Argumentative Essay By Mutiu Olokodana Submission Date 28 Ja

Argumentative Essayby Mutiu Olokodanasubmission Date 28 Jan 2020 02

Argumentative Essayby Mutiu Olokodanasubmission Date 28 Jan 2020 02

Argumentative Essay by mutiu Olokodana Submission date: 28-Jan-:37AM (UTC-0500) Submission ID: File name: temp_turnitintool_.DoesTechnologyPromoteLoneliness.docx (18.59K) Word count: 841 Character count: . Recycled 42% SIMILARITY INDEX 9% INTERNET SOURCES 5% PUBLICATIONS 42% STUDENT PAPERS 1 29% 2 5% 3 3% 4 2% 5 1% 6 1% 7 1%

Argumentative Essay ORIGINALITY REPORT PRIMARY SOURCES Submitted to Straighterline Student Paper Submitted to University of North Carolina - Wilmington Student Paper Submitted to Cave Creek Unified District Student Paper Submitted to Saint Paul College Student Paper Submitted to Squalicum High School Student Paper Submitted to Grant MacEwan Community College Student Paper Submitted to American Public University System Student Paper Exclude quotes Off Exclude bibliography Off Exclude matches Off QM FINAL GRADE 0/100 Argumentative Essay GRADEMARK REPORT GENERAL COMMENTS Instructor Unfortunately, your essay is reworded from a paper that was already submitted to Straighterline or another university. This is a type of plagiarism called recycling, which is unacceptable by Straighterline policy. Therefore, you will need to completely rewrite a new essay with a new topic in order for a submission under this assignment to be accepted and graded. RUBRIC: ENG101 V6:ARGUMENTATIVE FINAL THESIS (20%) POINTS (0) POINTS (2) POINTS (3) POINTS (3.50) POINTS (4) POINTS (5) SUPPORT & DEV (15%) POINTS (0) POINTS (2) POINTS (3) POINTS (3. / 5 0 / 5 Thesis, central idea, audience, purpose, digressions Thesis or potential thesis is neither present in any portion of the essay, nor is it implied in any manner. Thesis may be present but incorrect for the assignment’s objectives/approach. Thesis may be present but the submission overall fails to meet most assignment objectives (such as the essay is only a paragraph) that determining the thesis’ viability is problematic. Lacks an identifiable thesis. Limited or no awareness of audience and purpose. Readers cannot discern the essay’s central idea. Thesis was attempted but unclear and/or inconsistently addressed. Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed. Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Awareness of audience may be adequate but inconsistent. Central idea is perhaps too general and supported by irrelevant examples. Thesis is established and is consistently addressed throughout most of the paper. Awareness of audience is sufficient. Central idea is clear and maintained in most of the essay. Thesis is clearly established and maintained throughout the entire paper. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout. 0 / 5 Thesis support, thesis development, use of examples, logic, and reason Support is more than lacking, such that it is insufficient for review (assignment does not meet length requirements). Body paragraphs may be very limited in original material for evaluation due to too much borrowed information and a problematic similarity report which qualifies the paper for an account hold and “similarity match: low†QuickMark. No support of thesis with relevant facts, examples, reasons, or evidence. No topic development. Little-to-no argument is present. Topic development is flawed or non- existent. Support is minimal, logically flawed, and/or inaccurate. At least two arguments are present, but counterargument and refutation may be weak or missing. Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning. The body paragraphs have an insufficient mix of cited quotes, paraphrases, and summaries. More support is needed. Some examples may be vague. More development needed for supporting reasons or evidence. Some irrelevant support may be present, but most evidence supports thesis. The body paragraphs have an adequate mix of cited quotes, paraphrases, and summaries. Support is sufficient but perhaps flawed in some way. At least three strong arguments, a counterargument, and a refutation are present. Examples are sufficient. Thesis is supported and developed in most paragraphs. The body paragraphs have a sufficient mix of cited quotes, paraphrases, and summaries. Essay completely supports the thesis with logical arrangement of evidence. At least three strong arguments, a counterargument, and a refutation are present. All assertions are supported and relate to thesis. The body paragraphs have an exceptional mix of cited quotes, paraphrases, and summaries. 0 / 5 Introduction, conclusion, body paragraphs, transitions, topic sentences Two or more major organizational elements are missing, such as an introduction and conclusion. Essay be one long paragraph with no discernible separation of ideas. No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no discernible topic sentences. Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps numerous digressions. Mostly missing or problematic topic sentences. Demonstrates little understanding of organization. Identifiable introduction, body, and conclusion; yet one significant weakness is present: undeveloped introduction, undeveloped conclusion, illogical paragraph order. Adequate transitions, perhaps some digressions. Some paragraphs may lack clear topic sentences. Demonstrates basic understanding of organization. Clear introduction, body, and conclusion although improvements could be made. Most paragraphs have clear topic sentences. Essay establishes a clear plan of development. Transitions are clear throughout most of the paper. Demonstrates good understanding of organization. Clear and effective introduction, body, and conclusion: Introduction establishes the essay’s main idea, and conclusion summarizes thesis and main ideas without merely copying and pasting from the introduction. Clear and effective transitions are present throughout the paper. Demonstrates excellent understanding of organization. 