Preserving English Text While Texting

Tush tush! A pox upon the texting
habits of our posterity!

As I have traveled around the English speaking world teaching grammar and business writing courses, I am sometimes confronted with various forms of the following question: “Is the future of the English language doomed because of the text messaging habits of today’s teenagers and young professionals?” This question always makes me smile (at least on the inside), partly because I know from whence the questioner’s distress arises, and partly because I possess sufficient optimism to provide a hopeful answer to such queries.

The simple answer to this question is “No”; contemporary young people (and their older adult counterparts who routinely butcher English virtually) are not going to ruin our language – at least not entirely – with their lazy acronyms, painfully poor spelling, and lack of any penchant for proofreading. In the end, the real cost is not to the language itself as much as it is to their own personal and professional credibility. To the extent that they persist in these habits, they tarnish their personal image and minimize their potential for professional advancement in the modern workplace.

Pope wrote that hope springs eternal;
May it be so for your texting diurnal.

It is true that the English language is evolving, and in some ways more quickly than ever before throughout its storied history. But language has always evolved. Such evolution began long before the invention of computers or cell phones, and will continue long after the Millennial Generation has matured. As an optimist in the face of this ongoing evolution, I hold that a vestige of quality language will always remain in tact in Western Civilization and beyond.

If I am to be proven right in purporting the perpetual maintenance of what one might call “High Language,” or at very least, “Professional Speak,” then trainers and other educators must play a vital role. Moreover, if the rising generation is to effectively make the vital transition from “Teenage Texter to Polished Professional Communicator,” a very real “Evolution in the Classroom” must occur to match the seeming language evolution that mirrors the troubled text and instant messaging quagmire in which many young professionals (and others) find themselves mired.

I suggest that this educational evolution ought to be based on the view that ALL language is vital, and therefore worthy of thoughtful composition followed by careful and consistent editing and proofreading. This belief corrects the misnomer held by so many that a text or instant message somehow possesses less literary value than an email, letter, report, etc. It also eliminates the mistaken notion that emails are essentially just a grandiose text message and therefore not worthy of careful construction, eager editing, or precise proofreading.

You would think the importance of CLARITY, CONCISION, and COGENCY in all forms of communication would be a self-evident reality for all writers. Not so! In reality, even the best writers struggle at times to effectively cast their thoughts into the finest molds possible – even after expending good-faith efforts and ample time in the process. As such, is it any wonder that less experienced, and more careless composers commonly craft professional prose that would barely qualify as doggerel were it to morph into verse or suddenly burst forth into song?

In truth, the only thing that is self-evident is that much of the communicating public could use a LOT of training when it comes to communication of all kinds, and perhaps especially so when it comes to the compositions that many create most often: text and instant messages. To remedy this self-evident societal sickness and persistent professional problem, I suggest three primary premises serve as a pedagogical foundation to any effective text or instant messaging educational initiative. And the good news is that these same premises apply to other, longer forms of written communication.

Premise 1: Inscrutable text has no value

ALL communication designed to inform, instruct, or persuade (as opposed to poetry, drama, and fictional prose, which is designed to entertain) only has value if it can be quickly read and readily understood. If your readers are confused by whatever convoluted thoughts and disorganized material you have haphazardly strung together on a screen or page, they will likely find themselves frustrated – perhaps even a little angry – and in many cases may stop reading and give up trying to understand what you are trying to communicate.

I often wonder how many billions of dollars are lost in time and resources every single year in America and beyond for no other reason than that a preventable miscommunication has occurred. All communication counts! Don’t be lazy in carefully organizing and dutifully reviewing each message you decide to craft for another, be it for an individual, small group, or large audience.

Premise 2: Editing and proofreading are paramount—not perfunctory—even for text and instant messages.

No matter how long your composition is, editing and proofreading should not be considered perfunctory tasks, but a paramount part of the process. No matter how good you are at writing, and regardless how much knowledge and experience you bring to your keyboard, everyone makes mistakes. A common misnomer among amateur writers is that great writers get it right on their first draft. Not so! There are times when I will edit and/or proofread a document seven, eight, or even nine times before hitting “send” or otherwise submitting it to its intended audience. And I am typically still making changes on the eighth and ninth revision.

Carl Sederholm, a college professor of mine at Brigham Young University, once told my English class: “You never finish a document; you stop writing.” Dr. Sederholm is correct. Unlike math equations and science questions, there is rarely just one right answer when you are writing. Furthermore, you could theoretically continue making adjustments to any document forever! As such, there is usually a point in time where you must “stop writing” and choose to turn your document in. In the meantime, it is wise to spend as much time editing and proofreading as would be both practical and prudent. It will take more time up front on your part to do this; but oh the time it can save you—and others—down the road if you will do it!

