EPS
5119
Section 82
Ms. Moskowitz
FA 2021
Draft Due Date on Safe Assign:
10/16/21,
by
5:00 p.m.
(5%)
Final Due Date on Safe Assign:
10/20/21,
by
5:00 p.m.
(12%)
Individual Oral Presentation Date:
11/02/21, by 11:30 a.m.
(8%)
Paper #1 and Oral Task #2:
Social Media Influencers: Opinion Leadership & Para-social Relationships
Social media influencers (SMI) utilize many different tools to garner followers and popularity. Among these tools, social media influencers utilize both opinion leadership—demonstrating expertise in an area due to professional/life experience which allows them to be a leader of opinion in that area—and para-social relationships—the perceived “sociability” and socializing nature of broadcasting posts, videos, and content to “friends,” despite not knowing many of their followers in real life. All social media influencers engage in these strategies to maintain followers, even while coming from different industries, such as education, entertainment, politics and media.
Your Task:
You will be writing a 5-6 page academic research paper in APA Format 7thedition that examines how these key elements of influencing, as explained in the assigned article(s), are evident in the social media influencer you are assigned. The links to these scholarly articles can be found below. These articles are from the FDU online library and can be accessed via the library shortcut on the FDU website.
ASSIGNEED ARTICLES:
“Opinion Leadership Vs. Para-Social Relationship: Key Factors In Influencer Marketing”by S. Farivar, F. Wang, & Y. Yuan (2021).
“Who Are the Social Media Influencers? A Study of Public Perceptions of Personality”by K. Freberg, K. Graham, K. McGaughey, & L. A. Freberg (2011).
The evidence to support your claim of how your assigned social media influencer exhibits the qualities identified in the assigned articles must be gleaned from credible and scholarly sources. Credible sources may include online interviews, videos, Instagram and Twitter.
You should create a research paper that answers the following research questions:
How does my social media influencer (SMI) exhibit opinion leadership and para-social relationships with their followers? How does the SMI’s platform and posts shape their followers’ perceptions of their social relationship, and what does this overall trend demonstrate about all perceived relationships via social media?
(Use these research questions to create a two-sentence thesis statement.)
In gathering and analyzing your research, you should consider the following questions:
1.How does my SMI display opinion leadership?
·Are they an experienced or career professional?
·How much time have they worked in their field?
·How do they present their professional experience on their profile?
·How often do they reference their professional experience, in their profile or in their posts?
2.How does my SMI utilize para-social relationships?
·What kind of relationship do they demonstrate towards their followers and fans?
·What language do they use to connect to their followers?
·How could this language affect followers’ perceptions and feelings?
3.What other personality qualities are evident in the SMI that may fall into opinion leadership or para-social relationships?
4.What conclusions can be drawn from analyzing the social media influencer and their profile in determining how social media continues to be effective in influencing perceived social relationships?
All of these questions will help guide your research to specifically discuss your assigned social media influencer.
The assigned influencersare as follows:
Name of EPS Students
Last Name, First Name (sorted by alphabetical order)
|
Name of the
Assigned Social Media Influencer (SMI)
|
Handle Associated with the
Social Media Influencer (SMI)
|
Walid Abushanad
|
Malala Yousafzai
|
malala
|
Alessandra Belli
|
Lily Singh
|
iisuperwomanii
|
Sampath Boppudi
|
Dennis Prescott
|
dennistheprescott
|
Vineeth Kumar Reddy Duddkunta
|
Stacy Hinojosa
|
stacyplays
|
Sudheer Reddy Ette
|
Kevin Curry
|
fitmencook
|
Mohammed Ahmed Khan
|
James LeBron
|
kingjames
|
Srujana Maryada
|
Kylee Jenner
|
kyliejenner
|
Sandeep S. Naik
|
Shea McGee
|
studiomcgee
|
Kusuma Sindhoora Parvathaneni
|
Jamie Margolin
|
Jamie_margolin
|
Kiran Kumar Parvalla
|
Amanda Gorman
|
amandascgorman
|
Qigesang Qi
|
Chiara Ferragni
|
chiaraferragni
|
Rabia Rasheed
|
Sanjana Nagesh
|
sanjananagesh
|
Salvatore Riccobene
|
Emma Chamberlain
|
emmachamberlain
|
Lakshmi Srisha Sunkavalli
|
Murad Osmann
|
muradosmann
|
Rama Teja Vemparala
|
Parker Pannell
|
parkerpannell
|
You will be writing a draft and final version of your research paper. After completion of your final version of the paper, you will create an individual oral presentation on your findings.
