Description
Select a research focus based on your group’s theme or topic. In order to achieve cohesion, organize your paragraphs based on themes, rather than by author. You should have at least 3 themes that you discuss in your essay – all of your papers should touch on these themes in some way. Find 3 scholarly articles using library databases. You and your group members cannot use any of the same articles. Resist the temptation to pick the three shortest; rather, try to choose articles that you believe are important and helpful. You can also include books in your literature survey if you choose to do extra research, but you will probably only want to focus on a particular chapter or section. If you need help determining the worth of a particular article or book, please ask me. Read the articles carefully—at least twice. Some articles are fairly clear and straightforward; others will be more complicated and even obscure. A solid understanding of the author’s argument will make it easier to write the literature review and should help you formulate your group’s larger argument more effectively. To avoid just slapping together several paragraphs with little or no coherence, try to generate an overall thesis or argument that helps pull the articles together. Is there some common assumption or argument that all of the articles address? Is there some aspect of the topic that all of the articles focus on? Do the articles form some kind of conversation (i.e., are the articles in agreement or are they contentious)? *PLEASE READ THE ATTACHED DOCUMENT FOR MORE DETAILS AND INSTRUCTIONS* *PLEASE CHOOSE SOURCES FROM THE PROVIDED/UPLOADED ARTICLES ONLY*
Literature Review
Length
1500 to 2000 words (6 to 8 pages). APA format. Only the first 2000 words count towards your grade, so try to write within the word constraints.
What is a Literature Review?
A literature review is a neutral synthesis of multiple sources’ arguments on one topic. Your opinions/ideas/argument should not be included in this paper.
A literature survey is an important part of any serious research project (typically, the first chapter of a scholarly book acts as a literature survey). To make a convincing argument, you need to prove to your reader that you understand both the primary texts and the scholarly concerns surrounding them. A solid grasp of secondary scholarship will also help you avoid “reinventing the wheel,” and will help you generate ideas for your PAC.
The purpose of the literature review is:
to give you the opportunity to familiarize yourself with recent scholarship on your topic
to help you focus on a particular area of your group’s research paper
to help stimulate your thinking for your PAC. The basic idea is to see how other scholars have approached your topic so you can draw on—and, ideally, contribute to—their experiences.
Directions
Select a research focus based on your group’s theme or topic. In order to achieve cohesion, organize your paragraphs based on themes, rather than by author. You should have at least 3 themes that you discuss in your essay – all of your papers should touch on these themes in some way.
Find 3 scholarly articles using library databases. You and your group members cannot use any of the same articles. Resist the temptation to pick the three shortest; rather, try to choose articles that you believe are important and helpful. You can also include books in your literature survey if you choose to do extra research, but you will probably only want to focus on a particular chapter or section. If you need help determining the worth of a particular article or book, please ask me.
Read the articles carefully—at least twice. Some articles are fairly clear and straightforward; others will be more complicated and even obscure. A solid understanding of the author’s argument will make it easier to write the literature review and should help you formulate your group’s larger argument more effectively.
To avoid just slapping together several paragraphs with little or no coherence, try to generate an overall thesis or argument that helps pull the articles together. Is there some common assumption or argument that all of the articles address? Is there some aspect of the topic that all of the articles focus on? Do the articles form some kind of conversation (i.e., are the articles in agreement or are they contentious)?
Grading Criteria
Proficient (A-B) 3 points
Some Proficiency (C-D) 2 points
No/Limited Proficiency (F) 1 point
Points Awarded
Content (12 possible points)
Research question
The research question is well established and developed throughout the essay. The context of the question is explained and relates to the broader topic.
The research question is established and somewhat developed throughout. It’s connections to the broader topic are not well established or somewhat established.
The research question is unclear, does not relate to the broader topic, and does not relate to the articles chosen.
Articles
Three different peer reviewed, scholarly articles are used, and each relates to research question.
The three articles are scholarly, or one may not be. They somewhat relate to the research question.
There are not three articles, and/or they are not peer-reviewed academic articles. They do not relate to the themes or research question.
Synthesis
The findings/results of articles are thoughtfully compared, contrasted and/or connected to each other. The essay discusses at least three themes.
There findings/results are discussed, but not fully compared or contrasted. There are not three themes discussed or all three articles are not discussed within each theme.
The articles are summarized singularly, not synthesized, and there are no connecting elements.
Conclusion
The conclusion of the review summarizes the knowledge found from this review and relates the knowledge gain to the inquiry question.
The conclusion misunderstands the knowledge found in the review or does not explain it well, though it tries to.
The conclusion is too short, does not tie-up the essay or relate it back to the research question/topic.
Organization (6 possible points)
Genre Conventions
The review follows the structure, conventions, and style of a literature review. Including but not limited to subheadings, organizing by themes, etc.
The review follows some conventions of a literature review, but not others.
The essay does not follow any conventions of the literature genre.
APA Format
Essay is formatted in APA format, including a cover page, abstract, works cited page, and anything else that APA asks for.
The essay follows some conventions of APA format, but not others.
