Assignment 2 Project Paper (Template)cOVER pAGE On the cover page.docx

Assignment 2: Project Paper (Template)cOVER pAGE
On the cover page, include the following:
Assignment 2
Student’s Name
HUM 112
Professor’s Name
Date Introduction
In your introduction section, complete each step listed in the
bullets below. Your answer should be 1–2 paragraphs in length:
· Identify the author and artist.
· Provide a short overview of the author’s life. Make sure the
biographical details you discuss relate to the work you are
discussing.
· Identify the speech or writing you will be talking about in this
paper.
BACKGROUND
In your background section, complete each step listed in the
bullets below. Your answer should be 1–2 paragraphs:
· Describe the historical events (also known as context) that
were occurring at the time that the author or artist created the
work.
· Discuss your thoughts on how the historical events may have
led the author to create the work.
EVIDENCE
In your evidence section, complete each step listed in the
bullets below. Your answer should be 1–2 paragraph in length.
· Explain the main point of the work you picked.
· Identify the most important example the author uses to support
the main point.

DISCUSSION
In your discussion section, complete each step listed in the
bullets below. Your answer should be one paragraph in length.
· Explain who the author or artist was trying to reach with the
work (also known as the audience).
· Identify what the author was trying to convince the audience
to believe or do.
CONCLUSION
In your conclusion section, complete each step listed in the
bullets below. Your answer should be 1–2 paragraphs in length.
· Explain how the author’s words relate to our situation today.
· Discuss whether you believe any of the author’s statements
about race relations, political equality, or social equality remain
true, today and why.
SOURCES LIST PAGE
On the sources list page, include the following:
· A title (type Sources at the top)
· Include a numbered list of sources used in your paper
SOURCES
1. Henry Sayre. (2015). The humanities: Culture, continuity and
change, Volume 2 (3rd ed.). Upper Saddle River, NJ: Pearson
Education.
2.

Revised 02/14/2020
2
Surname 2
Hang Liu
RWS-280
2020/02/11
Digital Natives
Adoption of technology in learning is something inevitable.
Digital Natives, Yet Strangers to the Web is a web article
written by alia Wong 21 April, 2015. The author writes the
article as an explanation of the debates surrounding the use of
technology in learning. Academic institutions are busy
implementing the use of technology in there learning and on the
other hand singing the negative impact of technology on
learning. This ends up creating a confusion in the education
word and hence children, or rather students who are heavy users
of technology but lacks in-depth understanding of how
technology and the internet really works. The author writes this
article targeting the public with high reading levels and interest.
Stakeholders in the education industry could also be a potential
target or even other writers. In this paper, I will evaluate the
legitimacy of some of the significant arguments of the author in
relation to the impact of technology.
The author is tries to disprove the idea of raising awareness on
the effects of technology while implementing the same. He
states that “Educational institutions across the board are
certainly embracing the digital revolution, adopting cutting-
edge classroom technology and raising awareness about the
perils and possibilities of the Internet” (Wong, pg. 3). I think
certainly this is the way to go because as much as technology is
such a good thin, there are perils on the other side. Therefore,
raising awareness on the perils of technology is just but a way
of preparing children and students to be aware of possible

challenges posed by the use of technology hence prepare in
advance. The fact that technology is useful does not mean that
we should overlook its potential negative impacts.
Wong argues that old folks are the main reason for lack of
effective implementation of technology in academic institutions.
To some extent it might be true but at the same time the real
reason is lack of proper training of these teachers. A teacher,
regardless of the age, if given the right training before
implementation of a technological program in schools. I don’t
think blaming old teachers is a credible reason as to why most
institutions are lagging behind in technology. Moreover, I don’t
think that an institution can have such a high number of
technology illiterate teachers to affect leanings through
technology.
One thing that I seem to agree with the author is that increased
use of technology has created a generation of “teens who
immersed in social media but does not have the required skills
to make the most out of online experiences” (Wong, pg. 2). This
fights the notion that digital natives have more knowledge on
how technology affects or rather shapes humans’ experiences
and character. Only a few of them understands the things such
as algorithms are used to in advertising through bringing up of
suggestions. True to the suggestion of the author, programs and
campaigns need to be established to help the young generation
develop an intrinsic view on how the functionality of the
internet and technology in general.
The argument that guardians and parents exaggerate the
negative impact of technology is somehow contemptable. I think
every parent will always want the best for his/her kid. Parents
must have experienced the negative effects of technology
personally or observed it in their kids before concluding on the
effects that technology has on children. Perhaps their intention
is to not to discredit technology but raise awareness and make
sure that their children are protected against any potential harm.
Cyberbullying against children is not something new. In
response to this, parents have had to formulate precautionary

