Posted: September 20th, 2022

English composition.

social mediaage

Approved topic: Use of social media in early age

Some Questions:

• How is social media regulated?

• What should be the reasonable age for a person to start using social

• Are parents concern about their children using social media?

This assignment is worth 25% of your Project 1 grade. Therefore, you need to take a
little more care with this assignment and take the time to do it carefully. Please see the
assignment sheet if you have questions.

Rhetoric is a part of all communication. Therefore, when we do research, we have to be
aware that all the sources we are using are rhetorical. Some of the questions we should
ask are: How is this source establishing it’s credibility/authority? Is that authority
appropriate in this context? What is the purpose this writer had for writing this source?
Who was their audience? How does all of that affect the message? How did the context
shape what the writer could share? How does this text participate in the larger
conversation? Is this text useful for my purposes or should I consider a text that made
different choices?

Step 1:
This activity asks you to practice a number of skills you will need as an effective writer
and researcher including source selection, rhetorical analysis, and summary. To start,
you will find two sources on your approved topic. The two sources should be different
from each other in terms of at least one of the following: audience, purpose, genre. For
example, you can find a persuasive source and an informative source (that would be
two different purposes); or you can find a source that’s written for scientists and one
that’s written for a general audience; you can find one that’s a newspaper article, and
one that’s a scholarly journal (that would be two different genres). Once you’ve found
two sources that share at least one major difference in audience, purpose, and genre,
and which are both discussing your topic, you’ll read both of them and complete the
summary and analysis described in Steps 2 and 3 below.

• Note: as discussed in the assignment sheet for your Unit 1 project, you must find
sources that actually build on your knowledge and understanding of your topic in
interesting ways. At the end of this unit, you will be required to narrow your topic
significantly. Please be sure to do the following: a) find sources that answer
questions for you (remember that information gathering must be driven by

questions) and b) find sources that are interesting to you (“research creatively”),
and c) find sources that make good use of your time (“research efficiently”).

Step 2:
• Summarize each of your sources.

◦ Note: Summaries follow a very particular structure. In other words, there
are “rules” for writing a good summary. If you want help making sure your
summary is correct, you can find more information on the Writing a
Summary Page

• Then, discuss how their arguments compare: What do they agree on? How did
they build on each other? What did you learn from one source that you didn’t
learn from the other source? Which do you think was most useful to helping you
understand the topic and why? Was that related to the information included, or
the way that information was “packaged”?

Step 3:
Analyze the rhetorical choices made by each text, paying particular attention to how the
sources are different from each other. You’ll want to consider how they are different (in
terms of audience, purpose, and genre), what stylistic choices they make, and how their
differences shape how these texts can participate in the conversation. To help you write
your answer in this section, please see these guiding questions, which I have provided
for you. Please use specific examples from the text to support your analysis. Your
answer to this section should be at least 300 words long.

• Note: Include the link for your source or include it as an attachment.

This assignment is worth 25% of your Project 1 grade. Therefore, you need to take a
little more care with this assignment and take the time to do it carefully. Please see the
assignment sheet if you have questions.

When we are interested in a topic, we are often attracted to social media posts about
the topic. While there is a lot of misinformation and disinformation on social media,
social media can be used for our research—particularly as a starting point.

This activity has two main goals that are intended to improve your research and
rhetorical skills. First, you will practice fact-checking a social media post. Second, you
will practice using that social media post as a starting point for finding more information.

Step 1:
Find a social media post or text about your approved research topic. ( Use of social
media at early age) In this case, social media will be defined as any interactive site
(one that allows you to comment, like, or share). Try to pick a post that is relevant to the
part of your topic you are most interested in. For example, if I’m interested in gun
control, specifically as it relates to mass shootings on school campuses, then I would
want to find a post about guns, mass shootings, and schools. (Note: if it’s a series of
posts—such as a threaded Tweet or a Tik Tok with multiple parts, you may discuss the
entire series.)

Step 2:
Share a link or screenshot of your chosen social media post and then analyze this text
or series of texts. Please write at least 250 words. I have provided some guiding
questions for you, in order to help you write an effective analysis on the Guiding
Questions for Researching Rhetorically 2 page.

Guiding Questions for Researching Rhetorically 2:

• Analyze the genre, purpose, and audience of the text you’ve chosen. Where is
this text published or made public? Who is the specific intended audience? What
is the purpose of this text?

• Rhetorically analyze the text you’ve chosen: What stylistic choices do they
make? What content choices? What choices regarding images, layout, etc? How
do such choices relate to their rhetorical purpose/s? How are they trying to affect
change, attract participants, etc.?

• Based on the social media post(s) you’re analyzing, how does this social media
platform seem to impact the rhetorical aspects of this text? In other words, how
does the fact that this text is on social media impact the way that this text
engages with its audience and/or achieves its purpose? How does this compare
to the other texts you discussed in Researching Rhetorically 1?

• How does the message in this text align or not align with the texts about your
topic? In other words, what are some connections you notice between this social
media text and the ones you analyzed in Researching Rhetorically 1?

• How does this source use evidence? Is it reliable? Why or why not? What kind of
information is given?

• How does this source participate in a larger conversation with the other sources
you looked at?

• What did you learn from this source that you did not know from the previous
sources? Did you learn something new about your movement or organization? In
what ways does this source build on or contradict the other sources? How does
the genre/medium affect the source’s argument?

Step 3:
Pick a few claims (facts, statistics, arguments) made in the social media text and fact
check that information. Find a reliable source that either confirms or disproves that
information. Use the following checklist to help you make sure that your source is

(Links to an external site.)

A) Share the link to the text you found as a result of your investigation (not the social
media post, but the source or sources you used to fact-checked the claims). Following
the checklist above, discuss at least one detail from your source that establishes each
of the following: Authority; Purpose; Accuracy and Verifiability; Currency and
Relevance. If you can’t establish all four of these criteria, consider using a different

B) Then explain what you found. Use the Guiding Questions for Researching
Rhetorically 2 page for help.

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