Unit9kidsandcomputerdigitaldanger市公开课一等奖省赛课微课金奖

Unit9KidsandComputers:DigitalDangerAlisonSperry1/85Whatisdigitaldanger?

2/851)ThehookofconstantcuriosityDigitaldevicesofferanever-endingpossibilityfordiscovery.Eventhebasicoperatingsystemscanconsumehoursofcuriouspunchingandexperimenting.Thentherearetheendlessappsconsumingweeksofyourtimeastheylureyouintotheirintricacies.Allthisisverydeceptive,givingtheillusionofpowerandeffectiveness,butleavingyouwithafeelingofemptinessandnervousnessattheendoftheday.

3/852)TheemptyworldofvirtualrealityHowsadtoseebrilliant,creativepeoplepouringhoursanddaysoftheirlivesintocreatingcitiesandarmiesandadventuresthathavenoconnectionwithreality.Wehaveonelifetolive.AllourpowersaregiventousbytherealGodfortherealworldleadingtoarealheavenandrealhell.4/853)“Personal”relationswithamachineLikenootherinvention,acomputercomesclosesttobelikeaperson.Youcanplaygameswithit.Itwilltalktoyou.Itwillalwaysbethereforyou.Thegreatdangerhereisthatwereallybecomecomfortablewiththismanageableelectronic“person,”andgraduallydriftawayfromtheunpredictable,frustrating,sometimespainfuldealingswithhumanspersons.

5/85AlisonSperrygraduatedwithabachelor'sdegreeinhistoryandmuseumstudiesinfromtheStateUniversityofNewYork,CollegeatPotsdam.Upongraduation,heobtainedamanager’spositionattheBellagioGalleryofFineArtinLasVegas,NV.AfterrelocatingtoHawaiiheiscurrentlyenrolledintheLibraryandInformationScienceGraduateProgramattheUniversityofHawaiiatManoa.Healsoworksasafreelancewriterforonlinepublications.Abouttheauthor6/851.Whatgamesdidyouplaywhenyouwereachild?Pre-readingquestions2.Howaboutnow?Howdoyouentertainyourself?7/85TheEagleandchicken8/85Seesaw9/85Clapat7Pattingpaper10/85blindtouchkickingshuttlecock11/85RopeskippingRollingahoop12/85JumpgoatHopscotch13/85Playingsandbag14/85Slingshot15/85rubberbandskipping16/85ShowchildrenhowtoincooperationwithothersStrengthenchildren’shealthFostercreativitiesandenhancepracticalabilitiesChildrengamescan17/85Howhappyyouare!18/85Dear!Whataretheydoing?19/8520/85CausetheconfusionofselfroleDirectlyaffectsthedevelopmentofsocialandcommunicationskillsDirectlyaffectsthedevelopmentofthebodyThenegativeinfluenceofnetworkorvideogames21/85CulturenotesNintendobabies(Paragraph2) childrenwhogrewupduringaperiodwhenvideogamesdevelopedbyNintendoCo.,Ltd.(任天堂企业),aleadingmanufacturerofhomevideogamesandportablevideogames,wereverypopular.WhatdoesNintendomean?Therough,Englishtranslationis“theplacewhereweleaveituptothegodsanddothebestwecan”,however,mostpeoplejustsay“dothebestwecan”.22/8523/85VirtualBoyandMortalKombat(Paragraph2) VirtualBoyisNintendo'sunique3-Dgamingsystemandwasreleasedinfall,1995;MortalKombatisaseriesofNintendo'sfightinggames.24/8525/85Play-Doh

(Paragraph3) atrademarkforasoftcoloredmodelingmaterialusedespeciallybychildren26/85Monopoly

(Paragraph7) atrademarkforareal-estatetradingboardgame27/85TextIntroduction

Thisexpositoryessay,developedmainlybycontrast,containsvividaccounts,andimpressivedescriptionsofbothtypicallyactiveandpassivegamesthatkidsoftenplay.Asissuggestedbythetitle,thisessaymainlyprovesorillustratesthedigitaldangertowhichsomanychildrenareexposed.Arecomputergamesfundamentallydifferentfromboardgames?Doestalkingonthephonedevelopthesameskillsaschattingonline?What'sthedifferencebetweenpaintingwithwatercolorsand"coloring"withadesktoppaintboxprogram?AlisonSperry,thewriterofthisessayexploredthesequestionsandcameupwithsomedisturbinganswers.28/85StructurePart1:Part2:Part3:1—23—89—10Firstcontrast:

Positiveinfluenceofactivegames

theImpactofpassivegames

ThreeotherconcretecontrastsConclusion:

Indirectlyemphasizestheawfulimpactonchildren29/85Howwouldyourlifebeifyouhadbeenaddictedtovideogames?

