Attached are (separate documents):Directions for completing Sourcebook #1
Literature review topic questions
My topic is about COVID-19 vaccinations. You will use my literature review topic questions to find sources that answer them. YOU ARE NOT WRITING THE ACTUAL ESSAY, ONLY LISTING THE SOURCES TO BE USED FOR THE ESSAY. Please read the source book instructions.
David Williams Professor Dulin English 1C August 27, 2021 Creating Questions for Literature Review Essay In the current climate of the United States, it would be an understatement to say the topic of vaccinations are extremely divisive. In this essay, I will attempt to challenge the ideas of any potential reader in order to understand why people feel strongly one way or another. Question #1- Do you believe that healthcare is or should be a constitutional right? - If so, how should it be enforced? - How should it be funded? - Should someone be forced to accept coverage? Question# 2- Do you believe that you have a responsibility to protect others? - How accountable should someone be held to their medical decisions? - Should a person’s vaccination status be protected under the Privacy Act or HIPAA? - Should a person be barred from public activity due to ANY medical condition? Question#3- Do you believe that the government has the authority to mandate medical procedures - Should they be able to mandate medical treatments? - Should there be a limit/safeguards in place? - Who would be the entity to outline any restrictions to check the government Question#4- Do you believe the government should be able to direct social media entities to censor “misinformation”? - Should the government be responsible for protecting our vulnerable communities? - Should they be responsible for dictating what is misinformation, and what isn’t? - Do you believe that the means justify the ends as it pertains to freedom of speech? In conclusion, I believe it is safe to say that there is no easy way to manage the concept of vaccinations. In a time where compassion for others is highly regarded, there are lots of people who see mandatory vaccinations and lockdowns as measures for the greater good. Conversely, in a country founded on the concept of individual freedoms, the ability to make your own choices is what epitomizes being an American. As you conduct research on your semester topic, you will keep a log of your sources. This log will detail the types of sources you found and of what aspect of your research it will contribute. Each week you will add to your list of books and articles. Number each source. Directions: 1. Locate five different sources on your semester topic. These don't necessarily need to be used in your essay. At this early stage in your research, you will only be looking to see what is out there. You might find good articles that you might end up using, but sometimes you won't. It is important that you find good sources with good ethos! Avoid personal websites and blogs. Make sure they come from reputable and well-known publications: New York Times, CNN, The Washington Post, etc. 2. Write a five-sentence paragraph for each source. Each sentence should have the following information: Sentence 1: Name of the author, type of genre (website, journal, newspaper, book, etc.), name of publication, title of work, date of publication; a rhetorically active verb; and a THAT clause containing the major assertion or thesis in the text. Sentence 2: An explanation of how the author develops and supports the thesis. (Describe the kind of data that is used.) Sentence 3: A statement of the author’s apparent purpose, followed by an “in order to” phrase. Sentence 4: A description of the intended audience and/or the relationship the author establishes with the audience. Sentence 5: A statement that describes what is lacking in the source in regards to its data or perspective. Example of Sourcebook #1: 1. 1. [1] S. Craig Watkins, in his article “Fast Entertainment and Multitasking in an Always-On World,” published in the anthology Signs of Life in the USA: Readings on Popular Culture for Writers in 2015, asserts that individuals who multitask are not as efficient and productive as they think they are. [2] Watkins supports his assertion through the use of statistics from media giants (Sony, Apple, YouTube), studies which focus on the amount of technology use in teenagers, and psychology research focused on the brains ability to multitask. [3] His goal is to inform individuals of the epidemic that is multitasking and the negative implications of multitasking in order to increase the performance of students. [4] Watkins is reaching out to students by targeting information that is directly connected to the mainstream media of an average student while using studies and interviews conducted with other students for relatability. [5] Watkins provides a solid foundation for his reasoning by backing up every assertion with statistics, facts, and professional opinions; however, Watkins did not grow-up with the current generation of technology embedded into his life and did not attend schools that required the use of technology to succeed, which may influence his viewpoint on cellular phones compared to the modern student. 