8 combining both syntactic and interactional analysis are very few though and none of ..... discussions were less accurate and shorter than their posts in asynchronous ones. ...... criteria for the quality of arguments on a scale from 0 to 6 as the most ..... for one medium of discourse does not necessarily match another.
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Cairo University Faculty of Arts Department of English Language and Literature
Interactional and Syntactic Complexity in Argumentative EFL Discourse: Academic essays, Online Discussions, Oral Debates
A Dissertation submitted to Faculty of Arts, English Department In partial fulfillment of the requirements for the degree of Doctor of Philosophy Submitted by Mayada Mohamed Tawfik Zaki
Under the Supervision of Professor Ola Hafez Head of the Department of English Language and Literature
November 2017
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To My Dad & My Mum My Guarding Angels To my Dad, my source of inspiration, guidance and power, for every word of value that nourished my thoughts, love of knowledge and strong will. May every word in this dissertation guide your steps on the path to heaven as you have always guided my path to achieving this successful step. To my Mum, My inspiration for strength and peace in every step moving forward on my path.
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Acknowledgment Thank God Thank God for granting me will, power and all the blessings I have. I would like to express my gratitude for each and every person who supported me to accomplish this dissertation the way I aimed at. I would like to express my gratitude to Professor Ola Hafez for her friendly guidance and efforts in providing me with insightful feedback and for listening to my ideas and being a good support for their implementation. Creativity and critical thinking was enhanced through a friendly atmosphere. My sincere appreciation is also due to the Head of the English department, Dr. Shadia Fahim and the module leaders in the British University in Egypt, Dr. Omnia ElKommos, and Dr. Azza Taha and Dr. Ahlam Othman for their support and enthusiasm to conduct my research on students and courses provided by the department. Further thanks should also be extended to the English instructors who enthusiastically participated in this study offering help in taking the students‘ to the computer labs, and providing me with students‘ essays, thank you Nancy Wahba, Heba Elshourbagy, Summer Sabry, Hala Shaker, Naglaa Sediq, and Rania Youssef. Special thanks are always due to my MA professors Dr. Fred Perry and Dr. Robert Williams for entrenching the foundations of conducting academic research and writing well crafted theses and for reinforcing my interest in academic research. Finally, I wish to express my heartfelt gratitude for my family for always being around and for their endless support and encouragement. No words can express my gratitude for my mum for her relentless encouragement, insightfulness and advice. I would like to also to thank my sister Nadia for her support.
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Abstract The present study investigated the use of complex syntax, grammatical accuracy, interaction argumentation quality and critical thinking in the argumentative discourse of the final academic essays, oral debates and online discussions (i.e. synchronous online forums) of EFL undergraduate students (N= 54) enrolled in a 12 week module of English for academic purposes. The methodology encompassed qualitative and quantitative methods of analysis. All data were transcribed and coded qualitatively. Then results were calculated using ANOVA and t-tests to find the differences across tasks for each variable. Significant findings were revealed regarding the influence of synchronous online forums on students‘ performance compared to academic essays and oral debates. Pedagogical implications then highlighted how synchronous online forums can be used in the rhetoric and composition EFL classroom for both the use of language and critical thinking.
Key words: Argumentation, academic writing, critical thinking, debates, English for Academic Purposes (EAP), English as a Foreign Language (EFL), synchronous online forums
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Table of contents page Dedication-----------------------------------------------------------------------------------------------------ii Acknowledgment--------------------------------------------------------------------------------------------iii Abstract-------------------------------------------------------------------------------------------------------iv Table of contents----------------------------------------------------------------------------------------------v List of tables------------------------------------------------------------------------------------------------xiii List of figures ----------------------------------------------------------------------------------------------xiv List of abbreviations--------------------------------------------------------------------------------------xvi I. Introduction 1.1 Statement of the problem-----------------------------------------------------------------------1 1.2 Purpose of the Study ---------------------------------------------------------------------------2 1.3 Research Questions ---------------------------------------------------------------------------- 3 1.4 Definition of constructs ------------------------------------------------------------------------3 1.4.1.1 Syntactic complexity --------------------------------------------------------------3 1.4.1.2 Grammatical accuracy------------------------------------------------------------ 4 1.4.1.2 Interaction -------------------------------------------------------------------------- 4 1.4.1.3 Argumentation quality------------------------------------------------------------ 4 1.5 Scope of the study------------------------------------------------------------------------------ 4 1.6 Importance of the Study------------------------------------------------------------------------5
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1.7 Structure of the study----------------------------------------------------------------------------6 II. Literature Review 2.1 Introduction ------------------------------------------------------------------------------------- 7 2.2 The cognitive approach to second language acquisition and processing modalities--- 9 2.2.1 Linguistic complexity as a measurement of ESL quality and development 11 2.2.2 A combination of syntactic complexity and interaction-----------------------14 2.3 The Functional analysis approach----------------------------------------------------------- 18 2.3.1 Features of interaction in written and online discourse----------------------- 20 2.3.2 Features of interaction in oral discourse ----------------------------------------27 2.4 Rhetorical and dialectical argumentation theories---------------------------------------- 30 2.4.1 Analytical frameworks and coding schemes of argumentation --------------32 2.4.2 Argumentation as a tool of critical thinking and social interaction in education -----------------------------------------------------------------------------------35 2.4.3 Cognitive elaboration in educational online arguments----------------------- 36 2.5 Comparison studies in modality discourse--------------------------------------------------43 2.5.1. Comparison of oral and written discourse --------------------------------------43 2.5.1.1 Comparison of oral and written interactional discourse -------------------46 2.5.2 Comparison of interaction in face-to-face and online discussions -----------48 2.5.3 Difference in discourse between online discussions and academic essays--53 2.6 Prompts and online task Designs------------------------------------------------------------ 55 2.6.1 Writing prompt formula -----------------------------------------------------------55 2.6.2 Design of online discussions ------------------------------------------------------56
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2.6.2.1 Learning management systems for online discussions -------------57 2.7 Conclusion--------------------------------------------------------------------------------------58 III. Methodology 3.1 Introduction -------------------------------------------------------------------------------------59 3.2 Research Design------------------------------------------------------------------------------- 59 3.3 Participants------------------------------------------------------------------------------------- 60 3.4 Module------------------------------------------------------------------------------------------ 61 3.5 Task designs ------------------------------------------------------------------------------------61 3.5.1 Academic essay--------------------------------------------------------------------- 61 3.5.2 Oral debate-------------------------------------------------------------------------- 61 3.5.3 Synchronous online forum --------------------------------------------------------62 3.5.3.1 MOODLE as a learning management system------------------------62 3.6 Data Collection Procedures------------------------------------------------------------------ 63 3.7 Data Analysis---------------------------------------------------------------------------------- 64 3.7.1 Analytical framework -----------------------------------------------------------------------64 3.7.1.1 A T-unit --------------------------------------------------------------------------- 64 3.7.1.2 An Error-free-T-unit -------------------------------------------------------------64 3.7.1.3 A Finite subordinate clause --------------------------------------------------------------64 3.7.1.4 A Non-finite subordinate clause --------------------------------------------------------64 3.7.1.5 A stance marker -----------------------------------------------------------------64 3.7.1.6 An engagement marker ---------------------------------------------------------64
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3.7.1.7 A Claim ----------------------------------------------------------------------------64 3.7.1.8 A Ground --------------------------------------------------------------------------64 3.7.1.9 A Warrant -------------------------------------------------------------------------65 3.7.1.10 Backing --------------------------------------------------------------------------65 3.7.1.11 A Qualifier -----------------------------------------------------------------------65 3.7.1.12 A Rebuttal ----------------------------------------------------------------------65 3.7.1.13 A Conclusion ------------------------------------------------------------------65 3.7.1.14 An Elaboration ------------------------------------------------------------------65 3.7.1.15 An Evidence ---------------------------------------------------------------------65 3.7.1.16 A Concession --------------------------------------------------------------------65 3.7.1.17 Academic reference ------------------------------------------------------------65 3.7.2 Linguistic Analysis-------------------------------------------------------------------------- 65 3.7.3 Statistical Analysis-------------------------------------------------------------------------- 66 3.7.3.1 Descriptive statistics------------------------------------------------------------- 66 3.7.3.2 Inferential statistics-------------------------------------------------------------- 66 IV. Results and Data Analysis 4.1 Introduction -------------------------------------------------------------------------------------67 4.2 Syntactic complexity---------------------------------------------------------------------------67 4.2.1 Finite subordinate clauses----------------------------------------------------------67 4.2.2 Non-finite subordinate clauses --------------------------------------------------- 69 4.2.3 Sum of subordinate clauses--------------------------------------------------------70
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4.3 Grammatical accuracy ------------------------------------------------------------------------ 71 4.3.1 Error free Utterances with a complex clause----------------------------------- 72 4.3.2 Error free utterances with a simple clause ------------------------------------- 73 4.3.3 Sum of error free utterances ------------------------------------------------------74 4.4 Interaction with the recipient---------------------------------------------------------------- 75 4.4.1 Personal expression of stance---------------------------------------------------- 76 4.4.2 Commands -------------------------------------------------------------------------- 77 4.4.3 Questions --------------------------------------------------------------------------- 78 4.4.4 Sum of first and second personal pronouns ------------------------------------ 79 4.5 Argumentation quality----------------------------------------------------------------------- 81 4.5.1 Claims ------------------------------------------------------------------------------- 81 4.5.2 Rebuttals ---------------------------------------------------------------------------- 82 4.5.3 Grounds for claims---------------------------------------------------------------- 84 4.5.4 Grounds for rebuttals------------------------------------------------------------- 85 4.5.5 Sum of grounds -------------------------------------------------------------------- 86 4.5.6 Warrants---------------------------------------------------------------------------- 87 4.5.7 Backing----------------------------------------------------------------------------- 88 4.5.8 Qualifiers--------------------------------------------------------------------------- 89 4.5.9 Concessions------------------------------------------------------------------------ 91 4.5. 10 Conclusions---------------------------------------------------------------------- 92 4.5.11 Elaboration ------------------------------------------------------------------------ 93
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4.5.12 Evidence --------------------------------------------------------------------------- 94 4.5.13 Academic References----------------------------------------------------------- 95 4.6 Summary of results--------------------------------------------------------------------------- 96 V. Discussion 5.1 Introduction ------------------------------------------------------------------------------------ 98 5.2 Syntactic complexity------------------------------------------------------------------------- 98 5.2.1 Synchronous online forums and academic essays with similar high effectiveness for all syntactic variables-------------------------------------------------------- 99 5.3 Grammatical accuracy -----------------------------------------------------------------------100 5.3.1 Synchronous online forum and academic essay similarly effective for errorfree utterances with complex clauses and total sum of error-free utterances------------- 100 5.3.2 Synchronous online forums and oral debates similarly effective for Errorfree utterances with a simple clause -----------------------------------------------------------101 5.4 Interaction in dialogic tasks --------------------------------------------------------------- 102 5.4.1 Dialogic tasks as the most productive ------------------------------------------102 5.4.1.1 Synchronous online forums ----------------------------------------- 103 5.4.1.1.1 Personal expression of stance --------------------------- 103 5.4.1.1.2 Commands -------------------------------------------------- 104 5.4.1.2 Oral debate------------------------------------------------------------ 105 5.4.1.2.1 Questions --------------------------------------------------- 105 5.4.1.2.2 First and second personal pronouns-------------------- 106 5.5 Argumentation quality --------------------------------------------------------------------- 107
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5.5.1 The high influence of synchronous online forums-------------------------- 107 5.5.1.1 Claims ------------------------------------------------------------------ 107 5.5.1.2 Grounds for claims and total sum of grounds -------------------- 108 5.5.1.3 Warrants --------------------------------------------------------------- 109 5.5.1.4 Elaboration and Evidence ------------------------------------------- 110 5.5.1.5 Concessions -----------------------------------------------------------112 5.5.2 Academic essays and the synchronous online forums of close high productivity------------------------------------------------------------------------------ 113 5.5.2.1 Backing ---------------------------------------------------------------- 113 5.5.3 Oral debates versus synchronous online forums---------------------------- 115 5.5.3.2 Rebuttals ------------------------------------------------------------- 115 5.5.3.2 Grounds for rebuttals ------------------------------------------------ 116 5.5.4 Academic essay the most productive followed by the synchronous online forum ------------------------------------------------------------------------------------- 117 5.5.4.1 Qualifiers -------------------------------------------------------------- 117 5.5.4.2 Conclusions------------------------------------------------------------ 117 5.5.4.3 Academic references ------------------------------------------------- 118 5.6 Conclusion------------------------------------------------------------------------------------119 Chapter VI: Conclusion 6.1 Overview-------------------------------------------------------------------------------------- 120 6.2 Findings ---------------------------------------------------------------------------------------120 6.3 Pedagogical implications------------------------------------------------------------------- 121
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6.4 Limitations of the study-------------------------------------------------------------------- 122 6.2 Suggestions for further research----------------------------------------------------------- 122 References ------------------------------------------------------------------------------------------------- 124 Appendices Appendix A: Tables of Raw and percentage scores for each variable per subject----------------134 Appendix B: Transcripts of Online Forums ------------------------------------------------------------172 Appendix C: Transcripts of Academic Essays --------------------------------------------------------249 Appendix D: Transcripts of Oral debates -------------------------------------------------------------- 464
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List of tables 1. Results of the Tukey-Kramer test for finite subordinate clauses----------------------------------68 2. Results of the Tukey-Kramer test for non-finite subordinate clauses----------------------------69 3. Results of the Tukey-Kramer test for total sum of subordinate clauses--------------------------71 4. Results of the Tukey-Kramer test for error-free utterances with complex clauses-------------72 5. Results of the Tukey-Kramer test for error-free utterances with simple clauses----------------73 6. Results of the Tukey-Kramer test for total sum of error-free utterances-------------------------75 7. Results of the Tukey-Kramer test for personal expressions of stance----------------------------76 8. Results of the Tukey-Kramer test for commands---------------------------------------------------78 9. Results of the Tukey-Kramer test for questions-----------------------------------------------------79 10. Results of the Tukey-Kramer test for first and second personal pronouns----------------------80 11. Results of the Tukey-Kramer test for claims--------------------------------------------------------82 12. Results of the Tukey-Kramer test for rebuttals------------------------------------------------------83 13. Results of the Tukey-Kramer test for grounds of claims-------------------------------------------84 14. Results of the Tukey-Kramer test for grounds of rebuttals----------------------------------------85 15. Results of the Tukey-Kramer test for total sum of grounds---------------------------------------86 16. Results of the Tukey-Kramer test for warrants------------------------------------------------------88 17. Results of the Tukey-Kramer test for backing-------------------------------------------------------89 18. Results of the Tukey-Kramer test for qualifiers-----------------------------------------------------90 19. Results of the Tukey-Kramer test for concessions--------------------------------------------------91 20. Results of the Tukey-Kramer test for conclusions--------------------------------------------------93 21. Results of the Tukey-Kramer test for elaborations--------------------------------------------------94 22. Results of the Tukey-Kramer test for evidence------------------------------------------------------95 23. Results of the Tukey-Kramer test for academic references----------------------------------------96
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List of Figures 1. Means of finite subordinate clauses for all tasks---------------------------------------------------------- 68 2. Means of non-finite subordinate clauses for all tasks-----------------------------------------------------69 3. Means of total sum of subordinate clauses for all tasks-------------------------------------------------- 70 4. Means of error-free utterances with complex clauses for all tasks------------------------------------- 72 5. Means of error-free utterances with simple clauses for all tasks----------------------------------------73 6. Means of total sum of error-free utterances for all tasks-------------------------------------------------74 7. Means of personal expressions of stance for all tasks----------------------------------------------------76 8. Means of commands for all tasks----------------------------------------------------------------------------77 9. Means of questions for all tasks------------------------------------------------------------------------------78 10. Means of first and second personal pronouns for all tasks----------------------------------------------80 11. Means of claims for all tasks------------------------------------------------------------------------------- 81 12. Means of rebuttals for all tasks---------------------------------------------------------------------------- 83 13. Means of grounds of claims for all tasks -----------------------------------------------------------------84 14. Means of grounds of rebuttals for all tasks---------------------------------------------------------------85 15. Means total sum of grounds for all tasks------------------------------------------------------------------86 16. Means of warrants for all tasks-----------------------------------------------------------------------------87 17. Means of backing for all tasks------------------------------------------------------------------------------89 18. Means of qualifiers for all tasks----------------------------------------------------------------------------90 19. Means of concessions for all tasks-------------------------------------------------------------------------91 20. Means of conclusions for all tasks-------------------------------------------------------------------------92
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21. Means of elaborations for all tasks-------------------------------------------------------------------------93 22. Means of evidence for all tasks-----------------------------------------------------------------------------94 23. Means of academic references for all tasks-------------------------------------------------------------- 95
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List of abbreviations Syntactic complexity FSC: Finite Subordinate Clause NSC: Non-Finite Subordinate Clause Grammatical Accuracy EFC: Error-Free Utterances with a Complex Clause EFS: Error-Free Utterance with a Simple Clause Interaction PES: Personal Expression of Stance COM: Command Argumentation quality CL: Claim RB: Rebuttals LGR: Grounds for Claims BGR: Grounds for Rebuttals W: Warrants BCK: Backing Q: Qualifiers CON: Concession COC: Conclusion EL: Elaboration EV: Evidence
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Chapter I Introduction 1.1 Statement of the problem Online forms of education whether through distant or blended learning has been recently applied by many universities across the world. However, the debate on its effectiveness has reached a peak recently due to the spread of various forms and facilities of online education such as free Massive Open Online Courses (MOOCs). A report by Teacher‘s College, Colombia University on the future of MOOCs (Hollands & Tirthaly, 2014) recommended that online courses should extensively encourage study groups and interaction among students. These online courses rely greatly on the use of online material, readings and videos exactly like the face-to-face classroom with the exception of the form of interaction which is managed via online forums and board discussions. These techniques apply to the use of online courses across various disciplines. English as a second language or a foreign language, on the other hand, requires a specific concern with the means of interaction, and language production skills, namely, writing and speaking. Moreover, while in the traditional classroom there is flexibility of direct oral communication and there is a focus on formal academic writing skills, online courses of ESL/ EFL might not provide the same oral and written strategies or might stimulate different language features than those stimulated by the interaction in the tasks required in the traditional classroom. One major learning objective of the EFL classroom in university is fluent production of rhetorical discourse due to its importance for most academic tasks such as debates, public speaking, and research writing. Accordingly, comparing the discourse features used by undergraduate students across in-class tasks and online forums is crucial for guiding the design of blended and online ESL courses for academic purposes. Thus, this study examined the different discourse features used by advanced EFL undergraduate students in oral debates, academic essays and synchronous online forums. Those three tasks in particular were of concern due to their representation of three different modalities and
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academic style of discourse; in addition to their potential to encompass interaction, critical thinking and argumentation in discourse. English is categorized by Thompson (1978) as a grammatically word order language (GWO) that relies on grammatical function of word order rather than the pragmatic function. Inspite of this highly significant role of syntax in this language, Pienemann (1998) and Clahsen (1984) found that complex syntax and the use of subordinate clauses is the last stage to be cognitively acquired by ESL learners. Accordingly, subordination and complex syntax should be the most significant feature to be highlighted in academic ESL/EFL tasks. Interaction, nevertheless, was of high concern to most research comparing online and face-to-face discussions as well as online and academic writing (Hewing& Coffin, 2007; Joiner, Jones & Doherty, 2008); in addition to the importance of focusing on metadiscourse for the purpose of scrutinizing form and function in the discourse of rhetoric used in the three tasks. Thus, this study used both the cognitive and functional approaches to analyze the various similarities and differences in the discourse of rhetoric across online forums, oral debates and academic essays of EFL undergraduate students. 1.2 Purpose of the Study The Online forum is a new online tool that has been widely used in distant and blended courses. The present study aimed at exploring the distinguishing discourse features of online forums, oral face-to-face debates, and academic essays in order to set a continuum determining the position of synchronous online forums compared to oral and written modalities in the academic context of English as a foreign language. However, there are still a lot of arguments concerning its efficiency in the use of English for academic purposes. Online discussions are mainly investigated as a task that raises informal discourse. Nevertheless, there is a need to explore its efficiency academically compared to other academic oral and written tasks. Sentence structure, grammatical accuracy, interaction and critical thinking were analyzed aiming at locating online forums on a continuum between oral and written academic discourse. Form was investigated via a cognitive analysis of complex syntax in the three investigated tasks; whereas function was investigated via analyzing interaction and quality of arguments using the functional
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grammar approach. This investigation, consequently, shed the light on the influence of synchronous online forums compared to academic essays and face-to-face oral debates on the use of structure of English as a second language as well as on interaction and critical thinking in the academic context. 1.3 Research Questions The study attempted to find answers to the following questions: What are the linguistic and interactional differences in argumentative EFL discourse amongst the three tasks: Academic essays, synchronous online forums and oral debates? Sub questions 1. What are the differences in the use of complex syntax (embedded clauses) across the three modalities under investigation? 2. What are the differences in grammatical accuracy between the three modalities under investigation? 3. What are the differences in the production of engagement markers (First and second personal pronouns; questions; commands; expressions of stance) across the three modalities under investigation? 4. What are the differences in quality of arguments across the three modalities under investigation? 1.4 Definition of constructs Four major categories were analyzed in the present study in order to reflect differences in sentence structure, interaction, and critical thinking between the different examined tasks. They are syntactic complexity, grammatical accuracy, interaction, and argumentation quality. 1.4.1 Syntactic complexity Syntactic complexity is the ability of human beings to combine already acquired structures in order to form longer and multi-embedded utterances (Nippold et al., 2007, p. 179).
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Operationally, it is measured by the percentage of embedded clauses to the total number of T-units. 1.4.2 Grammatical accuracy Grammatical accuracy is the production of sentences that do not include any violations for the syntactic and morphological rules of the target language. Operationally, it is determined by the percentage of error-free utterances to total number of utterances per text (Lee, 2004; Zaki, 2011). 1.4.3 Interaction Interaction is the means of communication between the author and the audience or the readers for a specific purpose. The author employs linguistic tools in the text based on assumptions of the knowledge of the audience. Operationally, interaction is determined by the percentage of frequency of occurrence of engagement markers (personal pronouns, I, we, you; questions; commands) and quality of arguments (supporting reasons; refutation; and expressions of opinion) in the text. 1.4.4 Argumentation quality Quality of arguments is relevant to how strongly the author‘s stance is well supported and expressed. Operationally, quality of arguments is measured via the percentage of frequency per total utterances of the components of Toulmin‘s model (1958): Claims, grounds for claims, rebuttals, warrants, backing and supporting components represented in grounds for rebuttals, conclusions, concessions, in addition to elaboration, evidence, and academic references. 1.5 Scope of the study The scope of this study is limited to rhetorical discourse across oral, written and online modalities. Furthermore, the results are only relevant to EFL learners of advanced proficiency levels. Though the advanced level should be the least proficiency level to show the influence of L1 on the production of the second language, the results are restricted to EFL learners of Arabic as an L1. Results of the online forums are also
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restricted to threaded discussions rather than other platforms such as mind maps or networks of discussions. 1.6 Importance of the Study The spread of online multimodal modes of discourse in the educational context has urged the need to investigate their impact on students‘ language production, interaction and critical thinking compared to traditional written and oral modes of communication. Syntactic complexity and grammatical accuracy are significant indications of second language development; however, very few recent studies focused on those two constructs to observe the influence of online discussions on the use of ESL especially in the academic context. Moreover, observing syntactic complexity, interaction and argumentation in one study is rarely used since syntactic structures are observed for their functional analysis in discourse rather than a cognitively developmental feature of second language production. As a matter of fact, this leads to investigate the influence of tasks on second language learners‘ production of highly processed sentence structures as subordination (Pienemann, 1998). Extensive research compared discourse of different modalities, oral and written (e.g. Adel, 2010), online and written (e.g., Hewing& Coffin, 2007), and online and oral (e.g., Joiner, Jones& Doherty, 2008). However, none of these studies analyzed discourse in the three modalities, oral, written and multimodal simultaneously under the influence of the same topics, participants, and context. This stresses the demand for research that can set the three modalities on a continuum revealing the similarities and differences in discourse. In the academic context critical thinking and argumentation quality have been of high concern. Although many researchers (Costley& Lange, 2016; Fu, Aalst& Chan, 2016; Shukor et al., 2014) have recently observed the influence of some online and written tasks on students‘ critical thinking and argumentation, very few studies analyzed both syntactic complexity and grammatical accuracy with interaction (e.g., Montero-Fleta et al., 2009; Pyun, 2003) and none combined both syntactic complexity with argumentation
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models. In addition, the use of one model of analysis such as Toulmin‘s (1958) is not comprehensive of the rhetorical and dialogic features of argumentation. Thus, the present study added complementary supporting components such as concessions, conclusions, ground for rebuttals to Toulmin‘s model (1958) in order to meet the needs of the three different tasks: synchronous online forums, oral debates and academic essays. Finally, the observation of 23 variables categorized into four constructs that represent complexity of structure, accuracy, interaction, and critical thinking result in highly critical findings that should be considered for the design and assessment of academic tasks particularly of online modalities and curricula of academic English, critical thinking, and rhetoric courses of ESL. 1.7 Structure of the study The present study is formed of six chapters. An Introduction that includes the purpose of the study, research questions and definition of broad categories, then the literature review that includes relevant theories and research, followed by the methodology, the results, a discussion of results, and finally a conclusion that included pedagogical implications and further research.
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Chapter II Literature Review 2.1 Introduction Cognitive and functional linguistics are two major approaches that have raised a lot of arguments and greatly influenced the analysis of discourse. However, in many arguments they are considered contradictory. In cognitive linguistics, form is the main concern and the major indication of language acquisition development while in functional grammar, the function of the form in discourse is of more concern. Nevertheless, in this study both approaches are considered complementary for revealing results on both the cognitively complex syntactic features used by EFL learners, and the nature of interaction in their discourse across three tasks with three different modalities. The cognitive approach of analysis influenced the focus of the study on syntactic complexity and grammatical accuracy; while functional analysis influenced the analysis of interactional discourse in the form of engagement markers and argumentation quality through the application of Toulmin‘s model (1958) and other supporting components such as elaboration, evidence, concessions and the use of academic references. Therefore, three categories of theories direct the grouping of literature: Cognitive processing modalities, functional grammar, and argumentation structure. Each group of literature begins with the relevant theoretical background. The first part begins with theories of cognitive processing modalities (Clahsen, 1984; Pienemann, 1998) that show an analysis of the grammatical development of second language learners with the embedded clause as the peak of the developmental hierarchy. Research clarifying measures of syntactic complexity (Lu, 2011), analyzing complex syntax, and that combining the cognitive and interactional approaches (Montero-Fleta et al., 2009; Pyun, 2003; Sotillo, 2000) are reviewed for their similar approach to the present study as well as for revealing significant syntactic codes of analysis that should be an important feature of analysis due to their significance in formal academic discourse and a criterion of the effectiveness of a task in the L2 academic context. Studies
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combining both syntactic and interactional analysis are very few though and none of them compared all three oral, written and multimodal online modalities. The second part follows to include an explanation of functional analysis (Halliday, 1994; Halliday & Matthiessen, 2004) and metadiscourse theories (Hyland, 2005). Interaction is relevant to the use of grammatical and pragmatic expressions such as the use of personal pronouns, questions, commands, hedges, and expressions of stance (Kuteeva, 2011; Myers, 2010), variables that are important to observe for distinguishing between oral, written and digital or multimodal modalities. Thus, research that examined interactional labels in each individual modality of the three investigated in the current study are reviewed to include studies on academically written essays (Kuteeva, 2011), online discussions (Myers, 2010; Kleinke, 2010) and academic oral discussions (Gibson, Hall& Callery, 2006; O‘halloran, 2011). Inspite of the extensive concern of research in interactional discourse, they focused on discourse in the L1 context as on individual modalities. The third part of the literature begins with theories of rhetorical and dialectical argumentation (e.g. Toulmin, 1958), then follows a review of different analytical frameworks and coding schemes of argumentation in order to determine the components needed for evaluating the quality of the EFL students‘ argumentations under investigation. Then, the perspective of literature is narrowed to focus on argumentation in education and its critical thinking function, highlighting the role of argumentation in education as a cognitive engagement and a critical thinking tool (Fu, Aaalst& Chan, 2016; Shukor et al., 2014; Zhu, 2006) that guide the design of argumentative writing, oral and online tasks (Jonassen & Kim, 2010). This section reveals the need to investigate the previously mentioned argumentation structures, especially Toulmin (1958) using corpus based analysis and mining techniques rather than through qualitative sequential analysis or through rubrics evaluating arguments, in addition to the demand to apply this argumentation mining technique in academic ESL tasks. Finally, comparison studies focusing on pairs of the examined modalities are included in order to examine the differences in discourse (Chafe, 1982; Adele, 2010; Wang & Woo, 2007). A review of these comparison studies reveals the need for a more comprehensive
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perspective of the relation between the three modalities oral, written and online modalities through one investigation. Moreover, they also draw the attention to the demand of a wider scope that investigates syntax, interaction and argumentation through the same topics, genre and participants in the academic ESL context. Finally, for supporting the task designs that are used in the present study, prompts of argumentative tasks and various online platforms are reviewed with special focus on MOODLE, the learning management system that is employed in the current study. 2.2 The cognitive approach to second language acquisition and processing modalities The cognitive approach is mainly based on Chomsky‘s theory of Generative Grammar (Radford, 2004) whereby grammatical competence is defined as a non-conscious knowledge of rules that is distinguished from grammatical performance. Researchers then should study the Internalized language system (IL) in the human brain to explore realities about the native speaker‘s grammar competence, in other words, knowledge of syntactic structures. In summary, grammar is considered an abstract linguistic system that relies on the cognitive potentials of the native speaker rather than texts and contexts. In a similar approach, cognitive linguists then started to observe the development of grammar in the second language learner. Researchers, therefore, observed the linguistic features produced by the second language learner to explore a hierarchy of linguistic features and determine the features that are correlated with each developmental stage. Each stage is determined by the first emergence of a new more complex linguistic structure in the oral performance of the second language speaker disregarding the accuracy of usage. Thus, the first appearance, rather than accuracy of usage, of a linguistic structure in the production of the second language learner determines a new developmental stage on a hierarchy of grammatical structures (Clahsen, 1984; Pienemann, 1998). The oral production of a grammatical feature indicates that it is cognitively processed and fully acquired by the learner. Clahsen (1984) and Pienemann (1998) supported their theories by results of Swedish and German as a second language which was then supported by other second language research of different other languages (Hakansson, Salameh & Nettelban, 2003; Kawaguchi, 2005).
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Clahsen (1984) claimed that the ability to produce more complex structures is positively correlated with higher cognitive processing. He proposed the Multidimensional Model including three processing constraints on the acquisition of complex grammatical structure. The first constraint is called the Canonical Order Strategy, whereby the learner is only able to produce a simple sentence which, according to traditional grammar, is considered a surface structure that complies with the underlying meaning of the sentence. The second constraint is the Initialization/ Finalization strategy that constraints the ability of the learner only to move a part from the initial to the final position of the sentence. The last and most highly cognitive constraint is called the Subordinate Clause Strategy in which the learner becomes able to produce and move linguistic tokens in embedded clauses. Though Clahsen (1984) proposed only three developmental stages, and Pienemann (1998) proposed the Processability Theory (PT) with six sequential stages for the grammatical development of the second language learner, the highest cognitively processed structure in both was the ability to produce embedded clauses in oral production. These stages are illustrated by Pienemann (as cited in Braidi, 1999) as follows: 1. Word (Words) 2. Category procedure (Lexical morphemes) 3. Phrasal procedure (Phrasal informational exchange) 4. Grammatical function (Inter-phrasal information exchange) 5. Sentence procedure (Inter-phrasal information exchange) 6. Sub-clause procedure (Main and subordinate clauses)
In the first stage, the learner can only produce words as single constituents. In Category procedure, the learner can relate word categories to morphological features as they can use the morphological features of the possessive, for example. Phrasal procedure which is the third stage allows the learner to move constituents within the borders of a phrase such as the do-fronting. The development of the second language learner, then, reaches the ability to control structures across phrases in a sentence such as using subject verb
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agreement between a noun phrase and a verb phrase. Finally, the highest cognitively processed structure is the embedded clause in the sentence. In the last stage, the learner is able to produce a subordinate clause in the sentence such as embedding a relative clause, for example. In spite of the fact that Clahsen‘s (1984) and Pienemann‘s (1998) processing modalities proposed that the most advanced structure and the last to be acquired is the embedded clause, they did not consider the effect of context on the production of the various grammatical structures. Research focusing on form found that not all tasks equally stimulate the production of subordination. It was found that tasks of extensive formal discursive nature such as expository tasks stimulated more subordination than coordination while other informal discourse such as conversational and narrative discourse stimulated more coordination (Simms & Crump, 1983; Verhoeven et al., 2002). Therefore, embedded clauses were one of the major variables measured across the three academic tasks in this dissertation, so to clarify the formal discursive nature of online forums compared to academic oral and written argumentative discourse. 2.2.1 Linguistic complexity as a measurement of ESL quality and development Syntactic complexity has long been observed via a variety of features. Forms of sentence structures were used to determine quality of writing and complexity of discourse in the different tasks and modes across history (Crowhurst, 1980; Lu, 2011; Pyun, 2003). One of the main objectives of the present study was to compare the complexity of structure across three different modalities. Therefore, it was important to review the features and variables used to determine syntactic complexity in previous research and their relation to the quality of discourse. Crowhurst (1980) examined the relation between syntactic complexity and the students‘ quality of writing in two genres, namely, narration and arguments across three different age groups. Syntactic complexity was measured via the use of mean T-unit length while quality of writing was rated according to three scores, a holistic score of the entire essay, a composition quality scale score (COMQ), and a sentence structure score. The scores of
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four raters were then added for each item. Findings revealed that the quality of writing in argumentative essays was positively correlated with syntactic complexity for grade 10 and grade 12 students since the vitality of logically interrelating the propositions of an argument relied on the complexity of sentence structures. The quality of narrative essays, however, did not reveal any significant relationship with syntactic complexity. Another significant study that revealed a valuable number of variables of syntactic complexity was Lu (2011). The study aimed at relating syntactic complexity to the development of writing of college level ESL students. The researcher determined a variety of variables for measuring syntactic complexity in L2 writing as follows: ―length of production unit, amount of subordination or coordination, range of syntactic structures, and degree of sophistication of certain syntactic structures‖ (p. 36-37) in addition to measuring accuracy. In the study, Lu (2011) compared fourteen variables of syntactic complexity in different levels of Chinese college students‘ L2 writing from the Written English Corpus of Chinese Learners. The fourteen syntactic measures were categorized into five types or constructs: Length of production; sentence complexity; subordination; coordination; particular structures. Length of production was measured via mean length of clause, mean length of sentence, and mean length of T-unit; sentence complexity was measured by counting number of clauses per sentences. Subordination was measured by counting number of clauses per T-unit, complex T-units per T-unit, number of dependent clauses per clause, and number of dependent clauses per T-unit. And finally coordination was measured through counting number of coordinate phrases per clause, coordinate phrases per T-unit, and T-units per sentence. Particular structures included number of complex nominals per clause, complex nominals per T-unit, and verb phrases per T-unit. A clause was counted only for finite verbs as non finite verbs were categorized as verb phrases. The corpus included sixteen topics of written essays encompassing argumentative essays with prompts stating two opposing views for the students to choose from. Lu (2011) examined the influence of sampling conditions such as the school, timing, and genre on syntactic complexity measures, which syntactic variables were sensitive to development of language proficiency and the relationship between the statistical significance of pairs of syntactic complexity measures. For analysis Stanford
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parser software was used to analyze sentence structures and count the 14 measures in the essays. Results revealed significant effect of genre and institution on thirteen of the syntactic variables whereas timing showed significant difference for ten of the variables. Argumentative essays showed higher complexity of syntax than narrative essays. And untimed essays were syntactically more complex than timed essays. Clauses per sentence (C/S) and clauses per T-unit (C/T) decreased significantly from lower to higher proficiency and the students tended to use more phrases in higher levels. However, it was important to note that in this study non-finite clauses were not counted as dependent clauses, they were labeled as verb phrases. Hence, number of clauses per T-unit decreased in higher proficiency levels. As for subordination variables, ―dependent clauses per clause‖ (DC/C) and ―dependent clauses per T-unit‖ (DC/ T), a significant difference was negatively declared between nonadjacent proficiency levels. Coordination measured via coordinate phrases per clause (CP/ C) and coordinate phrases per T-unit (CP/ T) showed statistical difference only between non-adjacent proficiency levels. Complex nominal variables revealed sensitivity and significant increase across adjacent proficiency levels. In general, seven variables increased significantly across proficiency levels, namely all measures for length of production, two for coordination, ―coordinate phrases per clause‖ (CP/ C) and ―coordinate phrases per T-unit‖ (CP/ T); ―complex nominals per clause‖ (CN/ C) and ―complex nominals per T-unit‖ (CN/ T). ―Mean length of clause‖(MLC) and ―complex nominals per clauses‖ (CN/ C) developed linearly between all the four observed proficiency levels whereas ―coordinate phrases per clause‖ (CP/C) developed in the first three levels only. ―Mean length of sentence‖ (MLS), ―mean length of T-unit‖ (MLT), ―coordinate phrases per T-unit‖ (CP/T) and ―complex nominals per Tunit‖ (CN/ T) increased across the first three proficiency levels and decreased between the highest two levels. Accordingly, since the quality of arguments was positively related to syntactic complexity (Crowhurst, 1990; Lu, 2011), for the purpose of this study, syntactic complexity was observed through counting clauses per T-unit, and percentage of error free T-units per total number of T-units.
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2.2.2 A combination of syntactic complexity and interaction Though most research have selected only one approach of linguistic analysis, either the cognitive approach via observing surface structures or the functional approach via the analysis of interaction, few researchers applied the two approaches of analysis, thus, observing both sentence structures and interaction of the same discourse (Montero-Fleta et al., 2009; Pyun, 2003; Sotillo, 2000). Similarly, the present study applied the two approaches of analysis observing both sentence structure and interaction in the tasks under investigation. Pyun (2003) investigated the difference in linguistic quantity, syntactic complexity, grammatical accuracy, and interactional features in the online and face to face discussions comparing both native speakers of English (NSE) and non-native speakers of English (NNSE). The constructs included quantity via the measurement of amount of talk and turn taking, and quality via the observation of syntactic complexity, grammatical accuracy and interactional features. The participants were ten pairs of NSE and NNSE who participated in 15 minute discussions online and equal number of minutes face to face. Pre-experiment interviews were conducted to explore any assumptions or protocol that can be followed by the participants in both modes of discussions. The data were then analyzed quantitatively and qualitatively through comparing the percentages of words, turns and turn length for linguistic productivity; percentage to T-units with dependent clauses and average length of T-unit for syntactic complexity; percentage of error-free T-units and errors for grammatical accuracy; percentage of T-units with initiatives, question/answer, statements, requests and feedback for interaction. Results showed an increase in the percentage of turn taking in the online discussions more than the FTF discussions for NNSE. Number of words, however, did not differ between the two modes for the NNSE. Turn length was also calculated by dividing the number of words over the number of turns for each subject. Results did not reveal any increase in turn length for NNSE due to the increase in number of turns in the online mode. Measuring syntactic complexity, results showed longer T-units in the FTF
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discussions than online discussions for the NNSE. Accordingly, shorter T-units were used in the online mode of discussion. The researcher interpreted such shorter utterance as due to the slower pace of online discussions and the speakers need to not use unnecessary words. The complexity of T-units did not reveal as well any statistically significant difference between online and FTF discussions. Regarding grammatical accuracy, NNSE produced more error free utterances in the online discussions than the FTF ones. Hence, NNSE tend to pay attention to grammatical accuracy more in the electronic discussions than FTF discussions. The researchers also compared the number of morphological, syntactic and lexical errors and found that syntactic errors constructed the major type of errors in the subjects‘ data. However, no statistical difference was revealed regarding the use of errors in the FTF and online modes of communication. Another important construct observed in this study was interaction which included initiatives, question/answer, statements, requests, and feedback. Statements dominated both modes of discourse. The subjects used more initiatives, topic shifts and conversation closure in the online discussions. The percentage of question/answer, on the other hand, did not reveal any significant difference between the online and FTF discussions; hence, making online discussions as influential as FTF ones in asking and answering questions. Online discussions lacked adjacency compared to FTF discussions leading to more difficult comprehension of the intentions of the interlocutors. Statements were, as well, another interactional feature that occurred more frequently in FTF rather than online discussions. Therefore, revealing a better expansion and explanation of topics by the speakers in a conversation rather than in an electronic mode. Request were not favored in one mode more than the other showing non-statistically significant differences as the interlocutors equally expressed their requests of explanation and clarification. Feedback was expressed to agree or compliment a previous reply and occurred more frequently in the electronic mode more than the FTF mode with the use of emotional icons seeking a stronger effect of the feedback. After trying both modes in the conversation, the participants were asked about their favorite mode of discussions. While the native speakers preferred FTF conversation, NNSE preferred the online mode because it allowed them more timing to process their
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thoughts before being written on the computer and it was easier for them to understand each other better. Moreover, the higher results for linguistic accuracy in the electronic discussions allowed the participants to better understand the message in that context more than the FTF conversation. Both NSE and NNSE mentioned that they were more aware of grammatical accuracy in the online discussions. Sotillo (2000) explored discourse function and syntactic differences between synchronous and asynchronous discussions in an advanced academic writing course in university. The data of two groups were compared, one group used synchronous threaded discussions and another used asynchronous discussions. Students were placed in this advanced writing course based on the university reading and writing exams and two CELT tests. Moreover, samples of students‘ writing placement exam were analyzed for syntactic complexity to guarantee equal levels of compared groups. Data of the synchronous and asynchronous discussions were analyzed for two sets of variables, one for discourse functions and another for syntactic complexity. Syntactic complexity was measured quantitatively for eight variables: T-units; error-free T-units; total number of clauses; error-free clauses; total number of words; total number of subordinate clauses; total number of embedded subordinate clauses; and T-unit length. Discourse functions encompassed 14 variables: ―Greetings, topic initiation moves, assertions and/or imperatives, requests, responses, adversarial moves, off topic moves, topic shifts, humor, requests for information, floor holding moves, corrective feedback, reprimands, and closings.‖ (Sotillo, 2000, p.95). Four sessions, two for each group were analyzed for synchronous data revealing the use of more discourse functions than those appeared in asynchronous discussions. Results showed that students‘ posts in synchronous online discussions were less accurate and shorter than their posts in asynchronous ones. Regarding syntactic complexity, results showed higher ratio of error-free clauses in asynchronous discussions than in synchronous ones indicating more accuracy of writing. However, error-free T-units were more in synchronous discussions. Though, longer posts or higher number of T-units occurred in asynchronous discussions. In this study short posts were avoided in synchronous discussions by determining a minimum number of lines in each post via clear instructions for the students before starting the task. Ratio of
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subordinate clauses was higher in asynchronous communication. Finally, T-unit length did not show any statistically significant results between the two forms of discussions. Qualitatively comparing the presence of the different fourteen discourse functions, results showed the presence of only four in asynchronous discussions, namely, topic initiation, students‘ response, teacher response, and student response to other students. In contrast, the synchronous mode of communication stimulated all the fourteen observed discourse functions, revealing more complex interaction among participants. Therefore, this study focused on synchronous threaded discussions to be compared to face-to-face discussions and academic essays Similar to Pyun (2003) and Sotillo (2000), Montero-Fleta et al.(2009) observed both features of syntax and interaction. Formality of the language was compared in three online fora across English, Catalan, and Spanish languages as well as between sport online discussions and serious political discussions. Density of the message was compared through observing average number of words for each message and average length of sentences, the semantic dependence of messages were also observed for coherence and topic drift while informal language was observed via the number of messages including swear words, informal expressions, and spelling mistakes in each message. Results revealed that sentences and messages were shorter in the English forums than the Catalan and Spanish ones. Semantic dependency of messages on previous ones was higher in the English fora as 90% of the messages were related to previous messages. Regarding topic drift, the English forum included only 41% of on topic messages while the rest were off topic. Results also highlighted the topic effect on the length of sentences as the political forum had sentences of double the length of the football forum. Whereas the football forum revealed a sentence length similar to the oral sentence length, the political forum included average sentence length similar to written discourse. Topic had also the same effect regarding semantic dependency as all the messages in the political forum were relevant and on topic in contrast to only 40 percent of the messages in the football forum. Another feature of writing discourse was initial quoting that occurred in 54 percent of the messages in the political forum as opposed to only 3.3 percent of the messages in the football forum. This revealed the influence of
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serious topics on the coherence of online fora. Swear words were more in the political forum than in the football one. Finally, more spelling mistakes showed in the football forum than in the political one. The English forums in general included more oral features than the Spanish and Catalan ones for both topics. However, the political forum stimulated argumentation of ideas more than the sport forum which only showed in reactions to sport events. The application of the two different approaches of analysis in research, the cognitive and functional approach and the observation of complexity of sentence structures and inter action revealed differences in the formality of language, ideas, and interaction between participants in face to face and online discussions (Pyun, 2003), synchronous and asynchronous discourse (Sotillo, 2000) and between different topics of online forums (Montero-Fleta et al.2009). Since in the present study syntactic complexity was not the only feature observed, interaction, however, was also investigated in argumentative discourse in the three modes under investigation, the functional approach of analysis, argumentation models and a variety of research on interaction in the different modalities and relevant contexts of education and online environments were reviewed in detail. 2.3 The Functional analysis approach Contrary to cognitive theories, functional grammar does not consider structure as an indication of cognitive development as much as a means of interaction that is highly influenced by the context (Halliday, 1994). Accordingly, research on metadiscourse investigated grammatical structures that were serving a specific pragmatic purpose (Gibson, 2009; Klienke, 2010; O‘halloran, 2011). Metadiscourse is considered a functional rather than a syntactic category that is concerned with the function of the linguistic markers in the text (Hyland, 2005). It is defined as ―the way writers engage their readers and create convincing and coherent text…it is about interaction in text,‖ (Hyland, 2005, p. 27). More comprehensively, Hyland (2000) defined metadiscourse as the ―linguistic resources used to organize a discourse or the writer‘s stance towards either its content or the reader‖ (Hyland, 2000, p. 109). Hyland (2005) also added that metadiscourse functions as a means of communication, and interaction with the audience.
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Consequently, it is considered a functional category (Hyland & Tse, 2004, p. 157) that is determined via a variety of linguistic variables. Functional analysis shows ―how language works to achieve certain communicative purposes for users,‖ (Hyland, 2005, p. 24). It focuses on the meaning of language in context, with regards to the co-text and the purpose of the author, approaching language as a rhetorical and pragmatic phenomenon rather than a linguistic one. The analyses cannot scrutinize a linguistic feature in particular. On the contrary, strategies manipulated by the author of the text to produce linguistic features are of higher importance to functional and metadiscourse research. According to Halliday (1994) and Halliday and Matthiessen (2004), systematic functional analysis focuses on three integrated metafunctions for the linguistic tokens used in any utterance or text, namely: ideational, interpersonal, and textual functions. The ideational function is relevant to the propositional content or ideas and experiences represented by the language used, whereas interpersonal function of language shows how it is manipulated to enhance interaction and engagement among the author, reader and text. The third function is relevant to how language organizes and unites the text coherently. Functional analysis allows the observation of varieties of linguistic and paralinguistic tokens. Analysis can aim intonation, stress and volume in oral texts or capital letters, and punctuation in written texts. More explicit linguistic features are of more concern to metadiscourse research, though. Syntactic structures, including main and subordinate clauses can be used by the author to indicate a hierarchy of importance for the knowledge presented in the text. For example, main clauses can be considered an indication of more important knowledge than that of subordinate clauses. On the other hand, lexical variables such as evaluative lexis and stance markers may reveal the writer‘s attitude, emotions and reactions towards a proposition. Myers (2010), for instance, investigated how people expressed their stance in blogs; therefore, exploring various grammatical forms as methods for expressing stance and interaction in blogs. Adel (2010) investigated how writers and speakers interacted with the audience in written and oral discourse. Interaction was a construct of significant concern in the present study that was observed through engagement markers and argumentation components in the argumentative discourse of EFL learners.
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2.3.1 Features of interaction in written and online discourse As mentioned previously interaction was observed in online discussions and academic essays through the analysis of arguments and their formal structures, and sequential patterns by categorizing variables into claims, counterclaims, rebuttals, challenges and evidence. Nevertheless, other micro-features were also observed in interactional research. Interaction in argumentative discourse in academic essays and online discussions were also evaluated through the observation of engagement markers, rhetorical questions, negations and other grammatical and syntactic forms. Such variables can even illustrate better the variance in the influence of oral, written and online modes on the argumentative discourse used, which was highly significant for the purpose of the present study. Kuteeva (2011), Kleinke (2010), and Myers (2010) were three important studies that were rich with interactional micro-features revealing a detailed use of linguistic structures as tools to express stance, and challenges. One significant study that managed to observe both formal structure and interaction in academic writing was Kuteeva (2011). The researcher explored the influence of using wiki on the students‘ academic writing and on writer-reader interaction. The researcher observed coherence, text organization and interactional discourse in the students‘ argumentative essays. Wiki- a web collection of interlinked pages that facilitates creating and editing texts- was used as a platform of collaborative writing tasks. Researchers considered writing as a process that was highly influenced by the reader being addressed and hence should be highly directed by the community of practice in case of writing in online platforms as Wiki. Therefore, variables were selected to measure writer-reader interaction and interactive discourse features. Interactive discourse features were distinguished from interactional features. Whereas interactive discourse was related to the organization of the text including transitions and text patterns, interactional features were those that involved the reader to evaluate the content of the text such as rhetorical questions, modalization, and commands. Graduate students were observed in an effective communication course in Stockholm University. The purpose of the course was to enhance academic writing and speaking using a variety of genres. Fourteen students from different L1 background and subject
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fields presented the participants of the study. The writing tasks focused on paragraph structure, coherence and argumentation. Two writing tasks were under investigation. The first one focused on coherence and paragraph structure via a collaborative essay where each student in the group wrote a paragraph and inserted it coherently in the group essay while the second task was an individual argumentative essay written on a separate wiki page for each student. Students‘ essays were then discussed on another Wiki page where they exchanged comments and feedback. Data were collected via observation of students‘, formal analysis of essays and a self-report questionnaire. Interactive sources such as transitions, frame markers and text patterns were directly taught in the classroom whereas interaction resources observed were not directly referred to in the course. Interactional metadiscourse variables were compared across the collaborative writing task and the argumentative essay. The questionnaire was given to the students at the end of the course and included 9 questions asking the students to rate what they had learned from writing on Wiki with regards to the use of formal vocabulary, accurate grammar, thinking of the reader and checking paragraph structure. Results showed that students checked grammar, spelling, and paragraph structure. They highly tried to orient their writing to the reader before publishing their writing on Wiki. In the collaborative task, students focused on the use of transitions and formal structure to be able to make their part coherent with the rest of the text. Interactional features mainly, the personal pronoun I, questions, commands, and hedges using modal verbs were rarely used in the data. The individual argumentative essay, on the other hand, included more interactional features that aimed to involve the reader. The most dominant interactional features were engagement markers which were revealed in the use of personal pronouns I and we, questions and commands. Personal pronouns we, our and us were used more frequently than the second personal pronoun you. The second interactional variable in frequency was self-mention as in I think, which occurred next in the rank attitude markers such as honestly, luckily, I hope. Hedges and boosters were the least frequent in the students‘ essays. In conclusion, results indicated a high impact of Wiki on the use of engagement markers in individual essay writing. Moreover, the use of Wiki for a collaborative writing task enhanced formal structure and coherence in students‘ EAP writing.
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Though one of the tasks observed in Kuteeva (2011) was an academic essay, features of interaction discourse were dominant. It is usually preferred in academic writing to avoid voice and avoid addressing the reader. However, engagement markers such as the personal pronouns I and we, questions and commands frequently occurred in the individual argumentative essay. In the present study, an argumentative essay was one of the main observed tasks and thus interaction discourse features were observed to see if the students used them more frequently in the oral debates and online forums or tended to use them in the written essays as well, in-spite of clear instructions not to use them in academic writing. Myers (2010) investigated the various discourse features used by bloggers to express their stance in online arguments. Using metadiscourse in the analysis, Myers first analysed the various kinds of stance dividing them into three categories: epistemic, attitudinal, and stylistic. Epistemic stance was relevant to the analysis of how the blogger introduces a fact in the form of an opinion. It was found that statements of facts were not the most frequent in blogs and bloggers were always expressing statements of facts in a language of uncertainty. Such markers included expressing a fact in the form of a yes or no question such as ―Are soldiers really being assaulted?‖ (p.97), or introducing the statement by ―it seems‖ or ―I would say that‖. The second category of stance markers was ‗attitudinal‘ markers. These showed aesthetic preference, a taste or any emotional stance without any provided support. Examples shown were ―I humbly suggest that‖, ―I am personally ashamed that‖, and ―I confess‖ (p.98). The third category was stylistic, a type which was relevant to the bloggers‘ tone in expressing their opinion. It was found that smiley faces or adverbs like humbly and seriously were used to mark tone shifts and to mitigate comments. Adverbs were not used to give their explicit dictionary meanings rather than to indicate tone shift, such as using with all due respect or honestly at the beginning of an opinion statement not to mean that other statements were not honest or that his statement was not respectful. Myers (2010) then analyzed the grammatical forms of these three types of stance markers: Epistemic, attitudinal and stylistic. A blogger‘s stance was expressed in the following six structures: A subordinate clause or a complement in a main clause with the
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verb think; in a separate main clause following the statement of opinion; an adverbial as a comment on the statement such as ―in my view‖, ―fortunately‖ and ―as far as I am concerned‖; ―Modal and semi modal verbs‖(p. 105); ―Premodifying adverbs‖ (p. 106); ―stance nouns‖ (p. 107). The blogger‘s stance was expressed usually as a complement in a main clause such as ―I think this is a beautiful story‖, ―I suppose the EU laws on human rights add another layer‖, ―It is my personal feeling that the blogosphere has elements which may change us all‖(p. 100). Other main clauses used as introductory clauses included ―I hope, I am sure, I truly believe, I have to say, I wish I could say, and I must admit‖ (p. 102). The main purpose of stating a stance as a subordinate clause rather than a main direct one was to save face against any counterarguments or disagreements as well as for mitigation. In some other cases, the writer‘s stance was expressed in a separate clause following the proposition. The third structure used by bloggers was adverbials, whether in the form of a word, phrase, or a sentence. They were used as background, and to strengthen or to weaken a proposition such as ―certainly‖, ―obviously‖, ―apparently‖ and ―for some reason‖ (p. 104). Modal verbs were another grammatical feature used to express an opinion commenting on a statement. The most frequent modal verbs used in blogs were found to be deontic modals that were mainly used for advice or obligation. Examples such as ―I could have said‖, ―black people should remain focused…‖ (p. 105). Other semi-modals that were used for the same function were ―I need to‖ and ―I had to‖. Further variables were adverbs. They occurred to assert the writer‘s attitude as in ―I absolutely know one thing‖(p. 106), and in using words such as totally, disturbingly, and kind of. These modifying adverbs do not only show a statement as an opinion but they show the proposition as if it was the opinion of everybody else such as in ―Bourne delivers a superb performance, quite disturbingly convincing...‖ (p. 107). One important feature was Nominalization of a clause into one noun that was used by bloggers to state their opinion indirectly through one noun as in ―the importance of‖, ―the possibility of this kind of cheap shot for media folks is one reason why...‖ (p. 108). Finally, Myers (2010) stated that more cautiously expressed opinion tended to use a main clause and its complement by introducing a stance using I think. More assertive opinions,
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on the other hand, were expressed as a major part of the proposition as in using modal verbs, adverbs, and nouns of stance. This strategy makes the writer‘s opinion taken for granted as part of the proposition. More complicated structures were also shown by bloggers to express stance. Such categories were discussed separately by Myers (2010) as ‗beyond clause structure‘. They included reported speech, rhetorical questions, irony, concessions, and conversational devices. Reported speech acted as an indirect presentation of a blogger‘s stance as in ―he was all, ‗woman, calm down, I am made of magic‘‖(p. 108). It was found to be commonly used for hypothetical speech without the use of any reporting verbs beforehand. Thus, it was a kind of dramatizing a situation. Rhetorical questions, on the other hand, were considered a direct way of expressing stance and sometimes it was followed by a direct answer, though the writer knew the question had already made his point clear. Another direct feature of expression was irony as it was used to express criticism. The last feature was Concessions and they were used in a manner of stating an opposite claim then adding the blogger‘s stance after an adversative conjunction like ‗but‘. Even conversational devices were observed in this study. They were defined as words and particles such as ―yesssssssss‖, ―ummmmmmmmm‖, ―harrumph‖ and ―gee‖. Such words showed the blogger‘s response and opinion indicating a joking tone or a start of a satirical conversation. Finally, these stance markers revealed the extent of interaction in blogs. It was important for this dissertation to mention that Myers stated at the end of the chapter that more stance markers were found in an academic blog called Cosmic Variance than in other general groups. Another study by Kleinke (2010) analysed the arguments of online discussions in two public news groups: German and English. The research aimed at investigating the use and functions of disagreement in both languages. Kleinke defined discussion as an interaction dominated by confrontation in which participants take turns to represent contrasting opinions. Disagreement in such confrontation was considered a ‗preferred second turn‘ over agreement. Online forums were referred to by Kleinke as ‗computer mediated communication‘ that was supposed to be considered as a written rather than an oral interaction due to the complete absence of verbal signs and immediate back-channeling.
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Online forums were also defined by Kleinke as ―a special type of electronic discourse‖ where the interaction could be synchronous and posts could be read once before the second turn. Moreover, unlike face-to-face communication, the length of each turn was not restricted and posts could be read more than once before replying. The two news groups investigated in this study were asynchronous. Some discussions consumed more than one month and postings showed in ―linear chronological order‖(p. 199). The two observed networks were BBC-TALK (BBCT) in English and Forum Spiegel Online (SPON) in German. The data were composed of 60 posts for two different topics in each network. In other words, they were 60 posts for each of four threaded discussions. Three types of disagreement were observed by Kleinke who defined disagreement as ―a linguistic structure in which participants express dissent with what has been said in a previous turn within the immediate talk exchange‖(Kleinke, 2010, p. 207). The three types were mainly propositional disagreement where the content of the preceding post was negatively evaluated or criticized; personal disagreement where the post aimed at negatively assessing the ―personal traits ‖(p. 211) of the writer of the first post; metapragmatic disagreement where the criticism or negative evaluation was directed to the way the opinion in the first post was expressed. Mitigation was also observed parallel to each type. Thus, not only was the quantity of each type of disagreement investigated but also its extent of severity through the use of mitigation was observed. In the first type, disagreement was measured via the observation of three strategies: Direct negation, counter-assumptions, and rhetorical questions. In the first strategy, direct negation, negation particles were directly used and hence were considered the most face threatening of the three strategies. The second strategy, counter-assumption, was a direct claim of the opposite of what had been mentioned by the first interlocutor and in this case the speaker was not expecting a reply or a third turn from the first interlocutor. One example mentioned by Kleinke was ―people can protest about what they like and what they want‖ (p. 210). The third strategy, rhetorical questions, was considered the least direct of the three strategies and thus the most highly mitigated when it came to the first type of disagreement, propositional disagreement. The two strategies direct negation and
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counter-assumptions did not encourage first interlocutors to participate further while rhetorical questions were topic initiating and urged participants to add to the discussion. Regarding propositional disagreement, results showed that the German users preferred direct negations over counter-assumptions and rhetorical questions while in BBCT, the English participants preferred rhetorical questions. Thus, German participants‘ replies were considered more self-content as they did not encourage further discussion of the topic contrary to the purpose of the rhetorical questions used by the English participants. Rhetorical questions were described by Kleinke as ―interactively more open‖ (p. 210), not as ―fully self-content‖ (p. 210) and enhanced a further discussion. Though participants in BBCT used rhetorical questions more often than their peers in SPON, they used direct negation almost in equal percentage as rhetorical questions. In other words, though English participants were more open for discussion than the German peers via their use of rhetorical questions, they still used negation particles in almost a similar percentage as Germans in their self-content arguments. Concerning the second type of disagreement, personal disagreement, findings showed that English speakers used them more often than German. However, they accompanied its use with more mitigation for saving face as posts were read by all other participants. It was also noticed by the researcher that when rhetorical questions were used for personal criticism, they aimed at threatening face rather than for mitigating disagreement. Finally, the third type of disagreement, meta-pragmatic disagreement was used less frequently than the other two strategies by both groups. Nevertheless, it was more accompanied by mitigation when used in BBCT. In general, participants in BBCT used mitigation in 67% of their posts. However, their disagreement mostly occupied the front position of the post. It was important to note that these results were similar to O‘halloran (2011) regarding the investigation of arguments in face-to-face group discussions where the groups started their discussions by the evaluative claim of the book rather than the interpretation. The German, on the other hand, mitigated a less percentage, 52% of their posts but kept their disagreement to a latter position of the post.
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The previously mentioned studies were rich with variables. However, not all these variables were discussed in the academic context or for second language students. These variables needed to be observed in online forums by second language learners in an academic context rather than in social news groups. Therefore, more research were required to examine all these dimensions synthesized: online discussions; face-to-face talks; in an academic context; ESL learners. 2.3.2 Features of interaction in oral discourse Interaction was also measured in the oral modality across various genres, the most important of which for this dissertation was argumentation in face to face discussions and sometimes academically referred to as oral debates. Though the term ‗debate‘ was not frequent in oral discourse research, O‘halloran‘s (2011) reading group discussions were the closest to the oral debate task meant in this dissertation. Another study that focused on interaction in the argumentative discourse of academic oral discussions was Gibson, Hall and Callery (2006). O‘halloran (2011) explored interaction discourse in the oral debates of reading groups. Discourse function was analyzed according to two categories: Thematic and argumentation. The Thematic was divided into evaluative and interpretative, while‗argumentation‘ was divided into three constructs: claims, challenges and coconstruction. O‘halloran (2011) defined each construct as follows: claim as ―a challengeable proposition about the novel‖; challenge as ―where a speaker challenges a previous claim‖; co-construction as ―where claims from different speakers build on each other‖ (p.181). A variety of variables were being qualitatively coded and quantitatively counted for each of the discourse function constructs. Variables observed and counted included time and tense of lexical verbs, pronouns, mitigation and hesitation in the use of ‗exclusivisers/ particularizers‘ such as ‗sort of‘and ‗just‘and ‗degree adverbs‘, and effusiveness in ‗interested/ excited/ energetic‘ lexis. The study investigated ten reading groups in a one year project. Findings showed that claims were highly significant for the evaluation thematic code rather than the interpretative thematic code which was in turn more frequent in co-construction. This
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showed that discussions started by evaluation of the story rather than interpretation as the participants mostly started by claims then two or three turns only of challenges for interlocutors claims. Then co-construction took place. Construction was found to be formed of building on each others‘ interpretation of the novels‘ characters. Accordingly, claims were found to be dominated by the use of the past tense and first personal pronoun I where the most common collocation was I thought due to their mentioning of their past reading of the novel, according to the researcher‘s interpretation. Co-construction, on the other hand, was dominated by the use of the present simple and the third personal pronouns he/she to refer to the novel‘s character. As co-construction was built on bits and pieces of the different group members during the discussion and cannot be owned by one speaker and did not rely on their evaluation of their previous reading as much as on the current interpretation of the novel. Mitigation reflected in the use of particularizers/ exclusivisers such as ‗sort of‘ and ‗just‘ as well as in the use of degree adverbs and the past tense, hence, was also more dominant in claims than in co-construction due to vulnerability of claims and the tendency to be criticized by others. Challenges, however, were not statistically significant for mitigation as claims. Similarly, were the results of effusiveness measured through the use of degree adverbs and the semantic domain excited/ energetic/ interested. Effusiveness was higher in claims than both challenges and co-construction which lacked such variables. The researchers thought this was due to the dominance of claims and evaluation of the novel at the beginning of the discussion, which was usually more accompanied by lexis of interest and excitement, while the latter part of the discussion encompassed the co-construction interpretative part and was considered by the researchers as the cooler part. In other words, the participants‘ excitement and frustration were reflected in the first evaluation part of the discussion. It was also found that challenge usually enhanced change of topic in the discussion. First the challenger attempts a rebuttal then moves to a change in the topic. There were no long chains of claim/ challenge/ challenge more than three turns. There was no long defensiveness. In one of the groups, there were almost no challenge due to their high organization and formality of structure which organized participants in taking turns. Gibson, Hall and Callery (2006) observed interaction in academic face to face postgraduate seminars. Interaction was observed through topic shift and negotiation in the
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discussions. The seminars were the only face to face activity in an online course of research methods in a university in the North of England. Twelve discussions for six seminar groups were observed via the conversational analysis approach. Different tutors had different seminar organization structures. While one divided the discussion into slots each for a specific question, another tutor managed a free organization of the discussion. In spite of these differences in the structure of the discussions, the researchers found patterns of topicality across all the seminars under investigation. Turns in the discussion were described by the researchers as performative due to their contribution in the development of the topic and in the interaction. Thus, the discussions went from an introduction to the topic by a student, which was then accepted and encouraged for further elaboration by the tutor, to a further elaboration by another student. Afterwards a concern was aroused and the tutor suggested a solution. Thus, every turn was considered of value due to its interactional contribution in the discussion. The observations confirmed the conversational analysis perspective that every turn contributed to the interaction in the discussion. As a result, a common feature found in the investigated seminars was a topic negotiation process that included sometimes topic development or delineation and some other times topic movement failure leading to topic shifts. Overlapping talk was also found to be one of the common features of the seminars. For example, a student at the end of the discussion disagreed with the point made by a peer whereas his disagreement conformed to the points mentioned by the first student in the discussion. Overlap occurred frequently as well when turn selecting points aroused. At some points, there were highly interactive turns where most participants were trying to provide a comment and consequently more overlap occurs. The researcher interpreted overlapping as an indication of failure of topic delineation in cases of a non-complete comment. For example, one student tried twice to add her comment and failed in both trials due to the overlap with another student whereby she did not add her comment. Finally, findings showed that interaction in group seminars was a continual negotiation process that included regular development of the topic and failure of taking turns. Thus, interaction highly influenced the content of the talk. Such affordances of face to face discussions needs, however, to be compared to those in synchronous online discussions in
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the same academic context for reaching pedagogical implications regarding the influence of online discussions on interaction and critical thinking. 2.4 Rhetorical and dialectical argumentation theories Attempts to learn argumentation started since Aristotle who classified three functions for argumentation: Apodictic (demonstrative); rhetorical; dialectical. Apodictic argumentation is relevant to almost naturalistic truth or what is almost considered facts in everyday life and hence not always open for arguments. Rhetorical arguments, on the other hand, are one that involves the arguer and the audience and is described as monological that aims at convincing the others with a point of view without any consideration of their position or point of view. One significant model of rhetorical argumentation is Toulmin (1958). The model suggested six categories for a sound argument as follows: ―a) claim, b) grounds, c) warrants that connect grounds to claim, d) backing for warrants, e) rebuttals, f) modal qualifiers (e.g., ―most,‖ ―probably,‖ ―possibly‖)‖ (Nussbaum, 2011,p.85). An example for each category is provided by Toulmin (1958) as follows: 1. Harry is likely a British subject (claim), because: 2. he was born in Bermuda (grounds), and 3. people born in Bermuda generally are British subjects (warrant), 4. on account of the following British statutes (backing for warrant), 5. unless he became a naturalized American or both his parents were aliens (rebuttals). 6. So the conclusion that he is a British subject is only likely (modal qualifier) and is not certain. The conclusion is subject to exception. (cited in Nussbaum, 2011,p.85) Researchers claimed that a sound argument may not include all the six categories and some categories might be implicitly included. However, the more elements are provided, the stronger the argument is, especially grounds as arguments need to be supported by one reason at least (Angell, 1964). People usually tend to provide more support for their own position than in a counterargument (Stein & Bernas, 1999). Thus, supporting reasons were stressed by educators as an element of good writing skills.
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The third function is dialectical argumentation, a type that characterizes an argument between two opponents in a dialogue or a discussion and aims at settling differences of opinion. Such resolution of opinions can take the form of convincing the opposite side with one claim or reaching a compromise between claims, and this may occur among individuals or groups (Driver et al., 2000). Argumentation requires high cognitive skills. For problem solving and conceptual change, dialectical rather than rhetorical argumentation becomes more important as it requires the use of counterarguments and rebuttals and methods such as ―directions, questions, note starters, and visualization‖ (Jonassen & Kim, 2010, p. 454) are enhanced. Naussbaum (2011) defined the dialectical argument as one that includes a premise, and supporting arguments that can be opposed by counter-arguments. Two main models of dialectic argumentation is pragma-dialectics (Van Eemeren & Grootendorst, 1992) and schemes for presumptive reasoning (Walton, 1996). Pragma-dialectics considers argumentation as a method of resolving opposing views in discussions. An example of pragma-dialectics is a model that (Van Eemeren & Grootendorst, 1992) included four phases for critical discussions as follows: 1) confrontation, 2) opening, 3) argumentation, 4) conclusion. In the confrontation stage, arguers show their claims; in the opening stage, people start to accept the rules of the argument; in the argumentation stage, opponents provide counterarguments and challenge the opposite claims; finally, in the concluding stage, opponents decide who the winner is and who the loser of the argument is. The second model for dialectical arguments is suggested by Walton (1996) whereby argumentation is defined as an interactive dialogue based on counterarguments and reasoning that is exposed to challenge. Walton described 25 argumentation schemes with critical questions suggested for each scheme. The present study applied Toulmin‘s model (1958) to observe the quality of arguments in the three examined academic tasks. However, it was claimed that Toulmin‘s model (1958) cannot encompass both sides of an argument as it considers only the arguer‘s side neglecting the opponent‘s point of view (Leitao, 2001), a matter which was covered in the model of pragma-dialectics(Van Eemeren & Grootendorst, 1992; 1996). This study bridges this gap due to the addition of supporting components to Toulmin‘s model to meet the need of the examined dialogic tasks, the oral debate and the online forum. The supporting components counted Grounds of Rebuttals as a separate component from
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Grounds of claims, Concessions and Conclusions to observe the strength of the opponents‘ argumentation. 2.4.1 Analytical frameworks and coding schemes of argumentation For evaluating the influence of the different modalities on the interaction and quality of students‘ arguments, a variety of models and coding schemes of arguments in previous research were reviewed. The main features of arguments and their definitions were of great support to the selection of sensitive and common variables that can reveal the quality of arguments used by the EFL students. Argumentation models varied in their approaches to arguments. Some aimed at analyzing the content and quality of the argument (Walton, 1996), others studied how the features of an argument were related prescribing the occurrence of phases of an argument. In Kuhn (1991), a strong argument was determined according to five features: a) supportive theories for a claim, b) evidence to support theories, c) generating alternative theories, d) viewing elements undermining a theory or providing a counterargument, d) providing a rebuttal of alternative theories. Findings showed that evidence then counterarguments were the most important features for forming and assessing strong argumentation. One feature to highlight was evidence to support theories which was not always used sufficiently by learners. Moreover, the quality of evidence was also investigated by many researchers (Walton, 1996). Hence, for the purpose of the present study, clear instructions were provided for students during the semester to use rebuttals in the different tasks under investigation. Even the written essay included paragraphs for counterarguments and refutation of opposite claims. In Nussbaum and Kardash (2005), students‘ argumentative essays were coded into final claim, primary claims as the reasons supporting this final claim, counterclaims and rebuttals for these counterclaims. An argumentative task prompt suggested by Nussbaum & Kardash (2005) asked the students to find as much evidence and reasons to support and justify their positions in the argument. This study applied two different methods of instructions for writing persuasive essays. One prompt asked the students directly to express their opinion about a topic whereas the other provided students with reading
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passages on the two positions of the arguments. Findings showed that when provided with readings, the students used more counterarguments and therefore had a better quality of arguments. Accordingly, in this study the three tasks, the essay, the oral debate and online forums required the students to read about the topics, synthesize sources to support their arguments, evaluate the opposing positions and make rebuttals; thus, aiming at enhancing the quality of arguments and construction of knowledge. Regarding oral discourse, Keefer et al. (2000) coded conversations to determine the structure of collaborative arguments using the terms challenge and answer to challenge for the expressions of counterarguments and rebuttals. They observed premises, conclusions, challenge, answer to challenge, and concession. O‘halloran (2011) explored interaction discourse in the oral debates of reading groups. Discourse function was analyzed according to two categories: Thematic and argumentation. The ‗Thematic‘ was divided into evaluative and interpretative, while ‗argumentation‘ was divided into three constructs: claims, challenges and co-construction. O‘halloran (2011) defined each construct as follows: Claim as ―a challengeable proposition about the novel‖; challenge as ―where a speaker challenges a previous claim‖; co-construction as ―where claims from different speakers build on each other‖ (p.181). Chinn et al. (2000) focused as well on supporting reasons and rebuttals as evaluating criteria for the quality of arguments on a scale from 0 to 6 as the most complex argument structure. The more reasons a position was supported with and the more rebuttals were included, the higher the argument was scored, again highlighting the significance of supporting evidence and refutations or rebuttals for a high quality argument. Clark et al. (2007) examined the foci and constraints of various analytic frameworks used to assess dialogic argumentation which was defined as including groups of students who try to convince one another with the validity of their ideas. Online discussions were considered ―collaborative communication interface‖ (p. 344), a form of collaborative argumentation where students form arguments and counterarguments by responding to new threads in a discussion. The review discussed the quality of dialogic arguments through reviewing five analytic frameworks, each with a different focus of analysis including the focus on structure, concepts, sequence and interaction. They were ―formal
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argumentation structure, conceptual quality, nature and function of contributions within the dialogue, epistemic nature of reasoning, argumentation sequences and interaction patterns‖(p. 346). In the review (Clark et al., 2007) Toulmin‘s model was the most popular theory for analyzing the structure of an argument. The quality of the argument was evaluated through the existence and the absence of the components mentioned in the theory (Toulmin,1958). The more of the components were provided, the stronger the quality of the argument was. In other words, data and warrants when provided by students to support their claims, their arguments were considered much stronger than others that lacked these elements of the model (Clark et al, 2007). Erduran et al. (2004) also evaluated the quality of students‘ arguments according to the availability of Toulmin‘s components. However, the components were seen as part of the structure rather than the content of the argument as the content and quality were considered much related to exploring fallacious arguments rather than just observing the existence of data and warrants in an argument and in this case other theories could have been of more assistance in the analysis of the arguments as that of Walton, 1996. Erduran et al. (2004) linked backing, data and warrant into one term Ground so to easily analyze students‘ arguments. Five levels of quality structure were considered as in the following table (Erduran et al., 2004, p.16): Level 1: Level 1 argumentation consists of arguments that are a simple claim versus a counter-claim or a claim versus a claim. Level 2: Level 2 argumentation has arguments consisting of a claim versus a claim with either data, warrants or backings but do not contain any rebuttals. Level 3: Level 3 argumentation has arguments with a series of claims or counter-claims with either data, warrants or backings with the occasional weak rebuttal. Level 4: Level 4 argumentation shows arguments with a claim with a clearly identifiable rebuttal. Such an argument may have several claims and counter-claims. Level 5: Level 5 argumentation displays an extended argument with more than one rebuttal.
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Thus, the present study analyzed and evaluated the quality of the arguments of EFL undergraduate students in synchronous online forums, academic essays and oral debates via the observation of the structure of their argumentation following Toulmin‘s model (1958) and other dialogic supporting components by labeling claims, grounds of claims, rebuttals, grounds of rebuttals, warrants, backing, conclusions, and concessions in the arguments. 2.4.2 Argumentation as a tool of critical thinking and social interaction in education Argumentation has recently been considered a process that can enhance critical thinking, problem solving skills and conceptual change which are currently major concerns in the educational environment and research (Jonassen & Kim, 2010). Argumentation is not just a debate. It encompasses within, however, critical thinking and social interaction in which participants form and evaluate arguments (Nussbaum, 2011). In recent research, quality of arguments was highly related to learning and conceptual thinking (Baker, 2009). Argumentation was claimed to be a genre that can better lead to conceptual change more than any other genre such as narrative and expository ones (Jonassen & Kim, 2010). For example, through argumentative essays, students gain better conceptual understanding of a social or a historical problem more than writing a narrative or an expository essay (Wiley & Voss, 1999). Through argumentation students can learn ―the social construction of knowledge‖(Jonassen & Kim, 2010, p.440) and get involved in reflection. The high correlation between critical thinking and argumentation was explained clearly in Kuhn (1991) defining thinking as ―formulating and weighting the arguments for and against a course of action, a point of view, or a solution to a problem‖. Moreover, argumentation was considered a motivating task for students (Chinn, 2006). It was a skill that has been essential in all educational disciplines, and can be included in many classroom tasks. Students can be assigned to write an argumentative essay or join an argumentative discussion after ―reading a case, encountering a problem, or studying an issue‖ (Jonassen & Kim, 2010, p. 449) since problems were considered ―the most robust topic for engaging argumentation,‖ (Jonassen & Kim, 2010, p. 449). The relationship between social presence and critical thinking was clearly examined in online discussions by Costley& Lange (2016). Affective, interactive and cohesive
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categories were observed for social presence through 9 indicators ―expression of emotions, use of humor, self-disclosure, referring explicitly to other‘s messages, asking questions, complementing and expressing appreciation, expressing agreement, inclusive pronouns, and phatics or salutations.‖ (p. 97) Critical thinking, on the other hand, was measured via ―relevance, importance, novelty, outside knowledge, ambiguities, linking ideas, justification, critical assessment, practical utility, and width of understanding‖ (p, 96). The data of 219 learners in a course of English for teaching and learning were analyzed using quantitative and qualitative methods. Results showed that the mean for critical thinking was higher than the mean for social presence for all codes. Focusing on the three categories of social presence, interactive codes showed to be the highest in frequency compared to cohesive and affective indicators; whereas for critical thinking relevance and importance were the highest in percentage amongst other codes. However, results revealed a negative correlation between social presence and critical thinking. 2.4.3 Cognitive elaboration in educational online arguments Argumentation was extensively investigated in educational research. With the application of digital modes in education, more concerns were highlighted such as the relation between argumentative discourse, digital modes, and cognitive skills. In addition to the observation of the main features of arguments to evaluate their qualities, some researchers related quality of arguments to high cognitive skills in online contexts (Fu, Aalst& Chan, 2016; Stegmann et al. 2012; Shukor et al., 2014). Fu, Aalst & Chan (2016) classified patterns of discourse in asynchronous online forums. The patterns were categorized into three knowledge relevant categories: Knowledge sharing, knowledge construction, and knowledge building, both quantitative coding and interpretative narrative analysis were used to analyze engagement among classroom students and quality of their arguments. The results revealed three significant patterns for the present study. The first one was simple argumentation used by students for knowledge sharing where students focused on supporting one approach and did not focus on providing rebuttals and evidence. The second pattern was the disputational patterns of talk where students only focused on who was wrong without a profound discussion of ideas and providing well supported sound argument. Under knowledge construction
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category, grade 10 students used complex argumentation defined as ―constructing understanding through argumentation that brings ideas to higher levels‖ (p.455). Stegmann et al.(2012) investigated the impact of online scripted single arguments on the quality of argumentation, cognitive elaboration and acquisition of knowledge relevant to argumentation techniques. The study explored the correlation amongst formal quality of arguments, cognitive elaboration and acquisition of knowledge, in addition to investigating the influence of scripted single arguments on the acquisition of knowledge regarding argumentation or domain specific knowledge. 48 freshmen students were divided randomly into groups of three members each. The students were assigned to read Weiner‘s attribution theory (1985) on motivation, the attribution and causes of success and failure, and its application in education. Then they were provided with a script of three problematic cases of learners for analysis in an online discussion. The cases discussed were complex enough to raise arguments and students were supposed to reach a solution for the problem at the end of their asynchronous online discussions. The experiment had four phases. An introduction to the theory and a pre-test of knowledge on argumentation, an individual practice where students read a description of the theory, then a collaborative learning phase that included an explanation of the think aloud procedures and actual online discussions of groups trying to find solutions for the cases provided to them. In the control group, text boxes were provided on the online interface for students to write a clear argument and even categorize it into claims, grounds and qualifications. These text boxes enforced the academic style on the students‘ posts so that their discussion does not turn into chat rooms. Finally, a post test was administered on the students‘ domain specific argumentation knowledge to evaluate the effect of scripted single arguments on their acquisition of knowledge. The discourse of one of the scripted cases was coded for analysis. The pre- and post tests required an analysis of a problem using Weiner‘s attribution theory. And the online discussions were analyzed for the formal quality of argumentation, dividing the data into bare claims, supported claims, limited claims, and supported and limited claims. Formal quality of the argument was determined by the number of arguments supported by grounds and limited by qualifications in the online discussions. Another important construct of investigation was cognitive elaboration of argument knowledge by the students. They were required to
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provide titles or categories for their own argumentative posts to segment their argument as a claim, ground and qualification per se. Results of the think aloud procedures showed that students who had a scripted argument revealed deeper cognitive elaboration of arguments than the control group who focused on formulation or even spelling rather than the components of arguments. Findings also revealed that the quality of argumentation was much higher in the group with scripted arguments than the control group due to providing more than double the number of supported claims in their arguments. Moreover, there was a positive correlation between the cognitive elaboration of arguments and the formal quality of argumentation, the deeper the cognitive elaboration, the higher the quality of the argumentation of the student. Shukor et al. (2014) examined students‘ strategies and cognitive level during the construction of knowledge in online discussions. Both content analysis and sequential analysis techniques were used. The discussions were managed by 20 undergraduate students divided into five groups. They were assigned to solve five problems relevant to their field of study, web-based multimedia development. Each problem was assigned two weeks of online discussions. Students‘ posts were then coded according to knowledge construction. Coding scheme was formed of three cognitive categories: Asking questions, giving answers, and giving information. The last category giving information included agreement and disagreement. Each cognitive category was graded from high (H) to low (L) from just providing a question, an answer or information to providing them with elaboration and explanation. Students were divided into three groups: High level of knowledge construction (H), high-low level of knowledge construction (HL), low level of knowledge construction (L). Findings showed that the highest percentage of posts were giving information without elaboration which was considered a low level of knowledge construction as students pasted information from the internet without explanation. However, other codes showing high level of knowledge construction were used by students such as asking questions that provoked explanation, answering with explanation, agreeing and disagreeing with elaboration on other information. Analyzing the sequence of posts, the H group showed
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more use of the giving information cognitive category, the HL group showed a sequence of giving information with elaboration and commenting on a previous remark on one hand, and accepting another opinion and asking questions that require elaboration on the other. The L group did not use acceptance and non acceptance of information. They tended to answer without elaboration. Hence, argumentation codes were used only by the high knowledge construction group. They tended to use arguments, justify them and when they disagreed, they asked questions that required elaboration. Accordingly, it was recommended by the authors that debates lead to high level of knowledge construction as the H group argued and debated while the L group only used questions and answers. In summary, argumentation was vital for a high level of knowledge construction. Similar to the previously mentioned study (Stegmann et al., 2012), argumentation was positively correlated to higher levels of knowledge construction and cognitive skills. Zhu (2006) observed types of interaction and levels of cognitive engagement and their relationship in asynchronous online discussions by undergraduate and graduate students. The participants were 71 students from three colleges. Throughout a 12 to 14 week course, instructors observed, managed and participated in the online discussions of students. Two online discussions were analyzed for each of four classes using the content analysis approach by Henri, 1992. Each message was analyzed via the analytical framework for cognitive engagement in discussion by Bloom‘s cognitive domains of learning (1956). The statements in the online discussions were categorized according to the six levels of Bloom‘s learning taxonomy starting from the level ‗responding‘ to the level‘ evaluative‘. Interaction was also analyzed via being categorized into two types. Type I shows vertical interaction in which one member replies on a stronger answer of another member with any addition of new points to the discussion. Type II was a horizontal interaction in which the member adds new ideas and opinions and hence multiple perspectives were included in the discussion. Results revealed the second type which was horizontal interaction in all the discussions of the four groups. Investigating centrality of the online discussions, findings revealed various types of interaction. The first one was centralized on one member proposing discussion topics and questions functioning as the point of connection among other members. This type of interaction appeared in two of the groups, one for a graduate class and another for an undergraduate
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one. The second type of interaction to show in the data of the other two groups was the ‗interconnected web‘(p.470) where more than one member occupy different points of centrality. Inside the same group, each member interacted with only two other members where they commented and refuted each other‘s ideas. Regarding levels of cognitive engagement, graduate classes revealed posts that included explanation, analysis and evaluation. Discussions of undergraduate students, nevertheless, included lower levels of cognitive engagement as they exposed only factual information. Finally, the findings showed no relationship between type of interaction and level of cognitive engagement as the two groups revealing the same type of interaction did not share the same level of cognitive engagement. Moreover, cognitive engagement was mainly influenced by the instructors‘ questions and students‘ knowledge. Higher levels of cognitive engagement were prompted by the instructor‘s interference and evaluation. Jeong (2003) tested discourse analysis software that can be used to conduct computations on the analysis of sequence of events in online discussions. It is a tool that allows researchers to measure critical thinking in online discussions. It can compute the probabilities of transitions across messages and accordingly can allow an accurate description of the relation between the messages and students‘ interaction. Hence, the study examined the types of sequential events that were most dominant in threaded discussions and their relation to critical thinking existing models. The study also investigated the types of interaction that can best stimulate students‘ response and critical thinking; finally, discussing the implications of the findings on structuring strategies of online discussions. From the perspective that social interaction leads to arguments that result in the construction of knowledge and meaning, interaction was measured by the sequence of a given message and its response. The study investigated 34 graduate students in an MBA program. Groups of students debated a highly controversial issue in ethics in a business online course for four weeks, each sending two posts per week. One group discussion was coded for analysis. Data were coded according to units of meaning only rather than structural or syntactic units. There were 14 units of analysis: ―position statements; statements of simple agreement or disagreement; arguments; personal experiences; literature; formal data; personal or hypothetical actions and choices; evaluation or critiquing of arguments; summary; negotiation or conclusions, and process
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comments ‖ (p.30). The tested software, DAT, was used to measure frequencies, and transitional probabilities of events as well as statistical significance. Results showed that opposing arguments stimulated more sequential arguments. Position arguments, on the other hand, did not stimulate disagreements in the sequence compared to higher occurrence of agreement. Disagreement, however, appeared in interactions that involved exchanges of agreements and disagreements. Cognitively, arguments that involved evaluation of other posts‘ accuracy or relevance were rarely responded to by students who used evaluation posts only in cases of negotiating conclusions. Thus, evaluation followed arguments rather than occurring during the arguments per se. Transitions included a sequence of position statements and an agreement; an agreement to an argument; a position statement to an argument. No transitions from a position statement to a disagreement occurred. Moreover, other forms of transitions included disagreement followed by advancing arguments; identification of agreements followed by conclusions negotiated. Negotiation and evaluation of arguments were mutually exchanged. In their endeavor to examine the influence of the day of posting on cognitive involvement and critical discourse in asynchronous online discussions, Jeong & Frazier (2008) observed the number of messages in four forms of argumentation exchanges: argumentchallenge, challenge- counterchallenge, challenge- explain, and challenge- evidence. These forms were considered factors of critical discourse according to dialogic theory of language. Data were collected from a graduate online introductory course on distance education. Two discussions were managed, one for posts of supporting arguments and another for posts of opposing arguments. Four weekly debates were conducted using Blackboard online forums. Students were required to label each message by Argument, Rebuttal, Explain, Evidence. Then messages were divided according to three times slots of investigation: early in the week, midweek and weekends. After using ANOVA to examine the relation between exchange type and day of posting the message, results showed that the posts of challenges per argument, counter-challenges of challenge posts, and supporting evidence for each challenge were highest early in the week than in midweek and weekends. However, explanations for each challenge did not reveal any significant difference regarding the day of posting. A clear drop in students‘ posts occurred on day 6 or Saturdays. Researchers then commented that the longer it took
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students to post messages, the less it elicited responses from other students. Hence, for the purpose of this study, synchronous online forums were conducted in the university computer lab during class sessions to elicit more argumentation discourse. Potter (2008) examined the application of the Rhetorical Structure Theory (RST) used for essay writing to analyze the interactional coherence in asynchronous threaded discussions through Allaire and WebCT platforms or conferencing systems and an email debate. RST was used to analyze rhetorical argumentation, and topic drift based on the assumption that online discussions combine features of written and conversational texts indicating that coherence in these online discussions can be examined using the same theories of rhetoric. Coherence was defined according to Mann and Thompson, 1988 based on four constraints: Completeness, connectedness, uniqueness, and adjacency. Completeness meant encompassing all the units in the structure. Connectedness was a direct relation between all units or via nested span. Uniqueness meant when each text was related to only one relation in the thread. Adjacency was when the satellite becomes adjacent to its nucleus or any intervening texts were also satellites to the same nucleus. According to these four constraints a text was judged for its coherence. Transcripts of graduate students in an online course were analyzed in two platforms, WebCT and Allaire Fora, and in debate email. Three topics were discussed in each platform and one topic in the email debate. Argumentation was observed through the structure of the relation between messages as evidence, motivation, justify, antithesis, or concession. In addition, explicit messages of agreement and disagreement were also observed individually. Results revealed that elaboration, antithesis, concession and evaluation were the most dominant relations among messages in the threads with elaboration as the highest in frequency which led to more constructive discussions. The structure of the asynchronous threads was more a cyclic or a network rather than a thread of messages in direct sequence as any message can be a reply to any of the previous messages. Regarding the results of the argumentative structure for inter-messages, the most dominant relations were Antithesis, Concession and Evidence, respectively, in contrast to the absence of Justify and Motivation relations. Antithesis and concession
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prevailed in the email debate while evidence prevailed in the Allaire. WebCT, on the other hand, showed equal use of Evidence and Concession. Antithesis and Concession were used in disagreement messages whereas Evidence wasused for agreements. The arguments in both WebCT and Allaire were dominant with the use of Evidence and agreement. In fewer cases of disagreement, Concession relations were employed between messages. It was also mentioned by the researchers that disagreement led to shorter discussion threads. Topic drift was another construct to be observed. Results showed that participants used devices of topic drift to maintain the preferred topic in the discussion. The discussions started by messages based on research and ended with anecdotes and personal commentaries. Topic drifting was achieved via parallel association, subtopic escalation, pedagogical pivot, and redirection. In both WebCT and Allaire, the participants used subtopic escalation to maintain the topic. These findings revealed the high cognitive skills required in the use of research, evidence and in constructing knowledge through online argumentative discussions. 2.5 Comparison studies in modality discourse Reviewing the differences in discourse across various modalities was essential for the purpose of this study. Thus, more comparative studies on each pair of modalities were reviewed in the following order: oral and written discourse; oral and online discourse; written and online discourse. 2.5.1. Comparison of oral and written discourse Written and oral discourse differ in their syntactic and semantic structures as well as in the organization of ideas. Research has found that written discourse enhances the use of complex nominal structures such as noun phrases, nominalization, and relative clauses; subordination more than coordination; subject-predicate forms more than referenceproposition; declaratives and subjunctives more than imperatives, interrogatives, and exclamations; passive more than active voice; definite articles more than demonstrative modifiers, in addition to the occurrence of gerunds, participles, attributive adjectives and modal auxiliaries (Drieman, 1962; Devito, 1966, 1967; O‘Donnell, 1974; Chafe, 1982). In writing, ideas are formulated in complete idea units and assumptions are explicitly
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expressed (Goody, 1980). In addition, written discourse requires clear organization of ideas in expository structures, such as the use of a thesis, a topic sentence, and supporting evidence (Olson, 1977). The difference between written and spoken language was reflected in a variety of ways other than the medium of each. Chafe (1982) mentioned that ―speaking is faster than writing‖ (p. 36), and that the speaker communicates directly with the audience but the writer does not. Accordingly, Chafe (1982) determined some linguistic features to be investigated. He found that the average speed of spoken English was 180 words per minute and writing was one tenth slower than speaking, while typing was about one third of the speed of speaking. Moreover, in speaking, direct contact with the audience made the features of spoken language different from that of written language. Investigations included forms of informal and formal language for both modalities, spoken and written. Spoken language data included dinner-table conversations and lectures, and written forms included letters and academic papers. Spoken language was divided into idea units. Movement from one idea unit to the other took a rate of two seconds, which showed the rate of movement of thoughts. Writing, on the other hand, required integration of more than one idea due to the slower pace of writing than that of thinking. Thus, in writing there was more time for integrating more than one idea or thought into one complex linguistic unit, using different linguistic features than that of speaking. In spoken language, idea units were linked without connectives, and hence led to fragmentation. Coordinating conjunctions such as ‗and, but, so and because‘ occurred more likely in spoken than written language. On the other hand, integration was one of the traits of formal writing rather than informal speaking due to the slow pace of writing that allows integrating more material in one idea unit. Linguistic features that were of dominance in written discourse were nominalization, genitive subjects and objects, participles, attributive adjectives, conjoined phrases, sequences of prepositional phrases and embedded clauses, complement and relative clauses in particular. Such investigation aroused some questions relevant to asynchronous online forums. Though it is a writing mode and hence may have the same pace of writing that leads to integration, it includes direct contact with the audience and even involvement of the speaker. Therefore, more
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investigation of the discourse of online forums was crucial especially in the academic context. It was important to explore the nature of online discourse, how it can be employed in the academic context and what kind of linguistic features it was nurturing. Other distinguishing features between speaking and writing were involvement and detachment. In speaking, there is a direct contact between the speaker and the audience and hence Chafe found that linguistic features determining the speaker‘s involvement occurred frequently. In the written data, on the other hand, other linguistic features were used, features that aimed at distancing the writer from the audience or the agent from the action. Such features included the passive voice and nominalization. The data showed that the passive voice occurred five times more in written than spoken discourse. A traditional assumption on the difference between oral and written discourse was that in the oral context, discourse was spontaneous and immediate while written discourse was more planned and organized. Lakoff (1982) argued that although oral discourse was always described as spontaneous and direct and written as planned and non-spontaneous, such traits of discourse could be put on a continuum. Written discourse could be easily edited and revised while oral conversations depended on a direct reaction to the interlocutor and shifts in the real world. Nevertheless, oral discourse could be planned and non-spontaneous like political rhetorical speeches and written discourse could be spontaneous like in synchronous online chatting. Spontaneity in oral discourse allowed lack of clarity, hesitation, slips of the tongue, with warmth though. Planned written discourse, on the other hand, allowed the reader to ―form more lasting and more vivid memory in the mind, and allowed a reader as well as a writer to rethink, re-experience, and revise impressions‖ (p.242). Written discourse was also characterized as more ―memorable‖ and ―formal‖ than oral discourse that tended to be more ―colloquial‖. Lakoff (1982) discussed how oral conversation could be reflected in a written mode as novels or political reports. In recent novels, oral conversations were represented as real via the use of ―hesitation, sloppiness, errors of various kinds.‖ However, Lakoff claimed that inspite of the existence of such oral forms, the circumstances and the meaning still looked different than spontaneous dialogues. The characters of such conversations seemed highly educated and articulate. Thus, Lakoff argued that in transcription of oral
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discourse, not only form of discourse should be modified but also meaning as what works for one medium of discourse does not necessarily match another. One strategy of transferring oral discourse into the written mode is the use of quotation marks. Italics, as well, is a device that is used in written discourse to function like pitch and stress in oral discourse. Italics are also used to highlight an important idea. The third device used to stress important nouns was capitalization and it was highly found in children literature. Ellipses and repetition were two other devices that are mainly features of unplanned spontaneous oral discourse. Soap operas are mainly written discourse that is claimed to be oral or imitating spontaneity of oral discourse via the use of hesitation, correction, and ellipses. Though Chafe (1982) revealed a lot of different variables between oral and written discourse, Lakoff (1982) referred to other factors that can place different discourse on a continuum rather than having only the two poles of oral and written modalities as the only independent variables. However, more recent research has shown to focus on interaction in discourse rather than only investigating form and structure. For the sake of this dissertation, more research was reviewed on interaction and metadiscourse across the two modalities of communication with a special focus on the academic context. 2.5.1.1 Comparison of oral and written interactional discourse Adel (2010) aimed at presenting taxonomy of discourse functions in spoken and written academic English. Thus, the data observed included 30 lectures and 130 advanced essays of graduate students. The taxonomy focused on 23 discourse functions that were categorized under four titles: ―metalinguistic comments, discourse organization, speech act labels and references to the audience‖. Differences in discourse functions and genre occurred due to differences in the conditions of speeches and essays. Speech does not allow the presenter to plan and revise discourse as in written essays. Results showed that argument as a genre was more dominant in the written essay while other features, namely, repairing, marking asides, managing comprehension and audience occurred more frequently in oral speech. In the analysis, the researcher stressed the influence of context on the use of metadiscourse. In speeches the audience can directly
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and promptly interact with the speaker whereas in written essays the audience is not present at all during the process. However, this may raise questions regarding synchronous online forums. Though they use a writing mode, direct contact with the audience may provoke interactive discourse features similar to that of oral speech. Thus, more investigation was needed concerning discourse functions in online forums. Moreover, planning time was shown to be another influential factor in the use of discourse, a feature that is more dominant in written essays than speeches. Synchronous online forums may lack such planning time like speeches due to direct interaction with the audience. However, the writer still has more flexible time to think of what is going to be written. Data analyzed were composed of 30 lectures of 33 hours from the Michigan Corpus of Academic Spoken English (MICASE; Simpson et al. 1999) and 130 advanced A-grade papers by senior undergraduate and graduate students taken from Michigan Corpus of Upper-level Student Papers (MICUSP). Variables observed were interpersonal metadiscourse referring to the participants ‗I, you, and we‘. Quoted words and dysfluencies such as repetition, false start and self-interruption were not counted in the data. Results showed differences between spoken and written discourse functions in seven categories. Five of them were due to the influence of different conditions between the speech and the essay while two were due to the difference in genre, expository speeches and argumentative essays. The first five discourse functions were totally lacking in written discourse though appeared in oral speech. They were mainly ―repairing, marking asides, contextualizing, managing comprehension, and managing audience discipline‖ (p. 91). Repairing and marking asides only existed in speech due to the lack of planning. They disappeared in written discourse as writers had a chance to edit, and hence they never resorted to omitting discourse. Managing comprehension was a discourse function that required direct presence of audience; thus, it only showed in oral speech rather than written essays. Arguing and managing the message were two discourse functions that showed difference across written and oral data due to the difference in the genre of each discourse rather than the difference of modality and context. In written essays the
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students had to support their own academic research while in lectures professors did not have to support their own research rather than expose information making it more of an oral expository task. Managing the message, on the contrary, showed in oral lectures due to being presented from the more experienced to the students, a matter which contrasts with essays that were written from the students to be read by the more experienced. Therefore, the difference in audience, purpose and speaker-writer role were greatly influential. In order to avoid genre effect, this dissertation investigated the same genre, argumentative discourse, in debates, online forums and argumentative essays. Finally, most metadiscourse functions investigated in Adel (2010) occurred in both modalities, spoken lectures and written essays. 2.5.2 Comparison of interaction in face-to-face and online discussions Meyer (2006) investigated the influence of face to face compared to online context on graduate students‘ performance in arguments regarding their ―comfort level, honesty, worry about hurting others‘ feelings, ability to feel as others and willingness to disagree‖, as well as the influence of context on the controversy in different topics, and finally whether one of the two contexts was more motivating to learning than the other. The participants were graduate students in a historical and policy perspective on higher education. They had five controversial topics in higher education to discuss in the two contexts of face to face and online. The topics were diversity, academic freedom, political tolerance, affirmative action and gender. The discussions started in week 6 in the semester and the students were required to read articles about the topics and develop questions on note cards before the face to face sessions. The questions were categorized according to the cognitive levels of Bloom‘s taxonomy as developed by Anderson and Krathwohl (2001).The questions were then distributed evenly into two groups, one for the face to face discussions and one for the online discussions seeking an even cognitive level of discussion across the two contexts. The instructor posed the questions of one group one by one in class whereas the other group of questions was posted on the online discussion board where the student was allowed to answer in two to three times during the week of the discussion.
