Course 2 Acceptance of Errors in Written Communication

Language is constantly evolving, and so we must begin to accept - and even teach – the shortened forms of communication that are used with technology. This language may contain abbreviations, symbols (emoticons) and even untraditional grammar and punctuation, which would be considered “errors” in many classrooms. We accept different forms of oral communication without penalty … we should do the same with written communication

I believe that the level of acceptable errors is directly related to the purpose of the writing. If the writing is just for oneself, like a diary, journal, or shopping list, it can have errors. However, if someone is communicating with someone else, errors are less acceptable. Normally, when I email people, I use a salutation, and sign my name. This includes friends and family. I find it disrespectful to do otherwise. If I'm really in a super hurry, I sometimes just respond without the salutation or my name.If the person writing me uses such a format, I am more likely to respond as such. This has to do more with format than errors, but I still think it's important.

Children learning how to write should definitely learn how to write in complete sentences. It concerns me that many teens, who may have never learned how to write properly, text their friends so often that they transfer such terms to everyday writing. I don't know how they will write more formally when they get so used to it. That will affect their performance in university and jobs. It's fine to have learned how to write in complete thoughts or sentences and then shorten them, but it's never acceptable, in my opinion, to teach children or ESL students how to write shortened sentences without having learned how to write complete sentences first.

What really bothers me is the acceptance of incomplete sentences in books.Some novels that have received awards have sentences such as: He really wanted that car. Really. Not fair. Not fair at all. There's a place for shortened communication, but incomplete sentences in literature, especially children's literature, is unacceptable. They start to assimilate the incorrect sentence structures and then think it's normal to write like that. Some would argue that that's the way people talk, it's real. It doesn't matter to me if it's real or not. People reading incomplete sentences will internalize it.

Teaching shortened forms after teaching complete sentences is fine. However, you would never catch me teaching texting terms for writing. First of all, I don't know them and second, people pick up on them through social pressure to conform. Somehow, to me, teaching such shortened forms of communication validates them. I just can't do that.

This topic reminds me of the idea that teachers shouldn't correct students' spelling. For many years phonics was taboo. Unfortunately, the students who grew up under that philosophy are some of the worst spellers I have ever seen. It's too bad that pendulum swings in philosophy, instead of logical reasoning, are used to influence education.