English Class 102 - Tyler Secrest: 2015

Tuesday, March 3, 2015

The Bedford Researcher -- Chapter 17 Summary

Mike Palmquist's 17th chapter of The Bedford Researcher, titled Revising and Editing, goes over just that; revising and editing. The writer should evaluate their drafts and work to improve them in this stage. Chapter 17 provides the writer with what to focus on when revising and editing their paper as well as what strategies to use when revising and editing their paper. The writer should consider their writing situation; their argument and ideas; their use and integration of sources; and the genre, design, structure, and organization of their paper when revising their document. When editing their paper, the writer should read carefully; mark and search their document; use spelling, grammar, and style tools with caution; and ask someone for feedback. By checking facts and figures, checking every quotation, and checking the spelling of every name mentioned, the writer can effectively focus on the accuracy of their paper. To focus on consistency, the writer should be sure that concepts and sources are treated consistently, use numbers consistently, and format their document consistently. Strategies for the writer to edit their paper include pausing between sentences for a quick check; reading aloud; reading in reverse order; and marking and searching their document. These are the most effective ways to revise and edit a paper according to the Researcher.

The Bedford Researcher -- Chapter 13 Summary

Chapter 13 of The Bedford Researcher, titled Organizing, is a useful guide to organizing a paper properly. The multitude of options seem endless. The writer can organize by chronology, description, definition, cause and effect, process explanation, pro/con, multiple perspectives, comparison and contrast, strengths and weaknesses, costs and benefits, or problem and solution. The organizing pattern the writer uses will show their purpose and role as a writer. The writer's argument, according to the Researcher, can be arranged by label evidence, group evidence, clustering, or mapping. To effectively be reminded of key points that the writer wants to achieve in the paper, they can create an informal or formal outline. An informal outline can be "a brief list of words, a series of short phrases, or even a series of sentences" (223). "A formal outline provides a complete and accurate list of the points (the writer) want(s) to address in (their) argument" (226). There are two forms of a formal outline: Topical outlines and sentence outlines. Topical outlines present topics and subtopics that will be discussed in the writer's paper. "Items at the same level of importance should be phrased parallel in grammatical from" (227). "Sentence outlines use complete sentences to identify the points (the writer) wants to cover" (227). Chapter 13 is a fantastic guideline for the writer to use in terms of organizing their paper.

Tuesday, February 24, 2015

Tyler Secrest's Literature Review

Tyler Secrest

Sonia Begert

English 102

2/12/2015

Literature Review

Video games have been given a bad rap by parents and the general population of adults today, with the assumption that video games are a time waster that lead to violence, laziness, non-productivity, ultimately, anti-socialism. However, unknown to the masses are the general benefits of playing a video game, such as the promotion of a good self-image, socialism, emotional engagement, and neuroplasticity, including more that I will not spoil. My purpose in writing this paper is to identify, promote, and discuss these benefits, all with the sources I’ve gathered. These sources show that video games aren’t all bad, and that they can actually have positive effects on one’s social behavior, self-esteem, health, learning capacity, and brain; these topics are categorized as follows: Social benefits, health benefits, and cognitive benefits.

