Effects Of Texting On English Language

In the article “2b or not 2b”, David Crystal begins with discussing how others such as John Humphry argued that texters are “vandals who are doing to our language what Genghis Khan did to his neighbors 800 years ago. They are destroying it” (335). This is also the common belief of most people. People often argue about the bad points of technology over our language. However, Crystal believes that texting can improve children’s ability to read and write rather than hinder their literacy as many people claim. He also argues that not all texting are done in abbreviated words. Complex messages and institutional messages are often texted in standard form of

In Michaela Cullington’s essay titled, “Does Texting Affect Writing?” the author tests the ongoing question of how today’s youth handles the effects of texting in the education system. Using successful evidence from both sides of the argument as well as participating in her own experiment, Cullington is able to fully demonstrate how texting does not interfere with today’s students and their abilities to write formally in the classroom.

Texting is harming the ability for this current generation of children to write in a formal manner. “Digitalk” is what Kristen Hawley Turner of Fordham University calls, text-speak.For example, many teens will text “g2g” in replace of the actual words “got to go”.In my opinion, texting is ruining students’ abilities to write a formal essay,letter,etc.

Although her study supports the hypothesis that texting and writing have no relationship to one another, Cullington (and the researchers whose work she analyzed) recognizes the significance of new technology and society’s evolving modes of communication. She writes, “The use of text mes- saging as a common means of communication is becoming increasingly popular; therefore, this issue should continue to be examined” (94). Not surprisingly, the popularity of texting has increased since the time of Cullington’s article and so too has research on its effect on student writ- ing. What Cullington may not have anticipated, however, are the ways in which texting itself has changed. How might innovations such as Internet access, various “apps,” and software advance- ments have changed texting in the mere two years since Michaela Cullington published her article in 2011?

We as a society are evolving with each generation to come. We are getting stronger, faster, and smarter. Just as cell phones are no longer square blocks with numbers on them and TV’s are not in black and white, writing itself has also evolved. Once upon a time many wrote and spoke in a Shakespearean form of language and over the years it has evolved into something we call modern English. In recent years, technology has advanced greatly and cell phones have become one of our primary use of communication. With cell phones came a new form of writing called text messaging. Text messaging is used to send short, concise messages to anyone around the world. Often times text messages involve the use of abbreviations which stand for different things and also involves frequent use of emoji’s as a form of expression. This form of writing is now considered informal writing and is not acceptable in academic settings. In Michaela Cullington’s essay “Does Texting Affect Writing?” she touches on both sides of whether texting is hindering students writing or if it’s actually having a positive effect. She then makes is clear that she believes most students are educated enough to know when text speak is appropriate and when it’s not so therefore it has no effect on students. Although, I agree with her thesis, she lacks credibility due to her insufficient evidence. In addition, I also believe

After reading Texting and Writing, by Michaela Cullington, I do not agree with many of her viewpoints. Cullington argues that texting does not affect a students writing. Textspeak, the abbreviation and shortening of words like used when writing a text message, does affect the way a student writes because they use the abbreviations, and their writings tend to lack punctuation. When a writer uses excessive abbreviations on a regular basis they can get stuck in the writer’s head causing them to use them in all of their writings. Cullington did make good points of her own opinion on texting and writing in her piece, but I disagree with her and believe that texting and

There has been claims that texting can adversely affect students’ formal writing skills. Michaela Cullington, author of “Does Texting Affect Writing”, responds to these claims by saying that texting does not affect students’ formal writing but helps them improve it. She mentions that texting teaches students’ how to write concisely, students’ know that textspeak is only appropriate when texting and not when writing formally, and that texting allows students’ to have a casual setting to practice their writing which help improve their formal writing. All of Cullington’s arguments are invalid; texting does harm students’ formal writing in multiple ways such as: writing texts “concisely” is not beneficial since students will forget how to expand

“Does Texting Affect Writing” is about Michaela Cullington, the author, comparing two opposing perspectives. The perspective is whether texting hinders the formal writing skills of students or not. Millennials are a population that cannot go a day without looking at their phones so, due to the “increasing use of mobile phones, concerns have been raised about its influence on their literacy skills. No matter if it is sending or receiving a text or checking social media sites, technology has taken over the lives of the young generations. The essay “Does Texting Affect Writing?” in They Say, I say exposes how the significant action of texting and using textspeak, i.e. abbreviations and symbols, may be hindering the writing skills of teenaged students. People communicate using textese to “more quickly type what they are trying to say” (Cullington, 2017, p. 361). Textese is a “register that allows omission of words and the use or textisms: instances of non-standard written language such as 4ever” (Van Dijk, 2016). When these people use textese often, it can become habitual and transition into their school assignments. Michaela Cullington constantly repeats words and uses comparisons and abnormalities for the concerns about textspeak, the responses to the concerns, methods and the discussion of findings on the topic to be analyzed.

“Does Texting Affect Writing" is divided into four parts: Concerns about Textspeak, Response to Concerns,

Has our “text,” language ruined our actual language? The author of 2b or not 2b is written by David Crystal. Throughout his article Crystal argues about the benefits of texting and how texting is not a new thing. David Crystal uses two rhetorical strategies to prove his argument, one being humor to compare two types of poems that were sent through text message, the other using analogy to compare schooling, and texting, and the last his using analogy to compare abbreviations that are used today, were used in history.

In recent discussion of, “Does Texting Affects Writing” by Michaela Cullington, one view is that texting has a negative impact on teens and their writing. Cullington shows both sides of what students, teachers, and professors have to say about the issue of texting; yet after research this belief may not prove to be true. Then she writes about personal experience regarding the issue.

In the article” Is Texting Killing the English Language?” from TIME, they start the article off with one critic referring to texting as the downfall for the written word. “Penmanship for illiterates,” The article goes not agree with the critic. The article explains that texting is the new kind of talking. In these times there is hardly any hand written correspondence. If you want to reach out to someone you send then an email or the most common is a text. Texting has made reaching out to someone so easy and convenient. If you have a thought, or an idea you grab your phone and send a text message. You usually have a response within seconds. I don’t think that technology is killing the written language; I feel that it is just making it easier to have quick communication with others. I feel that texting is like short hand you are abbreviating words to get your message across quickly. Our society is so rushed and

Thesis statement: In this paper, I will discuss how the frequent use of text messaging by teens today negatively affects literacy and I will offer suggestions that parents and teachers can implement and teach in order to raise reading, writing, and vocabulary skills.

The focus of my essay is to talk about how text messaging is affecting literacy in teenagers. In my paper I am going to include some background on text messaging and how in the recent years it has affected the education of many students. I will include statists from various professors who have written books or conducted studies that will support my topic.

Texting is a fairly new form of communication that has taken the world by storm. It became popular around 2001, and originally had its limitations, such as the 160-character limit. But now that technology has advanced, texting has followed along and is now a convenient, casual, and a more immediate way of communicating. So naturally, texting has evolved also in terms of the language used within it. We see this mostly in the form of abbreviations and short hand spelled words. Some people argue that texting has ruined the English language. Studies and observations have shown that the benefits of texting and cyber speak are much more broad then expected. Textisms have been shown to increase phonology skills, brain activity, creativity and provide a relatable outlet for students in education.