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Texting Helping or Hindering In the essay “Does Texting Affect Writing” written by a student from Marywood University the question was asked if how students communicate is being effected by texting. The author made a very good argument that she believed it didn’t. She went through great research to answer the question that we have all asked at one point in time. This process was done through speaking with teachers, friends and students to see if texting affected their ability to write in school.

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I would have to agree I don’t elieve that texting is the reason for poor communication among kids today, that it has its purpose and place. I am on that text a lot and would say that through texting I have improved my writing ability. I often catch myself in texting actually spelling and using correct grammar when sending a message. In the article written the first thing the author points out is not that texting itself is not the problem, but that the language or abbreviations that were being used. That it could have a impact on a person’s ability to communicate when writing.

In an article ritten in USA Today entitled “Texting, Testing Destroys Kids Writing Style” ” The author blames the use of acronyms and Anthony Fulton: There are a few clarity issues (“l am on that text a lot”), but your position is still clear. shorthand in text messages for students’ inability to spell and ultimately write well. ” It was also mentioned that emotions through text could not be effetely conveyed without the use of symbols and smiley faces. The teachers interviewed also felt as if we were raising a whole generation without proper communication skills.

This sparked a whole new debate on texting and its use amongst students in school. Many said that the perceived declined in writing abilities was due the increase of texting. To gain a more personal prospective the Author interviewed two former teachers and seven students to get their prospective on this. To allow the students to have their own opinion a list of questions was asked, such as how long they had been texting, how often they texted; what types of abbreviations they used most often and how ften they used them; and whether they noticed themselves using any type of text speak in their formal writing.

The same questions were posed to the two teachers. It was a surprise to the author how different the responses of the teachers and students were. To help better understand all the data collected the author had to do more research and gather some twenty writings of some papers from a first year writing course. The objective was to see if student’s texting writing carried over to their formal writing. After analyzing the samples, the conclusion was made that texting had minimal impact on a student’s writing ability and actually improved it.

That students understood that it was a time and place for the texting language they used. That each person interviewed agreed and understood this. That to compensate for the language. This allowed their points to be conveyed at the same time maximizing the time they had. Teachers felt that it allowed them to actually broaden how they communicated and actually helped. Anthony Fulton: The summary is accurate and objective.

I would have to say that from personal experience the language I use in text have their proper places it should not and would not be used to communicate in my formal writing. For example, though we will say lol is not appropriate in a conventional learning environment that for sake of time in texting world it serves its purpose. That texting has not hindered my writing but has had a positive impact on how I write Work Cited Bullock, Richard. The Norton Field Guide to Writing. 3rd Ed. New York: Norton, 2013. Print.


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