2. [1] The International Center for Media and Public Agenda (ICMPA), in their article “Students Addicted to Social Media,” published in the anthology Signs of Life in the USA: Readings on Popular Culture for Writers in 2015, analyze the results from their qualitative study “24 Hours: Unplugged” and claim that students are addicted to the use of technology because their lives are all connected through the use of their cellular phones. [2] The ICMPA explores the use of technology through studies conducted by professors and Ph.D. students at the University of Maryland to support their claim that students are addicted to social media. [3] The purpose of this study was to discover if students were truly addicted to their technology by taking it away from two hundred students for twenty-four hours in order to find our what aspect of technology the students missed the most, or what causes this addiction. [4] The ICMPA’s article grabs the interest of individuals who are invested in psychological fields by analyzing the impacts of technology addiction on the brain with primary research and testimonies from the students who were involved. [5] While this study sheds light on the state of technology addiction among college students, it does so at only one university, which does not consider the potential change of technology use at different universities. 3. [1] Jenny S. Radesky et al., in her study ““Overstimulated Consumers or Next-Generation Learners? Parent Tensions About Child Mobile Technology Use,” published in Annals of Family Medicine journal in 2016, concludes that technology use by younger individuals can negatively impact attentional and cognitive abilities. [2] She supports her claim by analyzing study results and interviewing parents regarding the usage of technology in their homes. [3] The purpose of this study is to discover how technology is influencing family life, the development of children, and why parents allow avid technology use in order to find ways to improve the effects of technology use at home. [4] The analysis of this study is targeted at parents in the modern technological world by addressing concerns many parents may have regarding use of mobile devices while providing information on how to better use technology in conjunction with traditional teaching. [5] While this study was able to gain descriptive information from those interviewed about technology use in their home, the recruitment method for this qualitative study was voluntary, which is not the preferred method for selecting a sample. 4. [1] Robert S. Weisskirch, in his study “No Crossed Wires: Cell Phone Communication in Parent-Adolescent Relationships,” published in the CyberPsychology, Behavior & Social Networkingjournal in 2011, claims that the impact of cellular phones on the adolescent and parent relationship can cause conflict when parents use cellular phones as a way to monitor their adolescents. [2] By analyzing the amount of communication done through cellular phones between adolescents and their parents in this quantitative study, Weisskirch is able to pinpoint the emotions that occur based on each individual interaction throughout his study. [3] Weisskirch seeks to illuminate the effects of cellular technology on family life in order to arm parents with the opinions of their adolescents for a healthier relationship via technology. [4] This study is aimed at parents who seek to improve their relationships via cellular phones by sharing the emotions of adolescents when parents use technology to communicate, or parent, their adolescents opposed to the adolescent using cellular phones to reach out to their parents. [5] Weisskirch’sstudy was a quantitative study using questionnaires allowing individuals to communicate emotions after each conversation; however, observation of the participants’ emotions may provide a richer experience of the individuals emotions. 5. [1] Tod Olson, in his article “Help! My Phone Is Taking Over My Life,” published by the Scholastic Action journal in 2018, explains the dominance of cellular phones in the life of students and shows how this addiction is actually a threat to the health of students. [2] Olson supports his claim through the use of facts and referencing major studies, which have reached similar conclusions regarding the correlation between cellular technology and depression. [3] The purpose of Olson’s article is to get student to realize that they have a problem with addiction to their phones because once students admit they have a problem, they can begin to work on fixing it with the information provided in the article. [4] The images used throughout Olson’s article shows adolescent aged individuals and uses similes comparing technology to things that adolescents can relate to, which indicates that Olson is targeting adolescents by providing information in an inviting way. [5] While the article mentions several studies, the detailed statistics and findings from all of these studies are not explored which could arm students with a stronger sense of the problem if shared. Due: Sunday, September 6th by 11:59pm