The Impact of Popular Culture on Communication Skills: A Commentary with Insights for Writing Instruction

By Best, Linda; Lynch, Christopher | Research & Teaching in Developmental Education, Spring 2006 | Go to article overview

The Impact of Popular Culture on Communication Skills: A Commentary with Insights for Writing Instruction


Best, Linda, Lynch, Christopher, Research & Teaching in Developmental Education


Today's undergraduate students are part of the millennial generation. (Coomes & Debard, 2004) Comfortable with technology and accustomed to a 24/7 world, they are capable of multi-tasking, and they manifest diverse learning styles. The generation has been raised in a polarized political environment and influenced by numerous cultural icons. Certain data depict millennial students as a generation that is bored, unable to focus academically, and not engaged in their studies. This column examines one element in the lives of millennial students-popular culture-and explores its impact on their communication skills, specifically their ability to envision, organize, develop, and deliver academic text.

Popular Culture and Communication

Dr. Christopher Lynch, a Professor of Communication, presents theoretical and practical insights on how popular culture impacts communication.

Popular Culture is ever-present and all pervasive. Its icons have been the gods of our times and its rhetoric our prayers. This is no new phenomenon, but in recent decades the influence of popular culture has been magnified due to the intense impact of visual modes of communication. However, the impact of popular culture goes deeper-to our everyday patterns of conversation and writing. Popular culture influences the attitudes and values that students bring to higher education. College recruiters have become aware that popular values have shaped students into "consumers" of education in recent years. College orientation programs have embraced the latest fashion in t-shirts with the university logo rather than giving a gift of a book to entering students. Popular culture has impacted on the places we value as sources of our information. Movie versions become more real to students than historical contexts of events. Since the release of the movie, The Santa Clause, I find that students, when writing about the character of a similar name, prefer the movie spelling rather than the traditional spelling of Mr. Claus' name. The Internet has become the valued research site for students of our contemporary culture. The Internet has created its own rules of spelling and grammar. Each time I see the misspelling, it highlights the impact our wider culture has on writing, communicating and thinking patterns within our society. The fact that we have a film star as governor of California and a celebrity prize-fighter as former governor of Minnesota helps to illustrate this point.

Popular culture impacts on teaching styles. Professors compete with the latest video games or DVDs struggling to become teacher-entertainers always in dread of being shunned by the student comment that "Class is boring." Professors have had to construct learning games to keep students engaged. Professors who deliver a lecture are less favored than professors who engage students in open discussion. The discussion must relate to contemporary issues because the past is out-of-date. This presents a challenge to the instructor who is assigned to teach the rubrics that shape the organization of an essay or a speech.

Popular conceptions of time shape attitudes toward the classroom experience. The Internet has added to the myriad of choices that enhance communication but at the same time have enabled anyone to publish at anytime about anything. The talk show phenomenon and the rise of a McDonalidized society have emphasized that any idea can be expressed and we need to do it instantly. Students have come to expect that they have a right to be heard and speak out whenever they feel the urge. The danger of this tendency is that we stop listening to each other and critical thought becomes diminished. Another consequence of time is that students are impatient to take time to practice a speech or rewrite a draft of an essay. They become disheartened when their communications don't achieve eloquence on the first try. Students don't want to brainstorm ideas because the process takes time. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

The Impact of Popular Culture on Communication Skills: A Commentary with Insights for Writing Instruction
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.