S

8r|ef User Gu|de for Cn-Demand Argument]Cp|n|on Wr|t|ng

1he pleces ln Lhls Cn-uemand secLlon represenL one of Lhe Lhree Lypes of wrlLlng named ln Lhe
Common Core SLaLe SLandards for WrlLlng: oplnlon/argumenL wrlLlng. SLudenLs aL all grade levels were glven
one Lo Lhree LexLs and a wrlLlng prompL LhaL asked Lhem Lo form an oplnlon or a clalm abouL a focuslng
quesLlon. SLudenLs aL klndergarLen Lhrough grade flve were glven Lhe focuslng quesLlon, Whlch klnd of peL ls
besL, a caL or a dog?" AL grades slx Lhrough Lwelve, sLudenLs were glven Lhe focuslng quesLlon, Should your
school parLlclpaLe ln Lhe naLlonal 'ShuL uown ?our Screen Week'?"
8ecause sLudenLs needed Llme Lo bulld conLenL knowledge from Lhe LexLs ln order Lo be able Lo wrlLe,
Lhe process Look anywhere from Lwo Lo Lhree days for mosL sLudenLs. 1eachers read Lhe LexL aloud Lo
sLudenLs aL all grade levels, Lo ensure LhaL all sLudenLs could access Lhe LexL when Lhey needed Lo re-read Lhe
LexL(s) Lo gaLher evldence Lo develop Lhelr wrlLlng. All wrlLlng was done on Lhelr own, wlLhouL lnpuL from peers
or Leachers.
1he prompLs and Lhe lndlvldual pleces based on Lhem are arranged ln grade order. Lach plece has a flle
number for easy ldenLlflcaLlon. Lvery plece of wrlLlng lncludes Lwo verslons LhaL have been Lranscrlbed exacLly
as wrlLLen by Lhe sLudenL - one annoLaLed wlLh Lhe language of Lhe Common Core SLandards, and one un-
annoLaLed for a varleLy of uses. ln addlLlon, pleces ln Lhe k-3 collecLlon have a Lhlrd verslon as well, Lhls verslon
has been revlsed and edlLed for ma[or errors ln convenLlons and can be used as a model for sLudenLs.
klndergarLen pleces also lnclude ul's of orlglnal sLudenL work, lncludlng sLudenL wrlLlng and drawlng. 1hls ls
because klndergarLen sLudenLs may use a comblnaLlon of drawlng, dlcLaLlng, and wrlLlng Lo saLlsfy Lhe
SLandards.
SuggesLlons on how Lo use Lhese pleces are avallable aL Lhe end of Lhe lnLroducLory documenL, uslng
Lhe !" $%&&%" 8esource."




1
76

Grades 6-12, rompt for Argument Wr|t|ng
Common Core Standard W.CCk.1

A group of parenLs and Leachers ln your school have made a proposal Lo Lhe school board. ln Lhelr proposal,
Lhey are suggesLlng LhaL Lhe school [oln ln a naLlonal movemenL called ShuL uown ?our Screen Week." 1he
parenLs and Leachers ln Lhe group belleve LhaL noL uslng any elecLronlc medla for an enLlre week would be
good for sLudenLs for many reasons.

1hey have Laken Lhe proposal Lo a Leachers' meeLlng, so LhaL Leachers can dlscuss Lhe lssue of wheLher or noL
Lo ask Lhelr sLudenLs Lo parLlclpaLe ln Lhe ShuL uown ?our Screen Week." 1he Leachers have declded Lhey
would llke Lo hear from Lhe sLudenLs before Lhey declde.

1hls ls noL a slmple lssue, so you need Lo Lhlnk very carefully abouL lL. ?ou have Lhree LexLs Lo read relaLlng Lo
Lhe lssue: Soclal Medla as CommunlLy," ls Coogle Maklng us SLupld?" and ALLached Lo 1echnology and
aylng a rlce." As you read and re-read Lhese LexLs, Lhlnk abouL whaL Lhey show you abouL Lhe lssue. 1hlnk
abouL whaL poslLlon you wlll Lake and whaL evldence you wlll use Lo supporL your Lhlnklng.

llnally, wrlLe an essay, ln Lhe form of a leLLer Lo Lhe Leachers, explalnlng your Lhlnklng.

lor Lhe essay, your locuslng CuesLlon ls:

Shou|d your schoo| part|c|pate |n the nat|ona| "Shut Down our Screen Week?" 8e sure to use ev|dence
from the texts, as we|| as your own know|edge, to support and deve|op your th|nk|ng.

8emember, a sLrong and effecLlve plece of argumenL wrlLlng:
'()*+ ,-* (./0*"1* 0",% (11%.",
2(+ ( 13*(4 0",4%/.1,0%"
5,(,*+ ( 6%1.+78%+0,0%" +,(,*&*", 13*(439: 84*10+*39: ("/ ,-%.;-,6.339
<+*+ +8*10601 *=0/*"1* 64%& ,-* ,*>,?+@ ,% +.88%4, ("/ /*=*3%8 ,-* 8%+0,0%": ("/ *>83(0"+ ,-(, *=0/*"1*
3%;01(339
'()*+ 0",% (11%.", A-(, 8*%83* A-% /0+(;4** A0,- 9%. &0;-, ,-0") ("/ ,40*+ ,% 4*+8%"/ ,% ,-(,
$%"13./*+ *66*1,0=*39
<+*+ 84*10+* 3(";.(;*
5-%A+ 1%",4%3 %=*4 1%"=*",0%"+

?ou wlll have Lhree class perlods Lo compleLe Lhls readlng/Lhlnklng/wrlLlng Lask. 1he essay wlll have a slngle
drafL, and you may wanL Lo Lake some Llme Lo plan your wrlLlng before you begln work. When you have
flnlshed, be sure Lo proofread.

