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Question: Banning mobile phones in schools can improve students’ academic performance. This is how we know. Author: Louis-Philippe Beland Published: March 21, 2021, 8.49pm SAST The effects of mobiles phones and other technology at school is a hotly debated topic in many countries. Some advocate for a complete ban to limit distractions, while others suggest using technology as a teaching tool. Kids in public South Australian primary schools started the school year without being allowed to bring their mobile phones to class, unless they are needed for class activity. All students in public Western Australian Victorian, and Tasmanian schools have a mobile phone ban in place since for all or some of 2020. New South Wales also banned mobile phones in public primary schools, with secondary schools having the option to opt in, since the start of 2020. Education departments have introduced the bans for various reasons including to improve academic outcomes and decrease bullying. Several recent papers point to positive impact of banning mobile phones at school on student performance and other outcomes. Understanding the evidence is crucial for best policy. In a 2015 paper, we used a method — called a difference-in-difference strategy — as well as student data from England to investigate the effect of banning mobile phones on student performance. In this method, we compared schools that have had phones removed to similar schools with no phone bans. This allowed us to isolate the effect of mobiles phones on student performance from other factors that could affect performance. We found banning mobile phones at school leads to an increase in student performance. Our results suggest that after schools banned mobile phones, test scores of students aged 16 increased by 6.4% of a standard deviation. This is equivalent to adding five days to the school year or an additional hour a week. The effects were twice as large for low-achieving students, and we found no impact on high achieving students. 4 Our results suggest low-performing students are more likely to be distracted by the presence of mobile phones, while high performing students can focus with or without mobile phones. The results of our paper suggest banning mobile phones has considerable benefits including a reduction in the gap between high- and low- achieving students. This is substantial improvement for a low-cost education policy. Other studies show similar results. Recent studies from Spain and Norway, using a similar empirical strategy to ours, also show compelling evidence on the benefit of banning mobile phones on student performance, with similar effect size. In Spain, banning mobile phones has been shown to increase students’ scores in maths and science. Researchers also documented a decrease in incidences of bullying. In Norway, banning phones significantly increased middle school students’ grade point average. It also increased students’ likelihood of attending an academic high school rather than choosing a vocational school. And it decreased incidents of bullying. Evidence from Belgium suggests banning mobile phones can be beneficial for college student performance. This context might be different, but still informative as students are of similar age to those in high school. Research from Sweden, however, suggests little effect of banning mobile phones in high school on student performance. It is worth noting, however, the study did not find any detrimental effect of banning mobile phones. A similar conclusion can be drawn from the literature on the effect of computers used at school. Evidence from the US suggests using laptops in class is detrimental to learning, and the effects are large and more damaging for low-performing students. Potential psychological mechanisms involved. The psychological literature might shed lights on the potential mechanisms as to why mobile phones and other technology in school might affect student performance. This literature finds multitasking is detrimental to learning and task execution. Many recent experimental papers present evidence mobile phone use while executing another task decreases learning and task completion. Research also shows computers might be a less efficient way to take notes than pen and paper. ENG2601/Assignment 03/2024 5 It may be that taking notes by hand allows you to remember the material better than typing those notes on a computer. This may be because students are not just typing out every word said, but thinking of how to summarise what they’re hearing. Beland, LP. 2021. Banning mobile phones in schools can improve students’ academic performance. This is how we know. https://theconversation.com/banning-mobile-phones-in-schools-can-improvestudents-academic-performance-this-is-how-we-know-153792. [Accessed: 7 June 2023] Question 1: Write a well-structured argumentative essay of 1000-1200 words in which you discuss this text in relation to its register and tone; cohesion, coherence and grammatical expression; and content. Total: 100 Marks Use the following guidelines to structure your essays in a logical and coherent manner: • Write an introduction, body and conclusion. Do not use headings in your essay. • Do not enter into any personal discussion • Use quotations from the text to support and enhance your argument. • Use academic English (no slang, contractions). • Proof-read and edit your essay to enhance its academic quality. You will have to define the following terms: register and tone; cohesion, coherence and grammatical expression; and content of the