The first reading that I choose to read was "Does Texting Affect Writing?" by Cullington, is all about how she and others believe that what we call text talk is hindering the writing abilities of students. She also says how some people think that texting has a positive effect on student, but she goes on to say that it actually has no significant effect on student writing. She then uses examples and statistics to help prove her point. I really liked this reading mostly because it kind of relates to me. In the discussion of texting, one view is that texting has a negative effect on teens and their writing. On the other hand, in this essay Cullington sees what students, teachers, and professors have to say regarding the issue of texting. Then
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Amicucci is all about these two student's opinions on how they think the digital world intertwines in the typical classroom. In this paper they start off with a quote that reads “[In] texting you have the slang words and you have the lingo for like ttyl, talk to you later, but I don’ t think that some English teachers understand that…you’ re more used to doing that then you are [to] writing professional.”—Sarah (personal communication, December 13, 2011). She goes on to talk about how digital literacies research is alive and thriving in nonacademic digital literacy practices in the writing classrooms on college campuses In this article, Amicucci responds to the need for more student voices in digital literacies research by discussing the results of interviews with two college students concerning the roles that their non-academic digital literacy practices can play in first year college writing courses. She discusses students’ ideas for using non-academic digital literacies to provide a social context for writing practice and to give students the opportunity to exercise and critically recognize their abilities to switch for different communicative purposes. Amicucci argues that we need to acquire knowledge about students’ individual positions as users of technology and students’ critical engagement with the digital technologies they
Amicucci is all about these two student's opinions on how they think the digital world intertwines in the typical classroom. In this paper they start off with a quote that reads “[In] texting you have the slang words and you have the lingo for like ttyl, talk to you later, but I don’ t think that some English teachers understand that…you’ re more used to doing that then you are [to] writing professional.”—Sarah (personal communication, December 13, 2011). She goes on to talk about how digital literacies research is alive and thriving in nonacademic digital literacy practices in the writing classrooms on college campuses In this article, Amicucci responds to the need for more student voices in digital literacies research by discussing the results of interviews with two college students concerning the roles that their non-academic digital literacy practices can play in first year college writing courses. She discusses students’ ideas for using non-academic digital literacies to provide a social context for writing practice and to give students the opportunity to exercise and critically recognize their abilities to switch for different communicative purposes. Amicucci argues that we need to acquire knowledge about students’ individual positions as users of technology and students’ critical engagement with the digital technologies they