Writing an email is one of the most common and broadly used tools for the computer and internet technology. Because of cheaper price and convenience writing an email is replacing other kind of technology like writing traditional litter and sends it by normal post office. In 1998, the Wall Street Journal confirmed that almost four trillion email messages had been exchanged that year as compared to the 107 billion articles sent first –class through the US post office. The use of networking computers to exchange written messages have been generally public seriously began sometimes in the 1990s. It's hardly surprising that commonplace depictions of the linguistic character of email for example uses emoticons or the email medium leads to flaming are not unanimously applicable to the messages written today by grandmothers, job applicants, customers, ordering on-line, or teenage girls chatting through instant messaging.
Also writing an email or using the technology of typing is such an invention. Most of the people that use this technology know how important is to write emails. Writing always appears as a complement to a specific language whatever language it is and it's effect our language in different ways it could be positive and it could be negative effective in our language, it can improves our writing, vocabulary and syntax or it can be a disaster for out language.
Building perfect argue regarding the computer communication which is writing emails still difficult, first of all, using the general email and communicate with other people been around only for about ten years and that's makes the change of the language not really recognizable. Second, most of the research I found out base their research on publicly posted exchange of email messages from short time frame, unable to observe either consistent or evolving practices not compare their results with one on one, or private correspondences (Fliss).
Surveying the growing literature on how to characterize email linguistically, they determine a variety of views of the medium:
- Letters by phone (email as a form of writing).
- Speech by other means (email as a form of speech).
- Mix and match (email as a combination of spoken and written elements).
- E-style (email as a distinct language style).
- Contact system (email as a still-evolving language style).( Dave)
Also there are some people think that communication face to face is much better that writing an email, below you will find schedule declare some differences between characteristics in face to face communication and writing (Dave).
Writing emails or just typing on computer could make us loose our skills in writing and makes us forget how to write some words or how to spill them here is Mr. le in China.
When Mr. Li picked up a pen, he finds that with increasing frequency he can't remember how to write the Chinese characters he learned to write as a child. The delicate strokes scramble themselves in the hazy recesses of his memory, eluding his brain's insistent summons to order. "There are some characters that I can't write with a pen, but if you give me a computer I can type it out," said Mr. Li, a 23-year-old computer teacher who lives in rural Yangshuo in Guangxi province, in southern China.
It has been more than six years since Mr. Li started using a computer for Chinese word processing. It has been just under six years since the characters started slipping away. He estimates that more than 95 percent of his writing is now done by computer. "I can go for a month without picking up a pen," Mr. Li said. Among Chinese speakers, subjective evidence suggests that the use of computers for word processing is mounting a slow but steady stabbing on their ability to write characters by hand. Many Chinese say that could undermine the written language.
In addition, some people think that writing emails and typing is going to change the idea of thinking about language in positive way. However, it's still dumped-down the language, David assert in his book language and the internet that He largely dismisses the common view that online communication (he calls it Net speak) is illiterate and dumped-down language. He agrees that much of it is non-standard, playful, highly deviant in bending the usual rules of language, tolerant of typographic and spelling errors, and full of new words. But he is fascinated by its variety and innovation and devotes much space to describing its special (and evolving) character. He takes a very positive view, suggesting that “The phenomenon of Net speak is going to change the way we think about language in a fundamental way, because it is a linguistic singularity — a genuine new medium”. (David)
On the other hand, writing an email has brought about interesting development in the way writers writes. Electronic writing places a new demand on language that leads to interesting variations in written language. The language of writing an email is marked by features of informal speech and formal writing (Abdullah, 1998).
Besides, this kind of technology has brought a good correction for many writers in order to correct their linguistic, syntax, and grammatical mistakes, also most of the users found out it's really much easier and quicker to commit thoughts in writing and to recognize content because it's is simple to make changes on the electronic screen (Leibowitz, 1999).
While the e-medium has been found to increase collaborative writing activity there are mixed views on whether it has had a similar effect on the quantity and quality of writing done by individual students. Because the e-medium reduces the pressure factor (Leibowitz, 1999) and offers attractive features, it improves students' attitudes towards writing and practicing the target language (Kupelian, 2001) and encourages students to produce more text. In one study, Gonzalez and Perez (2001) found that second-language learners using e-mail for their dialogue journals generated more language than those who used pencil and paper.
