The Pen Is Mightier Than The Keyboard : Advantages Of Longhand Over Laptop Note Taking

In Michaela Cullington’s essay titled, “Does Texting Affect Writing?” the author tests the ongoing question of how today’s youth handles the effects of texting in the education system. Using successful evidence from both sides of the argument as well as participating in her own experiment, Cullington is able to fully demonstrate how texting does not interfere with today’s students and their abilities to write formally in the classroom.

Michaela Cullington’s essay “Texting and Writing” explores the possible effect of teen texting on formal writing in school. Cullington lists three different hypotheses scholars pose about the cor- relation between the two: those who criticize texting for its negative impact on writing, those who believe texting is actually a beneficial exercise in writing, and those who see no relationship at all. Cullington begins her analysis with the first theory, quoting concerned teachers, citing the shock- ing statistic that “only 25% of high school seniors are ‘proficient’ writers” (90), and adding testi- mony from two of her former teachers. Cullington then explores the second take on texting and writing by providing contrasting testimony from other teachers who believe that texting is a bless- ing to their students’ writing. Cullington retrieves support for these two opposing views from inter- views and previous studies. To explore the theory that texting is irrelevant to formal writing, how- ever, she performs her own research, gathering results from seven students, two teachers, and an analysis of students’ written work. Despite the testimonial evidence against and in support of tex- ting, Cullington’s own results show that texting has “no effect, positive or negative, on [students’] writing as a result of texting” (95).

A total of 59 participants took part in this experiment. They were split into two independent experimental groups, one being the control group, and the other the experimental group. There were 30 participants in the control group, and 29 participants in the experimental group. The male to female ratio was fairly equal with

When writing a paper or take notes it's better to use a computer or laptop because it

There has been claims that texting can adversely affect students’ formal writing skills. Michaela Cullington, author of “Does Texting Affect Writing”, responds to these claims by saying that texting does not affect students’ formal writing but helps them improve it. She mentions that texting teaches students’ how to write concisely, students’ know that textspeak is only appropriate when texting and not when writing formally, and that texting allows students’ to have a casual setting to practice their writing which help improve their formal writing. All of Cullington’s arguments are invalid; texting does harm students’ formal writing in multiple ways such as: writing texts “concisely” is not beneficial since students will forget how to expand

“Does Texting Affect Writing” is about Michaela Cullington, the author, comparing two opposing perspectives. The perspective is whether texting hinders the formal writing skills of students or not. Millennials are a population that cannot go a day without looking at their phones so, due to the “increasing use of mobile phones, concerns have been raised about its influence on their literacy skills. No matter if it is sending or receiving a text or checking social media sites, technology has taken over the lives of the young generations. The essay “Does Texting Affect Writing?” in They Say, I say exposes how the significant action of texting and using textspeak, i.e. abbreviations and symbols, may be hindering the writing skills of teenaged students. People communicate using textese to “more quickly type what they are trying to say” (Cullington, 2017, p. 361). Textese is a “register that allows omission of words and the use or textisms: instances of non-standard written language such as 4ever” (Van Dijk, 2016). When these people use textese often, it can become habitual and transition into their school assignments. Michaela Cullington constantly repeats words and uses comparisons and abnormalities for the concerns about textspeak, the responses to the concerns, methods and the discussion of findings on the topic to be analyzed.

According to Jame Doubek, in the article “Attention, Students: Put Your Laptops Away”, writing notes by hand is much more effective than typing notes in class.He used an example of Mueller and Oppenheimer’s study that published in Psychological Science to demonstrate that writing notes by hand can be more potent than typing on the computer.First, Mueller and Oppenheimer suggest that with the development of technology, students are relying more on the laptop because laptops are small and and typing notes is much faster than writing by hand, so students love to type notes in class and always “try to transcribe all thing they heard”. However, the more words they copied verbatim, the worse

Reading and Writing is something that is done without even thinking about it, to me it is like a natural instinct that one just has developed over the years. I was surprised with my reading and writing log because I would have never expected to read and write as much as it shows in my daily log that I had to keep for a week. I noticed that I tend to divide my reading and writing into three categories such as school, leisure and work. During the writing diary assignment I had to also keep track of the format I used to read and write. This log showed me that I tend to do about the same amount of use of electronic and physical formats.

The article “The Writings on the Screen” by Tiffany O’Callaghan talks about how this generation reads more frequently, and the style of writing has changed immensely. Tiffany also talks about how taking notes by hand rather than a computer will help you understand the topics of the lecture, and also help you retain the information. She emphasizes on the fact that using a laptop for an educational purpose is problematic, and distracting, not only to yourself, but to others around you. This article also talks about how writing by hand forces your brain to process the information you heard.

First of all, the article states that " Even when studens in the experiment were given a week to study thier notes, thoes who took notes on a laptop preformed worse on a test than students who wrote thier notes by hand." That right there shows that writing is important and will be benifical to the brains learning process. This article also states that, "Typing and printing by hand require individual rather than connected movements like cursive requires. Neither typing nor printing involve communication better both sides of the brain." What I gather from this quote is that it pushes the brain to become strong in thinking by using

But, actually writing something down instead of typing it, has been proven to be more helpful. In one study, psychologists found that students learned more and understood what

In regards to study time, we see that students using the note-taking method spent significantly more time than students who used the 3R or reread-only method. Additionally, we see that those who used the 3R method took more time than those who used the reread only method.

As a read and write learner, I like taking notes in class and I read over these notes or copy them out. I take my time to study at my own pace and in a quiet environment, I love studying ahead of time to gather and collect all the information needed to understand and also learn a new task to achieve new skills I require. When I’m listening to a lecture for instance, I like to take notes, make bullet points for my reading, and I also turn illustrations into words and check the dictionary for word meanings for me to understand when I study. I check out information in library, textbooks and handouts for better

(Bui in Aragon-Mendizabal 2016) This is because cognitive processing is shallower when using a keyboard. (Mueller and Oppenheimer 2014) Most typists tend to take notes verbatim, (Kiewra in Holz 2016) leading to very superficial levels of actual understanding. (Aragon- Mendizabal 2016) On the contrary, higher order thinking such as attention and memory are required when people take hand written notes. (Aragon- Mendizabal 2016) When taking notes longhand, writers must summarize, paraphrase, and relate concepts to one another in order to record the information in a timely enough manner. (University Wire 2016) Also, proofreading abilities are reduced on typed work, possibly due to the over usage of tools such as grammar and spelling check. (Lessien 2013) Success for students who hand write is documented not only for college students, but for young learners as well.

Humans started writing 5000 years[1] back, and since then the written text has been the central ways of consuming and preserving information, only coming second to the verbal exchange of knowledge. Written texts could be found in various forms - books, hand-written notes, manuscripts, printed texts. Libraries have existed for centuries for the sole purpose of preserving these sources of knowledge. Learning happened in a similar way. Students have taken handwritten notes since ages. They preserve these notes for later use as required. Thus, consumption, retrieval, and learning of educational material almost always involved some form of ink and paper until a decade or so back.