Noonecanknowtheexactanswer.Buteveryoneshouldknowwhatismeaningfulinhislifeanddorightthings.30/85

KIDSANDCOMPUTERS:DIGITALDANGERAlisonSperry 1. There'safamiliarsaying,"Playischildren'swork."Throughplay,peoplewhostudychilddevelopmenttellus,childrendeveloptheskillsandoutlooksthatdeterminetheadultstheywillbecome.

Playinghouseorschool,forexample,helpsthem"tryon"therolesofMomorDadorteacher.Athleticactivitieshelpkidsdevelopcoordination,learntoworkaspartofagroup,andgainconfidenceandasenseoffairplay.

Evensolitaryactivitieslikereadingconnectchildrenwiththewiderworld,encouragingasenseofempathywiththegreaterhumanfamily.DetailedReading31/85 2. Butinveryrecentyears,otherformsofentertainmenthavehadanenormousimpactongrowingchildren.Formanykids,computeractivitiesandvideogamesnowtakeupmuch—evenmost—ofthetimeformerlydevotedtomoretraditionalformsofplay.EnteringadulthoodnowarethefirstNintendobabies,agenerationraisedmoreonVirtualBoyandMortalKombatthanbaseballandUncleWiggly.Howhavetheybeenaffectedbythischangeintheconceptof"play"?Socialscientists,parents,andtalkshowpunditswillbedebatingthequestionforyearstocome.Butwecanstartdrawingourownconclusions.DetailedReading32/85

Asamusingandingeniousaselectronicentertainmentcanbe,children—andsocietytheylivein—aretheloserswhentheyrelyontheseformsoffun.

Unliketraditionalgamesandtoys,"wired"entertainmentencourageskidstobeunimaginative,sociallyimmature,andcrudelydesensitizedtotheworldaroundthem.DetailedReading33/85 3. WatchachildtakeaballofPlay-Dohinherhandandbegintorollitexperimentally.Firstit'sasimpleball,thenasnake.Thesnakemightbecomeafigureeightorabracelet.Shecoilsthebraceletontopofitselftocreateapotthatsheusesforamake-believeteaparty.Nextshesmashesthepotbackintoaball,whichmaynextmorphintoasnowman,ahorse'shead,abunny,aseaserpent,oraskyscraper.Withnothingbutherhandsandaninexpensivechunkofflourandsalt,sheformsauniverseinwhichshemakestherulesandcreatestheinhabitants.Whenshetiresofit,shecanwaditbackintoashapelessmassthatawaitshernextcreativeimpulse.DetailedReading34/85 TheactofplayingwiththePlay-Dohsparksotherinterests—maybeshe'llworkwithmodelingclaythatshecanbakeintoapermanentform,orpaints,orpapier-mâchéAlthoughshedoesn'tgivewhatshe'sdoingagreatdealofthought,she'slearningsomethingvaluable:Iamacreator.Icangivemyideastangibleform.DetailedReading35/85 4. Avideogame,ontheotherhand,iscynicallyprogrammedtogivetheillusionofcreativity.Theplayerisgivenvariouschoicesateveryturn—WhichdoorwillIgothrough?WhichweaponwillIuse?WhatclueshallIread?—Buttheyarechoicesinthesamesensethatapigeon'speckingatalevertogetagrainofcornisachoice.Theplayerisasmuchatoolofthegameasthejoystick.Hermomentaryfunisunsatisfyingbecauseitleadsnottoanygenuinesenseofachievementbutonlytothehypnoticexperienceofwatchingsomeoneelse'screationunfold.DetailedReading36/85

