lOMoARcPSD|51177972

Module CMC - Lecture notes on Computer-mediated

communication
college of education (Northern Negros State College of Science and Technology)

Scan to open on Studocu

Studocu is not sponsored or endorsed by any college or university

Downloaded by Debbie Saw (tevowa9459@nongnue.com)
 lOMoARcPSD|51177972

REPUBLIC OF THE PHILIPPINES

NORTHERN NEGROS STATE COLLEGE OF SCIENCE AND
TECHNOLOGY
OLD SAGAY, SAGAY CITY, NEGROS OCCIDENTAL
(034)722-4169/www.nonescost.edu.com

COLLEGE OF ARTS
AND SCIENCES
COURSE MODULE IN

COMPUTER
MEDIATED
COMMUNICATION
st
1 Semester; A.Y. 2021 – 2022
COURSE FACILITATOR: Myra Trayfalgar Vallente, LPT, MEd
FB/MESSENGER: Ma’am Myra
Email: mvallente@nonescost.edu.ph
Phone No: +639632324855

This document is a property of NONESCOST

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only)

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

1 Module 1 | Page 1
Prepared by: Myra T. Vallente
 lOMoARcPSD|51177972

MODULE

VISION

SUN-NEGROS: A globally recognized university offering distinctively – niched

academic programs engaged in dynamic quality instruction, research and extension by

2025.

MISSION

To produce globally viable graduates through innovative learning and research

environment and contribute to nation – building by providing education, training, research

and resource creation opportunities in various technical and disciplinal areas.

GOAL

UPGRADEd instruction, research, extension and governance for global recognition.

This document is a property of NONESCOST Module 1 | Page 2

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

INSTITUTIONAL OUTCOMES

1. Demonstrate logical thinking, critical judgment and independent decision-making

on any confronting situations
2. Demonstrate necessary knowledge, skills and desirable attitudes expected of
one’s educational level and field of discipline
3. Exhibit necessary knowledge, skills and desirable attitudes in research
4. Exhibit proactive and collaborative attributes in diverse fields
5. Manifest abilities and willingness to work well with others either in the practice of
one’s profession or community involvement without compromising legal and
ethical responsibilities and accountabilities.

PROGRAM LEARNING OUTCOMES (CMO #24 s. 2017):

The program shall produce a graduate who can:

1. articulate and discuss the latest developments in the specific field of practice;
2. effectively communicate orally and in writing using both English and Filipino
languages;
3. work effectively and independently in multi –disciplinary and multi-cultural teams;
4. demonstrate professional, social, and ethical responsibility, especially in practicing
intellectual property rights and sustainable development;
5. preserve and promote “Filipino historical and cultural heritage;
6. demonstrate broad and coherent knowledge and understanding in the core areas
of physical and natural sciences;
7. identify multi-perspectives and interrelations among texts and contexts;
8. apply analytical and interpretative skills in the study of texts;
9. discuss and/or create artistic forms;
10. demonstrate research skills specific to the sub-disciplines in the humanities;
11. use appropriate theories and methodologies critically and creatively;
12. appraise the role of humanistic education in the formation of the human being and
society;
13. articulate a comprehensive and contextualized view of the English language
system and development;
14. communicate in English (both written and oral) fluently accurately and creatively in
diverse social, cultural, academic and professional settings;
15. facilitate English language learning in diverse social, cultural academic and
professional settings;
16. develop an in-depth understanding of the basic principles governing the science of
life;
17. produce well-written texts for various academic and professional purposes;
18. teach English communication, skills using knowledge of best practices;

This document is a property of NONESCOST Module 1 | Page 3

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

19. enhance literacy development and critical/creative thinking among students

through the use of different types of text; and
20. engage in English Language research relevant to the school and workplace
setting.

NONESCOST AB-English Program Outcomes:

The program shall produce a graduate who can:
1. Participate actively in oral and written communication settings both in Filipino and
English;
2. Demonstrate English language competence through a better understanding of the
structures and the use of language to meet the emerging demands of the
professions and society; and
3. Engage in English language innovations and research relevant to school and
workplace in improving quality of life; and strengthen linkages with LGU’s,
community and other stakeholders.

Hello, there! Welcome to your Computer Mediated Communication class! I am glad to have you.

I know this pandemic has brought a lot of drastic changes in our lives recently. Academically, it
means we are in a new normal era where traditional classroom set up is limited. We are here to
embrace the advantages and challenges of Flexible Learning in the form of printed and digital
modules.

Let’s do this together.

PLEASE READ!

Guidelines to follow on group chats:

 Make sure that the topics discussed are all subject-related. You may opt to create a
separate class groupchat for other irrelevant discussions.
 Avoid flooding the groupchats with emojis and other irrelevant symbols.
 Backread messages to avoid repetitive questions.
 Always be tactful and respectful to others. Avoid making harsh remarks. (Note: Abusive
users will be warned and removed from the group eventually).
 Follow instructions carefully. Ask questions if you need to.
 Submit on time to avoid necessary delays.
 Avoid plagiarism. PLAGIARISM is a crime and is punishable by law. We strongly
discourage such act. Please use proper referencing if needed.
 Do not forget to label your papers or files according to:
 Your name and section
 Topic
 Activity number

As you read on, you will have an overview of the course, the content, requirements, and other
related information regarding the course. The module is made up of 8 lessons. Each lesson has
seven parts:

This document is a property of NONESCOST Module 1 | Page 4

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

INTRODUCTION- Overview of the lesson

LEARNING OUTCOMES- Lesson objectives for you to ponder on

MOTIVATION- Fuels you to go on

PRESENTATION- A smooth transition to the lesson

TEACHING POINTS- Collection of ideas that you must discover

LEARNING ACTIVITIES – To measure your learnings in the lesson where you wandered

ASSESSMENT – To test your understanding in the lesson you discovered

Please read your modules and learn the concepts by heart. It would help you prepare to be
effective and efficient professional in your respective fields. You can explore more of the
concepts by reading the references and the supplementary readings.

I encourage you to get in touch with me in case you may encounter problems while studying
your modules. Keep a constant and open communication. Use your real names in your FB
accounts or messenger so I can recognize you based on the list of officially enrolled students in
the course. I would be very glad to assist you in your journey. Furthermore, I would also suggest
that you build a workgroup among your classmates. Participate actively in our discussion board
or online discussion if possible and submit your outputs/requirements on time. You may submit
them online through email and messenger. You can also submit hard copies. Place them in
short size bond paper inside a short plastic envelop with your names and submit them in
designated pick-up areas.

This document is a property of NONESCOST Module 1 | Page 5

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

I hope that you will find this course interesting and fun. I hope to know more of your
experiences, insights, challenges and difficulties in learning as we go along this course. I am
very positive that we will successfully meet the objectives of the course.

