As educators interested in how online tools can make students better writers, we are finally getting some systematic studies to back up anecdotal evidence about how the more widely used tools, blogs and Twitter, are impacting writing skills and the evidence so far is positively inconclusive.  That is the gist of an interesting post from Wired Campus today, which takes note of the contradictory conclusions drawn from two studies.

Mark Bauerlein, professor of English at Emory University, turned in a Brainstorm blog post on Saturday, August 29, 2009 arguing that while it is true that young people today write far more than any previous generation in the form of online postings, text messages and the like,

we don’t see any gains in reading comprehension for 17-year-olds on NAEP exams, the SAT, or the ACT.  The last NAEP writing exam showed some improvement at the very lowest end, but no improvement in “proficient” or “advanced.”  Remedial reading and writing course enrollments are heavy, and the Chronicle’s survey of college teachers found only six percent of them claiming that students are “very well prepared” in writing.  And businesses keep spending billions of dollars each year on remedial writing training for employees.

On the other hand, early results of five-year study from Stanford draw an opposite conclusion.  The study examined close to 14,000 pieces of student writing done for courses and beyond.
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Though final data analysis has not been done, early results indicated that in their Internet writings, students took pains to cultivate tone and voice, and to address a particular audience. “The out-of-class writing actually made them more conscious of the things writing teachers want them to think about,” said Paul M. Rogers, an assistant professor of English at George Mason University who is involved in the study.

So there you have it.  These are only two studies.  More have been done and more are being undertaken.  I am sure it will be a while before the debate is settled.

To my mind, however, a correlating, and perhaps even more important question, might be whether or not we are teaching students the right kind of writing.  In other words, is the nature of written discourse being so radically altered that we need to supplant or at least supplement teaching the forms and styles we teach now with newer forms and styles for the digital age?