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Cyber Slang 'Harm Students' Writing Skills Summary

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In “Do Texting and ‘Cyber Slang’ Harm Students’ writing skills,” author Jason Tomaszewski, explains that technology, being the main source of communication, has some consequences and benefits on the writing of people. The author uses Shavan Goli, the President of Dictionary.com, and a report from the Pew Internet and American Life Project, to provide examples from experts that help to reinforce the argument being made. Based on the examples, I agree that technology is negatively affecting the work those students are turning in at schools, but at the same time technology is helping students when doing research.
In the article, it states, “… a recent report from Pew Internet and American Life Project, “Writing Technology and Teens”, which found …show more content…

For example, when I started taking my first college class, I had no idea what formal writing was. My first task in that class was to write an essay …show more content…

Using these ‘cool’ technologies are great vehicles for teaching kids the proper ways to communicate” (Tomaszewski). This quote communicates the benefits that technology brings to the students. I both agree and disagree with the thought that technology does not always have a downfall because at times it can help students be successful. An example of this is when teachers assign research papers as a school project. In the past, it was hard for students to get the information that they needed for their work since they were limited to using the books that were provided in the library. However, in present time, with all the new innovations with technology students just have to type what they are looking for on the Internet, and the information will come out. The only problem with that is that sometimes the information that comes out is not always accurate. Another problem with this is that people get lazy and plagiarize sections of their papers from information that they find online. The teachers could tell right away when something is plagiarized. The paper written goes from a flow of formal writing that the student copied and paste to a flow of slang writing where the student actually tries to write in their own

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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.

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1268 Words | 6 Pages

Michaela Cullington, author of “Does Texting Affect Writing,” declares texting does not affect students writing. Cullington uses facts to support her overall claim, and gets many teachers’ opinions on the subject. The author did not use valuable sources, which questioned her overall purpose. Cullington used a lot of her own opinion throughout the text, but lacked supporting facts. The story has many flaws, making Cullington argument on how texting is not affecting students writing, not reliable.

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502 Words | 3 Pages

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

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697 Words | 3 Pages

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.

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692 Words | 3 Pages

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,

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944 Words | 4 Pages

All of these factors combine and work well together to form a well-executed argument within Cullington’s essay. Cullington begins her essay by addressing her opposition: “It’s taking over our lives” (pg. 361). She cites studies done that suggest that a decline in the quality of students’ formal writing has occurred since the advent of text messaging, and she also cites teachers who believe that their own students’ works are influenced for the worse by the students’ being accustomed to texting and using textspeak. Cullington then proposes her opposing position that the writing of students is unaffected by their use of texting and text speak. She also cites studies that support her thesis that text messaging and textspeak do not have an effect on

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872 Words | 4 Pages

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.

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804 Words | 4 Pages

According to Nicholas Carr, the author of the article Is Google Making Us Stupid?, “Research that once required days” is able to be “done in minutes.”. This demonstrates how through the presence of the net, users are able to complete the same tasks in a significantly less amount of time than what it would have taken them previously. Personally, through the decrease in time needed to perform research, I am able to have more free time, where I can access social media. According to the article Clive Thompson On The New Literacy written by Clive Thompson, “young people today write far more than any generation before them” due to “life writing” a result of social media, such as “Twitter”. This is crucial to consider because of the “14,672 student writing samples” Thompson collected from her students, “38 percent” of them “took place out of the classroom”.

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394 Words | 2 Pages

In Josh Keller’s publication “Studies Explore Weather the Internet Makes Students Better Writers”, he explores the studies of whether online writing hinders or helps students in their academic writing. Some say that students who write out of school know how to address a specific audience, while others say that writing outside of school implements poor writing behaviors. Several studies, such as one conducted Michigan State University, attempted to end the argument. The researchers at Michigan Sate asked students to keep a record of anything that they wrote. They noticed that only a small percentage of their writing was academic, and that students labeled their out of school writing more significant and continuous than their academic writing.

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672 Words | 3 Pages

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.

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1075 Words | 5 Pages

In today’s modern society technology plays a huge role in everyday life. Technology has a big position in education. Today students use laptops for school on an everyday basis to take notes, work on assignments, and research. Many people agree that, when it comes to education, technology can either be very harmful or very helpful. Timothy D. Snyder, a history professor at the University of Yale has written five award-winning books.

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156 Words | 1 Pages

In the excerpt “Studies Explore Whether the Internet Makes Students Better Writers,” Josh Keller discusses the debate if internet helps college students or if it’s hurting them. This article discusses the issue that college professors face with students and how they use social media as a source of writing. Many agree that students using social media may not help them in writing papers because it decreases their intellectual brilliance, by using in proper grammar such as the everyday “slang”. Another reason to why many disagree that the internet is a disadvantage to college students is that they do not write about academic situations but instead of things that are non-relevant to the academic world. On the other hand professors do agree that

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437 Words | 2 Pages

A scholar from Stanford Mark Otuteye did not like writing papers. He saw writing assignments as a “soul less exercise” that sensed like “jumping through hoops.” Once he was given an in period homework writing assignment, he would regularly accept individual tone and more less disregard the prompt. The growth of online media has assisted rise a different generation of college scholars who write a lot more. In Michigan State University they were inquired to preserve a journal of the writing they did in any setting, whether blogging, text messaging, or gaming.

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653 Words | 3 Pages

and that's it they can find what's best for them. “Technology is an ultimate carrot for students” says a fifth grade teacher. Learning the material makes them excited about coming to school. Technology doesn't just affect us in school it affects us

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461 Words | 2 Pages

Particular technologies produce changes in the way students write (Dailey, 2004), but many of the concerns Hovey (1958) raised before such technologies existed remain relevant today. Many first-year students, and more often those students who place into DE writing, still struggle with skills like applying knowledge about what an essay needs to contain (Best, 1996), spelling (Bennett-Kastor, 2005), and the conventional rules of written discourse (Wall, 1986). Technology use suggests a possible contributing factor to these problems, but some technologies also suggest new solutions (Grabill, 1998; Stan, & Collins, 2002), and many of those same students prefer computer-assisted writing instruction (Fang, 2010; Wresch, 1984) to more traditional

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