The problems under investigation are whether textisms have a relationship with the problem seen in formal and informal writing among the younger "Net" generation.…
In a newspaper article, John Humphrys once argued that texters are “vandals who are doing to our language what Genghis Khan did to his neighbors 800 years ago. They are destroying it: pillaging our punctuation; savaging our sentences; raping our vocabulary. And they must be stopped” (335). Many people agree with this idea, and believe that texting is ruining the English language.…
The article by Maryellen Weimer “Tough Questions on Texting in the Classroom “ Where she write about texting in class, what students said about it as she also asked questions. Texting is what student do all time, everywhere and anytime, especially in boring classes. Some students think they can text and focus on the lecture at the same time, whereas they can't do so, students can't take good notes while they are texting. Most of the teachers ban phones and texting during class to grantee that students won't be distracted by texting. According to the text “56% of the cohort said they were currently taking a class in which the teacher banned texting. 49% said they texted anyway.” Some students do text anyway even if texting was banned in class,…
Texting helps us communicate with family, friends, or co-workers to get an idea through or a time to go to the mall or just saying that you're going to the person's house. On the other hand texting could be bad, in “Text-Speak Is Harming Teens’ Writing Skills”, it says that 13 year olds through 17 year olds sometimes use slang like LOL or UR2K meaning laugh out loud or you are to kind.…
Texting has for a long time been heralded as the demonized friend of the preteen middle schooler, the destroyer of all that is considered holy and well of the English language with its mess of letters, unpunctuated and lacking structure. Fueled on by media and a scholarly few, the idea took root that texting is a show of immaturity and illiteracy. The article “2b or Not 2b?” written by Professor David Crystal goes against this idea and tries its hand at tearing the stereotype apart. He explains that texting has created no new evil to the English language; abbreviated speech is not a stranger to the world in the slightest. Texting has only broadened the opportunities for linguistic creativity and expression.…
The article, “Texting and Writing”, found in Spotlight on First-Year Writing section that explores if textspeak is hindering the writing abilities of students or if it has no effect on students writing, while others still believe texting has a positive effect on writing. This text is a six-page research paper written by Michaela Cullington who attends Marywood University. The paper is arranged in four parts starting with the concerns of textspeak stated first, then responds to the concerns after. The first section is titled Concerns About Textspeak and goes in depth on how the form of texting is hindering students literature abilities. The second section is Responds to Concerns About Textspeak which is self-explanatory,…
Readings. Richard Bullock and Maureen Daly Goggin. New York, London: W.W. Norton & Company, 2013.87-95. Print.…
In her essay “Does Texting Affect Writing?” Michaela Cullington addresses the issue of text messaging possible causing poor communication skills and the use of textspeak, abbreviations used during text messaging such as “LOL” and “g2g,” in students’ formal writing. Cullington argues that text messaging does not have an effect on students’ formal writing. She addresses the opposition directly, even citing credible sources. However, she also cites credible sources with better information to support her point, and even conducts an experiment of her own. All of these factors combine and work well together to form a well-executed argument within Cullington’s essay.…
Over the last two decades, with the explosive use of mobile phones, texting has developed into a multi-modal ‘language’ or ‘hybrid language’ in its own right, containing elements of spoken language. Such forms of communication act as a written down version of a spoken conversation: whilst written they maintain the overall spontaneity and creativity of spoken language due to the variety of features, and quite distinctive features, that only occur in multi-modal talk. Historically, writing has had a higher status in society than spoken language, but multi-modal language blurs the lines between speech and writing, containing commonly recognised features of both. This often causes criticism from purists who see it as damaging the English language, especially the written language, with the influences of ‘text talk’ affecting the way young people are able to use standard written English. On the other hand, descriptivists argue that it is simply part of the development of English which has been ongoing for centuries, and that ‘text talk’ should be recognised as another variety of English. In this essay, I will be analysing how features of multi-modal talk are very similar to that of spoken language on many occasions, and how they are found in a variety of different contexts as well as how ‘texters’ adapt to different circumstances to make what they say appropriate for who they are with and what they are trying to say. This adaptation of the English language causes controversy due to its nature as a non-standard form of written English, and I will be analysing the reasons behind this as well as the arguments that are used by descriptivists to counter claims that multi-modal talk is bad for the English…
Text messaging is the central structure of communication for teennagers. While teens may think shortcuts are helpful they may not understand the damage they are doing to their writing. While older generations consider it to be degrading to the English Language, over half of teens have come to the conclusion that texting has made their writing inapplicable. Although to some teens, shortcuts and proper English can still be effective. Researchers show that text messaging has been proven to have a negative effect on society, and to the English Language.…
In John McWhoter’s article, “Is Texting Killing the English Language?” he examines how texting has incorporated into some people’s vocabulary today in America. Texting has affected not only word choice, but as well as how the words are perceived. For example, McWhoter uses the famous texting acronym “LOL”. “He…
David Crystal’s writing, "2B or Not 2B", describes the implications of reading and writing from new texting technologies. Emerging avenues for writing include the new texting language, the outcome of texting on literacy, and the innovative possibilities of texting on our language (Crystal 899). Dennis Baron’s writing, “Should Everybody Write?”, On the other hand, shows how the different evolutionary steps of writing add density to the requirement that everybody writes. All people are fit to write and ought to participate in it actively (Baron 840). Comparing and contrasting the positions that the two authors hold helps in the formulation of a personal response that refutes some of their…
I surveyed numerous of students and got a lot of feedback and knowledge on high school and college freshman students. Most of the students said that informal writing have creeped up on them plenty of times. After doing research, I think that we can all agree that text messaging have made us forget some of our learning skills that we have been taught over the years. I have gained a lot of knowledge on how text messaging affects the literacy of teens. Some people would say that it is common sense not to use informal writing in papers, while other people say that if a person constantly uses informal writing it can become a habit. A lot of people that I surveyed said that informal writing have made them seen as if they were uneducated and not intelligent. Before doing any research, I would have said that I did not think that texting has affected teen literacy. After doing my research, I must say that informal writing has had a huge impact on teen…
Cullington points out some of the arguments that were made by those who believe that texting has detrimental affects on its writers. Some of the arguments that Cullington writes in her article are some statistics such as, “...according to the National Center for Education Statistics, only 25% of high school students are ‘proficient’ writers”(362), which implies that since teenagers are a large group of heavy texters, their writing is directly negatively affected by texting. Although there are only a small group of students who fall under the category of a proficient writer, texting is not the sole factor that contributes to the “poor skills” students are given. Some factors can be poor educational system or higher standards raised by those who create proficiency tests. Some other factors that give texting a bad reputation is the lack of punctuation included in texting. Cullington makes a statement that, “Many also complain that because texting does not stress the importance of punctuation, students neglect it in their formal writing”(363). Many people believe that since texting does not usually include punctuation due to its causal connotation, it will show in their formal writing. Through multiple experiences with friends and students, it is obvious when it is time to take the idea of texting out and begin writing a professional paper. With all the reasons why texting…
3. Powell, Dean. “Does SMS Text Messaging Help or Harm Adults’ Knowledge of Standard Spelling?” Journal of Computer Assisted Learning, Feb.2011. Vol.27, Issue 1, pg.58-66, 9p…