Grand Canyon University English Question – Description
Examine closely and critically how your first choice from the article that you’ve chosen to work with addresses the following:
1. Id the author(s) and title
2. Author’s/authors’ purpose/main point is_____ AND tone/attitude is____ and I can tell because____, which is targeting an audience composed of ____who would be reading this article because _____.
3. The strongest point is ____ because____ (remember evidence in the piece, not your personal feelings) and is presented by____.
4. The weakest point is ____ because ____ (remember evidence in the piece, not your personal feelings) and is presented by ____.
5. Rhetorical features that the author(s) employ(s) include (remember to note the specific example in the text) AND each has a(n) _________effect (not all may apply)
ethos, credibility
pathos, emotion
logos, reason
Kairos, timeliness
repetition
definition(s)
figurative language
familiar/conversational language
rhetorical question
analogy or comparison
parallel structure
addressing counterclaim/opposition
bandwagon assertions
name-calling (ad hominem)
Hyperbole (exaggeration)
causal fallacy (false id of cause)
WORK STUDENT TURNED IN
1. Id the author(s) and title
Is technology becoming beneficial or dependent for kids? In the article, “Digital Gap Rich and Poor”, by Nellie Bowles gives a controversial explanation about how the rich parents of silicone valley think their children are over using technology, at home and in school. The author’s main purpose is to shed light on the divide that technology is being overly used by kids and when should the parents intervene. Bowles establishes a informative tone and tells readers the problematic side of technology, stating
2. Author’s/authors’ purpose/main point is to share how the rich wish to ban electronic devices from schools. The tone/attitude the author brings to this is ment to be informative and I can tell because she adds the link to the studies she mentions within the article, which is targeting an audience composed of adults who would be reading this article because they are parents that feel technology is becoming too much.
3. The strongest point the author makes is how rich parents who once wanted the newest technology in schools to benefit their kids and are now seeing the effects its having with attention and behaviorial issues. The difference between silicone valley parents and others is that, they have the luxury to take the steps needed to remove the screens in their schools, while state funded students who are becoming dependent on screen time do not. This presented by the author stating “It could happen that the children of poorer and middle-class parents will be raised by screens, while the children of Silicon Valley’s elite will be going back to wooden toys and the luxury of human interaction.”
4. The weakest point is how the author tells how public schools promoting this new way of learning is being seen as the new norm, but does not give opinions from public school parents on how the new technology could be used for there means. Also a I thought another weak standpoint the author included a statement of a parent expressing how she believes her daughter will lose communication skills and fears that she won’t find a job or spouse and is presented by stating “What happens to my daughter if she can’t communicate over dinner — how is she going to find a spouse? How is she going to interview for a job?”.
5. Rhetorical features that the author(s) employ(s) include credibility to her writing, as she also references the studies she used to gather her information from. She is letting the readers know her stand point, by pointing out the differences between a psychologist going to speak for one community that is aware of the addictive technology issue, verse another community that is not.
(remember to note the specific example in the text) AND each has a(n), ethos effect.
Analyze the essay chosen for its effective communication (or ineffective communication if that is the case). Consider the rhetorical elements that are present in the piece (and that you have pre-written about in your informal assignment). Remember to back up all your claims with evidence from the text. (5-6 pages)
This is formal writing, so you are addressing a large audience of co-workers, colleagues, and people who are interested in hearing an authority and mention of experts (a way of showing that you research ideas instead of relying on opinion, guesswork, or gossip).
Be sure to give:
an informative title;
an opening with interest;
consideration of audience;
a clear thesis that states position to answer the prompt;
well-considered academic word choice and tone;
avoiding subjective “I” needlessly (formal writing emphasizes the material not personal reaction);
avoiding “dead” words like “it” or “things”;
transitions between ideas;
supporting evidence/details/specificity/authority/fact/data, etc.;
using researched material accurately when referencing;
commentary as demonstration of your developing skills in using research to forward/prove your thesis;
a conclusive ending
a works cited for the sources used after the required page count
By Nellie Bowles
Oct. 26, 2018
The parents in Overland Park, Kan., were fed up. They wanted their children off screens, but
they needed strength in numbers. First, because no one wants their kid to be the lone weird one
without a phone. And second, because taking the phone away from a middle schooler is actually
very, very tough.
