Kids Suffering In Today's Generation

Facebook encourages narcissistic blabbering, video and PowerPoint have replaced carefully crafted essays, and texting has dehydrated language into “bleak, bald, sad shorthand” (as University College of London English professor John Sutherland has moaned).” (Source 7) this quote says that technology is to blame for kids today not being able to write, and she uses Facebook and texting as an example. My opinion, I think he’s right because we use different types of speech while doing or talking or even making a status because we feel like that is the thing to do, when it would be easier if you just use this type of speech for everything that you do. For instance, would you talk to your parents the way you talk to your friends, or would you talk to the principle like he’s your pet dog? There is a purpose for these different types of speech but at the same time, I believe that most of the reasons are irrelevant.

Throughout “Does Texting Affect Writing?” words such as textspeak, communication, writing, writing abilities, students and teenagers are

In the article, Our Semi-Literate Youth? Not so Fast written by Andrea A. Lunsford, Lunsford tells about how youth today are perceived to be less intelligent and too dependant upon technology. She goes on to show that she doesn’t agree with that assumption, she states that she has been working with college writes for over thirty years and has conducted studies showing the opposite. Lunsford thinks that with the advances in technology students are actually gaining more of a range of writing technique and greater adaptability to the changing audiences that students encounter. Through the exposure to different social medias and excess to people across the world, students have become more well rounded writers and show no decrease from the writing

Technology is something we use every day, we use it to research we use it to communicate with people. Though some people can be skeptical and on the fence with technology, they want to know if it helps us or hurts us. They want to know if we can do anything on our own without the help of technology. Even though that people feel like that Michaela Cullington author of “Does Texting Affect Writing?” looks at both sides of the argument surrounding technology effect on writing and ultimately shows how it doesn’t affect writing. Likewise, Clive Thompson author of “Smarter Than You Think” also has a stand point on how technology and shows it helps us not harm us in the way people think. After reading Cullington’s article it provides example of how

In this article, “Why Even the Worst Bloggers Are Making Us Smarter” by Clive Thompson, talks about how much words we write together as a world per day. The amount of words we use now and back in the days without internet is fascinating. Before the internet, most people only wrote during school days and after that no one took writing seriously. “Altogether, we compose some 3.6 trillion words every day on email and social media — the equivalent of 36 million books.” Internet is something we all use in this world. Most of us use it for communication purpose and others to share their stories and educate others. Digital communications has helped us to become better writers because parents were focusing if their kids were reading every day more

When people speak to one another they usually do so very rapidly, and subconsciously. The opposite can be said of writing as it is more slow, and deliberate, often requiring intense thought. As demonstrated already in English 101 it is necessary to visualize, plan, and draft while writing. The principles of oration were separate from those of writing until the Age of Information, with the development of modern technology. The proverbial gap was abridged with texting. It allowed writing to catch up to the speed of speaking. Unfortunately while it did match the speed, it took away formalities used in writing such as spelling, punctuation, and using capital letters.

In Michaela Cullington’s article, Does Texting Affect Writing, Cullington talks about the debate of texting affecting students’ writing. Many people concluded that there has been a strong positive or negative affect on students writing. In Cullington's article, she concluded that scientifically there is no evidence for either of the sides of the debate. Many teachers agreed that texting does inflict bad habits on students’ writing. Other teachers insisted that texting helped with students’ imagination and creativity while writing.

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.

Firstly, students are not getting enough practice in writing and it is taking away their ability to write. In Source G, Clive Thompson mentions “Facebook encourages narcissistic blabbering, video and PowerPoint have replaced carefully crafted essays.” (Source G). Since schools have switched over to more of an engaging learning environment, rather than formal essay writing, students are not getting enough writing practice which results in poor understanding of the English language. Secondly, teens are misusing the English language via texting, social statuses, blogs, etc. In Source G, Clive Thompson states “texting has dehydrated language into ‘bleak, bald, sad shorthand’…An age of illiteracy is at hand, right?” (Source G). Thompson believes teens are slowly drifting away from the formal English language and are creating their own shorthand meanings. This highly emphasizes how the younger generation is misusing the English language and it is taking away their ability to formally write and they are falsely practicing the English language. Thus, technology is taking away one’s ability to write formally and acknowledge the roots of the English

