Michaela Cullington authors “Does Texting Affect Writing” which addresses the primary challenge to formal writing in the form of texting. With the invention of texting many professionals and teachers feel that it negatively impacts the formal writing of the populace. Michaela Cullington goes into detail in this essay on why text speaks does not affect formal writing negatively and in some cases even affects formal writing in a positive light.
The author stresses the amount of support each side has a constant emphasis on positive and negative effects. Negatively, Cullington states that many teachers believe that texting prevents students from learning how to display emotions correctly through writing. This statement by the teachers appears multiple times in the opening arguments provided by Cullington (Cullington 362). Another case that seems numerous times throughout this essay is that students cannot expand their writing because of the briefness that is in text messages. Michaela Cullington pushes this issue by stating that the maximum characters in a text message are capped at 160. This limiter leaves little room for …show more content…
One anomaly that was quickly spotted was the fact that, in her first survey, Cullington spoke with a former theology teacher and English teacher that had previously taught her about their feelings towards text speak and its consequences. This oddity stood out because the main essay focuses on how English teachers are complaining about the text speak and has minimal specific instances where other subject teachers are concerned. In this same test only seven students were tested and just two teachers which led to a unique study due to the small and exclusive size of the survey. This is very uncommon in research and stuck out as odd to a paper that described multiple well-founded studies (Cullington
The author stresses the amount of support each side has a constant emphasis on positive and negative effects. Negatively, Cullington states that many teachers believe that texting prevents students from learning how to display emotions correctly through writing. This statement by the teachers appears multiple times in the opening arguments provided by Cullington (Cullington 362). Another case that seems numerous times throughout this essay is that students cannot expand their writing because of the briefness that is in text messages. Michaela Cullington pushes this issue by stating that the maximum characters in a text message are capped at 160. This limiter leaves little room for …show more content…
One anomaly that was quickly spotted was the fact that, in her first survey, Cullington spoke with a former theology teacher and English teacher that had previously taught her about their feelings towards text speak and its consequences. This oddity stood out because the main essay focuses on how English teachers are complaining about the text speak and has minimal specific instances where other subject teachers are concerned. In this same test only seven students were tested and just two teachers which led to a unique study due to the small and exclusive size of the survey. This is very uncommon in research and stuck out as odd to a paper that described multiple well-founded studies (Cullington