HandaballofPlay-Dohtoachildrearedonthesterileadventureofvideogames,andyou'reapttogetablanklookandthehesitantquestion,"WhatdoIdowithit?"Thevideogameplayerlearnsherownlesson:Idon'tcreate.Iletsomeoneelse'screativityhappeninfrontofme.DetailedReading37/85 5. It'sabeautifulSaturdayinautumn,andagroupofkidsareplayingapickupgameofsoccer.Adisputearisesaboutwhetherakickwentoverthefoulline.Someofthekidsaresureitdid;othersinsistthatitdidnot.Voicesareraised;tempersflare.Maybeahotheadortwowillstalkoffthefield.Buttheskyiscrystalblue,andtherearechoreswaitingathome.Makingaquickcalculationabouttherelativebenefitsofcontinuingthegame,theplayersworkoutasolution.Maybetheyreplaythekick.Maybetheyflipacoin.DetailedReading38/85 Maybetheyagreetosaythattheballwasfair,orfoul.Theirwillingnesstocompromise,toaccepttheideathatsuchgive-and-takeispartoflife,allowsthegametoproceed.Theplayersmoveon,havinglearnedasmalllessonaboutgettingalongwithothers.DetailedReading39/85 6. ContrastthatscenewiththeworldoftheInternetchatrooms,wheremanyadolescentsspenduncountablehours.OnthatsamelovelySaturday,ayoungInternetqueenhunchesoverherkeyboard,aloneinherroom.Herbuddylistincludesdozens,evenscores,of"friends"she'snevermet.Herfingersflyacrossthekeyboardassheracesfromonedialogueboxtoanother,keepingupmultipleconversations.

Thesearepeculiarconversations,however,includingnoneofthevulnerabilitythatispartofreal-worldfriendship.Inthebuddy-chatworld,statusisbasedontheabilitytokeepuparapidpaceofone-liners,insultingzingers,causticput-downs.DetailedReading40/85

Thechatqueen'smostintimatefriendshipstaketheformofbriefallianceswithbuddieswhojoinwithherto"flame"anotherchatterwhohasdispleasedthem.Ifthatallyeventuallybecomesannoying,too,zap!Shecaninstantaneouslyerasehimfromherbuddylist,orevenblockhimsoheisunabletocontactheragain.It'snogreatloss.Thereareliterallymillionsofnewacquaintanceswaitingtobepickedupinachatroomtofillthatvoid.Thelesson:Ishouldn'thavetoworkatrelationships.Theycomeandgoinstantlyandatmyconvenience.Ifsomeonedispleasesme,Icanmakethatpersondisappear.DetailedReading41/85 7. WhenkidssitdowntoplayMonopoly,theyformalooselyknitgroupthatisstillpartoftheworldaroundit.Whencompanyarrivesatthehouse,it'snoproblemtohaltthegamebriefly.Theplayerscangreetvisitors,laughtogether,talkaboutthegame,evenquicklyrearrangeittoincludenewplayers.Evenafterthegamecontinues,chattingwithotherplayersandnon-playersiseasilyaccomplished.Despitetheirinvolvementinthegame,theplayersarenotruledbyit.Humancontact,courtesy,andcommunicationarenotseenasthreatstotheirenjoyment.Theyarelearningthattheycanenjoytheirownactivitiesandstillbesensitivetothelargerworldaroundthem.DetailedReading42/85 8. Contrastthisboardgamescenewithonethathasbecomedepressinglyfamiliarinmanylivingrooms.VisitorsarriveatahometofindachildhunchedinfrontoftheTVset,videocontrolsinhislap.Evenwhenspokentodirectly,hedoesnotpullhiseyesfromthescreen."I'mplaying!"ishisfuriousresponseifthevisitorspersistintryingtoengagehisattention.

Fartoooften,evenhisparents,intimidatedbythehigh-priced,high-techgadgetthathassuckedtheirchild'shumanityaway,tiptoearoundratherthandisturbhim.

DetailedReading43/85

Thegameitselfisalltoolikelytobeonethatpresentsthemosthideoussufferingasentertainment,withtheplayerintheroleofpsychotickiller—maybeinDukeNukem,withits"twenty-threelevelsofnonstopcarnage!"orBloodyRoar,whichofferstheplayer"morewaystomaim,crush,anddevouryourenemiesthanever."

