Summary And Response Revision Essay

I have attach my article on it

My topic is “Social Media Is Changing How College Students Deal With Mental Health, For Better Or Worse”

Just go through the instruction attach on it

Follow outline pattern 2 

See the example for more information

I need summary and response too

ESSAY 1: ENGL 1301

Essay 2: Summary and Response Essay

Throughout your academic career, you will be asked to read something and respond to it. This Summary and Response essay prepares you for reading a text critically and responding to it.

Choose any one of the articles we read on the topics of social media or cultural appropriation. In a 2-3 page essay, summarize the text accurately and objectively and respond to it with a thoughtful analysis.

Your summary should include:

· The author’s claim

· The title of the text and the full name of the author (the first time you mention the text)

· The author’s reasoning (focusing only on the author’s main points)

· The use of signal phrases (like “The author suggests…” or “S/he explains that…”) to indicate the ideas are the author’s (not yours)

· About 300 words (or 1+ pages)

Your response should include:

· An analysis and critique of the text and its effectiveness

· An organized approach (a thesis, supporting points, and evidence to support those points)

· Use of both paraphrasing and quotations

· Appropriate transitions between summary and response to indicate the movement of ideas

· About 300 words (or 1+ pages)

Your essay should have a Works Cited list that contains the source (article) you used.

Organizing Your Summary and Response Essay*

INTRODUCTION

· Introduce the topic with a hook – a question, quote, a story, a statement, (some interesting way to open up the conversation about the topic of the article.

· Provide a brief overview of the article (the topic and attitude). Make sure you mention the author’s full name and the full title of the article or essay.

· State your thesis, an opinion about the article (that you will develop in the essay).

BODY

You will probably want to consider one of two ways to organize the body of your essay: block or point pattern. (See table on next page.)

CONCLUSION

· Reaffirm your opinion about the article (your thesis). Include the author’s name and thesis.

· Comment on the importance of the topic, returning to the opening strategy (your question, quote, statement of problem, whatever).

WORKS CITED LIST – Include at least the citation for the article you used.

Outline 1: Block Pattern*

Outline 2: Point Pattern*

I. Introduction (1 paragraph)II. Summary: (1 paragraph) Remember you are only summarizing (you may have fewer or more than these 4 points) A. Main Point 1 B. Main Point 2 C. Main Point 3 D. Main Point 4 III. Response Section (3-5 paragraphs) A. Respond to Main Point 1 by stating whether you agree or disagree and offer explanation and proof to defend your point of view. B. Respond to Main Point 2 in same manner, providing a good transition (agree/disagree) C. Respond to Main Point 3 in same manner (agree/disagreed) D. Respond to Main Point 4 in same manner (agree/disagreed) IV. Conclusion

I. IntroductionII. Main point 1A. Summarize Point 1B. Respond to Point 1 (agree/disagree) Support your statement with explanationIII. Main Point 2A. Summarize Point 2B. Respond to Point 2 (agree/disagree) Support your statement with explanationIV. Main Point 3A. Summarize Point 3B. Respond to Point 3 (agree/disagree) Support your statement with explanationV. Main Point 4A. Summarize Point 4B. Respond to Point 4 (agree/disagree) Support your statement with explanationVI. Conclusion

Grading

Your essay (worth a total of 150 points) will be graded using the following criteria:

Summary – accurately and objectively represents the author’s central claim and key supporting points.  The summary does not merely list the main ideas but shows how the reasons support the claim.  The summary is selective about details and examples, choosing only ones that help to illustrate a key point. 30 points

Response – Includes a clear thesis that is critical and analytical. Thesis is supported with reasons and textual evidence. The response examines the rhetorical choices made by the author and how effective they were. 40 points

Quotations and Paraphrasing – The essay uses both quotations and paraphrasing that are appropriately integrated into the summary and response. Author’s ideas are effectively attributed using signal phrases. 20 points

Organization – Paper clearly and effectively presents both the summary and response. Transitions and paragraphing are used when appropriate. 15 points

Mechanics – Demonstrates a command of the standards of edited American English with no major grammatical errors. 15 points

MLA Format – Employs MLA format and documentation style, using in-text citations and including works cited page. Includes correct heading, font size, and spacing. 15 points

Writing Process – Demonstrates evidence of the writing process through outlining and/or drafting. 15 points

Due Dates

Rough draft due Thursday, October 25 (Bring your rough draft to class.)

Final draft due Tuesday, October 30 (Upload to Final Draft #2 in Essay 2:

Summary and Response Essay and bring hard copy to class.)

