peer review in ANNOTATED BIBLIOGRAPHY please help me

Annotated Bibliography Drafting

As you are progressing with locating sources and drafting out your annotations of them, it's a good time to revisit the assignment directions and videos on researching/writing for this project--first available in the Week 6 module. Please use our class LibGuide

Links to an external site. for finding some (if not all) of your sources. Utilize its links to helpful databases, such as Academic Search Complete (EBSCO) for scholarly or newspaper/magazine articles, as well as to great resources for finding ebook sources (such as from the ProQuest or EBSCO ebook collection databases or through the library "One Search," which draws from many databases and can be limited to ebooks in particular). You can be routed to these locations under the "Doing Research" tab on our LibGuide. You'll see the "OneSearch" option on the top of the LibGuide, which can be limited to books available online, as well as easy access to Academic Search Complete. From Academic Search Complete, you can move to other EBSCO databases by selecting "Choose Database" next to the search boxes; then, you could pick the EBSCO ebook Collection database.

Of your 6 (six) sources, you must have 1 credible website (could be an organization, educational, or government website, but a credible news website is also okay); 1 scholarly book (focusing on an article or chapter within the book is recommended); 1 magazine/news source (a print or digital article from a credible magazine or newspaper source, such as ScienceDaily); and 1 academic/scholarly journal article (use EBSCO or Proquest databases for this, for example). Your 5th and 6th sources can be something like a documentary or TED Talk, as well as duplicate types of the required 4 (four) source types! Part of this practice is to gain experience with locating a variety of source types, as well as to increase one's own ethos as researcher/writer on the topic.

For an annotation of a source, make sure that you are devoting a minimum of a few sentences (3+) to objective summary of the source information, at least a few sentences (3+) noting rhetorical aspects (eg. purpose, audience, appeals, etc),. Argument about the topic (ie. agreeing/disagreeing with a source) should be avoided within the annotations of your project. Make sure that you have summary, rhetorical analysis, and evaluation for each of your annotations; this makes up the content of your annotation. And, this outlines the goal for engaging with each of your six sources for the Annotated Bibliography project! Altogether, each of your annotations should be 6+ sentences, including summary, rhetorical analysis, and evaluation.

Twenge and Campbell's (2018) article "The Age of Anxiety" seeks to determine whether the use of social media is tied to teen mental health challenges by exploring a vast national data archive of adolescents and their guardians. Ultimately, they determined that the use of social media correlates with increased depressive and anxiety symptomology in adolescents. This is to be expected, as using social media fosters increased perceptions of social isolation and decreased real-life interactions. This is a more longitudinal source to understand why social media is harmful to adolescent mental health. Most likely similar to validate the adolescent experience. Where O'Reilly et al. (2018) assess social media's impact on adolescent mental healthbut from the teenage perspective through qualitative focus group discussionseye's perspective research. They found that adolescents recognize the positives and negatives of social mediathey like staying connectedbut they struggle with things like cyberbullying and facilitated access to idealized images of beauty. Therefore, this is a reliable source to validate the adolescent experience because it shows adolescent awareness of the world, both positive and negative. Similarly, Kelly et al. (2019) assess social media use and its effects on mental health, but they longitudinally study whether social media use has incremental changes over time in adolescents and whether gender plays a role. Ultimately, however, the findings show that girls are more impacted by social media use than boys regarding depressive symptomsespecially girls prone to social comparison and those who are victims of cyberbullying. This article is critical to ascertain any gender-related at-risk vulnerability for such social media use because it indicates one at-risk population. Furthermore, related to social comparison, Nesi and Prinstein (2015) studied adolescent social media feedback-seeking, social comparison, and depression symptoms. They find that adolescents who are susceptible to social comparisonparticularly girls and those who desire a social pecking orderare more likely to be depressed. Therefore, this article provides an enhanced understanding of why some adolescents are susceptible to being treated poorly via social media and adds to the concept of differentiated mental health assessment results. Ultimately, Uhls et al. (2017) weigh the advantages and disadvantages of adolescents using social media. Although they come to a somewhat neutral stance regarding why social media is enticing and notsocial connectedness and adolescent expression but also body image dissatisfaction, cyberbullying, and morethis source, with an intent to understand the dangers and advantages of adolescents on social media, is highly researched from an empirical standpoint to assess the experience across the board. For certain genders and inclusion, it can be a more positive or negative experience. Together, they provide a nuanced view of how social media influences adolescents' mental health by describing risks ranging from depression to cyberbullying and body image concerns while pointing out benefits regarding social connection and self-expression. They emphasize the more substantial factors that influence this experience: screen time, social comparison, and gender.

1-Summary (Presenting Source Info)

*Project title forecasts the focus of your research inquiry (premature argument is avoided) *Summaries of each source are objective and thorough (3+ sentences of summary included in each annotation) *Summaries utilize paraphrasing of source ideas/information (and optionally use direct quotes from the source)

2- Rhetorical Analysis and Evaluation

*Aspects of rhetorical analysis are considered within the analysis/evaluation section for each source (eg. purpose, audience, context, appeals, etc.) *Analysis and evaluation of each source stands out (ie. how helpful, rhetorically effective, or credible a source is)

3-Organization and Support

*Annotations include examples to support the writer's rhetorical analysis and evaluation of the source's quality *Includes both summary and analysis/evaluation in each annotation *Uses transitions to connect sentences and information/ideas together within an annotation (no transitions needed between different sources/annotations)

4-Citation, Format, and Source Requirements

*Includes complete citations for all sources (listed alphabetically by author/title) *Uses ormatting and citation for document *Bibliography includes at least 6 credible sources with both summaries and analyses (of the 6 sources, there is at least 1 scholarly journal article, 1 book article or chapter, 1 credible website, and 1 news article) *Each annotation of a source includes a few (3+) sentences of summary and a few (3+) sentences of rhetorical analysis/evaluation

5-Voice and Clarity

*Writer employs objectivity when reporting on the summaries of sources *Writer's own analysis is centered when rhetorically considering and evaluating the sources *Grammatical errors don't impede the readability of the project