“We start the meetings by saying, ‘This is hard, we’re in a new frontier, but who is going to help
us?’” said Krista Boan, who is leading a Kansas City-based program called START, which
stands for Stand Together And Rethink Technology. “We can’t call our moms about this one.”
For the last six months, at night in school libraries across Overland Park, a suburb of Kansas
City, Mo., about 150 parents have been meeting to talk about one thing: how to get their kids off
screens.
It wasn’t long ago that the worry was that rich students would have access to the internet earlier,
gaining tech skills and creating a digital divide. Schools ask students to do homework online,
while only about two-thirds of people in the U.S. have broadband internet service. But now, as
Silicon Valley’s parents increasingly panic over the impact screens have on their children and
move toward screen-free lifestyles, worries over a new digital divide are rising. It could happen
that the children of poorer and middle-class parents will be raised by screens, while the children
of Silicon Valley’s elite will be going back to wooden toys and the luxury of human interaction.
This is already playing out. Throwback play-based preschools are trending in affluent
neighborhoods — but Utah has been rolling out a state-funded online-only preschool, now
serving around ten thousand children. Organizers announced the screen-based preschool effort
will expand in 2019 with a federal grant to Wyoming, North Dakota, South Dakota, Idaho and
Montana. Lower-income teens spend an average of eight hours and seven minutes a day using screens for entertainment, while higher income peers spend five hours and 42 minutes, according to research by Common Sense Media, a nonprofit media watchdog. (This study counted each screen separately, so a child texting on a phone and watching TV for one hour counted as two hours of screens being used.) Two studies that look at race have found that white children are exposed to screens significantly less than African-American and Hispanic children. And parents say there is a growing technological divide between public and private schools even in the same community. While the private Waldorf School of the Peninsula, popular with Silicon Valley executives, eschews most screens, the nearby public Hillview Middle School advertises its 1:1 iPad program.
The psychologist Richard Freed, who wrote a book about the dangers of screen-time for kids and how to connect them back to real world experiences, divides his time between speaking before packed rooms in Silicon Valley and his clinical practice with low-income families in the far East Bay, where he is often the first one to tell parents that limiting screen-time might help with
attention and behavior issues. “I go from speaking to a group in Palo Alto who have read my book to Antioch, where I am the first person to mention any of these risks,” Dr. Freed said.
He worries especially about how the psychologists who work for these companies make the tools phenomenally addictive, as many are well-versed in the field of persuasive design (or how to influence human behavior through the screen). Examples: YouTube next video autoplays; the
slot machine-like pleasure of refreshing Instagram for likes; Snapchat streaks.
“The digital divide was about access to technology, and now that everyone has access, the new
digital divide is limiting access to technology,” said Chris Anderson, the former editor of Wired
Technology Is a Huge Social Experiment on Children Some parents, pediatricians and teachers around the country are pushing back. “These companies lied to the schools, and they’re lying to the parents,” said Natasha Burgert, a pediatrician in Kansas City. “We’re all getting duped.”
“Our kids, my kids included, we are subjecting them to one of the biggest social experiments we
have seen in a long time,” she said. “What happens to my daughter if she can’t communicate
over dinner — how is she going to find a spouse? How is she going to interview for a job?”
“I have families now that go teetotal,” Dr. Burgert said. “They’re like, ‘That’s it, we’re done.’”
One of those families is the Brownsbergers, which had long banned smartphones but recently
also banned the internet-connected television.