2
77
Argument Wr|t|ng
Common Core Standard W.CCk.1

'*(1-*4 B04*1,0%"+

1he LexLs provlde Lhe lnformaLlon needed Lo address Lhe prompL, and sLudenLs should
lndependenLly read Lhe LexLs carefully before wrlLlng. Lncourage sLudenLs Lo refer back Lo Lhe
LexL whlle wrlLlng and Lo Lake noLes, and Lo mark up Lhe LexL as much as ls helpful Lo Lhem.

SLudenLs should be glven Lhree sesslons for Lhe prompL. Allow approxlmaLely 43 mlnuLes for
each, buL Lhe prompL should noL be sLrlcLly Llmed. SLudenLs should be glven as much Llme as
needed Lo plan, wrlLe, and proofread.

1he wrlLlng musL be done wlLhouL help, buL sLudenLs may have access Lo personal
dlcLlonarles, or any oLher resources Lo supporL spelllng and mechanlcs LhaL Lhey are
accusLomed Lo uslng whlle wrlLlng.
o 8e sure sLudenLs have paper Lo Lake noLes or do whaLever pre-plannlng Lhey mlghL
choose Lo do.
o lf sLudenLs are wrlLlng by hand, provlde llned paper from your classroom for wrlLlng. lf
Lhey are uslng a word processor, make sure Lhey save Lhelr work so lL can be accessed
Lhe nexL day.

1hls wlll be flrsL drafL wrlLlng, buL encourage sLudenLs Lo proofread and correcL any errors
Lhey flnd.




3
78
Soc|a| Med|a as Commun|ty
8y kelLh PampLon
kelLh PampLon ls an assoclaLe professor ln Lhe School of CommunlcaLlon and lnformaLlon aL 8uLgers,
and a pasL chalrman of Lhe Amerlcan Soclologlcal AssoclaLlon's secLlon on CommunlcaLlon and
lnformaLlon 1echnologles.
updaLed !une 18, 2012 C*A D%4) '0&*+ 7 E80"0%" F(;*+ LxcerpL
nelLher llvlng alone nor uslng soclal medla ls soclally lsolaLlng. ln 2011, l was lead auLhor of an arLlcle
ln lnformaLlon, CommunlcaLlon & SocleLy LhaL found, based on a represenLaLlve survey of 2,300
Amerlcans, LhaL regardless of wheLher Lhe parLlclpanLs were marrled or slngle, Lhose who used soclal
medla had more close confldanLs.
1he consLanL feed from our onllne soclal clrcles ls Lhe modern fronL porch.
A recenL follow-up sLudy, Soclal neLworklng SlLes and Cur Llves" (ew 8esearch CenLer), found LhaL
Lhe average user of a soclal neLworklng slLe had more close Lles Lhan and was half as llkely Lo be
soclally lsolaLed as Lhe average Amerlcan. AddlLlonally, my co-auLhors and l, ln anoLher arLlcle
publlshed ln new Medla & SocleLy, found noL only LhaL soclal medla users knew people from a
greaLer varleLy of backgrounds, buL also LhaL much of Lhls dlverslLy was a resulL of people uslng Lhese
Lechnologles who slmulLaneously spenL an lmpresslve amounL of Llme soclallzlng ouLslde of Lhe
house.
A number of sLudles, lncludlng my own and Lhose of MaLLhew 8rashears (a soclologlsL aL Cornell),
have found LhaL Amerlcans have fewer lnLlmaLe relaLlonshlps Loday Lhan 20 years ago. Powever, a
loss of close frlends does noL mean a loss of supporL. 8ecause of cellphones and soclal medla, Lhose
we depend on are more accesslble Loday Lhan aL any polnL slnce we llved ln small, vlllage-llke
seLLlemenLs.
Soclal medla has made every relaLlonshlp perslsLenL and pervaslve. We no longer lose soclal Lles over
our llves, we have lacebook frlends forever. 1he consLanL feed of sLaLus updaLes and dlglLal phoLos
from our onllne soclal clrcles ls Lhe modern fronL porch. 1hls ls why, ln Soclal neLworklng SlLes and
Cur Llves," Lhere was a clear Lrend for Lhose who used Lhese Lechnologles Lo recelve more soclal
supporL Lhan oLher people.
1he daLa backs lL up. 1here ls llLLle evldence LhaL soclal medla ls responslble for a Lrend of lsolaLlon, or
a loss of lnLlmacy and soclal supporL.
4
8u
Is Goog|e Mak|ng Us Stup|d?

