Drouin, M. A. "College students’ text messaging, use of textese and literacy skills." Journal of Computer Assisted Learning27.112 Jan. (2011): 67-73. Wiley Online Library. Web. 2 Nov. 2011. <http://onlinelibrary.wiley.com.pallas2.tcl.sc.edu/doi/10.1111/j.1365-2729.2010.00399.x/pdf>.
1. This source is not as specifically objective as the others, but it does have a purpose. The author notes the more frequent use of texting and cell phone use these days as opposed to even just five years ago. It gives me a sense of how depending our culture has become on their cell phones. However, it also explores ‘textese’- the special language that has evolved just out of texting: certain words that people have invented to abbreviate words or to mean make up phrases. He expresses the concerns of parents and educators that have seen this ‘language’ come about, and the biases that go along with that- that this newfangled technology can be harmful to the literacy and intellectualism of their children and students. “In studies that have examined these memory processes with regard to spelling ability in adults, researchers have shown that even a single exposure to a misspelled word can have a detrimental impact on future spellings of that word.’ This article would definitely be directed to a more educated, scientific, curious audience, such as parents and teachers.
2. The author’s point is that the use of textese, according to certain studies is proven to hinder students’ literacy and academic intellectualism in some senses, and therefore could be considered ‘bad.’ He comes to the conclusion that it’s harder for students to remember certain information because of their use of this textese.
3. I learned a good bit from the article. I had a hunch that texting could have such negative effects, but the studies seen in this article confirmed my beliefs. I learned about the language of ‘textese’, which I can definitely refer to in my paper. I agree with all of the author’s claims.
4. I think this text will be useful because it was about something other and Facebook, and it actually had facts to prove how detrimental this media can be to students and younger generations if we continue to use them so much in the future. It gave me more things to write about, and I believe I can tie texting into my exploratory essay in the viewpoint of the harmful effects of these tools.
Graham, Paula. "Web 2.0 and Why?" Cartoon. Creative Commons : 1-19. GoogleScholar. Web. 2 Nov. 2011. <http://fossbox.org.uk/blog/wp-content/uploads/2010/03/1-what-why-how.pdf>.
1. This source is not objective; it’s just the facts, which I like. The author leans towards the side of not liking social networking and Web 2.0, because it makes you give up some control online, however it is very subtle, just providing facts and letting the reader decide for him or herself what to believe. It is directed at virtually any audience who can read and has had experience with such ‘Web 2.0’.
2. The main ideas are just listing what social networking sites and Web 2.0 are, providing examples, and explaining how they work. It gives statistics about these sites, how to ‘properly’ use them, and some common mistakes people make when using them that leads to invasions of privacy and such.
3. I learned a lot from the article, especially how incredibly popular these websites are, and how easily influenced people are by them. I’m not entirely sure I liked what I saw. I agree with what she had to say about proper usage, and that people have to give up a good bit of control and social contact to actually utilize them.
4. I think I can use a lot of the statistics mentioned in this research because they can help prove some of the points I will make about social networking hindering performance in students. The rest is fairly interesting and I’m sure I will be able to use it as inspiration to make my essay interesting to read.
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