9. Thelesson? 10. Isn'tittooawfultothinkabout?

DetailedReading44/85

“Throughplay,childrendeveloptheskillsandoutlooksthatdeterminetheadultstheywillbecome.”DetailedReadingParaphrase

Byplayinggames...kidsacquiretheskillsandformtheviewsthatwilldecidewhatkindofgrown-upstheywillbe.45/85

“Playinghouseorschool,”

DetailedReadingParaphraseNote

PlayingoractingthepartofMomorDadorteacherHerethetwowordshouseandschoolareusedascasesof

metonymy

46/85Metonymy(转喻、借代）Metonymy

or

Metonymy

isa

figureofspeech

usedin

rhetoric

inwhichathingorconceptisnotcalledbyitsownname,butbythenameofsomethingintimatelyassociatedwiththatthingorconcept.Forinstance,"Hollywood"isusedasa

metonym

(aninstanceofmetonymy)for

Americancinema,becauseofthefameandculturalidentityofHollywood,adistrictof

LosAngeles,California

asthehistoricalcenterofmoviestudiosandmoviestars.

47/85

“Asamusingandingeniousaselectronicentertainmentcanbe,children—andsocietytheylivein—aretheloserswhentheyrelyontheseformsoffun.”DetailedReadingParaphrase

Thoughgames,shows,etc.providedbyelectronicdevicessuchascomputersandvideomachinescanbeenjoyableandoriginal,children—andsocietytheylivein—arethevictimsiftheyindulgeintheseformsofamusementsolely.48/85

“Unliketraditionalgamesandtoys,"wired"entertainmentencourageskidstobeunimaginative,sociallyimmature,andcrudelydesensitizedtotheworldaroundthem.”DetailedReadingParaphrase

Differentfromtraditionalgamesandtoys,entertainmentprovidedbyelectronicdevices,whichispassivebynature,makeschildrenbecomedullandunoriginal.Asaresultofspendingtoomuchtimeonsuchentertainment,childrenlackemotionaldevelopmentinsocialcommunicationandmaybecomecrudelyinsensitivetothepeoplearoundthem.49/85

“Whenshetiresofit,shecanwaditbackintoashapelessmassthatawaitshernextcreativeimpulse.”DetailedReadingParaphrase

Whenshelosesinterestinit,shecanturnitbackintoaformlessmass,whichwillbechangedintosomethingelsewhenhernextwhimtoplaywithitoccurs.50/85

“Avideogame,ontheotherhand,iscynicallyprogrammedtogivetheillusionofcreativity.”DetailedReadingParaphrase

Avideogame,ontheotherhand,isdesignedsarcasticallytogiveitsplayersthefalseimpressionthattheyarebeingcreativebecausetheyatleastcanmakechoicesoftheirown.51/85

“HandaballofPlay-Dohtoachildrearedonthesterileadventureofvideogames,andyou'reapttogetablanklookandthehesitantquestion,"WhatdoIdowithit?“”

DetailedReadingParaphrase

IfyouhandaballofPlay-Dohtoachildwhospendstoomuchtimeonexcitingbutunproductivevideogames,youarelikelytoseeanexpressionlesslookonhisfaceandtobeasked,inanuncertainmanner,"WhatdoIdowithit?"52/85

“Voicesareraised;tempersflare.”DetailedReadingParaphrase

Voicesgrowlouderandlouderandthekidsflyintoafitofanger.53/85

“Herfingersflyacrossthekeyboardassheracesfromonedialogueboxtoanother,keepingupmultipleconversations.”

DetailedReadingParaphrase

Herfingersmoveswiftlyacrossthekeyboardassheswitchesquicklyfromonechatboxtoanother,managingtotalkwithseveralnetpalsatthesametime.54/85

“Thesearepeculiarconversations,however,includingnoneofthevulnerabilitythatispartofreal-worldfriendship.”DetailedReadingParaphrase

Buttheseareunusualdialoguesbecausetheparticipantsarefreefromthepossibilityofbeinghurtorwoundedemotionally,whichisacommonoccurrencebetweenfriendsinreal-lifesituations.55/85

“Whencompanyarrivesatthehouse,it'snoproblemtohaltthegamebriefly.”DetailedReadingParaphrase

Whenguestsorvisitorsshowupatthehouse,theycaneasilystopthegametemporarily.56/85

“Fartoooften,evenhisparents,intimidatedbythehigh-priced,high-techgadgetthathassuckedtheirchild'shumanityaway,tiptoearoundratherthandisturbhim.”DetailedReadingParaphrase

Fartoooften,evenhisparents,scaredbythesmallhigh-priced,high-techdevicethathasdeprivedtheirchildofhumanqualities,walkaboutcarefullyandquietlyontiptoeratherthanbreakhisconcentrationordiverthisattention.57/85

