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Results of New Experiences

  Reflecting on the second half of the semester, I thought about all of our significant assignments and how they benefited my development and growth as a writer. However, vital things that stuck out to me were not the assignments but experiences. The non-traditional approach to this course structure was one I needed time to adjust to but began to appreciate throughout this second semester. Rather than sitting in class typing paper after paper, following an outline that would keep us fixed into one writing style, we limited our screen time and wrote longhand, something I had not done since middle school. We also were able to play Scrabble on Fridays, which, over time, I began to understand and see the benefits of playing this stimulating game throughout the semester. This second quarter has surprised me as I began to see the positive results from taking this course.   

At first, I was frustrated with being unable to type up my papers on my computer immediately and having to sit and write out a draft on paper. This class is the only course I have taken in years that did not use technology in class. I quickly learned that this was highly beneficial when I was writing an essay for another course and found myself distracted by my phone and tempted to click away from my assignment on my computer. My train of thought was interrupted, and I realized why removing the presence of technology in the classroom was helpful to our writing process. I also noticed that when I began my essay online versus on paper, I got stuck into a fixed idea and could not think of alternate ways to convey my message. When this occurred, I thought back to Writing Analytically’s  “Writing on Computers vs. Writing on Paper,” where it stated, “Perhaps the most common problem with writing on a computer is that this practice can tend to lock you into a draft or a particular idea too soon. Words that come up on a screen look more like finished text than handwritten words in a notebook.”(124) This statement rang true when I found myself unable to generate new ideas for my essay when the draft became more and more permanent on my screen. 

Until this class, I underestimated the power of paper and longhand writing. It was especially beneficial for writing my 1900-word final research paper. I used my drafted bullet points on paper to inspire and create an excellent flowing essay on my computer. I could pull from my draft while also recognizing and editing new ideas to add to the final result. This non-traditional way of writing a paper has helped me improve my writing and has transformed my writing process for the better.  

Another non-traditional feature of our class that I took for granted is our Wordplay Days. I was apprehensive about playing Scrabble during class time and could not see how it would contribute to our learning. Throughout this second semester, though, I have begun to notice an expansion in my vocabulary and an improvement in my critical thinking skills. Journaling our Wordplay Days has not only helped me examine how I play scrabble and better strategize my plays but also has built my foundations for other writing assignments. Practicing my writing through journaling each week has given me great tools to use in my creative writing process. 

Overall, the non-traditional structure of this English writing course has helped me develop my skills in creative thinking and analytical writing and has improved my process as a writer. As an Advertising, Public Relations, and Strategic Communication major who will need these vital writing skills, this course has prepared and equipped me with the tools I need to succeed in college and the workforce. These skills are incredibly beneficial to anybody who takes this class because they will strengthen your critical and creative thinking skills, which I believe everyone needs to succeed.

Work Cited

Rosenwasser, David and Jill Stephen. “Writing on Computers vs. Writing on Paper.” Writing Analytically, 8th edition. Wadsworth/Cengage, 2019. Pp. 124-25.

The Evolution of Writing 

Analysis of Richtel’s Report on the Blog-Term Paper Question

         In The New York Times article “Blogs vs. Term Papers,” Matt Richtel analyzes blogs versus term papers, determining which is the best, most effective way to teach writing. The benefits of blogs in this new digital age are backed by City University of New York’s Professor Cathy N. Davidson and others. The argument made by Douglas B. Reeves, columnist for The American School Board Journal, and William H. Fitzhugh, editor of The Concord Review, deems blogs to be lacking in teaching the essential, technical writing skills that traditional papers require. The middle ground, however, is given by Stanford University Writing professor Andrea Lunsford, who believes in preserving “old literacies” and knowing the key benefits they hold while also transitioning new media into the writing curriculum. By thoroughly analyzing the debates on literacy education, Richtel reveals that the integration of new media innovations is favored by Davidson and Lunsford.

