So be sure to revise the citations to show the database and URL so I can look them up myself. DO NOT COPY FROM GOOGLE. ATTACH ALL WEBSITE LINKS. USE COMMUNITY COLLEGE OF PHILADELPHIA LIBRARY DATABASE. I’LL ATTACH THE LINK HERE: https://www.myccp.online/library

https://www.iss.k12.nc.us/cms/lib/NC01000579/Centr…

YOU CAN ALSO USE GOVERNMENT SITES FOR INFORMATION

Up to now you’ve written the different sections of your argument. The sections are in the order of the final paper: section one is at the beginning and section five is at the end. What next?

Ok, this is where you do this:

1. Combine the five sections sections of the paper you’ve already written and revised.
2. Read and revise so that the paper sections hold together and “flow.”
3. The paper can be no longer than 10 PAGES, so you may need to decide how to edit your sections so that they are stronger, more concise and more effective. If you have a lot of examples, cut out the weakest ones. Use two sources that say the same thing, edit one out. Your goal is to make sure the paper is good, longer than seven pages, and shorter than 10 pages.
4. Submit this as a draft of your whole paper.

On submitting your paper

First, review the checklist below to make sure you have all the parts right:

Checklist for a ready paper:

• Is your paper a minimum of SEVEN full pages (7 & 7/8ths is too short) but less than TEN full pages not including the Works Cited page (which is a separate, last page or two)?
• Does your paper employ between five and seven sources (or a couple more), including Carr’s The Shallows?
• Is at least two sources from scholarly, peer-reviewed journals?
• If you have any websites, are they .gov sites?
• Are all of your sources (other than the .gov site) from the CCP Library databases?
• Are all of the sources in your paper from your final and complete annotated bibliography?
• Did you cite your sources using MLA format and style?
• Are your in-text citations accurate and correct?
• Is your Works Cited page, the last and separate page from the paper, in standard form and in alphabetical order?

Introduction

This is the part of your paper in which you frame your discussion and in which you involve your reader. The best kinds of introductions begin with what readers already know and end with something they don’t know—usually what they don’t know will be your main idea. To do an introduction well, you need to consider what your audience knows. So look above for whom your audience is (keeping in mind what they think as well as what attitudes they hold). What they know is that they love their tech and see no problem for themselves (but maybe for others). Start there. End with what they don’t know—the problem you’ve identified that they didn’t know about.

Please Note: Be sure to read and use the lesson I offer in this module on how to write a good introduction. I will be evaluating your submission on how use this lesson.

Statement of Background

This section is where you make sure you offer significant specific detail about what the problem is. Your introduction is where you set up a contrast of ideas and attitudes as they relate to your audience but then this section, maybe one or two paragraphs, perhaps more, is where you lay out the important specific details of what the problem is. Think of this section as the one where you lay out the facts but not yet the arguments. This is section in which you would include statistics, for instance.

(Please note: you may find that the problem you are investigating is that people may think there is a problem when there is not, such as, imagine, Carr argues that the Internet ruins your ability to read well, but then your research shows that this claim isn’t exactly right. So the problem is that Carr hasn’t got the problem right. Thus, keep a flexible mind as you do your research.)

Thesis Statement

Plan on writing the first section in such a way that your thesis — the central position of your paper — will be the last sentence of the Statement of Background.

Format:

Papers should be typed in 12-point Times New Roman font, double-spaced, with one inch margins at the top, the bottom and the sides. Your paper must follow the guidelines of MLA style for formatting.

A successful submission will have the following:

• Evidence of following the instructions;
• A clear and focused goal and purpose generated by the writer;
• An introduction that frames the discussion using the standard view/new view form taught in our class;
• An organization that is logical, coherent, unified and easy to follow;
• Reference to legitimate support (your research) using MLA citation;
• Effective use of “They, I Say” structure, avoiding “voice mixing” and the “data dump”;
• Specific and clear explanation of your ideas;
• Logical relationships—linkages—between ideas, sentences and paragraphs;
• Sentence style that is clear and precise; and
• No surface feature errors.

