Why Should I Write When I Can Text? : A Look at How Texting Affects Writing Skills in Students

Laurie Hansen

Brigham Young University—Idaho

Why Should I Write When I Can Text? :

A Look at How Texting Affects Writing Skills in Students

by

Laurie Hansen

Senior Writing and Critical Thinking Seminar

Rodney Keller

Brigham Young University—Idaho

November 12, 2011

November 12, 2011

Rodney D. Keller

Brigham Young University-Idaho

English Department

370 Smith

Rexburg, ID 83460-4540

Dear Mr. Keller:

Enclosed is my report, “Why Should I Write When I Can Text?: A Look at How Texting Affects

Writing Skills in Students.” This paper focuses on the growth in cultural trends towards heavy

texting on cell phones among teenagers and how it has negatively affected the writing skills in

America. I explore what should be done to help break habits in poor writing.

While researching this topic, I encountered a problem with drawing a conclusion for the best

method of tackling the texting problem. Teachers’ recommendations for methods in helping

teenagers using their texting skills in the classroom often discussed ideas or exercises to

implement, but they hardly reported on the success of said activities. This made it difficult to

give them full credibility for their ideas and for any solutions presented. This data could,

however, be relative since writing is not an exact science. The best solutions were judged

accordingly through my own involvement in the classroom and understanding of the student

experience.

I’d like to acknowledge Academic Search Premier for providing the majority of information and

data used to prepare this report. Thank you for your guidance and support during the process of

this report. If you have any questions, please email me at han05040@byui.edu and I will respond

promptly.

Sincerely,

Laurie Hansen

(702) 498-2585

han05040@byui.edu

255 S 2nd

West Apt. 505

Rexburg, Idaho 83440 Laurie Hansen

Abstract

This report explores the current trend of poor writing skills within corporate America,

focusing on the cause starting young in teenagers. It focuses teenagers’ cell phone texting habits

and diction, comparing it with the writing skills needed in school and later employment. The

impact of texting, its effects on teenagers’ writing (separating voice for professional versus

casual writing), on communication and its relevance to writing, and its evident influence in the

working world are examined. Teenagers must ready themselves for the workforce, but are

finding themselves incapable of meeting corporate standards in writing. Student bias is examined

on the importance of learning to write well, exploring the need for good writing in various

careers which are not normally considered by students as connected to writing well. Employer

research about writing skills in employees is examined. Modern teenage culture suggests that the

act of writing is a thriving practice through many online media sources, but incorrect writing

habits derive from these practices. Teachers from a variety of schools explore different methods

for implementing kids’ texting background into the learning environment. Methods are evaluated

and discussed for effectiveness. It is concluded that exercises teachers utilize to combat the

texting problem are beneficial when focusing on the difference between voice and when to use

which type. Teenagers will never stop texting, but they can learn to separate texting voice from a

professional voice, thus maintaining the ability to write well for future corporate America.

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Table of Contents

The Depletion of Writing Skills .......................................................................................................1

The Effects of Texting .....................................................................................................................2

Corporate America Can’t Afford to “Lighten Up” .........................................................................4

A Surviving Desire to Write ...........................................................................................................8

Literary Combat Against Texting .................................................................................................10

Focus on Voice ..............................................................................................................................13

Works Cited ...................................................................................................................................15

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Why Should I Write When I Can Text? : A Look at How Texting Affects Writing Skills in Students

The Depletion of Writing Skills

Studying English as a major in college automatically inherits the label “I will edit your

papers into grammatical and syntactical perfection.” Throughout my years in post-high school

study, I have received the pleasure of editing several roommate, friend, family member,

acquaintance, and strangers’ papers, all writers measuring at various levels of writing skills.

However, through my experience, I noticed an alarming trend of poor writing coming from

college aged students who must soon enter the workforce. Unclear, disoriented thoughts filled

the pages I read. I was appalled at the lack of incapable writing before me. Not only were ideas

unorganized and vague, but the writing styles were informal and grammatically dreadful. Did

these students learn basic writing skills in high school and forgot as soon as they came to

college? Were these things being taught well in college or are students’ negative attitudes

towards learning to write preventing them from adequate education?

