Assignment Prompt & Instructions
**files (2)**
– ## finalessaybrande.docx
– ## BrandeEssayOutline.docx
**## finalessaybrande.docx**
Submit your finalized Essay 1 assignment here. Be sure to check it over carefully one last time before submission. The essay is due by the end of
**Monday, February 23rd**. Any essay submitted after this due date but before the 48 hour mark (the end of
**Wednesday, February 25th**) will be accepted but will receive a deduction of ten points (see syllabus). Any essay submitted after the late period will be given a zero.
**Please remember that submitting all three major essays is a requirement, and failing to do so will result in the inability to pass the class.**
**Feedback from outline that I posted:** _It looks like you are starting to develop your paper with good thoughts, but you want to make sure that you are connecting to specific rhetorical elements. I can see credibility/ethos in the first body paragraph, but are the real-life illustrations pathos or tone or something else? This is also the question I had with your third body paragraph of using reasoning (this could be logos). Just be sure that your topic sentence makes the rhetorical choice clear. I wasn't sure about your citation that you have in the introduction since that isn't the article, so make sure to review that. Be thinking about quotes that you might pull in as well._
**## BrandeEssayOutline.docx**
## **ESSAY 1 OUTLINE**
**| | |**
**| — | — |**
**| **INTRODUCTION PARAGRAPH** |**
**| **What intro strategy do you plan to use?**<br>I will apply a practical situation that most of the readers would identify with to attract them into the subject matter. |**
**| **Briefly describe your intro here:**<br>In schools in the current time, it is not unusual to find students checking their phones during lessons, but they are interrupted by notifications. The presence of this ubiquitous picture shows that there is a rising alarm regarding the contribution of smartphones to the academic life of students. |**
**| **Transition to Summary:** The given issue is addressed in one of the recent editorial articles that focus on the impacts of smartphones on student education. |**
**| **Author’s name, title, and overall main point** | (Anwar & Abbas, 2024)<br>Anwar, C. M., & Abbas, H. (2024). The Dual Impact of Smartphone Usage on Short-Term Memory, Attention, and Academic Performance in Digital Learning Environments. <br>_Sinergi International Journal of Psychology_, <br>_2_(3), 135-150. <br>[https://journal.sinergi.or.id/index.php/Psychology/article/download/503/600](https://journal.sinergi.or.id/index.php/Psychology/article/download/503/600)<br>The author poses that smartphones are a major disturbance to levels of concentration of students, capacity to remember, and being meaningfully involved in the learning contexts. |**
**| **Main idea #1** | There are always distractions that smartphones cause in the form of notifications and social media. |**
**| **Main idea #2** | Smartphone multitasking makes the students less effective in processing information. |**
**| **Main idea #3** | Overindulgence in phone activities undermine study skills and academic discipline. |**
**| **Main idea #4** | When learning in a classroom is split over both instruction and screens, it becomes impaired. |**
**| **(Add more as needed)** | |**
**| **Thesis statement:** | The author proves the argument to both be convincing and relevant to students and educators by using statistics, examples, and logical reasoning to prove that smartphones disrupt the learning process. |**
**Remember that a summary does not include your opinion. Remember that a summary uses present tense. Remember to transition from your summary to your thesis.**
**| | |**
**| — | — |**
**| **ANALYSIS BODY 1** |**
**| **Topic Sentence introducing rhetorical choice #1:** | Having credibility and urgency is one of the rhetorical options employed by the author effectively. |**
**| **Discussion of**<br>**_where_ the rhetorical choice is used (include example)** | The author also provides the information that students who check their phones very often in classes get lower scores in assessments than those who do not. |**
**| **Discussion of author’s**<br>**intended impact of rhetorical choice:** | Through the application of statistics, the author intends on illustrating the argument as a factual one and not an opinion-based one. |**
**| **Discussion of how rhetorical choice actually impacts audience:** | This decision consolidates the argument since the readers will trust numerical evidences more, particularly when they support the experiences that they have seen in the classes. |**
**| **Concluding**<br>**statement reiterating Topic Sentence:** | On the whole, statistics usage supports the