I'm teaching a 200-level "Writing for the Internet" class, with students ranging from seniors to first-semester freshmen.  Our opening unit is on social, academic, and professional conventions, foregrounding the fact that the internet on which young people play and learn is the same internet in which the adults in their lives are teaching and working (and playing, and learning).

Senior Denamarie Ercolani, responding to an April NYT article about the prevalence of IM shortcuts in high-schoolers' written work, writes

I, personally, have never used emoticons, text shortcuts or omitted proper grammar and puncuation in my schoolwork, but outside of essays and other schoolwork, I find myself using this new form of communication frequently. Any type of writing is real writing even if it is improper.

You can see for yourself what some other students had to say about that article.  In a comment on Denamarie's blog, MS replied:

As an English teacher, all that I have to say is that these IM's and text messages are destroying the English language faster than anything else... This abomination of our language is not cute, hip or expressive; it is dangerous.

I sympathize deeply with MS, and expect that any student of MS's will be well prepared for the rigors of college writing.  Yet I can't share MS's hatred of txtspk -- a wildly successful, specialized offshoot of English, characterized by its reliance upon thumb power, creative use of abbreviations, and the expectation that any useful bit of communication will likely involve numerous rapid back-and-forth sallies.

High-profile sports columnist Jay Mariotti, who dramatically quit the Sun-Times, saying newspapers are a dying industry, seems to have fallen in love with the Web. His former old media comrades aren't buying it.

Roger Ebert:

You signed a new contract, waited until days after the newspaper had paid for your trip to Beijing at great cost, and then resigned with a two-word e-mail: "I quit.".... The fact that you saved your attack for TV only completes our portrait of you as a rat.

[...]

Newspapers are not dead, Jay, because there are still readers who want the whole story, not a sound bite. If you go to work for television, viewers may get a little weary of you shouting at them. You were a great shouter in print, that's for sure, stomping your feet when owners, coaches and players didn't agree with you. It was an entertaining show. Good luck getting one of your 1,000-word rants on the air.

Chris Deluca:

And now Mariotti says the printed page is a dinosaur. He has embraced the Internet as his new forum.

We're talking about a columnist who detested bloggers -- mainly because he was easy fodder for their biting humor. He acted as if he stood on a level above bloggers. Most of the better bloggers have the kind of wit he couldn't touch.

Are bloggers bad? Absolutely not.

But those of us who work at newspapers have one edge over the blogging world. We have access to the players, coaches, managers and front-office executives. We can talk to key figures on and off the record to get insight unavailable to others. It's a privilege most of us don't take lightly. To not use it to our advantage is a waste -- of our energy and the readers' time.

The possibilities make the mind reel.

YouTube Comment Snob is a Firefox extension that filters out undesirable comments from YouTube comment threads. You can choose to have any of the following rules mark a comment for removal:

• More than # spelling mistakes: The number of mistakes is customizable, and the extension uses Firefox's built-in spell checker.
• All capital letters
• No capital letters
• Doesn't start with a capital letter
• Excessive punctuation (!!!! ????)
• Excessive capitalization
• Profanity

My colleague Lee McClain passed this article on to me -- via a post-it note attached to the dead-tree edition of the story.

"Move over, mainstream media, it's the voter's turn," says the blurb for an event called: "Tapping the Creative Community: The Power of Voter Generated Media."

To be sure, there are television satellite trucks parked in the parking lots around the Pepsi Center, blow-dried anchormen speaking earnestly into cameras and dignified, old hands like Bob Schieffer of CBS roaming about the hall.

But in the media security lines snaking outside the convention venue, the faces are mostly young, the equipment mostly laptops, and the credentials for Web sites you may have never heard of. --Mackenzie Carpenter, Pittsburgh Post-Gazette

As homework for another class, a student asked me to give her my definition of a story.  I didn't pull out any narrative theory books to refine it, and I didn't try to put any special cybertextual spin on it, which I would have done if I'd spent more time thinking about it.  Anyway, here's here's what I came up with.

A story is a casually causally-connected sequence of events that focus on a central character's moral choices, or that present for the reader's judgment the central character's obligation to respond to events outside of the character's control, or that expect the reader to make a moral judgment responding to the character's actions.  I don't mean that a story has to be preachy, just that the events described have to be significant enough that we can see a change in the central character (or that we see the central character choosing not to change, which is, of course a moral choice). 