I haven’t always been an English major, so I thought back on my beginning years in

college, as well as grade school through secondary education. Of course writing skills had been

taught! But why are so many students incompetent writers? The National Center for Education

Statistics recently completed a study reporting that “only one out of four high school seniors is a

proficient writer” (TEXTING, TESTING 8). Another study done of professional companies by a

College Board survey discovered that only two-thirds of employees are found to be capable

writers (8). These odds are frightening, considering the importance of good writing skills needed

in corporate America. Former teacher Jacquie Ream blames the influence of text messaging and

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how it “is destroying the written word” (8). As I think back and evaluate the numerous papers I

have edited, I can see how text messaging language has affected writing skills, in particular,

formal writing. I conclude that unless students are properly taught the importance of separating

informal from formal voice, the level of writing skills will continue to significantly deplete as the

technology age flourishes. The specific growth of text messaging formed habits of poor writing

skills in students from which they can hardly detach from when writing formally, thus creating a

less prepared employee for success in the workforce. The classroom has the obligation to teach

against texting culture for professional settings. Exercises teachers utilize to combat texting

language are beneficial when focusing on the difference between voice and when to use which

type. Through teaching the importance of voice, teenagers will learn to separate a texting voice

from a professional voice, thus maintaining the ability to write well for future corporate America.

The Effects of Texting

An article from February of this year states that teenagers send a total of 3339 texts a

month, which averages out to about 111.3 texts a day. This is 111 times a day when teenagers

practice poor writing skills. Several phones possess an auto-spell function, preventing users from

learning to spell correctly on their own knowledge and brain power. And in texting culture, the

shorter the text, the more efficient it is. Writer Kendy Sproul declares, “America's teens use

‘text-talk’ as they communicate non-stop with their peers via cell phone. Educators just can't

compete with this constant bombardment of bad writing habits” (Sproul). “Text-talk” consists of

acronyms like “lol” (laughing out loud), “brb” (be right back), and “ttyl” (talk to you later).

Much shorthand writing is also used, like “cya,” “thru,” and “2nite.” Spelling becomes confusing

when there is one correct way to spell it and one shortened version. Teens learn to keep thoughts

short and undeveloped, never digging deeper into that thought. Instead, “kids are typing

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shorthand jargon that isn't even a complete thought” (“Is texting destroying” 8). Often times

during the writing process, deeper thoughts present themselves as the writer progresses down the

page. Only then are issues’ true answers found or beautiful language develops. Now that

teenagers form habits of short, quick writing that requires little thought, the true writing process

feels monotonous and troublesome. When it comes time to participate in such, few achieve the

actual goal of continuous work towards the perfect sentence. “Writing is easy: All you do is sit

staring at a blank sheet of paper until drops of blood form on your forehead” (Nordquist). The

beauty of this process is forgotten in the culture of texting. Simple. Quick. Give it to me now.

Instant gratification. Writing, good writing, does not come this way, nor should it. Things like

emotions are hard to describe, but when the perfect words are found to express such feelings,

there is no greater power that speaks to the heart of man.

Former teacher Jacquie Ream wrote a book called K.I.S.S. Keep It Short and Simple,

illustrating the effects texting has had on how kids think, read, and write. She writes that

“Feelings aren't communicated with words when you're texting; emotions are sideways smiley

faces” (“Is texting destroying” 8). Teenagers are losing the ability to communicate effectively

with words, inserting the appropriate computerized face to express their emotions instead.

Having grown up in the beginning of the texting age, I find myself doing this very thing when I

can’t think of the right word to say. I can’t express it in a word, but a face will easily express

what emotion I’m trying to portray. It is the lazy method of communicating feelings, the first

place the brain goes for an easy escape. But finding the right words to express an emotion or idea

is a skill that should never be lost. Certainly Shakespeare didn’t include a written facial

expression in his manuscripts, having fully and effectively developed his voice, writing

beautifully with the words of his native tongue. Ream argues that “somewhere out there is the

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mind that will produce the next great American novel (8),” but what are the chances this person

can cultivate their talents and become that novelist or playwright if technology like texting

distracts and prohibits these skills from ever becoming fully developed?

Poor writing skills point towards poor communication skills. Communication is how

humanity makes and keeps relationships with each other strong. Problems have been reported of

teenagers too scared to talk to members of the opposite sex who are standing right next to them,

only comfortable enough to talk if they do it through a text. A church leader reported that “two

of his youth were standing side by side texting one another rather than talking to each other”

(Ballard). A very important interpersonal communication skill is being lost among the texts.