Quite a large number of sources identify and give detailed information about the social benefits of gaming. “The Social Benefits of Video Games,” by Paul Tassi, provides an infographic from psychologydegree.net containing interesting facts and figures about multiple different benefits of video games from almost every field. This graphic includes information about the number of gamers, what parts of the brain video games have a positive effect on, what gamers can handle compared to non-gamers, how gamers are more likely to help someone in need, and tells of a gaming company that planted 25,000 trees in real life after gamers completed the task virtually in just 25 days. I will use this data hugely to my advantage, mainly the facts and figures (if not the graphic itself) in the social and cognitive sections of my paper. This article is just one of the many contained within the social category. One such article, by Harold Goldberg, addresses how video games can positively attribute to society in his article, “Where Film Marries Video Game.” Another article by Isabela Granic, Adam Lobel, and Rutger Engels, titled, “The Benefits of Playing Video Games,” gives information about the research these authors conducted. According to this research, playing video games, violence and all, might prove to have a positive effect on teen learning and social skills. This study is a result of health professionals debating violent media and its effects on youth. The research shows that teens who played strategy games improved upon school grades and problem solving skills, and that games can ward off anxiety and improve mood. With this research, I can provide better facts and evidence for the social and cognitive enhancements of playing video games. “Effects of Playing Video Games on Perception of One’s Humanity,” by Tobias Greitemeyer, is an article categorized into my social benefits section. Greitemeyer discusses the possibility that someone’s perception of him/herself can be altered through gaming, stating that media exposure has been shown to be a powerful determinant of social behavior. He then gives evidence, showing that video game exposure can prove to have positive implications regarding a person’s behavior. With this evidence, I can support my thesis statement in the social behavior section of my essay.

Included in the social benefits category as well are the articles contained within this paragraph. Eddie Makuch writes an article, titled “Games Can Enact Social Change, Troy Baker Says,” about Troy Baker, a ridiculously talented and popular voice actor for many video game characters. According to Makuch, Baker recently participated in an Ask Me Anything on Reddit.com. A fan asked him if games can enact social change, stating that a game Baker starred in got them through the death of their mother. He responds, telling his fan that they are the evidence of this possibility. Things like racism, loss, nationalism, and homosexuality can be addressed through video games. I will use this interview to support my thesis statement, and support the idea that games are socially beneficial in my section on socialism. As mentioned before, I have many articles addressing social change. Laura Parker’s article, “Not Just Playing Around Anymore: Games for Change Uses Video Games for Social Projects,” addresses social change by telling of a phenomenon in which gamers collected 250,000 in-game books, resulting in the donation of 250,000 real books to a nonprofit organization established to improve literacy and gender equality in developing countries. The social section of my essay is where this source will be referenced. This article, “The Social Benefits of Video Gaming: Are There Social Benefits Associated With Playing Video Games?” from Psychology Today, addresses social change as well. The research and evidence that the author provides promoting the social benefits that can result from gaming as well as the topics he discusses will fit nicely within my essay’s social section. Jordan Shapiro’s “Social And Emotional Benefits Of Video Games: Metacognition And Relationships,” helps narrow my topic, discussing multiple benefits of video gaming and showing that parents don’t need to be so concerned about gaming detriments. This source is an excellent candidate for my essay’s social and cognitive sections. Dan Starkey’s article, “Violent Video Games Help Me Get Beyond My Violent Past,” gives a grim look at his past experiences. According to Starkey, he almost stabbed a kid and he used to bully children with every chance he got. Today, he plays extremely violent video games, allowing him to get beyond his past violences. He plays the games and realized that he could never want to do something like this to others. These games teach him to be empathetic. If I were to reference this source, it would support the social benefits section of my essay, as video games have helped Starkey socially and emotionally. Romeo Vitelli addresses the social benefits of video games and answers the question, “are video games necessarily harmful?” in his article, “Are There Benefits in Playing Video Games?” The evidence he provides will be something for me to lean on in the writing of my essay’s social section.

One category I have established for the articles I’ve collected is the health benefits section. This section will discuss how the use of active video games promotes not only weight loss, but that they can revolutionize health care, and they improve the conditions of children with cerebral palsy. Allana LeBlanc’s article, “Active Video Games and Health Indicators in Children and Youth: A Systematic Review,” gives detailed information about solving a problem in our society: teens suffer from the absence of physical activity in their daily routines, replaced by time spent staring at a screen. This article discusses the use of video games to generate activeness in teens, while seeing gaming and screen-time as a possible solution rather than a problem. Allana LeBlanc and colleagues provide the results of this study, which clearly states that video games can be used as a way to engage active lifestyles in teens. Another article concerning health, by Kent Bottles, is titled “Will Avatars, Robots, and Video Games Replace Doctors?” Bottles begs the question, “What can video games teach us about changing behaviors to cope with chronic disease?” He introduces the idea that we, humans, should be considering video games as a possible tool for large-scale studies of human behavior. For my purposes, I will use what Bottles discusses and the information he provides to better explain the health benefits of gaming. Douglas Goldstein’s “Video Games to Revolutionize Health and Health Care,” very well demonstrates the positive impact that the gaming industry has on health care. Within the article, Goldstein says that, “the healthcare industry has been among the first to recognize the game-changing potential of games in business and other environments.” I can use the game-changing potential discussed here in support of my argument in my health benefits section.