What is a “data dump”? A data dump is when a writer takes all of his or her research and dumps it into the paper without any kind of analysis, interpretation or assertions of importance or emphasis. This is a common kind of the so-called “research paper” found in high school. But it isn’t. So don’t do this. Data dumping makes for a very bad paper.

What is “voice mixing”? Voice mixing is a condition when a reader can’t tell the difference between the author’s own voice and the voices from the sources. This is bad. It should always be clear when a reader is reading the sources ideas (the “They Say”) and when they are reading your own ideas (the “I Say”). To make matters worse, voice mixing can look a lot like plagiarism.

What is one way to tell that you have data dumping or voice mixing in your paper (though not the only way)? That your paper has one or a number of paragraphs that have only one citation located at the very end of the paragraph. A paragraph should most likely have a source (or two) that needs an in text citation and then also have your own voice (which won’t have an in text citation).

What you submit here must contain:

1) at the top, please post your central thesis

2) in the text, include correct in-text citations.

3) be sure to include a relevant Works Cited page at the end. If you use only one source, then your Works Cited page will have one source.

SECOND SUBMISSION OF A PAPER SECTION: first part of the Confirmation

1515 unread replies.2020 replies.

For this assignment you will submit the next section of your paper: the first part of your “confirmation.” This section is defined in detail below.

Confirmation

This is what you might normally call the body of your paper. This is where you explore the problem and offer the arguments you want to use to convince readers that you’re right. This part is where you really make use of the “They Say, I Say” structure. That is, you share something you learn from your research (“They Say”) then you offer your interpretation about why this bit of research is important (“I Say”). Then you offer a second related piece of knowledge you learned in your research (“They Say”), and your interpretation, including how this new knowledge is related to the last piece of knowledge you shared (“I Say”). Again, this is where much of the work of your argument gets done — and the longest section of your paper.

Please Note: Be sure to use the kinds of metacommentary you learned in Graff & Birkenstein’s They Say, I Say. I will be evaluating your submission on how well you use the “they say, I say” techniques.

And because it’s the longest part of your paper, we’re dividing the work into two sections. So this week you’re submitting the first part of the confirmation, and next week you’ll submit the remainder of the confirmation.

Due Now

Use a separate document (you’ll be combining the sections later in the term) submitting the first part of the confirmation — aim for about TWO to THREE pages.

What you turn in here must contain:

1) at the top, please post your central thesis.

2) in the text, include correct in-text citations.

3) be sure to include a relevant Works Cited page at the end. If you use only one source, then your Works Cited page will have one source.

THIRD SUBMISSION OF PAPER SECTION: remainder of the “Confirmation”

88 unread replies.2424 replies.

So far you’ve written the the introduction, the statement of background and the beginning of your confirmation. For this assignment you will submit the next section of your paper: the remainder of the “confirmation.” As a helpful reminder, this section defined in detail below.

Confirmation

This is what you might normally call the body of your paper. This is where you explore the problem and offer the arguments you want to use to convince readers that you’re right. This part is where you really make use of the “They Say, I Say” structure. That is, you share something you learn from your research (“They Say”) then you offer your interpretation about why this bit of research is important (“I Say”). Then you offer a second related piece of knowledge you learned in your research (“They Say”), and your interpretation, including how this new knowledge is related to the last piece of knowledge you shared (“I Say”). Again, this is where much of the work of your argument gets done — and the longest section of your paper.

Please Note: Be sure to use the kinds of templates you learned in Graff & Birkenstein’s They Say, I Say. I will be evaluating your submission on how well you use the “they say, I say” techniques.

A successful paper will have the following:

• The basic parameters of the assignment;
• A clear and focused goal and purpose generated by the writer;
• An introduction that frames the discussion and a conclusion that affirms the paper’s project;
• An organization of paper and paragraphs that is logical, coherent, unified and easy to follow;
• Reference to legitimate support (your research) using MLA citation;
• Effective use of “They, I Say” structure, avoiding “voice mixing” and the “data dump”;
• Specific and clear explanation of your ideas;
• Logical relationships—linkages—between ideas, sentences and paragraphs;
• Sentence style that is powerful, clear and precise; and
• No surface feature errors.

