Feb
5
Dickinson Literacy Evolves
February 5, 2013 | Tagged adaptation, blankc, communication, in context, lingo, literacy evolves, slang | 3 Comments
Peculiar, isn’t it? In a world connected by beautifully dated languages utilized since the primitive ages, lingo, slang and the like are becoming more commonplace. The basis of our own language, English, is broken down into dialects varying by region and is distorted by street tongues and the highly recognizable “mumbo jumbo.” Humans seem to prefer their modern terminology in comparison to proper English. Notwithstanding, this post in no way criticizes humans’ adaptations of language as what constitutes literacy will naturally transform over time.
The reasoning for the mind to revert to gibberish lies in its impeccably and grammatically incorrect ease of use. Likewise, Dickinson College students speak from their very own unwritten yet widely understood lingo lexicon. Outsiders would need a full glossary to comprehend bits of their conversations. Thus, Dickinson possesses a specific literacy and, in determining its type, one would need to contemplate whether it connects students in the form of grace, power, adaptation, or communication.
After thorough deliberation, I have found that Dickinson literacy is a combination of the hindmost forms. Slang often better indicates an individual’s point in conversation at a faster pace. And because lingo is dynamic and relative to time period, Dickinson literacy is an evolving form of rapid communication, adapting within itself as the College ages.
Interaction amongst Dickinsonians while walking Pomfret Street or ordering from the Underground’s menu involves the literacy created by them. Whether meeting a colleague on the “quiet side” or scoring touchdowns on Biddle Field, the use of lingo by description is inevitable. Furthermore, without knowledge of such literacy, students cannot expect to survive on campus. Therefore, Dickinson literacy is not limited to colloquy. It expands beyond conversation and delves into the realm of coexistence in Carlisle, indoctrinating engagement in society as a whole.
Comments
3 Comments so far
I’m struck by your approach to this post, Caroline. You’ve tried to describe, rather than to demonstrate, what the “lingo” of Dickinson is. That’s a good approach, but I don’t quite follow some of your turns of phrase. What does “lingo by description” mean? Or “delves into the realm of coexistence”? I’d love to hear more concrete elaboration on your ideas here.
Thanks, I really tried to take a different approach and I’m excited you noticed! When I say “lingo by description,” I mean that using lingo when describing something is inevitable at Dickinson. And when I say “delves into the realm of coexistence,” I just mean that the lingo in a way unites students living in Carlisle and that Dickinson literacy enables coexistence and engagement in society. Often when I write I try to explain my points without giving too long of explanations (like those I just mentioned) because I do enjoy exaggerated writing. But I will work on being more concrete. Although, when writing and proofreading this post, I did try to make sure all of my points were very clear.
Caroline, I really enjoyed reading your post. It reminds me of an outsider’s point of view or a new comer’s first impression of our lingo. I like that I can relate to many of the things you mentioned such as “outsiders would need a full glossary to comprehend bits of their conversations” and “without knowledge of such literacy, students cannot expect to survive on campus.” I can attest to both of those situations.