adept at adapting their PLE to reflect this changing landscape.

Identity 4: Online and Offline persona

Online and offline self are increasingly connected. The digital social currency of a facebook

profile might be needed to convince another site such as airbnb that you are a real person

(The Guardian, 2014). Pop (2010: 1186) outlines how there is now a ‘blurring of physical

and virtual worlds’. Indeed many virtual world games have real life tasks and challenges

further removing the distinction between online and offline identities (McNeill 2012).

However it can be to the advantage of L2 learners to maintain a distinct virtual identity.

Users ‘construct their identities through avatars’ (Taylor 2002). The avatar allows users a

way of interacting and playing with their own identity, an appealing idea to the 21st century

learner who has multiple, shifting identities. The mental representation of the self can be

altered by the media it is presented in (Biocca 1997, quoted in Taylor 2002). Avatars

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therefore allow a way to embody aspects of the self that may be under-represented in other

domains. A slight disengagement with the avatar (Taylor 2002) is appealing to L2 learners

in a number of ways. The identities which they inhabit mentioned in previous sections of

this essay are open to public scrutiny. An audience for creative output or language ability

can be critical, often more so than in face to face interactions. A teacher will evaluate work.

A speaking partner will make value judgments on language production. If the self that is

taking these risks ‘isn’t really me’ then the potential loss of face will be minimised. The

physical representation of the avatar can enhance this separation of bodily self from mental

self. Gender, physical appearance and personality can be adapted. The learner may feel

the inner ‘me’ is more adequately represented by an avatar that is distinct from their

physical self in appearance but the idea of risk taking and engaging in different behaviours

remains amplified. Virtual worlds present a ludic aspect to learning as they provide 3D

experiences and consequences not possible in the real world. Gamification of learning can

be a powerful motivator. These parts of the game such as caring for pets and plants, or

completing online tasks could also prove to be a distraction for learners. However, if these

tasks are done in the L2 they could provide reinforcement of vocabulary and add to the

‘realness’ of the experience even though they do not entail active language production.

Not all online disinhibition (Suler 2004) takes place in virtual reality. Online seminars,

distance learning, chatrooms and even activities where students are communicating in the

same room via a computer are all arenas for this type of communication. The potential for

exploiting this lack of inhibition is an advantage for L2 learners to put themselves in high

risk-high gain situations without some of the associated anxiety. Not all language anxiety is

related to speaking in front of others but is it one of the ‘most important factors’ (Hurd

2007: 495) Hurd’s investigation did not definitively provide an answer to whether or not

distance learning may increase anxiety but some evidence did point that way. The student

who learns a language must often manage an online and offline identity in a blended

learning environment. The effect of Suler’s six factors of online disinhibition are

categorised as benign or toxic (2004: 321) and are illustrated in Roed’s 2003 investigation

into the behaviour of students online and offline. Whilst some quieter face to face students

flourish and have benign online behaviours, the more dominant member of the face to face

class exhibits toxic behaviours online. In China, the 250 million users of the microblogs

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(Weibos) are finding out what it feels like to lose anonymity. Although users can have an

online nickname, they are required to register using their real name. Online behaviour will

have real world consequences. It is likely to have an impact on how their identity is

displayed (Wines, 2012).

Learners may seek to improve their reception in online native speaker communities by

flagging up their identity as a learner and interest in the target culture, but they may also

stress that they can offer expertise in their L1 (Pasfield –Neofitou 2011). Learners choose

which identity to emphasise in order to reach their goals. In Pasfield –Neofitou’s study the

learners still acutely felt their foreignness at times, especially as they tried to interact in

areas of the web populated mainly by native speakers. In fact the reception they got from a

vocal minority was overtly hostile. In light of Suler’s factors of online disinhibition, it is

interesting to note that the hostile comments were made anonymously, and without an

avatar attached. To prevent anxiety learners might still need teacher guidance to help them

find a suitable community to participate in.

