Social Media’s Effect On Young Women

Assignment Snapshot:

Due Date: See the Social Media’s Effect On Young Women assignment due date in the Course Schedule/Syllabus

Format: MLA

Length: 3.5 pages (~1000 words) Times New Roman, 12 pt font, double spaced + a Works Cited page

Sources: At least 2 credible sources, cited in MLA

File Format: Files should be submitted as doc, docx, pdf, or rtf.

Extra Credit: +5 points extra credit for meeting with a Writing Center coach about the draft

Purpose:

Interesting situations happen all the time, both in your life and around the globe. However, it is sometimes difficult to parse all the causes that led to a situation and all of the effects or implications of that situation. For example, consider all of the articles written about why a particular team won the Super Bowl or why certain players will be traded or coaches fired after a losing season. Journalists get paid to help their viewers understand the issues better by looking into the causes of an event (Why was one person elected over another?) as well as the effects (How did/will this law affect citizens?)

For this Social Media’s Effect On Young Women assignment, your goal is to help you and your readers understand a situation or event better by explaining the causes and effects that you have observed and researched. You may limit your essay to the causes or the effects, or you may include both but emphasize one more than the other. What you choose will be determined by your topic.

Audience:

You are writing to someone who is interested in this event. They may be a fellow researcher, an elected official, or someone who is simply interested in learning something new. Your writing should be professional and informative.

Process:

1. Brainstorm: What are some events or situations that have affected you or someone you know? Consider policies, laws, attitudes, or general challenges. Chapter 7 of the Bedford guide has a lot of topic examples that might help you decide.
2. Find your focus: From your list, find an item that seems important to you that also might impact others. It doesn’t need to be an earth-shattering topic to write a good paper. It should be something that you are familiar with and are interested in.
3. Consider your audience: What are the different groups affected by this? Who would be interested in knowing more about the topic? What is their general familiarity with the issue? These questions will help you decide how to write about the topic and what your audience needs to know.
4. List causes and effects: Brainstorm all of the possible causes and effects. Then consider which are immediate and which are remote. Begin to organize them into a logical sequence. Determine whether you want to emphasize the causes or the effects.
5. Improve your case: What additional research and information will help you inform your readers? Where do you need more material and what kind of information do you need?
6. Draft, revise, edit: Now that you’ve done all this thinking, planning, and researching, draft your essay, get feedback, and make continual improvements.

 

Grading Criteria

Explanation of Rubric Scale

• Mastery (A) – The writer has demonstrated the highest level of ability in the specific writing skill.
• Advanced (A/B) – The writer has exceeded expectations of ability in the specific writing skill.
• Proficient (B) – The writer has demonstrated competency in the specific writing skill.
• Emerging (C) – The writer is meeting expectations in the specific writing skill but needs to continue developing skills.
• Not Yet (D) – The writer has provided evidence for assessment but has not yet reached basic expectations for skill.
• Incomplete (F) – The writer has not provided enough evidence to assess proficiency in the skill.