May you continue to find inspiration to become a great professional. Keep safe and God bless

Course Outline in ELS112 – Computer Mediated Communication

Course
ELS112
Number
Course Title Computer Mediated Communication
The course discusses the social and linguistic features of various
Course
forms of texts brought about by information and communication
Description
technology.
No. of Units 3 units
Pre-requisites None
CILO 1: Gain a theoretical understanding of the field of CMC
and become familiar with both common and novel CMC tools,
though readings and in-depth class discussions boards.
Course
CILO 2: Demonstrate an understanding of CMC concepts.
Intended
CILO 3: Learn how computer mediated communication
Learning
influences their identity and personal relationships.
Outcomes
CILO 4: Develop critical thinking and analytical skills to
determine effective CMC.
CILO 5: Apply skills in actual workplace situations.
MODULE 1
LESSON 1
Introduction to Computer-Mediated Communication; Types, Origins
and Development Concept of Globalization

LESSON 2
CMC as language and discourse

Content MODULE 2
Coverage LESSON 1
Internet Language
A. Speech vs Internet Language
B. Characteristics of Internet Language
C. Language Center

MODULE 3
LESSON 1
Internet Language and English Grammar
References SUPPLEMENTARY READINGS:

https://www.researchgate.net/publication/328512493_Computer_Medi
ated_Communication_and_Discourse_The_Effect_on_Writing_Skill

REFERENCES:
R1 – Herring, S. C. (2007). A faceted classification scheme for
computer-mediated discourse. Language@Internet.
http://www.languageatinternet.org/articles/2007/761/index_html

This document is a property of NONESCOST Module 1 | Page 6

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

R2 – Licklider J. C. R. & Taylor, R. W. (1968). The computer as

a communication device. International Science and Technology, April.
http://memex.org/licklider.pdf [article starts on p. 21]
R3 – Herring, S. C. (2004). Slouching toward the ordinary:
Current trends in computer-mediated communication. New Media &
Society, 6 (1), 26-36.
http://faculty.washington.edu/thurlow/com482/herring(20
04).pdf
R4 – Ellison, N, & boyd, d. (2013). Situating social network sites
in context. In: Sociality through social network sites, pp. 160-164
R5 – Baron, N. S. (1984). Computer-mediated communication
as a force in language change. Visible Language, 18(2), 118–141.
[Oncourse]
R6 – Herring, S. C. (2001). Computer--mediated discourse. In
D. Schiffrin, D. Tannen, & H. Hamilton (Eds.), The Handbook of
Discourse Analysis (pp. 612-634). Oxford: Blackwell Publishers.
http://ella.slis.indiana.edu/~herring/cmd.pdf

ONLINE REFERENCES:
OR1

https://www.yumpu.com/en/document/read/51498813/introductio
n-to-stylistics-week-1pdf-lettere-e-filosofia
OR2 http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.457.5028&rep=rep1&type=pdf
OR3 https://essaydocs.org/topic-1-levels-of-language-
linguistic-choice-style-and-meaning.html
OR4

https://www.lancaster.ac.uk/fass/projects/stylistics/introduction/st
art.htm
OR 5
https://www.youtube.com/watch?v=iQ_1BXBxLdI
OR 6
https://www.youtube.com/watch?v=-p2WtfLSV-4

1. Activities and Exercises

Course
2. Term Paper (Stylistic analysis of literary text)
Requirements
3. Term Examinations
Prepared by:

Myra Trayfalgar Vallente, LPT, MEd

This document is a property of NONESCOST Module 1 | Page 7

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

Reviewed and Approved by:

Program Head,
AB-English: PHILAMER PEDRIÑA, MAEd
DONNA FE V.
Acting Dean, TOLEDO, LPT, Ed.
College of Arts D MERROSE B. DESCARIAL, LPT, MABio
and Sciences:

Director, Gender
and Development: SAMSON M. JACKIELEE A. ANACLETO, MEd.
LAUSA, Ph. D.
Chair, Curriculum
and Instructional MA. JANET S. GEROSO, LPT, Ph. D.
Materials
Development:

Director, Quality
Assurance:

Vice-President,
Academic Affairs:

Declaration of Copyright Protection

This course module is an official document of Northern Negros State College of

This document is a property of NONESCOST Module 1 | Page 8
Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

Science and Technology under its Learning Continuity Plan on Flexible Teaching-

Learning modalities.

Quotations from, contractions, reproductions, and uploading of all or any part of this

module is not authorized without the permission from the faculty-author and from the

NONESCOST.

This module shall be used for instructional purposes only.

LESSON
MODULE 1

INTRODUCTION TO CMC;
1 Types, Origins and
This document is a property of NONESCOST
Development
Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only)
Module 1 | Page 9
Prepared by: Myra T. Vallente
8
HOURS Downloaded by Debbie Saw (tevowa9459@nongnue.com)
 lOMoARcPSD|51177972

This module will introduce you to computer mediated communication (CMC),

in which we shall explore in this course from the sociolinguistic viewpoint. The
discussion will be divided into two lessons: Lesson 1 shall explain to you the
definition of CMC as well as its different type. It will also give you a glimpse of its
origins and development. Lesson 2 meanwhile will explore CMC as a force of
language and discourse.

At the end of this module, you should be able to:

a) Define computer mediated communication;

b) describe the advantages and disadvantages of CMC;
c) classify and describe the different types of CMC;
d) demonstrate understanding of the origins and development of CMC by creating a
timeline of CMC’s development;
e) explore the concept of CMC as a language and discourse; and
f) examine the effect of CMC on writing skill.

Work out and describe what the characters in the image are doing. Write your
answer inside the box.

This document is a property of NONESCOST Module 1 | Page 10

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

The activity above should have given you a rough idea on what computer
mediated communication is all about. In this section, let us reinforce what you know
about CMC so far through a simple activity.
Your task is to (1) briefly describe the kind of communication (ex. business
letter, memo, in-game chats, etc.) depicted in the following images, (2) identify the
technology used (ex. computer, mobile phone, email, instant messaging app, gaming
app, etc.), and (3) determine whether it is real-time communication or delayed-time
communication.
Note: As between two people in a face-to-face discussion, in real-time
communications, people also get to respond to what was communicated right away
such as when talking on the telephone, participating in online lecture, or talking to a
person in a chat room, or chatting via instant messaging. In delayed-time
communication, on the other hand, there is a significant time delay between sending
a message and it being read, e.g., emails, online forums, discussion boards, etc.
Image 1

This document is a property of NONESCOST Module 1 | Page 11

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

Image 2

Image 3

This document is a property of NONESCOST Module 1 | Page 12

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

Image 4

Image 5

Image 6

This document is a property of NONESCOST Module 1 | Page 13

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

What is CMC?

In the light of the rapidly changing nature of communication technologies, a

working definition of CMC that does not specify forms describes it as “the process by
which people create, exchange, and perceive information using networked
telecommunications systems that facilitate encoding, transmitting, and decoding
messages” (December, 1996).
Taking into consideration the social aspects of communication, rather than the
hardware and software components, Jones (1995) defined CMC as "...not just a tool;
it is at once technology, medium, and engine of social relations. It not only structures
social relations, it is the space within which the relations occur and the tool that
individuals use to enter that space” (Jones, 1995).