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The data were gathered through two questionnaires. One was administered after the face to face discussion and another after the online discussion including three more questions than the face to face questionnaire, in addition to a question on the final exam to reassure the students‘ responses did not change through time. The questionnaire asked the students the main five points of investigation which were comfort in the setting, honesty, worry about others‘ feelings, and similarity of feelings with other classmates, disagreement and their preferred setting online or face to face. The online survey, however, asked the students to compare between face to face and online discussions, and what they found as the most important thing they learned and in which setting it was learned. In the final exam the students were required to rank the topics of the discussions according to their value and their preferred context for each discussion. Ten students formed the investigated sample and hence the data were descriptive. The findings revealed topic effect on uncomfortable feelings, worry about others‘ feelings and willingness to disagree. The students felt more uncomfortable in the face to face discussions in the three topics of political gender, affirmative action and gender, and more worried about others‘ feelings in the topics on diversity and political tolerance. In the online discussions they felt the same as others in the discussions on political tolerance, affirmative action and gender. Willingness to disagree showed in face to face discussions in three topics and in online discussions in the topics of diversity and academic freedom. On their preferences for one setting, the students answered that face to face was a better setting for the discussions. No clear evidence revealed that one setting enhanced learning more than the other; nevertheless, the results showed slight preference to the face to face setting. Age was another factor influencing the results regarding feelings on comfort, hurting others‘ feelings and willingness to disagree. More mature students were more comfortable in controversial arguments and in expressing disagreement while younger students were more worried about others‘ feelings. Finally, the researcher concluded that preference of one setting over the other depends on the learners‘ experience. Wang & Woo (2007) observed the differences in participation between face to face and online discussions in the classroom as well as investigating the students‘ perception of
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these differences. Students were enrolled in a post graduate diploma in education. They had 11 face to face discussions and 12 online discussions in a 12 session course across 6 weeks. The students were randomly divided into groups of six members of which one played the role of the leader. Data were gathered through class observation and a final essay asking students to write their perceived differences between face to face and online discussions. the essays were then coded for 17 themes as follows: convenience, visual cues, clarification, communication, time frame, taking notes, expression of questions, spontaneity, interactivity, focused, depth of discussion, efficiency, preparation, responses, view of material, technical problems, atmosphere including comfort, authenticity, aggression, dominance, and equal access to shy participants. The results of the study showed that the online setting had more comfortable atmosphere than the face to face setting as it was less aggressive and equally allowed students to write their opinions as group members. Hence, online discussions were considered a more convenient setting for group work and interaction amongst mixed personalities. The second theme regarding responses was faster in the face to face discussions than the online ones, which incorporated slower pace of feedback. However, the online setting in Wang and Woo (2007) was asynchronous whereas in this dissertation the online discussions have been conducted synchronously in class. Efficiency was another theme in this study to indicate preference of the face to face setting due to its reliance on the factors of time and inferring conclusions. Asynchronous online discussions consumed more time in articulating written ideas. Furthermore, interaction revealed more intensive and multidirectional conditions in face to face discussions via exchanging compliments and keenness on answering the leader‘s questions. Non verbal cues in the face to face discussions, moreover, facilitated communication among students more than the online discussions. Other themes, on the other hand, did not reveal any significant differences between the two settings. These themes included clarification, taking notes, expressions of questions, spontaneity, focus and depth of discussion. Joiner, Jones & Doherty (2008) compared the effect of asynchronous CMC discussions and face to face discussions on the quality of arguments. It investigated the factors that have an impact on the quality of CMC argumentation, comparing the arguments of
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students from different programs with that of students from the same program. The researchers evaluated the quality of argumentation through dividing arguments into three categories: Functional arguments, non-functional arguments, and non-justificatory arguments. Functional arguments represented the highest quality where the argument was supported by mentioning the important functions of the topic or the author's opinion; nonfunctional arguments were those including reasons and suggested alternatives in cases of refutation. Non-justificatory arguments were the least in quality as they were mostly nonrelevant or not supported. Those three types were observed in essays written by the students as pre- and post tests on the topic of smacking children. Thus, the study had three phases: pre-test; face to face and online discussions; a post test. The quality of arguments in the discussions was also analyzed according to a different scheme that could better reflect the degree of interaction in the arguments. The analysis highlighted transactive questions (stimulating a response from a group member), transactive statements (responding to a group member) and non- transactive statements (they do not respond to the preceding request of argument). A third analysis strategy was also used in analyzing the discussions. Arguments in this third analysis were categorized according to their argumentative sequence. Three categories were distinguished: Corner sequence; rebuttal sequence; block. The corner sequence was as follows: a clarification by the first speaker, a response and then a counter argument. The rebuttal sequence showed a counter claim that was followed by another counter claim. Finally, Block sequence occurred when the speaker becomes defensive. In summary, the higher the quality of the argument, the more numbers of transactional utterances and strategic sequences it included. Hence, it was the process of the argument rather than its content that was measured. Results showed that the quality of arguments in face to face discussions were higher than those in CMC asynchronous ones. Face to face discussions included more transactive questions and statements, and strategic sequences. Moreover, CMC discussions had more unconnected utterances than face to face discussions. In study two the results showed that the content of arguments was higher in
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the discussions of students from different programs. Different viewpoints stimulated higher quality of argumentation. Such results need more investigation as online discussions showed more unconnected utterances than face-to-face discussions. On the other hand, Chafe (1982) found that oral speech enhanced fragmentation contrary to written essays that reinforced integration. So online forums need to be investigated compared to both oral and written discourse using the same genre of arguments to be able to determine the place of each modality on a continuum regarding the use of complex syntax and the integration of utterances. Gibson (2009) investigated the features of interactional discourse used in asynchronous online board discussions in an academic context. The main purpose was to explore the pedagogical effectiveness of online discussions. Data were analyzed via conversational analysis so to be compared to features of oral conversation. Three main areas were examined: Sequential organisation, adjacency pairs, and topicality. In topicality, it investigated how specific topics were initiated, closed and negotiated. Therefore, the purpose of the research was to analyze conversations in the online context and enhance its use in education. The participants were 12 students in a postgraduate research program in an institute in London. The data were gathered from a six-week reading course where students held book discussions every week on an online bulletin board. Ten discussion boards were included in the course, each for a specific author and readings. The discussion under investigation was held during the third week asynchronously across 7 days and encompassed 58 posts. Each participant was required to send three posts during that week: One post to answer one of three questions on the readings, another posing a new question on the reading, and a third post to reply to another participant‘s questions. Results of the conversation analysis showed that there were a lot of similarities between discourse features of asynchronous discussions and face-to-face talk. Though the discussions were asynchronous, the participants followed a turn taking sequence as well as question-response rules in most of the posts as the traditions in face-to-face talks. In other words, most of the posts followed a sequential turn. Topics developed and were negotiated via a strict organization of sequential posts exactly like synchronous or faceto-face discussions. Other features of asynchronous discussions like jumping turns or
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other intruding side conversations were absent in these investigated threads. Sequence of posts and the development of topics were observed via repeating vocabulary as discourse markers were not necessarily used by students to link posts. One student‘s reply was linked to another student‘s and indirectly responding to the tutor‘s question post. Thus, discourse markers and addressing names were absent from these synchronous discussions due to the strategy of directly addressing the preceding post in the thread. Like face to face talk, one post that was trying to answer the main topic question initiated a new thread of question-answer. In another strategy, a new topic was initiated in one of the posts via a quotation copied from the preceding post to illustrate a link between the new initiated topic and the preceding one. Such a step cannot be easily taken in a face-to-face discussion without strongly depending on memory. Some specific strategies were found to be influenced by the writing mode such as the use of italics, bold and colors to stress the importance of a piece of information. 2.5.3 Difference in discourse between online discussions and academic essays The use of online forums whether in blended or distant learning courses has spread a new style of academic writing. Hewing& Coffin (2007) investigated the use of personal pronouns ‗I‘ and ‗we‘ and the impersonal ‗it‘ in synchronous online discussions and essay writing. They believed these pronouns indicate the involvement of the author in the discussion and the extent of explicitness in expressing their opinion. Moreover, pronouns reflect the relationship between the writer and both the reader and the content. The participants were graduate students of education in applied linguistics in the open university, UK. The research was conducted on one of their online distance courses that depended on printed and audio-visual material as well as computer conferencing. Two sessions of computer conferencing accompanied with two essays were collected from three groups. Frequency of the use of the three pronouns, I, we and it was observed and then calculated per 1000 words for comparison. Pronouns were observed as ―impersonal agent‖ (p130). The pronoun ‗We‘ was categorized into four analytical groups as follows: ‗we‘ that has direct reference to the writer; we that refers to people; we of both the reader and the writer; we that refers to the writer and anyone outside the text and the reader. I, on the other hand, was observed as a pronoun for expressing the writer as a thinker, and
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hence was observed when occurred with mental and verbal verbs or processes such as feel, agree, think. Results showed much higher frequency of impersonal it pronoun in the essays than in the online discussions 49.5% in contrast to 22.5% in online discussions. ‗It‘ was believed by the researchers to be more objective and more assertive in the discussions. The use of the personal pronoun ‗I‘, however, increased more in online conferences than in the academic essays due to the fact that it was less face threatening encouraging a collaborative argument than in face to face discussions whereas in academic essays, the use of ‗I‘ functioned as hedging to the assertiveness of the writer‘s opinion. The occurrence of the pronoun ‗We‘ revealed higher rates in the essays than in the online discussions except when ‗we‘ referred to the writer and others, such as referring to the writer and the community. The researchers referred this to the collaborative nature of online discussions which urged the use of collective ‗we‘ to reinforce the writer‘s position in the argument. The use of pronouns reveals the extent of involvement and explicitness of expressing an opinion as well as the writer‘s attitude towards the text. Hewing and Coffin (2007) focused only on essays and asynchronous online discussions. Moreover, the participants were British graduate students. Accordingly, more investigations were required regarding the use of pronouns and engagement markers in academic essays, and online forums in a different context with different participants as EFL undergraduate students. Simultaneously, the third modality of oral face to face discussions needed also to be examined in order to explore the differences among the three different modalities, written, oral and multimodal, concerning the influence of each on interaction in EAP for EFL undergraduate students. To explore the nature of online conferencing compared to oral and written discourse, Yates (1996) counted the type/token ratio or variety of vocabulary used. The results showed that online conferencing encompassed a similar ratio to written rather than the oral text. Lexical density was also observed as it showed the density of information in the text and results revealed that online conferencing was more like written texts in the
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density of information. ―Users of CMC systems may be bringing their literate production practices to an interactive, social and orally-oriented interaction,‖ (p.39). Since the use of personal pronouns is a major feature to distinguish oral and written speech, it was one of the variables observed by Yates (1996). Contrary to the results of previous variables, the percentage of first and second personal pronouns was closer to oral than written speech and was even higher than oral speech. The use of modals showed similar results as they occurred more frequently in the online conferencing than in the oral and written texts with the written having the lowest proportion. Thus, online conferencing tended to elicit lexical, information density and variety as written modes, and pronoun reference or attachment (Chafe, 1982) and modals similar to the oral mode. 2.6 Prompts and online task Designs 2.6.1 Writing prompt formula Pyun (2003) observing syntactic complexity and interaction in online and face to face discussions provided two prompts for the participants asking them to write their preference of two different choices ending the question with ―which one do you prefer?‖(p.50). one example is ―when people move to another country, some of them decide to follow the customs of the new country. Others prefer to keep their own customs. Which one do you prefer?‖. An argumentative task prompt used by Lu (2011) as ―some people think that education is a lifelong process, while others don‘t agree. Write an essay to state your own opinion.‖ (Lu, 2011). Similarly, Nussbaum & Kardash (2005) suggested the following formula ―please write an essay expressing your opinion on the following question, ―Does watching TV cause children to become more violent?‖ provide as many reasons as you can to justify your position, and try to provide evidence that supports your reasons.‖ Nussbaum and Kardash (2005) applied two different methods of instructions for writing persuasive essays. One prompt asked the students directly to express their opinion about a topic whereas the other provided students with reading passages on the two positions of the arguments. Findings showed that when provided readings the students used more counterarguments and hence had a better quality of arguments. In the present study, hence, the argumentative prompt for the essay, online
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forum, and oral debate exposed two opposing views and their preference in addition to requiring evidence from readings on their assigned topics and their position in the arguments. 2.6.2 Design of online discussions There is a significant increase in the demand of online courses according to 73% of institutions in 2009 (Ward, Peters, & Shelley, 2010) while 65% of institutions considered online courses an important factor in their long term strategy (Wilson, Hamann & Pullock, 2014). Online discussions provide students with more think time in addition to the ability to reply without any interruption as face to face discussions. There is always a chance to review and analyze other posts before replying in addition to stimulating a bigger amount of discourse than timed face to face discussions. Furthermore, many studies argued that online discussions stimulate higher order thinking than face to face discussions (Burgess, 2009; Guan, Tsai & Hwang, 2006). ―Electronic discussion(s) provide a natural framework for teaching critical thinking because it captures the best of both traditional writing assignments as well as in-class discussions‖ (Greenlaw & DeLoach, 2003, p. 36). They are considered a highly convenient context for academic discourse, critical analysis and reflection (Stansberry, 2006). The design of the discussions highly influences the quality and quantity of the students‘ posts. According to DeLoach and Greenlaw (2007), the prompt of the discussion should direct the students‘ attention to the main points of the task or opinion of the argument such as asking ―there are three sides to this argument- A,B and C. What would you say about it if you agreed with A? B? C?‖ (P.424). According to Jeong (2004), online discussions for students should include a topic that stimulate various points of view and arguments of two opposite sides as conflicting opinions lead to a higher level of critical thinking. The structure of an online discussion in class should include ―prompts that involve real world problems‖ (Hall, 2015, p.25) rather than closed questions in order to provoke higher critical thinking skills. Moreover, the discussion should be highly structured regarding its setting. The students should be assigned a position in the arguments and their posts should be evaluated according to a clear criteria or rubric (Jeong, 2004). Finally, it is recommended that the class is divided into smaller groups of discussion. This study
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followed such structured discussions as the prompts included real life arguments, with clear assignment of each student‘s position in the argument. The class was divided into smaller groups of four to six members each. And clear criteria were written in the prompt requiring students to write two posts, not less than six lines each, one post to clarify their position and another to reply to one of the group members‘ posts. 2.6.2.1 Learning management systems for online discussions While asynchronous discussions claimed to provide equal chances of participation and more time for students, synchronous discussions allowed for better explanation and construction of arguments (Clark et al., 2007). Education recently has extensively focused on dialogic argumentation in online environments. Several methods of instruction were used to promote interaction in online arguments. These methods included interfaces or platforms of collaborative communication such as Connect, TC3 which enhanced synchronous interaction that can promote common elaboration, construction of arguments, and sharing artifacts among participants. One disadvantage compared to asynchronous modes of communication is the difficulty of immediate understanding of challenging conceptual shared material for some students. In the online context students can share documents and artifacts that allow other participants to visualize their arguments. One popular system was DUNES system (Schwarz and Glassner, 2007) that allowed students to form maps of argumentation parts and arrows to show the connection between ideas, a claim and a counterclaim or a question, for example. It could as well provide databases, visualization tools of the participants‘ arguments, make the learners aware of their opinion in relevance to the argument, and have functions of both synchronous and asynchronous modes. Furthermore, in online platforms, learners can have access to rich sources of information as they can share links of websites or glossaries and visualizing material in their dialogic arguments. Other relevant technological features were ―scripts and awareness heightening tools‖. Scripts helped group students with opposing views in one discussion forum and helped guide the students into specific sequence in the arguments. There were also tools that could heighten awareness and provide feedback via automated analysis of argumentation (Erkens and Janssen, 2006). And hence leading to lesser need for the interference of
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teachers in students‘ discussions, which was claimed to a better use of more complex language (Gibson, 2009). 2.7 Conclusion In summary, the concern of previous research with comparing only two modalities at a time, either written and oral (e.g., Adel, 2010), written and multimodal (e.g., Hewing& Coffin, 2007), or oral and multimodal (e.g., Joiner, Jones& Doherty, 2008) urged the need to conduct a more comprehensive investigation of all three modalities, written, oral and multimodal through in one same context. Moreover, most of the studies focused only on interaction and knowledge construction (e.g., Costley& Lange, 2016; Fu, Aaalst & Chan, 2016; Shukor et al., 2014) rather than observing both syntax and interaction, very few studies (e.g., Montero-Fleta et al., 2009; Pyun, 2003), however, observed both syntactic structure and interaction of discourse combining both the cognitive and functional approaches of linguistic analysis and none have observed syntax, argumentation quality and interaction through the same context. Toulmin‘s model (1958) was one of the successful models in analyzing rhetorical structures. Nevertheless, inspite of its efficiency in analyzing rhetorical structures, it lacked components that were required for the analysis of dialogic argumentation such as concessions and grounds of rebuttals and components for observing knowledge construction as elaboration, evidence and use of academic references in academic tasks. Thus, the present study added supporting components for Toulmin‘s model (1958) for a better evaluation of the argumentation quality of both rhetorical and dialogic structures provided in the three compared tasks: The academic essay, the synchronous online forum, and the oral debate. Therefore, the present study aimed at investigating three tasks of three different modalities, synchronous online forums, academic essays and oral debates, with the purpose of reaching a comprehensive perspective on the influence of the three tasks on EFL students‘ linguistic performance, interaction and critical thinking in the EAP classroom through the observation of complex syntax, grammatical accuracy, interaction and argumentation quality.
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Chapter III Methodology 3.1 Introduction This chapter focuses on all the methodological steps required for conducting the present study. The first section includes research design and the observed components. The second section describes the participants and how they were selected, followed by description of the module the students enrolled in, then the design of each task under investigation. The last sections follow to discuss procedures of data collection, definitions of coded labels and both linguistic and statistical analysis of the data. 3.2 Research Design The present study applied both quantitative and qualitative methods of analysis. Oral debates were recorded and transcribed for coding. Online discussions and written essays were also transcribed and coded for the dependent variables. A causal comparative design (Perry, 2005) was applied to investigate the effect of the independent variable 'task' on the dependent variables determining four constructs: Syntactic complexity, grammatical accuracy, interaction, and argumentation quality representing critical thinking. The main research question investigated the linguistic and interactional differences amongst academic essays, synchronous online forums and oral debates through observing four main categories: Syntactic complexity, grammatical accuracy, engagement markers, and argumentation quality. Syntactic Complexity was measured by observing the percentage of each of the three variables: Finite subordinate clauses, non-finite subordinate clauses, and the total sum of both kinds of subordinate clauses per total number of T-units per student‘s text. Grammatical Accuracy was observed through calculations of three variables, namely, error-free utterances with complex clauses, errorfree utterances with simple clauses, and total sum of error free utterances per student‘s text. Interaction was revealed via the observation of five engagement markers: Personal expressions of stance, commands, questions, and first and second personal pronouns;
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while Argumentation Quality was reflected in the components of Toulmin‘s model (1958) in addition to other four supporting components. All the components were coded each as a separate variable and calculated for their percentage of frequency per total number of utterances for the student‘s text. Nine variables were coded according to Toulmin‘s model as follows: Claim, Ground for claim, rebuttal, ground for rebuttal, total sum of grounds, warrant, backing, qualifier, conclusions. Four more supporting components were added to evaluate the quality of arguments as follows: Elaboration, evidence, concessions, and academic reference. 3.3 Participants The academic essays, synchronous forum posts and oral debates of 165 students enrolled in the module English Advanced were collected by the researcher and then filtered to the data of 54 students, 33 females and 21 males, divided into 12 groups, due to dismissing students who failed to participate in the synchronous online forums, a class who used mobile phones for the online forum instead of the computer lab, and students who showed high percentage of plagiarism in the academic essays, in addition to students with different L1. Students were enrolled in the module English Advanced from faculties of Engineering, Economics, Business and Pharmacy. Their age ranged from 17 to 21 years old. The module represented the third proficiency level of English after the two modules Intermediate and Upper-intermediate. All the participants had passed the upper-intermediate achievement tests for the four skills, reading, writing, listening and speaking. Passing the upper-intermediate achievement tests for all the four language skills was a main criterion for the selection of the sample. Thus, all students had passed a written exam of 500 word opinion essay, and an interview speaking test that complied with the structure of the IELTS speaking test. Another criterion for the selection of the participants was the British University placement test, Oxford Placement Test 2 (Allan, 2004). The participants were only confined to students who were placed in the modules Intermediate and UpperIntermediate, the one preceding the module under investigation. Students who were directly placed in the module Advanced were not included in the sample.
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3.4 Module The English Program in the British University in Egypt in 2015 provided five prerequisite modules as follows: Intermediate 1; Intermediate 2; Upper-Intermediate; Advanced; Advanced Writing. Students were directly placed in any of the first four modules, Intermediate 1, Intermediate 2, Upper-intermediate, and Advanced according to their scores in the placement test. Nevertheless, no student could score higher than advanced, and thus attending Advanced and Advanced writing were pre-requisite courses for all university students. The module Advanced was a 12 week module that focused on critical thinking skills requiring students to analyze arguments in reading passages, write two argumentative essays the second of which is 1000 words, and participate in oral debates. In both the argumentative essay and the oral debates, the students were required to use reliable academic resources to support their positions in the arguments and to refute opposing claims. The students were previously provided with feedback on a pre-task of 750 word essay and a mini-debate by their instructors before working on the investigated tasks of their final project, a 1000 word essay, a synchronous online forum and an oral debate which represented the corpus of the present study. 3.5 Task designs Three tasks of different modalities were designed to stimulate argumentative discourse in the academic context. 3.5.1 Academic essay The academic essay task required students to write 1000 words divided into five paragraphs that should include at least one paragraph of an opposing claim and a rebuttal defending the writer‘s position employing academic resources for supporting ideas. 3.5.2 Oral debate The oral debate required each group of students to be divided into two mini-groups of two or three members, with two opposing positions of an argument. Each mini group was
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required to first present their position then make a rebuttal opposing the adverse group. The structure of the debate flexibly allowed students to exchange turns of rebuttals and concessions. Like the academic essay, academic resources were required for argument support. 3.5.3 Synchronous online forum The online forums were conducted via Modular Object-Oriented Dynamic Learning Environment 2 (Moodle2) (Büchner, 2011), an elearnig software platform, using the structure ‗single simple discussion‘ to show students‘ comments in a thread form. Under each post, there was the icon ‗reply‘ for another student to use. The discussions were conducted synchronously in a computer lab during class sessions. Each student was required to write at least two posts, not less than 6 lines for each, the first post to answer the prompt and the other to comment on any other post by their colleagues in the thread, whether by a rebuttal or a concession. No specific instructions were given to students regarding the use of language or academic resources in order to explore their preferences towards the synchronous online forums. The prompt of each topic included the two sides of the argument and had the following format, ‗Some people believe in the benefits of mixed sex schools while others think that single sex schools are better for the child. Which position is better?‘. 3.5.3.1 Moodle as a learning management system Moodle is a ―course management system‖ (Coskun & Arslan, 2014, p. 275) that allows educators to create online platforms that can cater for the needs of teachers and learners regarding the development of assessments, quizzes, interactive activities, forums, chats, writing and listening assignments, databases, and glossaries (Ali & Jaafar, 2010). Moodle mainly stands for ―Modular Object-Oriented Dynamic Learning Environment‖(Coskun & Arslan, 2014, p. 275). Moodle provides two modules of written communication, namely chat and forums. They are used for synchronous and asynchronous online discussions. With the remarkable increase in using state of the art technology in foreign language courses together with the focus on knowledge construction, and the link between academic performance and language skills, plenty of educational institutions across the
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globe have resorted to e-learning methods and solutions. One of these methods is provided by Moodle via forums as they reinforce ―text-based collaborative dialogue‖ and ―collaborative construction of knowledge‖( Coskun & Arslan, 2014, p. 276). Research, moreover, supported the benefit of Moodle‘s online foums in teaching English for academic writing as the students thought that the forums were user friendly, convenient regarding time and place and enhanced interaction (Jun & Lee, 2012). It is argued that students who use online environments are more independent, and better improve their language, communication, and social skills than students in traditional classes (Driscoll, 2000). 3.6 Data Collection Procedures Participants were divided into groups of 4 or 6 to decide on an argumentative topic for discussion in an oral debate, a synchronous online forum and an individual 1000 word academic essay as integrated tasks for the final project in the semester. The learners were assigned to find relevant academic resources on their topics in order to well support their arguments in the academic essay and the debate; however, instructions did not direct the students to use academic resources in the online forums in order not to force an academic formal style of language and better explore the students‘ language style preferences and inclinations in the use of the online task. Throughout the advanced module as well as in the previous upper-intermediate module, the students practiced the use of formal writing and academic essays. The researcher collected a corpus of 41 recordings for 41 groups of students, 165 academic essays, and 301 forum posts. The participants' oral debates were recorded in their English classes, and copies of the students' synchronous online forums and academic essays were saved on a laptop. The academic essays were entered into turnitin.com for scrutinizing any percentage of plagiarism based on which some essays were dismissed from the analyzed data. The data were filtered from plagiarized essays, online forums conducted via mobile phones rather than the computer in the computer lab, students who read from notes in the oral debate, and data of students who missed one of the three tasks. The data of twelve groups of 54 students were the focus of analysis. The
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analyzed data, accordingly, were composed of 54 academic essays, 137 online forum posts and 12 recordings of 5 hours and 2 minutes of oral debates. 3.7 Data Analysis 3.7.1 Analytical framework Labels of syntactic complexity, grammatical accuracy, interaction, and argumentation were observed, and qualitatively coded in the texts of each student. Task represented the independent variable due to the observation of its influence on the different dependent variables observed and coded as the following labels. 3.7.1.1 A T-unit is an utterance that includes one main clause and may have one or more subordinate clauses attached to it (Hunt, 1970).
3.7.1.2 An Error-free-T-unit is a T-unit that is free of morphological or syntactic errors. It is used to measure grammatical accuracy since it measures only clauses that are free of morphological and syntactic errors. 3.7.1.3 A Finite subordinate clause A dependent clause with a finite verb phrase (Quirk & Greenbaum, 1976). 3.7.1.4 A Non-finite subordinate clause is a dependent clause with a non-finite verb phrase(Quirk & Greenbaum, 1976). 3.7.1.5 A stance marker is a lexical and/ or a grammatical expression used to introduce the writer‘s or speaker‘s opinion in an argument such as I think or In my opinion. 3.7.1.6 An engagement marker is an expression used by the speaker or the writer to involve the audience or the reader and enhance interaction, namely, personal pronouns I, you, we; questions; commands. 3.7.1.7 A Claim is a standpoint or an opinion that acts as the first step in an argument to be put forward (Eemeren, Grootendorst & Henkemans, 1996). 3.7.1.8 A Ground is the main ideas and facts used to support the claim.
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3.7.1.9 A Warrant is the third step in the argument that is formed of justification for the occurrence of the ground supporting the claim. It acts as a bridge between the data and the claim (Eemeren, Grootendorst & Henkemans, 1996). 3.7.1.10 Backing is a statement that provide support for or information on the warrant. 3.7.1.11 A Qualifier is a statement that weakens the argument by questioning or criticizing its conditions. 3.7.1.12 A Rebuttal is a statement of counter-argument and disagreement that shows the claim or grounds are not true. 3.7.1.13 A Conclusion is a summary of the claims and grounds supporting a position in the argument. 3.7.1.14 An Elaboration is a statement that has a reason, an explanation or a definition. 3.7.1.15 An Evidence is a statement that consists of statistics or an example. 3.7.1.16 A Concession is a statement or an expression of agreement with the opponent‘s stance in an argumentation. 3.7.1.17 Academic reference is a credible source of information used to enhance the credibility and strength of a position in an argument. 3.7.2 Linguistic Analysis Recorded oral debates of 12 groups formed of 54 students were transcribed to result in 25869 words. The academic essays and the online forums were already typed by students and counted as 54304 words for the essays and 10432 for the online forums. All the data of the three tasks, the online forum, the oral debate, and the academic essay were broken into T-units resulting in 2857 T-units for the academic essays, 2139 T-units for the
oral debate, and 691T-units for the synchronous online forums. The data were coded afterwards by the researcher according to the coding system required by Systematic Analysis of Language Transcripts (SALT; Miller & Chapman, 2003) software guide. After coding, the transcripts were entered into SALT, one transcript per student per task,
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for checking the coding and counting the raw number of each coded variable in the entered transcript. 3.7.3 Statistical Analysis 3.7.3.1 Descriptive statistics After the coding of students‘ transcripts, the raw score of frequency for each code was inserted into an Excel spreadsheet next to each student‘s name for calculations. Each raw score was then divided by the total number of utterances multiplied by 100 for calculating percentage of frequency of each code per student‘s transcript in order to control for any variance in the total number of utterances of each text. 3.7.3.2 Inferential statistics All the computed scores were then inserted into Stat4U for statistical analysis. A repeated measures analysis of variance – one way ANOVA- was used to measure the variation in the mean of frequency of each of the dependent variables among the three tasks. T-tests and the Tukey Kramer test (p = 0.05) were used in order to calculate the statistical difference between pairs of tasks under investigation.
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Chapter IV Results and Data Analysis 4.1 Introduction The present study has investigated the differences in argumentative discourse amongst synchronous online forums, academic essays and oral debates regarding four constructs: Syntactic complexity, grammatical accuracy, interaction with the recipient, argumentation quality. Each construct was observed through more specific measurable variables that were calculated for their percentage of frequency to total number of utterances in order to control the variation in number of utterances per student (for raw and percentage scores, see Appendix A). Percentage scores were then analyzed via one way analysis of variance (ANOVA) test for finding the differences amongst the three task groups under investigation followed by more detailed analysis via t-tests, recorded was the post hoc Tukey-Kramer test (alpha= 0.05) for differences between pairs of tasks. 4.2 Syntactic complexity Three variables were calculated for the percentage of their frequency to the total number of utterances per text. The total number of utterances investigated was 2752 for the academic essays, 2225 for the oral debate and 691 for the synchronous online fora. These three observed variables were finite subordinate clauses, non-finite subordinate clauses, and total sum of subordinate clauses. 4.2.1 Finite subordinate clauses The use of finite subordinate clauses is a vigilant indication of the ability of ESL learners to use complex syntax and revealing a high level of proficiency (Pienemann, 1998; Zaki, 2011). A finite subordinate clause is a dependent clause that includes a finite verb phrase (Quirk & Greenbaum, 1976) such as the that-clause in the following sample from a student‘s argument on Feminism, ―Feminism is a political idea that has begun in the 19thcentury [SC]‖. The percentage
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of the proportion of finite subordinate clauses to the total number of utterances was calculated for each student‘s text per task (Appendix A, Table 24).
Means of finite subordinate clauses 70 60 50 40 30
Mean of percentage scores
20 10 0 Academic Essay
Synchronous Online Forum
Oral Debate
Figure 1. Means of finite subordinate clauses for all three tasks
Table 1. Results of the Tukey-Kramer test for finite subordinate clauses (n= 54 per group).
Task
Essay- Forum
Essay- Debate
Forum- Debate
Differences between means
0.743
18.380
17.637
P Value
0.9894
0.0023
0.0035
Note. Tukey- Kramer test with p= .05
A one –way analysis of variance (ANOVA) yielded statistically significant results for Finite Subordinate Clauses (FSC), F(2, 159)= 7.64, P= 0.00. Hence, a clear influence of task and modality was revealed on students‘ production of finite subordinate clauses. The post hoc TukeyKramer test for differences between means with alpha= 0.05 (see Table 1) showed that the differences lied between the essay and the debate, and the forum and the debate; while no statistically significant difference occured between the essay and the forum. The means of tasks demonstrated close percentages of frequency for the essay (M=65.76, SD= 25.10) and the forum (M=65.02, SD= 35.03), and the lowest percentage of frequency for the debate (M= 47. 39, SD= 20.95), as illustrated in Figure 1. Thus, the online forum task is considered as effective as the
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academic essay regarding the production of a high frequency of finite subordinate clauses, in contrast to the oral debate task that stimulated lower frequency of finite subordinate clauses from the EFL students. 4.2.2 Non-finite subordinate clauses A non-finite subordinate clause is a dependent clause with a non-finite verb phrase in the form of the infinitive, present participial or a past participle as the infinitive verb phrase of ‗to make‘ in ―It would be so unfair to make [SCI] both genders equal to each other‖ forma student‘s sample on the topic Feminism.
Means of non-finite subordinate clauses 80 70 60 50 40 30
Mean of percentage scores
20 10 0 Academic Essay
Synchronous Online Forum
Oral Debate
Figure 2. Means of non-finite subordinate clauses for all tasks
Table 2. Results of the Tukey-Kramer test for non-finite subordinate clauses (n= 54 per group).
Task
Essay- Forum
Essay- Debate
Forum- Debate
Differences between means
11.061
34.454
23.393
P Value
0.0794
0.0000
0.0000
Note. Tukey- Kramer test with p= .05
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The differences amongst the means of the three task groups were calculated using a one way analysis of variance (ANOVA). Findings demonstrated statistically significant results for nonfinite subordinate clauses, F(2, 159)= 23. 97, P = 0.00. The post hoc Tukey-Kramer test for differences between means with alpha= 0.05 (Table 2) revealed differences that were statistically significant between the essay and the debate, the forum and the debate and differences with no statistical significance between the essay and the forum. Non finite subordinate clauses were counted for their percentage of frequency to the total number of utterances in each student‘s text to show the highest mean for the academic essay (M= 69.27, SD= 19.96) followed by the forum (M= 58.21, SD= 37.67) and the lowest frequency mean for the oral debate task (M= 34.82, SD= 16.56) (see Figure 2). Accordingly, the proportion of the frequency of non finite subordinate clauses in the online forum task was close to that of the academic essay with much higher proportion of frequency than that of the oral debate (see Appendix A, Table 25 for raw and percentage scores). 4.2.3 Sum of subordinate clauses The total number of both finite and non-finite subordinate clauses was also calculated for observing the value of task concerning the production of subordination.
Means of total subordinate clauses 160 140 120 100 80 60
Mean of percentage scores
40 20 0 Academic Essay
Synchronous Online Forum
Oral Debate
Figure 3. Means of total sum of subordinate clauses for all tasks
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Table 3. Results of the Tukey-Kramer test for total sum of subordinate clauses (n= 54 per group).
Task
Essay- Forum
Essay- Debate
Forum- Debate
Differences between means
11.813
52.844
41.031
P Value
0.3434
0.0000
0.0000
Note. Tukey- Kramer test with p= .05
Analyzing the differences via ANOVA, results recorded statistically significant variation amongst groups for the sum of subordinate clauses, F(2, 159)= 21.66, P= 0.00 demonstrating a different influence amongst the three tasks on the production of subordination. The post hoc Tukey-Kramer test for differences between means (alpha= 0.05) revealed statistically significant differences between the essay and the debate, similarly the forum and the debate and the absence of any statistical difference between the essay and the forum showing closer percentages of frequency of subordinate clauses in students‘ performance and a similar relationship with the oral debate (see Table 3). The percentage of the proportion of the total sum of finite and nonfinite subordinate clauses was calculated revealing the highest mean of 135.04 (SD= 37.94) for the academic essay, followed by M= 123.23 (SD= 59.05) for the online forum and the lowest with a significant difference of M= 82.20 (SD= 28.77) for the oral debate (see Figure 3). These results indicated a similarity between the effect of the online forum and the effect of the academic essay task on the intensive production of subordination by EFL students in contrast to the low effect of the oral debate (see Appendix A, Table 26 for raw and percentage scores).
4.3 Grammatical accuracy Grammatical accuracy was observed via the calculation of the percentage of frequency in total number of utterances of error free utterances with complex sentences (Appendix A, Table 27), error free utterances with simple sentences (Appendix A, Table 28), and the total error free utterances (Appendix A, Table 29). The higher the percentage and the mean of error free utterances in the task, the more grammatically accurate the students‘ text and performance were; consequently, the more academically influential the task was.
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4.3.1 Error free Utterances with complex clause/s Students‘ potential to produce syntactically complex utterances free of grammatical errors was observed for grammatical accuracy, one example from the students‘ utterances arguing about Divorce showed in the following utterance, “Where is the problem if they get married every
2 years [EFC]?”.
Means of error-free utterances with complex clauses 30 25 20 15 10 5 0
Mean of percentage scores
Academic Essay
Synchronous Online Forum
Oral Debate
Figure 4. Means of error-free utterances with complex clauses for all tasks
Table 4. Results of the Tukey-Kramer test for error-free utterances with complex clauses (n= 54 per group).
Task
Essay- Forum
Essay- Debate
Forum- Debate
Differences between means
2.944
16.611
13.667
P Value
0.5501
0.0000
0.0000
Note. Tukey- Kramer test with p= .05
A one way ANOVA test showed statistically significant results for the three task groups, F(2, 159)= 19.79, P= 0.00. Scrutinizing the differences amongst each pair of tasks, the Tukey-Kramer test indicated absence of statistical difference between the academic essay and the online forum, and statistically different results between the academic essay and the oral debate, and the online forum and the oral debate (see Table 4). Calculations of the percentage of frequency of error free utterances with complex sentences to the total number of utterances for each task indicated the
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highest mean for the academic essay (M=26.70, SD= 17.32) followed by the online forum (M= 23.76, SD= 16.33) and finally the lowest mean with a significant variation for the oral debate (M= 10.09, SD=8.74) (see Figure 4) . Thus, the students managed to produce more grammatically accurate complex sentences in the academic essay and the online forum, in very close percentages, than in the oral debate. These results pointed to a similar influence of online forums and academic essays regarding the production of grammatically accurate utterances with complex sentences in contrast to a much lower effect of the oral debate. 4.3.2 Error free utterances with a simple clause The students‘ potential to produce utterances that are free of grammatical mistakes was observed through the calculations of the percentage of simple clauses free of grammatical errors, one example of which is the following coded utterance from a debate on Divorce ―So you will lose
your social life [EFS]‖.
Mean of error-free utterances with simple clauses 25 20 15 10 5 0
Mean of percentage scores Academic Essay
Synchronous Online Forum
Oral Debate
Figure 5. Means of error-free utterances with simple clauses for all tasks
Table 5. Results of the Tukey-Kramer test for error-free utterances with simple clauses (n= 54 per group).
Task
Essay- Forum
Essay- Debate
Forum- Debate
Differences between means
-0.852
-5.259
-4.407
P Value
0.9191
0.0449
0.1104
Note. Tukey- Kramer test with p= .05
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Results of the one way ANOVA test revealed low statistically significant differences among task groups, F(2, 159)= 3.37, P= 0.04. A further analysis via the post hoc Tukey-Kramer test (alpha= 0.05) highlighted statistically significant difference only between the academic essay and the oral debate, and statistically non-significant difference for both the academic essay and the online forum, and the online forum and the oral debate (see Table 5). These results showed that students produced more accurate simple sentences in the oral task; however, the absence of statistically significant differences between the online forum and the oral debate indicated that online forums was of close influence on students‘ production of error free simple sentences more than the academic essays which showed statistically significant difference, p= 0.449, and much lower frequency than the debate. The calculations of error free utterances with only simple sentences in the three task groups recorded the highest frequency in the oral debate (M= 22.78, SD= 10.86) followed by the online forum (M= 18.37, SD= 13.22) and the lowest frequency for the academic essay (M= 17.52, SD= 9.53) (see Figure 5). 4.3.3 Sum of error free utterances It was important to calculate the percentage of all utterances that were free of grammatical errors including both simple and complex clauses in order to evaluate the accuracy of students‘ texts. Error-free utterances with simple and complex clauses were summed up for a calculation of their percentage per student‘s text.
Mean of total sum of error-free utterances 50 45 40 35 30 25 20 15 10 5 0
Mean of percentage scores
Academic Essay
Synchronous Online Forum
Oral Debate
Figure 6. Means of total sum of error-free utterances for all tasks
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Table 6. Results of the Tukey-Kramer test for total sum of error-free utterances (n= 54 per group).
Task
Essay- Forum
Essay- Debate
Forum- Debate
Differences between means
2.111
11.370
9.259
P Value
0.8362
0.0075
0.0363
Note. Tukey- Kramer test with p= .05
The total sum of the frequency of simple and complex error free utterances was calculated for its percentage per total number of utterances. A one way ANOVA analysis demonstrated statistically significant differences amongst the three task groups, F(2, 159)= 5.34, p= 5.34. A more detailed analysis into the differences between pairs of groups via the post hoc TukeyKramer test (alpha= 0.05) did not record any statistically significant difference between the academic essay and the online forum, and statistically significant results for the difference between the academic essay and the oral debate, and between the online forum and the oral debate (see Table 6). Means of frequency for each task group had the highest frequency in the academic essay (M= 44.19, SD= 21.84) followed by a very close digit for mean of the online forum (M= 42.07, SD= 20.82), and finally the lowest frequency for the oral debate (M= 32.81, SD= 14.12), as illustrated in Figure 6. Thus, the results revealed a significant and similar influence for both the academic essay and the online forum on students‘ production of high frequency of error free utterances leading to a higher grammatical accuracy performance than in the oral debates.
4.4 Interaction with the recipient Interaction between the writer/ speaker and the recipient represented in the reader in the academic essay and the interlocutor in the oral debate and the online forum was observed through variables that indicated the writer‘s or speaker‘s involvement and the extent of mitigation or directness of their expression of opinion in arguments. Therefore, interaction was observed through the following four variables: Personal expressions of stance, commands, questions, first and second personal pronouns.
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4.4.1 Personal expression of stance In argumentative discourse the speaker or the writer sometimes introduce their stance in the argument through direct expressions of agreement, disagreement, thoughts or feelings as in I think, I disagree with you, I believe, and in my opinion. However, the students did not use these expressions as frequently in all the three tasks. The context of each task had a great influence on the production of these personal expressions of stance.
Means of personal expressions of stance 12 10 8 6 Mean of percentage scores
4 2 0 Academic Essay
Synchronous Online Forum
Oral Debate
Figure 7. Means of personal expressions of stance for all tasks
Table 7. Results of the Tukey-Kramer test for personal expressions of stance (n= 54 per group).
Task
Essay- Forum
Essay- Debate
Forum- Debate
Differences between means
-9.463
-3.241
6.222
P Value
0.0000
0.0334
0.0000
Note. Tukey- Kramer test with p= .05
Analyzing the differences across task groups, one way ANOVA showed statistically significant findings, F(2, 159)= 28.29, p=0.00. A more detailed analysis via the post hoc Tukey-Kramer test (alpha= 0.05) highlighted statistically significant differences between all the three pairs of the task groups, the academic essay and the online forum, the academic essay and the oral debate and the online forum and the oral debate (see Table 7). The percentage of frequency of personal
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expressions of stance in arguments to total number of utterances shows the highest frequency for the online forum (M= 9.74, SD= 10.14) followed by the oral debate (M= 3.52, SD= 5.36) and the lowest with a very low percentage of frequency for the academic essay (M= 0.28, SD=0.94) (see Figure 7). In summary, the findings indicated that the online forum was the highest of the three tasks under investigation in stimulating the use of expressions of stance in argumentative discourse in contrast to the academic essay which showed a very low frequency of personal expressions of stance in students‘ discourse (see Appendix A, Table 30 for raw and percentage scores). 4.4.2 Commands In the present study, students resorted to commands in order to express a claim or suggest a solution in the argumentation. Commands were coded for statements that included an imperative, the obligatory modals ‗must‘ and ‗have to‘, or the advisory modals ‗should‘, ‗supposed to‘ and ‗had better‘. At the end of the debate on Divorce, a student concluded for example by the following statement ―we always have to [COM] find another solution to be another reliable solution to end this problem in our family [sic]‖.
Means of commands 8 7 6 5 4 3 2 1 0
Mean of percentage scores
Academic Essay
Synchronous Online Forum
Figure 8. Means of commands for all tasks
Oral Debate
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Table 8. Results of the Tukey-Kramer test for commands (n= 54 per group).
Task
Essay- Forum
Essay- Debate
Forum- Debate
Differences between means
-1.593
1.111
2.704
P Value
0.4563
0.6813
0.1081
Note. Tukey- Kramer test with p= .05
Results of the one way ANOVA revealed non statistically significant differences among the three tasks, F(2, 159)= 2.09, p= 0.13. Accordingly, the post hoc Tukey-Kramer test recorded non statistical differences between all pairs of tasks, the academic essay and the online forum, the academic essay and the oral debate, and the online forum and the oral debate (see Table 8). Therefore, the differences across all three tasks proved not significant. However, means of frequency showed that the online forum stimulates the highest percentage of commands in students‘ performance. Calculations of the percentages of frequency of commands in the three tasks presented the highest occurrence in the online forum (M= 6.85, SD= 9.36) followed by the academic essay (M= 5.26, SD= 4.79) and the lowest in the oral debate (M= 4.15, SD= 5.69) (see Figure 8), (see Appendix A, Table 31 for raw and percentage scores). 4.4.3 Questions Questions presented any interrogative statement as in the following utterance from a debate on the topic ‗Working abroad‘, ―What if your country doesn't have a qualified learning, which
is poor learning [Q]?”.
Means of questions 5 4 3 2
Mean of percentage scores
1 0 Academic Essay
Synchronous Online Forum
Figure 9. Means of questions for all tasks
Oral Debate
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Table 9. Results of the Tukey-Kramer test for questions (n= 54 per group).
Task
Essay- Forum
Essay- Debate
Forum- Debate
Differences between means
-0.778
-2.407
-1.630
P Value
0.6760
0.0270
0.1841
Note. Tukey- Kramer test with p= .05 The one way ANOVA test showed statistically significant difference amongst task groups, F(2,
159)= 3.56, p= 0.03. And a further analysis using the post hoc Tukey-Kramer test (p= 0.05) resulted in non-statistically significant difference between the academic essay and the online forum p= 0.676, and between the online forum and the academic debate, p= 0.184. However, the difference between the academic essay and the oral debate recorded statistically significant results, p= 0.027 (see Table 9). Findings of the percentage of questions to total number of utterances revealed the occurrence of the highest frequency in the oral debate with mean equals 4.09 (SD= 5.30), followed by the online forum (M= 2.46, SD= 5.90) and then by the lowest mean of frequency for the academic essay (M= 1.69, SD= 2.40) (see Figure 9). These results indicated a low occurrence of questions in the academic essay and the online forum tasks compared to the oral debate task where students tended to use more interrogation in their arguments (see Appendix A, Table 32 for raw and percentage scores). 4.4.4 Sum of first and second personal pronouns The use of first pronouns ‗I‘ and ‗We‘ and the second personal pronoun ‗You‘ is a significant sign of direct interaction between the writer or speaker with the recipient whether it is the reader in the academic essay task and the online forum or the interlocutor in the oral debate and the online forum as well. Accordingly, the frequent use of first and second personal pronouns enhanced the involvement of the addresser and the addressee in the text.
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Means of personal pronouns 50 40 30 20
Mean of percentage scores
10 0 Academic Essay
Synchronous Online Forum
Oral Debate
Figure 10. Means of first and second personal pronouns for all tasks Table 10. Results of the Tukey-Kramer test for first and second personal pronouns (n= 54 per group).
Task
Essay- Forum
Essay- Debate
Forum- Debate
Differences between means
-18.296
-34.796
-16.500
P Value
0.0001
0.0000
0.0003
Note. Tukey- Kramer test with p= .05
The total sum of first and second personal pronouns ‗I‘, ‗we‘ and ‗you‘ was calculated for their percentage to the total number of utterances per text, then the means were analyzed for differences via one way ANOVA. Results showed statistically significant differences among tasks, F(2, 159)= 36.16, p= 0.00. The differences analyzed through post hoc Tukey-Kramer test (alpha= 0.05) recorded statistically significant results between the academic essay and the online forum, the academic essay and the debate, and the online forum and the debate (see Table 10). The highest task in frequency was the oral debate (M= 40.78, SD= 28.28), followed by the online forum (M= 24.28, SD= 21.46), and finally the academic essay (M= 5.98, SD= 9.85) which included a very rare occurrence of first and second personal pronouns, as illustrated in Figure 10, (see Appendix A, Table 33 for raw and percentage scores).
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4.5 Argumentation quality Quality of students‘ arguments in the three tasks were observed via the observation of variables mentioned in Toulmin‘s model (1958) and variables mentioned in other research (Clark et al. 2007) highlighting additional criteria for the evaluation of the strength of academic arguments. Variables investigated were: Claims, rebuttals, grounds for claims, grounds for rebuttals, total sum of grounds, warrants, backing, qualifiers, concessions, conclusions, elaborations, evidence, and academic references (see Section 3.7 for the defintions). Each variable was calculated for percentage of frequency to the total number of utterances per student‘s text in order to control for the variation in the total number of utterances amongst the three tasks under investigation (see Appendix A). Total number of utterances investigated was 2857 for the academic essays, 2139 for the oral debates, and 691 for the synchronous online forums. 4.5.1 Claims Claim was the code for statements that represented a standpoint acting as the first step in an argument (Eemeren, Grootendorst & Henkemans, 1996) that were then supported by grounds. One claim that started a student‘s essay supporting the importance of elearning was ―Online education has become very essential in student's life [CL]‖.
Means of claims 15 10 5
Mean of percentage scores
0 Academic Essay
Synchronous Online Forum
Figure 11. Means of claims for all tasks
Oral Debate
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Table 11. Results of the Tukey-Kramer test for claims (n= 54 per group).
Task
Essay- Forum
Essay- Debate
Forum- Debate
Differences between means
-2.876
5.443
8.319
P Value
0.0848
0.0003
0.0000
Note. Tukey- Kramer test with p= .05
Claims in the students‘ argumentative tasks are considered an important indication of a high quality argumentation (Toulmin, 1958). Results of the one way ANOVA test revealed statistically significant differences across task groups with F(2, 159)= 19.90, p=0.00. The post hoc Tukey-Kramer test further showed that the statistically significant difference lied between the synchronous online forum and the oral debate (p= 0.0000), and the academic essay and the oral debate (p= 0.0003); while no statistically significant difference occurred between the academic essay and the online forum (p= 0.0848) (see Table 11). Calculations of the percentage of claims to total number of utterances in each student‘s text demonstrated the highest percentage of frequency in the synchronous online forum (M= 14.21, SD= 8.80) followed by the academic essay (M= 11.34, SD= 6.04) and the lowest percentage in the oral debate (M= 5.89, SD= 5.61) (see Figure 11). These results indicated that the synchronous online forum had the highest influence on the production of claims in arguments in a manner that was also similar to the production of claims in the academic essay rather than the oral debate which encompassed much lower frequency of claims (see Appendix A, Table 34 for raw and percentage scores). 4.5.2 Rebuttals Rebuttals represented statements of counter-argument and disagreement used to show that the opponent‘s claim or supporting reasons were unsound. In a debate on death penalty, a student tried to show that the opponent‘s argument was not strong enough in the following utterances, ―You just have give [sic] me one example. I am talking about the whole world [RB]‖.
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Means of rebuttals 16 14 12 10 8 6 4 2 0
Mean of percentage scores
Academic Essay
Synchronous Online Forum
Oral Debate
Figure 12. Means of rebuttals for all tasks Table 12. Results of the Tukey-Kramer test for rebuttals (n= 54 per group).
Task
Essay- Forum
Essay- Debate
Forum- Debate
Differences between means
-3.772
-7.799
-4.028
P Value
0.0412
0.0000
0.0268
Note. Tukey- Kramer test with p= .05
Similar to other variables, rebuttals were calculated for percentage of frequency to total number of utterances in each student‘s text. For analyzing the differences between means amongst the three tasks under investigation, results of the one way ANOVA showed statistically significant difference, F(2, 159)= 12.86, p=0.00. Statistically significant differences among all pairs of task groups were the results of the post hoc Tukey-Kramer test (p=0.05), the academic essay and the online forum, p= 0.041, the academic essay and the oral debate, p= 0.0000, and the online forum and the oral debate, p= 0.0268 (see Table 12). The means of each task group reached a peak mean (M= 14.43, SD= 8.57) for the oral debate, followed by the synchronous online forum (M= 10.40, SD= 10.10), and finally the lowest mean (M= 6.63, SD= 4.01) for the academic essay, as illustrated in Figure 12. These findings indicate that students‘ tended to use rebuttals more in the tasks that required an interaction with an interlocutor, the oral debate and the synchronous online forum, more than the academic essay (see Appendix A, Table 35 for raw and percentage scores).
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4.5.3 Grounds for claims Grounds indicated the main ideas and facts used to support the claim in an argument as in the second utterance in the following sample from a student‘s argument supporting death penalty, ―of course, death penalty is a must [CL]. It allows the law to control those people who kills innocent people [LGR]”.
Means of grounds for claims 25 20 15 10
Mean of percentage scores
5 0 Academic Essay
Synchronous Online Forum
Oral Debate
Figure 13. Means of grounds of claims for all tasks Table 13 . Results of the Tukey-Kramer test for grounds of claims (n= 54 per group).
Task
Essay- Forum
Essay- Debate
Forum- Debate
Differences between means
-14.364
1.692
16.057
P Value
0.0000
0.7308
0.0000
Note. Tukey- Kramer test with p= .05
The One way ANOVA test resulted in statistically significant difference across task groups, F(2, 159)= 31.04, p= 0.00. According to The post hoc Tukey-Kramer test (p= 0.05), statistically significant differences appeared for the academic essay and the synchronous online forum (see Table 13), and the online forum and the debate; whereas the difference between the third pair of tasks, the academic essay and the oral debate did not record any statistically significant results. The highest percentage of frequency occured in the synchronous online forum (M= 23.09, SD= 17.36) with both the academic essay and the oral debate revealing lower means of (M= 8.73,
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SD= 6.12) and (M= 7.04, SD= 8.21), respectively (see Figure 13). This signifies that the synchronous online forum was more effective in stimulating grounds of claims in argumentative discourse and hence higher quality argumentation than of that in the academic essay and the oral debate. 4.5.4 Grounds for rebuttals Grounds for rebuttals represented the code for main ideas and facts that were used by students to support their rebuttals against opponents‘ claims. In the argument on the influence of social media against face to face communication on human relationships, a student supported her rebuttal in the third utterance of the following example, ―But social media helps in spreading information that affect [sic] the private lives of others [RB]. Yes it may be protected. But you can be easily stalked [BGR]‖.
Means of grounds for rebuttals 12 10 8 6 4 2 0
Mean of percentage scores
Academic Essay
Synchronous Online Forum
Oral Debate
Figure 14. Means of grounds of rebuttals for all tasks Table 14. Results of the Tukey-Kramer test for grounds of rebuttals (n= 54 per group).
Task
Essay- Forum
Essay- Debate
Forum- Debate
Differences between means
-3.150
-3.133
0.017
P Value
0.1734
0.1767
1.0000
Note. Tukey- Kramer test with p= .05
Findings of the one way ANOVA for the differences among the three tasks were non statistically significant for all groups, F(2, 159)= 2.15, p= 0.12. The post hoc Tukey-Kramer test (p= 0.05)
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(see Table 14) spotted these non statistically significant differences among all pairs of tasks, the academic essay and the online forum, the academic essay and the oral debate, and the online forum and the oral debate. However, a closer observation of the means of task groups showed the highest frequency in the synchronous online forum (M= 11.17, SD= 12.07), and the oral debate (M= 11.15, SD= 8.48); while the lowest frequency of grounds for rebuttals occurred in the academic essay (M= 8.02, SD= 5.50) (see Figure 14). Accordingly with equal means of frequency, the synchronous online forum was as effective as the oral debate in prompting the production of grounds supporting rebuttals in students‘ argumentative discourse (see Appendix A, Table 37 for raw and percentage scores). 4.5.5 Sum of grounds In order to scrutinize the influence of the task on students production of supporting reasons in an argument, both grounds of claims and grounds of rebuttals were summed up for calculating the percentage of grounds used by each student per text.
Means of total sum of grounds 40 30 20 Mean of percentage scores
10 0 Academic Essay
Synchronous Online Forum
Oral Debate
Figure 15. Means total sum of grounds for all tasks Table 15. Results of the Tukey-Kramer test for total sum of grounds (n= 54 per group).
Task
Essay- Forum
Essay- Debate
Forum- Debate
Differences between means
-17.513
-1.440
16.073
P Value
0.0000
0.7881
0.0000
Note. Tukey- Kramer test with p= .05
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Grounds of both claims and rebuttals were summed up to calculate the proportion of frequency of main supporting ideas for each task group. Results of the one way ANOVA revealed statistically significant differences across task groups, F(2, 159)= 39.49, p= 0.00. Considering the differences between task pairs, differences between the academic essay and the online forum, and the online forum and the debate and absence of statistical significance between the academic essay and the oral debate were the results of the post hoc Tukey-Kramer test (p=0.05) (see Table 15). The difference between the synchronous online forum and the oral debate on one hand and the academic essay on the other together with the means of each group recorded the highest mean of frequency in the synchronous online forum (M= 34.26, SD= 15.89), followed by a much lower frequency in the oral debate (M= 18.19, SD= 9.78), and the academic essay (M= 16.75, SD= 6.29) as illustrated in Figure 15. Therefore, the synchronous online forum proved to be the most effective task in prompting the use of grounds or main supporting ideas in argumentative discourse compared to academic essays and oral debates (see Appendix A, Table 38 for raw and percentage scores). 4.5.6 Warrants Warrants were defined as statements that justified the grounds supporting claims or rebuttals in an argument (Eemeren, Grootendorst & Henkemans, 1996). A student opposing cutting trees justified the ground in ―Trees help in reducing the global worming and which will increase the temperature [LGR]. Not only they absorb the carbon dioxide found in the air. But also they produce oxygen which people need to live [W]‖.
Means of warrants 25 20 15 10
Mean of percentage scores
5 0 Academic Essay
Synchronous Online Forum
Figure 16. Means of warrants for all tasks
Oral Debate
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Table 16. Results of the Tukey-Kramer test for warrants (n= 54 per group).
Task
Essay- Forum
Essay- Debate
Forum- Debate
Differences between means
-7.917
1.092
9.009
P Value
0.0000
0.7667
0.0000
Note. Tukey- Kramer test with p= .05
Differences across the three task groups under investigation were analyzed via one way ANOVA to show statistically significant results of F(2, 159)= 19.60, p= 0.00. Post hoc Tukey-Kramer test (alpha= 0.05) demonstrated statistically significant differences between the academic essay and the online forum, and the online forum and the oral debate, and no statistical significance between the academic essay and the oral debate (see Table 16). Considering the most prompting task in the production of warrants in arguments, the highest mean of frequency was recorded for the synchronous online forum (M= 20.17, SD= 10.61), followed by much lower means for the academic essay (M= 12.25, SD= 4.75) and the oral debate (M= 11.16, SD= 8.04) (see Figure 16) (see Appendix A, Table 39 for raw and percentage scores). 4.5.7 Backing (BCK) Backing stood for statements that provided additional information to explain or support the warrant as illustrated in the second and third utterances in the following example from a student‘s argument on cutting trees, ―According to the Conserve Energy Future, (2010), because of the tree‘s shades the soil keeps moist [W]. Otherwise, if people persistent in cutting trees [sic], the soil will be bared to the sun light which will make it arid [BCK]. Consequently, it will not be able to lodge a tree in this mud [BCK]‖.
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Means of backing 8 6 4 Mean of percentage scores
2 0 Academic Essay
Synchronous Online Forum
Oral Debate
Figure 17. Means of backing for all tasks Table 17. Results of the Tukey-Kramer test for backing (n= 54 per group).
Task
Essay- Forum
Essay- Debate
Forum- Debate
Differences between means
0.852
2.001
1.149
P Value
0.7829
0.2638
0.6414
Note. Tukey- Kramer test with p= .05
Results of the one way ANOVA for differences did not reveal any statistical significance amongst task groups, F(2, 159)= 1.24, p= 0.29. Accordingly the post hoc Tukey-Kramer test (alpha= 0.05) showed statistically non-significant differences among pairs of task groups with p> 0.05 for all pairs, the academic essay and the online forum, the academic essay and the oral debate, and the online forum and the oral debate (see Table 17). The percentage of occurrence was very close in all the three tasks with a relatively higher frequency for the academic essay (M= 7.40, SD= 4.73), followed by the online forum (M= 6.55, SD= 7.69) and the lowest mean of the oral debate (M= 5.40, SD= 7.11) as illustrated in Table 17 (see Appendix A, Table 40 for raw and percentage scores). 4.5.8 Qualifiers Qualifiers according to Toulmin‘s model (1958) were defined as statements that weakened the argument by questioning or criticizing its conditions. One example from a student‘s essay
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supporting abortion including a qualifier that weakened his support for abortion through clarifying the weakness of its application in the following utterances, “Throughout decade's, abortion was targeted for minority babies, despite the fact the we live in the 21st century [Q].Whenever aborting industry is functional, abortion is made on a racist way [sic] [Q]”.
Means of qualifiers 8 7 6 5 4 3 2 1 0
Mean of percentage scores
Academic Essay
Synchronous Online Forum
Oral Debate
Figure 18. Means of qualifiers for all tasks Table 18. Results of the Tukey-Kramer test for qualifiers (n= 54 per group).
Task
Essay- Forum
Essay- Debate
Forum- Debate
Differences between means
6.183
6.552
0.369
P Value
0.0000
0.0000
0.9142
Note. Tukey- Kramer test with p= .05
The percentage of qualifiers to the total number of utterances per text was calculated and analyzed via one way ANOVA for differences across tasks to show statistically significant difference of F(2, 159)= 32.32, p= 0.00. Accordingly the post hoc Tukey-Kramer test (alpha= 0.05), as illustrated in Table 18, showed statistically significant difference between the academic essay and online forum, and between the essay and the oral debate, and no statistical significance between the online forum and the oral debate. A more profound analysis of the means of each task group pointed at the highest frequency in the academic essay (M= 6.85, SD= 7.68) versus much lower frequency in the online forum (M= 0.66, SD= 2.78), and the oral debate (M= 0.29,
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SD= 1.06) that recorded zero percentages (Figure 18). These results indicate that students tended to criticize or limit the strength of their position only in the academic essay where there is no interlocutor to play that role as in the oral debate and the online forum (see Appendix A, Table 41 for raw and percentage scores). 4.5.9 Concessions Concessions in the present study were defined as statements or expressions of agreement with the opponent‘s opinion in an argument as for example the introductory statement in the following utterances ― I totally respect your opinion [CON]. But just stand for a while for a second and think how could it be that much danger‖.
Means of concessions 5 4 3 2 1 0
Mean of percentage scores Academic Essay
Synchronous Online Forum
Oral Debate
Figure 19. Means of concessions for all tasks Table 19. Results of the Tukey-Kramer test for concessions (n= 54 per group).
Task
Essay- Forum
Essay- Debate
Forum- Debate
Differences between means
-3.033
-2.186
0.846
P Value
0.0025
0.0396
0.6065
Note. Tukey- Kramer test with p= .05
Finding the differences amongst tasks regarding the percentage of frequency of concessions in the total number of utterances per text, on way ANOVA analysis revealed statistically significant results, F(2, 159)= 6.24, p= 0.00. The differences according to the post hoc Tukey-Kramer test
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(alpha= 0.05) lied between the academic essay and the online forum, and the academic essay and the debate, as illustrated in Table 19; however, the difference between the online forum and the oral debate did not reveal any statistical significance. The means of frequency reached its peak in the synchronous online forum (M= 4.04, SD= 6.19), followed by the oral debate oral debate (M= 3.19, SD= 4.17), and finally the lowest mean with a very rare occurrence of concessions appeared in the academic essay (M= 1.01, SD= 2.82) (see Figure 19). Thus, the synchronous online forum encouraged students to express agreement with the opponent and reach points of concessions even more than the oral debate (see Appendix A, Table 42 for raw and percentage scores). 4.5. 10 Conclusions A conclusion was coded for a summary of the claim or rebuttal and the grounds supporting them. The following sample includes a summary of the argument in a student‘s essay on the influence of social media on communication ― Social media has it's pros and cons, by weighing them wisely social could be used but not to the extent that it affects the social skills, family ties and relationships [COC]”.
Means of conclusions 8 6 4 Mean of percentage scores
2 0 Academic Essay
Synchronous Online Forum
Figure 20. Means of conclusions for all tasks
Oral Debate
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Table 20. Results of the Tukey-Kramer test for conclusions (n= 54 per group).
Task
Essay- Forum
Essay- Debate
Forum- Debate
Differences between means
2.899
3.107
0.208
P Value
0.0001
0.0000
0.9472
Note. Tukey- Kramer test with p= .05
Analyzing the differences across tasks, results of the one way ANOVA demonstrated statistically significant differences, F(2, 159)= 13.77, p= 0.00. Further analysis of differences between pairs of tasks, the post hoc Tukey-Kramer test (alpha= 0.05) highlighted statistically significant results between the academic essay and the online forum, and the academic essay and the oral debate, and no statistically significant difference between the online forum and oral debate (see Table 20). Means of frequency recorded a peak in the academic essay (M= 5.76, SD= 3.38), followed by the online forum (M= 2.86, SD= 3.95), and the oral debate (M= 2.65, SD= 2.91) at very close percentages, as shown in Figure 20 (see Appendix A, Table 43 for raw and percentage scores). 4.5.11 Elaboration Elaboration was the code for any statement that functioned as a reason, explanation or a definition of a preceding utterance.
Means of elaborations 35 30 25 20 15 10 5 0
Mean of percentage scores
Academic Essay
Synchronous Online Forum
Figure 21. Means of elaborations for all tasks
Oral Debate
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Table 21. Results of the Tukey-Kramer test for elaborations (n= 54 per group).
Task
Essay- Forum
Essay- Debate
Forum- Debate
Differences between means
-16.111
-2.491
13.620
P Value
0.0000
0.5227
0.0000
Note. Tukey- Kramer test with p= .05
Findings of a one way ANOVA test for differences amongst tasks highlighted statistically significant results, F(2, 159)= 28.75, p= 0.00. These differences according to the post hoc Tukey-Kramer test (alpha= 0.05) lied between the academic essay and the online forum, and the online forum and oral debate; while the difference between the academic essay and the oral debate was statistically insignificant (see Table 21). This difference between the online forum and the other two tasks resulted from the high percentage of frequency in the online forum (M= 29.85, SD= 16.82), compared to the academic essay (M= 13.74, SD= 5.09), and the oral debate (M= 16.23, SD= 10.72) (see Figure 21). Accordingly, the synchronous online forum was the most effective task in prompting the use of elaborations in argumentative discourse (see Appendix A, Table 44 for raw and percentage scores). 4.5.12 Evidence Evidence represented examples and statistics used to support arguments.
Means of evidence 25 20 15 10
Mean of percentage scores
5 0 Academic Essay
Synchronous Online Forum
Figure 22. Means of evidence for all tasks
Oral Debate
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Table 22. Results of the Tukey-Kramer test for evidence (n= 54 per group).
Task
Essay- Forum
Essay- Debate
Forum- Debate
Differences between means
-7.084
1.684
8.769
P Value
0.0005
0.6209
0.0000
Note. Tukey- Kramer test with p= .05
For differences of frequency amongst task groups, statistically significant findings, F(2, 159)= 13.27, p= 0.00 appeared via the one way ANOVA test. Further analysis of the post hoc TukeyKramer test (alpha= 0.05) demonstrated statistically significant differences between the academic essay and the online forum, and the online forum and the oral debate, and lack of statistically significant results between the academic essay and the oral debate, p>0.05, as illustrated in Table 22. The highest percentage of frequency was recorded for the online forum (M= 19.47, SD= 13.11), followed by the academic essay (M= 12.39, SD= 5.98), and then the oral debate (M= 10.70, SD= 7.53) as shown in Figure 22. These results assigned the synchronous online forum as the most effective task compared to academic essays and oral debates with regards to the production of evidence in students‘ argumentative discourse (see Appendix A, Table 45 for raw and percentage scores). 4.5.13 Academic References Academic references presented citations of any academic sources in students‘ arguments.
Means of academic references 12 10 8 6 4 2 0
Mean of percentage scores
Academic Essay
Synchronous Online Forum
Figure 23. Means of academic references for all tasks
Oral Debate
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Table 23. Results of the Tukey-Kramer test for academic references (n= 54 per group).
Task
Essay- Forum
Essay- Debate
Forum- Debate
Differences between means
4.352
6.944
2.593
P Value
0.0097
0.0000
0.1818
Note. Tukey- Kramer test with p= .05
Observing the differences of frequency of academic sources across tasks, the one way ANOVA test showed statistically significant results, F(2, 159)= 11.56 , p= 0.00 . The post hoc TukeyKramer test (alpha= 0.05) then revealed statistically significant differences between the academic essay and the online forum, and the academic essay and the oral debate. However, no statistical significance showed for the difference between the online forum and the oral debate (see Table 24). A further consideration of the most productive task, the means of frequency reached the highest digit in the academic essay (M= 9.93, SD= 6.90), followed by the online forum (M= 5.57, SD= 10.09), and the oral debate (M= 2.98, SD= 4.82) as illustrated in Figure 24 (see Appendix A, Table 46 for raw and percentage scores). Summary of results Argumentative discourse was observed for four constructs, namely, syntactic complexity, grammatical accuracy, interaction with the recipient and argumentation quality in academic essays, synchronous online forums and face to face oral debates. Percentages of frequency for each variable was calculated to total number of utterances per text, and then one way analysis of variance ANOVA and post hoc Tukey Kramer test (alpha= 0.05) were used to find differences across tasks and the highest task in frequency of production for each variable. Results showed that synchronous online forums involved the highest percentage of frequencies recording statistically significant differences with the other two tasks for personal expressions of stance, commands, claims, grounds of claims, total sum of grounds, warrants, concessions, elaborations, and evidence. In other variables, the online forum demonstrated equal effectiveness as the academic essay since the differences between the means of frequency of the two tasks were not statistically significant.
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That was illustrated in all variables presenting syntactic complexity, finite subordinating clauses, non-finite subordinate clauses, total sum of subordinate clauses, variables presenting grammatical accuracy, error-free utterances with complex clauses, and total sum of error-free utterances, and backing regarding quality of argumentation. The synchronous online forum revealed similar effectiveness to the oral debate, with no statistically significant difference between both tasks, concerning the occurrence of error-free utterances with simple sentences and grounds for rebuttals. The academic essay achieved the highest means of frequencies for qualifiers, conclusions, and academic references. Finally, the oral debate reached the highest means of frequency for error-free utterances with simple sentences, questions, first and second personal pronouns, and rebuttals. All these results will be further analyzed qualitatively in the Discussion chapter.
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Chapter V Discussion 5.1 Introduction The variation of the influence of three tasks with three different modalities on the argumentative discourse of EFL undergraduate students was clearly highlighted in the results of the investigated four constructs in the present study. Results revealed a significant effectiveness of the synchronous online forums on syntactic complexity, grammatical accuracy, interaction, and argumentation quality and therefore highlights the role that these online forums can play compared to the academic essays and the oral debates in the academic EFL context. This chapter includes an interpretation of the quantitative results with a narrative analysis of students‘ transcripts (see Appendices B, C& D). In order to highlight the effectiveness of the task for the production of each construct under investigation, variables under each construct is grouped according to the task that showed the highest frequency of occurrence.
5.2 Syntactic complexity Syntactic complexity is considered the most advanced linguistic structure to be acquired by second language speakers (Clahsen, 1984; Pienemann, 1998). Thus, the production of complex syntactic structure appearing through the occurrence of subordinate clauses indicates the high value of the task of production for ESL and academic students. Syntactic complexity was measured in the present study via the calculation of the percentage of frequency of finite and non-finite subordinate clauses to the total number of utterances per text. The total sum of both finite and non-finite subordinate clauses was also considered as a separate variable to observe the effectiveness of each task under investigation regarding the stimulation of complex syntax and high language proficiency in academic ESL undergraduate students. Results of the study showed that the three variables reached their highest peaks in only the academic essay and the online forum, as the oral debate showed the lowest mean of frequency for all variables of syntactic complexity.
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5.2.1 Synchronous online forums and academic essays with similar high effectiveness for all syntactic variables Finite subordinate clauses (FSC), Non-finite subordinate clauses (NSC) and total sum of subordinate clauses (TSC) were the three observed variables for investigating syntactic complexity in students‘ texts. Although the academic essay showed the highest means of frequency for all the variables of syntactic complexity, the results were not statistically significant from the synchronous online forum since the means of frequency of all syntactic variables were very close in the two tasks to the extent of reaching almost the same means of frequency for the production of finite subordinate clauses, the academic essay (M= 65.76, SD= 25.10) and the online forum (M= 65.02, SD= 35.03). The online forum had many features and procedures that were similar to the academic essay and hence similarly as effective. Shakarami, Hajhashemi & Caltabiano (2016) who found the same use of discourse markers in synchronous online forums and academic writing interpreted this as due to the students‘ pass through the same stages of writing, pre-planning, writing and revision, and their equal concern about coherence and cohesion in their online posts. In the synchronous online forum the student can read and reread the interlocutor‘s argument as well as reviewing their own posts. The pace of typing as well is the same since the academic essays are also typed which is much slower than the pace of speaking in the oral debate. Consequently, the EFL students had a longer time and better chance in the online forum, synchronous in mode though, than oral debates to format more complex structures (Chafe, 1982). The students‘ tendency to use simple sentences in the oral debate and subordinate clauses [SC] in the online forum is clearly illustrated in the following samples from the transcripts of the synchronous online forum and the oral debate of one of the students on the topic legalization of selling organs. Whereas the student produces two subordinate clauses in one online post, he produces two simple sentences [SS] in one turn in the oral debate. 1. Online forum post by Nour First of all, the check ups are never accurate even if it is made by the top doctors around the globe or the world [SC]. For example, the hidden diseases inside the organs will not occur or show on the check up unless it activate by the operation [SC].
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2. Oral debate, a turn by Nour First of all, one hundred percent is an overrated percentage [SS]. And you don‘t have an evidence to prove your theory. It’s just a theory [SS]. Observing syntactic complexity in argumentative essays across different proficiency levels in comparison to other genres in the writing of Chinese university students, Lu (2011) found that argumentative essays showed higher percentage of syntactic complexity than narrative writing and higher frequency of subordination in higher proficiency levels. The results also revealed a positive relation between quality of arguments and syntactic complexity. In congruence with Lu (2011), in the present study the academic essay revealed the highest frequency of syntactic complexity features amongst the investigated tasks as well. In addition, the fact that synchronous online forums revealed non-statistically significant difference with academic essays highlights the high quality influence of these online forums on academic writing for EFL students. In contrast to results of the present study regarding the difference in syntactic complexity between online and face to face discussions, Pyun (2003) found no statistically significant results in the complexity of T-units, and shorter length of T-units in the online discussions which was interpreted as a lower level of syntactic complexity. In summary, the formality of the synchronous online forum in the present study led to high production of syntactic complexity in students‘ online posts in a manner that resembled the academic essay and was even much higher than the oral debate. Such results should enhance the role of synchronous online forums in the academic context in a manner that resembles the influence of academic essay writing.
5.3 Grammatical accuracy 5.3.1 Synchronous online forums and academic essays similarly effective for error-free utterances with complex clauses [EFC] and total sum of error free utterances Grammatical accuracy of students‘ performance was measured through the observation of utterances that are free of any grammatical mistakes in order to distinguish between students‘ potential to produce grammatically accurate simple or complex sentence structures, and therefore, determine the task that best enhanced the production of a higher level of proficiency in
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linguistic structure. Like syntactic complexity, the academic essay had the highest mean of frequency of error-free utterances with complex clauses (EFC) and total sum of error free utterances (EFU) with no statistically significant difference from the synchronous online forum, leading to similar effectiveness in the ratio of use. The mean of frequency in the synchronous online forum (M= 23.76, SD= 16.33) was very close to the mean of frequency in the academic essay (M= 26.70, SD=17.32) for error free utterances with complex clauses, and for total sum of error-free utterances with a mean of M= 42.07 (SD= 20.82) for the online forum and a mean of M= 44.19 ( SD= 21.84) for the academic essay. These findings contrasted those of Shakarami, Hajhashemi & Caltabiano (2016) which revealed students‘ less concern with grammatical rules and punctuation in online discussions. However, online forums in the present study showed higher grammatical accuracy than the oral debate. A result that was also highlighted in Pyun (2003) comparing grammatical accuracy in face to face and online discussions. In the researcher‘s interviews, the non-native speakers mentioned that they were keener to preserve accuracy in the writing mode of the online discussions than in the oral mode of face to face discussions. Thus, online forums can be equally important to the academic essays in the academic English classroom regarding the high stimulation of accurate complex syntax in students‘ texts. 5.3.2 Synchronous online forums and oral debates similarly effective for error-free utterances with a simple clause [EFS] Grammatical accuracy was measured for both simple and complex sentence structures to explore the influence of the task on the students‘ ability to produce complex utterances that had no grammatical mistakes. The results of the study showed that students produced the highest mean of frequency of grammatically accurate simple clauses in the oral debate (M= 22.78) followed by non-statistically significant difference in the synchronous online forum (M= 18.37) rather than the academic essay which showed the lowest frequency. The following examples from a group‘s data on social network communication illustrate that the student‘s error free utterances in the oral debate were composed of simple clauses [EFS]; whereas in the online post, error free utterances included three complex sentences with subordinate clauses [EFC].
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3. Oral debate, a turn by Omar It has advantages and disadvantages, as it a double edged weapon as well as social media.You can control your information in social media like your pictures, your address [EFS]. Any way you can control it [EFS]. 4. Online post by Omar Social Media is considered as a revolutionary tool for people to create and share ideas around the world [EFC]…Also, it is considered as a powerful search engine for people all over the world who are looking for information regarding their work, education, and knowledge [EFC]…It also helps organizations and companies to promote their products or services [EFC]. The transcript samples demonstrate that the students tended to use simple more than complex clauses in the oral debate. Accordingly, the results showed higher frequency of grammatical accuracy of simple utterances rather than complex ones. Finally, the synchronous online forum was equally effective to the academic essay regarding the high production of grammatically accurate complex clauses and the oral debate for the high production of grammatically accurate simple clauses. Thus, synchronous online forums should be well employed in the academic classroom due to their high influence on the use of grammatically accurate utterances and their stimulation of grammatically accurate complex structures in students‘ texts.
5.4 Interaction in dialogic tasks Interaction in the three tasks under investigation showed the highest frequency in the two dialogic tasks, the synchronous online forum and the oral debate rather than the academic essay. Four main variables were observed to measure the degree of the speaker‘s/ writer‘s involvement in the arguments and explicitness of expressing their stance. Such involvement and explicitness showed at its highest in the two tasks where the speaker in the debate and the writer in the online forum directly addressed the interlocutor, in contrast to the academic essay where the writer had to imagine and write a hypothetical opposing opinion to argue against. These findings hence suggest that synchronous communication shares common features of talk and interactive
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exchange between interlocutors (Mick& Middlebrook, 2015). Personal expressions of stance (PES) and Commands [COM] were two variables that recorded a peak in the synchronous online forums whereas Questions and First and Second Personal Pronouns were the other two interaction variables that reached the highest frequencies in the oral debate. 5.4.1.1 Synchronous online forums 5.4.1.1.1 Personal expression of stance (PES) Personal expression of stance in an argument dominated the synchronous online forum more than the oral debate and the academic essay with statistically significant differences. Initiating an opinion with personal expressions of stance was infrequent in the academic essays as the students completely detached their voice from the argument. In the following two examples, the same student expressed the same opinion in an argument on feminism using the two different techniques in the online forum and the academic essay, respectively. 5. Online post by Maria [In my opinion][PES] [I don’t believe][PES] that men should be tried as women because women have high level of emotion. 6. Academic essay by Maria But that doesn’t deprive them from the fact that they are women and their nature is not like men. So there is no way they should be treated as men even if traditions and cultures are so free and open to this idea. While in the online post the student used two personal expressions of stance, in the academic essay the student‘s opinion was directly expressed without any introductory clauses. In the online posts, the students generally started with expressions of stance as an initiation to their post or to begin a disagreement. They used the following expressions ―I agree with”, “I agree that” “I think”, “In my opinion”, “I see that”, “my position is”, “my point of view”, “I believe”, “I disagree with”, “I am extremely against this point”, “I don’t believe”, “I have a different opinion”, “I will argue”. Myers (2010), likewise, highlighted the fact that bloggers used introductory clauses such as ―I think‖ ―I truly believe‖ (p. 102) to introduce their opinion in
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online blogs in order to save face and for mitigation against counter-arguments. In addition, the fact that the online forums in the present study recorded higher frequency of personal expressions of stance (PES) not only than the academic essays but also than the oral debates due to the students‘ concern with mitigating their stance in the arguments went in congruence with Wang & Woo‘s (2007) findings where online discussions included less aggressive arguments than face to face discussions in class. The context of the online forums in the present study allowed the students to directly communicate with their interlocutors lacking, nevertheless, the influence of tone, body language and facial expressions available in the oral face to face debates, a matter which urged the students to use more introductory clauses to initiate stance in the arguments and to indirectly express their opinion for mitigation. 5.4.1.1.2 Commands Commands were clear in statements of obligation using ‗must‘ or necessity using ‗should‘. They were used mainly for suggesting a solution for the argument, similarly employed in all three tasks as the following examples from the argument on the validity of death penalty. 7. Oral debate sample ― In American there must be a death penalty [COM].” 8. Online forum sample “If a society has a high interests [sic] to prevent murdering, it should use [COM] the most painful punishment that exists”. 9. Academic essay sample The death penalty should be banned [COM] because the death penalty is not cruel. The use of commands in general rarely occurred in all the three tasks. Such rare occurrence of commands also showed in Kuteeva (2011) in collaborative and individual argumentative essays. Nevertheless, the highest mean of frequency showed in the synchronous online forum followed by the oral debate inspite of the fact that the differences were statistically not significant.
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5.4.1.2 Oral debate 5.4.1.2.1 Questions The highest mean of frequency for questions appeared in the oral debate to be followed by the synchronous online forum and the least occurrence showed in the academic essay. The difference between the oral debate and the online forum was statistically non significant though, making it almost equally effective as the oral debate in stimulating the production of questions in EFL students in the academic context. Absence of statistically significant difference was also found by Wang & Woo (2007) and Pyun (2003) between the frequency of questions in face to face and online discussions of students and non-native speakers of English, respectively. Online discussions of argumentative discourse showed high frequency of questions as well in Fu, Aalst & Chan (2016). This is due to the use of questions more frequently in dialogic arguments not for the purpose of requesting but rather for the purpose of challenging the interlocutor, and hence functioning as a rebuttal most of the time. This purpose is clearly shown in the following example from a debate on abortion. 10. Oral debate sample Sara: So what about the options of today to going to some many [sic] hospitals or clinics all over the world [Question]? Radwa: Ok, I am talking about the last step. The first student asked a question for challenging the second student rather than waiting for an answer and that was clearly understood by the second interlocutor, Radwa, who did not reply with an answer, but rather with a turn of concession and clarification of her position. Similarly questions were used by students in the online forum as in the following example from the same group arguing about abortion. 11. Online forum post by Radwa Why she carry a baby without her disagreement [Question]? This is so obvious that abortion can change one's life.
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The student did not wait for an answer; however, the question was used for a rebuttal performing the same function of questions in the oral debate. The same function of questions was also revealed in Shukor et al. (2014) in an investigation of levels of knowledge construction in online discussions formed by undergraduate students. Findings showed that groups with high level of knowledge construction used questions asking the opponent for elaboration as a strategy of rebuttal in order to show their disagreement. Myers (2010) analyzing online blogs highlighted the same strategy of using rhetorical questions to express their position. Regarding academic essays, questions were rarely used with only a mean of frequency of 1.69. The lack of direct interaction with the recipient did not urge the students to use questions even as a form of hypothetical challenge or a strategy of rebuttal for the reader. 5.4.1.2.2 First and second personal pronouns Personal pronouns in this study referred to self mention via the use of first personal pronouns ‗I‘ and ‗we‘, and addressing the recipient via the second personal pronoun ‗you‘. Results revealed high mean of frequency (M= 40.78) in the oral debate that was followed by the synchronous online forum (M= 24.28). These results were due to the fact that students needed personal pronouns in directly expressing their positions in arguments as in ―I think‖, ―I believe‖ in the online forum, and the second personal pronoun ‗you‘ for directly addressing the interlocutor. Similar to the present findings, oral debates of book discussions were dominated by the use of the personal pronoun ‗I‘ and direct expressions of personal opinion as ‗I thought‘ in O‘halloran (2011). The academic essay, nonetheless, showed very low frequency of self mention and addressing the reader pronouns (M= 5.98) representing, therefore, the least effective task in the stimulation of interaction between the writer and the recipient and leading the online forum to have a higher influence on interaction between the writer and the recipient due to its dialogic nature. In consistence with these findings, Hewing and Coffin (2007) found higher frequency of the personal pronoun ‗I‘ in online discussions than in academic essays for being less face threatening since the personal pronoun ‗I‘ was used to express feelings and thought as an introductory phrase before an opinion such as in ‗I feel‘.
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5.5 Argumentation quality Argumentation quality in synchronous online forums, academic essays and oral debates was investigated through observing the components of Toulmin‘s model (1958) in addition to other supporting components in order to provide for a wider perspective of rhetorical and dialogic argument structures. 5.5.1 The high influence of synchronous online forums Argumentation quality reached a peak in the synchronous online forum task compared to the academic essay and the oral debate for many of the investigated components revealing a significant influence of synchronous online forums on EFL students academic English and critical thinking. These components were claims, grounds for claims, total sum of grounds, warrants, elaborations, evidence, and concessions. This section therefore includes interpretation and narrative analysis of the results for each component. 5.5.1.1 Claims In students‘ arguments, the students‘ produced the highest proportion of claims in the synchronous online forum with a very close percentage of non-statistically significant difference (p> 0.05) with the academic essay. The claims in the oral debate were much fewer due to the high frequency of rebuttals instead since the conversational dialogic nature of the oral debate forced students to respond in turns of rebuttals rather than starting a new claim as in the academic essay which included previously well planned paragraphs that initiated claims in the argument. In contrast to oral debate, the online forum inspite of being a dialogic task as well, showed a high frequency of claims that were even higher than the academic essay, a matter which should be interpreted as due to the students‘ perception of online posts as an academic written task rather than a turn in a dialogic argument like the oral debate which showed a very low frequency of claims and a high frequency of rebuttals (see section 5.5.5.1 below).
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5.5.1.2 Grounds for claims and total sum of grounds Grounds are the main supporting ideas, facts or evidence used to prove the claim is right. Analysis of the students‘ scripts showed the highest frequency of grounds or main supporting reasons in the synchronous online forum with statistically significant difference with the academic essay and the oral debate which showed very close frequency of (M= 8.73, SD= 6.12), and (M= 7.04, SD=8.21 ), respectively. A qualitative analysis of students‘ online posts showed that one post may include only a claim and many grounds to support that claim without providing more details and explanations of the grounds as illustrated in the following example by a student arguing against death penalty. 12. Online post by Bassil
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The death penalty should not be applied [CL], since sentencing criminals to death is not fair because the death penalty will not give them a second chance [ LGR 1]. And some people can be send [sic] to prison and turns out that they are innocent [LGR 2]. And prison itself is every criminal’s nightmare because in prison some criminals can beat up or get murdered by their inmates and be in solitary confinement and may get crazy [ LGR 3]. Moreover, the death penalty is cruel because there is a lot of ways [sic] of killing a murderer, for example beheading, electrocution and shoot them [LGR 4].
13. Oral debate Life in prisonment [sic] gives a person a second chance instead of sending them to death [CL]. And some people can be sent to prison or sentenced to death and they are innocent [LGR]. The American civil liberties union of Northern California said that more than 200 innocent men and women have been freed from prison in California after it was discovered that they were wrongly convicted [W]. Three of them were sentenced to die for crimes they did not commit. So, not all prisoners are guilty [BCK]. Some are innocent. And it will be unfair and Injustice to sentence them to death. So prisoners could [sic], Prison will give them a second chance instead of executing them and rushing to conclusion.
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The fact that the student needed to provide a strong argument in a short space of a digital post led him to use as many grounds or a variety of supporting main ideas, facts, and evidence as possible. In the example of the online post, the student provided 4 grounds or reasons [LGR] why death penalty should not be applied; whereas in the oral debate sample of one turn, he extended warrant and backing on only one ground discussing the cruelty of the chemical methods used in applying death penalty. This complies with Costley and Lange (2016) who found the highest percentages of forum posts focused on relevance and importance amongst other ten variables of critical thinking demonstrating thus that learners were concerned with the use of features like grounds to provide relevant strong support to their arguments. Moreover, their findings showed that students used justification in 38% of the posts which indicated the learners‘ use of grounds. 5.5.1.3 Warrants Warrants are statements that link claims to grounds or support grounds. Like grounds, they showed the highest frequency in the synchronous online forum due to the students‘ use of variant grounds in one post and the need to elaborate these grounds using warrants as shown in the following example of a forum post on ‗divorce as a solution‘ where the student ended her text with a warrant [W]. 14. Online post, Mirna: I think that divorce is the best solution in our society because of the many problems that happened between any marriage [sic] people [CL]. In my point of view, children are affected by these conflict [sic] between their parents [LGR]. So the best way for these conflict [sic] are to get divorced. Parents could do their efforts to let their children live in a comfortable life, whatever they live with whom [W]. The student in the online post tended to support the ground by a warrant without any further extension or use of Backing due to the need to provide well supported arguments in relatively short text compared to the academic essay. Warrants in the academic essay, nevertheless, were well supported by Backing due to the wider space and their need to accomplish the writing task of reaching one thousand words. The students need to provide as many grounds and warrants as possible within the limited framework of the online post led to high quality arguments that
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focused on a variety of supporting ideas rather than backing and extending one idea as in the academic essay. 5.5.1.4 Elaboration and Evidence Elaboration is any reason, explanation, or definition whereas evidence comprises statistics and real life examples in the student‘s argument. Students produced the highest percentage of elaborations and evidence in the synchronous online forum. Due to their need to provide a strong argument and convince the interlocutor in the limited space of the forum post, they resorted to the use of reasons, explanations, statistics and examples in their grounds and warrants. On the contrary, in the academic essay and the oral debate, elaborations and evidence occurred with less proportion to the total number of utterances due to the extension in one point or in one reason because of the luxury of space regarding the academic essay and their tendency to make more rebuttals through short utterances of challenging questions and new points of arguments regarding the oral debate. Such high frequency of elaboration [EL] and evidence [EV] is clearly illustrated in the following post from an online forum on elearning where every utterance had a function of either an elaboration [EL] or evidence [EV].
15. Online post, Kamar
E-learning is helpful tool to save money for learners because it gives a good chance for people who do not have enough money to get better education [EL 1]. It reduces costs include buses, books, and materials [EV 1]. Also e-learning does not require the learner to travel which immediately cuts out travel expenses and the cost of providing overnight stay [ EV 2]. All of these things cost a bundle which many of students do not have the ability to pay all these expenses [EL 2]. Unlike the traditional education where each student pays to attend the course a single time for particular duration [sic] [EL 3]. Completing the course multiply time would incur additional costs [EL 4]. So e-learning cheaper than traditional education [sic] > In the next example from the oral debate on feminism, Aya questioned the lack of equality between men and women in career choice. Accordingly, she used short utterances, interrogation
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and discussed only one example in four utterances without providing elaboration or evidence of the questions and if-conditional hypothetical utterances. 16. Oral debate, Aya And they won’t be accepted. Why? Because they are women. What’s the problem with being a woman to work a certain job like for example, a mechanical engineer? When a woman goes to apply for a job, for a mechanical engineer, she actually, she will be refused. Only in few conditions, will be accepted [sic]. Only if she has courses and know so many stuff about it. And also if she was accepted, the salary won’t be as if she is a man. In the academic essay on feminism, students had more space and hence used more utterances to introduce an elaboration or an evidence as can be seen in the following sample of four consecutive utterances without any elaboration or evidence. 17. Academic essay, Hagar And if the women, feminists, want equality between them and the men, they should join the army. Of course there are women who join the army. However, not all the women would love to, or it would be hasty generalizations. Women take responsibilities more than men.
The synchronous online forum required reasons or evidence for each ground in the post. Thus, the post had a structure of grounds followed by warrants that included elaborations and evidence to encompass a variety of supporting ideas within the restrictions of space. These results are in consistence with the findings of Fu, Aaalst & Chan (2016) where students focused on elaborations, explanation and evidence for knowledge construction in complex arguments. Similarly, in an investigation of levels of knowledge construction among undergraduate students in online discussions, Shukor et al. (2014) found that high level groups provided more argumentation that were supported by elaboration and evidence- referred to as ―justification‖ and ―information‖ (p. 225). Students in the high level group provided elaboration when agreeing and disagreeing on arguments while low level groups only answered questions and did not provide
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enough elaboration and explanations in the online discussions. Cosley & Lange (2016) found justification defined as ―Providing proof or examples and justifying solutions or judgments‖(p. 106)- as a code representing critical thinking- in 38% of the online posts of learners which was a very high frequency compared to the other investigated codes of critical thinking in their study.
5.5.1.5 Concessions A concession is a statement of agreement or submission to the opposing claim in an argument. No other task could win over the synchronous online task in the frequency of concessions which mostly functioned as an initiation for a following rebuttal. This is illustrated in the following example from the online forums on death penalty and child labor, respectively.
18. Online post by Bassil Dangerous criminals threat the whole community [CON]. But we should give them a second chance.
19. Online post by Mirna Yes, they should be out playing and enjoying their life [CON].However, we do not live in a perfect world [RB].
An expression of agreement in the present study was used to save face in a post of rebuttal or refutation, a function also found in the results of Myers (2010) and Potter (2008) where participants used concessions before adversative conjunctions like ‗but‘. Likewise, Costley & Lange (2016) in an investigation of the highest factors representing social presence in online forums found agreement in 42% of the students‘ posts to be the highest percentage compared to affective and cohesive indicators. And Fu, Aalst & Chan (2016) recorded a relatively high occurrence of agreement in the online discussions of grade 10 students. The second most frequent task was the face to face oral debate which also included some concessions having sometimes the same function as the online forum and sometimes displaying the function of a short answer to a challenging question raised by the opposing participant. The same function of initiating a rebuttal was also used in the following example from the oral debate on divorce.
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20. Oral debate on divorce
Ibram: Okay, actually I agree with the girls that divorce has some positive thing [CON]. But, on the other hand, divorce have bad effect in 2 thing, in the parents themselves and their children [RB]. The academic essay, nevertheless, rarely encompassed concessions due to the absence of the dialogic style where the student only wrote the opposing claim to function as a qualifier in the argument that needed to be immediately refuted. In addition, the writer in the academic essay did not have the same need to use face saving strategies with the absence of the opponent in the argument. Finally, claims, grounds for claims, warrants, elaborations, evidence, and concessions proved to be significant components for evaluating a high quality argument as they demonstrated sensitivity to different task contexts in the EFL classroom and revealed the high influence of synchronous online forums on EFL students‘ argumentation and critical thinking. 5.5.2 Academic essays and synchronous online forums of close high productivity The academic essay and the synchronous online forum recorded close frequency in the occurrence of one component, Backing, to be discussed in this section. 5.5.2.1 Backing Backing stands for ideas supporting warrants or details in the arguments. The frequency of backing in general was low as the highest mean of frequency was M= 7.40 for the academic essay. Accordingly the results did not reveal any statistically significant difference for task groups (p= 0.29). Toulmin (1988) mentioned that backing for every warrant was almost impossible in discussions. The longer detailed backing or illustrations on the warrants were very clear in the academic essay as the students did not have a lot of space in the online post nor in a conversational turn in an oral debate where interlocutors always interrupted each other with challenging questions or rebuttals. Thus, the essay provided the best samples of backing across the three tasks under investigation. The following example from an essay on child labor, Samaa provided three utterances including a quotation to support the warrant.
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21. Academic essay by Samaa But working in this age [SCI] will decrease the creativity of their minds [EFC] [W]. And this will affect them negatively [sic] and their education [BCK 1]. According to (Edmonds,2007, p 24) he said that ''Hours worked and schooling attendance [sic] rates are lowest for children working outside of their home'' [BCK 2]. Education generally puts them in different experiences [BCK 3]. And it teaches them how to face their problems and solve it.
An example from the oral debate on the topic of social network versus face to face communication shows the occurrence of short turns of rebuttals and warrants without any backing. 22. Oral debate Omar: Tell me about social media [sic] can do to forbid this point you talk about social media technique, the world of social media [RB]? Maurine (interrupting): The amount of, the huge amount of social, of facebook, the huge amount of communication sites that are coming up [BGR][sic]. Each month we are having a new communication site whether instagram, facebook, such things [W]. They’re excessively spreading. Omar: This university, when we talk about this point, forbid the facebook, youtube, ah [BGR]. Maurine: We don’t have to have computers [BGR].We can use our mobile phones [W]. It’s not a big deal. Omar first started by a non supported rebuttal to be interrupted by Maurine with a short utterance as a ground supporting her previous rebuttal which was again interrupted by Omar‘s short utterance to add a ground for his first rebuttal followed by a last short utterance by Maurine acting as a warrant for a previous ground. Thus, neither of the interlocutors gave the other the chance to use backing for their arguments.
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5.5.3 Oral debates versus synchronous online forums 5.5.3.1 Rebuttals Rebuttals are refutations against an opposing claim. They meant to either attack the opponent or defend the speaker‘s position after a previous claim by the opponent. The highest frequency of rebuttals was recorded for the oral debate to be followed by the synchronous online forums. The conversational nature of the task of the oral debate urged students in many phases to take quick short turns, consequently leading to a higher frequency of rebuttals [RB] than the synchronous online forum and the academic essay, as shown in the following example from a debate on abortion. 23. Oral debate Abdellatif: We don’t care about the baby [RB].We care about the women. Sara: I am telling you that the situation of abortion is danger [sic] for the two sides [RB]. Abdellatif: But it, in some cases, it may be, its be safe regarded by abortion if she did not [RB][sic]. Sara: no, it’s not safe [EFS] [RB]. Abdellatif: If she didn’t make abortion, she will have many bad issues in her life [RB].
These findings comply with Klienke (2010) who claimed that in online discussions, there were threads of confrontation where disagreement was preferred more than agreement. Thus, every turn in the conversation of the debate built on a previous claim made by an opponent, changing the function of every claim to a rebuttal. As a result, they occurred with the highest proportion to total number of utterances in the oral debate. O‘halloran (2011), analyzing construction of turns in oral debates, similarly found that each turn was almost constructed of a claim followed by two or three turns of rebuttals challenging the interlocutor, thus showing that the oral debate is a convenient context for the use of rebuttals in arguments.
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5.5.3.2 Grounds for rebuttals Rebuttals are claims that function as a refutation against an opposite claim or a counter argument. Hence, grounds of rebuttals function exactly like those of claims to support or prove the rebuttal is right. However, they were counted separately in the transcripts in order to distinguish between the students‘ production of grounds for rebuttals and grounds for claims. No statistically significant difference occurred between tasks. However, the highest mean of frequency equally showed for both the online forum and the oral debate, M= 11.17 and M= 11.15, respectively. The academic essay was the lowest in frequency due to the lower frequency of rebuttals in general and the students‘ dependence on claims more than rebuttals in the written arguments. In the following sample from an online forum on abortion, Sara provided two grounds for the rebuttals [BGR] and even a warrant supporting the first ground. 24. Online post by Sara I totally respect your opinion. But just stand for a while for a second. And think how could it be that much danger [RB]. It is a disaster when a women [sic] could lost her life [sic] due to an abortion surgery [BGR]. It is a murder that a woman could have a deadly bleeding during the surgery. In addition, that the abortion surgery has many terrible side effects, example breast cancer [W]. Or even it could affect all subsequent pregnancies of any women [BGR]. Though rebuttals showed the highest mean in the oral debates, the students tendency to use a variety of grounds in one online post as a technique of providing as many supporting ideas as possible and provide a strong argument within the restricted space of the post led to a high production of grounds that was equal to that of the oral debate with its abundance of rebuttals. These findings are in congruence with Fu, Aalst& Chan (2016) patterns of knowledge construction where students used support and further explanations for rebuttals in online complex arguments. In contrast, students in the oral debate tended to make quick turns of rebuttals and challenges that were not well supported by grounds leading to higher frequency of rebuttals than other tasks and equal proportion of frequency for the supporting grounds.
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5.5.4 Academic essay the most productive followed by the synchronous online forum 5.5.4.1 Qualifiers Qualifiers are statements that limit the strength of the writer/ speaker‘s argument or restrict his/her proofs. They rarely appeared in dialogic tasks. The synchronous online forum and the oral debate means of frequency recorded only 0.66 and 0.29 respectively, showed only in the academic essay (M= 6.85, SD= 7.68). Qualifiers were needed by the writers in the academic essay to display an opposite point of view through a kind of concession without adopting the voice of the opponent as shown in the following example. 25. Academic essay by Mahmoud Face to face communications it has many advantages like are ready to control the circumstance we're in when you speak to a person who is standing in front of [Q]. In face to face communication every point must be clear to the person who is listening to me and understood enable to move to the next point [Q]. However, social media with because it makes the users to be more creative [sic] [CL] This role appeared in the dialogic tasks through the use of concessions instead of qualifiers due to the presence of the interlocutor as an opponent. Supporting social media in contrast to face to face communication, Mahmoud used qualifiers to introduce his claim on the benefits of social media, a function similar to that of concessions when used by students‘ in online forums and oral debates to introduce their rebuttals. 5.5.4.2 Conclusions A conclusion is a summary or a repetition of claims and grounds mentioned in the body of the academic essay, the online post, a turn or few turns in the oral debate before interlocutors move to a new point in the argument. Conclusions showed low frequency for all tasks. However, the highest mean of frequency occurred in the academic essay due to the vitality of the concluding paragraph which is an essential part of the academic essay. The following is a sample of a concluding paragraph that included summary of four claims and grounds.
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26. Academic essay, a concluding paragraph Wrapping up, it is undoubtedly that face to face interaction is more effective than online interaction [COC 1]. In addition, face to face interaction is still considered as the most efficient way to communicate with people despite some people consider it as an oldfashioned way to interact. In light of the fact that face to face interaction gives the ability to gauge one's interest and understanding. Moreover, it helps in gaining many experiences, knowledge, ideas and know how to operate and talk in business meetings and in-class presentations as it gives people confidence. Furthermore, some people believe that social media is a way to waste the time as number of researchers found that it is the main reason for ending relationships formed among people as everybody at this point cannot live without social media websites [COC 2]. At the same time, it as well affects employees because they get busy by using different applications whether on cell phones or any other electronic devices [COC 3]. In the final analysis, social media also have negative effects on students in the academic field where they might end up with bad grades and impolite behavior [COC 4]. In the concluding paragraph, students summed up almost all the main claims and grounds of their argument in contrast to the online post that was more occupied with grounds and warrants to support the claims, and the oral debate where students were more concerned with challenging their opponents and making rebuttals instead of summing up their previous claims.
5.5.4.3 Academic references Academic references is vital for forming sound academic arguments, they were used to provide data, evidence and experts opinions. The highest frequency occurred in the academic essay (M= 9.93, SD= 6.90) followed by the synchronous online forum since the students had sufficient time to use a piece of information from a source. The oral debate, however, was more influenced by a conversational style intruded by many short turns which did not urge the students to use as many academic sources to support their arguments, prepared with material though. The synchronous online forum showed statistically significant difference with the academic essay. However, as a writing multimedia task, the online forum (M= 5.57, SD= 10.09) allowed the students to use academic references more than the oral debate (M= 2.98, SD= 4.82). Thus, the synchronous
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online forum should be considered a very beneficial task that comprises both the dialogic nature of oral debates and the academic credibility of the academic essay. Finally, the academic essay proved a highly effective task for the use of conclusions, qualifiers and academic references due to the writers‘ reliance on their own voice to provide limitations for their arguments and due to the luxury of space in the essay task. However, synchronous online forums were closer to the academic essay in frequency of the three components than the oral debate allowing the online forums to be as effectively employed in the academic classroom. 5.6 Conclusion The current chapter included a narrative analysis of samples from the analyzed data so to reinforce the statistical findings in the results chapter, in addition to a comparison of findings to that of previous research. The following chapter displays further recommendations of how the three tasks should be well employed in the academic context through pedagogical implications and provides a perspective on the points that needs further research.
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Chapter VI Conclusion 6.1 Overview The present study investigated the differences in argumentative discourse amongst synchronous online forums, academic essays and oral debates employed in a course of English for academic purposes and critical thinking for undergraduate EFL learners. In order to have a wide perspective of the influence of each task under investigation on students‘ discourse, ESL development, interaction, and critical thinking, four constructs were observed: syntactic complexity, grammatical accuracy, interaction, argumentation quality. Quantitative and qualitative analyses of the observed variables showed equal influence of the synchronous online forums and the academic essays on students‘ production of syntactic complexity and grammatical accuracy which was much higher than that of the oral debate; equal effectiveness of the synchronous online forums and the oral debates regarding interaction due to the similar dialogic context of both tasks; high effect of the synchronous online forums on the production of many of the components of argumentation leading to high quality arguments in students‘ argumentative discourse. 6.2 Findings The present study had a comprehensive perspective that focused on all the three modalities of oral, written and digital discourse in EAP classroom of EFL undergraduate students. The investigation was also inclusive of both sentence structure, accuracy in addition to critical thinking and knowledge construction which was achieved through a combination of both the cognitive and functional approaches of analysis in order to observe the influence of the three modality tasks on students‘ both linguistic (complexity and accuracy) and critical thinking (argumentation quality) production. The study adapted Toulmin‘s model (1958) which is a rhetorical structure analysis model that aims at analyzing monological argumentation inorder to accurately analyze dialectical dialogical arguments through the addition of grounds for rebuttals, concessions and conclusions to the model. The findings revealed the sensitivity of those components to the variation amongst the
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three tasks, the synchronous online forums, and oral debates as dialogical arguments and the argumentative essay as a monological argument. Elaboration and evidence were also two major components that were added to the analyzed variables for a better evaluation of argumentation quality and students‘ critical thinking. The findings revealed the similarity between synchronous online forums and academic essays regarding syntactic complexity and grammatical accuracy which were higher than that of the oral debate. On the other hand, results showed similar influence of the synchronous online forum to the dialogic oral debate task regarding all variables of interaction; thus revealing higher interaction amongst students than in the academic essay. And sound argumentation through high percentages of most of the investigated variables of argumentation quality, namely, claims, grounds, warrants, elaboration, evidence and concessions. 6.3 Pedagogical implications The findings of the present study enhanced blocking a significant gap in research via revealing the effectiveness of synchronous online forums in the production of fluent, accurate, interactive, and highly critical argumentative discourse compared to academic essays and oral debates. The 23 variables that were investigated revealed a high influence of online forums in the academic context and their resemblance to significant academic oral and written tasks. Thus, they can be employed for various types of interaction demanded by the students like teacher- student interaction and team interaction for team work activities in addition to creating online forums for students with special needs or groups of students who need extra-curricular practice regarding critical thinking or writing proficiency. Furthermore, more time in class should be allotted to synchronous online discussions instead of oral discussions since through online discussions students use complex syntactic and highly accurate grammatical structures as that displayed in academic writing and at the same time they are as effective as oral debates in the use of higher engagement markers and grounds for their arguments. Moreover, online discussions should be dependent on critical readings in order to enhance students‘ sentence structure complexity and quality of their arguments. Flipped courses rely on students‘ discussions of home prepared material. Synchronous online forums can hence be a highly effective technique if employed in class for discussing previous
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readings and preparing for critical thinking activities. These discussions should be as well evaluated by the instructor for quality of critical thinking and linguistic proficiency. Frequent online forums through the semester can lead to fast development of language proficiency level, critical thinking, and communicative skills. Thus, more detailed rubrics should be designed to assess the four constructs investigated in the present study and accordingly discussed and explained well for students beforehand. Assessing linguistic proficiency and quality of arguments of students‘ online posts should help them consider these forums as seriously as academic writing and final oral projects and hence be equally- if not more- effective in students improvement due to the higher frequency of use of online forums throughout the semester. The findings of the present study suggest that the more students are aware of the argument components and the clearer the instructions, the higher the quality of arguments. Hence, more highly structured platforms of synchronous and collaborative designs should be used in critical thinking courses such as ARGUNAUT (McLaren et al., 2010) and LASAD (Learning to Argue: Generalized Support Across Domains) (Loll & Pinkwart, 2013). The latter is a platform that provides mind maps labeled with the components of Toulmin‘s model and other models of argumentation so as to enhance higher critical thinking and guide the users to critically link their arguments with those of other members of the group.
6.2 Limitations of the study The findings of this study are limited to ESL and EFL learners rather than native speakers of English who could have different approach to the tasks. Moreover, the tasks focused on argumentative discourse in an academic context. Different genres and approaches in handling the same tasks might lead to different linguistic features in students‘ performance. In addition, MOODLE as an online platform might have a special effect on students‘ approach to the online forums.
6.3 Suggestions for further research The present study explored the similarities and differences between synchronous online forums and academic writing regarding the production of complex syntax, grammatical accuracy,
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interaction, and argumentation quality. The results are limited to threaded forms of online discussions and to undergraduate students in English for academic purposes. Further studies are needed for investigating the influence of different platforms and mind maps on the same linguistic and interactional constructs in the academic context. Moreover, examining the influence of online forums on the students‘ performance in various written and oral academic tasks is highly demanded for a more effective design of hybrid and fully online courses.
The present study also revealed the vitality of instructions and classroom strategies in reaching the optimum results in syntactic complexity, accuracy, interaction and critical thinking via online platforms and learning management systems. More action research should explore and develop teaching and learning strategies that comply with the various online tools in order to reach a performance that can best enhance the skills required for academic written and oral discourse. Assessment instruments should also be crafted for more accurate evaluation of students‘ performance in synchronous and asynchronous online forums in a manner that can encourage both instructors and learners to take a more serious academic attitude towards them as an effective academic task and hence produce highly fluent language and quality arguments.
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Appendix A Table 24: Finite Subordinate clauses raw and percentage scores (n= 54 per group).
# S. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
Academic Essay Total UT Raw S. % 41 32 78.0 71 19 26.8 49 22 44.9 44 46 104.5 121 61 50.4 79 24 30.4 57 28 49.1 53 31 58.5 29 30 103.4 49 22 44.9 35 24 68.6 15 6 40.0 56 28 50.0 39 36 92.3 29 35 120.7 57 28 49.1 47 27 57.4 42 59 140.5 51 27 52.9 52 24 46.2 43 24 55.8 38 31 81.6 45 27 60.0 54 25 46.3 58 35 60.3 46 31 67.4 50 50 100.0 62 37 59.7 72 19 26.4 54 27 50.0 47 35 74.5
Online Forum Total UT Raw S. % 18 17 94.4 22 0.0 14 5 35.7 15 12 80.0 33 11 33.3 17 10 58.8 16 25 156.3 22 12 54.5 10 2 20.0 8 5 62.5 5 5 100.0 6 4 66.7 19 9 47.4 7 14 200.0 19 9 47.4 13 6 46.2 11 5 45.5 8 6 75.0 14 6 42.9 12 1 8.3 10 4 40.0 7 6 85.7 11 12 109.1 4 2 50.0 10 7 70.0 16 15 93.8 8 11 137.5 20 10 50.0 16 9 56.3 10 4 40.0 15 8 53.3
Oral Debate Total UT Raw S. % 43 21 48.8 24 5 20.8 31 11 35.5 25 15 60.0 44 12 27.3 30 14 46.7 37 32 86.5 42 23 54.8 105 25 23.8 69 40 58.0 14 4 28.6 20 6 30.0 38 17 44.7 31 13 41.9 16 8 50.0 48 19 39.6 25 9 36.0 15 9 60.0 23 7 30.4 48 7 14.6 28 10 35.7 11 6 54.5 39 20 51.3 52 22 42.3 18 9 50.0 47 21 44.7 20 16 80.0 25 14 56.0 41 19 46.3 21 3 14.3 26 9 34.6
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32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
70 40 48 48 44 46 52 73 44 47 68 37 67 40 54 49 55 46 50 42 52 46 49
13 33 35 49 35 36 27 31 45 45 48 41 30 13 35 34 36 26 30 32 34 27 29
18.6 82.5 72.9 102.1 79.5 78.3 51.9 42.5 102.3 95.7 70.6 110.8 44.8 32.5 64.8 69.4 65.5 56.5 60.0 76.2 65.4 58.7 59.2
10 5 11 7 21 18 13 8 15 8 14 11 20 15 9 8 15 18 15 6 15 6 7
3 5 5 6 17 11 7 5 14 6 6 10 5 3 6 5 9 6 7 5 9 6 5
30.0 100.0 45.5 85.7 81.0 61.1 53.8 62.5 93.3 75.0 42.9 90.9 25.0 20.0 66.7 62.5 60.0 33.3 46.7 83.3 60.0 100.0 71.4
13 113 282 131 25 134 21 27 51 8 53 29 31 8 12 38 68 27 22 20 18 18 20
10 35 133 45 22 58 6 14 23 7 19 22 10 0 3 22 45 9 14 17 16 15 6
76.9 31.0 47.2 34.4 88.0 43.3 28.6 51.9 45.1 87.5 35.8 75.9 32.3 0.0 25.0 57.9 66.2 33.3 63.6 85.0 88.9 83.3 30.0
Table25: Non-finite subordinate clauses raw and percentage scores (n= 54 per group). Academic Essay # Total S. UT Raw S. % 41 18 43.9 1 50.7 71 36 2 63.3 49 31 3 97.7 44 43 4 71.9 121 87 5 63.3 79 50 6 59.6 57 34 7 60.4 53 32 8 51.7 29 15 9
Online Forum Total UT Raw S. % 38.9 18 7 18.2 22 4 57.1 14 8 60.0 15 9 60.6 33 20 47.1 17 8 37.5 16 6 36.4 22 8 10.0 10 1
Oral Debate Total UT Raw S. % 48.8 43 21 12.5 24 3 45.2 31 14 28.0 25 7 45.5 44 20 10.0 30 3 13.5 37 5 31.0 42 13 8.6 105 9
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10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47
49 35 15 56 39 29 57 47 42 51 52 43 38 45 54 58 46 50 62 72 54 47 70 40 48 48 44 46 52 73 44 47 68 37 67 40 54 49
24 25 8 64 43 27 50 38 45 47 30 36 30 37 34 39 19 40 47 28 34 30 28 27 28 33 33 41 26 32 19 13 58 41 39 25 37 47
49.0 71.4 53.3 114.3 110.3 93.1 87.7 80.9 107.1 92.2 57.7 83.7 78.9 82.2 63.0 67.2 41.3 80.0 75.8 38.9 63.0 63.8 40.0 67.5 58.3 68.8 75.0 89.1 50.0 43.8 43.2 27.7 85.3 110.8 58.2 62.5 68.5 95.9
8 5 6 19 7 19 13 11 8 14 12 10 7 11 4 10 16 8 20 16 10 15 10 5 11 7 21 18 13 8 15 8 14 11 20 15 9 8
1 1 3 25 12 12 9 6 8 6 7 5 3 7 6 9 8 13 3 3 8 6 4 2 0 5 4 12 6 8 7 1 9 9 8 15 4 11
12.5 20.0 50.0 131.6 171.4 63.2 69.2 54.5 100.0 42.9 58.3 50.0 42.9 63.6 150.0 90.0 50.0 162.5 15.0 18.8 80.0 40.0 40.0 40.0 0.0 71.4 19.0 66.7 46.2 100.0 46.7 12.5 64.3 81.8 40.0 100.0 44.4 137.5
69 14 20 38 31 16 48 25 15 23 48 28 11 39 52 18 47 20 25 41 21 26 13 113 282 131 25 134 21 27 51 8 53 29 31 8 12 38
27 7 7 12 14 11 17 4 5 8 16 8 8 15 20 9 14 5 9 3 5 6 6 27 58 14 10 33 2 6 11 1 20 14 11 4 5 23
39.1 50.0 35.0 31.6 45.2 68.8 35.4 16.0 33.3 34.8 33.3 28.6 72.7 38.5 38.5 50.0 29.8 25.0 36.0 7.3 23.8 23.1 46.2 23.9 20.6 10.7 40.0 24.6 9.5 22.2 21.6 12.5 37.7 48.3 35.5 50.0 41.7 60.5
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48 49 50 51 52 53 54
55 46 50 42 52 46 49
31 28 41 36 38 33 24
56.4 60.9 82.0 85.7 73.1 71.7 49.0
15 18 15 6 15 6 7
6 8 9 4 4 3 3
40.0 44.4 60.0 66.7 26.7 50.0 42.9
68 27 22 20 18 18 20
13 12 17 11 7 11 8
19.1 44.4 77.3 55.0 38.9 61.1 40.0
Table 26: Total sum of subordinate clauses raw and percentage scores (n= 54 per group).