However, a second study, which addressed some of the limitations of the first, indicated that the e-mail group did not significantly out-perform the pen-and-pencil group in length of text, grammatical, accuracy or vocabulary. Thus, there is no conclusive evidence that the use of e-mail has any advantages in terms of student performance. In addition, while some studies show that the amount of discourse increases when writing is done via e-mail, the length of "academic" writing does not seem to be affected (Kupelian, 2001).
Although some researchers claim that students proofread more given the ease with which revision can be carried out on-screen, Leibowitz (1999) found that many others rely only on software to check spelling and grammar. Students are also often unwilling to revisit words that have scrolled off their screen. Moreover, rewriting is a slow process and is in conflict with the computer culture that encourages speed. As a result, students are more accustomed to writing in the conversational style of e-mail discussions, but not in formal prose. Even if essays are longer and immaculately word-processed, they may be poorly structured and articulated. There is an "additive style" in the writing, similar to the structure of a small child's speech: "And this happened. And then that. And so then this." While this style is acceptable in online communication, it translates into poor structure in a formal essay.
In another study, Biesenbach and Wiesenforth (2001) examined the texts of writers responding to writing prompts using different media: e-mail and word processing. While there were no obvious differences between e-mail and word-processed writing in the use of cohesive features, they differed in text length, with e-mail responses being significantly shorter than word-processed essays. In word-processed essays, writers make an effort to provide some kind of background information on the topic before responding to the essay prompt, while e-mail writers tend to begin right away by responding the prompt, doing away with contextualized information. This research reveals yet another example of how writing is being shaped by the e-medium.
Moreover, the research on word processors and student writing conducted during the 1980’s and early 1990’s suggests many ways in which writing on computers may help students produce better work. Although much of this research was performed before large numbers of computers were present in schools, formal studies report that when students write on computer they tend to produce more text and make more revisions ( Dauite, 1986; Vacc, 1987). Studies that compare student work produced on computer with work produced on paper find that for some groups of students, writing on computer also had a positive effect on the quality of student writing (Hannafin & Dalton, 1987; Owston, 1991). This positive effect is strongest for students with learning disabilities, early elementary-aged students and college-aged students (Hass & Hayes, 1986; Phoenix & Hannan, 1984; Sitko & Crealock, 1986). Additionally, when applied to meet curricular goals, education technology provides alternative approaches to sustaining student interest, developing student knowledge and skill, and provides supplementary materials that teachers can use to extend student learning.
Although earlier research syntheses reveal just modest trends, individual studies of that age have shown that writing with a computer can increase the amount of writing students perform, the extent to which students edit their writing (Dauite, 1986; Etchinson, 1989; Vacc, 1987), which, in turn, leads to higher quality writing (Hannafin & Dalton, 1987; Kerchner & Kistinger, 1984; Williamson & Pence, 1989). Throughout the 1990’s, however, technology has and continues to develop astonishing pace. Word processing technologies are easier to use and are no longer the classroom novelty they once were. A new generation of studies that examine the impact of word processing on writing fills today’s journals. In response to improvements in word processing and students comfort with technology, the study presented here builds on Cochran-Smith’s (1991) and Bangert-Drowns’(1993) work by integrating research conducted since 1991 that has focused on the impact of word processors on the quantity and quality of student writing.
Meanwhile, several of the excluded studies examined the effect of computers on various aspects of students’ final written products. Examining writing produced by high school students who participated in a computer technology infusion product, Allison (1999) reported improvement in students’ literacy skills, attitudes toward writing, and an increase in the number of students who demonstrated high-order thinking skills in their writing. In a three-week study of 66 sixth graders who were randomly assigned to write on computer or paper, Grejda and Hannafin (1992) found that the quality of student writing was comparable, but students who used word-processors introduced fewer new errors when revising their text as compared to students who re-wrote their work on paper.
Alharthi, Mohammed who is my friend whom has been here in Colorado for almost more then four years and having a very good business in buying and selling cars.
He assert that the electronic mail effect his life and business in very good and professional way and this email is make his life much sophisticated. He announced that before two years he didn't use the email a lot, so on that time the contacting his customer cost him a lot of times , effort and money.
Consequently he has to call people form Saudi Arabia in order to know their requirements about the cars and those phone calling cost him a lot of money and time. Some times he calls them but no body answer leaving a voice mail but they didn't call him again. The businessmen said that the business was almost miserable. In contract, today trading the car become one of the most exciting things due to the electronic mail. Responding to his costumer become faster with email just replay the email on the same time to make the consumer feel much better and to tell them at least the email is received and your order will be delivered on this day instead of call them and lose a lot of times and money.
