Technology and its effect on students in classrooms

Technology and its effect on students in classrooms Prompt: Wallis and Carr discuss the effects of technology and multitasking on learning or cognition, attention, and social interaction. Use these previous œconversations as a springboard to your own exploration “and argument“about how technology (the internet, apps) affects students’ learning and writing. Is it positive or negative? How or in what ways? What can be done? Use a causal analysis format. Note: do not use Wallis and Carr as your primary discussion. You may use them as secondary sources, as support for your own discussion in the body of your essay. General Guidelines: Use the items below as a checklist before handing in your paper. 5-7 (full)pages in MLA manuscript format, using 12 Times New Roman font. Signal and cite correctly in-text and attach a Works Cited page with correct citations in MLA documentation format. Note: do not include the Work Cited page in your page count. You must integrate 5 sources from the Hunter College library databases. You may also use access sources from the NYPL, but check those sources with me. You may use Wallis and Carr as one or two of your sources, but it is not required. At least 80% of your paper discussion should be your analysis of the topic. Do not just regurgitate what your sources have said”integrate them in a secondary capacity”to instigate points of discussion, as oppositional views you address, or as evidence and examples to illustrate your claims/subpoints. We will discuss the difference between a literary review and an argumentative/persuasive essay. You must hand in your Annotated Bibliography (and get it back with comments) prior to handing in your paper. Hand in your Annotated Bibliography on time or you will not get it back with my comments in time to hand in your research paper and I will have to make a grade deduction for both assignments. Attach required related assignments (IC and HW) to your œfinished draft and revision. For example, I will distribute a Workshop Form and 120 Rubric that you need to fill out and hand in with your draft or I will not accept your draft. You must realistically score yourself at least a 3 in every category on the 120 Rubric in order to hand this in. Use the above as a checklist and hand in a œfinished draft. Otherwise, I will give your paper back to you and assign an incomplete, which is equivalent to an F. For this assignment, we will review: How to use questions (such as the Stasis Questions) as a way of exploring and understanding a topic or previous œconversations about it and using your answers to formulate an argument/thesis. We will also review how to use your answers as points of discussion or evidence in the body of your paper (see outlining below). The kind of sources you should use and how to use the library. Most classes expect you to use scholarly peer-reviewed texts in your research papers. Our librarian will help us find databases that give us appropriate sources for this topic. We will also review how to critically access other sources (such as those on the internet) if and when you are allowed to use sources that are not from scholarly peer-reviewed sources. How to compose an Annotated Bibliography. In what ways can it help us in understanding the topic/debate/issue and in composing our argument? What publication information do we need to compile in order to compose an annotated bibliography, a works cited page, and cite in-text? How do we use our A Pocket Style Manual or similar resources to compose our citations? We will review the CSI of citation. How to signal, use transitions, and cite in text. How to use an outline and various rhetorical strategies, such as description, facts and figures or anecdote to support your argument. How to identify the questions/ reservations/objections of your reader and address those reservations in order to make your argument stronger. Also see Rogerian Strategy. How to use the A,B,C’s throughout your paper : A) Claim or Point; B) Evidence or examples; C) Discussion of how or in what way that evidence or example illustrates that claim/ point or the overall thesis. Also see Toulmin Logic or Logical Fallacy. We will explore the items above in homework assignments and in-class work”try to keep up with all of this work. I will be distributing handouts on the above in class and posting them on Blackboard throughout the semester.

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