Introduction
The topic for my final research project is the consequences of damage to students. The topic is mainly based on the kind of disruptions that will at all times destruct the concentration of the students. The student's level is seen to be destructed by one or more effects that will have to destruct the attention of the students. Destruction is not only seen to take place whenever the students are at school but at the same time when they are at home or have a free time by themselves reading on their own. The topic is relevant and being discussed because it focuses on the concentration of the students. The concentration of the students is seen to be tempered with whenever the students are trying to put more effort in their studies. The personal connection that links me to the topic is the way I had it rough when it comes to reading as I was always destructed. The topic is particularly of great interest to me as I want to be able to expand and identify the effects of destruction that may have adverse consequences for the education of the students.
Argument made by the article
The argument being made by this article is that destruction will have to divide the attention and concentration of the student. The destruction will not only divide the student’s concentration but at the same time will have to make the students lose focus on what they were doing (Lippman, Burns, & McArthur, 2013). The effects of destruction are the primary purpose as the effects are the ones that will have to determine the outcome.
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Key facts, research, and resources that the argument is based on
The argument has been seen to be based on some key factors, resources, and research findings. The fact that there has been a drop in performance of most students it shows that the students are not concentrating on their studies but instead are focusing on something different. None of the students has been able to give a convincing reason that makes them perform poorly despite being given humble and adequate reading time. Resources have been provided for the students at all the time so that they can easily access the learning materials. Some resources have been seen to be the primary cause of destruction to the students (Winkler, 2014). The internet has been seen to be a resource that has always caused damage to most students as it will create an environment for exploring other information that is not academic. Research carried out has shown that the internet is the number one negative aspect to most students.
Logic and reasoning
The logic and reasoning for the advancement of this argument have been seen to push for the direct study of the problem. It is considered that the students are being taught and given research to work on them which they perform excellently. When it comes to a sitting exam which the students are being monitored the results are not as expected or comparable to the way they responded to their assignments. The students are also seen to be unable to express themselves and present on a certain topic they are given. Student's reception to a verbal presentation in front of the others is seen to have a negative reception as they are not able to present the work they did. The results show that the students were either not keen while reading or they were destructed while working.
Premises and conclusions
Considering the assumptions and findings that are advanced in the article, the logic, and reasoning used to move the forward argument is always focused on the ways of minimizing and avoiding the destructions. The effects are seen to affect the student's public relation to the point that they are not able to address themselves. The conclusions made will at all the time be directed to the tutors and the teachers for not leading and showing the best direction to the students ( Ridder. 2013) . The behavior that is portrayed by the students will at all the time depict what they involve themselves in and how they can handle the cases. All the students will have to try and ensure that they can deal and avoid the destructions whenever they are reading.
Weaknesses or gaps and unanswered questions
There are a few issues that have not been answered in the article that are leaving a gap with provisions that the students use as comfort. What will the students have to do so that to be able to prevent and maybe avoid the natural destructions that may pause as a threat? How will the issue be dealt with when the student's performance is seen to reduce due to the destruction of the internet? The article has not addressed the above questions, and therefore a gap or weakness in the article comes in at the point that there is no close monitoring and follow up to see and get to know what the students are doing. The lack of monitoring will at all the time give the students a reason to be destructed.
References
Lippman, L., Burns, S. & McArthur, E. (2013). Urban schools: the challenge of location and poverty . Washington, D.C: National Center for Education Statistics (NCES.
Winkler, I. (2014). (2012). Untapped Skills: realizing the potential of immigrant students . Paris: OECD
Ridder. (2013). Reading from the screen in a second language: empirical studies on the effect of marked hyperlinks on incidental vocabulary learning, text comprehension, and the reading process . Antwerpen: Garant.
