Compose an informative essay that explores a new technological development in your field of study.
For example, you might choose to explore drone delivery if you are in the IMCT pathway, virtual reality for STEM, or digitized textbooks if you are pursuing Education. (If you need more details about Broward College’s various career pathways, visit the “Programs and Degrees” webpage.)
In addition to explaining to your audience about the technology, you must also argue whether or not you believe this technology is ultimately beneficial to the field, elaborating why or why not by exploring potential applications, dangers, and/or limitations. For instance, while digitized textbooks may sound like a novel resource in education, what about students who do not have regular or reliable internet access?
In order to help you to explain your technology, you should conduct research on your topic and incorporate quotations and/or paraphrases from three outside sources within your essay.
Note: When composing an informative essay, you must achieve accuracy and disclosure throughout your writing. In other words, always endeavor to present correct information (reinforced through your research and outside sources), and be sure that you provide your reader with sufficient background and detail about your topic, especially considering that they may not be familiar with this technology.
Your grade will derive from your abilities to explain your topic using a variety of specific details and examples (as well as language appropriate to multiple audiences), to argue a clear claim/thesis regarding the benefits and/or drawbacks of this technology, and to organize your thoughts in an effective and logical style to help your reader clearly understand your ideas.
Consult the Essay Rubric for a detailed list of the criteria that comprise A, B, C, D, and F essays.
You should submit a 1,000-word essay (not counting the Works Cited page), typed and double-spaced.
Use Times New Roman font in 12-pt size.
Format your paper according to MLA guidelines.
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