LS
Who doesn'L love Coogle? ln Lhe bllnk of an eye, Lhe search englne dellvers useful lnformaLlon abouL
preLLy much any sub[ecL lmaglnable. l use lL all Lhe Llme, and l'm guesslng you do Loo.
8uL l worry abouL whaL Coogle ls dolng Lo our bralns. WhaL really makes us lnLelllgenL lsn'L our ablllLy
Lo flnd loLs of lnformaLlon qulckly. lL's our ablllLy Lo Lhlnk deeply abouL LhaL lnformaLlon. And deep
Lhlnklng, braln sclenLlsLs have dlscovered, happens only when our mlnds are calm and aLLenLlve. 1he
greaLer our concenLraLlon, Lhe rlcher our LhoughLs.
lf we're dlsLracLed, we undersLand less, remember less, and learn less.
1haL's Lhe problem wlLh Coogle-and wlLh Lhe lnLerneL ln general. When we use our compuLers and
our cellphones all Lhe Llme, we're always dlsLracLed.
1he neL bombards us wlLh messages and oLher blLs of daLa, and every one of Lhose lnLerrupLlons
breaks our Lraln of LhoughL. We end up scaLLerbralned. 1he facL ls, you'll never Lhlnk deeply lf you're
always Coogllng, LexLlng, and surflng.
Coogle doesn'L wanL us Lo slow down. 1he fasLer we zlp across Lhe Web, cllcklng llnks and sklmmlng
words and plcLures, Lhe more ads Coogle ls able Lo show us and Lhe more money lL makes. So even as
Coogle ls glvlng us all LhaL useful lnformaLlon, lL's also encouraglng us Lo Lhlnk superflclally. lL's
maklng us shallow.
lf you're really lnLeresLed ln developlng your mlnd, you should Lurn off your compuLer and your
cellphone-and sLarL Lhlnklng. 8eally Lhlnklng. ?ou can Coogle all Lhe facLs you wanL, buL you'll never
Coogle your way Lo brllllance.
N|cho|as Carr, Author
'-* 5-(33%A+G H-(, ,-* !",*4"*, !+ B%0"; ,% E.4 I4(0"+

NC
Any new lnformaLlon Lechnology has boLh advocaLes and crlLlcs. More Lhan 2,000 years ago, Lhe
classlcal Creek phllosopher SocraLes complalned LhaL Lhe new Lechnology of wrlLlng "wlll creaLe
forgeLfulness ln Lhe learners' souls because Lhey wlll noL use Lhelr memorles."
1oday, Coogle ls Lhe new Lechnology. 1he lnLerneL conLalns Lhe world's besL wrlLlng, lmages, and
ldeas, Coogle leLs us flnd Lhe relevanL pleces lnsLanLly.
Suppose l'm lnLeresLed ln Lhe guldance compuLers on Apollo spacecrafL ln Lhe 1960s. My local llbrary
has no books on LhaL speclflc sub[ecL-[usL 18 books abouL Lhe Apollo mlsslons ln general. l could
5
81
hunL Lhrough Lhose or Lurn Lo Coogle, whlch reLurns 43,000 pages, lncludlng a deflnlLlve encyclopedla
arLlcle and lnsLrucLlons for bulldlng a unlL.
!usL as a car allows us Lo move fasLer and a Lelescope leLs us see farLher, access Lo Lhe lnLerneL's
lnformaLlon leLs us Lhlnk beLLer and fasLer. 8y conslderlng a wlde range of lnformaLlon, we can arrlve
aL more creaLlve and lnformed soluLlons. lnLerneL users are more llkely Lo be exposed Lo a dlverslLy of
ldeas. ln pollLlcs, for example, Lhey are llkely Lo see ldeas from lefL and rlghL, and see how news ls
reporLed ln oLher counLrles.
1here's no doubL Lhe lnLerneL can creaLe dlsLracLlons. 8uL 81 percenL of experLs polled by Lhe ew
lnLerneL 8esearch ro[ecL say Lhe opporLunlLles ouLwelgh Lhe dlsLracLlons.
SocraLes was wrong Lo fear Lhe comlng of Lhe wrlLLen word: WrlLlng has lmproved our law, sclence,
arLs, culLure, and our memory. When Lhe hlsLory of our currenL age ls wrlLLen, lL wlll say LhaL Coogle
has made us smarLer-boLh lndlvldually and collecLlvely-because we have ready and free access Lo
lnformaLlon.
eter Norv|g, D|rector of kesearch
Coogle lnc.
used by permlsslon of ('-* C*A D%4) '0&*+ <864%",, vol. 143, CcLober 4, 2010)



