Exercise 1: Rhetorical Summary After Reading The Essay By Or ✓ Solved

Uexercise 1 Rhetoricalsummaryafter Reading The Essay By Orenstein

Uexercise 1 Rhetorical summary after Reading The Essay By Orenstein

Uexercise 1 Rhetorical summary after Reading The Essay By Orenstein

u Exercise #1: Rhetorical Summary After reading the essay by Orenstein, “I Tweet, Therefore I Am”—you will write a rhetorical summary for this essay. A rhetorical summary is not a recap of the essay. Rather, your rhetorical summary should include the author, title of the work, present the major claims of the essay, and consider the author’s intended audience and purpose. This assignment should demonstrate that you are exploring the larger implications of the ideas. For example, what does the text say that others may not be aware of?

The rhetorical summary should be words (minimum) for each essay. The summary also is to be in MLA format. See RFW, pg. 410 and look at the summary example posted on Moodle. In writing a rhetorical summary, ask yourself the following questions: What is the author’s intended purpose in writing this essay? Who is the author’s audience? Why is he/she considering this particular audience? Who is the author of this essay? Do his/her beliefs show in this essay? What is the background of this essay? What was going on (socially, politically, etc.) at the time while this essay was being written? What kinds of rhetorical appeal or appeals is this text making? Remember: ethos, pathos, and logos. What kind of language does the author use? Is the style formal, informal, or academic? Does the author use sarcasm? Humor? Also, remember a summary should have the following elements as well (see RFW): n A summary restates the main idea of a text in concise terms. n Much shorter than the original n Use your own words and phrasing n You can use an author’s distinctive words or phrases, but do so with proper citations n Be objective in presenting the author’s main points. Do NOT include your opinion of those ideas.

Sample Paper For Above instruction

In the essay “I Tweet, Therefore I Am,” author Peggy Orenstein explores the complex relationship between teenagers and social media, emphasizing how digital platforms shape identity and social interactions. Orenstein’s primary purpose is to shed light on the pervasive influence of social media on youth and to challenge readers to consider the psychological and social implications stemming from constant online engagement. Her intended audience appears to be parents, educators, and policymakers concerned about adolescent development, as well as teenagers themselves who are immersed in digital culture. The author’s beliefs about the significance of social media’s impact are evident throughout, showing a cautious yet inquisitive stance on how online expressions affect self-identity and social belonging. This essay was written amid heightened societal awareness of digital technology’s role in daily life, following debates about internet addiction, cyberbullying, and privacy concerns, which contextualize her analysis within a larger cultural conversation. Orenstein utilizes rhetorical appeals effectively, blending ethos by referencing psychological studies and personal observations, logos through data on social media usage patterns, and pathos by highlighting teenagers’ emotional experiences and vulnerability online. Her language style is accessible and straightforward, making complex issues understandable to a broad audience, while occasionally employing humor to engage readers and emphasize her points. Overall, her aim is to inform and provoke reflection about the unseen psychological effects of social media interactions, encouraging her audience to reconsider the implications of youth engagement in digital spaces beyond surface-level understanding.

References

  • Baker, C. (2019). The impact of social media on youth mental health. Journal of Adolescent Health, 64(3), 301-306.
  • Johnson, S. (2020). Digital identity and social media: Risks and opportunities. New York: TechPress.
  • 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(7), 634-646.
  • Marwick, A. (2019). Status updates: Celebrity, publicity, and branding in the social media age. Yale University Press.
  • Pew Research Center. (2021). Teens, social media & technology. Retrieved from https://www.pewresearch.org
  • Robinson, L. (2018). The psychology of online social interaction. Psychology Today, 45(2), 54-59.
  • Selwyn, N. (2016). Education and technology: Key issues and debates. Bloomsbury Publishing.
  • Spiegel, A. (2020). Cyberbullying and adolescent self-esteem. Cyberpsychology, Behavior, and Social Networking, 23(8), 519-524.
  • Twenge, J. M. (2017). iGen: Why today’s super-connected kids are growing up less rebellious, more tolerant, less happy—and completely unprepared for adulthood. Atria Books.
  • Valkenburg, P. M., & Peter, J. (2011). Online communication and adolescent well-being: Testing the stimulus–response model. Communications Research, 38(2), 123-151.

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