Early Draft (Intro + Body Paragraph)

The Internet has become the apparent foundation of today’s society and with it has brought changes to how American’s live their lives. The more that technology can help us achieve, the more frequently we sit in front of the computer screen. I feel that the Internet ‘connects’ with me personally because it lets me do what I want to do when I want to do it. I can do research for class, chat with a friend, check professional sports scores, and listen to music all while I am accomplishing my goal of finishing my homework. If this strategy seems counterproductive or detrimental is the long run that is because it is. I, like so many Americans, have been trained to operate through one-dimensional thinking that the Internet permits and encourages. I don’t need to think to simultaneously accomplish all four tasks I listed above, and such lack of thinking is not only hurting America’s reading skills but its intelligence, as well. We are fascinated and choose the ever-changing information that the Internet provides over the monotonous pages of a book. By becoming dependent on the Internet for our livelihood, Americans are forfeiting the benefits that reading brings to our lives, and creating long-term problems that hurt both the individual and society. Modern America’s obsession with the Internet’s non-stop interaction and instant gratification is the cause of its decline in reading and literacy.
The Internet is a valuable tool that, for students, affords insight into the ‘real’ world that lies ahead. Setting a goal is important and the Internet now opens the world in ways never imagined; however, the nature of the Internet is having an adverse effect on today’s student fulfilling their dream. A current study from the Journal of Adolescent & Adult Literacy asserts, “engaging in recreational (or “free voluntary reading”) and academic (or “school-related reading”) reading is critically important for students’ reading development and overall academic achievement,” yet American reading levels are steadily declining (609). For example, between “1992 and 2005, the share of proficient twelfth-grade readers dropped from forty per cent to thirty-five per cent,” which means sixty-five percent of American’s are entering college or the work force unprepared (twilight). If reading improves our cognitive abilities, our success in school, and our success in the job market, then why are Americans reading less? The Internet acts as a double-edge sword, and is abused to the point where it no longer benefits because it takes time away from other activities, like reading. Mark Bauerlein points out that “the connection between general and intellectual interest and academic performance doesn’t register,” and students' on-line habits are hurting them (54).