Ohio Resource Center > Record > Generation TeXt: Exploring the Differences Between Conversational and Formal Writing Styles


ORC Resource Number #1414

Generation TeXt: Exploring the Differences Between Conversational and Formal Writing Styles

http://www.nytimes.com/learning/teachers/lessons/20020919thursday.html

PROFESSIONAL COMMENTARY
This lesson prompts students to consider the appropriateness of different writing styles based on purpose and audience. Students begin by discussing the influence text messaging has had on academic writing. This lesson prompts students to consider the appropriateness of different writing styles based on purpose and audience. Students begin by discussing the influence text messaging has had on academic writing. Responding to topics in writing, first in an informal conversational or instant messaging style, then in a conventional academic style, students work cooperatively to create effective thesis statements. Links to additional resources are also provided at this web site. (author/ncl)

CAREER APPLICATION
Instant messaging is catching on as a business tool as well as a social phenomenon. Technical and business students who use this resource need to learn to differentiate between the use of informal English and the more formal business conventions. Instant messaging is catching on as a business tool as well as a social phenomenon. Technical and business students who use this resource need to learn to differentiate between the use of informal English and the more formal business conventions. The site is modern and will interest any student who enjoys "instant messaging" friends or family as a way of communication. The lesson parts are fun and interesting for students. This resource provides a great lesson for all levels of computer user. Spin-offs from these lessons could include making classroom posters on text shortcuts and emoticons used commonly in computer lingo.

OHIO STANDARDS

English Language Arts Standards

Writing Process Standard

Benchmarks (5 - 7)

A.	Generate writing topics and establish a purpose appropriate for the audience.
B.	Determine audience and purpose for self-selected and assigned writing tasks.
D.	Use revision strategies to improve the overall organization, the clarity and consistency of ideas within and among paragraphs and the logic and effectiveness of word choices.

Benchmarks (8 - 10)

A.	Formulate writing ideas and identify a topic appropriate to the purpose and audience.
C.	Use revision strategies to improve the style, variety of sentence structure, clarity of the controlling idea, logic, effectiveness of word choice and transitions between paragraphs, passages or ideas.

Grade Level Indicators (Grade 6)

3.	Establish a thesis statement for informational writing or a plan for narrative writing.
4.	Determine a purpose and audience.
9.	Vary language and style as appropriate to audience and purpose.

Grade Level Indicators (Grade 7)

3.	Establish a thesis statement for informational writing or a plan for narrative writing.
4.	Determine a purpose and audience

Grade Level Indicators (Grade 8)

3.	Establish a thesis statement for informational writing or a plan for narrative writing.
4.	Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure and point of view) to address purpose and audience.

Grade Level Indicators (Grade 9)

3.	Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing.
4.	Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure and point of view) to address purpose and audience.

Grade Level Indicators (Grade 10)

3.	Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing.
4.	Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure, and point of view) to address purpose and audience.

Writing Conventions Standard

NATIONAL STANDARDS

Standards for the English Language Arts

Write, speak, and visually represent to create text

Language diversity and competency

Purposes for using spoken, written, and visual language

RESOURCE TYPE

Instructional Resource

PRACTICE LEVEL

Promising Practice

STANDARDS ALIGNMENT

Grades 6 - 10

CAREER FIELDS

Business & Administrative Services;
Information Technology;
General Career Skills

TOPICS

English Language Arts --
Writing;
Grammar & Conventions;
Writing Process;
Literature;
Nonfiction

OHIOWINS TOPICS

Writing Process;
Audience & Purpose;
Literature;
Nonfiction

FOUND IN

AdLIT
Standards First
OhioWINS

KEYWORDS

academic writing;
informal writing;
thesis statement;
peer editing;
writing style

Author: Clayton DeKorne
Publisher: The New York Times Company