6
82
Attached to 1echno|ogy and ay|ng a r|ce
8y MA11 8lCP1LL C*A D%4) '0&*+ !une 6, 2010
SAn l8AnClSCC - When one of Lhe mosL lmporLanL e-mall messages of hls llfe landed ln hls ln-box a
few years ago, kord Campbell overlooked lL. noL [usL for a day or Lwo, buL 12 days. Pe flnally saw lL
whlle slfLlng Lhrough old messages: a blg company wanLed Lo buy hls lnLerneL sLarL-up.
1he message had sllpped by hlm amld an elecLronlc flood: Lwo compuLer screens allve wlLh e-mall,
lnsLanL messages, onllne chaLs, a Web browser and Lhe compuLer code he was wrlLlng. Whlle he
managed Lo salvage Lhe $1.3 mllllon deal afLer apologlzlng Lo hls sulLor, Mr. Campbell conLlnues Lo
sLruggle wlLh Lhe effecLs of Lhe deluge of daLa. Lven afLer he unplugs, he craves Lhe sLlmulaLlon he
geLs from hls elecLronlc gadgeLs. Pe forgeLs Lhlngs llke dlnner plans, and he has Lrouble focuslng on
hls famlly.
1hls ls your braln on compuLers.
SclenLlsLs say [uggllng e-mall, phone calls and oLher lncomlng lnformaLlon can change how people
Lhlnk and behave. 1hey say our ablllLy Lo focus ls belng undermlned by bursLs of lnformaLlon. 1hese
play Lo a prlmlLlve lmpulse Lo respond Lo lmmedlaLe opporLunlLles and LhreaLs. 1he sLlmulaLlon
provokes exclLemenL - a dopamlne squlrL - LhaL researchers say can be addlcLlve. ln lLs absence,
people feel bored.
1he resulLlng dlsLracLlons can have deadly consequences, as when cellphone-wleldlng drlvers and
Lraln englneers cause wrecks. And for mllllons of people llke Mr. Campbell, Lhese urges can lnfllcL
nlcks and cuLs on creaLlvlLy and deep LhoughL, lnLerrupLlng work and famlly llfe.
Whlle many people say mulLlLasklng makes Lhem more producLlve, research shows oLherwlse. Peavy
mulLlLaskers acLually have more Lrouble focuslng and shuLLlng ouL lrrelevanL lnformaLlon, sclenLlsLs
say, and Lhey experlence more sLress. And sclenLlsLs are dlscoverlng LhaL even afLer Lhe mulLlLasklng
ends, fracLured Lhlnklng and lack of focus perslsL. ln oLher words, Lhls ls also your braln %66
compuLers.
1he Lechnology ls rewlrlng our bralns," sald nora volkow, dlrecLor of Lhe naLlonal lnsLlLuLe of urug
Abuse and one of Lhe world's leadlng braln sclenLlsLs. She and oLher researchers compare Lhe lure of
dlglLal sLlmulaLlon less Lo LhaL of drugs and alcohol Lhan Lo food and sex, whlch are essenLlal buL
counLerproducLlve ln excess.
1echnology use can beneflL Lhe braln ln some ways, researchers say. lmaglng sLudles show Lhe bralns
of lnLerneL users become more efflclenL aL flndlng lnformaLlon. And players of some vldeo games
develop beLLer vlsual aculLy.
7
8S
More broadly, cellphones and compuLers have Lransformed llfe. 1hey leL people escape Lhelr cublcles
and work anywhere. 1hey shrlnk dlsLances and handle counLless mundane Lasks, freelng up Llme for
more exclLlng pursulLs.
lor beLLer or worse, Lhe consumpLlon of medla, as varled as e-mall and 1v, has exploded. ln 2008,
people consumed Lhree Llmes as much lnformaLlon each day as Lhey dld ln 1960. And Lhey are
consLanLly shlfLlng Lhelr aLLenLlon. CompuLer users aL work change wlndows or check e-mall or oLher
programs nearly 37 Llmes an hour, new research shows.
1he nonsLop lnLeracLlvlLy ls one of Lhe mosL slgnlflcanL shlfLs ever ln Lhe human envlronmenL, sald
Adam Cazzaley, a neurosclenLlsL aL Lhe unlverslLy of Callfornla, San lranclsco.
We are exposlng our bralns Lo an envlronmenL and asklng Lhem Lo do Lhlngs we weren'L necessarlly
evolved Lo do," he sald. We know already Lhere are consequences."
Mr. Campbell, 43, came of age wlLh Lhe personal compuLer, and he ls a heavler user of Lechnology
Lhan mosL. 8uL researchers say Lhe hablLs and sLruggles of Mr. Campbell and hls famlly Lyplfy whaL
many experlence - and whaL many more wlll, lf Lrends conLlnue. lor hlm, Lhe Lenslons feel
lncreaslngly acuLe, and Lhe effecLs harder Lo shake.
A|ways Cn
Mr. Campbell, whose glven name ls 1homas, had an early sLarL wlLh Lechnology ln Cklahoma ClLy.
When he was ln Lhlrd grade, hls parenLs boughL hlm ong, a vldeo game. 1hen came a sLrlng of game
consoles and Cs, whlch he learned Lo program.
Mr. Campbell loves Lhe rush of modern llfe and keeplng up wlLh Lhe laLesL lnformaLlon. l wanL Lo be
Lhe flrsL Lo hear when Lhe allens land," he sald, laughlng. 8uL oLher Llmes, he fanLaslzes abouL llvlng ln
ploneer days when Lhlngs moved more slowly: l can'L keep everyLhlng ln my head."
no wonder. As he came of age, so dld a new era of daLa and communlcaLlon. AL home, people
consume 12 hours of medla a day on average, when an hour spenL wlLh, say, Lhe lnLerneL and 1v
slmulLaneously counLs as Lwo hours. 1haL compares wlLh flve hours ln 1960, say researchers aL Lhe
unlverslLy of Callfornla, San ulego. CompuLer users vlslL an average of 40 Web slLes a day, accordlng
Lo research by 8escue1lme, whlch offers Llme-managemenL Lools.
As compuLers have changed, so has Lhe undersLandlng of Lhe human braln. unLll 13 years ago,
sclenLlsLs LhoughL Lhe braln sLopped developlng afLer chlldhood. now Lhey undersLand LhaL lLs neural
neLworks conLlnue Lo develop, lnfluenced by Lhlngs llke learnlng skllls.
So noL long afLer Lyal Cphlr arrlved aL SLanford ln 2004, he wondered wheLher heavy mulLlLasklng
mlghL be leadlng Lo changes ln a characLerlsLlc of Lhe braln long LhoughL lmmuLable: LhaL humans can
process only a slngle sLream of lnformaLlon aL a Llme. Pe was sLarLled by whaL he dlscovered.
8
84
used by permlsslon of new ?ork 1lmes
1he Myth of Mu|t|task|ng
1he LesL sub[ecLs were dlvlded lnLo Lwo groups: Lhose classlfled as heavy mulLlLaskers based on Lhelr
answers Lo quesLlons abouL how Lhey used Lechnology, and Lhose who were noL.
ln a LesL creaLed by Mr. Cphlr and hls colleagues, sub[ecLs aL a compuLer were brlefly shown an lmage
of red recLangles. 1hen Lhey saw a slmllar lmage and were asked wheLher any of Lhe recLangles had
moved. lL was a slmple Lask unLll Lhe addlLlon of a LwlsL: blue recLangles were added, and Lhe sub[ecLs
were Lold Lo lgnore Lhem.
1he mulLlLaskers Lhen dld a slgnlflcanLly worse [ob Lhan Lhe non-mulLlLaskers aL recognlzlng wheLher
red recLangles had changed poslLlon. ln oLher words, Lhey had Lrouble fllLerlng ouL Lhe blue ones -
Lhe lrrelevanL lnformaLlon.
So, Loo, Lhe mulLlLaskers Look longer Lhan non-mulLlLaskers Lo swlLch among Lasks, llke dlfferenLlaLlng
vowels from consonanLs and Lhen odd from even numbers. 1he mulLlLaskers were shown Lo be less
efflclenL aL [uggllng problems. CLher LesLs aL SLanford, an lmporLanL cenLer for research ln Lhls fasL-