# S. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Academic Essay Online Forum Oral Debate Total Total Total UT Raw S. % UT Raw S. % UT Raw S. % 41 50 18 24 43 42 122 133.3 97.7 71 55 22 4 24 8 77.5 18.2 33.3 49 53 14 13 31 25 108.2 92.9 80.6 44 89 15 21 25 22 202.3 140 88 121 148 33 31 44 32 122.3 93.9 72.7 79 74 17 18 30 17 93.7 105.9 56.7 57 62 16 31 37 37 108.8 193.8 100 53 63 22 20 42 36 118.9 90.9 85.7 29 45 10 3 105 34 155.2 30 32.4 49 46 8 6 69 67 93.9 75 97.1 35 49 5 6 14 11 140 120 78.6 15 14 6 7 20 13 93.3 116.7 65 56 92 19 34 38 29 164.3 178.9 76.3 39 79 7 26 31 27 202.6 371.4 87.1 29 62 19 21 16 19 213.8 110.5 118.8 57 78 13 15 48 36 136.8 115.4 75 47 65 11 11 25 13 138.3 100 52 42 104 8 14 15 14 247.6 175 93.3 51 74 14 12 23 15 145.1 85.7 65.2 52 54 12 8 48 23 103.8 66.7 47.9 43 60 10 9 28 18 139.5 90 64.3 38 61 7 9 11 14 160.5 128.6 127.3 45 64 11 19 39 35 142.2 172.7 89.7 54 59 4 8 52 42 109.3 200 80.8 58 74 10 16 18 18 127.6 160 100
138
26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
46 50 62 72 54 47 70 40 48 48 44 46 52 73 44 47 68 37 67 40 54 49 55 46 50 42 52 46 49
50 90 84 47 61 65 41 60 63 82 68 77 53 63 64 58 106 82 69 38 72 81 67 54 71 68 72 60 53
108.7 180 135.5 65.3 113 138.3 58.6 150 131.3 170.8 154.5 167.4 101.9 86.3 145.5 123.4 155.9 221.6 103 95 133.3 165.3 121.8 117.4 142 161.9 138.5 130.4 108.2
16 8 20 16 10 15 10 5 11 7 21 18 13 8 15 8 14 11 20 15 9 8 15 18 15 6 15 6 7
23 24 13 12 12 14 7 7 5 11 21 23 13 13 21 7 15 19 13 18 10 16 15 14 16 9 13 9 8
143.8 300 65 75 120 93.3 70 140 45.5 157.1 100 127.8 100 162.5 140 87.5 107.1 172.7 65 120 111.1 200 100 77.8 106.7 150 86.7 150 114.3
47 20 25 41 21 26 13 113 282 131 25 134 21 27 51 8 53 29 31 8 12 38 68 27 22 20 18 18 20
35 21 23 22 8 15 16 62 191 59 32 91 8 20 34 8 39 36 21 4 8 45 58 21 31 28 23 26 14
74.5 105 92 53.7 38.1 57.7 123.1 54.9 67.7 45 128 67.9 38.1 74.1 66.7 100 73.6 124.1 67.7 50 66.7 118.4 85.3 77.8 140.9 140 127.8 144.4 70
Table 27: Error-free utterances with complex sentences, raw and percentage scores (n= 54 per group).
# S. 1 2
Academic Essay Total UT Raw S. % 41 5 12 71 14 20
Online Forum Total UT Raw S. % 18 8 44 22 1 5
Oral Debate Total UT 43 24
Raw S. 13 0
% 30 0
139
3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
49 44 121 79 57 53 29 49 35 15 56 39 29 57 47 42 51 52 43 38 45 54 58 46 50 62 72 54 47 70 40 48 48 44 46 52 73 44
7 8 35 15 6 14 0 5 2 1 10 4 5 28 17 25 1 2 21 12 18 17 12 9 24 15 15 28 20 22 5 8 26 11 15 3 7 14
14 18 29 19 11 26 0 10 6 7 18 10 17 49 36 60 2 4 49 32 40 31 21 20 48 24 21 52 43 31 13 17 54 25 33 6 10 32
14 15 33 17 16 22 10 8 5 6 19 7 19 13 11 8 14 12 10 7 11 4 10 16 8 20 16 10 15 10 5 11 7 21 18 13 8 15
4 5 9 3 4 2 0 1 2 0 3 1 5 1 1 3 1 1 4 1 6 1 4 4 5 2 4 3 6 4 0 0 3 9 6 1 2 8
29 33 27 18 25 9 0 13 40 0 16 14 26 8 9 38 7 8 40 14 55 25 40 25 63 10 25 30 40 40 0 0 43 43 33 8 25 53
31 25 44 30 37 42 105 69 14 20 38 31 16 48 25 15 23 48 28 11 39 52 18 47 20 25 41 21 26 13 113 282 131 25 134 21 27 51
7 3 9 1 3 1 3 4 2 0 1 5 2 10 4 1 1 0 5 3 3 8 1 7 3 1 2 1 3 1 7 15 9 0 18 0 4 5
23 12 20 3 8 2 3 6 14 0 3 16 13 21 16 7 4 0 18 27 8 15 6 15 15 4 5 5 12 8 6 5 7 0 13 0 15 10
140
41 42 43 44 45 46 47 48 49 50 51 52 53 54
47 68 37 67 40 54 49 55 46 50 42 52 46 49
11 24 27 28 5 28 22 13 6 6 5 35 17 12
23 35 73 42 13 52 45 24 13 12 12 67 37 24
8 14 11 20 15 9 8 15 18 15 6 15 6 7
0 3 4 6 5 0 4 3 4 1 2 5 1 0
0 21 36 30 33 0 50 20 22 7 33 33 17 0
8 53 29 31 8 12 38 68 27 22 20 18 18 20
0 2 1 0 1 1 7 8 5 2 3 8 0 1
0 4 3 0 13 8 18 12 19 9 15 44 0 5
Table 28: Error-free utterances with simple sentences, raw and percentage scores or each subject (n= 54 per group).
# S. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Academic Essay Total UT Raw S. % 41 5 12 71 19 27 49 3 6 44 5 11 121 27 22 79 17 22 57 19 33 53 4 8 29 1 3 49 17 35 35 4 11 15 3 20 56 3 5 39 2 5 29 1 3 57 14 25 47 10 21
Online Forum Total UT Raw S. 18 4 22 2 14 4 15 1 33 11 17 4 16 3 22 3 10 2 8 3 5 1 6 1 19 2 7 0 19 3 13 4 11 3
Oral Debate % 22 9 29 7 33 24 19 14 20 38 20 17 11 0 16 31 27
Total UT 43 24 31 25 44 30 37 42 105 69 14 20 38 31 16 48 25
Raw S. 5 11 8 4 15 11 4 12 28 10 3 4 7 6 2 21 11
% 12 46 26 16 34 37 11 29 27 14 21 20 18 19 13 44 44
141
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
42 51 52 43 38 45 54 58 46 50 62 72 54 47 70 40 48 48 44 46 52 73 44 47 68 37 67 40 54 49 55 46 50 42 52 46 49
4 3 2 10 6 15 12 12 10 10 12 23 15 8 33 2 5 10 8 7 5 21 8 5 12 3 17 4 11 4 6 7 9 4 12 14 12
10 6 4 23 16 33 22 21 22 20 19 32 28 17 47 5 10 21 18 15 10 29 18 11 18 8 25 10 20 8 11 15 18 10 23 30 24
8 14 12 10 7 11 4 10 16 8 20 16 10 15 10 5 11 7 21 18 13 8 15 8 14 11 20 15 9 8 15 18 15 6 15 6 7
0 2 0 3 0 2 0 0 2 0 6 4 2 2 6 0 3 0 6 4 4 2 5 1 4 1 6 2 3 0 4 6 1 0 6 1 1
0 14 0 30 0 18 0 0 13 0 30 25 20 13 60 0 27 0 29 22 31 25 33 13 29 9 30 13 33 0 27 33 7 0 40 17 14
15 23 48 28 11 39 52 18 47 20 25 41 21 26 13 113 282 131 25 134 21 27 51 8 53 29 31 8 12 38 68 27 22 20 18 18 20
2 7 7 9 0 6 9 1 11 4 8 14 7 9 4 18 48 31 5 40 6 7 12 2 8 2 8 1 4 14 26 5 0 2 5 1 4
13 30 15 32 0 15 17 6 23 20 32 34 33 35 31 16 17 24 20 30 29 26 24 25 15 7 26 13 33 37 38 19 0 10 28 6 20
142
Table 29: Total sum of Error-free utterances, Raw and percentage scores (n= 54 per group).
# S. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
Academic Essay Total UT Raw S. % 41 10 24 71 33 46 49 10 20 44 13 30 121 62 51 79 32 41 57 25 44 53 18 34 29 1 3 49 22 45 35 6 17 15 4 27 56 13 23 39 6 15 29 6 21 57 42 74 47 27 57 42 29 69 51 4 8 52 4 8 43 31 72 38 18 47 45 33 73 54 29 54 58 24 41 46 19 41 50 34 68 62 27 44 72 38 53 54 43 80 47 28 60 70 55 79
Online Forum Total UT Raw S. % 18 12 67 22 3 14 14 8 57 15 6 40 33 20 61 17 7 41 16 7 44 22 5 23 10 2 20 8 4 50 5 3 60 6 1 17 19 5 26 7 1 14 19 8 42 13 5 38 11 4 36 8 3 38 14 3 21 12 1 8 10 7 70 7 1 14 11 8 73 4 1 25 10 4 40 16 6 38 8 5 63 20 8 40 16 8 50 10 5 50 15 8 53 10 10 100
Oral Debate Total UT 43 24 31 25 44 30 37 42 105 69 14 20 38 31 16 48 25 15 23 48 28 11 39 52 18 47 20 25 41 21 26 13
Raw S. 18 11 15 7 24 12 7 13 31 14 5 4 8 11 4 31 15 3 8 7 14 3 9 17 2 18 7 9 16 8 12 5
% 42 46 48 28 55 40 19 31 30 20 36 20 21 35 25 65 60 20 35 15 50 27 23 33 11 38 35 36 39 38 46 38
143
40 48 48 44 46 52 73 44 47 68 37 67 40 54 49 55 46 50 42 52 46 49
33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
7 13 36 19 22 8 28 22 16 36 30 45 9 39 26 19 13 15 9 47 31 24
18 27 75 43 48 15 38 50 34 53 81 67 23 72 53 35 28 30 21 90 67 49
5 11 7 21 18 13 8 15 8 14 11 20 15 9 8 15 18 15 6 15 6 7
0 3 3 15 10 5 4 13 1 7 5 12 7 3 4 7 10 2 2 11 2 1
0 27 43 71 56 38 50 87 13 50 45 60 47 33 50 47 56 13 33 73 33 14
113 282 131 25 134 21 27 51 8 53 29 31 8 12 38 68 27 22 20 18 18 20
25 63 40 5 58 6 11 17 2 10 3 8 2 5 21 34 10 2 5 13 1 5
22 22 31 20 43 29 41 33 25 19 10 26 25 42 55 50 37 9 25 72 6 25
Table 30: Personal expressions of stance, raw and percentage scores (n= 54 per group).
# S. 1 2 3 4 5 6 7 8 9
Academic Essay Total UT Raw S. % 41 0 0 71 0 0 49 0 0 44 0 0 121 0 0 79 0 0 57 0 0 53 0 0 29 0 0
Online Forum Total UT 18 22 14 15 33 17 16 22 10
Raw S. 0 2 1 1 3 1 1 0 1
Oral Debate Total % UT Raw S. % 0 43 0 0 9 24 1 4 7 31 1 3 7 25 0 0 9 44 5 11 6 30 0 0 6 37 5 14 0 42 1 2 10 105 2 2
144
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47
49 35 15 56 39 29 57 47 42 51 52 43 38 45 54 58 46 50 62 72 54 47 70 40 48 48 44 46 52 73 44 47 68 37 67 40 54 49
0 1 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0
0 3 0 0 5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 3 0 2 0 0 0 0 0 0 0 0 0 0 0 0
8 5 6 19 7 19 13 11 8 14 12 10 7 11 4 10 16 8 20 16 10 15 10 5 11 7 21 18 13 8 15 8 14 11 20 15 9 8
3 1 2 1 2 1 0 0 1 0 0 0 2 1 0 0 1 0 1 0 1 1 1 0 2 2 5 3 2 1 0 2 0 0 1 0 1 1
38 20 33 5 29 5 0 0 13 0 0 0 29 9 0 0 6 0 5 0 10 7 10 0 18 29 24 17 15 13 0 25 0 0 5 0 11 13
69 14 20 38 31 16 48 25 15 23 48 28 11 39 52 18 47 20 25 41 21 26 13 113 282 131 25 134 21 27 51 8 53 29 31 8 12 38
2 0 0 1 1 3 1 0 1 1 1 1 3 1 0 0 0 0 0 0 2 3 0 1 0 4 0 0 1 1 0 0 3 1 3 0 0 0
3 0 0 3 3 19 2 0 7 4 2 4 27 3 0 0 0 0 0 0 10 12 0 1 0 3 0 0 5 4 0 0 6 3 10 0 0 0
145
48 49 50 51 52 53 54
55 46 50 42 52 46 49
0 0 0 0 0 0 0
0 0 0 0 0 0 0
15 18 15 6 15 6 7
0 1 1 1 1 1 2
0 6 7 17 7 17 29
68 27 22 20 18 18 20
0 2 0 0 0 1 2
0 7 0 0 0 6 10
Table 31: Commands, raw and percentage scores (n= 54 per group).
# S. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
Academic Essay Total UT Raw S. % 41 1 2 71 1 1 49 1 2 44 6 14 121 6 5 79 3 4 57 4 7 53 1 2 29 0 0 49 2 4 35 3 9 15 0 0 56 1 2 39 2 5 29 0 0 57 0 0 47 1 2 42 0 0 51 6 12 52 1 2 43 0 0 38 5 13 45 6 13 54 0 0
Online Forum Total UT 18 22 14 15 33 17 16 22 10 8 5 6 19 7 19 13 11 8 14 12 10 7 11 4
Raw S. 1 0 0 0 1 1 0 0 0 2 1 0 0 1 0 0 0 0 0 1 0 1 1 0
% 6 0 0 0 3 6 0 0 0 25 20 0 0 14 0 0 0 0 0 8 0 14 9 0
Oral Debate Total UT Raw S. % 43 2 5 24 0 0 31 5 16 25 0 0 44 7 16 30 0 0 37 0 0 42 1 2 105 2 2 69 9 13 14 1 7 20 0 0 38 1 3 31 1 3 16 4 25 48 2 4 25 0 0 15 1 7 23 0 0 48 0 0 28 1 4 11 0 0 39 1 3 52 2 4
146
25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
58 46 50 62 72 54 47 70 40 48 48 44 46 52 73 44 47 68 37 67 40 54 49 55 46 50 42 52 46 49
5 4 4 4 3 5 0 1 3 0 4 3 3 12 6 2 4 3 0 6 3 6 6 3 2 0 2 2 0 1
9 9 8 6 4 9 0 1 8 0 8 7 7 23 8 5 9 4 0 9 8 11 12 5 4 0 5 4 0 2
10 16 8 20 16 10 15 10 5 11 7 21 18 13 8 15 8 14 11 20 15 9 8 15 18 15 6 15 6 7
1 2 0 4 0 0 1 0 1 2 3 2 0 1 2 1 1 0 5 0 2 0 2 0 0 0 0 1 0
10 13 0 20 0 0 7 0 20 18 43 0 11 0 13 13 13 7 0 25 0 22 0 13 0 0 0 0 17 0
18 47 20 25 41 21 26 13 113 282 131 25 134 21 27 51 8 53 29 31 8 12 38 68 27 22 20 18 18 20
0 4 0 0 0 0 0 0 7 9 4 0 11 1 3 2 0 0 2 3 0 2 1 1 0 0 0 1 3 0
0 9 0 0 0 0 0 0 6 3 3 0 8 5 11 4 0 0 7 10 0 17 3 1 0 0 0 6 17 0
Table 32: Questions, raw and percentage scores (n= 54 per group).
# S.
Academic Essay Total UT Raw S. % 41 1 1 2
Online Forum Total UT 18
Raw S. 4
Oral Debate Total % UT Raw S. % 22 43 3 7
147
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39
71 49 44 121 79 57 53 29 49 35 15 56 39 29 57 47 42 51 52 43 38 45 54 58 46 50 62 72 54 47 70 40 48 48 44 46 52 73
2 3 1 6 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 1 1 1 1 7 3 2 0 1 0 1 0 1 1 0 4
3 6 2 5 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5 0 2 2 2 2 11 4 4 0 1 0 2 0 2 2 0 5
22 14 15 33 17 16 22 10 8 5 6 19 7 19 13 11 8 14 12 10 7 11 4 10 16 8 20 16 10 15 10 5 11 7 21 18 13 8
2 0 0 0 0 0 0 0 2 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 2 0 0
9 0 0 0 0 0 0 0 25 0 0 0 0 5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 14 5 11 0 0
24 31 25 44 30 37 42 105 69 14 20 38 31 16 48 25 15 23 48 28 11 39 52 18 47 20 25 41 21 26 13 113 282 131 25 134 21 27
1 0 0 1 0 5 1 11 16 0 1 0 0 0 0 0 1 0 3 0 0 0 1 0 7 0 1 2 2 2 0 16 21 15 1 5 0 0
4 0 0 2 0 14 2 10 23 0 5 0 0 0 0 0 7 0 6 0 0 0 2 0 15 0 4 5 10 8 0 14 7 11 4 4 0 0
148
40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
44 47 68 37 67 40 54 49 55 46 50 42 52 46 49
0 0 7 1 0 0 1 1 2 0 0 1 1 1 0
15 8 14 11 20 15 9 8 15 18 15 6 15 6 7
0 0 10 3 0 0 2 2 4 0 0 2 2 2 0
0 0 1 0 0 1 2 0 0 1 0 0 0 0 0
0 0 7 0 0 7 22 0 0 6 0 0 0 0 0
51 8 53 29 31 8 12 38 68 27 22 20 18 18 20
5 1 0 1 0 0 0 4 4 1 0 0 0 0 2
10 13 0 3 0 0 0 11 6 4 0 0 0 0 10
Table 33: Personal pronouns, raw and percentage scores (n= 54 per group). Academic Essay # S. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Total UT Raw S. % 41 0 71 0 49 8 44 4 121 0 79 8 57 4 53 1 29 0 49 6 35 2 15 1 56 12 39 4 29 18 57 0
0 0 16 9 0 10 7 2 0 12 6 7 21 10 62 0
Online Forum Total UT Raw S. % 18 11 22 6 14 3 15 2 33 16 17 4 16 1 22 2 10 1 8 6 5 1 6 1 19 5 7 3 19 12 13 1
61 27 21 13 48 24 6 9 10 75 20 17 26 43 63 8
Oral Debate Total UT Raw S. % 43 15 35 24 5 21 31 16 52 25 7 28 44 18 41 30 11 37 37 15 41 42 12 29 105 60 57 69 64 93 14 0 0 20 2 10 38 38 100 31 18 58 16 13 81 48 17 35
149
17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
47 42 51 52 43 38 45 54 58 46 50 62 72 54 47 70 40 48 48 44 46 52 73 44 47 68 37 67 40 54 49 55 46 50 42 52 46 49
5 1 14 2 0 3 0 4 8 2 0 1 4 6 2 0 1 0 7 0 3 0 0 0 1 5 0 3 0 8 0 0 0 0 0 2 1 1
11 2 27 4 0 8 0 7 14 4 0 2 6 11 4 0 3 0 15 0 7 0 0 0 2 7 0 4 0 15 0 0 0 0 0 4 2 2
11 8 14 12 10 7 11 4 10 16 8 20 16 10 15 10 5 11 7 21 18 13 8 15 8 14 11 20 15 9 8 15 18 15 6 15 6 7
1 2 3 3 0 5 8 3 3 1 0 5 5 6 5 2 0 1 0 8 3 3 0 4 1 0 0 0 0 2 2 1 2 3 1 5 1 4
9 25 21 25 0 71 73 75 30 6 0 25 31 60 33 20 0 9 0 38 17 23 0 27 13 0 0 0 0 22 25 7 11 20 17 33 17 57
25 15 23 48 28 11 39 52 18 47 20 25 41 21 26 13 113 282 131 25 134 21 27 51 8 53 29 31 8 12 38 68 27 22 20 18 18 20
12 18 4 10 14 12 29 48 8 8 12 2 19 7 11 4 67 193 69 4 26 6 4 24 3 6 11 3 1 9 18 41 3 1 1 2 3 5
48 120 17 21 50 109 74 92 44 17 60 8 46 33 42 31 59 68 53 16 19 29 15 47 38 11 38 10 13 75 47 60 11 5 5 11 17 25
150
Table 34: Claim, raw and percentage scores (n= 54 per group). Academic Essay # S. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
Total UT 54 70 56 44 121 79 59 53 29 52 38 38 56 39 43 57 47 43 51 51 48 39 47 56 58 46 52 62 73 62 47 70
Raw S. % 2 3.70 7 10.00 6 10.71 4 9.09 5 4.13 6 7.59 5 8.47 9 16.98 2 6.90 6 11.54 4 10.53 8 21.05 3 5.36 2 5.13 6 13.95 2 3.51 7 14.89 3 6.98 15 29.41 15 29.41 5 10.42 2 5.13 9 19.15 4 7.14 9 15.52 2 4.35 6 11.54 3 4.84 5 6.85 5 8.06 2 4.26 8 11.43
Online Forum Total UT 18 19 14 15 33 17 16 22 10 8 5 6 19 7 19 13 11 8 14 12 10 7 11 4 10 16 8 20 16 10 15 12
Raw S. % 2 11.11 1 5.26 2 14.29 2 13.33 5 15.15 3 17.65 2 12.50 2 9.09 1 10.00 1 12.50 1 20.00 1 16.67 1 5.26 1 14.29 2 10.53 1 7.69 4 36.36 1 12.50 2 14.29 1 8.33 1 10.00 2 28.57 1 9.09 1 25.00 1 10.00 5 31.25 3 37.50 3 15.00 1 6.25 1 10.00 2 13.33 1 8.33
Oral Debate Total UT 43 24 31 25 44 30 37 42 95 69 14 20 38 31 16 48 25 15 23 48 28 11 39 52 18 47 19 25 41 21 26 13
Raw S. % 4 9.30 0 0.00 1 3.23 1 4.00 7 15.91 1 3.33 1 2.70 1 2.38 1 1.05 1 1.45 1 7.14 2 10.00 0 0.00 0 0.00 2 12.50 1 2.08 4 16.00 2 13.33 3 13.04 4 8.33 3 10.71 1 9.09 1 2.56 1 1.92 1 5.56 0 0.00 1 5.26 2 8.00 1 2.44 1 4.76 0 0.00 2 15.38
151
33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
44 48 48 44 46 52 73 44 47 68 38 67 40 54 49 56 49 59 44 52 46 49
6 2 5 4 3 5 9 8 5 2 3 9 8 8 6 6 7 10 5 10 7 10
13.64 4.17 10.42 9.09 6.52 9.62 12.33 18.18 10.64 2.94 7.89 13.43 20.00 14.81 12.24 10.71 14.29 16.95 11.36 19.23 15.22 20.41
5 11 7 21 18 14 8 15 8 14 11 20 15 9 8 15 18 15 6 15 6 7
1 0 3 2 2 2 2 3 1 1 2 2 0 0 1 1 1 2 1 3 1 1
20.00 0.00 42.86 9.52 11.11 14.29 25.00 20.00 12.50 7.14 18.18 10.00 0.00 0.00 12.50 6.67 5.56 13.33 16.67 20.00 16.67 14.29
113 282 124 26 134 21 27 51 8 53 29 31 8 12 38 68 27 22 20 18 18 20
1 1 3 3 5 0 3 2 1 1 4 1 0 3 0 1 1 1 0 2 1 2
0.88 0.35 2.42 11.54 3.73 0.00 11.11 3.92 12.50 1.89 13.79 3.23 0.00 25.00 0.00 1.47 3.70 4.55 0.00 11.11 5.56 10.00
Table 35: Rebuttals, raw and percentage scores (n= 54 per group).
Academic Essay # S. 1 2 3 4 5 6 7 8
Total UT 54 70 56 44 121 79 59 53
Raw S. % 3 5.56 5 7.14 4 7.14 4 9.09 9 7.44 4 5.06 2 3.39 1 1.89
Online Forum Total UT 18 19 14 15 33 17 16 22
Raw S. % 1 5.56 1 5.26 1 7.14 1 6.67 1 3.03 1 5.88 0 0.00 0 0.00
Oral Debate Total UT 43 24 31 25 44 30 37 42
Raw S. % 4 9.30 4 16.67 1 3.23 0 0.00 4 9.09 1 3.33 7 18.92 5 11.90
152
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46
29 52 38 38 56 39 43 57 47 43 51 51 48 39 47 56 58 46 52 62 73 62 47 70 44 48 48 44 46 52 73 44 47 68 38 67 40 54
4 1 0 1 3 4 2 13 2 5 1 1 0 2 2 3 4 4 7 5 3 3 3 4 0 3 3 5 5 5 3 5 3 6 5 4 2 4
13.79 1.92 0.00 2.63 5.36 10.26 4.65 22.81 4.26 11.63 1.96 1.96 0.00 5.13 4.26 5.36 6.90 8.70 13.46 8.06 4.11 4.84 6.38 5.71 0.00 6.25 6.25 11.36 10.87 9.62 4.11 11.36 6.38 8.82 13.16 5.97 5.00 7.41
10 8 5 6 19 7 19 13 11 8 14 12 10 7 11 4 10 16 8 20 16 10 15 12 5 11 7 21 18 14 8 15 8 14 11 20 15 9
1 1 0 0 5 1 2 1 0 2 0 5 1 0 2 1 0 1 0 1 2 1 2 1 0 2 0 1 2 1 2 0 2 1 0 1 2 3
10.00 12.50 0.00 0.00 26.32 14.29 10.53 7.69 0.00 25.00 0.00 41.67 10.00 0.00 18.18 25.00 0.00 6.25 0.00 5.00 12.50 10.00 13.33 8.33 0.00 18.18 0.00 4.76 11.11 7.14 25.00 0.00 25.00 7.14 0.00 5.00 13.33 33.33
95 69 14 20 38 31 16 48 25 15 23 48 28 11 39 52 18 47 19 25 41 21 26 13 113 282 124 26 134 21 27 51 8 53 29 31 8 12
14 8 1 2 8 3 3 9 4 4 5 5 5 3 8 6 4 11 2 4 8 0 10 2 22 46 23 2 13 6 5 12 2 5 2 0 1 0
14.74 11.59 7.14 10.00 21.05 9.68 18.75 18.75 16.00 26.67 21.74 10.42 17.86 27.27 20.51 11.54 22.22 23.40 10.53 16.00 19.51 0.00 38.46 15.38 19.47 16.31 18.55 7.69 9.70 28.57 18.52 23.53 25.00 9.43 6.90 0.00 12.50 0.00
153
47 48 49 50 51 52 53 54
49 56 49 59 44 52 46 49
3 2 3 2 3 4 4 4
6.12 3.57 6.12 3.39 6.82 7.69 8.70 8.16
8 15 18 15 6 15 6 7
2 4 1 1 0 4 1 1
25.00 26.67 5.56 6.67 0.00 26.67 16.67 14.29
38 68 27 22 20 18 18 20
10 16 1 0 2 4 1 2
26.32 23.53 3.70 0.00 10.00 22.22 5.56 10.00
Table 36: Grounds for claims, raw and percentage scores (n= 54 per group). Academic Essay # S. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
Total UT 54 70 56 44 121 79 59 53 29 52 38 38 56 39 43 57 47 43 51 51 48 39 47
Raw S. % 1 1.85 6 8.57 2 3.57 1 2.27 4 3.31 4 5.06 4 6.78 6 11.32 2 6.90 4 7.69 1 2.63 6 15.79 3 5.36 1 2.56 4 9.30 7 12.28 3 6.38 1 2.33 11 21.57 11 21.57 13 27.08 7 17.95 7 14.89
Online Forum Total UT 18 19 14 15 33 17 16 22 10 8 5 6 19 7 19 13 11 8 14 12 10 7 11
Raw S. % 3 16.67 3 15.79 2 14.29 2 13.33 9 27.27 6 35.29 3 18.75 4 18.18 1 10.00 0 0.00 1 20.00 1 16.67 4 21.05 3 42.86 3 15.79 4 30.77 5 45.45 0 0.00 7 50.00 2 16.67 5 50.00 2 28.57 2 18.18
Oral Debate Total UT 43 24 31 25 44 30 37 42 95 69 14 20 38 31 16 48 25 15 23 48 28 11 39
Raw S. % 6 13.95 0 0.00 1 3.23 5 20.00 2 4.55 2 6.67 1 2.70 0 0.00 2 2.11 2 2.90 1 7.14 1 5.00 0 0.00 0 0.00 1 6.25 1 2.08 5 20.00 4 26.67 1 4.35 16 33.33 3 10.71 1 9.09 2 5.13
154
24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
56 58 46 52 62 73 62 47 70 44 48 48 44 46 52 73 44 47 68 38 67 40 54 49 56 49 59 44 52 46 49
5 11 1 4 3 6 5 1 10 7 0 1 2 1 5 11 2 3 2 1 4 6 4 3 6 4 11 3 7 3 7
8.93 18.97 2.17 7.69 4.84 8.22 8.06 2.13 14.29 15.91 0.00 2.08 4.55 2.17 9.62 15.07 4.55 6.38 2.94 2.63 5.97 15.00 7.41 6.12 10.71 8.16 18.64 6.82 13.46 6.52 14.29
4 10 16 8 20 16 10 15 12 5 11 7 21 18 14 8 15 8 14 11 20 15 9 8 15 18 15 6 15 6 7
1 5 4 7 7 4 1 2 1 3 0 3 6 2 4 1 3 1 1 4 3 0 0 4 1 3 1 2 1 2 1
25.00 50.00 25.00 87.50 35.00 25.00 10.00 13.33 8.33 60.00 0.00 42.86 28.57 11.11 28.57 12.50 20.00 12.50 7.14 36.36 15.00 0.00 0.00 50.00 6.67 16.67 6.67 33.33 6.67 33.33 14.29
52 18 47 19 25 41 21 26 13 113 282 124 26 134 21 27 51 8 53 29 31 8 12 38 68 27 22 20 18 18 20
0 1 2 0 2 0 2 0 2 2 0 3 3 3 0 2 1 0 2 6 2 0 1 0 0 1 5 0 2 4 5
0.00 5.56 4.26 0.00 8.00 0.00 9.52 0.00 15.38 1.77 0.00 2.42 11.54 2.24 0.00 7.41 1.96 0.00 3.77 20.69 6.45 0.00 8.33 0.00 0.00 3.70 22.73 0.00 11.11 22.22 25.00
155
Table 37: Grounds for rebuttals, raw and percentage scores (n= 54 per group).
Academic Essay # S. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
Total UT 54 70 56 44 121 79 59 53 29 52 38 38 56 39 43 57 47 43 51 51 48 39 47 56 58 46 52 62 73 62 47
Raw S. % 7 12.96 4 5.71 8 14.29 6 13.64 10 8.26 4 5.06 2 3.39 1 1.89 4 13.79 7 13.46 0 0.00 1 2.63 4 7.14 6 15.38 2 4.65 10 17.54 2 4.26 9 20.93 1 1.96 1 1.96 0 0.00 2 5.13 1 2.13 8 14.29 4 6.90 4 8.70 7 13.46 5 8.06 6 8.22 2 3.23 2 4.26
Online Forum Total UT 18 19 14 15 33 17 16 22 10 8 5 6 19 7 19 13 11 8 14 12 10 7 11 4 10 16 8 20 16 10 15
Raw S. % 1 5.56 1 5.26 1 7.14 1 6.67 1 3.03 1 5.88 0 0.00 0 0.00 0 0.00 1 12.50 0 0.00 0 0.00 5 26.32 3 42.86 4 21.05 1 7.69 0 0.00 3 37.50 0 0.00 2 16.67 0 0.00 0 0.00 2 18.18 1 25.00 0 0.00 1 6.25 0 0.00 1 5.00 2 12.50 2 20.00 2 13.33
Oral Debate Total UT 43 24 31 25 44 30 37 42 95 69 14 20 38 31 16 48 25 15 23 48 28 11 39 52 18 47 19 25 41 21 26
Raw S. % 1 2.33 3 12.50 2 6.45 0 0.00 4 9.09 1 3.33 2 5.41 6 14.29 7 7.37 4 5.80 1 7.14 1 5.00 9 23.68 3 9.68 3 18.75 11 22.92 2 8.00 1 6.67 4 17.39 3 6.25 3 10.71 3 27.27 7 17.95 9 17.31 4 22.22 6 12.77 1 5.26 1 4.00 5 12.20 0 0.00 6 23.08
156
32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
70 44 48 48 44 46 52 73 44 47 68 38 67 40 54 49 56 49 59 44 52 46 49
9 0 3 2 5 5 2 3 5 2 5 5 6 3 5 4 2 5 1 10 9 5
12.86 0.00 6.25 4.17 11.36 10.87 3.85 4.11 11.36 4.26 7.35 13.16 8.96 7.50 9.26 8.16 3.57 10.20 1.69 22.73 17.31 10.87 0.00
12 5 11 7 21 18 14 8 15 8 14 11 20 15 9 8 15 18 15 6 15 6 7
2 0 3 0 1 3 3 1 0 1 2 0 4 4 5 0 3 1 2 0 1 1 1
16.67 0.00 27.27 0.00 4.76 16.67 21.43 12.50 0.00 12.50 14.29 0.00 20.00 26.67 55.56 0.00 20.00 5.56 13.33 0.00 6.67 16.67 14.29
13 113 282 124 26 134 21 27 51 8 53 29 31 8 12 38 68 27 22 20 18 18 20
2 7 18 11 3 12 3 5 5 0 4 3 0 3 0 11 11 1 0 3 5 1 1
15.38 6.19 6.38 8.87 11.54 8.96 14.29 18.52 9.80 0.00 7.55 10.34 0.00 37.50 0.00 28.95 16.18 3.70 0.00 15.00 27.78 5.56 5.00
Table 38: Total sum of grounds, raw and percentage scores (n= 54 per group). Academic Essay # S. 1 2 3 4 5 6 7 8
Total UT 54 70 56 44 121 79 59 53
Raw S. % 8 14.81 10 14.29 10 17.86 7 15.91 14 11.57 8 10.13 6 10.17 7 13.21
Online Forum Total UT 18 19 14 15 33 17 16 22
Raw S. % 4 22.22 4 21.05 3 21.43 3 20.00 10 30.30 7 41.18 3 18.75 4 18.18
Oral Debate Total UT 43 24 31 25 44 30 37 42
Raw S. % 7 16.28 3 12.50 3 9.68 5 20.00 6 13.64 3 10.00 3 8.11 6 14.29
157
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46
29 52 38 38 56 39 43 57 47 43 51 51 48 39 47 56 58 46 52 62 73 62 47 70 44 48 48 44 46 52 73 44 47 68 38 67 40 54
6 11 1 7 7 7 6 17 5 10 12 12 13 9 8 13 15 5 11 8 12 7 3 19 7 3 3 7 6 7 14 7 5 7 6 10 9 9
20.69 21.15 2.63 18.42 12.50 17.95 13.95 29.82 10.64 23.26 23.53 23.53 27.08 23.08 17.02 23.21 25.86 10.87 21.15 12.90 16.44 11.29 6.38 27.14 15.91 6.25 6.25 15.91 13.04 13.46 19.18 15.91 10.64 10.29 15.79 14.93 22.50 16.67
10 8 5 6 19 7 19 13 11 8 14 12 10 7 11 4 10 16 8 20 16 10 15 12 5 11 7 21 18 14 8 15 8 14 11 20 15 9
1 1 1 1 9 6 7 5 5 3 7 4 5 2 4 2 5 5 7 8 6 3 4 3 3 3 3 7 5 7 2 3 2 3 4 7 4 5
10.00 12.50 20.00 16.67 47.37 85.71 36.84 38.46 45.45 37.50 50.00 33.33 50.00 28.57 36.36 50.00 50.00 31.25 87.50 40.00 37.50 30.00 26.67 25.00 60.00 27.27 42.86 33.33 27.78 50.00 25.00 20.00 25.00 21.43 36.36 35.00 26.67 55.56
95 69 14 20 38 31 16 48 25 15 23 48 28 11 39 52 18 47 19 25 41 21 26 13 113 282 124 26 134 21 27 51 8 53 29 31 8 12
9 6 2 2 9 3 4 12 7 5 5 19 6 4 9 9 5 8 1 3 5 2 6 4 9 18 14 6 15 3 7 6 0 6 9 2 3 1
9.47 8.70 14.29 10.00 23.68 9.68 25.00 25.00 28.00 33.33 21.74 39.58 21.43 36.36 23.08 17.31 27.78 17.02 5.26 12.00 12.20 9.52 23.08 30.77 7.96 6.38 11.29 23.08 11.19 14.29 25.93 11.76 0.00 11.32 31.03 6.45 37.50 8.33
158
47 48 49 50 51 52 53 54
49 56 49 59 44 52 46 49
7 8 9 12 13 16 8 7
14.29 14.29 18.37 20.34 29.55 30.77 17.39 14.29
8 15 18 15 6 15 6 7
4 4 4 3 2 2 3 2
50.00 26.67 22.22 20.00 33.33 13.33 50.00 28.57
38 68 27 22 20 18 18 20
11 11 2 5 3 7 5 6
28.95 16.18 7.41 22.73 15.00 38.89 27.78 30.00
Table 39: Warrants, raw and percentage scores (n= 54 per group).
Academic Essay # S. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
Total UT 54 70 56 44 121 79 59 53 29 52 38 38 56 39 43 57 47 43 51 51 48 39
Raw S. % 7 12.96 10 14.29 9 16.07 8 18.18 17 14.05 14 17.72 4 6.78 7 13.21 3 10.34 11 21.15 1 2.63 2 5.26 6 10.71 6 15.38 5 11.63 11 19.30 5 10.64 5 11.63 4 7.84 4 7.84 7 14.58 3 7.69
Online Forum Total UT 18 19 14 15 33 17 16 22 10 8 5 6 19 7 19 13 11 8 14 12 10 7
Raw S. % 4 22.22 5 26.32 2 14.29 4 26.67 8 24.24 3 17.65 3 18.75 7 31.82 1 10.00 0 0.00 1 20.00 2 33.33 4 21.05 0 0.00 3 15.79 6 46.15 3 27.27 1 12.50 2 14.29 0 0.00 2 20.00 1 14.29
Oral Debate Total UT 43 24 31 25 44 30 37 42 95 69 14 20 38 31 16 48 25 15 23 48 28 11
Raw S. % 6 13.95 3 12.50 2 6.45 6 24.00 6 13.64 7 23.33 2 5.41 5 11.90 3 3.16 6 8.70 1 7.14 2 10.00 6 15.79 4 12.90 0 0.00 9 18.75 2 8.00 0 0.00 3 13.04 7 14.58 1 3.57 1 9.09
159
23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
47 56 58 46 52 62 73 62 47 70 44 48 48 44 46 52 73 44 47 68 38 67 40 54 49 56 49 59 44 52 46 49
5 6 11 8 4 6 8 9 4 11 2 3 2 5 3 7 6 6 6 10 3 7 4 11 3 6 10 13 8 8 8 6
10.64 10.71 18.97 17.39 7.69 9.68 10.96 14.52 8.51 15.71 4.55 6.25 4.17 11.36 6.52 13.46 8.22 13.64 12.77 14.71 7.89 10.45 10.00 20.37 6.12 10.71 20.41 22.03 18.18 15.38 17.39 12.24
11 4 10 16 8 20 16 10 15 12 5 11 7 21 18 14 8 15 8 14 11 20 15 9 8 15 18 15 6 15 6 7
2 1 3 4 0 4 4 1 3 4 0 1 2 5 4 5 2 4 2 3 5 7 2 1 1 5 3 4 1 1 1 1
18.18 25.00 30.00 25.00 0.00 20.00 25.00 10.00 20.00 33.33 0.00 9.09 28.57 23.81 22.22 35.71 25.00 26.67 25.00 21.43 45.45 35.00 13.33 11.11 12.50 33.33 16.67 26.67 16.67 6.67 16.67 14.29
39 52 18 47 19 25 41 21 26 13 113 282 124 26 134 21 27 51 8 53 29 31 8 12 38 68 27 22 20 18 18 20
4 4 3 8 0 3 5 1 2 3 6 9 4 0 9 2 3 1 1 3 8 4 1 0 3 9 6 8 6 3 3 0
10.26 7.69 16.67 17.02 0.00 12.00 12.20 4.76 7.69 23.08 5.31 3.19 3.23 0.00 6.72 9.52 11.11 1.96 12.50 5.66 27.59 12.90 12.50 0.00 7.89 13.24 22.22 36.36 30.00 16.67 16.67 0.00
160
Table 40: Backing, raw and percentage scores (n= 54 per group).
Academic Essay # S. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
Total UT 54 70 56 44 121 79 59 53 29 52 38 38 56 39 43 57 47 43 51 51 48 39 47 56 58 46 52 62 73 62 47
Raw S. % 6 11.11 11 15.71 6 10.71 2 4.55 16 13.22 12 15.19 3 5.08 10 18.87 0 0.00 3 5.77 1 2.63 1 2.63 1 1.79 3 7.69 3 6.98 3 5.26 4 8.51 1 2.33 2 3.92 2 3.92 7 14.58 1 2.56 4 8.51 1 1.79 4 6.90 6 13.04 2 3.85 4 6.45 3 4.11 13 20.97 6 12.77
Online Forum Total UT 18 19 14 15 33 17 16 22 10 8 5 6 19 7 19 13 11 8 14 12 10 7 11 4 10 16 8 20 16 10 15
Raw S. % 2 11.11 4 21.05 0 0.00 3 20.00 0 0.00 0 0.00 1 6.25 2 9.09 0 0.00 0 0.00 1 20.00 0 0.00 0 0.00 0 0.00 1 5.26 3 23.08 0 0.00 1 12.50 1 7.14 0 0.00 0 0.00 0 0.00 1 9.09 0 0.00 0 0.00 3 18.75 0 0.00 3 15.00 1 6.25 1 10.00 0 0.00
Oral Debate Total UT 43 24 31 25 44 30 37 42 95 69 14 20 38 31 16 48 25 15 23 48 28 11 39 52 18 47 19 25 41 21 26
Raw S. % 10 23.26 4 16.67 0 0.00 3 12.00 3 6.82 8 26.67 0 0.00 4 9.52 3 3.16 4 5.80 2 14.29 0 0.00 2 5.26 1 3.23 0 0.00 4 8.33 1 4.00 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 5 12.82 0 0.00 1 5.56 5 10.64 0 0.00 5 20.00 4 9.76 0 0.00 0 0.00
161
32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
70 44 48 48 44 46 52 73 44 47 68 38 67 40 54 49 56 49 59 44 52 46 49
8 4 5 2 1 2 6 6 2 2 4 4 9 3 4 3 6 1 6 0 3 2 2
11.43 9.09 10.42 4.17 2.27 4.35 11.54 8.22 4.55 4.26 5.88 10.53 13.43 7.50 7.41 6.12 10.71 2.04 10.17 0.00 5.77 4.35 4.08
12 5 11 7 21 18 14 8 15 8 14 11 20 15 9 8 15 18 15 6 15 6 7
2 0 0 1 1 0 0 0 3 2 2 1 1 2 1 0 0 1 2 0 1 0 0
16.67 0.00 0.00 14.29 4.76 0.00 0.00 0.00 20.00 25.00 14.29 9.09 5.00 13.33 11.11 0.00 0.00 5.56 13.33 0.00 6.67 0.00 0.00
13 113 282 124 26 134 21 27 51 8 53 29 31 8 12 38 68 27 22 20 18 18 20
0 1 2 1 0 2 0 0 0 0 4 2 4 0 0 1 0 3 5 3 0 2 0
0.00 0.88 0.71 0.81 0.00 1.49 0.00 0.00 0.00 0.00 7.55 6.90 12.90 0.00 0.00 2.63 0.00 11.11 22.73 15.00 0.00 11.11 0.00
Table 41: Qualifiers, raw and percentage scores (n= 54 per group).
Academic Essay # S.
Total UT
Raw S. %
Online Forum Total UT
Oral Debate Total UT
Raw S. %
Raw S. %
1
54
0
0.0
18
0
0
43
0.0
0.0
2
70
3
4.3
19
0
0
24
0.0
0.0
3
56
0
0.0
14
0
0
31
0.0
0.0
4
44
13
29.5
15
0
0
25
0.0
0.0
5
121
13
10.7
33
0
0
44
0.0
0.0
6
79
10
12.7
17
0
0
30
0.0
0.0
162
7
59
4
6.8
16
0
0
37
0.0
0.0
8
53
1
1.9
22
0
0
42
0.0
0.0
9
29
7
24.1
10
0
0
95
0.0
0.0
10
52
0
0.0
8
0
0
69
0.0
0.0
11
38
0
0.0
5
0
0
14
0.0
0.0
12
38
2
5.3
6
0
0
20
1.0
5.0
13
56
15
26.8
19
0
0
38
0.0
0.0
14
39
0
0.0
7
0
0
31
0.0
0.0
15
43
0
0.0
19
0
0
16
0.0
0.0
16
57
6
10.5
13
0
0
48
0.0
0.0
17
47
8
17.0
11
0
0
25
0.0
0.0
18
43
0
0.0
8
0
0
15
0.0
0.0
19
51
8
15.7
14
0
0
23
0.0
0.0
20
51
8
15.7
12
0
0
48
0.0
0.0
21
48
4
8.3
10
1
10
28
0.0
0.0
22
39
4
10.3
7
0
0
11
0.0
0.0
23
47
7
14.9
11
0
0
39
0.0
0.0
24
56
11
19.6
4
0
0
52
0.0
0.0
25
58
4
6.9
10
0
0
18
0.0
0.0
26
46
1
2.2
16
0
0
47
0.0
0.0
27
52
1
1.9
8
0
0
19
0.0
0.0
28
62
2
3.2
20
0
0
25
0.0
0.0
29
73
0
0.0
16
0
0
41
0.0
0.0
30
62
0
0.0
10
0
0
21
0.0
0.0
31
47
8
17.0
15
0
0
26
0.0
0.0
32
70
1
1.4
12
0
0
13
0.0
0.0
33
44
9
20.5
5
0
0
113
0.0
0.0
34
48
1
2.1
11
0
0
282
1.0
0.4
35
48
3
6.3
7
0
0
124
2.0
1.6
36
44
1
2.3
21
0
0
26
0.0
0.0
37
46
3
6.5
18
0
0
134
0.0
0.0
38
52
1
1.9
14
0
0
21
0.0
0.0
39
73
1
1.4
8
1
12.5
27
0.0
0.0
40
44
4
9.1
15
2
13.3
51
0.0
0.0
41
47
0
0.0
8
0
0
8
0.0
0.0
163
42
68
6
8.8
14
0
0
53
1.0
1.9
43
38
5
13.2
11
0
0
29
0.0
0.0
44
67
1
1.5
20
0
0
31
0.0
0.0
45
40
3
7.5
15
0
0
8
0.0
0.0
46
54
2
3.7
9
0
0
12
0.0
0.0
47
49
6
12.2
8
0
0
38
0.0
0.0
48
56
0
0.0
15
0
0
68
1.0
1.5
49
49
0
0.0
18
0
0
27
0.0
0.0
50
59
1
1.7
15
0
0
22
0.0
0.0
51
44
1
2.3
6
0
0
20
0.0
0.0
52
52
0
0.0
15
0
0
18
0.0
0.0
53
46
0
0.0
6
0
0
18
1.0
5.6
54
49
1
2.0
7
0
0
20
0.0
0.0
Table 42: Concessions, raw and percentage scores (n= 54 per group).
Academic Essay # S. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Total UT 54 70 56 44 121 79 59 53 29 52 38 38 56 39 43 57
Raw S. % 1 1.85 0 0.00 0 0.00 0 0.00 1 0.83 0 0.00 3 5.08 1 1.89 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 1 2.56 0 0.00 0 0.00
Online Forum Total UT 18 19 14 15 33 17 16 22 10 8 5 6 19 7 19 13
Raw S. % 1 5.56 0 0.00 3 21.43 1 6.67 2 6.06 0 0.00 0 0.00 1 4.55 1 10.00 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00
Oral Debate Total UT 43 24 31 25 44 30 37 42 95 69 14 20 38 31 16 48
Raw S. % 1 2.33 0 0.00 2 6.45 0 0.00 4 9.09 1 3.33 0 0.00 0 0.00 0 0.00 1 1.45 0 0.00 2 10.00 1 2.63 0 0.00 0 0.00 1 2.08
164
17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
47 43 51 51 48 39 47 56 58 46 52 62 73 62 47 70 44 48 48 44 46 52 73 44 47 68 38 67 40 54 49 56 49 59 44 52 46 49
0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 1 9 1 3 1 2 0 1 0 0 0 0 1 0 0 0 0 0 0 0 0
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 3.85 0.00 0.00 0.00 0.00 0.00 0.00 2.08 18.75 2.27 6.52 1.92 2.74 0.00 2.13 0.00 0.00 0.00 0.00 1.85 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
11 8 14 12 10 7 11 4 10 16 8 20 16 10 15 12 5 11 7 21 18 14 8 15 8 14 11 20 15 9 8 15 18 15 6 15 6 7
0 1 3 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 2 0 2 1 0 0 1 0 0 0 0 1 0 1 1 1 0 1 1
0.00 12.50 21.43 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00 0.00 0.00 0.00 0.00 0.00 9.09 0.00 9.52 0.00 14.29 12.50 0.00 0.00 7.14 0.00 0.00 0.00 0.00 12.50 0.00 5.56 6.67 16.67 0.00 16.67 14.29
25 15 23 48 28 11 39 52 18 47 19 25 41 21 26 13 113 282 124 26 134 21 27 51 8 53 29 31 8 12 38 68 27 22 20 18 18 20
0 1 0 0 3 2 0 4 0 0 0 0 1 0 1 1 2 7 4 1 5 2 1 0 1 0 0 0 1 0 2 0 1 0 1 0 1 1
0.00 6.67 0.00 0.00 10.71 18.18 0.00 7.69 0.00 0.00 0.00 0.00 2.44 0.00 3.85 7.69 1.77 2.48 3.23 3.85 3.73 9.52 3.70 0.00 12.50 0.00 0.00 0.00 12.50 0.00 5.26 0.00 3.70 0.00 5.00 0.00 5.56 5.00
165
Table 43: Conclusions, raw and percentage scores (n= 54 per group).
Academic Essay # S. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Total UT 54 70 56 44 121 79 59 53 29 52 38 38 56 39 43 57 47 43 51 51 48 39 47 56 58 46 52 62 73 62
Raw S. % 3 5.56 4 5.71 6 10.71 2 4.55 10 8.26 7 8.86 3 5.08 4 7.55 2 6.90 2 3.85 1 2.63 1 2.63 3 5.36 5 12.82 1 2.33 3 5.26 2 4.26 4 9.30 0 0.00 0 0.00 1 2.08 0 0.00 2 4.26 1 1.79 4 6.90 3 6.52 2 3.85 5 8.06 7 9.59 2 3.23
Online Forum Total UT 18 19 14 15 33 17 16 22 10 8 5 6 19 7 19 13 11 8 14 12 10 7 11 4 10 16 8 20 16 10
Raw S. % 0 0.00 0 0.00 0 0.00 1 6.67 3 9.09 1 5.88 1 6.25 1 4.55 0 0.00 0 0.00 0 0.00 0 0.00 1 5.26 0 0.00 1 5.26 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 1 14.29 0 0.00 0 0.00 0 0.00 1 6.25 1 12.50 1 5.00 1 6.25 0 0.00
Oral Debate Total UT 43 24 31 25 44 30 37 42 95 69 14 20 38 31 16 48 25 15 23 48 28 11 39 52 18 47 19 25 41 21
Raw S. % 1 2.33 0 0.00 1 3.23 1 4.00 1 2.27 1 3.33 0 0.00 4 9.52 2 2.11 2 2.90 0 0.00 2 10.00 1 2.63 0 0.00 0 0.00 0 0.00 1 4.00 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 1 2.56 1 1.92 0 0.00 2 4.26 1 5.26 2 8.00 1 2.44 1 4.76
166
31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
47 70 44 48 48 44 46 52 73 44 47 68 38 67 40 54 49 56 49 59 44 52 46 49
4 6 0 2 3 2 5 4 2 1 1 2 2 5 2 2 7 3 4 2 5 6 4 4
8.51 8.57 0.00 4.17 6.25 4.55 10.87 7.69 2.74 2.27 2.13 2.94 5.26 7.46 5.00 3.70 14.29 5.36 8.16 3.39 11.36 11.54 8.70 8.16
15 12 5 11 7 21 18 14 8 15 8 14 11 20 15 9 8 15 18 15 6 15 6 7
1 0 0 0 0 0 1 0 0 0 0 1 0 2 1 0 0 1 2 1 0 1 0 0
6.67 0.00 0.00 0.00 0.00 0.00 5.56 0.00 0.00 0.00 0.00 7.14 0.00 10.00 6.67 0.00 0.00 6.67 11.11 6.67 0.00 6.67 0.00 0.00
26 13 113 282 124 26 134 21 27 51 8 53 29 31 8 12 38 68 27 22 20 18 18 20
3 0 3 3 3 2 4 0 0 1 0 0 1 1 0 1 1 1 1 1 1 0 0 1
11.54 0.00 2.65 1.06 2.42 7.69 2.99 0.00 0.00 1.96 0.00 0.00 3.45 3.23 0.00 8.33 2.63 1.47 3.70 4.55 5.00 0.00 0.00 5.00
Table 44: Elaboration, raw and percentage scores (n= 54 per group).
Academic Essay # S. 1 2 3 4 5 6
Total UT 54 70 56 44 121 79
Raw S. % 10 18.52 12 17.14 10 17.86 6 13.64 11 9.09 10 12.66
Online Forum Total UT 18 19 14 15 33 17
Raw S. % 5 27.78 7 36.84 3 21.43 7 46.67 6 18.18 9 52.94
Oral Debate Total UT 43 24 31 25 44 30
Raw S. % 5 11.63 4 16.67 1 3.23 1 4.00 4 9.09 9 30.00
167
7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44
59 53 29 52 38 38 56 39 43 57 47 43 51 51 48 39 47 56 58 46 52 62 73 62 47 70 44 48 48 44 46 52 73 44 47 68 38 67
5 8 7 5 1 2 5 5 8 11 3 5 6 6 8 4 9 6 12 5 8 5 5 13 8 17 5 6 4 3 4 12 12 7 8 5 5 9
8.47 15.09 24.14 9.62 2.63 5.26 8.93 12.82 18.60 19.30 6.38 11.63 11.76 11.76 16.67 10.26 19.15 10.71 20.69 10.87 15.38 8.06 6.85 20.97 17.02 24.29 11.36 12.50 8.33 6.82 8.70 23.08 16.44 15.91 17.02 7.35 13.16 13.43
16 22 10 8 5 6 19 7 19 13 11 8 14 12 10 7 11 4 10 16 8 20 16 10 15 12 5 11 7 21 18 14 8 15 8 14 11 20
7 8 1 0 0 2 8 4 3 6 5 4 4 4 5 2 3 2 6 5 6 6 5 2 2 5 0 0 4 5 1 2 2 2 2 4 4 5
43.75 36.36 10.00 0.00 0.00 33.33 42.11 57.14 15.79 46.15 45.45 50.00 28.57 33.33 50.00 28.57 27.27 50.00 60.00 31.25 75.00 30.00 31.25 20.00 13.33 41.67 0.00 0.00 57.14 23.81 5.56 14.29 25.00 13.33 25.00 28.57 36.36 25.00
37 42 95 69 14 20 38 31 16 48 25 15 23 48 28 11 39 52 18 47 19 25 41 21 26 13 113 282 124 26 134 21 27 51 8 53 29 31
2 10 10 11 0 1 5 2 3 16 11 3 5 9 5 3 7 7 7 12 5 9 13 1 4 2 5 12 16 3 7 1 7 12 0 5 3 3
5.41 23.81 10.53 15.94 0.00 5.00 13.16 6.45 18.75 33.33 44.00 20.00 21.74 18.75 17.86 27.27 17.95 13.46 38.89 25.53 26.32 36.00 31.71 4.76 15.38 15.38 4.42 4.26 12.90 11.54 5.22 4.76 25.93 23.53 0.00 9.43 10.34 9.68
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45 46 47 48 49 50 51 52 53 54
40 54 49 56 49 59 44 52 46 49
7 6 10 7 7 7 5 12 6 8
17.50 11.11 20.41 12.50 14.29 11.86 11.36 23.08 13.04 16.33
15 9 8 15 18 15 6 15 6 7
3 1 2 3 4 6 1 3 3 2
20.00 11.11 25.00 20.00 22.22 40.00 16.67 20.00 50.00 28.57
8 12 38 68 27 22 20 18 18 20
1 0 3 7 4 7 6 4 5 3
12.50 0.00 7.89 10.29 14.81 31.82 30.00 22.22 27.78 15.00
Table 45: Evidence, raw and percentage scores (n= 54 per group).
Academic Essay # S. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Total UT 54 70 56 44 121 79 59 53 29 52 38 38 56 39 43 57 47 43 51 51
Raw S. % 10 18.52 10 14.29 12 21.43 8 18.18 17 14.05 6 7.59 3 5.08 8 15.09 4 13.79 5 9.62 0 0.00 2 5.26 2 3.57 4 10.26 2 4.65 9 15.79 3 6.38 7 16.28 3 5.88 3 5.88
Online Forum Total UT 18 19 14 15 33 17 16 22 10 8 5 6 19 7 19 13 11 8 14 12
Raw S. % 6 33.33 6 31.58 2 14.29 3 20.00 6 18.18 4 23.53 2 12.50 4 18.18 1 10.00 0 0.00 2 40.00 1 16.67 2 10.53 3 42.86 1 5.26 2 15.38 1 9.09 1 12.50 3 21.43 1 8.33
Oral Debate Total UT 43 24 31 25 44 30 37 42 95 69 14 20 38 31 16 48 25 15 23 48
Raw S. % 12 27.91 3 12.50 0 0.00 6 24.00 7 15.91 7 23.33 3 8.11 11 26.19 4 4.21 1 1.45 3 21.43 2 10.00 5 13.16 2 6.45 0 0.00 6 12.50 3 12.00 2 13.33 1 4.35 13 27.08
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21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
48 39 47 56 58 46 52 62 73 62 47 70 44 48 48 44 46 52 73 44 47 68 38 67 40 54 49 56 49 59 44 52 46 49
10 2 5 11 7 9 11 8 10 7 0 15 4 6 3 6 7 6 5 9 6 8 7 6 6 14 5 8 4 11 10 5 4 4
20.83 5.13 10.64 19.64 12.07 19.57 21.15 12.90 13.70 11.29 0.00 21.43 9.09 12.50 6.25 13.64 15.22 11.54 6.85 20.45 12.77 11.76 18.42 8.96 15.00 25.93 10.20 14.29 8.16 18.64 22.73 9.62 8.70 8.16
10 7 11 4 10 16 8 20 16 10 15 12 5 11 7 21 18 14 8 15 8 14 11 20 15 9 8 15 18 15 6 15 6 7
2 2 4 1 4 1 0 4 1 0 4 1 3 4 0 0 2 2 2 3 3 3 3 7 4 0 1 2 4 3 2 1 2 1
20.00 28.57 36.36 25.00 40.00 6.25 0.00 20.00 6.25 0.00 26.67 8.33 60.00 36.36 0.00 0.00 11.11 14.29 25.00 20.00 37.50 21.43 27.27 35.00 26.67 0.00 12.50 13.33 22.22 20.00 33.33 6.67 33.33 14.29
28 11 39 52 18 47 19 25 41 21 26 13 113 282 124 26 134 21 27 51 8 53 29 31 8 12 38 68 27 22 20 18 18 20
4 1 1 3 3 6 1 3 4 1 3 3 9 10 6 1 7 0 4 3 1 7 6 2 0 0 1 4 2 4 2 3 3 2
14.29 9.09 2.56 5.77 16.67 12.77 5.26 12.00 9.76 4.76 11.54 23.08 7.96 3.55 4.84 3.85 5.22 0.00 14.81 5.88 12.50 13.21 20.69 6.45 0.00 0.00 2.63 5.88 7.41 18.18 10.00 16.67 16.67 10.00
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Table 46: Academic reference, raw and percentage scores (n= 54 per group). Academic Essay # S. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
Total UT 41 71 49 44 121 79 57 53 29 49 35 15 56 39 29 57 47 42 51 52 43 38 45 54 58 46 50 62 72 54 47 70 40
Raw S. 7 6 8 1 6 3 2 4 4 3 0 1 1 0 1 17 13 6 2 4 3 4 3 6 4 8 9 7 8 0 4 12 5
% 17 8 16 2 5 4 4 8 14 6 0 7 2 0 3 30 28 14 4 8 7 11 7 11 7 17 18 11 11 0 9 17 13
Online Forum Total UT 18 22 14 15 33 17 16 22 10 8 5 6 19 7 19 13 11 8 14 12 10 7 11 4 10 16 8 20 16 10 15 10 5
Raw S. 0 3 2 0 0 1 1 2 2 1 0 1 0 0 0 1 4 3 0 0 1 0 0 0 0 0 0 0 0 0 1 2 0
% 0 14 14 0 0 6 6 9 20 13 0 17 0 0 0 8 36 38 0 0 10 0 0 0 0 0 0 0 0 0 7 20 0
Oral Debate Total UT 43 24 31 25 44 30 37 42 105 69 14 20 38 31 16 48 25 15 23 48 28 11 39 52 18 47 20 25 41 21 26 13 113
Raw S. 1 0 0 0 1 0 1 0 4 2 1 1 0 0 0 1 7 1 0 1 0 0 1 0 0 2 1 2 0 0 1 1 0
% 2 0 0 0 2 0 3 0 4 3 7 5 0 0 0 2 28 7 0 2 0 0 3 0 0 4 5 8 0 0 4 8 0
171
34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
48 48 44 46 52 73 44 47 68 37 67 40 54 49 55 46 50 42 52 46 49
3 3 10 5 3 1 2 4 13 7 4 4 4 9 3 7 10 5 0 4 5
6 6 23 11 6 1 5 9 19 19 6 10 7 18 5 15 20 12 0 9 10
11 7 21 18 13 8 15 8 14 11 20 15 9 8 15 18 15 6 15 6 7
0 0 3 0 0 0 0 0 2 0 1 0 0 0 0 0 0 0 1 0 3
0 0 14 0 0 0 0 0 14 0 5 0 0 0 0 0 0 0 7 0 43
282 131 25 134 21 27 51 8 53 29 31 8 12 38 68 27 22 20 18 18 20
2 0 4 0 1 0 0 0 3 2 1 0 0 1 1 0 0 0 1 1 2
1 0 16 0 5 0 0 0 6 7 3 0 0 3 1 0 0 0 6 6 10
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Appendix B: Transcripts of Online forums Group 1: Animal Testing
Re: Animal rights by merna 138943 - Tuesday, 28 April 2015, 2:30 PM
C The difference between us and any other vertebrates are a matter of degree only [CL]. C Animals are not only resembling us anatomically and phisiologicaly but the even behave in such a way which is very semillar to us [SC] [LGR] [EL]. C For example, they recoil from pain [EFS] [W] [EV]. C They express their fear [EFS] [EV]. C The tend to feel [SCI] the pleasure in activity [EV]. C Also their nature is like ours which is to be free [SCI] and to protect their own lives [SC] [EFC] [LGR] [EL]. C But animals are not treated well at all [EFS] [CL]. C Some animals are locked in shoe box sized room with at least 8 other animals which is very hard [SC] to stand like this [SCI] [EFC] [LGR] [EL]. C If [YOU] imagine that [WE] are stuffing 8 human beings in regular sized bed room [SC] [SC], so where they are all going to sleep or eat or even walk [QWHERE] [EFC] [CH] [W] [EV]? C Its very hard, right [QYN] [EFS] [CH]? C So if [WE] accept that all humans have the right [SC] not to be harmed [SCI] [SC], so [WE] must ask our self [COM] what makes us so different from animals [SC] if they can feel [SC] what [WE] feel and suffer [SC] as [WE] do [QWHAT] [EFC] [CH] [BCK] [EL]
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Re: Animal rights by Amal 138969 - Tuesday, 28 April 2015, 2:38 PM
C [IN MY OPINION] [PES] animals testing has a negative effect on the economy of counties for two reasons [CL]. C First, all animals testing are not safe on animals health [LGR] [EL]. C [WE] kill many animals for researches [EFS] [LGR] [EL]. C So [WE] reduce the number of animals in natural [W] [EL]> C However, these animals have another benifits in our life such as using them [SCI] as food or gaining materials from them for making clothes [SCI] [BCK] [EV]. C Second, animals testing costs contry multi-mollion dollar [LGR] [EL]. C Then after this huge number of money, these drugs become unbenificial for humans diseases [W] [EL]. C According to study published in 2006 [ASN] estimates that " using animals in researching costs $500 million to $ 2 billion depending on the therapy" [EV] [W] . C Because of these reasons, many contries bannded using animals [SCI] in researches [BCK]. C Some of them are India, Australia ,united state , Isreal and China [EFS] [EV]. C As the new york times, on march 11, 2013 Europen union [ASN] "regulators announced a ban of animals testing in contry" [EV] . Animalsrigths by Esraa 136417 - Tuesday, 28 April 2015, 2:48 PM
C Human are more civilized than animals pschiologically and mentally [CL].
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C Animals possess some of the characteristics the human have by some degree [SC] [CON]. C They are worthy of some moral consideration [EFS] [CON]. C But the animals life and humans life are unequal [LGR]. C Also humans are more complex beings with large well-developed organs [EFS] [W] [EL]. C So testing of a new drug or any other pharmaceutical agents [SCI] should be done firstly on animals organs [EFC] [CL]. C If a drug is applicable on animals organs [SC], it may be applied after that on human organs [EFC] [LGR] [EL]. C (It is proved by california's biomedical foundation) [ASN] [EFS] [EV]. C As a result, it becomes easier to develop new drugs [SCI] and vaccines easily [EFC] [W]. C 23 new drugs introduced to the market in USA every year [EV]> C This is according to USA bio medical foundation [EFS] [ASN].
Re: Animal rights by Hibatallah 137481 - Tuesday, 28 April 2015, 2:48 PM
C Medical researchers need to understand [SCI] health problems before they can find the ways [SC] for treat them [CL]. C Most of the diseases and health problems can only be studied in a living organisms [CL]. C That‘s why animals are the most appropriate [SC] to be tested on [SCI] as [WE] can expose humans to health risks [SC] [EFC] [LGR] [EL]. C Animals make good subject for studying on [SCI] as they are biologicaly similar to humans (DNA , Genes , etc) [SC] [EFC] [W] [EL].
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C Every kind of mammal shair the same organs that workn in same way with same blood and nervous system [SC] [BCK] [EV]. C They also have shorter lifecycles than humans [EFS] [LGR]. C So its easier to study on them [SCI] throughout a complete life span and controling the environment around them which is impossible [SC] to be done on humans [SCI] [W] [EL]. C And thats why animal testing should not be banned [SC] [EFC] [COC].
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Re: Animal rights by Maram 134019 - Tuesday, 28 April 2015, 2:51 PM
C Animals testing has given us a huge medical advantages [CL]. C Scientists working to beat cancer [SCI], animal research is an important part of their jobs [EFC] [LGR] [EV]. C Scientists use animals to invite a new cure for breast cancer [SCI] which is called tamifoxen [SC] that helped [SC] to save many women's lives [SCI] [EFC] [W] [EV]. C Scientists used dogs pancreases to discover insulin [SCI] [EFC] [W] [EV]. C This help diabetics and save their lives. C Animal testing treat a lots of conditions like malaria, diabetes , breast cancer, leukemia and alot of other diseases [W] [EV]. C Animal are not humens [EL]. C So they don't have rights [EFS] [CL].
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C [WE] use animals to make [SCI] a research as scientists test medicine on them [SC] that needed in treating cancer [SCI] and other diseases [LGR]. C Scientists used champanizees to discover hepatitis B [SCI] [EFS] [EV] [W]. C And they depend on them to find [SCI] a vaccine for hepatitis C which is a dangerous disease [SC] that kills alot of people every year all around the world [SC] [W] [EV]. C So Animal testing should not be banned [EFS] [COC]. C If [WE] want medicine [SC], [WE] should use animals in scientific researches and ignore their rights.
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Re: Animals rigths by Amal 138969 - Tuesday, 28 April 2015, 2:55 PM
C [I] [EXTREMELYAGAINSTTHIS POINT] [PES] of [YOU] esraa. C There are a big diffrence between the physiology of animals and physiology of humans [RB]. C There many organs in human's body do not exist in animal's body [BGR] [EL]. C So these testing may affect negativly on human's diseases [W] [EL]. C For example, would [YOU] test drug designed for cats on swans [SCI] [QYN] [EFC] [CH] [BCK] [EV]? C Of course no. C So how [WE] can apply drugs have tested on animals on humans [QHOW] [CH] [BCK]?
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C According to the food and drug administrations [ASN] has noted that " 92 % of all drugs that are showen to be effective in animals testes faile in humans , because they do not work or are dangerous . For example Aspirine drug kills cats and couses birth defects in rats , mice , and dogs . Also pincillindrudguinea , however it is inactive in rabbits [W] [EV].
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Re: Animals rigths by merna 138943 - Tuesday, 28 April 2015, 3:42 PM
C If [YOU] say that animals are less important or less valuable than human beings [SC] [SC], so maybe thats right [EFC] [CON]. C But it is not reason to take their lives [SCI] [RB]. C Animals maybe tortced or killed for shampoo [WE] use [SC], food [WE] eat, makeup [WE] wear [EFC] [BGR] [EV]. C Have [WE] ever asked ourselves how does perfums tested [SC] [QYN] [CH] [W]? C Their is a test called draize eye test. C The scintest is spraying directly perfume into rabbits eye which is very hard for the rabbit [SC] to washe it away [SCI] [EFC] [W] [EV]. C That‘s becouse animals are not supposed [SC] to use soups [SCI] or makeup or perfumes or any other product that human use [SC] [EFC] [BCK] [EL]. Show parent | Reply
Re: Animal rights
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by hager 138678 - Tuesday, 28 April 2015, 3:45 PM
C It is no doubt that the best test for human is human [SC] [CL]. C Animal testing is inhuman [EFS] [EL]. C The animals also have feelings, thoughts and ideas [EFS] [LGR] [EL]. C They also can suffer like them [EFS]. C So people have no the right to kill them [SCI] or make them suffering [COC]. C They also breath, eat and sleep like them [EFS] [LGR] [EL]. C In addition, there are difference in anatomy biochemistry and physiology between animals and human whish makes the using of animals are very poor choice [SC] [EV] [LGR]. C It is not possible to extrapolate animals data directly to human body as these drugs are not necessarily safe [SC] [W] [EL]. C For all evidence, [WE] must use [COM] alternative methods instead of using animals [SCI] in testing [SCI] and researches [EFC] [CL]. C The alternative methods have more and more advantages than using animals [EFC] [SCI]. C It is more reliable, cheaper, faster, accurate and more applicable for the human [LGR] [EL]. C It also will help us to minimize the numbers of animals [SCI] using and die in the researches and testing [EL] [LGR]. C In the 21 st century, [WE] have a different methods to replace [SCI] using animals [SCI] as computer models, vitro method, pyrogenicity [EV] [W]. C Also animals expermintes can mislead researches or causes deaths [CL] [EL]. C Imporatnt medical advances have been delayed because of misleading results derived from animal experiments [SC] [EFC] [EL] [LGR].
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Re: Animal rights by Maram 134019 - Tuesday, 28 April 2015, 3:52 PM
C [[I] AGREE WITH [YOU]] [PES] [EFS] [CON]. C But [[I] HAVE A DIFFERENT OPINION] [PES] [EFS]. C Animals shouldn't be killed or harmed without a reason [EFS] [RB]. C [WE] better use it to benfit [SCI] from it [EFC] [BGR]. C [WE] can test on this animals to invite a cure [SCI] [W]. C All humens would have to become [SCI] vegtrians [EFC] [COM] [CL]. C And hunting [SCI] would need to be stopped [SCI] [EFC] [LGR]. C [WE] should be able to protect [SCI] ourselves by testing medicines [SCI] on animals before [WE] use it [SC] [EFC] [COC]. Show parent | Reply
Re: Animal rights by Esraa 136417 - Tuesday, 28 April 2015, 3:53 PM
C [[I] AGREE WITH [YOU]] [PES] that [WE] should find alternatives for animal testing [SC] [EFC] [CON]. C But the only alternative for using [SCI] animal in the lab is to testing new drug on human beings [SCI] [RB].
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C It is difficult for researchers to find [SCI] willing volunteers who would be able [SC] to be provided [SCI] with informed consent for being involved [SCI] in testing [SCI] for new drugs that would not been tested firstly on animals [SC] [BGR] [EL]. Show parent | Reply
Re: Animal rights by hager 138678 - Tuesday, 28 April 2015, 3:55 PM
C [[I] COMPLETELY DISAGREE WITH [YOU]] [PES] as the human different from the animals anatomy , physiology and biochemistry [RB] as some harmful chemicals to animals prove valuable [SC] when used by human like aspirin [SC] which more effective to the human as it used to lower rusks of organ transplanr rejection [SC] [BGR] [EL] [EV]. C According to researches at the european union refernce library [ASN] for alternative to animal testing developing 5 different tests that use human blood cells [SC] to detect [SCI] contaminationants in drugs that cause apotentially dangerous fever response [SC] when they enter the body [SC] [W] [EV]. Show parent | Reply
Re: Animal rights by Maram 134019 - Tuesday, 28 April 2015, 3:59 PM C Animals don‘t have rights [EFS] [CL]. C Therefore, it is acceptable to experiment on them [LGR] [SCI] [EFC]. C Animals do not have the congitive ability that humans do [LGR] [SC] [EL].
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C And becouse of this, they have been treated differently than humans by nearly every culture throughout the history [EFS] [LGR] [EL]. C If [WE] gave animals rights [SC], all humans would have to become [SCI] vegitrians [EFC] [LGR] [EL]. C And hunting [SCI] would need to be stopped [SCI] [W]. C[[I] DON‘T BELIEVE] [PES] that animal have rights[SC] [COC]. C However, [WE] shouldn't kill or harm animals without a reason [EFS] [CON]. C Humans are the dominant species on this planet [EFS] [LGR] [EL]. C And as a result, [WE] should use anything [EFS] [CL]. C Is avialble for our existence [LGR]> C If this means that [WE] need [SC] to test [SCI] certain things on animals, [WE] need to do [SCI] it [W] [EL] . Show parent | Reply
Re: Animal rights by Hibatallah 137481 - Tuesday, 28 April 2015, 4:01 PM
C Well, [[I] AGREE THAT] [PES] drugs are not all safe for animals [SC] [EFC] [CON]. C However, most of these reseach are not only benefit for humans as even animals themselves benefits from it,s results [SC] [RB]. C If vaccines were not tested on animals [SC], millions of animals would now be dead from many fatal diseases [BGR] [EL]. C Treatments for animals diseases are all have been done using animal testing [SCI] [W] [EL].
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C It has been also a instrumental in saving [SCI] many endangered creators from extinction like black-footed ferret and koala in australia [W] [EV] [EL]. C In many cases, treatments were developed specifically for treating [SCI] animals and keeping them from contracting [SCI] with a lot of fatal diseases [BCK] [EL]. C All same methods that were developed for human usage [SC] are employed now commonly in veterinary medicine so that pets, animals in zoos live longer [SC], healthier and more comfortable [EFC] [EV] [BCK]. Group 2: Divorce Divorce by Aya 123373 - Monday, 4 May 2015, 12:50 PM
C I [THINK] when there are problems between two married couples , they better divorce for their own good and for their own kids good if there any [CL] [EL] . C First when there is no kids and there are many problems between the couples such as shouting, abuse, cheating or lack of communication, the woman will not feel secure because most of women get married for making a happy family and for having someone in her back , a man who could help her and take her hand through her life [CL] [EL] . C But when there are problems, she will not feel safe in her own house, she will not trust that husband who could be cheated on her or abuse her [LGR] [EL]. C And also for men, when there are many problems in the house, the man will not feel well and he will always be stressed and not comfortable in his own house [W] [EL] . C So if the problems are unsolvable, they better divorce for their own good and try to find another partner and begin a new life better and happier one [COC]. C There are many couples who had many problems. C And they were close to be miserable. C And then they agreed to get divorce [EV] [W]. C And it might be the first and only thing they agreed on. C And then they started a new life. C And both are happier than ever.
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C Second when there are kids and there are problems in the house for the kids, they would feel insecure and they even could lose confident and lose the reason of living [LGR] [EL]. C When they are seeing their parents couldn‘t love each other and not respecting each other , they would think that their parents are not loving them too [W] [EL] . C The parents better divorce because the kids are better living in a safe respectful environment than living with two parents in the house [BCK] [EL] . C But they are fighting all the time and not respecting each other . Reply
Re: Divorce by Dana 121584 - Monday, 4 May 2015, 1:02 PM
C The parents who think that by divorcing the problem will end are mistaken [CL] . C The problem will take over with divorce . C And the children with no doubts will be harshly effected [LGR][EL]. C Children will better live in a family that consist with a father and a mother normally like his fellows and every other child [W] [EL]. C By divorcing the family are taking the child rights which is a family [BCK] [EL]. C The Children will had many long term problems [W]. C And divorcing will had a negative impacts on their personality [EL]. C If we looked at many serial killers and pscopath people in the US ,we will find that most of them had a divorced families [EV] [BCK]. C and that had made them into that . C All the religions forbid or hated divorced as their major negative impacts on family and children [LGR] [EV]>
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New thread divorce by Ibram 122432 - Monday, 4 May 2015, 12:37 PM
C I [BELIEVE] that people should thinking carefully before they take an action of divorce because that effects in thier children behavior and interaction with other people [CL]. C According to ahram online, the percenatage of the divorce increase overtime . C and this rate in the early of marriage> Reply
Re: divorce by Esraa 124506 - Monday, 4 May 2015, 12:59 PM
C You said the divorce will affect negatively on children behavior and their interactions . C However, the divorce will not affect on children attitude and behavior negatively while a lot of problems which affect on children and whole family and on their mood, attitude, behavior [RB]> C And they will be aggressive with others [EL] . C According to Dr Abdel Wahab Goda, there are 80 percent of couples were separated without children . New Thread divorce by Omar 122049 - Monday, 4 May 2015, 12:50 PM
C I [THINK] that divorce is not the right solution to solve the problems that are facing the relationship between the two partners [CL]. C Before thinking about divorce, the two partners must think about the problems that the two are going to face after the divorce solution [LGR].
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C The first problem is that their children is going to face a lot of problems [W]. C For example, the children are going to have a wrecked self confidence [EV] . C A chicago's study is saying that 40 percent of children whose parents used the divorce solution are facing a problems in building up a strong self confidence [BCK] [EV] . Reply
Re: divorce by Aya 123373 - Monday, 4 May 2015, 12:58 PM
C According to other studies that have done by Profesor Jack Meldone, Harverd university , there are 46 percent of children who are living in a house with parents who are hating and not respecting each other are losing their confident in themselves because they stopped believing that their parents could love them when they are not already loving each other [LGR] [EV] . New Thread Divorce by Esraa 124506 - Monday, 4 May 2015, 12:45 PM
C [INMYOPINION], the divorce is one of effective solutions of problems which among couples [CL]> C Divorce may be the most hated thing to God according to 'Islamic law' and the other religion too [CON]. C But in some situations, divorce is considered the faster and easier solution in social problems [LGR]. C In Egypt, official statistics indicate to increase the divorce rate especially among young people who are aged from 25 to 35 years old . C There are a lot of reasons such as the wrong choice for a life partner, growing economic burden, young marriage and infertility .
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C According to Dr Abdel Wahab Goda , that 13 percent of couples do not continue their marriage more than 1 year, 36 percent do not continue for more than 2 years, 18 percent among between 4 and 6 years, 19 percent from 7 to 10 years and only 15 percent cannot continue their life together more than 10 years [EV] [W]> Reply
Re: Divorce by Ibram 122432 - Monday, 4 May 2015, 12:58 PM
C I [DISAGREE] with you . C But I [THINK] ur evidence does not support you. C When people divorce after little years, don't you see that is selfish of them [RQYN] [CH] [RB]? C Why should their children pay for their fault [QWHY] [CH] [BGR]? C They have to be grown up enough to solve their problems. New Thread divorce by Mirna 125922 - Monday, 4 May 2015, 12:57 PM
C I [THINK] that divorce is the best solution in our society because of the many problems that happened between any marriage people [CL] [EL]. C In my [POINT OF VIEW], children are affected by these conflict between their parents [LGR]. C So the best way for these conflict are to get divorced .
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C Parents could do their efforts to let their children live in a comfortable life , whatever they live with whom [W] [EL] . C According to marwa amer , the percentage of the psyclogical issues that the children affected by > C It's increased to 42 percent in the last few years [W] [EV] .
New Thread Divorce by Dana 121584 - Monday, 4 May 2015, 12:44 PM
C Divorce might be solution to end family's suffering [CON]. C Yet it had major consequences [CL]. C Divorce had negative impacts on health adversely, economically and on their overall social activities [LGR] [EL]. C On highlighting divorce negative impacts on children particularly, divorce had a harmful effects on childeren on the long term [LGR]. C The decision to end a family bond is something many children will not cope with easily [W] [EL]. C Studies in the UK had proven 70 percent of children with a divorced family suffer from selfesteem issues [W] [EV]. C In addition to many of the US theripist had stated that their regular patients are phsycopath children effected from their family's separation and divorce [W] [EV] . C Children with a divorced family will be effected as their grades will fall as a result from low concentration [W] [EL]. C Also they will not be able to face the world normally as other childern from the side of basic daily problems such as peer problems, bullying and other [W] [EL]. C On the other hand, some opposing opinions had mentioned that divorced will help children to have a better life by ending family's suffering [COC]. C Children will have the chance to choice the better parent to live with.
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C And the problem will be ended.
Group 3: Working abroad
Re: Working abroad byKhaled 124819 - Tuesday, 5 May 2015, 1:18 PM C [PeopleTHINK][PES] that working outside Country [SCI] cost to much fees [SC] that a lot of workers or young people cannot afford this much cost [SC] [CL]. C In Addition to that, if [YOU]‘re moving to a new country [SC], [YOU] might not know anyone or even know the native language [EFC] [CL]. C It can also be hard to deal with the new culture [SCI] [EFC] [LGR]. C Also [YOU] feel homesick [EFS] [W]. C It‘s harder to visit [SCI] friends and family if [YOU]‘re coming from another country [SC] [EFC] [BCK] [EL]. C In many cases, [YOU]‘ll also be on a different sleep time making it [SCI] difficult to keep in touch with [SCI] [LGR]> C In one hand, if the worker take his family with [SC], it will be very hard to find [SCI] a good school or universty that will need special requirments [SC] [LGR]. C On the other hand, working inside country [SCI] make the worker beside his family and Does not feels lonely [COC]. Show parent | Reply
Re: Working abroad byKarim 126034 - Tuesday, 5 May 2015, 1:24 PM
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C [I]‘M FOR] [PES] living abroad [SCI] because of salary [CL] [EL] [LGR]. C Everybody is looking to live [SCI] a better life [W]. C So they start looking abroad for it [SCI]. C And home countries may not have a technology or good apportunities in jops [LGR]. C Living abroad helps people to have a chance [SCI] to meet [SCI] people from differenct culture background which can wide [SC] the person knowledge such as DrMagdyyaakoobandDrFarouk El-Baz traveled to a foregin countries and becames scientists [LGR] [EV] [W]. C Working as a team is one of the importants rules which is essential [SC] to use [SCI] it in foregin countries [LGR]. C It helps in improving the person work [SCI] and gain more experience and skills during cooperating [SCI] [EL] [W]. C Also it helps in gaining experience in languages [SCI] [EFC] [W]. Show parent | Reply
Re: Working abroad byAbdelrahman 122286 - Tuesday, 5 May 2015, 1:26 PM
C [AM FOR] [PES] immigration abroad and working abroad [SCI] because abroad it is easily [SC] to find [SCI] more and more jobs [CL] [LGR] [EL]. C Abroad the foreign countries introduce more and more facilities to make [SCI] the step of finding [SCI] jobs easier [EFC] [W].
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C [YOU] are having new experiences, seeing new things, meeting new people, learning more about the world and yourself and enjoying the opportunity to live [SCI] in new surroundings [EFC] [LGR] [EV]. C Meeting new environment [SCI] makes [YOU] hopeful and optimistic to start [SCI][YOUR] career without any fear and having the ability to solve [SCI] the problems that [YOU] will face [SC] abroad [EFC] [W] [EL]. C So [YOU] should have the ability to benefit [SCI] from all positions [YOU] will face [SC] them in [YOUR] life abroad [COM] [BCK]. C So it is a big deal for the people [EFS]. C They want to work [SCI] and immigrate abroad [EFS] [COC]. Show parent | Reply
Re: Working abroad byMohamed 126824 - Tuesday, 5 May 2015, 1:27 PM
C Working [SCI] is the basis of life today, where it is considered [SC] as the main source of livelihood that everyone seek [SC] or want from it to be able [SCI] to live [SCI] in a good position in his society. C[I]'M WITH] [PES] working and life inside the mother land since working [SCI] inside the mother land has many benefits and advantages [SC] which made us [SC] like [SCI]and choice working [SCI] inside the mother land as the following [CL] [EL] [LGR]. C Working in the mother land [SCI] has more productivity [EFC] as it remove the stresses and distraction of the workplace [SC] and working independently in their own preferred environment at their own pace [LGR] [EL].
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C Working inside the mother land will help us sharing in the development and progress of he mother land as the countries and societies measured [SC] their progress by the level of the interest of working [SCI] and if everybody in the mother land think with this way [SC], the mother land will lose their good workers and missed the chance for progress and development [LGR] [EL]. Show parent | Reply
Re: Working abroad By Khaled 124819 - Tuesday, 5 May 2015, 1:29 PM
C [YOU] Can easily Live the best life in [YOUR] contry by the good qualified learning skills in [YOUR] country then travel abroad and learn the all basics of good working skill [RB] [EL]. C Then [U] return back to [YOUR] country and apply which [YOU] have learned there [SC] [BGR]. C As [YOU] mentioned dr farouk el baz and dr magdyyaakoob, they gained the best qualification of learing [SCI] in there country [EV] [W]. C They didnt travel to work [SCI] abroad directly [EFS] [EFC]. C They gained outside the best learning. C Then they return and worked inside country and built alot of researchs centers. C In addition to that the high travel abroad fees here [SC] is a question the youth [BGR]> C From where they will earn the enough amount of money to travel abroad [QFROMWHERE] [CH] [RB]? Show parent | Reply
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Re: Working abroad byKhaled 124819 - Tuesday, 5 May 2015, 1:34 PM C Also [YOU] feel homesick [EFS] [BGR]. C It‘s harder to visit [SCI] friends and family if [YOU]‘re coming from another country [SC] [EFC] [W] [EL]. C In many cases, [YOU]‘ll also be on a different sleep time making it [SCI] difficult to keep in touch [SCI] with [BGR]> Show parent | Reply
Re: Working abroad byMohamed 126824 - Tuesday, 5 May 2015, 1:40 PM C [[I] THINK]][PES] that this a bad claim because working outside the country [SCI] do not always have [SC] a good opportunities, more and good jobs, more facilities that help [SC] us achieve [SCI] their goals as this country may have [SC] a bad behavior with foreigners [RB] [BGR] [EL] [EV]. C And if they work in good palace with good salary [SC], this company will demand from workers hard working may up to 18 hours to compensates [SCI] this company about the highest salary that it must pay for [COM] [YOU] [SC] [BGR] [EV]. C Working outside the country [SCI] also has a bad feeling which will affect [SC] on the workers which is the isolation [SC] from [YOUR] friends, sons, wife, or in general from [YOUR] family [BGR] [EV]. Show parent | Reply
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byAbdelrahman 122286 - Tuesday, 5 May 2015, 1:45 PM
C [I][THINK] [PES] the salaries in our country are not good enough for people [SC] to live [SCI] a generous life in the society [EFC] [RB]. C But salaries abroad are very good to live smoothly [SCI] [EFC]. C Working inside country [SCI] removes the stress that [I] will face abroad [SC] [CON]. C But what is the difference if [I] will not gain a good salary [SC] [QWHAT] [EFC] [CH] [RB]? C So [I] [PREFER] [PES] the stress with big salary to removing stress [SCI] with very low salary [CL]. C Talking [SCI] about losing people [SCI] like good workers and well-trained people is not fair because country decided [SC] to lose them [SCI] by introducing low services [SCI] and low salaries [RB] [BGR] [EL]. C So [YOU] will not able to make them [SCI] stay [SCI] in an environment which does not improve [SC] the idea of business in business in the dictionary of life [W]. Show parent | Reply
Re: Working abroad byKarim 126034 - Tuesday, 5 May 2015, 1:46 PM C [I] claim that collecting the fees [SCI] of traveling [SCI] can be solved [SC] by depending on a person who can borrow from him some money for a limit time [SC] [RB] [BGR] [EL]. C Or even parents can help in this situation [EFS] [EV]. C Also he can work in till collecting the fees [SCI].
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C Before [YOU] travel to new country [SC], [YOU] can take courses to improve [SCI] the language and be able to interact [SCI] with other people and know their cultures and how they think [EFC] [RB] [BGR] [EL]. C During work in new countries,[YOU] will already be able to gain friends [SCI] because working outside [SCI] depends on team work [SC] [RB] [EL] [BGR]. C Anyone travel to new country will already interact with the day life and he will try to control his timing [SCI] according the country [RB] [BGR] [EL]. C The person travels alone till he manipulate [SC] finding a job [SCI] and place. C Then he call his family to join him [SCI]. C Family will not stay beside the person forever [EFS] [RB]. C One day he will figure out that he is alone [SC]and need to depend [SCI] on himself [EFC] [BGR] [EL]. C So, it's better to depend on himself [SCI] earlier to not face [SCI] a problem of living [SCI] to the rest of the life and starting to living abroad and creating [SCI] the person life helps [SC] to improve his qualification [SCI], skills and experience [COC] [EL]. Group 4: Social networks Re: face-to-face communication vs social media by Maurine 129054 - Monday, 4 May 2015, 10:45 AM
C Face to face communication is more beneficial than social media [CL] . C According to Lenhart (2014) 27 percent of married couples state that their relationships are affected by social network [LGR] [EV]. C Relationships are affected by trust issues, jealousy and betrayal [W] [EL] .
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C Moreover, there is lack of clarity [W] as there is misinterpretation of emotions and misinterpret texts leading to unnecessary conflicts [BCK] [EL] . C Moreover, Teenagers start adding anonymous people [LGR] where they start getting bullied and spreading of rumors which leads to depression, isolation and even suicide [W] [EL]. C In addition, it affects academic ranking [LGR] as students start using cell phones instead of listening to lecturer [W] leading to distraction and low performance [BCK] [EL] . C Furthermore, social media shows violent scenes [LGR] . C Weapons and sharp tools are a form of power [W] [EL] . C And children start obtaining an aggressive behavior and view the world as a dangerous place [BCK] [EL]. Show parent | Edit | Delete | Reply
Re: face-to-face communication vs social media by Amr 134447 - Monday, 4 May 2015, 10:52 AM
C In a research done before by Amanda soder and Rachel wal > C This research shows that face to face communication is still considered as the most effective way to communicate [CL] [EV] . C Despite some people consider it as an outdated way , face to face interaction gives you the ability to gauge one's interest and understanding [RB]. C As also it helps in gaining experiences, knowledge , ideas and how to operate and talk in a meeting [BGR] , as it much respected and appreciated than talking through social media [BCK] [EL]. C Based on david alexander , it is hard to trust somebody through the internet as nothing is surely reliable and true on the internet [BGR] [EL] . C Helen keller quoted "nothing motivates people more than seeing their boss walking up to the and appreciate them and their work in front of everybody" [W] [EL].
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Re: face-to-face communication vs social media by Mahmoud 128648 - Monday, 4 May 2015, 10:56 AM
C In Social Media Communications you can work together in groups at the internet [LGR]. C At the same time, it has made it easier for society to split into huge number of groups [LGR] . C And social media it has been all in the worldwide connectivity that can help in things [LGR] such as, finding romance, seeking new jobs, locating assistance [GR] [EV]. C And in your real time information, you can share information via chat [LGR] [EV]. C And today in our days we can find free advertising at social media [LGR]. C For example, the free advertising, it is a nonprofit organization who needs to get the world about your upcoming business owner [W] [EV] . C And finally A report on CNet, it says that over 24 million Americans put personal information at risk by posting public sites such as social communities [CON]. C And the information is availabe to almost everyone who is clever enough to access to it [EL] [CON]. Show parent | Edit | Delete | Reply
Re: face-to-face communication vs social media by Farida 134836 - Monday, 4 May 2015, 11:00 AM
C Face to face communication is more beneficial [CL].
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C According to Harry (2009), face to face interaction is considered one of the most important factors in innovation and inspiration [LGR] [EL] . C Face to face communication allows people to use their body language while communicating with each other [LGR] . C One of the most famous examples that indicates the importance of body language in our lives is Barack Obama's example . C According to whiston , what differenciated between Obama and his competitor in 2008's election is his smart use of his body language [W] [EV]. C Based on Alexanders' researches , Face to face communication helps widely in saving and protecting relationships with people [LGR] [EL] . C It avoids misunderstandings that may occur while texting each other through social media [W] [EL]. C Communicating face to face with others is the best way of communication [CL] as it strengthen relations between people [LGR] which leads to successful social life that will carry benefits to the whole society [W] [EL]. Show parent | Edit | Delete | Reply
Re: face-to-face communication vs social media by Maurine 129054 - Monday, 4 May 2015, 11:02 AM
C But social media helps in spreading information that affect the private lives of others [RB] . C Yes it may be protected. C But you can be easily stalked [BGR]. C And rumors spread having fake information [W] [EV] .
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Re: face-to-face communication vs social media by Amr 134447 - Monday, 4 May 2015, 11:05 AM
C okay, [I MAY AGREE] with some points as finding jobs [CON] . C But disagree with finding romance via internet as everything seems cold through chatting and typing instead communicating face-to-face [RB] [BGR] [EL]. Show parent | Edit | Delete | Reply
Re: face-to-face communication vs social media by Mahmoud 128648 - Monday, 4 May 2015, 11:07 AM
C Ok, face to face communication, it can effective way to despite some people to interaction to each other [CON]. C But people now use social media better than face to face communication [CL] . C And social media can make connection between people who live in different countries and cannot meet to each other [CL] . C And all the people do not have the ability to make face to face [LGR] [EL] > C They can be more shy [W] [EL]. C And they choose social media to interact more in it [BCK] [EL]. Show parent | Edit | Delete | Reply
Re: face-to-face communication vs social media by Omar 135237 - Monday, 4 May 2015, 11:20 AM
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C Social Media is considered as a revolutionary tool for people [CL] to create and share ideas around the world [LGR] [EL]. C It influences many people all over the world [W]. C It helps people to communicate with each other from a long distance [LGR] [EL]. C Also, it is considered as a powerful search engine for people all over the world who are looking for information regarding their work, education, and knowledge [LGR] [VE]. C It also helps organizations and companies to promote their products or services [LGR] [EL]. C According to CNN , 75 percent of people around the world hear the news from social media [LGR] [EV] . C So social media is so important for people to know their news at the moment, as social media provides the news at the moment that this news happened [W] [EL] . Show parent | Edit | Delete | Reply
Re: face-to-face communication vs social media by Omar 135237 - Monday, 4 May 2015, 11:28 AM
C Anything has a double edged weapon. C So social media can't control the rumors that have been expanded through it [SCA] . C So it's the responsibility of people to believe it or not [RB] [EL]. Show parent | Edit | Delete | Reply
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by Ahmed 129937 - Monday, 4 May 2015, 11:30 AM
C Social media has been controversial connection methods since it has started . C It depends on connected people with others by using internet sites and paving the way to strong relation between people [LGR] [EL] . C Some people ignore the important role of the social media that spreading the huge information and speedily and increase the knowledge and awareness and improve the language of the people and know the culture of different countries [RB] [EL] addition to developing the behavior of the society [RB] . C Millions of people use social media in their works and depends on it in some transaction in their business and make advertisements on social media [LGR] [EL]. C Some people use the social media with bad way [RB]. C That kind of people must have this wrong> C And this wrong must corrected on behavior of people not on social media [BGR] > C Social media don't waste the time and save it [RB]. C And the evidence of that you can do some things with using the social media sites such as eat or watching T.V between chating with other people [BGR] [EL] > C Social media have a more benefit for the world [CL]. Show parent | Edit | Delete | Reply
Re: face-to-face communication vs social media by Ahmed 129937 - Monday, 4 May 2015, 11:35 AM
C You ignore important advantage of social media.
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C you can connect with other people by using camera and interact with them by body language by using some sites as yahoo and Skype [RB] [EV]. Show parent | Edit | Delete | Reply
Re: face-to-face communication vs social media by Farida 134836 - Monday, 4 May 2015, 2:54 PM
C According to Harry,2009 , face to face communication is considered one of the most important factors to innovation and inspiration [CL]. C Despite the flexibility in social media, through social media, people couldn't clearly determine and know others real feelings and couldn't build strong relationships and trusted friendships with them [LGR] [EL] . C According to Arvey, 2009 , "we are social creatures and isolating is harmful" [CL]. Group 5: Cutting Trees
Re: Cutting Trees byMohamed 139205 - Tuesday, 5 May 2015, 9:57 AM
C Cutting trees is very important [EFS] [CL]. C [WE] cannot stop doing it [SCI] because it has many benefits [SC] as [WE] take wood from trees [SC], making papers with leaves [SCI] [LGR] [EV]. C And [WE] also make medicines from substances inside the tree [EFS] [EV]. C Also [WE] use trees in processing [SCI] some materials like natural gas and methanol [EFS] [EV].
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C But in the same time, [WE] should plan [COM] more other areas to compensate [SCI] the missed trees that were cut [SC] in order to avoid global warming [SCI] and things like that [EFC] [CON].
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Re: Cutting Trees byYoussef 135111 - Tuesday, 5 May 2015, 10:00 AM
C Cutting trees should be banned [COM] or at least reduced because trees have many benifits to our life [SC] [EFC] [CL] [EL]. C For elaboration, they aid to reduce [SCI] the global warming by absorbtion of carbon dioxide gases found in air [SCI] which prevent rising [SCI] in the temperature [SC] [LGR] [EV]. C Also they aid the enviroment in raining [SCI] as they absorb a huge amount of water with the aid of their roots consequently [SC] [GR] [EV]. C If people continued in cutting trees [SCI],these water will be distrubted causing floods [SCI] which will effect negativly on the area [SC] [W] [EL].
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Re: Cutting Trees byAhmed 134557 - Tuesday, 5 May 2015, 10:00 AM
C [I] ['MAGAINST] [PES] cutting trees because [WE] get our oxygen [SC] that [WE] breath from it [SC] and it takes carbon dioxide and nitrogen and it gives out oxygen [CL] [EV]. C Cutting trees also make the animals homeless and increase the percentage of animals that are endanger of extinction [SC] [LGR] [EL]. C Trees also have their feeling just like human beings [LGR] [EL].
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C And there was a study that said [SC] that when [YOU] cut a tree [SC], it really cries [SC] [EFC] [W] [EV]. C So cutting [SCI] should really be banned [COM] and making it illegal [SCI] will the envirnoment a better place [COC]. Show parent | Edit | Delete | Reply
Re: Cutting Trees byAhmed 134557 - Tuesday, 5 May 2015, 10:02 AM
C [I]['MWITH THIS] [PES] reasons that strictly making cutting trees a bad thing [SCI] [CL]> C This why it should be banned and be illegal> Show parent | Edit | Delete | Reply
Re: Cutting Trees byYoussef 135111 - Tuesday, 5 May 2015, 10:05 AM
C Cutting trees [SCI] will harm the soil as it makes the soil weaker [SC] [EFC] [LGR] [EL]. C Not only that, but also [WE] can get this materials from other sources as papers [LGR] [EL]. C [WE] can get them from recycling of wastes [SCI] [EFC] [EV]. C Thus, it will be more efficient and better as this will decrease wastes and save the trees [SC] [EFC] [W] [EL]. C Moreover, trees aid the environment by many ways [LGR] [EL]. C For elaboration, in agriculture, [WE] use trees to get fruits [SCI] and in weather climates because they absorb carbon dioxide [SC] [W] [EV]. Show parent | Edit | Delete | Reply
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Re: Cutting Trees byMohamed 131535 - Tuesday, 5 May 2015, 10:10 AM C Trees are recognized as not only the main source of oxygen on earth [LGR]. C But it also help in absorbing [SCI] the carbon dioxide in air that cause global warming [SC] [LGR] [EV]. C And by cutting trees [SCI], [YOU] will prevent this phenomenon to happen [SCI] [CL]. C And therefore, all living beings will absolutely extinct [EFS] [LGR] [EL]. Show parent | Edit | Delete | Reply
Re: Cutting Trees byHassan 132224 - Tuesday, 5 May 2015, 10:10 AM
C Cutting trees will decrease the amount of o2 that [WE] respire daily [SC] as trees are the main source [SC] that produce o2 [SC] [EFC] [LGR] [EV]. C And by cutting them [SCI], [WE] will be in a great risk [EFC] [CL] [EL]. C Researches found that a mature large leafy tree produces o2 in 10 days [SC] as 100 adults breathe in a whole season [W] [EV]. C Trees also absorb other harmful gases like co2, co3,and nitrogen gas leaving the atmosphere with certain percentages of gases [SCI] that humans must not interfere and establish any change in it [SC] [COM] [LGR] [EV].
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Re: Cutting Trees byTaha 135128 - Tuesday, 5 May 2015, 10:26 AM C Cutting trees will help us to widen our range of industries and factories [SCI] as it will also help us as a humans [SC] to produce wood and other main raw material such as glue and paper [SCI] [CL] [LGR] [EL] [EV].
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C Wood are very important to build cheaper houses [SCI] than other houses build with other expensive materials such as metal and glass [W] [EL]. Show parent | Edit | Delete | Reply
Re: Cutting Trees byHassan 132224 - Tuesday, 5 May 2015, 10:23 AM C A company named "repap" stated that it established a method [SC] to turn [SCI] stone into paper and claimed that it will be even better than that of the trees [SC] [EFC] [RB] [EV]. C [I][THINK] [PES] that will be a good method [SC] as it will save trees [SC] [EFC] [BGR] [EL]. C And the results will be a better quality [EFS]. C Also [YOU] could find another way to get chemicals [SCI] other than cutting down trees [SCI] [RB]. C Alot of scientific methodes could be applied and will give [YOU] the same results [EFS] [BGR]. C In fact, [WE] could not compensate the missed trees as [WE] will not be able to plant [SCI] the amount that was removed [SC] [EFC] [W] [EL]. C And even if [WE] did so [SC], it will take alot of time for the tree to be mature enough [SCI] and do the same work the passed trees did [SC] [EFC] [BCK] . Show parent | Edit | Delete | Reply
Re: Cutting Trees byMohamed 131535 - Tuesday, 5 May 2015, 10:24 AM
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C [WE] can build factories and industries in the deserts where there is a wide area for expansion [SC] [EFC] [RB] [EL]. C [WE] can also use specific chemical reactions to produce the raw materials [SCI] that [WE] need [SC] [EFC] [RB]. C For us, [WE] can pay a bit higher prices to build houses [SCI] to save our population [SCI] [EFC] [RB] [EL]. C It is, however, a small price to pay [SCI] for your lives [EFC] [BGR]. Show parent | Edit | Delete | Reply
Re: Cutting Trees byTaha 135128 - Tuesday, 5 May 2015, 10:24 AM C [WE] can plant double trees that [WE] plan [SC] to cut [SCI] [RB]. C By doing this [SCI], [WE] will make this phenomenon happen [SCI] [EFC] [BGR]. Group 6: Death penalty Re: Death Penalty byOmar 128946 - Tuesday, 5 May 2015, 9:56 AM
C Yes of course, death penalty is a must [COM] [EFS][CL]. C It allows the law to control those people [SCI] who kills innocent people [SC] [EL] [LGR]. C And it provides closure for the victim's family and friends, who will no longer have to fear [SC] [SCI] the return of this criminal into the society [LGR] [EL]. C human life [I] scared> C There must be a deterrent mechanism [COM] in place that ensures [SC] that those violating that fundamental precept [SCI] are punished [SC] [COC].
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Re: Death Penalty byAhmed 138072 - Tuesday, 5 May 2015, 10:10 AM
C Eliminating death penalty is an effective way to save the money [SCI] that has been spent [SC] on applying the law [SCI]and spend the amount of money on something useful [EFC] [CL] [EL]. C In addition, death penalty do not serve justice, as there are many innocent people [SC] executed by mistake [SCI] because they only have not a strong defense [SC] to save their lives [SCI] [CL] [EL] [LGR]. C Moreover, applying death penalty [SCI] is not an efficient way to control the number of crimes [SCI] that has been done every day [SC] [EFC] [LGR]. C Death penalty is also a wrong solution for crimes, as they will die [SC] and will not feel the punishment [EFC] [LGR]. Show parent | Edit | Delete | Reply
Re: Death Penalty byBassil 130272 - Tuesday, 5 May 2015, 10:07 AM
C The death penalty should not be applied [COM] [CL], since sentencing criminals [SCI] to death is not fair [SC] because the death penalty will not give them a second chance [SC] [EL] [LGR]. C And some people can be send to prison and turns out that they are innocent [SC] [LGR] [EL]. C And prison itself is every criminal's nightmare because in prison some criminals can beat up or get murdered by their inmates [SC]and be in solitary confinfmentand may get crazy [LGR] [EV] [W].