Draft Requirements/Pre-Writing Stage
Complete the following tasks:
Step 1: Sources
a.Read the two assigned scholarly articles.
b.Find two credible sources on your assigned SMI(such as interviews, videos, or other media publications).
c.Find two additional scholarly peer-reviewed sourceson general aspects of social media influencers and opinion leadership, and/or para-social relationships via social media.
d.Create annotated bibliographieson your additional scholarly sources (found in section “c” above). An annotated bibliography is a document that cites your scholarly sources in APA format and gives a brief one-paragraph summary about each individual source and how it supports your paper. A sample of an APA annotated bibliography can be found in course documents on our web campus class page.
Step 2: Working thesis statement
Your working thesis statementwill identify the overall argument behind your research, which must include ideas about the direction your paper will follow. In formulating the working thesis, answer the two research questions on the assignment page.
Step 3: Rough Outline
Prepare a one-page rough outlinethat will include working thesis statement, answers to numbered research questions from assignment page, and other ideas that support your thesis. In the outline, include your sources (in APA form) and their connection to the topic and ideas.
Step 4: Reference Page
Prepare a Reference Page in APA format, including all sources cited in your outline.
Step 5: Submission
Submit all of the above as one document through Web Campus - Assignments- Paper #1-Draft. Remember to check the box for a plagiarism check before submitting your work.
Your Draft will be graded according to the Scoring Grid below. Scores will be given based on completeness and accuracy.
EPS Paper Draft Scoring Grid
|
|
EPS Paper Final Scoring Grid
|
|
Your Score
|
Out of
|
Content (C):
(Meets the content requirements of the assignment)
|
30
|
·Thesis Statement (TS)
(meets the requirements of the paper)
|
Organization (O):
(Appropriate/consistent organizing structure, unity, coherence, transitions)
|
30
|
|
Thesis Statement
|
|
15 PTS
|
Language (L):
(Grammar/usage, sentence structure, academic language)
|
30
|
·Sources (S)
(uses appropriate sources and content for the paper)
|
Documentation/Format (D/F):
(APA In-text citations, reference page, double space, margins, etc.)
|
10
|
|
WebLink for Credible Source 1
|
|
5 PTS
|
Total:
|
100
|
|
WebLink for Credible Source 2
|
|
5 PTS
|
|
WebLink for Scholarly Source 1
|
|
5 PTS
|
All papers scoring B- or lower must be re-written within one week after the graded paper is returned. The final recorded grade for the paper will be the average of the first and second grade. The original paper and grading sheet must be submitted along with the rewritten paper.
|
|
Grade Breakdown
|
|
WebLink for Scholarly Source 2
|
|
5 PTS
|
A
|
94.00 to 100.00
|
A-
|
90.00 to 93.00
|
·Annotated Bibliography (AB)
(uses proper grammar, sentence structure, academic language and paraphrasing)
|
B+
|
86.00 to 89.00
|
B
|
82.00 to 85.00
|
B-
|
80.00 to 81.00
|
|
Annotated Bibliography of Scholarly Source 1
|
|
20 PTS
|
C+
|
77.00 to 79.00
|
C
|
73.00 to 76.00
|
|
Annotated Bibliography of Scholarly Source 2
|
|
20 PTS
|
C-
|
70.00 to 72.00
|
D
|
65.00 to 69.00
|
·Organization and Documentation (O & D)
(uses correct APA in-text citations, references, and format)
|
F
|
Below 65
|
|
|
APA in-text Citations, References and Format
|
|
10 PTS
|
|
|
Rough Outline
|
|
15 PTS
|
|
Total:
|
|
100 PTS
|
Requirements for Final Paper
Your Final paper must be formatted as follows:
1.5-6 pages (body),typed in double-spaced, 12 point Times New Roman font, with 1” margins on all sides of the page. Flush left margins (do not justify the right margin). Insert page numbers on the upper right-hand corner of the page.
