The Argument (( rough draft)) - 16 views
started by Brandi Burke on 12 Sep 13
started by Brandi Burke on 12 Sep 13
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started by Brandi Burke on 12 Sep 13
"Technology (through television, texting, social networks posting, and the Internet), has
contributed to an increase in literacy skills."
Technology (through television, texting, social networks posting, & the internet), has become a massive contributor in the decline of our literacy skills. With more advances in technology every day, there is becoming less and less physical work to be done by students. Various gadgets coming out every year are now letting folks get away with not having to type much of a word before the gadget spells it out for you. Same for punctuation and grammar. People do not have to type much before the computer, iPhone, etc. starts completing their thought. Yet for students when it comes time for a test in class on a piece of paper, they cannot figure out how to spell certain words they wish to use on their test sheet. Many students have no clue as to when they should be using capital letters, proper punctuation, and even the use of words like "they are/they're" and even "you are/you're".Not to mention these gadgets do not help in handwriting skills either. Some students fall into that problem of you cannot understand what they just wrote down.
Some experts have noticed in younger children, that they dart from one page to the next without fully reading all the information on the page. This is a very damaging way to read because it decreases our ability to comprehend what we just read. Other way experts believe the internet has an impact on our critical thinking abilities is that we use less reliable sources to learn anything new. Most of us usually just accept any article as thou it was the truth.
Team B Folks:
Jinnette Reyes Pantalone
Brandi Burke
Matthew Murren
Jennifer Lynch
Patrick Gladden
Christopher Howe
Mikail Zahir
Lucas Cook
Tevin Banks
Links to support the argument statement:
http://www.nytimes.com/2008/07/27/books/27reading.html?pagewanted=all&_r=1&
http://m.theglobeandmail.com/technology/texting-twitter-contributing-to-students-poor-grammar-skills-profs-say/article4304193/?service=mobile
http://www.mlive.com/living/jackson/index.ssf/2011/09/guest_column_texting_social_me.html
((so if this WAS the final argument project --- this is what it would look like with statement,article links, & student names))
please make any adjustments - just a rough draft
https://groups.diigo.com/group/full-sail-team-b-eddies-class/content/guest-column-texting-social-media-sites-causing-bad-habits-in-our-students-mlive-com-10716537
https://groups.diigo.com/group/full-sail-team-b-eddies-class/content/the-future-of-reading-literacy-debate-online-r-u-really-reading-series-nytimes-com-10716877
still working on the links and all
"Technology (through television, texting, social networks posting, and the Internet), has
contributed to an increase in literacy skills."
Technology (through television, texting, social networks posting, & the internet), has become a massive contributor in the decline of our literacy skills. With more advances in technology every day, there is becoming less and less physical work to be done by students. Various gadgets coming out every year are now letting folks get away with not having to type much of a word before the gadget spells it out for you. Same for punctuation and grammar. People do not have to type much before the computer, iPhone, etc. starts completing their thought. Yet for students when it comes time for a test in class on a piece of paper, they cannot figure out how to spell certain words they wish to use on their test sheet. Many students have no clue as to when they should be using capital letters, proper punctuation, and even the use of words like "they are/they're" and even "you are/you're".Not to mention these gadgets do not help in handwriting skills either. Some students fall into that problem of you cannot understand what they just wrote down.
Some experts have noticed in younger children, that they dart from one page to the next without fully reading all the information on the page. This is a very damaging way to read because it decreases our ability to comprehend what we just read. Other way experts believe the internet has an impact on our critical thinking abilities is that we use less reliable sources to learn anything new. Most of us usually just accept any article as thou it was the truth.