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C Moreover, the death penalty is cruel because there is alot of ways [SC] of killing [SCI] a murderer, for example beheading, electrocution and shoot them [EV] [LGR] [W]. C The death should not be allowed [COM] [COC]. CAnd there might be second chance and use another ways [BCK].
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Re: Death Penalty bySeif 128905 - Tuesday, 5 May 2015, 10:09 AM
C Needless to say that death penalty is aganist human rights [SC] [EFC] [CL]. C It has many disadvantges like killing innocent people by mistake [SCI] [LGR] [EV]. C A human didn't committee [SC] a crime died in vain [LGR]. C Moreover, the psychological illness that is caused to the family [SC] [LGR]> CAndhe broke up relationship between family members in the time they needed each other most [SC] [W] [EL]. C AndFinally the meathods of execution are rude with torture [LGR]. C It's completley rude and unethical to Humans behavior and human rights [W] [EL].
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Re: Death Penalty byOmar 128946 - Tuesday, 5 May 2015, 10:18 AM
C Actually death penalty will allow the country to save the money [SCI] spent on those criminals [SCI] with all services presented to them [SCI] [EFC] [RB] [EL] [BGR]. C Death penalty is the only punishment that shows the real mercy for the relatives of the innocent victim [SC] killed [SCI] [EFC] [BGR] [EL].
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C About those criminals not feeling the punishment [SCI],[I][THINK][PES] the feeling of life getting to an end [SCI] is enough to any of them to regret his action [SCI] [RB]. Show parent | Edit | Delete | Reply
Re: Death Penalty bySeif 128905 - Tuesday, 5 May 2015, 10:20 AM
C Death penalty is not making societ feel more safer [SCI] as there are many people that are executed injustice [SC] [SC] [EL] [RB] [BGR]. C Without commetting any kind of crimes [SCI], it could be [YOU] who is caught [SC] [EFC] [W]. C And this law is applied on [YOU]. C [YOU] could send the criminal to prison for the rest of his life, a highly security prison away from society [EFS] [RB] [EL]. C So he will not escape or return to society [EFS] [BGR]. C There are prisons that are built in deserts [SC] [EFC] [W]. C So [YOU] will not see this criminal again [EFS] [BCK] [EL]. C And he will not return again [EFS]. C Also this Law is increasing number of crimes, not decreasing it as [YOU] expect [SC] [EFC] [COC].
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Re: Death Penalty byAbdelrahman 134124 - Tuesday, 5 May 2015, 10:20 AM
C Death penalty should be applied [COM], since nothing can stop the dangerous criminals [SC] who threat the whole community [SC] as sending them to death [SCI] [EFC] [CL] [EL] [LGR]. C If murders are excuted or sentenced to death [SC], potential murders will think twice before killing an innocent human [SCI], since people fear death more than anything else [SC] [W] [EL]. C If a society has a high intersts to prevent murdering [SCI], it should use the most painful punishment that exists [COM] [SC], which is the capital punishment [SC] [BCK]. C[IT IS BELIEVED] [PES] that the murder is the one [SC] who brought the death to himself [SC] from the moment that he took the life of an innocent human [SC] [BCK]. C The death penalty is not always cruel [CL]. C Nowdays there are many ways which send people death with less pain [SC] [LGR]. Show parent | Edit | Delete | Reply
Re: Death Penalty byAbdelrahman 134124 - Tuesday, 5 May 2015, 10:27 AM C Sentencing dangerous criminals [SCI] is fair, since if thay are just sentenced to prison [SC],they might have a chance to escape from prison [SCI]and kill people again [SC] [EFC] [CL] [LGR] [EL]. C And they will fear nothing [EFS] [W]. C The prison is the worst nightmare as [U] said [SC] [CL].
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C So by applying the death penalty [SCI], there won‘t be those fights in prison, and the prisoners won‘t beat each other [LGR] [EL]. C They all fear death more than anything else [EFS] [W]. C And the death penalty is not always cruel [RB] . C Nowdays there are many ways which are less painful [SC] [EFC] [BGR]. C And electrocution and shooting is not applied to all criminals [EV] [W]. C These ways are for special kind of criminals who fear nothing [SC] [EL] [BCK]. C So by torturing them [SCI], the potential murders will think twice before even robbing people [SCI] [EFC] [CL] [COC]. Show parent | Edit | Delete | Reply
Re: Death Penalty byAhmed 138072 - Tuesday, 5 May 2015, 10:34 AM C Applying death penalty [SCI] is not a good way to stop criminals [SCI], as it does not change the behavior of criminals [SC] [EFC] [CL] [EL] [LGR]. C In addition, the innocent people have been also killed when they have not an effectively strong defense [SC] to save their lives [SCI] [LGR] [EL]. C Concerning closure [SCI], other criminals may be came and kill the people who are in fear of coming back of the criminal [SC] [SCI] [LGR] [EL]. C Applying death penalty [SCI] is not a strong punishment because they will die and feel nothing [SC] while imprisoning criminals [SCI] is a better way to punish criminals [SC] as they will live a miserable life [SC] [EFC] [EL] [COC] [LGR].
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Re: Death Penalty byBassil 130272 - Tuesday, 5 May 2015, 10:38 AM C Dangeroous criminals threat the whole community [EFS] [CON]. C But [WE] should give them a second chance [COM] [EFS] [CL]. C May be they can become a good people [LGR]. C So [WE] can‘t just send them to death [EFS] [W]. C Murders also does not think before they kill [SC] [LGR]. C This moment their brain shuts off [EL] [W]. C They are afraid from their victimes that they rob them [SC] [EFC] [BCK] [EV]. C So they just kill them [EFS] [BCK]. C So the potential murders will not think twice. C They kill for a purpose [EFS] [EL]. C [AND [I] SEE THAT] [PES][WE] should gice another chances to people [COM] [SC] so that they know their mistakes [SC]and change their lifes [CL] [LGR] [EL]. C But [U] said that it is not always cruel [SC] [EFC]. C Nowdays all the death punishment is hanging up [SCI] [EV] [BGR]. C And it is one of the most painful ways [EFS] [RB] [EL].
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Group 7: Social networking in communication Re: Social networking in communication byMichael 128783 - Monday, 4 May 2015, 11:53 PM
C Interpersonal interaction destinations offer a medium for individuals to stay in contact with their associates [SCI] and keep up steady contact with their companions [CL]. C This expanded network opens new ways for connections to be manufactured [SCI]and bonds to be reinforced [SCI] [EFC] [LGR] [EL] . C Along these lines, long range informal communication destinations help to supplement and improve an individual's social experience [SCI] [W]. C Destinations, for example, Facebook and Tumblr permit individuals to figure out all the more about their companions' advantage [SCI], and also their own lives, which can prompt more productive discussions and discourses [SC], prompting better and stronger connections [EV] [W]. Show parent | Edit | Delete | Reply
Re: Social networking in communication byLamis 130582 - Tuesday, 5 May 2015, 9:52 AM
C Social networking is not effective as face to face communication for many reasons [EFS] [CL]. C [YOU] do not know who is talking to [YOU] behind the screen [SC] [EFC] [LGR]. C This person is not trustworthy enough to start [SCI] talking to [SCI] and to reveal secrets [EFC] [EL]. C Facial expressions and body language are important in order to communicate with each other [SCI] [W].
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C And this is a way to express feelings [SCI] which are been oblivious [SC] upon using social network [SCI] [EL] [BCK]. Show parent | Edit | Delete | Reply
Re: Social networking in communication byEzz 128359 - Tuesday, 5 May 2015, 10:00 AM C [IN MYOPINION][PES], social networking will be more useful to know new people [SCI] and to interact with other people that have diffrent way of thinking[SC] and to learn from them good things to be done in [YOUR] own life [SCI] [CL] [EL]. C Social networking should be with a face cam [COM] as to see the face of the person [SCI] that [YOU] are talking to [SC] [EFC] [Q]. C Moreover, [YOU] can interact with [YOUR] family without need to meet each other in certain place [SCI]and can interact with each other all over the world without in need to waste time [SCI] [LGR] [EL]. C Social networking has the advantage to learn new things [SCI] sometimes from other advertisments on social network sites [LGR]. Show parent | Edit | Delete | Reply
Re: Social networking in communication byLamis 130582 - Tuesday, 5 May 2015, 10:09 AM C [I] [DISAGREEWITH] [YOU] [PES] [EFS]. C However, the bonds that will be reinforced [SC] due to the social networkig sites will not benefit [YOU]when [YOU] meet a friend face to face [SC] [RB]. C One could have many friends on facebook for example.
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C But in real life he might not have many friends compared to social networking sites [SCI] [EFC] [BGR]. C In addition to that, more confidence will be gained upon meeting people face to face [SCI] and techniques in communicating with others [SCI] will be improved [BGR]. Show parent | Edit | Delete | Reply
Re: Social networking in communication byMarina 133021 - Tuesday, 5 May 2015, 10:23 AM C [I] [THINK][PES] that face to face communication is more effective than social networking [SC] [EFC] [CL]. C It is very useful in business as it helps [SC] to build employee trust [SCI] to be more effective [SCI]and allows anyone to share his strategy [SCI]and explain it clearly [LGR] [EV]. C Also, everyone shows what he wants [SC] to show [SCI] to people not his real personality [EL]. C So [WE] cannot trust people who depend on social networking [SC] [EFC] [LGR]. C Facial expressions, eye contact and body language play a very important rule in communication [EFC] [W] [EV]. C Many advertisements and offers on social meadia are not trust> C They are monument operations which depend on [SC] attracting [SCI] people by wrong informations [EV] [W]. C So face to face communication is the trust way in communication [COC]. C And [WE] should use it [COM] [EFS] [CL].
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Re: Social networking in communication byEsraa 136946 - Tuesday, 5 May 2015, 10:34 AM C Social communication sits great for society, promoting [SCI] increased communication and connection between hunderd of million of people in over world [CL]. C While some people argue that the dengres of online networking > C It's great place to connect [SCI] between to friends and in real time [RB]. C Social communcation helps people to make new friends [SCI], to keep in touch with each other, build better relationships with people and to connect with long lost friends from school and college [EFC] [BGR] [EV]. C Soical networks are formed when people sharing their opinions, ideas, hobbies and politics [SCI] [BGR] [EV]> Show parent | Edit | Delete | Reply
Re: Social networking in communication byMarina 133021 - Tuesday, 5 May 2015, 10:41 AM C But social media wastes time of many people especially students [RB]. C According to CNN [ASN], students who are using social media [SC] had low grades [EFC] [BGR] [EV]. C But those who are not using social networking [SC] had high grades [EFC]. C Students get busy connecting to their friends [SCI] and neglect their studies [EFC] [W] [EL].
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C Behind screen [YOU] cannot define if people are honesty or not [SC] [RB]. C So [YOU] cannot take them as [YOUR] friends [EFS] [BGR]. Show parent | Edit | Delete | Reply
Re: Social networking in communication byEsraa 136946 - Tuesday, 5 May 2015, 10:49 AM C [ [I]'M[DISAGREE] WITH[YOU]] [PES] in this point. C But social networking have many benefits [RB]. C Advertisers also have found social networking sites useful tool to get feedback on their products [SCI] as people tend [SC] to believe [SCI] their peers opinions on certain products rather than an advertisement [BGR] [EL]. Show parent | Edit | Delete | Reply
Re: Social networking in communication byNermin 132516 - Tuesday, 5 May 2015, 11:12 AM C Face-to-face communication goes on well with the basic instinctive feature of man as being sociable [SCI] and interactive with fellow creatures [EFC] [CL]. C Social network communication curbs this human feature [EFS]. C Face-to-face communication enables people to get in direct contact with real people [SCI] in real life situation [EFC] [LGR]. C Therefore, Feelings and emotions are accurately conveyed through face-to-face communication [EFS] [W] [EL].
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C The communicators feel more comfortable and psychologically balanced than social network communicators [EFS] [W] [EL]. Show parent | Edit | Delete | Reply
Re: Social networking in communication byNermin 132516 - Tuesday, 5 May 2015, 11:32 AM C [ [I]DISAGREE WITH [YOU] ][PES] that some people are convinced [SC] that social network communication helps them [SC] to form friendship [SCI] with so many people all over the world [EFC] [RB]. C However, this sort of friendship lacks honesty and frankness [EFS] [BGR] [EL]. C Social network communication isolates the individual from his surrounding environment [EFS] [BGR]. C It makes him lonelier and less talkative [EFS] [W] [EL]. C In addition, he loses interest in sharing the social occasions [SCI], gatherings and meetings with his family members and friends (Amichai-Hamburger &Mckenna, 2006) [ASA] [EV] [BCK]. C According to Pierce (2009) [ASA], social media eats away all the good things that living in a social group entails [EL] [BCK]. C It is living together that makes people honest, caring and responsible for one another [SC] [EFC] [W]. Group 8: Abortion
Re: abortion
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by Abdelatif 115937 - Monday, 4 May 2015, 1:00 PM
C Not all the religious thinkings are common [CL]. C As in Islam, it is legal for a woman to have an apportion [SCI], if she is rapped or incested[SCADV] or even if there are a dangrous on her life [SC] [LGR] [EV].
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Re: abortion by Nehal 122454 - Monday, 4 May 2015, 1:14 PM
C [I] [AGREE] with [YOU][PES] [EFS] [CON]. C But what is about the fetal rights [RB] [CH] [QWHAT][EFS]? C [I] AM AGAINST] [PES] women abortion as it is against fetal rights [SC] [EFC] [CL] [LGR] [EL]. C It is not a women's right to abort a baby or fetal and take the decision [SCI] because of her selfishness [EFC] [W] [EL]. C If every women took the decision [SC] to get rid of her baby [SCI],this means that making a big risk in society [W]> C In addition, humanity is going to decrease until it vanishes a due of people's selfishness [SC] (Gallagher,1983) [ASA] [LGR] . Show parent | Reply
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by Abdelatif 115937 - Wednesday, 6 May 2015, 11:10 AM
C In some cases, like rape or incest the supreme court of america as justices Blackman and Stevens that the court should not propose on theory of life [COM] over another> C The decision is left for a woman as she might protect a baby [SC] [EV] [LGR]. C Also popular prochoice movement states that woman has the right [SCNOM] to have an abortion for any reason during the nine months of pregnancy [SCI] where it is gender selection [SC]or convience or even in case of rape or incest [EV] [LGR]. Show parent | Reply
Re: abortion by Radwa 121402 - Wednesday, 6 May 2015, 11:12 AM
C Abortion should be legalized [COM] because there are some cases [SC] that abortion is a must [COM] [SC] when a woman has been raped or incest [SC] [EFC] [CL] [EL] [LGR]. C Why she carry a baby without her disagreement [QWHY] [CH] [W]? C This is so obvious that abortion can change one's life [SCADV] [EFC] [EL]. C Woman lives in trauma during this period of raping [SCI] [W]. C So abortion may decrease this cruel feelings [BCK]. Show parent | Reply
Re: abortion by Nehal 122454 - Wednesday, 6 May 2015, 11:23 AM
C [MY POSITION] [PES], [I] [I AM AGAINST] [PES] an abortion [EFS] [CL]. C [I] WILL ARGUE] [PES] that abortion is murder [SC] [EFC].
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C Pro-life supporters argue that an abortion is murder [SC] [EFC] [LGR]. C They based this argument on the fact that they consider the fetus as human [SC] [W] [EL]. C Therefore, killing potential people, not only it is wrong but also illegal (Karakoulaki,2012) [ASA] [BCK] [EL]. C According to Michael Perry [ASN], his argument of moral aspects of human rights based on that all human beings and unborn too, they have inherent dignity [LGR]. C Consequently, abortion is morally wrong [EFS] [EL] [W]. C Furthermore, abortion violates feminist principles since the fetus is considered a potential human [SC] [EFC] [LGR]. C This means that abortion is the murder of potential women [SC][EFC] [W]. Show parent | Reply
Re: abortion by Radwa 121402 - Wednesday, 6 May 2015, 11:17 AM
C [MY POSITION IS] [PES] bias for abortion because my [POINT OF VIEW] [PES] is [SC]that in the case of raping or incesting [SCI], the woman have no choice [SC] either to abort the baby [SCI] or to bring him to a life without having a responsible father [SCI] [CL] [LGR] [EL]. C So abortion is a must to solve a humanitarian issue [COM] [SCI] [EFC] [CL] [LGR] [EL]. Show parent | Reply
Re: abortion by Sara 120956 - Wednesday, 6 May 2015, 11:18 AM
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C Many people think that abortion is a suitable option [SC] without any danger regarding a women health or even her baby health. CBut [IN OPINION] [PES], it is really danger [RB]. C It is not a suitable option at all [EFS]. C And it may cause deadly dangers, example deadly bleeding while the abortion surgery or Ben after also the surgery in addition that it could affect the women health while having a breast cancer [SC] after the surgery [BGR] [EV]> Show parent | Reply
Re: abortion by Nehal 122454 - Wednesday, 6 May 2015, 11:21 AM
C Ok, [I] appreciate what you are saying [SC][EFC] [CON]. C But [I] will tell [YOU] something [EFS]. C Rick Santorum, he is a Roman Catholic, supported that abortion should be illegal [SC] even in cases involving in rape and incest [SCI]. C And when he asked what he would do [SC]if one of his daughters was raped [SC]and got pregnant [SC], he said that he would advise her [SC] to accept this created baby [SCI] because it was still a gift from God [SC] even if given in a broken way [SC] [EFC] [BGR]. C In addition, abortion is created by men [EFS] [LGR]. C And it makes women avaliable whenever men want [SC] [EFC]. Show parent | Reply
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Re: abortion by Sara 120956 - Wednesday, 6 May 2015, 11:24 AM
C [[I] TOTALLY RESPECT YOUR OPINION] [PES] [EFS] [CON]. C But just stand [COM] for a while for a second [EFS]. C And think how [COM] could it be that much danger [SC] [CH] [RB]. C It is a disaster when a women could lost her life [SC] due to an abortion surgery [EV] [BGR]. C It is a murder that a women could have a deadly bleeding during the surgery [SC] [EV]. C In addition, that the abortion surgery has many terrible side effects, example breast cancer [W] [EV]> C Or even it could affect all subsequent pregnancies of any women [BGR]. Show parent | Reply Group 9: Feminism
Re: feminism by Hagar 136981 - Sunday, 10 May 2015, 2:27 PM
C [INMYOPINION][PES] it is not fair to equal [SCI] men to women [CL]. C Each and every gender was created to complete [SCI] the other [EFS] [EL] [LGR]. C Women do jobs that is very difficult to men [SC] to do [SCI] like raising the children, taking care of the house [SCI] [EV] [W].
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C However, there is a very bias feminits that call for the banishing of men [SC], Calling that men is a good for nothing [SC]which is not true of course [SC] [Q] [RB]. C Men do jobs and have responsibilities [EFS] [BGR] [EL]. C And if women called for equality [SC],they should be equal in everything [COM], literly everything, for example joining the army [SCI], building house [SCI]and so on [CL] [EV] [W]. Show parent | Edit | Delete | Reply
Re: feminism by Aya 138220 - Sunday, 10 May 2015, 2:28 PM
C Of course [MY POSITION IS] [PES] that women should be equally treated like men [COM] [SC] [EFC] [CL]. C From the very beginning God created women and men with equal rights and did not prefer one gender on the other, did not create some work labeled [SCI] to be for men [SCI] and other work labeled [SCI] to be for women [SCI] [EFC] [LGR] [EL]. C He created both with same and equal rights, same freedom and same opportunities [EFS] [W] [EV]. C Feminism is a movement that calls for women's rights [SC] that the society does not want to give to her [SC] [SCI] [EFC]. C Women have been always treated unfairly [EFS] [LGR]. C Their voices are not to be considered [SCI] [W]. C They don'thave the same job opportunities as men [EFS] [W] [EV]. C They are not allowed to demand their rights and being treated differently because of their gender [SCI] [SCI] [W].
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C That is why [[I] TOTALLY DISAGREE][PES] with feminism [SC] [EFC]. C And [I] [SAY] [PES] that women should always call for their rights [COM] and never stop until they have them all [SC] [SC] [EFC] [CL] [COC]. Show parent | Edit | Delete | Reply
Re: feminism by Jailan 128355 - Sunday, 10 May 2015, 2:28 PM
C Women should have equal right as men because there is no difference between them [SC] because god created us to be equal [SC] [SCI] [EFC] [COM] [CL] [LGR] [EL]. C And god is fair [EFS] [W]. C Women can and have the ability to do what any man can do [SCI] [SC] [EFC] [W]. C Physically maybe men are stronger than some women but not all [EFS] [Q]. C Feminism is a chance for women to prove [SCI] what they can do [SC] and prove their ability [EFC] [CL]. C The fact that women can bear pregnancy pain [SC] that means [SC] that she can bear any other kind of pain [SC] because it have been scientifcally proven [SC] that pregnancy pain is one of the hardest pain ever [SC]and to prove that [SC] it is very hard [EV] [W]> C Some women die while giving birth [SCI] because of this hard pain [EFC] [BCK]. Show parent | Edit | Delete | Reply
Re: feminism by Hagar 136981 - Sunday, 10 May 2015, 2:31 PM
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C Okay maybe feminism is helping women to get some of their rights [SCI] [EFC] [CON]. C However it is not the only way to do so [SCI] [EFC] [RB]. Show parent | Edit | Delete | Reply
Re: feminism by christina - Sunday, 10 May 2015, 2:31 PM
C [I] [AM WITH] [PES] women who sees [SC] that they takes all their rights [SC] [CON]. C And they does not want to be like men [SCI] because there is a huge different between women and men biolegecly [SC] because men can hold more weights than women [SC] [CL] [LGR] [EV] [LGR] [W]. C For example, in Army, women cannot go to the army because it is very danger [SC] [LGR] [EV]. C And it takes a huge courage to go there [SCI] [EFS] [W]. C Also they cannot hold weapens [EFS] [W]. C So it will not be fair to make women equal men [SCI] [SCI] [CL]. C God's fairness created two kinds of humanity to complete [SCI] and helps each other [LGR]. C So if they be in the same position, it will make disturbing [SC] [W]> Show parent | Edit | Delete | Reply
Re: feminism by Maria 137640 - Sunday, 10 May 2015, 2:32 PM
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C [IN MYOPINION][[I] DON‘TBELIEVE][PES][PES] that men should be tried as women [COM] [SC] because women have high level of emotion [SC] [CL] [LGR] [EL]. C So she can‘t depend on her designee [W]. C And there is some designs want strong precise [BCK] > C And also women easy to show her point of weakness [SCI] [W] [EL]. C And if any women had placed in a hard situation against man and her point of weakness [SC], they going to break her down [EV] [BCK]. C And as women always do [SC],they cry and pull out of the argument [EV]. Show parent | Edit | Delete | Reply
Re: feminism by Maria 137640 - Sunday, 10 May 2015, 2:39 PM
C Yes, but they are equal [EFS] [RB]. C But some are specialist in things that other can't do [SC] as women can do the house work [SC] [RB] [BGR] [EV]. Show parent | Edit | Delete | Reply
Re: feminism by Christina 122838 - Sunday, 10 May 2015, 2:42 PM
C [WELL [I] AM WITH[YOU]] [PES] in this point [CON]. C But women are more sensetive than men [RB].
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C So they cannot do what men do [SC] [EFC] [BGR] [EL]. C And men are stronger than women [EFS] [BGR]. C And they can handle any thing hard [EFS] [W] [EL]. C So from God's fairness he created both to complete each other [SCI] and not to take the position or the place of each other [BGR]. Show parent | Edit | Delete | Reply
Re: feminism by Jailan 128355 - Sunday, 10 May 2015, 2:43 PM
C Outside egypt women go to the army like men do [SCI] [EFC] [LGR]. C[I] am not saying [WE] should compete with each other [SC] [EFC] [Q]. C[I] am saying that [WE] should have equal rights [COM] [SC] because god is fair [SC] [EFC] [CL] [LGR] [EL]. C He created both men and women with abilities [EFS] [W]. C And they choose how to use them [SCI] [EFC]. C Women have the ability to lift heavy weights [SCI] and to prove that there are alot of wristlets [SC] [EV] [BCK]. C And they are very succssesful [EFS]. C And they beat men in the match [EFS] [EV] [BCK]. Show parent | Edit | Delete | Reply
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Re: feminism by Aya 138220 - Sunday, 10 May 2015, 2:43 PM
C As [I] said, is it unfair to men to be treated [SCI] equally with women while it is fair to women [SC] to not to be treated equally with men [SCI] [QYN] [CH]? C And no actually, neither men nor women were created to complete each other [SCI] [EFC] [RB]. C They were not created incomplete or a half that need to be completed by the other half [SC] [SCI] [BGR]. C Feminism is calling for the equality between men and women, not to be better than men. C So, whoever feminists say so [SC], they are wrong [RB]. C That's not what feminism calls for [SC] [BGR]. C And yes, being equal that if a woman wants to join the army [SC], she could do so [BGR]. C [Where] is the problem [QWHERE] [EFS] [CH]? Re: Child labour by Yosra 137043 - Tuesday, 28 April 2015, 2:23 PM
C It is quite clear that child labour violates the fundemental rights of the children [SC] who work at an early age [SC] because it prohibits them [SC] from living [SCI] a normal life like any other normal children that goes to school [SC] [CL] [LGR] [EL] [EV]. C And it also denies these children from the basic humane and moral rights and qualities [EFC] [LGR] [EL]. C For instance, where are these fundemental rights,survival, education,protection and development [QWHERE] [QRHET] [EFS] [CH] [EV] [W]?
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Re: Child labour by Salma 138625 - Tuesday, 28 April 2015, 3:02 PM
C Child labour destroys all rights of chlidren for better education as many parents thinks about present income [SC] claiming [SCI] that it is the only way [SC] to escape from poverty [SCI] [CL] [LGR] [EL]. C On the other hand, good education prepare children for respectable jobs with great salaries [LGR] [EL]. C In fact, students who compeleted secondary school [SC] earn twice the salary of those who didnot [SC] [EFC] [W] [EV]. C Schools are the only place where you can learn essential skills [SC] as reading and writing which help those children [SC] facing everyday situations [W] [EV]. C Moreover, education increases the opportunity cost of women's time prompting them [SCI] to have fewer children [SCI] [EFC] [W] [EV]. Show parent | Reply
Re: Child labour by Mirna 130467 - Tuesday, 28 April 2015, 3:03 PM
C Under the right condition, some works can be a postive experience for the children [EFS] [CL]. C Working in family business [CSI] can help a child's personal devolpment by teaching the life skills [SCI] and devolping their levels of responsibilties and maturity [LGR] [EL] [EV].
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C According to cignoansrositi [ASN], in many devoplment countries people see work experience and skills is much important than formal education [SC]throgh "learning by doing" [W] [EL]. C These children will get experience and skills they need later in life [SC] [EFC] [BCK]. C From, these point of view, working in agriculture and family business may be considered as education [EFS] and for girls who work in housework [SC] is considerd a good preparation for marriage [EFC] [EV] [W]. Show parent | Reply
Re: Child labour by Yosra 137043 - Tuesday, 28 April 2015, 3:07 PM
C As salmaosama said [SC], child labour deprives childrens from their basic humane rights which is something [SC] that is not accepted [SC] because children must live their lives normally like all the other children in their ages [COM] [CL] [EL]. C However, if the family head can‘t afford offering [SCI] the basic needs for his own amily [SC], then he should look for a sources of finance to assist [SCI] him like charity rganisations, instead of sending his younger ones( children) [SCI] to work in the streets [SCI] or neglect their studies in order to help him [SCI] [LGR] [EV]. Show parent | Reply
Re: Child labour by Sarah 139190 - Tuesday, 28 April 2015, 3:08 PM
C To these children, survival is more important than education [EFS] [RB]. C They sacrifice their education to help out their families [SCI] [EFC] [BGR].
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C Also a lot of them make balance between work and education because work can be positive effect on children [SC] [EV] [BGR]. C They seek for part time work [W]. C Or assisting in a family business for example, can help a child's personal developming by teaching them life skills [SCI] and developing their levels of resopnsibility and maturity [EL] [EV]. C According to some researches, that they become successful> C Also we can see in our community a lot of examples of poor families [BCK] [EV] [EFS]. C They fight beside their children and become sccessful figures. C Also work teach them to depend [SCI] on themselves [EFC] [W]. Show parent | Reply
Re: Child labour by Salma 138625 - Tuesday, 28 April 2015, 3:17 PM
C But on the other hand, it help them develop [SCI] there skills and there own personalities [CL]. C And sometimes they have no choice [EFS] [LGR]. C Because of the death of parents, they have to work [SCI] in order to support [SCI] there family [W] [EL]. C Moreover, the government had made lows to protect [SCI] those children as they make sure [SC] they are working in a safe conditions [SC] [LGR] [EL]. C At the end, there development is not affected as they can educate themselves [SC] if they want [SC] [EFC] [W].
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C You are never too old for learning [SCI] [EFC] [BCK]. Show parent | Reply
Re: Child labour by Samaa 132076 - Tuesday, 28 April 2015, 3:21 PM
C [I AM AGAINST] [PES] child labor because these children have the right [SC] to live a normal life [SCI] [EFC] [EL] [CL] [LGR]. C They shoud play, learn and be a human being [COM] [EFS] [W] [EV]. C Child labor affects them badly and affects their health [EFS] [W] [EL]. C The children who work [SC] get more pressure and load [EFC] [LGR]. C They feel that they only gain money [SC] not to live or play like other children in their age [SCI] but to survive from starving [SCI] [EFC] [W] [EL]. C According to steven greenhouse in sept 2014 [ASA], he wrote in his article which it is topic "just 13 and working risky 12- hour shifts in tobacco fields "> C he said "tobacco work was paticularly harmful to children, poisoning, pesticides and dehydration" [EV] [W]. C and he said also " they are not small adults they are children" [W]. C And this cause a lot af problems to them [EL] [BCK]. C We should really allow child labor [COM] [EFS] [COC]. Show parent | Reply
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by Sarah 139190 - Tuesday, 28 April 2015, 3:21 PM
C On the other hand, egyptian graduates have to wait [SCI] for more than five years on average to get [SCI] employed [RB] [EV]. C So many parents thought that after paying a lot of money on their children [SCI], they will not able to have [SCI] a job [SC] [EFC] [BGR]. C So it is better to make them [SCI] work [SCI] from the beginning [EFC] [EL]. C In addition, the high rate of unemployment encourged parents to make [SCI] them work [SCI] from childhood and do not let them educate [SCI] [EFC] [BCK] [EL]. C According to some resarshes that children are considered [SC] to be suited [SCI] to certain types of work and this work cannot be performed better by adults [BGR]> C So why we ask them to stop [SCI] working [SCI] and educate, however the government do not provide free education or good income [QWHY] [CH] [COC]? Show parent | Reply
Re: Child labour by Mirna 130467 - Tuesday, 28 April 2015, 3:32 PM
C Sama said the child> C l had a right to enjoy their life [SCI]. C Yes, they should be out playing and enjoying their life [COM] [EFS] [CON]. C However, we do not live in aperfect world [EFS] [RB]. C Parents are forced to send [SCI] their children to the workfield as they depend of their income [SC] to survive [SCI] [BGR] [EL].
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C Thereare many reason to for the children to work [SCI] [BGR]. C According to emreson and suza [ASN], family size from the reason that force children to work [SCI] in order to increas their income [SCI] [SC] [EV] [W]> C Those people not only cannot afford the cost of their education but also canot meet there basic needs [EL] [BCK]. C If their choice is either starving [SCI] or going to school or playing [SC], isn't survival the obvious choice [QYN] [EFC] [COC] [CH]? Show parent | Reply
Re: Child labour by Samaa 132076 - Tuesday, 28 April 2015, 3:46 PM
C This not logical because these children are not adults enough [SC] to hold [SCI] this huge resposibility and safe themselves [RB] [EL]> C They have to work [SCI] under unstable conditions [COM] [EFC] [BGR] [EV]. C They are not qualified enough to work [SCI] a safe job [EFC] [EV] [BGR]. C They will work in the streets where the danger is everywhere [SC] [EFC] [BGR] [EV]. C Working in this age [SCI] affects their health negatively and can cause problems and many diseases [BGR] [EV]. C These children will suffer of problems in breathing [SCI] and short life [W] [EV]. C They should complete their education [COM] [EFS] [CL]. C And after graduation, they will find a suitable job [EFS] [LGR]. C And they will gain high salaries in the right time [EFS] [W].
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C But now they should play, learn and being human beings [COM] [COC]. Group 11: Selling organs Re: Selling human organs byNour 131774 - Tuesday, 5 May 2015, 9:52 AM
C Selling human organs [SCI] should not be legalized because it is not moral to many religions including Islam [SC] [EFC] [COM] [CL] [LGR] [EL] [EV]. C To everyone, who would say [SC] it should be leglaized[SC] due to the moral help and kindness and simpiticy, my reply would be that the death of people occur during the transplating of the organs in many cases [SC] [RB]. C This leads to the risk of losing [SCI] two people in each case than losing one[SCI] becuase there are hidden diseases inside the organ [SC] occur during the transplant [SC] [BGR] [EL] [W]. C It should not be legalized for any reason [COM] [EFS] [COC].
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Re: Selling human organs byOsama 130806 - Tuesday, 5 May 2015, 10:05 AM C At the present time spread the trade of human organs> C And this is contrary with human rights [CL]. C Selling the organs of the human should not be legal becase many reasons [COM]. C First, it would be forbidden in the religion [BGR] [EL]. C And it would be unmoral [BGR]. C And the sins due to this would be huge and may lead to hell [W].
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C Society should treat this type of trade as a crime [COM] [EFS] [W]. C The international law prevents it [EFS] [BCK]. C And [WE] will apply that to live better life [SCI] [EFC].
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Re: Selling human organs byFatma 136917 - Tuesday, 5 May 2015, 9:57 AM
C Legalizing human organ, selling [SCI] will decrease the rate of people buying organs from black market [SCI] [LGR]. C Moreover, it will easier for patients to find organs for transplantation [SCI] instead of waiting for a donor with a matching organ [SCI] [LGR]. C On the other hand, it is safer for both the patient and the organ seller, as if it is legalized [SC] both with be forced to go [SCI] for blood test and the required checkups to make sure [SCI] that the transplantation would not affect both sides [SC] [SC] [EL] [EV] [LGR] .
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Re: Selling human organs byAmna 135203 - Tuesday, 5 May 2015, 10:03 AM C [WHAT A SELFISH OPINION] [PES] [RB]! C What if poor people need to make [SCI] a transplant and they have no money [QWHAT] [EFS] [CH] [RB]? C [YOU] should say [COM] [WE] increase the awarness of people to donate more without no money [SC] [SCI] [BGR].
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Re: Selling human organs byFatma 136917 - Tuesday, 5 May 2015, 10:03 AM
C People are in need for organ transplantation to servive [SCI] [EFC] [CL]. C So legalizing it [SCI] will give the opportunity for healthy people to help sick people [SCI] [EFC] [LGR] [EL]. C Consequently, there is no religion forbidden helping others [SCI] who are in need of help [SC] [W]>
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Re: Selling human organs byNour 131774 - Tuesday, 5 May 2015, 10:05 AM
C First of all, the check ups are never accurate even if it is made by the top doctors around the globe or the world [SC] [EFC] [RB]. C For example, the hidden diseases inside the organs will not occur or show on the check up unless it activate by the operation [SC] [EV] [BGR]. C And then it is too late to save the paitent [SCI] [EFS] [W]. C Secondly, it will affect the donor on the long run [EFS] [W] [EL]. C And one organ alone would not be enough for a human to surivive for so long [SCI] [EFC] [BGR]. C And [WE] would have the same problem and need a new organ [W]. C This would be a never ending cycle. C And it is not safe at all it [EFS] [W].
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Re: Selling human organs byFatma 136917 - Tuesday, 5 May 2015, 10:06 AM
C [I] AM ASKING FOR][PES] legalizing human organ trade, not for preventing donation [SCI] [EFC] [RB] [CON].
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Re: Selling human organs byOsama 130806 - Tuesday, 5 May 2015, 10:07 AM
C Donation form, then it is fine. C But if [YOU] selling the organ for money [SCI], then it is forbidden in quran [RB] [EV] [BGR]. Show parent | Edit | Delete | Reply
Re: Selling human organs byNour 131774 - Tuesday, 5 May 2015, 10:08 AM
C Helping in the term of donation not in the term of selling the organ from the sake of money [SCI], that what is forbidden [SC] [RB]. C And forbidden was not mention in my argument> C It was written as unmoral not forbidden [RB]. Show parent | Edit | Delete | Reply
Re: Selling human organs byAmna 135203 - Tuesday, 5 May 2015, 10:09 AM
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C Selling of human organs [SCI] should be banned [COM] as it would encouraged people [SC] to sell [SC] parts of their morally wrong as their bodies are gift from God [SC] [RB] [BGR] [EL]> C It would almost certainly lead to exploitation of poor people [EFS] [BGR]. C So if it is legal [SC], the percentage of poor people died will increase [W]. C Where is the mercy [QWHERE] [CH] [BCK]? C It would undermine the exisiting altrusistic donor programme [EFS] [BGR]. C Also potential donors woul be more likely to conceal conditions or illnesses [SCI] that might rule them out [SC] [BGR]. Show parent | Edit | Delete | Reply
Re: Selling human organs byMohamed 139205 - Tuesday, 5 May 2015, 10:09 AM
C Instead of legalizing selling human organ [SCI] [SCI] to avoid black market [SCI], [WE] should fight this market better than applying this crime [COM] [SCI] which will decrease the value of the human [SC] whom god raised their value [SC] because a lot of people will sell [SC] only to get money [SCI] and that will affect their health [RB] [BGR] [EL]. C Even if he is an donor [SC], he will need to do blood tests and other checkups [SCI] [BGR]. C To make things faster and avoid waiting long time [SCI] to find the matching organ [SCI] [SCI], [WE] can specialize hospitals for every organ [EFC] [CON]. C So it will be much easier to find in a short time [SCI] [EFC]. Show parent | Edit | Delete | Reply
Re: Selling human organs byFatma 136917 - Tuesday, 5 May 2015, 10:10 AM
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C Well, even if [YOU] are asking for donation [SC], then the same problem will occur [EFC] [RB].
Group 12: Online education
Re: Online Education by Dana 139178 - Tuesday, 28 April 2015, 2:27 PM
C E-learning is a very good instrument for people with special needs [EFS] [CL]. C They don't have to move [SCI] from their homes espcially those who find it difficult [SC] to walk [SCI]or move even though it helps blind people [SC] to get [SCI] education like normal people [EFC] [LGR] [EL] [EV]. C Also people with special needs maybe exposed for harassing [SCI] from some people [LGR] [EL]. C And the traditional college may not eccuiped by special seats, bathrooms, and even corridors for their difficult movement [LGR] [EV]. C All of those things that mentioned is very essential and important. C And they are not present in all universities around the world [EFS] [W]. C So e-learning is very helpful and comfortable for people with special needs [EFS] [COC]. C And that might lead them to refuse [SCI] complete their study.
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elearning save our money by Kamar 137083 - Tuesday, 28 April 2015, 2:27 PM
C E-learning is helpful tool to save money [SCI] for learners because it gives a good chance for people [SC] who do not have enough money [SC] to get better education [SCI]. C It reduces costs include buses, books, and materials. C Also e-learning does not require the learner to travel [SCI] which immediately cuts out travel expenses [SC] and the cost of providing [SCI] overnight stay [EFC]. C All of these things cost a bundle which many of students do not have the ability [SC] to pay all these expenses [SCI]. C Unlike the traditional education where each student pays [SC] to attend the course [SCI] a single time for particular duration. C Completing the course [SCI] multiply time would incur additional costs. C So e-learning cheaper than traditional education> Show parent | Reply
Re: Online Education by Mohamed 137285 - Tuesday, 28 April 2015, 2:29 PM
C [I] [THINK] [PES] online education lacks the quality of materials [SC] that's present in traditional education [SC] [EFC] [CL]. C E-learning is also more time consuming [EFS] [CL]. C It depends mainly on technology [EFS]. C And not many people cannot handle modern technology very well, specially old people [CL] [EL].
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C So they have to take courses [SCI] first in order to be able [SC] to use the online learning sites properly [SCI] [EFC] [LGR]. C This costs more money and consumes more time [EFS] [COC]. Show parent | Reply
Re: Online Education by Mena 138121 - Tuesday, 28 April 2015, 2:33 PM
C Studying online is not considered a good way to educate [SCI] as it doesn't support face to face communication [SC] which make the students [SC] take the opportunity [SCI] to communicate with their teachers and headmasters [SCI] through e-mails only [CL] [EL]. C And they still miss the actually talking. C Also students in online education don't get the chance to develop their puplic speaking techniques [SCI] which may be required in the working world [SC] [EFC] [LGR] [EV]. Show parent | Reply
Re: Online Education by Nardeen 135619 - Tuesday, 28 April 2015, 2:48 PM
C E- learning education is not good as traditional education beacuse student on e-learning may doesnot have the efficiency as well as the student on traditional education [SC] [EL] [CL]. C For example, pharmacy and medicine students beacuse they have many subjects [SC] need practical practice more than theoretical [LGR] [EV]> C So when they study without practice [SC], they will not be able to work [SCI] and make surgeries or new drugs [EFC] [W] [EL].
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C In addition, in many universties there must be attendance to impose on student to attend all labs [COM] [LGR]. Show parent | Reply
Re: Online Education by Rawan 129557 - Tuesday, 28 April 2015, 2:38 PM
C [WE] have become in the age of speed [EFS]. C And everything become available in any place and time [CL]. C So accoreding to hammer and champ (2001) [ASA] and liaw (2007) [ASA], it is apparrent that e-learing can empower students at higher educational [SC] leves to ecquir their education [SCI] in while at the same time perusing their personal objectives [SCI] [LGR] [EL]as well as> C So it is can save the time cause every student has the luxury [SC] of choosing the place and time [SCI] that suits him/her [SC], according to smedley(2010) [ASA] [W] [EL]. Show parent | Reply
Re: Online Education by Dana 139178 - Tuesday, 28 April 2015, 2:42 PM
C [I] [THINK] [PES] [YOU] maybe right Mena [EFS] [CON]. C But students need a lot of time to do their assignments or projects [SCI] [EFC] [RB]. C And traditional education take a very big part of their time in university, having lectures and tutorials [SCI] [EL]. C They spend about nine hours [EFS] [EV] [BGR].
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C And, moreover, they have a massive amount of study and work [EFS] [W]. C So what kind of social and traditional life would they have, if their all day is pawned [SC] [QWHATIF] [CH] [W]? C In addition to> C Students are not just living in university circle [BCK] [EL]. C They can make more than the friends in university by social media and by the time which they have saved [SC] [EFC] [EV]. C They will have more time to go out with friends and family [SCI], meet new people and make new friends if they used e-learning [SC] which will help them in saving time process [SC] [SCI] [EFC] [COC]. Show parent | Reply
Re: Online Education by Kamar 137083 - Tuesday, 28 April 2015, 2:45 PM
C [I] [RESPECT MOHAMED OPINION] [PES] [CON]. C But [WE] live in the century of technology revolution [CL]. C Mobile phones, computers, and ipads are everywhere [EFS] [EV]. C Also the internet connection become very cheap in many countries where everyone could have internet service in their homes in a very cheap cost [SC] [RB] [EL]. C So it is not waste money as [YOU] said [SC] [BGR]. C Unlike it is saves money and also time [EL].
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C Also e-learning is a good way to improve the minds [SCI] in country, make them deal with technology [SCI] [BGR]. C And that will lead to development the country [W]. Show parent | Reply
Re: Online Education by Nardeen 135619 - Tuesday, 28 April 2015, 2:53 PM
C Actually, [I] [AGREE WITH] your opinion [PES] [EFS] [CON]. C But there are a lot of universities that supportes people with special need [SC] and equiped by services for disabilites like westra universty in london, Duhran universty which has services [SC] that improve the students development centre [SC] to help student [SCI] enhance academic, personal, social and spritiual life [SCI] [RB] [EV] [EL] [BGR]. Show parent | Reply
Re: Online Education by Mohamed 137285 - Tuesday, 28 April 2015, 2:51 PM
C Actually people with special needs find online learning very irritating [EFS] [RB]. C According to inclusive com [ASN], people with writing, reading and spelling difficulties dislike e-learning as their disabilities can only be identified by face to face communication [SC] [BGR] [EV]. C And then the instructor would explain the material to them in a way they can understand [SC], considering their special needs [SCI] [W] [EL].
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C However, on e-learning there's no way for the instructor to know [SCI] that one of his students have a learning disability [SC] due to the absence of face to face communication [BCK] [EL]. Show parent | Reply
Re: Online Education by Rawan 129557 - Tuesday, 28 April 2015, 2:52 PM
C [I] am [AGREE WITH] [PES] [YOU] [CON]. C But [I] [HAVE DIFFERENT OPINION] [PES] cause learning onilne has a good dgree [SC] [RB]. C For example an open university of catalonia has been accredited by AQU (THE AGENCY FOR QUALITY ASSURANCE) in the university system (a full member of ENQA) SINCE it is inception in 1995 [SC] [EV] [BGR]. Show parent | Reply
Re: Online Education by Mena 138121 - Tuesday, 28 April 2015, 2:53 PM
C [I] [AGREE WITH] [PES] your opinion as there is a lof facilties [SC] need practical work than theoritical such as faculty of medicine, pharmacy and faculty of dentistery [CON] [EV]. C So it is very clear that online studying doesn't support the same quality of universities education [SC] [EFC] [LGR]. C So online education still have a lot of obstacles in front of many faculties [W]. Show parent | Reply
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Re: Online Education by Mohamed 137285 - Tuesday, 28 April 2015, 2:56 PM
C [I] can see your point [EFS]. C But in the matter of fact, internet connection is very poor or unstable if [YOU] live in a remote area [SC] or live in the outskirts of the town [EFC] [RB]. C Also then internet connection is very expensive at some places [EFS] [RB]. C And as [YOU] said [SC], cell phones and ipads are avilable everywhere [EFC]. C But actually, they're a source of distraction when [YOU]'re studying [SC] [EFC] [RB].
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Appendix C: Transcripts of Academic essays Essay 1: Animal Testing, Amal C As Lipska (2004) [ASA] formed " Animal samples are essential in the inquest of the technique implied human disease and in designing new therapies" [Q]. C Animals' life is as valuable as that of the humans [CL]. C Animals are one of the beautiful creatures which make life different and amazing [SC] [LGR]. C They have a lot of benefits [EFS] [W]. C In the past, animals were the most important source for transportation, agriculture and feeding [EFS]. C In recent years, they were used in researches for producing [SCI] drugs for humans [EFC] as some views [SC] that animal testing is a great way [SC] for testing drugs [SCI] before using them on people's body [SCI]. C On other hand, that it is a dangerous crime to use animals [SCI] in testing in researches [RB]> C And the worst of it, animal testing can delude researchers and contribute to diseases or lead to deaths by unsuccessful to know the poisonous influence of medicines [RB] [BGR] [EL]. C The question is whether animal testing should be banned or not [SC] [EFC]. C It necessary to know [SCI] that animal testing is a felony [SC] because of social, medical, and economic reasons [CL] [LGR] [EL]. C To start with, some of people believe that animals are tool [SC] that has created [SC] for serving [SCI] humans activity. C They do not have any rights [EFS]. C They have duties for people [EFS]. C And they are like robot, do not have any feeling [SC].
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C For this reason they strongly agree with animal testing [EFS]. C And they think that all countries all over the world prefer this process [SC] [EFC] [Q]. C However, everyone in life has a right to live [SCI] even animals [EFC] [RB]. C They are just as much the same as humans [EFS] [BGR] [EL]. C It is not fair to judge [SCI] animals to die [SCI] and to destroy tier live by using them [SCI] in researches [W] [EL]. C According to Morton and Griffiths(1985) [ASA] that " Under the 1876 Cruelty to Animals Act it is necessary to Realizes pain so that an appreciation may be made to calibrate If it is 'an trial calculated to give pain' and 'to prevent the animal feeling pain' [W] [EV]. C This means that they, like human, they have emotions or feeling [SC] and can be happy or sad [EL]. C Using animals in tests causes loneliness, fear and pain for them [EFS] [BCK]. C They cannot speak and object this process [EL] [BCK]. C However, humans can say no and choose if they accept [SC] to be [SCI] samples for testing [SCI] or not [EFC]. C It is a crime to use [SCI] these pure creatures in testing [SCI] unnecessary products like cosmetics [EFC] [BCK]. C In recent year, a lot of counties banned using animals [SCI] in researches forever [BCK]. C They are Australia, china, India and Israel [EFS] [EV]. C What is more, some of professionals think that these tests are 99 percent correct [SC] [EFC]. C It is effective on humans body, give positive results on diseases and on animals' body also [Q]. C Nevertheless, the results are inaccurate [EFS] [RB].
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C This is due to the big difference between animals' physiology and humans' physiology [EFS] [BGR] [EL]. C There are a lot of organs in human's body [EFS] [W]. C Do not exist in animal's body> C For example, can doctors test drug designed for cats [SCI] on swans [QYN][EFC] [CH] [EV] [BCK]? C Of course not C So how they can apply drugs tested on animals [SCI] on humans [QHOW] [EFC] [CH]? C The food and drug administration [ASN] has formed that "about 92 percent of whole medicines that tested on animals and were efficient on animals fail on humans diseases, because they are danger or not active" [LGR] [EV]. C It means that not all drugs can be beneficial for human like animal [SC] [EL]. C Again as the food and drug administration [ASN] shows " The antiviral drug that seems safe in animal experiments caused liver failure in seven of 15 humans taking the drug (five of these patients died because ofthis drug and the other twoUnderwent a liver transplants)" [W] [EV]. C This is an indication of the seriousness of the application of the drugs have tested on animals on humans [BCK] [EL]> C In addition, not all animal testing is safe on animals themselves [EFS] [CL]. C There are many tests lead to lose [SCI] these animals [LGR]. C For example, aspirin drug which kills cats [SC], but is sedative for humans and penicillin drug kills guinea pigs, but is inefficient in rabbits [EV] [W]. C Some opinions show that using animals as symptoms in researches [SCI] are necessary way [SC] to improve [SCI] the economy of countries. C These tests well be useful for produce new drugs for new diseases.
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C So there will be a huge source for gaining money [SCI] by buying [SCI] these drugs [EFC]. C However, animal testing has a negative effect on economy of countries [RB]. C Animal testing is extremely expensive [EFS] [BGR] [EL]. C It costs multi-million dollar [EV] [W]. C And needs a lot of time and effort> C According to what DiMasia, Hansenb and Grabowskic (2003) [ASA], announced that "Cost required for new drug testing on animals is US$ 403 million " [EV] [BCK]. C After this great number of money, these drugs are unbeneficial for humans diseases [BCK]. C So they will not develop the economy at all [EFS] [COC]. C For this reason, professions found another alternative methods to test [SCI] drugs [CL]. C And they are cheaper and more easy [LGR]. C Professions started to use technology in this process [SCI] [EFC] [W]. C Technology achieved great successes in testing drug [SCI]. C Some of them are vitro technology, human-patient simulator and sophisticated computer modeling [EFS] [EV] [BCK]. C As Barnard and Kaufman said [ASN] "according to vitro studies using human cells and serum allowed doctors who work on researches to predict the AIDS virus and pinpoint how it causes illness " [BCK] [EV]. C They are very accurate studies without using any animal [SCI] [EL] [BCK]. C All in all, it is crucial to say [SCI] that animals have right [SC] as the poorest human in life to live [SCI] and die in normal way [EFC] [COC]. C Counties which banned animals testing [SC] are really protect their natural and try to build [SCI] critical brains [CL].
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C Now a days the number of using [SCI] alternative process for testing drug [SCI] has increased [COC]. C And this is an excellent evidence about the improvement of thinking [SCI] and of the economy all over the world [EFC] [EL] [COC]. C It is great if all governments banned using animals [SCI] in researches [SC] and provide all needs that doctors can use them [SC] for testing [SCI] any drug or discover any disease [CL]. C By this way, they will obtain delicate results about all drugs and illness [EFS] [LGR]. C By time, the number of infections will decrease [EFS] [W]. C And people will be healthy all time [EFS]. C So the economy of countries will developed [EFS] [W]. C Furthermore, government should set apart enough awareness [COM] about banning animal testing [SCI] and the recommended ways to produce [SCI] drugs and cosmetics in schools and universities [EFC] [CL]. Essay 2: Animal Testing, Merna C Animal testing is the running if tests and research on animals on a laboratory. C Some of the tests are done to benefit human lives and other tests are done to determine side effect of a certain household all cosmetic products. C Most animals intendant for use in research are bred for that purpose and taken for testing alone the proper age of maturity required by the tests. C Mice are the most frequently utilized subjects, especially when testing for clinical effects in how a substance can potentially affect human beings rats, rapes,hamsters,pigs and birds and also among the commonly used species for animal testing, C The question is whether the animal testing should be band or not?
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C Controversy over the use of animals in existence in united states beginning in the early 20 the century leading to adoption of ( guiding principles for the care and use of animals ) by the American physiological society in 1953 . C The world doesn‘t need any more animal testing [EFS] [CL]. C This is because animal has right [SC], researches have alternative, the benefits to humans are not proved [LGR] [EL]. C Critics may say that animal and less important than human beings or maybe they don‘t have enough awareness [SC] or chisel judgment that human do [SC]. C May be that‘s right [EFS] [CON]. C However, they are similar physiologically and mentally [EFS] [RB] [EL]. C They tend to act [SCI] similar to us as they recoil from pain [SC] [BGR] [EV]. C They can feel fear [EFS] [EV]. C Also they have bleaker of the activities [EV]. C In addition to that, their behavior is very close from ours as they fight for their freedom , food , shelter and for their existence [SC] [EL]. C They have rights which can be easily fullfiled [SC] [EFC] [W]. C And if we are going to test drugs on them [SC], we would prevent them from their simple right which is to be alive and free [SC] [BCK] [EL]. C Actually the tests which has been made on animals [SC] include a lot of cruel and painful methods to complete the experiments [SCI] [BGR]. C The US law allows animals to be burned m shocked , poisoned , isolated , starved , drowned , addicted to drugs , pain damaged , smash their spinal cords , removing their vocal cord to not denture the lab workers , raping chemical on their shaved skin , burn their skin of and no matter how baneful is that . The pain killer is not accepted to be used in these experiments (peat,2010) [ASA] [W] [EV].
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C In a study of viral infection conducted at the southern research institute three monkeys suffered from rapid disease progression and died before personnel were able to intervene (USDA annual report of southern research institute, 2005) [ASA] [EV] [BCK]. C Nears organization,2009 give another example for using animals harshly researches at several major U.S universities have all conducted (stress experiments ) on rats and mice these experiments including immobilizing mice and rats in tubes , shocking their feet , suspending them by their tails ,forcing them to swim to avoid drowning [BCK] [EV]. C So if we give ourselves the rights not to be locked [SCI],harmed, killed, or torched [SC], we must ask ourselves [COM] what make animals so different from us [SC] if they can feel [SC] what we feel [SC] and suffer as we do [SC] [EFC] [CH] [W]. C Critic said that animal testing had a positive impact on animals and humens [SC] [EFC]. C And the number of the animals used in these experiment [SCI] is very small. C nevertheless, even if it has a good effect on both animals and humans [SC], there are a lot of other affective alternative methods that can reduce the amount of animals [SC] which has been killed every year in researches [SC] [RB]. C According to the US department of agriculture( USDA ) reported in 2010 [ASA] that 97 , 123 animal suffered pain during experiments which given no anathema for relief including 1,395 primates , 5,996 rabbits , 33,652 pigs , and 48,015 hamsters [BGR]. C Moreover instead of using experiments which are cruel , experiments are not effective with human the world‘s most forward thinking scientist made modern methods include sophisticated tests using human cells in tissue which is known as vitro methods so in this method there is chips contain human cells grown in state of the art system to mimic the structures and function of humans organs it called ( organs on chips ) which was invented by Harvard‘s Wyss institute this chip can be used in state of animals in disease researches , drug testing and toxicity testing [BGR] [EV]. C And the results was more acuter than animal experiments [EL].
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C The second method is advanced computer modeling techniques which called in silico modeling [EV] [BGR]. C It can be replace the animal experiments by sophisticates computer models that stimulate human biologist diseases [SC] [W] [EL]. C Also they can predict the ways that new drugs will react in the human body.(peta,2015). Also manufactures can now drop that chemical onto cornea –like-3-d tissues structures produced from human cells. As human skin culture can be grown and purchased for skin irritation testing (peat,2010). C This alternative allow us to give this animal [SCI] the freedom to live [SCI] in protect their own lives with less expensive and less time consuming results (TheBaltimoresun,2010) [ASA] [BCK] [EL]. C Many people argue that testing on animals is the most efficient way [SC] to know [SCI] that our product are safe [SC]. C However, animal testing is not necessary [EFS] [RB]. C This is because scientist use animals for such a useless and silly products such as acute systemic toxicity test [SC] which the animals are forced by a tube inserted down the esophagus into the stomach , causing sever discomfort and extreme and unrelenting main only to determine the dose that resulted is death of 50 spices of the animals [BGR] [EL]. C Eye irritation t-raise test, in this test, they test perfumes by spraying [SCI] it directly into the albino rabbits eye [EV] [W]. C And the rabbits eye are not supposed to face [SCI] these irritating substance. C So rabbits is subjected to swelling, redness, ulceration, bleeding and blindness in these experiments (jening,j.1985) [ASA]. C The animals are used in testing the cosmetics [SCI] [W]. C Some companies like to use animal testing [SCI] to assess [SCI] the safety of these new ingredients [EL].
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C So animals maybe torched or eve killed for lipstick, shampoo, cleaner or even food [BCK] [EV]. C And even after they are experimented on animals for several years [SC], they may not be acceptable for humans to use them [SCI] as it may doesn‘t work with human being [SC] [BGR] . C If we imagine stuffing eight human being [SCI] in regular sized bed room [SC], where they all are going to est., sleep, walk or even get dressed [W] [CH]. C It is very hard and maybe impossible to live [SCI] like that [EFC]. C So why we don‘t ask ourselves when we put eight small animals in a shoe box sized cage in a laboratory [SC] how they will live like that [SC] [QWHY] [CH] [BCK]? C They are created for reason which is to be free [SCI] [SC] and to protect their own life‘s [EL] [COC]. C They have the whole right to control [SCI] their lives [EFC]. C Also there is a new method which is more effective [SC] and chewier and faster than animal testing [COC]. C In addition to that the products that has been tested on animals [SC] are not always work with humans as they have different stricter [SC] [COC]. C And even the product that has been introduced to the markets [SC], they are not very necessary product as makeup and shampoo. C When don‘t have the right to take [SCI] their lives for any reason [CL]. Essay 3: Animal Testing, Esraa C Animal testing is doing experiments on animals to ensure [SCI] about the side effects of the drugs and how effective it is [SC] [EFC]. C This includes the cosmetics for women to prevent [SCI] any disorders for them and to ensure about the pharmaceutical result of the drug.
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C As estimated 26 million animals are used every year in the United States for "Animals are used to develop medical treatments, determine the toxicity of medications, check the safety of products destined for human use, and other biomedical, commercial, and health care uses". C So the issue of animal testing is very controversial [EFS]. C Can [WE] imagine ourselves in a small cage being tested [SCI] on chemicals without knowing [SCI] the results whether they are going to help [SC] or kill us [QYN] [EFC] [CH]? C Or animal testing should be banned or not [QYN] [EFS]? C Animal testing is really important to its effect on the medical side, its influence on commercial side [CL]. C And there is no alternatives for using animals [SCI] [EFC] [LGR]. Opponents for animal testing argue that animal tests do not fullfil exact results in human beings [SC] [EFS]. C Also drugs and vaccines applied on animals [SCI] fail on human clinical trails. C However, tests on animals play a vital role in a great medical improvements and participate in many life-saving cures and treatments in last few centuries [RB] [EL]. C Animal testing plays an important and effective role in both human health and veterinary as well [BGR] [EL]. C Firstly, for human health, all drugs and other pharmaceutical agents tested on animals [SCI], they would be applied on humans [W]. C It is proved by The California Biomedical Research Association [ASN]. C According to Chris Abee, Director of the University of Texas M.D (CBRA) [ASN],"Nearly every medical breakthrough in the last 100 years has resulted directly from research using animals" [EV] [W] . C By this way, animal testing helps to detect [SCI], treat and reduce occurance of many diseases as malaria, breast cancer and brain Ingury [EFC] [EV] [BCK].
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C Also just few examples of many treatments tested by animals [SCI] as AIDS treatment (by monkey) , Tetanus vaccines (by horse) and polio eradication with cows [EV] [BCK]> C Not all but also animal testing provides and develops many ways in cures and treatments in medical side as it changes from antibiotics [SC] to blood transfusions, from vaccination to chemotherapy and from organ's replacement by prevention and control of diseases based on [SCI] research on animals on labs [W] [EL]. C Then, for animals themselves benefit from these results of experiments on animals, as they could also use these drugs and vaccines on the treatment to their species [SC] [W]. C According to> C Anderson Cancer Center's animal research [ASN] facility states that "[WE] wouldn't have a vaccine for hepatitis B without chimpanzees and [WE] hope using of chimps is for finding a vaccine for Hepatitis C " [EV] [BCK] . C Without these tests and experiments, there is no of all consequences and procedures that save thousands of lives [SC] and elevate suffering of millions of people was impossible [COC]. C Critics argue that there are many alternatives [SC] that can replace the need of animals in testing in the lab [SC] as computer models and willing volunteers. C However, alternatives in do not give the appropriate results as animal testing [RB]. C Animals are the most suitable tool for testing [SCI] for mainly 3 reasons. C Firstly, As human beings are complex beings with large developed organs (especially the brain) and have the ability to communicate [SCI], have their morals, desires and have their own awareness for their existence and mortality [EFC] [BGR] [EL]. C Animals also have some of all characteristics of the human by some degree [W]. C So animals have the deserve for moral consideration.
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C So that according to the fact and logic, such these experiments of new drugs should be done firstly on the simplest organs of animals [COM], then on the more complex one which is human's ones [SC] [EFC] [W] [EL]. C Secondly, animals organs are the most organs of the living organisms which is closer to humans' organs [SC] which can give the more accurate results to the effect of these new drugs and vaccines on human organs [SC] as proved by many scientists from hundreds of years [SCI] [BGR] [EL]. C "One of them is the physician "Galen" from (130 -200AD) as he participates in animal vaccination [SC] to develop [SCI] theories on human anatomy, physiology, and pharmacology as he believed that "animal physiology Was very similar to that of human" [EV] [W]. C US-based foundation for biomedical research [ASN] estimates that" Chimpanzees share 99% of their DNA with humans, and mice are 98% genetically similar to humans and have a set of functions as human organs' functions as (heart,kidneys, lungs) with the help of blood stream and CNS" [BCK] [EV]. C From that, [WE] can conclude that animals are the most suitable living organisms [SC] to ensure [SCI] the safety of drugs on human organs as they have their DNA [SC] which is the footprint of any living organism [SC] [BCK] [EV]. C The third reason is the animals have shorter life cycle [SC] compared with human [SCI] that helps [SC] to find more faster and accurate results [SCI] than of any other thing [BGR] [EL]. C It is proved by the California Biomedical Research Association [ASN] as it reported that " mice lives for only 2 or 3 years" [W] [EV]. C At the end, why [WE] don't use any devices or alternatives for animals as computer models or willing volunteer [QWHY]? C Because the most powerful super computers can't achieve a reliable and accurate results as human complex function as brain [RB] [BGR] [EL]. C Moreover, for volunteers, as it is hardly for researchers to find [SCI] willing volunteers who would able to be involved in animal testing [SC] [BGR].
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C So there is no alternatives for animals on testing on labs [COC]. C Opponents argue that animal testing is more expensive than alternatives [SC] and cost the countries much money [EFC]. C However, few animals are used in experiments on labs which have a small price for advancing medical and commercial side [RB]. C The US department of agriculture (USDA) [ASN], animal and plant health inspection service ( APHIS) report that " the number of animals are used for researches each year is too little " and estimates that "the number of animals counted by APHIS range from 85% to 96% 0f the total animals used for testing" [EV] [BGR]. C By this way, by few amount of animals used in researches [SCI], one have the potential to relieve [SCI] millions of people from suffering, saving many patients from death and improves animals' health [BGR] [EL] . C As the US national institute of health [ASN] (NIH) reported that " people in the United States eat more than 150 millions of different types of animals every year , [WE] only use around 26 millions of animals for research" [EV] [W] C According to that , [WE] eat more than 1,800 times the number of animals used in researches in a beneficial way [EL] [BCK]. C This means that animal using in researches helps to obtain [SCI] drugs [SC], vaccines and cosmetics with high quality , safe and by the least cost [COC]. C US food and drug administration [ASN] endorses the use of animal testing on confirming the safety of the drug and also says that " 23 new drugs are introduced each year in The United kingdom alone" [EV] [CL]. C According to this animal testing is not only benefit in medical advances but also helps in elevation of national incomes of the countries use like these tests on animals [CL].
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C Just an example of a treatment which is called "penicillin" [SC] that helps [SC] to treat [SCI] not one generation but many generations to treat [SCI] from many diseases as head and fever from its discovery in 1928 until now [LGR] [EV]. C So that [WE] can't give up from animal testing one day [CL]. C And [WE] can't afford it to happen [SCI] for any reason. C In a nut shell, the only alternative way for ensuring [SCI] the results and effects of the drug and pharmaceutical substances before applying it on human for treating [SCI] [SCI] is testing animals [COC]. C Animal testing provides many medical advances for people all over the world and saves lifes in the last few centuries [COC]. C Animal testing helps in increasing [SCI] of national incomes and enhances the development of the commercial side [COC]. C There is no options other than using animals [SCI] in experiments [CL]. C [WE] hope in the future to have many ways [SCI] to ensure the safety of drugs beside the animals use [SCI] [CL]. Essay 4: Animal testing, Hebatullah C Should animals be used in scientific researches and tests [QYN] [EFS]? C This question has been in argument as it's very controversial topic in these days society with a lot of information around it, both for and against it [SC]. C Some people believe that animal testing is very important for the evolution of science [SC] and to prevent and treat many fatal diseases as they are the best subject for these tests [SC] to do studies [SCI] on for the benefit of both humans and animals. C On the other hand, other people believe that testing on animal [SCI] is a very cruel and inhuman behavior [SC] as it exposes animals [SC] to be infected with human diseases [SCI], feel pain and lose their lives for the benefit of humans.
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C And it should be banned [EFS]. C Animal testing is very necessary, indispensable [CL]. C And it shouldn't be banned as it has a vital role in saving millions [SCI] of lives of humans and animals [SC] [COM] [EFC] [LGR] [EL]. C Millions of animals are killed every year in the name of science [EFS] [Q]. C Animal testing is so wrong [EFS] [Q]. C Animals doesn't deserve to be badly treated [SCI] or to feel pain or even to get killed [SCI] just because people believe [SC] that humans are superior to animals [SC] [Q]. C Studies have shown that the animals testing doesn't just waste animals lives [SC] [RB]. C It also waste the live of humans as animals would be infected with a disease [SC] that they would never contract in their whole life time [SC] [Q]. C And most of times those experiment which are done on animals [SC] appears at the end to be [SCI] not even relevant to human's health [Q]. C According to rowan(1997) [ASA], "When it comes to animal research, there is plenty of reason for legitimate dispute. First, one has to determine what values are being brought to the table [COM]. If one believes animals should not be used simply as means to ends, that assumption greatly restricts what animal research one is willing to accept". C However, on the other hand, these experiment on animals have saved many of humans lives as it was the main contribution [SC] in helping [SCI] the scientist to learn [SCI] more about disease and health problems to develop [SCI] the best way to treat [SCI] them without exposing human beings [SCI] to such a health risk in order to discover [SCI] and know more about a disease or health problems to develop a way [SCI] to handle [SCI] and treat them [RB] [BGR] [EL]. C Such as diabetes, experiment done on the pancreases of dogs [SCI] led to the discovery of insulin which has and still saving the lives of diabetes [SC] [EV] [W]. C The vaccines tested on animals [SCI] has reduced the occurrence of many deadly diseases
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around the world [W] [EV]. C Experiments done on dogs [SCI] had a main role in discovering [SCI] treatment for heart diseases, open heart surgery and even heart pacemaker [EFC] [W] [EV]. C Animals are poor test subjects as they are very different from human beings [SC] [EFC] [Q]. C A huge percentage of drugs' vaccines and treatment that worked on animal's recovering [SC] failed when it was tested on humans [SC] [Q]. C Animals make a bad subjects for testing [SCI] as they are non-humans [SC] [Q]. C And every species is totally different from each other biologically, physically and whole system functioning which may react [SC] differently with a drug due to different functioning animals [Q]. C And humans doesn't have the same diseases as human [Q]. C So it doesn't make sense to test [SCI] the human diseases on animal as they can't get humans diseases [SC] and have the same ways of treatment [Q]. C Nevertheless, there are no good appropriate alternatives for using animals [SCI] as [WE] can't replace testing on a whole living body system [SC] [EFC] [RB] [EL]. C As for discovering a cure for any diseases [SCI], researchers should understand how the disease is affecting the body system [SC] [COM] [EFC] [BGR] [EL]. C And for that, there can't be any alternative except a living organism which shows [SC] that animals are the best and the most appropriate testing subject [SC] as it's unethical to use humans [SC] [SCI] [EFC]. C Animals make so good research subject for many reasons as they are extremely biologically similar to human beings like in DNA and genes [SC] [BGR] [EV]. C In addition, all mammal have same organs with same way of functioning [SCI] in the presence of blood stream and nervous system [W] [EV]. C As animals are so similar to humans [SC], they biologically have many of same illness and
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diseases like humans which made it easier [SC] to be studied on [SCI] such as heart diseases, cancer and a lot of other diseases [W] [EV]. C And they have a short life cycle unlike humans which make it easier for researchers [SC] to study the symptoms, progression of the disease and the effects of treatments throughout whole life span or even through several generations [SCI] which make them most appropriate [SC] or studying long term diseases like cancer [BGR] [EL]. C In addition, researchers can get control of the environment around animals which would be impossible in humans [SC] [EFC] [BGR]. C People argues that it's cruel and very selfish [SC] to use animals [SCI] as testing subjects in laboratories [SCI] and infect them with human diseases without any mercy in order to study that disease [SCI], it's symptoms and trying to find [SCI] ways to treat it [SCI] which can't be done [SC] without hundreds of failure situation which are represented [SC] in exposing [SCI] these innocent animals to feel [SCI] pain, lonely, afraid and even lose their lives because of these tests in the name of science [Q]. C And all of that goes at the end to benefit [SCI] humans and stop their pains, illness and death by exposing animals [SCI] to all of these things instead of humans who think [SC] that they are superior to animals [SC] [EFC] [Q]. C In spite of animals themselves benefits from these tests too as they have many diseases conditions and illness similar to humans like cancer heart diseases asthma, diabetes and many other diseases [SC] [RB] [EV] [BGR]. C So as [WE] take antibiotics or when [WE] take vaccines against diseases or when [WE] receive any kind of treatment [SC], so do they [W]. C The same methods that had been done [SC] to treat [SCI] or prevent diseases in humans have saved and improved the lives of countess of animals [SC] such as vaccines, antibiotics or any other surgical procedures developed in animal [SCI] for human use [W]. C Are all now employed for the animals live longer, healthier and more comfortable lives as a result of animals testing [BCK]>
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C In addition, now in many cases, treatment have been developed specially for animals like vaccines for rabies and feline leukemia virus which prevent many animals [SC] from contracting [SCI] with any of these deadly diseases [W] [EV]. C All of these vaccine, medicines and treatment are available for animals because of animal research [BCK]. C And without it, millions of animals would be dead because of diseases with no care [EFS] [COC]. C And to prevent [SCI]this from happening [SCI], all people and even animals lovers should support animal testing [COM] [CL]. C Animal testing shouldn't be banned [COM] as it's the source of all the cures and treatments around the world [SC] which have saved millions of lives of humans and animals throughout hundreds of years [SC] as it provides an opportunity for scientists [SC] to study [SCI] many diseases to provide [SCI] treatments and vaccines for them which prevented [SC] many people and animals from contracting [SCI] with many deadly diseases [CL] [EL] [COC]. C Animals tests should be encouraged [COM] for many benefits it had provided to our society and life [SC] [CL]. Essay 5: Animal testing, Maram C Should we use animals in scientific experiments [Q] [YN] [EFS]? C According to (Fisher, 2013) who stated that [SC] ―The last decade has seen an 8 percent rise in the number of animal procedures carried out in Britain.‖(Fisher, 2013) [ASA]> C Some people are fine towards using animals in research [SCI] [EFC]. C People know that this tests that applied on animals [SCI] is very helpful for humans [SC]. C Scientists may kill and make animals suffer [SCI] for finding a way [SCI] to help [SCI] in killing all viruses [SCI] and reducing diseases especially the dangerous one‘s [EFC] [CL] [EL] [LGR].
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C Imagine [COM] unknown virus is killing people [SC] [EFC] [W]. C Theses virus is spreading in the air that we breathe [SC], killing thousands of people in our world [SCI] [EFC]. C Someday a scientist discovers a treatment that helps [SC] in killing this virus [SCI] [EFC]. C Unfortunately, this treatment is very strong on stomach and too hard to be digested [SCI] and harm the people. C Can we blame this scantest or instead we blame the people who want [SC] to ban [SCI] animal testing [Q] [YN] [CH] [BCK]? C According to some scientists, they states that they never discover a cure for hepatitis B without chimpanzees [SC], as chimps is their only hope [SC] to discover [SCI] a drug for hepatitis C [EV] [W]. C However, Some other people see that ever human has freedom [SC], choice and liberty. C Even animals have life and don‘t deserve what happened to it in scientific research [SC]. C Animal testing shouldn‘t be banned [COM] because it helps [SC] in saving life [SCI] [EFC]. C Animals have no rights as humans do [SC] [EFC] [RB]. C And animals themselves get benefit from it [EFS] [RB]. C Animal testing considered a cruel way to know [SCI] the effect of new drugs on people and to invite new ones [Q]. C People don‘t think how banning animals [SCI] would cause a series danger on humans in the next years [SC] [CH] [RB]. C People try to ban animal testing [SCI] because they want these animals [SC] to have a choice [SCI] and life without suffering [SCI] [EFC] [Q]. C However, some other people are perfectly okay with animal testing [EFS].
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C It is an important instrument to make sure [SCI] if the drug you tested [SC] is for humans uses or not [SC] [RB] [EL] [BGR]. C According to (Silverman, 2015) [ASA]‖ Animal rights persuade companies to reduce using of animals in their products in the U.S ―(Silverman, 2015)‖ [Q]. C Animals have common genetics and body organs as humans [EFS] [RB] [EL]. C This makes using them [SCI] for testing [SCI] much easier [EFC] [BGR]. C People try their best to use animals in this kind of tests [SCI] to ensure [SCI] people‘s safety [EFC] [W]. C Animal research save millions of women lives by inviting [SCI] a new cure of breast cancer tamifoxn that considered a very important cure for patients around that world [SC] [EV] [BCK]. C People who are against cancer [SC] and how it makes billions of people dying [SCI] every year should be against animal testing too [COM]. C Should people see a killed rat or a killed human [Q] [YN] [EFS] [CH] [BCK]? C Humans must fight for their existence and their own species [EFS] [COM]. C Animal testing used in many conditions as breast cancer, malaria, childhood leukemia, heart diseases, aids, diabetes, brain injury and a lot of other diseases [EV] [BCK]> C Scientists used dog pancreases in doing experiments [SCI] to discover [SCI] a cure for treating [SCI] diabetics [EFC] [EV] [BCK]. C And they discover insulin [EFS]. C These helped millions of diabetes patients around the world. C Animal research used to save several lives by inviting cures [SCI] that makes a series change in our entire life [SC] [BCK]. C If we didn‘t use animals in researches [SC], people who volunteer [SC] will be the victim for the new drugs [CL].
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C This going to be really hard for all people> C It is impossible to kill [SCI] people with innocent soul to make [SCI] other people survive only because they are rich [SC] and have money to buy drugs [SCI] [LGR] [EL]. C Animal testing used in many medical requirements> C And if there is no other way to test [SCI] the drug except for testing [SCI] these drug on animals, It is better to use [SCI] it because other people need this [SC] [EFC] [COM]. C Animal research reduce humans suffering, as god created these creatures for our comfy [SC] [W]. C And using them [SCI] is something normal to be done [SCI] by all humans [EFC] [BCK]. C People should differentiate between harming animals [SCI] and killing them without a gain, and using them in useful way [COM] [W]. C They used to make [SCI] life-saving medicines [EFC] [W]. C Even using [SCI] them in health products and cosmetics are extremely important [W]. C Women use these products about 10 times a day on their skin [EFS] [BCK] [EL]. C These products may cause a series damage for those who using them [SCI] [BCK]. C These may be a reason for skin cancer and many harmful diseases [EFS] [EV]. C Animals deserve the same rights that humans enjoy [SC] [EFC] [Q]. C They get pained to let these researches [SCI] done on them [SCI]. C According to (Silverman, 2015) [ASA]‖ Non-human didn‘t provide any social, scientific or medical benefit‖(Silverman, 2015) [Q]. C The benefit of the testing may be so useful. C But still these poor animals have no choice [EFS] [RB]. C Animals are not humans [EFS] [EL] [BGR].
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C So they don‘t have ability to live [SCI] as humans do [SC] [EFC]. C They are used in useful medical requirements [EFS] [BGR]. C Animals can express there feelings. C And they don‘t have responsibilities [EFS] [W]. C So rights are given to only for those who can be capable [SC] to know [SCI] they can be free and show their feelings [SC] [EL] [BCK]. C They are a non-human living organisms, as they are creatures [SC] that not capable to have rights [SCI] [BCK]. C To offer rights for animals [SCI], this would make lots of humans without rights, suffering million of times than those animals who were pained [SC] from testing [SCI] which will save billions of people [SC] [BCK]. C According to (Silverman, 2015) [ASA] ―animals usage in treating has increased the making of more safe drugs."(Silverman, 2015) [EV] [W]. C Some people want to give [SCI] animals rights because of what they suffer from humans hands [SC]. C It may be a really good idea [EFS] [CON]. C But gibing this animals rights [SCI] is an animal welfare [RB]. C Humans are the dominant species on the earth [EFS] [BGR]. C So they use everything available for their existence because god creates humans in the best way [SC] [EFC] [EL]. C If animals have rights [SC], all people will be vegetarians and hunting [SCI] will be like killing [SCI] an innocent person and the killer would sent to jail because of doing [SCI] these cruel thing [W] [EL].
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C In addition to not using animals [SCI] in testing [SCI], humans will be used in research and volunteers will be victims to make animals [SCI] enjoy their rights [SCI] [BGR]. C Humans have complicated organs that can‘t be identified by super modern computers [SC], as human brain is a very complicated organ [SC] [W] [EV]. C Animals have the same complicated organs as heart, lungs, liver, etc [EFS]. C Some macro organelles as DNA and RNA can‘t be tested in alternative testing [EFS] [EV]. C So using of animals is extremely important [COC]. C According to (Fisher, 2013) [ASA] ― Animal testing helped many children to live a normal life after being suffering from child leukemia‖(Fisher, 2013) [EV] [BCK]. C If rights have been given to animals and testing on them [SCI] is cruel [SC], so people who are eating animals [SC] are killers [BGR] [EV]. C And those who use them [SC] in making feathers [SCI] and this stuff will go to prison [EFC] [BGR] [EV]. C It is much better to be chosen [SCI] to test animals [SCI] as they created to be used [SCI]. C By protecting animals [SCI] from suffering [SCI], humans may lose their essential rights [EFC] [CL]. C And lots of rules on earth will be changed [EFS]. C It will be difficult for humans to defend [SCI] themselves against some animals [EFC] [LGR]. C By killing one rat [SCI], we can save billions of people around the world [EFC] [W] [EV]. C Most of animals are genetically the same as humans. C If humans are like animals [SC], how we will live on the same planet [Q] [HOW] [CH] [W]? C And it will be normal if an animal feels hungry [SC] to eat any person [SCI] in front of it as if it is a piece of steak [SCI] [W].
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C Animals get pained as they have souls and feelings [SC] as all humans do [SC] [EFC] [Q]. C Humans are different than animals in organs [EFS] [RB]. C It is difficult to use animals [SCI] are> C They make earth in balance [EFS] [Q]. C Animals themselves are getting benefit from testing [SCI] done on them [SCI] [EFC] [RB]. C Scientists may invite a cure that treats both humans and animals [SC] [EFC] [BGR]. C One animal can make a series difference in the world and save millions of humans and animals too [W]. C Should we kill a rat to save [SCI] other creatures [EFC] [Q] [YN]? C Or just we watch those who are being killed [SC] after the disease was spread all over the world [SC] [EFC] [CH] [BCK]. C (Silverman, 2015)‖ Research now done to minimize the gap between the theories in test tubes and the reality and safety‖(Silverman, 2015) [ASA] [BGR]. C Animals testing are a good guide for killing [SCI] lots of viruses that attacks animals and transfer to humans [SC] [W]. C Some of this diseases like H5N1 that affects the birds [SC] and kills millions of people around the world [EV]> C For humans, this was a disaster [EFS]. C Another virus that causes a series damage [SC] was H1N1 that affects pigs and also transferred to humans [SC] [EFC] [EV] [W]. C This virus was more complicated than the pervious one [EFS] [EL] [BCK]. C It killed millions and millions because it was an advanced level of virus [SC] that attacks animals and humans [SC] [BCK] [EL].
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C Animal testing leads to save [SCI] lives of animals themselves [EFC] [CL]. C As animals that are used in experiments for heartworm [SC], these surgeries are used on dogs and save a lot of their lives [EFC] [LGR] [EV]. C Testing done on cats for their cultivation [EV]> C And that is why the cats remains healthier [SC] and live for a long time. C These animals are being an important element to invite [SCI] cures to save [SCI] their species and the dominant specie which are humans [SC] [COC]. C These benefits of animal testing will affect all creatures and make us all live [SCI] in a healthy and happy way [EFC] [COC]. C If animal testing is banned [SC], should we use humans in testing [SCI] instead of animals [Q] [YN] [EFC] [CH] [COC]? C Testing on animals [SCI] is very important to save billions of lives in the world [SCI] [EFC] [COC]. C It leads to> C Animals are not humans [EFS]. C So they have no rights [EFS]. C They are not capable to have this [SCI] responsibly. C Humans are intelligent species and better to have rights [SCI] than animals [COC]. C Moreover, animals have the same organs as humans do [SC] [EFC]. C Humans have very complicated organs that greatest technology can‘t work on it [SC] as it is a very complex organs [SC] like human brain or heart. C Some of macro organelles as mitochondria in the cell of human body can‘t be tested by alternative tests [EFS] [EV] [COC].
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C Only animals have the same organs as humans [EFS]. C Let‘s face [SCI] the fact that God creates animals [SC] to serve humans [SCI] in order to get benefits from them [SCI] [EFC] [COC]. C People may use animals in health products [EFS] [COC]. C But it is very essential to test [SCI] this products on animals first as it may damage peoples skin [SC]. C Humans eat animals and hunt them to get [SCI] benefit from them [COC]. C But it is not essential to kill [SCI] animals for no gain [EFC] [CL]. Essay 6: Animal testing, Hagar C "There is evidence that society has decided that if sentient animals can be used to predict human response to drugs and disease, then using them is acceptable. However, such use is not scientifically tenable, as animals cannot predict human response (Greek, 2010)" [Q] [RB] [EL]. C This is a big issue as it related to the life of the both animals and humans [SC]. C There are also many different points and arguments of this topic. C The use of animals in these researches is not completely safe for them [CL]. C It may make them feel illness [SCI] and sometimes lose their lives [EFC] [LGR] [EL]. C The question is asked whether the use of the animals in the tests and the medical researches is acceptable or not [SC] [EFC]? C It is clear that the use of animals should be banned [SC] [COM] as they have right to live [SCI] [SC] [EFC] [CL] [EL] [LGR]. C They are completely different [EFS] [W]. C And they are alternative methods [EFS] [W]. C Some people believe that using animals in the researches [SCI] is morally acceptable [SC].
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C It is a logic think to use [SCI] the animals to ensure [SCI] the safety of drugs instead of people. C Actually, the animals have been created to be used [SCI] by humans in their life [Q]. C So the people have the right to use them [SCI] in the researches and medical tests to help [SCI] them in medical field and ensure the safety of the drug before using it [SCI] by the people to ensure [SCI] the complete safety of the people [Q]. C In addition, using the animals [SCI] will help the scientists to invent [SCI] the medicine and follow the effect of this drug in all stages in the animals to minimize [SCI] the after effects which can affect people [SC] badly [EFC] [Q]. C It also will help them to achieve [SCI] the most perfect therapeutic effect that can help people [SC] more and more [EFC]. C However, the animals can feel and suffer like the people [RB]. C They have emotions, thoughts, feelings [EFS] [BGR] [EL]. C So they have the right to live [SCI] like people [EFC] [W]. C This researches cause them to feel [SCI] terrible pain, fair, scared and stressed out [W]. C Not only, it also causes the death to many of them [W]. C It also affects them badly [EFS]. C Sometimes, these researches make them lose their voice [SCI], eye, nose and other important organs [EFC] [EV] [BCK]. C These animals cannot express their feelings [EFS] [BCK]. C So these cruel tests make them suffer [SCI] in silence [EFC] [EL] [BCK]. C There is no a logic reason or any right to make [SCI] these poor animals pain or die [SCI] [CL]. C These poor animals do not do anything to the people to be punished [SCI] by this cruel way [LGR].
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C Animals have been created to benefit [SCI] the people [EFC] [EL] [W]. C That is true [EFS]. C But they have been created to help [SCI] them without losing [SCI] their lives and suffering by this harmful ways [BCK]. C Moreover, the people can use them and benefit from them more in their lives not by leading [SCI] them to death [EFC]. C The death of these animals will affect the people badly as they use them in their lives [SC] a lot [EFC] [BCK]. C And they help them in a lot of things daily [EFS] [BCK]. C Animals and the people are similar in many different ways [CL]. C The both have the same organs like (lungs, gastro, heart and liver….). C Some animals have a very similar DNA of the humans' one [LGR] [EV] [Q]. C The both also expose to the same disease and illness. C Some drugs have the effect on the humans and the animals as they both are similar biologically [SC] [W] [Q]. C All these reasons encouraged the scientists to use [SCI] the animals in their tests and researches in addition, their shorter life cycle [Q]. C So they can follow the effect of the drug over all their life [EFS]. C By this particularity, they can also use and test the drug in many generation. C "The using of animals will be very effective as it will enable the scientists to do their experiments many times in the same animal. This will be more accurate to do the experiments on the human as they may be different. Using the animals also will help them to do their experiments in a wider range to ensure the effect of the drug (Hooijmans, July 2013)" [ASA] [Q].
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C Still, animals and the human beings are different in biochemistry, physiology and anatomy [RB] [EL]. C The both completely have different nature and body [BGR] [EL]. C In many conditions, the drug makes a very effective effect on the animals and treat them but failed in the human [W]. C So the poor models of the animals can mislead the researches in many times [BCK]. C It also can make the scientists ignore [SCI] many drugs as they think [SC] that they will be bad [SC] for the human as it failed on the animals [SC] [BCK]. C So the animals are poor models to be used [SCI] in these sensitive researches as what happened in the body of the human beings [SCI] is not similar [SC] to what happened in the animals' body [SCI] [COC]. C So the results that [WE] have from this tests and researches [SC] does not accurate enough to make [SCI] us directly approve this drug [SCI] and use it [COC]. C "Results of the present study indicate that both individual difference and study specific characteristics substantially influence opposition to the use of animals in medical research. Participant sex and general attitudes about the treatment of animals were both significant predictors of attitudes about animal research, regardless of the specific characteristics of the research under consideration (Henrya, 2009)" [ASA]. C The body of the human is very complex as it has sensitive systems, cells and organs [SC] [EFC]. C So [WE] cannot use the alternative methods [EFS] [Q]. C [WE] cannot see the action of the drug in a test tube or in a computer [EFS]. C Sometimes the scientists want to see [SCI] the effective of the drug in different organs and in many stages all over the body of the animal [Q]. C So some people see that the human beings still need the animals in the researches [SC].
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C In fact, the use of animals in the researches is cruel, expensive and inapplicable [RB] [EL]. C So the scientists started to find [SCI] other methods [BGR]. C The alternative method is a very effective way to be replaced [SCI] by the use [SCI] of animals in the researches. C It is more rapid, reliable, useful, cheaper, accurate and effective than using animals [SCI] [W] [EL]. C Using these methods [SCI] will encourage the scientists to minimize [SCI] the use of animals in the tests [BCK]. C It also will save the animals from the painful pain and the harmful diseases [BGR]. C In the 21 st century, there are many alternative methods [EFS] [W]. C These methods take less money and time to be done [SCI] [EFC]. C These methods can be used in the drug testing, toxicity testing and medical research [BCK]. C There are many types of these methods [EFS] [W]. C Computer modeling is one of the methods that can replace [SC] the use of animals as it is similar [SC] to the human biology [EV] [W]. C So it has accurate results [EFS] [BCK]. C And [WE] can depend on it [EFS]. C Epidermal is another accurate method as they use a similar epidermal skin of the human [SC] [EFC] [W] [EV]. C The bovine opacity and permeability test is the third method in which [WE] can use the eyes of the animals [SC] instead of using live animals [SCI] [EV] [W]. C There are other many methods that [WE] can use [SC] it instead of using [SCI] the animals [COC].
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C And it is very accurate and well developed [EFS]. C "There has been a continuous effort at EU level to find alternative approaches which avoid testing on animals wherever possible. Whenever replacement is not possible, the development of methods which use fewer animals or cause least harm to the animals is supported. This ‗Three Rs Principle‘ (replacement, reduction and refinement of animal use) is present in all relevant EU legislations (Adler, 2011)" [ASA] [EV] [BCK]. C In conclusion, the use of animals in the researches should be banned [COM] [EFS] [COC]. C It causes terrible problems not only to the animal but also to the human beings [EFS] [COC]. C The animals have the right to live [SCI] safe life without these tests as it is not completely safe [SC] and it may lead them to lose [SCI] their live [COC]. C The animals are not similar to the human as they different in the body and the data inside. C So it will be very dangerous to depend on it [SCI] [EFC] [CL]. C [WE] are not under force to use the animals [SCI] as recently they found and invent alternative methods [SC] which can replace the use of animals [SC] as it more rapid, accurate, cheaper and effective than using animals [SCI] [COC]. C So [WE] have to protect [SCI] [COM] these poor animals by banning [SCI] using it [SCI] in these cruel researches [CL]. Divorce Essay 7: Divorce, Aya C ―Instead of wiping away [Your] tears, wipe away the people who made [YOU] cry.‖ –Jack Ashton (A blogger) [ASA]. C Many couples do not think well before getting married [SCI] [EFC] [CL]. C And then they found that they cannot communicate well [SC] and they are not very happy in their marriage, and sometimes there are kids in between them [LGR]. C And the problems start not just affecting [SCI] them, but also affecting their kids [W]. C The couples have to solve [COM] [SCI] their problems and not hurting each other or their kids [BCK].
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C Or when the problems are unsolved such as cheating, abusing, lack of love, lack of trust [SC] [EV]> C Or they have just lost the quality of their relationship [EFS] []. C These problems sometimes cannot be solved [EFS] [Q]. C And many people cannot just forgive it [EFS]. C But still there are many people thinks that whatever happens between any couples [SC], they should not get divorce and they should face their problems and try to find [SCI] another solutions. C This is a bit right because, yes, people need [SC] to face [SCI] their problems, whatever it is [SC] [CL]. C But as mentioned above, there are some problems that are not worth [SC] the try in solving it [SCI] [LGR]. C In most situations, the only solution for the couple is getting divorce because everybody deserves [SC] being happy [SCI], the kids could be the victims of the marriage and because life expectations are short [SC] [CL] [LGR] [EL]. C Some people believe that couples should not think of themselves [SC] and they have to live [SCI] with their problems [COM] instead of getting divorce [SCI] because they might have kids [SC]. C And divorce will impact their kids [EFS]. C And if they don‘t have divorce [SC], will end their life> C Yes, in many situations, the married couples should not be selfish [COM] and think of themselves in getting divorce [SCI] and think in their kids [CON]. C But what if they have no kids [Q] [WHATIF] [EFS] [CH] [RB]? C Many married couples are not having kids.
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C According to a study has done by Professor Michel Jasston, there are more than 44 percent of married couples without kids are miserable and in unhappy marriage [EV] [BGR]. C These 44 percent thought that years and time could help them [SC] get through these problems [SCI] and be happy again. C Or they are just scared of not finding [SCI] another partner when they get divorce [SC] [W]. C But actually both of them, as humans, need peace of mind [EFS]. C And they deserve it [EFS] [CL]. C Peace of mind is living with no problems [SCI][EFS], living the life [SCI] [YOU] have been dreaming of [SC] and was wishing have with the one they wanted [SC] to stay [SCI] the rest of their life with [EL] [LGR]. C But couples with lots of unsolvable problems are not getting that peace of mind [EFS] [W]. C Their minds been busy thinking [SCI] of the issues they face in the place [SC] that supposed [SCI] to call home every day [SCI], or thinking of if they deserve such a life or what [SC]. C These issues and problems could lead someone to miserably> C A guy named Ahmed Salem had a wife and after 3 years of marriage the problems begin [EV] [BCK]. C And they were fighting and shouting all day long every day [EFS]. C Ahmed said ―I was starting to believe that this is the normal life I will have for the rest of my life we will keep shouting and will never stop that‖ [ASN]. C Ahmed‘s career went down because of the depression that got him [SC] [EFC]. C Then he talked to her [EFS]. C And they agreed to get divorce [SCI] [EFC]. C Now, both of them are having a better life now.
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C And she get married again. C And her relationship with Ahmed is much better [EFS]. C And they are kind of friends now [EFS]. C People who are against divorce [SC] believing that divorce is destroying the kids‘ life [SC]> C And even if there are problems in the house [SC], they better stay together because a house with a mother and father with fights is better than a house with one parent [SC]. C Yes, a house with a father and a mother is better than a house with one parent [EFS] [CON]. C But this, when there is no problems for kids [SC], its better living in a house with one parent [RB]. C And in weekend, go for the other parent‘s house [COM] than living in a house on fire [SCI] [BGR]. C Kids better raise in a good and full of love environment than living [SCI] in a house [EL]> C Both parents who are leading the house [SC] are always shouting [EFS]. C And they don‘t like each other anymore [EFS]. C In that situations, parents need to think [SCI] of their kids [W]. C Yes divorce is going to make them feel bad [SCI] [CON]. C But it will let them grow up [SCI] in a better environment without believing [SCI] that they not loved or they are the reasons of all the fights [SC] [BCK] [EL]. C Cutting edge desires of a flawless marriage are impossible, and have been cultivated by the amusement business' idea of a perfect relationship [Q]. C Individuals ought not go into marriage expecting flawlessness [SCI]; nor if they consider marriage construct singularly with respect to sentimental affection.
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C Marriage is both a union taking into account adoration [SCI] and a viable organization that, similar to all connections, has good and bad times [SC], and needs to be worked at [SCI] to make [SCI] it succeed [SCI]. C In the end maybe the right and best solutions for win-win is divorce [EFS] [CL]. C Kids will not be happy [EFS] [Q]. C But their life will be much better and safe and for the parents as well [COC]. C Parents need to think [SCI] of themselves and leave the old life if it‘s bad [SC] and try to get [SCI] another better one [EFC] [EL]. C Kids need a good safe environment to grow up in as well [SCI] [EFC] [COC]. C Getting a new better life [SCI] is always an option [EFS]. C [YOU] can throw the past and begin a better life [YOU] deserve [SC] [EFC] [COC]. Essay 8: Divorce, Dana C Divorce might be solution to end family's suffering [Q]. C Yet, it had major consequences that worth keeping it in consideration [SCI] before taking this serious decision [SCI]. C Divorce had negative impacts on health adversely, economically and on divorced partners overall social activities [CL] [LGR]. C On highlighting divorce negative impacts on children and women particularly [SCI], divorce had harmful effects on children on the long term [EFC] [CL]. C The decision to end [SCI] a family bond is something many children will not cope with easily [SC] [EFC] [LGR]. C Studies in the UK had proven 70 percent of children with a divorced family suffer from selfesteem issues [SC] [EFC] [W] [EL].
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C In addition to many of the US therapist had stated that their regular patients are psychopath children [SC] affected from their family's separation and divorce [SC] as well as divorced women suffering from deep depression [SCI] [W] [EV]. C It is doubtless divorce is a easy solution to end [SCI] conflicts between two partners while this conflicts or any problem they are facing [SC] can have alternative solution [SC] that will save the marriage [SC] Keith (2011, p.23) [ASN][CL] [LGR] [EL]. C All the religions had banned or had confirmed that divorce is a ridicules solution [SC] [CL]. C And that is a great prove that divorce ruin the partner‘s lives [SC] after the divorces as well as their children lives [LGR]. C From all the aspects, divorce is a serious decision partners can take [SC] and can have endless consequences [CL]. C And it is advisable to solve [SCI] their problems in anyway other than divorce [EFC]. C Children negative effects of divorce is a great reason to step back [SCI] from taking [SCI] such a great decision [EFC] [CL]. C Most children who had divorced families [SC] experience long lasting negative impacts [EFC] [LGR] [EL]. C Divorce increases children's risk for a variety of problems [W]. C [THEY] will not be able to face [SCI] the world normally as other children from the side of daily problems such as mates problems, bullying and other. C Several therapists, researchers, other experts had mentioned divorce serious impacts on children [EFS] [EV] [BCK]. C For instance, several school in the US had stated that 30 percent from 40 percent percentage of failures and low grades are from children‘s of a divorced families, as divorce had a great impact
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on the child concentration [SC] and made him always stressed and confused which is the reason behind the low grades [SC] Patrick(2001,p3) [ASN] [EV] [BCK]. C Divorce hurts all the members of the family, together with the kids [EFS] [W]. C Terribly young kids perceive what's happening [SC] [EFC] [BCK] [EL]. C However, the texture, the loss of one of the oldsters not being around [SCI], pain but are a few things that goes away [SC]the reminiscences keep [EL] [BCK]. C However, reminiscences don't seem to be [SCI] forever on [Your] mind [EFC]. C [THEY] solely crop up after [YOU] rely on it [SC]. C Some individual‘s cannot let alone negative feelings and emotions and keep them alive. C By doing this [SCI], [THEY] stick with it feeling assaulted [SCI], misguided and painful. C These feelings stop them from immersion on positive things and on replacement future [EL]. C Usually, if they become attentive to the vicious circle they're in [SC] [SC], or once someone else makes it clear to them, the suffering stops [EFC] [BCK]. C Parents, the parental home, the unconditional love between the oldsters are a few things kids belief in [SC] [EV] [BCK]. C The break-up will harm the self esteem of kids, particularly kids between five and ten years recent ar vulnerable jenner (2001,p34) [ASN] [BCK] [EV]. C They typically assume [THEY] caused the divorce [SC] by behaving not certain [SCI].
C The opposing opinions had mentioned that the children will have a better life [SC] when their parents separates [SC]>
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C The children will have a peaceful and comfortable life when those conflicts and problems are solved by divorce [SC] [EFC]. C The children will have the choice to pick [SCI] their favorite parent to live with [SCI]. C And that will be a great solve for the problem. C Divorce is a solution for a problem for many people [CON]. C Yet, it cannot be the best one [EFS] [RB]. C There are many alternative solutions other than divorce and much more effective and had no long term consequences as divorce [BGR] [EL]. C For instance, married couple could think wisely to keep the relationship [SCI] until [THEY] raise their children [SC] [EFC] [W]. C And then [THEY] are free to take [SCI] any decision [EFC]. CJoan Kelly, PhD, former president of the Academy of Family Mediators and prominent divorce researcher from California reports that, ―divorce is a weak solution and alternative solutions are much more desirable, for the children sake married couple could do their best to forgive and give other shots than to completely end the relationship‖ [ASN] [BCK] [EV]. C In addition, divorce had a negative impact on the divorced women [CL]. C A woman might suffer financially once divorce [LGR]> C Significantly if she is that the primary caregiver to the kids [SC] While not her husband's wage, she's going to have less cash to hide [SCI] bills and ménage expenses [EV] [W]> C The common unmarried girl has less cash than the common mate [EFS] [W].
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C And ladies do no fully get over the monetary consequences of divorce might leave women feeling [SCI] hurt, lonely and sad [BCK] [EL]> C Even though it absolutely was her option to end [SCI] the relationship [SC], she might bear the scars of the broken relationship for a protracted time. C In keeping with The short-run and Decade-Long Effects of Divorce on Women's Midlife Health [SCI], a writing revealed within the Journal of Health and Social Behavior in 2006, unmarried ladies according considerably higher psychological distress levels than married ladies within the years following the divorce [EV] [BCK]. C The stresses of being [SCI] in associate degree sad marriage might merely get replaced by completely different worries, like not having [SCI] the ability to trust [SCI] a person once more, troubled [SCI] to search out [SCI] her excellent partner or a concern of being rejected [SCI] [CL]. C In conclusion, married couples who had several conflicts and problems [SC] should find a solution for them other than divorce [COM] [EFC] [COC]. C Couples who are intending [SC] to divorce [SCI] had to stick to their religion views upon divorce as it banned and not favorable for all the religions because of its negative impacts on the family and the children [SC] [COC]. C Married couples before [THEY]think of divorce to put [SCI] an end to certain type of suffering [SC],[THEY] had to think [SCI] on divorce profound negative impacts on children [COC]. C The divorced women also will not have an ultimate great life after divorce [COC]. C She will suffer way more as life is tough in general [SC] [EFC] [CL]. Essay 9: Divorce, Esraa C Sometime, divorce can be the sole solution for the seizure of the damages [EFS] [CL].
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C The supporting of the divorce can be based on the enhancement of the need for the elimination of the rates of the emotional, psychological and the social problems, which may be resulted from the sustainability of the marriage relations [SC] [LGR] [EL]. C Divorce can be considered to be one of the most problematic cases and incidences that can be faced by the families [SC] [Q]. C For instance, the development of the relationships between the young people and the newly graduated teens can be resulting in the rise of the conflicts among the married couple. C The conflicts that can be witnessed within the marriage [SC] can result in the essentiality of the divorce solution [RB]. C The opponents of the divorce can be considering to be ineffective because of the different reasons, such as the need for the limitation of the negative impact of the divorce on the family members, the lack of the women‘s capabilities to gain [SCI] of an opportunity for second marriage, or the rise of the negative impact of the society (Klis& Jarynowski, 2012) [ASA]. C The following essay is considered to be highlighting [SCI] the main conflicting perspective about the divorce. C First, the opponents of the divorce claimed that the divorce maybe resulting in [SC] the enhancement of the negative impacts upon the family members and the limitation of the developmental capabilities for the entire family. C For instance, the studies had been focusing on the negative impact of the divorce on the declining of the emotions, psychological, and the social disorders [Q]. C These impacts can be ensuring the limited capabilities of the kids of the divorced couple to be developing [SCI] their skills and the enhancement of their capabilities to maintain [SCI] a high positioning over the society [Q]. C In addition, it can be ensured that the kids can negatively perceive the entire marriage processes [SC] based on [SCI] the negative incidence of divorce that [THEY] had been witnessing during their young ages [SC] [Q].
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C On the other hand, it can be suggested that the development of the negative impacts of the divorce can be witnessed with higher extents [SC], if the married couple remained together [SC] with the sustaining of the various problems and conflicts [RB]. C For instance, it can be suggested that the divorce can be the best option for the remaining of the respect and the good relation between the parents [SC], which would be better than the sustaining of the marriage with the loss of the respect and the mutual understanding [SC] (COONTZ, 2007) [ASN] [BGR] [EL]. C Second, another perspective that is being held by the opponents of the divorce [SC] is considered to be focusing [SCI] on the limited capabilities of the divorced women to finding the appropriate partner after the divorcing [Q]. C This concept had been focusing on the studying of the conservative societies, which consider the divorce [SC] to be [SCI] the end of the marriage life for the women [RB] [EL]. C For instance, divorced women, especially with kids, can be considered nuns, whose life would be limited [SC] to the serving> C But rather than the serving of the god [SC], the divorced women serve their kids or the society [BGR] [EV]. C This perceptive focused on the limiting of the divorce incidences for the eliminating of the suffrage that may be witnessed by the women [SC] [W]. C On the other hand, it can be claimed that the modernization of the societies and the development of the ideas of the marriage derived the societies [SC] and the social groups within the different conservative and non-conservative nations to change [SCI] their attitude toward the divorce [BGR] [EL]. C These changes led to the enhancement of the capabilities of the divorced women to be gaining [SCI] new relationships with different men, rather than their husbands (Wright, Zozula, & Wilcox, 2012) [ASA] [W] [EL]. C Further opponents of the divorce claimed that the divorces can be resulting in different negative impacts over the societies and the communities [SC], which would be based [SC] on the
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enhancement of the various approaches and the systems for the limiting of the capabilities of the social members to be able [SCI] to maintain [SCI] a high positioning for the future of their kids. C For instance, the divorce can be leading to the lack of the direction and the good examples for the kids, whose parents will be focusing on the gaining of their love with inappropriate approaches [SC] [Q] [EV]. C In addition the children of divorced parents can be lacking the uniformity and the stability within their lives, which would be resulted from the different approaches [SC] that would be seeking [SC] the spending of appropriate time for every one of the parents with the children [Q] [EL]. C In contrast, it can be suggested that the children of the divorced parents can be managed and controlled by their parents in specific pre-arranged settings [SC], which would be ensuring [SC] the rise of the qualities and the enhancement of the stability of their lives [RB]. C On the other hand, the lack of the different approaches for the enhancement of the support for the children can be resulting from the limited capabilities of the parents to be controlling [SCI] the external environmental factors upon their children, which would be holding no relation to the divorce [SC] [BGR] [EL]. C In addition, the divorced parents can be gaining consultations from the social affairs and the social services institutions, which would be focusing on the enhancement [SC] of the parents‘ awareness of the appropriate systems for the management of their relationship and the raising up of their children (AMATO& PREVITI, 2003) [ASN] [W] [EV]. C In conclusion, there had been rising of the rates of the divorces, which led the Indi duals [SC] to be gaining [SCI] awareness of the fact that the divorcing is considered [SC] to be [SCI] a normal phenomenon, which doesn‘t hold any negative meaning and definitions for the women [SC] [CL] [LGR] [EV]. C The divorce can be the best solution for the limiting of the conflicts and the negative environment, which is being witnessed by the children and the parents [SC] [COC].
