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.
Communicating with others via texting is as common as eating breakfast in the morning. It has become almost second nature for many to just text friends, family etc. This convenient form of communication created in the 1990’s and popularized in the 2000’s has helped deliver messages and have conversations with almost anyone in the world. However, some are starting to believe its overwhelming popularity is starting to affect younger generation’s writing; specifically formal writing. Michaela Cullington in Does Texting Affect Writing?
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.
This made Seuss begin his endevor of creating children's books. Ann Neely states, “ Children in stages of early literacy need to develop strong foundations on phonological awareness… I think the rhyming can be used in a variety of ways in this regard.” The colorful pictures and simple words help children learn to read still to this
I think something that should be looked at would be how reading is connected with the way we write which
Most children’s books focus on adventure and fantasy while teaching the young reader a simple lesson. In Joan Holub’s Little Red Writing she uses a pencil character to teach children about writing stories. In this children’s story a little pencil named Red receives an assignment to write a short story to share with the class. As Red sets, out on her adventure she faces many obstacles like the descriptive forest, the word glue, adverbs that chase her, and worse of all the bad pencil sharpener. All these obstacles teach her how to put her story together and what is acceptable and what is not acceptable in writing.
There is a shift to focus on literacy over all else, even at the preschool age level, where it may not be as developmentally appropriate (Tobin et al., 2009, p.183). A relatable example of this is when the American preschool teacher at St. Timothy’s stated, “We have to explain, justify out approach more than we used to: Cutting with a scissors and playing with Play-doh teach fine motor control, which will help with holding a pen” (Tobin, 2009, p. 167) Another teacher was taking pictures of children doing activities to prove that learning was taking place (Tobin et al., 2009, p.164). This pressure to keep records and justify, was an instance that I very much related to while reading.
Segregation was one of the key problems during most of the 1900s. Segregation is the enforced separation of different racial groups in a country, community, or establishment. Around the time when the the Civil War ended, slavery and segregation had been prohibited from the amendments of the U.S Constitution. Segregation was very wrong, because whites believed it was fair and equal. It was most definitely not.
• How children start to make marks and learn to write. • They way in which children start to explore
Literacy: Hajia is currently working on sounding out her words and writing down beginning, middle and end sounds she hears. For example, when trying to spell the word happiness she wrote “hpnes”. Hajia is in a group for literacy that focuses on letter recognition and sounds; this will help support her growth in reading and writing. She has shown growth in her writing as she is now able to copy sentence starters with promoting such as I feel____ or A good friend_____. With support Hajia is able to record her ideas and focus on the learning task.
Reading is an essential life skill. The ultimate goal of reading is to comprehend and make meaningful connections with text. Therefore, the development of skills needed for reading begins at an early age and progresses through stages into adulthood (Chall, 1996). Within the early stages of reading development, children begin learning and acquiring these specific skills. Moreover, many of the skills learned during early childhood are constrained skills.
In this building, I was first taught to read and write. The building was two stories, and the classrooms were upstairs. The tables and chairs were the perfect height for a toddler. For four years, I made crafts, practiced my alphabet, played, and was taught how to read in that classroom. If I wasn’t at preschool, my mom would make it a habit for me to read to her in the car.
Oral language is an important and necessary cognitive developmental step in literacy. People, children as well as adults, adults use oral language on a daily basis. People use oral language as their primary form of communication. Children learn oral language before they learn written language. According to our text book, “Teaching Children to Read: The Teacher Makes the Difference” by Reutzel and Cooter there are four oral language developmental theories.
The development of literacy and language is a continual progress within a person. This development is one that starts from the moment a child is born (Hurst and Joseph, 2000). This development is promoted within the home environment and is extended within the early years’ classroom domain. Literacy and language development is comprised of four strands, which are listening, speaking, reading & writing. These four factors are in constant interaction together and are constantly developing within the person (Saffran, Senghas and Trueswell, 2001).
Initially, children play with words by generating new words and by exploring and creating language patterns. By singing songs, intonation rhymes, playing with words, and listening to adults read word-play books, students develop their phonemic awareness. Classically, there is a natural continuum to this skill development but for student with reading difficulties or disabilities this is not always the circumstance. For some students, teachers have to provide small group instruction that is more clear, methodical, concentrated, and helpful than is usually provided in the