 

I'd say that the same story (such as Cinderella, or The Prodigal Son) can be presented in verse, prose, on stage, in a painting, etc., but that any one particular telling of the story (such as the Egyptian version of Cinderella, or the Disney Cinderella, or Sesame Street's CinderElmo) shouldn't be confused with the core elements that make up the essence of the story (the fact that you need a lowly person, the magical intervention, the person in a high position falling in love with the transformed lowly person, the clue left at the separation, the search, and the searcher's acceptance of the transformed person's true identity).

Am I a bad person because I found this Language Log posting hilarious?

Which word is grosser?

#27	Moist	Used
Men	48%	52%
Women	56%	44%

I remember the Biden law school incident. Not long after that, during the Clarence Thomas hearings, I remember reading that law school students were secretly photocopying homework assignments submitted by their arch enemies, in the hopes of one day using that information to torpedo a big political appointment.

By choosing Joe Biden as his running mate, Barack Obama has insulted academics -- students and teachers alike -- a constituency that was significant in bringing him the nomination of his party. Especially in a year that has seen two prominent political careers hamstrung by sex scandals, and in an era where choosing vice presidential candidates seems to be foremost an exercise in avoiding skeletons in the closet, it's surprising that Biden's record of plagiarism did not disqualify him from Obama's consideration.

Joe Biden, you will remember, ran for president in 1988. He delivered a speech that presented the thoughts of British Labour Party Leader Neil Kinnock is if they were his own, and was slow to explain or apologize for this transgression. The ensuing scrutiny of Biden's record revealed that he had also plagiarized in law school, failing a course for doing so. Shortly after these revelations, he dropped out of the race. -- Jonathan Beecher Field

I'm preparing to introduce a class of English majors to Blender3D. Many of the online tutorials I've found spend way too much time introducing the interface, which is of course worth some attention because it is non-standard, and in the days before YouTube, I remember being so confused by it that I gave up on Blender, only to come back again later when I found James Chronister's awesome tutorial (sadly a little out-of-date now). At any rate, this video crash course does a good job.

From a recent study of university libraries. There's plenty in this report on digital scholarship, print journals, and comparative approaches of the various disciplines.

Neither faculty members nor librarians expect e-books to constitute a viable substitute for print books; they are more generally seen as complementary.

Somewhat oddly given this low level of faculty interest in e-books, many librarians consider the provisioning of e-books an important role, and substantially more expect it to be one in five years (see Figure 16). This enthusiasm is notably higher at the largest institutions, with one-quarter of librarians anticipating a transformative role and two-thirds believing that licensing and making available e-books is an important library function, both numbers well above those of smaller schools. Librarians' enthusiasm in the face of a relative lack of interest from faculty may indicate that librarians are responding to student demand or expecting future faculty demand.

It is also possible that librarians believe wider use of e-books will improve their ability to provide library services in a cost-effective manner, and are interested in driving the transformation of the book medium.

Our provost sent this link to English faculty members this morning.

One of my recent juniors was particularly eloquent on the subject. After having sat in my classroom for a year forcefully projecting his boredom, he started an e-mail dialogue with me over the summer. "The reason for studying fiction escapes me," he wrote. "Why waste time thinking about fabricated situations when there are plenty of real situations that need solutions? Cloning, ozone depletion, and alternate fuels are a few of the countless problems that need to be addressed by the next generation, my generation."

Okay, you may think, this is a kid geared to excel in history and science, not literature. But read his closing words: "Granted fiction has a place in this world, but it is not in the classroom. It is beside the night lamp next to your bed, the car ride to the beach, the soft glow of a fireplace. Fiction is about spending beautiful days indoors because you can't wait to get to the next page. Because I like science fiction, my Shakespeare, my Fitzgerald, my Dickinson are Haldeman, Asimov, Herbert. They dare me to think and question my beliefs."

So there you have it: A smart teen and motivated reader goes to high-school English class and discovers that the classics have nothing to offer him. "The reason I did not participate in class," he admitted, "was that I found the reading a chore." -- Nancy Schnog, The Washington Post

While I think it's an important part of a liberal arts education that a student know something about the great, formative stories of his or her nation and/or tongue, I can sympathize with Schnog. Several students in my "History and Future of the Book" course last term reported that school made them fall out of love with reading. And I'm not surprised, when I see how many English majors arrive on campus with the idea that studying a work means memorizing the contents of the Big Dusty Book of Literary Meanings (you know, the one that says blue symbolizes peace, and that if you can match up a detail in the story with a detail from what Wikipedia says about the author's life, then your job interpreting the text is done).  I realize that high school students generally aren't ready for college-level critical thinking, but I'm still surprised at how tightly some students cling to the expectation that my job is to tell them what a passage means, and that their job is to memorize what I say and spit it back.

