Illiterate Vs Alliterate

[Emelia Lute]

Alliterateliterate and illiterate are words that are very close in spelling and pronunciation, but have very different meanings. They are often confused. We will examine the definitions of the words alliterate, literate and illiterate, where these words came from and some examples of their use in sentences.

Literate describes someone who has the capability to read and write. The word literate may be used to mean being well-educated in a certain area. The amount of the world population who is literate has steadily risen over time, with better access to education and educational materials. The word literate is derived from the Latin word literatus, which means knowing letters, or educated. Literate is an adjective, related words are the noun literacy and the adverb literately.

Illiterate describes someone who is unable to read and write. Illiterate may also be used to mean someone who is generally uneducated or ignorant about a particular subject. The word illiterate is a result of adding the prefix il- to the word literate. Il- means not or the opposite of something. Illiterate is an adjective, related words are the noun illiteracy and the adverb illiterately.

Alliterate: Alliteration is the repetition of the same or similar consonant sounds at the beginning of two or more words in a phrase or sentence. Example: Peter Piper picked a peck of pickled peppers.

People commonly confuse alliterate and illiterate because they both start with the same letter, "i", and the words are close in spelling. Alliterate means to use two or more words beginning with the same sound, while illiterate means to be unable to read or write.

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Many inmates will leave prison someday and walk freely amongst us. Good things happen when prisoners have access to books. Books share knowledge, but they can also create curiosity. My utopian vision has ex-prisoners returning library books rather than returning to crime.

Many prisoners spent their childhoods without books. They learned how to read in school, but they were never given books at home. They are not illiterate. They are alliterate. They tell me they never owned a book until they were sitting in a jail cell. To deny prisoners books only continues an unprincipled cycle of alliterate behaviors.

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The acquisition of literacy transforms the human brain. By reviewing studies of illiterate subjects, we propose specific hypotheses on how the functions of core brain systems are partially reoriented or 'recycled' when learning to read. Literacy acquisition improves early visual processing and reorganizes the ventral occipito-temporal pathway: responses to written characters are increased in the left occipito-temporal sulcus, whereas responses to faces shift towards the right hemisphere. Literacy also modifies phonological coding and strengthens the functional and anatomical link between phonemic and graphemic representations. Literacy acquisition therefore provides a remarkable example of how the brain reorganizes to accommodate a novel cultural skill.

Illiterate may be used in both specific and general senses. When used specifically, it refers to the inability to read or write. In a more general sense, illiterate may signify a lack of familiarity with some body of knowledge (as in being "musically illiterate") or indicate a lack of competence in or familiarity with literature.

Voting is an exercise in communication. It is important that persons of lower literacy, or members of communities using different languages, are provided with the information and facilities to allow them to communicate their voting preference effectively and in secret.

Additional voting station staff may need to be assigned to voting stations in areas where there are a large number of illiterate or semi-literate people, to act as information officers and to maintain an acceptable voter traffic flow in an environment where assistance to voters may slow the time taken to complete each vote. For such areas instructions to voters within the voting station--posters, signage, voting instruction pamphlets--should as far as possible be available in a visual format.

Even with such assistance, illiterate or semi-literate voters may require further assistance to complete their vote. Provisions for assisted voting will ensure that they may participate in the voting process.

Similarly, where there are voters whose language is not the major language of the country and the language in which the electoral operations are conducted, additional voting station facilities may need to be provided to allow their informed participation in voting. These may include:

In the case of lower literacy areas, use of print media needs to have strong visual representation and be heavily supplemented with direct oral communication: through meetings, street theatre and displays, simulations and personal contact.

Where language groups are relatively concentrated, provision of bulk voter information materials specifically catering to the language group can be more easily achieved. These could be translation of the major language voter information material. However, consultation with the communities should always occur to ensure that:

Where language groups are more scattered, this may not be cost-effective targeting of the intended audience. Provision of information through cultural and community groups may be more effective. Similarly production of materials that provide information, in all the languages of the area, on contact points for complete voter information in the relevant languages may be more effective than bulk distribution of material in all languages.

Providing Equitable Service: It may seem that providing assistance to people with physical or visual challenges is a luxury service that could be considered in developed countries if there is excess administrative time and additional finances available. However, to deny voting access to a significant proportion of the population through reason of disability is no less egregious in terms of equity than to refuse access to voting facilities to persons in a particular geographic area.

Providing assistance to such voters need not be costly. In general it requires only some careful thought about the methods and locations for imparting voter information and for the act of voting, and in some cases the relaxation of strict vote secrecy provisions. Best practice dictates that requirements for this special category of voters are legislated.

In drafting such legislation, rules or procedures, community groups catering to physically and visually impaired persons should be consulted to determine equitable and cost-effective ways of meeting their voting facilities needs.

Special voting arrangements can assist people living with disabilities in voting. These may be through special services at the voting station, or by providing facilities such as mobile voting stations (see Other special Voting arrangements) or voting by mail.Whatever method is used it is important that in providing services to voters with physical disabilities, this is undertaken in a sensitive manner that does not further distinguish them from other members of the population.

While use of special materials and perhaps even special areas of voting stations may allow them more comfort in voting, the assignment of special voting days or special voting stations for persons with disabilities is not generally to be encouraged, unless specifically requested by the communities themselves.

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