Parenting in America Outlook, worries, aspirations are strongly linked to financial situation Contemporary debates about parenthood often focus on parenting philosophies: Are kids better off with helicopter parents or a free-range approach? Is overscheduling going to damage a child or help the child get into a good college? While these debates may resonate with some parents, they often overlook the more basic, fundamental challenges many parents face — particularly those with lower incomes.
Most notably, the vast majority of teens have eagerly embraced written communication with their peers as they share messages on their social network pages, in emails and instant messages online, and through fast-paced thumb choreography on their cell phones.
Parents believe that their children write more as teens than they did at that age. This raises a major question: What, if anything, connects the formal writing teens do and the informal e-communication they exchange on digital screens?
Others wonder if this return to text-driven communication is instead inspiring new appreciation for writing among teens. While the debate about the relationship between e-communication and formal writing is on-going, few have systematically talked to teens to see what they have to say about the state of writing in their lives.
At the core, the digital age presents a paradox. Most teenagers spend a considerable amount of their life composing texts, but they do not think that a lot of the material they create electronically is real writing.
The act of exchanging emails, instant messages, texts, and social network posts is communication that carries the same weight to teens as phone calls and between-class hallway greetings.
Moreover, teens are filled with insights and critiques of the current state of writing instruction as well as ideas about how to make in-school writing instruction better and more useful. Even though teens are heavily embedded in a tech-rich world, they do not believe that communication over the internet or text messaging is writing.
The main reason teens use the internet and cell phones is to exploit their communication features. For more information on teens and electronic communication, please see Part 4: Electronic Communication starting on page Both teens and their parents say that good writing is an essential skill for later success in life.
Recognition of the importance of good writing is particularly high in black households and among families with lower levels of education. For more information on this topic, please visit Part 6: Parental Attitudes toward Writing and Technology starting on page 36 and Part 7: Teens are motivated to write by relevant topics, high expectations, an interested audience and opportunities to write creatively.
Teens write for a variety of reasons—as part of a school assignment, to get a good grade, to stay in touch with friends, to share their artistic creations with others or simply to put their thoughts to paper whether virtual or otherwise. In our focus groups, teens said they are motivated to write when they can select topics that are relevant to their lives and interests, and report greater enjoyment of school writing when they have the opportunity to write creatively.
Having teachers or other adults who challenge them, present them with interesting curricula and give them detailed feedback also serves as a motivator for teens.
Teens also report writing for an audience motivates them to write and write well. For more on why teens write and what motivates them, please see Part 8: Writing for school is a nearly every-day activity for teens, but most assignments are short. Most teens write something nearly every day for school, but the average writing assignment is a paragraph to one page in length.
The internet is also a primary source for research done at or for school. For more information, please visit Part 3: Teens and Their Writing Habits on page 10 in the main report.
Teens believe that the writing instruction they receive in school could be improved. Most teens feel that additional instruction and focus on writing in school would help improve their writing even further.
Our survey asked teens whether their writing skills would be improved by two potential changes to their school curricula: For more on this topic please see Part 7: Non-school writing, while less common than school writing, is still widespread among teens.
Boys are the least likely to write for personal enjoyment outside of school. Girls and black teens are more likely to keep a journal than other teens.
Black teens are also more likely to write music or lyrics on their own time.
For more on non-school writing, please see Part 3: Teens and Their Writing Habits on page 10 and Part 8: Multi-channel teens and gadget owners do not write any more — or less —than their counterparts, but bloggers are more prolific. Teens who communicate frequently with friends, and teens who own more technology tools such as computers or cell phones do not write more for school or for themselves than less communicative and less gadget-rich teens.
Teen bloggers, however, are prolific writers online and offline.Turnitin provides instructors with the tools to prevent plagiarism, engage students in the writing process, and provide personalized feedback. Gustavus Adolphus College is located 60 miles from the Minneapolis/St. Paul metropolitan area.
Drive times vary depending on traffic levels, but with good traffic conditions, it will take about one hour to drive to Gustavus from the Minneapolis/St.
Paul airport, about 75 minutes from downtown Minneapolis, MN, and about 90 minutes from downtown St. Paul, MN. Acculturation is the process of social, psychological, and cultural change that stems from blending between cultures.
The effects of acculturation can be seen at multiple levels in both the original (native) and newly adopted (host) cultures. Historically speaking, acculturation is a direct change of one's culture through dominance over another's culture through either military or political. The Purdue Online Writing Lab Welcome to the Purdue OWL.
We offer free resources including Writing and Teaching Writing, Research, Grammar and Mechanics, Style Guides, ESL (English as a Second Language), and Job Search and Professional Writing. Community-based Research. CDC’s National Center on Birth Defects and Developmental Disabilities (NCBDDD) is funding large community-based, epidemiologic studies of ADHD in the United States.
These studies as described by their parents. (Published September 3, ) Medication and Behavioral Therapy for ADHD. Reach the right respondents.
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