ENG 122 Week 5 Final Research Paper

Literature Review: What the Research Shows

Studies in cognitive psychology consistently report that multitasking increases errors and reduces deep processing. When learners shift between a reading assignment and unrelated digital content, they interrupt the mental model needed to understand a writer’s claims. Composition scholars build on that research by describing how surface-level reading leads to formulaic writing. Without sustained attention, students quote sources without analysis and rely on generic topic sentences rather than argumentative claims. As a result, their essays often read like stitched summaries rather than an ENG 122 research paper that synthesizes evidence.

Research on online learning adds another layer. Online students have more flexibility but fewer built-in routines, which means the course design must intentionally support focus. Writing studies emphasize that when instructors provide clear milestones, students are more likely to draft early, revise thoughtfully, and incorporate feedback. In other words, the environment can either enable distraction or create guardrails that encourage sustained engagement with sources. This paper uses those findings to argue that effective writing outcomes require a partnership between student self-management and course structure.

Context for UAGC ENG 122 Week 5

UAGC ENG 122 Week 5 typically asks students to deliver a final paper with a credible thesis, multiple scholarly sources, and a clear organization. The course outcomes emphasize source evaluation, rhetorical awareness, and logical argumentation. Those goals align with the broader purpose of the final paper, which is to demonstrate that the writer can move from reading to argument. The stakes are high because the assignment is worth 40% of the final grade, and it often serves as a capstone for the composition sequence.

This ENG 122 research paper therefore focuses on measurable effects of attention on writing quality. The topic is relevant to online learners who use Canvas for coursework and balance education with work or family responsibilities. By selecting a topic tied to the online learning experience, the argument remains grounded in the lived realities of the audience while still engaging scholarly research about attention, cognition, and writing pedagogy.

Analysis: How Distraction Alters Writing Quality

The first effect of digital distraction is weakened critical reading. Critical reading requires asking questions about a source’s claims, methods, and assumptions. When students read in short bursts, they often miss key qualifiers and theoretical frameworks. This leads to inaccurate summaries and weak evidence in the final draft. The argument suffers because the writer cannot explain how sources connect to the thesis, which is a central expectation in ENG 122.

The second effect is fragmented argument structure. A strong academic paper develops a line of reasoning across paragraphs. When a writer frequently stops and starts, transitions become abrupt, and paragraphs shift in direction without clear logical ties. This pattern appears in many online essays, where each paragraph restates the topic rather than advancing a claim. The thesis might be ambitious, but the body lacks the sustained focus needed to prove it. Distraction, then, directly weakens coherence and overall persuasiveness.

A third issue is reduced revision quality. Revision requires the writer to step back, evaluate the argument, and check whether evidence aligns with the thesis. Students who are distracted often treat revision as surface editing: changing a few words or fixing grammar without rethinking structure. The result is a polished but shallow paper. This is a serious problem for English Composition II because the course expects analytic depth and a clear rhetorical purpose.

Counterargument: Multitasking as a Modern Skill

Some researchers and students argue that multitasking is an adaptive skill in digital environments. They claim that the ability to move between tasks helps learners manage information efficiently. While this view recognizes modern realities, it does not eliminate the cognitive costs of task switching. Even when students feel productive, attention becomes divided, and complex tasks like synthesis suffer. The evidence supports the conclusion that the quality of academic writing declines when focus is split across multiple stimuli.

A more balanced approach recognizes that technology is not the enemy but the context. Students can use digital tools to organize sources, track citations, and outline arguments. The issue is not digital access itself; it is unstructured exposure to interruptions that erodes the sustained attention needed for strong writing. This distinction helps the paper avoid a simplistic anti-technology stance and instead argue for intentional use of tools.

Strategies for Students: Building Focused Writing Habits

Research-based strategies can reduce the impact of distraction. First, students can create reading sessions that separate source review from drafting. When reading is focused, annotation is more effective and summaries become more accurate. Second, writing sessions can follow a staged process: outline, draft, revise, and finalize. Each stage has a clear goal, which reduces the impulse to switch tasks. Third, writers can use digital tools in a controlled way by disabling notifications or using focus timers.

These habits are not merely productivity tips; they directly improve the quality of an ENG 122 research paper by enabling a consistent argument. When sources are reviewed carefully, students can identify points of agreement and conflict between authors. That analysis strengthens the thesis and helps the writer explain why certain evidence matters. Focused habits also support revision because the writer can evaluate structure and logic rather than merely correcting grammar.

Strategies for Course Design: Supporting Student Success

The course structure can also reduce distraction. Instructors can provide staged deadlines, such as a proposal, annotated bibliography, and draft submission. This encourages students to begin early and prevents last-minute writing, which often leads to rushed and unfocused work. Clear rubrics and example papers help students understand expectations and reduce the uncertainty that can lead to procrastination.

Additionally, discussion boards can be used to reinforce engagement with sources. When students summarize a source in a forum and respond to classmates, they practice synthesis in smaller steps. Those interactions create accountability and help students see how their research connects to a broader conversation. In a course like ENG 122, these scaffolds support rhetorical awareness and make the final research paper more coherent.

Implications for Academic Integrity and Voice

Distraction also affects academic integrity because students who are overwhelmed may rely on patchwriting or uncritical paraphrase. When time is fragmented, writers may copy passages or rely too heavily on quotations without analysis. By building focused writing practices, students strengthen their own voice and reduce the temptation to misuse sources. That aligns with UAGC standards for ethical writing and reinforces the learning outcomes of English Composition II.

A focused approach also helps students develop a credible academic voice. The thesis becomes more precise, the evidence is interpreted rather than pasted, and the conclusion can articulate why the research matters beyond the classroom. These elements are central to a strong ENG 122 research paper and reflect the critical thinking skills the course aims to develop.

Conclusion: Argument Restated and Applied

Digital distraction is not a minor inconvenience; it is a structural barrier to the kind of deep reading and synthesis required for academic writing. The evidence shows that attention fragmentation weakens comprehension, coherence, and revision quality. However, the problem is not inevitable. Students can adopt intentional reading and drafting habits, and instructors can design courses with milestones that encourage sustained engagement.

For learners completing UAGC ENG 122 Week 5, the final paper is an opportunity to demonstrate critical reading and persuasive writing. By treating focus as a skill to be practiced, students can produce a stronger argument and show mastery of composition outcomes. This ENG 122 research paper example illustrates how a thesis-driven approach, careful synthesis, and deliberate structure can meet the standards of English Composition II while addressing a topic that directly affects online learners.

Works Cited (Sample Sources)

American Psychological Association. Publication Manual of the American Psychological Association. 7th ed.

Carr, Nicholas. The Shallows: What the Internet Is Doing to Our Brains. W. W. Norton, 2010.

Junco, Reynol. "The relationship between multitasking and academic performance." Computers & Education, vol. 56, no. 1, 2011, pp. 210-216.