measures themselves to make sure their children are secured
from cyber-criminals and other unnecessary online content. So,
I totally dispute the claims that, “Adults respond to such
incidents with fear mongering and information campaigns”
(Wong, pg. 5).
Thought-out the article, the author seems to criticize the
academic institutions of implementing technology without
guiding the students on the possible effects and potential harm
posed by this technology. I don’t really think that such an
initiative ought to be considered as a main agenda of an
academic institution. Technology is just an asset for improving
the education experience. Perhaps such initiatives ought to be
carried out as separate campaigns or in co-curriculum activities
but not in the main education curriculum. Apart from parental
control, regular seminars, among other initiatives can be
arranged to educate young adults on the influence of too much
consumption of technology and perhaps how they can utilize it
and profit from it.
I agree with the author that technology has a way bigger impact
other than helping people become “savvy coders and prolific e-
book readers”. Through technology, the internet to be precise,
children are exposed to a lot of things which they are likely to
emulate. Moreover, they can be exposed to sexualized content
which at the end of the day has an impact on there morals. I
would agree with the writer that such incidences bring about "a
distorted view of the digital world," (Wong, pg. 4).
In conclusion, there are propositions made by the author that I
find valid and others that I don’t agree with. Things that I agree
with is that increased use of technology has created a young
generation that only knows to use social media but does not
understand the wider scope of technology associated with it.
they have unknowingly become addicts of technology with no
knowledge of the underlying facts about it. Perhaps this is
because of lack of guidance. On the other hand, I disagree with
the author on claims that the old teachers are the reason as to
why technology cannot be effectively implemented in

institutions. Regardless of the age, if given proper training, they
will adopt and get used to it. perhaps, we are moving toward a
generation that is characterized by intense use of technology
and we cannot stop it but rather take the necessary precautions.
Work Cited
Wong, Alia. "Digital natives, yet strangers to the web." The
Atlantic.
Answer the following questions in a total of 200 words. Be
complete, thorough, and reflective as you write out your
response.
Because you are to have a completed rough draft for class next
Tuesday, reflect on both the challenges and successes you find
as you’re drafting:
1. Describe a part of the writing process (reading the article,
annotating, brainstorming, outlining, writing, etc.) that has been
easy for you.
a. Why?
2. Conversely, describe a part of the writing process (reading
the article, annotating, brainstorming, outlining, writing, etc.)
that has challenged you.
a. Why?
3. Lastly, what is one area in your essay that you are planning

on spending the most time revising or improving before a final
submission is due?
Evidence
The Importance of Evidence:
Claims and reasons are the framework of an argument, but
evidence is what makes the case.
Evidence—various items of information that support a claim as
well as the reasons supporting a
claim—is what you look for in any pattern of argument. It
answers the question “What have you
got to go on?” Only evidence, carefully selected and clearly
presented, permits a writer to
present an argument fully and convincingly. If the evidence in
an argument is too sparse, it will
not convince an audience. If it is too flimsy—based on mere
opinion, hearsay, or colorful
comparisons or analogies—it will not support an otherwise valid
claim.
Types of Evidence:
Evidence can consist of:
Types of Evidence: Example: Things to Consider:
Historical or Well
Known facts
It’s well known that the US was the last country to agree
to the UN climate reduction summit to lower use of fossil

fuels and reduce carbon footprint, and then President
Trump pulled out of the Paris Agreement in 2017,
suggesting that the United States does not care about
environmentalism.
--Does the intended
audience “know” this fact?
Would they find the
historical or factual
information important?
Scientific
Studies/Research
“Swiss scientists say that even with existing cities and
farmland, there’s enough space for new trees to cover 3.5
million square miles (9 million square kilometers). They
reported in Thursday’s journal Science that this is our best
bet in fighting climate change.”
Who did the study?
Are they reputable and
trustworthy?
Did they use respectable
scientific methods?
Is their work peer
reviews/agreed upon by
other scientists?
Quotes from Experts
or Experienced
Individuals
“This is the time for implementation and action - action
that science informs us must be swift, decisive and
sustained” stated Patricia Espinosa, the new head of the

