The College at Brockport: State University of New York Digital Commons @Brockport Education and Human Development Master's Education and Human Development Theses Spring 5-17-2014 Technology's Adverse Effects on Students' Writing: An Emphasis on Formal Writing is needed in an Academic Curriculum Kathleen A. Bronowicki The College at Brockport, [email protected] Follow this and additional works at:http://digitalcommons.brockport.edu/ehd_theses Part of theEnglish Language and Literature Commons, and theSecondary Education and Teaching Commons To learn more about our programs visit:http://www.brockport.edu/ehd/ Repository Citation Bronowicki, Kathleen A., "Technology's Adverse Effects on Students' Writing: An Emphasis on Formal Writing is needed in an Academic Curriculum" (2014).Education and Human Development Master's Theses. 392. http://digitalcommons.brockport.edu/ehd_theses/392 This Thesis is brought to you for free and open access by the Education and Human Development at Digital Commons @Brockport. It has been accepted for inclusion in Education and Human Development Master's Theses by an authorized administrator of Digital Commons @Brockport. For more information, please [email protected]. Technology's Adverse Effects on Students' Writing: An Emphasis on Formal Writing is needed in an Academic Curriculum by Kathleen A. Bronowicki A project submitted to the Department of Education and Human Development of the State University of New York College at Brockport in partial fulfillment of the requirements for the degree of Master of Science in Education April 15, 2014 1 Table of Contents Chapter One: Introduction…………………………………………………………………..2 Problem Statement…………………………………………………………………..2 Significance of the Problem…………………………………………………………6 Purpose………………………………………………………………………………10 Rationale……………………………………………………………………………..12 Definition of Terms…………………………………………………………………..13 Chapter Two: Literature Review……………………………………………………………..14 The Purpose and Importance of Writing……………………………………………..15 Writing Skills on the Decline………………………………………………………...18 Technology Undermining Writing Skills…………………………………………….22 Common Core Learning Standards…………………………………………………..28 Chapter Three: Application…………………………………………………………………..32 Solution to the Writing Decline………………………………………………………32 Implementation of the Common Core Learning Standards…………………………..35 Mini-units for Grades Sixth through Twelfth………………………………………...41 Sixth through Eighth Grade Mini-unit………………………………………………..45 Ninth through Tenth Grade Mini-unit………………………………………………...86 Eleventh through Twelfth Grade Mini-unit…………………………………………..115 Chapter Four: Conclusions and Recommendations…………………………………………..141 Works Cited…………………………………………………………………………………...150 2 Chapter One: Introduction Problem Statement- The evolving world of technology is negatively influencing students’ writing skills and, therefore, strategies aligned to the Common Core Learning Standards need to be implemented in the classroom. What is the importance of being able to write well? What do proficient writing skills enable individuals to do? How has the growth of technology affected the way students write? These are difficult questions that consist of multiple answers. Ultimately, we cannot stifle the ever-changing advancements in technology, but we can work to teach students the differences between informal and formal writing, and where and when each is appropriate. Throughout generations, writing has remained one of the primary modes of communication. Over the course of history, the method through which writing is conveyed has changed; however, the goal has remained the same: to actively and effectively communicate information in a clear and coherent manner. The overall purpose of writing is to convey information to others in a way that can be fully understood. In today’s society, students need to be able to write in a sophisticated manner in order to succeed in college and in the workplace; writing skills serve as the starting point from which individuals can be contributing and active members of society. This is easier said than done when you consider the many different contexts in which writing is displayed, and the various technological tools that assist with the process. Prior to the development of computers and other technological advancements, the writing process was much different. In the National Council of Teachers of English, Kathleen Yancey reports that writing was first represented by: the physical difficulty of inscribing alphabetic characters on a surface; pencils weren’t widely available until the early part of the twentieth century, which was forty years 3 before the invention of the ballpoint pen; how messy and sloppy it was to try to compose in ink that dripped all over the page- and then smudged (2). As evidenced, before computers existed, writing was a laborious process that required attention to detail and precision, as errors would not only destroy the presentation of a writing piece, but encompass a significant amount of time to correct. Handwriting was the sole method of writing, as writing was presented in the form of print. As the twentieth century progressed, writing with a pencil became the primary method of writing; “letters, diaries, reports, reviews, summaries, and news stories” were often read and produced through written communication in classrooms (Yancey 3). There was a heavy emphasis on conveying information in ways that allowed the reader to thoroughly comprehend the information presented, and develop an interest in the information as a result of the writer’s clarity, precision, and