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I would like the rubrics to follow the following draft and you can add or subtra
I would like the rubrics to follow the following draft and you can add or subtract whatever you want from it.
Here is the draft and the rubrics are further down (under the draft)
Impact of Social Media on Youth Mental Health
An Introduction That Includes Specific Detail:
For the past ten years, social media has had a disturbingly negative effect on the mental health of our youth. Ever since the turn of the decade in 2010, it had become standard to use social media as the universal propaganda machine which allowed the entire planet to ask for more – more fake perfection, subconsciously heightening the prevailing attention seeker culture; to the degree that new studies reveal an increased level of anxiety as well as depression. Instagram, TikTok, and Snapchat may be the new kings of teen culture, but each has been closely linked with the skyrocketing rates of anxiety, depression, and other mental health woes currently plaguing teens and young adults worldwide. Most of those are online behaviors and this trend is most visible in connected societies, especially Western countries, where social media is a part of daily life.
A Description of Three Specific Effects of the Problem on the Lives of Individuals:
The effects of social media on mental health are multifaceted, and a full discussion of all the implications requires extensive volumes of discussion. The bulk of the criticisms come from the general featured beauty, success, and overall happiness standards being unrealistic. Consequently, these platforms, more often than not, present an idealized version of life, urging people to fall into the trap of comparing their lives with others, which in turn can turn us into perpetual failures or our lives into something to be dissatisfied with. Over and over, studies have shown that more time on social media relates to higher rates of anxiety and depression in teens. A large study carried out by the Royal Society for Public Health found that as many as 91% of 16-24-year-olds now use social networking sites, demonstrating how widely such tools have infiltrated our lives and the additional potential for impact on users’ mental health (Royal Society for Public Health, 2017, p. 7).
It is notable, however, that in the United States, for example, social media is so widespread among the young population, that even the most reticent research finds that 95% of teenagers have access to such services (Lenhart et al., 2015, p. 9). Almost all teens use social media – 95% of teens reported having access to a smartphone in 2018 and about 45% say they are online “almost constantly” (Auxier et al., 2020, p. 4). The 21st-century theme has been toward an omniconnected society, creating technology to connect people. These compounding effects translate into a 33% increase in the number of self-reported symptoms of major depression from 2010 to 2015 (Twenge et al., 2018, p. 12). This period combines with when this type of social media usage was starting to become widespread, which shows a potential correlation between the growth of these two things. The stakes around these discoveries are high and insist upon preventative work across sectors. It is a matter of greater vigilance on the part of parents and teachers to control the use of the internet by restricting excessive and harmful use and to teach young people to better manage their own consumption, as well as developing critical thinking skills and practicing for ethical and responsible use of what we access on the internet. Mental health professionals have a critical role in offering tailored interventions and support services to adolescents with increased susceptibility to mental health challenges in various platforms.
A Summary of at Least Two Debates on the Issue:
Social media and the damage it does to our youths is a complicated subject. On one hand, social media is a tool that introduces mainly unrealistic beauty standards and comparison culture at large as well as depression and especially the youth. Fans of this point of view refer to literally hundreds of studies in which more and more use of social media is linked to correspondingly more misery and everything from mildly contented moping to full-blown depression. Others argue that at least some social media can create supportive communities and emotional resources for otherwise isolated people, giving them a sense of community and social connection. This viewpoint points out the way forward for social media to foster good relationships and promote good mental health as deployed well.
Another hotly debated element is regulation. The report hopes to inspire calls for stronger regulation of these social media platforms to safeguard their content suitable for young people and to promote digital well-being. These include age-gating, moderation, and digital literacy training. Critics of strict regulation, though, say it would be one step closer to the government limiting free speech, and that more platform-specific moderation is both technically challenging and likely ineffective.
A Discussion of Reasons Why an Audience Should Care About the Problem:
Social media, an inescapable influence on global youth in the 21st century, has greater potential to damage mental health among teenagers than at any time in history. Indeed, these are the challenges that are best suited to being solved at the child level, through a creative and collaborative approach that brings together parents, educators, mental health professionals, and policymakers. Together, they are positioned to create safer digital spaces and empower young people to navigate social media waters that may otherwise put their mental health in an increasingly digital and connected world. Recognizing and addressing these issues is crucial to enabling us to build a more humane future for future generations.
Works Cited:
Auxier, B., Anderson, M., Perrin, A., & Turner, E. (2020). Teens, social media & technology 2020. Pew Research Center. Retrieved from https://www.pewresearch.org/internet/2020/08/14/teens-social-media-technology-2020/
Royal Society for Public Health. (2017). #StatusOfMind: Social media and young people’s mental health and wellbeing. Retrieved from https://www.rsph.org.uk/our-work/campaigns/status-of-mind.html
Twenge, J. M., Joiner, T. E., Rogers, M. L., & Martin, G. N. (2018). Increases in depressive symptoms, suicide-related outcomes, and suicide rates among U.S. adolescents after 2010 and links to increased new media screen time. Clinical Psychological Science, 6(1), 3-17.
Moreno, M. A., & Whitehill, J. M. (2014). Influence of social media on alcohol use in adolescents and young adults. Alcohol Research: Current Reviews, 36(1), 91-100.