2.A cover page which includes your name, your professor’s name, course catalog number, semester, assignment name and due date in the middle of the page.
3.The body of the final research paper should include an
introduction
with the thesis statement, adiscussion sectionthat responds to all the questions listed in the assignment aswell as other ideas relevant to the topic, and
a conclusionthat summarizes the key concepts.
4.Proofread and revise work before submission. You should receive feedback on your paper at the Metro Writing Studio (MWS) or the Academic Resource Center (ARC) at the Metropolitan Campus and at the Academic Support Center (ASC) at the Florham Campus. Bring the assignment instructions and your work with you when getting tutoring support.
5.Use 7thedition APA format for in-text citations and the reference page at the end of the paper for all sources that you have used. Use direct and indirect quotes (paraphrasing) appropriately.
6.Submit your paper in Assignments, Paper #1 Final.
7.A rewrite/revision may be required of the paper. You will have about 1 week to submit an appropriate paper.
Your Final Paper will be graded according the attached Rubric.
Requirements for Oral Presentation:
After submission of your Final Paper, you will create an oral presentation about your research. You will then present your findings to the class. Your oral presentation should be roughly 4-5 minutes in length. Your oral presentation must be accompanied with a PowerPoint or Prezzi Presentation. You will be graded according to the attached Rubric.
Name: _________________________________ Assignment: ____________________ Date: ______________________
EPS Paper 1 Draft Rubrics and Scoring Grid
|
Requirement
|
1
Beginning
|
2
Developing
|
3
Acceptable
|
4
Competent
|
5
Exemplary
|
Value
|
Out of 100 points
|
Thesis Statement (TS)
|
Thesis Statement
|
|
|
|
|
|
X 3
|
|
Sources (S)
|
Credible Source 1
|
|
|
|
|
|
X 1
|
|
Credible Source 2
|
|
|
|
|
|
X 1
|
|
Scholarly Source 1
|
|
|
|
|
|
X 1
|
|
Scholarly Source 2
|
|
|
|
|
|
X 1
|
|
Annotated Bibliography (AB)
|
Annotated Bibliography of Scholarly Source 1
|
|
|
|
|
|
X 4
|
|
Annotated Bibliography of Scholarly Source 2
|
|
|
|
|
|
X 4
|
|
Organization and Documentation (O & D)
|
APA in-text Citations, References, and Format
|
|
|
|
|
|
X 2
|
|
Rough Outline
|
|
|
|
|
|
X 3
|
|
Comments:
|
Grade Breakdown
|
Total:
|
|
A
|
94.00 to 100.00
|
C+
|
77.00 to 79.00
|
A-
|
90.00 to 93.00
|
C
|
73.00 to 76.00
|
B+
|
86.00 to 89.00
|
C-
|
70.00 to 72.00
|
B
|
82.00 to 85.00
|
D
|
65.00 to 69.00
|
B-
|
80.00 to 81.00
|
F
|
Below 65
|
Name: ______________________________________ Assignment: ____________________ Date: ______________________
EPS Paper 1 Final Scoring Grid
|
|
Category
|
1
Beginning
|
2
Developing
|
3
Acceptable
|
4
Competent
|
5
Exemplary
|
Value
|
Out of 100 points
|
Content
|
|
|
|
|
|
X 6
|
|
Organization
|
|
|
|
|
|
X 6
|
|
Language
|
|
|
|
|
|
X 6
|
|
Documentation and Format
|
|
|
|
|
|
X 2
|
|
Comments:
|
Grade Breakdown
|
Total:
|
|
A
|
94.00 to 100.00
|
C+
|
77.00 to 79.00
|
A-
|
90.00 to 93.00
|
C
|
73.00 to 76.00
|
B+
|
86.00 to 89.00
|
C-
|
70.00 to 72.00
|
B
|
82.00 to 85.00
|
D
|
65.00 to 69.00
|
B-
|
80.00 to 81.00
|
F
|
Below 65
|
Name:____________________________________________ Topic: ____________________________________________
EPS Oral Presentation Rubrics (24 points)
Category
|
1
Unacceptable
|
2
Developing
|
3
Acceptable
|
4
Exemplary
|
Score
|
Organization
|
Audience cannot understand the presentation because there is no sequence of information. There is also no introduction and conclusion for the presentation.
