Business Communications Research Report Grading Rubric
Correct page number in top right-hand corner Title of Paper (bolded and
centered)
___ / 5 ___ / 5
Title Page
Student Name, Class Number and Name, and Assignment Due Date (not
bolded, centered, and on separate lines)
___ / 5 ___ / 5
Positioned appropriately on page
Title of paper repeated at the top of page 2 and introduction paragraph
follows without “Introduction” heading)
Body
Formatting
Introduction
Correct Margins (1-in all around) on all pages
Body text is left-aligned
Correct typeface and size used (Times New Roman, 12 point)
Begins with attention-grabbing statement
Includes purpose/problem statement (This report [does what])
3-4 pages of appropriate information
Divided up by appropriate headings and heading levels (including
Body Content “conclusion” before the conclusion)
Conclusion
Reference
Page
General
Effectively transitions between sections
Information presented in logical order or arrangement
Effectively summarizes the report and presents NO new information
Includes a list of all topics presented in the paper (can be multiple
sentences if needed)
“References” at top of page in correct format References listed in
alphabetical order
Entries in correct APA format including hanging indent Minimum of 3
refereed journal articles
-1 point for each mistake (not to include duplicates) up to 25 points
Misspelled words
Incorrect grammar, punctuation, and mechanics
Use of first-person and/or personal pronouns
Incorrect use of past/present tense, active/passive voice Use of
contractions
Hyphenation at ends of lines
Incorrect use of author/date reference citations
Other errors not listed above
___ / 5 ___ / 5 ___ /
5 ___ / 5
___ / 5 ___ / 5
___ / 5
___ / 5 ___ / 5 ___ /
5
___ / 5 ___ / 5
___ / 5 ___ / 5 ___ /
5 ___ / 30
___ / 25
Writing Research Papers
Step 5: Polishing and Proofreading
In Step 4, you wrote the Introduction and Conclusion. Before that, you wrote the body of the report (using the
information from your refereed journal articles) and organized it logically. The second part of Step 3
instructed you to create headings at the appropriate levels to subdivide your report.
In this final step of the process, you will add the finishing touches to your report and check and double- check
that it is complete, error-free, and polished. The following table summarizes the five-step process and your
individual assignments related to the report-writing process. See the course schedule on Blackboard for the
current due dates for each assignment.
Step
1: Topic Development
2: Read & Evaluate the Current Research 3: Write About the Research
4: Write the Conclusion and Introduction 5: Polishing and Proofreading
Step 5 – Polishing and Proofreading
Assignment
Build your reference page
Questions for Evaluating a Journal Article
Writing about research, paraphrasing, quotes, in-text citations
Conclusion, Introduction, Abstract
Complete the report
Now that the hard parts are complete, you are ready to put on the finishing touches. Use the following steps
and guidelines to finish your paper. Your final report will have these parts in this order:
1.
2.
3.
Title Page – Refer to the Report Guidelines document and create your title page exactly as it
describes. Include the information where it tells you to, and do not include extra information. All text
must be in Times New Roman, 12 pt. Insert the page number into the header at the right margin, one
inch from the edge of the page.
Body of Report – The body of the report begins on page 2 and continues. One question often asked is
“How long does this report have to be?” For a short report such as this, with only three sources
required (although you may use more), 3 – 4 pages of report body should be adequate. If you have
more than five pages, look for ways to be more concise in your writing.
References – This will be the last page and numbered appropriately. Use the feedback from your
first assignment and follow the Writing Guidelines document carefully for formatting your reference
page and each reference.
Note: The Writing Guidelines document includes information for formatting the Table of Contents. You DO
NOT need a table of contents for a brief report like this, so do not include one. However, for longer reports (or
future assignments in other classes), there are detailed instructions for creating your table of contents and
list of figures (if needed).
After your final report is assembled, go through and check for the following:
1.
2.
3.
4.
5.
Check your document settings, which are explained on page 4 of the Writing Guidelines document. Be
sure that ALL text is Times New Roman, 12 pt. EVERYTHING should be double- spaced. Make sure
you do not have extra space before or after paragraphs.
Make sure your margins are correct on all pages (1 inch all the way around).
Check your headings to make sure there are enough, that they are appropriate, and at the
appropriate level. You should be able to make an outline for your report by using the headings. Major
points will be in a first-level heading; and if these sections are broken up, each subsection will need a
second-level heading, and so on. Headings are described on page 9 of the Writing Guidelines
document.
