Ressources · 1ʳᵉ · Anglais (LVA)
Argumenter à l'écrit : essay et article
Maîtriser les écrits argumentatifs (essay, article) du programme de Première — structure, connecteurs logiques et registre soutenu
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Cette activité de compréhension sur « Argumenter à l'écrit : essay et article » en première entraîne à lire, analyser et répondre à des questions en anglais (LVA). Elle suit le programme officiel de première. Au programme : Qu'est-ce qu'un écrit argumentatif en anglais ?, Structure de l'essay (For and Against / Opinion), Rédiger une introduction efficace : hook et thesis statement, Développer un paragraphe : topic sentence, arguments, exemples. Lis le document, réponds puis vérifie immédiatement tes réponses pour progresser. Un bon moyen de travailler la méthode, d'enrichir son vocabulaire et de préparer les contrôles. Ressource gratuite proposée par un professeur particulier à Marseille pour réussir en anglais (LVA) en première.
1Lisez cet article extrait d'un magazine anglophone pour jeunes, puis répondez aux questions de compréhension et d'analyse.
The Digital Classroom: Opportunity or Illusion?
By Sarah Chen, Young Voices Magazine
Walk into any classroom today and you will find students staring at screens as much as at blackboards. Digital technology has undeniably transformed education: online platforms offer interactive lessons, instant feedback and access to resources once reserved for university libraries. Advocates argue that technology levels the playing field, giving students from all backgrounds equal access to quality content.
Yet the picture is far from straightforward. Research published by the London School of Economics suggests that the presence of smartphones in classrooms is associated with lower academic performance, particularly among already disadvantaged pupils. "Technology is a tool, not a teacher," argues Dr. Amara Singh, an education specialist at the University of Edinburgh. "Without proper guidance, screens can become a source of distraction rather than enlightenment."
Furthermore, the so-called 'digital divide' remains a pressing concern. While affluent schools invest in the latest tablets and high-speed broadband, many underfunded institutions lack the infrastructure to make technology work effectively. The result is a paradox: a tool designed to reduce inequality may, in practice, deepen it.
Nevertheless, dismissing digital technology entirely would be short-sighted. The key lies in balance: integrating screens where they genuinely add value — coding, research, creative projects — while preserving space for critical thinking, discussion and human connection. As always, it is not the tool itself that determines outcomes, but how wisely we choose to use it.
By Sarah Chen, Young Voices Magazine
Walk into any classroom today and you will find students staring at screens as much as at blackboards. Digital technology has undeniably transformed education: online platforms offer interactive lessons, instant feedback and access to resources once reserved for university libraries. Advocates argue that technology levels the playing field, giving students from all backgrounds equal access to quality content.
Yet the picture is far from straightforward. Research published by the London School of Economics suggests that the presence of smartphones in classrooms is associated with lower academic performance, particularly among already disadvantaged pupils. "Technology is a tool, not a teacher," argues Dr. Amara Singh, an education specialist at the University of Edinburgh. "Without proper guidance, screens can become a source of distraction rather than enlightenment."
Furthermore, the so-called 'digital divide' remains a pressing concern. While affluent schools invest in the latest tablets and high-speed broadband, many underfunded institutions lack the infrastructure to make technology work effectively. The result is a paradox: a tool designed to reduce inequality may, in practice, deepen it.
Nevertheless, dismissing digital technology entirely would be short-sighted. The key lies in balance: integrating screens where they genuinely add value — coding, research, creative projects — while preserving space for critical thinking, discussion and human connection. As always, it is not the tool itself that determines outcomes, but how wisely we choose to use it.
2Questions
Q1 What is the main topic of this article?
Q2 According to the article, what does LSE research suggest about smartphones in classrooms?
Q3 What does Dr Amara Singh mean by 'Technology is a tool, not a teacher'?
Dr Singh means that technology cannot replace a human teacher's guidance. Without proper instruction and context, digital tools may distract students rather than help them learn.Q4 Explain in your own words what the 'digital divide' refers to in the context of this article.
The 'digital divide' refers to the gap between well-funded schools that can afford modern technology and underfunded schools that lack the necessary infrastructure. This means that technology, rather than reducing inequality, can actually make it worse.Q5 Find two discourse markers in the article and explain the logical relationship they express.
1. 'Yet' (paragraph 2) expresses contrast/opposition: the author introduces a counter-argument after presenting the benefits. 2. 'Furthermore' (paragraph 3) adds an additional argument to reinforce the point being made.Q6 Is the author of this article for or against the use of technology in schools? Justify with elements from the text.
The author is neither fully for nor against. They present a balanced view: they acknowledge the benefits (access to resources, interactive lessons) but also highlight the risks (distraction, digital divide). The conclusion suggests a nuanced position: technology should be used wisely and selectively, not banned or adopted uncritically.Voir le corrigé
- the use of digital technology in education
- they are associated with lower academic performance
- Réponse libre — exemple : Dr Singh means that technology cannot replace a human teacher's guidance. Without proper instruction and context, digital tools may distract students rather than help them learn.
- Réponse libre — exemple : The 'digital divide' refers to the gap between well-funded schools that can afford modern technology and underfunded schools that lack the necessary infrastructure. This means that technology, rather than reducing inequality, can actually make it worse.
- Réponse libre — exemple : 1. 'Yet' (paragraph 2) expresses contrast/opposition: the author introduces a counter-argument after presenting the benefits. 2. 'Furthermore' (paragraph 3) adds an additional argument to reinforce the point being made.
- Réponse libre — exemple : The author is neither fully for nor against. They present a balanced view: they acknowledge the benefits (access to resources, interactive lessons) but also highlight the risks (distraction, digital divide). The conclusion suggests a nuanced position: technology should be used wisely and selectively, not banned or adopted uncritically.
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