assertion by the author as it is based on quantifiable results. |**
**| | |**
**| | |**
**| — | — |**
**| **ANALYSIS BODY 2** |**
**| **Topic Sentence introducing rhetorical choice #2:** | The use of real-life illustrations is also another rhetoric tool that the author uses. |**
**| **Discussion of**<br>**_where_ the rhetorical choice is used (include example)** | The author presents a classroom situation where students are absent-minded in receiving important instructions as they check their messages or social media. |**
**| **Discussion of author’s**<br>**intended impact of rhetorical choice:** | The author is aiming to make the readers see the real time disturbance of learning by use of smartphones. |**
**| **Discussion of how rhetorical choice actually impacts audience:** | This makes this strategy work well as it reflects the life of students and teachers alike and the argument is easy to relate to. |**
**| **Concluding Statement reiterating Topic Sentence:** | The author manages to bridge the gap between abstract concepts and the realities in a classroom setting by including examples that could be related to. |**
**| | |**
**| | |**
**| — | — |**
**| **ANALYSIS BODY 3** |**
**| **Topic Sentence introducing rhetorical choice #3:** | The author also uses reasoning to relate the use of smartphones with poor academic performance. |**
**| **Discussion of**<br>**_where_ the rhetorical choice is used (include example)** | The author describes the inability of divided attention to focus the brain to process the new information fully. |**
**| **Discussion of author’s**<br>**intended impact of rhetorical choice:** | This is aimed at making the readers see the effects of phone usage in cognitive terms. |**
**| **Discussion of how rhetorical choice actually impacts audience:** | This rational argument is a way of reaching the audience by appealing to logic and makes the audience perceive smartphone distraction as an effect and not a judgment. |**
**| **Concluding Statement reiterating Topic Sentence:** | The argument is also reinforced through logical reasoning which does not simply explain that learning is affected, but also why learning is affected. |**
**| | |**
**| | |**
**| — | — |**
**| **RESPONSE PARAGRAPH** |**
**| **Template from TS/IS “Three Ways to Respond”** | I also support the author that smartphones disrupt learning since my personal experiences in the classroom testify to it. |**
**| **Support for why you agree or disagree** | I agree with this is that smartphones disrupt concentration with constant notifications. |**
**| | |**
**| — | — |**
**| **CONCLUSION**<br>Your conclusion should<br>· Reiterate (not restate) key points of your essay ● Reiterate (not repeat) your thesis statement<br>· Use a conclusion strategy |**
**| **Key Points/Thesis Review:** | The essay has discussed how the author employs statistics, real-life examples and logical arguments to propose that smartphones are a disruption to learning. Such rhetorical devices are quite effective to prove the thesis that the use of smartphones harms the academic concentration and performance. |**
**| **Conclusion strategy:** | The essay highlights the wider implications of the argument to remind the readers that the issue of smartphone distraction is vital in order to enhance the educational outcomes. Due to the acknowledgment of the role that smartphones play in the process of learning, both students and teachers can make significant contributions to making their classes more focused and productive. |**
**| | |**
**## BrandeEssayOutline.docx**
## **ESSAY 1 OUTLINE**
**| | |**
**| — | — |**
**| **INTRODUCTION PARAGRAPH** |**
**| **What intro strategy do you plan to use?**<br>I will apply a practical situation that most of the readers would identify with to attract them into the subject matter. |**
**| **Briefly describe your intro here:**<br>In schools in the current time, it is not unusual to find students checking their phones during lessons, but they are interrupted by notifications. The presence of this ubiquitous picture shows that there is a rising alarm regarding the contribution of smartphones to the academic life of students. |**
**| **Transition to Summary:** The given issue is addressed in one of the recent editorial articles that focus on the impacts of smartphones on student education. |**
**| **Author’s name, title, and overall main point** | (Anwar & Abbas, 2024)<br>Anwar, C. M., & Abbas, H. (2024). The Dual Impact of Smartphone Usage on Short-Term Memory, Attention, and Academic Performance in Digital Learning Environments. <br>_Sinergi International Journal of Psychology_, <br>_2_(3), 135-150. <br>[https://journal.sinergi.or.id/index.php/Psychology/article/download/503/600](https://journal.sinergi.or.id/index.php/Psychology/article/download/503/600)<br>The