“We took it down, we took the TV off the wall, and I canceled cable,” said Rachael
Brownsberger, 34, the mother of 11- and eight-year old boys. “As crazy as that sounds!”
She and her husband, who runs a decorative concrete company, keep their children away from
cellphones but found that even a little exposure to screen time changed the boys’ behavior. Her
older son, who has A.D.H.D., would get angry when the screen had to be turned off, she said,
which worried her. His Christmas wish list was a Wii, a PlayStation, a Nintendo, a MacBook Pro and an iPhone. “And I told him, ‘Kiddo, you’re not gonna get one of those things,’” Ms. Brownsberger said. Yeah, I’m the mean mom.” But one thing has made it easier: Others in what she described as a rural neighborhood outside Kansas City are doing the same thing.
“It takes a community to support this,” she said. “Like I was just talking to my neighbor last
night — ‘Am I the worst mom ever?’”
Ms. Boan has three pilots running with about 40 parents in each, looking at best practices for
getting kids off phones and screens. Overland Park’s Chamber of Commerce is supporting the
work, and the city is working to incorporate elements of digital wellness into its new strategic
Vision. Advertisement “The city planner and the chamber of commerce said to us, ‘We’ve seen this impact our city,’” Ms. Boan said. “We all want our kids to be independent, self-regulated device users, but we have to equip them.” The Privilege of Choices In Silicon Valley, some feel anxious about the growing class divide they see around screen-time.
Kirstin Stecher and her husband, who works as an engineer at Facebook, are raising their kids
almost completely screen-free.
“Is this coming from a place of information — like, we know a lot about these screens,” she said.
“Or is it coming from a place of privilege, that we don’t need them as badly?”
“There’s a message out there that your child is going to be crippled and in a different dimension
if they’re not on the screen,” said Pierre Laurent, a former Microsoft and Intel executive now on
the board of trustees at Silicon Valley’s Waldorf School. “That message doesn’t play as well in
this part of the world.”
“People in this region of the world understand that the real thing is everything that’s happening
around big data, AI, and that is not something that you’re going to be particularly good at
because you have a cellphone in fourth grade,” Mr. Laurent said.
As those working to build products become more wary, the business of getting screens in front of kids is booming. Apple and Google compete ferociously to get products into schools and target students at an early age, when brand loyalty begins to form.
Advertisement Google published a case study of its work with the Hoover City, Ala., school district, saying technology equips students “with skills of the future.”
The concluded that its own Chromebooks and Google tools changed lives: “The district leaders
believe in preparing students for success by teaching them the skills, knowledge, and behaviors
they need to become responsible citizens in the global community.”
Dr. Freed, though, argues these tools are too relied upon in schools for low-income children. And he sees the divide every day as he meets tech-addicted children of middle and low-income
Families. “For a lot of kids in Antioch, those schools don’t have the resources for extracurricular activities, and their parents can’t afford nannies,” Dr. Freed said. He said the knowledge gap around tech’s danger is enormous.
Dr. Freed and 200 other psychologists petitioned the American Psychological Association in
August to formally condemn the work psychologists are doing with persuasive design for tech
platforms that are designed for children.
“Once it sinks its teeth into these kids, it’s really hard,” Dr. Freed said
Criteria
IDEAS
–contains claim
–shows depth of understanding and critical thinking/independent judgement of the material, -insightful support/evidence, clearly defined which includes effective reasoning/analysis, vivid details, unique insight,
–and creative development of the prompt
-no plagiarism
ORGANIZATION
-solid organization, clear sense of completeness, control of flow, and well-chosen transitions and plan
DICTION/VOICE
-strong voice and tone using appropriate, mature, specific vocabulary to student’s level, avoids vagueness, and does not reflect reliance on “dead words” like “it, things, a lot, stuff, indefinite this/there is”; Note: informal work may include informal/personal “I” expressions
CONVENTIONS
-extremely few or no errors in conventions, sentence clarity
-clear, legible
presentation and format
–MLA applied if required
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