Type Talk

Cullington moves onto introducing her experiment to test the ongoing debate and to get some more answers as to what texting really does to writing. Not only does she question students and teachers but she also takes the time to analyze several different students’ pieces to see how many errors occur throughout them. Cullington made sure to interview several different types of students to “allow for a wide array of thoughts and opinions on the issue” (366) so she could guarantee that there would be no kind of bias. Cullington asked teachers and students questions that were very alike but made sure to appeal to the type of audience they were and also trusted her “knowledge of them to help [her] interpret their responses” (366) as well as spot texting errors in the students’ papers. Cullington viewed “twenty samples of students’ writings” (367) to verify that she had a wide spread set of examples to gather information from.

Trubek wishes to provide her audience with a convincing argument that shows how handwriting in this time is inferior to typing on computers. In other words, her primary purpose is to illustrate the idea of focusing on typing automaticity (the ability to type without looking at keys) in schools over handwriting automaticity (the ability to write without conscious effort). This is seen when Trubek explains how if “…the goal of public education is to prepare students to become successful, employable adults, typing is inarguably more useful than handwriting.” (Trubek, 2016, para. 4) Trubek argues that if public schools are working

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?

The Myers and Briggs Analysis is a series of questions that when answered are examined and grouped together in order to determine the personalities of those taking this test. This particular test can result in sixteen different outcomes or types of personalities, which is determined by four different categories that judge if you are introverted or extroverted, use your senses or your intuition, your choice to think or use your feelings, and finally if you are judgmental or perceptive. These series of questions are designed to judge our personalities and help us to determine which career pathways we will be most suited for based on our personality traits and abilities to work well with others, which is important

With modern technologies, the way we write and read is changing rapidly, and with such changes so must spelling. Both authors make valid points, but at the same time have different views. Both, Mikita Brottman and Anne Trubek are passionate about spelling and grammar. Brottman says that spelling counts, grammar counts, and consistency counts in résumés. Mikita Brottman states that everyone especially those applying for a job should know how to properly spell the name of their field of expertise. Trubek says that as long as the message gets understood, spelling is not necessarily as important as the meaning behind the message. “No, autocorrect and spellcheckers are wrongheaded because they reinforce a traditional spelling standard. Consistent spelling was a great way to ensure clarity in the print era. But with new technologies, the way that we write and read (and search and data-mine) is changing, and so must spelling.” (p.

The research article “The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking” was written by Pam A. Muller and Daniel M. Oppenheimer, and published by the Psychological Science in 2014. The article focuses on a series of previous research on the topic and studies with the goal of providing evidence to answer their two main questions. The first question is which one the two note taking strategies works better and increases academic performance longhand note taking or laptop note taking. The second question is how verbatim overlap (word for word) affects our learning. In the article, three studies were conducted similarly but as the studies were made something new was added to explore new aspects of learning.

“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.

The MBTI is utilized in variety of ways throughout our society. In particular, it is used

Although technology is denying us the privilege of upper cognitive analysis, our minds still know the acceptable times to use and not use formal writing. In the article, “Is Google Making Us Stupid,” Nicholas Carr examines the human dependency to the Internet while in “Does Texting Affect Writing,” Michaela Cullington studies the possible effects of “textspeak” and its connection to current writing skills. “Textspeak” is the language of texting that has considerable amounts of grammatical error. The individual organic computer in the human skull known as a brain has been slowly changing its organic makeup. The brain has begun to change its primal neural pathways (thoughts), which has had a negative impact on memorization, concentration, and addiction; the only scientific correlation between this alteration and time is the human population and its advancements in technology.

However, according to McWhorter, texting is an “emergent complexity” with new structure. Unlike the writing of prior generations, texting embodies a new form of writing that ignores the structure and standardization of formal writing. McWhorter furthers this claim by using examples of common pragmatic particles in texting such as “LOL” and “slash.” According to McWhorter, the first pragmatic particle “LOL” acts as a “maker of accommodation and empathy.” To clarify, “LOL” acts as an indication of understanding among parties present and a continuation of the conversation. Likewise, the second particle “slash” acts as a means of changing topics in the conversation. With the rise of these conventions, according to McWhorter, an array of “new constructions” or a new vocabulary exists for use despite the lack of

In the essay “Does Texting Affect Writing?” The author, Michaela Cullington, does a study to figure out whether texting affects students writing skills, and she argues that texting does not affect student’s writing skills. Owing to her well-developed research, Cullington discover that some people consider that the using of abbreviations in text-messaging is affecting the writing skills of students while other believes the contrary, that texting helps student to write and express better their ideas (362). First, Cullington explains the opinions of those who believe texting negatively affects students writing skills, then those who believe text-messaging positively affects writing, and finally her own study.

Specifically students in schools or colleges have been noticed by teachers on the way they write. Michaela Cullington mentions in her article "Does Texting Affect Writing?" that, "Teachers report finding “2” for “to,” “gr8” for “great,” “dat” for “that,” and “wut” for “what,” among other examples of textspeak, in their students’ writing" (362). Michaela Cullington also says, "they are so used to it that they do not even catch themselves doing it" (363). When students are on their phones for hours, many things will change without noticing, such as writing. Today people are trying to keep in touch with the easiest way other than calling each other, "because it allows quick messages to be sent without people having to commit to a telephone conversation" (Cullington

I will analysing two articles one of them being John Humphry’s article “I h8 txt msgs: how texting is wrecking our language” and David Crystal “2b or not 2b” analysis of text messages looking at what kind of language do they use and other kind of language devices.

The nomothetic approach is also dominant in Type theories such as the Jung personality type theory. The theory was founded by Jung in his book psychological types, which was published in 1921. Isabel Myers and her mother Katharine C. Briggs developed a personality type test by constructing the Myers-Briggs Type Indicator (MBTI) based on Jung's theory. The original theory consists of three functions, the introversion - extroversion function, the sensing - intuition function and the thinking - feeling function. Isabel Myers Katharine Briggs added a fourth function: perceiving - judging. This MBTI type model is different from trait models because the MBTI tells us that a person is either one type or the other. There are no in betweens like there is in trait theories. Type theories go in line with the nomothetic approach because it is possible to compare results with others.

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.