My list of articles discussing the health benefits of gaming continues in this paragraph. “Do Gamers Make Better Surgeons?” by Sean Neill provides information that will prove beneficial to my argument. According to a 2007 study, surgeons who spent at least 3 hours a week gaming “made about 37% fewer mistakes in laparoscopic surgery and performed the task 27% faster than their counterparts who did not play video games.” This information will prove beyond beneficial in support of my essay, and will be located in the health section of my final essay. My final source discussing physical activity and health, titled “Exercise Intensity Levels in Children With Cerebral Palsy While Playing With an Active Video Game Console,” by

Robert Maxine and colleagues, discusses the positive impact that active video games have had on children with cerebral palsy. Children became more active and gained improved cardiorespiratory capacity as a result of playing active video games. This information will prove to be highly valuable to the health section of my argumentative essay.

The cognitive benefits of gaming is the third and final category that will be discussed in my essay. The following sources specifically discuss how video games improve cognitive ability and processing. Matthew Dye, Shawn Green, and Daphne Bavelier wrote an article, titled “Increasing Speed of Processing with Action Video Games.” According to Dye, Green and Bavelier, when reaction time is reduced, accuracy is lost, and with a quicker decision comes more mistakes. But their study shows that playing an action video game will decrease reaction time while still retaining accuracy, rather than there being a deficit to accuracy when the speed of a reaction becomes faster. This research will be incredibly beneficial for the cognitive benefits section of my essay. Another article that discusses the cognitive benefits of gaming is by Art Markman, and is titled “Can Video Games Make You Smarter (Or At Least More Flexible)?”. This article gives detailed information about an experiment between two groups playing different difficulties of the same game. The results: The group playing the harder difficulty had a much easier time with certain tasks, while the group playing the easier difficulty had a harder time with the same tasks. I will use this information to support my essay in the cognitive section. Julia Mayas conducts an experiment, discovering that playing video games can result in the plasticity of attentional functions in older adults. Her article, “Plasticity of Attentional Functions in Older Adults after Non-Action Video Game Training: A Randomized Controlled Trial,” contains the results of this experiment. I’ll use this information in the cognitive benefits section of my argumentative essay. Within this peer-reviewed article, David William Shaffer and colleagues discuss the educative power of video games. The article, titled “Video Games and the Future of Learning,” will prove beneficial the cognitive section of my essay.

Thursday, February 19, 2015

The Bedford Researcher -- Chapter 19 Summary

The Bedford Researcher, Chapter 19: Designing Documents and Presentations, gives helpful instructions for the following: How the writer can design academic essays; how the writer can design multimodal essays; how the writer can design articles; how the writer can design Wed sites; how the writer can design oral presentations; how the writer can design multimedia presentations; and, finally, how the writer can design poster presentations. For the purposes of this class and for the sake of a brief summary, the only one I will go into detail about is how the writer can design academic essays. The writer can design an academic essay, according to Mike Palmquist, the author of The Bedford Researcher, by considering their purpose, considering their reader's expectations about design, and viewing an essay. The writer may consider their purpose by reflecting on their own writing situation. In this class, the writer's situation is directed by the class instructor, and the instructor has directed the writer to construct an argumentative essay. By considering the reader's expectations about design, the writer can learn how wide margins should be, whether or not to double-space, and what type of font and size of font to use. Finally, by viewing an essay, the writer can be aware of specific details to use in their own papers, such as page numbering, margins, line spacing, documentation system, and a heading.

