This assay explored the potential impact of text messaging on the written work of 41 Grade 11 English first additional language learners at a Pretoria public high school. Some text message attributes discovered in two written learner activities were: no full stops; g-clippings; spelling errors; letter and number homophones; shortenings; contractions; incorrect capitalisation; and non-conventional spelling errors (textism spelling errors). Text message attributes as word count percentage in both learner activities had a smaller preponderance in and, thus, a minor negative impact on learners' written work. Keywords: Grade 11 EFAL learners, text message features, text messages, text messaging, two-paragraph text message activity, written essay activity