Summer 2014 - August M o n d a y T u e s d a y W e d .docx

Summer 2014 - August
M o n d a y T u e s d a y W e d n e s d a y T h u r s d a y F r
i d a y
1
-Library Prep
-Library Databases
(Reference
Librarian)
4
-Review Library
-Review Annotated
Bib Progress
-Works Cited
-In-text Citing
-Online Discussion
[Online Discussion]

5
DUE-11:59pm
>#6 Annotated
Bibliography
(upload to Canvas)
>#4 RR 3 & 4
(upload to Canvas)
(no RR for your
article)
-#7 Argumentative
Essay
-Outline
6
-CONFERENCE
PAT 2110
#7 Argumentative
Essay Free-write,
FREEWRITE,
OUTLINE, &
WORKING THESIS
(See sign-up for
your time)
(upload to Canvas)
[Online Discussion]

7
DUE
>#4 RR 5 & 6
(upload to Canvas)
(no RR for your
article)
>#4 Best RR
(upload to Canvas)
-CONFERENCE
(optional)
PAT 211O
#7 Argumentative
Essay…got
questions?
8
-CONFERENCE
PAT 2110
#7 Argumentative
DRAFT 1
(See sign-up for
your time)
(upload to Canvas)
[Online Discussion]

11
-CONFERENCE
PAT 2110
#7 Argumentative
DRAFT 2 W/
WORKS CITED
(See sign-up for
your time)
(upload to Canvas)
-Peer Review
#Argumentative
Essay on your own
12
DUE-11:59pm
>#7 Argumentative
Essay Final
(upload to Canvas)
-Peer Review #7
Argumentative
Essay on your own
13
-#8 Reflective Essay
(In Class)
-EWU Evaluation
-Feedback
-Class picture
14
FINALS

NO FINAL IN THIS
CLASS
15
FINALS
Copyright © 1999. All rights reserved.
Copyright © 1999. All rights reserved.
Smith 1
John Smith
Kathy Rowley
English 201-21

March 25, 2013
Argumentative Essay:
Technology: A Tool for School?
One hundred years ago, people could only dream about a
society full of hand held
communication devices, computers that reach into virtual
worlds, interactive screen
games, and complex robotic machinery. Two important aspects
of the technology concept
include the scope and role (Orlikowski 398). In regards to
education, one view states that
technology has helped educate students because “video can play
a crucial role in
developing the higher order skills that are emphasized in current
views of teaching and
learning” (Moore 174). On the other hand, many believe that
“television’s principal
contribution to educational philosophy is the idea that teaching
and entertainment are
inseparable” (Postman 424). Although the perspectives
regarding technology differ
greatly, all can agree that it has severely impacted our society
in multiple ways.

Ultimately, research has proven that technology has created an
industrial revolution that
has drastically altered education.
Technology is prevalent in almost every aspect of the American
culture and it has
become nearly impossible to avoid interacting with and learning
how to use and deal with
the technology that we encounter throughout everyday
situations. Technology is a broad
category that extends from televisions, video games, computers,
robotics, airplanes, to
even coffee makers; most items in the world of 2013 are in one
way or another based on a
Smith 2
form of technology. Children see technology every day in their
schools and homes, while
most adults use technology in their jobs and at home as well.
Technology has changed the
education system because it created an entirely new approach to
teaching; one that
incorporates video aid through television and gaming. “In the
standards for teachers,

technology is viewed as more than just an instructional tool; it
is viewed as a means for
assessment professional development, and for transforming
learning environments”
(Cummings 73). Technology allows teachers to connect with
students easier because a
large portion of students learn visually; however, it is agreed
upon that television should
not be the sole medium for teaching but should be used in
combination amongst other
forms of media. Certain studies have shown that increased
television viewing causes
lower academic performance. Although the content being
viewed has a larger impact than
the raw amount watched. Video games have also become
ubiquitous among society, and
have comparable affects to television. Some types of games
have been linked to more
aggressive behavior, while other types of games have been
shown to help heel sick
hospital patients and help businesses stay above the bottom line
(Cummings).
Technology has become a mundane activity in the life of the
average American, and

therefore has been linked to obesity because of its sedentary
nature.
Technology has changed the way kids learn in and outside of
the classroom. It has
opened the doors for educators and provided them with the
necessary tools to assist them
educate students by various means. Before the technology
revolution, children learned by
word of mouth through their teachers, peers, and parents
mainly. Now in 2013, children
learn more from what they see through television, games and
computers. “Currently 98%
of the 75 million households in the United States own a
television set, and these sets are
Smith 3
turned on for an average of 7 hours a day” (Christopher, Fabes,
and Wilson 210). It is
alarming how common television sets are in homes, and it
makes sense that children are
learning through the visual medium more and more. Television
was not invented for