“Thelesson?”DetailedReadingExplanation

Thisisanellipticalquestion.Itscompleteformmaybelikethis:Whatisthelesson(thegameplayerhaslearned)?58/85

“Isn'tittooawfultothinkabout?”DetailedReadingExplanation

Thisisarhetoricalquestion,whichindirectlytellsthereadersthehorribleimpactonchildrenexertedbysuchgamesasaredescribedabove.59/85 第1段汉字译文 有一句众人皆知俗语：“玩是孩子们工作。”研究儿童发展人告诉我们，孩子就是在玩过程中培养技能和世界观，并由此决定他们长成怎样成人。比如说，扮家家或假装上学帮助他们“尝试”妈妈、父亲或老师角色。体育活动帮助他们养成协作精神，学会作为团体一员工作方法，以及培养自信心和光明磊落意识。甚至独自一人开展活动，像阅读，让孩子们接触更为辽阔世界，勉励他们养成对更多人富有同情心。DetailedReading60/85 第2段汉字译文

然而，近几年来，其它娱乐形式对孩子成长产生了巨大冲击。现在有许多孩子，电脑活动和电子游戏占据了他们许多——甚至全部——时间，以前这些时间是花在比较传统游戏上面。现在长大成人是第一批玩“任天堂”孩子，是一代凭借玩“虚拟男孩”和“致命战斗”养大，而并非靠打垒球或看连环画《维格列大叔》带大。这种“玩”理念上改变对孩子产生了什么影响？社会科学家、家长，还有脱口秀教授在未来岁月里将对这个问题争论不休。不过，我们能够开始得出我们自己结论。（续）DetailedReading61/85

即使电子娱乐可能是很有趣，也很富有创意，不过，一旦沉湎于这种形式娱乐，孩子以及他们生活社会必定是输家。与传统游戏和玩具不一样，“联网”娱乐形式会造成孩子缺乏想象力、社会生活不成熟，以及对身边世界毫无掩饰地麻木不仁后果。DetailedReading62/85 第3段汉字译文

看着一个孩子抓起一团橡皮泥，开始试着让它滚动起来。开始是一个普通球，接着变成了一条蛇。这条蛇或许会变成8字形或一个手镯。孩子把手镯上端卷起来，做出一把茶壶，她用这把茶壶举行一场假装茶话会。接下来，她把茶壶又捏成一团，或许再做成雪人、马头、小兔子、海蛇，或者摩天大楼。除了用自己双手、一团用面粉和盐混成不值钱一团东西，她不需要其它东西，就能够做出一个世界，为之制订规则和创造居民。等她玩腻了，能够把它再次捏成没有形状一团，等候下一次创作冲动。（续）

DetailedReading63/85

玩耍橡皮泥还会激发其它兴趣——她可能会用建模黏土做一样东西，烤制成一个永久形状，或者图画，再或者纸浆制品。即使她对自己做事情没花太多心思，不过她学会了有价值东西：我是个创造者，我能给自己想法赋予详细形状。DetailedReading64/85第4段汉字译文

然而，电子游戏很可笑，是人为编程，给人创新性假想。玩游戏人每一步有各种选择：要进那扇门？要用哪种武器？要阅读哪条线索？不过，这种选择，与鸽子口啄杠杆得到一粒玉米选择是一样道理。玩游戏人与游戏操纵杆一样，都是游戏工具。她那短暂高兴是无法让她满足，因为游戏带来并非真正意义上成就感，只不过是迷迷糊糊地看着他人创作东西展现眼前一个体验。DetailedReading65/85

那一团橡皮泥要是交给在电子游戏贫乏冒险经历中长大孩子，很可能看到一脸茫然，还有犹豫不定问题：“我用它干什么啊？”玩电子游戏人吸收她自己经验：我不创造。我让他人创造发生在我眼前。DetailedReading66/85第5段汉字译文

那是一个秋天漂亮周六，有一群孩子暂时组织了一场足球赛。突然他们为足球是不是踢出了边线争论了起来。有几个说必定踢出界了；其余几个坚持说没有。嗓门提升了，火气也大了。可能一两个暴脾气家伙会大步走出场地。不过，天空一片湛蓝，而且家里还有些杂活要干。很快地盘算一下继续踢球有什么好处，于是球员们做出决定。可能他们重新踢一脚。可能他们掷硬币。DetailedReading67/85

