Serving the Audience Lazy, entitled, and narcissistic are just some of many cataloged adjectives used to describe the most recent generation of students. Clive Thompson, a well-credentialed journalist, makes a casual attempt at removing these damaging preconceived views that the young people of today face and challenge daily. However, the succinctness of his piece, “On the New Literacy,” allows the writing to unravel quickly, pulling apart at both ends by committing logical faux pas.
Thompson pleads his case based on the study of a Stanford University professor of writing, Andrea Lunsford, titled “The Stanford Study of Writing.” In her study, Lunsford collected thousands of student writing samples from a five-year period, specifically from 2001-2006 (Thompson 157). The findings of her study are gripping. She found that because young people do much of their communicating via online forums, the additional keystrokes are fundamental in reviving their ability to write (Thompson 157). A whopping thirty-eight percent of all writing done by Stanford students during this study occurred outside of the classroom (Thompson 157). This piece of information alone may be indication enough that her logic was strategic. If one were to do more writing, surely one may become a better writer. Right?
According to Lunsford, the students that participated in the study
…show more content…
She thinks that “we’re in the midst of a literacy revolution” (Thompson 157), which may well be true. But she only identifies and investigates one cause based solely on her inductive process. Lunsford believes that students are better writers because they type more (Thompson 158). This idea is a classic case of the post hoc fallacy, or mistaking correlation for causation (Moore 207). While these events may be related, there might be other factors at play, such as advances in nutrition, health, and public
Having never taken a college writing course before, I did not know what to expect and therefore assumed that I would choose my own topic to write about; of course, this isn’t the case. However, if I had the choice, I would not have chosen to write a response to Gerald Graff’s “Hidden Intellectualism”. After going through his essay with a fine-tooth comb, I have found a few flaws in his reasoning. Gerald Graff believes that schools and colleges are not taking advantage of “street smarts” by not using them in an intellectual setting when in fact, schools are providing students with a large assortment of other knowledge and skills. In Graff’s essay “Hidden Intellectualism”, he argues for the importance of changing school curriculums in order to better reflect the interests
The Dumbest Generation- How the Digital Age Stupefies Young Americans and Jeopardizes our Future (Or, Don't Trust Anyone Under The age of 30) published by the Penguin Group in 2008 was written by Mark Bauerlein. Bauerlein is a professor of English at Emory University and has previously worked as the director of Research and Analysis at the National Endowment for the Arts. During his time as director, he also oversaw American life and culture. The Dumbest Generation is a national bestseller and has caused a “swift and judgmental response from the media” according to Bauerlein in his preface to the paperback edition of The Dumbest Generation. In The Dumbest Generation Bauerlein writes about this generation's drive to learn and how it is dissipating quickly.
As I was reading Melissa Duffy’s “Inspiration, and Craig Vetter’s “Bonehead Writing,” I found myself connecting with Vetter’s paper more than Duffy’s. I found that the presentation in “Bonehead Writing” to capture my attention, and that Vetter’s feelings about writing was similar to my opinion on writing. Through his wording and humor, I think Craig Vetter wrote the best essay. I find that the wording and presentation of an article or essay influences my opinion of the writer, and it affects how I receive the idea they are trying to present to me. Craig Vetter uses a blunt approach to convey his idea that writing is nearly impossible to teach, and describes writing as “A blood sport, a walk in the garden of agony every time out.”
It never occurred to me that they were even students to begin with. *** “We Grow Writers.” Yes, we do. The We is not a single teacher or a classroom, but of an entire city, a community that goes beyond lectures and workshops, classes and departments. The We goes back to almost 60 years.
In school students do not care about writing as much as they used to. If they would work harder in school, their grades would be higher and more colleges would want them. In Esther Cepeda 's research, she managed to prove that students test scores are going down. That is because they do not work as hard as they used to.
In her essay "Does Texting Affect Writing?", Michaela Cullington presents her argument that texting does not impact formal writing written by students. She discusses the concerns presented by many people about how texting language can transfer into writing, but through the use of personal experiences and credible sources she discusses how this is not true. Her use of multiple different studies and situations help boost her argument and allow the reader to truly see how students actually do formal writing. She presents a strong argument as to why those who believe students don't have the control and knowledge to write formally, instead of with text speak, are wrong.