More definitions:
"Any communication...mediated through the computer" (Metz, 1992, p.3).
"CMC is a communication channel through which much of our business and social
interaction takes place" (Walther & Burgoon, 1992).
"CMC is a human-to-human communication using networked computer environments
to facilitate interaction. It is an umbrella term for all kinds of interpersonal (private and
public) communication carried out on the Internet by e-mail, instant messaging
systems, mailing lists, newsgroups, web discussion boards, Internet Chat, and web
chat channels" (Shaft, Martin & Gay, 2001).

For the purposes of our discussion, we’re going to the use the following as our
working definition of CMC:
This document is a property of NONESCOST Module 1 | Page 14
Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

 CMS is any form of communication between two or more individuals who interact
and/or influence each other via a computing device through the Internet or a network
connection using software.
 CMC does not include the methods by which two computers communicate, but
rather how people communicate via computer networks.

Types of CMC: Synchronous and Asynchronous
One of the main distinctions that has been made in CMC has been between
synchronous (real-time) and asynchronous (delayed time) communications.

Synchronous computer-mediated communication refers to a communication

which occurs in real time, i.e., the communication activity occurs concurrently
between two or more individuals via real-time applications such as chat rooms or
instant messaging which allow users to interact simultaneously through text, audio,
and video with other users located anywhere in the world.

Examples:

 Chat
 Instant messaging (e.g., Skype, FB messenger, Whatsapp, Viber)
 Video conferencing
 Mobile phone/telephone conversation
 Internet relay chat (IRC) and many more

Benefits:

 Provides opportunities for more experienced users to introduce some of the

abbreviation and emoticons used in chats to their less experienced peers.
 Easily impose order in the discussion when necessary
 Lecturer also plays the role of a moderator
 Enable one to enforce authority by using upper case to make one's point more
forcefully

Asynchronous computer-mediated communication refers to a type of

communication in which people are communicating at different time. In it, interaction
is not real time, but rather delayed time. In other words, the sender does not receive
an immediate response from the receiver. Like synchronic communication, it can be in
text, audio or video in form.

Examples:

 Emails
 Shared network group folders
 Discussion boards
 Frequently updated hyperlinked webpages
 Video sharing platforms (e.g., Youtube)
 Social networking sites (e.g., Facebook, Twitter, YouTube)

This document is a property of NONESCOST Module 1 | Page 15

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

Benefits:

 Provides participants opportunities to think about course content and address a

diverse set of topics in more depth than can be done in class or synchronous
environment
 Allows participants to conceptualize a topic from multiple viewpoints and contribute to
each other's understanding

A Brief Account of the Origins and Development of CMC

Computer mediated communication is as old as the internet. The moment the

internet was developed, CMC was also born. Its birthed has changed the landscape
of communication from traditional to electronic, from face-to-face to distant, and so
on.
The following is a brief account of the origins and development of CMC.

The First Email Sent. The U.S. Department of Defense implemented ARPANET
(Advanced Research Projects Agency Network) which connected many computers for
the purpose of communication. Although Ray Tolimson was credited to be the person
who successfully sent the first email in 1971 using the @ sign to separate the
username from the name of their machine, the first message between two ARPANET
computers was actually sent on October 29, 1969. The senders tried to type in
“LOGIN,” but the computers crashed after the first two letters. So basically, the
beginning of the Internet is the story of two large computers, miles apart, sending the
message: “LO,” beginning a new form of communication that would quickly become
essential in day-to-day life. ARPANET evolved into the network of computer networks
we now know as the Internet.

Chatrooms. In 1980, CompuServe releases its own take on the "chat" concept that
allowed over 123,000 people to sign on nightly. Compuserve chatrooms were
accessed by dial-up modems, and contained "channels" in which people would
subscribe. Chat room users never really knew who they were talking to as most users
used a pseudonym to maintain anonymity.

Textual CMC exploded in popularity after Internet Service Providers enabled people
to go online from their homes in the late 1980s and early 1990s. Among the popular
application then was the bulletin board system (BBS), a computer or an application
dedicated to the sharing or exchange of messages or other files on a network.
Originally an electronic version of the type of bulletin board found on the wall in many
kitchens and work places, the BBS was used to post simple messages between
users. The BBS became the primary kind of online community through the 1980s and
early 1990s, before the World Wide Web arrived.

Invention of the World Wide Web. British computer scientist, Sir Tim Berners-Lee,
invented the World Wide Web in 1989. By October of 1990, Tim had written three
fundamental and lasting technologies: HTML, URI, and HTTP, all of which are still
used today.

This document is a property of NONESCOST Module 1 | Page 16

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

The mid-to-late 1990s was a “golden age” for CMC, including public, multiparticipants
textual interactions, which flourished on electronic mailing lists, Usenet newsgroups,
MUDs and MOOs, and Internet Relay Chat.

Social Media. Although social media technically started over twenty years prior
(Geocities in 1994 and Six Degrees in 1997) Facebook was launched in 2004, and
with it an entirely new era of computer mediated communication. There were other
platforms, such as MySpace, Facebook would prove to be the most important launch
of the social media era.

More recently popular CMC modes—such as text messaging on mobile phones,

instant messaging, weblogs, and wikis—are also textual, and textual interactions
continue to be important even on cutting-edge convergent multimedia platforms such
as media sharing and social network sites (Herring, 2004, 2009).

A. Create a timeline of the development of computer mediated communication. (15

pts.)

B. Describe the type of CMC used in the following situations.

1) Zach wanted to ask about the status of a job, so he called the human resource
manager to inquire about the job.
This document is a property of NONESCOST Module 1 | Page 17
Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

2) Zach saw a vacancy for job online. He sends his application letter via email along with
his CV.

3) Zach and his team won the championship for League of Legends. The team were
able to coordinate their movements and attacks through in-game voice chats.

4) Zach wanted to know the hardware requirements for a three-monitor set-up. He

posted his question at Orbx forum.

5) Zach wrote a new post on FB to inform his friends about a new gaming app.

C. Read the following items carefully and write the letter of the best answer on the
space provided.

_____1) Which of the following describes computer-mediated communication?

a) electronic equipment is utilized to communicate a message

b) using a computer to increase productivity at work
c) using computers as training tool
d) when a computer is used to mediate or solve problem

_____2) Which of these is NOT a form of synchronous CMC?

a) instant messaging
b) text message
c) video conferencing
d) voice over chat

_____3) Which of these is NOT a form of asynchronous CMC?

a) text messages
b) email
c) video message
d) video conferencing

_____4) What is an advantage of CMC?

a) Lower cost
b) Ability to cross distances quickly
c) Faster
d) All of these

This document is a property of NONESCOST Module 1 | Page 18

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

_____5) Which of the following is the advantage to using email as a communication

tool?

a) email eliminates face-to-face communication

b) employees can send inappropriate messages more easily
c) email is available 24 hours a day
d) email allows employees to send replies without thinking responses through

LESSON

CMC as Language and

2 Discourse
12
HOURS

This module will introduce you to computer mediated communication (CMC), in

which we shall explore in this course from the sociolinguistic viewpoint. The
discussion will be divided into two lessons: Lesson 1 shall explain to you the definition
of CMC as well as its different type. It will also give you a glimpse of its origins and
development. Lesson 2 meanwhile will explore CMC as a force of language and
discourse.