* Modified from “Summary and Response Essay” (https://apps.spokane.edu/InternetContent/AutoWebs/lorim/2014/English%2099/Summary%20Response%20Essay%20Assignment.pdf)

Social Media Is Changing How College Students Deal With Mental Health, For Better Or Worse

Students admit social media fosters unrealistic expectations. But it could also be a way to reach those suffering from the pressure.

When she began her freshman year in 2011, Sydney embarked on a tumultuous transformation. She had been accepted to her “reach school,” Duke University, where students seemed to strive for perfection both academically and socially.

The change came fast and without warning for Sydney, who asked to be referred to by her first name for this story to protect her privacy. In the classroom, she did not coast by as she had in high school. Her grades lagged, friendships both formed and faltered, and at times she lost confidence. 

Although many students find it difficult to adjust to college, Sydney carried the additional weight of an anxiety diagnosis. Change, she noted, can exacerbate the effects of a mental health disorder.

Sydney turned to her phone for an alternate reality. In the current college culture, Sydney explained, “the perfect girl on Instagram” looks like she’s having “so much fun,” has more followers than she is following, and collects “likes” in nanoseconds.

As she scanned the posts and profiles of her peers, Sydney struggled to distinguish between fact and fiction. She felt a disconnect from the image of perfection. 

“I was glued to my phone freshman year. I couldn’t put it down,” recalled Sydney, who graduated from Duke this spring. “I was more critical of myself, of what I posted, of what I had up.”

College students today are more detached from their peers than ever before. Research shows they’re less likely to have tangible relationships; enter college having spent less time socializing as teens; are more likely to be heavily medicated; and feel a greater pressure to be academically and socially successful than in the past.

Paired with the increasing dependence on social media, these factors leave students susceptible to mental health complications, some experts say. Meanwhile, the college community is using technology to reach students who need help. 

THE UNIVERSITY OF CALIFORNIA, LOS ANGELES, COOPERATIVE INSTITUTIONAL RESEARCH PROGRAM

In the last year, anxiety has superseded depression as the most prevalent mental health disorder across college campuses, according to a study by the American College Health Association. Approximately one in six students has been diagnosed or treated for anxiety. As emotional health takes a turn for the worse, Sydney believes, students spend more time on social media. 

“Students are always on on their phones,” Sydney said. “That’s just the nature of our generation. We are always interconnected, always in communication.”

The facts support Sydney’s assertion: Social media usage has increased nationally by almost 1000 percent in eight years for people between 18 and 29, according to findings from the Pew Research Center. More than 98 percent of college-aged students use social media, says consumer insight service Experian Simmons.

In addition, an annual nationwide survey of college students by UCLA found that 27.2 percent of students spent more than six hours on social media a week in 2014, up from 19.9 percent in 2007. The increase may be problematic, since heavy Facebook usage can lead to symptoms of envy, anxiety and depression, according to a recent study by the University of Missouri.

Dr. Anne Marie Albano, director of the Columbia University Clinic For Anxiety and Related Disorders, explains that social media acts as a counterfeit reality for students unable to cope with their circumstances.

“Social media and other technologies can give an individual a false sense of having true relationships, which can get in the way of developing peer support and mentor relationships,” Albano said. “In actuality, they never cross over to make an engaging relationship with such people in the real world.”

Perfectionism In A Post

Social media, experts say, can push undergrads toward competitive comparisons. And students agree.

“Social media is a really easy way to feel excluded. Facebook, Instagram and Snapchat make me hyper-aware of the activities I wasn’t invited to partake in, and less involved in the activities that are actually in front of me,” said Lily Osman, 18, a student at Franklin and Marshall College.

“Anxiety makes me feel as if I did something wrong, which rewires my feelings towards my classmates. Comparing myself to others is blatantly unhealthy. It makes me question my place in life.”

Dr. Gary Glass, the associate director of counseling and psychological services at Duke, notes that the classroom is no longer the only environment that demands perfection.

“People tend to publish the most impressive, entertaining, and/or attractive versions of themselves on social media platforms,” Glass said in an email. “This can create a false impression of how much happier or more successful others are.”

Social Media Use 18-29 | Create infographics



A number of students who spoke to The Huffington Post said they know online profiles don’t always accurately reflect a person’s life. But they acknowledged that social media platforms incite anxiety all the same.

“You go on social media and only see the amazing things people are accomplishing but do not see the paths they took to get there. You feel like you aren’t doing enough — not traveling enough, not making enough friends, not working out enough, et cetera,” said Cassidy Bolt, a 19-year-old Duke student.

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By only presenting the glossed-over version of their lives, students say, they sometimes mask their struggles and discomfort from the very peers who could provide support.

“It’s a double-edged sword,” Sydney said. “When I’m getting positive feedback on social media, it can help put me at ease, but negative feedback — or lack of feedback — can make me anxious.”