author poses that smartphones are a major disturbance to levels of concentration of students, capacity to remember, and being meaningfully involved in the learning contexts. |**
**| **Main idea #1** | There are always distractions that smartphones cause in the form of notifications and social media. |**
**| **Main idea #2** | Smartphone multitasking makes the students less effective in processing information. |**
**| **Main idea #3** | Overindulgence in phone activities undermine study skills and academic discipline. |**
**| **Main idea #4** | When learning in a classroom is split over both instruction and screens, it becomes impaired. |**
**| **(Add more as needed)** | |**
**| **Thesis statement:** | The author proves the argument to both be convincing and relevant to students and educators by using statistics, examples, and logical reasoning to prove that smartphones disrupt the learning process. |**
**Remember that a summary does not include your opinion. Remember that a summary uses present tense. Remember to transition from your summary to your thesis.**
**| | |**
**| — | — |**
**| **ANALYSIS BODY 1** |**
**| **Topic Sentence introducing rhetorical choice #1:** | Having credibility and urgency is one of the rhetorical options employed by the author effectively. |**
**| **Discussion of**<br>**_where_ the rhetorical choice is used (include example)** | The author also provides the information that students who check their phones very often in classes get lower scores in assessments than those who do not. |**
**| **Discussion of author’s**<br>**intended impact of rhetorical choice:** | Through the application of statistics, the author intends on illustrating the argument as a factual one and not an opinion-based one. |**
**| **Discussion of how rhetorical choice actually impacts audience:** | This decision consolidates the argument since the readers will trust numerical evidences more, particularly when they support the experiences that they have seen in the classes. |**
**| **Concluding**<br>**statement reiterating Topic Sentence:** | On the whole, statistics usage supports the assertion by the author as it is based on quantifiable results. |**
**| | |**
**| | |**
**| — | — |**
**| **ANALYSIS BODY 2** |**
**| **Topic Sentence introducing rhetorical choice #2:** | The use of real-life illustrations is also another rhetoric tool that the author uses. |**
**| **Discussion of**<br>**_where_ the rhetorical choice is used (include example)** | The author presents a classroom situation where students are absent-minded in receiving important instructions as they check their messages or social media. |**
**| **Discussion of author’s**<br>**intended impact of rhetorical choice:** | The author is aiming to make the readers see the real time disturbance of learning by use of smartphones. |**
**| **Discussion of how rhetorical choice actually impacts audience:** | This makes this strategy work well as it reflects the life of students and teachers alike and the argument is easy to relate to. |**
**| **Concluding Statement reiterating Topic Sentence:** | The author manages to bridge the gap between abstract concepts and the realities in a classroom setting by including examples that could be related to. |**
**| | |**
**| | |**
**| — | — |**
**| **ANALYSIS BODY 3** |**
**| **Topic Sentence introducing rhetorical choice #3:** | The author also uses reasoning to relate the use of smartphones with poor academic performance. |**
**| **Discussion of**<br>**_where_ the rhetorical choice is used (include example)** | The author describes the inability of divided attention to focus the brain to process the new information fully. |**
**| **Discussion of author’s**<br>**intended impact of rhetorical choice:** | This is aimed at making the readers see the effects of phone usage in cognitive terms. |**
**| **Discussion of how rhetorical choice actually impacts audience:** | This rational argument is a way of reaching the audience by appealing to logic and makes the audience perceive smartphone distraction as an effect and not a judgment. |**
**| **Concluding Statement reiterating Topic Sentence:** | The argument is also reinforced through logical reasoning which does not simply explain that learning is affected, but also why learning is affected. |**
**| | |**
**| | |**
**| — | — |**
**| **RESPONSE PARAGRAPH** |**
**| **Template from TS/IS “Three Ways to Respond”** | I also support the author that smartphones disrupt learning since my personal experiences in the classroom testify to it. |**
**| **Support for why you agree or disagree** | I agree with this is that smartphones disrupt concentration with constant notifications. |**
**| | |**
**| — | — |**
**| **CONCLUSION**<br>Your conclusion