The essay does not follow APA format.
Mechanics (6 possible points)
Writing
The essay is written in the Plain Academic Style. The language is neutral, concise, and simple. The essay is between 1500 – 2000 words.
The essay is mostly written in plain academic style, with some deviances. It is within the word count.
The essay is not written in the Plain Style. The essay is too short or way too long.
Grammar
There are no grammar mistakes, and if there are, they do not hinder the understanding of the text. There are transitional phrases, limited usage errors, and etc.
There are some grammatical errors, and other usage errors. But they are sparse.
There are a lot of grammatical mistakes that hinder the meaning of the essay and make it hard to understand.
24
Sleepyteens: Social media use in adolescence is associatedwith poor sleep quality, anxiety, depression and lowself-esteemHeather Cleland Woods, Holly Scott*University of Glasgow, School of Psychology, 58 Hillhead Street, Glasgow G12 8QB, United Kingdoma r t i c l e i n f oArticle history:Available online 10 June 2016Keywords:Social mediaAdolescenceSleepAnxietyDepressionSelf-esteema b s t r a c tThis study examined how social media use related to sleep quality, self-esteem, anxietyand depression in 467 Scottish adolescents. We measured overall social media use,nighttime-specific social media use, emotional investment in social media, sleepquality, self-esteem and levels of anxiety and depression. Adolescents who used socialmedia more e both overall and at night e and those who were more emotionallyinvested in social media experienced poorer sleep quality, lower self-esteem and higherlevels of anxiety and depression. Nighttime-specific social media use predicted poorersleep quality after controlling for anxiety, depression and self-esteem. These findingscontribute to the growing body of evidence that social media use is related to variousaspects of wellbeing in adolescents. In addition, our results indicate that nighttimespecificsocial media use and emotional investment in social media are two importantfactors that merit further investigation in relation to adolescent sleep andwellbeing.© 2016 The Foundation for Professionals in Services for Adolescents. Published by ElsevierLtd. All rights reserved.IntroductionSocial media sites e such as Facebook and Twitter e have rapidly become a central part of young people’s lives, withover 90% now using social media, day and night (Duggan & Smith, 2013). Evidence is increasingly supporting a linkbetween social media use and various aspects of adolescent wellbeing, including sleep and mental health (e.g. Espinoza,2011; Farahani, Kazemi, Aghamohamadi, Bakhtiarvand, & Ansari, 2011; Pantic et al., 2012). Poor sleep quality is prevalentin adolescents (Telzer, Fulgini, Lieberman, & Galvan, 2013), and is known to contribute to depression, anxietyand low self-esteem (Alfano, Zakem, Costa, Taylor, & Weems, 2009; Fredriksen, Rhodes, Reddy, & Way, 2004). Sinceadolescence is a period of increased vulnerability for low self-esteem and the onset of depression and anxiety(McLaughlin & King, 2015; Orth, Maes, & Schmitt, 2015), it is essential to understand how social media use relates tothese factors. The present study makes a novel contribution to the literature by examining how overall vs. nighttimespecificsocial media use and emotional investment in social media relate to sleep quality, anxiety, depression andself-esteem in adolescents.Corresponding author.E-mail addresses: [email protected] (H.C. Woods), [email protected] (H. Scott).Contents lists available at ScienceDirectJournal of Adolescencejournal homepage: www.elsevier.com/locate/jadohttp://dx.doi.org/10.1016/j.adolescence.2016.05.0080140-1971/© 2016 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.Journal of Adolescence 51 (2016) 41e49<!– /* Font Definitions */ @font-face {font-family:Wingdings; panose-1:5 0 0 0 0 0 0 0 0 0; mso-font-charset:2; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:0 268435456 0 0 -2147483648 0;} @font-face {font-family:Wingdings; panose-1:5 0 0 0 0 0 0 0 0 0; mso-font-charset:2; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:0 268435456 0 0 -2147483648 0;} @font-face {font-family:Cambria; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:-536869121 1107305727 33554432 0 415 0;} @font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:-536859905 -1073732485 9 0 511 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:””; margin-top:0in; 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mso-level-number-position:left; text-indent:-.25in; mso-ansi-font-size:10.0pt; font-family:Wingdings;} @list l0:level7 {mso-level-number-format:bullet; mso-level-text:; mso-level-tab-stop:3.5in; mso-level-number-position:left; text-indent:-.25in; mso-ansi-font-size:10.0pt; font-family:Wingdings;} @list l0:level8 {mso-level-number-format:bullet; mso-level-text:; mso-level-tab-stop:4.0in; mso-level-number-position:left; text-indent:-.25in; mso-ansi-font-size:10.0pt; font-family:Wingdings;} @list l0:level9 {mso-level-number-format:bullet; mso-level-text:; mso-level-tab-stop:4.5in; mso-level-number-position:left; text-indent:-.25in; mso-ansi-font-size:10.0pt; font-family:Wingdings;} ol {margin-bottom:0in;} ul {margin-bottom:0in;} –>Get professional assignment help cheaplyAre you busy and do not have time to handle your assignment? 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