Make sure the title is repeated on the first page. Instead of using “Introduction” as a main heading on
page 1, you simply repeat the title at the top of the page. The paragraphs that follow are known to be
the introduction. After the introduction, you will need a main heading to identify the next part of your
report.
Unlike the introduction, use the main heading “Conclusion” for your conclusion. Since the conclusion
summarizes your paper, be sure that you do not present any new information in this section. You
should include in-text citations, where appropriate, in your conclusion.
Proofreading
1.
2.
3.
4.
5.
If possible, take a break from your paper and let it rest. Then read it carefully. Make sure all the
words are spelled correctly. Look especially for words that result from typos that are still words (and
not caught by spell-check).
Check for subject-verb agreement. Make sure you find the subject of each sentence and ensure that it
agrees with the verb. Remember that subjects are not found in prepositional phrases.
Check for correct use of commas. The most common error I see is incorrect use of commas.
Make sure you have not used first-person (I, me, my, us, we, our). The report must be written from
third-person point of view. If you must refer to yourself, you would say “This author…” or “This
researcher…” instead of “I.” See how awkward that sounds, so try to avoid needing to refer to
yourself.
Make sure there are no contractions. Change “isn’t” to “is not.” Change “don’t” to “do not,” etc.
6.
Refer to tips and guidelines for proofreading complex documents in your textbook.
Assignment: Submit your paper
You will submit your final paper in Blackboard through a link utilizing TurnItIn to check your paper against
millions of other papers and websites, including most of your sources and other class assignments from SAU.
TurnItIn will provide a “percent match,” indicating what percent of the text in your paper matches the exact
text of other sources.
Don’t worry if you have a percent match of up to 30% or slightly more because certain parts of your paper
will purposely match to others. For example, the text of your references on your reference page should match
exactly to any other paper that has used that reference. Additionally, any quotations you have used in your
paper will likely match to the original. This is fine as long as you have used quotation marks correctly and
given credit to the original source. Page after page of text matching other sources, however, is not acceptable
and often returns a percent match in the 80-100% range.
QUESTIONS FOR EVALUATING A JOURNAL ARTICLE
1.
What is the title of your research article?
a. Quality of life and mental health of adolescents: Relationships with social
media addiction, Fear of Missing out, and stress associated with neglect and
negative reactions by online peers.
2.
What keywords from the title indicate the article may be useful for your research
paper?
a. Social media Usage, Mental Health, Quality of Life
3.
Briefly, what does the abstract tell you about the research article? If the abstract
includes the methods used, include this in your answer.
a. It indicates the examination of social media usage on the quality of life and
mental health.
4.
What is the purpose statement or problem statement of your article?
a. To identify the relationship between social media and its impact of
Vietnamese adolescents.
5.
What are the research questions or any hypotheses addressed in the research?
a. What is the relationship between social media usage and overall quality of
life among adolescents?
6.
What type of research methods were used for data collection (i.e., surveys,
interviews, observations, experiments)?
a. Experiments and observations
7.
Who were the participants in the research study, and what types of data were
collected?
a. Vietnamese Adolescents. The data collected included demographic and
characteristic of social media use
8.
What were the primary findings from the research study?
a. Gender differences, FOMO (Fear of missing out)
9.
Do the researchers draw logical conclusions based on the findings of the research?
Why or why not?
a. They do draw logical conclusions because this is a issue all over the world so
it relates to so many different people and cultures.
10.
What part(s) of this article and what information from these parts will be useful to
include in your research paper?
a. The Gender differences and how it affects Vietnamese adolescents and
compare it with American adolescents.
Do social media impact young adult
mental health and well-being? A
qualitative study.
Images
Authors:
Dodemaide, Paul. Social Work Department, School of Health Sciences, University of Melbourne,
Parkville, VIC, Australia, [email protected]
Merolli, Mark. School of Health Sciences, Centre for Digital Transformation of Health, University of
Melbourne, Parkville, VIC, Australia
Hill, Nicole. Social Work Department, School of Health Sciences, University of Melbourne, Parkville,
VIC, Australia
Joubert, Lynette. Social Work Department, School of Health Sciences, University of Melbourne, Parkville,
VIC, Australia
Address:
Dodemaide, Paul, Social Work Department, School of Health Sciences, University of Melbourne,
Parkville, VIC, Australia, 3010, [email protected]
Source:
British Journal of Social Work, Vol 52(8), Dec, 2022. pp. 4664-4683.
