ORAL PRESENTATION:
Now that you have compiled information regarding your topic, create a speech using that material.
You will make a 6-8 minute oral presentation to the class about something regarding your issue. With the research you’d completed, you have discovered some problems associated with your issue.
You must use Problem/(Cause)/Solution organizational pattern. Define the problem(s) (remember your classmates have not read your paper), and give us a proposed solution.
This will be a Speech of Policy. Your goal is to use ethical methods and appeals to get your audience to DO SOMETHING about the problem you’ve brought to our attention.
Use a minimum of three oral citations. These should come from credible sources.
You may use five note cards (5, 3×5, written on one side only) and deliver your presentationextemporaneously
Practice your presentation so you know it will fit the time requirements.
This presentation is persuasive in nature so you will be taking a stand and providing evidence and using reason to support your argument.
Visual aids are REQUIRED. Note: this is different from your visual essay. Paper Outline
Purpose of the paper: to explore the impacts of social networks on Professional Writing Aspect
of Human Communication
Introduction: This section introduces the research topic by explaining how social networks are
used in human communication
Overview and background: This section briefly explains some of the issues experienced in
social networks on human communication
Description of the issue’s current state: This section offers an in-depth literature view of the
negative impacts of social networks on formal writing including linguistic errors as well as
grammatical errors
Discussion: this section assesses the impacts of social media on formal writing and
communication, particularly on individuals learning English as a second language
Conclusion: Thus section offers my stance on the impact of social networks on formal writing.
References
Abbas, Jaffar et al. “The Impact of Social Media On Learning Behavior for Sustainable
Education: Evidence of Students From Selected Universities In Pakistan.” Sustainability,
vol. 11 , no.6. (2019). doi: 10.3390/su11061683
Boot, Anourt, et al. “How character limit affects language usage in tweets.” Palgrave
Communication, vol. 5, no. 76, 2021. https://doi.org/10.1057/s41599-019-0280-3
Hashim, Harwati, Melor, Yunus, Nur, Ibrahim, et al. “Social Media and Its Impact on Students’
Writing Skills.” International Journal of Engineering & Technology [Online], vol. 7, no.
4, 2018, 102-106.
Jabeen, Agsa, Kazemian, Bahram and Shahbaz, Muhammad. “The Role of Error Analysis in
Teaching and Learning of Second and Foreign Language.” Education and Linguistics
Research, vol. 1, no. 2, pp. 52-62. DOI:10.5296/elr.v1i1.8189.
Lakhal, Mounim. “Social Media use and its Effects on writing Ability among Moroccan
University EFL Students.” International Journal Of English Literature And Social
Sciences, vol. 6, no. 3, 2021, pp. 132-143. doi: 10.22161/ijels.63.21
Roelofse, Louis. Investigating the impact of FACEBOOK-speak on the written academic work of
learners in a Western Cape high school. 2013. Stellenbosch University, Master’s thesis.
https://core.ac.uk/download/pdf/37420667.pdf
Ruben, Mollie A et al. “Is Technology Enhancing or Hindering Interpersonal Communication? A
Framework and Preliminary Results to Examine the Relationship Between Technology
Use and Nonverbal Decoding Skill.” Frontiers in psychology vol. 11 611670. 15 Jan.
2021, doi:10.3389/fpsyg.2020.611670
Songxaba, Sister L. and Limkani Sincuba. “The effect of social media on English second
language essay writing with special reference to WhatsApp.” Reading & Writing, vol.
10, no. 1. https://doi.org/10.4102/rw.v10i1.179
Name:
General Purpose:________________________________________________________
Specific Purpose:________________________________________________________
1. Introduction
I. Attention getter:
___________________________________________________________________________
II. Reason to Listen:
___________________________________________________________________________
III. Creditability statement
___________________________________________________________________________
IV. Thesis: (One sentence)
___________________________________________________________________________
2. Body
A. ___________________________________________________________________________
a. ____________________________________________________________________
i. ______________________________________________________________
ii. ______________________________________________________________
b. ____________________________________________________________________
B. ___________________________________________________________________________
a. ____________________________________________________________________
b. ____________________________________________________________________
C. ___________________________________________________________________________
a. ____________________________________________________________________
b. ____________________________________________________________________
3. Conclusion
I. Restate thesis (write this out)
___________________________________________________________________________
II. WOW statement.
__________________________________________________________________________
Works Cited
Andrew Thawng
Professor Crowley
CMST 110
March 30, 2022
Adverse Effects of Social Network Communication on Professional Writing
Communication
Significant technological advancements since the late 20th Century have substantially
changed human communication both positively and negatively. Essentially, technology-mediated
communication currently makes up one of the main forms of human communication, which
entails the use of information and communication technology to facilitate human communication
between people (Ruben et al., 2021). Human communication is mediated through technologies
by using smartphones, emails, social media, blogging, and instant/direct messaging among
others. Moreover, technology-mediated communication also involves the use of core aspects of
human communication, including verbal communication, written communication, and nonverbal cues, such as expressing emotions through emoticons and emojis (Abbas et al., 2019). In
particular, social media is one of the most common types of technology-mediated
communication, which has become ubiquitous in our everyday life in both formal as well as
informal settings. Moreover, social networking is commonly used for socializing, meeting new
people, and information seeking.
Similarly, writing is a core aspect of human communication and commonly used in most
technology-mediated communication. Written information and messages are used in social
networks to communicate an individual’s needs and ideas. In particular, a distinct aspect of
written human communication is that the semantic and usage of words written must follow
specific structures, such as grammar, which effectively relay the meaning of the text; otherwise,
it would result to misunderstandings of the text (Lakhal, 2021). Furthermore, effective writing
skills are crucial for academic and professional success as well as in effective mass
communication. Nevertheless, social networking, as a technology mediated form of
communication, is shown to affect written communication, where it is shown to disregard crucial
elements of writing including lexis and syntax rule as well as rules of grammar in general.
In this light, the purpose of this paper is to assess the negative impacts of social
networking communication on formal writing, particularly in professional and academic settings.
Resultantly, this will help us make a stance on whether social media communication has either
detrimental or beneficial impacts on written communication and thus human communication in
general.
Overview and background of the Effects of Social Networks on Written Communication
Social media is a crucial technology-mediated communication channel that is considered
as convenient way for people, and businesses, to interact as well as socialize. Students and
professional normally use social media to express their opinions and ideas as well as seek
information. Essentially, the concept of social media networking started as part of the Internet
version 2.0 in early 21st Century, which allowed users to read as well as publish content in the
internet. This led to the development of social networking websites such as LinkedIn, Twitter,
Instagram, TikTok and Facebook, which were commonly used for informal communication and
interactions among people as well as their social circles. Currently, the use of social networks is
viewed as a cost-effective communication channel in enhancing public relations, mass
communication, and learning among others.
Writing is the most common form of communication on social networking platforms.
Essentially, writing involves converting spoken language into a readable textual form. As a
global language, effective formal writing in English is a major skill requirement in the labor
market as well as increases a student’s academic progress (Songxaba & Sincuba, 2019).
Specifically, to be able to effectively communicate in English through writing mainly involves
appropriately applying the established syntactical and grammatical rules that ensure the meaning
of the scrip is effectively disseminated to the readers, otherwise it would lead to
misunderstanding. Nevertheless, several researchers, teachers, and employers have highlighted
that most students and job seekers have problems in writing formally, which is largely associated
with the extensive use of social media.
Current Issues on English Writing Proficiency among Students and Professionals amidst
Social Networks
Currently, most students and teachers as well as companies have adopted the use of social
media to enhance communication at school and business settings due to their cost effective value
proposition. Nevertheless, some of the features enacted into these social networks are shown to
impact formal writing rules that are essential for formal communication. For instance, most
social networks have features that limit the number of characters, or words, that can be posted,
which normally influence users to shorten their messages are required by the platform.
Consequently, various researchers assert that such textual post constraints mainly impact
conventional sentence structures and word forms, which are essential for formal communication
(Boot et al. 2019). This is because such features lead to the extensive use of abbreviations as well
as shortening of words, which may have detrimental effects on an individual’s ability to write
formally. Additionally, such social network writing mechanisms are likely to impact their ability
to follow the established English language system for formal written communication (Roelofse,
2013; Jabeen, 2015; Abbas et al., 2019).
Moreover, the use of internet slang for communication in social networks is shown to
largely affect an individual’s ability to effectively learn English vocabulary that is crucial for
effectively communicating on a professional and academic level. Moreover, Hashim et al. (2018)
asserted that most students were unable to commendably write in formal English despite having
learnt English for at least 10 years in school, which was largely influenced by how they engage
in English writing over social network. Contextually, the amount of contact of students and
individuals in general on social was also shown to largely affect their ability to effectively learn
and assimilate formal writing practices, which affect their literacy levels in formal
communication. Generally, written communication over social media is shown to be largely
influenced by novel ways of expressing written information, which change how people read,
write, and perceive information.