Certainly every male terrified of girls throughout all the ages didn’t need a text message in order

to finally win the girl of their dreams. These poor habits of being unable to communicate have

not only affected writing skills, but relationships as well. If teenagers can learn to balance their

texting while learning how to communicate effectively with words of their own, relationships

will not have to suffer and neither will their writing.

Corporate America Can’t Afford to “Lighten Up”

Studies were done about texting with reading and writing skills. It argues that the

“findings [show a] growing evidence for a positive relationship between texting proficiency and

traditional literacy skills” (Kemp 18). General writing, spelling, and reading scores do not differ

from previous generations, but rather, texting is “associated with greater textese [text message

abbreviations] reading speed and accuracy,” thus students are actually increasing their reading

speed and understanding because of their experience from texting. I believe this result is good

news because reading is the basis for writing. Good writers are always good readers. But the

studies also show how writing has somewhat declined in place of all this good reading (Kemp

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18). I do not believe this is a good sacrifice towards the betterment of child education. Texting

may have some positive effects, but is it worth the negative ones?

A behavioral therapist saying that texters are just another generation of communicators,

and that others need to “lighten up” (Cross) about the texting language movement. I disagree

with this therapist’s opinion, standing on the principle that we can’t just accept the degradation

of language and writing because it flows better with social normalcy. Teenagers have a hard

enough time communicating with each other, let alone adding a technological block to the mix.

They have instances where they are frightened to talk to the person standing right next to them,

let alone the effects texting is having on the written language. Communication is so important to

humanity, especially the written words, because it keeps a society from changing too drastically

from established moral principles. With the constant change in societal trends, values could

easily be lost. America bases its government off the written document of the United States

Constitution. Laws and judgments are based off of these words even today. Amendments are

made, but the original words are never altered or forgotten. Without it, many of the original, pure

beliefs would be lost forever and society would plummet. Writing is so important that it cannot

be a lost craft. The beauty of language in words must be preserved at all costs. We can’t treat it

with abnormal strictness, but it cannot be treated lightly either.

Writing is the key to success in the world of employment. In today’s society, kids are

writing in bulk. Technology and social networks like Facebook, Twitter, blogs, and texting are

keeping the art of writing alive. It is noteworthy that teenagers send about 111.3 texts a day

(“How Many”). This is a lot of writing, which is a good start. But it is not the end, and it has its

limitations. An employee can’t text their boss the business reports for the week, and neither

should a doctor text the nurse to hand over the scalpel during an operation. It may be normal

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texting culture to text the person sitting next to you, but it will not be effective or proper in the

workforce. Corporate America expects employees capable of good communication, spoken and

written. A person who cannot write well will lose their job to someone who does. Teenagers

must be prepared for the competitive world of the employed. It is vital to their success.

The fact is that most careers teenagers would never think to link with needing good

writing skills all require their employees to express their ideas clearly on paper. Anyone planning

on working with the public, whether it is in business, public relations, or science, must be able to

communicate well in order for their clientele to understand what is wanted or needed. For

example, Booz Allen Hamilton Inc. reports how closely writing is monitored for new hires fresh

out of school. They “aren't permitted to work on a written proposal alone until they have

perfected the craft [of writing] (Middleton). It goes on to report that “while new M.B.A. hires

exchange upwards of 200 emails a day, [there are] spots…that read like text messages,”

forgetting the custom of using complete sentences (Middleton). Against popular belief, careers

based in science, math, and computers value good writing skills as much as any other. Test cases

run for programs developed by the typical CIT employee must be written out, step-by-step, in

complete, coherent thought so that another person hundreds of miles away can understand what

it is they accomplished (Duersch). Documents must be must be clear and concise so vital

mistakes are not made.

In college for the Marketing and Customer Value classes at one university, students must

write an email in less than one hundred and fifty words that will convince executives to put into

effect a marketing and pricing strategy. This is preparation for the tough business world, college

classes knowing full well that persuasion writing must be top extraordinary for any company to

invest thousands of dollars into an idea. But in order for students to get ahead in the workforce,

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the teaching of persuasive writing cannot wait until the college years. It must be taught

effectively during the years when a young teenager is first developing their writing style. Since

writing style is not inherent but a chosen technique (Allen), students can learn to be effective

writers from the beginning. Texting starts when they are young—so must good writing.