UN Climate Change Commission.
What is this expert’s
credentials and expertise?
Are they an expert in this
field?
Did the WRITER of the
article give enough
background on the person
to establish their
credibility?
Societal
Observations or
Generalizations
Most Americans believe climate change is real and that
something should be done about it, but they seem to want
someone else to do it—usually, the government. In the
wake of the 2016 election, what was always true should
be abundantly clear: government won’t solve the problem
of climate change.
Is this observation
accurate?
Will the audience feel the
observation or
generalization is fair?
Specific Cases or
Events
The biggest residential demand on our dirty energy

system is climate control—home heating and cooling. We
travel from our air conditioned homes to our air
conditioned workplaces in air conditioned cars. Of course,
we need climate control to protect us from freezing
temperatures in winter and soaring temperatures in
summer, but do we need the atmosphere to be exactly 70
degrees everywhere we go, all year long?
Is this specific case
applicable to the target
audience?
Does the specific case help
illustrate a clear
argument/opinion/claim?
Personal Experience Since I stopped using a clothes dryer, not
only do I feel
good about the fossil fuel I’m not burning, but my clothes
last much longer.
Does the author have the
authority to use their
personal experience?
Does their experience
apply to the target
audience?
Numbers, Statistics,
Averages, or other
numerical
information
The atmospheric carbon dioxide level for March was
411.97 parts per million and continue to rise. It has now

reached levels in the atmosphere not seen in 3 million
years.
That's an increase of 46% from just before the Industrial
Revolution in the 1800s, when CO2 levels were around
280 parts per million. Levels began to rise when humans
began to burn large amounts of fossil fuels to run factories
and heat homes, releasing CO2 and other greenhouse
gasses into the atmosphere.
Are the numbers from a
reputable source?
Do they show the big
picture, rather than an
isolated study/focus?
In all instances, the most distinctive feature of evidence is that
it supports a relevant claim.
Evaluating Evidence:
The chain of argument is never complete without authoritative
and compelling evidence.
When you read an essay, ask the following questions about the
nature of the evidence
presented:
1. Are the examples relevant and convincing? Are they
sufficient to make the
case?
2. Is the evidence presented clearly?

3. Is the evidence used to support a claim, and is it sufficient?
4. If statistics appear, are they relevant, accurate, current,
complete, and from a
reliable source?
5. If the writer offers quotations or expert testimony, is it from
a knowledgeable,
trustworthy, and authoritative source?
Imagine you’re in English class and your teacher starts the
timer for the dreaded 15 minutes of silent reading. While
reading, you find your mind wandering, disengaged from the
book. You look around to find other students scrolling on their
phone, sleeping, or staring blankly at the page in front of them.
The teacher tells you to close your books as the timer goes off;
you realize you only read about a page in 15 minutes. Similarly,
it was students like these that caused Michael Godsey, a high
school English teacher, to explore a better way to engage his
students. He turned to podcasts and transcripts to solve this
problem, in which he wrote about his experience using this in
the piece, “The Value of Using Podcasts in Class,” which was
published by The Atlantic. He hopes to appeal to other English
teachers so that they can engage their students as well. In his
class, he found that listening to podcasts, while simultaneously
following along with a transcript, could encourage students to
read more. Types of evidence Godsey uses in his argument are:
personal experiences, comparison and contrast, narration, and
other teachers’ experiences. I will evaluate two claims made in
Godsey’s argument—an effective and an ineffective claim—and
look at their impact on his overall argument.
Do you ever wonder what students are doing in class when the
teacher is talking? Most students procrastinate and do their
work last minute like listening to a podcast the class before it’s

due. One could assume what another person is listening to on
their headphones, focused or not. Michael Godsey’s “The Value
Of Using Podcast In Class” is trying to argue that students
should use podcasts as a learning tool while they are listening
to their teacher. He gives readers a clear understanding of how
podcasts are a great tool by using scientific evidence and
effective claims. His audiences teachers and educators who are
unaware of this ideology. His goal is to create an environment
where students can listen to their arguments. He truly believes
his podcasts are a great tool for students. Nevertheless, I will be
guiding you through the text to show you how and why he uses
his claims effectively to prove why podcasts should be used in
class.
Examples
Thompson claims that writing improves memory. This is known
as the “generation effect.” He states that this is a trick that has
been used for years. “College students have harnessed this
effect for decades as a study technique: if you force yourself to
jot down what you know, you’re better able to retain the
material.” Thompson cites a study from 1978 conducted by two
psychologists where they compared how well the subjects
remembered words that they either wrote down or that they
didn’t. Those who wrote down the words retained more
information. In talking about the study, he used an authoritative
quote that explains how writing “requires more cognitive effort
than reading” which in turns helps the memory. Thompson
works to build ethos with his audience by talking about the
psychological study and also by relating it to something they
might remember—studying for tests. He also appeals to logos
by helping to lead the reader to the conclusion that writing does
improve memory by explaining how our brain processes
information, proving it with a formally conducted study. This
helps further his overall argument that writing does change our
cognitive behavior, as he does prove that writing improves
memory, which is a clear change in the brain’s function.