growlng fleld, showed mulLlLaskers Lended Lo search for new lnformaLlon raLher Lhan accepL a reward
for puLLlng older, more valuable lnformaLlon Lo work.
8esearchers say Lhese flndlngs polnL Lo an lnLeresLlng dynamlc: mulLlLaskers seem more senslLlve
Lhan non-mulLlLaskers Lo lncomlng lnformaLlon.
1he resulLs also lllusLraLe an age-old confllcL ln Lhe braln, one LhaL Lechnology may be lnLenslfylng. A
porLlon of Lhe braln acLs as a conLrol Lower, helplng a person focus and seL prlorlLles. More prlmlLlve
parLs of Lhe braln, llke Lhose LhaL process slghL and sound, demand LhaL lL pay aLLenLlon Lo new
lnformaLlon, bombardlng Lhe conLrol Lower when Lhey are sLlmulaLed.
8esearchers say Lhere ls an evoluLlonary raLlonale for Lhe pressure Lhls barrage puLs on Lhe braln. 1he
lower-braln funcLlons alerL humans Lo danger, llke a nearby llon, overrldlng goals llke bulldlng a huL.
ln Lhe modern world, Lhe chlme of lncomlng e-mall can overrlde Lhe goal of wrlLlng a buslness plan or
playlng caLch wlLh Lhe chlldren.
1hroughouL evoluLlonary hlsLory, a blg surprlse would geL everyone's braln Lhlnklng," sald Cllfford
nass, a communlcaLlons professor aL SLanford. 8uL we've goL a large and growlng group of people
who Lhlnk Lhe sllghLesL hlnL LhaL someLhlng lnLeresLlng mlghL be golng on ls llke caLnlp. 1hey can'L
lgnore lL."
Mellna uncapher, a neuroblologlsL on Lhe SLanford Leam, sald she and oLher researchers were unsure
wheLher Lhe muddled mulLlLaskers were slmply prone Lo dlsLracLlon and would have had Lrouble
focuslng ln any era. 8uL she added LhaL Lhe ldea LhaL lnformaLlon overload causes dlsLracLlon was
supporLed by more and more research.
9
8S
A sLudy aL Lhe unlverslLy of Callfornla, lrvlne, found LhaL people lnLerrupLed by e-mall reporLed
slgnlflcanLly lncreased sLress compared wlLh Lhose lefL Lo focus. SLress hormones have been shown Lo
reduce shorL-Lerm memory, sald Cary Small, a psychlaLrlsL aL Lhe unlverslLy of Callfornla, Los Angeles.
rellmlnary research shows some people can more easlly [uggle mulLlple lnformaLlon sLreams. 1hese
superLaskers" represenL less Lhan 3 percenL of Lhe populaLlon, accordlng Lo sclenLlsLs aL Lhe
unlverslLy of uLah.
CLher research shows compuLer use has neurologlcal advanLages. ln lmaglng sLudles, ur. Small
observed LhaL lnLerneL users showed greaLer braln acLlvlLy Lhan nonusers, suggesLlng Lhey were
growlng Lhelr neural clrculLry.
AL Lhe unlverslLy of 8ochesLer, researchers found LhaL players of some fasL-paced vldeo games can
Lrack Lhe movemenL of a Lhlrd more ob[ecLs on a screen Lhan nonplayers. 1hey say Lhe games can
lmprove reacLlon and Lhe ablllLy Lo plck ouL deLalls amld cluLLer.
ln a sense, Lhose games have a very sLrong boLh rehablllLaLlve and educaLlonal power," sald Lhe lead
researcher, uaphne 8aveller, who ls worklng wlLh oLhers ln Lhe fleld Lo channel Lhese changes lnLo
real-world beneflLs llke safer drlvlng.
1here ls a vlbranL debaLe among sclenLlsLs over wheLher Lechnology's lnfluence on behavlor and Lhe
braln ls good or bad, and how slgnlflcanL lL ls. Mr. Cphlr ls loaLh Lo call Lhe cognlLlve changes bad or
good, Lhough Lhe lmpacL on analysls and creaLlvlLy worrles hlm.
1he 1o|| on Ch||dren
1he Campbells, faLher and son, slL ln armchalrs. ConLrollers ln hand, Lhey engage ln a flerce vldeo
game baLLle, dlsplayed on Lhe nearby flaL-panel 1v, as Llly waLches.
1hey are playlng Super Smash 8ros. 8rawl, a carLoonlsh anlmaLed flghL beLween characLers LhaL
baLLle uslng anvlls, exploslves and oLher weapons.
klll hlm, uad," Llly screams. 1o no avall. Connor regularly beaLs hls faLher, prompLlng expleLlves and,
once, a Lhrown plllow. 8uL Lhere ls bondlng and muLual respecL.
Screens blg and small are cenLral Lo Lhe Campbell famlly's lelsure Llme. Connor and hls moLher relax
whlle waLchlng 1v shows llke Peroes." Llly has an lod 1ouch, a porLable uvu player and her own
lapLop, whlch she uses Lo waLch vldeos, llsLen Lo muslc and play games.
Llly, a second-grader, ls allowed only an hour a day of unsLrucLured Llme, whlch she ofLen spends wlLh
her devlces. 1he lapLop can consume her.
When she's on lL, you can holler her name all day and she won'L hear," Mrs. Campbell sald.
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8esearchers worry LhaL consLanL dlglLal sLlmulaLlon llke Lhls creaLes aLLenLlon problems for chlldren
wlLh bralns LhaL are sLlll developlng, who already sLruggle Lo seL prlorlLles and reslsL lmpulses.
Connor's Lroubles sLarLed laLe lasL year. Pe could noL focus on homework. no wonder, perhaps. Cn
hls bedroom desk slL Lwo monlLors, one wlLh hls muslc collecLlon, one wlLh lacebook and 8eddlL, a
soclal slLe wlLh news llnks LhaL he and hls faLher love. Pls lhone avalled hlm Lo relenLless LexLlng wlLh
hls glrlfrlend.
When he sLudled, a llLLle volce would be saylng, 'Look up' aL Lhe compuLer, and l'd look up," Connor
sald. normally, l'd say l wanL Lo only read for a few mlnuLes, buL l'd search every corner of 8eddlL
and Lhen check lacebook."
Pls Web browslng lnforms hlm. Pe's a facL hound," Mr. Campbell brags. Connor ls, oLher Lhan
programmlng, exLremely Lechnlcal. Pe's 100 percenL lnLerneL savvy."
No Vacat|ons
lor sprlng break, Lhe famlly renLed a coLLage ln Carmel, Callf. Mrs. Campbell hoped everyone would
unplug. 8uL Lhe day before Lhey lefL, Lhe lad from Apple came ouL, and Mr. Campbell snapped one
up. 1he nexL nlghL, Lhelr flrsL on vacaLlon, We dldn'L go ouL Lo dlnner," Mrs. Campbell mourned. We
[usL saL Lhere on our devlces."
She rallled Lhe Lroops Lhe nexL day Lo Lhe aquarlum. Per husband [olned Lhem for a blL buL Lhen
begged ouL Lo do e-mall on hls phone. LaLer she found hlm playlng vldeo games.
Cn 1hursday, Lhelr fourLh day ln Carmel, Mr. Campbell spenL Lhe day aL Lhe beach wlLh hls famlly.
1hey flew a klLe and played whlffle ball. Connor unplugged Loo. lL changes Lhe mood of everyLhlng
when everybody ls presenL," Mrs. Campbell sald. 1he nexL day, Lhe famlly drove home, and Mr.
Campbell dlsappeared lnLo hls offlce.
Mr. nass aL SLanford Lhlnks Lhe ulLlmaLe rlsk of heavy Lechnology use ls LhaL lL dlmlnlshes empaLhy by
llmlLlng how much people engage wlLh one anoLher, even ln Lhe same room.
1he way we become more human ls by paylng aLLenLlon Lo each oLher," he sald. lL shows how
much you care."
1haL empaLhy, Mr. nass sald, ls essenLlal Lo Lhe human condlLlon. We are aL an lnflecLlon polnL," he
sald. A slgnlflcanL fracLlon of people's experlences are now fragmenLed."


