How to use emojis, the lingua franca of the digital world

Written language has always had the drawback of not expressing emotion easily. What can be shown with just a few muscle movements in a face might take a sentence or two to convey in words. What can be conveyed in a millisecond in life can take many seconds in print.

dozens of emojis

Filling this deficiency in words are emojis, pictographs used in digital writing.  They give writers the ability to convey emotion without using a thesaurus to find the specific word; they give young people who rely on broad, nonspecific terms a way to express a more specific meaning quickly and accurately.

If you, like me, are not fluent in emojis, how can you become fluent in this new pictorial way of writing? According to Jonna Stern of the Wall Street Journal, there are three steps.

  • First, familiarize yourself with the emojis which are part of your cell phone. On my iPhone’s text messaging keyboard, at the bottom there is a smiley face. If I click on it, I access pages of emojis. Scroll through the emojis on your phone to become familiar with what ones are there and what they might mean. Not sure? Go to http://www.Emojisaurus.com or ask a fifth grader.
  • Next, realize that using emojis works best for expressing emotions or for giving a quick response (e.g., thumbs up, thumbs down). Try including one or two in your texts, adding to the variety you use the same way you would add new words to your vocabulary.
  • Last, Stern suggests you get a good emoji keyboard. (It’s much like graduating from a children’s dictionary to an adult one.) For the iPhone, she suggests checking out emoji++ or keymoji available at the App Store. For androids, she suggests SwiftKey.

Whether we like emojis or not, they are here to stay. If kids are using them in text messaging, you can be sure they will eventually use them in their writing. But how about in their academic writing? Do emojis have a place in a third grade paragraph on Paul Revere or in a sixth grade pro/con essay on wearing school uniforms?

Maybe not today, but in the future I predict we will see emojis accepted in academic writing. Electronics are changing our world. Why not our writing?

The word of 2015 isn’t a word; it’s a pictograph

An emoji rather than an actual word was named the Oxford Dictionary’s 2015 word of the year.

Not familiar with emojis? According to the Oxford Dictionary, an emoji is “a small digital image or icon used to express an idea or emotion in electronic communication.” (Think of the image of a “smiley face” or a “thumbs up.”) The emoji which won the honor is one showing a face smiling with tears of joy.

emoji smiling face with tears of joy

With so much of our written communication being done digitally or online, perhaps it is fitting that a pictograph should be named English word of the year. An emoji can cross cultures and languages. After all, a smile is a smile in any language.

According to the Oxford Dictionary, the use of emojis is gaining. I thought they were limited to the smiley face and the frowning face, so a face smiling with tears of joy comes as a surprise to me. But so do dozens of emojis I recently discovered on my iPhone. When I key a message, at the bottom of the screen is a small, yellow smiling face. When pressed, it brings up a screen with dozens of emojis, including a face smiling with a tear.

Pictographs are nothing new in writing. Think of the now famous ad campaign for New York: I (symbol of a heart) NY. But they have spread in recent years thanks to electronics. Think of the icons we use. When we want to find something, we touch a magnifying glass. When we want to print, we press the icon of a printer.

Our children are already using emojis, so if we want to monitor their electronic communications, or if we want to become up-to-date with digital communication, we should ecome familiar with emojis: what ones are on our kids’ and our own phones, what emoji keyboards are available for downloading as apps, and how emojis are best used.

Think of emojis as a language in which everyone will be writing soon. If we want to be part of the conversation, we need to become fluent. Where do we begin? More about that in my next blog.

What are the most overused words?

An end-of-year review of the most overused words of 2015 suggested that “so” is the winner.

I have to agree. During the past year I have become aware that “so” is used more and more by someone being interviewed to begin a response.

Interviewer: What does the latest poll show about the candidates?
Interviewee: So, the latest poll. . .

Over time, the way we speak becomes the way we write.  Many of my students begin sentences with “so.” Usually this is when they are thinking about a cause and an effect.

For example, The mother gave the baby a bottle. So the baby stopped crying. So the mother turned off the light. So the baby went to sleep.