NLM Title Abbreviation:
Br J Soc Work
Page Count:
20
P
u
b
l
i
s
h
e
r
:
United Kingdom : Oxford University Press
0045-3102 (Print)
1468-263X (Electronic)
English
lived experience, mental health, phenomenology, qualitative method, social media, well-being, young adult
The Social Work profession recognises the ethical and educational implications of social media usage but
remains cautious in embracing the technology in the context of clinical practice. Social media platforms
allow their users to share thoughts, opinions, experiences, information, develop online communities and
access social and emotional support. Social media-focused research in the mental health context has
described the risk of vulnerable populations using social media. However, there is a dearth of research
examining the lived experiences of young adult social media users or addressing both the perceived risks
and benefits. Social Work clinicians need to understand the experience of clients and be able to respond to
questions or challenges that service users using social media experience. Deploying inductive thematic
content analysis, this study presents the qualitative findings of an online survey eliciting the experience of
young adult social media users. Young adults reported varying perspectives, including preferences for
anonymity, how social media is employed and consideration that specific platforms are either helpful or
harmful. Results are discussed with consideration given to existing literature. This article contributes to the
evidence-base for social work and other disciplines, allowing for a greater phenomenological understanding
of young adults’ use of social media. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
Journal Article
*Experiences (Events); *Mental Health; *Phenomenology; *Social Casework; *Social Comparison; *Well
Being; *Social Media; *Emerging Adulthood
Mass Media Communications (2750)
Health & Mental Health Services (3370)
Human
Male
Transgender
Female
Australia; Austria; Canada; Germany; United Kingdom; South Africa; US
Adulthood (18 yrs & older)
Young Adulthood (18-29 yrs)
Thirties (30-39 yrs)
Sponsor: Australian Government, Australia
Other Details: Research Training Program Scholarship
Recipients: No recipient indicated
Empirical Study; Qualitative Study
Electronic
Journal; Peer Reviewed Journal
First Posted: Apr 26, 2022
20240111
Published by Oxford University Press on behalf of The British Association of Social Workers. This is an
Open Access article distributed under the terms of the Creative Commons Attribution License
(https://creativecommons.org/licenses/by/4.0/), which permits unrestricted reuse, distribution, and
reproduction in any medium, provided the original work is properly cited.. The Author(s). 2022
http://dx.doi.org/10.1093/bjsw/bcac078
2023-33834-012
47
APA PsycInfo
•
•
•
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(latinica)isiXhosaਪੰਜਾਬੀNyanjaHausaᠮᠣᠩᠭᠣᠯ ᠬᠡᠯᠡPolski‫עברית‬Ganda
Do Social Media Impact Young Adult Mental
Health and Well-Being? A Qualitative Study
This content may contain URLs/links that would redirect you to a non-EBSCO site. EBSCO does not
endorse the accuracy or accessibility of these sites, nor of the content therein.
✖
Contents
1. Introduction
2. Social media
3. Social work and social media
4. Young adult mental health and well-being
5. Methodology
6. Piloting
7. Ethics
8. Survey design
9. Data collection
10. Data analysis
11. Results
12. Anonymity
13. Linking social media to past suicidal ideation/self-harm
14. Social media more helpful or harmful than others
15. Thematic content analysis of open-ended questions
16. ‘Social media is amazing’
17. ‘I Think it’s horrible … it’s probably negative for most people’
18. ‘It depends [on] who you’re following and how you’re using social media’
19. Discussion
20. Anonymity
21. Linking social media and mental health concerns
22. Social comparison
23. Helpful social media
24. Harmful social media
25. ‘It depends [on] who you’re following and how you’re using social media’
26. Limitations of the study
27. Implications
28. Conclusion
29. Funding
30. REFERENCES
Listen
The Social Work profession recognises the ethical and educational implications of social media usage but
remains cautious in embracing the technology in the context of clinical practice. Social media platforms
allow their users to share thoughts, opinions, experiences, information, develop online communities and
access social and emotional support. Social media-focused research in the mental health context has
described the risk of vulnerable populations using social media. However, there is a dearth of research
examining the lived experiences of young adult social media users or addressing both the perceived risks
and benefits. Social Work clinicians need to understand the experience of clients and be able to respond
to questions or challenges that service users using social media experience. Deploying inductive thematic
content analysis, this study presents the qualitative findings of an online survey eliciting the experience of
young adult social media users. Young adults reported varying perspectives, including preferences for
anonymity, how social media is employed and consideration that specific platforms are either helpful or
harmful. Results are discussed with consideration given to existing literature. This article contributes to
the evidence-base for social work and other disciplines, allowing for a greater phenomenological
understanding of young adults’ use of social media.