I enjoy teaching "Introduction to Literary Study" and "Writing about Literature" because I'm free to sample different time periods, genres, and geographical zones.  Likewise, I get a lot of flexibility when I teach "Drama as Literature" -- I can cover anything that counts as drama.  I always hope that somewhere along the way students will encounter a text that inspires them to dig beneath the surface. 

Thanks for the link, Rosemary. From The Atlantic.

Economists and ecologists sometimes speak of the "tragedy of the commons"--the way rational individual actions can collectively reduce the common good when resources are limited. How this applies to traffic safety may not be obvious. It's easy to understand that although it pays the selfish herdsman to add one more sheep to common grazing land, the result may be overgrazing, and less for everyone. But what is the limited resource, the commons, in the case of driving? It's attention. Attending to a sign competes with attending to the road. The more you look for signs, for police, and at your speedometer, the less attentive you will be to traffic conditions. The limits on attention are much more severe than most people imagine. And it takes only a momentary lapse, at the wrong time, to cause a serious accident.

Mike Arnzen writes about the thinking behind his decision to revise his syllabus to include a statement on the use of electronic devices in class.

In some ways, there's no difference between a student texting and a student flipping through a magazine in the back row of a class, but there are times when we use technology to multitask and this is where the issue gets thorny and complex. What if we're discussing Foucault's "Panopticism" in the classroom and a student wants to quickly do some web research on a referenced person in the article, like Jeremy Bentham? I wouldn't want to ban such ambitious impulses to learn more, so long as it pertained to the subject at hand or contributed to the collaborative learning of the class.

What I'm really concerned about is multitasking that puts personal interest above the class interest, and the fetishism of technology that reinforces gizmo play for its own sake. My hope is that I can help students consciously rethink their gizmos as tools for learning and research and communication, and to respect the social space and dynamic of the classroom.

Mike does a great job putting forth the thinking behind his new policy, which carefully instructs the students with examples of what counts as an actionable offense. My own syllabus, rather than listing sample infractions, refers more generally to common sense and common courtesy.

I've considered having students in each class come up with their own policy on the use of electronic devices, since, for instance, students in "New Media Projects" will be sitting at machines programming in Flash or working on 3D animations, and I hope the in-class activity will be challenging enough that they'll want to spend class time on the course material. But in that class I'll be asking them to follow online tutorials, and to use the online user forums and tutorials (as well as my personal feedback) to find answers to their technical problems, so I would expect them to be online.

Our dependence on electronic gadgets -- hand-held yesterday, ear-mounted today, cranially implanted tomorrow -- makes classroom manners a moving target.  Manners depend on perception and context.  Several years ago, when I was experimenting with using a PDA to do all my in-class housekeeping (such as taking notes on class participation and oral presentations), a student was offended because, as he saw it, I was playing with my gadget instead of paying attention.  And once during an inspiring faculty workshop, I was pouring out my brainstorming into a word processor file, when the leader interrupted her presentation to ask, "Could the typing please stop?"  Whenever my preferred method of staying on task is perceived as rude, it stings a little.  But manners are socially constructed tools, and manners differ as contexts differ.  At academic conferences, I regularly see more than half the audience tapping or thumbing away; yet when a rising freshman asks, during a summer orientation, "Should I bring my laptop to class?", I reply that each professor's preference will vary. The student using technology during class may, of course, simply be wasting time. But as long as the technology does not disrupt anyone else, I tend to give the student the benefit of the doubt.

It's downright rude when students entertain themselves instead of listening to their peers reciting their work, and really it's no different if they choose to ignore me when I introduce a new concept or the next assignment. I try to work around this by promising that I'll give students some in-class writing time in the last 15 or so minutes, but that for now they need to pay attention to this next topic. (Is that bargaining? Conceding too much power over how to spend our limited time together? Are my expectations too low?) 

Somewhere I heard of a professor whose policy is that if a phone goes off in class, he will answer it. I can't imagine myself doing that. Not only am I concerned about appearing to be heavy-handed, and I'm also not sure that I need a separate policy for technological distractions.  Do we have or need to articulate a policy to deal with the student who sits, with arms folded, refusing to take notes (ever!) ?