Many other words are overused by children learning to write. Among the ones I see the most are

  • “Then.” Children are thinking about a sequence of actions and use “then” to show that one action follows another.
  • “A lot.” Students use “a lot” or “lots” when they too lazy or tired to write a specific amount.  Recommend using a number, even an estimate, as an alternative.
  • “Thing.” (Also “something,” “anything,” and “everything.”)  Ask the student writer to be specific. Using “thing” is a habit of laziness.

The easiest way to correct the overuse of a word is to let the student write the overused word in his rough draft.  When it is time to revise, ask the student to circle the culprit word.   Ask him what he notices.  Usually he will sheepishly respond that he has used a word too many times.  Offer suggestions on how to improve the writing.

How to design writing lessons for kindergarteners

Sequencing information is a kindergarten skill. Students are shown three or four drawings—of how to build a snowman, for example—and they are asked to organize the drawings in the correct order.

This learning can be extended into a writing lesson by asking students to write about the events so that they tell a story. Below is a tiny story based on three drawings. It was written by a pre-K student.

KindergartenWritingLesson02
When I teach writing to pre-K or kindergarten students, I start by offering the students three drawings which they put in order. Over time, they move from three to four, six or eight drawing sequences. At first students tell only what they see, but later I ask them to weave people into their writing. The story below came from the same student as above, but after half a year of writing. Now in kindergarten, this student used six drawings of a jack-o-lantern in the process of being cut to create this story.

KindergartenWritingLesson01
As students gain experience, the number of drawings and written words will increase. So will the amount of time spent writing. Since new writers fatigue easily, it is better to start small, let the student succeed, and then incrementally increase the demands.

Where can you find good pictures to sequence?

  • Search online using key words like “drawings” “sequence” and “children.” Many websites offer such pictures. You can copy and paste, print the results, and cut out tiny wordless stories for your child to sequence.
  • Some four-panel comics are perfect for this kind of work. I found a “Peanuts” cartoon book from which I took several wordless stories.
  • Pictureless books are another good source.
  • Drawings lessons are good too. Online, you can find many websites showing how to draw a turkey or Santa. Copy and paste, print the results, and cut out the drawings. I tape them to index cards for my students to put in the right order before they write.

Is “said” a bad word?

A middle grades teacher in California is insisting her students no longer use “said,” and instead use words like “uttered,” “expressed,” “recited,” and “spewed,” according to a recent Wall Street Journal article.

girl writing and thinkingThat teacher, Leilen Shelton, has also written a book, Banishing Boring Words, purchased, presumably, by people who don’t write for a living.

Shelton’s idea, that overused, general words should be replaced by specific, less used words, is a good one some of the time. But she takes it too far.

“Said,” for example is a word as inconspicuous as “a” or “the” which makes “said” the perfect word to use when someone speaks. Almost any other word focuses on how the person speaks, not on what the person says. And what is usually more important—the message or the way the message is delivered?

Shelton’s goal, to force kids to search for descriptive, specific vocabulary, is good. But sometimes the perfect word is a plain old English word.

For example, if a student is writing dialog, the dialog should sound like real people talking. Real people use words like “make,” “take,” “get,” and “go,” not “construct,” “procure,” “possess” and “perambulate.”

The context in which a word is used must be considered by a writer. So must be the audience. Simpler vocabulary words are easier to understand and attract a wider audience.

With my own students, I insist they locate the verbs in their writing and consider if they should be changed. But the replacement words I suggest are words that children know and have heard their parents or friends use. If a student writes, “We got there,” I ask him to consider “we arrived,” but not “we achieved our destination.”

With vocabulary selection, the biggest problem I see  is usage, especially among ESL students. A student clicks online for a synonym and chooses any word, the longer the better. But not all synonyms are perfect fits, and sometimes the word a student chooses sounds ridiculous.  I recommend students use a dictionary which explains usage and subtle differences in meaning, like the American Heritage Dictionary.

The times must also be considered. Words that Jefferson and Lincoln considered everyday words or at least well know words are not well known today. Students may not be aware that a word is old-fashioned or archaic and use it just because it is on a list.

Ms. Shelton’s goal is good, but her approach lacks common sense.