Text production for Television Viewing (Argumentative) Final Version

Since its invention, television has gained overwhelming product loyalty from people from all walks of life as it is fascinating (Leigh 2001). This is partly due to the fact that consumers can employ it effortlessly. To operate a television set, all the audience need to do is to press the button. It is also easy to search television programs matching with an individual’s tastes and preferences (Rutherford 2002). The high accessibility of television is proven by the estimation that at least one television set is available in more than 90% households in developed nations (Sharif 1999). Nevertheless, it is a fallacy to speculate that only children love television. This is evidenced by both Time Use Surveys conducted by UK and US governments in 2000 and 2003 respectively. Statistics obtained shared the same trend whereby the adults spent the most hours daily during leisure time in watching television programs. However, extensive television viewing among the children has remained controversial as it brings more harm than good.

First of all, watching television programs uncontrollably can adversely affect mental and physical health of the children especially when the programs are inappropriate to be viewed. Their personalities are being molded at such a tender age. Hence, their mentality can be influenced easily by television programs because “seeing is believing”. For instance, the profuse violence content in a show is capable of generating ‘immunity’ towards violence. Violence is thus deemed by the children to be part and parcel of life and an ideal option to deal with problems. Besides that, programs broadcasted like ‘Friends’ have always solved problems within half an hour. Consequently, children have set in mind that life struggles can be overcome easily. However, once the reality is against their will, they become discouraged instantly. Apart from that, kids are physically inactive in front of the idiot box (Sharif 1999). As they indulge in snacks while enjoying television, problems such as unfavourable weight gain and related diseases come in (Rutherford 2002).

Secondly, television viewing is able to shape the behaviour of a child in a negative way. It is a catastrophic disaster when television becomes the only companion of children. Their lives can be jeorpadised when they try to imitate dangerous actions carried out by their favourite characters. Disciplinary problems can occur if they follow the behaviour of a bad character. Furthermore, in most of the movies the roles in life have been narrowed to certain genders. People are being simply categorized. These can lead to unwise attitudes among the children towards others and themselves (Sharif 1999).

Finally, sitting in front of television for the programs broadcasted can also reduce the span of children’s attention upon a task (Sharif 1999). As a result, they cannot concentrate on their homework for a long period of time. Even the educational psychologist has iterated that most of the television-addicts have poor academic achievements at school (Leigh 2001). The indicator of addiction towards television is the withdrawal symptoms when its viewing is forcibly made unavailable (Rutherford 2002). The passive activity has grabbed away the imaginative skills which are essential to spruce up in problem-solving and organizational ability among the future generations (Leigh 2001).

In conclusion, the disadvantages of viewing television outweigh its advantages. Children’s ways of thinking, health, conduct and academic performance can be adversely affected by watching television programs without selection particularly. It is extremely urgent to stop children from taking television viewing as the only option during leisure time since it brings more harm. This can be achieved by introducing more interesting and healthy activities into their lives as they are the future assets governing a nation.