University of North Texas English Composition Annotated Bibliography

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sngvvzzn

Humanities

University of North Texas

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read the first three pages of the attached file

basically it's getting 4 academic articles about bullying and kids

and writing approximately 2 pages of 1-summary2- paraphrase a section in one phrase3- paraphrase with a quote4- direct qoute 5- connect the article to another article( you can double dip )

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In-Class & Take Ho1ne Workshop Dear author: please answer these questions as fully as possible: 1. What is your essay trying to say or show? 2. Who are you writing to? Don't think only of the person wielding the red pen 3. What kinds of strategies have you used to communicate your ideas? • analogy • commonplace "boys don't • straw man cry" • appeal to authority • pathos • logos compare/contrast • shifting p.o.v. ethos • anecdote • Kairotic moments • • • Enthymemes (a syllogism) • • invective encomium extrinsic proofs maxims Chreia Dear Reader: please thoughtfully answer the following questions as fully as possible: 1. Identify some ways that the writing interesting and creative? Provide specific examples. 2. In what areas is the essay confusing? Why? 3. How is the clarity of the writing at the level of individual sentences? a. Is individual word choice appropriate and accurate? Is the syntax conect? Is the punctuation clear and correct? 4. How is the clarity at the paragraph level? a. Does the paragraph restrict itself to one major topic or try to cover too many issues? Are there transition words in the opening sentence? Does the closing sentence indicate the writer will continue in the same vein/direction, or change course/tactics? 5. How is the clarity at the essay level? a. Can you as a reader sum up the essay's thesis in one sentence? Can you identify the author's presumed audience? Is this essay trying to cover too much? Is it padding a very little theme (or a too-obvious one) with unnecessary verbage? 6. What teclmical issues need addressing? Commas, MLA, apostrophes, paragraphing, spelling, homonyms, hyphenated words, appropriate use of punctuation ( e.g. use [ ], not { } ). 7. If you were grading this essay, what would you give it? 3 = fair 5 = excellent 4 = good 0 = discombobulated i.e., deeply, deeply confused 2 = spotty 1 = poor TYPICAL MISTAKES Wrong word Missing comma after introduct01y element Incomplete or missing documentation Vague pronoun reference Spelling (including homonyms) Mechanical effors with quotations Unnecessary commas Unnecessary or missing capitalization Missing word Faulty sentence structure Lack of paragraphs Apostrophe confusion f,
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Annotated Bibliography
Antoniadou, Nafsika et al. "Possible Common Correlates Between Bullying And Cyber-Bullying
Among Adolescentsposibles Correlatos Comunes Entre El Acoso Y El Ciberacoso En
Adolescentes". Psicología Educativa, vol 22, no. 1, 2016, pp. 27-38
Summary
Antoniadou, Markos and Kokkinos (28) look into personality traits that drive individuals
to engage in bullying activities. Parents and school administrators are the authors’ audience.
They attempted to find out the individual characteristics that are associated with traditional and
cyber-bullies among a sample of 146 Greek junior high school students. Markos and Kokkinos
(28) organized the publication in terms of sections. The first section has attempted to define and
differentiate cyberbullying and traditional bullying. Here, they contend that although both
perspectives differ in some way, they too have commonalities. The next section has critically
evaluated the characteristics associated with cyber bullying and traditional bullying. The
succeeding section discussed the methodology, the results while the final discussed the findings.
A questionnaire was adopted as the tool of data collection where the items of interest include
online disinhibition, personality traits, social skills, internet use and relations. A correlational
approach was used to test the various hypotheses (Antoniadou, Markos and Kokkinos 30). The
results showed that traits that are strongly correlated with bullying behavior include being male,
online disinhibition, online activity, seeking sensation and psychopathic traits (Antoniadou,

Surname2
Markos and Kokkinos 33). More specifically, the correlational analysis showed that both
forms of bullying were strongly associated with online activity, boredom susceptibility and
assertion.
On the other hand, the analysis showed that traditional bullying was particularly
associated with experience seeking and online disinhibition. These findings have implications for
schools and society at large. One, the authors argue that students should be given alternative
coping strategies that would allow them to overcome the effects of bullying. Additionally, the
authors assert that student internet use should be regulated. Furthermore, the authors postulate
that students should be exposed to alternative means of solving their problems (Antoniadou,
Markos and Kokkinos 32). However, the authors also argue that to treat psychopathic traits,
more robust and innovative interventions that can induce behavioral change are needed. Still, the
authors encourage parents to take a more active role in the internet activities of their kids.
Paraphrase a section in one phrase
This section implies that the different forms of bullying required unique intervention
mechanisms for success. Duplicating the solutions would be counterproductive or less effective
because different factors are at play.
Paraphrase with a Quote
The authors argue that the online environment has given students with insufficient social
skills the opportunity to bully. They content that bullying may not be purely be explained by
behavioral factors, but also by the anonymity accorded by online forums.
Direct Quote
Antoniadou, Markos and Kokkinos (36) assert that “when students participated in both
phenomena, they adopted opposite roles”. This quote impli...


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