         The beginning of “Blogs vs. Term Papers” talks of the rigid format of the academic paper that both college and high school students find unstimulating. Professors like Cathy Davidson fight the mechanistic writing style and seek ways on “how to best teach writing in the digital era.” Cathy Davidson wants to eradicate the traditional, strictly written term paper and replace it with a personal, meaningful blog. She references her book Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn. In this, Davidson talks of how changing the way we learn can stimulate creativity and engagement. Richtel then poses the obvious question, “On its face, who could disagree with the transformation?” The world is changing, so does that then mean the way of learning and writing should change as well when the traditional ways have worked in the past? Throughout the article Richtel shows the struggle in figuring out what pieces of the foundation of writing should be kept as well as what pieces are not working anymore in the new age of media. 

         Richtel then gives perspective from the opposing view of the defenders of traditional academic papers. Their argument is that blog posts fail to teach the key aspects of writing and thinking, such as how to organize points, fashion an argument, show grasping of substance and proof of its origin. They believe writers have an advantage in critical thinking, argumentation, and expression. Richtel states their point that “Its rigidity wasn’t punishment but pedagogy” and then counteracts this with his one-sentence paragraph: “Their reductio ad absurdum: why not just bypass the blog, too, and move right on to 140 characters about Shermn’s mrch?” The points made by the defenders such as Reeves are hypocritical in confining students to conventional learning but expecting them to think and work creatively.   

         William H. Fitzhugh gives insight on what he considers is the issue with the falling popularity of the term paper. He argues the problem is students not being exposed to enough literacy and therefore not gaining enough substance. He proposes the “page a year” solution wherein each grade, first through fifth, students add a page and source to their writing requirements.This way students strengthen their writing skills and are asked to read more from an early age. Fitzhugh sees this as a solution to the failing of traditional writing in comparison to the innovative solution of blog writing and new media literacies. 

         To combine both sides or simply blur the line between blogs and term papers, Richtel gives insight from Professor Lunsford, who is trying to “preserve sustained, logical, carefully articulated arguments while engaging with the most exciting and promising new literacies.” She concludes that students feel more passionate and can relate personally to blogs and other multimedia writing tools. After receiving feedback from students, she found new literacies to be more engaging and rewarding for students versus writing a term paper that is only used to “produce a grade.” At Stanford, Lunsford requires students to start by writing a fifteen-page paper and then use the ideas to build blogs, websites, and other forms of new media. This way, they are still gaining the benefits of traditional writing while always using the material in new, purposeful ways.

         Richtel finishes with a final argument from Professor Davidson. Davidson had previously stated in reference to mechanistic writing, “As a writer, it offends me deeply,” referring to the restrictive, standardized term papers. Her strong stance on the termination of the traditional research paper got her removed from her position as a professor when she butted heads with colleagues who held fixed views on their ways of literacy. Davidson reiterates her disappointment in the unwillingness to modernize writing. She argues that standardization is “a formula, but good writing plays with formulas, and changes formulas.” The emphasis Richtel places on Davidson’s innovative standpoint shows a preference for new media and approaches to writing education.

In conclusion, Richtel’s article on the recent debate of “Blogs vs. Term Papers” is relative to our changing world and innovations in technology. Davidson gives perspective on how to add new media literacies to our writing curriculum while Lunsford integrates them into traditional writing. Argued points made by Fitzhugh and Reeves to continue traditional term papers in order to preserve the essential writing skills it teaches are reasonable. However, Richtel’s article could be considered outdated since it was written pre-pandemic. Currently, online teaching and technology have proven to hurt students’ education and development by reducing the face-to-face instruction needed. Richtel’s perception of new media might be altered to see technology in a new light with this information now at hand.  

Work Cited

Richtel, Matt. “Blogs vs. Term Papers,” The New York Times, 20 Jan. 2012, tradition.html.