education though, but rather for entertaining because
“television-teaching always takes
the form of story-telling” (Postman 425). Some television
programs like the Discovery
Channel, and PBS are educational and are aimed at informing
and teaching children;
however, television does not actually teach children to love
school, it only teaches them
to love television (Postman). Many differences exist between
learning through a
television set and in a classroom. For one thing, in a classroom
the students can interact
with both the teacher and other students. If a student is having
problems with a task or
has questions of any sort, there are plenty of other bodies
around to help out. In a
classroom setting, students can also be disciplined appropriately
so they learn how to and
not to behave. The television can impose no such critique, give
no feedback, and can be
watched by any person at any given time. Basically, the abilities
of a television are
limited and cannot interact; the Oxford Dictionary defines
interaction as: a reciprocal

action; action or influence of persons or things on each other.
The key word there is
“reciprocal”, because no matter what program is on the
television, in no circumstance can
it ever reciprocate action.
There are also those who believe that television can really
improve learning, and
cause positive effects. Preschoolers who view educational
programs have been shown to
place a higher value on achievement, display less aggression,
get higher grades, read
more books, and display more creativity (Anderson). Sometimes
it is hard to distinguish
where to draw the line of what kind of television is “good”
versus “bad” and just how
Smith 4
much viewing is too much. Technology such as television is no
different than other
activities because not all books or games for example are going
to be good, and too much
of one thing is also bad. On this basis, one can draw the
conclusion that the content of

television viewed is more important than the raw amount, and
the medium is not the
message. The message is.
Obviously numerous forms of learning exist: reading text,
listening to a lecture,
watching a video or television program, and each have their
own advantages and
disadvantages. For teachers, the key resides in the ability to
integrate television and video
into their lectures and lessons in order to reach a more extensive
range of students, since
all students learn differently. “A mixture of media will help
improve the average
comprehension in a group of students” (Moore 174). This way,
each student will more
likely than not be able to connect with and comprehend at least
one form of learning
offered through the various mediums.
Other forms of technology do exist that possess some ability to
react; one of them
includes the world of video gaming. Contrary to most people’s
belief, the average age of
a game player is thirty-four years old, so it is important to note

that video games have not
only affected the youth, but far beyond there as well (Burgess,
Burgess, Stermer 376).
Video gaming also “increases aggressive thoughts, aggressive
behavior, and angry
feelings among players who may become more likely to engage
in hostile interactions
with peers and authoritative figures such as teachers” (378). All
in all, video gaming
imposes negative effects on people in general because it has
been linked to increased
aggressive behavior and decreased academic performance in
students. The time-
displacement theory comes into play here, which states that
time spent doing one activity
Smith 5
prevents one from doing another, more fruitful activity like
reading or studying for
example.
Video gaming presents an interesting angle of learning because
there is more

interaction involved, although still not human to human
interaction. In a few cases it has
been shown to encourage learning to take place. The author of
the article “Why Games
Are Good For You” describes a scenario he experienced with a
seven-year-old boy. The
Postman and his song played a video game called SimCity 2000
in which the player’s
goal is to create a thriving city. Through the game the seven-
year-old learned “that high
tax rates in industrial areas can stifle development,” a complex
issue that is difficult for
even adults to grasp (Johnson 490). Through the virtual game, it
allowed him to learn and
actually visualize a concept that he would never have been even
slightly interested in
learning about in a classroom setting. Games that do not contain
intense violence, nudity
or other kinds of profanity are practically harmless to the users
if not played over-
excessively. These types of games create a more “fun” approach
to learning abstract
concepts that has many benefits for its users.
Video gaming also has had a huge effect on the economical

aspect of society and
has helped many businesses thrive. Society has and still is
undergoing a major industrial
revolution, businesses such as Apple, Microsoft, and Dell now
exist because of
technology, and thousands of other corporations are main
consumers of their products.
Technology has allowed many job fields to become more
efficient, and many companies
have even turned to specific forms of video games to “increase
productivity, morale and
retention, reducing turnover rates and absenteeism – measures
that will ultimately impact
the bottom line” (Hartley 28). Companies use video games as a
way to educate keep their
Smith 6
employees informed and involved. Frankly, without technology
all businesses would
operate differently than they currently do. Even in hospital
settings, video games have
been linked to improved health, and “studies have shown that
playing games help patients