organization. As these writing techniques became popular and noteworthy, it was the writing process that prevailed in the 1960s, 1970s, and 1980s. In the 1960s, 1970s, and 1980s, learning was textbook driven and writing instruction was instructed through a technique known as process writing. Process writing, or the writing process, involves invention, drafting, peer review, reflection, revising, re-writing, and publishing; the popularity and growth of this process was implemented across various curriculums during this time period (2011 Education Commission). Overall, this process allowed individuals to structure their writing in such a way that promoted organization, grammatical accuracy, and exposure to others’ ideas and outlooks on particular elements of the writing process. At about the same time that the writing process was evolving, the personal computer was created and introduced. The desktop publishing option provided individuals with the opportunity to generate products using the “visual and verbal elements of a page” (Yancey 4). Today, the 4 majority owns a computer or laptop, and utilizes the several different programs that each offers. For instance, Microsoft Word 2010 and Microsoft PowerPoint 2010 are two programs that assist students with spelling, grammar, and sentence structure. What’s more, these programs are equipped to identify errors and correct those errors with ease. As technology continues to advance, I-pads, I-pods, and I-phones have become increasingly popular within the last few years, making the internet and other programs typically found on a computer, easily accessible. With the I-pod created in 2001, the I-phone in 2007, and the I-pad in 2010, individuals nation- wide were consumed with technological advancements regardless of where they lived and what they did on a daily basis (2014 Everyi.com). In addition to these technological tools, text messaging became a “must have” for individuals in 1993, with texting as a key tool for quick and easy communication. In current day society, there are not many teenagers who do not have a phone, let alone text messaging applications. While technology has certainly advanced itself and become a fundamental aspect of life today, there are several harmful effects that negatively influence students’ writing in the classroom. Students nearly depend on these forms of technology on a daily basis; their constant attachment to these devices reveals that they are academically and socially dependent on them, and require them to excel in both areas. It is difficult for students to leave the house without these items, often stating that when they do, they feel like a “part” of them is missing. Technology quickens and simplifies tasks for students, yet it has ingrained in them an attitude that they do not have to put effort into anything they write. With the constant exposure to shortened forms of words and programs that essentially do the work for them, students are now having difficulty distinguishing between informal and formal writing. As a result, teachers are 5 currently observing a dramatic increase in the informal language that is “creeping” itself into formal writing pieces and, consequently, causing a drastic decline in students’ writing overall. Since these technological tools have come into play, teachers nation-wide are dealing with problematic writing issues. Between texting and relying on Microsoft Word programs to do the work for them, students are “changing the nature of the English language” and relying on technology to “fix” all of their writing errors (Bromley 103). While texting, students often use abbreviated words, combine numbers, letters, and symbols to stand for specific words, and neglect correct English capitalization and punctuation forms. Additionally, the nature of text messaging creates a sense of laziness in students, inhibiting their ability to work through a challenge and stay focused on a task. In addition to texting, all of the programs on Microsoft Word and Microsoft PowerPoint allow students to type up assignments, papers, and presentations. Thus, students take advantage of the spell-check and grammar-check options to ensure that their work is free of spelling, grammatical, and/or sentence structure errors. Although these options save students’ time and energy, they lower students’ mental energy and decrease their persistence; furthermore, students have become so accustomed to taking shortcuts and writing in small bites that they fail to see the purpose of writing, editing, revising, and re-writing, let alone using grammatical precision and appropriate sentence structure. Students do not truly comprehend the writing process because they are depending on these programs to do the job for them without putting any effort into understanding why certain corrections are made (Salter 2274). Technology has become a key component in students’ lives, and because of it, they cannot effectually detach informal writing from formal writing (Post). As a result, students are bringing multiple errors and various 6 misconceptions into formal writing assignments and assessments that solely require a pencil and paper. This troubling lack of motivation on the students’ part is what prevents some teachers from explicitly teaching the elements of writing. This generation of students is not sustaining the mental energy that is necessary to write well and do not see the value in writing well; therefore, numerous teachers are currently facing a real and valid problem, particularly English teachers whose curriculum