my subject Whether children’s screen time should be limited
Online Assignment #8: Using Evidence to Support an Argument
Before beginning the assignment, pick the topic that you will argue for in your final paper based
on the list of potential topics provided by your instructor. Once you have chosen a topic,
complete the following steps:
(1) Based on your topic, write a one-sentence thesis statement about the position you will
argue in your final paper. Make sure it corresponds with one of the provided topics.
(2) For EACH of the three types of evidence we discussed in class (examples, statistics, and
testimonials), find one source that fits that type of evidence (e.g., for statistics, X% of
people are influenced by this or Y program costs x amount of dollars; for examples,
describe a story or theoretical piece that illustrates a viewpoint; for testimonial, find an
interview or the actual words/opinion of a stakeholder). Academic articles, books, and
primary documents are all great sources. Newspapers and editorials can also be used, but
be selective. Each source must be relevant to your position on your final paper topic.
(3) Provide details about each of the three sources you find. You can (and are encouraged) to
use quotes from your articles/books (provided you cite your courses), but you are
required to interpret any quotes that you use in your own words. Additionally, explain
how this type of evidence will be useful in supporting your argument.
(4) Provide a citation for each of the three sources. Make sure these citations match the
example templates provided in your Written Persuasive Appeal folder on eCampus (using
APA 6th edition format). Visit http://libguides.wvu.edu/apa for clarification on APA
style.
Organization tip: Consider organizing this assignment by each of the three sources.
Specifically, provide the citation for the source and then under the citation answer the questions
about that source before moving on to the next source.
This assignment aligns with Course Learning Outcome 2.
A completed hardcopy of this assignment will be due at the beginning of your next class
meeting.
Online Assignment #8: Using Evidence to Support an Argument
▪
Topic. The student…
a. Selected one of the topics provided by their course instructor (this will vary across
each section of COMM 104) [1 point]
b. Provided a one-sentence thesis statement about their position on this topic. [1 point]
▪
Sources. The student provided three different sources that…
a. Are relevant to their topic [1 point]
b. Each represent a different type of evidence. [1 point]
The three types of evidence:
1. Statistics: information in numerical form
2. Testimonial: quote or paraphrasing of an individuals’ experience
3. Example: specific instances used to illustrate or to represent people, ideas,
experience, conditions, etc.
c. Are accompanied by information about how each type of evidence/source will be
useful in supporting the student’s argument. [3 points; 1 point each]
▪
Citation. The student provides a citation for each of the three sources using (generally)
correct APA 6th edition format matching the templates provided on eCampus. Visit
http://libguides.wvu.edu/apa for clarification on APA style. [3 points; 1 point each]
***If the student provided fewer than three sources, deduct 5 points from their assignment
grade.
Running Head: WHETHER CHILDREN’S SCREEN TIME SHOULD BE LIMITED
Whether children’s screen time should be limited
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WHETHER CHILDREN’S SCREEN TIME SHOULD BE LIMITED
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Introduction
The advancement of electronic technology and especially has brought about several
benefits and challenges. One of the challenges brought about by this technology advancement
is the increase in screen time. According to Lauricella, Wartella & Rideout (2015), screen time
is the amount of time that people spent with a screen, including smartphones, computers, TVs
as well as video game console among other screens. In the past few years, the amount of screen
time has increased tremendously. This has been linked to various social and health problems.