可能他们一致同意，说那球没出线，或出线了。他们愿意妥协，接收在生活中就得互谅互让理念，使得这场游戏继续下去。踢足球孩子继续踢球，稍稍学会了与人相处道理。DetailedReading68/85第6段汉字译文

拿互联网聊天室场景来做个比较。有许多孩子在聊天室里不知道花费了多少个小时。一样在那个可爱星期六，一名年青互联网皇后躬身坐在键盘前，房间里就她一个人。她网友名单包含十几个，甚至几十个从来没有见过面“朋友”。她手指飞快地在键盘上移动，不停地从一个对话框转换到另一个对话框，同时与好几个人对话。然而，这是些奇怪对话，并不包含现实世界里情谊会给人带来伤害内容。在与网友聊天世界里，状态取决于能否跟得上在线朋友快速节奏，羞辱那些话多、言词尖刻人们。DetailedReading69/85

那位聊天皇后与什么人关系亲密，就看谁能不能马上接手，和她一起对另一个惹他们生气网友群起而攻之。假如这位盟友也变得讨厌了，那么嗒一下！她会随时将他从网友名单上删去，或者甚至将他拒之圈外，让他永远不能再与她联络。这没有多大损失。毫不夸大地说，聊天室里有是成千上万新搭档等着填补那个空缺。取得经验是：我并不非得为关系而忙碌。他们说来就来，说走就走，而且按照我意愿。假如有些人惹我生气，我能够让那家伙消失。DetailedReading70/85 第7段汉字译文

孩子们坐下来玩“大赢家”游戏时，他们形成结构涣散小组，依然是身边现实世界朋友中一部分。有些人来了，立刻停顿游戏，没有问题。玩游戏人与来访者打招呼，一起欢笑，讨论这个游戏，甚至马上重新安排，带上新人一起玩。甚至在游戏继续之后，与其它玩游戏人以及不玩人谈话聊天都方便得很。即使参加了这场游戏，不过玩游戏人不受其限制。与人接触、客套寒暄，以及与人交际都不会被认为妨碍他们玩得开心。从中他们能学到自娱自乐和关心身边人和事能够兼得。DetailedReading71/85 第8段汉字译文

用这个棋盘游戏场景与许多起居室里越来越常见场景对照一下，后者令人失望。客人来造访，发觉一个孩子躬身坐着在电视屏幕前，腿上放着电脑游戏控制杆。连客人直接找他说话时，他两只眼睛依然紧盯着屏幕。假如客人仍想吸引他注意力，他会愤恨地回答道：“我在打游戏！”更经常发生是，连孩子父母宁愿踮着脚尖走路，而不去打搅他。他们已经被那套把孩子弄得丧失了人性昂贵、高科技玩意儿吓得胆战心惊。（续）

DetailedReading72/85 第8-10段汉字译文

(接)这种游戏本身在很大程度上把令人发指苦难作为娱乐。游戏玩家饰演精神病杀手角色，如同“纽克姆公爵”里23级不停大屠杀，或者在“血腥咆哮”里，让玩家拥有从未有过更多摧残、碾压，甚至吞噬敌人方法。 学到东西呢？

一想到这些，莫非不令人难受吗？DetailedReading73/85Whichparagraphsdescribeorrecountactivegamesoractivities?Andwhichparagraphsprovidevividaccountsofpassiveelectronicgamesoractivities?Active:one,three,fiveandsevenPassive:two,four,sixandeightcontrast74/85WritingstrategiesRethinkingthepassageTheme

75/85persuasivewriting

apieceofworkinwhichthewriteruseswordstoconvincethereaderthatthewriter'sopinioniscorrectwithregardtoanissue.Persuasivewritersemploymanytechniquestoimprovetheirargumentandshowsupportfortheirclaim.Writingstrategies76/85

Themainmethodusedinthispersuasiveessayiscontrast.

Whatcontrastshavetheauthormadehere?Andwhatconclusionshashereachedaftereachcontrast?Threecontrastshavebeenmadeinparagraphs3-8,oneineverytwoconsecutiveparagraphs.Writingstrategies77/85

Three

contrasts

WritingstrategiesPlay-Dohandvideogamessoccergamesandchattingonthenet.

(Theconclusion:Theformerhelpsdevelopkids'socialabilitieswhilethelatterrendersthekidspoorathandlinginterpersonalrelationships.)Monopolyandvideogames.(Theconclusion:theformeriscreativeandthel