Furthermore, the use of social networking platforms for communication is shown to
affect human communication since users are required to apply “a multimodal approach of
embedding and combining words and written texts from numerous sites,” which affects an
individual’s ability to write formally (Songxaba & Sincuba, 2019). This influences systemic
errors in formal written text whereby users repeatedly make grammatical and structural errors in
their formal written communication, since this is their common mode of expressing themselves.
As a result, this is likely to affect how people address each other in both online as well as face to
face, thus affecting human communication.
Discussion
Nevertheless, social networking is also shown to enhance human communication by
offering convenient ways for people to interact, express themselves, as well as learn.
Furthermore, the global aspect of social media also facilitates learning among individuals by
exposing individuals to various social and cultural ideals that are crucial for learning.
Nevertheless, the unregulated communication and information sharing over social media is
shown to lead to information overload, which is likely to affect an individual’s learning curve.
As well, it was found out that the shortening of words and use of abbreviations as
commonly done on social network platforms has negative impacts on English writing skills,
particularly for English as a second language learners. This is because of the writing errors done
on social media are likely to feature in formal writing, which is likely to contaminate the few
English writing rules they already know. As aforementioned, the omission of words and use of
numbers in textual words is likely to be unconsciously committed by students in formal writing
settings, which will affect an individual’s competency as well as status as a competent individual
for a particular professional position. Thus, the writing errors also impact a student’s academic
performance as well as ability to progress into tertiary education.
Conclusion
In general, social media is shown to significantly impact formal writing and
communication skills. This was largely associated with certain constraining features in social
networks that encourage writing errors, such as limits on maximum character for posting textual
information, which influences users to heavily use abbreviations as well as change sentence
structures and grammar so as to meet the posting limitations. Moreover, the increased contact
between writing on social media is likely to override the limited knowledge on formal learning
that an individual learns and thus largely affects their ability to writing formally.
In this light, I do believe that social networks do indeed affect students’ ability to communicate
in writing, especially in formal contexts. Nevertheless, since social media makes up a central
part of our lives, such issues should be addressed by establishing better and more effective ways
that will lessen such issues. As well, social networks should also offer writing error analysis
based on a user’s locale settings in order to reduce their negative impact on human
communication. In general, the formal writing issues influenced by social networks should
therefore empower language teachers in planning educational materials that will help learners
avoid such errors and thus enhance human communication on both digital as well as face-to-face
communication.
Works cited
Abbas, Jaffar et al. “The Impact of Social Media On Learning Behavior for Sustainable
Education: Evidence of Students From Selected Universities In Pakistan.” Sustainability,
vol. 11 , no.6. (2019). doi: 10.3390/su11061683
Boot, Anourt, et al. “How character limit affects language usage in tweets.” Palgrave
Communication, vol. 5, no. 76, 2021. https://doi.org/10.1057/s41599-019-0280-3
Hashim, Harwati, Melor, Yunus, Nur, Ibrahim, et al. “Social Media and Its Impact on Students’
Writing Skills.” International Journal of Engineering & Technology [Online], vol. 7, no.
4, 2018, 102-106.
Jabeen, Agsa, Kazemian, Bahram and Shahbaz, Muhammad. “The Role of Error Analysis in
Teaching and Learning of Second and Foreign Language.” Education and Linguistics
Research, vol. 1, no. 2, pp. 52-62. DOI:10.5296/elr.v1i1.8189.
Lakhal, Mounim. “Social Media use and its Effects on writing Ability among Moroccan
University EFL Students.” International Journal Of English Literature And Social
Sciences, vol. 6, no. 3, 2021, pp. 132-143. doi: 10.22161/ijels.63.21
Roelofse, Louis. Investigating the impact of FACEBOOK-speak on the written academic work of
learners in a Western Cape high school. 2013. Stellenbosch University, Master’s thesis.
https://core.ac.uk/download/pdf/37420667.pdf
Ruben, Mollie A et al. “Is Technology Enhancing or Hindering Interpersonal Communication? A
Framework and Preliminary Results to Examine the Relationship Between Technology
Use and Nonverbal Decoding Skill.” Frontiers in psychology vol. 11 611670. 15 Jan.
2021, doi:10.3389/fpsyg.2020.611670
Songxaba, Sister L. and Limkani Sincuba. “The effect of social media on English second
language essay writing with special reference to WhatsApp.” Reading & Writing, vol.
10, no. 1. https://doi.org/10.4102/rw.v10i1.179
ADVERSE EFFECTS OF SOCIAL NETWORK
ADVERSE EFFECTS
OF SOCIALWRITING
COMMUNICATION
ON PROFESSIONAL
NETWORK COMMUNICATION
COMMUNICATION
By
Andrew Thawng
INTRODUCTION
▪ Technology-mediated communication has
revolutionized human communication by offering
cost-effective and flexible ways of human
interaction and socializing
▪ Social media refers to an online form of
communication (Abbas et al., 2019).