The Bedford Researcher -- Chapter 18 Summary

Chapter 18 of The Bedford Researcher, titled Understanding Design Principles, informs the writer that "the design decisions [they] make will play a critical role in how [their] readers understand, react to, and work with [their] document" (285). Chapter 18 describes steps for the writer to take in order to achieve an effective design for their document. Step 1 is to understand the "design principles of balance, emphasis, placement, repetition, and consideration..." (286). Balance refers to the vertical and horizontal alignments of a document's pages. Mastering this technique will smoothly guide the reader's eye across the page. "Emphasis is the placement and formatting of... headings and subheadings, so they catch [the] reader's attention" (286). Placement refers to the location of the elements in the writer's paper. Placing an image, for example, near a passage infers that they are related. Repetition is the use of navigation menus, page numbers, headers and footers throughout the writer's document. Consistency refers to the extent in which the writer continuously "format[s] and place[s] text and illustrations in the same way throughout [their] document" (287)." This shows professionalism and competence, increasing the sense of credibility and quality of the writer's document. Chapter 18 goes into detail on how to design with a purpose, how to design for their readers, how to use illustrations correctly, and what design elements to use.

Tuesday, February 10, 2015

The Bedford Researcher -- Chapter 12 Summary

Mike Palmquist guides the writer to take steps that support their argument in Chapter 12 of The Bedford Researcher, titled "Developing Your Argument." Such steps for the writer to follow include choosing reasons that support their thesis statement, selecting evidence to support these reasons, and deciding how to appeal to their readers. For choosing reasons, Palmquist states, "in longer documents... writers usually present several reasons to support their thesis statement... In an argumentative essay, writers usually offer a series of claims that will lead readers to accept the argument they are advancing" (211). In order for the writer to find evidence that supports their thesis statement and reasons, they need to locate "details, facts, personal observations, and expert opinions..." (211) that expand and support their ideas. In order to appeal to their readers, the writer should use appeals to logic; appeals to emotion; appeals to values, principles, beliefs, and character, and appeals to authority in their essay.

Chapter 12 also addresses the idea that the writer should be certain that their argument has integrity. In order to have no holes in their argument, the writer can check for distracting sentences in the middle of a source that detract from the main point. The writer can also look for false assumptions in their sources, misrepresentation, and careless reasoning. These are all fallacies to be on the lookout for. All in all, Chapter 12 is a guiding tool that will allow the writer to be confident in their argument, thesis statement, and evidences.

The Bedford Researcher -- Chapter 11 Summary

"How can I use my sources and position statement?" (203) The Bedford Researcher asks. Chapter 11, titled "Developing Your Thesis Statement," (DYTS) gives in depth instructions for the writer to successfully make a point, state a thesis, and elaborate on an issue. Instructions for the writer to follow in order to craft a persuasive paper include reviewing their position statement, reviewing their notes, considering their purpose and role, and reflecting on their readers. In order to convey what they want to their audience, the writer should reflect on their position on the issue. While the writer reviews their notes, they should be looking for important information, ideas, and arguments that they've encountered while reading, using these to pursue personal, academic, and professional interests. The writer should also review and elaborate on ideas and arguments they've come up with on their own, and consider how these ideas and arguments can help them pursue their own interests. By considering their purpose and role, the writer can deepen their understanding of their issue. This will affect how they view their purpose and role as a writer, ultimately benefiting the process of getting their point across professionally. Finally, by reflecting on their readers, the writer can revise their position statement in order to better align their main point with their reader's concerns.

Furthermore, to develop an awesome thesis statement, the writer should draft their thesis statement by identifying important points associated with their position, draft alternative thesis statements, and focus and narrow their thesis statement. Chapter 11 gives great detail on each of these steps, and will benefit myself and the other writers of this class if we use it effectively. I know I'd be a fool not to lean on this chapter when brainstorming my thesis statement.