What is a “data dump”? A data dump is when a writer takes all of his or her research and dumps it into the paper without any kind of analysis, interpretation or assertions of importance or emphasis. This is a common kind of the so-called “research paper” found in high school. But it isn’t. So don’t do this. Data dumping makes for a very bad paper.

What is “voice mixing”? Voice mixing is a condition when a reader can’t tell the difference between the author’s own voice and the voices from the sources. This is bad. It should always be clear when a reader is reading the sources ideas (the “They Say”) and when they are reading your own ideas (the “I Say”). To make matters worse, voice mixing can look a lot like plagiarism.

What is one way to tell that you have data dumping or voice mixing in your paper (though not the only way)? That your paper has one or a number of paragraphs that have only one citation located at the very end of the paragraph. A paragraph should most likely have a source (or two) that needs an in text citation and then also have your own voice (which won’t have an in text citation).

Due Now

Use a separate document (you’ll be combining the sections later in the term) submitting the remainder of the confirmation — aim for about an additional TWO to THREE additional pages (depending on how many pages of the confirmation you’ve already written).

What you turn in here must contain:

1) at the top, please post your central thesis.

2) in the text, include correct in-text citations.

3) be sure to include a relevant Works Cited page at the end. If you use only one source, then your Works Cited page will have one source.

Concession and Refutation

Central Thesis

Playing violent video games could cause various negative effects on the boys who are actively playing on it, in the way that they would become more aggressive and it is also a danger in mind, and it would damage the brain.

Concession

According to Ganic, Lobel, and Engels (1), the debate on video games, especially violent ones tends to emphasize its negative effects. Most of the research that has been conducted about video games only shows the negative impact it has on those involved. No one has ever perceived the benefits of playing video games. In an attempt to balance the perspective of research on video games, Ganic, Lobel, and Engels (1), argue that video games have positive impacts from negative ones. Ideally, I find their argument to be a valid one. Everything in life ought to have its positive and negative sides. Therefore, video games are subject to the same school of thought.

The three authors argue that video games may benefit the player in a variety of ways. In this instance, the impact of video games is analyzed from a social, motivational, cognitive and emotional point of view. There happen to be some real-world social benefits attributed to the activity of playing video games (Ganic, Lobel and Engels 2). Video games are therefore a significant drive to achieving enhanced mental health and well-being in adolescents and children. I agree with the notion that playing video games has a positive impact on the mental well being of children as well as adolescents. It is prudent to note that while playing, children are able to discover problem-solving techniques that allude to gaining mastery in playing the games. This enhances their cognitive abilities in various ways. Thus, video game playing impacts positively the emotional, mental, social and motivational perspectives of the life of the involved individuals.

Refutation

Conversely, video game playing has become a popular activity in the United States if not the whole world. Ideally, Greitemeyer and Mugge (2) argue that video games can have both helpful and aggressive consequences on the individual’s characters. These two aspects of an individual’s character are significantly enhanced through playing video games. The authors provide evidence of their claims in their findings that point to the learning ability of individuals from the content of the video games being played (Greitemeyer and Mugge 3). Initially, violent video games were the focus of research. Only recently has a small growing body of research focused on the potential benefits of video games. Researchers now agree that video games have both negative and positive impacts. The perspective in which an individual is impacted with depending on the context of the content of the video game. I refute the part of the notion that video games affect the individual based on content. Content has less to do with the video games as much as the name of the video game is, but the motive behind playing video games is what matters most to the individual. For instance, one may play a prosocial video game that has helpful rather than violent content. However, if the motives of the individual alluded to the violence of negative actions, the individual becomes affected in a corresponding manner. Therefore, content may be twisted for the pleasure of the player, and thus the eventual learning outcome is based on the individual’s inclinations or motives when playing the video game. Therefore, video games can impact an individual in a particular way only if he or she is willing to enhance their motivational, social, cognitive and emotional aspects to fit the contents of the video game.