At the end of this module, you are expected to:

This document is a property of NONESCOST Module 1 | Page 19
Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

a. define computer mediated communication;

b. describe the advantages and disadvantages of CMC;
c. classify and describe the different types of CMC;
d. demonstrate understanding of the origins and development of CMC by creating a
timeline of CMC’s development;
e. explore the concept of CMC as a language and discourse; and
f. examine the effect of CMC on writing skill.

Below is Peter Steiner’s famous cartoon published in the New Yorker on July 5,
1993. Carefully analyze the cartoon, then try to answer the following questions:

1. What is the message the cartoon is trying to convey?

2. Do you use/have you used a pseudonym or alias online, too? If so, why?
3. Is the language you use online the same with the language you use in face-to-face
communication? (Briefly explain your answer.)
4. What is the tone you convey through your language when using different CMC
media? Do you come off as more polite in formal chat groups, rude in virtual gaming
app, just being your usual self in social networking sites, etc.?
5. How do you express your feelings or emotions (sadness, anger, annoyance, etc.)
when communicating via a computing device or computer network?

This document is a property of NONESCOST Module 1 | Page 20

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

Peter Steiner's cartoon, as published in The New Yorker

Computer mediated discourse (CMD) is the communication produced when human

beings interact with one another by transmitting message via networked computers. It
encompasses all kinds of interpersonal communication carried out on the Internet,
e.g., by email, instant messaging, web discussion boards, and chat channel. The
study of CMD is a specialization within the broader interdisciplinary study of CMC,
focusing on language and language use in computer network environment and the
use of methods of discourse analysis.

Since most CMC is text-based (e.g., email, real-time chats, discussion groups, and
real-time multiplayer games), this provides opportunity for the study of verbal
interaction and the relationship between discourse and social practice.

Notably, CMD vary depending on the kind of messaging used and the social and
cultural context embedding particular instance of use, e.g., the discourse and
language of MORPG players for instance may be different from those participating in
online forums. However, while they’re different, all forms share something in common,
This document is a property of NONESCOST Module 1 | Page 21
Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

i.e., the activity that takes place through them is constituted primarily by visually-
presented language. These characteristics create a unique environment that is free
from the competing influences of other channels of communication and from physical
context, enabling researchers to study and understand the nature of computer-
mediated language.

The Discursive Aspect of CMD

Many researchers argue that CMD is incoherent because of some restrictions

enforced by the new computer media. These restrictions are related to:

1. Disrupted turn adjacency which means that the speaker's turns appear out of their
expected order. For example,

Michael: Good evening, Ying. How are things?

Ying: Not so good.
Ying: I took a test this morning.
Michael: Why? What's wrong?

2. Multiple threads occur when more than one conversation is happening at a time
within the same space on-screen. For example,

Maggie: peek-a-boo!
Michael: In answer to your question Ying -- yes, I think Vance is visiting family in the
US.
Maggie: he said so in his last email to the group.
Michael: Ying - your avatar looks very tired!
Maggie: like I feel...
Michael: I feel quite anxious.
Maggie: I was invited to Zurich, but I think I will stay home.
Ying: Yes, I am tired.
Michael: I guess you got up early to study for your test Ying.

3. Lack of immediate feedback due to absence of social cues and physical and social
presence like those in face-to-face interaction.

4. Linking practice by referring to the content of the previous message as in the

following example:

janed@ABC.bigtel.com (Jane Doe) writes:

>I can't believe how horrible Natalie looks. Has she put on a lot of
weight? I agree, but she has always had a somewhat round face, so if
she did put on weight, I think that would be accentuated.

This document is a property of NONESCOST Module 1 | Page 22

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

5. Floor holding conventions, for example appending a special character at what

might otherwise appear to be a turn-completion point to indicate that the turn is not
yet finished.

To compensate for the lack of the social cues, communicators invent successful
ways of sending screams, hugs, and kisses. This invention is represented by
emoticons, a portmanteau of the words emotive and icons. Using emoticons, the
interactants convey meaning and intent to each other without spending much time
and effort of detailed explanation.

Mostly in purely text-based type environment, interactants convey emotions using

the following emoticons:

 The common practice of verbalizing physical cues, for example humor is represented
by 'hehehe'.

 Physical actions are described with two asterisks and is primarily utilized in on-line
interactive situations. In the following example, the chat participant acts as if she just
walked into a room where she finds other members of her community

MaidMarion: *Lady Marion arrives in the room with a flair and fitting of her status*
Lancelot: *Bowing low in respect to Lady Marion's presence* How fair thee, Lady
Marion?

 Capital letter is for stressing something

hotU: HEY EVERYBODY, WHAT'S UP?!?

Maurice: Why are you yelling?
Bear: Quit yelling! You're giving me a headache!

 Shortand is used for the description of physical conditions, such as smileys to

represent sentiments within the message as in the following:

:-) or : ) a smiling face, as viewed side-on

;-) or ; ) a winking, smiling face
:-( or : ( an 'unsmiley': an unhappy face
:-(*) someone about to throw up
-) someone whose eyes are opened wide in surprise.
:-P someone sticking out their tongue
>:-O someone screaming in fright, their hair standing on end
:-X someone whose lips are sealed @}-`-,-`-- a rose

Classifications of CMD: Medium and Channel

In computer-mediated communication, computer networks (e.g., email, instant

messaging, chats, online forums) are often considered as the medium of
communication which is distinct from writing and speaking. In this medium, CMD
exchanges are typically faster than written exchanges (e.g., letters or published
essay which respond to one another), yet significantly slower than spoken
exchanges, since even in the so-called real-time modes, typing a text is slower than
speaking.

This document is a property of NONESCOST Module 1 | Page 23

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

Some examples of CMD media

CMD allows multiple participants to communicate simultaneously in ways that are

difficult if not impossible to achieve in other media, due to cognitive limits on
participants' ability to attend to more than one exchange at a time.

Moreover, the dissemination of computer-mediated messages involves distribution to

an unseen (and often unknown) audience, while at the same time creating an
impression of direct and even "private" exchanges. For these and other reasons,
participants typically experience CMD as distinct from either writing or speaking,
sometimes as a blend of the two, but in any event subject to its own constraints and
potentialities.

Channels, meanwhile, refers to the sources of communication in CMC, e.g., typed

text, graphics, videos, emojis, etc. And media may differ in the number of channels
they comprise. Face-to-face communication for instance is a "rich" medium, in that
information is available through multiple channels: visual, auditory, gestural, etc. In
contrast, CMD is a "lean" medium in that information is available only through the
visual channel, and that information is limited to typed text. This has led some to
posit that the computer medium is "impoverished" and unsuitable for social
interaction. However, there is ample evidence that users compensate textually for
missing auditory and gestural cues through the use of emoticons and typed
expression of emotions, such as 'hahahaha' or 'ROFL' to express laughter, 'pfft' to
express annoyance or frustration, and 'aww' to express endearment, proving that
CMD can be richly expressive too.