Professionals, such as communication managers for companies, stress how important it is

for writing skills to be toned and skilled in employees in order for them to climb up the corporate

ladder; however, entry level employees are often showing a lack of ability in basic writing skills

(Hines 293). They state that these workers “lack a thorough understanding of the rules of

grammar, punctuation, and sentence structure” (293). Professionals feel that colleges do not do

an adequate job in preparing students in writing skills for the work force. This may be true for

colleges, but the learning of punctuation and grammar does not start with college. It begins much

younger, as far as grade school. It is developed in further detail in junior high schools, only to be

solidified in high school. Yet somehow these skills seem to be forgotten in college and utterly

neglected once entering the working world. Certainly texting grammar and punctuation are not

helping this issue. As an English major, I have caught myself texting with incorrect grammar

because it feels like it works better for a text. It is a double standard that the brain can work with

for only so long without becoming confused and mixing the styles.

Writing can be a tricky thing. It is not all about grammar and punctuation. It involves

organization and purpose as well. A paper can have beautiful prose, but if it is not organized

properly, it will be a lousy paper. The sporadic nature of text messaging does not allow teenagers

to develop good organization skills. Evidence of this lack of skills is often shown in the work

place. Bruce Clark, a writing coordinator for an M.B.A. program says that “students rarely get to

the point” effectively when writing a business document (Middleton). He continues that when

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writing, “the first sentence should begin with, ‘The single most important issue here is.’ You'd be

amazed how few students do that” (Middleton). Clearly these students have not been taught the

single most important principle and overall reason for writing—the purpose! It is hard to

organize thoughts on paper when you don’t even understand the most important issue, or purpose,

of the document. This is the most basic principle to good writing, but it is found weak in

employees for professional companies.

Writing skills carry through to presentation skills. A good writer can give a good,

thoughtful presentation. Texting not only inhibits writing skills from developing, but it also

encourages people not to interact with each other face to face. Thus, poor presentation skills are a

result, students having a harder time developing good presentation because of this lack of

communication. “While…students' quantitative skills are prized by employers, their writing and

presentation skills have been a perennial complaint. Employers and writing coaches say

business-school graduates tend to ramble, use pretentious vocabulary or pen too-casual emails”

(Middleton). The casualness of conversation, rambling, or sloppy presenting is evident in writing

as well, including the writing for presentations. Young employees have learned how to write in

the manner they speak, which if it is written in text language, is a very dangerous habit towards

their career.

A Surviving Desire to Write

While good writing skills are depleting, the desire in teenagers to write is bigger than I

originally imagined. Justin Reich of Christian Science Monitor states, “Parents who have

struggled to tear a teenager away from Facebook or detach one from texting know that teens

increasingly communicate through writing” (Reich 9). Teens write all over internet sites like

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Facebook and blogs, expressing their feelings, thoughts, and opinions freely because they are

more unrestricted than ever before for kids their age:

Our student bloggers and digital writers of all backgrounds are part of a

journaling culture which America has not seen since the great age of diarists

during the Transcendental movement, when Thoreau and Emerson recorded their

daily lives for eventual public consumption. (Reich 9)

Failure to allow teenagers to use this potential writing energy would be a terrible move on the

part of educators and American literature. According to Reich, educators face two choices. The

first is that they can show contempt towards teenagers for their emoticons, condemn their

abbreviations, and cry over a social writing network that adults will never understand the

attraction. Or, second, they can rejoice over the writing practices students are participating in

every day and “help them learn to use their social networking tools to create learning

networks…ultimately show[ing] them how the best elements of their informal communication

can lead them to success in their formal writing” (9). I think the idea behind this is correct,

except I do not agree with how “informal communication can lead them to success.” Informal

writing has its place, but I do not believe it should be considered professionally nor taken

seriously until the writer has fully developed their skills in formal writing; otherwise, the young

writer will confuse and mix the two styles and never fully develop one or the other. Only when

they are a good writer formally can they be well-written informally.