0 / 5 Word choice, repetition, redundancy, awkwardness, article misuse, wrong word form (their/there, etc.), typos/misspellings, vocabulary May contain more than 8 errors in word choice, wordiness, redundancy, or awkwardness. May contain more than 8 errors in inappropriate language for academic audience. Fails to demonstrate clarity in most sentences throughout the paper. The lack of lucidity makes it difficult for the reader to determine the paper’s focus. POINTS (2) POINTS (3) POINTS (3.50) POINTS (4) POINTS (5) GRAMMAR (10%) POINTS (0) POINTS (2) POINTS (3) POINTS (3.50) POINTS (4) POINTS (5) PUNCTUATION (10%) POINTS (0) POINTS May contain more than 6 errors in word choice, wordiness, redundancy, or awkwardness. May contain more than 6 errors in inappropriate language for academic audience. Fails to demonstrate competent language use; sentences and vocabulary are inappropriate, facile, and/or incoherent. May contain 6 errors in word choice, wordiness, redundancy, or awkwardness. May contain 6 errors in inappropriate language for academic audience. Contains repetitive, incorrect, and/or insufficient sentence structure and/or limited vocabulary. May contain 4 – 5 errors in word choice, wordiness, redundancy, or awkwardness. May contain 2 – 3 errors in inappropriate language for academic audience. Demonstrates competency with language use but sentence constructions and vocabulary may be limited or repetitive. May contain 2 – 3 errors in word choice, wordiness, redundancy, or awkwardness. May contain 2 – 3 errors in inappropriate language for academic audience. Demonstrates sufficient knowledge and skill with varied sentence construction and vocabulary. Unnecessary repetition is minor. May contain 1 error in inappropriate language for academic audience. Demonstrates sophisticated knowledge and skill with varied and complex sentence construction and vocabulary. Little-to-no unnecessary repetition. 0 / 5 Fragments, subject-verb agreement, verb tense errors, verb form errors, run-ons, pronoun agreement Contains more than 7 different grammar errors. The identical 5+ errors may be repeated throughout. Contains more than 5 different punctuation/capitalization errors. The identical 3 – 4 errors may be repeated throughout. Contains 4 – 5 different punctuation/capitalization errors. The identical 2 – 3 errors may be repeated throughout. Contains 2 – 3 different punctuation/capitalization errors. The identical 1 – 2 errors may be repeated throughout. Contains either no punctuation/capitalization error, or 1 – 2 different errors with no repetition. Contains either no punctuation/capitalization error, or 1 – 2 different errors with no repetition. 0 / 5 Formatting (10%) POINTS (0) POINTS (2) POINTS (3) POINTS (3.50) POINTS (4) POINTS (5) heading, title, margins, spacing, length, underlined thesis Length for argumentative is 750 words minimum Format or word minimum is completely lacking. Formatting may be missing five or more elements (either no title, incomplete heading, inappropriate spacing or margins, and/or thesis not underlined). Essay is severely underdeveloped, such that it includes only a paragraph or two. Doesn’t meet formatting requirements: Formatting may be missing four or more elements (either no title, incomplete heading, inappropriate spacing or margins, and/or thesis not underlined). Length may be too short or too long. Doesn’t meet most formatting requirements: Formatting may be missing three elements (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined). Length may be too short or too long. Meets some formatting requirements: Formatting may be missing two elements (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined). Length may not meet minimum requirements. Contains 1 punctuation/capitalization error, which may be repeated throughout the essay. Meets most formatting requirements: Formatting may be missing one element (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined). Length meets minimum requirements of 750 words. Meets all requirements. Formatting is appropriate in terms of heading, title, margins, spacing, underlining thesis. Length meets minimum requirements of 750 words. 0 / 5 Source minimums, incorporation of sources (including use of signal phrases), use of research to argue topic, MLA in-text quote formatting, Works Cited list This paper requires at least three sources. Sources are neither present on the Works Cited page nor employed in the paper. No attempt or implied intention to use sources. At least seven different errors in documenting sources. Similarity report may present potential plagiarism concerns, so much so that POINTS (2) POINTS (3) POINTS (3.50) POINTS (4) POINTS (5) grading the paper is acceptable but the paper must be placed on an account hold due to qualifying for the “similarity match: low†QuickMark. Source minimum requirements are not met. Research is insufficient, irrelevant, or inadequate. Sources are not incorporated at all, or are done very poorly. Five or more errors in documenting sources using MLA style may be present. Works Cited page either omitted or formatted very poorly. It may be difficult or impossible to discern which sources are in the list. Source minimum requirements may not be met (Note: If source minimum is not met, the essay will score no higher than 2 in this category). Research is superficial and/or sources are incorporated poorly. No more than four different errors in documenting sources using MLA style may be present. These identical errors may be repeated. Works Cited page may contain significant formatting errors, and some sources may be omitted from the list. Source minimum requirements (three credible sources) are met. Research may be superficial, sources may be poorly incorporated. No more than three different errors in documenting sources using MLA style may be present. These identical errors may be repeated. Works Cited page may contain significant formatting errors, but all sources are listed. Source minimum requirements (three credible sources) are met. Fairly thorough research with mostly effective use of sources. No more than two different errors in documenting sources using MLA style may be present. These identical two errors may be repeated. Works Cited page may contain minor formatting errors, but all sources are clearly listed. Source minimum requirements (three credible sources) are met. Thoroughly researches the topic, uses sources effectively. No more than one different error in documenting sources using MLA style. This identical error may be repeated. Works Cited page may contain minor formatting errors, but all sources are clearly listed. Argumentative Essay by mutiu Olokodana Argumentative Essay ORIGINALITY REPORT PRIMARY SOURCES Argumentative Essay GRADEMARK REPORT FINAL GRADE GENERAL COMMENTS Instructor RUBRIC: ENG101 V6:ARGUMENTATIVE FINAL 0 / 5