Premise 3: Short messages can be just as important as lengthy communications.

Regardless whether your composition is a text message, a full-page letter, a 20-page report, proposal, grant, etc., or a full-length thesis, manual, or book, every communication matters. If it didn’t, you (or anyone else) wouldn’t bother to take time to craft the message in the first place. While some communications are clearly more important than others (e.g., a supervisor’s formal reprimand or financial statement may carry more weight with you than an email or text message wishing you Happy Birthday), any communication that fails to achieve its intended purpose has failed indeed. I don’t like to fail at anything I seriously attempt. As such, regardless of the medium, whenever I communicate, I greatly value the way in which that piece of information is composed. My goal is to maximize the clarity, concision, and cogency of every message I send. Whether a message is a 20-page report or a 2-line text message makes little difference to me.

It is true that it will take more time to effectively edit and properly proofread a 20-page proposal or a 200-page book than a 2-page email or 2-paragraph text message. In addition, the time I devote to editing and proofreading is typically commensurate to the importance of the document (in consideration of all the stakes involved). Nevertheless, I rarely, if ever, hit my “Send” button until I have done at least one or two editing and proofreading reviews—no matter how long or short the document.

I encourage ALL educators to apply these premises in your own communication practices until they become an unconscious habit on your part. By so doing, you will become a good example to your students, thus empowering you to better teach and model the cultivation of the same premises in their communication habits—and especially with regards to text and instant messaging. As you – and they – so do, the maintenance and perpetuation of the beautiful, elegant, and rich English language will be preserved for generations to come. And in the short run, everyone will save time and money while avoiding unnecessary confusion, stress, and heartache as we send and receive messages that are clear, concise, cogent, and let us not forget—kind—a topic for another day.

In closing, there are some fantastic articles online that provide additional, concrete tips for improving your text and/or instant messaging practices. Here are four I would recommend:

Frankola, K. (2015). Has Instant Messaging Become More Annoying Than Email? 5 Steps for More Productive Pinging. HuffPost Business. Posted 10 May 2015. URL: http://www.huffingtonpost.com/karen-frankola/has-instant-messaging-become-more-annoying-than-email-5-steps-for-more-productive-pinging_b_6815700.html

Maher, K. (2004). The Dangers of Using Instant Messaging at Work. The Wall Street Journal (Online). Posted 5 October 2004. URL: http://www.wsj.com/articles/SB109692934259135827

Simpson, M. (2013). 12 Tips for Using Instant Messaging. Matt Simpson Blog. 10 April 2013. URL: https://matthewsimpson.com/12-helpful-tips-for-using-instant-messaging-in-workplace/

Twelve Tips for Instant Messaging in the Workplace. Training and Consulting in International Business Protocol and Social Etiquette. Posted 1 June 2014. URL: http://www.advancedetiquette.com/2014/06/12-tips-for-instant-messaging-in-the-workplace/

Post Scripts:

What is the Difference Between Editing and Proofreading?

The terms “Editing” and “Proofreading” are often used together or interchangeably. This practice perpetuates the mistaken notion that they are synonyms. In fact, they are different pursuits that are both very important. The difference is that editing involves content while proofreading in concerned with mechanics. In shorthand, we can write:

Editing = Content  and  Proofreading = Mechanics

Editing involves checking a document for completeness and accuracy. It also includes examining a sentence, paragraph, section, chapter, or document’s organization, syntax (word ordering), tone, and flow. Proofreading, on the other hand, involves checking for capitalization, punctuation, spelling, and grammar.


The 3 (Three) C's of Good Writing: Clarity, Concision, and Cogency

All effective written compositions possess two or three fundamental elements. These elements are clarity and concision, and in cases where persuasion is a priority, cogency as well. Clarity begs the question: “Is my writing clear and easy to understand?” Concision begs the question: “Have I stated my message as briefly as possible without using any unnecessary words?” Cogency begs the question: “Will my writing be compelling and/or persuasive to my audience?” After finishing any piece of writing, regardless of the length, if you can honestly look it over and say with confidence: “This composition is clear, concise, and cogent,” then you are ready to turn your work in.

