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Explain “What should be the role of schools in preventing cyber bullying?”

Assignment instructions

Length : 650 words or more

includes a title (you may use your research question as your title)

introduction clearly communicates the research question

body paragraphs focus on discussion of research findings and explain the significance of these findings in relation to the research question

source identification is clear and concise (remember that, in ILR260, we’re doing what journalists do and explaining—briefly!–who our sources are.)

demonstrates a good preliminary effort to synthesize sources and to use transitions to signal relationships between ideas (please click on the link below because it I part of the assignment:

http://writingcommons.org/open-text/research/integrate-evidence/incorporate-evidence/1030-synthesizing-your-research-findings

incorporates one data visualization

writing is clear

follows a major academic citation style—APA

Transitions (part of the assignment)

Effective paragraph transitions signal to readers how two consecutive paragraphs relate to each other. The transition signals the relationship between the “new information” and the “old information.”

For example, the new paragraph might:

• elaborate on the idea presented in the preceding paragraph

• introduce a related idea

• continue a chronological narrative

• describe one problem with the idea presented in the preceding paragraph

• describe one exception to the idea presented in the preceding paragraph

• describe one consequence or implication of the idea presented in the preceding paragraph

(Note a couple of exceptions: In the first paragraph after the introduction, or in the first paragraph of a new section, you generally won’t use a transition.)

Let’s consider a few examples (drawn from published books and articles * ) of paragraph transitions that work. The examples below reproduce paragraph endings and openings. Pay attention to how each paragraph opening signals to readers how the paragraph relates to one they have just finished reading.

With each example, observe loss in clarity when transitional cues are removed.

Example 1:

Paragraph ending: [ … ]

Once his system was applied to all acts of manual labor, Taylor assured his followers, it would bring about a restructuring not only of industry but of society, creating a utopia of perfect efficiency.

Paragraph opening with transitional cues Taylor’s system is still very much with us; it remains the ethic of industrial manufacturing.

[ … ]

Paragraph opening without transitional cues Taylor’s system is the ethic of present-day industrial manufacturing.

[ … ]

The transitional sentence signals that the new paragraph will seek to demonstrate that the phenomenon described in the preceding paragraph (Taylorism) is ongoing: it is “still” with us and “remains” the dominant workplace ethic.

Check out the version of the paragraph opening that does not explicitly signal the new paragraph’s relationship to the preceding paragraph. With this version, readers are left on their own to infer the connection.

Example 2:

Paragraph ending: [ … ]

“I was a lit major in college, and used to be [a] voracious book reader,” he wrote. “What happened?” He speculates on the answer: “What if I do all my reading on the web not so much because the way I read has changed, i.e. I’m just seeking convenience, but because the way I THINK has changed?”

Paragraph opening with transitional cue Bruce Friedman, who blogs regularly about the use of computers in medicine, also has described how the Internet has altered his mental habits.

[ … ]

Paragraph opening without transitional cue Bruce Friedman, who blogs regularly about the use of computers in medicine, has described how the Internet has altered his mental habits.

[ … ]

The transitional sentence signals that the new paragraph will provide another example of the phenomenon (changed mental habits) described in the preceding paragraph.

In this example, the word “also” serves an important function. Notice that without this transitional cue the relationship between the two paragraphs becomes less clear.

Example 3:

Paragraph ending: [ … ]

The camera-as-narrator is the usual viewpoint in film. It can be used continuously, appearing to reflect reality, and making few mental demands on the viewer. The passive camera seems to be a trustworthy witness, and so the viewer relies upon its apparent omniscience.

Paragraph opening with transitional cue But the illusion of objectivity is a rhetorical device exploited by the filmmaker.

[ … ]

Paragraph opening without transitional cue The illusion of objectivity is a rhetorical device exploited by the filmmaker.

[ … ]

The transitional sentence signals that the new paragraph will challenge the assumption described in the preceding paragraph. The single transitional term “but” signals this relationship.

Notice the drop-off in clarity when the transitional term is omitted.

Example 4:

Paragraph ending: [ … ]

If the story concerns social crisis or disorder, more frequently than not this response will come from sources of official authority: the police quell the rioting, labor and management leaders reach an agreement, the State Department approves or condemns the latest coup d’état in South America. The press in this way establishes a subtle relation between narrative order and the perception or representation of political order.

Paragraph opening with transitional cue Todd Gitlin makes a similar point in commenting on the “orderliness” of television news.

[ … ]

Paragraph opening without transitional cue Todd Gitlin comments on the “orderliness” of television news.

[ … ]

The transitional sentence signals that the new paragraph will further explore the idea expressed in the preceding paragraph. The phrase “makes a similar point” signals this relationship.

Without this transitional phrase, the connection between the two paragraphs can still be inferred, but it is now much less clear.

As the above examples illustrate, effective paragraph transitions signal relationships between paragraphs.

Below are some terms that are often helpful for signaling relationships among ideas:

Chronology before, next, earlier, later, during, after, meanwhile, while, until, then, first, second

Comparison also, similarly, likewise, in the same way, in the same manner

Contrast however, but, in contrast, still, yet, nevertheless, even though, although

Clarity for example, for instance, in other words

Continuation and, also, moreover, additionally, furthermore, another, too

Consequence as a result, therefore, for this reason, thus, consequently

Conclusion in conclusion, in summary, to sum up

* The examples of transitional sentences are from:

1. Parker, Ian. “Absolute Powerpoint.” New Yorker. 28 May 2001: 76-87.

2. Carr, Nicholas. “Is Google Making Us Stupid?” Atlantic Monthly. Jul/Aug2008: 56-63.

3. Harrington, John. The Rhetoric of Film. New York: Holt, Rinehart and Winston, 1973.

4. Spurr, David. The Rhetoric of Empire. Durham, N. C.: Duke University Press, 1993.

Peer-reviewed sources that can be used below and you can use any other sources that are reliable for this research paper

Tackling the growing issue of cyber-bullying in schools: http://web.a.ebscohost.com.ezproxy.nu.edu/ehost/pdfviewer/pdfviewer?sid=e22898b2-d088-4da9-b9ef-e9199179422e%40sessionmgr4003&vid=1&hid=4106

MIDDLESCHOOLSTUDENTS’PERCEPTIONSOF

ANDRESPONSESTOCYBERBULLYING:

http://web.a.ebscohost.com.ezproxy.nu.edu/ehost/pdfviewer/pdfviewer?sid=84d0ccda-e08e-44d6-b0b8-9e9570db5472%40sessionmgr4005&vid=1&hid=4106

“Under the Radar”: Educators and Cyberbullying in Schools:

http://spi.sagepub.com.ezproxy.nu.edu/content/33/5/520.full

Malicious use of technology: what schools, parents, and teachers can do to prevent cyberbullying:

http://go.galegroup.com.ezproxy.nu.edu/ps/retrieve.do?sgHitCountType=None&sort=RELEVANCE&docType=Report&prodId=AONE&tabID=T002&searchId=R1&resultListType=RESULT_LIST&searchType=AdvancedSearchForm&contentSegment=¤tPosition=1&searchResultsType=SingleTab&inPS=true&userGroupName=nu_main&docId=GALE|A331487286&contentSet=GALE|A331487286

School-Based Efforts to Prevent Cyberbullying

http://web.a.ebscohost.com.ezproxy.nu.edu/ehost/pdfviewer/pdfviewer?sid=a0c33d77-3372-4116-b9e5-1387d21d3f46%40sessionmgr4001&vid=1&hid=4106


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