|
Audience has difficulty following the presentation because information is presented in an illogical order. There is also no introduction and/or conclusion for the presentation.
|
Audience can follow the presentation because information is presented in a logical sequence. There is also an introduction and conclusion for the presentation.
|
Audience can follow the presentation because information is presented in a logical and interesting sequence. There is also an introduction and conclusion for the presentation.
|
|
Subject Knowledge
|
Student has marginal evidence of having grasp of task and/or information; student cannot answer basic questions about the subject.
|
Student has adequate evidence of having grasp of task and/or information; student can answer basic questions about the subject but fails to elaborate.
|
Student has good evidence of having grasp of task and/or information; student can answer, (with explanations and some elaborations,) most questions about the subject.
|
Student has full evidence of having grasp of task and/or information; student can answer, (with explanations and some elaborations,) all questions about the subject.
|
|
Visual Aids
|
Student uses superfluous visual aids or no visual aids.
|
Student occasionally uses visual aids that rarely support the presentation.
|
Student occasionally uses visual aids that relate to the presentation.
|
Student often uses visual aids that explain and reinforce the presentation.
|
|
Eye Contact
Other Non-verbal Gestures
|
Student makes no eye contact and only reads from notes.
Student has many distracting mannerism.
|
Student occasionally uses eye contact, but still reads mostly from notes.
Student has some distracting mannerism.
|
Student maintains eye contact most of the time, but frequently returns to notes.
Student has a little distracting mannerism.
|
Student maintains eye contact with audience, seldom returning to notes.
Student has hardly any distracting mannerism.
|
|
Mechanics
|
Language is marginal. There are many errors and meaning is sometimes obscured.
|
Language is adequate. There are some errors and meaning is generally not obscured.
|
Language is good. There are some minor errors and meaning is seldom obscured.
|
Language is very good. There are rare minor errors and meaning is hardly obscured.
|
|
Verbal Techniques
|
Student mumbles and/or speaks too fast. Student pronounces many words incorrectly and/or speaks too quietly. Audience has difficulty in hearing the presentation.
|
Student’s voice is low and/or student speaks too fast. Student pronounces some words incorrectly. Audience has difficulty in hearing the presentation.
|
Student’s voice is clear and student speaks at a reasonable rate. Student pronounces most words correctly. Most audience can hear the presentation.
|
Student’s voice is clear and student speaks at an appropriate rate. Student pronounces almost all words correctly. Most audience can hear the presentation.
|
|
Adapted: Tsai, C. (2003). L2 Academic Writing Rating Scale. Unpublished Dissertation, Teachers College, Columbia University.
|
A
|
23-24
|
C+
|
19
|
TOTAL:
|
|
A-
|
22
|
C
|
18
|
B+
|
21
|
C-
|
17
|
B
|
20
|
D
|
16
|
B-
|
19.5
|
F
|
≤ 15
|