should<br>· Reiterate (not restate) key points of your essay ● Reiterate (not repeat) your thesis statement<br>· Use a conclusion strategy |**
**| **Key Points/Thesis Review:** | The essay has discussed how the author employs statistics, real-life examples and logical arguments to propose that smartphones are a disruption to learning. Such rhetorical devices are quite effective to prove the thesis that the use of smartphones harms the academic concentration and performance. |**
**| **Conclusion strategy:** | The essay highlights the wider implications of the argument to remind the readers that the issue of smartphone distraction is vital in order to enhance the educational outcomes. Due to the acknowledgment of the role that smartphones play in the process of learning, both students and teachers can make significant contributions to making their classes more focused and productive. |**
**| | |**
**## finalessaybrande.docx**
Submit your finalized Essay 1 assignment here. Be sure to check it over carefully one last time before submission. The essay is due by the end of
**Monday, February 23rd**. Any essay submitted after this due date but before the 48 hour mark (the end of
**Wednesday, February 25th**) will be accepted but will receive a deduction of ten points (see syllabus). Any essay submitted after the late period will be given a zero.
**Please remember that submitting all three major essays is a requirement, and failing to do so will result in the inability to pass the class.**
**Feedback from outline that I posted:** _It looks like you are starting to develop your paper with good thoughts, but you want to make sure that you are connecting to specific rhetorical elements. I can see credibility/ethos in the first body paragraph, but are the real-life illustrations pathos or tone or something else? This is also the question I had with your third body paragraph of using reasoning (this could be logos). Just be sure that your topic sentence makes the rhetorical choice clear. I wasn't sure about your citation that you have in the introduction since that isn't the article, so make sure to review that. Be thinking about quotes that you might pull in as well._
**## BrandeEssayOutline.docx**
## **ESSAY 1 OUTLINE**
**| | |**
**| — | — |**
**| **INTRODUCTION PARAGRAPH** |**
**| **What intro strategy do you plan to use?**<br>I will apply a practical situation that most of the readers would identify with to attract them into the subject matter. |**
**| **Briefly describe your intro here:**<br>In schools in the current time, it is not unusual to find students checking their phones during lessons, but they are interrupted by notifications. The presence of this ubiquitous picture shows that there is a rising alarm regarding the contribution of smartphones to the academic life of students. |**
**| **Transition to Summary:** The given issue is addressed in one of the recent editorial articles that focus on the impacts of smartphones on student education. |**
**| **Author’s name, title, and overall main point** | (Anwar & Abbas, 2024)<br>Anwar, C. M., & Abbas, H. (2024). The Dual Impact of Smartphone Usage on Short-Term Memory, Attention, and Academic Performance in Digital Learning Environments. <br>_Sinergi International Journal of Psychology_, <br>_2_(3), 135-150. <br>[https://journal.sinergi.or.id/index.php/Psychology/article/download/503/600](https://journal.sinergi.or.id/index.php/Psychology/article/download/503/600)<br>The author poses that smartphones are a major disturbance to levels of concentration of students, capacity to remember, and being meaningfully involved in the learning contexts. |**
**| **Main idea #1** | There are always distractions that smartphones cause in the form of notifications and social media. |**
**| **Main idea #2** | Smartphone multitasking makes the students less effective in processing information. |**
**| **Main idea #3** | Overindulgence in phone activities undermine study skills and academic discipline. |**
**| **Main idea #4** | When learning in a classroom is split over both instruction and screens, it becomes impaired. |**
**| **(Add more as needed)** | |**
**| **Thesis statement:** | The author proves the argument to both be convincing and relevant to students and educators by using statistics, examples, and logical reasoning to prove that smartphones disrupt the learning process. |**
**Remember that a summary does not include your opinion. Remember that a summary uses present tense. Remember to transition from your summary to your thesis.