Disconnecting from social media may have an equally detrimental effect upon students’ anxiety.

“There is a tangible increase in people’s need to be connected at all times and clear, visceral discomfort when ‘offline’ for too long,” said Dr. Vivian Mougios, a neuropsychologist and learning specialist.

As Glass put it, “We need to treat the water, and not simply each fish that’s struggling.”

Harnessing Technology For Good

Although some students increasingly feel a need to disconnect from social media, universities and their students are also trying to find ways to use technology to reach those who are struggling — from Facebook support groups, to mental health apps, to online therapy games.

Drexel University developed an initiative in June to screen students through a “mental health kiosk” that looks like an ATM. The kiosk reads, “Get a Check-Up From the Neck Up,” according to USA Today, encouraging students to gauge their stress levels when unable or unwilling to seek out a professional.

DREXEL UNIVERSITY

Technology can also help intervene in dangerous situations.  

In April, after someone posted a suicide note on the anonymous social media app Yik Yak at the University of Michigan, the school’s social media director Nikki Sunstrum was able to contact campus police and locate the student within 24 hours. Immediately after the note was posted, many students posted on Yik Yak offering the original poster support and advice.

Sunstrum posted information about the school’s psychological services on Yik Yak. Since then, the school has devised a “positivity pledge“ to cultivate a safe and constructive community online.

UM’s administration used social media platforms that were readily available, Sunstrum told HuffPost. “We are not reinventing the medium [for outreach] and we don’t have to at this point, because those resources are already in place,” Sunstrum said.

Similarly, University of Pennsylvania incoming freshmen banded together to address mental health concerns in a Facebook support group. Students unsure of how to cope with mental health disorders after high school say the group has been helpful for transitioning, according to the Daily Pennsylvanian.

Campus psychological services could build on these efforts and adapt to the changing culture on campus by using “transparency and education,” recommended Mougios.

“The more colleges focus on educating students and providing resources, the better opportunities they will have to help,” Mougios said. “All students should have semester or yearly ‘check ups.’  Likewise, colleges should ensure there are multiple resources easily accessible.”

As Sydney embarks on the next chapter of her life, she looks back at her time at Duke fondly, and sees the hyperaware, social media-obsessed nature of college as a learning experience.

“I have found balance devoid of the pressures of perfection and the stigma that accompanies mental health,” Sydney said. “I want nothing more than to help others find confidence in themselves, too.”

Doe 1

Katy R. Doe

Professor Smart

ENGL 1301-51000

13 September 2017

Communication in the Digital World: An Analysis of “Stop Googling. Let’s Talk.”

The way we communicate has dramatically changed over the past decade. Exchanges that were once achieved by long letters shipped between and across continents by boats, trains, and wagons or by long talks with a cup of tea are now largely completed via email and increasingly, text-messaging. Mobile devices are pervasive these days; they have seeped into every spare moment of our time.

Is this good or bad? What are the ramifications of the proliferation of cellphones? How much time should we be spending on them? In “Stop Googling. Let’s Talk.”, Sherry Turkle serves as our guide as she leads us through current research and theories about the use of technology, which she presents along with her own assertions about the positive and negative aspects of our digital lives.

Articulately arguing that mobile devices, particularly smartphones, can cause decay in our face-to-face communications, she expresses a sentiment that many people feel but few wish to realize. This article illuminates the psychology of our behaviours that relate to technology—and should be required reading for everyone who inhabits both the real world and the digital world.

In “Stop Googling. Let’s Talk.”, Sherry Turkle examines how technological devices shape our daily, real-life interactions. The primary problem lies with the fact that we are avoiding conversations, particularly the ones which we have no control over, those where we look each other in the eye and respond based on tone, posture, and emotion.

Those are the conversations, she writes, where “We learn who we are.” We are having fewer of them these days, ironically, in this era of connectivity. Sometimes we turn away from those around us to get lost in a digital realm, a place where, in Ms. Turkle’s words, “You can put your attention wherever you want it to be. You can always be heard. You never have to be bored.” Do you ever find your mind cluttered, your thoughts unfocused? I sure do. Yes, we are constantly divided between the people around us and what lies in the bottomless digital world.

Think about our reality for a moment. What do we see when we venture out into the world? In restaurants, on subways, in queues and on the streets it has become a familiar sight to see people together but not talking with or interacting with each other. For many of us it seems that we are always online, always connected.

The research that the author points to shows that this factor has lessened our attention span greatly, reducing in us a willingness to take the time to meander through a potentially wonderful conversation. One young woman told Ms. Turkle that conversations demand the ‘seven minute rule’, that is, it takes seven minutes to figure out how a conversation will unfold. This, the student implied, takes too much effort, and besides, you don’t really know if the conversation will reach a particular conclusion or take an interesting twist, or just be boring.

