Texting Does Not Effect Formal Writing
As a teenager in the texting era, I completely understand how some people could think texting affects writing in a bad way; however, from personal experience I can say that It clearly has no effect on my writing, and does not have any effect on factory workers writing either. In this statement, I can conclude that throughout high school writing essays and texting, I always performed well in class. The texting had no effect on my writing because it is two different things. Others as well were great writers, but put them on a phone to text you could never tell. If anything, it has helped the people who have not furthered their education to write and practice each day. The opposing view however is a concern. Not everyone thinks that texting and writing are two different things. Some people convert their texting into their writing leaving teachers and professors in shock from seeing abbreviated words, misspelled words, and soured punctuation. I can understand and comprehend the worries and thoughts of how texting is ruining young adults writing, but that is when the teaching
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The way she explained it was, “On the basis of my own research, expert research, and personal observations, I can confidently state that texting is not interfering with students’ use of standard written English and has no effect on their writing abilities in general” (Cullington 10). She questions two of her high school teachers personally, array of students and other teachers, and even looks up writing samples online. In her own personal experience as a texter she mentions that she doesn’t abbreviate much because it is too hard to figure out what it means. In this case, if you do not practice using abbreviations, you will not have a habit of it in regular
Naomi Baron, a linguistics professor at American University, believes that texting is harming students writing. She states, “So much of American society has become sloppy and laissez faire about the mechanics of writing” (131). The author used this quote to drawl in the teachers who believe texting is harming students writing. Cullington goal is to make them continue reading and learn how she believes texting is actually beneficial. By putting the opposing view point of texting affecting writing in the beginning, is confusing to the target audience.
Today, texting has become the most widely used communication technique for teenagers and young adults. It is written in completely informal language and it has no literature value in it. Although the critics believe texting is destroying literature value, McWhorter has another opinion in mind. McWhorter thinks that texting is another form of language that is developed by teenagers. It is the creation of a brand new language evolving from the old literature.
The second assumption could be explore in a new and unique way: relating professional shorthand to texting. Many professionals, such as doctors or military officers, uses a variation of shorthand and acronyms in their professional writing and verbal vocabulary. If the author releases texting to professional shorthand and that one needs a good foundation and understanding of the English language to develop one’s own shortcuts, then, and only then, her reason would be strong and
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.
Are texters all over the universe demolishing the English Language? In John Humphrys’ “I h8 txt msgs: How texting is wrecking our language” he argues that texters all over the world, and beyond, are destroying the language that we once knew and loved simply because society is looking for a quicker and easier way to do things. In the article, Humphrys also brings to many reader’s attention that everyone is gradually partaking in the use of text language, despite their intentions. In the article he uses logical evidence and facts to prove his argument, he also appears trustworthy by being open minded, and additionally is able to connect with the readers emotionally; by doing this he is convincing the readers that they can find satisfaction by using a dictionary and not falling
This, along with her own anecdotal experience, lead her to the conclusion that texting is not something to be afraid of by teachers because it does not harm students' writing abilities. The abbreviations have the purpose of speeding up the process of typing, and as long as expecatations about writing assignments are clear there would be no
Katie Hafner’s article “Texting May Be Taking a Toll” divulges that texting is becoming a major issue among teens, leaving parents and teachers struggling to find ways to keep up and get it under control. The article begins by proposing that teenagers are texting more and more often and it could be taking a toll on their health; sleep deprivation, stress injuries, failing grades, and many more. The author illustrated this by saying “...it is leading to anxiety, distraction in school, falling grades, repetitive stress injury and sleep deprivation,” (1). This quote specifies that kids are more focused on their phones and the text messages they are receiving, then they are on their classes, grades, getting adequate amounts of sleep and their
Presentation Rationale Purpose: The purpose of this presentation is to inform others of the dangers of distracted driving and to persuade them to avoid practices that lead to distracted driving. This presentation will specifically show how cases of distracted driving accidents and near crashes are on the rise and how our increasing use of technology is a major contributing factor. The presentation will also show that these figures are especially high in young drivers. The goal is to have the audience take away an understanding of how attempting to focus on anything other than the road while behind the wheel is a dangerous act not only to themselves but for others as well.
He believes that, “a clear majority-62 percent-said they should be allowed to text in class as long as they are not disturbing those around them. About one in four said texting creates a distraction. ” Texting in class can be distracting for many, but if they are doing it without distracting anyone else then there shouldn't be anything wrong with it. Most students are able to handle multitasking but some are not.
Michaela Cullington was a former student at University in Pennsylvania when she wrote the essay of “Does Texting Affect Writing?” Have you ever thought if texting truly effects our writing style when it comes to college levels? Cullington did research of her own from different people group asking this question. Her thesis sentence was “IT TAKES OVER OUR LIVES” (…). The way that she capitalized all the letters is something that can engage the reader and the curiosity of knowing what is taking our lives?
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.
An essay titled "does Texting Affect Writing?" was published by Michaela Cullington while she studied to gain her masters degree in speech and language pathology at Marywood University. In her essay she claims that texting and texting language neither benefits or harms a students academic writing. Michaela Cullington asserts that a conspiracy has been going around concerning how texting can limit a students writing ability in ways such as not being able to convey emotion in writing, forgetting how to write a formal English paper and use correct punctuation, and most of all a decline in spelling.
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.
Not So Fast”, conducts her own study with a few colleagues to take notes on how students writing skills are changing. She decides to conduct another one twenty five years later to see how much the writing skills have changed since technology has been updated and became more available to students. She found that “students today are writing more than ever before.” Although we still have the same amount of writing errors as before, the patterns of errors are different. Many people argue that technology is only making our writing skill worse, this study helps to prove a different theory.
According to Collins English Dictionary creative writing is writing which is imaginative and inspiring, and is often fiction. Similarly, Oxford Dictionary puts it as writing, typically fiction or poetry, which displays imagination or invention in a way that is not academic, technical or mere factual reporting; in other words, the art of making things up. Due to creative writing we have movies, songs, stories and the likes. Thus, creative writing represents a major part of the arts.