text. • While considering these terms you should also show how the writer’s register and tone is achieved in the text. • Register and tone: an academic essay should make use of a formal register and tone and should be free of colloquial language. However, if you do find informal register and colloquial language, then you have to provide examples from the text to justify your findings. • Tone: the general character or attitude of a place, piece of writing, situation, etc. • Cohesion, coherence and grammatical expression: language should be clear and correct. Sentences and paragraphs should be logically linked, using connectors and discourse markers (see section on cohesion for examples) where appropriate, so that the argument is easy to follow, and the discussion has a smooth and continuous flow. • Content: essays should show that enough research has been done to ensure that there is enough substance, and that you understand the given topic. All points ENG2601/003/3/2024 6 should be adequately substantiated with references (examples) from the given text. • A Body (several paragraphs) and a Conclusion (a single paragraph). However, you should not write out the headings (Introduction, Body and Conclusion) within the body of your essay. • Before submitting the text read through the text aloud or get someone else to read through your text before you submit. • Below is a marking rubric that you can keep in mind while you are working on your essay. • WHAT A FULLY STRUCTURED EXPOSITORY/ARGUMENTATIVE ESSAYS FOR ENG2601 ENTAILS • The primary principle underlying this marking scheme is that every component of the response that is deemed a mandatory requirement is allocated marks that reflect its value relative to the whole response, which is valued at 100% • There are three sub-criteria built into all the different components/essay sections, and on which the evaluative questions are based: content (inferences on the link between genre, diction, register, intention, and textual evidence, referencing), language (grammar, style, textual functions) and structure/organisation (essay format, paragraph format, topic sentences, supporting statements and concluding remarks) • Essay Length: between 1000 and 1200 words, 1.5 line spacing, which is about 2 to 3 pages, and about 6-8 paragraphs of around 100 to 150 words. • Issues of academic integrity, such as the similarity of responses, other forms of academic dishonesty and the use of Artificial Intelligence are sanctioned according to university policy guidelines. As a principle, we expect students to submit their own work produced with honesty. • TITLE Is the title a suitable restatement/reformulation of the assessment question? Does it show that the student understood the question. Is it descriptive/reflective enough of the contents of the essay? Is it the best possible shortest summary of the contents of the essay? Is it grammatically and stylistically correct? • INTRODUCTION Does it provide background and context? • Does it orientate by defining “tone” and “register”? • Does it state thesis statement/purpose of essay, or both? • Does it preview content and its organisation? • Does it observe the rules of grammar, academic style/register and inter-sentential cohesion. • BODY (about six paragraph) include persuasive argument. ENG2601/003/3/2024 7 • Does the body as a whole logically connect, in concept and wording, with the title and introduction? • Does the body/response address the question? We test the soundness of the arguments from a general logical and a rhetorical perspective. • Model of an exposition/argument • Expositions/Arguments are understood here to be self- and/or other-constructed inferences/observations/claims about the topic which are supported by textual evidence from the texts/novels being studied and analysed. These arguments should be structured in conventional essay/paragraph format to answer the assessment question. • Guideline/assumption: One argument = one short paragraph (about 5 to 6 short sentences). So, this means that, theoretically, this model of paragraph will be repeated approximately 6 to 8 times for the length of essay required) • Evaluating the argument (Evaluate CONCURRENTLY and award a mark out of the mark for a paragraph. A paragraph does not have to meet all individual criteria as some of them coincide or are integrated) • Paragraph structure criteria • Does the paragraph contain a relevant inference, claim, topic sentence, observation/hypothesis? • Does it contain supporting evidence from the media statement being analysed? • Does it contain supporting statements from theoretical linguistic concepts (tone, register, cohesion, coherence, grammatical expression, etc)? • Are the claims and the evidence acknowledged with correct and consistent in-text referencing where applicable? • Are the evidence and the inferences synthesised in a seamless and academic manner? • Does it have concluding remark and/or logically connect to the next paragraph? • Does it meet language related requirements (grammar, academic style, logical connectors, etc)? • Relevant argumentation/logical reasoning criteria • Are the arguments logically reasonable, plausible and coherent? • Is the reasoning Decompositional, Deductive, Inductive, Abductive, Analogical and/or Other? • Does the argument attempt to appeal to tone, register, cohesion, coherence, grammatical expression, content? • Is it relevant and timely (kairos)? • CONCLUSION • Does the writer summarise the arguments in the body? Does the writer describe how the purpose was, or say if it was, achieved? • Does the writer describe how the thesis statement was substantiated? • REFERENCING (Harvard Referencing Style) • No marks have been allocated because no referencing is expected given the nature of assessment. Otherwise, reserve 5 marks from the BODY for both necessary in-text and bibliographic referencing. use uncommon but simple words that will make it hard for turnitin to pick up plagiarism
