Higher Order Concerns in Academic Writing: Chronology, Order of Importance and Generality

Three Examples of Higher Order Concerns in Writing Academically

1. Chronology

Having been a victim of bullying at a country-based grade school during the 1970s, the subject of bullying continues to intrigue me as it increasingly manifests in today's society to the point of causing suicide. With the ever-increasing use of the social networks on the internet, and a mounting ability for most grade-school students to have a cell phone and personal computer, cyber-bullying is quickly becoming a typical phenomenon. Consequently, empowering grade school children and parents with tools to avoid cyber-bullying has become a common topic in the 21st century.

A recent report by the American Academy of Child & Adolescent Psychiatry (2008) revealed that almost fifty-percent of school children experience bullying, and that experiencing bullying affects academic performance, and the social and emotional development of school children. Empowering grade school children and parents with tools to avoid cyber-bullying requires research into the technical security aspects of e-communications such as provided by cell phones, computers, and other e-tools. While schools can prevent use of e-tools like cell phones and computers during school hours, students and parents carry the responsibility of after-school e-tool use.

2. Order of Importance

Empowering grade school children and parents with tools to avoid cyber-bullying has become an increasingly relevant topic of the 21st century. Having been a victim of bullying at a country-based grade school during the 1970s, the subject of bullying continues to intrigue me as it increasingly manifests in today's schools to the point of causing suicide. A recent report by the American Academy of Child & Adolescent Psychiatry (2008) revealed that almost fifty-percent of school children experience bullying, and that experiencing bullying affects academic performance, and the social and emotional development of school children. Empowering grade school children and parents with tools to avoid cyber-bullying requires research into the security features of e-communications such as provided by cell phones and other e-tools. While schools can prevent use of e-tools like cell phones and computers during school hours, students and parents carry the responsibility of after-school e-tool use.

3. Order of Generality

Having been a victim of verbal bullying at a country-based grade school during the 1970s, the subject of bullying continues to intrigue me as it increasingly manifests in today's schools to the point of causing suicide. A recent report by the American Academy of Child & Adolescent Psychiatry (2008) revealed that almost fifty-percent of grade school children experience bullying. Experiencing bullying affects academic performance, and the social and emotional development of school children (American Academy of Child & Adolescent Psychiatry, 2008).

Unfortunately, the widespread use of cell phones and social networking sites by grade school students to communicate with each other has manifested in additional avenues for transmitting abusive behavior. While schools can prevent the use of e-tools like cell phones and computers during school hours, students and parents carry the responsibility of after-school e-tool use. Empowering grade school children and parents with tools to avoid cyber-bullying requires research into the technical aspects of e-communications such as provided by cell phones and other e-tools. By providing students and parents with training on how to set up and implement the security features on cell phones and computers, abusive behaviors are avoidable.


References

American Academy of Child & Adolescent Psychiatry. (2008, May). Bullying: Facts for families (No. 80). Retrieved January 17, 2010, from http://www.aacap.org/galleries/ FactsForFamilies/80_bullying.pdf