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Interpersonal communication across cultures
Interpersonal communication across cultures
Interpersonal communication across cultures
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Many people today will agree that communication has vastly increased on a global scale. People can send messages instantly through - what one could easily guess - instant messaging, schedule a meeting with a simple tweet or text, or even hold their own conference discussions simply from their cellular phones. This can be simply stated as this: communication methods are constantly changing, and with these changing communication methods also comes language changes. There are people who will go with the flow of the changing language, and there are those who cannot seem to let go of the old ways. John Humphrys is one of those individuals who cannot seem to let go of these old customs. He refuses to accept the fact that the language has changed since he grew up, and insists on causing disruptions and disputes about the slightest of changes with the language. He even argues that people are taking less time out from their oh-so-busy lives to even sit down and write a letter. Clive Thompson, on the other hand, acknowledges the change in the language and readily accepts the new languages. He goes with the flow of the majority and learns to communicate as the majority does; he does not get lost in old, dead customary ways of communication. He also argues completely against Humphrys and says that the “kids of today” write more than any kids before them ever have. There are also people who argue that because of the way children talk with texting lingo and instant messaging, their schooling is in jeopardy. They say that the way these children talk causes them to write with the informality that is found inside of a text or instant message.
One of Humphrys most ‘compelling’ arguments is his rant over the dropping of the hyphen. It takes him a...
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...look. Also, they usually do not save themselves very much time if the person they are texting does not understand the acronym. Whenever Humphrys said “I was baffled by IMGO U R GR8” (Humphrys, p 32), I thought to myself, “wow, you are very mature, in using an acronym that very few people understand in the first place, just to get your point across that you hate texting lingo.” My point is: texting and instant messaging – along with all other newer forms of communication – are not destroying the amount of writing that students are doing, and that communication also does not hinder the way that these students write.
Works Cited
Humphrys, John. "I h8 txt msgs: How texting is wrecking our language." Mail Online. 24 September 2007. Web. 18 December 2011.
Thompson, Clive. "Clive Thompson on the New Literacy." Wired Magazine. 24 August 2009. Web. 18 December 2011.
In the article, “Does Im Make U dum”, the author states how instant messaging has made us become “dum”. The issue of using popular texting abbreviations like, “lol”, “brb”, or “gtg” can either be an effective or unproductive way of expression. Using abbreviations through texting are so commonly used by children, teenagers, and adults. Statistics show that children are younger than ever for when they are first exposed to mobile phones and text messaging. A 2005 ChildWise study that one-in-four children under the age of eight had a mobile phone.
X, Malcolm. "Learning to Read." Rereading America. 9th ed. Boston/NewYork: Bedford/St. Martin's, 2013. 189-97. Print.
To ensure that formal written language is preserved, a clear distinction must be made between formal writing and texting. Students -as well as adults- must also be given sufficient practice in both areas if they are to clearly communicate their thoughts to others through either means. As quoted from Nicole Wood and Becky Wang in their presentation “Is Texting Killing the English Language”, “the most common misuses by students are ... using only the letter ‘u’ … [and] using the letter ‘r’...” These errors in formal essays are often -and in most cases- caused by confusion of the distinction between texting and formal writing, leading to an overlap between the two. The value of formal written language is its ability to clearly and distinctly communicate one’s ideas to another -and because of its overall consistency regardless of time- even those in the future. Texting, in some cases however, loses this ability to clearly communicate thoughts and ideas, and exclusively texting at home could lead to a decline in one’s ability to clearly communicate with others through writing.
...emic world you’re going to take with you in the real world and if learning these bad/ uneducated habits is what you learn in school then that translates into your work/personal life. Slowly but surely, you’ll end up wishing you had never ever used improper English in school. As John Humphrys stresses, “Now I find myself slipping into sloppy habits, abandoning capitol letters and using row of dots” (Humphrys, 75). What Humphrys is trying to get across is texting in these short abbreviated words it made him slip into the bad habit of not caring about the simplest of things in a sentence such as capital letters or even completed it since the row of dots is equivalent to that.