Midterm Reflection: Strengthening Skills   

  We have worked on many impactful projects throughout our first quarter that have helped further our writing skills. We have written our analysis of “Blogs vs. Term Papers” and studied the sample analysis “On Its face, Who Could Disagree with Transformation?” To help us with checking sources, we have completed Check, Please! Assignments as well as journal all of our in-class work. These assignments have given me many essential tools that I will be able to use throughout college and in the work field. 

One of our more extensive assignments, an analytical essay on “Blogs vs. Term Papers,” taught us how to dissect and thoroughly explain our readings unbiasedly. When planning, drafting, and revising my analysis, I looked to Writing Analytically for help on my thesis. One thing I struggled with initially was removing my bias from my writing, trying to write solely based on the author’s view of the subject. The readings assigned from Writing Analytically have helped me strengthen my thesis and avoid basing my claim on personal conviction. I focused on this particular solution given in the book: “Try on other points of view honestly and dispassionately; treat your ideas as hypotheses to be tested rather than obvious truths” (211). I applied this when writing my paper by consciously removing my personal opinion on the subject of blogs vs. term papers.  

While I had to remove my personal bias when writing my paper I also had to synthesize information from different points of view. When studying “Blogs vs. Term Papers” and the sample analysis “On Its face, Who Could Disagree with Transformation?” I found it interesting how the answer to this debate depends on the time and place. “Blogs vs. Term Papers” gave great arguments for both sides but stronger arguments for blogs and new media. In the sample analysis, I found it extremely interesting when Dr. Lucas mentioned in the sample analysis how online learning during the pandemic was hurtful to students’ education: “For the many students who have had little or no face-to-face instruction… more technology may not seem like an answer, much less an innovation.” This claim is very true and more accurate for our time versus when Richtel wrote the “Blogs vs. Term Papers” article when technology was relatively new and growing rapidly. These readings were very thought-provoking and have shown me to always look at our lessons or assignments from another point of view. In doing so it teaches us how to be a critical thinker rather than just learning content. My critical thinking skills and capacity to analyze readings successfully have expanded through these assignments.  

Our Check, Please! assignments have also strengthened my writing skills by solidifying my sources and helping make my arguments stronger. I have strengthened my arguments by further investigating my sources for reliability and credibility by using the four steps of the SIFT approach. SIFT stands for stop, investigate the source, find better coverage, and trace claims, quotes, and media to the original content. When I was completing these Check, Please! assignments I truthfully had believed them to be redundant considering we learned fundamental ways to check our sources throughout elementary and high school. I quickly realized how wrong I was when learning that the forbidden Wikipedia could be trusted to effectively verify sources as a summarized location of other reliable sources. I then discovered how little I knew about fact-checking resources while learning to “Just add Wikipedia”. The following lessons about considering the reliability of the source’s author and identifying state media or government websites that may have biased views and agendas for their readers were equally as eye opening. Check, Please! assignments have helped me realize the importance of fact-checking, which is an essential tool in school and in life. 

Lastly, we have kept a journal recording anything and everything we have worked on in class. Journaling has helped us think more critically about our work and its relevance in our writing curriculum. For instance, journaling our Word Play Days has helped me examine the way I play scrabble and better strategize my plays. I am able to analyze my high point plays as well as see missed opportunities. I have learned to communicate with my group while  reflecting on these plays and have written down ways to improve my score on the next game. I can now return to my journal to see how my scrabble games have improved, and my words have become more advanced. While this is true for my Word Play Days it also tracks my improvements on our writing assignments. Journaling has proven helpful in gathering my thoughts and reflecting on the work we have done. I now can look back in my journal to remember the assignments we have completed and remember the relevant aspects that helped further my writing techniques. Before this class, I never thought journaling to be impactful, but solidifying my thoughts on paper has helped me feel more confident in my writing and ideas. 

Overall, the assignments we have completed so far in this English writing course have helped me develop skills in creative thinking and analytical writing as well as planning my writing, checking my sources, and understanding material. As an advertising, public relations, and strategic communication major who will need these vital writing skills, this course is preparing and equipping me with the tools I need to succeed in college and life. These skills are incredibly beneficial to anybody who takes this class because they will strengthen your critical and creative thinking skills as well as your communication skills which I believe everyone in the world needs to succeed. 