The influence of textspeak on teenagers' writing is a polarising concept with both fans and critics of texting weighing their opinions. In her essay, "Does Texting Affect Writing?", Michaela Cullington, a previous student of Marywood University in Pennsylvania, outlines her investigation into whether or not texting affects writing. Cullington analyzes the critiques of texting and why critics believe that texting has a detrimental affect on teenager writing. Along with the critics,
Everyone’s An Author with Readings by Andrea Lunsford, Michal Brody, Lisa Ede, Beverly J. Moss, Carole Clark Papper, and Keith Walters; is about how everyday writing is very closely related to academic writing. This book discusses The Need for Rhetoric and Writing, Genres of Writing, The Role of Argument, Research, Style, and includes Readings. The text also bridges the gap between Facebook and academic writing, showing how some tactics students use in social media may also be used in their academic
In her essay “Does Texting Affect Writing?” Michaela Cullington addresses the issue of text messaging possibly 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 “texting actually has a minimal effect on student writing” (pg. 367). 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.
Robert Mendez from Anita Merina article “Literacy: A Family Affair” had the same guilt of not knowing how to read. “Literacy is more than learning to read. It’s getting rid of the luggage of guilt and shame. It’s realizing you’re opening doors” Robert says (9). Robert had the same motivation as Malcolm X.
“Teachers of English and literature have either submitted, or are expected to submit, along with teachers of the more "practical" disciplines, to the doctrine that the purpose of education is the mass production of producers and consumers” (Berry). Berry uses the word practical to describe the way in which we produce students as though they were massed produced. School systems today demonstrate specialization, and with that follows oversimplification. “In our society, which exists in an atmosphere of prepared, public language-language that is either written or being read illiteracy is both a personal and a public danger” (Berry). While schools relax their education standards and primarily focus on profitability, we become vulnerable to loss of literacy through
Through trial and error, college students are having to figure out what constitutes as acceptable writing for every one of their separate classes all on their own without their ethnic backgrounds taken into consideration. While although Dave was considered privileged because of his years of experience in classrooms that consisted of teachers and students who shared similar social backgrounds, “students from diverse communities may need… teachers in the disciplines… [to] provide them with assignments and instructional support appropriate for first steps in using the language of their community” (262) McCarthy’s findings contribute to the notion, “learning to write… is not only a developmental process that occurs within an individual student, but also as a social process, that occurs in response to particular situations” (236). Although McCarthy only documents Dave as he takes this “journey across the curriculum”, her study is addressing the college student body as a whole. She declares that the success of a student is determined not only by their intelligence, but also their ability to adapt to a wide range of social and academic settings without any negative interference towards their
“Should everybody write” is the question that is argued throughout the article Should Everybody Write by Dennis Baron. Baron, an English professor at the University of Illinois, incorporates essay styled writings in correspondence to English problems faced in today’s world. His main concern in this essay is to demonstrate to his audience a proper answer to the argued statement and uses rhetorical strategies throughout his article to support his claims. The use of tone is incorporated when he discusses the context of writing history. His purpose in this article is discussed using his strong sense of logic and he also conveys to his audience’s emotions to caution them on their own writing or writing fears.
Not So Fast” Andrea Lunsford researched students’ writing for 30-plus years to see what effect new technology has on how students learn. Lunsford discovered that students are actually improving their own writing skills with the help of mass media. Not only does it allow students more access to educational resources and information, but it also encourages students to do more creative thinking and writing outside of class which Lunsford refers to in her article as “life writing.” In her research she recalls the account of a student who sent a friend a text message which was completely informal and would be considered unprofessional by most piers. However, the same student also sent a very formal and professional report to her faculty adviser later on.
As the digital age comes upon us, more and more Americans become dissatisfied with the state of literacy in this generation. Because the Internet paves the way for shorter and shorter interactions, namely articles versus novels and six-second viral videos versus films, many people that grew up in the age of the Internet have a preference for this condensed form of entertainment. Dana Gioia of The New York Times asserts in his essay “Why Literature Matters” that the decline of reading in America is destined to have a negative impact on society as a whole. Gioia opens his essay with a bittersweet account of which trend is occurring in the twenty-first century America arts scene. He notes that as college attendance rates blossom, the interest