Although one would argue that technology has advanced enormously and changed how people interact, Cullington notes that texting has little to no effect on formal writing. The students that Cullington sought opinion from were not aware that text abbreviations were appropriate for formal writing. She further adds that textspeak will remain harmless as long as language is applied in the correct place rather than in formal
In John McWhorter’s argumentative speech “Txtng is killing language. JK!!!!” he uses logical and emotional appeals to showcase his argument. He begins by explaining the roles of speech and writing in language, stating that there is a natural amount of bleed between the two linguistic methods. Throughout the speech he compels his audience by using primarily logical appeals, such as since it is typical to “speak like you write” then it must be possible to “write like you speak.” John McWhorter uses historical knowledge and linguistic research, building a logical claim that texting is creating a newer advanced level of digital speech.
The number of text messages sent monthly in the U.S. exploded from 14 billion in 2000 to 188 billion in 2010, according to a Pew Institute survey, and the trend shows no signs of abating. Americans ages 18-29 send and receive an average of nearly 88 text messages per day, compared to 17 phone calls. The numbers change as we get older, with the overall frequency of all communication declining, but even in the 65 and over group, daily texting still edges calling 4.7 to 3.8 according to the Pew Institute survey.
“Our generation doesn't ring the doorbell. They text or call to say they're outside,” this line is from one of the well-known social networks, Tweeter, which shows how the way of communication has change in this modern life. According to 2013 statistics by Business Insider, in United States alone, smartphone owners aged 18 to 24 send 2,022 texts per month on average — 67 texts on a daily basis — and receive another 1,831 texts (Cocotas). Nowadays, technology such as text messaging has practically replaced traditional face to face communication among the society primarily in young generations because texting allows messages to be sent fast and effortless. In order to quickly type what they are trying to say in text messaging, people are frequently using textspeak; the language created by using abbreviation rather than complete words. Based on this phenomenon, David Crystal, an honorary professor of linguistics at the University of Wales has published an article entitled ‘2b or not 2b?’ in the Guardian on July 5, 2008 comes out with the research and studies that state texting can actually improve the literacy of children and create creativity of writing. However, by observing more critically, texting do decrease a person’s ability to switch between textspeak and the normal rules of grammar and adversely affect formal writing and conversational skills.
It's taking over our lives. We can do it almost anywhere. What is it? It's texting! Texting is a reliable, easy and convenient form of communication that is most commonly used by, but not limited to millenials and those in the workforce. Many people use it as a way to express themselves as well. In Michaela Cullington’s article, “Does Texting Affect Writing?” she targets two different attitudes in relation to texting. Cullington explains that there is often an assumption that students who use abbreviations when they text, will bring those same abbreviations over to their formal writing pieces. Cullington then adds that the other attitude in relation to writing skills and texting insists that texting is harming student’s writing capabilities. Because of her research as well as experiments done by other colleagues of hers, it shows that
George Orwell’s essay, Politics and the English Language, first published in 1946, talks about some “bad habits”, which have driven the English language in the wrong direction, that is, away from communicating ideas. In his essay he quotes five passages, each from a different author, which embody the faults he is talking about. He lists dying metaphors, operators, pretentious diction, and meaningless words as things to look out for in your own writing and the writing of others (593-595). He talks about political uses of the English language. Our language has become ugly and the ugliness impedes upon communication. Ugly uses of language have been reinforced and passed down in the population “even among people who should and do know better,” (598). Ugly language has been gaining ground in our population by a positive feedback mechanism.