**
**| | |**
**| — | — |**
**| **ANALYSIS BODY 1** |**
**| **Topic Sentence introducing rhetorical choice #1:** | Having credibility and urgency is one of the rhetorical options employed by the author effectively. |**
**| **Discussion of**<br>**_where_ the rhetorical choice is used (include example)** | The author also provides the information that students who check their phones very often in classes get lower scores in assessments than those who do not. |**
**| **Discussion of author’s**<br>**intended impact of rhetorical choice:** | Through the application of statistics, the author intends on illustrating the argument as a factual one and not an opinion-based one. |**
**| **Discussion of how rhetorical choice actually impacts audience:** | This decision consolidates the argument since the readers will trust numerical evidences more, particularly when they support the experiences that they have seen in the classes. |**
**| **Concluding**<br>**statement reiterating Topic Sentence:** | On the whole, statistics usage supports the assertion by the author as it is based on quantifiable results. |**
**| | |**
**| | |**
**| — | — |**
**| **ANALYSIS BODY 2** |**
**| **Topic Sentence introducing rhetorical choice #2:** | The use of real-life illustrations is also another rhetoric tool that the author uses. |**
**| **Discussion of**<br>**_where_ the rhetorical choice is used (include example)** | The author presents a classroom situation where students are absent-minded in receiving important instructions as they check their messages or social media. |**
**| **Discussion of author’s**<br>**intended impact of rhetorical choice:** | The author is aiming to make the readers see the real time disturbance of learning by use of smartphones. |**
**| **Discussion of how rhetorical choice actually impacts audience:** | This makes this strategy work well as it reflects the life of students and teachers alike and the argument is easy to relate to. |**
**| **Concluding Statement reiterating Topic Sentence:** | The author manages to bridge the gap between abstract concepts and the realities in a classroom setting by including examples that could be related to. |**
**| | |**
**| | |**
**| — | — |**
**| **ANALYSIS BODY 3** |**
**| **Topic Sentence introducing rhetorical choice #3:** | The author also uses reasoning to relate the use of smartphones with poor academic performance. |**
**| **Discussion of**<br>**_where_ the rhetorical choice is used (include example)** | The author describes the inability of divided attention to focus the brain to process the new information fully. |**
**| **Discussion of author’s**<br>**intended impact of rhetorical choice:** | This is aimed at making the readers see the effects of phone usage in cognitive terms. |**
**| **Discussion of how rhetorical choice actually impacts audience:** | This rational argument is a way of reaching the audience by appealing to logic and makes the audience perceive smartphone distraction as an effect and not a judgment. |**
**| **Concluding Statement reiterating Topic Sentence:** | The argument is also reinforced through logical reasoning which does not simply explain that learning is affected, but also why learning is affected. |**
**| | |**
**| | |**
**| — | — |**
**| **RESPONSE PARAGRAPH** |**
**| **Template from TS/IS “Three Ways to Respond”** | I also support the author that smartphones disrupt learning since my personal experiences in the classroom testify to it. |**
**| **Support for why you agree or disagree** | I agree with this is that smartphones disrupt concentration with constant notifications. |**
**| | |**
**| — | — |**
**| **CONCLUSION**<br>Your conclusion should<br>· Reiterate (not restate) key points of your essay ● Reiterate (not repeat) your thesis statement<br>· Use a conclusion strategy |**
**| **Key Points/Thesis Review:** | The essay has discussed how the author employs statistics, real-life examples and logical arguments to propose that smartphones are a disruption to learning. Such rhetorical devices are quite effective to prove the thesis that the use of smartphones harms the academic concentration and performance. |**
**| **Conclusion strategy:** | The essay highlights the wider implications of the argument to remind the readers that the issue of smartphone distraction is vital in order to enhance the educational outcomes. Due to the acknowledgment of the role that smartphones play in the process of learning, both students and teachers can make significant contributions to making their classes more focused and productive. |**
**| | |**
**## finalessaybrande.docx**
Submit your finalized Essay 1 assignment here. Be sure to check it over carefully one last time before submission. The essay is due by the end of
**Monday, February 23rd**. Any essay submitted after this due date but before the 48 hour mark (the end of
**Wednesday, February 25th**) will be accepted but will receive a deduction of ten points (see syllabus). Any essay submitted after the late period will be given a zero.
