http://www.youtube.com/watch?v=LdrGUk6K5qI&NR=1&feature=fvwp
Yesterday I attended the Educational Research Exchange at the University of Akron. It was an opportunity for novice graduate and doctoral students to present findings of their research. One presentation was entitled, “Is Conventional Language and Traditional Writing as We Know it Going Down the Twitter?” by Brigette Kaiser. Clever title for a clever topic. I learned that texting started in Japan and that now there are approximately 2,300 texts sent per month by any one person (I think under the age of 18). That averages out to about 80 per day.
New Zealand is now the most literate nation in the world and is experimenting with testing and texting. Some schools are letting their students use text abbreviations to answer test questions or to write essays on tests. The rational is that the mind works faster than the hand so if one can use abbreviations then one can record what the brain is thinking faster and more information can be shared. The “flow of thought” will continue more uninterrupted. Another innovative use of text abbreviations is in note taking. The same rational applies. It is considered by some to be a form of shorthand. However, as we can all predict, there are the traditionalists who think that using texting in classrooms bastardizes the language. In my mind, these are probably the same folks who emphasize product over process, mechanics over craft. After all, spelling in texting is not conventional nor is grammar. Stenographic shorthand is analogous to texting. I wonder what the traditionalists would say about shorthand. I think that the use of text abbreviations and acronyms is an excellent idea for note taking. I’m not sure that I agree with the use of it on essays in tests, however. I have to admit that while I don’t think that grammar is the most important aspect of writing, I do believe it has a place in the process. It is my opinion that the more correct a piece is grammatically and semantically, the greater its chance for academic respect. Although, I guess the audience for whom a piece is written may dictate the appropriateness of a focus on grammar. What’s your opinion?
Saturday, March 6, 2010
Blog #6: Texting
8:42 AM — Kathleen Dunn
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This post sounds like it came out of my head! Is it that we're the same age and in the same place in our lives? I agree that audience and purpose dictate the appropriateness for everything dealing with writing. I have used abbreviations (standard and my own inventions) while taking notes and drafting pieces of writing my whole life. I even teach my students ways to do this to be more efficient note takers in class. I do believe, though, that there will always be a place for standard spelling and grammatical structures, depending upon the situation. Maybe I'm old :-)
ReplyDeleteKathy this is so interesting. I feel personally that there's something a bit "faddy" about this idea of bringing texting into schools. I mean, I'm a girl from Bristol - a Bristolian, and in Bristolian I talk and write in VERY different ways to how I've always talked and written in academic situations. When I was at school, teachers were getting upset that we (not me, of course, I was born using formal English ; ) "was writing, like, the way we spoke, right, and it dint make much sense". Ok, so my point is that colloquial use of language, whether verbal, or "written" as with texting, has always been a problem for teachers trying to teach students academic discourses.
ReplyDeleteThe petulant child in me says if we weren't allowed to write the way we spoke, why should kids today get to text or use text speak in school. But really, I'm with you and Kat on this; learning how to write in different forms for different audiences is a key skill in life, and while I don't believe any kind of concentration on "correct" grammar and punctuation is necessary when teaching writing, I do think that learning to be flexible with language is something we have a responsibility to teach our students. I say let them text and use text writing for that purpose, but let them also learn to use other forms of language appropriate to other purposes.
Love the post and comments! Texting has become a part of my life...a big part of my life just this year. Both of my daughters rely on texting to communicate with their friends on a daily basis. Texting is the preferred method of communication between their friends and now with their mother (me!) What I originally dreaded and gradually grew to enjoy (really!) has become my chosen method to communicate with my daughters and some of my own friends as well. I found myself wanting to stay connected with my girls...and if texting was one way to do it then I was all for it!
ReplyDeleteHaving said that, I think it is crucial for teachers to do the same in the classroom. Finding ways to make connections with students in a way that students can relate to is so essential. I also agree with you Kathy, the audience dictates the use of "correct" grammar...texting and a writing assignment have much different objectives. Where is the harm in using "textspeak" in moderation? Certainly any time we can meet students where they live it will benefit our overall teaching goals.
Texting and using "text speak" is dominating the ways in which we communicate in our world. My college students can barely make it through a 50-minute class without checking their phone for messages, or reading what a peer has sent via text.
ReplyDeleteElementary and secondary students need to be taught when it is appropriate to use formal English and when it is acceptable to use more informal language. Too often students are told not to do something, but are not given any reasoning behind the decision. This often leads to negativity towards a task, in this case, writing.
Student should be given the freedom to explore their use of language and find techniques that will serve them well during their studies. Years ago, I read that allowing students to take notes in various colors, helped them remember important facts. Therefore, my students were allowed to write in their notebooks with colored markers or pencils, if they chose. However, the students understood that writing a final, publishable copy of an assignment was more formal, and therefore needed to be written in traditional blue or black ink. Taking the time to initially explain my rationale for these tasks led to fewer questions and happier students.