Summary-response to Karl Dean Squire and Matthew Gaydos’ essay “No, Fortnite Isn’t Rotting Kids’ Brains.
Summary-response to Karl Dean Squire and Matthew Gaydos’ essay “No, Fortnite Isn’t Rotting Kids’ Brains. It May Even Be Good for Them.” I have included the Works Cited information at the end of the essay. When you quoting aspects of Squire & Gaydos’ essay, be sure to cite them in the following was: Squire and Gaydos contend that “…” (par. 6). Please remember that the period goes AFTER the in-text citation NOT BEFORE it. Use the verbs that introduce quotes and paraphrases that I provided you earlier in the semester to introduce your quotes. Please remember that you cannot simply respond with “I agree” or “I disagree”. This is not acceptable. You must give quote specific sentences from the essay and develop your ideas.
Specifics:
A summary-response essay gives writers the opportunity to express their understanding of another author’s ideas and evaluate them in an objective and logical way. Summary-response essays are similar to other academic essays: there is a thesis that the writer supports and develops. The difference is that in this type of essay, writers reflect on an author’s ideas.
A summary-response essay has the following organization:
A. An introduction that includes:
1. the title and full names of the authors of the text you will summarize and respond to;
2. background information on the topic;
3. the authors’ main idea;
4. a thesis that gives your main response to the text. (ie. “I found Green’s overall argument convincing, but I was confused in some places.”) This is an example. I don’t want to see you using this!
B. A summary paragraph of the authors’ essay that includes:
1. the authors’ main idea;
2. supporting ideas that illustrate the idea well, such as important examples, evidence, and information from the text.
C. Response paragraphs: Each paragraph responds to a different point in the article that you feel strongly about. Response paragraphs include:
1. a topic sentence that identifies whether you will support, criticize, or illustrate a point the author makes;
2. your own critical analysis of the point using examples and supporting details;
3. evidence from your own observations or those of other authors.
D. A conclusion that includes:
1. a brief summary of the text’s main idea;
2. a restatement of your thesis;
3. a concluding statement, such as a comment, prediction, or call to action.
No, Fortnite Isn’t Rotting Kids’ Brains: It May Even Be Good for Them
by Kurt Dean Squire and Matthew Gaydos
Vocabulary
Pokemon: A Japanese media franchise released in 1996 that includes cards, television, and movies. xenophobia: fear or hatred of foreigners bystander: an onlooker socialize: to mingle with others; to make friends toxic: poisonous hijinks: lively, carefree behavior alienation: the state of being isolated Kids around the country, if not the world, spent the year mimicking Fortnite dances, discussing Ninja’s scoperless-sniper rifle shots, and being generally obsessed with the popular video game. Is Fortnite something we should be concerned about? What does research say about this latest kid obsession? As researchers, educators, gamers, and parents whose kids play Fortnite, we see little to be concerned about with the game, but some things that could be encouraging. Playing video-game shooters, we now know, is not a major contributor to youth violence. Granted, kids’ enthusiasm for Fortnite can be a little much, but we are old enough to remember Garbage Pail kids and have played Pokemon. For kids, coming home and playing Fortnite is very similar to playing army men in the woods and building forts. From purely a safety standpoint, playing digital laser tag is probably safer than having crabapple battles with garbage can lids as shields like we did, or shooting each other with BB guns. In fact, as a play experience, there are parts of Fortnite that may even be valuable. Fortnite is, in many respects, a classic “third place” – a place that is neither home nor school, but where kids can socialize and play beyond the watchful eyes of parents or teachers. These are places where kids learn to negotiate conflict, become independent, and explore what kind of person they want to be. They are important experiences that we too often design out of kids’ lives through structured activities and all of the shuffling back and forth we do in today’s busy world. This isn’t to say that we should just let kids go it alone online. Recent news highlights how racism, xenophobia, and bullying have come out of the shadows and are thriving online. It’s more important than ever that we talk with kids about what is appropriate behavior, what’s acceptable humor – and what’s not. In our work with Esports in California’s Orange County school system, we’ve seen that one of the best things educators can do is bystander training. That is, we can teach kids appropriate ways to respond when they see distrustful, harassing, or harmful behavior. Researchers have found that interrupting inappropriate behavior, publicly supporting the harmed person, and calling for help when appropriate are useful ways to combat toxic situations. Can we really blame kids for being so taken by Fortnite? The gam itself – a combination of army guys, building forts, and king-of-the-hill battles – would have taken place with sticks or toy guns in the vacant lots or wooded areas that are increasingly designed out of today’s suburban neighborhoods. Further, many children do homework or are engaged in extracurricular activities until long after the outside lights come on, which means that online spaces are the last available place to socialize. We are lucky to be writing this from a neighborhood where there are still undeveloped spaces where kids roam on bikes and play these same games offline with Nerf guns. Research shows that, if anything, access to these informal play spaces is good for you. Strong communities, peer relationships (including those forged through gaming), and belonging (including to groups like gaming guilds) can maximize youths’ resilience against issues such as substance abuse and depression. As researchers with decades of experience studying youth and games, we encourage educators to look beyond the immediate content of the game (its characters and themes), and focus more intently on what kids are doing with it. Are kids making new friends? Becoming more confident? Or are they becoming more withdrawn? Are they picking up any toxic or negative views? Are there signs that game play might be an indication that something else in their lives is wrong? Although there are no established links between games and violence, there are some obvious connections between gaming too much and wider problems. More than 25 hours of gaming per week while also in school is not a sustainable schedule, for example. Wrangling over what extent games are the cause or the symptom somewhat misses the point; unhealthy game play can be a signal. When one of us was teaching middle school, he saw a student online after midnight and used that as an opening to ask if everything was OK at home. It turned out that the student’s parents were getting divorced. The occasion was a good chance to talk through how the student was dealing with it, and how he could manage it better. Similarly, there are some indicators that not playing games can be a problem if kids are being left out of important socializing experiences. Being left out of the nightly hijinks and inside jokes about new Fornite dances is not only not fun, but can lead toward broader alienation. There is some evidence that youths (especially boys) who are not gaming at all can become disconnected and enter down bad paths. Rather than focusing on what games kids are playing, we should attend more to who they are meeting and gaming with online, what type of talk they are engaged in, and what kinds of groups they are becoming a part of. Online peer groups can lead to strong, lasting friendships, but they can also be toxic and evolve in less healthy directions – just like offline ones. As with most issues around education, we hesitate to give rigid advice, other than this: Get to know and stay connected to your kids, make spaces for them to write or read around their interests, and engage them in conversations around their gaming whenever possible. Many young people are eager to talk about their games and can be brought into conversations about how to manage their gaming productively If you are feeling bold, you might see if your school has a gaming club or would be interested in sponsoring one. Gamming together is one of the best ways to build trust outside the classroom that can spill back in and create a positive learning climate.
Works Cited
Squire, Kurt Dean, and Matthew Gaydos. “No, Fortnite Isn’t Rotting Kids’ Brains. It May Even Be Good for Them.” The Bedford Guide for College Writers, edited by X. J. Kennedy et al., 12th ed., Bedford/St. Martins, 2020, pp. 385-388/
Collepals.com Plagiarism Free Papers
Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers.
Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS
Why Hire Collepals.com writers to do your paper?
Quality- We are experienced and have access to ample research materials.
We write plagiarism Free Content
Confidential- We never share or sell your personal information to third parties.
Support-Chat with us today! We are always waiting to answer all your questions.
