Alicia Morales

Kimberly Ostrander
Laura Cymerman
Kaitlin Kelly

Introduction
Text messaging, also referred to as “texting,” is a form of swapping messages between
mobile phones over cellular networks. Although the most commonly used text
messages are in the form of words, technology has advanced with an array of options
containing images, videos, and sound contents. The delivery of emergency alerts,
promotions, payments, due dates, and contests entries through texting, has been
convenient and beneficial for our society. People of all ages use texting as a main
source of writing communication.

Texting is a form of writing technology. According to Christina Haas’ The Technology

Question, “Writing is a language-made material.” The cellular phone is a technology,
while text messaging is a writing tool used to convey language. Supporting Haas’
theory, we believe that writing is a physical form of the language. Text messaging is an
adaptation and the virtual modernization of the written word.

Abstract

For this project we aim to better understand how texting affects users’ literacy skills,
and how the skills are utilized through text messaging. In order to do so we explored
the practices engaged in by users of texting. We have conducted a study through
surveys and observations of three age groups: 12-18, 18-25, 25 years and up. We
analyzed the content of their texts in the following ways:
• Use of acronyms
• Punctuation
• Detailed information
• Use of symbols
• Attention to grammar
As a group, we predicted that the each age group will differ in text messaging style. We
think that the first age group, 12-18 years, will use more acronyms, symbols, while
opting not to practice a dense vocabulary. In the 18-25 year old group, we thought
they would pay closer attention to spelling rather than punctuation, and take advantage
of their advanced vocabulary. The last group, 25-and up, we thought would not be
aware of the current acronyms and choose to use detailed information and correct
spelling of a broad vocabulary. By observing the different age groups and how each
individual uses text messaging to communicate, we will be able to understand how text
message can be defined as a writing technique. With our study, we will also prove that
writing skills have not been harmed by frequent text messaging.

Method
In conducting our study, we surveyed five people from each of the three age groups,
12-18,18-25 and 25 and older. With the information gathered, we then were able to
decide if texting is writing, and if writing skills have weakened due to texting. The
following is how we conducted our observations:

1. Our group asked random individuals to look through their phones and show us a few
of their recent sent texts.
2. We wrote down our observations taking into account the use of acronyms,
punctuation, detailed information, usage of symbols, and attention to grammar.
3. After observing, our group compared notes.

Example of our findings (sent text messages):

12-18 age group

12 year old (girl) - heyy wut did u do 2day?

13 year old (girl) - school sux today lol cant wait 2 go 2 the movies 2nite wit the
gurlz :)
15 year old (boy) - dude what u up to?
17 year old( girl) - omg i cant stand talkin to him anymore...he kept me up on the
phoen until 2 in the mornin!!!!! we didnt even talk bout our relationship eww
18 year old (boy) - yea man im down for that tonite...

18-25 age group

20 year old (girl) - im eatting lunch then ill be right there..okaaay?

21 year old (boy)- haha well i got mad shit to do tomorrow so just hit me up
23 year old (girl)- I know. I'm so annoyed. ugh. but we will try again tomorrow.
24 year old (boy) - Ill meet you at the bar after work.
25 year old (boy) - alright.

25 and up age group

27 year old (girl) – I am on my way.

32 year old (man) - i can't meet up with you at that time. hows 8?
41 year old (man) - hi john, r u coming
52 year old (woman) - k love u hun xoxoxo
55 year old (woman) - w r u ?

Results

Some may believe that text messaging delays or affects young students in their writing
skills due to the usage of abbreviations such as LOL (laugh out loud), or the simple
misspelling of words such as “nite” instead of “night” or “nuttin” for “nothing.” However,
studies have shown that children who text often have been classified as having strong
reading and writing skills, as proven in a Conventry University study (Emily). Our
results from our study support this theory. In our study, we found that people from the
youngest age group, 12-18, have not lost their literacy skills that were previous learned
due to texting. Although they do use mispelled words, the content of their sentences
are still correct. For the 18-25 age group, our findings revealed that their sentence
structure is correct and they use the appropriate puncuation. Therefore, their literacy
skills were not affected by texting. For the 25 and older group, we found that they
abbreviated and used less detail in their texting. We have concluded that the lack of
detail in the text messaging for the oldest age group is due to the lack of technological
skills. Before our surveys were conducted we predicted that the 25 and older group
would use a broad vocabulary and not use abbreviations. However we were wrong, in
this group they used incorrect abbreviations. For the first and second, we were correct
in our predictions.

Further Discussion/Conclusion.

In an editorial defending texting, author Melissa Miles McCarter states, “Technologies do

adapt and chnge when faced with competition, and the same is true of literacy, which is
a type of linguistic technology. However, this change does not mean a complete
abandonment of rules or principles which make that technology possible (McCarter.)”
No abandonment of language or literacy is apparent in our findings either. McCarter
goes on to write that, “Texting involves an abbreviation of words to the simplest form
so that people can get information quickly (McCarter.)” People don’t abbreviate because
they do not know or have ignored the spelling of a word, they do so because it is more
convenient to abbreviate. Acronyms and abbreviations also take up less space, which is
often limited in a text message for many cell phones. McCarter states that “texting is a
sub-language, not a replacement language (McCarter.)” Supporting this, we have found
through our study that users did, in fact, apply their basic learned literacy skills to
creating text messages.
Texting has caused us to reconsider our definition of writing. Our finding suggests that
texting is a writing form, and text messaging is not hindering the writing skills of
students. Those who knew how to use the technology of texting proved to have more
vocabulary within their text messages.

Works Cited

Emily. "Texts 'do Not Hinder Literacy'" Rev. of Texting. Web Log post.
09 Sept. 2006. Web. 4 Mar. 2010.
<http://www.textually.org/textually/archives/2006/09/013487.htm>.

McCarter, Melissa M. "Texting Is Not the End of English Grammar." Editorial. 9 Dec.
2009. Associated Content, Inc. Web. 2 Mar. 2010. <http://bit.ly/9h91m4>.