Social media and filter bubbles

Individual Essay (70%)

Select one of the following topics

    • The future of work (driven by platforms, AI, social media, etc.)
    • Data, Privacy and Surveillance
    • Politics and ethical issues in the digital society
    • Ethical issues and social impact of artificial intelligence
    • Financial technology and its implications
    • Social media and filter bubbles
    • Social media and fake news
    • Collective action and data activism
    • Digital feminism

Instructions

    • Select one of the topics above, or a topic related to the course material; construct a research question based on this topic.
    • The content of the essay should consist of 3 parts:
      1. Ask ChatGPT up to 3 questions to provide a response to the research question (500 words). Present the questions and answers in the essay.
      2. Evaluate the response provided by ChatGPT, identifying its limitations and weaknesses (500 words);
      3. Develop an essay on the topic, building upon what ChatGPT suggested and addressing its weaknesses (2000-2500 words), following the standard of an academic essay. In the Conclusion section, please include a reflection on how you have used ChatGPT; what you have learned from this written assignment; and how AI could be integrated in the future of work.

Formatting Requirements

    • Length: 3000-3500 words
    • Font 12, Times New Roman, 1.5 line spacing
    • Use paragraph spaces, indent quotations, and format lists; though use lists sparingly
    • Page number at the bottom right corner
    • Use Harvard Referencing style to format citations and references (follow the Essay Writing and Referencing Guide, available on Moodle)

Tips

  • This is an academic essay, not a magazine article or a blog. Structure the essay with headings and sub-headings. Present clear logical arguments.
  • Use e-library and google scholar for academic sources.
  • Do not present unnecessary lists of facts that are not relevant to the argument.
  • Do not fill the space with irrelevant diagrams, tables or bullet points.

Individual Essay Marking Rubric

0-40 40-50 50-60 60-70 70-80 80-100
Evaluation and Reflection on ChatGPT

15%

Does not include Q&A with ChatGPT or very limited. No evaluation or reflection on the use Questions are asked to ChatGPT but poorly constructed or irrelevant to the research question. Limited evaluation and Relevant questions are raised. Some evaluation of the responses of ChatGPT but too Relevant questions are asked with clear responses included. Thoughtful evaluation of the AI Relevant questions are asked with clear responses included. Critical evaluation of the AI generated content. Relevant questions are asked with clear responses included. Critical evaluation of the AI generated content. Carefully address the
of ChatGPT. reflection on the use of general. No generated content. Carefully address the identified weaknesses in the
ChatGPT. Limited reflection. Does not Carefully address the identified weaknesses in rest of the essay. Essay is
connection between the

evaluation and the rest of

sufficiently address

the weaknesses in

identified

weaknesses in the

the rest of the essay.

Essay is written to a high

written to an excellent

academic standard with

the essay. the rest of the essay. rest of the essays academic standard with critical and insightful
with good

reflections.

insightful reflections. reflections.
Research 15% Does not use sources, only minimally uses sources provided by instructor, or relies exclusively on webpages. Does not use a wide range of sources, only minimally uses sources provided by instructor, or relies exclusively on sources that are primarily non-scholarly (i.e., intended for a

general audience) and/or web-based.

Evidence is used from a wide range of sources, including lectures and course readings. The student consults scholarly books, websites, journal articles, etc. that are highly relevant to the topic, using mainly academic sources

including cutting-edge

Evidence is used from many sources, but author relies heavily on a more limited set of sources, including scholarly and nonscholarly (i.e., intended for a

general audience)

Evidence is used from

many sources. Some effort is made to go beyond material presented in class. The student consults scholarly books,

websites, journal articles, etc.

not explicitly discussed

Evidence is used from many sources and go well beyond material presented in class. The student consults scholarly books, websites, journal articles, that are highly relevant

to the topic, using mainly

and/or web-based. in class. academic material. academic material.
Coherence

20%

Poor balance and

clarity in argument. Ordering of ideas, concepts and materials is poor.

Author attempts, but fails,

to make an argument (e.g., starts with a rhetorical question/statement or anecdote that is never put into context). Descriptive. Weak balance and clarity in argument. Systematic ordering of ideas, concepts and materials is weak. Little evidence to back up statements and argument.

An argument is

present, but reader must reconstruct it from the text. Basic balance and clarity in argument.

Systematic ordering of ideas, concepts and materials is satisfactory.

Essay contains a clear

argument—i.e., lets the reader know exactly what the author is trying to communicate. Very good balance and clarity in argument. Systematic ordering of ideas, concepts and materials is very good. Provides compelling and accurate evidence that convinces reader to accept main argument.

Contains a clear

argument—i.e., lets the reader know exactly what the author is trying to communicate. Very good balance and clarity in argument. Systematic ordering of ideas, concepts and materials is very good. Provides compelling and accurate evidence that convinces reader to accept main argument.

Essay contains a clear

argument—i.e., lets the reader know exactly what the author is trying to communicate. Excellent balance and clarity in argument. Systematic ordering of ideas, concepts and materials is excellent. The importance /relevance of all pieces of evidence is clearly stated. There are no gaps in reasoning—i.e., the reader does not need to assume anything or do additional research to accept main argument.

0-50 40-50 50-60 60-70 70-80 80-100
Knowledge of the topic 20% Shows no evidence of understanding the topic, or able to present any relevant ideas or concepts. Does not attempt to address the main question or issue or no attempt to define a main research question. Weak comprehensive knowledge of relevant ideas and concepts. Attempts to address main question or issue, but fails.

Draws upon some information from the course, but does not fully understand its meaning or context.

Good comprehensive knowledge of relevant ideas and concepts.

Satisfactorily addresses main question or issue, but does not add much new insight into the subject.

Very good comprehensive knowledge of relevant ideas and concepts.

Competently addresses main question or issue. The author has retained nearly all of the knowledge presented in class. Able to synthesize this knowledge in new ways and relate to material not covered in

the course.

Directly addresses main question or issue, and adds new insight to the subject not provided in lectures, readings, or class discussions. Challenges existing knowledge and discourse.
Critical

thinking 20%

Little or no critical

analysis and relevant approach in answering the research question. Little or no use of relevant theoretical and conceptual issues in the answer. Incapable of differentiating perspectives and

viewpoints.

Weak critical analysis and

relevant approach in answering the research question. Weak use of relevant theoretical and conceptual issues in the answer. Take information at face value and present the material in simplistic manner.

Some critical analysis

and relevant approach in answering the research question. Satisfactory use of relevant theoretical and conceptual issues in the answer. Sufficient coverage of the literature but descriptive.

Good critical analysis

and relevant approach in answering the research question. Good use of relevant theoretical and conceptual issues in the answer. Sensitive to various perspectives in the literature.

Very good critical

analysis and relevant approach in answering the research question. Very good use of relevant theoretical and conceptual issues in the answer. Examine the topic from various perspectives. Present

the literature in a critical manner

Excellent critical analysis

and relevant approach in answering the research question. Outstanding use of relevant theoretical and conceptual issues in the answer. Examine the topic from various perspectives. Challenges the literature critically.

Writing style 10% Non- academic writing style.

Attention to spelling, punctuation and/or

grammar is poor.

Weak academic writing style. Attention to spelling, punctuation and/or grammar is weak. Attention to spelling, punctuation and/or grammar is satisfactory. Good academic writing style.

Attention to spelling, punctuation and/or

grammar is good.

Very good academic writing style. Attention to spelling, punctuation and/or grammar is very

good.

Excellent academic writing style. Attention to spelling, punctuation and/or grammar is excellent.

 

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