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AUTHOR(S): 

Norizan Abdul Razak, Nurain Jantan Anua Jah

 

TITLE

The Analysis of Online Writing Strategies in Social Media of a Public University

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ABSTRACT

The power of technology is no longer can be denied as it holds the most important role that plays around human needs. From banking, shopping, entertainment or even when you want to read comics, the application of technology is what people are looking for. Due to its advanced features, social media has been a perfect tool for certain people, companies, industries and even institutions to use it to connect and deliver any intended information to their target users. Therefore, this recent study is going to identify themes of writing and frequency of its occurences in social media, to identify online writing features and lastly, to propose the effective online writing strategies in the social media in the context of a public university. Four official and unofficial university’s Facebook pages are used in order to achieve the purposes of conducting this study through content analysis. The results show that there are five main strategies of the effective online writing identified which are simple and readable content, semi-formal and suitable word choice, eye-catching pictures and video, and lastly non-linguistic effective features offered in social media. Almost 80% of the effective strategies in marketing social media involves linguistic strategies and the rest is the non-linguistic strategies. The model of effective online writing has been proposed based on the findings found in terms of university’s context

KEYWORDS

Social Media activities, Facebook pages, effective online writing, online writing strategies, technology and education

REFERENCES

[1] Axtman, K. (2002). “r u online?”: The evolving lexicon of wired teens. Cristian Service Monitor, Dec. 12, 1. http://www.csmonitor.com/2002/1212/p01s 01-ussc.html. 

[2] Crystal, D. (2001). Language and the Internet. Cambridge: Cambridge Univ. Press. 

[3] Clark, H.H. (1996). Using language. Cambridge, UK: CUP. 

[4] Davis III, C. H. Deil-Amen, R. Rios-Aguilar, C. & Gonzalez Canche, M. S. (2012). Social Media in Higher Education: A literature review and research directions. Dino, C.M. & Gustilo, L.E. (2015). Digitatalk: An exploration of the linguistic features of CMC. International Journal of Languages, Literature and Linguistics 1(1). 

[5] Haeger, H. & BrckaLorenz, A. (2014). Bridge or Barrier: The Impact of Social Media on Engagement for First-generation College Students. 

[6] Hartley, P. (1993). Interpersonal Communication. New York: Routledge. 

[7] Irwin, C. Ball, L. & Desbrow, B. (2012). Students’ perceptions of using Facebook as an interactive learning resource at university. Australasian Journal of Educational Technology 28(7): 1221- 1232. 

[8] Junco, R. (2014b). Engaging Students through Social Media: Evidence-Based Practices for Use in Student Affairs. John Wiley & Sons. 

[9] Lin, H. & Qiu, L. (2013). Two sites, Two voices: linguistic differences between Facebook status updates and tweets. Spinger: 432-440.

[10] Manarang, R. (2017). 16 Effective Facebook Marketing Strategies for Businesses. Roel Creative: Content Marketing Agency. http://roelcreative.com/effective-facebook marketing-strategy/. 

[11] Moquin, M. (2012). Logged in and Engaged: Examining How Social Media Can Develop, Maintain, and Increase College Student Engagement. Education Student Publications: Merrimack College. 

[12] Naidu, S. (2005). Learning & teaching with technology: Principles and practices. Oxon, UK: Routledge Falmer. 

[13] Norizan Abdul Razak & Nurain Jantan Anua Jah. (2016). Social media activities among women entrepreneurs. Proceedings of ICWC 2016 Subang Jaya Malaysia. UITM Law Review: 202-218. 

[14] O’connor, A. (2005). Instant Messaging: Friend or foe of student writing. New Horizons for Learning Online Journal 11(2). http://www.newhorizons.org/strategies/liter acy/oconnor.htm 

[15] Ong’onda, N.A. Oketch, O. & Ongarora, D. (2013). Prosodic features in Facebook communication. International Journal of Academic Research in Progressive Education and Development 2(2). 

[16] Prensky, M. (2001). Digital natives, digital immigrants. On The Horizon 9(5). NCB University Press. 