Paper For Above instruction

The influence of technology on human relationships has been a subject of extensive debate and research in recent years. While technological advancements have undeniably increased connectivity and access to information, there is growing concern that they may also promote feelings of loneliness and social isolation. This essay argues that technology, despite its many benefits, tends to promote loneliness among users by diminishing face-to-face interactions, fostering superficial connections, and contributing to social comparison and insecurity.

Firstly, one of the primary ways technology promotes loneliness is by replacing in-person interactions with virtual communications. Although social media and messaging platforms allow individuals to stay connected, they often lack the emotional depth and authenticity of face-to-face exchanges. Studies have shown that virtual interactions tend to be more superficial, leading to a decline in genuine social bonds (Turkle, 2015). People increasingly prefer online interactions over physical meetings, which reduces opportunities for meaningful relationships and emotional intimacy. For example, individuals engrossed in their smartphones during social gatherings may give the impression of being present while actually feeling disconnected, thereby increasing feelings of loneliness despite being surrounded by others.

Secondly, technology can foster superficial and fleeting connections that do not fulfill the human need for deep and meaningful relationships. Social media platforms, while enabling users to amass large networks of followers or friends, often emphasize quantity over quality. Many users accumulate hundreds or thousands of online friends but lack genuine bonds with most of them (Hampton et al., 2011). This phenomenon can lead to a sense of social fragmentation where individuals are surrounded by contacts yet feel isolated. Moreover, the curated nature of online personas displays only their best selves, which can create unrealistic expectations and foster feelings of inadequacy in others (Seabrook et al., 2016). Consequently, people may perceive themselves as socially connected but still experience loneliness and low self-esteem.

Thirdly, social media intensifies social comparison and insecurity, which further contribute to loneliness. Platforms such as Instagram and Facebook encourage users to compare their lives to those of others, often leading to feelings of envy and dissatisfaction. Research indicates that frequent exposure to idealized images can negatively impact individuals' self-worth and increase social anxiety (Fardouly et al., 2018). This cycle of comparison can result in withdrawal from social activities and a sense of alienation, as individuals feel they do not measure up to the glamorous representations they see online. Such feelings can severely undermine confidence and social engagement, thereby reinforcing loneliness.

While opponents argue that technology can help reduce loneliness by facilitating communication with distant loved ones and providing support networks, the evidence suggests that these benefits are often overshadowed by the negative effects. For instance, online support groups can offer comfort and information, but they rarely substitute for the emotional support derived from in-person relationships (Gonzales & Hancock, 2011). Furthermore, excessive reliance on digital interactions may hinder the development of social skills necessary for face-to-face encounters, leading to a vicious cycle of increasing loneliness.

In conclusion, although technology offers numerous tools for communication and information sharing, it tends to promote loneliness by replacing authentic face-to-face interactions, fostering superficial connections, and fueling social comparison and insecurity. To mitigate these effects, individuals should strive to balance virtual and real-world interactions and emphasize developing deeper, meaningful relationships beyond digital platforms. Policymakers and educators should also promote digital literacy and healthy social media habits to help users avoid the pitfalls of technology-driven loneliness and foster genuine human connections.

References

• Fardouly, J., Diedrichs, P. C., Vartanian, L. R., & Halliwell, E. (2018). Social comparisons on social media: The impact on body image and psychological well-being. Body Image, 26, 90-97.
• Gonzales, A. L., & Hancock, J. T. (2011). Mirror, mirror on my Facebook wall: Effects of sharing not just social connection but also self-relevant content. Computers in Human Behavior, 27(2), 651-657.
• Hampton, K., Goulet, L. S., Holstein, L., & Rainie, L. (2011). Social networking sites and our lives. Pew Research Center.
• Seabrook, E. M., Kern, M. L., & Rickard, N. S. (2016). Social comparisons on social media: The impact on body image and self-esteem. Cyberpsychology, Behavior, and Social Networking, 19(11), 637-643.
• Turkle, S. (2015). Reclaiming conversation: The power of talk in a digital age. Penguin Books.