Well, that is not exactly true, but the Internet brings to mind new considerations. Traditionally speaking, good writing skills have been reinforced within the parameters set forth relative to journal entries, summaries or synopses, and five-paragraph essays. These modes of communication, however, especially given the stimulating enjoyment associated with the immediacy of such correspondence, promote a greater degree of spontaneity, which is often void of any structure, and this is problematic because when students are engaged in such modes, haphazard and often erroneous expression can result. It seems that given the somewhat informal nature of these modes, it could be argued, less attention is paid to rules of writing that might otherwise apply. Who knows, perhaps people are simply choosing to be remiss.
Human nature can be our worst enemy.
However, students are not making a choice if they didn't even have the skills to start with. Moreover, the typical development of these skills, which educators vehemently seek to foster in the traditional setting, has suddenly languished by these normative values and students, aware of these accepted practices, can become apathetic. In many cases, this will become increasingly problematic, as the newer generations are engaging in Internet-based communications at younger and younger ages. Clearly, we must attempt to change these accepted norms, at least to the degree that they might hinder student learning. We, as educators, need to provide our students with the structure they need, so that they will be able to communicate more effectively, regardless of the medium or platform.