Editing Text messaging (section)

==== Influence on perceptions of the student ====
When a student sends an email that contains phonetic abbreviations and acronyms that are common in text messaging (e.g., "gr8" instead of "great"), it can influence how that student is subsequently evaluated. In a study by Lewandowski and Harrington (2006), participants read a student's email sent to a professor that either contained text-messaging abbreviations (gr8, How R U?) or parallel text in standard English (great, How are you?), and then provided impressions of the sender.<ref>{{Cite journal|title=The influence of phonetic abbreviations on evaluation of student performance |first1=Gary |last1=Lewandowski |first2=Samantha |last2=Harrington |journal=Current Research in Social Psychology |volume=11 |issue=15 |year=2006 |pages=215–226 |url=http://www.uiowa.edu/~grpproc/crisp/crisp11_15.pdf |url-status=dead |archive-url=https://web.archive.org/web/20140105223126/http://www.uiowa.edu/~grpproc/crisp/crisp11_15.pdf |archive-date=5 January 2014 }}</ref> Students who used abbreviations in their email were perceived as having a less favorable personality and as putting forth less effort on an essay they submitted along with the email. Specifically, abbreviation users were seen as less intelligent, responsible, motivated, studious, dependable, and hard-working. These findings suggest that the nature of a student's email communication can influence how others perceive the student and their work.

However, students have become aware of the reality that using these [[SMS language|textisms]] and adaptations can negatively impact their professionalism. Drouin and Davis surveyed American undergraduates in 2009 and found that three quarters of participants believed the use of textisms were not appropriate in formal messaging and writing.<ref name=":0">{{Cite journal |last1=Grace |first1=Abbie |last2=Kemp |first2=Nenagh |author-link2=Nenagh Kemp |last3=Martin |first3=Frances H |last4=Parrila |first4=Rauno |date=May 2015 |title=Undergraduates' attitudes to text messaging language use and intrusions of textisms into formal writing |url=http://journals.sagepub.com/doi/10.1177/1461444813516832 |journal=New Media & Society |language=en |volume=17 |issue=5 |pages=792–809 |doi=10.1177/1461444813516832 |issn=1461-4448 |s2cid=424414|url-access=subscription }}</ref> A study performed by Grace ''[[et al.]]'' (2013) asked 150 undergraduate students to rate the appropriateness of using textisms in a given scenario on a scale of one to five – five being entirely appropriate and one being not at all.<ref name=":0" /> All but eleven of the students rated the use of textisms in exams and typed assignments as "not at all appropriate", showing that the students are aware of how they must adapt their written language and tone depending on the context.<ref name=":0" /> Grace ''et al.'' (2010) went further, observing hundreds of academic papers from previous undergraduate students' exams, only to find that out of 533,500 words, a mere 0.02% were textisms. They owe this to the fact that the more accumulated experience a student has, the more they are able to understand when the "appropriate" and "inappropriate" times to use such language is.<ref name=":0" />