Works cited

Lucas, Jane. “On its Face, “‘Who Could Disagree with the Transformation?’: Revisiting Richtel’s Report on the Blog-Term Paper Question.” Jane Lucas, 1 Feb. 2022,

Rosenwasser, David and Jill Stephen. “Five Kinds of Weak Thesis Statements.” Writing Analytically, 8th edition. Wadsworth/Cengage, 2019. Pp. 208-12

Literary Memories

One of my earliest memories of creative writing was in the sixth grade. We were prompted to write an informative paper about any topic of our choice. I decided to write about one of the only things I knew and loved; this was Dance, specifically, the Rockettes. Although I was writing about the Rockettes, the entire time my teacher believed I would be writing about a particular type of rocket. I was so excited to be doing my research on these fabulous, long-legged dancers whom I someday wanted to become. I remember sitting at my table with all of the other students who were writing about their favorite sports or tv shows while I wrote about the vigorous training and technique needed to become a Rockette. I first wrote all of my fun facts in bullet points on my paper to then type them into the school’s Chromebook hoping for all of the information to come together. I incorporated so many specific facts and details into my paper and I did not know where to begin typing my paper. After I finally decided how to structure the information, my paper began to come together. My mom, who is an elementary teacher, helped me write this particular assignment. I remember her saying just to simply keep writing when struggling with what to say. She said that the first draft will never be perfect. Despite my frustration I continued to edit and revise my paper which taught me the importance of drafting. It is acceptable if a paper is a little scrambled, because everything will eventually find its place in your essay.  

Fast forward to this year, my freshman year of college, I was taking Explorations of Modern Dance. I found myself writing about dance once again. This assignment was to write an eight-page research paper on a “Modern Master” who had a significant impact on the world of modern dance. Originally, I did not believe I was capable of writing such a long paper about just one person and felt this was a tedious and extensive assignment. I then found myself immersed and interested in learning more about my creative and daring modern master, Elizabeth Streb. I realized that this paper was a chance for me to learn more about the history of dance, something I have loved since the age of three. I sat in the library, pouring myself into the books and sources, absorbing anything and everything extraordinary I could find on this “dance physicist.” I came across an article that accurately described Streb’s unique take on dance, “Streb is one of the most daring thinkers and performers… She is always expanding the boundaries of what can be done with the body, with physics, with gravity” (Homes, 1). After reading this article, I knew I had to do everything I could to emphasize the distinctive impact she had made on the modern dance world in my research paper. 

I had never completed such a long paper considering that my Junior and Senior years of high school were deeply affected by the Covid-19 pandemic. Being switched to online classes in a somewhat abrupt manner hindered my education, especially in literacy. Our instructors scratched our normal senior papers and cut coursework down to a minimum. I have not actually experienced true writing since my sophomore year, so you can imagine my struggle to write such a long paper on one person. I was challenged in basic writing skills such as creating my thesis, quotations, and citations, as well as just structuring the flow of my essay. One of the best resources I have found at High Point University is the Writing Center. The first of many visits was very eye-opening. I sat down with my mentor and read my paper aloud, paragraph by paragraph. Each paragraph needed editing- some were minimal changes, and some required rewriting. I sat there and collaborated with my mentor as she gave suggestions and edits to my paper, teaching me new ways to look at my writing along the way. The mentor helped make my writing more cohesive. She helped me see the ways I could connect and tie my whole paper together. 

Overall, writing is something I realize I have struggled with for a long time when reflecting back to that first experience in sixth grade. With support from my mom, English teachers, and the writing center resources, I feel I have definitely become more confident and grown as a writer since then.  I am now able to acknowledge my writing weaknesses as well as my strengths.