Thursday, February 5, 2015

The Bedford Researcher -- Chapter 16 Summary

Chapter 16 of The Bedford Researcher, Writing with Style, is a great example for the writer to follow. Part A of this chapter goes into detail about writing with style, and gives three guiding steps in doing so. The first step is to write concisely. This can be done by removing unnecessary modifiers and irrelevant introductory phrases. These "are words that provide little or no additional information to a reader..." (264), or phrases that can be "recast more concisely by simply stating the point" (265). According to The Bedford Researcher, another element to writing concisely is to eliminate stock phrases. These are phrases that can be replaced with one or two words. Such phrases include "as a matter of fact," "because of the fact that," or "in the event that," and can be replaced with one or two words, like "in fact," "because," and "if" (265).
Chapter 16's step two on writing with style is using an active and passive voice effectively. An active voice specifies a person or object which carries out an action. A passive voice, however, indicates that an action has been taken, but doesn't specify the person or object who carried it out.
Thirdly, to write concisely, Writing with Style recommends that the writer adopts a consistent point of view. This means maintaining "I, we," and not shifting from "I" to "he" or "you." This prevents readers from being confused and asking what just happened.
Part B of Chapter 16 clearly demonstrates to the writer about polishing their writing style. Varying sentence structure, creating effective transitions, introducing other authors effectively, avoiding sexist language, consulting a handbook, and reading widely are excellent steps for the writer to take in order to polish their writing style.

Tuesday, February 3, 2015

The Bedford Researcher -- Chapter 15 Summary

Mike Palmquist's The Bedford Researcher: Chapter 15, "Using Sources Effectively," is an extremely beneficial chapter to the writer. It provides the information required to, as Palmquist states, introduce ideas, contrast the ideas of other authors, provide evidence, define concepts, set a mood, provide an example, and qualify or amplify a point. To introduce an idea or argument, the writer "can use a quotation, paraphrase, or summary to introduce an idea or argument to [their] readers" (247). To contrast the ideas of other authors, the writer can source information to show the severity of a disagreement. The writer can also provide support for their own argument with the quotes and evidences of other sources. Another effective tool the writer can use for support is aligning their argument with an authority figure, such as a scientist, politician, or religious leader. According to Bedford Researcher, this is "allows you to borrow someone else's credibility or status" (249). Defining a concept involves quoting a dictionary or encyclopedia, or using an illustration to help clarify a complex process. By defining a concept, the writer is educating their readers about something in their paper that may not be common knowledge. By using these steps, the writer can successfully use sources to their full potential.

Monday, February 2, 2015

The Bedford Researcher -- Chapter 9 Summary

The Bedford Researcher: Chapter 9, "Searching for Information with Print Resources," guides the writer "to make the most effective use of the print resources available in a library..." (170). To do this, the writer must browse the library stacks, check out books and periodicals, and borrow materials from another library if periodicals and books are unavailable. The writer use a library periodicals to locate sources by using "works cited lists to find key voices" (172). This involves checking the source's works cited list for relevant articles. Chapter 9 shows the writer how to use a library reference room to locate sources; this involves consulting bibliographies and indexes. To consult a bibliography or index, the writer needs to know the types. The different of bibliographies are trade, general, and specialized. After this information is gathered, the writer can locate a bibliography. The types of indexes are periodical, book materials, pamphlet, government document, and citation. Other means of using a library reference room to locate sources are: consulting biographies, encyclopedias, handbooks, almanacs, and atlases. "Searching for Information with Print Resources" can be an effective instructional resource for the writer to use when attempting to locate print sources. All of the steps discussed in this chapter should be taken into consideration when locating a print resource.

Thursday, January 29, 2015

Video Game General Benefits Working Bibliography

Working Bibliography

Blacker, Kara. “Effects of Action Video Game Training on Visual Memory.” Journal of Experimental Psychology: Human Perception & Performance. 40.5 (2014): 1192-2004. Ebscohost. Web. 29 Jan. 2015.