**Please remember that submitting all three major essays is a requirement, and failing to do so will result in the inability to pass the class.**
**Feedback from outline that I posted:** _It looks like you are starting to develop your paper with good thoughts, but you want to make sure that you are connecting to specific rhetorical elements. I can see credibility/ethos in the first body paragraph, but are the real-life illustrations pathos or tone or something else? This is also the question I had with your third body paragraph of using reasoning (this could be logos). Just be sure that your topic sentence makes the rhetorical choice clear. I wasn't sure about your citation that you have in the introduction since that isn't the article, so make sure to review that. Be thinking about quotes that you might pull in as well._
**## BrandeEssayOutline.docx**
## **ESSAY 1 OUTLINE**
**| | |**
**| — | — |**
**| **INTRODUCTION PARAGRAPH** |**
**| **What intro strategy do you plan to use?**<br>I will apply a practical situation that most of the readers would identify with to attract them into the subject matter. |**
**| **Briefly describe your intro here:**<br>In schools in the current time, it is not unusual to find students checking their phones during lessons, but they are interrupted by notifications. The presence of this ubiquitous picture shows that there is a rising alarm regarding the contribution of smartphones to the academic life of students. |**
**| **Transition to Summary:** The given issue is addressed in one of the recent editorial articles that focus on the impacts of smartphones on student education. |**
**| **Author’s name, title, and overall main point** | (Anwar & Abbas, 2024)<br>Anwar, C. M., & Abbas, H. (2024). The Dual Impact of Smartphone Usage on Short-Term Memory, Attention, and Academic Performance in Digital Learning Environments. <br>_Sinergi International Journal of Psychology_, <br>_2_(3), 135-150. <br>[https://journal.sinergi.or.id/index.php/Psychology/article/download/503/600](https://journal.sinergi.or.id/index.php/Psychology/article/download/503/600)<br>The author poses that smartphones are a major disturbance to levels of concentration of students, capacity to remember, and being meaningfully involved in the learning contexts. |**
**| **Main idea #1** | There are always distractions that smartphones cause in the form of notifications and social media. |**
**| **Main idea #2** | Smartphone multitasking makes the students less effective in processing information. |**
**| **Main idea #3** | Overindulgence in phone activities undermine study skills and academic discipline. |**
**| **Main idea #4** | When learning in a classroom is split over both instruction and screens, it becomes impaired. |**
**| **(Add more as needed)** | |**
**| **Thesis statement:** | The author proves the argument to both be convincing and relevant to students and educators by using statistics, examples, and logical reasoning to prove that smartphones disrupt the learning process. |**
**Remember that a summary does not include your opinion. Remember that a summary uses present tense. Remember to transition from your summary to your thesis.**
**| | |**
**| — | — |**
**| **ANALYSIS BODY 1** |**
**| **Topic Sentence introducing rhetorical choice #1:** | Having credibility and urgency is one of the rhetorical options employed by the author effectively. |**
**| **Discussion of**<br>**_where_ the rhetorical choice is used (include example)** | The author also provides the information that students who check their phones very often in classes get lower scores in assessments than those who do not. |**
**| **Discussion of author’s**<br>**intended impact of rhetorical choice:** | Through the application of statistics, the author intends on illustrating the argument as a factual one and not an opinion-based one. |**
**| **Discussion of