Works Cited

Granic, I, A Lobel, and RC Engels. “The Benefits of Playing Video Games.” The American Psychologist. 69.1 (2014): 66-78.

Greitemeyer, T, and D.O Mugge. “Video Games Do Affect Social Outcomes: a Meta-Analytic Review of the Effects of Violent and Prosocial Video Game Play.” Personality and Social Psychology Bulletin. 40.5 (2014): 578-589.

Effects of video game to the users (boys)

Central Thesis

Playing violent video games could cause various negative effects on the boys who are actively playing on it, in the way that they would become more aggressive and it is also a danger in mind, and it would damage the brain.

The best solution to the problem would be to ban video games. However, since this is not possible just like it is not possible to ban smoking of cigarettes despite the long-lasting health impacts, a more aversive course of action should be put in place. More education should be provided on the basis of playing video games and the responsibility of the users in playing video games. Schools and parents should educate young people on more constructive ways of playing video games while discouraging boys from spending a lot of time spent playing video games. This emphasis should be placed on the aspect that video games are meant for entertainment purposes and the violence in the video games should not be applied in real life. In order for this solution to be effective, schools, parents, and society at large all have a role to play. Enlightenment in the issue will drive young people more so boys to understand that the violence depicted in the video games shouldn’t be applied in real life (Ferguson, 380). The responsibility of acting responsibly lies with the player. As a result, educating the player on the expectation and their responsibility in playing the games will teach boys that they have the obligation to act more responsibly.

Additionally, discouraging boys from spending a lot of time playing video games lower the negative effects. Education is the best way to change issues that affect the society. With proper guided education, schools and society can help minimize the negative impacts of video games. When boys understand that violence is a bad thing and unacceptable in the society, their minds will be engineered to having this view even when playing violent video games. As argued by Greitemeyer and Mugge, video games are productive to the players (Greitemeyer, T, and D.O Mugge 580). As a result, educating the players on the rules and responsibility in playing the games is the most effective way to ensure that boys benefit from playing video games while minimizing the threat of replicating this violence in their lives. Through proper guidance and education, young people and boys will understand the irresponsibility in playing video games and what they should learn and shouldn’t learn from video games.

Conclusion

Video games negatively affect the boys who constantly play them. The increased exposure to increased violence tends to desensitize the players and encourage violence among young people. Boys who are the most active players in these games get exposed to high levels of violence that they often replicate in the lives. Playing video games also affects the brains of the boys who play them. Instead of growing care and compassion, video games encourage boys to be insensitive and violent towards other people. As a result, measures should be put in place to mitigate the negative consequences of playing video games. The most effective way to address the dangers posed by video games is through adequate education on what young people should copy, learn or imitate from video games. Teachers, parents, and society should educate students that violence is unacceptable. Additionally, boys should be taught on what to gain and overlook from playing video. They should be taught that the violence depicted in these games is only for entertainment and that such violence is unacceptable in real life. As a result, education and guidance will help boys play games from a constructive perspective with the clear understanding that the society doesn’t have a place for such violence.

Teachers Notes — ” This looks good — except for one thing: these proposed solutions seem difficult. How exactly should parents and educators make sure these suggestion can be done? Boys will be very resistant to authority figures restricting their free use of violent games. How are parents supposed to implement solutions given the resistance? Add something about this problem to this section before you submit your final paper.”

References

Greitemeyer, T, and D.O Mugge. “Video Games Do Affect Social Outcomes: a Meta-Analytic Review of the Effects of Violent and Prosocial Video Game Play.” Personality and Social Psychology Bulletin. 40.5 (2014): 578-589.

Ferguson, C. J. (2011). Video games and youth violence: A prospective analysis in adolescents. Journal of Youth and Adolescence, 40(4), 377-377-391.

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