Social Media’s Effect On Young Women Rubric

	Mastery (A)	Advanced (A/B)	Proficient (B)	Emerging (C)	Not Yet (D)	Incomplete (F)
Focus, Purpose, Thesis (20 points)	Engaging and full development of a clear, complex thesis that addresses the assignment prompt. The thesis is clearly stated at the end of the introduction. The essay is focused on developing a single thesis. (20 points)	A competent and clear thesis that shows an understanding of the assignment prompt. The thesis is clearly stated at the end of the introduction.  The essay is focused on developing a single thesis. To reach mastery, the thesis needs to be more complex or in-depth. (19-18 points)	The thesis is explicitly stated at the end of the introduction but may be too broad or too simplistic. the essay is mostly focused on developing a single thesis, but some ideas may only indirectly support the thesis. The thesis and essay directly address the assignment prompt.  To reach advanced, be more specific and in-depth with the thesis. (17-16 points)	The thesis is implied and not directly stated. The thesis may be too broad or too simplistic and may be misplaced in the introduction. the essay is focused on developing a thesis, but some ideas may not clearly support the thesis. The essay addresses the essay prompt. To reach proficiency, the thesis needs to be explicit, and all paragraphs should be focused on the thesis. (15-14 points)	The thesis is implied or missing. Some paragraphs are related to the thesis, but some paragraphs are off-topic. To reach emerging, read the assignment prompt and revise the essay to address the assignment and support the thesis. (13-12 points)	The thesis is missing or not clearly stated. Ideas are too simplistic or misunderstand the assignment prompt. To reach emerging, meet with your instructor to review assignment instructions. (11-0 points)
Ideas, Support, and Development (25 points)	Consistent evidence with originality and depth of ideas. Ideas work together as a unified whole. The main points are sufficiently supported with evidence and examples. Support is valid and specific. Evidence is clearly explained and applied to the thesis. The essay meets or exceeds the required length. (25 points)	Ideas are supported sufficiently with evidence and examples. Support is sound, valid, and logical. Essays meet the length requirement. To reach mastery, make sure evidence is consistent in every paragraph and that explanations of how the evidence supports the thesis are provided. (24-23 points)	The main points and ideas are supported with evidence. The development of ideas and support is inconsistent. Explanations are inconsistent. The essay meets the length requirement. To reach advanced, provide more evidence to develop ideas more deeply. (22-20 points)	The main points and ideas are mostly supported with evidence. Support is not sufficient or specific. The essay does not completely meet length requirements, indicating that ideas need more development and support. To reach proficiency, provide more evidence and explanations for ideas, or identify another main idea. (19-18 points)	Support for ideas is insufficient, non-specific, and/or irrelevant. The essay does not meet length requirements, indicating that ideas need more development and support. To reach proficiency, provide more evidence and explanations for ideas, or identify another main idea. Meet with your instructor. (17-15 points)	Support for main ideas is missing. There are frequent illogical generalizations without support. To improve skills, meet with your instructor. (14-0 points)
Structure and Organization (25 points)	The organization is sequential and appropriate for the assignment. Paragraphs are well-developed and include topic sentences and concluding sentences. Ideas are linked with effective transitions. (25 points)	The organization is sequential and appropriate for the assignments. Paragraphs are well-developed and sentence order is logical. To reach mastery, improve transitions or the sophistication of topic and concluding sentences. (24-23 points)	Clear and competent organization. One paragraph may be misplaced. The paragraph structure is mostly organized, but simplistic. Transitions are inconsistent. To reach advanced skills, consistently use transitions, and make the topic and concluding sentences more complex. (22-20 points)	The order of ideas is mostly clear. One paragraph may be misplaced. Paragraph structure is simplistic or inconsistent with missing topic sentences or concluding sentences. Transitions are inconsistently used. To reach proficiency, review paragraph structure lecture and work on applying MEAL concepts. (19-18 points)	Organization, while attempted, was unsuccessful. Paragraphs are simple, formulaic, and disconnected. Paragraphing may be inconsistent. There are no transitions or clear sequences. To meet proficiently, meet with your instructor to review paragraphing and outlining. (17-15 points)	The organization of ideas is confusing or unclear. There are no clear paragraphs and paragraphing is inconsistent. Transitions are missing or illogical. To meet proficiently, meet with your instructor to review paragraphing and outlining. (14-0 points)
Audience, Tone, and Point-of-View (15 points)	Clear discernment of a distinct audience that is appropriate for the assignment as evidenced through word choice, evidence, and tone. (15 points)	Effective and accurate awareness of the general audience; tone and point of view are satisfactory. To reach mastery, develop wording or evidence for a more specific audience. (14 points)	Effective and accurate awareness of the audience. Tone and point-of-view may not be consistent or refined. To reach advanced, check your use of pronouns, point-of-view, or vocabulary. (13-12 points)	Inconsistent sense of audience related to assignment purpose. The tone and point of view are not refined or consistent. To reach proficiency, make sure your pronouns and point of view are consistent. Revise your explanations and evidence with your audience in mind. (11 points)	Lacks awareness of an audience for assignment. Tone and point-of-view may be too casual for the audience as evidenced by inappropriate slang and simplistic or confusing evidence. To reach proficiency, meet with your instructor. (10-9 points)	There is no evidence of awareness of the audience as appropriate to the assignment. The tone and point of view are inappropriate. To reach proficiency, meet with your instructor. (8-0 points)
Sentence Structure and Mechanics (15 points)	Sentence structure is varied in style and length. The essay is virtually free of punctuation, spelling, and capitalization errors. (15 points)	Effective and varied sentence structure. Few punctuation, spelling, or capitalization errors. Errors, if any, are due to a lack of careful proofreading and do not inhibit understanding. To reach mastery, review marked issues and consult the Everyday Writer Handbook. Allow time for proofreading. (14 points)	Sentences are varied. There may be some errors in sentence constructions and non-standard syntax usage. Some punctuation, spelling, or capitalization errors.  To reach advanced, review marked issues and consult the Everyday Writer Handbook. Visit the Writing Center. (13-12 points)	Formulaic or repetitive sentence patterns. Some errors in sentence construction and non-standard usage. Contains several punctuation, spelling, or capitalization errors. Errors may impact meaning in a few places.  To reach proficiency, meet with the instructor and make an appointment with the writing center. (11 points)	Sentences are formulaic or repetitive. There are many sentence-structure errors. Contains many errors in punctuation, spelling, and capitalization. Errors interfere with meaning.  To reach proficiency, meet with the instructor and make an appointment with the writing center. (10-9 points)	Simple sentences are used almost exclusively. Frequent errors in sentence structure. There are many serious errors in punctuation, spelling, and capitalization that severely interfere with meaning. To reach proficiency, meet with the instructor and make an appointment with the writing center. (8-0 points)