On the other hand, there are some difficulties with the emails, which some times the email is not clear and the reader can misunderstand it, or it can be undelivered according to network problems. In addition to his business chatting or sending emails to his parents and his family was much easier than before, with email his life came more official and sophisticated and he said that with email he saved a lot of times.
Finally, there are some people have a good impact on their writing using the technology while writing emails or writing papers while others think that using the computer could make them lose their skills and forgetting a lot of vocabulary when they try to write using the pen and paper. Also, computer-assisted writing instruction, particularly word processing, has been shown to improve students’ writing skills. It is highly motivational for students in that many find keyboarding enjoyable, it eases tensions about poor penmanship, it makes revising, editing, and publishing easier, and it encourages students to experiment with different styles of writing. It is faster, allowing for a continuous flow of ideas, and it encourages collaboration with peers in the writing process. (K, Karen)
Other group found out that writing email especially in business could be much better that meeting face to face and comparing writing using technology and using the pen and papers other group figured out when they use technology it could save the time and it's much easier to edit, delete, and modify any thing very easily.
Work Cited
AlHarthi, Mohammed. Personal interview. 15 Jun. 2007.
Allison, B." Facilitating student achievement in writing through the deft
employment of computer technology."1999.
Baron, Naomi. Why Email Looks Like Speech. London: Routledge, 2000.
B, Fliss. The Language of Email, 2003.
Biesenbach-Lucas, S. & Wiesenforth, D.Language Learning and Technology,2001
Crystal, David, Language and Internet. Cambridge University Press : London,2001
Dave Barry.“Wit’s End,” The Washington Post Magazine, March 4, p. 32 .2001.
Daiute, C. Physical and cognitive factors in revising: Insights from studies with computers,1986.
Grejda, G. F. & Hannafin, M. J. (1992). "Effects of word processing on sixth
Graders",1992.
Kupelian, M. "The use of e-mail in the L2 classroom, An overview",2003.
Kerchner, L. B. & Kistinger, B. J. (1984). Language processing/word processing, 1984.
Disability Quarterly, 7(4), 329–335
Trupe, A."Academic Literacy in a Wired World": Redefining Genres for College Writing Courses, 2003.
Sitko, M.C. & Crealock, C. M."A longitudinal study of the efficacy
of computer technology for improving the writing skills of mildly handicapped
adolescents", Washington, DC.1986.
Wolfe, E. W., Bolton, S., Feltovich, B., & Bangert, A.W. "A study of word
processing experience and its effects on student essay writing."1996.
Also writing an email or using the technology of typing is such an invention. Most of the people that use this technology know how important is to write emails. Writing always appears as a complement to a specific language whatever language it is and it's effect our language in different ways it could be positive and it could be negative effective in our language, it can improves our writing, vocabulary and syntax or it can be a disaster for out language.
Building perfect argue regarding the computer communication which is writing emails still difficult, first of all, using the general email and communicate with other people been around only for about ten years and that's makes the change of the language not really recognizable. Second, most of the research I found out base their research on publicly posted exchange of email messages from short time frame, unable to observe either consistent or evolving practices not compare their results with one on one, or private correspondences (Fliss).
Surveying the growing literature on how to characterize email linguistically, they determine a variety of views of the medium:
- Letters by phone (email as a form of writing).
- Speech by other means (email as a form of speech).
- Mix and match (email as a combination of spoken and written elements).
- E-style (email as a distinct language style).
- Contact system (email as a still-evolving language style).( Dave)
Also there are some people think that communication face to face is much better that writing an email, below you will find schedule declare some differences between characteristics in face to face communication and writing (Dave).
Writing emails or just typing on computer could make us loose our skills in writing and makes us forget how to write some words or how to spill them here is Mr. le in China.
When Mr. Li picked up a pen, he finds that with increasing frequency he can't remember how to write the Chinese characters he learned to write as a child. The delicate strokes scramble themselves in the hazy recesses of his memory, eluding his brain's insistent summons to order. "There are some characters that I can't write with a pen, but if you give me a computer I can type it out," said Mr. Li, a 23-year-old computer teacher who lives in rural Yangshuo in Guangxi province, in southern China.
It has been more than six years since Mr. Li started using a computer for Chinese word processing. It has been just under six years since the characters started slipping away. He estimates that more than 95 percent of his writing is now done by computer. "I can go for a month without picking up a pen," Mr. Li said. Among Chinese speakers, subjective evidence suggests that the use of computers for word processing is mounting a slow but steady stabbing on their ability to write characters by hand. Many Chinese say that could undermine the written language.