heal faster with a reduced need for pain medication” (29). For
sick patients confined to
the limits of their hospital beds, it is very important that they be
able to reach out in a
virtual way and connect with other people- video games allow
this to occur. They have
great physiological effects on the patients and pain management
because it gives them an
outlet to escape to. Most people just associate video games
with violence and teenage
boys, but there are several pieces of evidence that show the
market for gaming is far more
broad and has been proven to have positive effects on both
people and businesses alike.
Small businesses have really benefited from technology through
social
networking. Just starting out, small businesses hover the bottom
line and work hard to
adapt strategies and behaviors that create success. “Social
networks can provide access to
new technical, market, and customer information, as well as
insight into best practices
and failed approaches” (Bartholomew, Smith 83). Social
networking includes both formal

and informal work connections that can extend to all types of
people. This provides an
especially successful form of networking for small businesses
because studies have
shown that the response for surveys through social media is
more responsive than surveys
by mail, while remaining less expensive. Small businesses
contribute a lot to both local
and national economies, so technology has certainly benefited
society in this way.
Due to the fact that technology is advancing so rapidly it has
led many people to
be concerned about job replacement. Machines are being
invented to take the place of
many jobs and tasks that humans were originally trained for,
thus eliminated the need for
Smith 7
human resources. In an issue of Bloomberg Businessweek the
author compared it to the
evolvement of the transportation system. Once more and more
cars were made, the need

for horses as a method of transportation was eliminated.
However, there is no need for
humans to feel threatened because even with how far technology
has advanced, “there are
still some things that robots just can’t do” and “even the most
sophisticated machines
have limitations” (Grobart). The truth of the matter remains;
humans are the more
flexible workforce and still exert superiority over robotic
machinery. Luckily the two can
coexist.
Similar to video gaming, technology has also advanced in
video-mediated
communication; now there are programs such as Skype and
Facetime that allow people to
video chat with others through the internet on a hand held
device or a computer. It has
provided people with new opportunities for communication and
allows people to stay in
touch with others hundreds, or even thousands miles away.
“While video-mediated
communication does not completely substitute for physical face-
to-face communication,
it appears to provide a sense of virtual copresence through the

addition of visual presence
through the addition of visual and contextual cues to verbal
communication between
family members” (Ryoko, Driessnack 178). Technology has
without a doubt drastically
altered the way people communicate with one another because
now a days, six year olds
have iPhones, people constantly are text messaging others
around the clock, or meet
others through the internet and social media sites, and can video
chat from opposite ends
of the world. It is pretty amazing how technology has allowed
relationships to evolve and
help family members maintain closer relationships with each
other.
Smith 8
However, not everything about technology is beneficial to
family dynamics and
relationships. The more time kids and families spend in front of
a television set, the less
quality time they spend together. It is easier for parents to give
the kids their remote so

they can entertain themselves, rather than having to put
everything aside and have
healthy, playful interactions with their children. “Parents
negative attitudes about
children’s television viewing are significantly and positively
related to their reports on
family cohesion, expression, intellectual/cultural activities, and
participation in active
recreation” (Christopher, Fabes, and Wilson 212). In other
words, the more things that
families depend on technology for, the less cohesive and close
the family dynamic is
because technology interferes with quality time. Activities such
as family vacations, days
spent skiing on the mountain or walking through the park are
the a few examples of
activities that create family cohesiveness, most of which don’t
involve much technology.
Aside from education and the economic outlook, technology has
also greatly
affected the health of society as a whole. Many people know
that watching television,
sitting at a computer all day, or playing video games does not
involve a lot of physical

activity. Unfortunately, it absolutely contributes to a more
sedentary lifestyle and has
been associated with the obesity epidemic that has overcome
society over in the last
several decades. It is estimated that over 9 million youth under
the age of 19 are
considered to be overweight, and an alarming 80% of these
youth will go on to become
obese adults. Television viewing starts at a relatively young
age, and by the time they are
school age, children’s average screen time media per day
exceeds 5 hours (Jordan,
Robinson 119). That is five hours out of each day that children
are not spending playing
outside and running around like kids ought to be doing. It is no
coincidence that along
Smith 9
with the increased dependence on technology, there has also
been a steep increase in
obesity and a large decline in the general health of society.
Clearly a direct relationship

