ENGLISH 200 WRITING

ENGLISH 200 WRITING

COMM 200, AJN, F’17

QoV: Is technology the most effective means for improving society?

Tips for Writing the Final Position Paper

· keep it short and sweet

· use a minimum of 10–12 sources (3 must be scholarly)

· state the QoV in the intro (= your research question)

· state your thesis (= your answer to the QoV)

· make two sub-claims (argument #1 + argument #2 = THESIS)

· use a variety of types of evidence (e.g., testimony, statistics, examples, etc.)

· always introduce quotes

· only use quotes when something is said/written BETTER than you can say/write

· use in-text citations!!

· DO NOT narrate your sources

· In the fourth paragraph, Smith (2009) states ….

· Avoid stating publication titles and/or author credentials UNLESS they are relevant to the argument advanced

· write in third person

· AVOID whenever possible: “I,” “we,” “you”

· DO NOT begin sentences with terms that lack a referent

· “They said…” or “They agree…”

· AJ’s response… “Who said?!?!”

· Make strong claims – be assertive, write strong – don’t be weak

· I believe

· I think

· I feel

Remember, you have done the work and you know a great deal about the course topic. The task at hand is for you write a compelling and persuasive response to the QoV that demonstrates all the reading, researching, and critical thinking you have undertaken this semester. There are no right or wrong answers for the Final Position Paper; there are strong arguments and weak arguments. Make me believe; show me what you got!

I. Introduction

A) THESIS: Technology is not the most effective means for improving society; education is.

II. BODY

A) Sub-claim #1: Technology is causing students to lose writing and interpersonal interaction skills.

1) There are many benefits to using technology to improve society (Hasian, 2014; Jackson, 2009).

2) However, the benefits using technology do not outweigh the costs that become obvious when examining higher education today (Foust, 2016; Johnson, 2012; Smith, 2010).

B) Sub-claim #2: Increased pressure to adopt technology in the classroom cost instructors time that should be used for developing course content as opposed to learning how to use new technology that is constantly changing

1) There are benefits to utilizing technology in the classroom (cite all that agree).

Tips for writing well:

· Always introduce quotes – a sentence should NEVER begin with a quotation mark

· Do not narrate your research – “All of my articles agree….” instead you could state: Technology is beneficial to society if used in moderation (cite all that agree).

· Be assertive.

· In-text citations are your friend – figure them out!!!

I. Introduction

A) State the purpose of the paper

B) Thesis: Technology is not the most effective means for improving society; education is.

C) Preview of paper

II. Body

A) Sub-claim #1: Technology is causing students to lose writing and interpersonal interaction skills. [part of my argument, in my own words]

1) There are many benefits to using technology to improve society (Hasian, 2014; Jackson, 2009).

a. opposition evidence: social media has been beneficial to disparate groups of people to connect and organize (Hasian, 2014)

b. opposition evidence: professors that utilize technology in-class (including social media) tend to have higher instructor immediacy and increased interest in course material (Jackson, 2009)

2) However, the benefits using technology do not outweigh costs that become obvious when examining higher education today (Foust, 2016; Johnson, 2012; Smith, 2010).

a. supporting evidence: A study found that students cannot write in complete sentences due to texting culture (Smith, 2010).

(i) explanation: Consequently, as an instructor, I see that students are less successful in school and struggle to write appropriately when entering professional settings.

b. supporting evidence: Another study found that due to extensive online interaction versus face-to-face interaction, millennial are more socially awkward and more uncomfortable expressing themselves when interaction is not mediated (Johnson, 2012).

(i) explanation: In the classroom, students are less willing to engage with peers and, as a result, struggle to put in to practice the skills they are taught about argumentation and dialogue.

c. supporting evidence: Policy changes in K–12 education resulted in “handwriting” getting cut from curriculum and students are now less likely to have legible penmanship (Foust, 2016).

(i) explanation: It’s annoying because I can’t read the names of students of handwritten assignments. 😉

B) Sub-claim #2: ….

III. Conclusion:

A) must account for my standpoint in influencing my thesis

1) identities, roles, statuses: professor, older than students thus different attitude toward technology use, hold a position of power that allows me to dictate “no technology,” that I am concerned about tech in the classroom means that I teach in a fairly affluent society with access to technology which is not a problem everywhere or for everyone.

2) my values & assumptions: the ability to critically think, read, and write well is more important than having friends of being “connected”

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