Many years ago (not at SHU) in a technical writing class, a student who sat in about the second row often fell asleep leaning her head against the wall.  I had the fleeting thought that I should pretend to fall asleep during her final report, but rejected the idea. (Yes, she would have remembered the event, but for all I know she had narcolepsy, was up all night working a night-shift job to pay for her education, etc. etc.)  Instead I just spent more time right in front of her row, more time making eye contact with her.  She was actually a very good writer who made substantial, lasting contributions to the class. I'm not sure that shaming her in class would have helped. (Had she started to snore soporifically, so that other students also dropped off one by one, that would have been different.)

Another time, at the same school, I taught a class with a student who kept her chair aligned so that she was directly behind another student, no matter where I was in the room. She frequently talked with that student during class at inappropriate times, and when I looked up, I'd see the student in front whispering a reply, so I always assumed that the visible student was the troublemaker.  One day the fall guy was absent, so the ventriloquist sat in another chair so that she could pull the same routine on someone else.  At the end of the year, when I didn't give the ventriloquist her full marks for class participation, she argued with me on the grounds that she never missed a class. 

Such cases of deliberate, immature, low-tech rudeness are rare, but the common technological infractions are often the result of simple carelessness. It's happened more than once that a student who was in the front of the room had to interrupt her own presentation, walk back to her desk, get her bleeping phone out of her purse, and shut it off.  If I taught lectures with 100 students, where phones rang several times during each class period and the offenders were always anonymous, I might get more upset about the use of electronic gadgets. But so far, I find that the self-moderating social system functions fairly well, and what goes around comes around.

If my old shoebox of Meego Star Trek action figures turns up, I'll consider myself very happy. Seton Hill's librarian, David Stanley, reports an even more significant historical find. From the Reeves Library blog.

Kelly Addleman, our public services librarian, received an email from a researcher in Germany who has been making a survey of the illumination appearing in early bibles published by Anton Koberger. Well, it turns out that we have one in our possession. We own a Biblia Latina which was published in 1478. The illuminations are so beautiful that I thought I would share some with you. I am also including a letter that establishes its provenance.

I've cropped part of the letter (apparently written about 60 years ago).  Click the image for a slight enlargement, or see the full original.

Boston.com:

A man from Somerville, Mass., and his friend who went around the country this year removing typographical errors from public signs have been banned from national parks after vandalizing a historic marker at the Grand Canyon.

A good lesson in journalistic humility. FoxNews.

One morning, there was a fatal accident. One person died. One lived. As always, I dutifully jotted down the information from the report. And a few hours later, I announced to all of Ohio who died and who survived this crash.

But I was wrong. See, the police transposed the names of the victim and the survivor on the report. So you can only imagine the feeling in my stomach when the survivor's family called to tell me I had it wrong.

But I'd done due journalistic diligence. My saving grace? I attributed the report of the death to someone. An all important line that said, "Police say so-and-so died last night in a wreck..." And that's all journalism is: not reporting your own conclusions, but what others are saying.

From the BBC... thanks for the suggestion, Rosemary.

The 3,000-year-old skeletons were in such good condition that anthropologists at the University of Goettingen managed to extract a sample of DNA. That was then matched to two men living nearby: Uwe Lange, a surveyor, and Manfred Huchthausen, a teacher. The two men have now become local celebrities.

"It's odd, standing here in the same area where my ancestors were buried. I felt really strange when I had the bones, the skull of my great-great-great grandfather dating back 120 generations, in my hands," said Manfred.

Facebook's advertisers in ur feed, annoying ur friends. (Wired)

Undeterred by the setbacks with its Beacon platform last year, Facebook is rolling out more advertising that uses your friends to sell you stuff.

Excellent example of effective journalistic use of a striking detail. This made my morning.

The gnome, about a foot tall, wore a hat, a blue shirt over a bulging stomach and a wide grin as it sat on a table in open court throughout the two-day trial. Morrison and the weapon were separated by about 2 feet of table, with the gnome facing the defendant. --Rich Cholodofsky

An Ohio State press release discusses how a student's psychological profile correlates to academic integrity. An interesting study in rhetoric, focusing on promoting a cultural identity for the "academic heroes" who do honest work, rather than hunting and trapping those whose behavior is less exemplary:

The students completed measures that examined their bravery, honesty and empathy.  The researchers separated those who scored in the top half of those measures and contrasted them with those in the bottom half.

