Walter J. Ong, Jr., Orality and Literacy (1982): Freshman composition students – whose deficient prose has come in for praise during their progress from Kindergarten to high school by teachers who also write poorly and have no real grasp of grammar or syntax – believe firmly that writing differs not at all from speaking. They therefore “write” only what they would say, were they jawing with their dorm-buddies over some topical topic. (If, that is, they did jaw, but mainly they do not.) Ong’s Orality and Literacy explores the stark contrast between oral language and written language; or rather, between the thinking of those who live in what he calls primary oral cultures and those who live fully in the stream of literate, either chirographic or typographic, culture. Ong’s chapter on “Some Psychodynamics of Orality” lists the characteristics of a primary oral culture. In an early paragraph Ong remarks that “fully literate persons can only with great difficulty imagine what a primary oral culture is like, that is, a culture with no knowledge whatsoever of writing or even of the possibility of writing.” For one thing – an oral culture is also an aural culture. Speech is sound; it vanishes into silence in the same moment as it pronounces itself. Speech is time-bound. To attend to speech means to attend to persons, either orators or interlocutors; and both oratory and interlocution correspond to a performance. Oral cultures and literate cultures in fact share a need, namely to preserve the wisdom necessary for group survival, but in an oral culture this takes the form of proverbs and sayings, which are anything but discursive and strike literates as quaint and hackneyed. “In an oral culture,” as Ong writes, “experience is intellectualized mnemonically.” The young come under the obligation continuously to repeat the legal and customary formulas. Oral cultures will appear to literates as restrictive and redundant in their iteration, narrow in range, and sententious, traits that arise from an intrinsic limitation.