thrives on written expression. Since technology has implanted this belief in students that they can always take shortcuts without thoroughly comprehending the writing process, students fail to see the importance of learning the correct way of writing. This is shown further when Madden and Laurence indicate that over the past twenty years, there has been a significant gap and decrease in students’ writing skills (3-4). Due to the cultural shift from the twentieth century to the twenty-first century, students today are consumed with and rely on technology for too many tasks. As of now, technology is continuing to grow and students’ writing skills are remaining on the decline. That said, how do teachers motivate students to want to learn how to write well, independent of technological tools? How will they teach students the differences between informal and formal writing instead of dismissing the issue and allowing them to combine the two as one? These questions need to be answered sooner than later if we are to mold students into active, effective, and contributing members of society. Significance of the Problem As aforementioned, students are not exhibiting the exceptional writing skills of students in the twentieth century with technology of the twenty-first century as the culprit. As evidenced, “since the technology boom of the 1990s, the rise of digital communications and twenty-first century literacies leave many fearful for the future of the English language” (Dietz, Roback, and 7 Maloof). With the writing skills of today’s students not mirroring those of students in the twentieth century, students are at a greater risk for being ineffective and inadequate members of society. As the global economy continues to become more competitive, it is detrimental for students to be able to convey information through writing in professional ways without the presence of errors. In short, education and society cannot push this issue under the carpet anymore. The adverse effects of technology are putting our students behind, as a greater number of students are entering colleges and careers without the critical skills that are necessary for success. Professors of colleges and authority figures within the career world are seeing a sharp decline in individuals’ writing skills (Rothman 10-11). The overall use of the English language is either being forgotten, or simply not being taken into consideration. The years of maintaining precision and accuracy are long gone. According to Mara Corey, an Advanced Placement writing teacher at Irondale High School in Minneapolis, reports that there has been a “decline in students’ writing skills over the past thirteen years, as students are not in deep conversation and prose as they once were” (Post). What’s more, students are currently using abbreviations of words, misspellings, run-on sentences, and combinations of symbols, numbers, and letters in professional papers and assignments (Salter 2274). Clearly, attention to detail is at a halt in today’s society. This is simply because individuals rely too heavily on technology to provide them with shortcuts or worse, do the job for them in its entirety. If students are to succeed in college and in career settings, and be valuable contributors in the academic and professional world, it is crucial that they are well-equipped with sophisticated writing skills. In college, students are required to produce professional reports with correct grammar, spelling, and sentence structure. In addition, written communication is the primary 8 mode of communication in the work world, and reflects an individual’s intellect and ability to deliver information. For individuals to be taken seriously and respected in academic and professional settings, they need to exhibit the writing skills that mirror correct English grammar. This entails communicating ideas clearly and concisely with sufficient organization, valid arguments, and credible evidence (Carnegie Mellon). Although it is acknowledged that these writing skills are essential for success, there are a significant and troubling amount of students who are not adequately prepared for life beyond the high school doors. Due to an increasingly high number of ill-prepared students in college and employees in the workforce, the Common Core Learning Standards have been put into effect. As of 2013, “forty five states, the District of Columbia, four territories, and the Department of Defense Education Activity have adopted the Common Core State Standards” (2012 Common Core State Standards Initiative). With almost every state on board, it is evident that both written analysis and in-depth expression of ideas are vital to academic and professional success. Moreover, individuals must be able to “write logical arguments based on substantive claims, sound reasoning, and relevant evidence”, in conjunction with correct grammar and sentence structure (2012 Common Core State Standards Initiative). This means that all students everywhere, save five states, are now expected to achieve these writing goals as proposed by the Common Core State Standards Initiative. If students across America are being exposed to these challenging writing standards on a daily basis, there will be a significant and national increase in individuals who are deemed as college and career ready. Despite the drastic change in writing skills to be taught, the arduous work in designing new lessons aligned to these standards, the elevated expectation of writing, and the innovative measures of assessments, our country (except for five 9