Those who scored in the top half - whom the researchers called "academic heroes" - were less likely to have reported cheating in the past 30 days and the last year compared to the non-heroes.  They also indicated they would be less likely to cheat in the next 30 days in one of their classes.

The latest Pew report:

Since 2006, the proportion of Americans who say they get news online at least three days a week has increased from 31% to 37%. About as many people now say they go online for news regularly (at least three days a week) as say they regularly watch cable news (39%); substantially more people regularly get news online than regularly watch one of the nightly network news broadcasts (37% vs. 29%).

Since 2006, daily online news use has increased by about a third, from 18% to 25%. However, as the online news audience grows, the educational divide in online news use - evident since the internet's early days in the mid-1990s - also is increasing. Currently, 44% of college graduates say they get news online every day, compared with just 11% of those with a high school education or less.

Net-Newsers and Integrators take advantage of a range of web features to get the news. Roughly four-in-ten (39%) Net-Newsers - and about a third of Integrators (32%) - have gotten a news story emailed to them in the past week. And while 30% of Net-Newsers regularly watch news online, 19% regularly listen to news on the web.

Net-Newsers and Integrators also rely on news and political blogs as a part of their news diet. Roughly a quarter of Net-Newsers (26%) and somewhat fewer Integrators (19%) say they regularly read blogs on politics or current events. Overall, only 10% of the public regularly reads political and news blogs.

Other tidbits...

• " Integrators, who get the news from both traditional sources and the internet, are a more engaged, sophisticated and demographically sought-after audience segment than those who mostly rely on traditional news sources. Integrators share some characteristics with a smaller, younger, more internet savvy audience segment - Net-Newsers - who principally turn to the web for news, and largely eschew traditional sources. "
• "Most of the loss in [newspaper] readership since 2006 has come among those who read the print newspaper; just 27% say they read only the print version of a daily newspaper yesterday, down from 34% in 2006."
• "About a third of those younger than 25 (34%) say they get no news on a typical day, up from 25% in 1998."

Josh suggest this story. Experimental software now under development can automatically swap eyes and facial expressions from one face to another, and the software is being tested as a way to anonymize faces that appear in Google Maps.  This story is about more personal, more targeted, use of image-processing software. (NYT)

Ellen Robinson, a volunteer college trustee in Denver, commissioned Sara Frances, a local photographer, to shoot a formal family portrait to hang prominently in their new house. Working for $150 an hour, Ms. Frances changed expressions of family members and swapped the dog's head between images. She slenderized bodies, adjusted skin tones and changed the color of several outfits to make for a more unified palette. She even straightened the collar on one son's shirt.

"You're spending a lot of money on these portraits," Ms. Robinson said. "They're supposed to last a lifetime -- generations, really. So why not get a helping hand to do it right?"

Photography has always represented, to some degree, a distortion of reality, said Per Gylfe, the manager of the digital media lab at the International Center of Photography in New York. A photographer can create different impressions of the same scene by including some elements in the frame and omitting others, by changing lenses, or by tweaking the color and tone of the image in the darkroom.

"We've always taken photographs as proofs of events, and we probably never should have," Mr. Gylfe said.

Wondermark

 

I need a new office chair.

It's hard to believe that the word "hello" entered common discourse so recently, and that an inventor suggested it in a conscious attempt to develop a protocol for using the telephone. (Wired, apparently borrowing heavily from Wikipedia.)

Bell's famous first words spoken over what we now call the telephone -- "Mr. Watson, come here. I want to see you." -- were delivered without any greeting at all.

When he did weigh in on the subject, Bell proposed using "ahoy, ahoy," the age-old seafarer's hail. And, in fact, ahoy was the first greeting used, until Edison suggested hello.

An iPhone is too expensive for my budget, but I'm still happy to see this, from Wired:

Open iPhone. Go to App Store. Download Frotz. The classic text adventures from Infocom made us all learn the shortest possible way to write responses, and this brevity of input seems perfectly suited for iPhone use.

I've gone underground to finish off a few projects related to Colossal Cave Adventure, so the blogging has been light. But I'm surfacing in order to blog about this poll, which shows that a majority of respondents said that the government should not force bloggers to give equal time to opposing views, some 31% disagreed.  I'd really rather see all this information in a table, and of course I'd want to see the actual questions, but it looks like that sort of thing is reserved for paying customers.