Keywords: lived experience; mental health; phenomenology; qualitative method; social media; well-being;
young adult
Introduction
Social Work has recently recognised the ethical and educational implications of social media usage ([ 8]),
but been cautious in embracing the technology in the context of clinical practice ([ 6]). Social mediafocused research in the mental health context has described the risk of vulnerable populations using
social media (e.g. [37]). Social work clinicians need to understand the experience of clients and be able to
respond to the challenges they experience using social media. This study contributes to the emerging
evidence base for social work and other disciplines, providing a greater phenomenological understanding
of social media use for young adults.
Social media
Social media enable the participatory, collaborative and interpersonal opportunities of the internet ([10]).
Social media allow users to share thoughts, opinions, develop new online communities and access social
and emotional support ([ 9]). Increasingly social media are being recognised for their help-seeking
potential ([41]) and opportunities for peer support and solidarity (e.g. [30]).
As social media evolve, developers modify and adapt different features, creating perceived overlaps
between otherwise distinguishable social media types. However, when understanding the different types
of social media, many categories include social networking sites (e.g. Facebook) whose essential
characteristics involve its users creating a profile page and connecting and interacting with other users;
video sharing sites (e.g. TikTok and YouTube), and image sharing sites (e.g. Instagram), whose essential
characteristics are the ability to view videos or photos uploaded by others, to search for specific content,
to create a profile and create and share content of their own. These can be informative, for entertainment
or creative expression.
Full T ext
Social media also include blogging sites, which allow people to create a profile and blog (digital journal),
or just follow or subscribe the blogs of others. Social media include microblogs (e.g. Twitter) whose
essential characteristics are the creation of a user profile, connecting with others for news or
entertainment; however there are tighter limits on the number of characters used, hence microblogs.
Wikis (e.g. Wikipedia) are a form of social media whose essential characteristics involve user generated
and monitored informational pages. Increasingly popular social media are multiplayer social games (e.g.
Minecraft and Fortnite), particularly the interactive features within live video streaming (e.g. Twitch), or
voice channel (e.g. Discord) which allow multiplayer social gaming community to connect online to
enhance interaction between gamers, enabling larger audiences to interact with each other.
Social work and social media
Social media have proven to be an effective adjunct to other means of offline support, particularly for
young adults resistant to engaging with traditional social work services ([ 5]). Yet, much of the related
clinical social work research focuses on ethical issues requiring social workers to navigate. These include
surveillance ([13]), ‘friend’ requests and managing dual relationships ([21]). There is a paucity of social
work research addressing the lived experiences of young adult social media users, nor identifying the
risks and benefits of social media use. Continued research is required to ensure the social work
profession and policy makers have the evidence base to effectively realise the potential of social media
within the clinical context ([19]), both for social workers as well as service users.
Young adult mental health and well-being
Whilst existing literature tends to focus more on child, adolescent and adult development, the transitional
period of young adulthood is largely under-investigated, under-reported and inconsistently defined. Young
adult typically refers to ages eighteen to twenty-nine years ([18]), however has been noted in some
material to occasionally include eighteen to thirty-four years ([ 3]). Most serious mental illnesses develop
and peak in young adulthood, and the period is one of many transitions, identity development and
influenced by personality ([14]; [18]). [28] argue, that at a time of continued brain development, young
adults need support from others, as they are typically transitioning to more independent post-secondary
learning environments, increasing their risk taking and often eating and sleeping poorly. More research
needs to be undertaken to inform how friends, family, services and social workers can ensure targeted,
meaningful support for social and emotional well-being of young adults ([14]).
