Humphrys, David. “I h8 txt msgs: How texting is wrecking our language.” The Daily Mail. 24 Sept. 2007. Web. 5 Mar. 2014.
In his article I h8 txt msgs: How texting is wrecking our language, David Humphrys rants about the how texting is “pillaging our punctuation; savaging our sentences; raping our vocabulary.” He starts off by talking about the recent changes made to his beloved Oxford English Dictionary as part of the latest revision, namely removing the hyphen from some 16,000 words. This, he deems, is nothing more than the OED falling victim to fashion to the SMS vandals who defend their practice through ridiculing non-adapters, pointing out it saves money, and arguing that language changes. Humphrys argues we must not give in to this plague of emotions, abbreviations, and ambiguity and urges influential authoritative references such as the OED to do the same; lest our language be taken over by text-speak the same way email conquered the practice of writing letters.
Myhra, John. “Negative Effects Of Texting In The Classroom.” Tech Nation. WikiDot, 3 Dec. 2010. Web. 5 Mar. 2014.
It is very clear from Negative Effects Of Texting In The Classroom that John Myhra is not a fan of texting. His main gripe is the effect that today’s over-use of texting has had on students’ writing; making them unable to separate formal and informal english. He says the mistakes caused by texting are often unintentional — lack of critical analysis and shorter sentences to name a few — but overall causes punctuation to suffer, capital letters to shrink, and spelling to be squashed. While Myhra agrees with proponents of texting who say that it increases the amount of writing students are doing, he argues that it is writing of little to no depth filled with terrible grammar and countless abbreviations.
Trubek, Anne. “Txting 2 Lrn.” Instructor 121.5 (2012): 49-51. Academic Search Premier. Web. 4 Mar. 2014.
In her educational pamphlet Txting 2 Lrn, Anne Trubek discusses the benefits of texting related to education and how they can be embraced in the classroom. She starts by stating that kids today spend a lot of time texting (girls more than boys), sending an average of about 3,400 texts per month. Because of this, texting has revolutionized the way kids today communicate, and in the eyes of many, is decreasing the language skills of our young generation. Trubek adamantly points out that such views are opinion and do not listen to the countless studies show that texting increase literacy and improve spelling. She then goes on to list the several different texting facts such as: texting creates strong readers and writers, texting improves phonology, text language has historical ties, and texting does not distract students. To close, Trubek suggests various ways for teachers to embrace this new communication technology in the classroom such as: getting immediate feedback, teaching note taking shorthand, or studying historical characters by making them communicate through this new medium.
Zurhellen, Sarah. ““A Misnomer of Sizeable Proportions”: SMS and Oral Tradition.” Oral Tradition 26.2 (2011). Project MUSE. Web. 4 Mar. 2014.
In “A Misnomer of Sizeable Proportions”: SMS and Oral Tradition, Sarah Zurhellen first starts by discussing how texting as a medium of communication is encoring literary schools, bridging the gap between oral and written cultures. She then dives into the more technical side of the functional yet symbolic text-language, referencing the six non-standard language developments of texting and the 3 social maxims. After giving the reader a brief background of SMS, she gets back to the relationship between texting and oral communication writing: “text messaging utilizes components of oral thought, or patterns of thinking related to orality, rather than conversation per se”. To close, Zurhellen considers the intimacy of texting compared to online chat and how learning to text is more intuitive than analytical.
Turner, Kristen Hawley. “Flipping the Switch: Code-Switching from Text Speak to Standard English.” The English Journal , Vol. 98, No. 5 (May, 2009) , pp. 60-65.
Kristen Hawley Turner, the assistant professor of English education at Fordham University and self admitted immigrant to the online world, writes about her experience as a teacher while citing several other sources. In her piece Flipping the Switch: Code-Switching from Text Speak to Standard English, writes that while teens embrace the new digital technologies, a debate still rages over whether people should be worried about the effects of this new medium on our language. She suggests that regardless of the effect, educators should embrace the new language and help students become aware of the difference between text speak and formal language. This should be accomplished through “Flip the Switch” lessons which aim to help them understand the need to use a different language in digital settings than at school. Turner ends by stressing that awareness is the key as digital writing will be more authentic to students who have grown up with it.