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File Name: A 9-10P High School Should Not Participate
Opinion/Argument
Grade 9-10
On-Demand Writing- Uniform Prompt
High School Should Not Participate

To whom it may concern:

L_______________High School should not participate in the national Shut Down Your
Screen Week. Technology can be beneficial, especially to students. A vast majority of students finds
it helpful to have access to technology. Technology makes quicker, more efficient work. Without the
advancements of technology, we are no farther along than school children in the 1960s.
The internet and social media, such as Facebook, improve the social lives of those who use it.
In the article Information, Communication and Society, a survey found that whether the participants
were married or single, people who used social media had more close friends. An average American
who uses social media is half as likely to be socially isolated. They also know more diverse people.
Also, users of social media never lose ties because of relocating, because you can always keep your
friends on social media.
Internet search engines allow us better access to information. In my experience, information is
far more accessible and quick than searching through books. That allows for time to complete other
class assignments. According to Peter Norvig, director of research for Google, Inc., in an article for the
New York Times, The internet contains the worlds best writing, images, and ideas; Google lets us
find the relevant pieces instantly. Some argue that ads and irrelevant sites may be distracting, but
more find that the benefits are worth it. Eighty-one percent of experts polled by the Pew Internet
Research Project support this opinion.
The internet also makes a good learning tool. In an article by Matt Richtel for the New York
Times, he proves that it helps our brains. Imaging studies show the brains of Internet users become
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more efficient at finding information. Basically, the more we use online resources to learn, the better
our brains become at learning. Also, in the same article, it says, Internet users showed greater brain
activity than non-users The internet even develops our brain to think more! Technology is
improving our brains.
I have heard it argued that children rot their brains with video game systems. In the
previously mentioned article by Matt Richtel, he says, At the University of Rochester, researchers
found that players of some fast-paced video games can track the movement of a third more objects on a
screen than nonplayersgames can improve reaction time and the ability to pick out details amid
clutter. It seems that the more people play fast-paced video games, the more efficient they become at
finding important details. These games may not be so brain rotting after all. They could even be
argued as beneficial.
Some also argue that because of new technologies, people limit how much they associate
together, even in the same area. Social media disproves this argument. Not only can people associate
easily with friends, they can also chat with relatives. They can also show relatives photos, even if they
are states away. People who use social media are more likely to know more diverse people, according
to the article by Keith Hampton. People still associate with people just as much as before, if not more.
They are merely doing it in a different manner than before social media was in use.
Cyber bullying has now become an issue. I would like to bring to attention that all bullying is a
big issue. I do not think that technology has caused bullying. It has just allowed for a new way to bully
someone. I have never been cyber-bullied. I personally was bullied in a face-to-face manner. A bully
will take any chance to bully a target. Social media has not caused bullying.
Like most tools, technology is useful if used correctly. Work quality on a computer can be
better, because people have more time to check over their work and improve it. Unfortunately, some
people are lazy, and use that extra time they could use for editing for other things. That is not a
problem with the tools, it is a problem with the people. People who use such technology correctly and
efficiently should still have access. If our screens are shut down, there is no access. We should not
participate in Shut Down Your Screen Week.

