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According to some researchers, watching TV programmes has a more positive than negative effect on children and adolescents, such as acting prosocially
Influence of television on youths
Influence of television on youths
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Does watching television make you smarter? Television shows are recurring television programs in the form of episodes and series. My own view is that the television show being watched is picked by whosoever is watching it. Different people watch television shows from different perspectives. It is their ability to decode the information being passed through the show, and understand it, that determines the type of television show they will like to watch. Television shows have a continuous effect on the adolescents, but the positive outweighs the negative.
Family Guy, an ongoing show, which has won three primetime Emmys (IMDB), has had trouble resulting in the cancellation of the show twice, due to its “gags per minute about race, sex, incest, bestiality, etc.” (Peacocke 300), Stephen Dubner, co-author of Freakonomics, described Family Guy. This show “purposely offends just about every group of people you could name” (Peacocke 300), New York Times journalist, Stuart Elliot claimed. However, this satire show is rated for ages 14 and over even, though it is of an adult animation category. Family Guy produces comedy from the faults and imperfection of the U.S. society in a derisive and sometimes bigoted way. But some jokes, Antonia Peacocke, a student at Harvard University, said to be, “more tame and insightful, the kind you might expect from the New Yorker” (306). In other words, Peacocke believes Family Guy shows an accurate and deep understanding of the U.S. society, in the form of jokes. It is a show that could bring people to “easily come to think that the cartoon takes pleasure in controversial humor just for its own sake. But those who pay more attention and think about the creators’ intentions can see that Family Guy intellig...
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...es That Matter in Academic Writing. 2nd ed. 303. Print. 11 March 2014.
—-. “Family Guy and Freud: Jokes and Their Relation to the Unconscious.” Is Pop Culture Actually Good for You? Russell Durst, ed. New York : W.W. Norton & Co., 2010. They Say / I Say: The Moves That Matter in Academic Writing. 2nd ed. 306. Print. 11 March 2014.
—-. “Family Guy and Freud: Jokes and Their Relation to the Unconscious.” Is Pop Culture Actually Good for You? Russell Durst, ed. New York : W.W. Norton & Co., 2010. They Say / I Say: The Moves That Matter in Academic Writing. 2nd ed. 300. Print. 11 March 2014.
—-. “Family Guy and Freud: Jokes and Their Relation to the Unconscious.” Is Pop Culture Actually Good for You? Russell Durst, ed. New York : W.W. Norton & Co., 2010. They Say / I Say: The Moves That Matter in Academic Writing. 2nd ed. 300. Print. 11 March 2014.
Rebecca Krefting (2014), “an Associate Professor of American Studies, affiliate faculty to Gender Studies, and Director of the Media and Film Studies Program” (Skidmore), wrote an article called “Making Connections.” Krefting (2014) explains the connections between comedy and people, listing the reasons the world can build “Cultural Citizenship” through “charged humor” (p. 17-18)
In this article written by David Bartholomae, the author discusses problems basic writers make and about how they must use the discourse (communication style) of the academic community they are writing to, to be an effective writer. Bartholomae believes that “Inventing the University," is being able to assemble and mimic the universities language(5). Which means, if a student wants to be an efficient writer, he or she must be able to speak the language of his or her audience. Bartholomae writes that a common mistake of basic writers is that they don’t use an authoritative voice, and tend to switch into a more passive voice. This could be due to the fact that students have difficulty establishing their mindset or attitude for an audience
In Downs and Wardle’s article, they argue and identify the flaws in teaching writing in college. Demonstrating the misconceptions that academic writing is universal, but rather specialized in each case. Citing studies and opinions from esteemed professionals, Downs & Wardle state their points and illuminate the problem in today’s many colleges.
Graff, Gerald, and Cathy Birkenstein. They Say I Say The Moves That Matter in Academic Writing. New York & London: W. W. Norton & Company, 2010. Print.
The Stases and Other Rhetorical Concepts from Introduction to Academic Writing. N.p.: n.p., n.d. PDF.
Ramage, John D., John C. Bean, and June Johnson. Writing Arguments: A Rhetoric with Readings. 9th ed. Boston: Pearson Education, 2012. Print.
Steve Almond’s “Funny is the New Deep” talks of the role that comedy has in our current society, and most certainly, it plays a huge role here. Namely, through what Almond [Aristotle?] calls the “comic impulse”, we as a people can speak of topics that would otherwise make many of uncomfortable. Almond deems the comic impulse as the most surefire way to keep heavy situations from becoming too foreboding. The comic impulse itself stems from our ability and unconscious need to defend and thus contend with the feeling of tragedy. As such, instead of rather forcing out humor, he implies that humor is something that is not consciously forced out from an author, but instead is more of a subconscious entity, coming out on its own. Almond emphasizes
Graff, G., Birkenstein, C., & Durst, R. K. (2009). The Growing College Gap. "They say/I say": the moves that matter in academic writing : with readings (p. 379). New York: W.W. Norton & Co.
“Morreall argues that, if we want to answer these questions, we shouldn’t focus on whether the joke happens to trade on a stereotype. Instead, he takes the primary problem with some humor to be that it involves disengaging from things with which we ought to be engaged.” (Morreall, 529)
Anzaldua, Gloria. “How to Tame a Wild Tongue.” From Inquiry to Academic Writing, Ed. Stuart Greene, 2nd ed. Boston: Bedford/St. Martins, 2012. 373-382. Print.
Graff, Gerald, Cathy Birkenstein, and Russel K. Durst. "They Say/I Say": The Moves That Matter in Academic Writing: With Readings. Vol. 2e. New York: W.W. Norton &, 2012. Print.
Loewen, James, April, Eds. From Inquiry to Academic Writing: A Text and Reader, 2nd Ed. New
Student's Book of College English: Rhetoric, Reader, Research Guide and Handbook. Boston: Pearson Learning Solutions, 2012. 402-405.
Inglis, Brian and Ruth West. 1983. The alternative health guide. New York: Dorling Kindersley Limited.
Graff, Gerald. “Hidden Intellectualism”. They Say/I Say: The Moves That Matter in Academic Writing. Comp. Graff, Gerald, Cathy Birkenstein, and Russell Durst. New York W.W. Norton & Company, 2006.