English Question

User Generated

ebknanavpbynh24

Humanities

Georgia State University

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1) Briefly summarize any writing feedback you've received regularly in the past. For example, perhaps you know you have a tendency to write run-on sentences or you're always a master at transitions. You might describe feedback you've received on other writing assignments for this class or general aspects of your writing that you're working on. How did you work to make corrections, emphasize your strengths, and address your weaknesses in this current essay? 

2) Describe your writing process for this essay. (When did you start, how long did you spend on it, did you need extra help, etc)

3) What are the strengths of your essay? What are you most proud of?

4) What are the weaknesses of your essay? How did you try to overcome them?

5) Read through the essay assignment again. How well do you think your writing met the assignment specifications? How did this assignment compare to those you've done in the past?

6) Read through the essay rubric. Using this rubric, what grade do you think your essay deserves and why? Be honest!

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I'm concerned that your second to last paragraph, which appears to be the counterargument, is somewhat unclear. For example, you begin by stating that it is permissible to form groups. This is a good beginning for a counterargument because you are presenting a logical other side to restricting Internet use. However, then your argument describes again the dangers of online bullying and from there goes on to explain how bullies can avoid detection and punishment. Are these statements your rebuttal argument? If so, then they should appear in the next paragraph, along with your other restatements about the toll bullying takes on victims. Your counterargument, on the other hand, should include one or two more sentences about the usefulness of the online world and social networks. In this way, the reader can see that there is something worth arguing over. That is, without the counterargument, the reader might believe that this is simply a law-and-order issue. With the counterargument, the issues become more nuanced. I noticed that your conclusion is somewhat brief. You restate the problem, and then you state that there is much work to be done, and this is fine, but the conclusion is an opportunity to say something more. In it, you can restate your supporting arguments, for example, so that the reader remembers them. In addition, you can add some food for thought that is more concrete than your concluding sentence. What do you see as the future for social media use in the schools? Among children in general? Which tool do you think is most promising for fighting this problem? Do you think bullies can be made to see the damage they do? You could address some of these questions to give your conclusion a more speculative and also a more conclusive tone. Summary of Next Steps: • Separate the rebuttal from the counterargument and check what I wrote. • Add two or three sentences to your conclusion. How can schools help prevent cyberbullying? Today, children use most of their time interacting online, forming a virtual space where they connect and sadly bully each other. Contemporary technologies have provided simple means of communication and, at the same time, presented challenges (Basak 157). Cyberbullying is the intentional abuse, intimidation, defamation, or harassment of other individuals through contemporary methods of communication, usually for a long time. It is perpetrated commonly through the internet using means such as e-mail, social networking platforms, videos, or diverse portals (Beale and Kimberly 8). Often, the perpetrator, known as a bully, acts in disguise so that a targeted victim fails to understand who an attacker is. Mainly as it concerns cyberbullying among young children and teenagers, the victims and the bullies know one another in the real world. The victims constantly have a clue about who could be behind the acts. Cyberbullying typically begins from individuals within close settings such as schools, residences, villages, or ethnic societies. It is scarce for the perpetrators to be strangers. Accordingly, modern technologies like the internet have introduced a new form of bullying that has adverse impacts on the mental health of younger teens (Chang 501). Because of the mental health problems that might result from cyberbullying, schools must implement better security measures to protect their students while interacting online. Several adverse outcomes are associated with cyberbullying, while the effects of this vice reflect what happens whenever a child gets bullied. Most victims who receive a barrage of offensive messages experience sharp declines in their school performance, reduced selfconfidence, deviations in interests, and despair (Scott 1). However, cyberbullying may similarly negatively impact a child's well-being. Every time a child uses the internet, including in the safety of their own homes, they are exposed. Associated with making it challenging to react to it as a learning institution, this implies that the perpetrators can get their victims at that spot where they hope their safety is assured and may even cause a victim to think that the act of bullying is unavoidable. Online bullying appears to be more dangerous. Online bullying appears to be more dangerous. Hinduja and Patchin (334) assert that suicide rates among teenagers have steadily been on the rise. Between 2000 and 2015, adolescent suicide cases rose by 21 percent. There is a significant correlation between these suicides and cyberbullying (Hinduja and Patchin 335). According to scholars, 15.5 percent of adolescents in grades 9 to 12 reported that they were continuously bullied online. As a result, these teenagers began to entertain suicidal thoughts. 17.7 percent of these teenagers entertained suicidal thoughts for a prolonged period. Regrettably, 14.6 percent made a concrete plan, while 8.6 of the bullied adolescents attempted suicide. Of these attempts, 2.8 percent of the attempted suicides were intervened by professional medical officers (Hinduja and Patchin 336). While cyberbullying victims face an existential threat, the bullies continue to walk away with minimal punishment. Nikolaou (34) argues that there is a great need to fortify anti-bullying policies so that cyberbullies can receive harsher punishments. When this is achieved, cyberbullies will be significantly discouraged from victimizing others. Unfortunately, when young individuals mention something online that they would not have stated physically, the problem is further complicated because cyberbullying permits the message to be spread further. For instance, in a matter of simple clicks, a humiliating picture or offensive post is sharable on a website for an entire learning institution to view. In the most severe cases, online bullying may lead to suicidal thoughts that lead to self-harm (Scott 3). Of course, such is the aftermath of mental health challenges that emanate from cyberbullying. Thus, school administrators need to quickly formulate measures and policies that can deal