Courtney Kemp Mrs. Cooley Eng 3133-06 15 February 2012 Video Games Cause Violence: Fact or Fiction “Do Video Games Kill?” by Karen Stenheimer was a very interesting article. The main goal of the entire article was to inform the reader that congress has blamed the video game companies for violence that happens on a school campus. The article gives many examples to why video games are a threat to the younger generation. It also shows why the games lead to violence in the school setting. I personally do not agree with the article.
Bugeja states how it’s affecting college students, but doesn’t get into how it’s also affecting people in everyday life in general, such as being in the workplace or even being in a vehicle. Bugeja does a great job sharing his views about technology and how it’s affecting college students during school, but leaves out the matter of how it does affect the true world as a whole. Schools are using more technology to better education, but they have failed to realize that the younger generation’s views on technology are more of a means of delivering entertainment and secondarily as a means of
Sue Ferguson’s 2005 article “How computers make our kids stupid” presents thorough research concluding that computer modules are deterring children’s mental growth. Ferguson simply analyzes research conducted by economists while combining it with several accounts of students, teachers, and higher school authority. Her writing is riddled with many rhetorical ploys which she uses to strengthen her thesis. To do this, she infuses the three rhetorical appeals: logos, pathos, and ethos throughout her article while using precise diction to support her position. By also using effective analogies and specific sentence placements, she commands the argument between her and the opposing research.
The problem in the school structure that Graff recognizes is lack of persuasion to get students to argue. This holds true in my personal experiences in academics. Despite the fact the educating administration is trying to avoid violent disputes because of arguments, they fail to see that properly structured arguments are the best way to avoid violence. Without the school system instilling the ideas and values of argument, students will lack an outlet for an argument consisting of words and are more likely to resort to violence for resolution. In a section of Gerald’s essay he advocates that educated conversation be shared with uneducated audiences as a basis for understanding any scholarly topic as well as a basis for a strong argument.
The essay “Why Games Are Good for You” written by Steven Johnson, was written not to say that video games are any better or worse than reading books but simply to clear the misconception that video games are a hindrance to people who play them when it comes to a normal education or learning the social skills people need to live a healthy life, Johnson believes nothing can replace the benefits of reading a book and the written word. However, video games appear to deliver information that would bore the average student in a way that entices them to learn more and keeps them interested in something ordinarily dull. Johnson believes it is because games give people visual rewards for our time spent that books or other forms of media aren’t able to deliver. For example, in certain games such as “SimCity” a user is encouraged to build a thriving metropolis, which teaches about taxes, population, economics and other subjects that must be considered in order to be progressive in the game. Video games require the player to memorize the information they take in, use their cognitive skills to solve a puzzle in the game or use their sensory skills to complete a task in addition to other benefits that haven’t been mentioned.
Argument In “Hidden Intellectualism”, Gerald Graff argues that the education system should allow students to take their nonacademic interests as objects of academic study. He believes integrating “nonacademic studies” with the education system will significantly help students develop academically. However, I disagree with Graff’s claim because there is no evidence to prove that Graff’s method will improve student’s academic abilities. Street smart cannot be learned in a classroom because it can only be obtained through life experience. Also, if student’s only studies subjects that interest them then they are being ignorant to the world around them.
Effects of Violent Video Games on Children's Behavior Leslie De La Rosa COM/156 University Composition and Communication II October 28, 2012 Monica Desir Effects of Violent Video Games on Children's Behavior In 1999, students Eric Harris and Dylan Klebold began firing weapons at fellow students and teachers at Columbine High School, killing 12 students and one teacher. One of the reasons blamed for their behavior was playing the video game Doom. Other violent acts and deaths have been blamed on other video games with a high content of violence, such as Manhunt and Grand Theft Auto. This started a national debate on several topics including the effects that violent video games have on our children. Violent video games can lead to an increase aggressive behavior in children if parents do not make it clear that the behavior exhibited in these games is inappropriate.
Individuals entering the armed forces have to play certain video games to wear down their guard to killing other people. Games such as this are used to develop a person’s “will to kill” by doing the task over and over again until it feels natural to the individual.These types of games are often referred to as “murder simulators” (Grossman). The school shooting at Columbine High School also happened as a result of two boys playing a video game known as, Postal. Dylan Klebold and Eric Harris were known gamers and on April 20, 1999, they decided to act out all the terrors they had been playing in their video games. The two boys murdered twelve students, one teacher, and injured 21 other people.
This therefore means that since their distraction and hyperactivity levels are suppressed, they can function well and execute tasks as well as the average non-ADHD student. However, when non-ADHD students pervade the system, the state of equality is compromised. This provides non-ADHD Adderall consumers a continued advantage over the ADHD students. These essentially still have a better shot at thriving better and outperforming the ADHD. This deliberate use of Adderall to gain better grades puts ADHD students at a further disadvantage because there is no other means by which the field could be leveled once more.
He warned even possessing a mobile device in an exam room, even if not used for cheating, can lead to a student being failed or marked down by examiners. Meanwhile university examiners are struggling with the growing problem of plagiarism. At university level, one in six students admits to copying work from friends, and one in 10 confesses to looking for essays online, according to a recent survey by The Times Higher Education Supplement. Some 37 per cent of the 1,022 undergraduates polled said they had copied ideas from books, whilst 35 per cent admitted to copying from online sources. Only three per cent said that they had copied text word for word from a book or online source.