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C As well as the divorce can be leading [SC] to the enhancement of the capabilities of parents to be continuing [SCI] of their lives with different partners without the destruction of the lives of their children [COC]. Essay 10: Divorce, Ibram C Human nature was originally one [EFS]. C And [WE] were full and the desire and the entire hunting called love> C [OUR] 'relationship' of affection were generally durable [EFS]. C [WE] promised to love each other forever [EFS]. C Today, however, these relationships do not work anymore [EFS]. C [THEY] end, no longer seem, what [THEY] once were [SC], what [WE] thought should be [SC]. C And [WE] break the heart and shatter [EFS]. C Half of [OUR] marriages end in divorce [EFS] [CL]. C And who knows how many other loves testing, practice and 'part-time' wrecked on the rocks [SC]. C None of us can claim to have survived [SCI] the tunnel of love and the beginning of this new millennium [EFC]. C [OUR] identity and lovers die at the same time become adult [LGR]. C There are many opinion concerning whether couple should divorce or stay together [SC]. C Divorce is not a good solution because it has negative effect on children, couples and society [SC] [EFC] [CL] [LGR] [EL]. C There are>
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C Some argue that when parents‘ divorce [SC] and both of them respect each other, their kids become more saver. C But For children, everything can be translated into a decline of both the support of both the parental control over their behavior [RB]. C And in some cases, there may be a real break with one of the parents, mainly his father, for the affective, educational and economic [BGR] [EL]> C The children with separated parents show low levels of well-being, academic performance, behavioral problems, psychological adjustment and quality of relationships with both parents [BGR] [EV]. C There were no significant differences in gender, with the exception of the behavioral problems associated with [SCI] aggression, more present in males [EFC] [W] [EV]. C There is less intimacy between mothers and children as a result of divorce [EFS] [BGR]. C Mothers worry about the immediate consequences of such an event [EFS] [W]. C Tend to move away from the child emotionally> C In relation to the father, the children show greater emotional distance, especially for the older children [EFS] [W]. C The preschool children cannot understand the reasons for the divorce of their parents [EFS] [BGR]. C First children aged [SCI] between 2 and 3 years do not express neither verbally nor in the game [W]. C Knowing that [SCI] hesitates a conflict between the parents, despite showing an emotional distress [SCI]. C Second, children aged between 4 and 5 years old [SCI] ask the feelings that parents have for one another [SC] because the parents live in two separate houses [SC], a possible reunification and their poor attendance of father [W] [EL].
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C Psycho-emotional difficulties, such as depression, tend to increase [SCI] with age, showing a peak in adolescence [SCI] [EFC] [BGR]. C Relationship difficulties with parents appear first in childhood and later in adolescence [EFS] [COC]. C Social adaptation and school is most lacking in preadolescence [EFS] [BGR]. C Divorce also leads to the long-term consequences especially when the children are challenged [SC] to design [SCI] their future (Fagan & Churchill, 2012) [ASA] [BGR]. C It is true that when couple has many problem [SC], [THEY] have to divorce [COM] [SCI] and find other person to share [SCI] their life with [CL]. C But when [WE] got married to start [SCI] a family, to acquire a social status, to gain some independence from the family of origin, or simply because at a certain age [YOU] should marry [SC]> C The social function of marriage was primarily that of procreation, the hereditary transmission of the name and assets of the family, the alliance between families [EFS] [CL]. C But today these purposes are increasingly secondary [EFS] [CL]. C In the past the couple, although living under the same roof [SCI], were living in two separate worlds [EFC]. C Their tasks were clearly distinct and mutual expectations very different from today, because the partner was viewed more as a role [SC] (husband-wife, father- mother of their children) who do not like a person [SC] [LGR] [EL]. C Except in rare cases, not felt any need to know [SCI] each other thoroughly to build an intimacy [SCI], a dialogue> C The important thing was that everyone behaved well [SC], which take place [SC] the roles that competed [SCI] [W].
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C The motivation of marriage - starting a family - placed in the second floor the partner as an individual. C Rather both were asked to give up [SCI] their individuality, assuming [THEY] had never been able to develop [SCI] a [SC], in favor of the family [W]. C There was no discussion on emotional experiences because only the woman was aware [SC] and kept it for himself or at least talked about it with close friends [W] [EL]. C The man had since childhood denied and removed their emotions and vulnerability [W]. C And not he was able to interact on such a plan (Gardner& Oswald, 2005) [EFS] [ASA]. C At the secondary school level, the children of strong families have significantly better results than their peers of divorced parents [EFS] [LGR]. C At age 13, for example, there is on average a difference of half a year in the ability to read [SCI] between the children of divorced parents than those in stable families [EV] [W]. C From another research covered in the study shows that the children of divorced couples were 26 percent more likely [SC] to abandon school [SCI] than children raised [SCI] in stable families [EV] [BCK]. C Although a divorced parent remarries [SC], this did not reduce the negative impact of divorce on the initial educational attainment of children [EFC] [BCK]. C The negative impact of divorce extends to university [EFS] [W]. C Fagan and Churchill report a study according to which only 33percent of students from divorced families take a degree [SC], compared to 40 percent of their peers from stable families [SC] which make to create [SCI] a new generation with many problem which will lead to decrease [SCI] their ability to work [SCI] (Kelly& Emery, 2003) [ASA] [EV] [BCK]. C Finally, divorce is the worst and easy solution that people make [SC] because in effect negatively in kids, couples and society [COC].
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C Couple should thinking well [COM] and know each other to be [SCI] sure of decision of marriage [CL]. Essay 11: Divorce, Omar C Egyptian woman‘s rights in Egypt, after having a divorce solution with their husbands> C According to the Egyptian law of the Islam religion (shariaa)> C First of all, before having the divorce solution between the two partners in the marriage relationship [SCI], they should know [COM] that the most disliked thing that god dislike [SC], it is the divorce solution [CL]. C So before thinking about taking [SCI] a step in the divorce solution [SCI], think [COM] about [Your] own life, how it will move on and how [Your] children are going to grow up between two divorced parents [EFC] [CL]. C Also think about [Your] own self [COM] affront of god after taking [SCI] the most disliked thing by good. C Whatever, women‘s before having the divorce solution [SCI], they should know that there are two types of divorces [SC] which are [SC] revocable divorce solution, irrevocable divorce solution. C The first type of divorce which is revocable divorce solution [SC] happen when the married couple have divorce twice [SC]. C They re-marry after one break up [EFS]. C The second type of divorce take a place when the married couple have divorced three times [SC]. C In these situation, the women is forbidden on her husband until she marry another guy [SC] and divorce him before they can be reconciled with the first husband [SC]. C The contrast between those two kinds of divorce solutions is that in the case of revocable divorce solution the husband yet has the right [SC] to come [SCI] to the house of his wife in
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order to furnish [SCI] her alongside livelihood, but merely in the sequence of her staying period [EFC]. C The husband can yet unilaterally–that is lacking her acceding to do [SCI] so [SC] – become the wife back if he decides to do [SCI] so [SC] across the staying era even if lacking her consent [SCI]. C In the eyes of the Sharia, or the regulation, the couple is yet lawfully wedded across this period [EFS]. C An irrevocable divorce solution in Egypt, in these type of divorce, the husband is forbidden from seeking out [SCI] with his old wife or visiting her at home. C He can only see her to supply her [SCI] with food and money for the children. C And they can seek out but under one condition which is for having fun [SCI] with their own child‘s [SC] or for making business but under certain rules. C And the husband cannot call the woman back as a wife [EFS]. C In both two kinds of divorce solution, the wife is entitled to get [SCI] her husband‘s personal things if he dies across the era [SC] of waiting [SCI] and waiting and waiting the period of staying [SCI] that has disparate meanings [SC] for both kinds of divorce solution. C The revocable divorce permits it to be revoked [SCI] across this period, and additionally prohibits the woman from wedding [SCI], even conversing [SCI] concerning matrimony to others is believed Haram across this period [SC]. C The irrevocable divorce solution, in coil, merely needs the woman not to wed [SCI] for three months. This is completed so that it‘s ascertained [SC] that the woman is not pregnant alongside a youngster from her ex-husband [SC]. C After knowing the difference between the irrevocable divorce solution and the revocable divorce solution [SCI] and knowing that the two types of divorce solutions are permitted by the Islam [SC], [WE] will talk on another divorce solution that is spreading in Egypt in these last few years [SC].
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C This divorce solution called kollaa> C This type of divorce is not permitted in the Islam [CL]. C And that is because when the kollaa happens [SC], one side will lose and the other will win [SC] [EFC] [LGR] [EL]. C And that is not fair to end [SCI] a holly relationship in this type of solution [EFS] [W]. C The kollaa solution happen when the wife begin [SC] to face [SCI] some problems with the husband for example, the husband begin to hit [SCI] her so hard and insulting her or making sex with her in rood ways [BCK]. C In these case, the woman goes to the court and tell them the problem so they can divorce her from her husband [SC]. C Now that‘s clear, let‘s concern ourselves with the general financial rights for women after divorce. C Conciliatory payment, the divorced women has the right to order [SCI] from her ex-husband money to get food [SCI] and another services for children [CL]. C Waiting period payment, in these waiting period, the divorced women could wait on the exhusband for the money about 3 months only. C Deferred dowry, deferred dowry is an individual and those who are managed [SC] according to the marriage contract> C Childcare, the child care is on the two ex-wife and ex-husband. C They are going to take care on the child. C So at the end, people see that the Egyptian women should take her rights [SC] but in legal ways. C And god must agree on these rules. C At the end [[WE] COULD SEE THAT] [PES] there are a lot of ways [SC] that could help the women [SC] to be divorced from her husband [SCI] without making any problems [SCI] [COC].
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Essay 12: Divorce, Mirna C Divorce is regarded as the lawful end of relationship, playing with fact there is a lot than simply the tip of any marriage [CL]. C There are many unions and many human relationships in which result in divorce today [CL]. C Shockingly that many of them result in earlier levels [CL]. C For the reason that divorce rates grow up [SC], folks are much more hesitated and strain in relation to relationship [CL]. C In this contemporary society, divorce is usually acknowledged easily [EFS] [CL]. C In addition, they identified the ideal solution with the many issues involving [SCI] married individuals. C A number of people feel that divorce just isn't the top solution [SC] regarding dealing [SCI] with issues involving married individuals [SCI] [EFC]. C And some feel that in the event that you'll find enormous issues involving just about any two married individuals , in order that they have divorce to avoid improving inside their issues. C Divorce not merely present the top on the marriage [EFS]. C But this present the truly great consequences and effects inside lifetime of divorced individuals to ensure [SCI] breakup is one of the best answer which the couples might make [SC] to end their issues [SCI]. C You'll find inappropriate and harsh effects, a great psychological, financial and mental significance [EFS] [Q]. C Lots of people presumed in which breakup just isn't the top solution regarding dealing [SCI] with the actual little difficulties involving marriage [SCI]. C It‘s time for it to arise [SCI] and to see the undeniable fact that most people restrict this [SC].
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C Any risk is a new gold coin which includes two encounters [SC] is optimistic and complete opposite> C The actual adverse a single there are many benefits throughout divorce [CL]. C Firstly, the majority of people see the divorced person's specially women that they are weak [SC] and might be taken as advantage because of this predicament and be unfaithful, nevertheless like a truth receiving breakup create anybody more powerful because it was stated prior to by their mothers in which not going to kill because it makes them more powerful. C Breakup create man or woman provides nothing at all to get rid of > C Therefore, it tends to make him or her [SCI] a less scared from long term or maybe on the marriage which create them more [SC] powerful specially while creating choices [SCI]. C As a result of breakup [WE] may discover your genuine close friends and who really [WE] can easily trim in [LGR]. C As the time soon after receiving breakup for starters, it truly is considered as a tough time and mostly divorced person's will be in major depression time [Q]. C Nevertheless in the occasion that got authentic close friends they're going to aid to go in and move through this time safely and securely [W]. C Inside relationship the vast majority of women rely on their particular partners and in addition they take their particular viewpoints throughout every little thing perhaps the actual precise ones which could make them to get rid of their self-confident [CL]. C Throughout relationship the man will be in control within this life not the ladies [LGR] C Therefore by receiving breakup, the ladies acquire their particular power to manage their life again and they'll take choices devoid of contacting any individual [LGR]. C In addition, through relationship women don‘t perform every little thing they want to except if they will create a permission using their partner.
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C Their particular lifestyles become centered throughout every little thing on the partner judgment [W] [EL]. C Nevertheless breakup acquire independency, they need to become separate to reside [BCK]. C Probably the vast majority of divorced men or women ended up married inside their first life which means that these people were even now determining their particular authentic selves and their particular persona. C Nevertheless learn soon after divorce and facing the actual relationship situations, they will not be mistaken in their next relationship [LGR] [EL]. C Lots of people don‘t believe that a lesser amount of financial affirmation just isn't the principle causes of divorced. C However, financial affirmation is required for just about any household on this planet and is also the principle causes of just about any unions devoid of dollars there isn't any lifetime [RB]. C As an example, based on Arabic film (El-Ghawas) AmerMoniub and Dalia El-Behery got divorced due to the deficit of the actual financial affirmation. (Directed by Fakher El-Din, 2006) [ASN] [BGR] [EV]. C Break up make a difference to children‘s mental affirmation [CL]. C However moms or maybe fathers no matter the young children keep (live) having whom, parents might make their work to generate their young children are in an appropriate lifetime [LGR]. C For example, considered one who live nearby obtain divorced a result of the enormous issues that transpired involving these every day and in addition they feel that their daughter damaged mentally. C Therefore, they will decided to divorce because of their daughter. C Now their particular daughter are in an appropriate lifetime and her parents treat each other folks in a polite technique looking at their particular daughter [EV] [LGR].
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C Breakup indicates the truly great consequences and impact inside lifetime on the married individuals. C Breakup is the foremost solution regarding dealing with any problem involving just about any married individuals, make a difference to [Your] children mentally along with the financial affirmation is one of the major causes of breakup. C Breakup will be the superior way of living in a comfortable life [COC]. Essay 13: Working abroad, Karim C Nowadays, taking a year out [SCI] to live [SCI] or study abroad is getting the opportunity to gain some experience [SCI] [EFC] [CL]. C In the United States country, the number of university students who study abroad [SC] increased dynamically [LGR]. C According to the American college ―154,168 American college students studied abroad from 2000 to 2001 compared to 48,483 students from 1985 to 1986'' [ASN] [EV] [W]. C For some people, especially young adults, the chance to contribute an extended time of vitality abroad is an engaging one [LGR]. C However, some people are for living abroad [SCI] [EFC]. C On the other hand, some people are against living abroad [SCI] which become increasingly popular [SC]. C Therefore, living abroad [SCI] has many disadvantages which [I] will discuss [SC] about it such as living far away from family, doesn't have a second language to interact [SCI] with other people and having money [SCI] to travel [SCI] [CL] [LGR] [EL]. C Some people claims that young people should depend on themselves without any observer [SC]. C The family won't be able to live [SCI] forever. C Someday the person will find out that he will be lonely [SC].
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C So it is better to depend [SCI] on himself early in the life in a perfect condition [Q]. C It provide the person with an opportunity to learn [SCI] how to adapt [SCI]. C But [YOU] can keep in touch while [YOU] are far away from the family [SC] by using [SCI] the internet and cell phones [EFC] [Q]. C Living far from home [SCI] is extremely helpful [EFC]. C Additionally, [WE] can be more independent [EFS]. C [WE] can learn different and specific subjects not offered [SCI] at [OUR] home country universities or organization [Q]. C In addition, once [WE] move on from college [SC], [WE] have better chances of looking [SCI] for some kind of employment outside [OUR] nation and also locally [EFC] [Q]. C It may prompt acquiring a superior compensation [SCI], and will open up the probability of movement in the event that [WE] like [SC] [EFC] [Q]. C But other people refute that family may not be able to live [SCI] [SC] while the son is far away [SC] [RB]. C They may feel depressed and more worried about the son [EFS] [BGR]. C Once the person travelled to foreign country and got in trouble [SC], he won't be able to find [SCI] any kind of person for help such as homesick or taking some advice [SCI] from any kind of issues [W] [EL]. C Also, the biggest problem is the potential lack of protection from terrorism which became more increasable in the foreign countries [SC] [W]. C So being beside the family [SCI] is more comfortable and easier for during life [W]. C Some people claims that person can learn the new language belong to the country [SC] he is traveling to it [SC] by taking courses [SCI] to before he travels [SC] to be able [SCI] to interact with people [SCI] which he can improve his language skills [SC] while interacting with [SCI]
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new people, which also help [SC] to have a chance [SCI] to know the various culture background of the people life [SCI]. C The new language helps in living abroad [SCI] to obtain [SCI] another understanding of the person legacy, culture and qualities [Q]. C Also, the person will get to be more free, independent, and self-assured as the person figure out [SC] how to explore [SCI] and live agreeably in an alternate society [Q] [EL]. C To strength leadership skills, it differ from one country to another [Q]. C So the person will learn by your second language how to work with friends in the job [SCI] or even in study and gain more experience and understanding from other people and do help in cooperating as a team [SCI] in a project or other issues. C Expand the person perspective, the person presentation to another society will permit the person to pick up [SCI] an expansive and refined perspective and diversify the person thoughts and qualities [Q]. C Accordingly, it will be simpler for the person to form [SCI] associations and work viably to handle [SCI] worldwide or multinational difficulties [Q]. C And it advance the person by emerge from other occupation competitors with the skills that must be increased [COM] [SC] through universal experience, for example, solid culturally diverse interchanges and commonality with worldwide models, laws, and regulations. C Additionally, if [YOU] ponder in a country with a rising economy [SC], [YOU] will have the ability to respond [SCI] quickly to a propelling business segment or industry [EFC] [Q]. C Other people refute that not all people are the same of kind of interacting [SC] [RB]. C Some people preferred to live [SCI] isolated from the world and talk less [EFC] [BGR]. C Also without second language in foreign country could be the feelings of being [SCI] an outsider or of being considered like an outsider [BGR].
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C Hence, [I] truly consider mix the hardest test both for an exile and the neighborhood individuals. C So without having a second language [SCI], it would be hard to meet [SCI] people to gain friends [SCI], culture background, skills and experience which will effect [SC] on [Your] study or work with no benefits [W] [EV]. C Some people claims that collecting money [SCI] can be solved by several ways [SC] [EFC]. C The person can borrow from his/her friends for a limit of time [EFS]. C Or even parents can handle his fees till graduating [SCI] if the person is traveling for studies [SC] because the certificate will be more powerful for the person future life [SC] [Q]. C In some universities they offers for high performance students with excellent grades to travel [SCI] and studies for free [Q]. C And other universities offers beside travelling and studies> C The person can work for the university to eases [SCI] the person payment [Q]. C Also, jobs have the same protocol in hiring people [SCI] [EFC]. C Insisting, thinking and working hard are the best opportunities to reach the person destination [SCI] without considering the issues [SCI] [YOU] face [SC] [Q]. C Other people refute living abroad [SCI]. C is regularly expensive [RB]> C The person needs to pay [SCI] for his/her travelling fees as well as for living cost [EL] [BGR]. C Therefore, money may turn into the most concerning issue [W]. C Consequently, it diverts our mind from studying or working [SCI] to borrow money [SCI] [EL]. C The family may not have the ability to afford [SCI] the cost of the living abroad [BCK].
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C To sum up, living abroad [SCI] became more increasable in our century and starts to faces many issue such as> C Living without family [SCI] is more difficult which makes the person [SC] taking decision [SCI] without asking the parents [SCI] [COC]. C Doesn't have a second language makes the person isolated from the foreign people and won't be able to gain [SCI] friends or even some experience and skills [COC]> C And the last one is collecting money for living abroad [SCI] is too expensive which will have to pay for the travelling fees as well as for living cost [SC] [COC]. C So my advice to avoid [SCI] living abroad [SCI] and build the future in home countries trying [SCI] to benefit [SCI] the country [CL]> Essay 14: Working abroad, Mohamed C Working is the basis of life that [WE] live today [SC], where it considered as the main the main source of livelihood and sustenance [SC] which everyone wants on the face of the earth [SC]. C Working is known for all humanity since the beginning of creation [EFS]. C So that it has a significant position and effect in people's life as it determines the human standards of living [SC], cultural, social and economic. C And the nations evaluated according the degree of importance of working. C There are two types of working, first, working in the mother land [SCI] and second working abroad the mother land [SCI]. C By decreasing [SCI] the chance for working [SCI], some people prefer working in the mother land [SCI] over working outside the mother land [SCI] [EFC]. C So that many people are against working outside the mother land [SCI], especially who working abroad [SCI].
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C Therefore, working inside the mother land [SCI] became the first choice for working [SCI] as it provides less stress, more productivity, and flexibility [SC] [EFC] [CL] [LGR] [EL]. C Some people argue that working in the mother land [SCI] causes a lot of stresses [SC] such as it need to high self-discipline to go [SCI] to the work without laziness and also difficult to separate [SCI] time of work from time of home. C For example, some people say that if [I] didn't go the work today [SC], nothing will cause [SC] as it just one day. C However, this idea cannot go further than being an immature claim [SCI] because working inside the mother land or outside it or whatever [SCI], there are obligatory dates for all workers [SC] no one can break it [SC] [RB] [BGR] [EL]. C Working inside the mother land [SCI] decrease the stresses that can result from isolation [SC] because many people feel with lonely and alienation away from the family and friends [SC] [BGR] [EL]. C With regard to the difficulty of separation the time of work from home's time, [I] THINK] [PES] that this is a very weak allegation [SC] because this related to the activity [SCI] [RB] [BGR]. C If the person have a dreams and aims hopes to achieve it [SCI] [SC], he will create a good daily calendar that it takes into accountant the balance between the time of work and home [SC] [W]. C People claim that working inside the mother land [SCI] has less productivity [SC] as some people waste time [SC] through go out with friends, family or going to visit relatives. C That may be true [EFS] [CON]. C But [[I] THINK] [PES] that must be time [SC] for working [SCI] and also time for comfort [COM] [EFC] [RB]. C If all the time work, they will feel with boring and upset [BGR]. C Also if they stay all the time [SC], they will feel with the same sense [W].
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C As a result of that, the order of time will remove the stresses [W]. C And by going to entertainment trip [SCI], they will refresh their minds and come back to their work with good sense because the good rest of the body have a great effect [SC] in working [SCI] and consequently increase the productivity [BCK] [EV]. C The General Conference of the International Labor Organization, which> C It was held in Washington at 1919 at the invitation of the United States Government, which determines the working hours [SC] which is 8 hours [SC] to give the worker more time [SCI] to rest [SCI] [EV] [BCK]. C So that this the best evidence that comfort create an important issue working and does not waste the time [EL] [BCK]. C Proponents of working inside the mother land [SCI] also assert that characterize by rigidity in the routine of the job, daily business assigned for workers and does not have the value of change and update. C Entrepreneurs in the mother land cannot afford the price of working hard [SCI] and do not give workers more features, benefits, and motivation that prompt workers [SC] to do this work in good way [SCI]. C However, this idea is just claim [RB]. C And it does not like to the right from any side. C Working in the mother land [SCI] provides and characterize with flexibility in the work, dealing with groomsmen working [SCI], and finally working with people previously known [SCI] [BGR] [EL]. C Working in mother land [SCI] also have a very big advantage which is proximity to home and family [SC] [BGR]. C If the workers have a bad condition [SC], he can apologize from the manager and go to his family to near from their parents and children or wife [W] [EV].
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C Unlike working abroad have many problems such as culture shock, traditions, rules, food, and laws that will face it [SC] if he is working outside the mother land [SC] which create depression, disorder, and other phobias [SC] [EV] [W]. C Working inside the mother land [SCI] is similar to working [SCI] in your home and save the big cost that workers will pay [SC] it if they travel to other country [SC] and has bigger security and better health than if they work in a foreign country [SC] [W]. C To conclude, working inside the mother land [SCI] look like working in your home [SC] [COC]. C And it becomes the first choice for working [SCI] as it provides many benefits [SC] such as decreasing stresses [SCI], increasing productivity, and more flexible [COC]. C The first section discussed the first advantage of working [SCI] inside the mother land which is decreasing stresses [SC] resulting from isolation from friends and family [SCI] and the difficulty of separation work time from home time [COC]. C The second section show how working [SCI] inside productivity of work and the effect of taking rest [SCI] and spend enjoyable time on the productivity of working [SCI] and the importance of the discussion take during the general Conference of the International Labor Organization, which it was held in Washington at 1919 at the invitation of the United States Government [SC] [COC]. C The third section discussed the flexibility that workers take in the mother land [SC], the advantage of being [SCI] near from home and family, and it remove stresses coming travelling and high cost of it [COC]. C Therefore, people should prefer working inside the mother land [COM] [SCI] [EFC] [CL]. Analyzed words only= 793 Essay 15: Working abroad, Khaled C 'Working abroad' is for those of [YOU] who've always wanted [SC] to get [SCI] out of [Your] chairs and go and do something else instead [EFC] [CL].
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C Every year, thousands of People wants to work abroad because it is a huge, life changing experience that should not be taken happily. C [HOW] will [YOU] settle[?] C Are [YOU] likely to get homesick[?] C Are [YOU] going alone or with friends/relatives[?] C Do [YOU] have any companions or friends out there[?] C Many people who move overseas and work abroad are so excited about the move that they forget to assess both the pros and cons of the move. C Many are shrouded by the initial excitement and forget that with every good, there is usually a bad. C Accordingly that people life abroad offers so much more and given a chance. C And other oppose and prefer serve their country. C By the mean of offering so much that the main advantage of working abroad [SCI] that people experiencing different cultures, improved communication skills and gaining good salary [CL]. C Although working and living abroad [SCI] offers for people the experiencing different cultures [SC], some people oppose and claims that working abroad does not learn the worker the new cultures of other country [SC] as people when travel abroad [SCI], they does not care for the other country culture [SC] but care for the only money. C But acquiring the knowledge to [HOW] accept culture and traditions of foreign societies, living abroad would be permit you to experience new values and habits [WHICH] are totally different of yours [RB] [BGR] [EL]. C Therefore, this will be a chance to promote your point of view for societies and accept that different point of view will make [YOU] able to gain the right knowledge [WHICH] [YOU] want [W] [EL]. C Furthermore, the knowing will of other culture makes people more open minded and able to create much more [BCK]. C Whenever, these things would makes [YOU] adhering to your most important habits and be able to change and improve [WHICH] needs to be improved, according to what you believe [BCK]. C In addition to that, if people travel abroad with children [SC], then chances are that they will attend international schools [SC] [EFC] [RB].
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C This can be a very enriching experience and extremely enhancing background for them as classes more often than not have youngsters from everywhere throughout the world [SC] [EFC] [BGR] [EL]. C This will issue them a vastly improved comprehension of different societies and will make them a world-national from the get-go and improve their awareness of other country cultural news [W] [EL]. C In on hand, some people claimed that working abroad [SCI] and living overseas has no effect on the worker or the learner language [SC] and cannot improve the communications skills as people when travel abroad and work without any basic information about language [SCI], that will not learn any new language [SC] due to the lack of the information they get [SC] while they were in the ordinary country [SC]. C In the other hand, while working abroad [SCI], you meet new people, new body language and new interesting kind of learning a second language [CL]. C For instance, chance to learn another Dialect Genuine, you won't learn another dialect in the event that you move from America to Australia [SC]. C Then again, you will even now take in the unobtrusive (and not all that inconspicuous) contrasts between the two variants of English [EFS] [EV] [LGR]. C You'll learn new slang, more interesting methods of expression and even distinctive approaches to develop sentences [SCI] [EL] [EV] [W]. C On the off chance that you move to a nation [SC] that doesn't communicate in English [SC] [SC], you're in for a shocking treat [W]. C Taking in a brief moment dialect is fun, testing and even develop > C Furthermore, once you achieve even a low level of familiarity with another dialect [SC], you'll have the capacity to speak [SCI] with thousands, if not millions of individuals who were already out of reach [SC] [BCK]. C This alone can make moving to another country [SCI] completely justified despite all the trouble [SC] [EFC] [COC].
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C There are many people who think [SC] that working abroad [SCI] is a something for escaping [SCI] from reality [SC] as they consider [SC] that they will immigrate [SC] to another country for gaining money [SCI] as they are suffering from a lot of issues and problem that face them [SC] and considered as obstacles for them to achieve [SCI] their goals [CL] [LGR] [EL]. C On the other hand, other people see that they are seeking for immigration [SC] for working in another country [SCI] for gaining money [SCI] absolutely as they have already low salaries in their current countries [SC], suffer from low self-esteem and have high living cost [CL] [LGR] [EL]. C Therefore, most of people are going to work in other different countries due to many factors. C Firstly, saving more money as just working abroad in various countries [SCI] can save money [SC] showing by rent, food and other factors [LGR]. C Secondly, some teaching away jobs do not pay a lot of money since a person who is working abroad [SC] getting unbelievable experience [SCI]> C However, by finding a way [SCI] to work [SCI] in an affordable country will save your money [EFC]. C Thirdly, a lot of people who immigrate [SC] seeking [SCI] for working abroad [SCI], making that to escape from high cost and taxes [SCI] that their current country make [SC] it while in foreign countries there is less taxes [SC] (Blackwood, 2007) [ASA] [W] [EL]. C Living abroad is an enticing open door for individuals that could prompt pick up a ton of helpful encounters and important information. C In any case, Living in a remote nation can be an experience both thrilling and overwhelming [CL]. C At the same time, it would be new experience and critical days, yet through this time of time these won't be normal days.
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C Individuals who lived far from their nations typically confront some impact, this paper plans to say the three most regular impacts of living in an outside nation that can change individuals' close to home lives. C The significant impact, furthermore an exceptionally normal one, is missing anything that helping [YOU] to remember [SCI] both [Your] family and main residence. C Living far from [Your] family now and again region [Your] consideration and makes [YOU] feel [SC] pining to go [SCI] home, particularly, when [YOU] face up some issue [SC] which [YOU] are not able to determine [SCI] [SC] and needed to whose backing. C That apparently would makes you understand [SCI] how important your family is [SC]. C Moreover, the basic things would remind [YOU] where [YOU] have a place [SC], for example, a winged animal's tune, trees blowing in the wind, dawn, smooth night, individuals' discourse, and the greater part of the group life around [YOU]. Group 4: Social networks Essay 16: Social networks, Maurine C Technology is the cornerstone for the development and progress in different aspects of life [Q]. C One of them is communication [EFS] [CL]. C Communication is being replaced by different forms of computer mediated technology as Facebook, Skype and SMS [Q]. C Calling and reaching others is becoming easier each day [EFS] [Q]. C However, it lacks emotions, facial expressions and body language [EFS] [RB]. C The world has turned to be [SCI] a small town through innovation of technology [EFC] [Q]. C Meanwhile, face to face communication helps in mutual comprehension and showing [SCI] more feelings [EFC] [RB].
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C Traditional communication is mandatory in any kind of relationship [EFS] [BGR]. C As it helps enhancing [SCI] family relations leading [SCI] to better physical contact at organizations and maintaining stronger relationships [LGR] while social media assists in spreading rumors, lack of privacy, various types of harassment, violent scenes and affecting academic performance [SC] [EFC] [W] [EV]. C Social media advocates state that contacting [SCI] others through computer mediated technology facilitates the saving of time, effort as well as money [SC] [EFC]. C According to Baruah (2012) [ASA], 125 out 140 candidates stated that social network is an essential form of communication [SC] [EFC] [EV] [Q]. C However, this form of communication is replacing any interaction between human beings, making the man [SCI] trapped [SCI] behind his screen not even interested to socialize [SCI] with the person next to him [EFC] [RB]. C As children are getting to know [SCI] new friends and engaging in new friendships [SC], they are gradually losing contact with their own family and relatives [EFC] [BGR] [EL]. C Children and adolescents are more likely to lose [SCI] their communication skills preferring [SCI] to completely hide [SCI] behind this imaginary world (Ellison, 2014) [ASA] [EFC] [EL] [W]. C In addition to the above, companies and organizations are benefiting from such technology to be [SCI] more productive [EFC] [Q]. C Social media can affect the company negatively, as employees might get frustrated about the company's strategies [SC] [EFC] [RB] . C They might start posting [SCI] comments ruining [SCI] the company's reputation and influences its value in the market (Ean, 2010) [ASA] [BGR] [EL]. C On the other hand, if the employee deals directly with the supervisor [SC], problems can be easily settled and a solution is attainable (Ean, 2010) [ASA] [EFC] [W].
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C Furthermore, social media affects relationships, as partners start getting [SCI] suspicious about each other due to over use of messages (Hertlein, K. M., andAncheta, K.,2014) [ASN] [EFC] [RB] [BGR] [EV]. C According to Lenhart (2014) [ASA], 27percent of married couples mentioned that social media affects their relationships [SC] [EFC] [EV] [W]. C These relationships are exposed to trust issues and jealousy where one partner starts [SC] to look [SCI] for an evidence of betrayal through social media (HertleinandAncheta, 2014) [ASA] [EFC] [EL] [BCK]. C Social communication supporters state that social media help [SC] in knowing new people [SCI] and opening up to new cultures [EFC]. C On the other hand, teens can misuse this opened form of internet connection [RB]. C According to Duggan (2014) [ASA], 73percent witnessed online harassment [EFS] [EV] [BGR]. C Teenagers might start using [SCI] social media in adding [SCI] unknown users to their accounts where personal information is available for everyone, as well as their photos and personal updates [SC] [EFC] (O'keeffeand Clarke, 2011) [ASA] [EV] [W]. C As a result, adolescents start getting [SCI] cyber bullied or harassed [EFC] [BCK]. C Other commence spreading rumors and fake information about these teens making public [SCI] believe it [SCI] (O'keeffeand Clarke, 2011) [ASA] [W]. C Accordingly, adolescents start feeling [SCI] depressed [SCI], isolated [RB] [ATT] [BCK]. C And sometimes its consequences reach suicide [EFS]. C Moreover, the excessive information available can be imposing, causing [SCI] others to be stressed [SCI] and jealous [EFC] [R] [RB].
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C Teenagers also are always checking their social media fearing [SCI] to miss [SCI] any of their friends activities or just to update a status about their location or activity [EV] which is still not safe [W] [SC] (Hampton, Rainie, Lu, Shin andPurcell, 2015) [ASA] [EL] [BGR]. C A study took place that people with low self esteem and self recognition are more likely [SC] to be influenced [SCI] and convinced by others opinions easily (O'keeffeand Clarke, 2011) [ASA] [EFC] [W] [EV]. C In addition, reaching others through text messages [SCI] sometimes might cause misunderstanding, as the receiver of the text might get confused [SC] [EFC] [RB][BGR] [EL]. C Misunderstanding takes place due to lack of observing [SCI] facial expressions, tone of voice and body language [EFC] (HertleinandAncheta, 2014) [ASA] [W] [EL]. C Finally, social media is affecting children and adolescents behavior [EFS] [RB]. C They are exposing them to more violent scenes [EFS] [BGR]. C These scenes make children more likely to believe [SCI] that weapons and sharp tools are a source of power [SC] [EFC] (Media violence, 2001) [ASA] [W] [EL]. C Due to the excessive exposure to social media, young people begin viewing [SCI] the world as a dangerous place where they only feel safe [SC] by carrying [SCI] a weapon or aggressively defend themselves (Media Violence, 2001) [ASA] [W]. C Also, internet users might be exposed to harassment whether at workplaces or in universities [EFS] [RB]. C Harassment has several forms either verbal by being called [SCI] names through social media, physical, psychological or sexual by referring [SCI] to victim's organs (Sweeney, Lambert, Fleetwood, Green, Hackitt, and Barber, n.d.) [ASA] [EFC] [BGR] [EV]. C Social media also has an important role in the academic performance of students [EFS] [RB]. C It was found that the more students use internet and social media [SC], they have [SC] a low academic level and study less than others who have less access to the internet [SC] ( Paul, Baker and Cochran, 2012) [ASA] [BGR] [EL].
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C To conclude, face to face communication is much better [EFS] [CL]. C Traditional communication helps in boosting [SCI] social skills and assists in the improvement of family ties by spending [SCI] more time with family members rather than being engaged [SCI] with social networks [LGR] [EL]. C In addition to the above, it helps in preventing [SCI] any misunderstanding between employees and their supervisors [EFS] [LGR]. C Furthermore, relationships are not as affected as when social media interferes [SC] [EFC]. C There is less trust issues, problems and less jealousy [LGR]. C Traditional communication is more safe for teenagers as people know only the information these adolescents [SC] want [SC] to reveal [SCI] [LGR] [EL]. C Face to face communication prevents the spending of [SCI] rumors and unnecessary information that might affect these teenagers physiologically [SC] [LGR]. C Moreover, social media users are always checking their network sites fearing [SCI] to miss [SCI] any of their friends activities or updates which sometimes may lead to low self esteem [SC] [EFC] [RB]. C Traditional communication helps detecting [SCI] real emotions and better understanding as facial expressions, body language and tone of voice can be easily detected [SC], not likely as text messages that maintain lack of clarity [SC] [LGR]. C In addition, younger children are obtaining a more aggressive behaviour due to the violent scenes that became [SC] spread all over the social media [EFC]. C Social network also assists in spreading [SCI] several forms of harassment like verbal and sexual harassment [EFC]. C Furthermore, social media is affecting the academic performance of students where they prefer [SC] chatting and checking social networks [SCI] over concentrating in classes [EFC].
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C Face to face communication is a lot better in uplifting relationships [SCI] whether family wise or with friends or romance [COC]. C Social media has it's pros and cons, by weighing [SCI] them wisely [COC]. C Social could be used but not to the extent that it affects the social skills [SC], family ties and relationships [COC]. Essay 17: Social networks, Farida C "The way [WE] communicate with others and with ourselves ultimately determines the quality of [OUR] lives" (Robbins, nd) [ASA] [CL]. C Communication is considered one of the most important factors that impacts [SC] and affects people's lives [EFC] [CL]. C Any soul in the whole world need to communicate [SCI] with souls from the same kind [EFS] [CL]. C Human beings need to communicate [SCI] with their family, friends and colleagues in school, college and work [EFS] [LGR]. C Without communication human beings thoughts, feelings and needs cannot be brought [EFS] [W]. C Recently, the issue of social media communication compared to face to face communication [SCI] is discussed widely [EFC]. C Nowadays, the huge use of social media including [SCI] Facebook, twitter and YouTube led people to what is called [SC] the social media revolution [EFC]. C This is a program to sponsor [SCI] the benefits of face-to-face gatherings and the value they accompany [SC] to the individual as well as society with its organizations [EFC]. C This program has been matured by the Convention Industry Council (CIC) [EFS]. C "Face Time, It Matters" is the title of the program (Jago Deery, n d) [ASA] [EFS].
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C Face-to-face communication allows people to use [SCI] their body language while expressing their opinions or their feelings [SCI] [EFC] [CL]. C It allows them to deliver their message clearly and avoid misunderstandings [SCI] [EFC] [LGR]. C Face to face communication helps greatly in building [SCI] strong relationships with people and protects and saves the existing ones (Alexander, 2012) [EFC] [ASA] [W]. C On the other hand, social networking keep people in touch with their family and friends mostly all the time [EFS] [Q]. C It allows those who are far away [SC] to contact any time [SCI] [Q]. C And its fixed communication afford is stimulating beneficial skills (Goff, 2009) [ASA] [Q]. C Communicating face to face with others [SCI] is the best way of communication as it strength relations between people [SC] which leads to successful social life to the whole society [SC] [BCK]. C It might seem that social networking keeps people in contact with their family and friends all the time [SC] [EFC]. C Social media sites allow people to share their daily lives with their family and friends any time from any place on earth [SCI] [EFC] [Q]. C For example, someone may visit a new different place today and take [YOU] some photos there [EFS] [Q]. C As soon as [YOU] reach a place where internet connection is available [SC] [SC], [YOU] could share [Your] photos with [Your] friends on Facebook or Instagram wherever [YOU] are [SC], as simple as that (Jackson, nd) [EFC] [ASA] [Q]. C However, body language is considered one of the most important parts of communication that comprises 50 percent or more of people's communication [SC] (Jackson, n d) [ASA] [EFC] [RB] [EV].
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C Face-to-face communication allows people to use their body language [SCI] in clarifying [SCI] their argument and convincing others with their own point of view [EFC] [BGR] [EL]. C Body language has great role on having [SCI] the last word in many tough situations [W]. C For instance, on the United States 2008's elections, President Barack Obama and John Sidney McCain were the ones with the highest chances to win [SCI] the elections [EFC] [EV] [BCK]. C Qualifications and chances that differentiated between them were mostly the same [EFS]. C Barack Obama's body language and charisma had the last word in 2008's elections [EFS]. C His smart body language allowed him to get over McCain [SCI] and to win 2008's United States elections by 52 9 percent of the American population's votes (Whiston, 2012) [ASA]. C Social media communication supporters indicates that social media communication provides benefits and beneficial skills [SC]. C Social media communication has great role in helping children [SCI] gaining technical skills [SCI] which is mostly needed nowadays in any workplace [SC] [Q]. C It helps in growing [SCI] of beliefs and concepts from the establishment of blogs and broadcasts (McElhatton, 2013) [ASA] [Q]. C Nevertheless, researches about face to face communication stated that face to face interaction is a very important factor [SC] in fulfilling psychological human beings needs [SCI] [RB]. C When people are physically connected with each other [SC], they could understand others attitude clearly which will allow them [SC] to determine [SCI] how to treat them successfully [SCI] (Novotney, 2012) [ASA] [BGR] [EV]. C People need to feel [SCI] comfortable [EFS]. C To feel comfortable [SCI], people need to feel [SCI] that their surrounding people are feeling their pain [SC] and helping and supporting them to get over their difficulties [SCI] [W] [EL].
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C People need to feel [SCI] that the closest people to their hearts including family and friends are around them all the time physically and mentally [SC] and sharing also the happiest moments with them [EFC] [BCK] [EL]. C Those researches stated that those important feelings to human beings could not be fulfilled through distant communication [SC] [EFC] (Jarrett, n d) [ASA] [CL]. C However, psychologists argued that face to face communication avoids harmful misunderstandings [SC] [EFC] [LGR]. C People may text each other explaining something with a certain mood and certain attitude [SCI] [W]. C And the receiver receive it with another completely different meaning depending on [SCI] his certain mood at that time. C Misunderstandings may lead to disasters that will may affect relations between people [SC] which will affect the whole society [SC] (Alexander, 2012) [ASA] [BCK]. C Understanding people's personality, attitude and reading their minds clearly [SCI] have a great role in building [SCI] strong relationships and friendships between people [EFC] [CL]. C Recognizing other's needs, trying to fulfill those needs and finding time for them [SCI] make people feel [SC] that they are appreciated [SC] which will lead to great benefits to relations between people [SC] (Novotney, 2012) [ASA] [CL]. C To conclude, face to face communication proved to be [SCI] the most effective way of communication that helps effectively [SC] in forming successful strong relations and friendships [SCI] needed by people [SCI] to fulfill psychological human beings needs [SCI] [COC]. C "Human interaction especially face to face interaction drives innovation and inspiration Accidental connections between leading thinkers studying different topics can unlock seemingly intractable challenges and insoluble puzzles" (Harry, 2009) [ASN]. C Face to face communication benefits strengthen bonds between people that will lead to a strong successful productive society [SC].
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C Parents and instructors should advice children [COM] to the importance of face to face interactions and direct them to value meetings [SCI] and gatherings over networking communication [COC]. Essay 18, Social networks, Amr C Large debates have been held to compare [SCI] between two essential issues in people‘s lives and stress out the pros and cons of both social media and face-to-face communication [EFC]. C Social media is a term that gathers all forms of online websites [SC] where variety of interests, ideas, information are shared [SC], where technology became advanced in the early 20th century [SC] that led to the spread of such websites [SC] till it reached the form [SC] of nowadays [EFC]. C Opponents of face-to-face communication prefer using social media [SCI] in order to save time and effort [SCI] that are exerted [SC] while travelling [SCI] abroad to attend face-to-face meetings [SCI], as they can attend virtual meetings [SC] via Skype for video conferencing [SCI] [EFC]. C However, travelling any kind of distance [SCI] might have been more successful than the ones made through social media sites [SC] [EFC] [RB]. C It has been controversial about whether social media was better than face-to-face communication or not [SC] [EFC]. C Face-to-face communication enhances the social, employment and educational aspects more than what can social media do [SC] [CL]. C Opponents of face-to-face communication assume that it does not enhance [SC] social life like what social media might do [SC] [EFC]. C They believe that social media benefits people socially [SC] as it helps shy and introverted people [SC] to interact [SCI] with people via internet through its several communication websites such as Facebook, Skype and WhatsApp Messenger as they might not have the capability [SC] to express themselves in front of others [SCI] [EFC].
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C Moreover, it is thought that one of the advantages of social media that it leads [SC] to face-toface meetings and events that are prepared and planned before [SC] via these websites> C However, there are proofs against these wrong assumptions [EFS]. C Social media affects the gathering that may take place among families, friends and even meetings of the workplace [SC] as people may get distracted [SC] by texting and chatting [SCI] on the mobile phones instead of talking [SCI] with the people they are meeting [SC] [EFC] [RB] [BGR] [EL]. C Social media as well affects people‘s relationships and causes a lot of stress that may lead [SC] to ending it up [SCI] [EFC] [BGR]. C According to Pew internet report published in Feb 9, 2012 [ASA] [SC], showed that ―15 percent of adult social network users had an experience on a social networking site that caused a friendship to end‖ (Smith, Lenhart, Rainie, 2012) [EV] [W]. C Face-to-face interactions help in constructing [SCI] relationships with quick responses that reflects the personality [SC], way of thinking and the person‘s facial expressions that clarify everything [SC] rather than the chatting rooms that hide [SC] behind it the chatter‘s character [EFC] [BGR] [EL]. C According to Forbes who conducted [SC] a survey with a number of business executives [SC], clarified that 91 percent of the respondents voted for face-to-face interactions due its ability in persuading others [SCI] [ASN] [W] [EV]. C ―Alexander, what are the advantages of face to face communication‖? C Furthermore, one of the advantages of face-to-face communication is the body language as through it, it is possible [SC] to understand [SCI] the messages conveyed [SCI] by a candidate or a customer [EFC] because the actions people do [SC] can mean [SC] a lot more than words can do [SC] [W] [EL]. C According to Borg, human communication ―consists of 93 percent body language and paralinguistic cues, while only 7percent consists of words‖ (Alexander, What are the advantages of face to face communication) [ASN] [BCK] [EV]. C Foes of face-to-face communication claim that social media helps [SC] in the enhancement of the country‘s employment cases [EFC].
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C They think that social media sites created [SC] a lot of job opportunities that helped loads of applicants [SC] to search [SCI] for what suits their needs [SC] and relevant to their studies [EFC] where there are jobs [SC] offered [SCI] while sitting [SCI] at home, providing a monthly income [SCI] [EFC]. C Nevertheless, there is a refutation for these claims [EFS]. C Employers and recruiters do not have the ability to differentiate [SCI] between the qualified applicant and the unqualified one [EFC] [RB]. C Applicants can easily deceive the job recruiters in their CVs that do not actually exist [SC] [BGR] [EL]. C Therefore these sites cannot be reliable for choosing [SCI] employees [EFC] [W]. C Moreover, social media affects the productivity of employees at their workplace [EFS] [BGR]. C ―Spending just 30 minutes a day on social media while at work would cost a 50-person company 6,500 hours of productivity a year‖ (Schepp, 2012) [ASA] [EV] [W]. C As well, the interaction between the employer and his employees is more effective than via workplace e-mails that are full of tough words, lack of appreciation and instructions [SC] [EFC] [RB]. C Proponents of social media sites argue to prove [SCI] how children‘s education is in progress due to these websites [SC] [EFC]. C They believe that children earn better grades [SC] when they use Facebook or Twitter [SC] to discuss several topics [SCI] related to education [SCI] and the assignments they are given [SC] [EFC]. C In addition, teachers resort to use [SCI] social media in order to communicate [SCI] with students outside the country either via Skype or Facebook [EFC]. C Children as well have the capability to apply online [SCI] instead of travelling [SCI] for long distances in order to know [SCI] the characteristics of the desired school or college [EFC]. C On the other hand, there are refutations for those false beliefs [EFS]. C It has been proven that students using social media sites [SCI] compared with non-users [SC] their GPA decreases about 20 percent lower, from 3 82 to 3 09 [SC] (Karpinsk Kirschner, Nov 2010) [ASN] [RB] [BGR] [EV].
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C Moreover, it was found that social media allows [SC] cheating [SCI] in assignments and online exams as there were two students [SC] being charged [SCI] with cheating [SCI] by sharing questions via Twitter [SCI] (185) [BGR] [EV]. C In addition to the inadequate relationships that occur between teachers and students [SC], where there were 179 cases [SC] about "inappropriate relationships" in the 2014 school year opened by The Texas Education Agency (Stiner, 2012) [ASA] [BGR] [EV]. C Besides, students may get rejected by colleges when admission officers check their profiles and accounts [SC] in order to make sure [SCI] that they were not doing any illegal or inappropriate activities [SC] [EFC] [BGR] [EL]. C Wrapping up, it is undoubtedly that face to face interaction is more effective than online interaction [SC] [COC]. C In addition, face to face interaction is still considered as the most efficient way to communicate [SCI] with people despite some people consider it [SC] as an old-fashioned way to interact [SCI] [CL]. C In light of the fact that face to face interaction gives [YOU] the ability to gauge one's interest and understanding [SCI] [LGR]. C Moreover, it helps in gaining [SCI] many experiences, knowledge, ideas and know how to operate [SCI] and talk in business meetings and in-class presentations as it gives people confidence [SC] [EFC] [CL]. C Furthermore, some people believe that social media is a way [SC] to waste [SCI] the time as number of researchers found [SC] that it is the main reason [SC] for ending relationships [SCI] formed among people [SCI] as everybody at this point cannot live [SC] without social media websites [COC]. C At the same time, it as well affects employees because they get busy [SC] by using [SCI] different applications whether on cell phones or any other electronic devices [EFC] [COC]. C In the final analysis, social media also have negative effects on students in the academic field where they might end up with bad grades and impolite behavior [SC] [EFC] [COC]. Essay 19: Social networks, Mahmoud
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C Social Media communications can be known for many people that it concentrates [SC] on information, basically sounding [SCI] the way people who talk to each other on the social websites [SC]. C The best thing in social media communications is that [YOU] can find a friend on online locations like Facebook, twitter, Instagram [SC] [EFC] [CL]. C And in social media communications [YOU] can be an employee to check [SCI] the profile of [Your] friend and to check if [Your] friend is hiring a new person [SC] to affect [SCI] [YOU] in [Your] job [CL]. C Social media communication is the main thing in it is that making conversations with new peoples, connecting [SCI] with the people in the whole world to know [SCI] the new traditions and cultures in few minutes [CL] [LGR] [EL]. C The best thing in social media communications is that to be convenient [SCI] to other people [CL]> C And don‘t be afraid from new things [COM] to try it [SCI], even if [YOU] are making efforts [SC] that will support [Your] life [SC]. C Controversy, however, the idea for being with social media communication or with face to face communication has caused the controversy issue. C First, Social media communications it bring people together from all the world in just seconds [CL]. C It has made it easier for society to split [SCI] into huge number of groups. C Second thing that social media communications can make free time in finding [SCI] information‘s and to exchange [SCI] it with other people from other countries in the world to know [SCI] his traditions and cultures [CL]. C And last thing on free advertising it is a non-profit organization that needs [SC] to get [SCI] the world about [Your] new upcoming business owner [CL].
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C Face to face communication is better than social media because it is the basic for people communications [SC] to each other [CL]. C And it builds new ideas that it can be creative for people [SC] to know [SCI] how to understand [SCI] it. C The technology now these days have made the communications between people became much easier than the past years [LGR]. C In face to face Communication, there is a huge public of people who connect to each other at the same time from different countries [SC] where they use marketing [SC], media, advertising [CL]. C And [YOU] must be stay [COM] on date to date to know [SCI] the new updates [LGR]. C Face to face communications it has many advantages like [WE] are ready to control the circumstance [SC] [WE]'re in [SC] when [YOU] speak to a person [SC] who is standing in front of [YOU] [SC] [Q]. C In face to face communication every point must be clear to the person [COM] who is listening to me [SC] and understood enable to move [SCI] to the next point [EL] [Q]. C However, social media with because it makes the users to be [SCI] more creative [CL]> C And they know how to verify [SCI] own opinions and quickly bring new information that help them [SC] in exchanging [SCI] some resources [LGR] [EL]. C Social media communication, it provides new ways to combine [SCI] in one group and to be in one conversation [SCI] to be controlled [SCI] and in power input [LGR]. C [YOU] can connect from anywhere in the world [EFS] [LGR]. C Social media communications it gives a message to the user to remind him [SCI] for meetings [LGR]. C And it is like a megaphone [EFS].
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C Social media communication is better than face to face communication because technology now these days will continue [SC] to be [SCI] more powerful than today [CL] [LGR]. C Websites emails, Social media on websites had made connection between them such more easily [W]. C And it will play an important role to make people [SCI] to share things [SCI] and to get much wider [SCI] to inspire new things [SCI] [BCK]. C Social media communication is better than face to face communication because [YOU] can interact with people [SC] more easily and to have the ability to talk [SCI] and to know things about them [W] [EL]. C And social media communications, [YOU] can connect from anywhere and to start [SCI] [Your] work [W]. C But face to face communication [YOU] must meet the person to do [SCI] the communication between each other and to choose a place [EL]. C But in another side maybe some peoples can use it in bad ways to affect [SCI] things in his country [Q]. C There is a large percent of users use the social media to communicate [SCI] with other peoples> C And of course the parents must be worried [COM] about how there children‘s will be poor in the grammar at the future [SC] [Q]. C And there are many sites in social media like to test speaking and to learn correct grammar [RB]> C The twitter likes to test [SCI] the people on speaking [BGR] [EV]. C But in Facebook they are making longer in some words to make [SCI] the grammar proper. C And still there is some people don‘t know how to write [SCI] properly [Q]>
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C And the shares on social media can break down the blocks that anyone at social media can share anything [SC] and at seconds all the friends can see it [CL]. C And before the social media there was a conversation to see pictures and videos online [SCI]. C But now social media isn‘t separating as some people believe [SC] [LGR]. C Finally, linking all of this together [SCI], it can be concluded that Social media communications it bring people together from all the world in just seconds [SC] [W]. C It has made it easier for society to split into huge number of groups [SCI] [BCK]. C And [WE] know that social media communications can make free [SC] time in finding information‘s [SCI] and to exchange it with other people from other countries in the world to know [SCI] his traditions and cultures [CL]. C And people can make free advertising on websites [CL]. C And it is a non-profit organization that needs [SC] to get [SCI] the world about [Your] new upcoming business owner [LGR]. C Social media communication can make good things in the whole world like ―75 percent of people around the world hear the news from social media, and so, social media is so important for people to know their news at the moment, as social media provides the news at the moment that this news happened‖ [ASN] [LGR] [EV]. C And finally ―it says that over 24 million Americans put personal information at risk by posting public sites such as social communities‖ [ASN] [Q] [EV]. C And the information is available to almost everyone who is clever enough [SC] to access [SCI] to it [EL]. C The important thing that people must be careful [COM] in putting [SCI] information that Security might be worry where people can get illegal access [SC] to a user‘s to get [SCI] information about him [Q]> C The future of social media communication looks very great [EFS] [CL].
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C But it has to contract [SCI] [COM] with the problems related with it [SCI] [Q]. Essay 20, Ahmed C Social media has been a controversial topic since it has started [SC] [EFC]. C After the globalization spread in the world [SC] and after the huge development technology, the world has been turned into small country. C The social media had appeared along with the face to face communication. C Both of their ways aim to increasing in the social relations between the people. C Face to face communication is the traditional and oldest way *to connected people with others to do [SCI] ant collective work. C The other side is social media that depends on [SC] make a connection to the internet to connected people with others. C However, social media paving the way to easy relations between people by using [SCI] sites on the internet such as facebook, twitter, instagram, youtube, whats`app and soundcloud [CL]> C This applications are work to connected people with others with easy way [LGR]. C Todays social media have a important role of the E-commerce and transform the new ideas and news speedily [CL]. C People who are support [SC] the face to face communication argue the relationships between people who use social media [SC] application> C And they think social media sites was decreased the social relations [SC] between people. C And they say social media sites is like a prison [SC] to the people who use it [SC]. C According to a important statistics published by facebook company [SCI] [ASN], there are more than 1 44 billion people on facebook each month, 800 million people on what`app each month, 700 million people on groups in MSN each month, 600 million people on messenger each month, and 300 million people on instgram each month [RB] [EV].
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C So the social media is increasing the social media each month. C The users of social media can have a hundreds of friends and thousands of followers on by using [SCI] a smart phone or normal computer [W] [EL]. C But he can have this numbers of friends and followers on his face to face communications. C For example, facebook is the biggest sites increase the relationships between people by the ability to add friends [SCI] [BCK] [EV]> C And [Your] friends can also see [Your] list friends, meaning [SCI] individuals whom [YOU] have in [Your] friends list [SC] can know each other [SC] [EL]. C And this strengthen the public relations and developed relations between friends [BCK]. C Some people argue using social media [SCI] on selling and buying processes [SCI] and think that process can enter [SC] on some theft processes. C And they say people may don‘t trust [SC] of each other. C So the marketing process on social media is unsuccessful process. C After the importance of social media increase and the number of users also increase [SC], the social media E-commerce spread and have a good position on social media websites [RB]. C According to Dell report on 2010 [ASA], the relationship between the customer and the online company is depends on the confidence [BGR] [EV]. C So the marketing sites have a huge numbers of followers [W]. C And that have to any business owners a big chance to strengthen [SCI] their business by appearing [SCI] the value of brands online by the relations between them and the customers [BCK] [EL]> C Marketing process on social media is depemds on some methods such as direct mail to book [SCI] any product as the booking rooms on hotels or plane tickets, public relation with customers and know [SCI] the customers needs to offers [SCI] to them and know the level of the products and strengthen the relation with them [W] [EV].
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C According to statistics was published by facebook company [SC], there are more than 2 million advertisers on facebook and instagram each month [AS] [EV] [BCK]. C So the advertising is considered the important step on the marketing process because that appear the advantages of products and attracts the customers [SC] to buy [SCI] the products and achieve the most profit of the this process [BCK]. C And the last step is promoting the products by using [SCI] the advertisements, use the logo, name of product, trademark, and talking about the products with customers constantly [EL] [W]. C The online company usually cover where consumers are spending their time online [SC] [EFC] [W]. C Some people who argue the social media sites [SC]and say that help people [SC] to share [SCI] the rumors and the wrong news in addition to spread the bad ideas that hurt the the children [SC] and adults and the strange ideas that target [SC] to change [SCI] the good behaviors in society> C But social media sites serves many benefits [RB]. C Social media is good way to for people to connected, spread [SCI], and sharing the ideas, information, awareness, knowledge, and news with each other by using [SCI] internet service [BGR]. C According to statistics, CNN [ASN] had published 75 percent of American people know the news [SC] by social media posts and 52percent of people know the sports news by sports pages on social media [W] [EV]. C There are millions of posts that publish every day [SC] and target to improve [SCI] the society behavior and spread to benefit [SCI] human and correct the society mistakes [W]. C According to facebook company statistics [ASN], 800 million people offered access through internet org each month. C So more millions ideas known [SCI] by one site only of the social media sites [BCK]> C There are more than method and more than sites to sharing [SCI] the ideas [W].
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C [YOU] write a post on the facebook, or write a tweet on twitter or upload photo on istagram or upload video on youtube or share a song on soundcloud [EV] [BCK]. C So social media is the widest way to sharing [SCI] the good and modern ideas [COC]. C In last year the news agency was made pages and sites on social media because the importance of social media web sites to sharing [SCI] news, ideas, and information [BCK]> C Social media world have a more benefits for users such as increasing social media [SCI], spread information, and E-commerce [CL]. C This advantages help people to live [SCI] in development life and more easy [LGR]. C So social relationships is increasing each day [W]. C And the chating sites is been inherent phenomenon in adults world with the development technology [BCK] [EL]. C Social media sites has entered in business world by made relationships with customers and built this relation on confidence in addition to make advertising and promoting the products [COC]. C So the online company cover information of sites customers are had used online [SC]. C Social media was contributed to sharing [SCI] the ideas and information speedily. C Just write a post [EFS] [COM]. C [Your] words may spin around the world by using [SCI] a simple clicks on key board [CL]. C The big news agency had used the social media and create pages and sites because they know [SC] the important of social media of sharing [SCI] the news [COC]. Essay 21: Social Networks, Omar C Ten years ago, if one met a random person on the street and ask him how many friends he had, he probably would have said from 5 to 20 friends in his life.
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C On the contrary, if an average college-age person is asked the same question today, the reply might be a hundred friend. C The definition of a ‗friend‘ has really changed on a whole new level because of the world which has become more tech-savvy and electronically connected. C Face-to-face communication does no longer stand as a real significance by the appearance of social media communication [CL]. C The revolutionary emergence of social networking technology, and the striking addiction of our culture to that broad online world where all people are linked, has narrowed down borders and gaps between different societies and ethnic groups [LGR]. C Greeting cards and letters has been overtaken by email, instant messaging, and web-cam applications like Skype and Tango [LGR] [EV]. C Computers, Cell phones, and even TV‘s are all now connected to the internet [LGR] [EV]. C Connecting to friends and dear ones who stay in different places all over the world is now instantaneous [LGR]. C There are many people who would prefer electronics over face to face communication [W]. C Queen Rania of Jordan points out "Social media are a catalyst for the advancement of everyone's rights. It's where we're reminded that we're all human and all equal. It's where people can find and fight for a cause, global or local, popular or specialized, even when there are hundreds of miles between them." [BCK] [EL]. C In this essay, the main reasons why social media has started a real positive revolution in our lives [CL] will be introduced in terms of pervasive connectivity to others, business, and research methods [LGR] [EL]. C Firstly, Social media connect people all over the world living in different distant countries [LGR].
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C Those people find it hard to interact with their relatives and friends from time to time, ask about their news or getting the chance to be closer to them regardless of how distance separates them from each other [W] [EL]. C Social communication like Facebook, Twitter, Skype….etc. enable those far living people to connect with each other by opening webcams, sharing photos or videos of their special moments, and texting each other on the spot to be able to keep in touch as if they are living at the same home [EV] [BCK] . C Just with a simple sign in click, nothing separates two persons from interacting even when great oceans are set in between. C Furthermore, many companies need special ways to market their products and services and increase the relation between the companies and their customers. C In the past, companies used to market and advertise their services in conventional ways such as newspapers, magazines and advertising banners . C At the present day, most of the marketing techniques performed by those companies are introduced through social media [CL]. C Social media help all companies to promote and sell their products and services in the most developed way (RISTOVA, M., 2014) [LGR]. C By using Internet, companies all over the world find it easier to propose their creative ideas that grab the customer‘s attention and satisfy its needs [W] [EL]. C Internet also breaks down barriers between companies and customers by making their interaction faster and smoother [W] [EL]. C According to Naylor, Lamberton, and West, by 2011 approximately 83 percent of Fortune 500 companies have been using multiple social media websites in order to connect with their consumers [EV] [BCK]. C For instance, at the moment someone opens a video on YouTube, they meet an advertisement at the beginning that force them to wait for at least 10 seconds to be able to skip it [EV] [BCK].
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C Moreover, in surfing social media websites especially Facebook, various advertising groups appear on the way [EV] [BCK]. C Lately, they seem to be highly prevailed especially those targeting women needs as well as things that offer less prices than outdoors [BCK]. C All societies are bombarded by online advertisements that seem to be carrying the mainstream of media nowadays [COC]. C Last but not least, social media is a powerful search engine for all learners [CL] . C It is a revolutionary mean for learners to create, share, and collect any piece of information around the world [EL] [LGR]. C In addition, it helps young students in their educational material as well as adults in their research studies [W] [EL]. C To illustrate this, students examine social media websites to make surveys and statistics about people‘s interests and social tendencies [BCK] [EV]. C In addition, they together form closed groups in order to brainstorm their ideas, study, revise, share lectures and negotiate around their learning objectives [EV]. C An article reports how journalists consolidate online research material into the thorough research process, how they manage to access such search engines, and how highly progressed their competences are in using such online aiding methods [LGR]. C Observation of 235 journalists from newspaper, radio, television and online media platforms come up with the data base . C To this is added a written survey of 601 journalists and the participation of 48 journalists in an experiment [EV] [W] . C The observation phase showed that journalists exploit computer-aided research tools more considerably but for shorter periods than classical, non-computer-aided research tools [W] .
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C However, search engines, especially Google, has a very effective way for those who usually search for information [LGR]. C To conclude, it is becoming extensively clear that social networking has taken a major part of our daily routine [CL]. C As technology advances, people become more socially capable [LGR]. C Companies mainly depend on social networking in promoting their products [LGR]. C And students enhance their learning capacities and research methods [LGR]. C However, the overuse of social media can make one look clumsy and inadequate [Q]. C Therefore it is essential to set limitations and restrictions concerning the use of Internet. C By this way, one can lead a more balanced social lifestyle. C In addition, looking for other sources of entertainment that can help in enhancing one‘s own skills and abilities is an essential element of living better [Q]. C As well as enjoying the beauty of nature such as exercising, drawing, singing or whatever the hobbies one find oneself in [Q] [EL]. C It is important that one learn to please oneself with sharing real beautiful moments away from sharing them with the whole world [Q]. C People do not actually need to capture their favorite meal and instantly upload it on Instagram so they can gain the largest number of likes [EV]. C What is more useful is how much they really enjoy the moment away from anything else. Group 5: Cutting Trees Essay 22: Cutting Tress, Ahmed C ―What is the good of your stars and trees, your sunrise and the wind, if they do not enter into our daily lives [QRHET] [QWHAT]?
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C As said by E M Foster [ASN] [SC], trees are one of the most important and clean sources of wood, paper and glue and many others [EFS] [CL]. C Cutting trees [SCI] is when people cut it in their property or area for their own look and the shape of their property [SC] [EFC]. C There are many arguments over where trees should be taken down or not [SC] because of taking out oxygen from the air or a bad view [SCI]. C Cutting trees [SCI] should be done in many cases [COM] such as when sick trees are yet to come [SC] [SCI] [CL] [LGR]. C Offers job for people who are responsible for cutting trees [SC] [SCI] [LGR]> C And one of the most important use of cutting trees [SCI] is further development, which is the use of the sources of the trees [SC] [EFC] [LGR].
C Kindly, the removal or cutting trees nowadays provide oxygen for our world, homes for birds, some shades for forests [Q]. C So animals can survive [EFS]. C Trees are important for our environment because it increases earth life [SC], it purifies the air for human beings to breath [SCI] [EFC]. C Therefore, sick trees may spread unwanted microorganisms which may deliver diseases [SC] to the surrounding environment [EFC] [W]. C The government should use the deserts [COM] to grow up trees there [SCI] and return them to forests instead of deserts to avoid [SCI] delivering diseases [SCI] and stay safe [EFC] [LGR]. C By removing all that forests [SCI], society can build many investments like hospitals, factories, schools and public institutions [LGR]. C So it will be more useful for people to have many schools for their children [SCI], to learn [SCI] and to get well educated, factories and companies to work in [SCI], public institutions that
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could help citizens [SC] to have more beneficial aspects [SCI] which helps our society as well [SC] [EL] [W]. C Cutting trees could free up a lot of space [EFS] [LGR]. C The world could feed 35 billion people (the earth‘s current population is seven billion) if only the productivity of agriculture and livestock in the developing world were brought to developed country standards, he said ―Mozambique could feed all of Africa if it just increased its productivity to that of the Netherlands [EV] [LGR]. C Proponents of cutting trees claim that trees are useful for our lives [SC] [EFC]. C Trees have such beneficial examples such as they absorb oxygen [SC] and release Carbon Dioxide [Q]. C And trees provide an attractive landscape which make the environment [SC] looks beautiful [SCI] [Q]. C Cutting trees offers jobs for people who are responsible [SC] for cutting trees [SCI] because nowadays the amount of the employees has increased in many countries [SC] and people are tired of that because every family dreams [SC] of having [SCI] a good life by having a safe living and a monthly budget [SCI] which offers them all what they need [SC] [SC] [RB] [BGR] [EL]. C On the other side that animals will lose their homes and will be in more danger if the society cut trees [SC] and remove forests from the environment [SC] [Q]. C Society can move them to the zoo like the other animals who are living in the zoo [SC] [RB]. C And it will be an advantage point because they will look after them [SC] [EFC] [BGR] [EL]. C There is no safer place than the zoo for animals [EFS] [W]. C So their life will not be in danger like the forests in our environments [EFS] [EL].
C [YOU] cannot cut human skin to use it for clothes [SCI] [EFC] [BCK] [EV].
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C People who are against cutting trees [SC] claim that cutting trees for further development [SCI] is totally false [SC] because they are considered a being with a soul exactly like humans [SC] [EFC]. C Trees should be taken down in some certain cases [COM] for further development because trees are one of the most clean source of wood in the whole universe [SC] [EFC]. C What else can [YOU] get wood from [QWHAT] [QRHET]? C A study by Tony Gamble in 2005 [ASA] shows that the rest area was reduced globally by 60,000 square km per year (about the size of Ireland) While it‘s impossible to get an exact count, at a rate of 50K to 100K trees per square km, this equates to 3 to 6 billion trees per year. C Trees are one of the most important source of paper which is used for further development [SC] [EFC]. C A research by Schilden [ASN] shows that The United States produced about 20,700,000 tons of this paper last year, which by my reckoning (see below) takes 55 to 110 million trees, which shows that the united states main source of paper is all depended on trees [SC] because they do not have any other source of paper in their land [SC]. C Trees are also used for one of the most important tool nowadays which is the glue [SC]. C A study by Sam martin in 2008 [ASA] states that if [YOU] consider that each person in the United States uses 749 pounds 340kg of paper every year adding up to a whopping 187 billion pounds 85 billion kg per year for the entire population.
C In other words, trees have many advantages by absorbing oxygen and releasing carbon dioxide [SCI], making a good view, producing fruits and food. C But the government should cut a big amount of them [COM] to use their sources [SCI] and aim for further development. C Moreover, in certain cases, trees have to be taken down [COM] [SCI] because of covering space [SCI] which could be used for further development [SC] and building institutions [SCI] to help human beings [SCI] have a better social living [SCI].
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C In the end, trees are really important for our lives, health and industry [EFS]. C But they need to be taken down [SCI] in certain cases because of being sick [SCI] or for further development for a better world [EFC]. Essay 23: Cutting trees, Hassan C Cutting trees or Deforestation should be considered illegal in the whole world [EFS] [CL]. C The process is the gradual removal of the green areas or the stand of trees to use them in other fields [SCI]. C Some people favor the process [EFS]. C And others oppose it [EFS]. C Deforestation is mainly caused by greed, bad agricultural practices and government neglect [EFS] [CL]. C People should find a cure for their greed and alternatives for the deforestation as the trees are the main source of oxygen [COM] [LGR] [EL] [EFC]. C Also they are considered home for many animals [LGR] [EL] [EFS]. C They support the soil and prevent the rainforests from occurring [SCI], protect the soil [LGR] [EL]. C And also they keep the atmosphere clean by absorbing harmful gases [SCI] leaving the universe with suitable percentages of gases [SCI] [EFC] [EL] [LGR]. C People who favor the process [SC] claim that the tree structure contains a lot of useful components [SC] and that they are essential for the manufacturing of a lot of useful tools like raw materials , papers , wood , glue and a lot of chemical substance [EFC] [EV]. C They support their claims by stating [SCI] that they could save a patient [SC] who is in a dangerous situation by giving him some chemical substance [SCI] that was extracted from trees [SC], and that the lives of the human beings are much more important than that of trees or plants. C Furthermore, the population is increasing day by day and that after 150 years, people will not be able to live on planet earth [SCI] any more without serious alternatives [Q]. C And the trees that will be removed [SC] will leave a huge space for the governments to build factories and companies [SCI] that will give the chance of creating a lot of work opportunities [SCI] [SC] [Q].
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C Therefore, deforestation might in a way or another solve the unemployment issue that is considered nowadays a major problem [SC] that affects a lot of people all around the world [SC] [Q]. C By removing the trees or the green areas [SCI], the governments will be able to build [SCI] larger roads to make trade and transportation much easier [SCI], therefore creating a more convenient environment for the residents [SCI] [EFC] [Q]. C That will not only benefit the trading process but in fact will decrease the risk of road accidents, solve the traffic congestion in many places and might enhance the driving process making it more easier and fluent [SCI] to drive from a place to another by shorter roads [SCI] that will be constructed [SC] instead of the forest or the green area [EFC] [Q]. C Deforestation also means that the forests will be converted into an agriculture field [SC] or a productive land that supplies the human beings with a better quality [SC] and much more amount of food that will be planted or produced [SC] to solve the starving issue [SCI] that in fact put some nations in a huge risk [SC] [EFC] [Q]. C So from a certain point of view cutting down trees will in fact benefits the mankind and will result in a better lifestyle for many people and will solve a lot of problems that a lot of nations face these days [SC] [Q]. C On the other hand, deforestation is considered by many as the source of atmospheric and agriculture problems as cutting trees is the second anthropogenic source of carbon dioxide gas [SC] after fossil fuel combustion, a gas that affects the atmosphere and cause greenhouse effect and other unwanted universal problems [SC] [CL] [EL]. C Also trees are the main source of oxygen gas on the planet [EFS] [CL]. C And without oxygen 97% of the creatures will be dead in few days [LGR] [EFS] [EV]. C Experts found that a ―mature large leafy tree produces amount of oxygen gas in 10 days as 100 adults breathe in a whole season‖ Nix, S. (2003) [ASN] [EV] [W]. C And in fact deforestation reduces the amount of trees and will lead eventually to the lack of oxygen gas on the planet or decreasing the percentage of the gas in the atmosphere which will leave the people in a bad situation [SC] as there is no other alternatives for producing oxygen gas [SCI] with the same amount or percentages that the plants produce [SC] [EL] [BCK]. C Furthermore, trees don‘t only produce oxygen [EFS].
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C But they also absorb away ‖Carbon dioxide "co2", carbon monoxide "Co3 "and Nitrogen "N2" gases‖ leaving the atmosphere clean and fresh for the creatures to breathe [SCI] [BCK] [EFC]. C Actually god created the universe with a perfect symmetrical way for the people and other creatures to live and survive [SCI] [CL]. C And human beings should not interfere and establish any changes on the natural system [EFS] [LGR] [COM]. C In fact trees are considered home for a lot of animals where they sleep and hide away from wild animals [SC], and reproduce to survive [SCI] and not to be extent [EFC] [W] [EV]. C They also feed on the fruits that are gained from the naturally planted trees [SC] [W]. C And by cutting the trees down or removing the forests [SCI], people will leave these animals homeless and unsecured [EFC] [BCK]. C Not all the animals could live inside the cities [EFS]. C So they searched for a safe quiet place to live in [SCI] far away from the population and noise of cities and towns [BCK] [EL]. C Most of the people who favor the process [SC] did so because of the need of papers. C So as a win-win situation , a company named ―repap‖ – paper spelled backward – stated that they found a way [SC] to convert stone into papers [SCI] [RB] [EV] [EFC]. C And that the results are even better than the papers manufactured from the leaves of the trees [SCI], Ponce, D (2013, February 25) [EFC]. C Also people who oppose this process [SC] think that the reforesting process is practically an impossible solution or not productive enough [SC] as a tree will take time [SC] to be mature enough [SCI] to produce the needed amount of oxygen for the people and the creatures [SCI] to respire [SCI] [EFC] [RB] [EL] [BGR]. C Tees will not be in the same natural amounts that would be suitable enough for the animals [SC] to live on [SCI] [W]. C So they see the only result is to stop [SC] [SCI] cutting down trees [SCI] and search for alternatives [COC]. C Finally some people favor the process [EFS]. C And others oppose it [EFS]. C But the governments must establish a law to protect the plants, trees and forests [SCI] [EFC] [CL] [COM].
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C Trees are also living creatures [EFS] [CL]. C They breathe, reproduce and feed like us [EFS] [LGR] [EL]. C And they must have the right to live [SCI] [EFC] [W] [COM]. C People should find another alternatives to solve their problems [SCI] [CL] [COM]. C Other than removing the forests [SCI], governments could start invading the deserts and the large hills that nobody benefits from [SC] or live in these areas [CL]. C They could revise the company ―repap‖ method of stone papers and apply it to save mother nature [SCI] Palladino, V. (2013, February 26) [COC].
Essay 24: Cutting trees, Taha C Cutting down trees [SCI] is an important issue to discuss [SCI] [EFC] [CL]. CAccording to United Nations' Food and Agriculture Organization (FAO) an estimated 18 million acres of forest is being eliminated yearly [EFS] [EV] [LGR]. C So far, half of the globe‘s tropical forests have been destructed [EFS] [LGR]. C Cutting down trees has been practiced throughout the history for an example the Continental United States‘ Indigenous forest has been almost fully cleared out since 1600. C However, a lot do argue whether it endangers our planet [SC] or it is benefiting our advancement and survival. C Though cutting down forests [SCI] cause soil erosion and climate change [Q]> C But [WE] still need to harvest timber to create commercial items such as paper, furniture and homes [RB] [EL] [BGR]. C Soil erosion as defined by Trees for the Future Organisation [ASN]as the wearing away of the topsoil. C According to Stand for Trees organisation deforestation [ASN] is one of the main causes for a soil erosion, as trees act as a main fixture for the soil [SC], as the soil can easily wash [SC] or blow away without the presences of the tree‘s roots [Q].
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C A lot of claims state that Haiti last crisis is caused due to soil erosion [SC], as at extreme levels of erosion, the surrounding area can be flooded and witness landslide issues [SC] [EV] [Q]. C Added to that, erosion can somehow directly affect the surrounding population‘ life quality [Q]. C As stated by the Greenpeace organisation [ASN] [SC], slit can enter the lakes, streams and other water sources and may cause pollution [EFC], added to that, various reports of corrupted farming soils due to the soil erosion [Q] [EV]. C Soil erosion is clearly a serious dangerous hazard [EFS] [Q]. C However, deforestation is monitored by the government, which will not simply allow temper harvesting [SC] to reach [SCI] the level of causing soil erosion [SCI] [RB]. C Illegal logging is considered to be a crime [SCI] [EFC] [BGR]. C And its penalties are rather crucial and serious [EFS]. C In the past few years, the world has witnessed a major change in its climate [EFS] [Q]. C Deforestation is considered to be [SCI] one of the main causes [EFC]. C And according to a creditable resource within the Lasell College in Newton, Massachusetts [ASN], the No 1 problem caused by deforestation is the impact on the global carbon cycle [EV] [Q]. C Trees does contribute majorly in protecting [SCI] the climate as they are one of the main natural resources [SC] that store the most famous greenhouse gas carbon dioxide [EFC] [Q] [EL]. C As per the Environmental Protection Agency (EPA) [ASN] about 82 percent of the greenhouse gases is accounted alone for carbon dioxide [EFS] [EV]. C Cutting down of trees [SCI] does not only contribute to a lower the amount of carbon stored, it also releases carbon dioxide into the air [Q] [EV]. C This is because when trees die, they release the stored carbon dioxide [EL].
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C Carbon dioxide is not the only greenhouse gas known. C But also water vapour is accounted as well. C According to Trees for the Future organisation [ASN] ―unsustainable logging can lead to a disordered the exchange of water vapour and carbon dioxide between the atmosphere and the terrestrial land surface is the biggest concern with regard to the climate system‖ [EV]. C Moreover, deforestation has impacted the natural weather and the current climate change through its effects on the vapour flow. C It is undeniable that deforestation can cause climate change [SC]. C It is a fact [EFS]. C But is logging really does contribute significantly to our climate change conditions [QYN] [QRHET] [CH] [RB]? C According to most climate scientist, global warming is the main cause for the current climate change [WE] are witnessing [SC] [EFC] [BGR]. C According to Nasa (2015), the greenhouse effect is basically the a cloud of gasses that does not allow the escape of the heat [SC] within our atmosphere [EV]. C Greenhouse gases cannot be mainly caused by logging [SCI] [W]. C There are rather more dangerous causes that needs more attention [SC] than harvesting temper [SCI] [BCK]. C Highlighting [SCI] on logging [SCI] as a main cause of the greenhouse effects is not reasonable compared to the emissions of the factories and car exhaustion of carbon dioxide rates [SCI] [EFC] [BGR] [EV]. C Harvesting temper [SCI] is a necessary need for the advancement of the mankind especially that our population is in a constant increase [SC] which will surely increase the demand on the consumable goods [SC] that their primary source is temper [SC] such as furniture, houses and a couple of a hundred products [EFC] [LGR] [EL] [EV].
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C Logging [SCI] is a monitored process that cannot be easily violated [SC] [EFC] [W]. C Though in the past few years harvesting rates has increased but still in sustainable rates [SC], planting trees surely [SCI] takes a rather long period [EFC] [Q]. C There are great efforts exerted by the world‘s governments to resolve [SCI] the bad effects that could be associated [SC] through logging [SCI] [W]. C Logging [SCI] does not only supply us with temper [EFC]. C But it clears out pieces of land that can be used [SC] for farming [SCI], roads expansions and urbanizing [BGR] [EV]. C Logging [SCI] is not a greedy process as people may actually thing [BGR]. C It surely is if it is being violated [SC] [W]. C However, it is done for the greater good [EFS]. C Our current demands depend mainly on primary and energy resources [EFS]. C And temper does serve those quite efficiently [EFS] [BGR]. C [WE] have reached a rather advanced and complicated level of organic technology that can fasten the growth rate of trees [SC] [EFC] [BGR] [EL]. C This will surely contribute in the growth of the forests that were harvested once again [SC] [W]. C Not only the same the amount of temper but could even be better wood through studying [SCI] the previously logged wood and enhance its properties [W]. C Our population is growing daily [EFS]. C And therefore, some see that it is necessary [SC] to cut down forests [SCI] for survival purposes despite that the globe consumed almost half of the world‘s tropical forests [SC] [EFC] [CL].
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C There are a lot of different global organisations that stand [SC] against cutting down trees [SCI] [EFC]. C Opposing logging [SCI] [SCI] is not a solution [EFC] [LGR]. C These organisations need to work [SCI] together with the logging companies to obtain [SCI] the most reasonable resolution to proceed [SCI] with consuming [SCI] these essential primary resources without letting [SCI] our beautiful forests vanish [SCI] [EFC] [CL] [LGR] [EL]. C Wood is the world‘s most essential need [EFS] [CL]. C [WE] cannot simply live without logging [SCI] [EFC] [COC]. Essay 25: Cutting trees, Youssef C [YOU] do not have to be [SCI] an environmental psychologist to know [SCI] that plants look stunning [SC] [EFC]. C From the prehistoric people till now, all people use trees and plants in their life otherwise in food or in raw materials [CL]. C As there are trees gives us fruits and many other food as rice and raw materials as wood, paper and glue [LGR] [EV]. C Nowadays many people arguing whether trees could be cut or not as there are many people [SC] see that trees should not be cut [SC] because it has many advantages in our life [SC] while many other people see that trees should be cut for people use and there benefits [SC] and to take from them what people need in their life [SC]. C However, trees should not be cut [COM] because they aid in reducing [SCI] [SC] the global worming [CL] [LGR] [EL]. C Even what [WE] are going to get from cutting them [SCI] [QWHAT] [CH]? C They make a marvelous view [EFS] [LGR] [EL]. C And they reduces stress and create a feeling of well being [LGR] [EL].
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C Even if [WE] want their place for any other use [SC], also, cutting trees [SCI] would harm the soil and affect the coming trees [EFS] [LGR]. C First of all, people who claim [SC] that trees should be cut [SC] see that it must happen [SC] as [WE] take wood from it [SC], papers and food. C So [WE] use trees in eating [SCI] and in many raw materials [EFC] [Q]. C Nevertheless, this is totally wrong as [WE] can use any other raw materials instead of wood [SC] [EFC] [RB]. C And also [WE] can get papers from many other ways [EFS] [EV] [BGR]. C Ecology Global Network, (2010) [ASA] stated that manufactures are recycling wastes [SC] and use small amount of trees to reduce [SCI] the number of trees cut [SCI] to make papers [SCI] and recycling efforts around the world recovered [SCI] about 110 million tons, or 43 percent, of all paper used [SCI] [W] [EV]. C Trees help in reducing [SCI] the global worming and which will increase the temperature [LGR]. C Not only they absorb the carbon dioxide found [SCI] in the air [EFS] [W] [EL]. C But also they produce oxygen which people need [SC] to leave [SCI]. C If people sustained in cutting [SCI] trees [SC], the temperature will be enhanced [EFC] [BCK]. C And most of people do not stand the hot weather. C Consequently, cutting trees [SCI] will make a batch of troubles in people‘s existence [EFS] [CL]. C So it is not a must to cut trees [SCI] to get [SCI] anything [EFC] [LGR]. C [WE] can surrogate these things with other things or to reduce the amount taken [SCI] as trees has also many advantages to us [SC] [W]. C Secondly, people who admit logging [SC] [SCI] believe that trees should be cut [SC] to use their places in any other beneficial thing [SCI] [EFC]. C For elaboration, people can build houses or factories in the areas of trees [EFS] [Q].
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C So it would be more favorable to the people [EFS]. C Subsequently, there will be more workers [EFS] [Q]. C And number of redundancy diminishes [EFS] [Q]. C However, trees are found in the places which people leave [SC] [RB]. C So when factories is build nearby to people [SC], this will cause many harms to people as the factories produces many hazardous gases [SC] [RB] [EL]. C According to Ecology Global Network,(2010) [ASA], factory farming accounts for 37% of methane (CH4) emission, which has more than 20 times the global warming [SC] [BGR] [EV]. C So factories must be built in deserts or places [COM] which do not have people [SC] live in [W] [EL]> C In addition, the idea of building houses as an alternative of trees is appalling as these will amplify the amount of people in this region [SC] which will have many other tribulations as traffic or the ability for scattering diseases effortlessly [SC] [SCI] [EFC] [BGR] [EL]. C Also, trees and plants make a stunning view in any place and craft a sensation of well being, relaxation [BGR]. C And people use their gloom to sit [SCI] under and to keep away from the hot sun heat which will cause a superior mood [SC] [W] [EV]. C According to the BBC, (2014) [ASA], ―people living in greener urban areas [SCI] were displaying fewer signs of depression or anxiety” [EFC] [W] [EV]. C Therefore, trees reduce stress and depression which is healthier for people [SC] [EFC] [W]. C Thus, trees have encouraging effects on the surrounding people [EFS] [BCK]. C Trees should not be cut [COM] because all of these reasons declared [SCI] and many other agricultural reasons [CL] [LGR].
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C For explanation, cutting trees [SCI] has pessimistic influences on the soil as it makes the soil feebler [SC] [LGR] [EL]. C According to the Conserve Energy Future, (2010) [ASA], because of the tree‘s shades the soil keeps moist [EFS] [W] [EV]. C Otherwise, if people persistent in cutting trees [SCI], the soil will be bared to the sun light which will make it arid [SC] [BCK] [EL]. C Consequently, it will not be able to lodge [SCI] a tree in this mud [EFC] [BCK]. C Also the trees play an essential task in raining [SCI] as they absorb a huge amount of water [SC] by the help of their roots [LGR] [EL]. C Consequently, when these trees are cut down [SC], the water stored [SCI] will be spread which will cause floods [SC] [EFC] [W]. C In addition, these trees are place to many creatures to live in [SCI] as species of animals and birds [CL]. C Due to enormous cutting down [SCI] of trees, a range of species of animals are mislaid [LGR]. C Their territory will be vanished [EFS] [W]. C And they will be compulsory for them to budge [SCI] to new spot [EL]. C Some of them are pressed to extinction [W]. C Thus the world will lose many species of animals and trees [COC]. C There is a simple solution to evade these problems as to charily administer forest wealth by eliminating clear removing to make convinced that forest environments remain integral the cutting that does occur should be fair by planting of adequate little trees to substitute the older ones cut in any specified forests [CL] [EL]. C The number of new tree plantations is rising each year, but their total still equals a petite proportion of the earth‘s forested land [RB].
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C To sum up, cutting trees [SCI] is not a solution to gut [SCI] our requirements of life, while there are many other sources of these desires [SC] [EFC] [CL]. C Moreover, trees have a critical role in our life that one should save them [SC] for his beneficial and to get their goods [COC]> C Thus, cutting trees [SCI] should be banned [COM] or at least reduced to keep [SCI] talking their essential supplies [CL]. C Therefore, cutting trees [SCI] will harm the environment in global warming, affect the beauty of the place, will affect in agriculture [COC]. C And many species will be in risky of extinction [COC]. C So people should stop cutting these trees [COM] [SCI] to avoid their unenthusiastic effects [SCI] which will harm the world and the community living in [CL]. Group 6: Death penalty Essay 26: Death penaly, Abdulrahman C Is the capital punishment the best solution to inhibit crimes [SCI] [QYN]? C Should [WE] sympathize with the criminal or should [WE] execute them [ QYN] [EFS]? C The death penalty is applied to criminals who commit horrendous crimes [SC] that will make the judge [SC] sentence them to death [SCI]. C According to (Reggie, n.d, Para.1) the first death sentence historically recorded [SCI] occurred in 16th Century BC [ASN] [EFC] [EV]. C According to Amnesty International ―In 2014, at least 22 countries around the world carried out executions‖ [ASN] [EV]. C The capital punishment is a controversial issue to talk about [SCI] [EFS]. C From one hand, some crimes are abominable that the criminal should be executed [COM] [SC] and sentenced to death.
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C On the other hand, there are some mistakes that can be made by the judge system [SC], which send the criminals to death [SC], although the convict does not deserve it [SC]. C The capital punishment should not be applied [COM] because the death penalty costs too much [SC], cruel and worse than life imprisonment [CL] [LGR] [EL]. C Some people think that the death penalty does not cost too much for the country [SC]. C They believe that by hanging the criminal [SCI], they can reuse the rope [SC] for hanging [SCI] another criminal. C Moreover, they also think that the life imprisonment costs more [SC] because the convict will need food, bed and electricity [SC]. C However, the death penalty is more expensive than life imprisonment because the death penalty is a complicated process [SC] that takes a lot of money and time [SC] to ensure [SCI] that there is no errors [SC] or mistakes in the judge system [RB] [BGR] [EL]. C According to (Chammah, 2014) ―study out of Kansas reported that a death row prisoner costs $49,380 to house per year whereas a general population prisoner costs $24,690‖ [ASN] [W] [EV]. C Moreover, the robe which hangs the convict [SC] cannot be reused again because it is sanctuary [SC], and the process of hanging costs a lot of money [W] [EV]. C The executioner himself will take money to execute [SCI] the criminal [W]. C According to death penalty focus (n.d.) [ASA], California could save $1 billion over five years by replacing [SCI] the death penalty with permanent imprisonment (para.3) [BCK] [EV]. C So people who think [SC] that the death penalty is more expensive than life in prison [SC]> C This is not true [EFS] [COC]. C However, the death penalty is much more expensive. C Some people think that the death row is not always cruel [SC].
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C There are many ways which are less painful [SC] and fast in killing the criminal [SCI] as using lethal injection [SCI] [EFC]. C According to (Greenemeier, 2010) [ASN] ‖Sodium thiopental was chosen to render the person deeply unconscious and unable to feel the paralysis brought on by the pancuronium bromide, which causes the person to lose the ability to breathe‖(para.10) [ASN] [Q]. C However, the death penalty is always cruel and painful [RB]. C The lethal injection cause another type of pain, the pain of not breathing [SCI] [BGR] [EL]. C This is the worst thing that anyone can feel [SC] [W]. C Also this lethal injection kills the person from inside [EFS] [BCK]. C But he cannot express his pain because it makes him deeply unconscious [SC] [EFC] [EL]. C According to Human Rights Watch (2006) (p.24), ―the three drugs steps make the prisoner at a high exposure to pain and suffering. If he is not properly asleep, he will wake up paralyzed by the pancuronium bromide and he will experience choking when he is not able to breathe. If the anesthesia remains insufficient, he will feel excruciating pain from the potassium chloride. (vol. 18)‖ [ASN] [BCK] [EV]. C Moreover, there are also many harmful ways to execute [SCI] the lethal injection not always used [SCI] [BCK]. C And it does not take place in all countries [EFS]. C The most common used ways are hanging up, electrocution and shooting [EFS] [EV] [BCK]. C Those are painful [EFS]. C So the capital punishment is always cruel [EFS] [COC]. C Life in prison is much better than the death penalty [CL]. C When the judge system executes the criminal [SC], they think that the potential murders will be deterred [SC] [EFC].
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C On the contrary, the potential murders do not think like that [EFS] [RB]. C They kill their victim the moment they think [SC] they might be caught [SC] [EFC] [BGR]. C Sending the criminals to death [SCI] will not help anything but increasing the crime rate [SCI] [EFC] [W]. C Murders should receive life imprisonment because there is a chance [SC] that the criminal is innocent [SC] [COM] [EFC] [RB] [BGR] [EL]. C If the judge system just sentenced him to death [SC], the criminal or his lawyer will not have time enough to prove [SCI] that the murder is innocent [SC] [W] [EV]. C Moreover the life imprisonment gives to the criminal a chance to be a better person [SCI] [W]. C Many criminals who received life imprisonment instead of capital punishment [SC] are better persons now [EFC] [BCK]. C And they changed their attitude [EFS]. Essay 27: Death penalty, Ahmed C Murders are committed night and day all over the world [EFS] [CL]. C Governments tried to enforce [SCI] variety of solutions to reduce crimes [SCI] such as capital punishment or as people know it [SC] as death penalty [EFC] [LGR]. C There was about 1,730 people who were sentenced [SC] to die [SCI] using capital punishment [SCI] in 2012 in 56 different areas [EFC] [EV] [W]. C This was alleviated from year 2011when about 1,930 individuals were sentenced to death in 65 different areas all over the world [SC] [EFC] (the guardian,2012) [ASA] [EV]. C These statistics made death penalty very strong debatable topic that has been deprecated [SC] by many collectives of people and supported by others. C The defenders of capital punishment use several stimulants to convince [SCI] others of the vital role of it in the community [EFC].
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C However, researches and numbers illustrate the opposite [RB]. C Capital punishment is considered the deadly pullet when it get connected [SC] with deterring crimes, attaining justice and saving the money of the country [SCI] [CL] [LGR] [EL]. C The difficult mission of providing safety [SCI] depends on the country [EFC] [W]. C And by giving life [SCI] to death penalty, crimes rates should decrease [COM] obviously as people who support capital punishment [SC] believe [SC]. C Actually, the reason is convincing [EFS] [CON]. C Killers terror to execution equals less crimes committed [SCI] as researches done [SCI] by Professor Stephen K. Layson from North Carolina University in 1985 which strengthen this theory [SC] [CON] [EV]> C He stated that for each single execution 18 murders are prevented [SC] [EFC] [EV]. C Moreover, shrinking the time [SCI] that is spent in the death row [SC] will help to increase [SCI] its effectiveness in lowering murders [EFC] (Muhlhausen,2007) [ASA]. C This may make one believe [SCI] that capital punishment may actually protect innocent lives [SC] [EFC]. C However, huge section of murderers think that death penalty is the free ticket [SC] to shut down [SCI] their suffering and agony from other sentences as life time jail or as many people know it [SC] as "The hell on earth" [EFC] [RB] [EV]. C In addition, even if rof facing death, no crystal clear proof was found that killers may think about [SC] what they do and the consequences of the crime [SC] before doing it [SCI] as the majority of crimes happen in the rage of the moment [SC] (Amnesty, 2011) [ASA] [RB] [EL]. C Moreover, areas that do not have capital punishment [SC] as a retribution turn to have equal or less murders [SCI] and crime percentages than areas that have capital punishment as a retribution [SC], as a survey in 2008 which performed by 600 police officers in the United States done by R.T.S of Washington [SCI], DC [ASN] showed that [SC] there are variety of efficient solution [SC] to decrease crime rates [SCI] according to the police officers that can be added [SC] to the
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community such as raising up numbers of police forces in the streets [SCI], banning guns in the streets and controlling drugs abuse [BGR] [EV]. C An eye for an eye, so the most horrible crimes must be treated with the maximum extremely imaginable punishment (Andersen,1983) [COM] [EFS] [ASA]. C Many people who are defending [SC] and supporting death penalty claim that putting killers to death [SCI] will ensure satisfaction of victims family [SC] who will not need [SC] to be [SCI] afraid of the apparentness of this killer into the community again which will ensure a massive relief for them [SC]. C They also mentioned Mary Heidcamp [EFS]. C A young girl saw her mother get murdered [SCI], showed her disappointment to her mother's killer sentence when he was put in jail for 25 years [SC] in lieu of facing [SCI] capital punishment (Goldberg, 2003) [ASA] [Q] [EV]. C Yet, ensuring satisfaction to victims family [SCI] is just a fiction and fable according to Doctor Speiegel, who is an alienist at University of Stanford [SC] [RB]. C He said that capital punishment cannot provide self relief [SC] and will cause more troubles like the symptoms of critical stress [BGR] [EL]. C In addition, the punishment itself was created just to penalize only the most dangerous criminals [SCI] for their most cruel actions [EFC] [BGR] [EL]. C Those criminals who do crimes as a result of the hole in their souls [SC] which makes them [SC] unaware for their actions should not be sentenced for their attitude [COM] as they will not able [SC] to protect themselves [SCI] or supply good protection for themselves [EFC] [BGR] [EL]. C Thus, death penalty will not be a justice provider as some people believe [SC] [EFC] [BGR]. C Also to be mentioned [SCI], John Ferguson, a patient who was personated as paranoid schizophrenic [SC], had some visual illuminations about himself being [SCI] "The gods son" [EFC] [EV] [W].
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C And he was sentenced to death to protect the society [SCI] and provide justice worldwide [EFC]. C Ferguson was killed in 1977 due to his murdering crimes [EFS] (Associated Press, 2013) [ASN]. C Sentences are substantially not about the needs of the victims' families [EFS] [CL]. C The toughness of the punishment must be equal to cruelty of the crimes committed [SCI] [COM], also to the circumstances of the criminals in each different case (Gold, 2012) [ASA] [LGR]. C Money can buy many things that people want [SC] [EFC]. C But there are a lot of things that are very precious and priceless such as family, love, kindness, friends and even justice [SC] [EFC]. C So if spending money can achieve justice [SC] even if it will be small percent [SC], it will be worth to spend it [SCI] to obtain [SCI] one of the most precious treasures that cannot be easily obtained [SC] [EFC] [RB]. C People who supports death penalty punishment [SC] deem it as inexpensive method to punish [SCI] offenders than other ways of punishments like life time prison where governments spends much more money on prisoners [SC] instead of cutting [SCI] their heads off. C However, statistics and studies demonstrate the reverse [EFS] [RB]. C The cost of death penalty is higher than the cost of life in prisons which is contrary to the expectation [SC] [EFC] [BGR] [EL]. C In fact death penalty form huge Weight and burden on tax payers backs (Liptak, 2007) [ASA] [EFS] [W] [EL]. C More than one million dollars is the cost of death penalty as an upshot of many obstacles like trails and jury draft [EFS] [EV] [BCK].
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C In addition, capital punishment costs people who pay taxes [SC] an 90 million dollars yearly in California state (High value of death row, 2008) [EFC] [ASA] [EV]. C Moreover, according to North Carolina office of indigent, 59,000 dollars is the cost of the defense in a capital punishment case which is greater than the cost of defense in normal case [SC] which is 14,000 [SC] approximately [EFC] [EV] [BCK]. C All these statistics leave only one question [EFS]. C How can poor people who can barely live their single day [SC] afford the costs of the defense in such cases [QHOW] [EFC] [CH] [RB]? C Definitely they cannot [EFS]. C Thus capital punishment is not the most efficient weapon that can ensure 100 percent justice [SC] as there will not be equality for all society's layers [SC] and will make the situation worse [EFC] [BGR]. C To sum up, achieving complete justice [SCI] is not a piece of cake as many people claim [SC] [EFC] [COC]. C And capital punishment just make the hole get wider [SCI] as it does not achieve the fair judgment to each person in the community [SC], and failed to control [SCI] or reducing crimes as researches and numbers showed [SC] [EFC] [COC]. C Death penalty succeeded in one thing which is increasing the amount of money [SC] spent [SCI] on trials and raised the financial burden over the society's back [CL] [EL] [LGR]. C By implementing death penalty [SCI], a lot of guiltless lives will be gone with the wind and lost forever [EFC] [CL]. C And to keep in mind, dead cannot back to life again. C So it be useless to increase [SCI] their numbers [CL]. Essay 28: Death penalty, Bassil C Is it right to take [SCI] another‘s man‘s life [EFC][QYN]?
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C Is the death penalty the best answer [QYN]? C Is killing a murderer [SCI] makes us a murderer like him [QYN]? C The death penalty is sentenced when a person commits a crime [SC] [EFC]. C And that person‘s punishment is by executing [SCI] him [EFC]. C According to the Death Penalty Information Center (n d) ―The first established death penalty laws date as far back as the Eighteenth Century B C in the Code of King Hammaurabi of Babylon, which codified the death penalty for 25 different crimes (para1) [ASA] [EV]. C Also, according to Amnesty International (2015) [ASA], 99 countries have banned the capital punishment for every crime [EFS] [EV]. C The death penalty is a debatable issue. C It has been a controversial issue for decades [EFS]. C Whether the death penalty should be allowed or should it be banned and uses a different punishment for the criminals [QWHETHER]? C And it is a heated topic to talk [SCI] about [EFC]. C The death penalty should be banned [COM] because the death penalty is not cruel [SC], worse than prison and crime rate [CL] [LGR] [EL]. C First of all, most people claim that the death penalty is not always cruel [SC] like for example, using lethal injection. C Sodium thiopental was picked to make [SCI] the person deeply unconscious and unable to feel [SCI] the paralysis brought on by pancuronium bromide, which will make the person [SC] to be unable [SCI] to breathe [SCI] (Greenemeier, 2010, para 10) [ASN] [EV] [Q]. C Moreover, it will make the criminal not be able to feel [SCI] any pain [Q]. C However, how can making a person deeply unconscious and unable to know [SCI] what is happening [SC] to him and be being unable to breathe [SCI] make it not cruel [SCI] [QHOW] [CH] [RB]? C And let us not forget [SCI] about all the other death equipment that are used [SC] that are cruel and painful [SC] like gas chamber, electrocution or hanging and many more [EFC] [RB]. C In addition, according to Human Rights Watch (2006) (p 24) [ASA], the three drug steps make the prisoner at a high risk of pain and suffering [EFS] [BGR] [EV]. C If he is not properly asleep [SC], he will wake up when is paralyzed [SC] by the pancuronium bromide and he will experience choking when he is not able to breathe [SC] [SCI] [W] [EV].
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C If the anesthesia remains insufficient [SC], he will feel excruciating pain from the potassium chloride (vol 18) [ASN]. C So does a person deserve to die [SCI] in a brutal and barbaric way like this [QYN] [EFC] [CH] [BCK]? C There should be justice for a person [COM] instead of sentencing [SCI] him to death [EFC] [CL]. C Therefore, most people say that death equipment such as lethal injection is not cruel and not painful [SC] [EFC]. C However, putting drugs into a person [SCI] to make him [SCI] not knowing [SCI] what is happening to him [SC] and then not being able to breathe [SCI] is cruel and inhumane [EFC] [RB] [EL]. C Secondly, people say that the death penalty is worse [SC] than sentencing [SCI] a criminal to life imprisonment because people are afraid of death [SC] rather than have [SCI] fear of going [SCI] to prison. C However, this is not true [EFS] [RB]. C Criminals fear going [SCI] to prison because his prison inmates can beat him [SC], torture him or maybe worse [EFC] [BGR] [EL]. C And it will be for the rest of his life [EFS] [W]. C Moreover, he will know that he have no hope [SC] of getting out [SCI] [BCK]. C But sentencing a criminal [SCI] to death will be fast [EFS] [BGR]. C Also, some of prisoners can be sentenced to life without parole and then turn out to be [SCI] innocents and can be set free [BGR]. C So how can [WE] sentence people to death when they are innocent [SC] [QHOW] [EFC] [CH] [W]? C After sentencing to death [SCI], there is no going back, no second chances [BCK] [EL]. C According to American Civil Liberties Union of Northern California, (n d) [ASA] ―More than 200 innocent men and women have been freed from prison in California after it was discovered that they were wrongfully convicted, three of them were sentenced to die for crimes they did not commit [EV] [BCK]. C People say that sentencing a criminal to death [SCI] is worse than putting him to jail [SCI] [SC] [EFC].
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C However, not all prisoners are guilty [EFS] [RB]. C Some can be innocent [EFS]. C And it will be unfair to sentence him [SCI] to death [EFS] [BGR]. C And that is injustice. C Prison give the criminal a chance to see [SCI] if he is innocent or not [SC] instead of rushing [SCI] to conclusion [W]. C Finally, the death penalty does not stop criminal behavior because criminals do not think of the result [SC] before doing the crime [SCI] [COC]. C They only do it due to passion for crime or becoming [SCI] under the influence [LGR] [EL]> C They do not think of what will happen in a state of mind [SC]. C And they do not think if it is right or not [SC] [EFC]. C According to ABC News, (2015) [ASA] ―Professor Fagan, who appeared as an expert witness for Mr Chan and Mr Sukumaran in an unsuccessful appeal in 2007, said there was "no credible scientific evidence that the death penalty deters criminal behavior"‖ [EV] [W]. C So it is proven that the death penalty have no effect [SC] of the rate of crime, and does not decrease the rate [COC]. C So the death penalty should not be used [COM] because it does not change the crime rate [SC] or stop a criminal. C Also most criminals are not in their mental state [EFS] [LGR]. C And they do not consider if it will benefits them or not [SC] [W]. C To sum up, the death penalty should be banned [COM] because some people say that [SC] some death penalties are not cruel [SC] and not painless like using lethal injection [SCI]. C However it is proven that using lethal injection [SCI] is cruel and painful because the body will feel suffocation [SC] and excoriating pain until he dies [SC] which is inhumane [SC] and injustice for a person to die [SCI] in such a way [COC]. C Moreover, most people believe that death penalty is better than prison [SC] because criminal fear death [SC] more than going to prison [SCI]. C But this not true because people afraid of prison more than dying [SCI] [COC]. C And in prison, inmates can beat him up or kill him [EFS]. C Moreover, putting a criminal to prison [SCI] is better than sentencing him [SCI] to death because he may probably be innocent [SC] [EFC].
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C And he may have the chance to be set free [SCI] than killing him [SCI] and regret it later [EFC]. C Also, people say that the death penalty will make the murder [SC] and crime rate decrease [SCI]. C And it was proven that it was false opinion [SC] because some criminals have passion for crime [SC] or under the influence or mentally ill [COC]. C So they do not think about the consequence [EFS]. C And the crime and murder rate does not stop. C However, 99 countries banned the death penalty and using other options [EV]. C And the more years passes by, the more countries will also consider banning [SCI] the use of death penalty and make the world a better place to live [SCI] in [CL].
Essay 29: Death penalty, Seif C Nowadays, some people talk about the death penalty. C Have [YOU] thought [QYN] [EFS]? C Is it fair to execute someone [SCI] to protect society [SCI] [QYN] [EFC] [CH]? C Death penalty decision to execute someone [SCI] is really hard [CL]. C That is made by the judge> C There has to be strong evidence [COM] [EFS] [LGR]. C And have committed a very violence crime to have [SCI] the right to speak [SCI] of the word execute [LGR]> C Although death penalty was made to let [SCI] the criminal think [SCI] twice before committing [SCI] any Violence crime [SC], some people say that people death penalty is cruel punishment [SC]. C And it is not differentiating between us as good people and criminals [EFS].
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C And it‘s an inaccurate punishment as the judge could kill innocent people [SC] according to Olivia H ―murder is wrong‖ 1 [ASN] [EFC]. C Other people see that death penalty is a good law [SC] that brings justice between criminals and good [SC]. C However, this kind of punishment is unfair [EFS] [RB]. C Beside, it is cruel [BGR]. C It is an unsafe [BGR]> C Even with all technology and DNA tests, there has to be a mistake [COM] [EFS]. C And murder innocents people causing [SCI] shock to the family victim [W] [EL]> C It is rude to kill them [SCI] with tortures [BGR]. C The death penalty punishment is increasing the crimes percentage not decreasing it [BGR]. C First of all, some people say that Capital punishment brings justice [SC] [EFC]. C Besides, there are many innocent people died [SCI] injustice [RB]. C Although with high technology, DNA tests, witness, Psychological facts about the criminal, there will be a risk and percentage of getting [SCI] wrong results and murder a wrong guy [BGR] [EL]. C For instance, in 20 June 2000 Gary graham [ASN] died injustice because of the court didn‘t call for the witnesses in the crime scene [SC] [W] [EV]. C So he died within the high security level for not killing innocent people [SCI] [EFC] []. C Also, according to Andrew cohen [ASN] ―Carlos DeLuna was put to death in December 1989 for a murder in Corpus Christi. But he didn't commit the crime [EV] [W]. C So there are many people executed [SCI] injustice [COC]. C And it affects their families [EFS] [LGR].
