"Computers: Distraction or Advantage?" is a Distraction.

If one were to read the title of the essay "Computers: Advantage of Distraction?", he or she would probably not have too difficult of a time deciphering its subject and the direction its argument would take. We can only assume that the author would bring up the use of technologically advanced computers, and whether or not it draws attention away from its foremost purpose (most likely taking notes in class). What was found in the essay, however, was a distraction from the argument itself, using repetitive red herring and bandwagon fallacies to the very last paragraph. By the end of the essay, I'm blisteringly aware of the extent that students become engrossed in the cyberworld, but I am not nearly convinced enough to believe that they are, by any means, a distraction in the classroom.

Every paragraph on its own stands as a solid basis for an upcoming and building argument; one that has much potential to prove a very important point. The only problem with the essay is that the argument itself varies from paragraph to paragraph. In the first paragraph, the author makes a point of how technologically advanced our computers have become, and how common they seem to be in our generation. In the beginning of the next paragraph, she states that "It is rare to meet a college student that does not have their own computer", which even though could be considered a hasty generalization fallacy, could strengthen her argument. However, right after this statement, she claims that students "surf the web in class instead of taking notes and listening to the lecture". What we have here are two completely generalized statements contradicting each other in the same paragraph. Though she has left us with a particular impression that computers are a distraction, she has not provided us with enough evidence to prove that they are truly a problem in education. We are then presented with another paragraph further on in the essay that states "it is up to the students to make the right decision and use them wisely". How is the reader supposed to support a particular argument if the author herself can't stick to one?

Hasty generalizations aside, it's hard not to notice the amount of red herring fallacies presented in nearly every other paragraph. For instance, in an argument in the 5th paragraph, the author references a quote from Professor Mark Edmundson from the University of Virginia where he states "a student's 'Drug of Choice' is a 'triple latte'". First of all, how is this statement relevant to computers? Secondly, how does this argue anything relating to whether or not computers are a distraction or advantage? Later in the paragraph she mentions that students use Starbucks to "tune out the 'outside-world' and become one with cyberspace". It's plausible to use this statement as an argument towards how students lose focus from the real world because of computers, but again, it doesn't even touch on the subject of distractions in the classroom. We see this again in the sixth paragraph, where she quotes a professor from Yale University (without even naming the professor directly) saying "students bond with their computer". The author herself states "with today's technology, students do not have to sacrifice the looks of their laptops for the advanced programs". The reader at this point has just read that not only do students lose themselves in "cyberworld", but they also can have cute computer models that they can "bond" with. Unsure how to process these two contradicting facts, the reader decides on remaining confused on the argument, and continues reading. Though the author does hint at a particular argument at certain points, her credibility is dampened with her lack of relevance and coherent structure throughout the essay. I would recommend leaving out the "triple latte" quotes and stick to the subject at hand from now on.

Computers may be easy targets for a loss of focus, but in the eyes of a bored student, anything can be used as a distraction from boring class material. The question at hand is not whether or not computers are a distraction, but why are students being distracted in the first place? It's easy to assume that computers are the cause, because computers are generally consistent in their use and build. It is much more difficult, however, to take into account the amount of teachers who are not presenting their material in an intriguing and interesting enough manner. If the facts being presented in class are either unclear or completely from the textbook, students are going to have a harder time paying attention (and therefore surf the web on their computers). Not to mention that if a student cares enough about getting a good grade in the class, they will use their computers wisely and efficiently, rather than mess around. As the author and I mentioned before, "It is up to the students to make the right decision and use them wisely".