In addition, some people think that writing emails and typing is going to change the idea of thinking about language in positive way. However, it's still dumped-down the language, David assert in his book language and the internet that He largely dismisses the common view that online communication (he calls it Net speak) is illiterate and dumped-down language. He agrees that much of it is non-standard, playful, highly deviant in bending the usual rules of language, tolerant of typographic and spelling errors, and full of new words. But he is fascinated by its variety and innovation and devotes much space to describing its special (and evolving) character. He takes a very positive view, suggesting that “The phenomenon of Net speak is going to change the way we think about language in a fundamental way, because it is a linguistic singularity — a genuine new medium”. (David)
On the other hand, writing an email has brought about interesting development in the way writers writes. Electronic writing places a new demand on language that leads to interesting variations in written language. The language of writing an email is marked by features of informal speech and formal writing (Abdullah, 1998).
Besides, this kind of technology has brought a good correction for many writers in order to correct their linguistic, syntax, and grammatical mistakes, also most of the users found out it's really much easier and quicker to commit thoughts in writing and to recognize content because it's is simple to make changes on the electronic screen (Leibowitz, 1999).
While the e-medium has been found to increase collaborative writing activity there are mixed views on whether it has had a similar effect on the quantity and quality of writing done by individual students. Because the e-medium reduces the pressure factor (Leibowitz, 1999) and offers attractive features, it improves students' attitudes towards writing and practicing the target language (Kupelian, 2001) and encourages students to produce more text. In one study, Gonzalez and Perez (2001) found that second-language learners using e-mail for their dialogue journals generated more language than those who used pencil and paper.
However, a second study, which addressed some of the limitations of the first, indicated that the e-mail group did not significantly out-perform the pen-and-pencil group in length of text, grammatical, accuracy or vocabulary. Thus, there is no conclusive evidence that the use of e-mail has any advantages in terms of student performance. In addition, while some studies show that the amount of discourse increases when writing is done via e-mail, the length of "academic" writing does not seem to be affected (Kupelian, 2001).
Although some researchers claim that students proofread more given the ease with which revision can be carried out on-screen, Leibowitz (1999) found that many others rely only on software to check spelling and grammar. Students are also often unwilling to revisit words that have scrolled off their screen. Moreover, rewriting is a slow process and is in conflict with the computer culture that encourages speed. As a result, students are more accustomed to writing in the conversational style of e-mail discussions, but not in formal prose. Even if essays are longer and immaculately word-processed, they may be poorly structured and articulated. There is an "additive style" in the writing, similar to the structure of a small child's speech: "And this happened. And then that. And so then this." While this style is acceptable in online communication, it translates into poor structure in a formal essay.
In another study, Biesenbach and Wiesenforth (2001) examined the texts of writers responding to writing prompts using different media: e-mail and word processing. While there were no obvious differences between e-mail and word-processed writing in the use of cohesive features, they differed in text length, with e-mail responses being significantly shorter than word-processed essays. In word-processed essays, writers make an effort to provide some kind of background information on the topic before responding to the essay prompt, while e-mail writers tend to begin right away by responding the prompt, doing away with contextualized information. This research reveals yet another example of how writing is being shaped by the e-medium.
Moreover, the research on word processors and student writing conducted during the 1980’s and early 1990’s suggests many ways in which writing on computers may help students produce better work. Although much of this research was performed before large numbers of computers were present in schools, formal studies report that when students write on computer they tend to produce more text and make more revisions ( Dauite, 1986; Vacc, 1987). Studies that compare student work produced on computer with work produced on paper find that for some groups of students, writing on computer also had a positive effect on the quality of student writing (Hannafin & Dalton, 1987; Owston, 1991). This positive effect is strongest for students with learning disabilities, early elementary-aged students and college-aged students (Hass & Hayes, 1986; Phoenix & Hannan, 1984; Sitko & Crealock, 1986). Additionally, when applied to meet curricular goals, education technology provides alternative approaches to sustaining student interest, developing student knowledge and skill, and provides supplementary materials that teachers can use to extend student learning.