By privileging the voices of young adult social media users through an online survey, the present study
seeks to provide impetus for social workers to develop better insight into the lived experiences of young
adults using social media.
Methodology
The present study reports on findings from a cross-sectional online survey undertaken by the authors,
which sought a mix of quantitative and qualitative data from young adult social media users about their
lived experience, and expertise with using social media. The quantitative results focusing on therapeutic
affordances, and quality of life are reported elsewhere ([15]), whilst the qualitative results are reported
herein.
The online survey was launched in February 2018, remaining open for eight weeks. The survey was
designed using the Research Electronic Data Capture (REDCap) application hosted on the University of
Melbourne infrastructure ([39]). The online survey design was adapted from [27], and [35], and tailored
towards young adults, eighteen to thirty-four years old, who used social media. The aim was to invariably
give primacy to their views of social media, gained through their lived experience.
Piloting
The survey was piloted amongst six social work students, aged twenty-one to thirty-two years, and of
mixed gender. Three were at qualifying Masters level and three were Bachelor level students. The group
selected due to their training and understanding of the target audience. We also trialled the survey’s
accessibility across various devices.
Ethics
This study obtained approval by The University of Melbourne, Behavioural and Social Sciences Human
Ethics Sub-Committee (Ethics ID 1750388). All participants provided informed consent to participate in
the study.
Survey design
The primary research question, ‘What can social work learn from the lived experience of young adult
social media users?’, informed the formation of the twenty-eight online survey items seeking qualitative
responses (Table 1).
Table 1. Qualitative items
Item.
.
1–10 If anonymity preferred in [social media type], explain why you prefer to be anonymous
11– Use the space below to tell us anything else you think we should know about how you use [social media
20
type]
If some social media more helpful for you than others when you’re trying to manage your overall mood and
21
well-being, list these here and any detail to explain why you believe this
If some social media more harmful for you than others when you’re trying to manage your overall mood and
22
well-being, list these here and any detail to explain why you believe this
23
Use the space below to tell us anything else you think we should know about how you use social media
24
Feel free to provide any detail about the help-seeking choices of a friend or someone close to you
If you believe there is any link between your friend or someone close to you, self-harm/suicidal thoughts and
25
their use of social media, explain here
26
Feel free to provide any detail about your own help-seeking
If you believe there is any link between your self-harm/suicidal thoughts and your social media use, explain
27
here
Use the space below to make any further comments about how you personally use social media; as well as any
28
beliefs you might have about the impact of social media on young adults like you
Table 1. Qualitative items
Item.
.
1–10 If anonymity preferred in [social media type], explain why you prefer to be anonymous
11– Use the space below to tell us anything else you think we should know about how you use [social media
20
type]
If some social media more helpful for you than others when you’re trying to manage your overall mood and
21
well-being, list these here and any detail to explain why you believe this
If some social media more harmful for you than others when you’re trying to manage your overall mood and
22
well-being, list these here and any detail to explain why you believe this
23
Use the space below to tell us anything else you think we should know about how you use social media
24
Feel free to provide any detail about the help-seeking choices of a friend or someone close to you
If you believe there is any link between your friend or someone close to you, self-harm/suicidal thoughts and
25
their use of social media, explain here
26
Feel free to provide any detail about your own help-seeking
If you believe there is any link between your self-harm/suicidal thoughts and your social media use, explain
27
here
Use the space below to make any further comments about how you personally use social media; as well as any
28
beliefs you might have about the impact of social media on young adults like you
Data collection
Young adults were recruited via a social media strategy involving promotion, advertising and subsequent
snowballing sampling. A dedicated Facebook page @socialmediausesurvey was created and AUD$500
spent in Facebook advertising to promote the ‘Call for Participants’, reaching 27,212 profiles. Of these,
21,816 (80.2 per cent) identified as women in their profiles, 4,850 (17.8 per cent) as men, whilst 546 (2.0
per cent) gender identity was not indicated. Additionally, a dedicated Twitter page @SMandYoungAdult
was created to promote the survey using Twitter’s ordinary communication functions of tweets, hashtags
and direct messaging within the researchers existing social network. No gender-identifying data were
available through Twitter analytics. The call to participate was offered through promotion on Facebook
and Twitter only. Participants were self-selecting, non-randomised and received no reimbursement for
completing the survey.
There were N = 237 surveys initiated. Following exclusions for the ages (
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