Even Democrats say hands-off the Internet though but by a far smaller margin than Republicans and unaffiliated voters. Democrats oppose government-mandated balance on the Internet by a 48% to 37% margin. Sixty-one percent (61%) of Republicans reject government involvement in Internet content along with 67% of unaffiliated voters.

So that means that almost half of the Democrats who resonded are in favor of government regulation of the content of blogs. Did the question differentiate between personal blogs and professional ones?  What about discussion forums or social networking sites?  How net-savvy were the people who were polled? Was it a telephone survey that only called people with land lines? There are too many unanswered questions to make any sort of conclusions (which isn't stopping the folks at slashdot, of course).

A short comedy sketch that emphasizes the importance of finding the right editor.

From The Washington Post:

It hit Mark Gruntz all at once, while he was sitting flat-broke in an airport in Greece: He had lost credit for three summer courses, wasted $11,474 in student loans and gotten kicked off a boat. All because he hadn't cited Wikipedia enough in a paper about a movie.

Last week, he and another college student, Allison Routman, were expelled from the Semester at Sea program for violating the University of Virginia's honor code. The expulsions raised questions for some students about whether the school's more than 150-year-old tradition is too harsh -- and for others, whether students have a different understanding of plagiarism and research now that online resources make it easy to find information.

The headline is misleading. The problem here isn't that the students didn't cite Wikipedia enough... they included direct quotations from their sources without using quotation marks or paraphrasing. This has little to do with online sources, other than the simple notion that because so many facts are available in a few mouse clicks, a new generation of students devalues the work that goes into attaining (and verifying, and documenting) those facts.

An Associated Press article repeats the three sentence fragments that student Allison Routman says she included in her paper without citation.  They're not deep, meaning-laden passages, but they're all from the same source, and as I see it the paper was intended to be a reflection paper -- students were supposed to watch a movie and then relate the movie to their experience during their travels. Not an intellectually heavy task, but Routman says nobody had ever defined "paraphrasing" for her before (which, even if true, suggests she was too helpless to find the definition on her own), and Gruntz, in an interview from the airport in Greece, told the Washington Post "I got in trouble for not citing it enough, I guess" and "I think I was supposed to put quotations around it" and "I don't really think I did anything wrong" (and this is after the students have spent at least a full year at their home college, before signing up for Semetser at Sea; and after a librarian on the ship gave a presentation on proper academic research methods, and after the guilty students sat through a meeting with a panel of five faculty members that picked his paper apart... somewhere along the line, I'm sure all the students were told exactly what's expected in an academic essay).

Yes, the University of Virginia's single-sanction honor code is strict, but it's supposed to have bite. I remember having to write an essay about the honor code when I applied to U.Va., and I remember every year some students would start a motion to lighten up the honor code by instituting a wrist-slapping punishment, but if it ever made to a student body vote, the students would always vote to keep the honor code as-is.

If U.Va. is sponsoring Semester at Sea, and students from other schools who sign up for the program have to agree to abide by the U.Va. honor code, which is clearly explained in the Semester at Sea handbook (PDF).

Teaching a large first-year course at a British university, I am fed up with correcting my students' atrocious spelling. Aren't we all!?

But why must we suffer? Instead of complaining about the state of the education system as we correct the same mistakes year after year, I've got a better idea. University teachers should simply accept as variant spelling those words our students most commonly misspell. -- Ken Smith, Times Higher Education Supplement

I sympathize with Ken Smith's frustration, but not the solution he proposes.

There's a good case to be made for being flexible with language. Text-message abbreviations and chat-room shortcuts are not simply degraded forms of idealized English. They are a set of conventions that serve a purpose, such as improving the efficiency of two-thumb typists, or letting members of a group focus on the free flow of ideas (or gossip, or vitriol, or whatever) rather than on the more rigid and time-consuming conventions of standard prose.

Professionals and educators have little to gain by belittling or ignoring the accomplishments of youngsters who are skilled in these kinds of communication, just as today's college students have much to lose if they don't take advantage of their time at university to develop the intellectual habits that are necessary for the reading and writing of complex, well-organized, authoritative texts.

Ken, I'd suggest that you let students know that certain assignments, such as in-class essays or overnight reflection papers, will be evaluated only on creativity, or the student's ability to apply a key concept or to spot the methodological error in a case study.

But for an assignment in which the student has access to a spell-checker, or where the point of the assignment is to model professional behavior (writing reports that could be used to determine a defendant's guilt or innocence, for example), to encourage this kind of compositional sloppiness would be a crime.