Work Cited

STREB, ELIZABETH, and A.M Homes. “Elizabeth Streb.” Bomb, vol. 112, no. 112, 2010, pp. 88–94.

Social Media and Its Effect on Mental Health

The use of social media has rapidly grown since the end of the twentieth century and has changed the way we communicate with others. Social networking sites, such as Facebook, Instagram, Twitter, Snapchat, TikTok, and YouTube, have had many positive impacts on society by connecting the world and giving a close-up look into each other’s lives. Though, it begs the question of whether connecting the world in such an intimate way is the best thing for the mental health of society. Concerns about the effects of social media on mental health have been emphasized and brought into the light in recent years. Many social media platforms have been found to increase rates of body dysmorphia, depression, suicidal thoughts, eating disorders, and anxiety. Research has explored the influence of social media and has shown that sometimes it is more hurtful than helpful. Why then is the world so obsessed and captivated with something known to be harmful? 

Research done on Facebook’s company, Instagram, shows that one issue is the algorithm. The algorithm for most social media applications is geared to promote content that is related to what you search, like, or show interest. For instance, in the Wall Street Journal article, “Facebook Knows Instagram is Toxic for Teen Girls, Company Documents Show,” a teen talks about how she searched Instagram for workouts. The article stated, “Since then, the app’s algorithm has filled her Explore page with photos of how to lose weight, the ‘Ideal’ body type, and what she should and shouldn’t be eating. ‘I’m pounded with it every time I go on Instagram,’ she said” (qtd. in Horwitz et al.). The algorithm is supposed to keep users captivated and active on the app by burying them deeper and deeper into what they originally searched. It will narrow your interests to where you only get a certain biased perspective. The Explore page becomes less of an Explore page when it is only showing one side of the story. In cases such as these, it is incredibly harmful for teens who innocently search for workouts only to spiral down post after post that constantly tell them to lose weight.  Going down this ‘rabbit hole’ can lead to negative body comparison, body dysmorphia, and insecure body image, as well as eating disorders.  

The Explore page, specifically for female teens, often shows celebrities and influencers who have the “ideal body type”. Even if the users do not specifically search for or follow these influencers, their paid brand content can still find a way to these girls’ Explore pages leading to negative and toxic body issues. The article “The pursuit of wellness: Social media, body image, and eating disorders,” by Rosie Marks, Alexander Foe, and James Collett, discusses online content that promotes weight management and the negative consequences it has on teens’ perceptions of their body image. The article states, “…health and wellness content which promotes weight-management may be based on flawed assumptions, and therefore have unintended consequences, such as recurrent cycles of weight loss and regain, chronic stress, exercise avoidance, and depression” (qtd. in Marks et al.). Exposure to content showing the ideal body sizes, shapes, and appearances can lead to body insecurities (qtd. in Forbes et al.). Seeing influencers and celebrities who have idealistic bodies can be toxic to vulnerable teens. Though, users now must keep in mind that this “ideal image” presented by celebrities and influencers is not always real. Digital technology has advanced to where photos and videos can be edited and shaped until the user is satisfied and feels that the pictures are ready to be shared with the world. 

Furthermore, social media is also fake because it only shows part of the story. Social media can be described as a ‘highlight reel’ of people’s lives, making it hard not to feel inadequate and compare your life to others. The Wall Street Journal article reiterates this idea, stating, “The tendency to share only the best moments, a pressure to look perfect and an addictive product can send teens spiraling towards eating disorders, an unhealthy sense of their own bodies, and depression, March 2020 internal research states” (qtd. in Horwitz et al.). This pressure to be ‘picture perfect’ can lead to the filtering, distortion, and editing of photos. Influencers and celebrities are paid to make their lives seem immaculate and encourage their followers to strive for the same lifestyle. Elizabeth Hoge explains research on this in “Digital Media, Anxiety, and Depression in Children.” Hoge writes, “Research on traditional media has found that the representation of attractive people leading exciting and idealized lives in media programs invites social comparison and contributes to dissatisfaction with oneself” (Hoge). Social media gives the world a close-up look into people’s lives, whether we want to see it or not. Teens and adolescents who consistently see people living extravagant lifestyles with the perfect body and beautiful features are bound to compare and feel insufficient.