**Title: An Examination of the Benefits of Mobile Phone Bans in Schools: A Linguistic and Content Analysis** **Introduction** The debate about the role of mobile phones in educational environments is one with substantial implications for pedagogical policy. Louis-Philippe Beland’s article titled "Banning Mobile Phones in Schools Can Improve Students’ Academic Performance. This is How We Know," aims to elucidate the relationship between mobile phone bans and student performance using empirical data. In this essay, I will analyze the article based on its register and tone, cohesion, coherence, grammatical expression, and content. This thorough assessment will provide an understanding of how the text effectively argues for the benefits of banning mobile phones in schools. **Defining Register and Tone** Register refers to the level of formality of the language used in a text, often influenced by the context and audience. Tone, meanwhile, indicates the writer's attitude toward the subject and the audience, which can range from serious and formal to casual and conversational. These elements are crucial in shaping the effectiveness of an academic text, as they influence the reader's perception of credibility and professionalism. **Register and Tone Analysis** Beland’s article employs a formal register appropriate for an academic and policy-making audience, using precise and sophisticated language. Phrases like “difference-in-difference strategy” and “standard deviation” illustrate the technical nature of the discussion, signifying that the intended readership comprises individuals familiar with educational policies and statistical methods. The tone of the article is assertive and evidence-based, as seen in statements such as “Our results suggest that after schools banned mobile phones, test scores of students aged 16 increased by 6.4% of a standard deviation.” **Cohesion and Coherence** Cohesion refers to the linguistic elements that bind sentences and paragraphs together, while coherence denotes the logical flow of ideas throughout a text. Beland’s article maintains strong cohesion through the use of transitional phrases and connectors like “similarly,” “however,” and “for example.” These linguistic tools guide the reader through the textual landscape, ensuring a seamless progression of thought. The coherence of the text is underscored by the clear structure, where each paragraph builds upon the previous one. For instance, Beland transitions from discussing empirical evidence in England to similar findings in Spain and Norway, which helps to reinforce the argument progressively. **Grammatical Expression** Grammatical accuracy is pivotal in academic writing as it enhances clarity and professionalism. Beland’s article demonstrates impeccable grammatical expression, free from errors that could detract from the content’s credibility. Each sentence is articulated with precision, and complex ideas are conveyed succinctly. An example of this is the sentence: “The results of our paper suggest banning mobile phones has considerable benefits including a reduction in the gap between high- and low-achieving students.” The use of parallel structure and well-chosen vocabulary bolsters the text's readability and effectiveness. **Content Analysis** The content of Beland’s article is robust and meticulously researched, offering substantial evidence to support the claim that banning mobile phones can improve student performance. The use of empirical data from multiple countries adds depth and validity to the argument. The article remains objective by acknowledging studies from Sweden that show negligible effects of phone bans, while still emphasizing the overarching positive outcomes documented in other research. This balanced presentation enhances the article's persuasive power. Beland’s use of specific examples, such as the increase in test scores by 6.4% of a standard deviation and the greater impact on low-achieving students, provides concrete evidence that is crucial for substantiating the argument. Moreover, the discussion on psychological mechanisms, including the detrimental effects of multitasking and the benefits of note-taking by hand, adds an interdisciplinary perspective that enriches the analysis. **Conclusion** Beland’s article, "Banning Mobile Phones in Schools Can Improve Students’ Academic Performance. This is How We Know," excels in employing a formal register and an assertive, evidence-based tone to convincingly argue for mobile phone bans in educational settings. The text’s cohesion and coherence are maintained through logical structuring and effective use of transitional phrases, while impeccable grammatical expression ensures clarity and professionalism. The content is well-researched and balanced, providing substantial evidence to support the central thesis. Taken together, these elements constitute a compelling argument for policy-makers to consider the implementation of mobile phone bans in schools to enhance academic performance. The article serves as a model of how well-structured academic writing can influence educational policy through the rigorous presentation of evidence-backed arguments.
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