Bottles, Kent. “Will Avatars, Robots, and Video Games Replace Doctors?” The Health Care Blog. The Health Care Blog. 16 Dec. 2010. Web. 29 Jan. 2015.

Dye, Matthew W.G., Shawn Green, and Daphne Bavelier. “Increasing Speed of Processing with Action Video Games.” Current Directions in Psychological Science. 18.6 (2009): 321-326. JSTOR. Web. 29 Jan. 2015.

“Game Changers.” Paul Tassi. “The Social Benefits of Video Games.” Forbes. Forbes. 22 May 2012. Web. 13 Jan. 2015.

Goldberg, Harold. “Where Film Marries Video Game.” The New York Times. The New York Times Company. 27 Nov. 2013. Web. 29 Jan. 2015.

Goldstein, Douglas. “Video Games to Revolutionize Health and Health Care.” The Health Care Blog. The Health Care Blog. 20 Oct. 2008. Web. 29 Jan. 2015.

Granic, Isabela, Adam Lobel, and Rutger Engels. “The Benefits of Playing Video Games.” American Psychological Association. American Psychological Association. 25 Nov. 2013. Web. 29 Jan. 2015.

Greitemeyer, Tobias. “Effects of Playing Video Games on Perception of One’s Humanity.” The Journal of Social Psychology. 153.4 (2013): 499-514. Ebscohost. Web. 29 Jan. 2015.

Halamka, John. “Gamification.” The Health Care Blog. The Health Care Blog. 16 Aug. 2012. Web. 29 Jan. 2015.

LeBlanc, Allana G. “Active Video Games and Health Indicators in Children and Youth: A Systematic Review.” PLoS ONE. 8.6 (2013): 1-20. Ebscohost. Web. 29 Jan. 2015

Makuch, Eddie. “Games Can Enact Social Change, Troy Baker Says.” Gamespot. CBS Interactive Inc., 7 Jan. 2015. Web. 12 Jan. 2015.

Markman, Art. “Can Video Games Make You Smarter (Or At Least More Flexible)?” Psychology Today. Sussex Publishers. 9 Aug. 2013. Web. 13 Jan. 2015.

Mayas, Julia. “Plasticity of Attentional Functions in Older Adults after Non-Action Video Game Training: A Randomized Controlled Trial.” PLoS ONE. 9.3 (2014): 1-10. Ebscohost. Web. 29 Jan. 2015.

Neill, Sean. “Do Gamers Make Better Surgeons?” The Health Care Blog. The Health Care Blog. 1 Oct. 2008. Web. 29 Jan. 2015.

Parker, Laura. “Not Just Playing Around Anymore: Games for Change Uses Video Games for Social Projects.” The New York Times. The New York Times Company. 21 April 2014. Web. 29 Jan. 2015.

Phillips, Suzanne. “Video Games: Unexpected Benefits for All Ages.” PsychCentral. Psych Central. Web. 13 Jan. 2015.

Robert et al. “Exercise Intensity Levels in Children With Cerebral Palsy While Playing With an Active Video Game Console.” Physical Therapy. 93.8 (2013): 1084-1091. Ebscohost. Web. 29 Jan. 2015.

Routledge, Clay. “The Social Benefits of Video Gaming: Are There Social Benefits Associated With Playing Video Games?” Psychology Today. Sussex Publishers. 7 June 2010. Web. 12 Jan. 2015.

Schmidt, Marie Evans, Elizabeth A. Vandewater. “Media and Attention, Cognition, and School Achievement.” The Future of Children. 18.1 (2008): 63-85. JSTOR. Web. 29 Jan. 2015.

Shaffer et al. “Video Games and the Future of Learning.” The Phi Delta Kappan. 87.2 (2005): 104-111. JSTOR. Web. 29 Jan. 2015.

Shapiro, Jordan. “Social And Emotional Benefits Of Video Games: Metacognition And Relationships.” KQED. KQED Inc., 16 May 2014. Web. 13 Jan. 2015.