Sincerely,

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In this on-uemanu assignment, stuuents weie askeu to take a position on whethei theii school
shoulu paiticipate in the national "Shut Bown Youi Scieen Week." This wiitei begins by asseiting
the claim that, in his view, the school shoulu not paiticipate anu then uiscusses technology in a bioau
anu substantive sense to pioviue context conceining the issue.

The wiitei uevelops his claim with seveial ieasons, which he suppoits with sufficient, ielevant,
cieuible eviuence, uemonstiating his unueistanuing of the topic anu the texts he has ieau. The
eviuence in this piece comes fiom those texts anu fiom the wiitei's expeiience. The wiitei oiganizes
his iueas cleaily anu suppoits his claim with logical ieasoning. In auuition, he acknowleuges multiple
counteiclaims, uistinguishes them fiom his own claim, anu iefutes them with suppoit foi his own
position, which again incluues eviuence fiom the texts. In some cases, the wiitei intiouuces
counteiclaims specifically to anticipate the conceins of the likely auuience (othei stuuents, paients,
teacheis, school boaiu membeis). Bowevei, the wiitei uoes not uevelop the counteiclaims oi
acknowleuge theii stiengths, anu he iesoits to !" $%&'()& ("people aie lazy") in the closing
paiagiaphappioaches inconsistent with the Stanuaius at this giaue level. Thioughout the essay,
the wiitei uses woius, phiases, anu clauses as tiansitions to claiify the ielationships among claim,
counteiclaims, ieasons, anu eviuence anu to cieate cohesion.

The wiitei maintains a foimal style anu objective tone thioughout the piece. The conclusion follows
fiom the aigument but uoes not significantly suppoit it.
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File Name: A 9-10P To Teachers and Whom It May Concern
Opinion/Argument
Grade 9-10
On-Demand Writing- Uniform Prompt

To Teachers and Whom It May Concern:

A proposal has been brought to the school board concerning the possibility of participating in
Shut Down Your Screen Week, a movement in which students do not use any electronic media for a
seven day duration. Technology and electronic media have been shown to have a variety of negative
impacts on people, especially youth. For this reason, I believe that participating in Shut Down Your
Screen Week would benefit our students in a variety of ways.
There are many negative impacts of electronic media upon our students, but among the most
severe is its effects on the brain. According to the article, Attached to Technology and Paying a
Price, technology is rewiring our brains. Technology has been proven to have significant effects on
the way brains take in and process information. Thats not surprising considering people use an
average of 12 hours a day (one half of every day) of media each day. The brain behaves hyperactively
while using electronic media, as it is presented with a deluge of data. This hyperactivity transfers
into ones daily life, causing troubles focusing, forgetfulness, and boredom. A break from social media
and technology would help students become more focused and attentive, giving their brains a break
from technology.
Additionally, students could better obtain information without technology or social media.
High-result-yielding search engines are not the most productive way for students to take in
information. When a brain is using a computer, it is taking in a great amount of information quickly.
According to the article, Is Google Making Us Stupid? deep thinking happens only when our minds
are calm and attentive. With an overload of information, the brain is not at all calm and does not
deeply interpret information. Although search engines like Google may present much information,
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with its use, little information will be internalized, and little knowledge will be gained. During a week
without technology, students could gain and truly internalize knowledge.
I do understand that there are many benefits of technology in education. I understand that
technology can help students efficiently find information, and technology has even shown signs of
growing neural circuitry in brains, according to Attached to Technology and Paying the Price.
Additionally, according to the article Is Google Making Us Stupid? the efficiency of search engines
outweigh the distractions. Due to the positive aspects of technology and social media, I would not
suggest that the school remove technology or social media for good. I believe that, since technology is
so addictive, it would be beneficial to students to experience a week without it. During this time,
students would be more focused, attentive, and better internalize information, along with innumerable
other benefits.

Thank you for your time, and I hope that you will consider my proposal.



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In this on-uemanu assignment, stuuents weie askeu to take a position on whethei theii school shoulu
paiticipate in the national "Shut Bown Youi Scieen Week." To pioviue context conceining this
substantive issue, this wiitei begins by noting that technology has haimful effects. Be then asseits the
claim that, in his view, the school shoulu not paiticipate.

The wiitei uevelops his claim with seveial ieasons, which he suppoits with sufficient, ielevant,
cieuible eviuence, uemonstiating his unueistanuing of the topic anu the texts he has ieau. The
eviuence in this piece comes fiom those texts anu fiom the wiitei's expeiience. The wiitei oiganizes
his iueas cleaily anu suppoits his claim with logical ieasoning. In auuition, he acknowleuges a
counteiclaim, uistinguishes it fiom his own claim, anu acknowleuges the limitations this places on his
own position. In this case, the wiitei intiouuces the counteiclaim specifically to anticipate the
conceins of the likely auuience (othei stuuents, paients, teacheis, school boaiu membeis).
Thioughout the essay, the wiitei uses woius, phiases, anu clauses as tiansitions to claiify the
ielationships among claim, counteiclaims, ieasons, anu eviuence anu to cieate cohesion.

