Smart Phones usage in Connection with Cyberbullying

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Smart Phones usage in Connection with Cyberbullying

Students exhibit behavior that shows ways that cellphone usage can be addictive. Cellphones became an essential item for teens in the 20th century, and there are many reasons why a cellphone would be needed. But how does being attached to the cellphone and cyberbullying compare?

Nowadays, everybody has smartphones and the internet. Students are used to having something in their hand; most can’t live without the phone.” Smartphones are the most remarkable and fastest diffusing technology today.” Smartphones help us to function with everything that is needed to get on with everyday life. To compare cellphone addiction to cyberbullying is like a person who messes with someone because they feel like it; that is just like being addicted to having a cellphone. According to Springer, “The over usage of smartphones and internet can interfere with one’s life.” (Springer)

Second, the way people write things on the internet could be a problem. Once a post is put on some form of social media, it can be taken out of content no matter if the post was intended to cause harm or not. This could cause serious issues, and this can be seen as cyberbullying Smartphones tend to have the teen’s attention more than anything. Studies show that teens are on their phones more than anything else. This is how the majority go about their day to collect information and function with everyday life. Most students don’t see what they do as cyberbullying. Because it is done on many occasions when it is brought to their attention may or may not be taken seriously.

To conclude, due to students being on their phones most of the time, you can say that cellphone addiction lines up with some form of cyberbullying.

What is expected in the essay, it must be done in 3rd person as well

In this essay, you will analyze an academic peer reviewed article found in one of the school’s databases. Your purpose will be to help your readers to understand the article beyond the surface level. Here you will look not only at what the article provides in terms of facts, data, and viewpoint, but also in terms of what we can learn about the concepts that are addressed and those that drive the article.

You might also look carefully at any images that accompany the article. This might include pictures, captions, special headlines or headings, and quotes highlighted for effect. How do these things affect our perception of the concept, or change the way we receive the information? Related to this, consider what language might be used to help you, as a reader, “visualize” the concept.

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When I have read your paper, I should be able to see that you have read the article carefully, but I should not be able to tell what your own opinion of the topic itself is until the last paragraph (if at all).

Reminder: As the syllabus indicates, you will need to follow instructor guidelines for selecting a topic and have your topic approved.

Expected length and format: Essays should run 600-1200 words; the final draft must be “typed” in a12 point font like Arial or Times New Roman and be double-spaced with one inch margins on all sides.

Due Dates: See your Course Calendar for due dates on working drafts and final, properly formatted drafts.

Features of Article Analysis

Consider that you might want to carefully look at what expectations a reader has in reading this article. What information does she expect to find? What purpose might one have for reading? What makes the article resonate or stay with someone? Also, what prior knowledge does the writer of the article seem to assume?

You should focus your paper around a single article (focusing on ONE SIDE of a multi-sided concept). Consider how the author writes about a concept though your essay will not focus on a concept itself, but how thoroughly an article addresses a concept.

Features of article analysis include:

· a clear sense or purpose that does not need to be announced

· specific references to the article you are writing about (This means directly quoting important sentences or paraphrasing particular sections, but not mere summary.)

· vivid language that allows the reader to see that you have made connections between the concepts addressed in the article and the world from which you write and the reader lives in

· clear connections between material referenced in the article, your own thoughts, and any information you bring from outside the two.

· You will prove how strongly or weakly the article presents the following: title, claim, opposition, common ground, experts and evidence.

For more information, look at the following two handouts: “Writing an Analysis/Reading Critique of an Article” and “Analysis Questions” available on the class website under the Essays 1-4 tab (Essay 2 folder).

Writing an Analysis/Reading Critique of an Article

The following are characteristics to look for in an effective argument. The ones in all CAPS are major characteristics, and the ones in lower case are minor characteristics. The red statements are what you ask as you are reading critically. You need to answer these in your paper. I do not want to know whether or not you agree with what is written, but I do want to know how strongly or weakly the characteristics are written: title, claim, opposition, common ground, experts and evidence.

Strong? Why? Proof?

Weak? Why? Proof? What would need to be done to make it stronger? (I call this a “fix-it”.) Why is this one stronger?

1. TITLE/CLAIM:

2. INTRODUCTION / CONCLUSION (ORGANIZATION)—Optional

3. OPPOSITION: The “other side” of the argument in the article. Those who not agree with the writer’s claim.

4. COMMON GROUND: This is the place where a “meeting of the minds” takes place and both sides agree on this one thing. There is always a common ground, but it is sometimes implied and not explicitly stated.

5. SUPPORTING EVIDENCE (its credibility): Is the evidence valid/credible? How? Why? Proof?

· Statistics

· Graphs

· Studies

· Reports

· Percentages

· Numbers

· Expert testimony

6. EXPERTS: What makes these people experts? Degrees? Experience? Titles? Proof?

7. OPINION VS. FACT — Optional

8. CONTRADICTION (Mention it only if it is there.)

9. LANGUAGE (Sexist? Racist? Does it exploit? Inappropriate tone? Stereotypes?)—Optional

10. ASSUMPTION (Mention it only if it is there.)

Suggested Set-Up

You do need to underline/bold/highlight each of the characteristics as shown in the sample paper.

1. Introduction:

· Must include author’s name and title of article

· Must include your claim re: your overall view of the article.

2. Title/Claim:

· Quote the title of the article. Is it well written? Strong? Weak?

· Explain specifically why it is strong or weak. If it is weak, then give a suggestion for a strong title.

· What is the author’s claim? Quote it.

· Is it strong or weak and why?

3. Opposition/Common Ground:

· What is the “other side” mentioned in the article (the one that disagrees with the author of the article)? Quote it. The opposition must be quoted fairly and appropriately. Explain why it is quoted fairly or why it is not. Be specific. If it is not, then tell what should have been there to make it an effective opposition.

· Quote the common ground (the place where there is a “meeting of the minds”, the point where both sides agree before they part ways). If there is not one, mention that as a negative and tell what should have been stated to show common ground re: the topic.

4. Supporting Evidence:

· Give quotes of the strong and weak types of supporting evidence used in the article (1 of each). Tell why it is positive or negative. Tell what should have been written to make it strong if it is weak. (e.g. What is the name of the study/survey? When was it done? Who did it? How many people were used/asked? How many males, females, etc? What racial diversity was used? Where was the study/survey done?)

5. Experts/Credibility:

· Give examples (at least 2) of experts used and tell why those people are or are not experts. What position do they hold and for how long? What vested interest do these people have and why? What makes them credible? Explain. What makes them not credible? What degree do they have? From where? What should have been mentioned in order to prove to the reader that this person, organization, people are experts?

6. Conclusion:

· Give your overall analysis of the article. Be specific. Is it an article you would recommend for someone else to read? Why or why not? In this paragraph, you can also tell whether you agree or disagree with the subject-matter presented in the article as well.

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