Research Paper Assignment Sheet Likes, Dislikes. The Social Media Obsession. “

Research Paper Assignment Sheet
Likes, Dislikes. The Social Media Obsession.
“What Is It? Why Is It Important to Me? What Does It Imply?
Overview
For the Research Paper choose a topic that connects to the broad topic we have discussed in the second half of the course, Likes, Dislikes. The Social Media Obsession by answering these central questions in the Body of the essay,“What Is It? Why Is It Important to Me? What Does It Imply?
This final resarched essay gives you a chance to really stretch your writing muscles and argue your topic in numerous ways to logically persuade your reader. The audience addressed in this essay, your classmates and your professor, are part of an academic community; therefore, the supportive and counterargument(s) which you craft must be relevant to these readers. Remember your sources will be valuable in providing examples or support for your ideas as well as counter arguments or ideas that you will shoot down or dismiss as you argue a particular position (thesis). Essentially, you must argue a position in this essay and use sources to help prove your point.
Style and Structure
Compose an 8-10-page essay writing an argument multi-source essay about a topic that you specify. You should argue a specific point and use sources to help prove your ideas and persuade the reader. Do not simply argue the same point or idea from a source; instead, add your own ideas and perspective to make your argument greater than any one source.
As in your previous formal writing assignments for this course, you are encouraged to use a first-person, singular (“I”) narration for this essay.
As a means of structuring the body of the essay, develop and explore these questions loosely or firmly connected to the Social Media Obsession: “What Is It? Why Is It Important to Me? What Does It Imply? As you answer each question, a clear signal sentence should be included, so your audience knows what question you are answering (estimate about 2 pages per question).
With a bit more length to write, you may use extended examples, more citation and paraphrase and most importantly, discussion amongst your sources. Predictably your essay should have an intro. (including the thesis statement), body, and conclusion, proper MLA formatting throughout, and a Works Cited page.
Required Sources
I am requiring you to use between 8-10 sources for the final draft of this essay; ideally, the 8 sources found for the Annotated Bibliography should be used in the Research Paper. **At least 1 of the assigned materials from this 2nd Unit (the specific titles are listed on p 4). It can be used as a primary source.
Use MLA style when citing a quote and paraphrase from each source to make things clear for the reader—a Works Cited page will also be required. We will review the rules and format in class, but if you have any questions about using someone else’s work in your essay, please check with me first.)
**Assigned Materials for this Unit
One selection from the list below that you were assigned to read or watch for this Unit must be included in your paper.
Bb “Course Content/Week 8 Folder”: Mike Isaac, Sheera Frenkel, and Ryan Mac
“Facebook Struggles to Quell Uproar Over Instagram’s Effect on Teens” (NYT.com Article)
Bb “Course Content/Week 10 Folder”: Fake Famous (HBO Film on FilmsOnDemand Database/Film); Jameel Jaffer and Scott Wilkens “Social Media Companies Want to Co-opt the First Amendment. Courts Shouldn’t Let Them” (NYT.com/Article)
Bb “Course Content/Week 11 Folder”: Paul Bloom and Matthew Jordan “Are We All ‘Harmless Torturers’ Now?” (NYT.com/Article)
The Norton Reader: Jean M. Twenge “Have Smartphones Destroyed a Generation?” pp 582-591; Nicholas Tampio “Look Up from Your Screen” pp 325-333; Laura Shapiro “Instagram Your Leftovers-History Depends on It” pp 623-625; Teresa M. Bejan “The Two Clashing Meanings of ‘Free Speech’” pp 897-903; Lisa Feldman Barrett “When Is Speech Violence?” pp 903-908; Hadar Harris and Mary Beth Tinker “Hate Speech Is Showing Up in Schools” pp 906-908; Erwin Chemerinsky and Howard Gillman “What Students Think about Free Speech” pp 909-913