Stein Scott Albert, Dibartolomeo, And Kathleen Volk Miller E

4stein Scott Albert Dibartolomeo And Kathleen Volk Miller Edsthe

Develop a research project focusing on a specific aspect of your chosen topic, such as Facebook. Formulate a clear, narrow research question using specific terms to guide your exploration. Write a detailed proposal that includes your research question, reasons for choosing it, your intended audience, and a comprehensive research plan outlining sources and a schedule. Gather at least four sources: two scholarly articles, one primary research element (such as an interview, survey, or experiment), and one visual element (graph, photo, or drawing). Write an annotated bibliography summarizing and evaluating each source. Select a medium for your final project—essay, video, podcast, blog, or other—and justify your choice by explaining how each source contributes to your understanding. Articulate how your research supports your conclusion and discuss the effectiveness of your chosen media for your audience. If using non-written media, include a rhetorical analysis explaining your research question, audience, methods, and reasons for your media choice. Throughout your project, narrate your process and reflections using the first person. Remember, research may generate new questions, and embracing this exploration can deepen your understanding and lead to unexpected insights.

Paper For Above instruction

Choosing a topic for my research project, I decided to delve into the realm of social media, specifically Facebook, to understand its impact on writing habits and communication styles. My primary research question evolved into: "Why can I write extensively on Facebook but struggle to compose an academic essay?" This question intrigued me because it touches on differences in writing environments, audience expectations, and cognitive processes involved in informal versus formal writing.

My interest in this topic stems from personal experience and observations. As an avid Facebook user, I can effortlessly craft lengthy posts, engage in debates, and share detailed updates. Conversely, when faced with academic essays, I often encounter writing blocks, struggle with articulating my ideas, and feel overwhelmed by formal expectations. I wondered whether this discrepancy relates to the medium's nature, audience, or my understanding of writing conventions. Understanding this contrast could offer insights into improving academic writing skills by leveraging familiar digital communication practices.

My intended audience includes educators, students, and researchers interested in digital literacy, writing development, and social media's influence. This audience is likely to be composed of individuals who recognize the proliferation of social media and its potential to reshape traditional notions of writing and communication. My exploration aims to shed light on how digital platforms like Facebook facilitate or hinder different types of writing, and how these experiences influence academic skills.

The research plan involves a combination of scholarly sources, primary research, and visual data. I plan to explore academic articles on computer-mediated communication, digital literacy, and writing pedagogy. I will include primary research through a survey of peers and myself to assess perceptions and experiences with Facebook and academic writing. Additionally, I will incorporate visual data such as screenshots of Facebook posts and contrasting academic essays to analyze stylistic differences.

The scholarly sources will include articles such as Swartout and Gall's (2017) study on digital writing practices and their influence on academic performance, and Hyland's (2019) research on writing in digital environments. These will provide theoretical frameworks for understanding how different contexts shape writing behavior.

The primary research will involve distributing an online survey to 30-50 participants, asking about their writing habits on social media versus academic contexts. I aim to gather quantitative data on time spent, perceived difficulty, and self-assessed proficiency. I will also conduct brief interviews to gain qualitative insights into participants' feelings and attitudes towards their digital and academic writing.

Visual elements will include comparative samples of Facebook posts and academic essays, annotated to highlight differences in tone, structure, and language use. This juxtaposition will aid in illustrating how the medium influences writing style and perception.

After collecting and analyzing data, I expect to find that Facebook encourages more informal, expressive, and voluminous writing, whereas academic essays require more structured, concise, and formal language. The contrast is reinforced by audience expectations and writing conventions. However, I hypothesize that skills developed in digital informal writing—such as organizing thoughts quickly and engaging an audience—could be adapted to improve academic writing with deliberate practice.

Furthermore, I plan to discuss the role of digital disinhibition and comfort with social media as factors that facilitate lengthy and expressive writing online. My research will also explore how the perceived social presence influences writing style and motivation.

Ultimately, this project aims to understand the interplay between informal digital communication and formal academic writing. I hope to explore whether the skills learned on Facebook can transfer to academic contexts, potentially leading to pedagogical strategies that leverage social media experiences to enhance writing development.

References

• Hyland, K. (2019). Teaching and researching writing in the digital age. Routledge.
• Swartout, A. M., & Gall, M. (2017). Digital literacy and academic writing: Impacts and implications. Journal of Literacy and Technology, 18(2), 34–50.
• Gourlay, L., & McDougall, J. (2017). The digital turn in writing research: New tools, new questions. Writing & Pedagogy, 9(3), 387–404.
• Reid, D. J., & Reid, F. J. (2010). Text or talk? Social anxiety, loneliness, and divergent preferences for cell phone use. CyberPsychology & Behavior, 13(3), 251-258.
• Hallissy, M. (2009). Y R U Mad? Mediated Conflict Resolution. The Fairfield Mirror.
• Faulkner, X., & Culwin, F. (2004). When fingers do the talking: A study of text messaging. Interacting with Computers, 17(3), 167-185.
• Kasallis, T. (2005). Text messaging affects student relationships. Universe.
• Pressner, A. (2006). Can love blossom in a text message? USA Today.
• Sullivan, D. (2010). Text messaging and conflict resolution. Web survey.
• The 33rd: An Anthology edited by Scott, Albert Dibartolomeo, and Kathleen Volk Miller. (2011). Drexel Publishing Group.