O’Keeffe, G. S., & Clarke-Pearson, K. (2011). The impact of social media on children, adolescents, and families. Pediatrics, 127(4), 800-804.
Przybylski, A. K., & Weinstein, N. (2017). A large-scale test of the Goldilocks hypothesis: Quantifying the relations between digital-screen use and the mental well-being of adolescents. Psychological Science, 28(2), 204-215.
Radovic, A., Gmelin, T., Stein, B. D., & Miller, E. (2017). Depressed adolescents’ positive and negative use of social media. Journal of Adolescence, 55, 5-15.
Chou, H. T. G., & Edge, N. (2012). “They are happier and having better lives than I am”: The impact of using Facebook on perceptions of others’ lives. Cyberpsychology, Behavior, and Social Networking, 15(2), 117-121.
FROM THE 10 SOURCES at least have to be 5 scholarly and 2 multimodal
Rubrics: WR 2 Paper 1 Grading Rubric
WR 2 Paper 1 Grading Rubric
OTHER INSTRUCTIONS:
WR 2H
Professor Carrie Goulding
Formal Paper #1: Definition of a Problem (150 points, 15%)
The purpose of this first paper is to describe and define a problem that is meaningful to you and to show your audience (our class) that this problem should be meaningful and relevant to them as well. This paper is the first stage of writing for the Research Paper (so the second and third papers will build on this same problem), as you can see here:
Formal Paper 1
Problem, Effects, Debates
8+ pages, 10+ sources
(month 1)
Your paper should cover these main topics, not necessarily in this order:
A complex definition of your problem;
A description of three specific effects of this problem on the lives of individuals;
A summary of at least 2 debates on your issue made by key stakeholders (scholars, advocacy groups, organizations) interested in your problem;
A discussion of reasons why your audience should care about this problem.
Specific things to shoot for:
Show your audience (our class) that your issue is meaningful and important.
Show you’re really thinking about this problem through the critical evaluation of sources, ideas, and information.
Embrace complexity: identify the non-obvious, more difficult and hard-to-understand aspects of the problem.
Use credible sources appropriate for an academic context to support and develop your ideas.
Your organizational structure should clarify your information and ideas.
Write a minimum of 8 pages, double spaced (not including the works cited).
Use a minimum of 10 sources (at least 5 scholarly and 2 multimodal) fully integrated into your paper.
Format your document and cite your sources in a style that’s appropriate to the academic discipline of your topic.
Use sources in each paragraph of the paper, including the introduction and conclusion.
Your writing should be easy to read and understand, using language and tone that reveals your voice and personality but that is appropriate to an academic context.
Criteria Ratings
This criterion is linked to a Learning OutcomeProblem Definition
Includes a complex definition of your problem, usually at least 2-3 pages
Meets All
Meets Most
Meets Some
Does Not Meet
This criterion is linked to a Learning OutcomeThree Specific Effects
Paper describes three specific effects of the problem on the lives of individuals
Meets All
Meets Most
Meets Some
Does Not Meet
This criterion is linked to a Learning OutcomePaper summarizes two debates about the problem or its effects, using the strategies from They Say/I Say
Meets All
Meets Most
Meets Some
Does Not Meet
This criterion is linked to a Learning OutcomeSo what? Who Cares?
The paper concludes with a discussion as to why the audience should care about the problem, using the strategies from They Say/I Say, “So what? Who cares?”
Meets All
Meets Most
Meets Some
Does Not Meet
This criterion is linked to a Learning OutcomeComplexity
Show you’re really thinking about this problem through the critical evaluation of sources, ideas, and information.
Identify the non-obvious, more difficult and hard-to-understand aspects of the problem.
Meets All
Meets Most
Meets Some
Does Not Meet
This criterion is linked to a Learning OutcomeSources and Text Integration
Use credible sources appropriate for an academic context to support and develop your ideas. Use a minimum of eight sources (at least 4 scholarly and 2 multimodal) and fully integrate these sources into your paper using the strategies for framing quotes and summarizing discussed in They Say/I Say. Any information from a source, or any statement of fact, should be cited with an in-text citation (parenthetical). Use sources in each paragraph of the paper, including the introduction and conclusion.
Meets All
Meets Most
Meets Some
Does Not Meet
This criterion is linked to a Learning OutcomeOrganization
The paper begins with an introduction that captures the readers’ interest and includes concrete information. Paragraphs are less than a page long and are unified around one clear main idea. Paragraphs are connected to each other using the strategies from They Say/I Say.
Meets All
Meets Most
Meets Some
Does Not Meet
This criterion is linked to a Learning OutcomeDocument and Citation Format
Format your document and cite your sources in a style that’s appropriate to the academic discipline of your topic. For most of you, this will be either MLA or APA format.
Meets All
Meets Most
Meets Some
Does Not Meet
This criterion is linked to a Learning OutcomeClarity, Style, Editing
Your writing should be easy to read and understand, using language and tone that reveals your voice and personality but that is appropriate to an academic context. Typos, misspellings, and grammatical errors should be addressed through proofreading.
Meets All
Meets Most
Meets Some
Does Not Meet
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