EN 106 Park University Impacts of Technology on Teenagers Discussion Please read The Below First I’m looking for someone who does not use Chegg or Course

EN 106 Park University Impacts of Technology on Teenagers Discussion Please read The Below First

I’m looking for someone who does not use Chegg or Course Hero or any online cites to provide your answers. The professor checks these other sites as well. If you do this to provide your answers and don’t use your own, let me know immediately so I can choose someone else to assist me. I have been notified that an assignment was linked to Chegg or Course Hero etc.

Someone that uses their own words, so nothing can be found on the internet.

Someone who does not Plagiarize others work from online websites.

I have word documents attached with the instructions.

Then let me know. 

Thank you.

Subjects are:

Writing

Text book,

Lunsford, Andrea. EasyWriter: A Pocket Reference. 6th Ed. Boston: Bedford/St. Martin’s, 2016. ISBN: 9781319050764
Greene, Stuart and April Lidinsky. From Inquiry to Academic Writing: A Text and Reader. 4th Ed. New York: Bedford/St. Martin’s, 2018. ISBN: 9781319071233

Your answers will be original?

The professor or anyone will not be able find these answers on any online website?

Please answer:

1. Read all the instructions and let me know if you have any questions about what must be done.

2. Your answers will be all original?

3. Do you guarantee that all your work is original and none of what you write can or will be found on any online site?

Therefore, I try to provide a longer time for the work to be completed. We will use this discussion area to facilitate your revision projects. Before you get
started, please read the assignment for the revised essay, and note the amended due
dates for this unit’s activities on the Unit Six Overview.
This unit’s Peer Review will be focused on what composition researchers call “higherorder concerns.” In other words, rather than proofread each other’s papers, we will
respond to broader rhetorical issues, such as focus (your thesis), development (your
arguments), the rhetorical strategies you use to communicate your perspective, and
the organization of your essay.
As with the Unit Four revision assignment, this unit’s revision is meant to underscore
the fact that revision is not about “fixing” errors or problems—rather, revision is
about re-envisioning a piece of writing. This unit, you will use the feedback you receive
in this thread to determine and implement a revision plan. Please note that since you
are revising Essay #4, you might not yet have your instructor’s feedback. Again, this is
intentional. Too often, we get in the habit of revising only based on a teacher’s
commentary and not on our own thoughts or the feedback of other peer readers.
Assessment: See the Grading and Assessment content item and the rubric for this
discussion.
A NOTE ABOUT BALANCE: So that everyone benefits as much as possible from this
process, respond to an essay that has not been read yet or that has only one response
before adding a third response to another essay. An essay should not have three
responses if other essays posted in the thread have just one response. It is, of course,
possible for an essay to receive three or more responses, but in fairness to everyone in
the class, see that peer response is distributed evenly when possible.
Peer Review Process
The process for this unit’s peer review will be as follows:
Step One: As early in the unit as possible, but definitely by Wednesday midnight CST,
prepare your draft. This will require you to spend Monday-Wednesday revising or
locating additional outside sources.
Step Two: Attach your draft to your discussion post in .doc, .docx, or .pdf
by Wednesday midnight. In the body of your post, give us a paragraph or so of context.
Describe how you have revised last unit’s essay so far and why. Additionally, tell us
what kinds of feedback you are looking for (for example, feedback on your thesis, a
particular argument you make, your introduction, the way that you have incorporated the
new research material, etc.). This will help your peer reviewer provide meaningful
feedback.
EN 106 IMPACTS OF TECHNOLOGY ON TEENAGERS
IMPACTS OF TECHNOLOGY ON TEENAGERS
Robert Dickson
Park EN 106
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EN 106 IMPACTS OF TECHNOLOGY ON TEENAGERS
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Since technology was introduced, the world has not been the same again. Technology has
hugely impacted people’s lives. Notably, it has changed the lives of teenagers, both socially and
emotionally. Sherry Turkle, a sociologist, talks about how technology has influenced students’
and young adults’ lives. The digital young generation wants to stay connected to the social media
world 24/7. She asks a group of students the last time they did not want to be interrupted,
expecting to hear many stories that did not come. Instead, one of the students stated that they are
waiting to be interrupted. It dawned on Turkle that what she viewed as an interruption was the
beginning of a connection to the students. The young generation has been tethered to technology,
affecting their social life, personal identity and lifestyle, which is affecting their relationships
with the people around them.
Turkle, in her article, mainly targets teenagers and parents. She seeks to make students
understand that their cellphones have significantly impacted their lives, with most valuing
connections with their online friends, but still want some independence when their parents seek
to connect with them frequently. The author also seeks to help the parents understand the digital
students’ behavior. She provides many examples of parents going through so much worry
because their children will not answer calls or reply to texts. She seeks to help the audience
understand the implication of technology on teenagers and the people around them, hoping that a
solution can be found that will reduce the impact of technology on human interaction.
The teenagers of the current world are allowed to own a cellphone nowadays. The
youngsters have grown up knowing about technology, and now their lives revolve around it.
They are going to the extent of risking their lives so that they can check their phones. Turkle
gives an example of Roman, an eighteen-year-old boy, who texts while driving and states that he
cannot stop. He says that “I know I should, but it’s not going to happen. If I get a Facebook
EN 106 IMPACTS OF TECHNOLOGY ON TEENAGERS
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message or something posted on my wall, I have to see it. I have to.” (Tuckle, 2011). Some have
reported to end up with chipped teeth due to texting while driving. Students want to be connected
to the outside world all her time. They do not want to miss out on anything. It does not mean that
today’s adolescents have fewer needs than the other generations to develop empathetic skills;
they also need time to define their identity. However, technology has also interrupted this
development. Teenagers have no time to build their identity but end up copying what they see
from social media.
Despite them wanting to connect with the outside world, they do not wish to
communicate with their parents. They do not want their parents to keep calling or texting them.
When parents give their children phones, in their minds, they always want to access the children
whenever they can. However, this is not usually the case. One of the teenage boys interviewed
by Turkle asks, “If it is always possible to be in touch, when does one have the right to be
alone?” (Tuckle, 2011). Some teens even become defiant and feel that they have a right not to
answer their cell phones. One of the boys says, “It should be my decision to pick up the phone.
People can call me, but I don’t have to talk to them.” (Tuckle, 2011). Other states that, “To stay
free from parents, I don’t take my cell. Then they can’t reach me. My mother tells me to take my
call, but I don’t” (Tuckle, 2011). Some even get annoyed for teaching their parents how to use
instant messaging because they are always trying to contact them, making them feel enslaved.
The parents are not having it easy either way. They get worried when their children fail to
answer their texts or calls. One of the parents stated that “I didn’t ask for this new worry“
(Tuckle, 2011). Yet she finds herself worrying whenever her girls fail to answer her calls.
Young people use computers and mobile devices to connect to the community whenever
the parents are not there. Children whose parents are busy are more inclined to be attached to
EN 106 IMPACTS OF TECHNOLOGY ON TEENAGERS
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their phones to avoid the feeling of abandonment and isolation. Others seek closure by actually
texting home many times a day to avoid feeling lonely whenever in school. Students are also
identifying with social media life, which is disappointing at some point. Those who cannot fit a
set standard by the social media end up feeling demeaned. Moreover, even if a student wanted to
interact with her peers in person or have a conversation on call, they would not because sadly
these friends will not pick up the phone (Turkle, 2011). The challenges brought forward require
quick remedy before the human interaction loses its value.
EN 106 IMPACTS OF TECHNOLOGY ON TEENAGERS
Reference
Turkle, S. (2011). “Growing up tethered”
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