▪ Social media support textual, verbal, and non-verbal
human communication.
▪ Social media is shown to significantly impact written
communication, since text-based messages are
commonly used than even verbal communication.
▪ This prompts the need to assess the impact of social
media on formal writing communication.
OVERVIEW
▪
The use of social media in human communication begun in early
21st Century with advent of social media platforms.
▪
Social media has significantly changed human communication
▪
Social media has increased accessibility of information among
various audiences and thus promoted its usage in business
marketing as well as in the education sector.
▪
The English language is commonly used in social media since it
is considered a formal language in numerous countries around
the world.
▪
The use of informal writing styles in social media is seen to have
potential impacts on formal writing, including affecting student’s
ability to effectively write and express themselves formally in
English (Songxaba and Sincuba, 2019).
CURRENT ISSUES ON ENGLISH
WRITING PROFICIENCY
▪
Currently, most students and teachers as well as companies have adopted the
use of social media to enhance communication at school and business settings
▪
Some social media features, such low word limit and use of emojis, influence
formal writing issues, such as use of abbreviations
▪
This has led to everyday use of abbreviated words as well as informal
sentence structures that enhance informal communication on social media.
▪
The repeated use of informal English writing styles is likely to affect their
English formal writing skills where students’ ability to write formally is
affected, especially those learning English as a second language.
▪
The negative impacts include:
▪
Inability to effectively write formally due to high amount of contact with informal
English writing
▪
The extensive use of word shortening and abbreviations on social media
▪
Systemic structural and grammatical errors in written communication
DISCUSSION
▪ Nevertheless, English writing on social media is also shown to positively
affect formal writing skills through:
▪
Improving an individual’s English vocabulary
▪
Promoted self-learning and improvement in English
▪
Increased a user’s ability to seek information and learning
CONCLUSION
▪
The use of social media is shown to have both positive and negative formal English
writing.
▪
Clearly, social media has a negative impact on formal English writing skills among its
users, especially students and individuals learning English as a second language.
▪
Despite of the positive impacts of social media in written communication, it is important
that informal and formal English writing styles are clearly distinguished in order to
enable students still maintain their formal writing skills despite their extensive exposure
to informal written communication through social media.
WORKS CITED
▪ Abbas, Jaffar et al. “The Impact of Social Media On Learning Behavior for Sustainable Education:
Evidence of Students From Selected Universities In Pakistan.” Sustainability, vol. 11 , no.6. (2019).
doi: 10.3390/su11061683
▪ Boot, Anourt, et al. “How character limit affects language usage in tweets.” Palgrave Communication,
vol. 5, no. 76, 2021. https://doi.org/10.1057/s41599-019-0280-3
▪ Hashim, Harwati, Melor, Yunus, Nur, Ibrahim, et al. “Social Media and Its Impact on Students’ Writing
Skills.” International Journal of Engineering & Technology [Online], vol. 7, no. 4, 2018, 102 -106.
▪ Jabeen, Agsa, Kazemian, Bahram and Shahbaz, Muhammad. “The Role of Error Analysis in Teaching
and Learning of Second and Foreign Language.” Education and Linguistics Research, vol. 1, no. 2, pp.
52-62. DOI:10.5296/elr.v1i1.8189.
▪ Lakhal, Mounim. “Social Media use and its Effects on writing Ability among Moroccan University
EFL Students.” International Journal Of English Literature And Social Sciences, vol. 6, no. 3, 2021, pp.
132-143. doi: 10.22161/ijels.63.21
▪ Roelofse, Louis. Investigating the impact of FACEBOOK-speak on the written academic work of
learners in a Western Cape high school. 2013. Stellenbosch University, Master’s thesis.
https://core.ac.uk/download/pdf/37420667.pdf
▪ Ruben, Mollie A et al. “Is Technology Enhancing or Hindering Interpersonal Communication? A
Framework and Preliminary Results to Examine the Relationship Between Technology Use and
Nonverbal Decoding Skill.” Frontiers in psychology vol. 11 611670. 15 Jan. 2021,
doi:10.3389/fpsyg.2020.611670
▪ Songxaba, Sister L. and Limkani Sincuba. “The effect of social media on English second language
essay writing with special reference to WhatsApp.” Reading & Writing, vol. 10, no. 1.
https://doi.org/10.4102/rw.v10i1.179