Today's young generation has been getting a lot of slack from older generations due to the amount technology they have. Those who have negative things to say about this generation sometimes say that they're not as smart as the previous generations because of the new technology that is available. Literary critic at the San Francisco Chronicle, Cynthia Haven, argues that the young generation of today has actually written more than any other generation and they insert more passion into what they’re writing about as well. Haven’s purpose in writing about this seems to be to show how much this generation does write compared to what others have said in articles and

Additionally, having social media and the internet, texting, email etc., also creates more chances of writing. Most parents and teachers think that this is causing a downfall in school and literacy capabilities but in reality its actually helping. According to Thompson (Source G), she believes we are in the middle of a literacy revolution. This generation writes more than any other generation before. Most peoples’ writing happens outside the classroom. It

People claim that new developments have caused kids to be so dependent on their devices, that they can't think for themselves. This claim can also be turned around by saying that technology has given kids more opportunities and chances to learn, and in particular, more opportunities to write (Source 7, Clive Thompson). An example of this is a study done at Stanford University, where it was discovered that Stanford students did a stunning 38 percent of their writing outside of the classroom (Source 7, Clive Thompson). With the developments of E-mail, texting, and social media such as Twitter, Facebook, and Instagram, younger people are constantly writing in their every day lives. In the past, people would, for the most part, stop writing once the finishes their education. Now however, people are more comfortable, and more used to, writing. And while the argument that technology has decreased level of the vocabulary and vernacular of young people is true in some cases, the increase in writing shown by young people has led to a greater ability to convey information to other people, and a greater comfort in talking to people they don't know (Source 7, Clive Thompson). As Andrea Lunsford says, "I think we're in the midst of a literacy revolution the likes of which we haven't seen since Greek Civilization" (Source 7, Clive

Technology is quickly becoming a huge part of day to day life for nearly everyone. If you walk around most places, you will see a large percent of people either on their cell phones, on their computers, or using some other electronic device. While some of it is being used for business and other important things, most of the time, it is more for entertainment. It is because of this that people claim that technology is changing the way people think today. In his article “Is Google making us stupid”, Nicholas Carr argues that people have become dependent upon the internet for information rather than having to work to figure it out. In the article “Does texting effect writing”, Michaela Cullington argues that people’s texting is effecting the way people write because people don’t show emotion when texting, so that is translating back into their writing. Both arguments are effective, both appeal to emotion, but the more effective argument is Carr’s because it is a more sound argument based on logic and credibility.

Michaela Cullington’s essay “Texting and Writing” explores the possible effect of teen texting on formal writing in school. Cullington lists three different hypotheses scholars pose about the cor- relation between the two: those who criticize texting for its negative impact on writing, those who believe texting is actually a beneficial exercise in writing, and those who see no relationship at all. Cullington begins her analysis with the first theory, quoting concerned teachers, citing the shock- ing statistic that “only 25% of high school seniors are ‘proficient’ writers” (90), and adding testi- mony from two of her former teachers. Cullington then explores the second take on texting and writing by providing contrasting testimony from other teachers who believe that texting is a bless- ing to their students’ writing. Cullington retrieves support for these two opposing views from inter- views and previous studies. To explore the theory that texting is irrelevant to formal writing, how- ever, she performs her own research, gathering results from seven students, two teachers, and an analysis of students’ written work. Despite the testimonial evidence against and in support of tex- ting, Cullington’s own results show that texting has “no effect, positive or negative, on [students’] writing as a result of texting” (95).

A real audience forces most students to reconsider how they word their ideas. To avoid looking illiterate, most students will consult their teacher or a grammar and usage book to make sure they are adhering to good grammar guidelines. By writing online students feel motivated to do their best. For example, George Mayo, a Maryland middle school 8th grade teacher, found this to be the case. According to Morgan,“Mayo remarked that the level of motivation in his class soared when his students found out that pupils as far away as China were participating.” Therefore, social media can writing by motivating students to do their best.