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Contents contributed and discussions participated by maelichauros

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percent literate adults - Google Search - 0 views

www.google.com/search literacy decline syntax texting
shared by maelichauros on 12 Jun 14 - No Cached
  • maelichauros on 12 Jun 14
     
    Compares literacy rates in speaking and writing for 1992 and 2002
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The New York Times > Business > What Corporate America Can't Build: A Sentence - 0 views

www.nytimes.com/...07write.html literacy decline syntax texting
shared by maelichauros on 11 Jun 14 - No Cached
  • Craig Hogan, a former university professor
  • "E-mail is a party to which English teachers have not been invited," Dr. Hogan said. "It has companies tearing their hair out." A recent survey of 120 American corporations reached a similar conclusion. The study, by the National Commission on Writing, a panel established by the College Board, concluded that a third of employees in the nation's blue-chip companies wrote poorly and that businesses were spending as much as $3.1 billion annually on remedial training. The problem shows up not only in e-mail but also in reports and other texts, the commission said.
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I Think, Therefore IM - New York Times - 0 views

www.nytimes.com/...i-think-therefore-im.html literacy decline syntax texting
shared by maelichauros on 11 Jun 14 - Cached
  • As more and more teenagers socialize online, middle school and high school teachers like Ms. Harding are increasingly seeing a breezy form of Internet English jump from e-mail into schoolwork. To their dismay, teachers say that papers are being written with shortened words, improper capitalization and punctuation, and characters like &, $ and @.
  • Even terms that cannot be expressed verbally are making their way into papers. Melanie Weaver was stunned by some of the term papers she received from a 10th-grade class she recently taught as part of an internship. ''They would be trying to make a point in a paper, they would put a smiley face in the end,'' said Ms. Weaver, who teaches at Alvernia College in Reading, Pa. ''If they were presenting an argument and they needed to present an opposite view, they would put a frown.''
  • ''You are so used to abbreviating things, you just start doing it unconsciously on schoolwork and reports and other things,'' said Eve Brecker, 15, a student at Montclair High School in New Jersey.
  • maelichauros on 11 Jun 14
     
    This is a perfect article for a slide. I think.
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The 4 Negative Side Effects Of Technology - Edudemic - 2 views

www.edudemic.com/ive-side-effects-of-technology literacy decline technology research effects Debate
shared by Brittney Chambers on 09 Jun 14 - No Cached
  • maelichauros on 10 Jun 14
     
    The bit I highlighted ties in well with my source from Johns Hopkins
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School of Education at Johns Hopkins University-Instant Messaging: Friend or Foe of Stu... - 0 views

education.jhu.edu/...instant-messaging literacy decline instant messaging texting effects
shared by maelichauros on 10 Jun 14 - No Cached
    • maelichauros
      maelichauros on 10 Jun 14
       
      The excerpt in blue is the example pointed to at the end of the teacher testimony
  • According to Lee (2002), "teachers say that papers are being written with shortened words, improper capitalization and punctuation, and characters like &, $ and @. " However, something that is not always considered is that these mistakes are often unintentional – when students use IM frequently, they reach a saturation point where they no longer notice the IM lingo because they are so used to seeing it.
  • Montana Hodgen, a 16-year old high school student in Montclair, New Jersey, "was so accustomed to instant-messaging abbreviations that she often read right past them" (Lee, 2002). As she puts it, "I was so used to reading what my friends wrote to me on Instant Messenger that I didn't even realize that there was something wrong," she said. She said her ability to separate formal and informal English declined the more she used instant messages" (Lee, 2002).
  • ...3 more annotations...
  • Students have trouble seeing the distinction between formal and informal writing, and consequently use informal IM abbreviations and lingo in more formal writing situations (Brown-Owens, Eason, & Lader, 2003, p.6.
  • This was also a problem for Carl Sharp, whose 15-year old son's summer job application read "i want 2 b a counselor because i love 2 work with kids" (Friess, 2003), and English instructor Cindy Glover, who – while teaching undergraduate freshman composition in 2002 – "spent a lot of time unteaching Internet-speak. 'My students were trying to communicate fairly academic, scholarly thoughts, but some of them didn't seem to know it's "y-o-u," not "u"'" (Freiss, 2003.) These examples give credence to Montana Hodgen's point, that heavy IM use actually changes the way students read words on a page.
  • "Some teachers see the creeping abbreviations as part of a continuing assault of technology on formal written English" (Lee, 2002).
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