Dusk had come, silent, ceremonious, which brought her painful but pleasant memories in the diminishing light. Her shaking hands and arthritic fingers from the passing of time were holding the record player’s metal arm. The stylus hopped, moving lightly and quickly over damaged grooves from excessive use, landing very deep in the vinyl recording. She attempted again, one of her hands embracing the other, to the point where the overture’s rewarding hop and crepitation signified the precise spot. The incongruous speakers passed a faint melody of music.
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.
In “Does Texting Affect Writing,” essay student Michaela Cullington outlines the concerns about textspeak, and whether it hinders students formal writing abilities; she reviews her own personal research and observations, as well as expert research. Cullington is clearly preparing her readers for the topic of text messaging and textspeak in relation to formal writing by addressing the three main topics she will inquire about, “Some people believe that using… abbreviations is hindering the writing abilities of students, and others argue that texting is actually having a positive effect on writing. In fact, it seems that texting has no significant effect on student writing” (130). As Cullington reviews the conflicting stances, she analyzes each
Everyone makes mistakes in their writing. As time progresses people are getting more lazy when it comes to constructing a piece of writing. Sloppy habits, writing with slang terms, and utilizing tools such as spell-check or grammar-check have contributed to the devolution of the English language. In the essay “I H8 TXT MSGS”, John Humphrys employs the appeals logos, pathos, and ethos, directed toward texters; to address the destruction of the English language by mainstream grammatical errors used in text messaging. Humphrys utilizes logos, persuading with the use of reasoning; through analogies and hard evidence to recognize the loss of English language by text messaging.
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.
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.
Her theology teacher continues what Cullington has stated earlier that abbreviations are the main problem that keeps recurring in students writing (Cullington, 2010, p. 3). Therefore, the teacher points out how many times the use of abbreviation occurs and then subtracts points for each use. Her English teacher expresses a different opinion supporting texting that it is helping reinforce more straightforward writing that can be used in conversation but adds that it degrades analysis and critical thinking strategies. From what Cullington took away from the teachers’ opinions were that they pointed towards texting affecting writing in a right
One Saturday in 1965 I happened to be walking past the National Archives buil~ling in Washington. Across the interim years I had thought of Grandma's old stories-otherwise I can't think what diverted me up the Archives' steps. And when a main reading room desk attendant asked if he could help me. I wouldn't have dreamed of admitting to him some curiosity hanging on from boyhood about my slave forebears. I kind of bumbled that I was interested in census records of Alamance County, North Carolina, just after the Civil War.
I was sitting in the middle of my room in the lotus pose, having accepted my death sentence. My eyes were shut, the blinds were shut, and the electronics were shut. The doors, however, were open. They marched in as I had expected - the sound of combat boots resonated first in my ears, and then came the sound of guns being dragged around, loaded with ammunition, and only then I heard the yelling. I opened my eyes to sight long overdue - military men in dark green camo outfits, crude faces chiseled by war, the badges of two crossed swords, guns, ready to fire.
Throughout my education, writing strategies persisted to be a challenge for me. I dreaded writing because I could never find ways to transition my thoughts from my mind to the paper. Ironically, a class that petrified me due to the amount of required writing ended up helping me in numerous ways. English 1301 and my professor prepared me for college and real life by giving me a foundation of effective learning strategies.
Writers refrain from using slang words or words with multiple meanings. They often use shorter sentences and are not as concerned with a repetition of word usage. Details are included by priority in this type of writing, which is also part of being concise. In the following example, one can see the clear conciseness that is used in the professional world of Human
The learning objectives, aligned with the central focus, are consistent with Common Core Reading Literature and Common Core Writing Standards for 8th grade English Language Arts. Students interpret and construct meaning from complex texts by analyzing text structure and figurative language and produce their own alternative narrative poems. In lesson 3.2.1, the learning objectives ask students to identify how poems are structured and explain how the structure of a poem contributes to its meaning. These learning objectives align with CCSS.RL.8.5 (see 1a) because students respond to discussion questions, describing how two different poems are structured and explaining how the structure of each poem contributes to its overall meaning (Instructional Material L3.2.1 #1 and #2).
Every student has their own writing process. Writing process ways is the student's way to have the best writing assignments and make who ever read it understand their main idea. In this essay I am going to explain my own writing process for various type. In chapter 4 by Keith Hjortshoj “How Good Writing Gets Written” which talks about how should develops their writing skills and gives them some tips that they should use in their writing process.
In addition, using slang or other unfamiliar terms could make an audience confused, leading to a very messy paper. Also, I realized that audiences have a different perspective on things and they can make assumptions, leading to counter arguments. When writing, I learned that I must be constantly aware of my audience questioning things in my
In contrast to that, various examples have legitimized the use of first-person pronouns in English academic writing. Also, second person pronouns remarkably demonstrate the presence of informality in any given piece of academic writing. The second person pronouns create much of a conversation than the unintended academic writing (Biber et al. 32).this is ideally because it evokes interactional skills. In some cases, writers may use the second person pronoun with a semantic reference that is wider, concerning people in general.