Text messaging has become a norm in our generation, as technology rapidly advances and gives way to more efficient forms of communication in a fast-paced world; and many are skeptical about the influence this new form of interaction is having on our society, especially with our younger generation. David Crystal, a professor at the University of Wales, writes “2b or Not 2b?” in support of text messaging. He insists, despite those who underestimate or negate the beneficial influence text messaging has on language proficiency, that “there is increasing evidence that [texting] helps rather than hinders literacy” and that the fairly recent form of communication has actually been around for a while and “is merely the latest manifestation of the human ability to be linguistically creative and to adopt language to suit the demands of diverse settings. In contrast, Jeffery Kluger argues in “We Never Talk Anymore: The Problem with Text Messaging” that text messaging is rapidly becoming a substitute for more genuine forms of communication and is resulting in difficulty among young peoples of our generation to hold a face-to-face conversation, engage in significant nonverbal expression, and ultimately build effective relationships with family, friends and co-workers. Both writers’ present valid arguments, however, my personal experience with text messaging has led me to agree more with Crystal’s view on the matter. Text messaging is indeed having a positive effect on society by making frequent texters primarily aware of the need to be understood, as well as offering betterment of spelling and writing through practice, and reinventing and expanding on a bygone dimension of our language through the use of rebuses and abbreviations.
The use inventive spelling, abbreviations. As high school students start to use short texting, some of their grades dropped due to the spelling errors they make. So many teens get used to wing abbreviating that they just begin to write that that way. Some teenagers writing skills have turned into sentence fragments, because of the limited space they put into text sentence. In my research how does texting affect teen literacy the percentage was 64 percent of students who say they incorporated text language in their writing, 25 percent said they did so to convey have used text shortcuts a lot of students, vocabulary and grammar is also affecting their literacy. The outlook of the teachers is that. Text plus recently released results of its own survey of 1,214 teens that use their services. 43 percent of which have texted in class, they seem to pay more attention to their phone than what the teacher is teaching. They seem to have the phones that will spell the word for them so they have to worry about spelling. In the age of text message, where words are reduce to no stand abbreviating, symbols, But in my research I pointed out that technology has put new emphasis on reading and
Tompkins, G. (2010). Literacy for the 21st century: A balanced approach. (5th ed., pp. 12-286). Upper Saddle River, NJ: Pearson Education Inc.
Since the Industrial Revolution, technology has permeated and become an integral part of our everyday lives. In fact, a life without technology seems almost impossible to imagine. Almost everyone, around the globe, has access to technology in one form or another. Consequently this type of technology has become ingrained into our culture. Its roots are so deep that it is now peculiar to see someone without a smartphone than with one. Consequently, smartphones and the Internet have radically changed the manner in which we communicate and how we communicate with one another. Our speech has metamorphosed so much from that of our grandparents that it almost seems like a foreign language due to the incorporation of slang and “text talk.” With the sudden surge of email, blogs, and instant messaging that occurred within the last couple of decades, the impact that technology has on our linguistics has become more pronounced. Technology has helped to bridge the gap between people by allowing us to communicate as easily as we breathe. On this note, one would think that the dawn of the Era of Technology would give birth to a renaissance of the English language but, instead, the converse is taking place. With such widespread prevalence of technology such as smartphones and computers, the degradation of the English language is a problem now more than ever.
These teens tended to score lower on literacy tests than those that did not (Plester, Wood, Bell 143). It was also observed that high texters scored lower on verbal and non-verbal reasoning than those who do not text and minimal texters (Plester, Wood, Bell 140). Results from studies on texting indicated an overall negative effect on literacy test results (Verheijen 595). It has been suggested that students are not distinguishing between informal and formal environments and are texting at the wrong times and places (Verheijen 587). The general message that the media sends about the effects of texting tend to be rather negative overall. For example, texting and driving is considered very dangerous due to a distracted driver. Many teens are involved in accidents due texting and driving. It was elicited during a study that participants took longer and made more errors when they had to read text messages as opposed to reading Standard English (Kemp and Bushnell 18). Thurlow is quoted saying that texting “signals the slow death of language” and is “a threat to social progress” (qtd. in Verheijen 586). Texting has more of a negative effect on teens’ literacy and could possibly cause the English we use today could become