This document is a property of NONESCOST Module 1 | Page 24

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

Above are just a few examples of channels. Some CMD may only allow texts and
emojis while others (like FB Messenger) allow the sharing of photos, audios, videos,
and word files as well links to other websites or computer network. Twitter, for
instance, used to be a text-based platform with a 140-character limit.

Classifying CMD

How do we classify computer-mediated discourse? Herring (2007) suggested a

faceted classification scheme for CMD in order to address the problem of information
organization.

The said scheme is categorized in two: (1) medium factors (the technological
features of computer-mediated communication systems) and (2) situational factors.

Medium Factors

The table below lists some of the most important medium factors that have been
observed to condition computer-mediated discourse, and that are therefore posited
as categories in the classification scheme. Although they are not in any necessary
order, they are numbered for ease of reference.

This document is a property of NONESCOST Module 1 | Page 25

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

Synchronicity - Is the system synchronous or asynchronous? Asynchronous

systems do not require users to be online or logged on at the same time in order to
send and receive messages, but rather, messages are stored until they can be read.
In synchronous systems meanwhile, sender and addressee must be logged on
simultaneously. Some CMD media are both synchronous and asynchronous,
depending on the technological features embedded in its design. For instance,
Mobile Legends Bang Bang, a gaming app, allows for both synchronous and
asynchronous communication. Its chat feature is similar to the features of other chat
applications like WhatsApp and FB Messenger which keeps the message until it was
read by receiver (asynchronous). Its battle quick-chat feature, on the other, hand is
rather synchronous, enabling teammates to communicate only during the battle.

Message transmission - In one way transmission (or message-by-message

transmission), the receiver does not typically have any indication that the sender is
composing a message until it is sent and received (ex. email, text messages, instant
messages). In two-way transmission (or character-by-character transmission), both
the sender and the receiver are able to see the message as it is produced, making it
possible for the receiver to give simultaneous feedback. In two-way CMC systems,
participant's screens are split in two (sometimes more parts) and the words of each
participant appear keystroke-by-keystroke in their respective parts as they are typed.

Persistence of transcript - refers to how long, relatively speaking, messages

remain on the system after they are received. Email is persistent by default,
remaining in users’ mail queues or files until deleted by the users. In contrast, most
chat systems retain only a few screens of messages in their scroll back buffer, with
old messages eventually disappearing as they are replaced by new ones.

Size of message buffer - refers to the number of characters the system allows in a
single message. In most email-based systems, the buffer is effectively limitless – or
at least, it is larger than practical limits on how long most people are willing to type
and others are willing to read. Many chat systems, however, impose limits on
message size, and text messaging systems on mobile telephones limit users to
certain number of characters per message.

Channels (See definition above.)

“Anonymous messaging”, “private messaging”, “filtering”, and “quoting” all

refer here to technological affordances of CMC systems. Most CMC systems enable
users to select a nickname that is different from his or her email address,
This document is a property of NONESCOST Module 1 | Page 26
Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

encouraging the user of pseudonyms and anonymous interaction. Anonymity has

been found to have important effects in online discourse, including increased self-
disclosure, antisocial behavior, and play with identity. Some chat systems (such as
IRC and MUDs) have commands that enable users to carry on private as well as
public conversations, while with other systems (such as some forms of Web chat), it
is necessary to open a separate program (such as an instant messaging client) to
converse privately.

Message format - determines the order in which messages appear, what

information is appended automatically to each and how it is visually presented, and
what happens when the viewing window becomes filled with messages. In FB
Messenger, for instance, messages appear in plain text and with a limited number of
characters per line. Also, recent messages appear right on the screen while you
have to scroll up in order to see previous messages.

Situational Factors

Various social and situational factors (see table below) have been observed to
condition variation in computer-mediated discourse as in spoken discourse. This
below is not presumed to be exhaustive however.

Participation structure refers to the number of participants in the online

communication situation (both actual, i.e., actively participating, and potential); the
amount and rate of participation (described impressionistically or quantitatively);
whether the communication is public, semi-private, or private; the extent to which

This document is a property of NONESCOST Module 1 | Page 27

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

interlocutors choose to interact anonymously/pseudonymously as opposed to in their

“real life” identities

Participant characteristics describe participants’ backgrounds, skills, and

experiences, as well as the real-life knowledge, norms, and interactional patterns
they bring to bear when they engage with others online. For example, participant
gender has been found to affect behavior related to politeness and contentiousness
within a social MUD in two otherwise similar and in a mostly-female Usenet
newsgroup devoted to television soap operas as compared with norms of interaction
elsewhere on Usenet.

Purpose is potentially relevant on two levels: “Group purpose” refers in general

terms to a computer-mediated group’s official raison d’être (professional, social,
etc.), while “goals of interaction” are what individual participants hope to accomplish
through any given interaction; these need not, of course, be the same for any two
individuals in the same interaction.

Activities are discursive means of pursuing interactional goals (e.g., “flirting” as a

means of developing personal relationships; “debate” as a means of impressing
others with one's intellectual acumen); each activity has associated conventional
linguistic practices that signal when that activity is taking place. Many studies have
noted the existence of computer-mediated contextualization cues, ranging from
emoticons to user IDs, that help to signal “what is going on” in online interaction.

Topic at the group level indicates, within broad parameters, what discussion content
is appropriate in that context, according to the group’s definition. Some CMC modes
not conceived as discussion forums but rather as role-playing environments, such as
adventure MUDs, may have a geographical and/or temporal “Theme” (such as a
medieval village) instead of a topic. In contrast, topic at the exchange level is what
participants are actually talking about in any given interaction; this may or may not be
on the “official” topic of the group.

Tone refers to the manner or spirit in which discursive acts are performed; it can be
described along a number of continuous scalar dimensions, including (but not
restricted to) degree of seriousness, formality, contentiousness, and cooperation.
Contentious debaters on Usenet employ direct quoting of a discourse participant
differently than do participants in friendly CMD. Emoticons similarly take on different
pragmatic meanings depending on the tone of an exchange, which they may also
help to establish.

Norms refer to conventional practices within the computer-mediated environment

and comprise three types. Norms of organization refer to formal or informal
administrative protocols having to do with how a group is formed (if applicable), how
new members are admitted, whether it has a leader, moderator, or other persons
whose role it is to perform official functions, how messages are distributed and
stored (if this is determined by social convention rather than by the system software),
how participants who misbehave are punished, etc. Norms of social appropriateness
refer to the behavioral standards that normatively apply in the computer-mediated
context; they may be implicit or written and publicly available, for example in the form
of “netiquette” guidelines or lists of Frequently Asked Questions (FAQs).
‘Supportiveness’ may be expected in a women’s health newsgroup, but rudeness
may be expected and considered normal in an online game. Norms of language refer

This document is a property of NONESCOST Module 1 | Page 28

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

to linguistic conventions particular to a group or users; these may include

abbreviations, acronyms, insider jokes, and special discourse genres.
Code refers to the language or language variety in which computer-mediated
interactions are carried out. Although English is still the most common language on
the Internet, and most CMC research has been carried out on English data, this
situation is changing rapidly as more non-English-speaking countries gain Internet
access. “Language variety” includes the dialect, and where applicable, the register of
language used. The default dialect is the standard, educated, written variety of the
language, although regional, social class or ethnic dialects may sometimes be used.