Problems: Not properly using the quotation sandwich. Boring,
choppy sentences. Not talking about how old the study is a
possible problem. Not mentioning that the study is quite vague
(where was it conducted, how many subjects were involved, was
it followed up later). How much does the study really build
ethos? Could use more analysis. What else??Example 2:
Beyond his claims of individual growth in writing through
public thinking, Thompson examines the ways in which having
access to larger audiences is actually progressing efficient
discovery and even saving lives. In his exploration of the theory
of multiples, Thompson claims that “Failed networks kill ideas,
but successful ones trigger them” (61). He supports this bold
claim by presenting a number of scenarios in which a lack of
efficient communication between people caused delay to
discovery, or even, in the worst case, cost millions of people
their lives. Perhaps his most effective evidence comes in the
form of a historical anecdote in which he tells the history of the
discovery of penicillin. While the earliest record of a penicillin-
like medicine was discovered in 1890, the founder, one Ernest
Duchesne, was unknown and without the connections to propel
his discovery into the public eye. Because of this, his finding
went unknown and the world waited another 32 years for
Alexander Fleming to discover the life-saving medicine we still
use today (Thompson 61). Thompson asserts that the millions of
people who died in the 34 years that passed before penicillin
was rediscovered, died because the public at the time was
unable to connect. Had Duchesne been able to share his findings
with the appropriate people, perhaps the course of modern
medicine would have turned three decades earlier. The
implication here is that with our modern ability to connect and

access peers and leaders around the globe, we have a better
opportunity to propel our own discoveries forward. By
presenting the worst-case scenario, in which our lack of ability
to connect causes death, Thompson is able to present a critical
case for his argument. We do not have the time to wait between
connections, because our literal lives may depend on it.
Through a simple history lesson, Thompson is able to appeal to
his readers’ fears and mold them into a fear of not being able to
connect. He makes the ability to think publicly a necessity. A
subtle and mild manipulation of fear, this technique is effective
in creating urgency and need for connection. Thompson requires
his readers to consider a world in which we the people, rather
than developing the same ideas in different places, grow ideas
further, together. Comment by Blaine: Topic Sentence
Comment by Blaine: Direct quote to show the claim
Comment by Blaine: Identifying and incorporating
evidence Comment by Blaine: Begins STAR
COnclusion
Your conclusion, which evaluates some aspect of the text, and
tells us “So What?”
· What is the significance of the argument – why does it matter
(at this moment/to you/in general)?
· Has the author impacted your thinking/views on this topic? If
so, in what way?
· Consider the effectiveness of the argument – focus on a key
strength or weaknesses Example
In conclusion, Thompson delivers his argument by using
anecdotes, facts and statistics. His claims are well supported
with evidence; however, the evidence is insufficient and suspect

to interpretation, weakening his overall argument. The
anecdotes are used to encourage a connection between the
reader and the topic; however, counterarguments are not
considered. His use of the rhetorical strategy pathos
overwhelms his use of logos, canceling each other out. Whether
or not the internet improves memorization, creativity, and
cognition has not been sufficiently researched and
studied. More research is needed. There are many factors that
Thompson does not consider such as age. How does internet
use harm or help the brain of a child? Even though Thompson
fails to consider all possible interpretations of the evidences he
presents, he does introduce valid points. His novel is for the
common reader, giving people a glimpse into the expansive
ways in which technology and the internet has taken hold of our
lives. “Public Thinking” is significant because it allows the
everyday reader into a conversation about the implications of
technology, which may lead to a worldwide embrace of the
advances yet to come; however, with Thompson’s one-sided
view, one can only hope that those opposed to technology will
join the conversation and the research and debate can take on a
more significant, logical appeal.
And in conclusion, everyday we encounter messages being sent
on social media--email, Facebook status, tweets, blog posts, etc.
These sites help people publicly express their emotions and
thoughts, which has a positive effect on everyday life. Readers
of Thompson's text can see how writing online leads to thinking
in public, which helps us recognize our feelings and thoughts
that we cannot tackle alone as well as clarify our thoughts. But
people also realize through Thompson that social online writing
has public thinking and is beneficial to many people, which is
what he argues.
After examining “Public Thinking” and evaluating the rhetorical
moves made by Thompson, I think his argument is one that has
support and strength. I believe that technology has always been

around and will continue to make changes on our daily lives.
We will keep thinking of new ways to take advantage of these
changes and colonize these new digital tools in the way that
Thompson shows us. To some there have been arguments on
whether this internet has been beneficial or detrimental for us.
Sometimes Thompson is convincing that social media is
changing us. Sometimes Thompson is not so convincing. But in
the end, I think believe that Thompson is convincing because he
uses evidence and rhetorical strategies.

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