[17] Sabater, C.P. (2014). The linguistics of social networking: A study of writing conventions on Facebook. Linguistic online 56: 6-12. http://www.linguistikonline.de/56_12/perez sabater.html 

[18] Selwyn, N. (2012). Social media in higher education. The Europa world of learning. 

[19] Tagliamonte, S & Denis, D. (2008). Linguistic ruin? Lol! Instant messaging and Teen language. American Speech 83(1).

Cite this paper

Norizan Abdul Razak, Nurain Jantan Anua Jah . (2017) The Analysis of Online Writing Strategies in Social Media of a Public University. International Journal of Education and Learning Systems, 2, 100-109

 

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This article is published under the terms of the Creative Commons Attribution License 4.0

 

 

[1] Axtman, K. (2002). “r u online?”: The evolving lexicon of wired teens. Cristian Service Monitor, Dec. 12, 1. http://www.csmonitor.com/2002/1212/p01s 01-ussc.html. 
 
[2] Crystal, D. (2001). Language and the Internet. Cambridge: Cambridge Univ. Press. 
 
[3] Clark, H.H. (1996). Using language. Cambridge, UK: CUP. 
 
[4] Davis III, C. H. Deil-Amen, R. Rios-Aguilar, C. & Gonzalez Canche, M. S. (2012). Social Media in Higher Education: A literature review and research directions. Dino, C.M. & Gustilo, L.E. (2015). Digitatalk: An exploration of the linguistic features of CMC. International Journal of Languages, Literature and Linguistics 1(1). 
 
[5] Haeger, H. & BrckaLorenz, A. (2014). Bridge or Barrier: The Impact of Social Media on Engagement for First-generation College Students. 
 
[6] Hartley, P. (1993). Interpersonal Communication. New York: Routledge. 
 
[7] Irwin, C. Ball, L. & Desbrow, B. (2012). Students’ perceptions of using Facebook as an interactive learning resource at university. Australasian Journal of Educational Technology 28(7): 1221- 1232. 
 
[8] Junco, R. (2014b). Engaging Students through Social Media: Evidence-Based Practices for Use in Student Affairs. John Wiley & Sons. 
 
[9] Lin, H. & Qiu, L. (2013). Two sites, Two voices: linguistic differences between Facebook status updates and tweets. Spinger: 432-440. 
 
[10] Manarang, R. (2017). 16 Effective Facebook Marketing Strategies for Businesses. Roel Creative: Content Marketing Agency. http://roelcreative.com/effective-facebook marketing-strategy/. 
 
[11] Moquin, M. (2012). Logged in and Engaged: Examining How Social Media Can Develop, Maintain, and Increase College Student Engagement. Education Student Publications: Merrimack College. 
 
[12] Naidu, S. (2005). Learning & teaching with technology: Principles and practices. Oxon, UK: Routledge Falmer. 
 
[13] Norizan Abdul Razak & Nurain Jantan Anua Jah. (2016). Social media activities among women entrepreneurs. Proceedings of ICWC 2016 Subang Jaya Malaysia. UITM Law Review: 202-218. 
 
[14] O’connor, A. (2005). Instant Messaging: Friend or foe of student writing. New Horizons for Learning Online Journal 11(2). http://www.newhorizons.org/strategies/liter acy/oconnor.htm 
 
[15] Ong’onda, N.A. Oketch, O. & Ongarora, D. (2013). Prosodic features in Facebook communication. International Journal of Academic Research in Progressive Education and Development 2(2). 
 
[16] Prensky, M. (2001). Digital natives, digital immigrants. On The Horizon 9(5). NCB University Press. 
 
[17] Sabater, C.P. (2014). The linguistics of social networking: A study of writing conventions on Facebook. Linguistic online 56: 6-12. http://www.linguistikonline.de/56_12/perez sabater.html 
 
[18] Selwyn, N. (2012). Social media in higher education. The Europa world of learning. 
 
[19] Tagliamonte, S & Denis, D. (2008). Linguistic ruin? Lol! Instant messaging and Teen language. American Speech 83(1).