Pew Internet & American Life Project and the College Board Researchers found that

eighty-five percent of teenagers communicate through digital writing and that they also

significantly understand the value of good writing. In fact, “eighty-six percent of teens consider

formal writing skills essential to future success” (Reich 9). But how can teachers effectively

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carry this desire and motivation for writing into the classroom so that students can improve

overall communication and future chances for success in the work place? “The answer is for

teachers to venture into the digital world of ‘screenagers’ and find productive ways to bring

social media into the classroom” (9).

Literary Combat Against Texting

There are ways to combat the growing texting problem. Teachers over a span of school

districts have attempted various methods for utilizing teen texting interests for the classroom.

They are using interactive Web tools such as blogs, podcasts, and wikis in an

attempt to mirror the online social networks of youth culture. These teachers are

finding that students respond enthusiastically to the opportunity to collaborate, the

challenge of publishing for an audience, and the chance to contribute to a learning

community, rather than just write for a teacher's binder. (Reich 9)

I think this is a fantastic idea if it is done properly. Recently, during one of my college class

periods, we worked with a client on their manuscript, editing and giving suggestions of what

could be done better for their book. Recommendation Reports were written and presented to the

author for their further reading and future benefit. A student later commented that it felt amazing

to do something real, to write something that wasn’t just going to go to the teacher’s desk, get

handed back, and fly off into nowhere land of school papers where thousands of other unread or

unappreciated papers ended up. The reality that their voice was being heard gave the assignment

more excitement, thus the student felt more motivated to do a good job on the report. If teachers

had class blogs or networks where audiences will actually read students’ work, then I can see the

enthusiasm to write well in students heightening. The key is to make sure the individual student

is benefiting from the presented activity.

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Each method used by teachers needs to be evaluated for effectiveness. One article talked

about a teacher’s idea for a community blog within the classroom, but upon reading her

description, I felt it was a bit romantic of an idea and highly unrealistic:

Imagine 20 students in invisible groups of three, all silently, furiously typing and

reading, immersed in conversations about the dialogues of Socrates or the

teachings of Confucius. That classroom time is incredibly intellectually

productive: all 20 students are simultaneously sharpening their arguments,

supporting them with evidence, and questioning their colleagues. My students

know that they must practice these analytical conversation skills, which are easily

transferred to the realm of formal writing, since I'll be reading and grading a copy

of their transcript. (Reich 9)

This idea is a start, but it needs a few adjustments and evaluation through testing on a trial class.

Because if a teacher seriously thinks teenagers are going to be that focused on writing about a

topic on any subject in a school setting (whether or not it interests them), just because it is on the

computer in blog form, then they are gravely mistaken. Typical student habits and motivations

must always be considered when creating and developing methods for teaching writing. This

technique might work for one project, but I do not believe it is something that can be used for

every writing exercise all year round. Students will become bored and they will not focus on a

task as deeply as this teacher imagined.

One educator has the philosophy that “if a student can summarize what he or she learned

in a sentence or two, it's easy to see if your objective has been met for the day” (Rosevear). In

her classroom, she will teach a lesson and then ask the students to summarize what they learned

from that particular class period. The summary must be in one sentence, as if their mom asked

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them what they learned in school and they were to send a text message back for their answer.

Depending upon what the students come up with, she knows how successful her class went that

day. This way, students have fun coming up with the sentence for a text message and the teacher

understands the level of success for that particular lesson plan (Rosevear). I can see the strategy

of her thinking in this idea, and I think it is useful for the teacher, but I do not believe it is helpful

to the students. This uses their texting skills, but it fails helping them develop writing skills,

which is the point of the lesson.

One teacher uses a method that applies kids’ texting skills towards learning to write

formally by having them complete an exercise that considers voice, teaching them when and how

to use which type of voice (Rosevear). The style of voice used in formal versus informal writing

is completely different, and when to use which is imperative to understand. This teacher attempts

to teach such a lesson as she writes a simple sentence on the board, such as “Can you come to

my birthday party?” and asks the class to translate the sentence into what they would say if it

were a text message (Rosevear). She then asks how it would be translated into an email for a

teacher or a formal letter to a boss or official organization (Rosevear). I believe this is a smart

way to utilize teens’ knowledge and habits of texting. They can see the different language and

diction choices that must be used in various situations while enjoying transcribing text

messaging sentences in English class. It is a fresh idea that I believe students will gravitate

towards, not realizing they are learning proper communication skills that will help them in the

workforce later.

