EXERCISE 6.2

The following student essay includes all the elements of a Rogerian argument. This essay was written in response to the question, “Is it fair for instructors to require students to turn off their cell phones in class?” After you read the essay, answer the questions that follow, consulting the outline on the previous page if necessary.

1

Some college students think it is unfair for instructors to require them to turn off their cell phones during class. Because they are accustomed to constant cell phone access, they don’t understand how such a rule is justified. Granted, a strict, no-exceptions policy requiring that cell phones be turned off all over campus is not fair, but neither is a policy that prevents instructors from imposing restrictions (“Official Notices”). Both students and instructors know that cell phone use—including texting—during class can be disruptive. In addition, most would agree that the primary goal of a university is to create a respectful learning environment and that cell phone use during class undercuts this goal. For this reason, it is in everyone’s interest for instructors to institute policies that require students to turn off cell phones during class.

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2

Many students believe that requiring them to turn off their cell phones is unfair because it makes them feel less safe. Students are understandably concerned that, with their phones turned off, they will be unreachable during an emergency. For example, text message alerts are part of the emergency response system for most universities. Similarly, cell phones are a way for friends and family to contact students if there is an emergency. For these reasons, many students think that they should be free to make their own decisions concerning cell use. They believe that by turning their phones to vibrate or silent mode, they are showing respect for their classmates. As one student points out, “Only a small percentage of students will misuse their phones. Then, why should every student have to sacrifice for someone’s mistakes?” (SchoolBook). After all, most students are honest and courteous. However, those few students who are determined to misuse their phones will do so, regardless of the school’s phone policy.

3

To protect the integrity of the school’s learning environment, instructors are justified in requiring students to turn off their phones. Recent studies have shown how distracting cell phones can be during a class. For example, a ringing cell phone significantly impairs students’ performance, and a vibrating phone can be just as distracting (End et al. 56–57). In addition, texting in class decreases students’ ability to focus, lowers test performance, and lessens students’ retention of class material (Tindell and Bohlander 2). According to a recent study, most students believe that texting causes problems, “including a negative impact on classroom learning for the person who is texting, and distraction for those sitting nearby” (Tindell and Bohlander 4). Even more disturbing, cell phones enable some students to cheat. Students can use cell phones to text test questions and answers, to search the Web, and to photograph exams. Although asking students to turn off their phones will not prevent all these problems, it will reduce the abuses, and this will benefit the majority of students.

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4

Students have good reasons for wanting to keep their phones on, but there are even better reasons for accepting some reasonable restrictions. First, when students use cell phones during class, they distract themselves (as well as their classmates) and undermine everyone’s ability to learn. Second, having their cell phones on gives students a false sense of security. A leading cell phone company has found that cell phones can actually “detract from school safety and crisis preparedness” in numerous ways. For example, the use of cell phones during a crisis can overload the cell phone system and make it useless. In addition, cell phones make it easy for students to spread rumors and, in some cases, cell phone use has created more panic than the incidents that actually caused the rumors (“Cell Phones”).

5

One possible compromise is for instructors to join with students to create cell phone policies that take into consideration various situations and settings. For example, instructors could require students to turn off their phones only during exams. Instructors could also try to find ways to engage students by using cell phone technology in the classroom. For example, in some schools teachers take advantage of the various functions available on most cell phones—calculators, cameras, dictionaries, and Internet browsers (“Cell Phones”). In addition, schools should consider implementing alternative emergency alert systems. Such compromises would ensure safety, limit possible disruptions, reduce the potential for academic dishonesty, and enhance learning.

6

It is understandable that students want instructors to permit the use of cell phones during class, but it is also fair for instructors to ask students to turn them off. Although instructors should be able to restrict cell phone use, they should also make sure that students understand the need for this policy. It is in everyone’s best interest to protect the integrity of the classroom and to make sure that learning is not compromised by cell phone use. To ensure the success of their education, students should be willing to turn off their phones.

Works Cited

“Cell Phones and Text Messaging in Schools.” National School Safety and Security Services, 2012, www.schoolsecurity.org/trends/cell-phones-and-text-messaging-in-schools/.

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End, Christian M., Shaye Worthman, Mary Bridget Mathews, and Katharina Wetterau. “Costly Cell Phones: The Impact of Cell Phone Rings on Academic Performance.” Teaching of Psychology, vol. 37, no. 1, 2010, pp. 55–57. Academic Search Complete, doi: 10.1080/00986280903425912.

“Official Notices.” UCLA Registrar’s Office, Department of Student Affairs, 24 Oct. 2011, www.registrar.ucla.edu/soc/notices.htm.

SchoolBook. “Time to Repeal the Cell Phone Ban, Students Say.” New York Public Radio, 2 Nov. 2011, www.wnyc.org/story/303205-time-to-repeal-the-cellphone-ban-students-say/.

Tindell, Deborah R., and Robert W. Bohlander. “The Use and Abuse of Cell Phones and Text Messaging in the Classroom: A Survey of College Students.” College Teaching, vol. 60, no. 1, 2012, pp. 1–9. ERIC Institute of Education Services, eric.ed.gov/?id=EJ951966.

Identifying the Elements of a Rogerian Argument

1. How does the writer attempt to establish common ground? Do you think she is successful?

2. What evidence does the writer supply to support her position?

3. Other than reinforcing the writer’s position, what else is the conclusion trying to accomplish?

4. How does the concluding statement reinforce agreement and compromise?

5. How would this essay be different if it were written as a traditional (as opposed to a Rogerian) argument?