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C According to article by Rachel King (2006) [ASN]―it turns the family over each other as each member in the family has different feelings towards the execution‖ 294 [EV] [W]. C Moreover, family members affected psychologically by inflicted trauma [W] [EV]> C According to CNAPD [ASN], Dr. Gail whose brother in law executed [SCI]> C He said ―I have many years of experience treating individuals suffering from the effects of trauma. From a professional standpoint, there is simply no doubt that the death penalty is injurious to the family members of murder victims. It forces people to continually re-live the murder of their loved one for years. In keeping the traumatic event ‗front and center‘ the judicial system re-traumatizes and re-victimizes the very people it seeks to assist [EV] [BCK]. C So the execution not only brings nightmares and problems to the family but also can murder innocent people [EFS] [COC]. C Some people say that they want to put [SCI] execution law in all the countries around the world [SC] [EFC]. C So it will decrease the number of crimes and let the criminal think [SCI] twice [EFC]. C In fact, most of the countries that has death penalty [SC]> C They have the crimes more than in other countries [RB]. C According to death penalty information center murder, an analysis and calculations made by David copper in 2011 [ASA] [EFS]. C Rate in death penalty state in 2009 was 5 26 while murder rate in non death penalty state was 3.90 [SC] [EFC] [BGR] [EV]. C Furthermore, most of the crimes are done while they are drunk [SC] or any type of reason makes [SC] the criminal in an Unconsciousness [W] [EL]. C In addition to that, an article by John R lott [ASN], a study has been made that execution increases the crime rate [SC] [EV] [W].
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C For example ―if fewer criminals were arrested and imprisoned for stealing radios from cars, executions per prisoner inexplicably implies that the risks to committing murder increases‖ [BCK] [EL]. C So crimes increases with death penalty [COC]. C And there are people still refuse to believe [SCI] this> C Capital punishment is not the solution to decrease [SCI] crime and bring justice [EFS]. C Finally, sadly death penalty exists in many different ways [EFS]. C And there are many of them are Torturing [CL]> C Judge not only ordering to murdering [SCI] them but also torturing [EL] [LGR]. C And there are many ways of execution like for instance, the rack [EFS] [EV] [EV]. C It‘s a type of execution by torturing [SCI] [EFC]. C This torture device was made out of a wooden table with two ropes fixed [SCI] to the victim‘s hands and legs [EFC]. C Once the victim was bound and placed on top of the rack [SC], the torturer would proceed to turn [SCI] the handle [EFC]. C Then, the victim would be stretched till his limbs is isolated from his body [SC] [EFC]. C And according to the pros and cons (2014) [ASA], they used gas chamber for execution [EFS] [EV]. C It releases gas which stops oxygen in brain [SC] [EFC]. C And it takes time [EFS]. C So it‘s kind of torture [EFS]. C It is rude punishment to human rights [BCK]. C [YOU] cannot torture a human [EFS].
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C Either [YOU] kill him in a blink of an eye or just send him to jail [COM] [EFS]. C But killing this person by torture [SCI] is an unethical way and rude to humanity [EFC]. C This kind of execution makes the judge and execution law is worse than the criminal himself [CL]> C If he killed someone with a gun for example [SC], the criminal did not torture the victim [EFC] [LGR]. C But [WHY] [WE] kill him in such a shameless way [QWHY] [EFS] [CH] [W]? C Bottom line, capital punishment will not reduce the crime and will affect the family‘s victim members [EFS] [COC]. C Even with high technology to reduce [SCI] the risk of killing [SCI] innocent people, there is still people die in vain [COC]. C And most annoying thing is the killing methods which is torture [SC] [EFC] [COC]. C This rule is useless [EFS]. C It is not helping the society [EFS] [LGR]. C It is destroying it with many ways. C Not only increasing crimes but also families destroying their relationship with each other by this rule> C Moreover, this rule kills guilty people [EFS] [COC]. C And some maybe died by misery [EFS]. C To conclude, this rule has to be eliminated completely from all the countries and stay with prisons [EFS] [CL]. C keeping a criminal [SCI] imprisoned [SCI] between four walls with high security away from society is the safest and honorable thing can be done for [SC] not only the criminal but also for the society [CL].
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Essay 30: Social networking, Lamis C [WE] are in the 21st century [EFS]. C And people are still imprisoned with the social networking sites [EFS]. C Facebook, instagram, twitter, and so many more websites are the talk of the year [EFS]. C Social networking sites joins people together upon studying professions, or to get back good old days with friends [EFS]. C However, the question that asks itself is [SC] can social network replace face to face communication [QYN]? C Face to face communication should dominate social networking [COM] since it will increase trust [SC] when meeting people face to face [SCI], reduce obesity rates [CL] [LGR] [EL]. C And it will boost confidence in people [EFS] [LGR]. C People claim that social networking allows us [SC] to get the chance [SCI] to meet [SCI] new people [EFC]. C However, people take the chance [EFS] [RB]. C And they could be whoever they want [SC] to be [SCI] behind the screens [EFC] [EL]. C [WE] have to be careful with our phones and computers [COM] and should not trust anyone [COM] who starts a conversation [SC] [EFC] [BGR]. C There should be privacy [COM] whether in accessing the photos [SCI], or having personal information being shown to strangers [SCI] [EFC] [W] [EV]. C In addition to that, some people might be naïve enough to trust a stranger for one main reason [WHICH] is the lack in family trust [BCK] [EL]. C In order to gain this trust [SCI], a gathering should be done every week or every vacation [EFC] [BCK].
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C Family is supposed to be [SCI] the first exit from troubles where [YOU] could forget all [Your] fears [SC] and forget it with a hug or with words that would calm [YOU] down [SC] [EFC] [BCK] [EL]. C In addition to that, Facebook users had to manage inappropriate or annoying content, being bullied, lack of privacy and control, social comparison and jealousy [RB] [EV]. C The results showed that although Facebook users often experience negative feedbacks and feeling, they feel pressured to access the site frequently due to the fear of missing out and to keep up with relationship maintenance demands [RB] [EL] [BGR]. C Some users reported privacy violations due to the Facebook‘s visibility, connectivity, and persistence [W]. C This means that Facebook users feel insecure when dealing with people afraid of their privacy [BCK]. C Also, worried that upon stating their opinion in something, people might oppose them and might not have mutual opinion [W] [EL]. C This however might cause conflicts which might lead to friendship loss [BCK]. C So, nowadays people just post normal topics afraid that another friend might be lost [BCK]. C People declare that the rise of obesity is due to fast food [SC] [EFC]. C However, a new study found that the more the people use social media such as Facebook or twitter [SC], the more they tend to neglect [SCI] their physical health and activity [EFC] [CL] [EL]. C They do not give their body the right to be rejuvenated [SCI] [EFC] [EL] [LGR]. C Researchers studied this relation after surveying [SCI] 350 college students and compared the time they use on the internet [SC] and the time they go for a walk or do any activity that is beneficial to their body [SC] [EFC] [EV] [W]. C In addition to that, everything nowadays is done via social networking sites [EFS].
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C So it had helped people to stay [SCI] at their house [EFC] [W]. C [YOU] miss [Your] friend and want to meet [SCI] [EV] [BCK]. C Here is Skype [EFS]. C [YOU] could talk via chatting or video conferencing [SCI] [EFC]. C For sure obesity will increase if people consider this practice is beneficial [SC] [EFC] [BCK]. C Meeting family and friends face to face [SCI] is more enjoyable [EFC] [W]. C They get to go out [SCI] for a walk, exercise together [EV] [BCK]. C Therefore, they get the advantage of both meeting someone [SCI] and taking care of their physical health [EFC] [BCK]. C A working group in China (WGOC) made a test on middle school students to measure the obesity rate due to social network. Diagnosis scale was adapted for measuring and judging the social networking addiction. The results showed that the total detection rate of obesity was 23.57percent , overall detection rate of internet addiction was 21.23percent, obesity with internet addiction was 39.92percent this result was higher than that without internet addiction [WHICH] is 21.06percent. This concludes that the social network has an independent risk factor of obesity [EV] [BCK]. C Face to face communication will help people fight [SCI] their lack of confidence and to increase their self-esteem [EFC] [CL]. C This lack of confidence exists in many people and for so many reasons [EFS] [EL]. C The most crucial cause is that the people do not go out and socialize [SC] [EFC] [LGR] [EL]. C [WHY] is that[QWHY] [EFS]? C They depend on knowing people mainly [SCI] on Facebook [EFC] [W]. C And they think that they are sociable enough [SC] because they have numerous amount of friends on social networking sites [SC] [EFC] [EL].
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C And to increase their self-complacence [SCI], they will be meeting new people, know how to talk [SCI] and the techniques to start a conversations [SCI] [EL] [W]. C They will not feel alienated [EFS]. C And they do not know anyone and consider their home as their world [EFS] [BCK]. C Having a meeting with great number of acquaintances [SCI] will increase motivation and will allow shy people to assert themselves [SCI] and to be able to have good knowledge on communication [SCI] [EFC] [LGR] [EL]. C Moreover, this confidence will help them be responsible [SCI] and if possible will be a leader where employees will be listening from them [SC] and taking their words for granted [W]. C An example to that, Noelle Hancock, a journalist making $95,000 a year [SCI], seemed like she had it all [SC] [EFC] [EV] [BCK]. C However, she felt very disconnected [EFS]. C She claims that she had not seen her best friends for months [SC] [EFC]. C She also says that trying to negotiate a time to meet a friend seemed harder than getting into college. C She felt very disconnected due to the fact that she had spent her life [SC] staring at screens [SCI], laptop, cell phone. C In addition to that, she was criticizing the fact that even elevators had televisions in them [SC] [EFC]. C Noelle felt stressed, uninspired, and disconnected [EFS]. C She wanted a change [EFS]. C She took the first flight to St. John and started working [SCI] there as an ice cream parlor gaining $10 an hour [SCI] [EFC]. C She did not care about how much she had gained [SC] [EFC].
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C But the number of people she used to meet [SCI] [SC] as she serves them [SC] [EFC]. C To conclude, face to face communication makes people feel unstressed and happy [SCI] meeting new people [SCI] [EFC] [COC]. C Last but not least, face to face communication is a great way to boost confidence [SCI], increases the enjoyment, allows people to discover new places and new friends [COC]. C This apocalypse of social network should wake up people and make them cognizant of the drawbacks that cause them [COM] [SC] [CL]. C Some consider that if internet connection was down [SC], then their life is being hold to a pause till connection is back again [SC] [SC] [EFC] [CL]. Essay 31: Social neyworking, Marina C Social networking became one of the most used things between people of different ages and genders [EFS]. C There is no deny that social networking is very important for many things [SC] [Q]. C Especially, that it communicates people that had lost contact for years [SC] [EFC] [Q]. C But it can never replace the face to face communication by any mean [EFS] [RB]. C Mostly, when [WE] talk about social networking [SC], [WE] mean facebook [EFC]. C Facebook is widely used by a huge number of people that they interact with one another everyday [SC] [EFC]. C Face to face communication had solved many problems that virtual communication and interaction through the internet> C If facebook became number one mean of communication between people all around the world [SC], that doesn‘t ever mean that it is the best way for people [SC] to communicate [SCI] because there is nothing better than face to face communication [SC] [CL]. C But in some cases, such as people that live in different countries [SC] the social networking becomes very practical and effective [Q].
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C Face to face communication provides something that social networking can never provide [SC] which is the eye contact [SC] [LGR] [EL]. C And this is the most important thing in the conversation between any people [W]. C Facial expression is also important because people do understand each other‘s reaction more [SC] when they are face to face [SC] [EFC] [BCK] [EL]. C But through the chats or social networking, people misunderstand one another a lot [EFS]. C And there are a lot of missinterpretations that causes a lot of problems between people [SC] communicating [SCI] with one another [BCK] [EL]. C (Adam Kendon, Richard Mark Harris, Mary Ritchie Key ,1975) Emmitt and Gorse (2006) [ASA] noted that "face-to-face interaction is still considered the preferred method for resolving problems and contentious issues" (Stephen Emmitt, Christopher Gorse, 2006) [BCK] [EL]. C A referral to this opinion, there is a claim saying [SCI] that people better communicate through social networking [SC] than loosing contacts at all [SCI] [EFC]. C And this means that the facebook or the social networking had been one of the reasons [SC] why some people are still staying in touch [SC] and still know a lot about each other [EFC] [Q]. C When there is an important subject that needs [SC] to be negotiated between people [SCI] but there is no time to sit and meet [SC], its better for them to find [SCI] a way to communicate [SCI] better than waiting [SCI] till they have time [SC] [EFC] [Q]. C And that might last a lot [EFS]. C Face to face communication strengthen the bond between people and make them feel special to one another [EFS] [RB]. C Not just like anyone on heir facebook list, when a person spend time just to be [SCI] with another person [SC], it means a lot where they stay together and have sincere talk [SC] [EL] [BGR].
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C In other words, face to face communication is about setting time [SCI] for another person to talk with [SCI] [EFC] [EL] [W]. C But in case of social networking, people might be doing a lot of things at the same time while talking to someone [SCI] or chatting with him [EFC]. C By all means, there is no quality time between those communicating [SCI] through networking at all [EFC] (Jean C Helms Mills, John Bratton, Carolyn Forshaw ,2006) [ASA] [BCK]. C There is a great value in the face to face communication that could never be found in the networking ones [SC] [CL]. C But the new technology and the existence of the internet made less value of people‘s interaction to one another [EFS]. C As a referral argument to this argument, some people claim that social networking allow people [SC] to share [SCI] a lot of things and post things to each other [EFC]. C And this in itself can strengthen the bond between them and show people that they are special [SC] [EFC]. C Social networking allow people to gather [SCI] at a certain group or event [EFC] [Q]. C And these people are most likely to have same interests [SCI]. C And this increases the bond between people with same interests or way of thinking because they have things in common [SC] to share [SCI] [EFC] [Q]. C And not only this, but they stay in contact daily that they interact and communicate way more than face to face communication [SC] can do [SC] [EFC] [Q]. C Face to face communication allow people to enhance [SCI] their social skills and interactions between each other [EFC] [RB]. C Social skills could be gained and improved through the face to face communicating. C People learn to communicate with one another [SCI] when there is a face to face communication [SC] [EFC] [BGR].
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C But through networking, there is no skills needed [SCI] [EFC] [W]. C By the contrary, using social networking [SCI] will make the person by time lose [SCI] his social skills and will be hard to communicate [SCI] effectively face to face [BCK] [EL]. C An and Frick‘s (2006) [ASA] research reported that face-to-face communication is faster, easier and more convenient than computer-mediated communication in the educational context [SC] [EFC] [BCK] [EL]. C Face-to-face communication represents a high social presence [EFS] (Kaushik, David, Kline Oaks, 2000) [ASA] [W]. C A referral opinion to this claim that face to face communication is not the only thing [SC] that interact people together [SC]> C But communicating [SCI] through the social networking as well is making people communicate [SCI] and interact in many different ways. C As a conclusion, the face to face communication is not an old trend or a useless mean of communication [EFS]. C But it will always be the best and most effective way to communicate [SCI] between people together [COC]. C Face to face communication is the best away to avoid [SCI] misunderstanding and prevent arguments [COC]. C It gives more value to the relationship between people and provides eye contact which is very important [SC] in communicating with people [SCI] [EFC] [COC]. C Social networking has a real benefit that does not exist in the face to face communication [SC] for people who live in different countries [SC] or those who have no time [SC] to meet [SCI] [COC]. C Due to their busy lives can find nothing better than the social networking to contact [SCI] each other through>
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Essay 32: Social networking, Nermin C Would life be better without social network communication [QYN][EFS]? C Communication is an essential human need [EFS] [CL]. C It is the transformation of thoughts, information and feelings from one person to another [EFS] [LGR] [EL]. C For a successful communication, there should be a proper understanding of the message conveyed from the transmitter to the recipient [COM] [SCI] [W]. C There are two common forms of communication, either face-to-face or social network [EFS]. C Each form has its own proponents [EFS]. C Social network communication has many kinds, such as Facebook, Twitter, YouTube and Skype [EFS] [EV]. C Its impact is broadly negotiated [EFS]. C It has changed the lives of millions of people around the world [EFS] [CL]. C Everyday 35 million people update their Facebook status [LGR] [EV]. C 300,000 new people join Twitter [EV]. C 55 million tweets are written [EV]. C And 2 billion videos are watched on YouTube (PewResearchCenter, 2014) [ASA] [EV]. C In this way, face-to-face communication is marginalized [EFS] [Q]. C However, it remains the most powerful human interaction [EFS] (Merkle& Richardson, 2000) [ASA] [RB]. C Despite the glamor and the attraction of technological devices, social network communication has negative effects on behavior, health, personal safety and national security [EFS] [RB] [EL].
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C Face-to-face communication goes on well with the basic, instinctive feature of Man as being sociable [SCI] and interactive with fellow creatures [EFC] [CL]. C Social network communication curbs this human feature [EFS] [LGR]. C Some people are convinced that social network communication helps them [SC] to form friendship [SCI] with so many people all over the world [EFC]. C However, this sort of friendship lacks honesty and frankness [EFS] [RB]. C It is just a number, not a true intimate relationship [EFS]. C In fact, social network communication isolates the individual from his surrounding environment [EFS] [BGR] [EL]. C It makes him lonelier and less talkative [EFS] [EV] [W]. C In addition, he loses interest in sharing [SCI] the social occasions, gatherings and meetings with his family members and friends (Amichai-Hamburger &Mckenna, 2006) [ASA]. C According to Pierce (2009) [ASA], social media eats away all the good things that living in a social group [SCI] entails [SC] [EFC] [BCK] [EL]. C It is living together that makes people honest, caring and responsible for one another [SC] [EFC] [BCK] [EL]. C The excessive use of social network makes people nervous and aggressive [EFS] (Matheson &Zanna, 1988) [ASA] [BGR]. C It also makes them so isolated that they develop a form of addiction to the virtual world of the network communication [SC] [EFC] [EL] [BGR]. C Some of such addicts even lose their lives when they are text messaging [SC] while driving [SCI] [EFC] [W] [EV]. C In fact, 23 percent of deaths on the road is caused by text messaging [SCI] while driving [SCI] (Steitzer, 2010) [ASA] [EV] [BCK].
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C Because feelings and emotions are accurately conveyed through face-to-face communication [SC], the communicators feel more comfortable and psychologically balanced than social network communicators [EFC] [CL] [EL]. C Muralikrishna& Mishrfl (2011) [ASA] explain that in communication ―feelings are 55percent body language, 38percent tone and 7percent words‖ (p.41) [LGR] [EV]. C People believe that social network communication gives them the chance [SC] to express themselves freely [SCI] [EFC]. C However, it has hazardous heath impacts [EFS] [RB]. C It makes people suffer [SCI] from periodical attacks of severe headache and nausea [EFC] [BGR] [EV]. C Those who are attracted [SC] to stay [SCI] for long hours on the electronic communication forget about sleep [EFC] [BGR]. C This leads to their general weakness and physical fatigue [EFS] [W] [EL]. C Some tend to eat [SCI] a lot while communicating [SCI] [EFC] [BGR]. C This gradually results in obesity, laziness and disturbance in the digestive system [EFS] [EV] [W]. C Others spend hours in communication and forget about food [EFS] [W]. C This leads to a strong felling of exhaustion [BCK]. C It might end up in suffering [SCI] from anemia (PewResearchCenter, 2014) [ASA] [BCK] [EV]. C In addition, social network communication leads to a gradual loss of concentration [EFS] [BGR]. C Depression is also recorded among addictive social network people due to their excessive isolation from other fellow people [BGR] [EL].
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C It is also claimed that the light waves emitting from the electronic devices [SCI] used in communication [SCI] affect eyesight negatively [BGR] [EL]. C They make the tears of the eye dry and obliterate clear vision (Loss, Lindacher and Curbach, 2014) [ASA] [EV] [W]. C Face-to-face communication enables people to get [SCI] in direct contact with real people in real-life satiations [EFC][CL]. C On the other hand, the world of the social network communication is vague, virtual and sometimes dangerous [EFS] [CL]. C It intrudes into personal privacy and freedom [EFS] [LGR] [EV]. C Some social sites encourage people to post [SCI] personal and private data which might be badly manipulated against them [SC] [EFC] [EL] [W]. C There are records of personal pictures which are aggressively used [SC] to put [SCI] an end to the good reputation of their owners [EFC] (Agranoff, 2006) [ASA] [BCK] [EL]. C A day might come, to settle down serious law cases [BCK]. C Investigators and courts of law just turn to people‘s personal information, publicly given without any assurance or protection, and use it as a strong convicting evidence (Chatfield, Reddick and Brajawidagda, 2015) [ASA] [BCK] [EV]. C Some evil people create fake accounts to threaten or blackmail innocent people [SCI] [EFC] [LGR]. C On the international level, there are enemies and spies who are specialized [SC] in hacking [SCI] the private, strategic network communication sites of countries to get [SCI] as much information as possible about them [EFC] [LGR] [EL]. C This endangers the national security of those countries [EFS] [EL] [W].
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C Network sites are also used to propagate [SCI] certain dangerous religious, political and social ideas to invade [SCI], sabotage and destroy the minds and souls of naïve people (Whelan, 2012) [EFC] [ASA] [LGR] [EL]. C This is the future weaponless electronic war which the enemy will use [SC] to eliminate nations [SCI] [EFC] [W]. C To conclude, it is highly recommended to communicate [SCI] through face-to-face for the good benefit of the communicators [EFC] [COC]. C It has proven to be [SCI] the best way of communication [EFC] [CL]. C Unlike social network communication, it does not have a negative influence on behavior [EFS] [LGR]. C Social network communication makes people aggressive, nervous, lonely, less talkative and less sociable [EFS] [COC]. C If addicted [SCI], it might lead to death [EFC]. C It has negative psychobiological and physical effects on health [EFS] [COC]. C It causes depression, loss of concentration, headache and disturbance in the digestive system [EFS] [COC]. C In addition, it jeopardizes personal safety and national security [EFS] [COC]. C It will turn into a destructive weapon against nations [EFS] [COC]. C No matter how popular and familiar social network communication has become [SC], it will never substitute face to face communication [EFC] [CL]. C Nothing can accurately convey the warmth, truth and affinity of direct face-to-face interaction, with its facial expressions, eye-to-eye contact and body language [EFS] [LGR] [EL]. C It will remain the healthiest, safest and most intimate means of communication [EFS] [W] [EL].
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Essay 33: Abortion, Abdellatif C Abortion is the act of eliminating [SCI] a baby from a mother‘s womb [EFC]. C There is a long everlasting conflict on whether the act of abortion is a humane act [SC] to do [SCI] or not [EFC]. C This among many other reasons is the causes for discussing [SCI] such an important matter worldwide. C The debate started from ancient time following with Islamic wide discussion, whether this issue is applicable or not [SC], since the wide range of explanations opened a debate in many fields and various perspectives [SC]. C This topic is to discuss [SCI] abortion as a solution more than of it being [SCI] a lesion that should be stopped [COM] [SC], that‘s [SC] what makes an argument like that [SC] validate valid as a start [CL]. C Think of such an argument theoretically [COM] [EFS]. C Such an issue is a matter of choice that parents do [SC] or start in the first place [EFC] [LGR]. C Following pro-choice movement [SCI] that abortion help [SC] exclude [SCI] unwanted children [LGR]> C It helps accomplishing [SCI] the correct number of children at the proper time, despite the killing a human argument [W]. C This could help reduce [SCI] family problems socially, financially [BCK] [EL]. C And many more thought the correct number of children at proper time is an statement [SC] that serves [SC] the needing of clarification. C As a start, removing a fetus from a mothers womb [SCI] is not actually killing a human [EFC] [CL]. C As an unborn fully human, defying the fact that abused are not treated as full humans [LGR]>
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C Moreover morals and the value of a human being is not well demonstrated between humans since homeless people are not treated as humans [SC], most moral and physically despite the developing movements that helps partly [SC] homelessness but sadly in many countries worldwide is not what a human deserves [SC] (J.Becwith, 2004) [ASN] [LGR] [EL]. C In addition, Francis Beckwith supports the cause of unwanted children ―This seems to be borne out statistically (1) there is no solid evidence that a child‘s being unwanted during pregnancy produces child abuse; (2) according to one study, 90 percent of battered children were wanted pregnancies; and (3) some writers have argued that there is a higher frequency of abuse among adopted children‖ (J.Becwith,) [ASN] [LGR] [EV]. C The absence of caring values and abusing of children and in other words as their parents getting out their little selves> C Thinking from another perspective [SCI] strikes the right of civil liberties which is a right for every human being [SC]. C If women cannot have the right of abortion [SC], then that‘s a case of violation to their civil liberties [EFC] [CL]. C Not only has that but also defined the inequality of women to men [CL]. C It also decreases the risk of women health since demanded abortions risks women health [SC] since they tend [SC] to get [SCI] unsecure implications which may include death [SC] [CL] [EL] [LGR]. C Furthermore, abortion gives the option to women not to bring [SCI] fetuses to profound abnormalities, for some fetuses have disorders [SC] that may serves [SC] to die [SCI] before or shortly after birth [CL] [EL] [LGR]. C Some fetuses are born out as with mental and medical abilities can help ease the finical and social life of the parents [EV] [W]> C Nevertheless well timed pregnancies give kids a healthier life to begin with [SCI] [BCK].
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C There is adequate proof that children do best [SC] when ladies have the capacity [SC] to space their pregnancies [SCI] and get both pre-birth and bias consideration [BCK] [EL]. C Fast pregnancies build the danger of low conception weight babies and different inconveniences. C Needed babies are more prone to get [SCI] their toes kissed, to be invited [SCI] into families that are monetarily and sincerely prepared [SC] to get them [SCI], to get preventive restorative consideration amid adolescence and the sorts of cherishing engagement that helps youthful brains [SC] to create [SCI] [BCK]. C But despite those understandable causes yet a pro-life considers abortion as a murder. C The dispute generates from considering [SCI] a fetus a human being or more likely a potential human being that has human rights and liberties [SC]. C A human life starts the moment of formation [EFS]. C It fulfills valid criteria in a human being which are metabolism, growth and reproduction [SC] (Karakoul, 2012) [ASA] [Q]. C Not only that but abortion in another case, thinking of it a bit morally [SCI], is first of all defies any religious cause where killing a person [SCI] even if it‘s a fetus [SC] still is considered killing [SCI] be human being with a living soul [Q]. C A question can be raised whether parent want an abortion [SC] because the born baby was a female [SC] or would be gay [Q]. C The number or aborted children above imagination> C Not only that, but certain countries have different preferences, for example, the abortion of females in India to increase [SCI] the percentage of males and china has a similar case [Q] [EV]. C Deleting the humane reasons from humanity [SCI] is not a matter of discussion.
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C If abortion was did also as a word that could be discussed [SC] then shallow women who think [SC] that their not ready for motherhood can simply abort for the reason of cannot take care of them (seidensticker, 2013) [ASA] [Q]> C Throughout decade's, abortion was targeted for minority babies, despite the fact the [WE] live in the 21st century [SC] [Q]. C Whenever aborting industry is functional [SC], abortion is made on a racist way [Q]. C The United States, one of the most developed countries, has black children aborted [SCI] "at nearly four times the rate as white children and Hispanic children don't fare much better" (abort73, 2008) [ASA] [Q] [EV]. C As a conclusion, abortion is an argument discussed [SCI] worldwide to validate [SCI] a way of thinking that may be applicable [SC] to some and is not even a matter of debate to others [EFC]. C While the cause of serving [SCI] human liberties and controlling their life and eliminate unwanted cause of a harder life to defying humanity and killing a human being for it being a sin> C And change gods plans throughout the universe [Q]. C As mentioned before [SC], its an non ending discussion. C But yet [In [MY] OPINION] [PES] should be ended [COM] for human interruption of gods will is not nor never will be. Essay 34: Abortion, Sara C Dispensing [Your] baby‘s life [Qexclamation] [EFS]. C The historical stories of abortion all over the world are increasing by the time being [EFS]. C And this due to different perspective> C It either because the parents themselves could not have such a responsibility [SC]>
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C Or it is because they do not want [SC] to have kids [SCI] that will prevent them [SC] from enjoying life [SCI], sometimes because it was not planned for them [SC] [EFC]. C Or it because how weaken is the women health [SC], also because a family cannot afford [SC] giving birth [SCI] to a child> C The abortion is a controversial decision [EFS]. C It whether someone agree with abandoned a baby‘s life or disagree on stripping [SCI] a baby from his/her life> C The concept of abortion is highly affecting the risk of dangerous diseases, subsequent pregnancies, and negative surgery effects [CL] [EL]. C Many people all over the world think that the abortion is an easiest way [SC], and it is a peaceful and safest way medically for any women, without causing [SCI] her any dangerous, or affecting her with any sudden and unexpected diseases. C It true that all these possibilities could be reliable [SC] [CON]> C But however, abortion and the breast cancer have been the subject of many researches and studies by experts starting from 1950s [SCI], by observing [SCI] the medical report and selfreport of many women‘s histories [RB] [EV]. C Therefore, it important to know [SCI] from the beginning that any women‘s hormone levels is changing [SC] due to many reasons during her life, and which can affect her breast [SC] [BGR]> C Some of these reasons is during her pregnancy. C And this can easily lead to the development of cancer in her breast [EFS]. C So it is definitely an overload for her body and for her changeable hormones to bear [SCI] additionally an abortion or miscarriage that could negatively affect her [SC] [EFC] (NCI, 2010) [ASA] [EL] [W]. C Proponents of the abortion claim that this type of surgery could not ever endanger any women by all means [SC][EFC].
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C Also they assert that during it there would not be any wrong performance either from the doctors, or his/her assistants [SC]. C Also they ensure how the safety and sterilization of all equipment is going to be [SC] [EFC]. C Admittedly, all these expectations most probably are realized, on the other hand, as much as most of these good expectations are realizable [SC] [EFC]. C But also there are a lot of terrible mistakes that happened [SC] during any abortion‘s surgery, which could be due to two reasons [SC] either the absence of any doctor‘s conscience or due the lack of cleanliness of any equipment [RB] [BGR] [EL]. C And it could simply end the fate of any women, not actually a women but also the fate of a whole family [W]. C So it will lead to a terrible result which the women is the only person [SC] who is going to suffer [SC], after being infected [SCI] by a deadly kind of bleeding, and end by depriving [SCI] her from her life (Susan, 2012) [ASA] [EL] [BCK]. C Moreover, and by the time that is passing [SC], and by many generations that are growing [SC]> C Also the technology and medicine are developing day after day [Q]. C People are taking any medical solution in a very easy way without thinking even for any risk of less then 1percent [SCI] [RB] . C They always say that any medical option is always guaranteed [SC] [EFC] [EL] [BGR]. C No danger while doing it [SCI] even if it was a very small surgery [SC] or even a big one. C It is the same [EFS]. C All people are acting as if they are blind and addicted by this perspective [SC] [EFC]. C But unfortunately no one anymore even care about a simple risk but permanently resting for the end of an entire life [W].
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C For example supposedly considered as a simple abortion operation, but could seriously end by that a women would not be mother anymore [SC], or have incomplete or unstable pregnancy [BCK] [EL]. C It means that an abortion surgery could highly risking and seriously affects [SC] the subsequent pregnancies of any women, or breaking it down at all [EV] [BCK]. C All subsequent pregnancies to any women could highly be affected by two ways. C First, it could be affected from the increase of some risks that represent [SC] its linkage with the abortion, vaginal bleeding during early pregnancy, preterm birth, low weight birth, and placenta problems, such as retained placenta [BCK] [EV]. C Second, the multiple surgical abortions can damage the cervix or uterus [EV]. C And it is certainly needed that surgery correct the damage [SC], before that a women conceive again. C Also the cervix could definitely be weakened, ending [SCI] by the potential for the cervix to open [SCI] prematurely (incompetent cervix) in a subsequent pregnancy (Roger W Harms, 2014) [ASN] [EFC] [EV]. C In addition to more stress on this case, it is always preferable to give [SCI] a real life example [EFC]. C An Italian woman that was pregnant in a twin of two girls [SC] [EV] [BCK]> C And her doctor suddenly surprise her that her case and her pregnancy was unstable at all [SC]. C And he would prefer to abort [SCI] the two kids which is the simplest and easiest solution [SC] for him either wise her kids and she, they will be diseased by a terrible disease and she would not have any chance to be pregnant [SCI] anymore. C But because the women was really wise [SC] and she really understand the dangers that she could pass through during surgery [SC], which definitely be [SCI] more then dangers in case of deciding [SCI] to keep [SCI] the kids>
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C So at the end she decides not to abort [SCI] her children. C And because she really believed in god [SC] and her endless love for her children and the insistence of keeping [SCI] them, they are all very well today, having a good [SCI] and reassuring health. C To conclude, Abortion is highly risking for subsequent pregnancies, hard diseases, and negatively unexpected surgery results [COC]. C It also affects the health, in addition of causing [SCI] difficulties in realizing [SCI] any subsequent pregnancies, and deadly side effects [COC]. C However to prevent all these problems [SCI], it is needed to spread [SCI] all over the world the awareness sessions by all means to decrease [SCI] the illiteracy of every women or of even every family concerning the dangers of abortion that could affect a women [SC] after taking such a fateful decision [SCI] [CL]. Essay 35: Abortion, Radwa C Everybody talks about abortion as if it‘s a great sin [SC] that no one can ever do [SC] [CL]. C But no one had been put in many situation where they should rethink [SC] without judging others [SCI] why they lead to abortion [SC] [CL]. C The definition of abortion is the ending of pregnancy by the removal or forcing out from the womb of a fetus or embryo before it is able [SC] to survive on its own. C There are many ways to complete abortion [SCI] [EFC]. C Some of them are medical [EFS]. C And others are traditional [EFS]. C It depends on the culture of the woman and the pregnancy phase that she is at [SC] [EFC]. C Most women in the world wish to be pregnant [SCI] and hope for the day where they will carry [SC] their own children in their arms which make it [SC] obvious that leading to abortion [SCI] is against their own wish and desire [SC] and that there are external factors that leads them to such decision [SC] [EFC] [CL]. C For many people abortion is a sin [EFS].
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C So they do not think about abortion as a negotiable subject no matter how complicated things might be [SC] [EFC]. C A study revealed that among women aged 12 to 45 [SCI], pregnancy occurred in 5 percent of victims of rape [SC] [EFC] ( Thornhill, Randy, Palmer, Craig T , 2001) [ASN] [EV]. C Women who become pregnant [SC] as a result of being rapped [SCI] should never be victims [COM] to this horrible action and be forced to be mums [SCI] to children that their dads are rappers [SC] and will be unknown to them [CL] [EL]. C It‘s so unfair to ruin [SCI] a woman‘s life just because she is a woman [SC] that happens [SC] to be [SCI] pregnant because she is rapped [SC] [EFC] [LGR]. C This is culture discrimination and has to be stopped [COM] [EFS] [W]. C A referral claim to that is that being rapped or not [SC], abortion means killing [SCI] a human being. C And this is in all the religions of the world a complete sin that no one can deny [SC] [EFC]. C In other words, this action is against any religion [EFS] [CON]. C And no one can ever say otherwise [EFS]. C No matter how hard the situation was [EFS]. C If [WE] said that rapping [SCI] is a very bad thing [SC], then killing [SCI] a child or the so called ―abortion‖ is worse than that [Q]. C And not because something bad happened [SC], [WE] should make things worse than it already is [SC] [RB]. C But [WE] should try [COM] to find [SCI] something good in every hard and difficult situation [WE] are going through [SC] in this life [EFC] [BGR]. C Poverty is another reason of abortion [EFS] [CL]. C Families that can barely survive [SC] will not be able to afford having [SCI] another baby [EFC] [EL] [BGR]. C And if they got another baby [SC], then they are being unfair to him because he won‘t be living [SC] a good life and would be suffering all his life due to the poverty that his parents are living with [SC] [EFC] [W] [EL]. C In other words, abortion here is saving a child or a human being from leading [SCI] a depressive, hard and painful life [EFC] [BCK].
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C The abortion rate among women living [SCI] below the federal poverty level is more than four times that of women above 300 percent of the poverty level (Jones RK, Darroch JE and Henshaw SK, 2002) [EFC][ASN] [BCK] [EV]. C A referral argue claim that being poor [SCI] is not a reason [SC] why women should go through abortion [SC]> C For there are many examples that show [SC] how poverty had not been an obstacle [SC] in having [SCI] babies and raising them [EFC]. C When a woman gives birth to a child in a way or another [SC], she manage how to keep him [SC] surviving [SCI]. C An estimated 44 million abortions are performed globally each year, with slightly under half of those performed [SCI] unsafely [EFC] (Sedgh, G, Singh, S, Shah, I H Åhman, E Henshaw, S K Bankole, A , 2012) [ASN] [Q] [EV]. C And this is actually a huge number that needs [SC] to be reconsidered [SCI] and thought of [EFC] [CON]. C Abortion is not a safe process as people think [SC] [EFC] [CON]. C Sometimes it might be more complicated than having birth to a child [SCI] [EFC] [Q]. C Many women had suffered from bad abortion that they had negative permanent effects [SC] all their lives [EFC] [CON]. C And at some point, they cannot be able to have [SCI] babies and be pregnant later on [EFC] [CON]. C And this is a very bad effect that any woman can go through [SC] [EFC] [CON]. C A referral argument claim that taking a risk [SCI] of losing [SCI] an unwanted baby is better than having a baby [SCI] out of fear and regretting it for a lifetime [EFC]. C There is a very small risk that a problem can happen [SC] during abortion [EFC] [RB]. C But sometimes there is a certainty that not going through abortion [SCI] can ruin parents lives for good [SC] that they might one day regret the decision [SC] they had once taken towards abortion [SC] [EFC] [RB]. C As a conclusion, abortion is an unacceptable action according to religion [EFS] [CON]. C And sometimes it could be unsafe [EFS] [CON]. C Or people might be worried too much for something that they should leave God‘s will to handle [SCI][SC] [EFC] [CON].
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C In some cases, abortion should be a must such as the rape [COM] that happens [SC] all over the world leaving women [SCI] as victims and in complete despair [EFC] [COC] [EL]. C Another thing that giving birth [SCI] is not always something happy [SC] but it might lead to bringing up [SCI] a human being that might suffer [SC] all his life such as leading a poor life [SCI] since the day of his birth [COC]> C Finally, [WE] [CANSAYTHAT] [PES] there is always a logic way of thinking [SCI] in everything either bad or good. C And there are always exceptions to rules. C So even with the abortion that is seen as a bad thing [SC], the exceptions as well should be put into consideration because [WE] can never generalize [SC] all cases while [WE] are positive of the consequences [SC] and the effect that will occur [SC] [EFC] [COC]. Essay 36: Abortion, Nehal C It can be a difficult choice to end a pregnancy [SCI] [EFC]. C And it can be a very personal decision [EFS]. C An abortion is a surgery which ends a pregnancy [SC] by eliminating [SCI] the placenta and fetus from uterus [EFC]. C There is a difference between surgical abortion and miscarriage [EFS]. C Miscarriage occurs when a pregnancy ends on its own [SC] (National Institutes of Health, 2012) [ASA] [EFC]. C An abortion has been a debatable topic for many years. C There is a debate in many countries about the ethical and legal abortion, to opposition, from the point of opposition to abortion movements "pro-life", and support from the point of supporters of women's right to choice in all over the world "pro-choice". C A surgical abortion should be banned [COM] because an abortion is murder [SC] [CL] [LGR]. C An abortion has many risks on women's health [LGR]. C And it violates fetal rights [EFS] [W] [EL]. C The basic argument of pro-choice proponents is that women have the right [SC] in controlling [SCI] of their bodies and the right to choose [SCI] what to do with their bodies [SC]. C Or else it violates their freedom of personal decisions [EFS] (Karakoulaki, 2012) [ASA].
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C But the pro-life supporters argue that abortion is murder [SC] [EFC]. C This argument was based on the fetus rights because the fetus considered [SCI] as a potential human. C Therefore, human rights apply [EFS] [RB]. C Thus, killing a potential human [SCI] not only is it wrong but also it is illegal [BGR]. C According to Michael Perry [ASN], his argument of the ethical aspects of human rights was based on that all human beings and unborn humans too> C They have inherent dignity [EFS] [BGR]. C Consequently abortion is ethically wrong [EFS] [W]. C In addition, Rick Santorum, one of the most pro-life supporters argued that abortion should be illegal even in incest and rape cases [SC] [EFC] [EV] [W]. C And also he argued that baby is a gift from God [SC], and should accept this even if baby was given in a "broken way" [SC] (Karakoulaki, 2012) [ASN] [W]. C Pro-choice arguments emphasized that banning abortion [SCI] has many risks on women's health [SC] which involving in lead them to use [SCI] illegal and alternative practices of abortion which could have dangerous effects [SC] that include even death [SC] (Karakoulaki, 2012) [ASA]. C Legalization of abortion is a very important [CON] > C But it is inadequate step toward change for the better on women's health (Grimes, 2003) [ASA] [RB]. C Some argued that abortion has linked to psychological illnesses [SC] and also breast cancer which endanger the health of women [SC] [RB] [EV]. C Almost 19 million unsafe abortions each year around world, resulting in about 70,000 women has been died (Grimes, 2003) [ASA] [EV] [BGR]> C It is argued that the Egyptian law criminalizes abortion in the Penal Code [SC], according to the text of articles 260, 261, 262, and 263 37 [EFC] without any clear legal exceptions allowing this procedure [SCI], including deter health care providers to perform [SCI] this procedure for fear of legal sanctions [W] [EV].
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C The doctors that do such abortions [SC] is organized in accordance with a list of ethics in article 29, which allows the doctor [SC] performing an abortion [SCI] in the case of maintaining [SCI] the health of women in emergency situations that require [SC] saving the lives of women [SCI] to the doctor may perform the operation and must write a report within attached details, regarding [SCI] the medical reasons for abortion [EV]> C The Egyptian law stipulates that a woman is guilty [SC] if she chooses [SC] or it is her own free will chose deliberately to abort [SCI] herself, where the punishment for prison term ranging [SCI] from six months to three years, according to the text of Article 262 [EV]. C The law criminalizes if a woman sought [SC] to Labor [SCI] urged abortion even in cases where the woman could lose her life [SC] as a result of unsafe abortion. C And there are many cases before the Court of Cassation concerning [SCI] induced abortion, in which raises who died as a result of unsafe abortion [SC] at or by a traditional midwife in the process of abortion using [SCI] unsterilized instruments, that causes severe complications [SC] led to death [SCI] (Rahman, Katzive, Henshaw 1998) [ASA] [BCK]. C According to Conover (1983) [ASA], the committee of human rights in the United States of America has taken the first decision on abortion in the case brought by K L against the Government of Peru, in order to give [SCI] the women their rights in abortion. C The decision says that the denial of access to legal abortion violates the most important human rights of women [SC] [EFC] [Q]. C This is the first time that the international human rights body that provides [SC] load on government responsibility for not securing [SCI] legal abortion services, the Commission on Human Rights to monitor the commitment of countries on Civil and Political Rights, the International Covenant> C While others refute that they are against women‘s abortion [SC] as it is against fetus's rights [SC]. C It is not a woman's right to abort a baby [SCI] or fetus and take the decision to end his life [SCI] because of her egoism [EFC] [RB].
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C If every woman took the decision [SC] to get rid of her baby [SCI], this means that making a big risk on society [SCI] and that humanity is going [SC] to decrease [SCI] until it vanishes a due of people's egoism [SC] (Gallagher 1983) [ASA] [BGR] [EL]. C It is concluded that according to all evidence mentioned [SCI] above that abortion should be banned [COM] [SC] [CL]> C It is argued that women has the right [SC] to choose [SCI] to keep the baby [SCI] or abort it [EFC]. C But there are fetal rights [EFS] in which> C Why should a person choose to end a human's life before entering his own life and observing it [QWHYR] [CH] [RB]? C Not only the importance of the fetus‘s life but also the mother, abortion leads to psychological diseases in which at the end leads to death [SC] of both mother and baby [EL] [BGR]. C It is the government's role to put strict limitations and laws [SCI] in order to avoid [SCI] abortion, except in specific cases such as if the mother's life is in danger [SC] if she gives birth [EFC] [CL]. C Media also should play an important role in people's awareness in order to decrease [SCI] abortion in all countries [COM] [EFC] [CL].
Group 9: Feminism Essay 37: Aya C Being equally treated [SCI] like men in the different fields of life, should women have this right [QYNR]? C Feminism, the ideology that calls for equal rights for women as men in politics [SC], personal life, economics, jobs opportunities and social life> C Feminism has always been a debatable topic [EFS].
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C Some people agree with the idea of equality between men and women while others disagree [SC] [EFC]. C It is a right for every woman to be equal [SCI] with men in life because she has the full right [SC] to have the same opportunities as men [SCI], to vote and share her voice and not to be limited in her doings by the name of gender difference [CL] [LGR] [EL]. C ―Jobs are not labeled for men and for women‖ (Marcus, 2015) [ASA] [W] [EV]. C Some people argue that women cannot work some jobs [SC] as if it is labeled for men only [SC] [EFC]. C For instance, women in Egypt cannot attend the military collage as soldiers because it is not suitable for her [SC] and she will not handle the military life [EFC] [Q]. C Also some jobs, when women apply for them [SC], they get refused or accepted with a low salary because of their gender [EFC] []. C In the early 20th century, women were struggling to have a job [SCI]. C And if they had it [SC], they would take food and water as a return of their work and not money to be spent [SCI] (Smith, n d) [ASA]. C One of the main results of the ―Flapper Feminism‖ movement (1910-1940) was the improvement of the jobs opportunities and wages for women, although the improvement was not radical [SC] and what faces women today [SC] is a proof of that [RB] [EV]. C For instance, in the USA every working woman is more likely to receive [SCI] seventy-three cents for every dollar a working man receives [SC] (Hooks, 2000) [ASA] [EFC] [BGR] [EV]. C Janet Wolfenbarger, the first female to get promoted [SCI] to be a four-star general [SCI] at the air forces, although she had been through a lot [SC], a tough journey of learning and challenges to become [SCI] who she is recently [SC]> C For instance, she was one of 157 women only who got accepted [SC] in the air forces academy.
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C And she graduated with an engineering science degree 1980 [EFS]. C Also, during her successful journey she became the director of air forces accusation center and before that the director for the Aeronautical Systems Center [EFS] [BGR] [EV]. C Wolfenbarger "[I] spent [MY] career in acquisition/lifecycle management [I] have [MY] fingerprints on three awesome weapons systems The F-22, the B-2, the C-17 [I]'m hopeful that [MY] legacy will be partly those weapons systems and the length of time they'll stay in the inventory," (Davis et al, 2015) [ASA] [BGR] [EV]. C Women‘s voice is not a thing to consider [SCI] in politics because of their emotional nature that will prevent them [SC] from choosing [SCI] the right choice, also because they have always been at home [SC] concentrating [SCI] on raising [SCI] their children and taking care of their families and not have the opportunity to know [SCI] about politics like men do [SC] [Q]. C This is a claim that may be true [SC] [EFC] [CON]. C However, women‘s emotions cannot be a barrier to choose [SCI] the good choice exactly like men, even if they have a house and a family [SC] to take care of [SCI] [RB]. C And a woman voice must be considered [COM] because she is a human being [SC] that has her opinion and her voice [SC] to share [SCI] in the community [EFC] [BGR] [EL]. C Women are voting and having the right to participate [SCI] in politics and elections after this being [SCI] confine on men only [W]. C This has started in the early 20th century after the ―Temperance Feminism‖ movement (18701920) that gave women universal suffrage [SC] [EFC] [BCK]. C For instance, in 1920 in the USA, Corrinne Robinson‘s importance has increased as a result of being [SCI] the first election that women could vote [SC] in its presidential campaign [EV] [BCK]. C Women have been always known to be housewives [SCI] and being led by their emotions more likely than their brains, that is why they cannot bear [SC] the responsibility of both, a house and a job [EFC] [Q].
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C This is probably what people who are against the idea of equality between women and men [SC] claim [SC] [EFC]. C This could be true [EFS] [CON]. C However, women are capable to do [SCI] more than one thing in their lives at the same time and to have the responsibility of many things as they are as men in the endurance [SC] of achieving [SCI] more than one thing at the same time [RB] [BGR] [EL]. C And when talking about the point of being [SCI] emotional [SCI], women are emotional [CON]. C But also they have a brain that knows [SC] the right thing and the wrong thing, a brain that can critically think about anything [SC] and reach to a point where they can make the right decision [SC] [EFC] [RB] [EL]. C So, being emotional is not a barrier for women to not be a successful worker [SCI], whether they had a family and children [SC] to raise [SCI] beside their work or not [COC]. C For instance, Angela Merkel has become Germany‘s first female Chancellor in 2005 [W] [EV]. C Also she has a history of achievements beginning [SCI] from a very young age [EFS]. C At first she became a district board representative and secretary of agtiprop lately in 20th century. C Moreover, she had engaged in politics 1989 and had reached enormous achievements [EFS]. C For instance, she was chosen to be [SCI] deputy spokesperson for Lother‘s government [EFC]. C She was chosen to be [SCI] the CDU‘s first female chairperson year 2000 [EFC]. C And she had changed many economic policies in Germany economic program [EFS] (mtholyoke, 2010) [ASA]. C God has created both genders men and women without making one of them better than the other [SCI] [RB].
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C And being equally treated [SCI] is the thing that should be happening [SC] [COM] whether it was [SC] in having [SCI] the same opportunities, or sharing their voices and expressing themselves and their thoughts or in having the same rights as men [SC] [COC]. C Feminism movements from the very beginning of it has achieved many things and improved the women‘s position in society [CL]. C And when talking about the claims that prevent women [SC] to have [SCI] equal rights with men [SCI], the emotional nature of women cannot be a barrier to have their rights [SCI] and to express themselves [COC]. C Also being responsible of both a family and a job [SCI] is not a mission that cannot be accomplished [SC] by a woman [EFC] [COC]. C Actually women are capable of doing [SCI] anything by only arranging [SCI] their time and their lives [EFC] [COC]. C Women should always call for their rights to be treated [SCI] equally [COM] like men and not being restrained [SCI] in the name of gender differences [CL]. Essay 38: Christina C Do people see that feminism is a good thing for the society or not [QYNR] [SC] [EFC]? C Most of people see that women have rights like men in the society [SC]. C But they see that their rights are limited [SC] [EFC]. C And most of women are in opposition to Feminism like ―Now up to almost 20,000 likes on Facebook‖ (Women Against Feminism) [ASN]. C They have the rights to be in the same position with men [SCI] but not in everything because there is stuff [SC] that they cannot handle it [SC] [CL] [LGR] [EL]. C Like if they were in equal with men [SC], they will go to the army [W] [EV]. C And that are very danger especially in Arabic countries [BCK] [EV].
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C So Feminism is not a good thing in any society because men can handle hard situations more than women [SC] whether in army or at any works [COC] [EL]. C Women should be with their kids in home [COM] and helps them to grow up [SCI] with good education and how to be a success woman without being [SCI] like men [LGR] [EL]. C Some of women see that they supposed to take [SCI] their rights in everything like men in the society [SC]. C But they are different in everything [EFS] [RB]. C They see that their minds are like men [SC] and they can hold anything. C And they are right [EFS]. C Also they can be responsible on a lot of things. C But men are more thinker than women [RB]. C Also they have a creative mind more than women [EFS] [BGR]. C So women cannot do what men do [SC] [W]. C Like in the army, men holds huge weapons [EV] [BCK]. C In addition to this, stuffs needs strong muscles to bear its weight [SCI] [EL] [BCK]. C Also army need a huge brave and being strong to go [SCI] there. C They can work but in any work so they can prove their criteria [SC] without being like men [SCI] [W]. C Like most of men do not like to sit [SCI] on a desk all days [EL] [BCK]. C But women can do that without complaining [SCI]. C So any society need both of them to make [SCI] a good balance in works to make the society in a better level [SCI] [COC].
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C So people who said that they wants Feminism [SC] are wasting their time on something will never happen [SC] because ―Feminism is all talk and no action‖ (Donia lin) [ASN] [RB]. C Most of women see that they must give all their time to their jobs [SC] to be successful women in their life [SCI]. C And that good to make goals as an alternative to make nothing> C But the most important job for women is their houses and their children because any home will not complete without women [SC] [RB] [BGR] [EL]. C She is the central editorial. C Without her, the house will be such a mess [EFS]. C God created women to be sensitive [SC] and* kindliness hearts more than men to caring their children along with, to be with them all the time [SCI], to give them safety and adequate protection [W] [EL]. C Also she should care about children‘s education [COM] because bad boys or girls are affected [SC] from parent‘s behavior especially their mothers because she is [SC] with them most of the time starting [SCI] from when they were kids [SC] until they grow up [SC] and get married [W] [EL]. C So almost she has all the responsibility on her kids [BCK]. C So men should helps their wives [COM] on that to [CON] . C But them serving most of their time in works to get money [SCI] to makes their wives as well as children in a high standard of living and to shell out all their needs [SCI] [RB] [EL]. C ―Feminism is actually an unequal rights movement that seeks to promote the rights of women over men Hire ALL the women Give them ALL the reproductive rights After all, if it were really an equal rights movement, it wouldn‘t be called Feminism Just like if humanity really included women, it wouldn‘t be called Mankind‖ (Danica Lin) [ASN] [CL] [EL] [LGR].
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C And from God‘s kindness, he created human as men and women to complete [SCI] each other and to help each other, also to be fair [W] [EL]. C So women cannot take men‘s place either men cannot do that too [BCK]. C But women can do important things like men in the society [Q]. C For example in Egypt after June 25 revolution, Buthaina Kamel was the first women that nominate herself for the presidency [SC] [EV]. C She tried a lot to make [SCI] a change in the society and tried to be [SCI] close to people to pay [SCI] their needs [EFC]. C So women should share men in everything, not to do everything [COM] because there is a huge difference [SC] between sharing [SCI] and doing [COM] [CL] [EL]. C Well finally, most of women agree that it is very hard [SC] to make [SCI] the society for women only because they always need men‘s help [SC] [LGR]. C Because they more strong than them [COC]> C They cannot go to the army [EFS]. C They cannot works in construction of buildings because it is [SC] very danger [EV]. C Also society should respect women [COM] and give her all the rights like men [COM] because some of the societies reduce the capacity of women [SC] especially in Arabic societies [CL] [LGR] [EV]. C Any society wants to be development and wants to achieve [SCI] big goals. C It has to make [SCI] balance between men and women [COM], do not make any difference between them [COM] in addition to give them all their rights [COM] moreover respect all their work [COM] [W]. C To make a great generation [SCI], it depends on women because they are mothers [SC] [CL].
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C They cares for their kids and should give them all the adequate care [COM] to make [SCI] them better person [COC]. C Get benefits for their country> Essay 39: Hagar C What is the first thought that comes to the peoples mind [SC] after hearing word feminism [SCI] [QWHAT]? C What is the feminism from the beginning [QWHAT]? C Who invented the feminism [QWHO]? C What is feminism [QWHAT] [EFS]? C All these questions will be answered in many different ideas, opinions, and positions as the time will pass. C Feminism is a political idea that had begun in the 19thcentury [SC] calling for equality [SCI] between the two genders, males and females, in all sides of society. C The first idea of the women rights was in New York in 1848, in the time of the French revolution, as there was a debate between 32 men and 68 women [SC] about the women rights and if the women have a right to be [SCI] equal to men in the social, economic and political life [EV]. C Feminism is also an ideology for women who believes [SC] that they have no role in society [SC] [EL] [CL]. C And they are, more alike, to be marginalized [SCI] from any side of the society [LGR]. C But is feminism calling for equality between the two genders or it is an ideology to overthrown the other gender, men, and to let [SCI] the women take [SCI] the lead in all sides of society [QYN] [CH] [LGR]? C Should women be involved in everything, literally, everything in the society in order to be [SCI] equal with men [QYN] [CH] [W]? C Feminism is not the solution to prove [SCI] that women could be equal to men [SC] because
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women could be exposed [SC] to many dangerous problems such as sexual harassments, rapping, and kidnapping [EFC] [CL] [LGR] [EL]. C Supporters who encourage the feminism [SC] which are called the feminists [SC], see that women have the right [SC] to be equal with men [SCI] in every single role in society such as jobs, political positions. C This may be true [EFS] [CON]. C Women can work and get a job that a man can get [SC] [EFC] [EL] [CON]. C However the woman still under the pressure of dangerous situation such as sexual harassment [RB] [EV]> C Also there is jobs women cannot work in it for its difficulty [SC] [EL] [BGR]. C And this job could be building a house or any other job that women cannot do [SC] because of their weak body [EFC] [W] [EV]. C And if feminism call for this equality [SC], they should taking those difficult jobs too [COM] [BCK] [EL]. C Those difficult jobs could require staying [SCI] late at night in [Your] work place and getting late to [Your] home, ignoring [Your] motherhood [EV] [BCK]. C Not only that but also most of the bad accidents and sexual harassments happen at night [EFS] [BCK] [EL]. C ―Most of the serious problems that happen to women [SC] are during the night,‖ Said woman in a TV show [ASN]. C Also the highly bias feminism is not calling for equality [CL]. C They want to banish [SCI] the men from the society [LGR]. C And they take their places [EFS]. C Some people arguing that women could learn self-defense or a specific kind of sports [SC] to help [SCI] her protecting herself from any dangerous situation.
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C However it would be a hasty generalization to say [SCI] that all women would be able [SC] to learn [SCI] this kind of sport [EFC] [RB]. C Maybe they just do not have time or money to learn [SCI] this sport or self-defense to persevere [SCI] practicing [SCI] on it [BGR] [EL]. C And the attacker, the rapper, could be stronger than the woman that even the self-defense would not help [SC] or protect her from the situation she in [BGR] [EL]. C Also it could be not only one person [W]. C It could be a group [EFS]. C And also the self-defense art would not help her in this situation [COC]. C And if the women, feminists, want equality between them and the men [SC], they should join the army [COM] [CL]. C Of course there are women who join the army [SC] [Q]. C However, not all the women would love to, or it would be hasty generalizations [RB]. C Women take responsibilities more than men [EFS] [CL]. C They cook, take care of their children, their studies, their home [EL]. C And that seems to be [SCI] a very easy job [EFS]. C But it is not easy at all [EFS] [LGR]. C It is very exhausting [EFS]. C However most of men do not appreciate that. C Still the ideology of feminism is unclear because of its diversity and changes that happen all the time [SC] [EFC] [CL] [LGR] [EL].
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C If the feminism called for equality between two genders [SC], they should name these move human rights not feminism [COM], unless they want to overthrow [SCI] the male gender taking its place [SCI] which in this case it would be very bias feminism [SC] [EL] [CL] [LGR]. C Women have difficulties in putting [SCI] their feelings aside [LGR]. C And this would be a serious disaster [EFS] [W]. C What if the woman was in a very sensitive political position and she made a decision according to her feelings that could create [SC] war between two countries [QWHATIFR] [CH] [BCK]? C Women are stronger than men [EFS], of course not in the physical appearance but in taking care [SCI] of the house [CL]. C Women could have a job and take care of her house at the same time and in a perfect way too [LGR]. C The men could not do that [LGR]. C When men get to their house [SC], they eat, watch TV, then sleep [EFC] [EV] [W]. C Men get satisfied [SCI] by the role they play [SC] which is getting a job [SC], work and get money [BCK]. C And that‘s it [EFS]. C They do not participate in the house work [EFS] [BCK]. C However some men help their wives in the house work [EFS]. C But not all of men do that. C It would be so unfair to make [SCI] both genders equal to each other‘s [CL]. C In million years centuries long periods of time, there will be no equality between both genders because every gender completes the other [SC] [LGR]. C Men do a lot of effort in their jobs to make money [SCI] [EFC] [W] [EL].
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C And women do their job being mothers [SCI] to help their children [SCI] get their studies [SCI]. C No one is there to banish the other gender [SCI] [COC]. C And no one can do that because male and female complete each other [SC]. C Women could face dangerous situations such as sexual harassments, rapes or kidnaps [EFS]. C Feminism is not about making man equal to women [SCI]. C They want to overthrow men [SCI] to take their place [SCI]. C However that would never happen [EFS]. C Women could learn a self-defense art [EFS]. C However not all women can learn it [EFS]. C There should be a degree of equality between male and female [COM], however, not in every single thing because there might be dangerous situations [SC]. C Women could not make a move against it [EFS]. C There should not be a feminism ideology [COM] because this is not a war between the two genders [SC]. C There should be equality [COM] [EFS]. C However each gender complete the other. C No one is perfect [EFS]. Essay 40: Jailan C ―The fight has changed, the stereotypes remain, and the cause will never die‖ [ASN] [CL]. C What many people don‘t know [SC] is that feminism is not only a movement [SC] but also an ideology [EFC] [CL]. C [OUR] topic is weather women should be with or against feminism [SC].
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C Societies around the world are banning women to do certain activities [SCI] [CL]. C Women are physically not as powerful as men [EFS] [Q]. C And women are emotional and irrational [EFS] [Q]. C In some countries, there are some rules that are illegal for women [SC] but are legalized for men [EFC] [LGR]. C Driving cars are banned for women in Memphis but legal for men [EFS] [EV]. C Women are forbidden to enter [SCI] a cemetery in Saudi Arabia [EFS] [EV]. C But it is legalized for men [EFS]. C Women are forbidden to watch [SCI] football in Iran [EFC] [EV]. C All of these examples above have been forbidden for women but legalized for men just because they see [SC] women are weaker than men [SC] which have been scientifically proven [SC] that it is wrong [SC] [RB]. C They believe that god created men [SC] to do [SCI] whatever they want [SC] and created women to obey them [SCI] [EFC] that is why [SC] women started [SC] to create [SCI] feminism movements to stop [SCI] the discrimination that society is creating against women [SC] and for women to have equal rights and be treated equally as men [RB] [EL]. C A lot of chapters in history are proving how much women have been successful [SC] in asking [SCI] for equality [EFC] [BGR]. C There was a movement called ―temperance feminism‖ in 1870-1920 [SCI] which gave women ―universal women‘s suffrage‖ [SC] [EFC] [EV] [W]. C ―Flapper feminism‖ in 1910-1940 which was a genuine sexual revolution [SC], birth control, improve employment opportunities for women [W] [EV]> C ―Women‘s liberation‖ movement in 1960-1980 which enhanced educational and vocational opportunities for women [SC] [EV] [W]>
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C ―Radical‖ feminism from 1975 till 1997 proved that women could make anything of themselves [SC] *they wanted [SC] [W] [EV]. C All of these movements show how much women are successful [SC] and not less than men as people say [SC] [CL] [EL]. C Maybe men are physically stronger than women [EFS] [Q]. C They can lift heaver weight than women [EL]. C But women can bare pain no man on earth can bare [SC] which is the ―pregnancy pain‖ [SC] [RB] [EV]. C No man can bare this kind of pain [EFS] [BGR]. C And no man have experienced that kind of pain because they will never bare it [SC] [EFC]. C Medically, pregnancy pain have been proven to be [SCI] one of the hardest kind of pain that any woman and man can experience [SC] [W] [EL]. C God let women be [SCI] the one to give [SCI] birth because he knows [SC] that she can bare any kind of pain [SC] and physically she can do anything a man can do [SC] and can bare any kind of pain that any many man can bare [SC] [BCK] [EL]. C Unlike what all men think that they are stronger and women are weaker [SC] [BGR]. C Men believe that god created men [SC] to do [SCI] whatever they want [SC] and created women to obey them [SCI]. C There have been some very famous women who are with feminism [SC] [EFC] [RB]. C And those women are very famous and successful [EFS] (Oprah Winfrey, Hillary Clinton, Sonia Gandhi, IndraNooyi, Christiane Amanpour, Cristina Fernandez de Kirchner, Michelle Bachelet, Yoani Sanchez, Mary McAleese, Aung San Suu Kyi, Angelina Jolie, Mia Farrow, Barbara Walters, JK Rowling, Meg Whitman, Nancy Brinker, Lisa Randall, Suze Orman, Pat Head Summitt, and Ruth Bader Ginsburg) [BGR] [EV].
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C Those women have proved how much women‘s role is important [SC] and how much they have done to make [SCI] this world a better place [W]. C And not as men think [SC] that they don‘t do anything for society [EFC]. C Women have proven that they can be as successful as men [SC] and can bare any pain and that women role is very important in the society [BCK]. C In Islam, there is a verse that says [SC] ―women are lacking mind and religion‖ [EFC] [ASN] [Q]. C Men always use this verse against women without even knowing [SCI] its real meaning [EFC]. C This verse means that women are more emotional [SC] because they give birth [SC] [RB] [EL]. C And she is the one who educates her children [SC]. C So she have to be [SCI] merciful on her children. C God didn‘t create women to be [SCI] less than men as people think [SC] [EFC] [BGR]. C He created women more emotional for the sake of her children and not to be insulted and treated badly in a society that doesn‘t know [SC] how much women do a lot for men [SC] [EFC] [CL]. C Women are the ones who give birth to men [SC], educate them, etc [EFC] [COC]. C Women should have equal rights as men because there is no difference between them [COM] [SC] [CL] [LGR] [EL]. C Women are physically, emotionally are as powerful as men and can handle anything [CL]. C Society have to know [SCI] and appreciate women‘s role [COM] [CL].
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Essay 41: Maria
C ―Feminism is a collection of movements and ideologies that share a common goal: to define, establish, and achieve equal political, economic, cultural, personal, and social rights for women. This includes seeking to establish equal opportunities for women in education and employment.‖ (Tadros Mariz,1999) [ASN] [EV]. C Feminism had grown largely in Egypt lately and may be after the Egyptian revolution that had started in January 2011 [SC] where people in Egypt started to speak up [SCI] for their rights [SC] and reject the situations where they dislike [SC] [CL] [EL]. C The Egyptian Feminist Union ―was founded at a meeting on 6 March 1923 at the home of activist Huda Sha'arawi, who served as its first president until her death in 1947. The Union was affiliated to the International Woman Suffrage Alliance‖ (Earl L. Sullivan , 1986) [ASN] [EV]. C Since ages the women in Egypt had been asking for her rights and freedom [CL]. C Many movements had been made that even men joined [SC] and had been supporting. C But others had been against these movements because they disagree with the whole idea of the feminist [SC]. C Egypt has some strict and traditional culture that could be somehow different than that of the Western countries [SC]. C And this has to be put [SCI] into consideration [COM] when [WE] discuss the subject of feminism in Egypt [SC] [EFC]. C Women in Egypt are deprived from their basic rights that she should be having [COM] [SC] [CL]. C And that is why [SC] they are always feeling stressed and nervous [SC] [LGR]. C For example, at workplaces, women are not given the positions and the duties that are given to men [SC] although they might be capable of doing [SCI] the same tasks as men do [SC] and may be more [SC] [EV] [W]. C But the Egyptian culture wins when it comes to work [SC] [EFC]. C Women had proven to be [SCI] very successful in many fields [EFC] [BCK].
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C They can take responsibility [EFS] [EL]. C They are smart and real hard workers [EL] [BCK]. C And that had never affected their personal life or duty as wives and mothers. C But they know how to handle many different things in an effective way [SC] [EFC] [W]. C A referral opinion claims that women are not taken for granted [SC] [EFC]. C But they are given some rights that weren‘t given to them many years ago [SC] [EFC]. C Women know became mangers, leaders, vice presidents and even owners to many places> C And this means they enjoy the same rights [SC] as men do [SC] [EFC]. C ―For Egyptian women to be free, they must find an identity of their own, not only separate from men, but also challenging the negative view of their culture and society which is a legacy of colonialism and imperialism‖ (Graham-Brown 27) [ASN] [RB] [BGR] [EL]. C The culture of the country need to change [SCI] [EFC] [W]. C Women seen as weak creatures [SCI] that should be controlled [SC] and led is not a right thing to do at all [SCI] [EL]. C But they should be treated equally to men [COM] [EFS] [BGR]. C And that how they can gain their self esteem and personality [W] [EL]> C A referral to this opinion claim that the Egyptian women are smart and intelligent [SC]. C But that doesn‘t deprive them from the fact that they are women [SC] and their nature is not like men [EFC]. C So there is no way they should be treated as men [SC] even if traditions and cultures are so free [SC] and open to this idea [EFC]. C Women could be great mothers.
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C But giving [SCI] them too much loads and pressure can make them collapse [SCI] or act negatively towards one of them because they want [SC] to achieve [SCI] everything the right way. C ―Some even argue that the actual goals of some Islamist women may be a kind of feminism, because they might be attempting to insinuate themselves within the mainstream in order to more gradually introduce equal rights for women, without leaving a strict, traditionalist Islamic framework‖ (Karam, Azza M. , 1997) [ASN]. C And this means that some women fights the Islamic trend [SC] and way of thinking [SCI] that shows how women [SC] are being treated as slaves [SC] and that they have no value at all. C People who do understand in religion [SC] knows well that women are not treated badly in religion [SC] and that they had been given rights and treated very well and even to be treated [SCI] in a right way [RB] [EL]. C A referral opinion claims that women in Islam do not have higher priority than men [SC]. C They are in fact respected and asked to take care for [RB]> C But the fact in Islamic religion, men are given higher control such as in the in heritage rules and many other things stated in the Quran [SC] [CON] [EV]. C As a conclusion, feminism in Egypt is a sort of rejection from the situation the women are facing in the country [SC] where they feel [SC] that they don‘t have the rights [SC] they should be having [SC] as equality [COM] between men and women in the country [CL] [EL]. C The first feminist had been done a long time ago [LGR]. C And till now many of them are in progress [EFS]. C Women think of feminism and take such action because they feel [SC] they are not treated equally in the country as men [SC] [LGR]. C At work they are given the non-essential tasks [EFS] [W] [EV]. C And religiously they are not supported in many different ways [EFS] [W] [EV].
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C Some people argue that feminists are not even needed in Egypt [SC] because women lately had been given many rights [SC] that they shouldn‘t be asking for more [SC] such as in work and political life. C Rather than this, women should not be having any more power and control as they are created [SC] to be taken care of from men [SCI] and not the contrary. C Finally, the way the world see women treatment at Egypt [SC] justifies their actions and their anger against the country [EFC] [COC]. C And that‘s makes perfect sense why they are asking for their rights [SC] and equality the way they are doing [SC] [CL]. Group 10: Child labor Essay 42: Mirna
C It is non-arguable that the problem of child labor became a vital problem nowadays [SC] [EFC]. C What is child labor [QWHAT] [EFS]? C What are the factors that make children work [SC] [EFC] [QWHAT]? C What is impact of child labor on our society [QWHAT]? C There are many definitions describing the child labor [SCI]. C It is defined by the ILO as work that the children should not be doing [SC] because they are too young [SC] to work [SCI] [Q]. C And that is dangerous [EFS]. C It is also defined as ―the work that deprives children of their childhood, their potential and their dignity, Work that has a negative effect physically and mentally on the children‖ [Q]. C Child labor has many faces and factors [EFS].
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C Many people thought that child labor destroys the whole life of the children [SC] [EFC]. C (Webbink, Smits, De-Jong, 2011)[ASA] mentioned that when people hear the term child labor [SC], the first thing that gets on their mind [SC] is the picture of poor children working in mines [SCI] or knitting [SC] [EFC]. C However, only small number of children who work [SC] is involved in market work [EFC] [EFC] [RB]. C Some works can be beneficial to the children and don‘t affect them mentally or physically [EFS] [RB]. C First of all, work and education in developing countries> C A lot of children have many options such as going to school [SCI], working in family business, do house work, do a combination of these activities or do none of them [BGR] [EV]. C Yet, children‘s parent usually chooses one of two activities which are working in family business or housework [SC] as they gave direct return to their families [SC] [EFC] [W]. C Some people argue that all forms of child labor, including housework and business family [SCI] have negative effect on educational involvement and achievement of the children (Allais,2009 Aminet al,2006 Asaad,Levision Zibani,2010 levision Moe,1998) [ASA]. C However, that not mean that these children are always far from comparison [SC]compared to the children [SCI] who can spend more time [SC] on learning in school [SCI]. C If the children above minimum age are employed part time in harmless and safe conditions [SC] are paid fairly and the work does not have a negative influence mentally, socially, or physically on them [SC], in that case, working may have a positive impact not only on themselves but also on their families [RB] [EL]. C Under the safe conditions, some works can be a positive experience for the children [EFS] [BGR].
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C For example, part time work or working in family business [SCI] can help children‘s personal development by teaching them [SCI]skills of life and helping in developing their stages of responsibilities and maturity when they are young [SC] [W] [EV]. C Compared to the other children [SCI], they learn more skills [EFC] [W]. C According cigno Rosati [ASN] in many development countries, people see the experience that they gain from work [SC] is much important than education through the concept of ―learning by doing‖ [SC] [EFC] [W]. C These children will get skills and experience they need later in life [SC] [EFC] [BCK]. C From this concept and view, working in agriculture and family businesses [SCI] is considered an education as they learn more skills [SC] (Cigno Rosati, 2005, Emerson sauzy,2007) [ASA] [EV] [BCK]. C Furthermore, this also applied for the girls [SCI] who work in housework [SC] is also considered a worthy preparation for marriage [W] [EV]. C According Huisman Smits [ASN], in many cultures, education for the girls is not important issue as they are predictable [SC] to grow up [SCI] to be housewives [SCI] [BCK]. C So it is not crucial for the girls to pursue an education [SCI] [EFC]. C And if that happened [SC], parents believe it is enough [SC] to make [SCI] learn basic skills like reading and writing. C And then they make them leave the school [SCI] after two or three years (Huisman Smits,2009b) [ASN]. C When deciding how children spend their time [SCI] [SC], many parents usually agree about school and education as long as basic needs of the family is covered [Q]. C According to Ellen Webbink Jereon Smits [ASN], all the parents want the best of the children. C And in many cases, they choose education over work [EFS] [Q].
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C They believe that education is very important [SC] as they can pay high cost on education [SC] as long as on the long run children will get older and will have higher wages [SC]. C And by that they are totally against the concept of child labor (Ellen w Jereon S) [EFS] [ASN]. C However, in some cases, parents choose to send their children [SCI] to work [SCI] instead of learning [SCI] [RB]. C They believe that the return of education might be low [SC] as a result of poor education system as teachers are often absent [SC] [EFC] [BGR] [EL]. C School building and learning materials may be missing and broken [EFS] [EV]. C And schools are overcrowded [EFS] [EV]. C As a result, children will not be able to gain those skills [SCI] that will help them [SC] to get a prestigious job [SCI] after finishing their education [SCI] [EFC] [W]. C So it is better for them to pull them out of school [SCI] and work to get more experience and skills [SCI] that they will need later in life [SC] as a result of poor quality of education [EFC] (Hilson,2010) [ASA].
C Many people in our community are against child labor [EFS]. C They believe that it deprives the children from their childhood [SC], takes away their rights as being a child [SCI] is one of the happiest periods of most people [SC], where there is no problem and responsibilities [SC] [EFC]. C Yes, children have the right to enjoy their childhood [SCI] playing and having fun with their friends [SCI] [EFC] [Q]. C Unfortunately, as [WE] all know [SC] life is not perfect [EFC] [Q]. C Poverty is an ultimate reason to force parents [SCI] to send their children [SCI] to the work field as they depend on their income [SC] to live [SCI]. C Many families are below the poverty line [EFS] [RB].
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C Child labor is the only way to get income for the survival of the whole family [SCI]. C Children have to work [SCI] in many cases [COM] [EFC]. C And they do leave school in order to survive [SCI] as the income of their parents is insufficient [SC] to cover even the basic needs of the family [SCI] [EFC] [BGR] [EL]. C In the economic literature on child labor, this phenomenon is often described as the Luxury Axiom (Basu Van 1998) [ASA] [W] [EV]. C Education is a privilege given only to [SCI], LA DOLCE VITA, those that can afford it [SC] [EFC]. C Those types of people not only cannot afford the cost of the school. C But also they cannot afford their basic need [EFS]. C Can [YOU] imagine how much they are suffering and starving [QYN] [SC] [EFC] [CH]? C Even when the school is ostensibly [SC], they cannot afford the other direct costs such as uniform, paper, pens and transportation [W] [EL]. C One of those cases according to Ellen Webbink Jeroen Smits [ASN], the absence of one of the parents from household, children are forced to work [SCI] more in order takeover the tasks [SCI] of the missing parent to survive [SCI] (Ellen Jeroen 2011) [ASA] [W]. C Moreover, according to Emerson Sauza [ASN], family size force the parents to send their children [SCI] to work [SCI] as there are more mouths [SC] to feed [SCI] (Emerson Sauza 2008, Patrinos Psacharopoulos,1997) [BCK]. C If [YOU] allow them [SC] choose between surviving [SCI] or attending school or playing,what do [YOU] think they will choose [SC] [QWHAT] [CH]? C Isn‘t the survival will be the answer [QYN] [CH]?
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C To conclude [SCI], it is the time to see [SCI] the positive side of the child labor as it can be a positive experience [SC] to the child, giving them skills of life earlier [SCI] by helping [SCI] them to be more reliable and responsible [SCI] [CL] [EL] [LGR] [COC]. C Furthermore, what will happen to those people who cannot afford their basics needs [SC] if [WE] end the child labor [SC] [QWHAT] [EFC] [CH]? C Many organizations and governments work toward saving children from child labor [SCI] and making it illegal [EFC]. C It has the ability to be harmful [SCI] more than being beneficial [SCI] [EFC] [RB]. C It will leads them to the dangerous road [BGR]. C For example, absence on of the parents may lead the child to get [SCI] into the sex trade or toward other criminals‘ activities in order to earn money [SCI] to survive [SCI] [W] [EV] [COC]. C Organization should not be waste their time fighting [SCI] to stop [SCI] child labor but rather work alongside it [COM] [COM] [CL]. C They need to be [SCI] realistic about the problems that the poor families face [SC] [LGR].
Essay 43: Salma C Although child labor has been around since ancient times [SC], it only began to be viewed [SCI] negatively as recently as a century ago, due to various types of legislation being introduced [SCI] that restricted the types of jobs [SC] that children were allowed [SC] to work [SCI] in and limiting the number of hours [EFC]. C A very important milestone in the history of child labor was the passing and enactment of the Factory Acts, which were a series of successive laws [SC] put into place [SCI] in order to regulate [SCI] and monitor the working conditions of children [EFC].
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C According to the International Labor Organization [ASA], child labor is defined as ―work that deprives children of their childhood, their potential and their dignity, and that is harmful to physical and mental development‖ [CL]. C And it can take many forms, ranging from the seemingly harmless [SCI] such as agricultural or domestic work to the positively evil such as prostitution or slavery (2013) [LGR] [EV]. C As can be inferred from the definition provided [SC] [SCI], there is a difference between child labor and child work, with the latter being heavily regulated [SCI] and restricted to a number of jobs and hours [EFC] [W]. C For example, as stated by the United States Department of labor [SC] [ASA], United States has a law in place called the Fair Labor Standards Act [SCI] that sets a limited number of hours that 14 and 15 year olds may per week, in addition prohibiting them from [SCI] working [SCI] in manufacturing, mining and hazardous jobs (2013) [BCK] [EV]. C While the overwhelming majority of Western opinion is against child labor [SC], there have been pockets of supporters here and there [EFC]. C Child labor is detrimental to society and humanity at large as it robs children of valuable time [SC], prevents them from obtaining an education [SCI] [RB] [BGR] [EL]. C And it exposes children to situations in which they can easily be exploited and abused [SC] [EFC] [BGR] [EL]. C Firstly, supporters believe that child labor provides children with the opportunity [SC] to learn new and useful sets of skills [SCI] [EFC]. C Coffee millionaire Phillip Di Bello believes that child labor offers a sort of ―social support program‖ [SC], where children can learn new crafts and trades [SC] [EFC] (Khadem, 2011) [ASA] [Q]. C On the other hand, school provides children with a much greater opportunity to learn new skills [SCI] that can be applied in every situation [SC], such as reading, writing and arithmetic amongst other things [EFC] (2013) [RB] [EV].
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C The skills that children acquire [SC] from working [SCI] are mostly cleaning or farm work, limiting them to only low-skilled jobs in the future [SCI] [EFC] [BGR] [EV]. C So making sure that children go to school [SC] [SCI] is far more important than any shortterm, unskilled training obtained [SCI] from working [SCI] in a factory or on a farm [EFC] [COC]. C Another argument commonly espoused by supporters of child labor [SCI] is that it provides them with a safe source of income [SC], preventing them from [SCI] seeking illegitimate forms of employment [SCI] [EFC]. C They believe that banning child labor [SCI] is ineffective [SC], and that the government‘s focus should be on poverty reduction [EFC]. C If child labor is banned [SC], then the children will turn to illegal or danger forms of work (such as crime and prostitution) [EFC] [Q]. C And they will be vulnerable and easily taken advantage of (2013) [EFS] [Q]. C However, two wrongs don‘t make a right [EFS]. C By taking steps and enacting measures [SCI] to ban child labor [SCI] and forcing children to go to school [SCI], children can be given a chance to escape [SCI] this cycle of poverty and exploitation [EFC] [RB]. C The repercussions of a child not completing their required schooling [SCI] are many and farreaching [EFC] [BGR]. C A recent report by the HCO [ASA] concluded that the main way to effectively eradicate [SCI] child labor would be by education and making sure children are going to school [SC] [EFC] (Siddiqi and Patrinos, 2012) [W] [EV]. C It is believed that lawmakers should take steps [SC] to ensure [SCI] that schooling is made mandatory [SC] in order to give children [SCI] an equal opportunity at life and changing their futures [EFC] [BCK].
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C Finally, supporters of child labor believe that it teaches important values such as responsibility and hard work [SC], especially when there are no positive adult role-models in the child‘s life [SC] [EFC]. C Children who earn their money [SC] understand how much time and effort it takes [SC], and therefore are more likely to appreciate [SCI] the value of hard work (Tokarev, 2012) [ASA] [Q]. C American politician Newt Gingrich even suggested that schoolchildren from impoverished backgrounds should have mandatory work programs in school [SC] in order to emphasize the importance of a job [SCI] [EFC] (West,2011) [ASA] [Q]. C However, the jobs that the majority of the 200 million child laborers found [SC] in the world are often dangerous to the health and full of risks and dangers [EFC] [RB] [EV]. C They also involve very long hours and little room for breaks, which in most cases means [SC] that the child will be taken out of school [SC] and have their lives disrupted in order to earn a living [SCI] [EFC] [EL] [BGR]. C A recent example involved Samsung‘s manufacturing factories in China [EFS]. C According to China Labor Watch [ASA], it was found that these factories used child laborers [SC] who worked for 11 hours a day [SC] and only being paid wages for 10 hours [EFC] (2014) [EV] [W]. C As can be seen [SC], if even international well-known companies such as Samsung are guilty of exploiting child laborers [SCI] [SC], then what can be expected from lesser-known companies [QWHAT] [EFC] [CH] [BCK]? C Even though, if child labor was given the benefit of the doubt [SC], exploitation cannot be prevented [BCK]. C And the notion that child labor teaches responsibility and moral values [SC] is definitely an invalid statement [EFC] [RB]. C In conclusion, child labor is an issue that most people are against [SC], and as aforementioned, for good reason too [EFC].
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C Children who are forced [SC] to work [SCI] (as often is the case) are deprived of the chance to experience [SCI] a normal childhood, in addition to losing out on education [SCI], compromising [SCI] their health and safety [COC] [EL]. C This is not only a short-term issue that will affect the children of present [SC], but will also continue in the future as more and more children are forced [SC] to work [SCI] [CL]. C As illustrated in the essay, only a small proportion of people who do so only to further their own interests [SC] seriously support child labor, while the majority is against it [SC] [EFC]. C The most important plan of action would be through educational campaigns for both the children and their families informing them [SCI] about the dangers of child labor [EFC] [CL] [EL].
Essay 44: Samaa C ''If [WE] were fired from the factory , [I] could go to school ,but then who would feed my mother and sister ''( S.L. Bachman , Journal of international affairs ,2000) [ASA] [Q].
C Some people think children should work [SC] to help [SCI] and supply their family and feed themselves [EFC]. C They see that children should hold the responsibility [SC] [EFC]. C However, they are only children [EFS] [RB]. C They need to be taken [SCI] care of [EFC] [EL] [BGR]. C Child labor is a huge problem facing our society nowadays [SCI] [CL]. C As mentioned above, many children would like to go [SCI] to school and attend their classes. C But their life does not allow them to go school [SCI] and live a normal life. C Children in this age should play, learn , and enjoy their life like other children in their age [COM] [EFS] [CL]. C They should compelete their education [COM] and get high grades [COM] [EFS] [CL]. C And after graduation, they will find a job which suits them [SC] [EFC] [CL]. C Surly working in this age [SCI] will hurt them [EFC] [CL].
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C It‘s not a benefit for them because they will leave their studies [SC] and stop attending [SCI] their classes [EFC] [LGR] [EL]. C Working [SCI] will affect their education, their health, and finally their rights as human beings [EFC] [LGR] [EL].
C A lot of people see that children should work [SC] to help themselves and their families [SCI] [EFC]. C They think this way will make these children more responsible [SC] [EFC]. C And it will improve their character and personality because they will face different situations and problems [SC] that they have to solve [SC] [SCI] [EFC]. C They think school will not benefit them [SC] because it will not give them this experience [SC] of facing the outer world, real life and different characters of humans [SCI]. C Furthermore, after graduation, they will not find a suitable job because of the high rate of unemployment [EFS] although education provides an amazing environment to learn [SCI] and to create [SC] [EFC]. C Children who complete their education [SC] have much higher chances to find suitable jobs [SCI] which suits their high skills everywhere [SC] [EFC] [RB]. C After graduation, they will take high salaries which enables them [SC] to live a good quality life [SCI] [EFC] [BGR]. C Children cannot work in this age and hold this huge resbonsibility [EFS] [BGR]. C [WE] find them in the streets [EFS]. C And this way is not safe for them [EFS] [W] [EL]. C Their role in this age is to study well [SCI] and grow up safely wihout any health problems and benefit their society when they are adults [SC] [BCK] [EL]. C But working in this age [SCI] will decrease the creativity of their Minds [EFC] [W]. C And this will affect them negativly and their education [BCK]. C According to (Edmonds,2007,p 24) [ASA] he said that ''Hours worked and schooling attendence rates are lowest for children working outside of their home'' [EV] [BCK]. C Education generally puts them in different experiences [EFS] [BCK].
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C And it teaches them how to face their problems [SCI] and solve it [EFC] [EL]. C On the contrary of the people who think [SC] that education will not benefit them [SC]>
C Some people think that families who cannot afford [SC] to spend [SCI] money on their children should teach them [SC] how to work [SCI] to gain money [SCI] to help their families [SCI] and to feed themselves [EFC]. C However, this affects them badly [EFS] [RB]. C And it affects their health too [EFS] [BGR]. C The children who work [SC] get more pressure and load more than who do not work [SC] [W] [EL]. C They become more aggresive and tough and may act crimes like stealing and other terrible crimes due to the need of money which saves them [SC] from starving [SCI] [EFC] [BGR].
C They feel they do not have the right [SC] to play [SCI] like other children in their age [EFC] [W]. C They live only to gain money [SCI] to feed themselves [SCI] and to help their families [EFC] [BCK]. C They become more sick and more weak [W]. C Many people make use of children in a terrible way [EFS] [CL]. C And this according to (Greenhouse,steven,2014) [ASA], he wrote an article. C Its topic is ''just 13 and working risky 12 hour-shifts in to tobacco fields'' [LGR]. C He said that ''tobacco work was particulary harmful to children, poiting to nicotine, poisoning, pesticides and dehydration‖ [EV]. C And he also said ''they not small adults they are children''. C And he also mentioned in his article that '' working in tobacco field affecting them terribly which can cause vomiting ,dizziness and irregular heart rates ''. C And all these evidences surly make us should not allow child labor because it will affect the next generation of adults and our society definitely [COM] [SC] [CL].
C It is argued that children who have lower skills [SC] and non creative should work and leave school because they cannot benefit themselves and their society [SC].
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C For this reason, they should work to gain money [SCI] and to live a good living. C However, children in this age have the right to play [SCI] like other children not to work [EFC] [RB]. C In all costitutions, all over the world, it is forbidden for children to work [SCI] [EFC] [BGR] [EV]. C The law prevents children under 18 years old from working [SCI] [EFC] [EL]. C If he or she broke the law [SC], they will be punished for this mistake [EFC] [W]. C Those children should live a normal life [COM] to grow up [SCI] normaly wihout any problems, either these problems are physical or psychological [COC]. C People who let these children [SC] work in their shops or whatever they own, will be punished too [EFC] [W]. C These people may treat the children in a savage or aggresive way [EFS] [BCK] [EL]. C For example, they may hit and hurt them and make use of them in an illegal way [EFS] [BCK] [EV]. C They may take their organs and sell it in the black markets [EFS] [BCK] [EV]. C All of this because they need money [SC] to stay alive [SCI]> C And this may cause horrible problems to the children and may drive them to death [EFS] [CL]. C According to (Edmonds,2007, P30) [ASA] he said ''Reseach has focused more on the child labor on child health. Much of the literature focuses on the injury and morbidity risks associated with the child's work environment. For example graitcer and lerer (1998) list morbidity, injury and hazard risks faced by children in different accupation and industries'' [EV] [BCK]. C These children have a lot of rights [EFS], the right to eat [SCI], to play ,to learn and to live a normal life [CL].
C Child labor is a crucial topic to speak about [SCI] because these children have the right [SC] to live a happy life [SCI] like other children in their age [EFC] [COC]. C In this age, they to do three main things, educate well, grow well and receive their rights fully [LGR]. C They have to educate [SCI] well to find [SCI] a suitable job for them and benefit their society [EFC] to grow up well [SCI] to be [SCI] a strong generation in the future [EFC] [COC].
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C To save their rights as children [SCI], they must live their childhood and enjoy their lives [COM] [EFC] [COC]. C And after being adults, they will hold the resbonsibility, but in the right time [COC]. C Finally our children are our resbonsibility [EFS].
Essay 45: Sara C Child labour is work from early and keep away from attending [SCI] school [CL]. C Sometimes child labour refers to education [EFS]. C So that after secondary school, they leave education [EFS]. C The important thing to them is knowing [SCI] only how to write and read [SCI]. C When thinking about children there are a lot of consideration that is should be taken to achieve the problem solving [COM]. C First, knowing the psychology of the child and the difference between it in children and the adults [SCI]> C Children's life should be filed of colour, joy, happiness, play and develop themselves step by step [COM] because it is important stage [SC] that has effect on their future life [SC] [CL]. C So child labour affect badly on future as regard education, health and social behavior [LGR] [EL]. C Some people think that work has a positive impact and experience for these children [SC] [EFC]. C If they take part time jobs or help in their families business for example [SC], it could develop their personality and responsibility by teaching [SCI] them life skills, developing their levels of maturity and depending on themselves [EFC] [Q]. C And it increase their self-confidence [Q]. C So not all children who work [SC] are engaged in child labour [EFC] [Q].
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C However, it could be easily refuted that child labour harms children [SC], make them suffering from life and leave education [RB]. C According to Y. Mattar, Mohamed (2007, October 20) [ASA] ''1.4 million childrens work between six and 14 were working in Egypt and leave education [BGR] [EV]. C It is also affects on their education because they cannot make balance between work and education [SC] [W] [EL]. C They spend a lot of time on working [SCI] to earn a lot of money [SCI] to cover [SCI] they needs [BCK] [EL]. C Child labour also has effect on national economy as it increase the number of unemployment [SC] [CL] [LGR] [EL]. C Then, when they grow up and have children [SC] make them work, so it enhance the viscous circle [W]. C People think that working from childhood [SCI] has positive impacts of children's health [SC] because it make them generate resources which help them to maintain themselves and their families also raise family living standards ,this resources may be important to the avoidance of under nutrition in childhood.then strongempirical support for a positive impact of living standards on health can be cited. (Steckel, 1995; Appleton and Song, 1999; Smith 1999) [ASA]. C However, it could be easily refuted that working as a child [SCI] raise the health hazards when children work relative to adults [SC] [SC] [RB]. C Also, children cannot avoid injury through accident during work such as toxicity such as the presence of chemicals, noise, ergonomic risks like lifting heavy loads etc) [BGR] [EV]. C And working conditions (long hours, nightwork, harassment) according to (Bequele and myers,1995,forastieri 1997 ILO,1998:fassa et al,2000) [ASA], it make them bear a lot of pressure and overload [SCI] [BGR] [EV]. C So it affects their health [EFS].
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C It leads to make [SCI] them sick and weak and make them suffering from depression and psychic disturbance [W] [EL]. C They also lose the right to play [SCI] like any children [EFC] [BCK]. C The evidence on long run health effect of child labour One small-scale study following children over a 17 year period in a rural region of India finds that children who work in agriculture, small-scale industry and services grow up shorter and lighter than those who attend school (Satyanararayanan et al, 1986). Two larger-scale studies based on different Brazilian data sets provide further support for a negative impact of child labour on health in adulthood (Kassouf et al, 2001; Guiffrida et al, 2001) [EV] [BCK]. C Some children lose their hands or legs while working [SCI] [EFC] [EL]. C According to Harness,J [ASA] ''The Depressing Stories Behind 20 Vintage Child Labor Pictures'' (2012 March, 19) C Child labour affect their social behavior and their personality [CL]. C It make them feeling [SCI] persecution and indigent from society [LGR]. C And they become thieves because they have to steal [SCI] to overcome poverty [SCI] [W]. C Also these Children are missing love, care and protection [EFS] [CL]. C So this encourage them to deviate and addict on drugs [SCI] [LGR] [EV]. C Social sense inferiority due to unenlightened enforces them to be aggressive [SCI] in the dealing with other people and become bully and terrorist [LGR]. C Child labour is a serious problem in Egypt [CL]. C It is considered challenging problem as in some cases it is the only source for financial requirements for their families [EL] [LGR]. C In addition the child labour is a direct reason for many unwanted social phenomena such as leaving education, child handicapping, social behavior disturbance and psychic troubles up to suicide [COC] [EV]. C The greater problems threaten the community by increasing the incidence of unemployment [SCI] which directly reflected on the national economy [SCI] [COC].
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C So, government have to take [SCI] this problem seriously [COM] by paying [SCI] salaries to people who live under poverty line [SC] and insure the children education fees for the families who unable to pay [SCI] [CL]. C Also provide the medical service in cheap prices to overcome [SCI] the child labour drawbacks and provide the opportunities to employment people [CL]> Group 11: Selling organs Essay 46: Selling organs, Amna C Should the sale of human organs be legalized or not [QYN] [EFS]? C ―Organ sale‖ is a wide important topic that has many meanings and points of view [SC] that need to be [SCI] fully understood and discussed [SC] [EFC]. C Before [WE] start our debate arguing [SCI] between the different opinions and answering the above question, [WE] need to understand [SCI] what it is [SC]. C Organ sale is not only the trade of two live persons where one of them needs the donation [SC] and will pay for it and the other person is the one who will give the organ [SC] and will get money out of it. C Organ sale can also include the trade with one live person selling his organs [SCI] after his death or with relatives of a dead person [EL]. C On the other side, organ transplantation is a supernatural occurrence for a large number of individuals whose lives may be spared [SC] [EFC] [CL]. C There are not sufficient organs to fulfill [SCI] the shortage for suffering patients [CL]. C As statistics proved [SC], around 75,000 Americans are on the sitting tight rundown for kidney transplants [EV]. C Yet, only 18,000 will get them [EFS] [EV]. C In the following years, about 4,000 of those patients will bite the dust holding up [EV]>
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C Not less than 1,200 other patients will rundown in light of the fact that they create complexities [SC] that make them excessively debilitated [SC], making it impossible [SCI] to withstand a transplant [SCI] (satel, Friedman, Childress, Rothman, 2008) [ASA] [EV]. C Some countries like Japan, China and USA legalize the selling of human organs while other countries prevent their selling [SCI] [SC] [EFC]. C People should not sell their organs [COM] [EFS] [CL]. C But they have to donate [SCI] them because of the national shortage, black market and our religion aspects [CL] [LGR] [EL]. C Some people believe that the idea of legalization might sound gruesome to most people [SC] [EFC]. C But it should not [COM], especially since research shows [SC] it would be able to save [SCI] lives [EFC] [RB] [BGR]. C In the United States, where the 1984 National Organ Transplantation Act prohibits compensation for organ donation [SC], there are only about 20,000 kidneys available every year for the approximately 80,000 patients on the waiting list [EFC] [EV] [W]. C In 2008, nearly 5,000 died waiting [SCI] [EFC] [EV] [W]. C They also believe that nobody in this issue would donate a kidney [SC] without getting paid [SCI] and the market is thriving [EFC]. C Moreover, these statistics suggest that the prices for organs are going up [SC] [EFC] [RB]. C Therefore, those people believe in the importance of selling organs for the sake of saving [SCI] more lives [EFC]. C On the other hand, David Rothman, professor of social medicine at Columbia University and director of the Center on Medicine as a Profession says "what this is truly about is the offer of organs from living contributors. There are, great reasons — numerous drawn from behavioral financial matters, some drawn from past experience — recommending that, indeed, to make a business may reduce the supply, not expand it. In the first occurrence, on the off chance that [I] can purchase it why if [I] give it In England, where the offer of blood was not permitted, rates of gift or donation were extensively higher than the US , where the offer of blood was permitted‖ [ASA] [EV] [RB]. C What is highlighted from this quote [SC] is the importance of donation to save [SCI] lives away from the concept of selling [SCI] or trade [EFC] [EL] [BGR].
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C Those who believe that the only solution to fill [SCI] the national shortage is to sell [SCI] their bodies or organs [SC] are wrong [EFC] [W]. C The real solution is to increase [SCI] people‘s awareness to donate [SCI] more to save lives [SCI] and to have varieties in organs [EFC] [W]. C One last comment on this specific point of view is the importance of donation over selling [SCI] for poor people [EFC] [BGR]. C Donation will help more people and save more lives for different classes of people [EFS] [W] [EL]. C Moreover, there are some people who kidnap children and kill them [SC] [EFC] [BGR] [EV]. C Then they take their organs and sell it [EFS]. C Others who deal with dead bodies [SC] take their organs after their death and sell it [EFC] [W] [EV]. C And that‘s called black market [EFS] [BCK] [EL]. C As professor Nadey Hakim, a Harley street surgeon and one of the world‘s leading transplant surgeons, believes that a property regulated market should be permitted [SC] so that the black market in organs is, if not destroyed, at least dramatically reduced [SC] [ASN] [Q]. C What is meant here [SC] is that promoting a regulated market [SCI] or legalizing the selling of organs has a significant effect on reducing or preventing [SCI] the black market [EFC] [Q]. C Although he has a point of view [SC], but doctors should not accept something like that [COM] as it is something illegal [SC] and it is forbidden ethically and scientifically [RB] [BGR] [EL]. C In addition, the World Health Organization has initiated rules that prohibit the act [SC] of purchasing or offering organs [SCI] [EFC] [W] [EV]. C They were supported by almost two hundred nations, including the United States [SCI] [EFC] [BCK] [EV]. C The rules, then again, were nonbinding [EFS] [CL]. C Yet, despite the fact that nations have their own particular nearby laws [SC], the global movement in organs is escaping everyone's notice any place it can [SC] [EFC] [LGR]. C Benefactors in Brazil, India, and South Africa are enrolled and traveled to different areas — South Africa and Turkey being main stream [SCI] [EFC] [EV] [W]. C Yet some do make it to the United States [EFS].
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C When they arrive [SC], they have their organs taken out in extemporized working rooms, and have organs delivered to centers that have [SC] a "do not ask do not tell" arrangement [EFC] [W] [EV]. C In fact, promoting or allowing selling [SCI] organs [SCI] will open the door for black market whether legally or illegally [EFC] [CL]. C Our bodies and its organs are gift from God [LGR]. C [WE] must take care of them [COM], not to treat [SCI] them like animals [EFC] [W]. C [WE] sell it for money [EFS]. C Or [WE] keep it just because [WE] love or want [SC] to use [SCI] them [BCK]. C Every organ in the body is created to play a certain role [SCI] [EFC] [W]. C And without one of it, there will be a mess and it also will make a negative effect on our health [EFC] [BCK]. C Sometimes, there are emergency cases where people must donate some organs [COM] [SC] [EFC] [CON]. C And as mentioned in the introduction that in USA 50000 people need transplant [SC] and only 15000 did the surgery [ASN] [LGR] [EV]. C Finally, selling organs should be banned [COM] [EFS] [CL]. C And donations shall be the alternative [EFS] [CL]. C Although selling organs [SCI] is believed to be [SCI] a way to save lives [SCI] and eliminate black market [SC], it is actually a way to increase [SCI] the black market and a mean of saving [SCI] the lives of the rich people or those who have money over the poor people [SC] [EFC] [COC]. C Donation is the alternative to save people‘s lives [SCI] no matter they are rich or poor [SC] without any kind of trade or market [COC].
Essay 47: Selling organs, Fatma C Is a human brave enough to give up his/her body [SCI] to someone else [QYN]? C Human organ transplantation is the process in which a human gives his/her organ for another person [SC] who is in need of it [SC] [EFC].
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C According to a study, on February 28th 2012, there were 113,000 patients on the waiting list of kidney transplantation while there were almost 91,000 donors [SC], which conclude [SC] that almost more than 80 percent of kidney patients were waiting for kidney donors [SC] (Varjavand, 2012) [EFC] [ASA] [EV]. C In Addition, some countries like Iran and India found a solution for the shortage in donors while US is still suffering from this specific type of shortage [SC] [EFC] [EV]. C For instance, Iran and India legalized human organ trade to meet the country's need of human organs for transplantation [SCI] [EFC]. C Legalizing [SCI] Human organ selling is when the candidates are allowed [SC] to sell their organs [SCI] legally under some circumstances [EFC] [EL] [CL]. C This forces the government to be responsible [SCI] about forcing donors [SCI] to seek [SCI] the required blood tests and other needed health tests [LGR]. C Hence, when the human organ trade is legalized, it will decrease the misuse of the poor, the cost of the organs, and the unbeneficial use of dead human organs [CL] [LGR] [EL]. C Some people claim that legalizing human organ selling [SCI] will result in the exploitation of the poor [EFC]. C People definitely do not trade their body organs unless their economic life is desperate [SC] [EFC] [Q]. C Thus, those poor people may not be heedful of the health risks which may sequel [SC] from abolishing [SCI] an organ from their bodies [EFC] (Varjavand, 2013) [ASA]. C Moreover, an alms person who sells body parts under a market system [SC] maybe suffering from the same sickness that the purchasers will pay money [SC] to avoid [SCI] (Varjavand,2013) [ASA] [Q]. C Consequently, legalizing human organ trade [SCI] will cause unaware poor people to sell [SCI] their organs just to receive money [SCI] [EFC] [Q].
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C However, the poor will have the opportunity to earn money [SCI] in a legal way, instead of going [SCI] for stealing [SCI] or other illegal actions [EFC] [RB] [EL]. C Likewise, when the human organs transplantation and auction is controlled by the government [SC], those people will be forced to go [SCI] for checkups and blood tests [EFC] [RB] [BGR] [EL]. C In addition, in 2010, 2,285 kidney transfers in Iran were successful, the only country that legalize human organ trade [SC], of which 595 from those who are clinically brain dead [SC] , while 1,690 volunteers (Varjavand,2013) [ASA] [EV] [W]> C Consequently, in Iran, there is no longer a shortage in finding organs for transplant [SCI] [EFC] [BCK] [EV]. C This fact shows that legalizing human organ sale [SCI] worked in Iran [SC] [EFC] [BCK] [EL]. C On the other hand, according to the National Organ Transplant Act, as the human organs selling is illegal in the United states [SC], there is a great shortage in finding donors [SCI] [BGR] [EL]. C People argue that the persistent for such life saving merchandise will raise the cost [SC] that only the wealthy people will be capable [SC] to sustain organs for transplant [SCI] whereas the majority of the people in need of organ transplantation will not be able to receive [SCI] it due to their financial limits [SC] (Varjavand, 2013) [ASA]. C Consequently, wealthy people can purchase the prime organ with healthier conditions, leaving inferior organs [SCI] with less suitable conditions for the poor [EFC]. C Therefore, if the government is to authorize human organ trade [SC], rich people will be the only candidates that can afford healthy organs [SC] [EFC]. C In contrast, if human organ market is to be [SCI] legally nonexistent [SC], wealthy people will still be capable of obtaining [SCI] healthy organs through various methods, rather than having the patience [SCI] to wait for an available donor [SCI] [EFC] [RB] [EL].
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C Rich patients can buy healthy and suitable organs through black market [BGR] [EL]. C Likewise, those individuals may travel to countries like Iran, India, or any other country where human organ selling is legal [SC] [EFC] [W] [EV]. C Additionally, when the government legalizes the human organ selling [SC], it will be the responsibility of the government to decide the maximum and minimum amount of money [SCI] to be paid for every organ [SCI] [EFC] [BGR] [EL]. C An alive being organ transplantation is considered more perfectible than transplanting a dead being organ [SCI] (Slabbert, 2012) [ASA] [CL]. C When an organ is taken for a living being [SC], blood supply passing through an organ can be monitored and constant (Slabbert, 2012) [ASA] [LGR]. C Best human organ matching can be done if the humans are alive [SC] [EFC]. C And the transplantation can be planned in a better way [EFS] (Slabbert, 2012) [ASA] [W] [EL]. C This concludes that it's more healthy and safe [SC] to obtain organs from alive people rather than dead people [SCI] [COC]. C Moreover, dead bodies should be respected [COM] [EFS] [BCK]. C Nevertheless, some people support the idea of taking [SCI] organs from brain dead humans instead of legalizing human organ trade [SCI]. C As tissues, organs and gametes of the dead or dying for transplantation, research and reproduction (Wilkinson, 2012) [ASA]> C Furthermore, organs should not be taken unless a certified statement that the person is a deliberate organ donor [COM] [SC]> C Using organs from dead bodies [SCI] would not hurt them or even affect them in any way [EFC] [Q].
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C On the other hand, sometimes when organs are taken for a live people [SC], they die or get ill [Q]. C Consequently, taking [SCI] organs from brain dead people is better than legalizing [SCI] human organ selling which allows people [SC] to give [SCI] their consent of having their organs taken [SCI] [Q]. C To conclude [SCI], human organ trade is considered useful in many different ways [EFS] [COC]. C Firstly, the poor people would not be exploited, as when any action is legal [SC], the government gives attention to it [SC] [EFC] [COC]. C Secondly, the cost of the organs would not be too high [EFS] [COC]. C Hence, the government will put the maximum and minimum allowed amounts for selling [SCI] every human organ [COC]. C Lastly, using alive human organs [SCI] is considered more favorable for the patients [COC]. C The best solution regarding these issues is to legalize human organ selling [SCI], as the government will have to manage [SCI] all the required possessions regarding transplantation [COM] [SC] [CL]. C However, the human organ trade still subsists regardless it is legal or not [SC]. C So for the assistance of the community, making it legal [SCI] will decrease the black market use and decrease the fail of transplantation [EFC] [COC]. C The schools and university should aware the students from the effects of taking organs [SCI] from unknown people for transplantation [COM] [CL]. C Making the human organ trade legal [SCI] should not decrease the number of donor [COM]. C People in different workplace categories, and students in schools and universities should be encourage to go [SCI] for donation [COM] [CL].
