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April 28, 2008
Writing, Technology, and Teens
The Pew Internet & American Life project has released a new study entitled: Writing, Technology, and Teens. The study examines the way teens think about writing: both in digital and analog formats. There were questions about why teens write, what they think of as "real" writing, instruction in writing in their schools, and more. It's not surprising to me that teens don't think of IMing and texting as " real writing." I don't think adults would think of it as "real writing" either. Formal writing takes time, you think about what you're going to write, revise it, examine what you've said. With the live world of IMing and texting, you are pressured by time -- you need to respond. It's more like a phone call than email. At any rate, the study was very interesting to me and showed me the real disconnect between digital communication and traditional communication overall, not just with teens. We write differently. We think differently. The technology has created a new way of thinking of communication and I don't think that's necessarily a bad thing.
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I shared this report with the faculty in our education department--particularly the ones in Curriculum & Instruction who are working with the National Writing Project. They were very excited about it--and I don't think they are tracking PEW. Just an idea for the academic librarians out there!
Amanda
Posted by: Amanda Clay Powers | April29, 2008
With the results of the Pew study on teens and writing, you may be interested in our recent research in this area. My colleagues and I have been studying the impact of "textisms" on writing. In a study completed in late 2007, we asked a sample of 678 pre-teens, teens, and young adults to tell us how much they use certain textisms in their daily written “online communication” and then asked them to write a formal letter to a fictitious company. We then used a standard scoring rubric used to assess writing quality (and did not deduct points for using textisms in their letter unless it affected the rated quality) and found some staggering results:
1. The use of “contextual textisms” such as smilies, using special characters to indicate feelings (e.g., *hugs*), or using all capital letters to suggest strong emotions WERE NOT RELATED TO THE QUALITY OF THEIR FORMAL LETTER.
2. HOWEVER, the use of “language-based textisms” such as acronyms (LOL), shortened words (tht instead of that), and removing apostrophes (wont instead of won’t) WERE NEGATIVELY RELATED TO THE QUALITY OF THEIR WRITING. In particular, those who used more of those textisms produced worse writing samples than those who your fewer even after controlling for gender and age!
We had hoped that this was not going to be the case (there is some scant data from England suggesting the opposite) and are now exploring it further with a larger sample of subjects and two writing samples – a formal one and an informal one – in the hopes of gaining more clarity on the impact of textisms in online communication on writing in the classroom.
For more information on our work please visit www.Me-MySpace-and-I.com.
Dr. Larry Rosen
LROSEN@CSUDH.EDU
Posted by: Dr. Larry Rosen | April30, 2008