“Fear of missing out,” otherwise known as FOMO, has also become prevalent with the new age of social media. Fear of missing out is defined as apprehension or concern of being disconnected, absent, or missing an experience with peers, friends, family. The Wall Street Journal article states that social media has become “the online equivalent of the high school cafeteria: a place for teens to post their best photos, find friends, size each other up, brag and bully” (qtd. in Horwitz et al.). During the Pandemic, the only way of interacting with others was through social media and this lack of intimate connection with others has led to many users experiencing FOMO as the opportunities to spend time with others are limited. Users can suffer from loneliness and the FOMO from experiences of social isolation and rejection. Many users have been found to have these feelings due to the media constantly showing the activities of others. This anxiety leads to a never-ending cycle of experiencing loneliness when users see others on social media and are aware of being left out while also feeling lonely when they are not on social media as it is one of the only ways to connect with others. Overall, users can experience FOMO on and off social media due to it being such a big part of people’s lives. 

Another negative effect is the addictiveness of social media. There is a need and desire to stay connected to the rest of the world or ‘keep up’ that outweighs the possibility of logging off the toxic social media sites. Additionally, the positive reinforcement and validation coming from likes and comments make it hard to log off. Often users become obsessed with the number of likes and comments and who is interacting with their posts. Social media becomes insatiable, with teens unable to log off even if they are aware of its unsatisfying effects. In the Wall Street Journal article, the addictiveness of Instagram is explored and says this, “Instagram researchers noted that those struggling with the platform’s psychological effects weren’t necessarily logging off. Teens regularly reported wanting to spend less time on Instagram, but lacked the self-control to do so” (qtd. in Horwitz et al.). Together, the need to stay present and the desire for validation make it very difficult for teens to log off social media sites.  

The growth of social media has increased cyberbullying by making it faster and easier to leave abusive, hateful, and harmful comments in an anonymous manner, without repercussions. The ScienceDirect article “Cyberbullying via social media and well-being” by Gary Giumetti and Robin Kowalski reports a study on teens that revealed, “…social media is a threat to well-being; social media is a common venue for cyberbullying, and social media can be addictive” (qtd. in Giumetti et al.). The article also states, “Since 2004, there has been increased research attention on cyberbullying, with a particular focus on predictors and outcomes of victimization and perpetration. Outcomes have included measures of well-being, such as self-esteem, depression, and social support” (qtd. in Giumetti et al.). Social networks such as TikTok, Instagram, Twitter, Youtube, Snapchat, and Facebook have become forums for cyberbullying where anyone can reach everyone. Cyberbullying has grown in correlation with these social platforms that provide more opportunities to privately or publicly attack other users who have no way of avoiding or preventing the harassment. This unfiltered bullying can cause the victims to develop low self-esteem, depression, and potentially suicidal thoughts. 

Social media can also bring about social anxiety. Teens who use social media excessively can develop social anxiety for interacting with peers face-to-face. Socially anxious people have a fear of being judged by others which can limit their opportunities to have meaningful social relationships in person (O’Day). Often socially anxious people prefer social media interaction over face-to-face interaction, creating a cycle that keeps teens returning to social media and worsening their social anxiety. This also means that they are spending a majority of their time on social media, which can lead to extra exposure to the negative effects of social media. Socially anxious people seek out interaction on social media sites, but their fears follow them online and can add to their anxiety. Since social media is open to everyone, users’ comments are unfiltered, making it easier for harmful and negative comments to reach someone with social anxiety and increasing social media’s effect on their mental health. 