For instance, long screen time is associated with computer vision syndrome, whose symptoms
include blurred vision, headaches, and dry eyes (Lauricella, Wartella & Rideout, 2015). Other
effects of long screen include chronic neck, back and shoulder pains. Besides, siting for a long
time while watching TV, phones or other types of screens have been associated with diabetes
and cancer and mental health issues like anxiety and depression (Hawi & Rupert, 2015). This
is one of the reasons different organizations have been championing for the reduction of screen
time among children. Even though these effects are evident in people of all age groups,
children who spent more time watching screens are adversely affected. Long screen time has
been said to be one of the effects of anxiety and depression among children not only in the U.S
but also in many parts of the globe. This paper argues that children’s screen time should be
limited
To start with, children’s screen time should be limited since it is associated with several
health effects among children. Numerous studies have shown that elongated screen time has a
negative impact on children’s health. Some studies have shown that children’s brains can
greatly change. Obesity is one of the likely effects of long screen time. As per Hawi & Rupert
(2015), when children remain inactive for a long time while staring at their screens, they do
not burn calories. This inactive lifestyle can lead the children to gain a lot of weight and become
obese. Obesity is a bad condition since it exposes people to different problems, including
WHETHER CHILDREN’S SCREEN TIME SHOULD BE LIMITED
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hypertension, high LDL cholesterol, stroke, osteoarthritis, type 2 diabetes and gallbladder
disease (Carlson et al., 2010). Besides, long screen time can lead to sleep disturbances.
Managing these health problems can be costly to the children. Also, some of these ailments
can lead to increased mortality rates among children.
Additionally, long screen time can lead to solitude and consequent decline in social
skills among children. When people are spending time on their screens, they rarely talk to other
people. Instead, they spent most of their time on solitude while watching their screens. Thus,
they do not exercise their social skills and improve where necessary. For example, since they
spent most of the time alone and they rarely engage in verbal communication, they are unlikely
to develop such social skills like eye contact, voice tone, and facial expression (Engelen et al.,
2015). Likewise, since they are poor in these social skills, their interpersonal skills are also
poor. This implies these children may have difficulties in interacting with other children and
even solving conflicts. As a result, these children are highly likely to engage in physical fights.
This can worsen the situation as other children may not like to be associated with the children
due to their aggressive nature, difficulty in communication and inability to solve conflicts.
What is more, studies show that a long time on the screen can lead to academic
problems. According to Engelen et al. (2015), children who spent a lot of time on their screens
do worse on academic testing. Also, studies show that teenagers who spent most of their time
on screen have their grades suffer significantly. Among the different screens, studies have
found that watching TV has the worst effects on children’s academic performance. This is so
because most of the children who watch TV become addicted and are likely to lose their interest
in education (Domingues‐Montanari, 2017). As a result, they stop investing a lot of time in
reading and this leads to dwindling academic performance. Besides, grades of children who
engage in long screen time are likely to decline because they have little time to engage in
vigorous physical activity.
WHETHER CHILDREN’S SCREEN TIME SHOULD BE LIMITED
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However, some people argue that long screen time helps children to be abreast with
current affairs in society, including politics and social issues. However, this is not enough
reason to allow children to have long screen time considering that they do so at the expense of
their academics and health. Thus, there are few benefits of long screen hours among children.
For this reason, children’s screen time should be limited.
Conclusion
Children’s screen time should be limited. This is because elongated screen time
negatively affects children’s health and academics. Studies have shown that long screen time
can lead to dwindling academic performance among children. Parents should monitor their
children’s use of screens and encourage children to play outside, read as well as participate in
hobbies and use their imaginations in free play.
WHETHER CHILDREN’S SCREEN TIME SHOULD BE LIMITED
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References
Carlson, S. A., Fulton, J. E., Lee, S. M., Foley, J. T., Heitzler, C., & Huhman, M. (2010).
Influence of limit-setting and participation in physical activity on youth screen time.
Pediatrics, 126(1), e89-e96.
Domingues‐Montanari, S. (2017). Clinical and psychological effects of excessive screen time
on children. Journal of pediatrics and child health, 53(4), 333-338.
Engelen, L., Bundy, A. C., Bauman, A., Naughton, G., Wyver, S., & Baur, L. (2015). Young
children’s after-school activities—there’s more to it than screen time: a cross-sectional
study of young primary school children. Journal of Physical Activity and Health, 12(1),
8-12.
Hawi, N. S., & Rupert, M. S. (2015). Impact of e-Discipline on children’s screen time.
Cyberpsychology, Behavior, and Social Networking, 18(6), 337-342.
Lauricella, A. R., Wartella, E., & Rideout, V. J. (2015). Young children’s screen time: The
complex role of parent and child factors. Journal of Applied Developmental
Psychology, 36, 11-17.