how rhetorical choice actually impacts audience:** | This decision consolidates the argument since the readers will trust numerical evidences more, particularly when they support the experiences that they have seen in the classes. |**
**| **Concluding**<br>**statement reiterating Topic Sentence:** | On the whole, statistics usage supports the assertion by the author as it is based on quantifiable results. |**
**| | |**
**| | |**
**| — | — |**
**| **ANALYSIS BODY 2** |**
**| **Topic Sentence introducing rhetorical choice #2:** | The use of real-life illustrations is also another rhetoric tool that the author uses. |**
**| **Discussion of**<br>**_where_ the rhetorical choice is used (include example)** | The author presents a classroom situation where students are absent-minded in receiving important instructions as they check their messages or social media. |**
**| **Discussion of author’s**<br>**intended impact of rhetorical choice:** | The author is aiming to make the readers see the real time disturbance of learning by use of smartphones. |**
**| **Discussion of how rhetorical choice actually impacts audience:** | This makes this strategy work well as it reflects the life of students and teachers alike and the argument is easy to relate to. |**
**| **Concluding Statement reiterating Topic Sentence:** | The author manages to bridge the gap between abstract concepts and the realities in a classroom setting by including examples that could be related to. |**
**| | |**
**| | |**
**| — | — |**
**| **ANALYSIS BODY 3** |**
**| **Topic Sentence introducing rhetorical choice #3:** | The author also uses reasoning to relate the use of smartphones with poor academic performance. |**
**| **Discussion of**<br>**_where_ the rhetorical choice is used (include example)** | The author describes the inability of divided attention to focus the brain to process the new information fully. |**
**| **Discussion of author’s**<br>**intended impact of rhetorical choice:** | This is aimed at making the readers see the effects of phone usage in cognitive terms. |**
**| **Discussion of how rhetorical choice actually impacts audience:** | This rational argument is a way of reaching the audience by appealing to logic and makes the audience perceive smartphone distraction as an effect and not a judgment. |**
**| **Concluding Statement reiterating Topic Sentence:** | The argument is also reinforced through logical reasoning which does not simply explain that learning is affected, but also why learning is affected. |**
**| | |**
**| | |**
**| — | — |**
**| **RESPONSE PARAGRAPH** |**
**| **Template from TS/IS “Three Ways to Respond”** | I also support the author that smartphones disrupt learning since my personal experiences in the classroom testify to it. |**
**| **Support for why you agree or disagree** | I agree with this is that smartphones disrupt concentration with constant notifications. |**
**| | |**
**| — | — |**
**| **CONCLUSION**<br>Your conclusion should<br>· Reiterate (not restate) key points of your essay ● Reiterate (not repeat) your thesis statement<br>· Use a conclusion strategy |**
**| **Key Points/Thesis Review:** | The essay has discussed how the author employs statistics, real-life examples and logical arguments to propose that smartphones are a disruption to learning. Such rhetorical devices are quite effective to prove the thesis that the use of smartphones harms the academic concentration and performance. |**
**| **Conclusion strategy:** | The essay highlights the wider implications of the argument to remind the readers that the issue of smartphone distraction is vital in order to enhance the educational outcomes. Due to the acknowledgment of the role that smartphones play in the process of learning, both students and teachers can make significant contributions to making their classes more focused and productive. |**
**| | |**