Starkey, Dan. “Violent Video Games Help Me Get Beyond My Violent Past.” Kotaku. Kinja, 12 Jan. 2015. Web. 12 Jan. 2015.

Vitelli, Romeo. “Are There Benefits in Playing Video Games?” Psychology Today. Sussex Publishers. 10 Feb. 2014. Web. 12 Jan. 2015.

Wednesday, January 28, 2015

The Bedford Researcher -- Chapter 3 Summary

Mike Palmquist teaches the reader how to develop a research question in The Bedford Researcher Chapter 3: Developing Your Research Question and Proposal (DQP). The 18 pages contain insight as to how the reader can better "collect, critically read, evaluate, and take notes on [their] sources" (40). Step by step, DQP goes through the process of determining a research proposal. Step 1 is to "ask yourself whether what you've learned has changed your understanding of your writing situation" (41). Palmquist asks the reader to consider how their bias has influenced their perspective on an argument. According to Palmquist, step 2 is to generate research questions, and this can be done by focusing on the information, history, assumptions, goals, outcomes, and policies of the issue that the reader is writing about. "Step 3: Craft Questions that Reflect Your Writing Situation: Framing My Argument" (43) asks the reader to review potential research questions and select the most relevant question for their writing situation. Step 4 asks the reader to select and focus their research question to "achieve [their] purpose as a writer" (46). This can be done by referring to shared assumptions and existing conditions of the issue, and conducting preliminary searches on said issue. These steps will yield the best results in helping the reader create an excellent research question.

Tuesday, January 27, 2015

Using Quotations & 5 Visual Texts

Tyler Secrest

Sonia Begert

English 102

1/27/2015

Using Quotations Properly

Eddie Makuch’s article from Gamespot.com, titled “Games Can Enact Social Change, Troy Baker Says,” discusses Troy Baker, a video game voice actor, and his experience with a fan. Makuch states that, “a fan wrote to Baker during a recent Reddit AMA, saying that playing [the] PlayStation 4 game Infamous: Second Son [a game that Baker voice acted in] helped her get through the death of her mother.” Psychologytoday.com backs up this information with research and observation. Author Romeo Vitelli states in his article “Are There Benefits in Playing Video Games?” the following: “For most gamers, video games are played for enjoyment and to help improve their mood. Along with distracting them from real-world problems (a special concern for young people looking for escape from bullying or other negative life situations), succeeding in video games can lead to positive feelings, reduced anxiety, and becoming more relaxed.”

On Forbes.com, Paul Tassi shows the benefits of video games in his article, “The Social Benefits of Video Games.” The information found in this article is fascinating and would make any gamer proud. Tassi’s article features an infographic that states, “Video games increase problem solving and creativity.” The extensively informational graphic provides incredible facts ranging from exercising the decision making and thinking area of the brain to a game company planting 25,000 trees in real life after gamers completed the challenge to plant “25,000 trees in the game world in 25 days…” Art Markman’s article from Psychology Today, titled “Can Video Games Make You Smarter (Or At Least More Flexible)?” Further promotes the idea of a more adept brain. Markman summarized research study, stating that “The results of the study were striking. Participants who played StarCraft showed significant improvement on the cognitive flexibility tasks… The improvement was largest for those who played the complex version of the game, and smaller for those who played the simple version.”

Images Cited

“Game Changers infographic.” Forbes. Forbes. 22 May 2012. Web. 27 Jan. 2015.

“Bar graph.” MontessoriMuddle. Creative Commons Attribution. 5 Feb. 2010. Web. 27 Jan. 2015.

“Bar graph.” TMCnet. TMCnet. 6 July 2011. Web. 27 Jan. 2015.

“Bar graph.” The Guardian. Guardian News and Media Limited.

“Percentages infographic.” http://australiansocialissues2014.blogspot.com/. Google. 21 Sep. 2014. Web. 27 Jan. 2015.

