Wednesday, February 17, 2010
2 txt or not 2 txt: Academic writing in the digital age
|
Contact for more information:
Jennifer Theriot Administrative Associate News & Information Services 812/465-7005 Those are not words from an obscure foreign language or top-secret code they are examples of SMS (Short Messaging Service) language, also referred to as "text language" or "textese." SMS uses acronyms, abbreviations, and symbols to allow for short, to-the-point messages. With the ever-increasing use of mobile devices and web-based communication, more and more people are becoming fluent in SMS. However, some linguists and educators claim that the use of SMS language is having a detrimental effect on the English language and on students′ abilities to develop sophisticated language skills. Others argue that SMS is just another phase in the evolution of the English language. As young people habitually communicate with each other using terms such as "gr8t" (great) or "lol" (laugh out loud), these terms are naturally becoming part of their developing lexicon. In addition to abbreviated and misspelled words, SMS often leaves out proper grammar and punctuation. If students are not using correct English in their every day communication, will they be able to incorporate it into their academic and professional writing? Evon Hawkins, assistant professor of English at USI, contends that societies have always had to deal with multiple and changing forms of language and that digital language is a legitimate example of literacy. "The important thing is to teach students to understand what is appropriate in different contexts," says Hawkins. "Just as text lingo is not appropriate for academic writing or resume writing, long or formal writing is not appropriate for texting or Twitter." Hawkins also maintains that SMS is limited in that it does not allow for the expression of complex ideas. For example, a scientist may use a certain type of language or terminology to communicate with colleagues about her research, but she will use different language to release her findings to the public so that they can understand it. "Human beings are naturally spurred to explore deep, abstract concepts, and we want the language required to communicate about and learn about those concepts," says Hawkins. "If you′re going to be educated and think complex thoughts, you need to have the language necessary to express those things." In other words, while you can use SMS to plan a night out with friends, you probably can′t use it to have a conversation about fluid mechanics or to analyze a great work of art. Despite the limitations of SMS language, Hawkins says that teachers should be sensitive to any literacy students bring to the classroom, whether it be SMS or some other language used in their home or community. "It is important not to make arbitrary distinctions between different forms of literacy. Formal or –˜academy′ language is not better than forms of language students use in their own culture." She says that talking about SMS language and web-based communication in the classroom can be used to engage students in writing and introduce them to more complex forms of language. The USI English department is using the slogan "English Majors <3 Txt," and the English department and many faculty members now have Facebook pages to communicate with students. Hawkins says that the focus in writing classes has shifted to multi-modal composition (this includes alpha-numeric text, visuals, and audio) in digital mediums. Hawkins refers to this as "hybrid literacy," and explains that it includes rhetorical analysis of both text and visuals. "There is a strong focus on analyzing and breaking down images just as you would text. There is also more focus on genre, which includes email and web writing." she says. English courses are incorporating assignments that involve creating wikis or web pages, and students are taught to communicate to different audiences on the web. There is also an emphasis on teaching students to properly use online sources that are reputable and legitimate. This summer, Hawkins will serve as site director for the River Bend Writing Project, an invitational summer institute that will involve workshops for teachers of reading and writing at all grade levels. Hawkins says she suspects that technology in the classroom and hybrid literacy will be covered in the teacher workshops. "Many teachers in this field are worried about teaching students digital literacy," she says. "Lack of digital experience among teachers or lack of technology resources in the classroom can serve as a barrier to preparing students for the writing skills they will need in the workforce." There also will be summer groups that focus on the use of texting, YouTube, wikis, and other forms of digital communication in the classroom. |
Copyright © 2013 University of Southern Indiana. All rights reserved.