Effect of CMC on Writing Skills

Do you happen to talk or text like the one illustrated below?

Have you received a text message like this: "Eow PowZ, mUsZtah nHa?”

If so, you have most likely had a "jejemon" experience. Some years ago, the
terminology has been popping up everywhere on Facebook (Macoleta, 2010).
Fortunately, we are rarely seeing them in our newsfeed nowadays.

Computer based discourse in all its modes has become part in everyday life.
Webchat, e-mail, multi-media and others develop their own language style (Chiad,
2018). However, this development did not come without its consequences, in
particular to students’ writing skills.

For example, Melanie Weaver assigned term-papers to her students. She was
annoyed when she received a bunch of term papers from her students who, when
This document is a property of NONESCOST Module 1 | Page 29
Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

trying to make a point, would put a smiley face in the end, and when presenting an
argument and an opposite view, would put a frown emoticon (Chiad, 2018).
Obviously, based on this scenario, one notable effect of CMC is that it makes
students’ written output more pictographic.

The effect of computer mediated communication on writing skills is an area that still
needs exploring. Below is an excerpt from the article "The Death of Literature by the
Digital Age" published in The Yale Tribune online on June 2018, briefly describing the
effects of digital technology on writing skills.

According to the Bureau of Labor Statistics, teens read for pleasure, on

average, just six minutes each day. On the other hand, reading a book
requires immersing oneself in the situation, becoming one with the characters
and savoring each page as it is turned. This kind of reading is alien to digital
natives who want to be simultaneously all over the place.

This leads to another problem – the lack of good writing among teenagers
and young adults. As American writer, Gary Paulsen, said, “If you want to be a
good writer, you’ve got to read like a wolf eats.” As professional writers know
through experience, developing an extensive vocabulary is essential to
becoming a good writer. And getting acquainted, and subsequently, intimate,
with new words, requires a carefully cultivated habit of reading books.

On the other hand, when young people are constantly engaged with their
smartphones, it becomes difficult to immediately switch from texting jargon to
academic English for writing an essay or a paper. According to a recent report
by Clarion University in Pennsylvania, social media and text messages are
“consistently associated with the use of particularly informal written
communication techniques, along with formatting problems, nonstandard
orthography, and grammatical errors. “A recent Pew Research survey of
teachers around the country found that today’s digital technologies lead to
middle school and high school students engaging in several academic
wrongdoings, including using informal language in formal papers and
plagiarizing. Furthermore, the survey also found that students are
overwhelmed by the tasks of reading long texts and forming complex
arguments

Therefore, information at the press of a button may not be the best option to
grow an academic writer. In fact, A large number of educators and children’s
advocates are concerned that the quality of young people’s writing is being
consistently eroded by social media and all the negative qualities of instant
communication. The Librarian of Congress Emeritus, James Hadley
Billington, recently warned that this trend might be harming “the basic unit of
human thought – the sentence.”

This document is a property of NONESCOST Module 1 | Page 30

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

After reading the above passage, read and answer the following questions:

1. What is the key to good writing according to American writer Gary Paulsen?

2. How does reading contributes to the development of writing skills?

3. Based on the report, what are the different effects of social media and the use of
digital technologies on students' writing.

(Prelim Exam)

Name: ________________________________________________ Date:

____________
Course, Year & Section: __________________________________ Score:
____________

A. Analyze the following communication networks according to the indicated

Medium Factors. (12 pts.)
Medium Facebook Gmail
Factors Messenger

1. Synchronicity

2. Message
transmission

3. Persistence of
transcript

4. Size of
message
buffer

5. Channels of
communication

This document is a6. Anonymous

property of NONESCOST Module 1 | Page 31
messaging
Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

B. Analyze one of your Class groupchats based on the Situational Factors (S1-
S8). (14 pts.)

Name of GC (subject)

1. Participation
Structure

2. Participants’
Characteristics

3. Purpose

4. Topic or Theme

5. Tone

6. Activity

7. Norms

8. Code

C. The following is screenshot of an in-game chat in massively multiplayer online

role-playing game Arcane Legend. Analyze the CMD according to its discursive
aspect. Be guided by the following questions:

 Is there a disrupted turn adjacency? If yes, cite which part. (3pts)

 What are the multiple threads (the topic) in this CMD? (3pts)
 What are the different emoticons used by the players? (4pts)

This document is a property of NONESCOST Module 1 | Page 32

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

D. Form a group of 3-4 members. Read 3-5 studies related to the effects of
computer mediated communication on writing skills. Present the findings in
summary form and make a conclusion about CMC and its impact on writing
skills based on these findings. (20 pts)

Research Title: Findings:

Author:

Research Title: Findings:

Author:

Research Title: Findings:

Author:

What can you conclude based on these findings?

This document is a property of NONESCOST Module 1 | Page 33

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

MODULE 2

LESSON

1 Internet Language
18
HOURS

In this module, we will be exploring CMC from the linguistics perspective. In

particular, we will be discussing internet language and its characteristics as well as
the difference between speech and computer-mediated language. We will also be
exploring how language changes in the advent of the internet.

At the end of this module, you are expected to:

a) Define internet language;

b) explain the characteristics of electronic language;
c) illustrate internet language as oral communication in written form; and
d) examine how the internet changed language by analyzing a sample text.

This document is a property of NONESCOST Module 1 | Page 34

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

With a partner, try to work out the difference between speech and internet language
or computer mediated communication. (10 pts)

Speech Internet Language

Internet Language: Neither Speech or writing

Internet language and computer mediated communication are often used

interchangeably. The emergence of ‘digitally-mediated communication’ mainly
differentiates itself from that of conventional speech and writing systems (Crystal,
2011).
This document is a property of NONESCOST Module 1 | Page 35
Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

