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

EN 106 Park University Impacts of Technology on Teenagers Paper 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. 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”
5
Essay #5: Adding Research
The purpose of this assignment is to create a substantial revision of Essay #4 by
adding information or arguments from additional sources to last unit’s essay..
As you search for sources, consider these higher-order concerns.
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Focus: Is your main claim, thesis, or central message clear? Does every element of
your essay consistently support your thesis? Do your minor claims support your
major claims? Have you defined the issue at hand? What can you do to further
emphasize your focus?
Development: What evidence does your essay provide to support your focus? Have
you included examples, explanations, details, and descriptions that help persuade
your readers of your position? Have you anticipated and answered your readers’
objections or counterarguments? Have you considered alternate perspectives?
Rhetorical Strategies: Have you identified a target audience for your essay? What
do you do to appeal to that audience? Does your essay rely primarily on emotional
appeals or logical appeals? What do you do in the essay to establish your credibility
as a writer?
Additional Outside Sources: How could adding outside perspectives strengthen
your argument? Have other writers, scholars, or researchers addressed the issue at
hand? Are your claims backed by a consistent pattern of reliable evidence? Are
basic factual claims backed with evidence or sources? How does your essay
engage with counterarguments or alternate perspectives on the issue?
Organization: How does the structure of your essay support its message? Could
the essay be re-structured or re-ordered to better support your arguments? Are
paragraphs and transitions used to guide readers through your ideas?
Before you turn in this assignment, create a bullet list of the changes and revisions you
made. Include this list either as a second file or an additional page. Failure to submit
this required information will result in a grade deduction for this assignment.
After you turn in this revision, your instructor will provide further guidance for revising
this piece for your portfolio. Your instructor will probably also provide pointers for
revisions for the second essay you will revise for the portfolio in Unit 7.
Guidelines for Essay #5
Length/Due Date: approximately 1,000-1,400 words, due Sunday midnight Central
Standard Time (CST).
Style/Format: This, as all essays in EN106, should be formatted in a standard scholarly
format. (Most students follow MLA or APA guidelines, which are outlined in Easy
Writer.) No matter what format you follow, be sure to do the following:
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Use 12 point, Times New Roman font, double-spaced.
Use 1-inch margins top, bottom, and sides.
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Although no cover page is needed, you should include your name, my name, the
course number/title, and date at the upper left-hand corner of the manuscript.
Research & Documentation: Include at least two additional sources beyond the
sources cited in Essay #4. Your essay must include formal references to all sources. Be
sure to provide in-text citations using a standard scholarly style, such as MLA or APA.
And, of course, you must also provide appropriate documentation for any other sources
you cite.
File format: Please submit your essay as a .doc, .docx, or .pdf file. These formats are
available in most word processors, including Google Docs and Open Office, and will
ensure that your instructor is able to comment on your work.
Works Cited/References: Your essay should include an appropriate bibliography, with
an entry for each individual source you reference in the body of the essay.
Titles: Include a descriptive title at the beginning of your essay that tips your readers off
to your thesis. Do not format your title with quotation marks, boldface, underlining or
italics. Quotation marks or underlining are only appropriate if the title borrows words
from another source.
Unit 6: Lecture
Integrating Research, Revising Arguments
This unit, you are revising last unit’s essay. Throughout the course, we have adopted a
conversational stance toward academic writing, envisioning each essay as a rejoinder in
a larger, ongoing dialogue. This unit’s revision to incorporate scholarly research is no
exception; we must “think of sources not as answers but as voices inviting you into a
community of interpretation, discussion, and debate” (Rossenwasser and Stephen 299).
In Writing Analytically, David Rossenwasser and Jill Stephen observe and warn against
adopting this–a common stance toward research:
Many people never get beyond like/dislike responses with secondary materials. If they
agree with what a source says, they say it’s “good,” and they cut an paste the part they
can use as an answer. If the source somehow disagrees with what they already believe,
they say it’s “bad,” and they attack it or—along with readings they find “hard” or
“boring”—discard it, As readers they have been conditioned to develop a point of view
on a subject without first figuring out the conversation (the various points of view) that
their subject attracts. (300)
Rossenwasser and Stephen present four strategies you might find valuable this unit as
incorporate research to “expand the conversation” about your topic:
Strategy #1: Make your sources speak. “Quote, paraphrase, or summarize in order to
analyze—not in place of analyzing. Don’t assume that either the meaning of the source
material or your reason for including it is self-evident” (300). Here Rossenwasser and
Stephen suggest something called the “sandwich method” for integrating sources.
Writers should always “sandwich” a source with a preview statement and, following the
reference, with analysis linking the material to the writer’s thesis. This might remind you
of the “signal phrase” strategy we explored in Unit Two.
Strategy #2: Use your sources to ask questions, not just to provide answers. “Use your
selections from sources as a means of raising issues and questions. Avoid the
temptation to plug in such selections as answers that require no further commentary
or elaboration” (301). Ideally, the scholarly article you located for this unit’s revision will
help you to re-envision your thesis, or to populate your supporting arguments with new
voices and perspectives to accomplish a more sophisticated understanding of your
topic. Moreover, in relationship to this unit’s reading on the rhetorical appeals, look for
ways that your sources can complement your arguments with additional appeals
to logos, pathos, or ethos.
Strategy #3: Put your sources in conversation with one another. “Rather than limiting
yourself to agreeing or disagreeing with your sources, aim for conversation with and
among them” (303). Conversation—the metaphor of our course! Consider signal
sentences or phrases that will help you accomplish this conversational effect—
for example, “In their discussion of the issue of ________, Authors A and B offer a
more nuanced take on the question of _________, raised by Authors C and D.”
Strategy #4: Find your own role in the conversation. “Even in cases in which you find a
source’s position entirely congenial, it is not enough simply to agree with it. In order to
converse with a source, you need to find some way of having a distinct voice in that
conversation” (306). Personal experience can—and should—bear upon your analysis of
perspectives found via research.

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