The wiitei maintains a foimal style anu objective tone thioughout the piece. The conclusion follows
fiom the aigument but uoes not significantly suppoit it.

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File Name: A 11-12P Proposal to Shut Down Screen
Opinion/Argument
Grade 11-12
On-Demand Writing- Uniform Prompt

Proposal to Shut Down Screen
To whom it may concern:
A group of parents, and some teachers, have made a proposal to the school board. They would
like the school to participate in the national Shut Down Your Screen Week. A week without any
electronics is what parents believe the school needs. Technology is a big contradiction. It is useful with
all the tools it has, yet it can be a distraction, or addicting. Our school should participate in the national
Shut Down Your Screen Week because of the following issues with technology.
Based on a representative survey of 2,500 Americansthose who used social media had more
close confidants, says Keith Hampton. Facebook, Twitter, and other social media allow people to
connect with each other and have social interactions, but through the web. The web, or a phone, that
allows people to be more social is a major issue today. Kids, especially high school students, feel no
need to talk to a friend in person. They can just text them. The problem with Facebook, or texting, is
that people interact differently than they would in person. Cyberbullying is one of the biggest issues
with the web today. People say things on the web that they wouldnt say to the persons face. Bullies
feel safe when hidden behind a screen. Whether or not the survey of 2,500 people was accurate, it still
did not account for the differences in interactions for media and in person. Having no electronics for a
week would allow students to see that difference.
Although technology allows students to do research, that research isnt helping students to do
strategic and logical thinking. What really makes us intelligent isnt our ability to find lots of
information quickly. Its our ability to think deeply about that information, says Nicholas Carr,
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author of the book The Shallows: What the Internet is Doing to Our Brains. Brain scientists have
researched and found out that deep thinking only happens with a calm mind. The greater our
concentration, the richer our thoughts, Nicholas Carr says. The internet is a useful search engine, but
does not allow students to go deeply into thought. Google allows people to find anything by the click
of a button. This isnt the way students should learn. Nicholas Carr says, If youre really interested in
developing your mind, you should turn off your computer and your cellphone and start thinking.
Really thinking.
Technology can be distracting, but most of all it is addictive. Scientists say that using email,
texting, or searching the web can change how someone thinks or behaves. The stimulation [of
technology use] provokes excitement a dopamine squirt that researchers say can be addictive. In its
absence, people feel bored, says Matt Richtel of the New York Times. Addiction to technology may
not compare to the addiction of certain drugs, but being a student who is addicted to something that
creates different social interactions, and doesnt allow deep thought, could be very bad. In 2008,
people consumed three times as much [technology] each day as they did in 1960, Matt says. This
rate has already increased, and a break from it wouldnt be a bad thing. Researchers worry that
constant digital stimulation like this creates attention problems for children with brains that are still
developing, who already struggle to set priorities and resist impulses, Matt says. Students in high
school, or even in college, have brains that are still developing. A week off from the technology would
allow these students to develop skills, with their growing brains, that could be used instead of
electronics.
Our school should start participating in the national Shut Down Your Screen Week. It would
allow students to see the difference in social interactions of electronics and in person. The week
would allow students to go into deep thought and understand subjects and ideas that Google cannot.
Lastly, technology is addictive and a break is what students need to understand the consequences of it
being addictive. By our school doing this national movement, we could change the way school is
taught to better help each and every student.



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to go into deep thought and understand subjects and ideas that Google
cannot. Lastly, technology is addictive and a break is what students need
to understand the consequences of it being addictive. By our school doing
this national movement, we could change the way school is taught to better
help each and every student.


In this on-uemanu assignment, stuuents weie askeu to take a position on whethei oi not his
school shoulu paiticipate in the national "Shut Bown Youi Scieen Week." This stuuent gives an
intiouuction about technology in a bioau anu substantive sense as context on the issue anu
makes a claim that in his view the school shoulu not paiticipate.

The wiitei ieminus the ieauei of the significance of his claim by pointing out one of the ieasons
to suppoit that claim *+,-.)/ .011-'(2 '3 %() %4 5$) .'22)35 '330)3 6'5$ 5$) 6). 5%"!-7), then
uevelops the oveiall claim with seveial ieasons, which he suppoits with sufficient ielevant,
cieuible eviuence, uemonstiating his unueistanuing of the topic anu the texts he has ieau. The
eviuence in this piece comes fiom those texts anu fiom the wiitei's expeiience. The wiitei
oiganizes his iueas cleaily anu suppoits his claim with logical ieasoning. In auuition, he
acknowleuges anu tieats faiily multiple counteiclaims, uistinguishes them fiom his own claim,
anu iefutes them with suppoit foi his own position, which again incluues eviuence fiom the texts.
The wiitei intiouuces counteiclaims specifically to anticipate the conceins, values, anu possible
biases of the likely auuience (othei stuuents, paients, teacheis, school boaiu membeis).
Thioughout the essay, the wiitei uses woius, phiases, anu clauses as well as vaiieu syntax to
claiify the ielationships among claim, counteiclaims, ieasons, anu eviuence anu to cieate
cohesion.

The wiitei maintains a foimal style anu objective tone thioughout the piece. The conclusion
follows fiom anu suppoits the aigument piesenteu, ieminuing the ieauei of the significance of
the topic anu claim to this paiticulai auuience (othei stuuents, teacheis, paients, school boaiu
membeis).
Recognizes and appeals to
the audiences concerns,
values, and possible
biases, coming back to
further establishing the
significance of the claim
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