Speech is marked as one of the most efficient communications from human

language evolution. The characteristics of speech often include face-to-face
interaction, where extralinguistic cues such as facial expressions and prosodies are
made available to aid conveyance and receive meaning. Communication is usually
based on references to the objects in the environment, enabling expressions to be
more ambiguous. For instance, an object or person does not need to be named and
can be understood with the deictic use of ‘that’ to denote a commonly understood
topic or object. While speech usually happens in real time with constant feedback,
words that are spoken fades away immediately before utterance is made.
Furthermore, the intended meaning of messages may not be conveyed accurately to
the other speaker.
In contrast, written forms appear in the concrete form, appearing since the
early pictographic carvings on clay tablets to the latest use of ink on animal skins and
paper (Early Writing, n.d.). Communicators can reanalyse and reread using these
mediums to aid comprehension. Written words require precision and the writing
medium enables messages to be copied or preserved for future references. Hence it
allows ideas to be passed down to different generations. On the other hand,
communication and sharing of ideas takes time to deliver from person to person;
inputs and outputs does not allow immediate feedback and inaccurate
communication cannot be rectified on-the-spot. One example can be letter writing
(Carysforth, 1998).
While computer-mediated language does encompass selective characteristics
from both language systems (i.e., speech and writing), it has emerged with unique
characteristics in communication (Crystal, 2011). Unlike the characteristics of speech
mentioned above, the nature of internet language lacks a reliance on visual feedback
between communicators. Instead, it uses emoticons or graphics to supporting texts,
and can allow users to simultaneously be available to multiple separate
conversations with different individuals at a time. On the other hand, writing in the
digital environment may be subjected to time and space limitations where pages may
expire or be replaced, or be confined; in fact, they lack a universalized, coherent
standard of writing due to inputs and outputs from diverse backgrounds. Internet
language features should not be perceived as fixed. Rather they are adapted based
on the different dynamics of the digital environment (Crystal, 2011).
https://blogs.ntu.edu.sg/hss-language-evolution/wiki/chapter-12/

Task B
Based on text above, why is internet language neither speech nor writing? (5 pts)
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
______________________________

Difference Between Internet Language and Speech

One difference between internet language and speech is simultaneous feedback,

such as:
This document is a property of NONESCOST Module 1 | Page 36
Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

 vocalization (hmm, really?)

 facial expressions
 gesture (nodding, hand movements, etc.)
The lack of simultaneous feedback sometimes creates misunderstandings. To
address this and avoid misunderstanding, emoticons (or stickers) become popular.
But do emoticons completely solve misunderstanding? The answer may be no,
due to the following reasons:
1. The semantic role of emoticons is still limited.
2. An emoticon allows many readings.
3. They can allow misunderstanding as well.

Internet Language: Oral Language in Written Form

Due to the predominance of writing in CMC, many have thus labeled the digital
culture as ‘oral culture appearing in the written form’ (Crystal, 2011).

It is proposed that internet language or digitally mediated language is composed in

a different process, i.e., communication is initiated by thoughts, then translated into
how one would deliver it in speech before the message is expressed into writing.
Hence, the act of speech does not necessarily need to be spoken aloud and can
occur in the literary form (prints) now. As what Gee and Hayes (2011) added, the
extent of composing text can mirror speech where one may ‘speak’ impulsively or
types off ‘without much forethought’.

The result of these literary forms can vary greatly in its content and formality as
compared to the traditional ways of writing (Gee, 2011). The communication tends
to emphasize less on content or facts and more for the purpose of socialization.
Scholars have since provided three terms that closely described the relationship of
written forms with the spoken language:

1. Conceptual Orality - Texts may often be written like direct transcripts of

how one would speak

2. Semiotic Compensation - This means that the written forms may contain
the use of symbols to create expressions and playing of words. They replicate
sounds one would respond with during communication with oral language such as
the smiley face, or laughing sounds “ha ha.”

3. Linguistic Economy - Internet users tend to write in shorter and less-

elaborated forms. This is especially so when digital communication takes place at
real-time, which allows immediate responses like that in speech.

Task C. Illustrate or draw the process of how internet language is

composed. (10 pts.)
This document is a property of NONESCOST Module 1 | Page 37
Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

Task D. Read the following questions carefully, and answer them

briefly.

1. Reflecting on how you communicate digitally, would you agree that you write texts like
how you would speak them? When does conceptual orality apply in your online
communications and in what instance do you write formally? Please explain your
answer. (10pts.)
2. Write or draw the different forms of semiotic compensation you use when expressing
the following emotions: (2pts each)
 happiness
 anger
 sadness
 annoyance

3. Aside from emoticons, internet users have come with many abbreviations and
acronyms to achieve linguistic economy. Look for the meaning of the following
acronyms now widely used online. (1 pt. each)
 MP
 IRL
 JAM
 LMK
 NBD
 NAGI
 MYOB

Characteristics of Internet Language

1. Internet Language varies with respect to similarities with speech and

writing.

 Website - reference publishing/ advertising/ etc.

- topics: science/ law/ news/ religion/ etc.

 Chats - we type to speak; time governed/ expecting immediate responses

2. Internet Language varies with respect to linguistic complexity

 news website (no character limit)
 twitter (140 characters limited)
 email
 instant messages

3. Internet Language varies with respect to communicative functions

 Factual or social content in websites/emails/chatrooms

Internet and Language Change
This document is a property of NONESCOST Module 1 | Page 38
Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

Linguistically, cultural transmission of language is defined as the "process whereby

language is passed on from one generation to the next in a community." The
internet has provided a platform for this transmission and creation of new lexicon,
and thus result in language change or the way we speak.
The following are just some of the results of these changes.
CULT DIALECTS

1. Memes (pronounced as ‘meems’) - an image, a video and a piece of text

passed very quickly from one internet user to another, often with slight changes that
make it humorous. As defined by Knobel and Lankshear (2006), memes are
“contagious patterns of “cultural information” that get passed from mind to mind and
directly generate and shape the mindsets and significant forms of behavior and
actions of a social group”.

2. Textspeak or texting language is the abbreviated language and slang

commonly used with mobile phone text messaging or other internet-based
communication such as email or instant messaging.

FYI
for your information

IMHO
in my humble opinion

B4 that, we used 2go2 to NY 2C my bro

Before that, we used to go to New York to see my brother

Some textspeaks, after a considerable used over a period of time, finally earn a
place in a dictionary.

This document is a property of NONESCOST Module 1 | Page 39

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

TRIVIA: How Words Enter the Dictionary

The Senior Editor of Oxford English Dictionary explained that for a new word to enter the
dictionary lexicon, it must be frequently used in the last five years (The Evolution of
VOCABULARY
Language: How Internet Slang Changes the Way We Speak, 2014).

Overtime, the internet creates its own vocabulary such as youtuber, cyberbully, blog,
tweet, vlog, offline, etc. This vocabulary also has an influence on everyday speech
and writing.
For example:
"For offline orders, call this number."
"Could you two take that offline so we can move onto other items on the agenda?"
However, with over a million lexical items in English, a few thousand internet
vocabulary is hardly of great significance.

Watch the video “Internet Language” and write your reflection on the topic,
particularly on how Internet Language affects you. (20 pts.)

https://www.youtube.com/watch?v=-p2WtfLSV-4

Your work will be graded as follows:

Content- 50%
Organization- 30%
Creativity- 20%

This document is a property of NONESCOST Module 1 | Page 40

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

This document is a property of NONESCOST Module 1 | Page 41

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

Direction: Read and answer the following items. Keep your

MODULE 3 concise.
answer

1. In your own words, define internet language. (10 pts)

2. What is conceptual orality? Provide a screenshot or copy a
sample text from social media which to you demonstrates
conceptual orality. (5pts)
Internet Language and
1 3. What is semiotic compensation? Provide a screenshot or copy a
sample text from social media which to you demonstrates
semiotic compensation. (5pts) English Grammar
4. Browse through Facebook and then note down the topics and
18 communicative functions of the contents/posts you found in your
newsfeed. (10 pts)
HOURS

This document is a property of NONESCOST Module 1 | Page 42

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

In this module, we will be exploring CMC from the sociolinguistics perspective. In

particular, we will be discussing how internet language changed the English
grammar by looking into the typography, morphology, syntax, pragmatics and
stylistics of computer mediated discourse.