Conclusion

Kachru’s 1992 model of English language learning depicts ‘the transmission of knowledge

as an outward flow from the inner circle, from the centre to the periphery’ and as

‘unidirectional’ (Ryan 2009:30). As 21st century L2 learners develop complex and shifting

identities this model of instruction no longer applies and is being replaced by a rhizomatic

model of learning. The terrain learners are in is shifting and digital expression is nearly

always editable. When books are published in paper format, the writer can no longer

change their ideas. Digital expression is less permanent in this sense. Blogs, facebook

statuses, profiles and avatars can be updated, modified and erased at will to express new

ideas and viewpoints, a dynamic ‘self’. The identities explored in this essay are not the only

ones a student may inhabit, nor are the boundaries between them concrete. One identity

merges and overlaps with others. These identities are amplified and at times made possible

by the increasing presence and pervasiveness of digital technologies.

L2 students inhabit a world where travel, mixed nationality families, the tendency of people

to move away from home and the access to a global society provided by the internet is

redefining who they are and how they learn. What a learner is has evolved alongside the

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technologies that facilitate new possibilities. A learner can belong to many communities

online but what it means to be part of these communities and therefore use of the L2 has

changed. While strong social bonds remain online and offline, the how and why of learning

an L2 has altered. If we accept that self-representation, not assimilation is the motivator,

then it is useful to look at this ‘self’ and what it means for the L2 learner. Impermanence is

a key theme. The use of virtual worlds and avatars in increasing user comfort in the L2 has

been explored above. Perhaps in the unstable world that learners occupy the avatar has

another role: ‘it creates and confirms to the user that they are, in fact, there (Taylor 2002:

42).

Since mass production and ownership of the radio, through to television and DVDs we have

been in an era of consumption of content. Digital tools mean we are now entering an era of

repurposing and creation. It has even been argued the web tools are enabling a new age of

folkloric and vernacular expression (Blank 2012). For the L2 learner this has a significant

effect on identity and motivation of learning the L2. As mentioned briefly earlier in this

essay, models of teaching and learning are starting to evolve to accommodate the new

learner. While it is unlikely that the teacher will become defunct due to the benefits of

interpersonal qualities (Crowhurst 2013),guidance in learning and learner preferences, the

identity of the teacher is changing too. If we are to accept that the learner and education

have changed, we must also accept that the teacher has changed, or must change. The L2

learner is more complex than before the integration or introduction of technology into homes

and schools. Prensky’s digital wisdom (2009) can be acquired by teachers and students

and should inform the construction of a rhizomatic model of L2 acquisition.

4988 words

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Rationale for format

After trialling podcasting, a blog page and video presentation, I returned to a traditional

essay format for my assignment. This is connected with issues mentioned in the

assignment itself, mainly respecting intellectual copyright. It would have been possible to

include a reference key in other formats but it may have been cumbersome. This would

have been more suitable in a blog page, but the font and spacing is not as reader friendly as

I would like and is not customisable. Recording myself for short periods of time is fine, but I

feel it is easier to re-read a sentence rather than go back and re-listen to it. Both vlogging

and podcasting require a calmness of approach and moderation of pace which can be hard

to maintain over an extended period of time. I wanted to include images which would not be

possible with podcasting. To adequately express my ideas I would have written them down

essay style first anyway, as it is inconvenient to edit a podcast or video. I also feel voice and

image could distract from the content and prevent the viewer or listener from proceeding at

their own pace.

I stick by Puentedura’s SAMR model and feel that I am unable to progress past the

substitution phase of the model so am reluctant to change the format, particularly as the

substitution may prove to detract from the purpose of it.

After reading the feedback on my blog, the posts that showed the deepest engagement and

depth were the written ones. Other media did not always allow reflection of the same kind

to be communicated.

Criteria for assessment

Criterion A: With the above rationale in mind, is the format chosen an appropriate one. To

what extent does it effectively aid the delivery of the message.

Criterion B: Ability to engage with the course content and demonstration of independence

and originality of approach in selecting essay theme.