A seventh-grade language arts teacher, Marika Dietsch, also conceived her own

technique for utilizing the texting culture (Rosevear). Through her method, she demonstrates

how language evolves. She starts with beginning manuscripts and compares them to a variety of

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literature throughout time. “My students can't believe that Shakespeare is considered modern

English! We talk about how language changes over time, and they make the connection to the

abbreviations they use for texting” (Rosevear). I think this is a clever way to add in the texting

culture to classic writing. Kids will be exposed to various styles and movements in writing,

discovering for themselves their favorite writers as they explore language throughout literature.

Reading several styles and voices will help to create their own, classic influenced and well-

written voice.

Focus on Voice

From the several examples I have researched on methods teachers are using to tackle the

texting voice, I have concluded that the only exercises that are beneficial to students are ones that

focus on the difference between voice, teaching when the use of each type of voice is appropriate.

Teenagers will never stop texting, but they can learn to separate texting voice from a professional

voice, thus maintaining the ability to write well for future corporate America. As long as

educators are teach[ing] kids to organize their thoughts on paper, “compare the subject with

others to show how the ideas are similar, contrast the subject with others to show how the

concept is different and interrelated, write the essay to show how the subject relates to the reader,”

(TEXTING, TESTING 8) then the future of corporate America is brightly filled with capable

writers.

Due to the rise of texting in today’s social interactions and culture, writing skills and

voice has diminished in proficiency. However, texting is not a plague or an evil that must be

abolished, but it must be adapted into education and used to teach proper writing. Only when the

habits of poor writing caused through texting can achieve a balance with the practice of good

writing will teenagers be ready to enter the world of employment. Educators have the power to

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influence their students, more than they could ever realize. America’s schools can rise hand-in-

hand with the texting culture, not fighting it, but working with it to achieve the desired goal. We

have future Shakespeares and Mark Twains among us. Let us help them find their voice, and find

it written well.

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Works Cited

Allen, Josh. Interview. Brigham Young University—Idaho, Oct. 2011. Presentation.

Ballard, M. Russell. “O That Cunning Plan of the Evil One.” Ensign Nov. 2010: Web. 3 Nov.

2011.

Cross, Candi S. “Found in translation.” Industrial Engineer: IE 41.8 (2009): 6. Academic Search

Premier. Web. 26 Sept. 2011.

Duersch, Trevor Ronald. Interview. Oct. 2011. Presentation.

“How Many Text Messages are Sent Each Day? Interesting graphic about cell phone usage.”

23Kazoos. 23 Kazoos, 7 Feb. 2011. Web. 27 Oct. 2011.

“Is Texting Destroying Kids' Writing Style?.” Curriculum Review 48.1 (2008): 4-5. Academic

Search Premier. EBSCO. Web. 26 Sept. 2011.

Kemp, N., and C. Bushnell. “Children's text messaging: abbreviations, input methods and links

with literacy.” Journal of Computer Assisted Learning 27.1 (2011): 18-27. Academic

Search Premier. EBSCO. Web. 26 Sept. 2011.

Middleton, Diana. “Students Struggle for Words: Business Schools Put More Emphasis on

Writing Amid Employer Complaints.” The Wall Street Journal Digital Network 3 March,

2011. Web. 26 Oct. 2011.

Nordquist, Richard. “Advice From One Writer to Another (part one).” About.com Web. 26 Oct.

2011.

Reich, Justin. “Turn teen texting toward better writing.” Christian Science Monitor 13 May 2008:

9. Academic Search Premier. EBSCO. Web. 26 Sept. 2011.

Rosevear, Jessica. “Cellphone Dos & Don'ts.” Instructor 119.4 (2010): 58-59. Academic Search

Premier. Web. 26 Sept. 2011.

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Sproul, Kendy. “The Decline of Writing Skills in Corporate America: How does it affect

copywriters?” Ink Journey. Blogspot.com, 20 May 2008. Web. 24 Sept. 2011.

“TEXTING, TESTING DESTROYS KIDS' WRITING STYLE.” USA Today Magazine

137.2760 (2008): 8. Academic Search Premier. Web. 26 Sept. 2011.