Although earlier research syntheses reveal just modest trends, individual studies of that age have shown that writing with a computer can increase the amount of writing students perform, the extent to which students edit their writing (Dauite, 1986; Etchinson, 1989; Vacc, 1987), which, in turn, leads to higher quality writing (Hannafin & Dalton, 1987; Kerchner & Kistinger, 1984; Williamson & Pence, 1989). Throughout the 1990’s, however, technology has and continues to develop astonishing pace. Word processing technologies are easier to use and are no longer the classroom novelty they once were. A new generation of studies that examine the impact of word processing on writing fills today’s journals. In response to improvements in word processing and students comfort with technology, the study presented here builds on Cochran-Smith’s (1991) and Bangert-Drowns’(1993) work by integrating research conducted since 1991 that has focused on the impact of word processors on the quantity and quality of student writing.
Meanwhile, several of the excluded studies examined the effect of computers on various aspects of students’ final written products. Examining writing produced by high school students who participated in a computer technology infusion product, Allison (1999) reported improvement in students’ literacy skills, attitudes toward writing, and an increase in the number of students who demonstrated high-order thinking skills in their writing. In a three-week study of 66 sixth graders who were randomly assigned to write on computer or paper, Grejda and Hannafin (1992) found that the quality of student writing was comparable, but students who used word-processors introduced fewer new errors when revising their text as compared to students who re-wrote their work on paper.
Alharthi, Mohammed who is my friend whom has been here in Colorado for almost more then four years and having a very good business in buying and selling cars.
He assert that the electronic mail effect his life and business in very good and professional way and this email is make his life much sophisticated. He announced that before two years he didn't use the email a lot, so on that time the contacting his customer cost him a lot of times , effort and money.
Consequently he has to call people form Saudi Arabia in order to know their requirements about the cars and those phone calling cost him a lot of money and time. Some times he calls them but no body answer leaving a voice mail but they didn't call him again. The businessmen said that the business was almost miserable. In contract, today trading the car become one of the most exciting things due to the electronic mail. Responding to his costumer become faster with email just replay the email on the same time to make the consumer feel much better and to tell them at least the email is received and your order will be delivered on this day instead of call them and lose a lot of times and money.
On the other hand, there are some difficulties with the emails, which some times the email is not clear and the reader can misunderstand it, or it can be undelivered according to network problems. In addition to his business chatting or sending emails to his parents and his family was much easier than before, with email his life came more official and sophisticated and he said that with email he saved a lot of times.
Finally, there are some people have a good impact on their writing using the technology while writing emails or writing papers while others think that using the computer could make them lose their skills and forgetting a lot of vocabulary when they try to write using the pen and paper. Also, computer-assisted writing instruction, particularly word processing, has been shown to improve students’ writing skills. It is highly motivational for students in that many find keyboarding enjoyable, it eases tensions about poor penmanship, it makes revising, editing, and publishing easier, and it encourages students to experiment with different styles of writing. It is faster, allowing for a continuous flow of ideas, and it encourages collaboration with peers in the writing process. (K, Karen)
Other group found out that writing email especially in business could be much better that meeting face to face and comparing writing using technology and using the pen and papers other group figured out when they use technology it could save the time and it's much easier to edit, delete, and modify any thing very easily.
Work Cited
AlHarthi, Mohammed. Personal interview. 15 Jun. 2007.
Allison, B." Facilitating student achievement in writing through the deft
employment of computer technology."1999.
Baron, Naomi. Why Email Looks Like Speech. London: Routledge, 2000.
B, Fliss. The Language of Email, 2003.
Biesenbach-Lucas, S. & Wiesenforth, D.Language Learning and Technology,2001
Crystal, David, Language and Internet. Cambridge University Press : London,2001
Dave Barry.“Wit’s End,” The Washington Post Magazine, March 4, p. 32 .2001.
Daiute, C. Physical and cognitive factors in revising: Insights from studies with computers,1986.
Grejda, G. F. & Hannafin, M. J. (1992). "Effects of word processing on sixth
Graders",1992.
Kupelian, M. "The use of e-mail in the L2 classroom, An overview",2003.
Kerchner, L. B. & Kistinger, B. J. (1984). Language processing/word processing, 1984.
Disability Quarterly, 7(4), 329–335
Trupe, A."Academic Literacy in a Wired World": Redefining Genres for College Writing Courses, 2003.
Sitko, M.C. & Crealock, C. M."A longitudinal study of the efficacy
of computer technology for improving the writing skills of mildly handicapped
adolescents", Washington, DC.1986.
Wolfe, E. W., Bolton, S., Feltovich, B., & Bangert, A.W. "A study of word
processing experience and its effects on student essay writing."1996.
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