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The annotated bibliography is a description of an entry that includes concise detail on what the author has discussed. This annotation's aim is to summarize how teen and adult literacy is used. It is assumed that summarization would include ideas on any source that is simple (Clement, 1998). The content of the references should be apparent in the manner in which the theories are presented.
Berg, M.A. (2011). Teens' use of web text in communication on the eve of cyberspace.
I paraphrased Berg's article to demonstrate the effects of computer education on growth and development." I paraphrased the article by Berg to exhibit the impacts of computer education in the growth and development of young children rather than making direct quotations as it would have sounded irrelevant considering the topic. The research was carried out in Midwestern in a public library, and this was seen to serve a diverse population with about SES population. The article gives clear information on the adolescent live conversation (Berg, 2011). The research came up to a conclusion that texts are used in five different ways. These methods include expression, instrument, reference and authority. Adolescent and adult literacy are expressed in many respects through text (Berg, 2011). Although paraphrasing is a recommendable method of avoiding plagiarism, sometimes it can lead to the distortion of the original content.
Below is the original paragraph:
Authority is one of the claims expressed on the topic sentence. It is evident that cyberspace on the live conversation of adolescent and also around computers on young adults serve SES population (Clement, 1998). The discussion relies upon the class teachings. The area also deals more with teen’s literacy and practices that are carried out in the computer library.
There is the claim of expression. Teen expressions on computers and live conversation are very clear and direct. Through this, there is a measure that an individual teen can carry out a certain task well without complications (Berg, 2011). The second claim is openness where a teen can use a computer to pass information of what might be disturbing him or her. It is an easy way to express feeling and give vital information (Clement, 1998).
“Regardless of gender or race, greater videogame playing was associated with greater creativity. Type of videogame (e.g., violent, interpersonal) was unrelated to videogame effects on creativity (Jackson, Witt, Games, Fitzgerald, Eye, & Zhao, 2012). I used the above direct quote from the article “Information technology use and creativity: Findings from the Children and Technology Project” to portray the cognitive impacts of technology to teens. The paper emphasizes on the need for teens to became technology savvy as this will aid them develop their problem solving skills and creativity (Computer and live communication call for cooperation to enhance the good relationship between teens and adults. We see on Drama how an adolescent and adults literacy is applied in different areas of our live. I found it most appropriate to use this direct quote as it presents the results of the study that being technological acquainted transforms to creativity as factual.
I used the direct quote from Clement, (1998), “Different teens have different ways of expressing themselves to the adults”, to emphasize that the impacts of technology on teens may vary widely. This has a convincing impression to the reader as they are bound to believe that the information was directly obtained from a credible academic source.
Berg, M.A. (2011) On the cusp of cyberspace: Adolescents’ online text use in conversation.
Journal of Adolescent and Adult Literacy, 54(7), 485–493.
Clements, D. (1998). Young Children and Technology.
Mizen, P., Hutchby, I., Pole, C. J., Moran-Ellis, J., & Bolton, A. (2001). Children, Technology,
and Culture: The Impacts of Technologies in Children's Everyday Lives. Psychology Press.
Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012).
Information technology use and creativity: Findings from the Children and Technology Project. Computers in human behavior, 28(2), 370-376.
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