Team B Folks:
Jinnette Reyes Pantalone
Brandi Burke
Matthew Murren
Jennifer Lynch
Patrick Gladden
Christopher Howe
Mikail Zahir
Lucas Cook
Tevin Banks
https://groups.diigo.com/group/full-sail-team-b-eddies-class/content/texting-twitter-contributing-to-students-poor-grammar-skills-profs-say-the-globe-and-mail-10711309
https://groups.diigo.com/group/full-sail-team-b-eddies-class/content/guest-column-texting-social-media-sites-causing-bad-habits-in-our-students-mlive-com-10716537
https://groups.diigo.com/group/full-sail-team-b-eddies-class/content/the-future-of-reading-literacy-debate-online-r-u-really-reading-series-nytimes-com-10716877
(still rough draft - statement/group names/links to the Diigo links in the group of articles used from their highlighted areas)
Little or no grammar teaching, cell phone texting, social networking sites such as Facebook and Twitter, are all being blamed for an increasingly unacceptable number of post-secondary students who can't write.For years there's been a flood of anecdotal complaints from professors about what they say is the wretched state of English grammar coming from some of their students. Now there seems to be some solid evidence.
Even those with good marks out of Grade 12, so-called elite students, "still can't pass our simple test," she says.
Poor grammar is the major reason students fail, says Barrett."If a student has problems with articles, prepositions, verb tenses, that's a problem."Some students in public schools are no longer being taught grammar, she believes."Are they (really) preparing students for university studies?"
"There has been this general sense in the last two or three years that we are finding more students are struggling in terms of language proficiency," says Rummana Khan Hemani, the university's director of academic advising.
http://m.theglobeandmail.com/technology/texting-twitter-contributing-to-students-poor-grammar-skills-profs-say/article4304193/?service=mobile
Texting and social networking sites don't require careful reading or editing. Those are skills expected of literate individuals.
They also don't require writing in complete sentences. Twitter, for example, only allows 140 characters. Consequently, many students write in fragments and run-ons.
This also has an effect on word choice. Typically, students use slang and abbreviations. Consequently, many students start using slang in formal writing because it's part of their everyday writing and speech.There also is a negative effect on punctuation, especially when texting. It ignores language and writing conventions. Many students have no idea when to use capital letters. They don't capitalize 'I.' They don't capitalize proper names. You're/your, there/their/they're, and its/it's become interchangeable. Punctuation is haphazard.Also, texting and social networking sites don't require practicing handwriting; therefore, many students can't write legibly. Every year, I am amazed by how few of my eighth-graders are able to read or write cursive. They struggle with their own signature.
http://www.mlive.com/living/jackson/index.ssf/2011/09/guest_column_texting_social_me.html
Some traditionalists warn that digital reading is the intellectual equivalent of empty calories. Often, they argue, writers on the Internet employ a cryptic argot that vexes teachers and parents. Zigzagging through a cornucopia of words, pictures, video and sounds, they say, distracts more than strengthens readers. And many youths spend most of their time on the Internet playing games or sending instant messages, activities that involve minimal reading at best.
According to Department of Education data cited in the report, just over a fifth of 17-year-olds said they read almost every day for fun in 2004, down from nearly a third in 1984. Nineteen percent of 17-year-olds said they never or hardly ever read for fun in 2004, up from 9 percent in 1984. (It was unclear whether they thought of what they did on the Internet as "reading.")
The simplest argument for why children should read in their leisure time is that it makes them better readers. According to federal statistics, students who say they read for fun once a day score significantly higher on reading tests than those who say they never do.
What we are losing in this country and presumably around the world is the sustained, focused, linear attention developed by reading," said Mr. Gioia of the N.E.A."What the Net seems to be doing is chipping away my capacity for concentration and contemplation," he wrote, confessing that he now found it difficult to read long books."Reading a book, and taking the time to ruminate and make inferences and engage the imaginational processing, is more cognitively enriching, without doubt, than the short little bits that you might get if you're into the 30-second digital mode,"
To date, there have been few large-scale appraisals of Web skills. The Educational Testing Service, which administers the SAT, has developed a digital literacy test known as iSkills that requires students to solve informational problems by searching for answers on the Web. About 80 colleges and a handful of high schools have administered the test so far.
But according to Stephen Denis, product manager at ETS, of the more than 20,000 students who have taken the iSkills test since 2006, only 39 percent of four-year college freshmen achieved a score that represented "core functional levels" in Internet literacy.
http://www.nytimes.com/2008/07/27/books/27reading.html?pagewanted=all&_r=0
Trying to get things moving for the statement presentation due.