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Positives and negatives of texting in communication
Positives and negatives of texting in communication
Positives and negatives of texting in communication
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Is it right for adolescent American students to text so profoundly? In my opinion, it is a very pessimistic thing and is having a negative effect on the students writing abilities and grammar. As it says in both passages ,“Text-Speak Is Harming Teens’ writing Skills,” and ,“Text-Speak Can Help Students,” recent studies have shown that an average teen sends about sixty texts per day. The use of informal language and slang takes place which can cause illness in academic work. In the passage “Text-Speak Is Harming Teens’ Writing Skills”, it gives conclusions about why texting so much is influencing teenagers very unfavorably. Slang such as “LOL”, and “UR2K” are making it seem that it is a conventional and affirmative use of language
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.
Michaela Cullington, a student, wrote a paper “Does Texting Affect Writing?” in 2010 for an English class. The paper is an examination of texting and the belief that it negative effective student’s writing. Cullington goes into detail about textspeak- “language created by these abbreviations”- and their use in formal writings. She organizes the paper in a way that is confusing to understand at first (pg. 1). At the end of the paper, she discusses her finding in her own research which comes to show that texting does not affect writing. But this is contradicting to the information she received from the teachers. The students and the teachers were seeing differences in the use of textspeak in formal writing. Cullington has good support for her
A few years back, there was some concern over the fact that texting may be affecting the writing composition of teenagers. John McWhorter from Times Magazine wrote, “Is Texting Killing the English Language” on this very phenomenon, with the rhetorical aim to persuade people that this wasn’t the case. In the article, McWhorter refers to historical texts to persuade his audience, middle-aged
Three years ago, linguist John McWhorter spoke at a Ted Talk conference about whether texting is killing language and went so far as to question the definition of language itself. His video, “John McWhorter: Txtng is killing language. JK!!!” distinguished to the reader the difference between writing and speaking and how texting was one in the form of another. Texting, he said, is a way of writing as one speaks, or specifically fingered speech, rather than as many believe, a mutilated version of the English language. According to McWhorter, texting is becoming a second language for many people, and those who do text are actually, in a sense, being bilingual. Texting itself is not very different from a foreign language, other than for its strong
Clive Thompson asserts in his essay, The New Literacy, that people today are writing more than ever as they socialize online. Nowadays, almost everybody uses social media, but it is more popular amongst younger people. Teenagers text and tweet every little thought that pops up in their head. However, numerous scholars can argue that texting and tweeting defiles the serious academic writing with slang and “text speak.” By way of contrast, Thompson claims that using shortened language and smileys online does not degrade a person’s abilities to write well in an academic paper. Furthermore, composing texts and tweets online can help an individual with their writing. By communicating online, we are able to learn grammar and writing through our own
As explained in The Global Achievement Gap by Tony Wagner, “there is a core set of survival skills for today’s workplace, as well as for lifelong learning and active citizenship” (14). One of the seven skills Wagner listed can be tied directly to social media and how it hinders the development of strong communication skills. Instead of having a face to face conversation, teens are sending messages as a means of communication without the actual verbal part. Texting has made communication easier for young Americans by making unpleasant phone conversations a thing of the past and making a quick “Hello” much easier. This trend slowly builds a habit of poor communication skills. As previously mentioned, 75% of teenagers text regularly, and one in three sends more than 100 texts per day. We can see that texting is the preferred method of communication among young people. To make messages quick and maintain a steady flow of conversation, acronyms and dropping nonessential letters are used to shorten messages. Instead of typing out “laugh out loud” they’ll use acronyms like “LOL” to signify they find it amusing.. They’ll also use homophones like “gr8” for “great” and drop letters from words like “would” to make “wud”. It is obvious to see why texting and messaging through social networks negatively
We have also begun something that Clive Thompson and Andrea Lunsford both agree upon; that the “dumbest generation” is in the “midst of a literacy revolution.” Teenagers will communicate with one another, that’s obvious. They talk, Skype, and most commonly, text. Most of the time teenagers will be texting nonstop: to their parents, friends, or whomever they desire. But texting is bad, isn’t it? According to Andrea Lunsford, texting is the root cause of this revolution. For children and young adults, all communication is done through writing. Whether it be emails, text messages, chat rooms, or more formal projects such as essays, assignments, or journals, all is mostly completed by writing. With all of these uses of writing, the “dumbest generation” writes exceedingly more than their parents generation, whom would only write in school or in jobs that required it. According to Lunsford, the technical level of writing has improved as well, “The students were remarkably adept at what rhetoricians call kairos - assessing their audience and adapting their tone and technique to best get their point across” (Lunsford qtd Thompson). The children of the “dumbest generation” so far have been able to do the impossible. We have redefined the social barriers that prevented us from being a socially equal and innovative society, we have allowed the classroom setting to be more self taught
In her essay “Does Texting Affect Writing?” author Michaela Cullington argues about the influence texting has on student writing. Cullington claims, after her research, that texting has minimal impact on how a student formally writes, although educators counter this argument because they have witnessed these mistakes first hand.
Although writing and speech are commonly both considered as language, both are categorized very differently. In today’s society, writing is much more formal compared to speech. Texting is a mixture of both using informal speech in writing. Texting is often criticized due to the informal nature and improper vocabulary. In John McWhorter’s speech “Txting is killing language. JK!!” the author convinces readers that texting language is not as harmful to society as many would assume while adding his own professional and personal experiences as evidence.
A recent outbreak in teen texting is taking a toll on their daily lives. Many teenagers have cell phones. Their parents get them phones for their safety and well-being, but is that what teens really use them for? I for one know that I rarely call my parents or use my phone for important reasons. Most of the time, I’m scrolling through Instagram and snapchat, to keep up with everyone that I will see in less than a day. The editorial from The Jersey Journal, called Teens are going to extremes with texting, informs the common people of the statistics of teen texting. The editorials main argument is communicating the excessiveness of teen texting. The author develops this point through expert uses of word choice, but also extreme examples and statistics.
“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.
In the article, “Does Texting Affect Writing?”, the author Michaela Cullington conveys her speculation that texting does not correlate to how students write formal essays. At the beginning of the article Cullington introduces the term texting and the convenience texting brings. Later expressing her concern that the texting language “Textspeak” is actually affecting students writing; then contradicts these views by using primary and secondary sources (news articles, books, her own surveys and research). In addition, she uses an anecdote to tell of her own experience with texting and writing. Together with other evidences and research put together, she uncovers the debate between textspeak and formal writing. On the basis of her research, she concludes that the state of texting does not interfere with writing or writing abilities.
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
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.
In the sources that I found about text message and teen literacy, it showed and also informed me on how teens take the next talk to the classrooms in schools and how it creates bad grammar among themselves. During my research I found out that many kids and kids use shorthanded text and it affects their literacy in so many ways. We as teens don’t think that our findings will benefit anyone unless they want to have a short knowledge in grammar. As teens we don’t really see how doing something wrong can harm us. Such as texting shorthanded, and with silly faces. It affects our literacy by not knowing how to correctly punctuate their words, grammar and speaking. In the research that I looked up, that teens send about one thousand eight hundred