She writes about the college students she has interacted with and what they tell her about their multitasking abilities (which are almost too good among many young people; she says we don’t even realize we are multitasking most of the time). She also describes a set of experiments done by researchers at the University of Essex who took pairs of people, sat them across a table with a few items on it from each other and told them to converse.

The researchers discovered that when there was a cellphone present, the pairs’ perceived trust, empathy and relationship quality decreased. Conversations about meaningful topics were not as meaningful. And therein lies the basis of Ms. Turkle’s argument: our mobile devices are changing the form of our face-to-face conversations, probably for the worse. We now have the ability to check in and out, to leap into other worlds whenever what is going on around us doesn’t suit our tastes and we never ever have to be alone.

Sherry Turkle sees it as her job to draw our attention to this gap. The fact that we are very rarely truly alone has a big impact on our communication, she says, and on our empathy as well. Other people have noticed this, too, even within popular culture. A few years ago the comedian Louis CK did a bit where he described the need for people, kids especially, to learn how to be, and not do anything, to just be a person, free of constraints and sometimes bored.

Sherry Turkle agrees. She says that we need the time to work things out in our own heads, for that is essentially how we become self-possessed, thoughtful people. But when we are always somehow connected, we are never truly alone and that time does not exist. We have no time to cultivate and curate our thoughts, to ‘gather ourselves’, in her words, when we don’t have that time for aloneness.

Although she illustrates her argument—that phones and technology shape the way we converse—by describing experiments conducted, she doesn’t just use examples. She describes how we feel: how hard it is to get through the lulls in conversations, times when we want to have other people’s full attention or how phonelessness makes a big impression on people who have grown up with their devices in hand.

The writer meanders, thinking about the necessity of reclaiming solitude, the “virtuous circle” that links that with conversation, and wonders if time spent on mobile devices is “time well spent”. In doing so, she wants us to wonder that, too.

In many ways, her closing argument is most succinctly captured in the title of the article—“Stop Googling. Let’s Talk.” Turkle’s main point is that mobile tech fragments both our time and our attention, leaving us to deal with bits and pieces. We have to keep our conversations brief because we know that texts, emails and phone calls are bound to interrupt the exchange anyway. What time we previously spent in solitude, where we can muse, create and ‘gather ourselves’, has dissolved.

She wants us to think about how technology gets in the way of other aspects of our lives. Turkle implores us expand our communications, put down our devices and talk. She knows and acknowledges how useful all of these devices are, and her perspective is one that is not anti-technology but pro-conversation. This is important, because society has become very reliant on technology and we tend to think very highly of it. We don’t really want to hear about the bad parts.

Thus the piece responds not to a particular opinion, but rather to the widespread belief in the benefits of technology without considering any detrimental side effects. But Turkle does so gently. By taking the form that it does, the text does not come off as an assault on technology or a call to a new form of Luddism, but instead implores us to explore the layers of unintended consequences, collateral damage and sightlessness in our behaviours. Turkle quietly pushes forward an explanation for how the world is working —this is where we are right now — and says let’s think about this. 

Maybe there are some things we should change in our behaviours with our phones and mobile devices. In my reading, her approach is considerate and balanced, and that is vitally important, because some people carry a bit of unconscious guilt about spending too much time focused on technology (or at least I sure do). The piece possesses a careful voice of caution, taking the high road over what could have become an angry diatribe, which helps her convey her point to the readers. She prods us into self-awareness.

Some people might think of the sentiments expressed as some form of nostalgia —back in my day, things used to be better— but the author deftly uses her accumulation of evidence and knowledge to shore up her argument, proving that this article isn’t based on wistful memories of a different era. She asks us to act on this issue with intention: create device free zones, turn off our phones and, again, talk. Optimism is threaded throughout the article and a lot of space is given to talk of our resilience and how we can create a world of richer exchanges and deeper connections. The essay ends with that, on quite a hopeful note. 

I think that even if one does not agree with or decide to heed Turkle’s calls, we should listen to them, and think about all the madness and possible solutions. Technology is such a large part of our lives that it demands our attention and deserves our discussion. I applaud Sherry Turkle for raising awareness in this area. Everyone should read this piece and consider the impact cellphones, and technology in general, have on their lives and relationships. 

THIS EXAMPLE IS MODIFIED FROM THE FOLLOWING SOURCE:

R., Katy. “Student Review of ‘Stop Googling. Let’s Talk.” Fortuigence.com, 12 April 2016,

www.fortuigence.com/fortuigence-online-education/stop-googling-lets-talk-textual-analysis.

***Do not include this blue box in your essay. This is for attribution purposes only.