Researchers have tried coming up with solutions to make social media use a more positive experience for its users. The Wall Street Journal article focused on Instagram; they talked of promoting more positive use of the platform. The article states, “…[Instagram] has partnered with nonprofits to promote what it calls ‘emotional resilience,’ according to the documents. Videos produced as part of that effort include recommending that teens consider daily affirmations to remind themselves that ‘I am in control of my experience on Instagram’” (qtd. in Horwitz et al.). The article’s research also suggests that exposure to influencers and celebrities could be decreased. The article states, “In March, the researchers said Instagram should reduce exposure to celebrity content about fashion, beauty, and relationships while increasing exposure to content from close friends…” (qtd. in Horwitz et al.). Although these two solutions will not solve all of the issues that stem from social media and society, they are the beginning of a long road to recovering the world from the technological challenges it faces today. 

Overall, the impact social media has had on the world and people’s mental health has revealed the toxicity of technology. We as a society need to stop the stigma of mental health, largely in teens and adolescents. We also need to educate ourselves to be able to help others as well as ourselves. In order for the world to move forward in improving mental health, we need to recognize that it is an issue and why it is an issue for each individual. We all have different experiences with social media, some more negative or positive than others. Our mental health deserves to be taken care of whether or not the effects are minor or severe. Unfortunately, we cannot change social media overnight, and mental illness concerns are not going away any time soon, especially with digital technology growing and getting smarter. It can be a hard topic to talk about, especially if users feel isolated by their negative experiences. What they need to know is that they are not alone and that a large amount of the population suffers from the effects of social media use. It will take time to figure out the best way to combat these issues, but once we do, the number of people we could help will trump it all. 

Works Cited

A. Smith, M. Anderson. Social media use in 2018. Pew research center (2018) Google Scholar

Dhir, A., Yossatorn, Y., Kaur, P., & Chen, S. (2018, February 23). Online social media fatigue and psychological wellbeing-A study of compulsive use, fear of missing out, fatigue, anxiety and depression. International Journal of Information Management. Retrieved April 20, 2022, from

G.B. Forbes, J. Jung, J.D. Vaamonde, A. Omar, Paris, N.S. Formiga

Body dissatisfaction and disordered eating in three cultures: Argentina, Brazil, and the U.S. Sex Roles, 66 (2012), pp. 677-694

Giumetti, G. W., & Kowalski, R. M. (2022, February 19). Cyberbullying via social media and well-being. Current Opinion in Psychology. Retrieved April 20, 2022, from

Hoge, Elizabeth, et al. “Digital Media, Anxiety, and Depression in Children.” American   Academy of Pediatrics, American Academy of Pediatrics, 1 Nov. 2017,  

Kalpana Srivastava, et al. “Social Media and Mental Health Challenges.” Industrial Psychiatry Journal, vol. 28, no. 2, pp. 155–159. doi:10.4103/ipj.ipj_154_20. Accessed 13 Apr. 2022.;year=2019;volume=28;issue=2;spage=155;epage=159;aulast=Srivastava 

Marks, R. J., Foe, A. D., & Collett, J. (2020, October 28). The pursuit of Wellness: Social Media, body image and eating disorders. Children and Youth Services Review. Retrieved April 20, 2022, from

O’Day, E. B., & Heimberg, R. G. (2021, March 4). Social media use, social anxiety, and loneliness: A systematic review. Computers in Human Behavior Reports. Retrieved April 20, 2022, from

Ptaszynski, M., Masui, F., Nitta, T., Hatakeyama, S., Kimura, Y., Rzepka, R., & Araki, K. (2016, August 31). Sustainable cyberbullying detection with category-maximized relevance of harmful phrases and double-filtered automatic optimization. International Journal of Child-Computer Interaction. Retrieved April 20, 2022, from

“Social Media.” Gale Opposing Viewpoints Online Collection, Gale, 2021. Gale In Context: Opposing Viewpoints,  Retrieved 13 Apr. 2022, from, A. (2021, August 10). Mental health: Altered images on social media ‘detrimental’. BBC News. Retrieved April 20, 2022, from