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Essay 48: Selling organs, Nour C Do people really sell their organs and give them away to other people while they might need [SC], even if it is for money [CS] [QYN]? C Did people lose their sanity nowadays and would give up their precious organs such as the kidney, liver, lungs, and so on just for the sake of money [QYN] [EFS] [CH]? C Selling the human organs has been increasing all over the world since in the past it was really hard to find [SCI] a donor to have [SCI] a damaged brain [SC] and sell his own organs from his own blood to another human, even if it is just for money [SC]. C Some people are arguing that selling the human organs [SCI] should be allowed [SC] and legalized all over the world for many reasons [EFC]. C The selling of human organs should not be legalized [COM] or even be allowed because of the transmitted diseases, the integrity failure, and the education problem [EFS] [CL] [LGR] [EL]. C Some people say that selling of human organs [SCI] should not be legalized because there are a checkup plan [SC]. C And in that case, diseases would not be transmitted or even occur [EFS]. C However, there are hidden disease such as cancer inside the organ that will not be shown inside a checkup [SC] [RB]. C It will activate once it has been removed from the donor [SC], and placed into the receiver, which might cause death to both patients [SC] [BGR] [EL]. C Due to personal experience, there was a transmitted organ that had a hidden diseases inside the liver [SC] [EV] [W]. C And the doctor of the surgery order both patients to do [SCI] a full body checkup. C And both patients were in full shape and ready to operate [SCI] [EFC]. C Everything was fine till the day of the operation [EFS].
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C Once the doctor drugged them and removed the liver from the donor [SC], the disease was activated and spread into the donor before the liver was completely removed [SC][EFC]. C And once the receiver took the liver [SC], the disease was already in the liver. C And both struggle from this disease till this day.C As Mark Cherry said, (2015) [ASA] ―Over the prior decade in the United States, practically 6,000 individuals a year have kicked the bucket sitting tight for organ transplants. In 2003 alone, just 20,000 out of the 83,000 sitting tight for transplants got them in anybody's eyes, a cataclysm. An unlimited bit of these fleeting, it could have been dismissed, and different more lives spared, were it not for the basically exhaustive extraordinary hand-wringing over the considered offering human organs‖ [EV] [BCK]. C People say that selling of human organs [SCI] is a fully function process [SC] that has no failures [SC], where there the checkup is done [SC]. C And the people are in full shape and ready to go [SCI] [EFC]. C On the other hand, they did not mention the doctor‘s integrity failure, where the doctor takes the money as a bribe [SC] and operate on the patients and still cause serious risks on both of them [RB] [BGR] [EL]. C Due to a personal experience, a known doctor was bribed to change [SCI] a kidney for a patients [EV] [W]. C And he stole the kidney from a dead patients inside the hospital, without doing the full checkup [SCI] or anything. C And he transplanted in into the receiver, where the dead donor died of liver failure [SC] and the receiver also died from the liver failure after several weeks>
C ―There are solid motivations to recognize that pay for cadaveric organs won't manufacture the supply. Envision a predeterminations broadcast in organs where people contract to give their organs after their passing‘s, and hence get a part now, or dole out the bit to be given after their passing‘s to their families or to a charitableness>
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C Without a doubt, consider that different individuals don't sign supplier cards now due to vulnerability or request. They extend over being certified dead imprudently, or in spite of having their passing‘s surged, on the off chance that they have meant a promoter card. Most likely, they would in all likelihood be hesitant to enter a predeterminations business, to sign a prospects contract, when the essential hindrance to the vehicle of their organs is the way that they're not dead yet,"(Knox, 2008) [ASA].
C Selling the human organs [SCI] should not be legalized due to the education problem in some countries [COM] [CL] [LGR]. C Uneducated people are being dragged into selling their organs [SCI] for some kind of money [EL] [W]. C And the problem, they agree for the least because they are in need [SC] [EFC] [BCK]. C For example, in the past, it was hard to find [SCI] a donor to sell his organ [SCI] [EFC]. C Nowadays, people can find a million donor. C It is easy to find a donor [SCI] because the people are in need of the money [SC] [EFC] [BCK] [EL]. C And other people are uneducated where their family members or even the doctor lies [SC] and conceive them from the truth into making them [SCI] agree [SCI] selling their organs [W]. C As for evidence, an English teacher named Ms N said [MY] uncle was in need of transmitting [SCI] a liver [SC] [EFC] [BCK] [EV]. C It was very hard for him to find [SCI] [EFC]. C But when he wanted to change it [SCI] again now [SC], he placed an ad [EFC]. C As soon he placed the ad [SC], his phone did not stop ringing [SCI] [EFC]. C Lots and lots of donors were ready to operate [SCI] [EFC]. C And it is even cheaper now [EFS].
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C According to Adomatis (2012) [ASA], still various Americans are unwilling to wind up [SCI] advocates basically in light of the fact that they don't understand everything [SC] that goes hand in hand with the system [SC] [BCK] [EV]. C To help with this [SCI], wellbeing mindfulness suppliers are working resolvedly with relationship, for instance to Donate Life America to ensure [SCI] that both the patient and seeing's family have a sensible seeing concerning what happens [SC] when organs are given and transplanted [SC] [BCK] [EV]. C A couple of myths that help illuminate the cons of organ giving include [CL] > C Donor would be not ready [LGR]. C To have an open-box dedication administration [SCI] including that under 18 [SCI] is so young [W] [EV]. C It couldn't be conceivable give. C Patient is so old [LGR]. C Relatives will be charged if an organ selling happens [SC] [EFC] [LGR]. C In conclusion, the selling of human organs should not be legalized [COM] because hidden disease such as cancer inside the organ that will not be shown inside a checkup [SC] [COC] [EV]> C It will activate once it has been removed from the donor [SC], and placed into the receiver, which might cause death to both patients [SC] [W]. C Doctor‘s integrity failure where they cheat and fake papers for money [SC] [COC]> C And the uneducated people are being deceived into selling their organ [SCI], which is unethical or even moral from an human being [SC] to do [SCI] another human being [COC] [EL]. C As said in haddith لنفسك كواتحب ألخيك حب. C Selling the human organ is harmful [EFS] [CL].
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C But that does not lead to banning [SCI] it for good. C Solutions could found> C For example, only rare cases such as life or death cases could be permitted by the government, then the hospital, and then finally into both family patients agreement [CL]. C The selling of the human organs will not stop because the more there is of the ignorance, the illiteracy, and the hunger for money [SC], death and serious diseases will start spreading [SCI] and more ignorance will be spread all over the world [SC] [CL] [LGR] [EL]. Group 12: Online education Essay 49: Online education, Dana C Online education has become very essential in student's life [EFS] [CL]. C It is an instrument that allows education for all segments of society and vehicle for rapid access of the information to the students [SC] [LGR]. C According to Armstrong " Nowadays, online learning turns out to be more and more practiced. Many traditional universities started to share their courses online for free. It represents an easy and comfortable method to achieve knowledge in almost every field, from law and accounting, to human sciences, such as psychology and sociology or history '' [ASN] [W]. C The online education has been very highly controversial [EFS]. C Many people support it and think it is kind of the development and progress [SC] whilst others are completely against it and think that online education could reflect badly on their degree of study [SC] [SC]. C Online education has positive influence on student's life because it facilitates education [SC], increases the ability of people with special needs to learn [SCI] and provides students feelings of confidence [CL] [LGR] [EL]. C Those who argue against online education [SC] believe that e-learning make student [SC] feel [SCI] in kind of anxiety, whereas online education provides flexibility and comfort for students
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[SC] [RB]. C Moreover, online education facilitates education and organize student's time for study [BGR]. C For instance , students don't need to sit [SCI] for long hours on traditional education as well as they can be taught in the custom of his daily program [SC] and organizing study hours daily according to his works [W] [EL]. C As James mentioned [ASN] that, " Users can proceed through a training program at their own pace and at their own place. They can also access the training at any time, receiving only as much as they need. In other words, 'just in time and just enough " [ASN] [BCK]. C Furthermore, it facilitates access to informations which the students need [SC] and make it easier to discuss [SCI] with their friends and doctors about their questions [BGR]. C In addition to> C They can find out informations from different sources and see their lectures and important files in any time they want [SC] [EV] [W]. C And it provides useful means for good remember of information through attracting and provoking students [SCI] to receive information [SCI] for students and a process engineering drawings etc. C And online education is less expensive and significant to the student [EFS] [CL]. C He does not need to acquire a lot of books [SCI] and search for references and articles on the required subject where give him all the required information easily and provide the time, effort and cost [SC] because a non-binding using transportation and great effort to get his information [SCI] [LGR] [EL]. C And this is benefit of people who live [SC] in areas distant as pillera continuous [SC] to state [SCI] that," Students may be able to save money by not having to physically attend classes. Online courses may help individuals cut down or eliminate costs of transportation, babysitting, and other expenses incurred by attending classes in a traditional setting‖ [ASN] [W] [EV]. C Hence, E-learning is important for each student to get rest during his study [SCI] and feel
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comfortable [EFC] [COC]. C Opponents think that online education has negative influence on people with special needs [SC][EFC]. C However, E-learning is very good instrument for people with special needs [RB]. C They don't have to move from their homes [SCI] because they can get their work done [SCI] online without going [SC] and pass the distances to reach [SCI] traditional college especially those who find it difficult [SC] to walk [SCI] and move [EFC] [EL] [BGR]. C Even though it helps blind people to get education [SCI] like normal people [W]> C In addition to> C People with special needs maybe exposed to harassing from other people [SCI] [W] [EL]. C And traditional college may not occupied by special seats, bathrooms and even corridors for their difficult movements [W] [EV]. C All of those things are very essential and important [EFS] [CL]. C And they are not present in all universities around the world [EFS] [CL]. C E-learning is very helpful and comfortable for people with special needs [EFS]. C And that might lead them to refuse [SCI] complete their study. C According to Okobokekeimei, ''Students with disabilities may experience more difficulty with faculty members. Often faculty members will not give students with disabilities services, support or accommodations guaranteed to them'' [ASN] [LGR]. C Therefore, people with special needs have an important opportunity to complete their education online [SCI] [EFC] [W]. C Some people think that traditional education promote a sense of confidence [SC] and make student's personality better [EFC] []. C However, online education enhance student's self-confidence and make them feel [SCI] about
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kind of equivalence [RB]. C For instance, E-learning provides a chance to give an opinion [SCI] without feeling of embarrassment at variance of traditional college [SCI] that require the student [SC] to say his opinion in front of his colleagues [SCI] which could cause him confusion [SC] [EFC] [BGR] [EL]. C According to Zeng, ― technology makes it possible to get immediate responses from students. Traditionally, instructors who ask questions in the classroom receive answers from a few students, while the other students do not respond "[ASN] [W] [EV]. C Moreover, it develop his personality and its interaction with his friends that urge him [SC] to creativity and provide his best in order to be unique among his friends [SCI] [BGR]. C According to BOYERS , ''Quality online learning builds on an exchange of ideas by providing and encouraging regular, consistent interaction that is so vital to mastering new concepts''[ASN] [W] [EL]. C Therefore, this way of learning [SCI] maybe better for students who suffer from shame, fear and anxiety [SC] [SC] makes him feel more freely [SCI] and boldly to show us his ideas [SCI] and express it [COC]. C Online education allows students to find out information [SCI] and feel comfortable during use it [COC]. C It helps people with special needs to get education easily [SCI] and with less possible consequences as it enhances confidence of student's opinion [SC] as well as express his opinion fluently [COC]. C The government should support the means of online education and facilitates access to internet in each house in the city for every person [COM] [CL]. C In addition to> C The government should recognize all certificates on websites [COM] [CL]. C Finally, the method of learning is not important either online or traditional education [EFS].
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C But the most essential thing is that students gain the best and most suitable information [SC] which will benefit him in his life and his academic field [SC]. Essay 50: Online education, Kamar C In our life, one of the most important things in our childhood, teenage, and adulthood years, one of the most valuable elements that prepares us for future [SC] is education [CL]. C Nelson Mandela once said [ASN], ―Education is the most powerful weapon Which you can use to change the world‖ [LGR]. C Learning and being educated [SCI] not only through going to school [SCI] and attend classes but also through a computer based learning (e-learning) that comes [SC] as a result of global technological revolution. C It is true that some people have no confidence [SC] to this kind of learning for many reasons [Q]. C But others have a totally different opinion about it [EFS]. C And they have their solid reasons too [EFS]. C E-learning broke barriers which stand in students way [SC] to get education [SCI] because it saves money [SC], improves students study, and helps in developing of countries [SCI] [CL] [LGR] [EL]. C "In E-Learning students don‘t have any fun campus activities that you can participate in, like with a traditional college experience, and there are no sports teams or clubs to join. Instead you just long onto your computer every day and interact with others online if you have to" ( DGeorgevich) [ASN]. C But some students do not have the ability to pay money [SCI] [W] [EL]. C They just want to learn [SCI] to live [SCI] in better way. C They care about study more than fun clubs or activities [EFS]. C Furthermore, the most influential factor that makes most of people in favor of e-learning [SC] is low cost [LGR].
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C Unlike the traditional way, e-learning does not require paying teachers or professors [SCI] [EFC] [W] [EV]. C There is no need to pay for space [SCI] to hold the classes [SCI] [EFC] [W] [EV]. C Besides, any travel and transportations expenses will not be needed "85 percent of every dollar spent on classroom training is spent delivering it (instructor time, travel, etc)" (Gutierrez , Nov 29, 2012) [ASA] [EV] [W]. C Also, e-learning does not require any equipments or books [EFS] [W] [EV]. C Any student can choose the program that fits his budget [SC], depending on his future planning and his needs [EV] [W]. C This is also true in big companies with hundreds of employees that need [SC] to learn [SCI] the same skills or policies, as it reduces a huge amount of money [SC] [EFC] [BCK]. C The other valuable factor that makes e-learning so popular [SC] is flexibility [EFC] [CL]. C Unlike scheduled education, the learner does not have to dedicate a specific time [SCI] to classes that have been organized by his institution [SC] [EFC] [EL] [LGR]. C Instead, the learner can access to the materials at times that suites him [SC]. C Also, the learning process is not confined to classroom [LGR]. C But, it can be done anywhere, anytime on any electronic device like Smartphone or laptop [EV]. C Big companies as a result can be confident that their employees can receive the same skills or policies anytime and anywhere on earth [SC] regardless of their location [BCK]. C This flexibility saves students money [EFS] [BCK]. C Moreover it can update easily because all things which updated are artlessly uploaded [SC] to a server [CL] [LGR] [EL]. C So update the curriculum in e-learning is like a piece of cake, compared to traditional education [SCI] which need reprenting books, manuals, and retraining the whole teaching stuff [SC], which cost a massive amounts [SC] [W] [EV].
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C ―Corporations now report that e-Learning is the second most valuable training method [SC] that they use [SC] this is no surprise given [SCI] that e-learning saves businesses at least 50 percent [SC] when they replace traditional instructor-based training with e-Learning‖ (Pappas,1 December,2013) [ASA] [EV] [CL] [LGR]. C So internet education is cheaper for students and more profitable for owners of companies [EFS] [W]. C ―Mark Emduson , an English professor at the university of Virginia claim that online education crates a "monologue and not a real dialogue‖(Hickey, December 5, 2014) [ASA]. C On the other hand, e-learning provide a sense of cooperation and interaction and participation between students in the light of the e-learning resulting from the great interaction among each other [SCI] and make discussion about important issue [RB] [BGR] [EL]. C There are a lot of controversial issues in e-learning that benefit the learner [SC] to read [SCI] or studied and also easy access to the class teacher [W] [EL]. C If the learners wanted something [SC], a certain subject or explain a particular part did not understand, they can communicate with the teacher easily [BCK]. C According to srsc org uk [ASN]―The study says more than 55 percent students believe that email like Gmail, Yahoo, etc have increased their relationship with their classmates, professors or lecturers as it enables them to express their ideas and thoughts to them that they would not spoke or expressed in the class‖(May 8th, 2014) [W] [EV]. C E-learning comprehensive education develops the learners's brain of all mental aspects [CL]. C It helps the learners to creativity in their studies and participation with their colleagues in the classroom and cooperation among them in the electronic issues concerning their faculty [SCI] [LGR]. C E-learning gave the learners self-learning ability to learn [SCI] by themselves through the computer that it contains different subjects [SC] [W].
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C And they do not learn negative way like depend on others, and have thought the learner more expansive in time to learn [SCI] electronically [BCK]. C Also it benefits the learners in their scientific career and make it more expertise in many different areas in the study [CL]. C Intuitiveness, one of the real obstructions to successful learning is detachment [EFS]. C Content that is just expended, e g by means of feature or frontal guideline, is less inclined to connect with an understudy's long haul memory on the grounds that the learning is not experienced. E-adapting then again offers various approaches to draw in understudies effectively. Engagement, technology can reenact certifiable encounters with virtual instruments like multi-player recreations or pretends. It empowers understudies to practice genuine situations in a protected setting which builds learners' certainty". C Srsc org uk [ASN] claimed that about 80 percent students worldwide using social networks to help them [SCI] study [SCI], about 99 percent of students using Wikipedia to study [SCI], about 55 percent of students using online services [SCI] to help them [SCI] write their papers [SCI] like assignments, essays, research papers, etc, only 10 percent of students using libraries for books to help them study (May 8th, 2014) [EV] [CL]. C Some people said that using e-learning [SCI] makes student more isolated [SCI] [SC]. C And that isolation may lead to freeze their mind [SCI] because they just deal with a computer [SC] [EFC]. C They do not talk to people with different minds and several Perspectives [EFS]. C Their thinking will be limited as result of lack of life experience. C However, progressively, technology is being seen as an intense advancement device, utilized [SCI] as a part of the worldwide fight to hit kid [SCI] and youth-centered focuses in worldwide instruction, livelihoods and wellbeing [RB].
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C ―This technology wasn't developed as a development tool yet has become one of the greatest vehicles for change," says Charles Kenny‖ (Kelly, 17 June, 2013) [ASA] [CL]. C Aside from basic education, improving nations [SCI] can clout e-learning for skills conquest, something greatly essential for nations that intend [SC] to expand [SCI] competitive spirit and implementation employees making them [SCI] more fascinating to outside ventures, additionally encouraging a business [SCI] and entrepreneurial society adjusted and insurance local necessities [LGR] [EL]. C Moreover, e-learning can help in developing [SCI] by preserving environment [SCI] because it reduces utilization of paper [SC] which reduce deforest [SC] [LGR]. C According to Kineo website [ASA] " E-learning can also save trees by saving paper. Many elearning courses are entirely self-contained, presenting all learning content online, or providing alternatives to paper-based forms of communication through such tools as email, PDF manuals, synchronous classrooms, and other web-based tools" [W] [EV]. C After all, the e-learning has the capabilities to take [SCI] a potential part of educational and learning process not only because it saves a huge amount of money for companies and other educational sectors [SC]. C But also its has a considerable flexibility that allows the learners anywhere and anytime [SC] to get an access [SCI] to educational materials [COC]. C And also it enhances the whole educational process [EFS] [COC]. C ―In 2011, 77 percent of American Corporations were using online learning (in 1995 this number was only 4 percent). This means the number of companies using online training methods is dramatically increasing mainly because technological barriers are diminishing and customer priorities are shifting away from stand-alone training courses‖ (Gutierrez on, Nov 29, 2012) [ASA] [BCK]. C Furthermore, e-learning have the most effective thing which is developing countries [SC]. C And that help some countries reach [SCI] to the acme of developing [SCI] [CL].
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C And that will amazingly appear in the system of the country and people life style [LGR]. C So the more learning [SCI] developed, the more people live easily [W]. Essay 51: Online education, Mina C It is very obvious that learning online became a way [SC] in which many people obtaining their degrees and certificates [SCI] (Aspilera,M 2010) [ASA] [CL]> C According to 2013 report by the Babson survey research group [ASN], over 6.7 million postsecondary students were enrolled in at least one online class in 2011 [EFS] [LGR] [EV]. C People these days lie a lot of concerning on learning online as they consider it an easy way of education for them [SC] [CL]. C Web based learning have some disadvantages [EFS] [Q]. C But there is other people who believe [SC] that it has a lot of benefits [SC] as it saves their time [SC] [EFC]. C Is learning online beneficial or not [QYN] [EFS]? C Web based learning is more favorable than traditional learning as it provide flexibility [SC], improve usage of modern technology and less costs of education [CL] [LGR] [EL]. C It seems that flexibility is becoming the buzz word of these day and age [SC] as there is some people [SC]> C Believe that learning online minimize flexibility [SC] and the more flexibility is in the traditional learning> C However, learning online [SCI] provide flexibility more than traditional one as it helps in joining discussions at any time [SCI] [SC] [RB] [EL] [BGR]. C And it also helps in visiting chat rooms remotely [SCI] and getting in connect with classmates and instructors easily without any kind of movement or travel [W] [EV].
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C Learning online [SCI] also help working people to complete their degree programs [SCI] and keep working [SCI] in their jobs at the same time [W] [EV]. C So this considered another way of flexibility> C Also learning online [SCI] enable married women to get their degrees easily in their homes [SCI] and care about their children and husband at the same time [W] [EV]. C Web based learning also provide ease of accessibility for old people who cannot move from their homes to universities and high schools [SC] to get [SCI] valid certificates or high degrees as online learning is considered the best way of education for them [SC] as most of old people have chronic diseases [SC] which prevent them from going out permanently [SC] [SCI] [W] [EV]. C According to career step [ASN] ―online education allows students to fit education into their lives instead of reorganizing their lives around education‖ [W]. C So it is very clear that learning online [SCI] give more flexibility to students, parents, oldpeople, and married women more than traditional education [SC] as it gave them the chance [SC] to get their degrees [SCI] without handling them from other fields of life [COC]. C There are some arguments that online education does not affect computer skills and usage of modern technology [SC] [EFC]. C However, a lot of online users cannot deny the role online courses in enhancing their usage of modern technology [SCI] and getting better in computer skills [RB]. C These days, teachers can communicate with their students in an instant through internet and provide students with the best as this approach definitely enhances the practice [SC] of teaching and technology and also give student the chance of a high quality information which leads [SC] to learning [SCI] at much quicker rates [EL] [BGR]. C Educational technology includes numerous types of media that deliver text, audio, images and animation and streaming video [SC] and includes technology applications and process such as video tape or audio satellite tv, CD-ROMs and computer based learning which every student should be able [SC] to deal with [SCI] [COM] [BGR] [EV].
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C Web-based learning helps its users to identify [SCI] and know all the new software and program versions as lectures and textbooks are downloaded and opened [SC] by special programs to be readied and studied [SCI] [W] [EL]. C And also learning online [SCI] make the students use the internet consciously [SCI] and get in touch with their instructors and classmates [BGR]. C So it helps in improving their computer skills [SCI] and modern technology usage a lot [COC]. C These days modern technology included to the online courses and obligates all the users to deal with [SCI] this technology and know it more. C So it is very clear that online education has a role [SC] in improving the technology usage and computer skills [SCI]. C According to ken, there appears to be [SCI] little argument that e-learning can be more cost effective [SC] than traditional learning in classrooms [EFC]. C However, e-learning became the best way of education with lower costs as online learning require a rapid internet connection and a high quality computer only when it compares with traditional education [SC] [SC] which need paper copying [SCI] all the time [SC] (obringer, L) [ASN] [RB] [BGR] [EL] [EV]. C It is less expensive to produce using trainers of its authoring software [SCI] to produce your own asynchronous training programs [BGR] [EV]. C A-learning is virtually free once reaching the break [SCI]-even point synchronous programs [BGR]. C Also there are free online courses as these can help students [SC] fulfill [SCI] general education requirements at little no cost [BGR]. C Online education also economize in the cost of transport as learning online [SCI] does not need travelling [SCI] daily to a university or a high school [SC] [BGR]. C So it reduce travel time and costs for students.
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C According to university of Photo Mac [ASN] ―online degrees cost as little as 80 times less than traditional degrees‖ [EV] [W]. C Also online courses provide materials in word format or PDF which needed [SC] to be downloaded [SCI] and studied only [BGR] [EV]. C But in traditional education, the student has the opportunity to manage [SCI] and copy the materials like lectures and textbooks [EFC]. C These days converting [SCI] existing textbooks, syllabus, or lecture to a web based format became easier and fast [EFC] [W]. C So it is very clear that studying online [SCI] is less cost than traditional education [SC] [COC]. C Web-based learning is very beneficial and useful as it provides convenience [SC] [CL], improved the usage of new social technology and reduces finances a lot. C Learning online [SCI] giving more flexibility to all the kids of people with respect to their obstacles like studying and attending at any time [LGR]> C Also eLearning helps a lot of people to develop their knowledge about technology [SCI] and computer using [COC]. C Finally, online education minimize costs of degrees less than traditional education [COC]. C Make this type of learning more preferable for most of people> C At the last, online education should be encouraged and developed by ministers of education all over the world [COM] [EFS] [CL]. Essay 52: Online education, Mohamed C According to research, 77 percent of American corporations use online learning [EFS] [CL]. C Proponents say that e-learning facilitates the process [SC] of studying [SCI] while opponents argue [SC] that it reduces the quality of education [SC] [EFC].
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C E-learning should be encouraged by governmental organizations as an essential method of learning [COM] [EFS] [CL]. C One can use e-learning anytime anywhere [EFS] [CL]. C And it is available to everyone [EFS] [CL]. C Not only it is helpful to children, older adults and employees can use it as well [LGR]. C Adults use it to gain [SCI] new information or more knowledge about a certain topic, or to develop a skill [SCI] [EFC] [LGR]. C Employees use online learning to gain new job skills [SCI] in order to be [SCI] more qualified or to gain new business opportunities [EFC] [LGR] [EL]. C E-learning is an effective way of studying [SCI] both for children and older adults [EFC] [LGR]. C It provides high quality of education, variety of content and reduction of finance [EFS] [CL]. C Opponents say that e-learning lacks the quality of content of the courses [SC] [EFC]. C However, many researchers agree that it actually improves the quality of education [SC] as it‘s the same topic [SC] explained by the same instructor [SCI] [EFC] [RB] [BGR] [EL]. C So there‘s no different materials on the same subject as they learn from the same point of view [SC] their instructor has [SC] [EFC] [W] [EL]. C Also it‘s much easier to update e-learning [SCI] when there‘s something wrong about the course [SC] instead of reprinting the paper all over again [SCI] [EFC] [BGR] [EV]. C It helps students to gain new information [SCI] rapidly as they can search for it on the internet [SC] while they‘re studying [SC] [EFC] [BGR] [EL] [W]. C One of e-learning‘s advantages is that it moves faster for each student [SC] as he can skip the parts of the course [SC] that he already know [SC] so that he will have more time [SC] to study [SCI] what he doesn‘t know [SC] [EFC] [BGR] [EL].
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C And on top of all that, e-learning actually gives students the opportunity to choose the courses [SCI] they want [SC] to study [SCI] instead of being obligated [SCI] to certain courses [EFC] [BGR]. C Many people say that audio/video support in e-learning is a distraction [SC] [EFC]. C Scientists found that pictures are three times stronger than words [SC] [EFC] [RB] [EV]. C And a mixture of pictures and words is six times stronger than words alone [EFS], beside as the old folk say ―a picture is worth a thousand word‖. C Audio/video supports the topic rather than being a distraction [SCI] as it creates visual relation between the course content and the examples [SC] allowing the students [SCI] to remember the course [SCI] by the examples gives [EL] [BGR]. C E-learning is also self-based, as each student learns by himself [SC] [EFC] [CL]. C And at some point, they have to look [SCI] for information their selves [LGR] [EL]. C That makes them more self-dependent rather than waiting for the instructor [SCI] to give them [SCI] the information they need [SC] [EFC] [W] [EL]. C It also covers a lot in each course as it depends on the student‘s will [SC] to learn [SCI] [EFC] [CL]. C If the student is active and wants to learn [SCI] something extra [SC], the instructor can give him some links related to the subject of the course [SCI] that will increase his knowledge about the course‘s topic [SC] [EFC] [LGR] [EL]. C A lot of people think e-learning wastes a lot of money [SC] as it needs high speed internet connection and fast computers [SC] [EFC]. C On the other hand, it helps to save much money [SCI] [EFC] [RB]. C First of all, it‘s cheaper than building a school or a university [SCI] [EFC] [BGR]. C Governmental corporations save 50-70 percent by using online learning [SCI] instead of traditional learning [EFC] [EV] [W].
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C For a school, [YOU] need to have trained [SCI] teachers and qualified buildings with classrooms and also personal tutoring [EFC] [BCK] [EL]. C E-learning only needs an instructor to explain [SCI] the course content and an admin or two to keep the server updated [SCI] [BCK] [EL]. C Also e-learning helps students that live on the outskirts of towns [SC] [EFC] [BGR]. C Instead of travelling every day from and to schools [SCI], they can just take the course online [EFC] [W]. C This saves the money they pay for transportation [SC] and also decreases the traffic jam [EFC] [EL] [BCK]. C E-learning can also be accessed anytime anywhere [EFS] [RB]. C All [YOU] need is a normal computer or a smartphone and an internet connection [EFS] [BGR]. C It doesn‘t have to be a cut-edge computer [SCI] or an extremely high speed internet connection [EFC] [W]. C Even though optic fibers solve the problem of connectivity as it can transfer the signal very quickly [SC] and it can also cover a lot of distance [W] [EV]> C Also charitable organizations help to provide [SCI] poor children with computers, like the UNESCO ―one laptop per child‖ initiative [EFC] [W] [EV]. C Another benefit of e-learning is that anyone can use it [SC] [EFC] [CL]. C So an employee can take online courses to improve his job skills [SCI] [EFC] [LGR]. C E-learning makes studying [SCI] really easy as it provides higher quality [SC], contains more variety and requires less finance [EFC] [COC]. C It reduces the travel time and the travel costs as well [EFS] [COC]. C It can also be used by anyone [EFS] [COC].
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C And it contains many learning styles and makes learning much easier by providing [SCI] a number of activities [EFC] [COC]. C It enhances the process of learning [SCI] [EFC]. C And it is extremely beneficial to students who have problems [SC] travelling from and to schools daily [SCI] [EFC] [COC]. C Also when someone completes a course online [SC], they get a feeling of self-confidence about their achievement [EFC]. C The developing countries should start using e-learning [SCI] as the developed countries [COM] [EFC] [CL]. C It‘s actually better than normal education [EFS] [CL]. C So why not switch to it now [QWHY] [EFS] [CHCOC]?
Essay 53: Online education, Nardeen C How can education gets in one‘s hand [Q] [HOW] [EFS]? C As the societies nowadays depend more on technology and internet [SC], Internet has been a method to get [SCI] education while staying home [SCI] [EFC] [CL]. C The internet‘s information is more frequently updated [EFS] [CL]. C So it is commonly used now in researches, and self-learning [EFS] [LGR]. C According to Cook (2007) [ASA], e-learning is the use of internet in educational purposes [EFS]. C They are mainly offered as tutorials and lectures that include visuals and audios by professional teachers and professors [SC] [EFC]. C The issue of whether to allow e-learning [SCI] or not has always been controversial [EFC].
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C However, online learning has almost the same advantages of the face-to-face learning but with reduced drawbacks [EFS] [CL]. C The web based learning is very beneficial for a variety of reasons such as the flexible schedules, the less cost, and the computer skills enhancement [LGR]. C Supporters of traditional learning may argue that studying online [SCI] makes the students more lazy [SC] because it encourages them [SC] to stay home and not attend classes [SCI]. C On the other hand, there are many people who do not attend classes [SC] not because they are lazy [SC] but because they are suffering from disabilities or living in remote location [SCI] [EFC] [RB] [EL]. C People with disabilities have already a lot taken away from them [SCI] just by not living [SCI] normal lives [EFC]. C So taking their right [SCI] of learning [SCI] and getting proper education is unfair [EFC] [BGR]. C According to Cook (2007) [ASA], one of the most important advantages of e-learning that it overcomes the distance problem [SC] and enables the learners that live in different cities, countries or even remote locations [SC] to have proper education [SCI] [W]> C Furthermore, e-learning offers a convenient attendance policy because students will have [SC] to attend their online classes [SCI] but at the same time will have flexibility in scheduling [SCI] [EFC] [CL] [LGR] [EL]. C E-learning has flexible schedules [EFS]. C But traditional learning has fixed schedules [EFS]. C E-learning gives the learner great control over their time [EFS] [W]. C But traditional learning do not.
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C Thus, e-learning is very beneficial for those who work and study at the same time [SC] because they will have the ability [SC] to balance between their jobs [SCI], their personal lives, and their education [EFC] [W] [EV]. C Moreover, e-learning protects the right of education for women especially those who are responsible for their families [SC] [EFC] [W] [EV]. C For instance, it gives a mother the chance to take care of her children [SCI], husband, work if she does [SC] and at the same time study and get higher certificates and degrees [BCK]. C Also, old people may feel embarrassed to join universities [SCI] or schools with teenagers [EFC] [W] [EV]. C So e-learning will help them to study [SCI] and get their aimed degrees without feeling shy or unconfident [SCI] [EFC]. C People may claim that online learning can be over budget [SC] because it not only needs internet access all the day long but also needs advanced technological devices [SC] [EFC]. C However, comparing online learning to traditional learning [SCI] proves that it is cheaper [SC] [RB]. C According to (―What Is the Cost of Online Education Vs. Traditional Education?‖, 2015) [ASA], online undergraduate tuition rates were between 460 dollars and 523 dollars per credit hour where the fees of undergraduate tuition cost was 1,161.51 dollars per credit for the nonresidents and 600.55 dollars per credit [SC] [BGR] [EV]. C Moreover, students are charged extra expenses in the traditional education because they have to pay [SCI] for their housing, transportation, and for the materials needed for the courses as textbooks [SCI] [SC] [EFC] [EL] [BGR]. C Nevertheless, online learning offers soft copies of text books and also offers online lectures in the forms of powerpoint and word [EFS]. C So the learner can download it and keep it on his/her computer easily and without any extra charges [EFS] [W] [EL].
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C People may argue that online learning waste time [SC] beacuse it forces the learners [SC] to study online for long peroid of time [SCI]. C However, learners can mange their online learning hours [EFS] [RB]. C Moreover, online learning can have a positive impact on the learners life beacuse it makes them gain [SCI] computer experience [SC] [RB]. C Most of the campanies now prefer to employe employers [SCI] that have good computer skills [SC] and who can perform computer needed tasks [BGR] [EL]. C Furthermore, all international campanies prefer employees who have good computer skills [SC] and can perform computer needed tasks [W]. C So online learning can be a key to a learner to get a good job in his/her future [SCI] [EFC] [BCK]. C On the other hand, learners in traditional education will be forced to take computer courses [SCI] to enhance their computer skills [SCI] in order to get good job [SCI] [BGR]. C These courses will delay them for getting jobs [SCI] immediately after graduating [SCI] and also will cost them a lot of money and effort [EFC] (why are computer skills important,2015) [ASA] [W] [EL]. C Therefore, it is quite clear that the disadvantages of the online learning are far overweighed by the advantages [SC] [EFC] [COC]. C E-learning are mainly offered in a lot of ways which become very easy [SC] to learners to study [SCI] [CL]. C So, e learning have a lot of advandages [EFS] . C 1- It overcomes the distance problem which help learners in differenet culture [SC] to have a proper education [SCI] [COC]. C And it offers soft copies and lectures in the form of powerpoint [EFS] [COC]. C So learner can download it and help in improving our computer skills [SCI] [COC].
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C So [WE] should encourage this way of education [EFS] [COM] [CL]. C If the government support it [SC], the numbers of learner will increase [EFC] [CL].
Essay 54: Online education, Rawan C Online learning encourages people to follow their dreams [SCI] by learning [SCI] a new skill for a job or studying something new [EFC] [CL]. C It provides the same information puts for students from different places in the same country, different countries or even different time zones, as they all have access to the same course content [SC] [CL]. C Also everyone can use online learning at their own convenience [EFS] [CL]. C It can be used in schools, universities, private companies and even governmental institutions [EFS] [CL]. C ―Online learning is a still a relatively young industry, promising a rich future of breakthroughs. New models of teaching are already emerging that have the potential to take online learning to even greater accomplishments.‖ according to Richard & Haya (2009) [ASA]. C E-learning should be encouraged as it provides immediate feedback, lower costs and time saving for both teachers and students [SC] [EFC] [COM] [CL] [LGR] [EL]. C The first positive point about online learning is that students get feedback on their essays or assignments in a reasonable time [SC] which reduces the growing fears of failing [SCI] [SC] [EFC] [LGR] [EV]. C Traditional learning involves the correction of a lot of paper which can be tiring [SC] [EFC] [W]. C So many instructors divide their paper on a number of days which consumes students‘ time [SC] [EFC] [EL].
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C However, online learning involves the use of technology or algorithms that correct the students‘ paper immediately [SC] and requires much less time as the marks are graded and reviewed by the program [SC] [EFC] and then reviewed by the instructor which minimizes the error factor [SC] [EFC] [EV] [W]. C Then the results can be posted to the e-learning website [EFS] [EL]. C That whole operation doesn‘t consume more than two or three hours while the traditional learning requires at least a week [SC] [EFC] [BCK]. C The second positive issue connected to E-learning [SCI]> C It is the lower cost that enable everyone [SC] to learn [SCI] [LGR]. C The cost of education of any kind is a source of concern for many [EFS]. C To get [SCI] a college degree is expensive [EFC] [W]. C At first glance, it may seem to be digital education costs much less than traditional university tuition fees. C According to Smedley (2010) [ASA], ― we can say that online education less expensive bit of traditional education because the institutions that provide this type of education tend to be their fees less. The students enrolled in the courses less in one semester". C But if [YOU] look at it from Overall market perspective [SC], the cost is the same [Q]. C Ferssom education and costs of equipment and materials required for the digital education [SCI] tend on average to be [SCI] equal to the traditional education fees at least in part because many of combining virtual learning and the actual presence on campus institutions [EL]> C But online education can provide to foreign students a lot of money in terms of travel and accommodation costs and other [EFS] [RB] [EL]. C Even the employee who is working for a complete hour [SC], now there is no need to leave his work [SCI] [EFC] [RB].
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C He can complete his job career with having a degree from any university in the world [SCI] [EL]. C And it can provide more educated society [EFS] [RB]. C Also e-learning overcome any geographical obstacles that there is need [SC] to move [SCI] to the learning institution itself [EFC] [CL]. C All the subjects and curriculums are ready and arranged on the computer [EFS] [LGR]. C There is no need for transportation and moving expenses [ASA] [W]. C According to Morgan 2000 [ASN] who commented on this [SC] by saying that [SCI] ―Elearning can increasing intake because one could achieve a grater economy and reducing the cost, even the employee who is working for a complete hour, now there is no need to leave his work, he can complete his job career with having a degree from any university in the world, and it can provide more educated society‖ [BCK] [EV]. C It can be said that if there more e- learning, it will be more educated societies, and living in a knowledge and information [CL]> C It will be a creative society [EFS] [LGR]. C E – learning enable the learners from avoding cost duplication, that can pay through [SC] [W] . C The third positive reason of E- learning that is a saving time to both teacher and student [SC] [CL]> C The professor is having more time to spend it [SCI] in research and devolving learning methods [LGR]. C Not only E- learning saving time fir teachers, but it saves students time and efforts. C They have the freedom to choose [SCI] where the best use of their time and efforts [LGR]. C It is not like the traditional classes which obliged the students [SC] to attend for many hours [SCI] even they have parts of knowledge [SC] [W] [EL].
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C E- learning is removing all the geographical barrier that can prevent many people [SC] from acquiring education [SCI], like crippled people or who are suffered from serious dieses and cannot go out and if want to go [SCI] [SC], it will cost them a lot through special equipments and acquire their rights in learning [CL] [EL] . C Even the students who have weak sights [SC], computers can provide them a special program that help them a lot [SC] [EFC] [CL] [EV]. C There are many researchers that argue this benefit of saving time [SC] and efforts to both teachers and students. C According to Benson, R 2001[ASN] that the students especially who are in young age [SC] do not have the power to control themselves [SCI] in front of computer> C And they can waste their time in chatting [SCI] and making sharing and comments, focusing that traditional classroom which include discussion [SC] will attract all the students attention. C Not only this, but it will add to them the ability to discuss [SCI] and reach to solution. C But this not true in all the matter because most the young people are feeling with responsibility [SC] and recoginize how time is precious to them [SC] [RB]> C So what! C Online Education is very important in society [EFS] [COC]. C It provides immediate feedback, lower costs and time saving for both teachers and students [EFS] [COC]. C Online learning encourages people to follow their dreams [SCI] by learning [SCI] a new skill for a job or studying something new [EFS] [COC]. C And the student who will have the opportunity [SC] chance to have [SCI] more money, time and efforts, or to have a job to gather [SCI] between the practical and academic experiences [COC]> C And it will be a productive community [EFS].
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Appendix D: Transcripts of Oral debates Group 1: Animal testing C Esraa: [WE] are going to talk todays about animal testing. C [WE] should> C Some people want to ban [SCI] animal testing [EFC]. C And others are against this [EFS]. C As a human, [WE] have rights, choice, liberty, freedom [EFS]. C Also animals have the right to live [SCI] [EFC]. C Should [WE] use animals to make research [SCI] [EFC] [QYN]? C Some other people are aginst banning [SCI] [EFC]. C They are perfectly fine to use animal testing [SCI] [EFC]. C Imagine [COM] [WE] all have unknown disease [SC] which is spreading among us [SC]. C This disease may kill a lot of people, thousand and thousands every year. C But one day a scientist invent a cure which help people [SC] to ignore this virus [SCI] and kill this disease. C What if medicine was strong and damage our internal organs [QWHATIF] [CH] [LGR]? C Without ourselves knowing [SCI], [WE] can't blame scientist to> C But instead [WE] should blame those who banned animal testing [COM] [SC] [CL]. C [WE] will discuss this today in our debate [EFS]. C [WE] will begin with Merna [EFS].
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Merna: C The difference between us and other vertebrate is only the matter of degree, not the kind [EFS] [CL]. C Some animals just are not resembling us anatomically and physiologically [LGR]. C They tend to behave [SCI] in similar way to us [LGR]. C They tend to recoil [SCI] from pain [EFC] [W][EV]. C They appear their fear [W] [EV]. C They tend to feel [SCI] the pleasure in activities [EFC] [EV]. C Also they> C Their nature is very close to us [EFS] [LGR]. C And the only thing they need [SC] is to be free [SCI] and to protect their own lives which is very simple right to them [SC] that [WE] need [SC] to give [SCI] them this simple right [W] [EL]. C But unfortunately animals are not been treated well at all [CL]. C Some animals are locked in small cages in the size of shoebox with at least 8 or 9 other animals which is very hard [SC] to live [SCI] like that [LGR] [EV]. C Just imagine [COM] if [WE] put 8 human being in regular room sized [SC], where they are going to walk or eat or even sleep [QWHERE] . C It will be hard for them to live [SCI] like that [EFC] [W] [EL]. C So if [WE] accept [SC] that all humans have the right [SC] not to be locked [SCI] or not to be harmed, [WE] need to ask [SCI] ourselves that what makes them so different from us [SC] [CH] [RB] [BCK]. C They feel what [WE] feel [SC] [EFC]. C And they suffer as [WE] suffer [SC] [EFC] [EL] [BCK].
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C Actually nowadays, scientists use a lot of animals in researches and testing [SCI] new products or drugs [CL]. C Approximately 19.5 percent are killed every year in researches for new drugs [LGR] [EV]. C Actually testing nowadays is very cruel and very painful [EFS] [W]. C They use such a ways> C It's not easy for the animals such as pouring kill painer into the animal eyes [SCI] or they dropping chemicals on their skins [EV] [BCK]. C Some scientists before the animals' death, they smash their spinal cord and they burn their skin off [BCK] [EV]. C Even some scientist to make sure [SCI] that dogs doesnot disturb the lab worker [SC], they remove their vocal cords, to not let them [SCI] bark [SCI] or make any noise for them which is very cruel [SC] [BCK] [EV]. C Also some experiments are done with no pain killer which is very painful [SC] for the animals [EFC] [EV] [BCK]. C And alot of animals life is taken away [BCK] [EL]. C And [WE] don't have even the right to take [SCI] their life from them [CL]. C Peter Sank said that humans are animals too [SC] [EFC] [ASN] [LGR]. C So [WE] must respect other species [EFS] [COM] [COC]. C Maram: C [I] [AGREE WITH] [WE][PES] [EFS] [CON]. C But [IN MY OPINION] [PES] animals have no rights [EFS] [RB]. C It is acceptable to experiment [SCI] on them [EFC] [BGR]. C Animals don't have the ability or judgements that haumans do [SC] [EFC] [W] [EL]. C And because of this, they treated differently among the years throughout the history.
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C If [WE] gave animals rights [SC], all humans will be vegetarians [W] [EL]. C This would have become very serious damage for our community [BCK]. C And hunting [SCI] would need to be stopped [SCI] [BCK]. C [ [I] DON‘T BELIEVE] [PES] that animals have rights [SC] [EFC] [CL]. C However, [WE] shouldn't kill or harm animals [COM] [EFS] [CON]. C But if [WE] want use them in scientific research [SC], [WE] must [COM] use them to get [SCI] benefit from them. C Humans are the dominant species on this planet [EFS] [CL]. C So they get benefit from every creature around them to still alive and force their existence [LGR] [EL]. C If this means [SC] that [WE] need [SC] to test certain things [SCI] on animals such as medicine to protect our creatures and ourselves [SCI] [EFC] [W] [EL]> C Animals are not people [EFS] [CL]. C So they must have some respect [COM] [EFS] [CL]. C But I don‘t believe in testing or harming [SCI] animals without a reason [EFFC]. C So [WE] must [COM] make animal testing in a reason [CL]> C There is nothing to gain [SCI][EFS], nothing to gain. C Merna: C If [WE] say [SC] that animals are less important or less valuable than us [SC], ok, may be that's right [EFC] [CON]. C But it's not reason to take their life away [SCI] and actually for silly reason or for useless product [RB]. C Actually 9 out of ten of the animals die on product that doesnot even work [SC] [EFC] [BGR] [EV].
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C Animals may be tortured or killed for the shampoo [WE] use [SC], for the make up [WE] wear, or the cleaner [WE] use in our houses, the food [WE] eat [EV] [BCK]. C Actually, it's not reason to take [SCI] their lives from, take their lives. C May be [WE] use staffs that had been properly examed on animals [SC]. C So is that necessary to test [SCI] it on them [EFC] [QYN] [CH][RB]? C For example, have [WE] ever asked ourselves if how perfumes are tested [SC] [QYN] [CH] [RB]? C Actually the test called draize eye test. C In this test, scientists are spraying perfumes in two rabbits' eye directly. C Rabbits's eye is not easy to wash [SCI] the irritating substance from it easily like humans eye do [SC] [EFC] [W] [EV]. C Actually, every animal react different from human being against or infront of any irritating substance or any foreign substance [AGR] [EL]. C They are not supposed to use [SCI] perfumes [EFC]. C Or they are not supposed to use cosmetics [SCI] or make up or soaps [EFC]. C They are not created for such products [EFS] [BCK]. Maram: C However, [IN MY OPINION] [PES], [I] am a huge animal lover [EFS]. C But [I] absolutely love animals and feel that animal testing is horrible [SC] [CON]. C But it has a great advantage in medicine that [WE] would have never came upon without animal testing [SC] [EFC] [RB]. C If it should be banned [SC], people with breast cancer or diabetes or those who rely on medicines [SC] will suffer and may dead [BGR] [EV].
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C Those who are campaigning against cancer [SC] should also campaign [COM] towards animal testing as this how the medicines are tested and proved a source [W]. C Blog of x research UK [ASN] states many of our scientist working to beat [SCI] [SCI] cancer. C Animal research is an essential part of their jobs [EFS] [W] [EV] . C So people who are campaigning with animal testing and complaining against them [SC] should campaign against cancer [COM][EFC] [CL]. C [WE] are> C They are ultimately contradicting yourself. C Animal research help scientists to find [SCI] the breast cancer drug x, the most important drug of all time helping [SCI] lots of women to save [SCI] their lives [EV]. C Animal research helped people to save their lives [SCI] [EFC] [COC]. C And who‘s your x a dead rat or a dead human [QWHO] [CH] [RB]? C Animal testing may prevent and save your life and your family's life [EFS] [BGR]. C Your friends also from major sickness> C But in the end, [I] love animal [CON]. C But [I] am a human [EFS]. C And [I] can't kill my own kind [EFS]. C By testing animals [SCI], [WE] are able to save [SCI] billions of lives [EFC] [CL]. C Some experiments done on dogs [SCI] and removed their pancreases led directly to the discovery of hepatitis of the insuline to save [SCI] diabetics lives [LGR] [EV]. C Animal research treating patients [SCI] such as breast cancer and diabetes> C Some cosmetics and health care products must be tested [COM] [EFS] [EV] on animals to ensure safety [SCI] [RB].
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C Women use an average of 12 personal care product per day [EFS] [BGR] [EV]. C So care product safety is of great importance [EFS] [W]. C The use of food and drug adminsiatration encourages the use of animal tests on cosmetics, so ensure the saftey of product or ingredient [SCI] [EV] [BCK]. Hagar: C There is no doubt that the best species tests for the human is the human [SC] as the human is completely different about the animal in the anatomy, physiology and biography [SC] [CL] [LGR] [EL]. C So [WE] can't directly enter the data of animals directly in the blood [EFS] [W] [EL]. C So [WE] can use alternative methods, the methods that can replace or refine or reduce [SC] the using of animals in researches and testing [LGR]. C It also more reliable than using animal in testing and more cheaper and faster and more [W] [EL]> C It's more reliable and accurate [EFS] [EL]. C And it's also cheaper and faster [EFS]. C And it's more predicted to the human. C [WE] can by this see all the reaction pass through a model of human epidermis [SC] [EFC] [EV] [BCK]. C In the 20th century, [WE] have a lot of alternative methods [EFS] [BCK]. C [WE] have reconstituted human [W] [EV]. C It's a method that can replace the using of rabbits in a painful testing [SC] by using human epidermis [SCI] and make a different test on it [BCK] [EL]. C Also [WE] have cell culture tissue engineering [W] [EV] [EFS].
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C It's can be used in different cases and replaces many animals. C [WE] also have a skin absorbtion [EFS] [W] [EV]. C It's used a cell of human which grew in a rate art of x [SC] and can the using of animals in a painful testing [EL] [BCK]. C [WE] have also biognesty because of directly entering any substance in the blood [SCI] [W] [EV]. C It can cause inflamation with any system [EFS] [EL] [BCK]. C With these methods can be faster and reduce the inflamation and also computer simulation and virtual methods and computer methods. C And it‘s the most active one [EFS] [BCK]. C It's today used in the USA [EFS]. C In 2007 the USA National Research Council (NRC) x a report titled toxicity testing in the 21 century a vision and strength which add the eliminations of animal x to toxicity test [SC] and called for a shift toward non animal and human post testing methods [COC] [EV]. Israa: C [I] [AGREE WITH] Hagar [PES] that [WE] should find solutions for animal testing [SC] [EFC] [COM] [CON]. C But alternative to using animal in labs [SCI], [WE] should use new drugs on human [EFC] [COM] [RB]. C It is difficult for researcher to find willing volunteers [SCI] who would have to involved in testing [SCI] for drugs without having been tested on animals [SCI] [BGR] [EL]. C My own point that humans are not civilized than animals physiologically and mentally are able to communicate with each others who have their own desires, preference [SC] and they have their awareness to their>
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C But animals don't have the same characteristics as a human [EFS] [BGR]. C They have the same characteristics by some degree [EFS]. C [WE] can give the animals their right for a moral consideration [EFS] [CON]. C But due to that, animals don't posesses all the characteristics as human. C And also human are more complex being that have large well developed organs [SC] that can be firstly tested on [SC] [W]> C If [WE] have to test new drugs or pharmaceutical agent [SC] [SCI], [WE] should test it firstly on animals [W] [COM]. C After that, [WE] can test it on humans [EFS]. C And if a drug can be applicable on animals organs [SC], they can applicable to animals organs. C It is can be proved by California's medical foundation. C As a result testing [SCI] make it easier to develop drugs or vaccines [SCI] that is for human [SC] [COC]. 23:21 Amal: C [I] extremely [AGAINST THIS POINT OF VIEW] Israa [PES]. C There is a big difference between the physiology of animals and physiology of humans [EFS] [RB]. C There are many organs in our body [EFS]. C But it is don't exist in animals' body [BGR] [EL]. C So these drugs may react negatively on human's disease [W] [EL]. C For example, would [WE] test drug designed on swan on cats [QYN] [CH] [RB] [BCK]? C Of course, not.
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C So how [WE] can apply drugs tested on animals in our body [SCI] [CH] [RB]? C It will be very dangerous [EFS] [BCK]. C And it will leads to many disease for humans body. C According to the foods and drugs administration that has notes [SC] that about 92 percentage of all drugs that shown [SCI] that it is effective for animals [SC] fail in human's body [SC] because they are dangerous or they don't work [SC] [EV] [BCK]. C Also [WE] have aspirin [EFS] [EV]. C It is a drug [EFS]. C This drug kills cat [EFS]. C But it has no active mice, cats or dogs [EFS] [BCK]. C My idea is that animal testing has negative effect on economy of the country for two reason [SC] [RB]. C First, that not all animal testing are safe on animals themself. C So they kill a lot of animals [EFS] [BGR] [EL]. C So by time, [WE] reduce the number of animals in our nature [EFS] [W] [EL]. C And these animals have another benefits in life. C Also second, that animal testing cost multimillion dollars [EFS] [BGR]. C So it costs the country a lot of money [EFS]. C And after this huge number of money, the drug will be unbeneficial for humans' disease. C So because of these reasons, many country banned using animals in research in their country [SCI] like India, Australia, China and Isreal [EV] [W]. Heba:
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C Many people believe that animal testing or research is only done for the benefit of humans [SC] [EFC]. C But [WE] don't know that it's only benefit for animals [SC] [CL]. C As [WE] receive a vaccine for our deadly diseases [SC] so do they [EFC] [LGR]. C And when [WE] take antibiotics for our illness so do they [SC] [EFC]. C And animals themselves benefits from this research. C As if vaccines were not tested on animals [SC], millions of animals would be died of x or fall in leukemia or infection hepetitis virus or many other diseases [EV] [W]. C And the treatment for animals were all tested on animals [EFS] [BCK]. C So they can make peace maker for heart disease and x. C They all come from animal testing [BCK]. C So animal testing also has been instrumental in saving the endangered animals [SCI] like endangered species from extinction like the black x or the qualas that are now classified [SC] as endangered animals in Australia [W] [EV]. C So there now tested a new vaccine that may stall the animals' disappearance [SC] . C So the same methods that [WE] have develop for the prevent or treatment for the disease in humans [SC] have also improved the life of countless animals like vaccines, antibiotics, and x and many other x developed from animals research [SCI] which are mainly was for the human use [COC]. C But now it's can be employed through out x medicine. C Like pets and live stock and all animals are now living longer life and more comfortable and more healthier [W] [EV]. C That's all as a result of the animal researches.
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C And many cases treatment now is specifically are done for animals like as [I] said [SC] vaccines for leukemia virus which have kept many animals [SC] from contracting with this fatal diseases [SCI] [BCK] [EV]. C And examples like treatments for heart infestation for dogs and therapies for x and x are all now a results of the animal research [EV]. C Then medical researches needs to understand [SCI] the health problems so they can develop a treat for it [SC] [LGR]. C So many diseases and health problems involve a process that can only be studied [SC] in the living organism [W]. C So animals are necessary for the research when it's now unparticular and unethical to use humans [SCI] [SC] [LGR]. C So they also have a short life cycle [EFS] [LGR]. C So the researchers can see the benefits of the treatment on it throughout the whole life cycle of the animal which is impossible in human [SC] [W] [EL]. C And [WE] can also control the environment around the animal like lightening in temperature and etc [EFS] [W] [EV]. C And that is also impossible in human [EFS]. C However, most important reason why [WE] are using the animal research [SC] that is would be wrong to expose humans [SCI] to such a health risk in order to observe [SCI] the curse of the disease [LGR].
Hagar: C [WE] believe that also animals experiments is very seductive [SC] [CON]. C But it's very poor for many health problems such as cancer, heart diseases and x [EFS] [RB].
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C And even worse animals experiments can x the researches and contribute this and many fatal diseases because any drug can be effective on the animal [SC] but when used in the human [SCI], it's not effective and cause diseases and can die them [BGR] [EL]. C And otherwise when [WE] use any drug [SC] and can dies the animals, it can be more effective on the human. C Like aspirin when use it in animals [SC], it causes death and it's very effective for the humans and have more results that can lower the risks of many urgence of the [SC] [EV] [W] > C And [WE] can replace them by injection [EFS]. C So the important medical advances have been delayed because of these mistakes [BCK]. C And the result it can be difference from human and animals. C According to x Asia actor, 1 June 2006 report stated that a promoting drugs that get shared [SC] they cause problems with animals that may not be relevant for human [SC] [BCK] [EL]. Group 2: Divorce C Ibram: Today [WE] discuss divorce. C Divorce is a small word but have a big effect in people life and the social and Society. C So there is people here support the idea of have to divorce [SCI] when [WE] found problems [SC], when [WE] found the hard to x with other husband or with wife. C And other people think that [WE] have to be [SCI] strong and solve our problems [SC] to don't have many bad things [SCI] will happen from divorce. C [WE] have a positive team who support the idea [SC]. C Let's start with them [SCI] [EFC]. C Esraa: In Egypt divorce maybe the most hated thing to go [SCI] according to Islamic law and the other religions too.
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C So in Egypt, okay, statistics indicate to increase the divorce rate especially among young people who are aging from 25 to 35 years old [SC]. C And specialists suggest the wrong choice for a life partners and the growing economic burdens. C And the young marriage and> C And when couples can able to give a birth or a reproduction that [WE] have a lot of reasons [SC] to get [SCI] to divorce [CL]. C And according to Dr. Abdel Wahab Guda that say 30 percent of couples cannot continue their marriage that more than one year and 30 percent of couples also that can't continue their marriage life more than two years and 80 percent among four and six years and 19 percent among 7 to 10 years and only 15 percent can continue their life together more than 10 years [LGR] [EV]. C So [WE] have a lot of divorce. C The divorce rate, the increase nowadays and> C And 80 percent of couples that not have children [SC]. C They divorced without anything [EFS]. C So divorce will not affect on their children. C And 50 percent of divorce, the main reason of the divorce is problems. C Problems will give their life a bad life, will be changed people to be aggressive [SCI] in their life and with other people [LGR] [EL]. C And according to X sometimes it takes losing [SCI] everything [YOU] thought [SC] [YOU] needed [SC] to gain [SCI] everything [YOU] ever wanted [SC][EFC] [W] [EL]. C So [YOU] will lose your social life [EFS]. C But [YOU] will gain another thing [EFS].
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C [YOU] will gain a good life, a free life [EFS] [BCK]. C [YOU] will get more than that [EFS]. Mirna: C Divorce is a bad solution in our society [EFS] [CL]. C And so because of the many problems that happened between any marriage people [SC], the childrens are affected psychologically [LGR]. C So their parents will made their efforts to make them [SCI] live [SCI] in a comfortable life [EL]. C According to Marwa Amer , the percentage of the psychological issue that the children are affected by [SC] is increased to 42 percent in the last few years [EV] [W]. C So it's better for their childrens. C It‘s better for their children to get [SCI] divorced [COC]. C But some opponents believe that children can affected psychologically [SC] [Q]. C It's true [EFS] [CON]. C But whatever the children will live with whom [SC], their mother or their father, they will treat themselves in front of the childrens in a patient way to not let [SCI] the children affected [SCI] psychologically [RB]. Aya Gomaa: [I] [BELIEVE] [PES] that divorce is a better solution [SC] [EFC] [CL]. C [I] [BELIEVE] [PES] that divorce is the best solution [SC] between any two couples who have many problems [SC] because not most of the couples actually> C According to Elizabeth X , more than 60 percent of the divorced couples who are not actually having kids [SC] and this is in UK> C So there‘s no affection on kids. C Just two couples have many problems.
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C And they just divorced because it's the best solution [SC] for starting [SCI] a new life and better than just living together [SCI] and getting to be [SCI] miserable [LGR]. C And the> C When two couples are married and they have many problems like he‘s abusing her or she's abusing him [SC] and having someone is cheating on the other person [SC], [I] don‘t think it's something [SC] like they can solve it with each other [SC] [EV] [W]. C So it's the only solution [I] find [SC] that just divorcing. C And if each one of them can just start a new life and find another partner and live a happier and a better life [SC] [W]> Dana: So they discuss divorce as a solution as an end to suffering, as an end to major problems in the family [EFS]. C But they never looked at the consequences that it had on children [SC] [RB], on their financial situation, on their economic situation [BGR], on other> C Divorce has many negative impacts on those things [EFS]. C So [I] will highlight on children. C And they highlighted also on children. C So for children particularly, divorce have a serious negative impact on them, long-term impacts on them as they will have trouble in their personality and their self-esteem [SC] [BGR] [EL]. C And [I] want to mention [SCI] the UK studies on children who have suffered from low selfesteem from a divorced family [SC]. C And this 70 percent of children in UK have low self-esteem from divorce family [EV]. C And the UK studies had suggested that these divorce is the main cause of this low self-esteem [SC] [W] [EV].
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C Also if [WE] refer to the US doctors and therapist [SC], [WE] can find that all their patients are, not all, like, almost their patients are children [SC] who have a divorced family [SC] [W] [EV]. C And they are psychopath [EFS] [BCK] [EV]. C And they have serious problems in maintaining [SCI] their daily life [EFC] [EL] [BCK]. C Like they like problems other children> C They compare themselves to other children who have a better families [SC], who have a mother and a father and a family [BCK] [EV]. C So they compare themselves to those children [EFS]. C And they find themselves like low than them who doesn‘t have a family like them [SC] [EL]. C They also have> C They can‘t deal with everyday life problems like bullying and Peer problems [EFS] [BCK]. C These issues that every child have [SC], they will not be able to face [SCI] them like normal children [EL]. C Also those families that decide [SC] to have [SCI] divorcian, they are simply against some religion like Christianity [LGR] [EV]. C And also Islam doesn't suggest divortion as a good solution for them [EV]. C Also those families, they are taking the child's rights which is to have [SCI] a secured family [SC], a secured home because the children need a family [SC] consist of a father and a mother [BGR] [EL]. C And simply, they are ending this with a divorce [EFS]. C And this is not a solution [EFS]. C This is a complete destruction for family and complete destruction for the children [EFS] [COC] [EL].
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Omar: C Divorce is not the good solution for the problems of the two partners in the relationship [CL]. C Before thinking the divorce solution [SCI], think [COM] about the problems that the children are going [SC] to face [SCI] in the future [EFC] []. C The children is going to face the most important problem [EFS] [LGR]. C In fact there is no self confidence [W] [EV]. C They are not going to build a good self confidence in the future according to an Egyptian study made by Dr. Muhammad Khalid [SCI] [ EFC]. C He said that 40 percent of divorced people Childrens are having low self-confidence [SC] [EV] [BCK]. C And according to> C Another study made in Chicago [SCI] said that 40 percent of the childrens are facing a low self confidence in their studies and with the People [SC] [EV] [BCK]. Ibram: Okay, actually [[I] AGREE WITH] [PES] the girls that divorce has some positive thing [SC] [CON]. C But, on the other hand, divorce have bad effect in 2 thing, in the parents themselves and their children [CL] [EL]. C If they divorced with and they don't have children [SC], they have a problem with themselves with the trusts [LGR] [EL]. C Or how they will trust other people again [QHOW] [CH] [W]? C How they will feel again when [I] just got it from some years [SC] [QHOW] [CH]? C According to Ahram online magazine , they say that people marriage in the age between 25 and 30 and then by 2.7 percent and they divorce at age 30 to 35 by 2.03 percent which means only 0.3 percent who still in marriage [SC] [SC] [EV].
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C So where is the trust to marriage again and to have [SCI] a new family again [QWHERE]? C It's not a good way [EFS] [COC]. C Other negative thing of divorce, the children, how they feel [QHOW] [CH] [LGR]? C How they interaction with other people when they saw this family [SC] have [SCI] a lot of problems themself [QHOW] [CH] [W]? C They can‘t solve it [EFS] [EL]. C How they will learn to solve [SCI] their problems that they feel in the future [SC] [EFC] [QHOW] [CH] [BCK]? C When [I] have problem [SC], [I] divorced. C So my parent do that. C So when [I] have any another problem [SC], [I] will go away and not try to solve it [SCI] [W] [EL]. C So [I] [THINK] [PES] [WE] have to be [SCI] [COM] more grown up [SC] and try to solve [SCI] our problem. C Source , when they ask a older woman [SC], why she still with her husband for today [SC], the answer by, in the past [WE] learn to fix [SCI] broken things but now [WE] throw it away [BCK]. C So [WE] have to return [SCI] [COM] to the Past because it's good thing [SC] and to give out if solution is divorce [SC] in a good way [COC]. Esraa: C Okay, according to Dana, as Dana said the children, the divorce will affect negatively on Children health and psychology and mentally illness. C So according to Dr. Abdulwahab Goda , 80 percent of divorce happen without children [EFS]. C So let us take [SCI] the 80 other percent that will have a children [SC]. C So if [WE] have everyday problems, every morning, every evening, every time problems [SC], this will affect negatively on their psychology or their health [RB].
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C So they will be aggressive [EFS] [BGR]. C They will be in bad mood every time [EL]. C But that will x crime. C Nowadays, [WE] all listening about one man kill his wife [SC]. C Why he killed it [QWHY]? C Because they can't get along [SC] [EV] [W]. C So if [WE] don't have a divorce solution [SC], [WE] will Implement crime [COC]. C So why will [WE] stay to do [SCI] the crime [QWHY] [CH] [BCK]? C [WE] can solve it from the beginning [EFS]. C Another thing, as Dana said, children comparison, when one child compares his self with other children, normal children [SC], so he found himself in a specific part. C He don't have his mother or his father together for a long time. C So that‘s will not affect negatively on self awareness, on her self-esteem or self-confidence. C No, they may be affect positively on their self-esteem or self awareness [RB]. C [WE] now know which good for me or which bad for me [EL] [BGR]. C So [I] have a self-awareness. C They have self esteem on me. C so [I] do the good. C [I] do the best for me [EFS]. C [I] do the everything has [I] want. C So where is the lack of self-awareness or self-esteem and self-confidence [QWHERE] [CH] [COC]?
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C That's it [EFS]. C And according to Akram, trust, People they can't live together without trust [RB]. C If [I] can't trust on [YOU] [SC], [I] can't live with [YOU] [EL] [BGR]. C [I] can't live [EFS]. C [I] will not trust [YOU] or that thing [EL]. C And according also to Hermlem Heast, that say 22.5 percent of couples, of loving couples> C They have a big love story [EFS] [W]. C They say the love cannot still more than one years, 1 year. C And 40 8 percent, the love doesn't still more than three months only, Only three months [EV] [BCK]. C So [WE] stay together [EFS]. C And as important period of marriage, that period, remarriage, that period which way introduce themselves. C [WE] know ourselves [EFS]. C So this important period for couples to know them, to know if they will continue their life together or not [SC]. C That's it [EFS]. Mirna: C According to Ibram said that not only the children [WE] affected by the divorce, it's also the parents [SC]. C It's true [EFS] [CON]. C But why [I] let my childrens see the conflict and the problems [SCI] that between the marriage people everyday [QWHY] [CH] [RB]? C Not only the childrens and also their mothers will affected psychologically [BGR].
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C The best way for the solution is the divorce [CL]. C One of my neighbors, everyday they have a conflict, everyday [EFS] [EV] [W]. C But their kids, they affected psychologically. C So the best way for her to her that let her parents to get divorced> C She let them with her mother that her mother do her best [SC] to let [SCI] her feel comfortable life. C She see his father every day. C But the best way for them, it is the divorce [COC]. Aya Gomaa: C According to the story Ibram has mentioned [SC], the couple are staying for too long together. C They just had a way affected their problems because of course they were in love with each other [SC]. C But the other couple that when they have too much problems [SC], they actually lose the love that made them actually married [SC] in the first place. C And then [WE]'ll be like> C They cannot even handle seeing [SCI] each other. C So [[I] DON‘T THINK] [PES] they can spend the rest of their lives [SC] with somebody [YOU] don't like [SC] [RB]. C So with no kids, so they divorce is a better solution. C And according to what Dana said [SC]> C She said marriage is the divorce destruction for the kids [SC]. C They also better divorce for >
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C The kids better live in an environment with two parents are respecting each other better than just living in the same house with them [SCI] and being like just fighting and abusing each other and that's just hating each other [RB] [EL]. Israa: C So [I] have one thing [EFS]. C [I] have to add [EFS]. C Dana and Ibram said the problem will affect negatively on children health [SC]. C So what if everyday children have problems that will affect their health negative [SC] [QWHATIF] [CH][RB]? C Yea, [I] believe. C But they will grow up him with them a trouble about marriage. C They will be afraid about the idea of marriage [EFS] [BGR]. C They will be refused it. C So divorce will solve this problem in a respect way. C Problems at home that meaning [SCI] couples separate [SC], but still living in one home that will grow up problems [SC] that the same idea but without staying in one home [EL]> C That's it [EFS]. Ibram: C According to Israa, [I] have two thing to say [SCI] about her word. C First, the things [YOU] have [SC] to understand [SCI] in a way, trust because when [I] mentioned trust [SC], [I] mean they don't trust to marriage again [SC]. C They don't trust to be have another story, another family because they believe [SC] that [WE] have problem [SC], [WE] will divorce again [EL]. C Another thing about children, [YOU] mentioned that the children if they grow in a home with many problems with fighting [SC].
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C But they will be have a problem to be solved [SCI], their parents each one in a place [RB] [EL]. C They will be have afraid to be married again [SCI] or to be married because they saw the parent problems [SC] [W] [EL]. C They don't believe in marriage [EFS]. C They don't believe in this family, in the way have to be family. C And another thing, according to Aya, [YOU] said that my story about people who loves [SC]> C But why [I] should be the easy way [QWHY] [CH] [RB]? C When [I] face problem [SC], [I] throw it away. C X how to solve it [QHOW]? C No problem in the world don‘t have solution. C Everything have a solution [BCK] [EL]. C [YOU] can solve it [EFS]. C But divorce is a bad way or easy way of peace of mind. C [YOU] have think of my children of my society of everything in my life. C Another thing for Israa, um... [YOU] say couples> Aya Gomaa: C [YOU] said that every problem have a solution [SC]. C That‘s what [YOU] said [SC] [EFC]. C Right? C But if there‘s still couples who still have love between each of them [SC]. C But if, they just like, they don‘t want actually solve the problem [SC], they will be like having, they just will prefer divorce [RB].
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C Why will, actually, [I] live the rest of my life with someone [I] don‘t love [SC] [QWHY] [CH] [BGR]? C Is it right [QYN] [EFS]? Ibram: C Why if [WE] say that why [I] don‘t love. C [YOU] are grown up enough to> C When [YOU] take the decision of marriage [SC], [YOU] have to [COM] be [SCI] responsible for all the thing that will happen [SC] [RB]. C [YOU] say [I] will marriage someone [SC]. C So [I] have to know [SCI] [COM] that when [I] have problem [SC], [I] have to solve [COM] [SCI] [BGR]> C When [I] have thing bad [SC], [I] have to work [SCI] [COM] on that because [I] have children [SC], because [I] have a new life, [I] have to be [SCI] [W] [EL]> C [I]'m grown-up enough [EFS] . C [YOU] take the decision [EFS] [BCK]. C [YOU] have to be [COM][SCI] responsible with that. Aya Gomaa: C [I]'m talking about couples with no children, first [EFS]. C Second, before [I] get married [SC], [I] don‘t think it will be problem there [SC] [RB]. C And why [I] choose the love [I] give [SC] for that person [QWHY] [CH] [RB]? C But actually, there is many couples who lose the love between each other [SC] [EL] [BGR]. C And they would be just living with each other for the kids [EV]. C And when they have no kids [SC], they are living just because the society will say [SC] oh they got divorced [SC] [EV]. Israa: C So [I] have another thing [EFS].
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C [I] have to add it [EFS]. C As Ibram said, every problem have a solution [SC]. C yeah [I]['M WITH] [YOU] [PES] [CON]. C It's must every problem have a solution [COM]. C No problem that have no solution> C So problem maybe its solution is the divorce [RB]. C So why refuse this [QWHY] [CH]? C Here, its solution is the divorce. C So [YOU] say each problem must have a solution [SC] [EFC]. C So it's the solution [EFS]. Dana: C He said another solution, not the divorce, another solution then divorce [RB]. 29:27 Omar: C Another solution. C Aya said that there is a problem [SC] and problem between the husband and the wife like the husband cheating on her [SCI]. C OK, divorce is a good idea [EFS]. C But there is a better solution [EFS] [RB]. C It's like have the two partners with each other for a while just to take care [SCI] of the children, raise them well [BGR]. C After raising the children [SCI], they can divorce. Israa: C What about they have no children [QWHAT] [CH] [RB]? C Why should live with someone that cheating on her [SCI] just for that [QWHY] [CH] [RB]? C Where is my right [QWHERE] [EFS] [CH] [BGR]?
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Dana: C Okay, now [YOU] divorce. Israa: C Where is my right of life [QWHERE] [EFS] [CH] [RB]? C So [I] get up with cheater, [I] will every shouting. Why [QWHY] [CH] [BGR]? Ibram: C It's not why [EFS]. C It's about how [YOU] think the decision first [SC] [RB]. C Why [YOU] take the decision at first [QWHY]? C Another thing [YOU] said that divorce is the solution [SC] [EFC]. C It's easy solution [RB]. C It's like [I] go away [SC], [I] want peace of mind but don‘t think that they have another responsibility with children, my life [SC], other people effect in my marriage [BGR] [EL]. Dana: C Yes, and there is an engagement period or whatever period [RB]. C They get to know [SCI] each other [EFS] [BGR]. C They get to know their personality [SCI] [EFS] [W] [EV]. C They get to know [SCI] it everyday [EFS] [W][EV]. C So why they have x towards marriage if they x each other‘s personality [SC] [COC] [CH]. Aya Gomaa: C Nobody shows the good and the bad in him or in her in that period, no body [EFS] [RB]. Dana: C Why not [QWHY] if they already know each other [SC], already talk to each other [CH] [RB]? C They already have a great communication with each other like in the engagement period or whatever period they had before marriage [SC] [BGR] [EL]. C They already get to know [SCI] everyone, so [CH] [EL] [W]?
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Israa: C So why do [YOU] appear the bad thing [QWHY] [CH] [RB]? C [YOU] public the good thing in [YOU] [EL]. C That's not the point [EFS]. C The point is the problem happened [SC], already the problem happened [RB] [EL]. C So [I] can still in it. C And [I] think no divorce. [I] do not accept. and [I] still in this all my life. Dana: C If they take a step towards marriage because they still love each other [SC] [SC], so [I] think any problem they will face [SC], at the end, their love bonds will overcome it [RB] [EL]. C Like that their love bonds would always end this problem that they will face in their marriage or whatever [SC]. C If cheating or whatever [SCI] they will face, [I][ THINK] [PES] the love bond will always overcome this [SC] [EV] [BGR]. Israa: C As [I] said, as [I] said 22.5 of couples, their Love not continue more than one year [EV] [RB]. Ibram: C Which means that every year [I] have to marry [SC] [SCI] [QYN] [EFC] [CH] [RB]? Israa : C No, Divorce that does not mean remarriage [RB]. C [I] don't say that. Ibram: C Then [YOU] support my point [EFS]. Israa: C No Aya Gomaa: C Where is the problem if they get married every 2 years [SC] [QWHERE] [EFC] [CH] [RB]? C What‘s the problem [EFS] [QWHAT]? Ibram: C Where is the stable of life [QWHERE] [CH] [RB]?
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Israa: C [I] don't say it. C [I] don't say [YOU] should remarried every year [SC] [RB]. C [I] say divorce have a meaning [SC] as separate as remarriage meaning [EL]. C That‘s a separate point [EFS] [BGR]. Ibram: C Why [I] have to married when [I] know [SC] that one year [I] will be leave my wife [SC] [QWHY] [CH] [BGR]? C So why make it [QWHY] [CH]? Israa: C So [I] say divorce is a solution [SC] [EFC] [RB]. Ibram: C [YOU] said to marriage for 1 year [QYN]? C Where is the marriage [QWHERE] [EFS] [CH] [RB]? C What is the meaning of marriage for [YOU] [QWHAT] [EFS][CH] [BGR]? C The marriage to have to continue [SCI] [COM] my life to share [SCI] everything, but not share everything for one year and then have to get away [SCI] from each other [EL] [W]. Israa: C [I] don‘t say [YOU] will get a divorce [SC] and [YOU] will remarriage again. C [I] don‘t say [YOU] will marriage again [RB]. Ibram: C [YOU] just said that [I] will lose love after 1 year [SC]. C So [I] have to solve [SCI] [COM] my problem and think about other thing after x. Israa: C In conclusion, problems must have a solution [COM] [EFS]. C Whatever, what the solution, couples should have solve their problems together or not. C And that's it [EFS]. Dana: C In conclusion, of course, [WE] all three of us are against divorce [EFS].
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C And that's very negative consequences on the children and on one's daily life like in work and financial life and other terms [COC] [EV]. C Also [WE] are against anyone who suggests divorce [SC] as a solution because [WE] referent to our religion if [WE] are Christian or Muslims [SC] [COC] [EL]. C [WE] always have to find [SCI] [COM] another solution to be [SCI] another reliable solution to end this problem in our family [SCI] because of the children, because of many other things. Ibram: thank [YOU] Group 3: Working Abroad Mohamed: C Working is the basis of life in which we live today [SC] where is considered the main source of livelihood and sustenance [SC] that everybody want on the face of earth [SC]. C Working is known for humans since the beginning of creation as it considered as one of the main factors for life continuation of life and profession of supplies [SC]. C So some people want to work [SCI] in their countries [EFC]. C And some want to travel [SCI] to another country for working [SCI] [EFC]. C And every side has their own reasons. C So Mohamed saeed and kareem mohamed support the concept of working [SCI] inside the country [EFC]. C And they will talk about that [EFS]. C And Abdelrahman tarek and khaled mohamed will support the concept of working [SCI] outside the country [EFC]. C And they will talk about that [EFS]. C So let's start [SCI] listening [SCI] for them. khaled: C This issue is>
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C Nowadays, this issue is very important to people because this issue especially have most comments of people nowadays in our country [SC]. C Most of youth prefer going to [SCI] outside the country and live abroad because they found [SC] finding jobs [SCI] are more X in the foreign countries [CL] [LGR] [EL]. C And foreign countries can't introduce more facilities to the youth to find a job [SCI] because they want [SC] to the youth more effective and more useful for the society. C They are living [CL]. Karim: C But working [SCI] inside our country can remove from the worker and remove from everyone who work in the country [SC]. C He become and work beside his family and beside his friend [RB]. C But if he work outside Egypt [SC] aw outside any country, he is far away from his family and friend and cannot contact with his family [EV] [BGR]. C In addition to that, he can also work in his country that remove from him stress [SC] because in outside country, he is dealing with different people, different language [SC] [RB] [BGR] [EL]. C He cannot deal with them [EFS] [W]. C Different language will be very hard on him to understand each other [SCI] [BCK] [EL]. C So working inside his country [SCI] can make him easy to communicate [SCI] with his worker, with his manager, to everyone who work with him [SC] [W] [EV]. C In addition to that also, i can> C Working also in country [SCI], provides many, offer to the worker relaxation with people which he can communicate with them [SC], communicate with them easily without any foreign language or without any additional language [BCK]. C He must learn [COM] [EFS] [BGR].
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C With his own graduation or with his own learning in his country, he can work and communicate with him and work with them in a relaxation mode [EL] [W]. Abdelrahman: C But as you can say [SC] that people need to be look for the same reason [SC] people living abroad that people should look for the salary [SC] [RB]> C If the own country does not have a technology to find [SCI] a job [SC], so he tries to look abroad [SCI] to a main job which can gain more salary [SC] to have his life [SCI] [BGR]. C Also, once you live outside the country [SC], it will make a chance to deal [SCI] with the people, the color background which gain [SC] main knowledge and experience and skills which can make you [SC] more experienced to deal [SCI] with the job [RB] [BGR] [EL]. 6: 22 Mohamed: C If you search about salary [SC], you will pay another cause which is isolation [SC] [RB]. C If you want to work [SCI] outside the country [SC], you will be far about your friends and family [EL] [BGR]. C If anybody in your family feel with illness [SC], you can't come more fastly to see [SCI] them [W] [EV]. karim: C If you are talking about salary [SC], you will paid well in salary [CON]. C But you will pay the isolation mode in which you will be outside country [RB]. C You will feel alone [EFS] [BGR]. C You cannot communicate with your friends [EFS]. C You cannot communicate with your family [EFS] [EV]. C Truly, you will pay it. C But not anyone, not everybody will pay it well outside country.
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C If you travelled outside country [SC], you will never, not easily to found a job because everyone there is talking their language, different culture, different type of working [SC] [RB] [BGR] [EV]. C So your qualification in your country will not allow you to work [SCI] outside country [COC]. khaled: C [I THINK] [PES], talking about feelings [SCI] and talking about families, families will not make your future good if you think about your family and your friends [SC] [SC] [EFC] [RB]. C So you have to see [SCI] your future [COM]. C And you have to see [SCI] [COM] how to present your ideas in the society [SCI] and how to benefit from this idea [EFC] [BGR] [EL]. C [I THINK] [PES] even the traditions and the habits of other societies, you can from days and days think and talk like them [BGR] [EL]. C It's a simple step [EFS]. C If you want to make [SCI] a big salary [SC], you should to work [COM] abroad the country and you don't even think about the families [COM] [RB]. 9: 06 abdelrahman: C Once you don't have a salary [SC], you won't be able to find [SCI] a job [EFC] and you won't be able to live [SCI] with your family or your colleagues [BGR] [EL]. C So once you look for the job [SC], you would be able to control [SCI] your life and make it better [W]. 9: 26 Mohamed: C Anything in our life have advantage and disadvantage. C So if everybody in our country persuade with this concept [SC], no one or no good professionals, no good workers will stay in their countries [RB]. C So their countries don't have the ability for progress and development [EFS] [BGR]. C So in the end, this is your country [EFS].
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C You live in it [EFS]. C You play with your friends and spend a good times in your country [W] [EV]. C So you should to share the progress of your country [COM] [BCK]. C In one day your country will be a good country and have a good salary> 10: 27 Abdelrahman: C First, you are talking about taking a good salary [SCI] in your country with your good qualifications, with your good studies, with your good advantage of learning [SCI] in your country, with your qualifications in your country [CH] [RB]? C And what did you learn in your university. C And the facilitated, what you take in your life and learning. 10: 58 Karim: C You can take the highest position and work the highest position in country [RB]. C Highest position in country can gain you a lot of salary like to be a manager in your country [SCI], be a manager in a site or everything [BGR] [EV] [CH] [RB]? C Just if you have a high qualification in your study and good qualification in learning in university and whatever you learnt in your life [SC], this can lead you to take a high salary in a higher position [SCI] in a good position in your country [BGR] [EL]. 11: 35 Abdelrahman: C You are talking about learning and graduating and more developing [SCI]. C What if your country doesn't have a qualified learning, which is poor learning [SC] [QWHATIF] [CH] [RB]? C You can't get a good certificate to work in your country [SCI] [BGR]. C What if you can find another job outside with more salary [QWHATIF], the double of salary [CH] [RB]?
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C Once you have the opportunity to work [SCI] a job at your home country? 12:26 karim: C You claim that our country or my country does not have any good qualificated education [SC]. C but I can> C So the main reason to travel abroad [SCI] not to work abroad. C So I will learn abroad [EFS], learn not equal to work [RB]. C So If I travel abroad [SC], I will not just work, I will talk about salary. C No, I will travel abroad to learn [SCI] [BGR]. C Then I return to my country then work [W]. C What I learned outside country, I can apply it on my country with my qualification that I take from outside learning [SC], outside learning, not working [EL]. C I can work in the highest position in my country [EFS] [W]. 12: 41 Abdelrahman: But you won‘t be paid enough like the x country [RB]. khaled: C [I] [THINK] [PES] you talk about the same problem [SC]. C You talk about learning [SCI] outside and also you talk about> Karim: C I talk about working not the> C If you learn outside> khaled: C It's the same problem because our society doesn't produce good learning [SC] [RB]. C Even for us to find a jobs [SCI], It's hard to find [SCI] job with a good salary [BGR]. C So it's the same problem [EFS]. 13; 35karim: C With your qualification that your learned outside country.
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C You will learn how to work [SCI], the best way to work [SCI] [EFC] [RB]. C The qualification that you didn't find in your country [SC], you will take it outside [BGR]. C So if you come your country with your qualification [SC], [I THINK] [PES] you will work with the highest position [SC] that I mentioned before [SC] [W]. 13: 56 Abdelrahman: C [I WOULD LIKE TO SAY] [PES] [SCI] that most of Egyptian scientists are working outside our countries [SC] [EFC], most of them like Magdy Yacoub and others and farouk elbaz [BCK] [EV]. C They are looking for forward> C So the development of your country does not have the technology enough to work with them [SCI] or to deal with them [W] [EL]. 14: 20 Mohamed: C [I THINK] [PES] this is a weak claims because if you have a good learn and have a good qualifications [SC], you will be able to build [SCI] your roots [SC] which is help you to have a good salary in your country and this will have benefits for you [SC] [RB] [BGR] [EL]. C This will help you to develop [SCI] and share fair progress and development of your country [EFC] [W]. C And also this will help you to have a good salary [SCI] which is help you to update your project [SCI] [SC] [W]. C No one denies the importance of working both for individual or society or countries. C Countries and societies measure the progress by the level of interest on working. C And the developed countries in our time didn't reach their level of progress in science, space and technology [EFS]. C Only by seriously in their science and working> C And this is an evidence of holiness and importance of working [SCI].
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C Finally, working inside or working outside, this is a personal choice up to the worker. C Thank you. Group 4: Social networks F2F vs social media communication C Farida: C According to Robert , the way we communicate with others and with ourselves ultimately determine the quality of our lives [CL]. C Without communication, people both feelings and needs cannot be brought [LGR] [EL]. Ahmed: After globalization spread in the world and the world had turned into a small country and information transform easily , internet had appeared in the world, [LGR] [EL] and had people to connected with others by the social media. C Social media is the methods to connected people with other in different countries times to connected with others [EL] [LGR]. C Mahmoud: Now [WE CAN AGRUE THAT] internet has made much people to bring together [CL] in face to face > C Also at the same time, it has made it easier for the society to split huge number of groups [CL]. C And also today in our worldwide connection, all over the world it help us to make seeking for new jobs, locating assistance and finding groups [LGR]. Ahmed: C Previous to social media, in the early age, the first website to social media six degrees dot com founded in 1997. C And it is used to make profile and make friends to send the message [EV] [LGR] . C Second website is raise dot com, Founded 2001 to know more, to help entrepreneur to know more about information [EV] [W] > C After this period, the technology was developed yahoo dot com with and has good advantage.
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C We can talk about camera. C And your friend see you when you talk about [W] [EV] . C 2007 found the facebook, the biggest website in the social media [EV] [LGR]. C And we can post any word and the sentence in the facebook and the people can like them, comment or sharing your post [W]. C Omar: C Social media is a revolutionary technique [CL]. C It helps people to connect to each other with a simply click of a mouse [LGR] [EL]. C It helps friends and relatives connect with each other and keep in touch with each other from all over the world [W] [EL]. Farida: C Referring to what he said that social media connects people easy, according to Mary 2009 , face to face interaction is one of the most important factors in innovation and inspiration of people [RB] [EL]. C Maurine: According to what he said that facebook helps in communicating , teenagers can easily add anonymous people which does not help in having a secure life as their information, profile pictures, location can be easily spread [EV] [RB] [BGR] [EL]. C And they could be harassed for such thing [W]. C Social media helps in spreading rumors which is not, might not be true [W]. C Others start believing it [BCK] [EL]. C And teenagers start getting depressed, isolated and might even reach suicide [BCK] [EL]. Farida: C According to X 2009, we are social creatures [CL]. C And isolating is harmful [LGR]. C Face to face communication allows people to use their body language [LGR] [EL].
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C One of the famous, most famous examples of body language, Barack Obama and Goerge Sydney‘s example in two thousand eight elections [W] [EV]> C What differentiated between them isn‘t their qualifications or their mmm, isn‘t their qualifications. But what have the last word is Barack Obama‘s body language [BCK] [EL]. This is according to Wistend 2012. Ahmed: C Some people use the social media in a bad way. So the wrong responsibility put in the side of the people who use it not in the social media side [RB] [BGR] . Maurine: C Social media helps. It assists in stalking others, spreading rumors [RB]. C Without social ya3ny> C If we lessen the news of social media, we will not have this argument. We will not have such rumors spreading, such unreal information [AGR] [EL]. Omar: C It has advantages and disadvantages, as it a double edged weapon as well as social media. C You can control your information in social media like your pictures, your address [BGR] [EV]. C Any way you can control it [RB]. C Mahmoud: C Also Maurine said about the facebook advertisement. In social media, there is a free advertising [RB]. C It‘s a nonprofit organization [EL] [BGR]. C It needs to get order award about upcoming business [W]. C And also if, a person, he have a knowledge and he understand free advertising , he will understand how it, browse it [BGR] [EL]. Ahmed Elbakry: C I will talk about some statistics in the social media .
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C 1 44 billion people in the facebook each month, eight hundred million people in the web fab each month, 700 million people in group each month in msn, 600 million people on messanger each month, 300 million people on instegram each month [LGR] [EV], C 2 million advertise in the social media every month, ok [LGR] [EV], 650 million people connected to X page on the facebook [GR] [EV], 800 million people offered the access through the internet dot ORG [GR] [EV], 4 billion video use daily in the youtube, 45 billion message x daily in the social media [W] C According to the CNN in 2011, 75 people in America know the news by social media posts [LGR] [EV]. C And 52 people in the world know the sports events in the social media [EV] [LGR]. C But I will talk important the social media of children. C For children can promote creativity and learning and do homework by using the social media [CL] [EL]. C And university student can do research specialized in any project in any assignment in the university [CL] [EL]. C Finally, the role of the social media in marketing> C Now some companies use the social media in advertising and in e-commerce [LGR]. C And you can make restart it on any hotel or on any plane by using the website of any airport companies‘ social media [W] [EV]. C Omar: C Also social media helps companies and organization to promote products or services like charities [CL] [EV]. C They achieve their message may be through collecting money, donates through social media like the internet [LGR] [EL]. C Amr: C Ok! [I WILL REFUTE ABOUT Ahmed‘s point] say the information from the social media.
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C Not all the information and used from the social media are true and is also not polite [RB]. Ahmed: C This is the responsibility of the people not the social media [RB] [RD]. C The social media is the method to make an easy way to know the information and spread the knowledge and X not the way to share and spread the wrong idea or the untrue X [BGR] [EL]. C Maurine: To refute Ahmed‘s point concerning children, also social media facilitates the presence of violent scenes [RB]. C Children start feeling that the world is dangerous [AGR] [EL]. C It‘s dangerous . C And start having weapons as a source of power [W] [EL]. C And also as it helps in universities , it also has its bad side that university students or school students start using their mobile to access the internet [EV], not concentrating on the lecture, the class they are having which is, which is distracting [RB] [BGR] [EL] . C Omar: C It‘s their responsibility [RB]. C Maurine: And social media has a point [RB]. C It helps . C It facilitates [EL] [BGR] . C If we lessen the use of social media , we‘ll not be getting to this . C To such> C Omar: C Tell me about social media can do to forbid this point you talk about social media technique, the world of social media [CH] [RB] [EV]? C Maurine (interrupting): The amount of, the huge amount of social, of facebook, the huge amount of communication sites that are coming up [AGR] >
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C Each month we are having a new communication site whether instagram, facebook, such things [EV] [W] . C They‘re excessively spreading [EL] . Omar: C This university, when we talk about this point , forbid the facebook, youtube, ah [BGR] [EV]. C Maurine: C We don‘t have to have computers [AGR]. C We can use our mobile phones [EV] [W]. C It‘s not a big deal . C Omar: It‘s the same deal you talk about even mobiles, no facebook, no youtube [RB] [EV]. Maurine (laughing): You can use your internet [RB]. C Omar (serious): C OK! Ok! I‘ll talk to you about the way to forbid this point . C But (y3n) it‘s their responsibility towards themselves [BGR]. Ahmed: C [I‘LL REFUTE THE POINT OF] children, ok ? C The mentality of any children towards cartoon or any children program in the social media within the dangerous ways the internet> Ahmed: Not dangerous. C The mentality of any children towards cartoon program, not to the war that happened in any place [RB] [EV]> C Maurine: C Even cartoon nowadays are using weapons [RB]. C They are just fighting [BGR] [EL] . C It helps the child‘s mentality that I can fight [W] [EL] . C I can just bit somebody to get >
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C Getting aggressive, He is obtaining an aggressive behavior [BCK] [EL] . C Omar: C You say the student doesn‘t concentrate in lecture or in class. C Student at university has one hundred percent responsibility towards himself, not social media, not facebook [RB]. C Waste a lot of time> Maurine (overlap): C [I AGREE] [CON]. C He is responsible for> Omar: C Ok, ok! I didn‘t say the student waste a lot of time [CON]. C I talk about his responsibility that he is not concentrating on the lecture . C He is not (interrupted)> C He is not> Maurine: C It plays an important role in such thing [RB] . Omar: He knows exactly that if he concentrate on the lecture , it‘s better for him one hundred times to concentrate on his facebook or instragram on the social media . Ahmed: C In your opinion what face to face communication do to eliminate the dangerous way in the society specially to the children [CH] [RB]? Maurine: C We should have a more decent material that‘s suitable for the child‘s mentality [CL]. C We are not going to teach him how to fight , to how to beat somebody, how to carry a weapon and then be surprised about his attitude [LGR] [EL]. Ahmed: C Any children can see some people fight together in the street [RB] . C And you see some aggressive movement [BGR]. C And he will do it and have idea with some aggressive movement [W].
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Maurine: C He sees it for one time, twice (ya3ny) [BGR] . C It‘s not continuous [EL] [W] . C It‘s not an everyday part of his life . C It‘s not daily . C That‘s the point . C Omar: C It‘s a good point [CON] . C [I] [THINK] [PES] it‘s a good point [SC] [EFC] . C Not every child should see these things [EL] [CON] . Mahmoud: C Also about the information, every child in the world> C He have informations x for him [RB]. C Almost every people around the world speak for him to [EL] [BGR]> C It‘s enough to understand it and to access it [W]. C Also there is a report on Cnet . C It says that over twenty four million people in American all over the world put personal information at risk by posting public sites such as social communities [EV] [CL]. C And also face to face> C It‘s danger [RB]> C Like it‘s used in socialization [BGR] . C It reduce, it eliminate because it have socialization and also because of antonomy [EL] [W]> C Like face to face, it may be in danger because may be anyone, he put-he can put a post in the site and it can fit another person [RB] [EL]. C So he can see it easily .
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Farida: C I couldn‘t understand [CH] [RB] . AMR: I didn‘t talk in the fitness or academically. AMR: You will have nothing to motivate you [CL] . C (Ya3ny) nothing motivates you, motivates people than seeing their boss walk up to them and see what they did and appreciate them and thank them in front of everybody as Helly said [LGR] [EV] . C As also you cannot catch anyone interesting, interest or understanding from the internet [EL] [LGR]. C As also you cannot trust anybody from the internet as you don‘t know who you are talking to and may be fake [LGR] [EL]. C As also if you are social media fan, you miss the meeting, life meeting experience, and ideas and knowledge and how to create, talking style, you miss everything [LGR] [EV]. C Farida: People lose interest meeting each other [RB] . C Amr: Hurt a lot of friendships [BGR]> C You have a relationship . Maurine: C According to XHurt 2014 , twenty four percent of married couples say that social media affects their relationship [EV] [AGR] . C It helps in having trust issues, betrayal, jealousy and also lack of clarity [W] [EL]. C Text messages don‘t have clarity [W] [EL] . C You can misinterpret the text you have. C You misinterpret the feelings [BCK] . Mahmoud: C Also he said that you cannot trust people in internet.
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C Even if we didn‘t or do not trust people, we cannot use internet or social media to make face to face > Amr (looking at Mahmoud): To trust people, you must meet them before you communicate on the social media [RB] . Mahmoud: But not all the people are bad [RB]. Amr: But not all the people are good [RB]. Omar: C Also social media is considered as a powerful search engine for the people who looks for information , who seeks a job or work [CL]. C By a click of mouse, you can see all the information you need [LGR] [EL]. C All the information you seek to read . Ahmed: C Most of people against social media use it daily [CL] . C Most of people today have smart phones and use instegram, facebook, twitter, whatsapp [LGR] [EL]. Amr: Which [CH] [RB]? Ahmed: which what? C How much hours you use social media today [CH] [LGR]? Amr: About 5 hours, 4 hours [CON]. Farida: C According to Alexander 2009 , face to face communication save the relationships [CL]. C It avoids misunderstandings [EL] [LGR] . C When you, we meet with others , we could understand them [EL] [W] . C We could deal with them correctly [EL] . Omar: C It‘s a trust issue [RB] .
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Farida: C No! I said body language and its importance [RB] [EL]. C And you couldn‘t refute it. C Body language make barrack obama president in 2008 [BGR] [EV]. Ahmed: C Social media> Farida: Body language forms 50 percent of people‘s communication according to X [BGR] [EV]. Ahmed: When any person connected with other persons in other countries , he know about his language and his culture and know more about his body language and gain more skills with real life in experience more experience and have more skills to meet people [LGR] [EL]. Farida: I have a source that indicates my words that body language has> C It‘s very important in our life [EL] . Farida: communicating face to face with others is the best way of communication [CL] as it strengthens relations between people and leads to successful social life that leads to successful society [LGR] [EL]. Amr: C And also if you just travel to meet somebody , he will appreciate this and give you hundred percent what you need about information , anything [CL] [EL]. Ahmed: Some people ignore the important rule of the social media spreading . C They use huge information speedly [CL] so that the process increase the knowledge and awareness for the people [LGR] [EL] . C Last statistics, yearly eighty percent of the adults in America in 2011 x social media learning, ok [EV] [W] ? C The last thing, the role of the social media save the relationship between the people and connected people with other forever and make social relationship, a good social relationship with the people who live in different societies [LGR] [EL] .
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Farida: C The last thing, I will say it again. C According to X 2009, we are social creatures and isolating is harmful [COC] [EL] . Group 5: Cutting trees Mohamed: Good afternoon everyone. C Our debate topic is cutting trees [EFS]. C For centuries, trees have been used as a source for raw materials [EFS], source of wood for human beings and other raw materials. C However, not only those trees absorb the carbon dioxide that cause the global warming [SC] but they also produce oxygen which is the main source [SC] for living [SCI] for all beings [CL] [EL]. C We have group A and group B. C We have group A will speak about why cutting trees is, why we shouldn't cut trees [SC] and group b will speak about why cutting trees [SCI] should be allowed [SC].
0:55Youssef: C Cutting trees [SCI] will lead to accumulation of CO2 which will lead [SC] to increasing [SCI] temperature [CL] [EL]. C And this will be worse to all people that they will live in a very hot weather [SC] [GR] [EL]. C And the sun rise will be more strong [W] [EL]. C So trees [SCI] help in absorbtion of co2 and make the weather is more better [W] [EV]. C So when we cut the trees [SC], the co2 will be increase which will lead to increase [SCI] in temperature [SC] [EV]. Mohamed: Ahmed Hossam will refute Joe's point [EFS]. 1:42 Ahmed hossam:
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C [I] [THINK] [PES] that no one is against this idea [SC] [EFC] [CON]. C But we can use the deserts to grow up trees there [SCI] or any place far from the environment [RB] because sick trees may spread unwanted organisms [SC] and may deliver disease to the surrounding people [EFC] [BGR] [EL]. 2:18 Youssef: C In present education they proved that these sick trees we can't raise them without cutting them [SCI] [W] [EL]. C So there are many of treatment for these sick trees to avoid [SCI] this point [BCK] [EL] [RB] [EL]. C So we can treat them [EFS] [BGR]. C Neither than we cut them because the advantages of the trees in our environment> C Another point that trees make a good view for all people [SC] [RB]> C Anyone, when he enter any place and found a trees [SC], he feel relaxed and feel that he is in a good place [SC] [BGR] [EV]. C So the trees make a marvelous feeling and marvelous view. 3:06 Taha: C As he stated [SC], he said [SC] we can replant in the desert which you don't need the view in desert [SC] [RB]. C So we don't cut the trees in the streets or in the country or in the place you live [SC] [EFC] [EL]. C You'll cut the trees in the desert as spain and netherland did for the last 50 years [SC] [EFC] [BGR] [EV]. C They did a plan to cut trees [SCI] in some places while they are replanting in other places like desert [SC]. C So if they cut like x [SC], they have y which replanting and other trees are grow. C So by cutting x [SCI], y is grow.
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C They grow and cut y. C By cutting y [SCI], x grow. C And they do it every year or every time [EFS]. 3:55 Ahmed: C[I THINK] [PES] that doesn't matter [SC] [EFC] [RB]. C To have a good view [SCI], we can build, the community can build companies or factories instead of having [SCI] good view [BGR] [EL]. 4:11 Hassan: C [I THINK] [PES] for the thing that you said about netherland and spain[SC] that these two countries had planned this plan from hundred years ago [SC] [RB]. C And alot of countries haven't take this in consideration [BGR]. C They don't have a qualified desert enough to be planted. C For planting trees in it [SCI], you need to have a good water [SCI] to feeded these trees [W] [EL]. C And you don't have in desert a source of water [EL] [BCK]. C And you should have a good land [COM] which full of soil that can you plant in it a lot of trees [BCK] [EL]. C So not alot of countries has taken this in consideration and is not as an easy way to make [SCI] a new generation of trees [BCK] [COC]. 5:18 Taha: C We are talking about the whole world, not only countries [RB]. C The country I stated [SC] had the good view of the future [BGR]. C So they started from 50 years. C You should start now [COM] not [W]> C We won't start because we are late [SC]. C We don't know when the world will end [SC].
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C So you should start now [COM] by putting plans [SCI] in cutting trees [SCI] in the same way we are replanting other trees [SC] to be use from it [EL] [W] [EL]. 5:32 Hassan: C Ok, first of all, this is only a two countries of hundred of countries along the world, ok [RB]? C Second, by cutting trees [SCI], there is a lot of animals that live in trees [SC] and live in forests [RB]. C By cutting these trees [SCI], you are making these animals are homeless [BGR]. 5:55 Ahmed: [I THINK] [PES] we can cut trees [SC] but in a certain rate that doesn't affect on animals or global warming [SC] [CL]. C We can cut trees, but in a certain rate to have [SCI] the wood to make [SCI] paper that things [LGR] [EL]. 6:15 Hassan: C According to planet organization, they stated that 30 percent of animals are going to exinct [SC] if we completed like this [SC], cutting trees [EV] [RB]. C And this will lead for the increase of the percentage for them to extinct [SCI] [EL]. C And there is alot of them have already extinct due to this phenomenon [BGR]. C And we cannot do this [EFS]. C And you cannot tell me that we are going [SC] to put animals in a zoo. C Like this, you are prisoning them [RB]. C And you are avoid them from the wild life [BGR]. C They always wanted to live [SCI] in the environment [W] [EL]. C And they don't have any homes [EFS]. C So you don't afford them homes to live [SCI] in there [EFC]. 6:59 Taha : C I didn't state to cut [SCI] trees from forest [CON].
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C I stated to cut trees from desert [SCI]. C We plant in desert trees. C And we cut them [EFS] [BGR]. C We don't cut from forest [EFS]. C We need to save animals [SCI] [EFC] [CON]. C So we won't cut from forest. C We will replant in the desert [EFS] [RB]. C And we will cut trees from desert. C We need cutting trees [SCI] [COC]. C We take some medicine we made from the trees [SC] from substance that existed in the trees [SC] [BGR]. C So we need to cut trees [SCI] and take these and take the medicine for some diseases. C And we need to take leaves [SCI] of the plants and wood for making alot of things [SCI] we need in our life [SC] [EFC] [BGR] [EV]. C We can't stop using it [SCI] [EFC] [W]. 7:43 H2: C By cutting down trees [SCI], we will be decreasing the percentage of oxygen gas in the atmosphere [EFC] [CL]. C And by the time passes [SC], we will all be dead [LGR]. C A research found that a mature leafy tree uses as much oxygen [SC] as 10 persons respire in a year [EV] [LGR]. C Also it was found that forests act as a joint filters [SC] that clean up the air from the harmful gases like carbon monoxide, carbondioxide and nitrogen gas [SC] [LGR].
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8: 15 Ahmed: C Ok, we said that when we cut trees [SC], we will grow another trees make a double [CON]. 8:26 H2: C In fact, the trees will take time to grow up [SCI] and be leafy to produce the percentage [SCI] that I stated [SC] [EFC] [RB]. 8:35 Hassan: C I also say that if you want [SC] to plant trees in a desert [SCI], minimum of time it will be 100 years to qualify [SCI] this desert to be planted with trees [SCI] [SC] [EFC] [BGR]. C And we don't have this much of time to avoid [SCI] these things that are happening to our trees [SC] which of, animals being homeless and animals being extinct and decreasing the amount of oxygen we breath [SC] [W] [EL]. C All of these things, we cannot make it while we are cutting trees [SC] [BCK] [EFC]. 9:12 Taha: C I am not saying we cut all the trees [SC] we have in our world [SC] [EFC] [CON]. C We cut what we need [SC] and tell the other trees are planted. C So I don't say we cut all trees like that in certain time [SC]. s: C High percentage. 9:29 Taha: C He is talking about absorbing [SCI] carbon dioxide [SCI] and carbon monoxide. C It also absorb oxygen at night if you don't know this [SC] [RB]. C Trees and flowers absorb oxygen at night [EFC]. C So it still absorb oxygen, the same equation [BGR] [EL]. 9:43 H2: C At night, they absorb little amount of oxygen, not the same percentage that they absorb the other gases [SC] [EFC] [EV]. 9:54 Taha: C I know [EFS]. C But I am telling it's still absorb [CON]. C We need trees many things.
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C Can you give me another solution for making wood or for making medicine [SCI] [QYN] [EFC][CH] [RB]? 10:6 H2: C An institution called Spapers [SCI] invented a technique that changes the stone into a paper [SC] [RB]. C And by that, will be avoiding cutting down trees [SCI] to invent [SCI] or create papers [EL] [BGR]> 10:22 youssef : C To answer your point of medicines [SCI], we can take these substance that you stated [SC] by another chemical reactions, not the main reason that trees [RB] [EL]. C We can get it from chemical reactions or any other things [BGR]. 10:38 Taha: C Chemical reaction doesn't give the same effect of the medicine which we take [SC] naturally from the tree [RB] [EL]. C We take the substance [EFS]. C It's natural [EFS]. C If we made a chemical reactions [SC], it will not be the same [BGR]. 10: Hassan: C Many experts can make this reactions by their own studies [RB]. C They can make them [EFS]. 10:57 Taha: C The god made this substance [BGR]. C So you'll never make better than this [EFS] [EL]. C You need to take [SCI] the original substance because it has more effect [SC] [CL] [EL]. 11:11 Hassan: C Ok, but you cannot [RB]. C You can do replace it with another substance that can do the functions [SC] you want [SC] this substance to do [SCI] [BGR]. 11: 30 Ahmed: C There is others raw materials like rubber and glue[EV] [W].