exists between the two and studies suggest, “childhood
television viewing is a risk factor
for subsequent weight gain” (121). Fortunately several
measures can be taken to avoid
health problems associated with television viewing. One of
which is to remove television
sets from children’s rooms; nationally about two-thirds of
children over the age of eight
have television sets in their bedrooms. There is no doubt that
many forms of technology
contribute to unhealthy lifestyles, and it is in society’s best
interest to take action in order
to start reversing some of the effects that it has already
implemented.
In conclusion, there is no denying that technology has adapted
the way society
functions, both in positive and negative ways. It is not clear
which side outweighs the
other, but what is clear is that there are strong arguments for
both sides. Technology has
influenced education because it has added another dimension to
learning that incorporates
visual learning. Studies have proven that viewing educational
programs have helped

children develop positive personality characteristics that
ultimately benefit academic
performance; however there are other studies that believe
technology, and television in
particular, are designed strictly for entertaining. Overall,
technology has had positive
effects on businesses because it has allowed them to work more
efficiently and most
importantly stay afloat as a business, it has also created several
technology based
corporations that have risen to the top due to this revolution,
which speaks volumes to
society’s reaction to technology. Technology has been blamed
for contributing to poor
health habits, and has been linked to both childhood and
adulthood obesity. It is clear to
see that this is a complex and prevalent social issue in today’s
world with many sides that
Smith 10
have positively affected society economically and
educationally, and negatively affected
the overall health of society.

Smith 11
Work Cited
Anderson, Daniel R., Aletha C. Huston, Kelly L. Schmitt,
Deborah L. Linebarger, John
C. Wright, and Reed Larson. "Early Childhood Television
Adolescent Behavior:

The Recontact Study." JSTOR. Wiley on Behalf of the Society
for Research in
Child Development, n.d. Web. 13 Feb. 2013.
Bartholomew, Susan, and Anne D. Smith. "Improving Survey
Response Rates From
Chief Executive Officers In Small Firms: The Importance Of
Social Networks."
Entrepreneurship Theory And Practice 30.1 (2006): 83-96.
Business Abstracts
with Full Text (H.W. Wilson). Web. 13 Feb. 2013.
Burgess, Stephan R., Steven Paul Stermer, and Melinda C.R.
Burgess. "Video Game
Playing And Academic Performance In College Students."
College Student
Journal 46.2 (2012): 376-387. Academic Search Complete. Web.
5 Feb. 2013.
Christopher, F. Scott, Richard A. Fabes, and Patricia M.
Wilson. "Family Television
Viewing: Implications for Family Life Education." JSTOR.
National Council on
Family Relations, n.d. Web. 07 Feb. 2013.
Cummings, Anne. "Spanish Teachers' Beliefs and Practices on
Computers in the

Classroom." JSTOR. American Association of Teachers of
Spanish and
Portuguese, n.d. Web. 25 Feb. 2013.
Furukawa, Ryoko, and Martha Driessnack. "Video-Mediated
Communication To Support
Distant Family Connectedness." Clinical Nursing Research 22.1
(2013): 82-94.
Academic Search Complete. Web. 13 Feb. 2013.
Smith 12
Hartley, Deanna. "The Cultural Effects Of Video Gaming."
Certification Magazine 11.4
(2009): 26-29. Business Source Complete. Web. 13 Feb. 2013.
Johnson, Steven. “Why Games are Good for You.” From Inquiry
to Academic Writing: A
Text and Reader. Boston: Bedford/ St. Martin’s, 2008. 481-494.
Print.
"interaction, n.". OED Online. December 2012. Oxford
University Press. 24 February
2013
<http://www.oed.com/view/Entry/97519?redirectedFrom=intera
ction>.

Jordan, Amy B., and Thomas N. Robinson. "Children,
Television Viewing, and Weight
Status: Summary and Recommendations from an Expert Panel
Meeting." JSTOR.
Sage Publications, Inc., n.d. Web. 13 Feb. 2013.
Moore, David S. "The Place of Video in New Styles of Teaching
and Learning
Statistics." JSTOR. American Statistical Association, n.d. Web.
13 Feb. 2013.
Postman, Neil. “Television as Teacher.” From Inquiry to
Academic Writing: A Text and
Reader. Boston: Bedford/St. Martin’s, 2008. 421-429. Print.
Many advertisements are misleading and show that if a person is
willing to have sexual
intimacy, they will get material things from it. Kilbourne’s
article uses a cigarette boat ad to
show that women are rewarded for their sexuality by the man
sharing his wealth. For example,
the ad has a women lying in a man’s arms saying, “Does this
mean I get a ride in your

