A short essay with sources

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We want to write in an academic style: clear structure, cautious claims and honest use of sources. An essay has an introduction with a thesis, body paragraphs that each develop one point with evidence, and a conclusion that answers the question.

Hedging makes claims precise rather than weak: may, appears to, tends to, it is likely that. Refer to sources accurately: According to Smith (2020), … or Research by … suggests that … Paraphrase in your own words and always say where an idea comes from.

Research by Smith (2020) suggests that short breaks may improve concentration, although the sample was relatively small.

Do phones in the classroom harm learning?

Few topics in education generate as much public debate as the use of mobile phones in schools. In recent years, a number of countries, including France and the Netherlands, have introduced national restrictions on phones in classrooms, while others have left the decision to individual schools. Supporters of bans often argue that phones distract pupils and reduce concentration. Critics respond that phones can be useful learning tools and that pupils need to learn to manage them responsibly. What does the research say? The evidence appears to be mixed. A frequently cited study by Beland and Murphy (2016), which examined schools in four English cities, found that test scores rose after schools banned phones, particularly among lower-achieving pupils. However, studies of this kind cannot rule out every other explanation. Schools that introduce a ban may change other things at the same time, and those changes may also have played a role. Laboratory studies offer further, if limited, support for the distraction argument. Several experiments suggest that people perform slightly worse on tasks requiring attention when their phone is visible, even if it is switched off. Yet such studies tend to involve small groups of university students, and it is unclear whether the results apply to younger pupils in real classrooms. It is also worth noting that the effects may depend on how phones are used. When teachers plan specific activities, such as recording experiments or searching for information, phones may support learning. When phones are simply present, they are more likely to distract. Overall, the research tends to support some restrictions on unstructured phone use, but it does not provide clear evidence that complete bans are always the best solution. Further studies in different countries and age groups are needed before firm conclusions can be drawn.

Källor

1. Kursplan i engelska, Lgr22, Skolverket