Instant Messaging: Friend or Foe of Student Writing? Essay

2084 Words 9 Pages
Instant Messaging: Friend or Foe of Student Writing?

Introduction

With the commercial advent of the Internet and cell phones in the late 1990’s, technologies such as instant messaging (IM) and text messaging (TM) have achieved increasing prevalence in our society. These types of messaging technologies are widely used among adolescents today. To cite just one personal example of this widespread usage, my friend’s daughter, who is now 11 and lives in Ireland, got a cell phone last year, and, according to my friend, “was the last person in her class to get one.” This is quite an amazing change, given that ten years ago, instant messaging and text messaging were in their infancy, and cell phones were only readily available as tools for
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It is an extremely fast-growing communications medium, especially among adolescents. According to a Pew report from 2001, “74% of online teens use instant messaging” (Lenhart, Rainie, & Lewis, 2001, p.3), and “69% of teen instant message users use IM at least several times a week” (p.3). Given this high rate of use, which has only been increasing since the Pew report was published, IM is clearly an extremely influential element in many young people’s lives.

Academic Effects of Instant Messaging

While everyone recognizes that IM is widely used by adolescents and teens in the United States, there seem to be two distinct opinions of its effect on student academics. There are those who see the use of so-called “Internet English” as a breakdown of the English language – according to a recent newspaper article, “Some teachers see the creeping abbreviations as part of a continuing assault of technology on formal written English” (Lee, 2002). Conversely, there are those who regard this same “Internet English” not only as an example of how language is constantly developing and changing, but also as a type of literacy in and of itself, which can be capitalized on to engage students in more traditional learning. As professor Barbara Bell believes, “anytime (students) are reading or writing, it’s going

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