Monday, January 26, 2015

The Bedford Researcher -- Chapter 7 Summary

Mike Palmquist's The Bedford Researcher Chapter 7 goes into detail about the steps necessary to avoid plagiarism. The chapter, titled Avoiding Plagiarism (AP), asks and answers the following questions: "What is plagiarism?" "What are research ethics?" "What is common knowledge?" "What is fair use and when should I ask permission to use a source?" "How can I avoid plagiarism?" and "What should I do if I'm accused of plagiarism?" AP discusses the fact that usually, plagiarism is unintentional and that this occurs from failing to use the proper technique, distinguishing between your information and someone else's. Chapter 7 warns that intentional plagiarism, however rare, can lead to a reduced grade or even the failure of a course. This can occur from patchwork writing, creating false citations, copying extended passages and passing it off as one's own writing, copying an entire document and passing it off as one's own writing, or purchasing a document to pass it off as one's own writing. AP also addresses the confusing situation of plagiarism in group projects. Chapter 7, section e, gives a detailed look on avoiding plagiarism. "Conduct a knowledge summary. Take notes carefully. Distinguish between your ideas and those drawn from your sources. Cite sources in the text and in a works cited or reference list. Recognize misconceptions about intentional plagiarism." When writing a research paper, there are a lot of confusing rules to keep track of that are important to remember. Chapter 7 is not only a much-needed warning against plagiarism, but a helpful tool in guiding the reader to writing with integrity and the knowledge that they are giving credit where credit is due.

Thursday, January 22, 2015

The Bedford Researcher -- Chapter 5 Summary

Chapter 5 of The Bedford Researcher, titled Evaluating Sources (ES), provides the reader with highly beneficial instructions for, you guessed it, evaluating sources. ES delivers helpful strategies for evaluating the evidence, the author, the publisher, the timeliness, the comprehensiveness, and the genre of a source. By asking questions like “Is enough evidence offered?” or “Is the right evidence offered?” the reader can get a better understanding of whether their source applies to their paper. Other questions, such as “Is the author knowledgeable about the topic?” or “How does the author’s bias affect the information, ideas, and arguments in the source?” help the reader identify if the author is credible or just relaying facts. The second part of Chapter 5 is devoted to evaluating the different types of sources, such as web sites, blogs, social networking sites, newsgroups, email lists, discussion forums, and wikis. After evaluating the different types of sources, Chapter 5 shows the reader how to evaluate each one differently. This can be done, according to ES, by evaluating the relevance and accuracy of the web site as well as the date it was created. ES recommends using the most scholarly sources available. Chapter 5 is a fantastically written, clearly instructional section that is essential to effectively evaluating the credibility, relevance and comprehensiveness of sources.

Wednesday, January 21, 2015

The Bedford Researcher -- Chapter 8 Summary

Chapter 8 of The Bedford Researcher, titled Searching for Information with Digital Resources (SIDR), explores and demonstrates the most effective strategies to finding digital sources that correlate with the reader's topic. Such strategies include going over a research plan, identifying key words and phrases, planning basic searches, and identifying search terms. Within these strategies, there are things that the reader should also take into consideration, such as adding key words, searching for exact phrases, planning advanced searches, focusing searches with Boolean operators, and limiting searches to documents that have particular characteristics. Chapter 8 guides the reader into becoming a researcher, taking he/she through clear, step-by-step instructions that make the process of research easy and enjoyable, rather than frustrating and taxing. With great detail, SIDR gives the reader the correct tools to search for sources with online library catalogs. These tools include searching by author, searching by title, searching with multiple strategies, identifying relevant databases, and searching news and information databases. Furthermore, Chapter 8 very skillfully provides the reader with the necessary knowledge to searching for sources with Web search sites: identifying relevant web search sites, using web directories, using deep web search sites and directories, using meta search sites, and using reference search sites. Chapter 8 is the starting point to effectively using professional research strategies. It's a necessary chapter in The Bedford Researcher that provides a wealth of helpful knowledge that would be a shame to overlook.