Andrew Jackson was born on March 15, 1767 in Lancaster County, straddling the state line of both North and South Carolina. Although both states claimed Jackson as their own, he himself always stated that South Carolina was his home. His parents were Presbyterian Scottish-Irish immigrants and Jackson was born just weeks after the death of his father. When Jackson was thirteen, the American Revolutionary war was going on, and Jackson joined his local regiment as a courier. During the war, Jackson and his brother, Robert Jackson, were taken prisoner by the British and nearly starved to death. Both brothers contracted smallpox during their imprisonment and Robert died days after his release was secured. Jackson's entire immediate family died due to the war, leaving Jackson with a permanent hate for the British.
[...] He asserted the following: popularity of text messaging may also explain the penchant among the Junior Cert students for short, sharp answers with little elaboration. The examiner complains how many candidates were "choosing to answer sparingly, even minimally, rather than seeing questions as invitations to explore the territory they had studied and to express the breadth and depth of their learning and understanding." The examiner recognized some exceptional pieces of writing, but went on to say that most of the candidates still needed learn how to develop their writing to be more personally expressive. [...]
[...] For some it is difficult to see an instant message as being an avenue for intellectual thinking and writing. However, studies have shown that teenagers who use this type of short message system are creative writers, analyzing thinkers, and language innovators. A recent study conducted by linguists at the University of Toronto studied the instant messaging practices of 71 young people ages 15 to 20 years old. Researchers Derik Denis and Sali Tagliamonte found that teenagers are pulling from many linguistic resources available to them. [...]
[...] And yet, All is not lost It is clear that panic has risen about the effect of short messaging systems on the literacy of teenagers and young adults. Some scholars, professors and parents have fallen on the side of texting and instant messaging slowly destroying standards of English in today's youth. However, with as many valid reasons for regulating or rethinking the use of these systems, some feel there are as many reasons to embrace them. Although the naysayer of this new technology has valid reasons, there is not much backed up by empirical data. [...]
[...] The study examined 39 Stanford undergraduates and how they rated particular texts. In all three studies, the undergraduates gave a negative evaluation of texts that contained complex wording (Pg.152).This goes along with the popular notion that freshman college students tend to inflate their writing with unnecessary words to impress their teachers. However, most teachers see this action as inauthentic especially if they started out with simpler language. So that leaves me with another question concerning instant messaging and texting young people. [...]
[...] Like dams that try to block flood waters, putting restrictions and limitations on these technologies may be more futile than effective. Even as the issue is being discussed, the proliferation of these technologies is growing stronger and faster. We can decide to help students navigate through the formal academic world and their instant messaging and texting world, showing them that there are some places they can overlap and some places they probably should not. However, if we do not act soon we may find ourselves being flooded by something we have not taken the time to fully comprehend. [...]
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