About the Author 

Dr. Jordan R. Jensen

Dr. Jordan Jensen is the Founder & CEO of Freedom Focused and the author of the groundbreaking new book, Self-Action Leadership: The Key to Personal, Professional, & Global Freedom.  He has trained business professionals in 47 U.S. States and Territories, 5 Provinces of Canada, and 9 Counties of Great Britain on a wide variety of soft-skill topics including leadership, self-leadership, management, time management, goal setting, strategic thinking, emotional intelligence, and a variety of communication skills. To learn more about Dr. Jensen and how his company, Freedom Focused, can assist you in achieving your organizational potential, visit www.freedomfocused.com

To buy Jordan's new book, click HERE.

SAL Book: Things that Enslave Part 1

THE ROOT OF THE PROBLEM

The Self-Action Leadership theory and model identifies principles and practices that lead to personal freedom and Existential Growth. To help strike a contrast between right actions and wrong ones, this chapter identifies ten negative behavioral-habits (or shackles) that conversely lead to Existential Atrophy and personal bondage. If embraced, these destructive behaviors can enslave you personally and wreak havoc on relationships, families, communities, organizations, and even entire nations.
Our Nation is full of deep and complex problems. From troubling cultural, political, educational, and familial problems to serious issues involving geopolitics, terrorism, health care, litigation, and income and other inequalities, there is no shortage of serious issues. Many of these problems are so deep and penetrating that entire academic fields and industries spring up in an effort to critique, criticize, address, and even profit from them (sometimes underhandedly so).

The irony is that these problems are not the seeds or roots of the real problems; they are the branches, limbs, and leaves of the real problems. The seeds and roots of any human-caused problem do not originate in organizations or structures. They begin in the minds, hearts, and spirits of individuals. This includes me, you, and everybody else. Systemic institutional problems, therefore, are ultimately the result of the limitations, weaknesses, greed, pride, ego, hatred, selfishness, dishonesty, irresponsibility, illogicality, and in some cases the downright evil, of individuals operating within those systems. Fix or eradicate solvable individual problems, and you will simultaneously prevent avoidable organizational and cultural problems that arise when individuals abdicate personal responsibility and make wrong choices.

Wrongdoing and the abdication of personal responsibility is a cultural cancer that afflicts all echelons of society (i.e. lower class, middle class, upper-class, and the 1%). Ethical tumors exist in the highest offices of business and politics as well. Think about the last time you heard a political figure or business tycoon say, “I take full responsibility,” and then do absolutely nothing to remedy the negative consequences of his or her deleterious judgment or dishonest behavior? Even worse, this abdication is often elevated and glamorized by the dark sides of contemporary fashion, Hollywood, and pop culture in general.

THE PROPER ROLE OF INSTITUTIONS IN INDIVIDUAL LIVES

One of the more foolhardy philosophies contemporarily en vogue is that institutions – particularly government – are responsible for and can fix people’s lives. This ideology, however well intentioned, is fundamentally flawed. Institutions cannot fix people’s lives. Individuals must fix their own lives.

This is not to say that institutions, organizations, schools, churches—and especially families—do not play pivotal roles in the lives of individuals; they do! You cannot make it successfully or happily through life all by yourself. We need the help of others, including organizations, institutions, and in some regards, even government.

The key is the order in which you seek out help. Self-Action Leadership posits that self-reliance is primary whereas other-reliance is secondary. The principle of self-reliance holds that you are primarily responsible to do everything in your power to help and support yourself and those you are responsible for (i.e. spouse, offspring). The principle of other-reliance holds that after you have done all you can, it is appropriate for others to step in and help as needed. There are times in all of our lives when we need the help of others in various ways. At such times, other-reliance can be quite appropriate, but only if we have already exhausted our own capacity to help ourselves.

Temporary aid from others is vital to our Existential Growth. However, temporary aid that turns into a long-term, or even an intergenerational, dole does nothing to existentially elevate individual recipients or the communities, states, and nations in which they reside.

Where possible, temporal aid should be accompanied by educational initiatives that empower recipients to become self-aware, self-disciplined, and ultimately self-reliant. It is so easy to embrace whatever we get for free—Pavlovian conditioning applies to humans as well. Continually receiving aid that you do not pay for or earn leads to inertia, indolence, and a growing sense of unjustified entitlement.

CHARACTER EDUCATION LEGISLATION

Freedom Focused supports the delivery of self-reliance-based educational initiatives to all entitlement recipients who are not terminally ill. It does not, however, promote the legislation of character education beyond this. This is because character, conscience, morality, and even a quality education will never be effectively legislated at the federal level.