Cigarette?” (Kilbourne 459). In other words, will I receive
material rewards for having sex with
you? This type of advertising is considered pornography
because it uses socially unacceptable
poses and postures. Advertising like this is insulting to
women’s intelligence and self-esteem
because even if women do not look or act like the model in the
advertisement, they are still
capable of acquiring the material things shown.
Eastern Washington University
Comp 201
Kathy L. Rowley, M.A.
Peer Review Checklist Argumentative Essay
1. Formatting
a. Header – Last name and page number (one space between
name and page)
b. Heading – Name, my name, English 201-XX, date
c. Times New Roman/12 point
d. Double-spaced (Is the box checked under “paragraph”?)

e. No “I” (first person) or “we,” “our,” “us,” “one,” “you,”
(second person)
f. No contractions (aren’t = are not couldn’t = could not)
g. Book titles, journals, newpapers – use italics
h. Articles, clichés, strong words – put in “ ”
i. Annotated Bibliography Ethos not needed in paper
j. Use “action” verbs instead of “passive” verbs where
applicable (see Handbook)
2. Title
a. Argumentative Essay: Your Title Goes Here
3. Introduction
a. Quote/statistic question/anecdote/ (pick one)
b. Brief background information
c. Opposition/Counter Arguments/Perspectives
d. Thesis
4. Body
a. Definition
b. Developed background and/or history (suggestion)
c. Developed counter-argument (suggestion)

d. Supports from 3+ databases: (not JSTOR, ProQuest,
EBSCOhost…psychological, economic, social, etc.)
i. Topic sentence
ii. Quote
iii. Restatement of quote
iv. Your analysis/synthesis
v. Transition to next paragraph
5. Conclusion
a. Include a brief summary of the paper's main points
b. Pick one or more
i. Evoke a vivid image
ii. Call for some sort of action
iii. End with a warning
iv. Universalize (compare to other situations)
v. Suggest results or consequences
c. The following are best as the last line of your essay
i. Ask a provocative question
ii. Use a quotation
6. Works Cited
a. By authors last name
b. Alphabetical order

c. See MLA handout or Owl at Purdue for format
Comp 201
Argumentative Essay Rubric
INTRODUCTION and
CONCLUSION
(Intro/Thesis Statement/
Conclusion)
There is a well-developed introduction that contains anecdote,
background, and/or statistics AND opposition. Next, the thesis
statement clearly states the claim. The
conclusion re-stresses the thesis with a review and summation
of key points suggested in Inquiry
MAIN POINTS

(Body Paragraphs)
Developed/analyzed main points. Topics in body relate directly
to the thesis. Development includes in-text cites and synthesis
of ideas and OED definition
ORGANIZATION
(Structure and Transitions)
Logical progression of ideas with a clear structure that enhances
the thesis:
nce
Transitions are effective/vary throughout and between
paragraph(s)
STYLE
(Sentence Flow, Variety,
Diction)
Writing is smooth, skillful, and coherent. Sentences are strong
and expressive with varied structure. Diction consistent, words

well chosen
MECHANICS
(Spelling, Punctuation,
Capitalization, Works Cited)
Punctuation, spelling, and capitalization are all generally
correct
Few MLA errors
Works Cited page
Kathy L. Rowley, M.A. 2012
Total Point: /100
Comp 201

Argumentative Essay
Objective:
For this assignment, you will write a 7-8 page argumentative
essay about the issue related
to the article that you signed up for located under Readings and
Discussions on our class
web site. After making a claim (thesis), you will support that
claim with scholarly sources
following MLA style. Remember to incorporate correct
grammar and rhetorical moves
(examples, scholarly supports, restatement, cite, ethos, logos,
pathos, and analysis)
through an introduction, body, and conclusion.
Process:
Now that you have completed initial research on the issue that
relates to your article, to

begin your Argumentative Essay you should develop your
working introduction and
thesis, body, and conclusion with information gathered from
your annotated
bibliography. This information should have been compiled from
at least three (3)
scholarly databases.
Introduction:
or statistic or anecdote or
question
-arguments)
Body:
p counter-argument

http://research.ewu.edu/
located under “Databases by Name” (scroll down page)
http://research.ewu.edu/
Conclusion:
Finally, develop a closing paragraph that includes at least one
of the following:
e last line of your essay might include:

Works Cited:
---Please note Inquiry chapter 9 for paragraph building helps.
Conclusion:
By the end of your essay, your audience will understand your
well-supported side of the
argument, even though they may not agree with you.
DUE: See Calendar

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