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C Other things, we can't get it without cutting trees [SCI]. 11:34 H2: C And also god created the trees. C And by cutting them down [SCI], we will have a bad impact on the environment and on the natural environemntal system [RB]. 11:47 Taha: C God created trees for our benefits [EFS] [BGR]. C we use> C The primitive human used trees to warm [SCI] himself by firing [SCI] and by making knifes and to hunt and eat and shadow [W] [EV]. C So you need to take [SCI] every benefit from it, not only one benefit and leave the other. 12:06 Youssef: C You say that god make these trees for our benefits [SC]. C Ok, these trees also like creatures [RB]> C So cutting trees [SCI] is like killing people [SCI][EFC] [BGR]. C They all creatures that Allah> 12:21 Hassan: no, no C Cutting trees [SCI] is are creatures [CL]. C And they also feel [EFS]. C There is> C A study says that if you cut a tree [SC], it feels that you are cutting it [SC] and it's cry also [SC] [ASN] [LGR] [EL]. C This said by, I don't remember this scientist name. C but it said this.
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C The second that trees doesn't only a creature that feels [SC], it also can grow up and marry another tree with the light phenomenon we have all taken in biology [SC] [LGR]. C And this could happen. 12: 58 Ahmed: C Ok, we kill animals either to eat [SCI] [RB]. C And god create all creature to serve [SCI] us [BGR]. 13: 15 Hassan: C God made a chain that we cannot replace anything of it [SC] [W]. C HE made animals we kill [SC]. C There is alot of them are reborn everyday [BCK]. C we cannot kill a tree [EFS] [RB]. C And we don't know how to regenerate it again [SCI] [BGR]. 13: 40 Mohamed: To conclude, one sees that trees are the main source of food [SC] [BGR]. C And cutting trees [SCI] will help us, to make, to obtain [SCI] the raw material that human being needs [SC] [EFC] [COC]. C Still cutting trees> C Also by cutting trees that will provide us with empty space [SC] so that we can build a larger community [SC] in which we can live in [SC] [LGR]> C However, cutting trees [SCI] as group A said [SC], it's unethical to cut [SCI] trees as they also have feels just like humans [SC] [COC]. Group 6: Death penalty C Good morning everybody. C Today we are going to have a debate about the topic that has been a topic of Interest all time [SC] which is death penalty [SC] otherwise known [SCI] as the capital punishment [EFC].
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C Capital Punishment has been a debate a long time and has been firmly dismissed by numerous groups of people and upheld by others [EFS]. C But before we start our debate [SC], let me introduce [SCI] our debaters [EFC]. C Here we have Omar, Ahmed and Abdel Rahman are supporting the death penalty punishment [SC]. C And here we have Seif and Basel are against death penalty punishment [SC]. C Now we will start with Basel [EFS]. Basil: C Life in prisonment gives a person a second chance instead of sending [SCI] them to death [CL]. C And some people can be sent to prison or sentenced to death [EFS] [EL] [LGR]. C And they are innocent [EFS]. C According to> C The American civil liberties union of Northern [ASN] California said that more than 200 innocent men and women have been freed from prison in California after it was discovered [SC] that they were wrongly convicted [SC] [SC] [W] [EV]. C Three of them were sentenced to die [SCI] for crimes they did not commit [SC] [EFC]. C So not all prisoners are guilty [EFS] [EL] [BCK]. C Some are innocent [EFS]. C And it will be unfair and Injustice to sentence [SCI] them to death [BCK] [EL]. C So prisoners could, Prison will give them a second chance instead of executing [SCI] them and rushing to conclusion [COC] [EL]. Ahmed:
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C Does any one of you has a refutation for his opinion? Omar: C Applying death penalty is an extremely beneficial way to punish [SCI] criminals for what they have done [SC] and to reduce the number of murders [EFC] [RB] [BGR]. C As a 2002 study by Stefen Lasin at the University of North Carolina [ASA] showed that a single execution deters 18 crime [SC] [EFC] [EV] [W]. C In addition, in 2009 the federal bureau of prison [ASA] showed that the number of prisoners exceeds the official prison capacity [SC] in at least hundred and fourteen countries especially the Americas 320 percent more because they don‘t apply death penalty [SC] so that applying death penalty [SCI] is a good way to reduce [SCI] the number of prisoners in prisons [BGR] [EV]. Ahmed: C Do you have something to answer on his opinion? Now we will go with Seif, wait Abdel Rahman. Abdel Rahman: C First of all, if murders are sent to death or executed [SC], potential murders will think twice before killing [SCI] any person for the fear of losing [SCI] their own life [LGR] [EL]. C And according to> C Ernest Vandenhag, professor of Juriceprudence [ASN] stated that the capital punishment is more likely to deter [SCI] more than any other punishment [W]. C Since people fear losing [SCI] their own life [SC] and since a society has the high interest to deter [SCI] their murders [SC], they should use the most painful punishment the available which is the capital punishment [SC] [COM] [LGR] [EL]. C And in X, the capital punishment is an ultimate warning for all criminals [EFS] [EV] [W]. C And if the criminal know that the justice system will not stop [SC] putting [SCI] him to death [SC], he, will, may think twice before robbing anyone [SCI] or killing anyone [EL] [BCK].
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C And the system will appear Draconian to him [EFS]. C And I believe that death penalty, capital punishment, "ya3ny" the real punishment for murders> C And there is> C No punishment equates what what the criminals do [SC], killing [SCI] innocent life, more than the capital punishment [BCK] [EL]. C And Ishaq Erlic [ASN] employed a new kind of analysis which produce result [SC] showing [SCI] that for every inmate who was executed [SC] seven lives are spared [SC] because others were deterred [SC ]from committing [SCI] any crimes [EV] [BCK]. Ahmed: C Can I find any response? Seif: C Many countries nowadays make the death, the death penalty, have the law of death penalty like the US, has, except one state [CL]. C Most of the US, who have, which has the death penalty rule in execution [SC] have the most murders in its country, means like more crimes [SC]. C But when we go to Europe [SC] which decline the death penalty [SC], it has lower crime [RB] [EV]. C So, we are talking about the death penalty [EFS]. C It‘s increasing the number of murders and killing crimes, not decreasing them [EFS] [BGR] [EL]. Abdelrahman: C First of all, not all the countries are like each others [RB]. C In American there should, must be a death penalty [COM]. C In American, the percentage of criminals is very high [EL] [BGR].
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C And there is dangerous criminals who cannot be stopped by any other punishment [SC] than the death penalty [EL] [W]. Seif: C I said there is only one state [SC] that don‘t have a death penalty rule [SC] [RB]. Abdelrahman: C In US [QYN] [CH] [RB]? Seif: C In US. C One state, but I don‘t remember which one [EFS]. C But there‘s only one state that don‘t have a death penalty [SC]. Abdelrahman: C Are you sure one state only [QYN] [EFS] [RB]? Seif: C Yes, just one state that don‘t have death penalty [SC]. C And it has lower percentage of crimes in its state than the other states that have death penalty[SC] [EFC] [RB]. Abdelrahman: C What about the dangerous criminals ―ya3ny‖ [QWHATABOUT] [CH] [RB]? C If they killed someone [SC], so what will be their punishment [EFC] [QWHAT] [CH] [RB]? C Only prison [QYN] [CH]? C They will go to prison [EFS]. C And they might kill again [EFS] [BGR] [EL]. C They lost their life in prison [EL] [W]. Basil: C What if we killed someone [SC] and they were innocent [QWHATIF] [RB] [CH]? Ahmed: C That‘s a good question [EFS]. Omar: The percentage of death you are talking about [SC] is not that much [EFC] [RB]. C And we need statistics to prove [SCI] that innocent people can do this [SC] [EFC] [BGR].
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C And, moreover, not all the countries, not all the judges send all the people to the sentence directly [BGR] [EL]. C They first are sent to many steps to go [SCI] to the punishment of sentence [W] [EL]. 7: 22 Basil: C But there can still be mistakes [EFS] [RB]. C Like I said before [SC], in American civil liberties union of Northern California more than 200 innocent men and women have been freed from prison in California after it was discovered [SC] wrongly convicted [EV] [BGR]> C Three of them died [EFS]. C And they did not commit the crime [EFS]. C Omar: You just have said that they are only three from the 200 [SC] [RB]. C So I think the percentage is not that high [SC] [EL] [BGR]. C And it may be a misleading or just a human misjudge not not a general thing applied [SCI] on all the countries and on the whole world [W] [EL]. C Abdelrahman: C And I think that the judge is the one [SC] who is responsible [SC] for doing [SCI] this [RB]. C not the> C Don‘t blame the punishment itself [EFS] [COM] [BGR]. C Blame the judge who judged this [SC] [COM] [EFC]. Seif: C So you want to execute [SCI] the judge after he has executed the three other people [SC] [QYN] [QST], the three innocent people [CH] [RB]? C It‘s not logically [BGR] [EL]. C You‘re talking about lives of people [EFS] [W] [EL].
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C They‘re innocent [EFS]. C And they have done nothing to the community or society [EFS] [W] [EL]. C So death penalty, it‘s something like> C It‘s unfair [EFS] [BCK] [EL]. C It‘s unfair for most of the people. C So there‘s a mistake that have been made [SC] [EL] [BCK]. C Three innocent people have died [EFS] [COC]. Abdelrahman: C Yes, ok, if we didn‘t apply the death penalty to the innocent people, who killed people> who didn‘t kill the people [SC] [SC] and they are sent to death, so what [QSOWHAT] [CH] [RB]? C They are sent to prison to 25 years [CH] [RB]? C Doesn‘t make sense also [EFS] [EL] [BGR]. C So what is the difference [QWHAT] [QRHET] [EFS] [W] [CH]? C He will wish to die [EFS] [EL] [W]. C Better [BCK] [EL]! Ahmed: C Omar, do you have something to add? Omar: C I think we are not talking [SC] about> C you told me that you‘re going to judge the judge [SC] who gave this rule [SC]. C Actually, you are going to judge the law because the judge didn‘t just get this sentence or the punishment from himself or from his own head [SC] [RB] [BGR] [EL]. C He just have used the law and applied it on this man [EFS] [EL]. C So I gain by for this>
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C It‘s a percentage [EFS] [W]. C And it‘s not that high percentage [BCK] [EL]. C And you had just stated only one country [EFS] [RB]. C We are talking about the whole world [EFS] [BGR] [EL]. C Million of peoples sent to punishment of sentence everyday [EL] [W]> C So the thing that it‘s not that high [SC] to promote [SCI] this punishment > Seif: C I said Europe don‘t have execution rules [RB] [EV]. C They don‘t have> C So they have the least crime than US [EV] [BGR]. Omar: C First of all, you also need to compare [SCI] the whole people living in the whole Europe [SCI] to the whole people living in America [SCI] [EFC] [RB]. C America have the high percentage of people living in there [SCI] [BGR] [EL]. C And they have many problems, society problems that we may not just go [SC] and talking about it [EL]. C We‘re just talking about here the sentence [W]. C So population here is not population here [EFS] [W] [EL]. C Society here is not as society here [EFS] [W] [EL]. C So you can‘t just compare this to this [EFS], two different situations totally [BCK] [EL]. Seif: C You mean that every nation has its own traditions, like this [QST] [SC]? 11:01 Basil: C Every country don‘t have its traditions [RB]. C At the end of the day, it‘s Allah of execution [RB] [EL].
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Ahmed: C I mean, he meant that for example the situation in Egypt not like the situation in US. C So the judges here not like in US for example [EL]> C He meant that, ―s7‖ [QST] [EFS]? Ahmed: C The law in Egypt not like the law in US or Europe [EL]. Abdelrahman: C In any country, the law is put according to the people living in the country [SCI] [EFC] [RB]. C The people> C Like you said the people in Europe are different from people in USA [EFC] [SC] [EV] [BGR]. C The highest percentage of murdering crimes are in USA [EFS] [EV] [W]. C But in Europe, people are less likely to do [SCI] these crimes [EFC]. C And here in Egypt, there is so many criminals like USA but less [EV] [W]. C So the law from Europe is different from the law in Egypt, law from USA [BCK] [EL]. C So Europe doesn‘t need to use [SCI] death penalty [EFC] [COC]. Seif: C Ok but as I said, there is only one state in US [SC] that don‘t have execution rule [SC] [CON]. Abderhman: C We need evidence [RB]. C One state only [QST] [CH]? Seif: I don‘t remember its name [EFS]. Abdelrahman: C Of course, death penalty x in many states in USA [RB]. C I said in USA there are many states [SC] that use the death penalty [SC] [EFC] [BGR] [EV].
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C I read it [EFS]. C I read many thing like this. C Many states use the death penalty [COC]. Ahmed: C Do you have something Basel or Omar? Omar : C AS another point, we need talk about, not just stay at one point arguing [SCI] about it, not going to any result. C So I think keeping this people in the prisons [SCI], first, it> C They cost the country money [EFS] [CL]. C They secondly may escape again from the prison [EFS] [CL]. C And I have evidence for this about many criminals that have escaped a highly security prisons [SC] and start committing [SCI] crimes again in the society [EL] [LGR]. C So I think the only way to stop [SCI] these people and prevent them from doing [SCI] this to the society and to the honest, the innocent people outside living in society [SCI] is by punishing them [SCI] and giving them a sentence [W] [EL]. 13:49 Seif: C But also execution is not the only solution you can have [SC] [EFC] [RB]. C It‘s too risky [EFS] [BGR] [EL]. C You can kill, not murder [EFS] [EL] [W]. C You can kill an innocent people with this rule [EL]. C Keeping them in the prison [SCI] is the safest thing you can do [SC] [W] [EL]. C And the percentage of escaping [SCI] most of the dangerous criminals as you said [SC]> C How much its percentage [QHOWMUCH] [CH] [BCK]?
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Omar: C First of all, how you gonna, or just how you going to give them money [QHOW] [CH] [RB]? C Or how the country just give money on this prisons [CH] [EL]? Seif: C If we are going to talk financially about US [SC], it‘s not a problem [RB] [EV]. Omar: C You just have give me one example [RB] [EL]. C I am talking about the whole world [EFS]. C Just, we are talking like a country here in Egypt [BGR] [EL]. C Just financially, how we‘re going to go the prisons [QHOW] [CH]? C And how we‘re going to go for the other problems we are facing in this country [SC] like poverty and education problems and all of this [QHOW] [CH] [EV] [W]? Seif: C Poverty and the other country problems, we are not going to talk about it [RB]. C We are talking about the prisons itself that‘s needs financial account [SC] [EL] [BGR]. C Prisons, they need its financial account in the country books [EFS] [EL] [W]. C You could just make a financial book for the prisons only [EFS] [BCK] [EL]. C Its going to be more easier. C That‘s it [EFS]. Ahmed: Basil, do you have something? 15:57 Basil: C That this debate doesn‘t stop criminal behavior because criminals do not think of the consequence [SC] before doing the crime [SCI] [CL] [LGR] [EL].
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C They only do it due to passion for the crime or because they are under the influence [SC] as they don‘t think [SC] if it‘s right or not [SC] [EL] [W]. C According to> C The Bureau of Justice in 1998 [ASA] claimed that 6530 people escaped from prison [SC] [EFS] [EV] [BCK]. C So it‘s not impossible for people to commit [SCI] further crime while on death row [EL] [BCK]. C Those sentenced to death [SCI] are more eager to escape [SCI] from prison more than those who are awaiting [SCI] [EL] [W]. C Sentence to death escape more than people who are waiting for life in prison [SC] [BCK]. C So it‘s not true that execution prevent further crime [SC] [COC]. Ahmed: C I think we had enough [SC]. C But before we come to end [SC], one of the debaters said that if the death penalty punishment was implemented [SC], the murderers will think twice before committing [SCI] crimes [SC] [COC]. C Well, in fact, there‘s no true evidence that killers may think [SC] about what they do [SC] and the consequences of their crime before doing it [SCI] [RB] [EL]. C As researchers done by Amnesty international Organization in 2011 [ASA]> C It stated that the majority of crimes happen in passion of the moment [SC] [EFC] [BGR] [EV]. C Also the researchers found that the areas that don‘t have the death penalty as a punishment [SC] turn to have [SCI] equal or less murders and crime rates than the areas that actually do have death penalty [SC] as a retribution [RB] [EL].
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C So, at the end, it turns that if we implement death penalty [SC], we are making our societies and communities more and more worse [SC] [CL] [EL]. C Thank you. Group 7: Social networking in communication
Lamis: C Good afternoon everyone. C Today we‘ll be talking about face to face communication versus social networking. C Meeting a new friend or talking to an old friend [SCI] is nowadays done via facebook or skype for example. C However, when was this practice performed via the social networking sites [QWHEN] [EFS]? C The question here is will the face to face communication replace social networking sites [SC] [QYN]? C And to answer [SCI] this question, we have nermeen, marina. C They are with the social networking sites. C And we have here israa, rana. C They are against the social networking sites. C Here we will start with nermeen first [EFS]. 0:0:44 Nermeen: C Face to face communication goes on well with the basic instinctive feature of man as being sociable and interactive with fellow creature [SCI] [CL]. C And social networking curbs this human feature [LGR] [EFS]. C Esraa: Social networks sites have great for society promoting increased communication and connection between hundred of million of people around world [CL] while some people, do argue [SC] that dangerous of online networking that far weight the benefit [SC].
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C It‘s clear that this is not the case [SC] [RB]. C But rather it is the other way around [EFS]. C Social networking initially started off as a great connection between friends and in real time [BGR]. C People were able to make [SCI] new friends, to keep people in touch with each other and continue with long lost people from school and college [W] [EV]. 02: 51 Nermeen: C Yeah, I am with you that social network help people [SC] to form friendship all over the world [SCI] [CON]. C But this> C However, this sort of friendship lacks honesty and frankness [EFS] [RB]. C Social network communication isolate the individual from his surrounding environment [RB]. C It makes him less talkative and lonelier [EFS] [BGR] [EL]. C Social network communication, social network communication make him lose [SCI] the interest in gathering [SCI] with family member and friends [W] [EL]. C Lamis: Rana, do you have anything to say? C Rana: Social networking sites help students to do [SCI] better at school [CL]. C They are able not to waste time [SCI] searching [SCI] in books or hardcopies [LGR]. C Also it facilitates for them the way they‘re studying [SC] or learning [EFC] [LGR]. 03:54 Marina: C [I AM NOT GREE] with you [PES]. C Can you give me a proof for this [QYN] [CH] [RB]? C Rana: Yes, according to national school board association [ASN], 59 percent of students with the access to the internet report that they use social networking sites [SC] [EV] [W]. C Also 50 percent use the sites to talk [SCI] about social assignment [EV] [W].
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4: 17 Marina: C But students who using, who are using social media [SC] great written who have low grades [SC] and students who socialize with any type of network [SC] may have drop in many subjects [RB]. C Rana: prove it [COM] [EFS] [CH]. 4:38 Marina: C According to cnn [ASN], many students who are using social media [SC] have an average gpa of 3.02 [EFC]. C But students who aren‘t using social media [SC] have an average of 3.82 [EFC] [EV] [BGR]. Esraa: [I THINK] [PES] that the freshman need to communicate [SCI] with new friends [SC], also to make friend list [RB]. C That according to> C Journal of applied development physiology [ASN] said that current freshman should use social networking sites [SC] to build networks of new friend [SCI], feel socially integrated at their new schools [BGR] [EL]. 5:23 Marina: C But students who use social media [SC] get busy keeping in touch [SCI] with friends and forget to study [SCI] [EFC] [RB]. C So they waste their time without any benefit of this [EFS] [BGR] [EL]. Rana: C [I THINK] [PES] that, the students, the student is mature enough [SC] that don‘t make anything [SC] to control him [SCI] [RB]. C But he can take only the positive side of the anything [EL] [BGR]> MARINA: C But face to face communication is more benefit of then [RB]. C They can use reactions [EFS] [BGR]. C And they can explain their strategy and ideas more clearly [EFS] [EL] [W].
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C So they can get the advantages of this more than social media [COC]. Nermeen: C Social network makes people so isolated that they develop a form of addiction to a virtual world of the network communication [SC] [CL]. C Some of such addiction even lose their lives when they are text messaging, text messaging [SC] while driving [SCI] [LGR] [EV]. C In fact 23 percent of deaths on the road is caused by text messaging while driving [SCI] [EV] [W]. C And this was proved by peter two thousand and ten [ASA] [EFS]. Lamis: C Who has a refutation to that [EFS]? Esraa: [I‘M AGREE]ing with you [PES] [CON]. C But also social network has many benefit advertis> Lamis: C Who has a new refutation [EFS]? Rana: According to price two thousand and nine [ASA], social media, it‘s a way. C All the good things that living in a social group [SCI] entails [RB]. C It is living together that makes people honest, caring and responsible for one another [SC] [EFC] [BGR]. Esraa: C umm found that social network helpful to get [SCI] feedback on their product [SC] [CL]. C According to bbc [ASN], 1 5 million of local business have own page on facebook that show their product in both size and shapes [SC] [EV] [LGR]. C And it save time and money rather than it making, do marketing [SCI] for each one face to face [W] [EL].
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9: 14 Marina C But [I THINK] [PES] that these offers and advertisement, most of them are monument operations like offers to sell [SCI] buildings and flats [RB] [EV]. C Many people give money to these offers [EFS]. C And they lose their money without any benefit of them [BGR]. C So this is a cheating operations [COC]. Rana: C In not most of cases, there is site that help employers [SC] find employees [SCI] [CL]. C And job seekers also found the job that they want [SC] [LGR]. C They are not the type of money wealth cheater [EFS] [W]. Marina: C But we can‘t trust these offers [EFS] [RB]. C We can‘t know if the person behind this screen is honesty or not [SC] [BGR] [EL]. C So what we can do [QWHAT] [CH] [W]? Rana: C Can you prove it [QYN] [CH]? Marina: C Yeah, in many programmes on tv, many peoples give complaints to these programmes that they had lose their money [SC] in these offers on internet [RB] [EV]. C And they can‘t restore their money [EFS]. C So it‘s very bad [EFS] [COC]. Esraa: C We can also say the other benefit of social network that we can know each, any one [SC] we want to know [SCI] [SC] [CL]. C visit own page on facebook to know [SCI] what he like or what he read [SC] [EL] [LGR]>
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C If you‘ll doing it in face to face [SC], it will take more years, more than two years to know [SCI] what he want [SC], what he like or what he read [W] [EL]. Marina: C But behind this screen, everyone can show the side what he wants [SC] to show [SCI] to you [RB]. C It‘s not the truth [EFS], the truth of him [EL] [BGR]. Esraa: C Some people shy like me [EV] [W]. MARINA: C Yeah, but face to face communication can build your personality and can prove your reaction to communicate with others [SCI] instead of using [SCI] computers only [RB]. Esraa: C You can describe what you are shy to say [SCI] [SC] [BGR] [EL] or to x like umm like my umm> Rana: You can interact face to face via skype or facebook using cam [SCI] [EV] [W]. C They interact face to face [EFS]. C Not, Not in real life, you can interact via social media [EFS] [BCK]. Marina: C Yeah, [I AM WITH YOU] [PES] in this point [CON]. C But in writing, in writing methods, we can‘t trust this person [EFS] [RB]. 12: 34 Nermeen: C Because statistics has proved that ten percent of communication is what is said [SC], 20 percent is what we hear [SC], 70 percent is what we see [SC] [SC] [SC], so face to face is more better because it conveyed the emotion and feelings [SC] [EV] [BGR]. C That‘s why it‘s more comfortable [SC] [EFC] [W].
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Lamees: C Does anyone has a refutation to that? Lamees: C Ok, so after hearing both sides [SCI], I‘ll leave the decision to you [EFS]. C But [IN MY OPINION] [PES], [I THINK] [PES] that face to face communication is much serious [SC] and is more sincere and serious [EFC] [CL]. C However, the social networking is more serious than> C The person talking about the screen [SCI] not always trustworthy [LGR]> C In addition to that, the tone and the facial expressions is very important to know [SCI] the nature of the person [LGR] [EL]. C An example to that, a mother was talking to her daughter in the dorms [EFS]. C Her daughter was telling her that everything was alright [SC]. C The next day she committed suicide [EFS]. C She had depression [EFS]. C So the tone and the facial expression was being oblivious from her mother [EV] [W]. C So face to face communication is much more important than social networking [EFS] [COC]. Group 8: Abortion C Sara: C Well, good morning doctor. C Today, we‘re having our final debate regarding the topic which is abortion [SC] [EFC]. C Let me give a small intro about abortion [SCI] [EFC]. C Abortion is the choice of mm regarding a woman either to get rid of her baby or not [SCI]. C Otherwise, there are two positions for abortion, one opponent and one proponent. C Let me also to introduce to you doctor our team member radwa. C Her position is for abortion [EFS].
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C Abdellatif, his position also is for abortion [EFS]. C Nehal, her position is against abortion [EFS]. C And me, sara, I am> C My position is against abortion also [EFS]. C So we are going to start from may be radwa. C She‘s going to introduce her first argument [EFS]. C So we can start our debate together [EFS]. C Radwa: Actually, I am going to talk where abortion should be legalized [SC]. C Abortion should be legalized for two reasons [COM] [EFS] [CL]. C The first reason for convenience sake [LGR]> C And this is not reasonable [EFS] [Q]. C And the second reason for medical reasons [LGR]> C [Ok]? C Woman who abort the babies for convenience sake [SC]> C They are searching [EFS]. C And they are searching for their own sake, not for their babies [EFS] [W]. C They are not looking after their babies [EFS]. C [OK?]? C But when it come to medical reason [SC], the medical reason have two cases [W]. C The first case if a woman has been raped [SC] [EV]> C And the second case incest [EV].
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C [OK?] C My argument here why should the woman carry out the baby and get it if she has been raped [SC] [CH] [BCK]. C [OK?] C My second reason! C Ok? C This is the first reason [EFS]. C Why should she carry the baby out if she has been raped [SC] [EFC] [QWHYRHET]. C Ok? C Abdellatif: They> C Women who becomes raped or incested [SC]> C They must be safely x by abortion [EFS] [COM] [CL]. C As if they are just pregnant after a rape or incest [SC], they would be reminded with the nine months of the pregnancy [SC] [LGR] [EL]. C Was too much suffer, too much fake> C This would be currently reminded her for violence committed against her [SC] when she is raped [SC] or incested [W]. C What do you think about raping [SCI] or incest women [QWHAT] [CH] [COC]? C Sara: While actually, here in Egypt regarding woman that was raped [SC] and she is pregnant> C And you‘re saying that you are for that [SC] she do abortion surgery [SC]. C Here in Egypt, they are starting to fix [SCI] that problem [EFC] and to make some rules or some regulation regarding this problem [RB] [BGR] [EV].
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C Either if they raised it to a court or not [SC]> C And they started to give [SCI] the right to woman to keep [SCI] her baby [SCI] either if it‘s not a legal way of whatever, if she was raped or unlegal marriage [SC] or they start to fix [SCI] this problem [EL]. C And I‘ve just, actually, I‘ve just yesterday watching> C I don‘t know if you‘re updating, if you‘re updating [SC] with the problem of the actress ahmed ezz and zeina [EV]. C I‘ve just keeping the update yesterday about this problem. C And I‘ve watched the two positions so I couldn‘t be bias for each other [SC]. C And she said that when she go to the court [SC], they said to her that [SC]. C Sorry, first they said to the actor ahmed ezz you‘re out of this problem [SC]. C But when she make like an appeal [SC], they said to her that we are updating this problem [SC] or the rules or the legals of this problem [EL]. C So you have the right to keep [SCI] him in the court [EFC]. C And you have the right to defend [SCI] your case [EFC]. C That‘s why they are updating [SC] and they are giving her the right to keep [SCI] her kid. C May be she is now having her kid [EFS]. C But why I am saying to you this example because, she have already, she gave birth to her kids [SC] [W]. C But I am telling you this problem because when the case of someone that‘s still do not give birth to her kids [SC], she has the right to keep [SCI] it not to abort him [COC]. C Abdellatif: C In your case, she gave birth of two child.
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C Sara: yeah, I am telling you this case to tell [SCI] you that the court started [SC] to change [SCI] the legals and give her the right to keep [SCI] her kids, not to get rid of it [EL]. C Radwa: excuse me! what you are talking about [QWHAT] [CH] [RB]? C You are talking about hidden issue [BGR]. C We don‘t know if she married ahmed ezz [SC] or she didn‘t marry him [EL]. C What we are talking about> C We are talking about a woman who has been raped [SC] and incested [EL] [W] [EFC]. C Sara: That‘s an hidden issue also [EFS] [RB]. Radwa: Ok, there are evidence [RB]. C Sara: If she wants her baby [SC], she has the right to keep [SCI] it, she has the right to keep it [BGR]. C As the problem of ahmed ezz and zeina is a hidden [SC], also there is a woman unhidden. C I don‘t know all people wouldn‘t know [SC] who was the man [SC] that raped her [SC] [W]. C Nehad. Nehad: C Furthermore, abortion is murder [EFS] [CL]. C According to x 2012 [ASA], pro life supporters argue that they are against abortion [SC] and they consider abortion is murder. C They build the arguments on the fact that they consider the fetus as a human [SC], therefore killing a potential human [SCI] [EV] [LGR]. C And not only it‘s wrong but also x. C And according to Michael x [ASN], his argument of the moral aspect of human rights based on all humans, all human beings and unborn human too. C They have inherent dignity [EFS] [LGR].
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C And thus continually abortion is morally wrong [EFS] [CL]. C And furthermore, others argue that abortion violates principles [SC] since the fetus considered a potential human [SC], therefore killing [SCI] a potential human [COC]. C Abdellatif: As justice said at the court at America [SC], they give the woman the full authority to take [SCI] the right of abortion for any reason during the nine months [EFC] [EV] [LGR]. C So if she, if she> C Whether its x collection or its convenience or rape or intake, in America, they gave the womens the right to have [SCI] abortion at any moment of the nine months. C So I am not talking about abortion in general [EFS] [RB]. C I am talking about abortion in general, not in Egypt, like you said [SC] the case of ahmed ezz and zeina. C So what about this [QWHATABOUT] [CH] [COC]? C Sara: Ok, actually, you said that they give the right to a woman [SC] to get rid of her baby in any month [SCI], right [QYN]? C Abdellatif: yes C Sara: ok> C Abdellatif: Whether, it‘s gender selection, convenience or rape, she has the full right to have abortion [SCI] or not to have abortion. C Sara: Ok, I totally respect the other cultures‘ opinion about the issue [EFS] [CON]. C But I‘ll, now, tell you why I am against [SC] what you are saying [SC] [EFC]. C And also before, radwa said that there is a medical reason [SC]. C So here in Egypt, it is considered as a crime as nehad said [SC]. C Why [QWHY]?
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C Because it is [SC] [RB]> C For example, if a woman is pregnant on her third month [SC], right? If she pass the third month [SC], she couldn‘t. C Actually the third month is also danger for her to do [SCI] the abortion [BGR] [EL]. C So first of all, they consider it as a murder. C And they go to the court if a doctor do something other than that [SC] because starting from the second month to the third month [SCI], he couldn‘t do it [SC] because danger on the health of the woman or danger on the health of the baby [W] [EV]> C Either> C If you do the abortion [SC], either the baby will die or either the woman will die [EFC]. C Abdellatif: We don‘t care about the baby [EFS] [RB]. C We care about the women. C Sara: I am telling you that the situation of abortion is danger for the two sides [SC] [RB]. C Abdellatif: but it, in some cases, it may be, its be safe regarded by abortion if she did not [RB]> C Sara: no, it‘s not safe [EFS] [RB]. C Abdellatif: If she didn‘t make abortion, she will have many bad issues in her life [RB]. C Sara: Ok, I‘ll tell you why I am against it [SC] because I have a real life example [SC] [EFC]. C I have one of my, one of the cousines of my friend, she died while she did abortion [SC] [EV] [W]. C That‘s why I am telling you [SC] now, don‘t go for [SC], do not any woman go for it. C Actually I‘ll tell you now a real life example. C The wife of my dead cousine, she was pregnant in a two twin girls, small girls.
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C And the doctor tell her no you couldn‘t make it [SC], you have to do [SCI] the abortion surgery now. C She is an Italian woman [EFS]. C May be their way of thinking> C So I am getting rid of my baby. C And I am going to pray [EFC]. C And that‘s it [EFS]. C No, she insisted to keep [SCI] her babies [EFC]. C And she insisted to continue [SCI] and do not go for the abortion surgery. C And they are very well today [EFS]. C And they are perfect [EFS]. C That what I am saying> C The doctor was saying you should do it [SC]- it was early [SC] I know- but you should do it because of your health [SC] or because of their health. C But she insisted to keep it [SCI]. C She insisted not to go only, not to go [SCI] for the abortion surgery. C And do what all people to do and do not even believe in the one percent chance of life that god give to the baby [SC] that she was pregnant in [SC]. C Also I am telling> C When you said radwa that is from a medical reason [SC]> C I have an small strong argument from a clinic that call mayo clinic [SC] [ASN].
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C One of the effect that after the surgery, ok, that the woman can have a breast cancer from the abortion surgery, not only the breast cancer but the terrible effect during the surgery [RB] [BGR] [EV]. C Abdellatif: What is the percentage of the breast cancer that might [QWHAT] [CH] [RB]? C Sara: The mayo clinic did not write. C They did not write this percentage [EFS]. C But they write that most of the women that did the abortion [SC]> C They did not die [EFS] [CON]. C But they> C I know that the breast cancer> C May be they have some medicine, strong medicine to get rid [SCI] of it today [Q]. C But they still have a breast cancer. C And still the problem is that it is danger for him [SC] even if she get rid of the breast cancer [SC] after that [BGR]. C But it is still danger. C Not only the breast cancer> C Also from this clinic, mayo clinic> C Mayo clinic say that during the surgery, during the abortion surgery also she can have a deadly bleeding [SC], deadly bleeding during the abortion surgery [BGR] [EV]. C And that was the case of the cousin of my friend [EV]. C She has a deadly bleeding. C So what about this x [QSOWHAT] [CH] [COC]?
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C Radwa: During this time, the woman don‘t think about being suffered from any disease. C All they are thinking> C They want to get rid [SCI] of this baby because they don‘t need it anymore [SC] and have a trauma [RB]. C Trauma, They are shocked from the real life they are living [SC] [EFC] [EL] [BGR]. C ok? C While you are talking about breast cancer [SC], ok, this is might be one percent two percent five percent. C It‘s not hundred percent [EFS] [BGR]. C Sara: No, I am totally against [EFS] [RB]. C Radwa: It‘s not hundred percent [EFS]. C Sara: Ok, I‘ll read for you the percentage of breast cancer all over the world and especially from abortion and tell you about cause. C A lot of people> C I‘ve read a lot of stories [EFS]. C But I‘ll bring you the percentage [EFS]. C I‘ve read a lot of stories that people having breast cancer [SCI] from deciding [SCI] to make [SCI] an abortion surgery [RB]> C So x x Radwa: C When you come to religion [SC], god prohibited abortions [Q]. C But he said when it comes to one‘s life [SC], it will be risky [SC] [EFC]. C It will be allowed to do [SCI] abortion [CL].
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C So people can abort the babies if it consider a dangerous to their lives [SC], ok [EL] [LGR]? C This is what I am talking, from the religion, from the religious side [SC]. C Sara: Can you please repeat this side [QYN] [QCLARIFICATION]? C Radwa: When it come to religion> C According to religion, quran, abortion is prohibited [EFS], ok? C But god said when it comes to one‘s life [SC], it will be allowed because we will not risk for one‘s life [SC] and get a baby and the mother will die. C Sara: Can you give me an example [QYN] [QCLARIFICATION] [CH] [RB]? C Radwa: ok, from> C I will give you evidence from surat alanam, chapter six and from surat alesraa, chapter seventeen [EFS] [BGR] [EV]. C God said this [EFS]. C Sara: yeah, I know [EFS] [CON]. C I am not negotiating this at all [EFS]. C I am telling you> C Radwa: I‘m giving you an evidence [EFS]. C Sara: I want to> C May be I am going be convinced with your opinion [CON]. C But I want to imagine [SCI] it as a real life example [EFS]. C I want to imagine it [EFS] ah [CH] [RB]. C Radwa: ok, I will give you an example [EFS]. C Sara: yeah
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C Radwa: If a woman got married [SC], Sara: ok Radwa: she is not raped [EFS]. C She is not incest anymore. C Sara: ok C Radwa: She is got married. C And after four months, the doctors told her that she has to abort [SCI] the baby because it is considered dangerous [SC] for her life [SC] [EFC] [EV] [RB]. C Sara: ok C Radwa: So either she get the baby or either she will die. You have two choices [QEITHER] [CH] [COC]? C Sara: So what about the options of today to going to some many hospitals or clinics all over the world [QWHATABOUT] [CH] [RB]? C Radwa: Ok, I am talking about the last step [EFS] [RB]. C The doctor said either you get the baby or you will die [SC] [EL]. C Sara: Nothing is never impossible [RB]. C Radwa: Ok, you are talking from imagination, your mind [RB]. C Sara: I am telling you that because I am a person [SC] that> C I do not trust doctors [EFS] [RB]. C I do not trust people that just say [SC]> C Radwa: Whom you trust [QWHO] [RB] [CH]? C Sara: To conclude, I do not trust any people that just saying their opinion [SCI].
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C Why [QWHY] [QRHET]? C Because I am totally totally totally trust god [SC] [RB]. C And if there is oo point o o o o one reason that I should go [SC] for not doing [SCI] the> C For example, the case that we‘re discussing abortion [SC] or not doing anything, I would go for it. C I would go for this chance even if it zero percent [RB]. C Radwa: But that not opinion> C This is fact. C This is science [EFS] [RB]. C The doctors said you have to get rid [SCI] of the baby or not to get rid of the baby [SC] [BGR] [EL]. C You have to abort [SCI] the baby because it consider risk for your life [SC]> C So what you gonna do [QWHAT] [CH] [COC]? C Sara: I told you the case of my one of my relatives [RB]. C The doctor said> C Radwa: Ok, this is exception [EFS] [RB]. C This is exception [EFS]. C Sara: No you cannot> C Radwa: No this is an exception, ten percent [BGR]. C Sara: And ten percent did not deserve that we should support [SC] [QYN] [QRHET] [CH] [RB]? C No, it deserve [BGR].
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C It deserve. C Even one person all over the world [W]> C we should support [COM]> C No, how you saying that [QHOW] [QEXCLAM]? C We should support [COM]> C Radwa: Ok, can you put yourself in this situation [QYN] [QREAL] [CH] [RB]? C And imagine [COM] if you are pregnant and the doctors told you [SC], you have to abort [SCI] the baby [SC] because it consider dangerous for your life. C So what you are going to do [QWHAT] [EFS] [CH] [BGR] [EL]? Sara: I am not going for the opinion. C Even if I am going to die, I am going to die just to keep [SCI] safe of my baby [RB]. C Radwa: And what about your family [QWHATABOUT] [QREAL], Your husband, your mother, your father [CH] [RB] [EV]? C Sara: No in this case especially, it depends on me only [EFS] [RB]. C Abdellatif: No, it‘s not only you [EFS] [RB]. C Sara: No, no, no, because I am the mum [SC] [RB]. C I am the person that keep my baby for ten months [SC], not my husband, not my mum, not my dad, not my sisters [EL] [BGR]. C Abdellatif: What about the husband [QWHATABOUT] [QRHET] [RB] [CH]? C He is the> C Sara: I know that he is my partner [SC] [EFC] [CON]. C Radwa: I am talking about thinking of the others [SCI] [EFC] [EL].
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C The people who will think about you [SC]. C And you will die [EFS]. C You will not be more existed. C Sara: It deserve, It deserve [RB]. C Radwa: No, it don‘t deserve [RB]. C Abdellatif: Let‘s go [SCI] for another place. C Sara: Ok! C Abdellatif: Did you hear about china and if you give birth with two babies [SC], the third one you will pay a bill or note about the [QYN] [QRHET] [EV] [RB]? C Sara: I‘ll pay for the third baby? C Abdel: Yes C Sara: Yeah, I‘ve heard about it [EFS]. C Abdel: If you give a birth for a fourth baby [SC], the father will be in prison [RB] [EV]. C What will you do in this case [QWHAT] [QREAL] [EFS] [CH] [BGR]? C Sara: Are you really comparing between when it is my option [SC] to kill my baby [SCI] and the option of get a man in the prison [QYN] [QEXCLAM] [CH] [RB]? C Abdel: What about killing the baby [QWHATABOUT] [QREAL] [CH] [RB]? C Sara: It‘s a murder [EFS] [RB]. Abdel: what‘s> Sara: It‘s a murder. Abdel: what‘s murder [QWHAT] [QEXCLAM]? Abdel: They are living in China [EFS].
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C They don‘t care about religious> C They don‘t care about babies [EFS]. C They care about themselves [EFS]. C I will be in jail if I give birth for a two, three, or four babies [SC] [EFC] [EL] [BGR]. C Sara: So from the beginning, they shouldn‘t plan for the pregnancy [COM] [ اصالRB]. C They shouldn‘t plan for it [COM]. C But are you really comparing> C Abdel: What about if it came [RB] [CH]? C Radwa: What about her [QWHATABOU] [QREAL] [CH] [RB]? C Sara: If the woman know from the beginning that her husband is going [SC] to jail [SC], C Radwa: She won‘t marry. C Sara: She won‘t be pregnant [EFS] [RB]. C She won‘t be pregnant. C Radwa: Yeah! C Sara: Yeah, she won‘t be pregnant. C Abdel: What if she is pregnant and if she is pregnant with wrong, what would she will do [QWHATIF] [QEXCLAM] [CH] [RB]? C Sara: I am against. C Abdel: You are against with a> C Sara: I am against the concept of killing [SCI] someone even if it‘s medically right [SC] [EFC] [RB]. C Even if it‘s>
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C I am with the opinion of going [SCI] to the chance that god live a life [SC] of every [BGR]> C Abdel: [I AM FULLY AGREEING WITH YOU] [PES] [CON]. C But in some cases like we said in rape [SC], in incest, in dangerous life, if they are dangerous on the life of the women [SC] or even if there are any dangerous for anyone of any person in the family, abortion must come like a solve for the equation to help [SCI] them [COM] [EL] [BGR] [EV]. C So don‘t think from your own side [COM]. C There are some people that suffer many problems [SC] and many issues about giving [SCI] this baby [W]. C What about I give birth this baby and I can‘t afford on them, huh [WHATABOUT] [QRHET] [BCK] [CH]? C I can‘t afford> C I can‘t pay for him to go [SCI] to school [EFC] [EV]. C Radwa: Financial crisis you mean [QST] [QCLARIF]? C Abdel: yes, how can I make this baby grow up [SCI] and be a good baby [EFC] [QHOW] [QEXCLAM] [CH] [W]? C Sara: In china, they are having the ability of awaring people. C And they‘re having the ability more than any country all over the world to plan [SCI] not to get [SCI] a pregnancy in a certain time [RB] [EL]. C Not as here in Egypt the woman is taking a medicine just to not giving [SCI] birth. C And suddenly she is a pregnant [EFS]. C They are there [EFS]. C They are having an ability more than us [EFS].
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C Abdellatif: Unpredictable cases, you have one side immediately [RB]. C You are pregnant. C So the first month> C So is she don‘t have to give [SCI] birth [QYN] [QCLARIF]? C Sara: In china, they do lot of miracles even if it‘s medically [SC] [RB]. C They have a lot of medicine [EFS] [BGR] [EL]. C They have a lot of issue to have [SCI] the woman not to get [SCI] pregnant. C Abdel: I am not talking about the abortion in surgery. C May be with a pill [EFS] [RB]. C She can take a pill [EFS]. C And she can have abortion [EFS]. Sara: She should do a surgery in abortion [COM] [EFS] [RB]. C Abdel: No no not in every stage of> C Sara: How, how she is going> C Medically how the doctors going to get out the baby from her body [QHOW] [CH] [BGR]? C Abdel: Did you see the film of kheyana mashrou3a [QYN]? C Sara: yes! C Abdel: Yes! Hany salama was going to give may ezz eldin a pill for an abortion, without [EV] [BGR]> C Sara: She didn‘t care about abortion [EFS]. C She didn‘t do>
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C Abdellatif: No, she didn‘t know that she is going to give her a pill and she will lose the baby [SC]. C Sara: Abdellatif, abdellatif, if there is> C If he gave her a pill and she start for bleeding [SC], she should do a surgery to get out [COM] [SCI] the baby from her body [EFC] [RB]. C she should do a surgery [COM] [EFS]. C In any case, she should do a surgery [COM] [EFS] [BGR]. C How the baby is going to get out of her body [QHOW] [CH] [W]? C Abdel: I know a friend of mine [EFS]. C His daughter was a pregnant. C And she lost the baby without any abortion [EFS] [RB] [EV]. C Sara: May be she had to go [SCI] to the doctor. C And the doctor have to check [SCI] [RB]. C Abdel: She stayed at home [EFS]. C And she find her so> C A piece of meat come down [W] [EV]. C And the baby is dead [EFS]. C Sara: That danger for her health [RB]> C Abdel: That is what I am talking about [SC] [CON]. C Sara: Support our opinion because I am not totally convinced. C Nehal: What you said [SC] something very good [CON]>
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C But it is not a woman right to get rid [SCI] of her baby and take a decision to end [SCI] his life, in any case [RB]. C Abdel: In any case [QYN] [CH] [RB]? C Nehal: Yeah, according to x 1983 [ASA] if> C He said if every woman took a decision [SC] to abort a baby [SCI] and take a decision to end [SCI] his life, this means that making a big risk on society [SC] and this means that the humanity is going to decrease until it vanished [SC]a due of people x [EL] [BGR]. C Sara: Let me tell you [SCI] also something very important that I really liked [SC] while searching [SCI]. C According to roger harms in one of the international clinic [ASN], he said that while doing the abortion surgery [SC], it might affect the subsequent pregnancy for woman [EV] [RB]. C What about this [QWHATABOUT] [CH] [BGR]? C What about that due to the option of an abortion surgery, a woman cannot be pregnant again [SC] [QWHATABOUT] [EL] [CH]? 25: 06 C Radwa; We are not saying that abortion is not dangerous [SC] [EFC]. C [I TOTALLY AGREE] [PES] with that abortion is dangerous [SC] [CON]. C And it might kill the woman or the baby [EFS] [EL]. C Ok, [I AM TOTALLY WITH YOU] [PES]. C But there are some cases that it is a must [SC] [RB]. C There is no choice [EFS]. C You have to get rid [SCI] [COM] of the baby [EFS] [EL].
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C Sara: Ok, as you are saying that it is a must [SC] [SC], I am saying that also it is a must here in this case [COM] [SC] because there is an option [SC] that she wouldn‘t be a mum [SC] [RB] [BGR] [EL]. C There is an option that due to abortion, she wouldn‘t be a mum [SC] [EFC]. C Abdel: This option is only five ten percent twenty percent [EFS] [RB]. C Sara: Then your option or your support could be only five [RB]. C Abdel: If you are raped and you are carrying a baby [SC], that the criminal one who must be carrying the baby not you [SC] [COM]. C Sara: What if the woman, she want her baby [QWHATIF] [CH] [RB]? C Even> C Abdel: If you are incested or raped [SC], how come [QHOWCOME] [CH] [RB]? C Sara: Ok, and if a woman she was raped, ok and she get rid of her baby [SC], while marrying after that [SC], she couldn‘t be a mum [EL] [RB]. C She didn‘t deserve this also [BGR]. C Abdel: No, this is a fake. C If she is being raped from the beginning, not being pregnant> C And by the way the> C Let me check [SCI] the results in there, that the cases of pregnancy in rape is not too much high [RB]. C Sara: You are saying the cases of pregnancy is> C Abdel: Is not high in rape or incest. C It‘s not high. C It‘s not high.
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C It‘s> C You know that it‘s not easy [SC] to get a baby [SCI] if you aren‘t thinking [SC] to get a baby. C Sara: I think you are saying against your support again [SC] [RB]. C You are saying> C Your are defending> C You are saying that there is high percent [SC]> C When I told you [SC] that she could be a mum [SC], you are saying that there, are, is high percentage of woman [SC] that she is raped and she is pregnant [SC]. C How you are saying that and then you told me now that there are small cases of woman that who after she was raped she couldn‘t be pregnant [QHOW] [CH] [RB]? C You are saying totally the opposite of that you‘ve said from the beginning [SC]. C You‘re talking about the case of woman being raped [SCI] and pregnant C And now you are telling me she couldn‘t be pregnant [SC] [EFC] [EL]. C You are totally telling the opposite [EFS]. C Abdel: Yes, I am telling you to support my idea [SCI]. C Not only all the women that are raped or incested [SC] are pregnants C Sara: So you are with my opinion [EFS] [CL]. C If she is not pregnant> C If you are saying the point if she is not pregnant [SC] [SC], then you are talking again at your point that you are supporting [SC] from the beginning. C Abdel: I only support my idea that the abortion is the most suitable solution for the X [SC] to get rid [SCI] of the tolerance [RB] [EL].
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C Sara: Ok, abdellatif let me tell [SCI] you a way of thinking about any case that I‘ve learn in school [SC]. C They taught me that if I am confused in any case [SC], I‘m just going to do small x writing for example [SC] abortion and writing the advantages or negative or positive. C As there is a positive [SC], there is a negative. C But also the negative way could be more than a positive. C I am not saying that, I am not saying that> C I can be convinced with your opinion [EFS], ok, In some cases [CON]. C But as there is positive [SC], there is lot of negative that should make me [SC] not going for it, that should make me not going for the opinion [RB]. C Radwa; Let me tell [SCI] you. C Just think [COM] if you‘ve been raped [SC] and got pregnant, why should you get the baby [SC] and he will grow up and he will see his father [RB] [EL] [CH]. C He don‘t know his father. C He don‘t know his father standard, his social life, his life, his attitude, his family [BGR] [EL]. C You don‘t know anything about him [EFS]. C So the baby will be a baby. C And he will grow up [EFS]. C And he will be educated person according to you [EV]. C But according to his father [QST]? C Who is his father [QWHO] [CH]? C According to the society, the Egyptian society, you are talking about the Egyptian society [EFS] [RB].
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C According to the Egyptian society, who is his father [EFS] [QWHO] [CH] [RB]? Sara: C Yea, I‘ll tell you [EFS]. Radwa: And you are taking by the appearance [BGR]. C We are not taking by the mentality. Sara: No, not taking by the appearance [RB]. Radwa: No, in our society, we are taking by the appearance. C And you judge people from their way, from their attitude, from their [EL] [RB]> Sara: Then, you are with the idea that I should judge people from the appearance [SC] [QST] [CH] [RB]? C No, there are cases here> C Ok, I‘ll tell you a real life example. C I have one of my friends. C She was in a Egyptian school [EV] [BGR]. C I think Shwaifat, ok [EFS]? C I was shocked when found [SC] that one of her other friends, she don‘t know her dad, ok? C If I was have> C Why in the case of rape and if I have the decision to keep [SCI] my baby [SC], why shouldn‘t you think in a positive way of this situation to prove [SCI] that the woman is strong enough [SC] [CH] [W]. C The woman is strong enough that she proved [SC] that the man who rape her [SC] is not a man [SC] [BCK]. C He is not have>
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C He isn‘t brave enough to tell [SCI] infront of the people I am mistaken, I‘ve did that. C Why shouldn‘t the> Radwa: And how the baby is feeling [QHOW] [CH] [RB]? C How the baby> C Abdel: This is what I was talking about [SC]. C What about the psychology of the [QWHATABOUT] [BGR]> Radwa: When he is sitting with his friends [SC] and he are talking and everyone are talking about his parents, what will, what you are going to say [QWHAT] [W] [CH]? Sara: They wouldn‘t talk except about his or her strong mum [EFS] [RB]. Radwa: No, no, you are talking from one perspective [RB]. C But I am talking all over. C There is a issue. C If he is sitting with his friend and he is talking and everyone is talking about his parents [SC], he will say I don‘t have father [SC] [QYN] [QST] [CH] [EL] [BGR]? C I have mum> Abdel: I have my strong mum that she gave me [SC] [W]> Sara: And you see that she is not enough [SC] [QYN] [QST] [CH] [RB]? Radwa: No, definitely [RB]. Sara: Let me tell [SCI] you something. C What if a woman was raped [SC] and she discovered that she was pregnant after four months and she will die if she do the abortion surgery [SC] [QWHATIF] [CH] [RB]? Radwa: In this case ok, it might not [CON]>
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Sara: There are also other cases that she couldn‘t do it [SC] [BGR]. C It‘s the same here [EFS]. C The woman when she is raped [SC], she don‘t know in the same time I am pregnant, no [W]! Radwa: In some cases, she cannot abort [CON]. C But also in some cases, she can abort the baby [EFS]. Abdel: she had to abort> Sara: Fine, we are all ok with the case that in some cases it‘s needed [SC] and in some cases it‘s not because the woman she didn‘t know [SC] that she is pregnant from the same instant [SC] [CON] [EL]. C All women know that she‘s pregnant [SC] after the doctor said to her [SC] from the beginning of the third month, from the beginning of the fourth month. C In these cases, when going to the third month [SCI], she couldn‘t do it []. C That what I am saying [SC] that a lot of cases [SC]> C The woman or the example that I have saw before [SC]. C She know that she is pregnant from the third month [SC] [BGR]. C Starting [SCI] from the third month, you couldn‘t do it. C You couldn‘t do it, except may be, I am with you in some point, except the miscarriage case [W]. C Miscarriage> C What the different between abortion and miscarriage? C Abortion is do decision [SCI] to get rid [SCI] of it. C Miscarriage is not your opinion [EFS].
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C Miscarriage is you may be sleepy and you find yourself bleeding [BCK]. C In this case, ok. C And it could be after the third month [EFS]. C I have one of my relatives [EV]. C That happened to her. C But the case of> Abdel: Many cases have this miscarriage. Sara; Yea, I know, I know. C But knowing [SCI] that you are pregnant after the third month [SC] and the doctor came to you after one month or whatever and tell you there is danger on the baby or danger on you, you should get rid of it and that did not happen to you the miscarriage case? C No, no. Sara: Nehal, please support me please [EFS]. Radwa: Abortion is a highly challenging issue [EFS] [CL]. C We totally agree [PES] that abortion, it might be allowed, it might not be allowed [SC] [CON]. C So> Nehal: C I will tell you radwa a story [EFS]. C X [ASN] he is a law man. C Supported that abortion should be illegal [SC] even in cases that would be in rape and incest [SC]> C And when he asked if one of his daughter was raped and gave baby and want to have [SCI] abortion [SC] [SC], He said that he would advise her [SC] to accept this created baby [SCI] because it was still a gift from [SC] x [BGR] [EL].
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C Nehal: Abortion is created by men [EFS] [CL]. C If a woman accepted this in all cases [SC], this mean that women will be available for men whenever men want [SC] [SC] [LGR]. C Radwa: [I CAN‘T AGREE] with you in this point [PES] [EFS] [RB]. C When you say that it is a gift from god [SC] [SC], it might not be a gift [EFC] [BGR]. C It might be a test or examination [EFS]. C God is putting you in a certain situation to examine your patience [SCI], to examine your [EL]> C Sara: Belief C Radwa: Belief, yea C Abdel: She said that the abortion is made by men [SC] to have free woman at every time [SCI]. C So I have to tell [SCI] [COM] her that we are talking about abortion [SC][EFC]. C We are giving the decision and the authority for abortion to a women, not for the man [RB]. C The man might say to her women to go [SCI] have [SCI] an abortion. C But the women are the first one who say I have to give [SCI] birth [SC] [SC], I have to give abortion [BGR] [EV]. C Nehal: Who make rape or incest cases [QWHO] [CH] [RB]? C Men. C Abdel: ok C Nehal: ok? C If every woman accept to abort a baby [SCI] [SC], it means that every man have the right to rape [SCI] [SC], have a right to [BGR] [EL]>
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C And this means woman will be available for men [SC] whenever he want [SC]. C Sara: Abdellatif, I‘ve liked a very important point that you said now [SC]. C You are saying that you give all the responsibility or the decision to woman [SC], right [QYN]? C Abdel: yes C Sara: Then how from the beginning when we reached the point of the case [SC] that you told me [SC] what about the family [SC], what about her husband, what about that the decision is not her only decision is the decision of her family. C From what you say from the beginning that it is not her only decision [SC] [RB]. C And from what you saying now that it is her decision [SC]. C Radwa: Just a minute, excuse me. C He is talking about if you want to abort [SCI] the baby [SC], if you don‘t want to abort the baby [SC], this is your choice, ok [RB]? C But if it consider a dangerous for your life, what about family [EL]. C This is what we are talking about [SC] [EFC]. C But on the other side, he is talking about that if you want to abort [SCI] the baby [SC], no one will force you not to do [SCI] it [SC]. C You are linking with me. C Sara: No, I am not. C I didn‘t get it [EFS]. C Abdel: I am talking about from other side. C I am trying to convince you [SCI] about my situation.
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C I am trying to make [SCI] you think [SCI] about your family [EFC], think about your husband [BGR]. C Sara: That‘s why I am going to say [SC]> C I didn‘t get it when you said now [SC] that it‘s the woman‘s decision [SC] [QST]? C Abdel: I am talking from the beginning that the decision is for the women [SC]. C If she is raped [SC], she have the full x to take [SCI] abortion or not [W]. C Sara: There is family. C There is husband. C It is> C Abdel: it is> C Sara: yea, khalas ok, yeb2a ok, khalas fine. C We are ok. C Abdel: I am trying to convince [SCI] you that there are many segments [SC] [EFC]. C You have to take [SCI] [COM] in your mind that you have a family [SC], you have a child, you have a children. you have a husband [EL]. C So you have to think [SCI] [COM] about all these segments before you think [SC] about> C Sara: As you are trying to convince me [SCI] [SC], I am also trying to convince [SCI] you C Sara: Ok, finally, we would reach the step that as abortion have negatives [SC], abortion has positive [SC]. C As people are proponent [SC], People are opponent. C And proponent can convince the opponents and vice versa. C First, I‘ve started to say [SCI] that my>
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C Why I am against abortion [QWHY]? C because she might affect the subsequence pregnancy [SC] [COC]. C She might have as side effect of the woman can have a breast cancer. C Or even during the abortion surgery, she might have a deadly bleeding [EFS]. C Nehal, would you like to say something [QYN]? C Nehal: I am against abortion because it is murder [SC] [COC]. C And women abortion is considered against better rights. C Radwa: Ok, I totally support abortion because if god granted us [SC], granted us something and we do not use it in the dangerous situation, so we don‘t deserve to live [SCI] [SC] [COC]. C Abdel: I am truly again with my position as the TV we are using it in many cases. C I can watch a useful thing [EFS]. C And I can watch a x. C What I am really want to say [SCI] in this part that abortion is not at all bad [SC]. C In many cases, in some cases abortion is good [EFS] [COC]. C Not in all cases, abortion is bad as you said before [SC]. C Thank you! Group 9: Feminism C Aya: This is aya hamad [EFS]. C [I] am the leader of the group [EFS]. C [WE]‘re going to talk about feminism [EFS]. C Feminism is a way of thinking [SCI] or an ideology that aims to equality between women and men in politics, in economics, social life and personal life and all of the fields in life [SC] [EFC].
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C It has always been a debatable topic that should women has (um) have their rights equally like men or not [SC]. C Some people agrees with the idea of feminism while others disagree [SC]. C Feminism is a drive that every woman should call for [SC] [COM] to be treated equally like men [SCI] [EFC] [CL]. C The opponents will be Hagar Essam, Christina and maria [EFS]. C And proponents will be Gilan and me [EFS]. C Ok, feminism is something that every woman has to think [SCI] [COM] with its way [SC] because [YOU] should be equally treated [SC] [COM] like men in social, in social life and in life itself [CL] [LGR] [EL]. C Men shouldn‘t be treated better than [YOU] or have rights more than [YOU] do [SC] [COM] [W]. C So ah> C Hagar: C The> C But when it comes to equality [SC], men have jobs that could be difficult for women [SC] [EFC] [RB]. C And women call and feminism call for equality between men and women [EFS]. C So they should be equal [COM] in everything like the builders, the people who build the house [SC] [BGR] [EV]. C It‘s very hard to be [SCI] in women [EFC][CL]. C Aya Hamad: C No actually, it‘s not [RB]. C Every man can do something [EFS]. C A woman can do it [EFS].
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C Being able [SCI] to build and do hard stuff [SCI] is not that hard [EFC] [BGR]. C It will be hard for both men and women, not only for a woman [EFS] [W]. C Hagar: yeah, no, [I] meant that it will be very hard on women [SC] because of their body [EFC] [BGR] [EL]. C Women‘s body in biological, it‘s weaker than the men [W] [EL]. C Gilan: C But there are women who favorite [RB]> C And there are women who> C Hagar: Not all womans [RB]. C Aya Hamad: They have the ability [QYN] [CH] [RB]? C Gilan: C Yes, they have the ability [RB]. C So the woman that can or have the ability to [SC]> C All women have the ability [EFS]. C But if they can do it [SC], they will do it [BGR]. Aya Hamad: Not all of the men can build, for example [BGR]. C That doesn‘t mean,its, that they have to [SC] [EFC]. C No, like women,Some women can [EFS]. C Actually all the women can do it like all the men can do it [SC] [CL]. C It pretends on their will or if they want to or not [W]. C Nothing more. C Ok, um, participating in elections and so on > C And women should share their voices in politics and all the governmental stuff [COM] [EFS] [CL].
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C In the First of twentieth century, women, can‘t, weren‘t able to participate [SCI] in elections or vote in anything [EFS]. C And there are voices weren‘t be in consider because they were always meant [SC] to be in home and housewives [SCI] and do the family work and to take care of their children and and so on. C And they can‘t [EFS]. C They used to think that women can‘t have the opinion and their own opinion to vote in such things. From 1870 to 1920 there was a movement which called temperance feminism movement. One of its results that it gave women universal women souffrage to vote and share their voices in elections [EV] [LGR]. C Christina: It‘s not in every society [EFS] [RB]. C there is societies that respect women‘s opinions [SC] [BGR]. C And they give them all their rights [EFS]. Aya: C Yes, that‘s why the societies that don‘t do so [SC]> C Women should call for their rights [COM] to vote [SCI] and share their voices and to participate in elections and all of these stuff [BGR] [EL]. C That‘s their right [EFS] [W]. C They have voice that have to be shared [COM] [SCI] [SC] [EFC]. Maria: C can [I] say something [QYN] [EFS]? C If the woman put in a position in front of man in the political thing [SC], she> C If he know her weakness [SC], he will try to break her down [SCI] [CL]. C Gilan: C Like what [QLIKEWHAT] [CH] [RB]? C Hagar: she has>
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C That the women are sensitive [LGR]. C And they put their feelings in work and so on [EFS] [W] [EV]. C Aya: C Actually, no, ok, women are well known that, they have more, they are more emotional than men [SC] [CON]. C But actually that doesn‘t mean that, they doesn‘t have, that they don‘t have mind [SC] to think [SCI] and to know the right thing from the wrong thing and to do the right thing [BGR]. C For example, [YOU] said that in politics and work women can‘t do so [SC] [EFC]. C For example, Angela Merkel, she was the chancellor of Germany since 2005 [EFS] [W] [EV]. C And she has been> C She has done in her life many achievements that in politics> C And she is actually a political> C And she‘s been in the politics since so long actually. C And she is married and have children and has her family [EFS]. C So there is no point from being [SCI] emotional or not [COC]. Hagar: C There should be a degree of quality [COM] [EFS] [CL]. C However, the gender, the men, the women should not call for,like> C Now or some x calls for the men should not be in the society [COM] [CL]. C And they are very bias to their points, to their ideology [EFS] [LGR]. Aya: C This is actually> C [I] think it‘s available [SC] that some feminists think [SC] that women are better than men [SC] and men shouldn‘t be in the society [EFC] [CON]. C And, they, actually they hate men [EFS].
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C But actually this is a very small percentage of feminists, not all [EFS] [RB]. C That is not actually what feminism calls for [SC] [EFC] [BGR]. C Feminism calls only for equality between women and men, not for women being better than men [SCI] or men being better than women [SC] [EFC] [EL]. C It calls for equality, nothing more [EFS]. C Ok! For example, in work, in work and job opportunities, for example here in Egypt, women can go to apply [SCI] for a job [EV]. C And they won‘t be accepted [EFS] [W]. C Why [QWHY]? C Because they are women [SC] [EFC]. C What‘s the problem with being [SCI] a woman to work [SCI] a certain job like for example, a mechanical engineer [QWHAT] [CH] [BCK]? C When a woman goes to apply [SCI] for a job [SC], for a mechanical engineer, she actually, she will be refused [SC] [EFC]. C Only in few conditions, will be accepted> C Only if she has courses [SC] and know so many stuff about it. C And also if she was accepted [SC], the salary won‘t be as if she is a man [SC] [BCK]. C A man> C men have more opportunities in work and in job [EFS] [COC]. C Hagar: Because may be men will have more responsibilities and things to pay [SCI] [SC] [RB]. C Like he is the responsible of the house [EV]. C So he take a salary.
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C Aya: No, they don‘t judge your salary upon your social life [EFS] [RB]. C May be she is a woman [EFS] and she has children and her husband is dead, so [QSO] [CH] [BGR] [EV]? C It‘s not [EFS]. C Actually, when [YOU] go apply [SCI] for work [SC], they won‘t judge your salary upon your social life or social status, no [EFC]. C In 1910 to 1940, there was another movement which is flapper feminism [SC] [EFC] [EV]. C One of its results was that it improved the employment opportunities for women [SC] [EFC] [RB]. C That before that, women used to work [SCI] not to gain the money [BGR]. C It‘s only to have food and water [SCI] [EFC]. C Their wages wasn‘t, weren‘t, their wages weren‘t money to be spent [SCI]. C It was food and water only [EFS]. C So it improved the employment opportunities for women [EFS] [W]. C And that‘s what feminism movement would do [SC] to have their rights [SCI] [EFC] [COC]. Christine: C Ok! [I] will tell [YOU] something that x in 2012 [ASA] said [SC] that ―feminism is actually an equal rights movement that seeks to promote the rights of women over men. Hire of the women give them all the reproductive practice so if it were really an equal rights movement, it wouldn‘t be called feminism just like humanity really included women, it wouldn‘t be called mankind‖ [RB]. C So god created women and men for, ya3ny, to make woman> Hagar: C She meant that God create men [SC] [EFC]. C Christine: ok! God made men to make the, to work job, the hard jobs [SC], sorry [RB]!
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C So if women take the place of men [SC], they will not, that‘s would be unfair [BGR]. C And they have to compete [SCI][COM] each other [EFS] [W]. C So [I] think women> C It‘s for the houses more than for jobs [W] [EL]. Aya: C Ok, the first point [YOU] said that the movement name, movement‘s name, which is feminism [SC] is calling to equality [SC]. C So the whole problem with> C [I] don‘t actually know what‘s the name [SC] [EFS]. C Christine: The nicku C Aya: what? C Ok! Whatever. C The whole problem that he is saying [SC] that the movement‘s name> Christina: um Aya? No? Christina: There is no movement name [EFS]. Aya: Being the movement which is feminism [SC] [SCI], he is saying that it‘s being called feminism [SC] doesn‘t (laughing)> C The problem is saying, is with the name. C Nothing to do with what actually it aims to [SC] [EFC] [RB]. C Christina: No, no, ya3ny, he said that if , ya3ny, if woman take the place of men and they works in buildings or something like that [SC], they will meant that men> C They are not exist, aslan, in the world [RB].
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C Gilan: C Ok! [WE] did not say that they were going to take your place [SC] [RB]. C [WE]‘re just going to be equal [EFC] [BGR]. C Being equal [SCI] working as the same job as them [SCI], it doesn‘t, it doesn‘t mean that [WE]‘re taking their place [SC] or erasing their existence [EL]. C Aya : Ok, in history long ago, when women should> C Women used to work [SCI] in farmers and so on. C And they actually worked the men jobs. C That was long long ago where the population was so small [SC]. C And then men actually> C They don‘t have> C As what [YOU] said that they are not existing [SC] and women can do many stuff. C And that‘s this kind of speaking [SCI]. C So actually after that, there was jobs that considered only for men and labeled for men only [SC]. C Women can go to farmers and so on [EFS], be a farmer or something like that [EV] [BGR]. C So actually in the very beginning, women work these stuff [COC]. C Christine: ok, but, ya3ny [CON]> C Aya : And [YOU]‘re saying that God, God created women and men to > C Men should do stuff [COM][EFS]. C And women should do stuff [COM] [EFS]. C Actually God didn‘t say so [EFS] [RB].
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C God didn‘t say women [YOU] should do one two three four [SC] and didn‘t say men [YOU] should do one two three four [SC] [EFC] [BGR]. C God created women and men equally [EFS]. C Both of them can have the equal rights. C And both of them can work the equal jobs and have the equal jobs opportunities [W] [EL]. C Christine: ok, [[I]‘M WITH [YOU]] [PES] in this point but, ya3ny [CON]> C Mira: C There is a different in ability [RB]> C Gilan: C But if [YOU]‘re saying that women cannot do certain jobs or certain things [SC] men cannot do [SC] [SC], But women are able to give birth [SCI] and hold the baby in her body and give birth [EV] [RB]. C It‘s, it was one of the most hurting aw [BGR] [EL]. C It‘s one of the most hurting C Aya: process Gilan: C hurting process in her body. Aya: And [YOU]‘re talking about the same point that Hagar talked [SC] that the ability and woman body won‘t help them [SC]. C Actually no, they have the same opportunity to work [SCI] as men [RB]. C Not all of men can work and build and do this stuff [EL] [BGR]> C Also not all women can do so [EFS]. Mira: C Also in Egypt, [WE] put some works that women can‘t be in [SC] this situation as in crime, mathlan, there is no womans, woman [SC] [EV] [W]. Aya: [I] don‘t get it [EFS].
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C Mira: if there is a crime [SC], there is no a woman that go [SC] and see what happened [SC] and? Aya: what [QWHAT]? Gilan: C laa, but outside in Egypt, they are detectives [RB] [EV]. C They are women detectives [EFS]. C Mira: [I] am talking about Egypt [EFS] [RB]. C Christine: no, but after twenty five revolution> Gilan: C In Egypt, [WE] are not respecting women [EFS] [RB]. C [WE] are not even giving them their least rights [EFS] [BGR] [EL]. C Mira: C Yes [CON]! C Christine: But after 25 revolution, they gave them some rights [RB]. Aya: C Even if they give some [SC], not all of the rights [RB]> C Christine: It‘s a good step to give [SCI] them C Aya: Ok, it‘s a good step [EFS] [CON]. C No one says it was a bad one [SC]. C But that‘s why [WE] have to [COM] still call [SCI] for our rights [SC] to have our, all of the rights [SCI] that [WE] should have [SC] [RB]. C Gilan: from> C There was a revolution called [SCI] political feminism from 1975 till 1997 [EFC]. C It was for women to prove [SCI] themselves that they can do anything [SC] they wanted [SC], themselves. C For women to prove [SCI] that, they can do anything they wanted themelves [SC].
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C And actually they have competed [EFS]. C And they have proved it [EFS] [RB] [EV]. C So, ya3ny, [I] don‘t see a reason that why feminism is wrong [SC] [BGR]. C Actually, [WE] have proved it by lot of revolutions and a lot of movements that [WE], have, can succeed [SC] [COC]. C Christina: ok, but woman that refused the idea of feminism [SC] because of cruel society, However, they called for x that> C So one said that> C [I] don‘t remember his name [EFS]. C Gilan: C [YOU] are not. C Some people also see that democracy is nothing wrong [SC] and [WE] cannot accept it [EL]. C But most people want it [SCI]. C So not all people would want the same thing [EFS] [RB]. C Some people would be with it [EFS]. C Some people would be against it [EFS]. C Aya: And even if they are afraid of the cruelty of the society [SC]> C When [I] go to ah or whatever to call [SCI] for x freedom and the society or the police or whatever treats me hardly [SC], that doesn‘t mean that what [I] am talking, what [I] am talking about, what [I] want is wrong [SC] [RB] [EL]. C No, actually, the problem is with the society not with me or my cause [BGR]. C And also women since forever were always not able to demand [SCI] their rights and speak and say what they want [SC] [BGR]. C And so, that what feminism calls for [SC] [CL]>
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C And that what suit [SC] what women should do [COM][SC] to demand [SCI] their rights and call for their rights and to have equal rights like men [LGR]> C Men aren‘t better than women to have [SCI] better life and better other things and better anything in every field in life, of life, so [W] [EL] . C Hagar: [[I] THINK] [PES] it‘s not fair [SC] to lets the man be equal to women because women do roles [SC] that men cannot do [SC] [RB] [BGR] [EL]. C Gilan: C Like what [QLIKEWHAT] [CH] [RB]? C Hagar: Like taking care of the house [SCI] [EV] [W]. C Gilan: C Men can do it [EFS] [RB]. C Hagar: But not all of them [RB]. C Aya: Then ok, not all of them [CON]. C [I] can be a doctor [EFS]. C And [I] can be an engineer [EFS]. C So it‘s not about a gender problem [EFS] [RB] [EV]. C It‘s not me [EFS]. C [I] can be so. C And [I] can be so. C Hagar: no, [I] meant it‘s not fair [SC] to equal the women‘s job that should be very difficult [SC], to study [SCI] and cook and take care of the house and do all this [EL] [CON]. C Gilan: C But [YOU] just said before that> C [YOU] said a point that men have the ability [SC] to do a lot of things [SCI]. C What are [YOU] now [YOU]‘re saying that men cannot do>
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C Hagar: not, not, not to raise a child [SCI], not to [EL]> C Ok, he can do it from the perspective of the father. C But he can‘t [EFS]. C He can‘t [EFS]. C Gilan: C He have the ability to> C Hagar: He can‘t be the mother and the father at the same time [EFS] [EL] [BGR]. C Gilan: who said [QWHO] [CH] [RB]? C Aya: But that‘s my point [EFS] [CON]. C So it‘s unfair for him to be equal [SCI]. C And it‘s fair for women to be unequal [SCI] [RB]. (Hagar is stuck, they are all silent and they all laugh) C Gilan: C Lili, can [YOU] repeat please your point ma3lesh [QYN]? C Hagar: [I] meant it‘s not fair for the woman [SC] to be equal to men [SCI] because the job they do [SC] already is very hard [SC] and very very exhausting [BGR] [EL]. C Gilan: C If she cannot [SC]. C But [WE]‘re saying that if she can [SC] [EL]. C if she don‘t want to [SC], Ok, fine it‘s their right. C But at least, [WE] should have equal words [COM] [EFS]. C Men and women should have equal words [COM] [EFS] [CL]. C Ok [QOK]? C If woman doesn‘t want to do something [SCI] [SC], Ok, it‘s her right [CL].
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C But if [I] want to do something [SCI] [SC], [I]‘ll do it [EFC]. C But no one can stop me because the law said no [SC] [EFC] [EL] [LGR]. C [YOU] got my point [QYN]? C But if [I] don‘t want to because it‘s hard or something [SC] [SC], [I] am not going to do it [EFC] [W] [EL]. C But if [I] want to do it [SC] [SCI], the law said no. Group 10: Child labor Mirna: C Child labor is a word that deprived these children from their dignity, their childhood and their potential [SC] [EFC] [CL]. C The word is harmful for the children physically and mentally [LGR]. C The work that interfere the children with schooling by depriving their ability [SCI] to attend the schools [SCI] [LGR] [EL]. C Many people> C Many factors that force the children [SC] to work [SCI]. C And many people thought that child labor is very harmful for the children [SC] and stole the whole life of the children []. C However, not all the children who work [SC] are engaging child labor and there is not [RB]> C And sometimes, it's a good for the mental and physical skills [BGR]. C Under safe conditions many people, some children may work and in some work, it can be beneficial to them [W] [EL]. C It give him a positive experience and positive skills that other children underage didn't have [SC] [BCK]. C And it predict experience and skills in the large xx.
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C According to author [ASN], in many developing country, people say that children work experiences much important than the increased level of experience of life that work help them [SC] taught in the life when they get older [SC],ok [BCK]. C They see that learning by doing [SCI] [SCI] is much important, the concept of learning [SCI] by doing [SCI] [EFC] [W] [EL]. C In that concept or in that modern view, working agriculture or working in a family business [SCI] is considered the case [EV] [BCK]. C Also for the girls who work in the house [SC] is a good preparation for when they get married [SC] [EV]. C According to authors [ASN], in many countries, it's not important for the girls to educate [SCI]. C They just give them the basic skills of learning [SCI] and of reading and writing. C And then they pull them out of the school. Sarah: C To support Mirna's idea [SCI], these children survival is more important than education [CON]. C But alot of children make balance between work and education [RB]. C For example, they work part time on their families' business [EFS] [BGR]. C And this can help children development, teaching them life skills, develop many levels of responsibility and maturity [W] [EL]. C In our community, we see alot of examples that poor families, they become x their children and becoming successful people, doctors, engineering [BGR]. C Egyptian graduates have to wait [SCI] for more than 5 years [EFC]. C So unemployment encourage parents to late their children [BGR].
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C Were not able to complete [SCI] their education and make them work [SCI] from the beginning> Salma: C School provide childrens with a new skills that they couldn't learn out of the school [SC] [CL]. C And by what mirna said [SC] that they learn a new skills [SC], that is not true because they are limiting [SC] to the acquired skills they know [SC] as farming and cleaning [RB] [BGR] [EL] [EV]. C And that will lower their chances in a future good working [W]. C That's why it's not true [SC] that these skills are more beneficial than education [SC] [EFC] [COC]. C Also the government have a great role in the education process by providing a governmental schools [SCI] which with low cost [BGR] [W]> C And that's why poor family can afford them more than private one [SC] [W]. C And they are trying to improve the method of the education process [SCI] by providing teachers with great educations level in that schools [SCI] [W] [EV]. C And by sticking with that idea [SCI], we know that education is the back bone of x and developing of the country [SC] [LGR]. C That's why our country could be more improved and more developed [SC] by sticking to the education [SCI] [W ]. C Otherwise if sticked to the idea of child labor [SC], we couldn't have the qualified person, other world,that we need in our country [SC] [CL] [ATT]. C They are will be with limited skills, with the unqualified skills [LGR]. C That's why [I AM AGAINST] [PES] it [SC], ok.
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C And my point of view, child labor is all the right of children for better education as many parents think about the present income [SC] and regardless their future with having this because of poverty and other things [LGR]. C And that is untrue because according to author [ASN] the other, can I read this? C " Education prepare children for responsible and respectful jobs in the future with great salary‖ [W] C And also according to UNESCO statistic OECD [ASN], students who complete secondary school [SC] earn twice the salary of those who didn't complete their education levels [SC] [EV] [BCK]. C Also, schools provide essential skill as reading [SCI] and writing which help them to face [SCI] every day challenges in our life [SC] [LGR] [EV]. C That's why we have to support [SCI][COM] the education process [SC] [CL]. C No matter how we support it, by charity or> C Governments should play an role [COM] on that by providing them [SCI] with money from the government [CL]. C It's their own rights to be educated [SCI] and to improve our country [LGR]. C And also education for women increase the opportunity cost of women time, x them to have [SCI] fewer children as they are lowering the rate of birth in our country [SC] which will improve our country [SC] and develop it [LGR] [EL]. C So the income for each person in our country will be increased because of decreasing the rate of birth in the country [SCI] [W] [EL]. C By education, the woman that they shouldn't have much babies or more than two [EV]> C Ok, I am done [EFS].
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Mirna: C Everyone x salma, ok. C[I AM REFUTING] [PES] one point of view [EFS]. C And [I REFUTE] one point of Salma. C Salma said that the people who just don't have educate or done any education [SC] didn't have any skills or experience [SC]. C However, Mark x and steven jobs, they left school [RB] [EV]. C And they became multinational person, multinational people. C And they left school when they are young [SC]. C And they don't educate. C So is not that the people who don't educate [SC] don't have any skills and experience and they are not genius [SC] [BGR]> C There two type of people and many others became a multimillion people> salma: C You are just generalizing the situation [EFS] [RB]. C That's not, it's not every person who hadn't a good education [SC] will be a millionaire [BGR]. C You can see them working [SCI] in the street suffering [SCI] from dangerous situation as accidents [W] [EV]. C And Moreover, how can you expect that this is a good thing [SC], the child labor [QHOW] [CH] [BCK]? Mirna: C Another x child labor, [I AM REFUTING] [PES] the point of not having [SCI] the skills or experience, or not educating at all. C They not having the skills when they are young [SC] and became a good people. C Some people do [EFS]. C Some people became a genius people.
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C And they become rich rich [EFS] [RB]. C That's all [EFS],ok? C Some people also are against concept of child labor because they see [SC] the child must have fun [SC] and enjoy the life. C They just work, work, work [EFS] [Q]. C And they don't enjoy their life [EFS] []. C And they don't go different places and have fun in their life, ok. C However, the world is not perfect [EFS] [RB]. C Many people are suffering from the poverty [BGR]. C They didn't have the basic needs, the money for the basic needs and education [EV]. C The parent send their 5 year children to the work and work places inorder to survive [SCI] [EV]. C They depend on their income in order to survive [SCI] [EL]. C So child labor is important in some cases like that [EFS]. C Also you said about education. C They don't have the money in order to educate [SCI], their basic need of education such as paying [SCI] for the uniform, the pencil and pen [RB] [EV]. C Their basic needs, they don't have in order to educate [SCI] [EL]. C Even when the school are for free [SC], they don't have the money [BGR]. C And if you compare between the question of you survive or educate [SC], many people will not educate. C The only will choose in order to survive [SCI], in order to eat, food and drink [W].
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C According to authors [ASN], one parent for example absent for household. C So they are not expected to work [SCI] more because> C Student are expected to work [SCI] in order to take [SCI] over the task of the dead mum or dad, in order to [EV] [BCK]> Yosra:C As my opponents mentioned [SC] that children must work [SC] in order not to die [SCI] out of poverty> C Then where are the fundamental rights of these poor little innocent children [EFS] [QWHERE], for instance, survival, protection, development and education [CH] [RB] [EV]? C In order to be clear [SCI], child labor deprives children from the basic human and moral rights and quality because it prohibits them [SC] from having a normal life [SCI] like any other child in their age [EFC] [BGR]. C And it also prohibits them from having [SCI] good education [EFC] [EV] [W]. C So as a result, how are you telling me that child labor is sometimes good [SC] [QHOW] [EFC] [CH] [W]? C According to author 2012 [ASA], children who work at an early age [SC] are subjected to lifelong disabilities which results [SC] in causing them [SCI] so many harmful conditions [EV] [BGR]. C It also leads them to die [SCI] at younger ages and increases the children's mortality rate [W]. C So however, [I THINK] [PES] may be if those children had the chance to have [SCI] a normal life with good education [SC], they would [BCK]. C But sometimes, the country doesn't provide these poor children the facilities to study [SCI] without expenses and other similar stuff [EFC] [Q]. C So children, if they would have been studying or having a normal education life style [SC], they would have been living like any other child [W].
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C Or you can say that they might have been suffering from poverty [SC] for a short phase of time. C But at the end, they will have a better paid job in their adult life [EFS] [BGR]. C Furthermore, it's who want to decrease [SC] [SCI] a serious problem like child labor. C We can solve it using [SCI] more harmful and more serious problems like sexual exploitation, prostitution, and slavery of childrens at an early age [RB]. C Childrens who work [SC] at an early age sometimes are devastated or put in a situation like might ruin their life like prostitution [BGR] [EV]. C Here are statistics from different countries that shows estimation for child prostitution [SC] due to child labor. C 30 percent in cambodia are under 18, while estimates for Thailand are 40 percent [SC] [EV] [W]. C And in India, one million are believed to be involved in prostitution [SCI] [EFC]. C Now, it's clear that child labor might decrease poverty [SC] [Q]. C But at the same time, it will destroy so many children's life [EFS] [BGR]. C And it will cause so many harmful, may be, harmful diseases by being exposed [SCI] to toxic fumes and working in dangerous hazardous environment which might affect their life and their health [SC] or might cause in the result of their death at an early age [W] [EL].
Samaa: C Actually [I AM WITH] [PES] Yosra and salma's point of view. C [I AM AGAINST] [PES] child labor because these children must have the right [COM][SC] to live a normal life full of happiness, like other children in their age [SCI], learn, play and being human beings [CL] [LGR] [EL]. C Child labor affects them negatively, psychologically and affects their health [EL] [W].
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C The children who work [SC] get more pressure and load [BCK]. C And they feel they live only [SC] to give money [SCI] or to gain more money to stay alive [SCI] or to survive from starving [SCI] [BCK] [EL]. C They become more sick, more weak [BCK]. C And they have short x and short life [EFS] [W]. C Many people make use of children on a terrible way [LGR]. C According to author green house in stumber, 2014 [ASA], he wrote an article. C Its topic is just 13 and working risky 12 hours in tobacco fields. C He said tobacco work was a particularly harmful to children [SC], poisoning nicotine and pesticide and dehydration for children [EV] [W]. C And he also> C They not small adults> C They are children [EFS]. C And he also mentioned in his article that working in tobacco fields [SCI] affecting them terribly, which they can cause vomiting, diziness and irregular heart rates [W] [EV]> C Poisining is definitely X not to allow or to avoid [SCI] child labor [BCK]. C And this is the conclusion for our debate [EFS]. C Me, yosra and salma are against child labor [EFS] [COC]. C For yosra, she is against child labor for her point of view that children should educated [SC]. C And after they are graduated [SC], they will find the suitable job for them and never suffering of poverty. C And if their parents taken good wages [SCI], their children will complete their education.
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C And then, they never work [EFS]. C Salma's point of view, the children must complete their education. C They will be qualified to take [SCI] more high salaries in comparison of working [SCI] without a certificate. C For [MY POINT OF VIEW] [PES], child labor affects children physically and negatively and affects its health. C And we should avoid it [COM] [EFS]. C On the other hand, mirna and sarah have another point of view [EFS]. C For mirna, she see that children work instead of going school [SCI] [SC]. C They will gain more skills and will increase productivity [EFS]. C For sarah's, she see if parents educate their children [SC], finally they will not find the job after they are graduated [SC] [SC]. C And for that, they should learn them [COM] to search [SCI] about work from now. Group 11: Selling organs C Amna: Good morning everybody! C Today, we‘re going to debate about the selling of human organ. C Whether it‘s legal or not [EFS]. C We have japan, and usa, venzuela and et cetra of countries that legal the selling of human organs and other countries that unlegal the human organs for some reasons> C And we have fatma and antonious which supporting [SCI] the legalize> C And we have nour and osama which against the topic. C Now we are going to start with osama [EFS].
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C Osama: At the present time, spread the trade of human x. C This is against with humanitarian doctrine [LGR]. C The first point that to be talked about it [SC]> C Religion prevents that type of trade for many reasons [EFS] [LGR] . C Such as, these organs are not ours but from God [EFS] [EL] [W]. C So we should save it [COM] [EFS]. C According to quran… ―—[ لقد كرهنا بني ادم و فضلناهن و حولناهن فى البرEV] [BCK]. Antonious: C God give, gives us the body. C And that body is ours [EFS] [RB]. C And we can make, it, with it anything we want [SC] [EFC] [BGR]. C And we sell our organs to help [SCI] other people not to harm [SCI] us only [BGR]. C We help the others to be alive [SCI] [EFC]. C And we don‘t take the money only or sell it for the money only [EFS] [W]. C We help others too [EFS]. Nour: C You can do it by donation not selling [EFS] [RB]. C Antonious: no one donate for any of others people [RB]. C Even, it is not in my family> C I won‘t donate for him [EFS]. C So I need money too because I would die from hunger [SC] [EFC] [BGR].
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C Why not to sell my body and help other people and make the money useful for me [EFS] [QWHYNOT] [CH] [W]? C Osama: That‘s your evidence [QYN] [CH] [RB]? C When I will need money, I will steal [BGR]. C Antonious: No, I will sell my organs [EFS] [RB]. FATMA: C That is why we should legalize organ selling [COM] [SC] instead of stealing [SCI] or doing something that‘s illegal [SC] [EFC] [BGR]. 3:54 Nour: C Even if you legalize the selling of human organ [SC], there are more briberies in legalized countries such as the usa, to up to 44 percent according to the usa government which state [SC] that the doctors would take dead people‘s organs and transplant it, into another (ah), into the patient [SC] that needs the organ [SC] [ASN]. C And after sometimes the organ fails [EFS] [RB] [EV] [BGR]. C And why it fails [QWHYRHET]? C Because for many reasons. C First of all, may be it‘s not compatible because the doctor was bribed [SC] [W]. C Or may be it has an hidden disease that was activated [SC] when the transplant happen [SC] [W]. C The third reason is may be the person who was dead [SC] was dead of this organ disfunction [SC] [W] [EL]. C You don‘t know [EFS]. Fatma: C First of all, you‘re talking about 44 percent percentage [EFS] [RB]. C So If we didn‘t legalize it [SC], it will be one hundred percent [BGR].
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C And moreover, if it‘s legal [SC], the government will force them to have blood tests [SCI] and certain tests to make sure [SCI] that it‘s good enough for both sides [SC] and to make sure that there is no any disease spreading [SCI] [SC] [BGR] [EL]. Nour: C First of all, one hundred percent is an overrated percentage [EFS] [RB]. C And you don‘t have an evidence to prove your theory [SCI] [BGR]. C It‘s just a theory [EFS]. C Secondly, some checkups as you said [SC] were made and couldn‘t find the disease [EFC] [RB]. C Some diseases are not found through checkups [EFS] [BGR] [EL]. C They are only found when they‘re activated [SC] [W]. Fatma: C I want you to give [SCI] me other solution for people who need organs [SC] if they don‘t have, donate, donators [SC] to give them [SCI] [QINTONATION] [CH] [RB]? C Nour: First of all, you can> C If there is no donation [SC], they could seek their own family members to transplant [SCI] their organs if they really in need [SC] [RB]. C Antonios: I don‘t> C I won‘t lose the chance to make someone alive [SCI] because 44 percent that they, had, have unactivated deseases or viruses [SC] [EFC] [RB]. Nour: C I didn‘t say 44 percent unactivated diseases [EFS]. C I said 44 percent of the doctors were bribed to sell human organs [SCI] [EFC] [RB]. C I didn‘t say anything about the percentage of the hidden disease [EFS] [BGR]. C Antonious: Also I don‘t want to lose [SCI] the chance that I can make someone [SC] be alive [SCI] by selling [SCI] him my organs [RB].
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Nour: C If sometimes, in some cases, you might lose the two patients [SC], so you are risking two people dead instead of one [EFC] [RB]. C Fatma: C You‘re talking about small percentage [EFS] [RB]. C Still I didn‘t get a solution for people who need organs [SC] if there is no donators [SC] [CH] [RB]. Nour: C Some> C I know a hospital here in Egypt that takes some organs [SC] by the donation of the people [EV] [BGR]. C They write> C They sign before they die [SC] that when they‘re dead [SC], the people can take their organs [SC]. C And It‘s very very popular [EFS]. C And I have a lot of sources [EFS]. 7: 40 C Osama: The international law prevents that type of trade because it‘s against, of, with human rights [RB] [BGR] [EL]. C And we should treat the trade of human organ as a crime [COM] [W] [EL]. Nour: C The solution is you can take the organs from the hospitals [SC] that are donating [SC] [W]. C You don‘t have to sell [SCI] it for money [EL]. Fatma: C Not all bodies match [EFS] [RB]. C What if, I don‘t have, the donator don‘t have a matching organ and there is no one of my family with a matching organ [QWHATIF] [CH] [BGR]? C What to do [QWHAT]?
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8:20 Nour: C I told you there is a hospital [SC] that has many organs [SC] [EFS] [RB]. C At least one of them would be compatible [EFS] [BGR]. C You can‘t convince me all this hospital doesn‘t have a one matching organ [EFS] [SC] [W]. Fatma: C Where is that hospital [QWHERE] [EFS] [CH] [BGR]? C Nour: You know magdyyacoub [QYN] [RB] [EV]? C They have many [EFS]. C Nour: This is an example [EFS] [RB]. C I didn‘t say every organ [EFS]. C For every organ, there are a lot of hospitals that do that [SC] [EFC] [BGR]. C But people wouldn‘t rather take this [EFS]. C They rather do it for money [Q]. C If you legalize it for donation not money [SC], people would go to the option of donation [EFC] [CL]. C But you gave them the option to pay [SCI] for money [EFS]. C So People are greed for money [W]. C They want money [EFS]. C So if you give them the option between money and donation [SC], they would definitely choose the money [COC]. Fatma: C That‘s the point [EFS]. C That people are suffering to have money [SCI] [RB]. C And they have a good body [EFS]. C And some other people need their bodies for an organ [EFS].
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C So in this way, you are making it useful for the people who are sick [SC] to be [SCI] more helpful and for the people who doesn‘t have money [SC] to have money [SCI] [EL] [BGR]. Nour: C What about the poor people who need the organ [SC] [EFC] [QWHATABOUT] [CH] [RB]? Fatma: C Here we are talking about donation [EFS] [CON]. C Here we‘re talking about donation. C But about selling [QST] [CH] [BGR]? C If it‘s better to legalize [QST] [CH] [W]? C Yeah, it‘s better to legalize [SCI] selling [SCI] instead of making [SCI] it a black market [EFC] [W] [EL]. C And it‘s illegal to sell [SCI] [EFS]. C But selling [SCI] will happen even if it‘s legal [SC] or not legal [BCK]. C That‘s the point [EFS]. C So making it legal [SCI] is better for people [COC]. Nour: C Making [SCI] it legal with donation [RB]. C And the police would capture the black market [EFS] [BGR]. Fatma: C Can you give me the percentage of people who are selling [SC] and the percentage of people who are donating [SC] [QYN] [CH] [RB]? C Nour: I can‘t give you that because there is the option of selling [SCI] [SC] [RB] [EL]. C If you cancel the option of selling [SCI] [SC], then you can match the percentage of people who really wants [SC] to donate [SCI] and people who, would rather, would not donate [SC] if they don‘t have the option of the money [SC] [EL] [BGR].
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C Antonious: No one want to donate [SCI] to any other people except his family because heespecially in arab countries- because, he want, he don‘t know him [SC] [W]. C And why he do that for him [QWHYRHET] [CH] [W]? C And why he donate for him with his organs even he won‘t take the money [QWHYRHET] [CH] [BCK]? C Osama: We can‘t make that legal because I want [SC] to apply [SCI] the religion and law [RB] [BGR] [EL]. C Antonious: We can make it legalize> C Why we consider it as a crime and we can make it legalize and help other people [QWHY] [CH] [RB]? C Fatma: C Moreover, you are talking about people with dead bodies giving their organs [SCI] [EFC]. C It is also forbidden in religion [EFS] [RB]. C If you are talking about selling [SCI] [SC], is forbidden, taking [SCI] x organs from dead bodies is also forbidden [BGR]. Nour: C I said selling [EFC] [SCI] [RB]. C He donate his body before dying [SCI] not after he was dead [SC] [EL] [BGR]. C The thing you‘re saying [SC] is that if a person is dead and the doctor, take, took his organ without his permission before he died [SC] [SC], that‘s forbidden [W] [EV]. C But with his own will and without money for the sake of donation, it‘s not forbidden [EFS]. Fatma: C Taking [SCI] a human organ from a body of dead person is forbidden in religion [RB]. C Nour: prove it [COM] [EFS] [CH] [RB]. C Fatma: I don‘t know [EFS] [CON].
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C Fatma: I have a thing that > C In Iran, if you open the list of people who need kidney [SC] [SC], you won‘t find people needing [SCI] that because there it is legalized [SC] [EFC] [EV] [BGR]. C And it‘s legalized because taking [SCI] human organs from bodies is illegal [SC] [EFC] [BGR]. C And this is proved by a professor [EFS] [ASN]. Nour: C It‘s legal as I said [SC] taking an organ from a dead body [SCI] that is [RB]> C Fatma: It‘s forbidden in Islam [EFS] [RB]. C That‘s why it‘s legal to sell [SCI] organs [SC] [EFC] [BGR]. C That‘s why they don‘t have people [SC] needing [SCI] kidney anymore [EFC] [W]. C Nour: I saw the> C You know the sheikh mufty [QST] [QYNRHET] [EFS]. C For sure you know him [EFS]. C He was talking about that [EFS]. C He said that people don‘t> C They read what they want [SC] to think [SCI] [EFC]. C So because not of an arab country who thought that dead people [SC]> C It was specified that if he was dead [SC] and was not giving his organ with his will, that‘s why it‘s forbidden [SC] because you‘re taking a dead body [SC], a dead human body [BGR] [EL]. C But he donated his body after he was dead [SC]. C It‘s like I am giving you a money for the sake of you [SC]. C But if you stole it from me [SC], then you‘re stealing [W].
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C That‘s the difference [EFS]. Amna: C Finally after the debate, we‘ll find that the against part wins [SC] or convince us with the points which is that the god gave us our organs [SC] [SC] to save it [SCI], not to sell it [CL]. C And we should donate it [COM] [EFS] [CL]. C And we should respect poor people [COM] [EFS] [CL]. C And encouraging people [SCI] to sell [SCI] parts of their body is morally wrong and would almost certainly lead to exploitation of the poor [EFC] [LGR]. C Then I am supporting the against part (ah) side of selling [SCI] human organs [COC].
Group 12: Online education C Kamar: OK, because elearning is one of the basics in life and its element of revolution [SC], [WE] will debate today about elearning is beneficial or not. C Elearning is helpful tool to save money [SCI] for learners and businesses. C Firstly, elearning give a good chance for people who don't have enough money [SC] to get better education [SCI]. C It reduces cost include transportation, materials and books. C Also elearning don't require elearners to travel [SCI]. C Its costs out travel expenses and the cost of sleeping over night stay. C Also student don't have to spending plan for a teacher to convey [SCI] every session a place and varied cost. C All of these things cost a bundle which all of student don't have the ability [SC] to pay all these expenses [SCI]. C In the event, the learner make their own learning materials.
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C They can dissiminate it to many of student as they want [SC] as they can repeat each part of course [SC]. C And even they can repeat the whole course as many time as they need [SC] as that would help [SC] in training [SCI] personal> C Unlike the traditional education where each student face to a course a single time for particular duration [SC], finishing the term [SCI], completing the course plus the cost time will involve a lot of cost. C Elearning adaptability imply that it can fit effortlessly around the learner work exercise [SC] [EFC]. C So the preparation is less inclined to model [SCI] with their genuine employment. C This adaptability save students' money either by guaranteeing [SCI] the learner remains profitable worker all through the preparation [SC] or by helping the student to save [SCI] the extra cost time [EFC]. C Secondly, by using elearning [SCI], corporation save a lot of money. C They don't need a teacher to stand in a lecture hall [SCI] or someone who present a powerpoint presentation [SC]. C They only need employs turning on their computer [SCI], give information and provide help. C According to x learning, businesses using elearning [SCI] say that 50 percent of what would cost to have [SCI] traditional training in place> C Moreover, it can be update easily because all things which updated [SC] are artlessly uploaded to a server. C So update the curriculum in elearning is like a piece of cake compared to traditional education [SCI] where they need [SC] to prepare [SCI], take a manual books and retraining the whole teaching staff so that all expenses cost a massive amount [SC]. C So internet education is cheaper for student and more profitable for owners of companies.
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C Mina: Ok, online elearning is becoming a way in which many people are obtaining their degrees [SC] [EFC]. C But the money that [YOU] talked about [SC] which students saved it [SC], they actually don't cost the money as they basis money to get [SCI] a good education with a professional instructors, comfortable study areas and all better educational needs. C Moreover, elearning still have a big problem. C Elearning doesn't have fun activities that can students participate in [SC] like clubs which has sport areas and hobbies [SC] or like spot teams games. C All these things make them able [SCI] to join people [SCI] who have same interests [SC] [EFC]. C The positive side of traditional education which is missed in elearning [SC] is the experience dealing with other [SCI], making projects and research with other classmates. C So as companies want students [SC] to be graduated from universities [SCI] to be more social [SCI] and have more experience in the life and the working world. C They don't want a person or student who had graduated from online education [SC] because they don't want a person [SC] who deals, only, just with a screen [SC], deals with computers and informations only. C So studying online [SCI] still have big problem which is one to one interaction [SC]. C there is no team [EFS]. C There is no class [EFS]. C So students‘ international classrooms couldn't be found online classrooms. C Everyone is> C Only the students online studying takes opportunity to communicate with the instructors and headmasters through emails only [SCI].
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C So it is still miss the actually talking. C Also people complain that since it was online education or online universities [SC], they didn't have the chance to develop [SCI] their public speaking techniques that may be required in the working world [SC] [SC]. C Mark Edmon son of an English professor who was a professor in university of Virginia [SC], xx opinion peace> C That online education created monologue not a real dialogue in the learning environment. C Building a relationships with instructors and classmates [SCI] will require more effort in online environment. C So it is very clear that learning online is not beneficial and not useful [SC] as learning [SCI] traditionally in class and in university [EFC]. C Dana: [I] [think] [PES] [YOU] may be right Mina [SC] [EFC]. C But student need a lot of time to do their assignments [SCI] or project. C And traditional education take a very big part of the day in universities having lectures and tutorials [SCI]. C They spend about 9 hours [EFS]. C So and moreover, they have a massive amount of the study and work to do [SCI] [EFC]. C So what kind of social and experience life they have if their all day is x [SC] [QWHAT]? C In addition to> C Students are not just living in university circle. C So they can make more than the x in university by the social media or by the time they have saved [SC]. C They can have more time to go out with their parents or family [SCI] [EFC].
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C By missing your parents, or missing your people, by using elearning [SCI] which will help them in saving time [SC] [SCI]> C However, elearning is good instrument for people with special needs because they don't have [SC] to move from their homes [SCI] [EFC]. C They can make all things they need in home [SC] specially those who can't walk [SC] or move [EFC]. C [I] [THINK] [PES] even though it helps x people [SC] to get education [SCI] like normal people> C Also people with a special need may be exposed to harassing [SCI] from some people. C And traditional education might not be created by special seats, bathrooms or even corridors for the educators movements [EFS]. C All those things have mentioned are very essential and important. C And they are not present in all universities around the world [EFS]. C So elearning is very helpful and comfortabe for people with the special need. C And that's my x x to resume [SCI] with their study. C According to x websites [ASN], students with disabilities often experience more difficulty with faculty members [EFS]. C Often faculty members will give students with disabilities support or recommendations x to them. C Also there is some professors who simply didn't want [SC] to do anything [SCI] and don't want to help anyone [SCI]. C Nardeen: Actually [I] [AGREE WITH] your opinion [PES] [EFS]. C But there are a lot of universities that support people with special need [SC] and equipped by service for disabilities [SCI] like Western univeristy in London, Durham university, and Brook
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university which has a services crew [SC] that improve student development center [SC] to help students [SCI]. C Although enhance academic and social and spiritual life university, the office of disability service facilitates their equal access to Wellington university activities and programs with documented physiological and psychological disabilities. C All of this university is exampled in detailed in all website. C Elearning education may be not that good as traditional education because student on elarning doesn't have the efficiency [SC] as well as traditional education. C As example pharmacy and medicine students, they may have a lot of practical practice more than theoretical that they would have a lot of practice [SC]. C And if they didn't have [SC], it won't be able to works in or make new drugs [SCI]. C In addition, in a lot of universities, there must be attendance to impose on students [SCI] to attend all labs [SCI] to provide with more experience [SCI] and provide their work with good information that they don't know before [SC] [COM]. C Studying online infront of computer [SCI] doesn't isn't interested as well as elearning as traditional education like working in lab [SCI] and practical by yourself and seeing each experiment will make [YOU] developed and having a good experience and good memory to remember [SCI] good information. C That experiment is the most important that student should have to learn in pharmaceutical company [COM] [SC] because their companies need the workers [SC] to know [SCI] how to work is done, not what they have learned theoretical [SC]. C That experience doesn't present in all universities. C It's just present in once which has a good experience and good evaluation [SC]. C And not all elearning universities provide a high degree because the government didn't give validity to all university [SC] unless it should [SC].
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C But university should have a particular thing like a strong curriculum and professional professor [COM]. C And all of this not present in all universities> C According to x com [ASN], as philip x said [SC] each of my degree helped me to get [SCI] a leg up in the job market and earn higher salaries than [I] would have [SC]. C Otherwise, they were accredited investment. C So master degree from good universities has guaranteed on students' future. Rawan: C Actually Nardeen, [I] [agree with] [PES] [YOU] [EFS]. C But [I] have different opinion [PES] because learning online [SCI] has a good degree according to> C For example, an open university Catalonia has accredited by the agency for quality assurance and the university system all member of E and QA since its inception 1995 [SC]. C So here already there is organized university. C However, information and communication technology lies an important role in all daily life general and specially in education. C So everything can be available at anytime and any place according to authors 2001, x 2007 [ASA]. C It's a x that can empower students at higher education labs [SC] to acquire education [SCI] that at the same time they are pursuing their personal objective [SC] as well as> Rawan: C It's can save the time because every student has the luxury [SC] to choose her or him place and time [SCI] according to x 2001 [ASA]. C Also from your place and from the internet, [YOU] can travel for the America, Canada, however, to take courses online [SCI]. C And also [YOU] can get the certificate part than the traditional weight.
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C Also it's easy to updating information and topics on website, therefore, easy to get [SCI] communicate feedback during the learning process. C Also my neighbor in Saudi Arabia, when she was at the high school [SC], she finished. C She married early [EFS]. C So what she can do after she married [SC] [QWHAT]? C She got children [EFS]. C And how she can complete her education [QHOW]? C So online education gave her a chance to complete her education [SCI] [EFC]. C At the same time she can follow her children and her home. C So now she completed her education and work and a great position in company [EFS]. C So learning online [SCI] help many of people to continue their education [SCI] at any time at any place. Mohamed: C [I] can see your point Rawan [EFS]. C But actually elearning doesn't save time, student's time, as there is no control over the period of time [SC] they are going to spend online [SC] [EFC]. C Also while they are at home [SC], they could x by their family or their cellphones [EFC]. C So all in all elearning has bad effects on the quality of education students can get [SC] [EFC]. C Beside that, elearning impose the use of modern technology which not all people can use [SC] [EFC]. C So they have to take [SCI] courses in order to learn [SCI] how to manage elearning [SC] [EFC] [COM]. C And there is the internet connection problem [EFS]. C Internet connection is very expensive at some places [EFS].
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C And if [YOU] are living in a remote area or like in the outskirts of the town [SC], the internet connectivity is unstable [EFC]. C And people with learning difficulties find traditional learning more comfortable [EFS]. C According to inclusive. Com [ASN], people with writing, speaking and reading disabilities find that elearning is very irritating [SC], finding [SCI] that the instructor doesn't identify their difficulties [SC]. C And then they can't understand the cost contents clearly while in traditional learning the instructor can identify their problems through face to face interactions [SC] [EFC]. C Also some people prefer to study [SCI] from paper as they can buy their own notes on it [SC]. C And it helps them to remember the information [SCI] [EFS]. C One of the major flaws of elearning is weak systems of the companies. C If a company has a weak system [SC], it cannot bear the pressure of many people logging in the same time [SCI] when there is due date for an assignment [SC] or there is an exam. C There is many students like to review the course contents [SCI] before the exam. C And if they can't review the course contents [SC], they get depressed and they get a growing feeling of concern that they will fail [SC], that they are going to fail which badly affects the students' sense of well being [SC] [EFC]. Dana: C Finally, me, Kamar and Rawan talk about saving money, time and support disabilities. C However, Nardeen, Mina and Nour talk about lack of x, face to face interaction and difficult of technology. C In the end, each one has his point [EFS]. C And everything in life has positive negative sides.
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