Most States already have some kind of legislation that mandate public schools offer various forms of character education. While there are many positive by-products of such legislation, and while we are not on a crusade to end character education legislation (a well-intentioned, and often positive initiative), Freedom Focused holds that it is better if character education initiatives are driven by leaders of individual organizations, districts, schools, and homes—than by politicians.

Character, morality, and culture typically cannot be effectively legislated. Such things are an outgrowth of moral authority, not formal authority.

Formal Authority: Power derived from a position or title

Moral Authority: Power derived from personal influence (i.e. character, integrity, knowledge, capacity, personality, charisma, etc.)

Principle-centered[1] cultures must ultimately be shaped and spearheaded by leaders within the culture itself—not from external authorities seeking to impose their will.

What then ought statesmen, stateswomen, and other titular leaders do? The answer is to consistently make personal decisions rooted in conscience, integrity, and selfless service within the realms of their own stewardship. They should also use the powerful perch of their various platforms, including the bully pulpit, to promote the same principles and practices This includes a commitment to saying what the people need to hear, not just what they want to hear.

ADDRESSING PROBLEMS WITH RIGHT PRINCIPLES & IDEALS

If you study any individual, organization, community, state, or nation that has enjoyed lasting success, you will find that humble adherence to correct principles is what created, drove, and maintained that success. Correct principles, when practiced, become ideals that can be aimed for in the future. When ideals are consistently practiced over time, they can become touchstones that invigorate and empower entire cultures.

IDEALS ARE NOT VALUES

Ideals should not be confused with values. Values are things that are important to you, and they differ from person to person. Ideals, on the other hand, serve as universal targets that all human beings can profit from striving towards. Regardless what race, culture, religion, political persuasion, or ideology you choose to embrace, you will benefit from aligning your thoughts, speech, and actions with certain time-tested ideals. The SAL theory and model outlines just such a set of ideals.

While we may not always fully realize the ideals we aim for, a certain nobility exists in pursuing them to the best of our ability. By continually aiming for ideals, and making course corrections when we fall short, we can stay focused on the thoughts, speech, and actions that lead to power, prosperity, influence, and lasting success.

IDEALS FOR A SUCCESSFUL CIVILIZATION

Right principles--or ideals--form the basis of the success of groups, institutions, and nations. Dr. Niall Ferguson, an esteemed Harvard historian, recently identified six ideals that led to the unprecedented success of Western Civilization over the past 500 years. According to Ferguson, the tremendous advantages that Western Europe and the United States have enjoyed on the world stage during this period of time were not primarily a result of race, geography, or military might. Rather, he attributes it to the occurrence, or practice, of six basic ideals. These ideals include:

1. Competition 
2. The Scientific Revolution
3. The rule of law and representative government
4. Modern medicine
5. The consumer society
6. The work ethic (viz. the Protestant work ethic)[2]

According to Ferguson, any nation that embraces these ideals will produce predictably positive results over time. These successes include expanded educational and career opportunities, freedom of thought, liberty from tyranny, longer and healthier lives, a wide array of purchasing options, and achievement that can only come from individual creativity, diligence, and industry. Ferguson points to countries like China to illustrate how entire nations are currently achieving greater power, influence, and prosperity as they have begun to embrace these same ideals. He also warns that many Western nations, including the United States, are presently in decline as a result of a gradual abandonment of these ideals that made them great in the first place.

IDEALS FOR A SUCCESSFUL LIFE

SAL-Philosophy endorses Ferguson’s premise as it relates to civilizations and offers an analogous set of principles that relate to individual human beings. The SAL Theory and Model presented in Book The Second & Book The Third presents a wide array of these micro ideals, which will eventually produce positive results for any individual who learns and practices them. Before articulating these ideals, we first identify their opposites, which we refer to as the “Ten Shackles of Self-Action Leadership.” These shackles are listed in order from lesser to greater evils:

1. The abdication of personal responsibility
2. The scourge of selfishness
3. The quest to obtain something for nothing
4. Greed 
5. Arrogant pride
6. Dishonesty
7. Substance abuse and addiction
8. The irresponsible care and use of sex
9. Abuse and neglect of loved ones
10. The devaluation of, and disregard for, human life

Next Blog Post: Chapter 12: Things that Enslave, Part II (Delineating the 10 Shackles)

Notes: 

[1] Covey, S.R. (1990). Principle Centered Leadership. New York, NY: Fireside.

[2] Ferguson, N. (2011). Civilization: The West and the Rest. New York, NY: Penguin. Pages 12-13.