Doug Johnson How To Stop The Bullies Analysis

Safer Social Networks
Emily Bazelon’s “How to Stop the Bullies” first appeared in The Atlantic in March 2013. In this essay Bazelon, shows the real life of the ‘Gossip Girls’ with some conflict on the social network, Facebook. In addition, Doug Johnson’s “Staying Safe on the Read-Write Web” first appeared in the Library Media Connection in March 2008. In this essay, Johnson aims to convince his reader to be safe on the social networks especially teenagers. The articles “How to Stop the Bullies” by Emily Bazelon and “Staying Safe on the Read-Write Web” by Doug Johnson argue using classical appeals that social networks should be safe from cyberbullying and how to prevent and stop it; however, Doug Johnson offers a more effective argument.
Johnson and Bazelon use
some strong arguments to support their articles, which are very effective in persuading their audiences. Their logic on the reality on social networks is a part of their logos. Johnson shows his knowledge and experiences as an author of books and magazines about computer usage of youth ages, while Bazelon researches and reports about bullying in a book. Both Bazelon and Johnson also appeal pathos by show their capability of understanding the audiences’ thoughts and feelings. First, in Bazelon’s article she only uses few logic that makes her argument not effective.
She states “The angst and ire of teenagers is finding new, sometimes dangerous expression online … parents and school feel powerless to stop” but still, there is the way to stop the bullies from the social network, Facebook (Bazelon 82). But unfortunately, she uses one logical piece of information without further explanation. Actually, in the real life, “social network … requires its users to sign up with their real names”; but in this problem about the ‘Drama Queen’ who do not reveal real identity (Bazelon 82). Bazelon argues this problem is not in the appropriate way and there should be a solution. On the other hand, in Johnson’s article he states “Social networking sites like MySpace and Facebook are online spaces where users can easily post information” and “Fifty-five percent of all online American youths ages 12-17 use online social networking” (48). His arguments showed that young people are more likely to use the social networks, and also use to video tagging and share comments, the users are need to be careful because “[cyberbullying defines] as ‘sending or posting harmful or cruel text…’” (Johnson
48). Next, Johnson and Bazelon lists all the facts and statistics from credible sources; the authors not only make the reader trust their argument, but also to give the audiences information which can become the credible source for their research or studies. Johnson provides “Teens often use the Internet in several locales, especially home and school” to presents survey from the credible source in his article (50). He also shows credibility and understanding in social networking, particularly the usage of social networks in inappropriate ways, such as cyberbullying. On the other hand, Bazelon includes “The 2011 Pew report found that 15 percent of social-media users between the ages of 12 and 17 said [they had] been harassed online…” (84). This represents how children between the ages of 12 and 17 are bullied in the social networks. In addition, “In 2012, Consumer Reports estimated that 800,000 minors on Facebook had been bullied or harassed …” (Bazelon 84). By including the credible surveys from the Consumer Reports in her article, she shows the understanding with the social networks problems in real life, especially teens and preteens ages. Besides logos and ethos, the writers also appeal pathos to connected with audiences’ feeling. Most of Bazelon’s argument appeals pathos by giving an example of the problem about bullying on social networks. For instance, “specially created e-mail address that [did not] reveal her identity” then “she was free to pass along the cruel gossip without personal consequences” in this example she shows that everyone can get in touch with bullying with the fake identity (Bazelon 82). On the other side, Johnson gives three examples in the beginning of his article, which is very effective to make the reader know the matter in reality with social networks, and also make a point to the reader to have sympathy with bullying problems. Before posting something to the social networks, the users should think about the consequences about it, like “Linda [was] removed from the varsity volleyball team after she puts a pictures of herself drinking at the party on her Facebook site” (Johnson 48). In addition, “Miguel is devastated by a [website] that personally denigrates him [that has] been created by an unidentified bully”, this example really makes a point that the victims are in the edge (Johnson 48). In conclusion, Both Johnson and Bazelon used classical appeals in their articles about cyberbullying in social networks. Bazelon makes a strong argument in pathos, but unfortunately, she does not emphasize at logos and ethos. On the other side, Johnson has a good point at logos, ethos and pathos. As a result, Johnson offers a more effective argument compared to Bazelon’s, because Johnson uses balanced classical appeals in his article.
Work Cited
Bazelon, Emily. “How to Stop the Bullies.” The Atlantic 311.2 (2013): 82-90. Academic
Search Complete. Web. 30 Sep. 2013.
Doug, Johnson. “Staying Safe on the Read-Write Web.” Library Media Connection 26.6
(2008): 48-52. Academic Search Complete. Web. 30 Sep. 2013.