English 112 Week 5: Topic Selection And Prewriting With Pers

Engl 112 Week 5 Topic Selection Prewriting With Perspective Summary

Choose a topic from the provided list or a personally significant one, narrow it down by researching different perspectives, and identify your audience to develop your angle. Respond to five questions: 1) Brainstorm five questions about your chosen topic to narrow its scope; 2) Explain why the topic is important to you and how it affects you; 3) Summarize at least two opposing viewpoints, citing credible sources in APA style; 4) Describe your intended audience and how you'll tailor your writing to them; 5) Decide on a specific issue within the topic, state your position, and formulate a working thesis, ideally phrased as a "should" or similar question.

Paper For Above instruction

My chosen topic is the impact of social media on mental health among teenagers. This subject interests me because I have observed the effects of social media on my peers and have experienced some of these influences firsthand. I believe understanding this relationship is crucial, especially in an era where social platforms dominate daily interactions. Personally, I hope to explore strategies to mitigate negative effects and promote healthier social media habits among youth, which could ultimately influence policy recommendations and educational efforts.

The current debate about social media's effect on teenagers presents two contrasting viewpoints. Proponents argue that social media provides vital opportunities for social connection, self-expression, and access to information, which are essential for adolescent development. According to Oberst et al. (2017), social media can enhance peer support and reduce feelings of isolation when used appropriately. Conversely, critics highlight the detrimental consequences, such as increased anxiety, depression, and cyberbullying, which can severely affect mental health. Twenge et al. (2018) point out the correlation between high social media use and rising rates of depression among teens, emphasizing the need for moderated use and parental supervision. These viewpoints demonstrate the complexity of social media's influence and the importance of nuanced dialogue.

In considering my audience, I believe my primary readers will include educators, parents, mental health professionals, and teenagers themselves. Educators and parents might seek practical guidance on how to address social media's challenges within their respective spheres, while mental health practitioners could look for evidence-based insights to inform interventions. Teenagers, as direct users, may seek understanding and validation of their experiences. To effectively communicate with these diverse groups, I will adopt a balanced tone—respectful and informative for professionals, conversational and engaging for teenagers—and structure my arguments to highlight both the benefits and risks of social media. Recognizing their backgrounds and interests allows me to craft a message that is accessible and persuasive across these varied readerships.

Within this broad topic, I will focus on the question: "Should parents and educators enforce stricter boundaries on teenagers' social media use to protect mental health?" My thesis argues that stricter regulation is necessary because excessive social media use correlates with mental health problems, and informed boundaries can foster healthier online behaviors. This perspective aligns with the growing call for digital literacy education and parental supervision as preventive measures. As my angle, I will explore evidence suggesting that moderation, guided by informed boundaries, can mitigate adverse effects while preserving social media's benefits. Consequently, my paper will advocate for policy changes and practical strategies aimed at promoting balanced social media use among teens, ultimately aiming to influence parents and educators to implement stricter, informed boundaries.

References

  • Oberst, U., Wegmann, E., Stodt, B., Shen, L., & Brand, M. (2017). Characterizing social media use in adolescents: Benefits and risks. Cyberpsychology, Behavior, and Social Networking, 20(3), 149–155. https://doi.org/10.1089/cyber.2016.0530
  • 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 social media use. Clinical Psychological Science, 6(1), 3-17. https://doi.org/10.1177/2167702617723376
  • Keles, B., McCrae, N., & Grealish, A. (2020). A systematic review: The influence of social media on depression, anxiety, and psychological distress in adolescents. Australian & New Zealand Journal of Psychiatry, 54(6), 574-585. https://doi.org/10.1177/0004867420937565
  • Reer, F., et al. (2020). Social media use and mental health: A review of cross-sectional and longitudinal studies. Current Psychiatry Reports, 22, 59. https://doi.org/10.1007/s11920-020-01106-y
  • Lee, S. Y. (2014). Online communication and adolescent social links: The mediating role of social media. New Media & Society, 16(4), 554-570. https://doi.org/10.1177/1461444813518188
  • Riehm, K. E., et al. (2019). Associations between time spent using social media and internalizing and externalizing problems among U.S. youth. JAMA Psychiatry, 76(12), 1266–1273. https://doi.org/10.1001/jamapsychiatry.2019.2325
  • Orben, A., & Przybylski, A. K. (2019). The association between adolescent well-being and digital technology use. Scientific Reports, 9, 1-11. https://doi.org/10.1038/s41598-019-47767-4
  • Fardouly, J., et al. (2018). Social media and body image concerns: Recent research and future directions. Current Opinion in Psychology, 9, 59-65. https://doi.org/10.1016/j.copsyc.2015.09.005
  • Marwick, A. E., & Boyd, D. (2014). It’s complicated: The social lives of networked teens. Yale University Press.
  • Lenhart, A. (2015). Teens, social media and technology overview 2015. Pew Research Center. https://www.pewresearch.org/internet/2015/04/09/teens-social-media-technology-2015/

Related Assignments