with the menace effectively. When cyberbullying is handled, students can continue enjoying online interactions without fear of being victimized. Schools and guidance counselors can choose from several approaches to cyberbullying. In his work, (Scott 3) notes that anytime that cyberbullying happens in school settings, the administration has the mandate of ensuring that the learners remain safe by coming up with school policies. As it is, schools already react to bullying using anti-bullying policies and processes (Chibbaro 1), but online bullying, as stated, comes with fresh challenges. Some new solutions exist that teachers and school staff can apply to battle against cyberbullying. Support and reassurance need to be extended to someone who has been bullied (Landstedt, Evelina, and Susanne 393). Victims should be told they did the correct thing by speaking about it. A child must be encouraged to seek assistance from parents, school counselors, or even teachers. They need to know that support exists for them. The second is assisting a victim in keeping relevant evidence for investigation. Screenshots of web pages and messages should be well-kept. Finally, it is best to inform the victim. Offering advice meant to secure that it does not repeat itself is essential. This may encompass replacing passwords, and contact information, blocking profiles on social platforms, and reporting any form of abuse on the web. It is also vital that the young victims are told not to engage in any form of retaliation or respond to messages from bullies. Also, they should be asked to ensure that personal information is kept as private as possible while engaging online (Landstedt, Evelina, and Susanne 395). The claim regarding cyberbullying should be thoroughly examined. When the bully is identified, he or she should be made to retract the abusive remarks or posts, and complete records should be kept as part of the investigation. Abuse on social media networks should be reported to the respective websites. Lastly, schools need several policy documents that they may refer to. These encompass Acceptable Use Policies, Anti-bullying policies, and policies focused on disciplinary matters. In fact, most states demand that schools develop these policies, and many include the terminology "electronic bullying" in their rules that react to cyberbullying (Scott 4). Prevention of cyberbullying in schools is a focus area for counselors and administrators (Froeschle et al. 30). This is an accomplishment that is not easy. Nonetheless, the perfect means of averting it is handling it as an entire school community matter and handling it as an additional type of bullying within the institution's policy on anti-bullying. It is the responsibility of school counselors to ensure that all students are aware that bullying is unacceptable behavior that cannot be justified in any circumstance. Several issues can be driven home to the learners, such as teaching them the rights and responsibilities of the online space and ensuring that they are mindful that the internet is not private. Stakeholders in schools must keep the positive utilization of technology, talk over, and inform the students concerning excellent etiquette and individual safety concerns (Froeschle et al. 32). Another vital message is encouraging a telling environment so that students can report issues of cyberbullying any time that they note it. Making this demands that the school publicizes various means of reporting online bullying to offer confidence to bystanders. Policies on anti-bullying similarly need to be regularly updated and adjusted to respond to cyberbullying as it changes. This will offer the school some robust grounds regarding the investigation and sanctioning. More than anything else, the school should inspire the students to become friends and enhance a positive and supportive setting within the school which will guarantee that cyberbullying does not bloom (Landstedt, Evelina, and Susanne 393). Schools also have the mandate of ensuring the safety of social media spaces. The safety of these spaces can only be guaranteed if the schools are ready to initiate technical policies to deal with the situation. Therefore, school administrators must embrace the utilization of artificial intelligence (AI) and machine learning technologies to deal with cyberbullying events (Raza et al. 625). The system can quickly flag insulting and targeting messages when these tools are deployed. [Are these systems effective? Do they present any dangers like, for example, false identification of perpetrators?] The benefit derived from this action is that the intended message does not reach the targeted victim. Due to this, a potential victim is saved from the adverse effects of cyberbullying. Furthermore, detecting the bullying messages helps discourage bullies from future attempts to victimize their peers. Thus, when these systems are finally deployed, cyberbullying will become an issue of the past. It is everyone's right and freedom to form any group they see fit, no matter what methods they use to do so. [What are some positive aspects of this right?] School administrators must understand that the change from face-to-face to online communication has presented a unique and possibly risky dynamic for social interactions, which only worsens due to the fast technological changes (Chibbaro 1). Cyberbullying may be as dangerous as physical bullying since victims are susceptible to attacks 24/7 and lack a safe space. Besides, perpetrators of the vice cannot see the faces of those they are targeting and consequently may not comprehend the actual outcomes of their acts, reducing significant feelings of individual responsibility. Concerning the second counterargument, the assertion offers bullies a chance to do different things, such as creating fake profiles. Asking victims to delete their social networking platforms can offer them a feeling of seclusion from the world, considering that the current environment is concentrated on the internet and technology. Therefore, no form of bullying, conventional or online, should be tolerated or excused. In conclusion, cyberbullying as a new form of bullying has presented avenues for teens to engage in undesirable conduct. The negative impacts of the vice include issues such as mental health challenges among affected youths. School counselors have work cut out for them in identifying the best responses to prevent online bullying.
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Essay Feedback

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Essay Feedback
I have received various kinds of feedback from my last task. The feedback comprised
various comments touching on issues that I had not handled well in the previous essay. One of
the issues highlighted in the feedback concerns counterargument claims. The counterargument
claims were not very clear. The counterargument claims were not distinct from the rebuttal
claims. As a result, I was requested to differentiate between the two. I had to write an entire
paragraph focusing on counterargument claims and a different ...


Anonymous
I was struggling with this subject, and this helped me a ton!

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