At the end of this module, you are expected to:

a) Explore the grammar of internet language;

b) analyze a sample text to discover the grammar of internet language;
c) discuss how digital communication technologies are affecting language and
language change; and
d) examine the role CMC plays in the construction of one’s identity – gender,
race, ethnicity, sexuality – and community.

Activity A

To prepare you for the lesson, look up the meaning of the following words in the
dictionary.

1. Orthography
2. Typography
3. Morphology
4. Syntax

Activity B
Analyze the following online exchange with regard to grammar (e.g. typography,
orthography, morphology, and syntax). Write your observation inside the box.

This document is a property of NONESCOST Module 1 | Page 43

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

The Grammar of Electronic Language

In the previous module, we have tried to differentiate speech from internet

language. Let me reiterate the point by emphasizing that the grammar in electronic
language must be understood differently from its usual sense as applied to speech.
While the grammar of spoken language includes phonology, morphology, and syntax,
in Computer Mediated Discourse, phonology is largely irrelevant; typography and
orthography take over the functions of sounds. In addition, grammar in CMC also
differs in that internet language or electronic language, as a new and still emergent
phenomenon, has not yet had the time to become formalized in rules, and rather
exhibits patterns that vary according to technological and situational contexts.

It should be noted that the grammar of electronic language in English vary

systematically across languages, contexts, users and technological modes. Hence,
we could not say that there is a single grammar for all varieties of computer-mediated
language. But for the purposes of our discussion, we shall use the term e-grammar to
refer to the grammar of electronic language.

This document is a property of NONESCOST Module 1 | Page 44

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

The presentation that follows is organized according to the traditional hierarchy of

grammatical phenomena in linguistics. It proceeds from the micro levels of
typography and orthography, through morphology, syntax, pragmatics, and stylistics.

Internet Typography
In computer-mediated discourse, typography refers primarily to the use of non-
alphabetic keyboard symbols such as: number, punctuation, and special symbols
such $ @ < >. It also included non-standard capitalizations such as:

 ALL CAPS
 lack of initial capitalization
 alternating uPpEr AnD LoWeR case
 'camel case' or writing compound words or phrases together with MedialCapitals
 emoticons or sequences of keyboard characters that imitate facial expressions
e.g. :-D (smiling face), 0_o (confused face), ^_^ (happy face) and <_< (eyes
looking sideways).
Other typographic characteristics of CMC include repeated punctuation (!!!, ?! ...)
and the substitution of numbers of letters for words or parts of words (e.g., 4 'for',
2day 'today' and ur gr8 'you're great'). This latter usage is also sometimes classified
as nonstandard spelling.

Internet Orthography
Nonstandard orthography is widely considered to be a defining characteristic of
computed-mediated language, often manifesting in spelling practices that suggest
loosened for orthographic norms. These include:

 Abbreviations - acronyms, clippings, vowel omission as in 'pls' for please, etc.

 Phonetically-motivated letter substitutions - e.g., z or 's'
 Eye dialect - nonstandard spelling that implies the pronunciation of the given
word (or sometimes imitate casual or dialectal pronunciation) - e.g.,"wassup?" for
"what's up?" "Oh. puh-leeze!" for "Oh, please!" (With prolonged and emphasized
please), and "wimmin" for "women"
 Spellings that represent prosody or non-linguistic sounds, e.g., a calling
voice (helloooo), laughter, and other non-human noises.

Internet Morphology
Not to be confused with orthography, morphology in CMD mainly refers to word
formation processes and their outcomes, generating many new words that are
making their way into dictionaries of Standard English, such as clipping (e.g., nick
from nickname), blending (e.g., netizen from network citizen), acronyms (e.g., lol for
laugh out loud, jk for just kidding, OMG for oh my god. wtf for what the fuck),
semantic shift (e.g., spam for internet junk mail, flame for unleash invective on a
computer network).
The most creative examples of e-morphology have been reported in playful, self-
contained context such as multiplayer online game in which interactions can be
intense and fast-paced generating numerous acronyms and shortened forms

This document is a property of NONESCOST Module 1 | Page 45

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

specific to the game context, e.g., gg (good game), afk (away from the keyboard),
and ks (kill steal).

Internet Syntax
The syntax of computer-mediated English seems to be the same as those found in
non-electronic media. However, when it deviates from standard syntax, it appears
telegraphic and fragmented. Parts of speech such as articles and subject pronouns
may be elided. In addition, messages that do not contain a complete grammatical
clause are common. Especially in CMC, modes are characterized by brief and
informal messages.
The usual reason given for elision is to save keystrokes, whereas sentence
fragments may because by people typing speech like utterances and/or the
requirement in some CMC systems that messages be brief which can lead users to
break longer utterances into several messages.

Activity C. Analyze these two speech acts. How would you answer each
question?

What are you doing?

What's happening?
_________________________________________________________________
___________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
____________________________________________

Internet Pragmatics
To give you a glimpse of how pragmatics work on CMC, let’s take a look at Twitter.
Created in 2006, Twitter changed its prompt to elicit a user response in 2009, from
"What are you doing?" to "What's happening?"
By doing so, Twitter users’ response greatly changed, resulting in dramatic change
on what users post on the social media site, veering away from the concept of
personal status updates to just about anything.
Where the prompt question “What are you doing?” used to elicit response like
“Enjoying an excellent cup of coffee,” the question “What’s happening?” prompts
Twitter users to outgrow their personal musings. It created an open model in which
a new kind of information is shared, such as people witnessing accidents,
This document is a property of NONESCOST Module 1 | Page 46
Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

organizing events, sharing links, breaking news, reporting stuff their dad says, and
so much more.

Computer mediated communication has greatly impacted the language of

people. In groups, research and create a vlog on the implications of internet
language to society particularly on gender, race, ethnicity, sexuality.

This document is a property of NONESCOST Module 1 | Page 47

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

Name: ________________________________________________Date:
Course, Year & Section: __________________________________Score:

Analyze the following screenshots in terms of their typography, orthography,

morphology, and syntax. Write your answer in the table below.

Image 1. Twitter posts

Image 2. Youtube comments section

This document is a property of NONESCOST Module 1 | Page 48

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

Image 3. Facebook post

Twitter YouTube Faceboo

Post Comment k Posts
s
Typography

Orthograph
y

Morphology

Syntax

This document is a property of NONESCOST Module 1 | Page 49

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)

 lOMoARcPSD|51177972

This document is a property of NONESCOST Module 1 | Page 50

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Myra T. Vallente

Downloaded by Debbie Saw (tevowa9459@nongnue.com)