Expert answer:Need help for reposting a research paper.

Answer & Explanation:The research paper provides an opportunity for students to use all of the skills they have learned during the semester. Students will develop a well-supported, persuasive research paper on a topic of their choosing, related to the topics. The papers will be evaluated on the proper implementation of APA style; content; and clarity of writing (must reflect college-level writing).  The narrative portion of the paper will be a minimum of eight pages to a maximum of fourteen pages long (reference page(s) count toward final page total, but cover page and Abstract do not). This assignment addresses the following course objectives: Prepare and present a compelling substantive interpretation, argument, and/or analysis of a problem or issue in a research paper;Gather and use academic resources effectively and according to the standards and rules of academic integrity in formulating and presenting a substantive interpretation, argument, and/or analysis of a problem or issueGeneral Requirements for Paper:Instructor may refuse to grade papers that do not meet the rubric requirements (grade=zero)General format: APA documentation styleThe narrative portion of the paper is a minimum of eight (8) complete pages and a maximum of twelve (12) pages.Direct quotations from sources are discouraged as a whole.  For occasional exceptions, quotations must be presented in APA style; for quotes over 40 words, in block style (see OWL online resource).All papers will be subject to evaluation in “Safe Assign” to check for plagiarism.Papers will be printed in black ink using ONLYTimes New Roman or Calibri font – 12 point sizeNo folders or binders or covers of any type are to be used.  The paper is to have the cover page as page 1, and be stapled in the upper left corner.Use 1″ margins, top, bottom and sides.  BE CAREFUL!  Check your margin settings as the defaut on many machines is 1.5″ on the left and right.Late papers will be subject to a 10 point penalty for each day beyond the due date unless other arrangements have been made with the instructor before the due date.Attached is the grading rubric for your research paper.  I suggest you use this rubric as a guide as you are putting the finishing touches on your research paper.  I will have a copy for each student which I will fill out as I’m grading your paper.  The rubric will be returned along with your paper. Rubric for Research Paper .docxHere a one sample of how the research paper look like. Sample of reserch paper. .docxHere are my research evaluation that you worked on them. Research Study Evaluations 1.docxResearch Study Evaluations 2.docxResearch Study Evaluations 3.docxresearch evaluation 4.docxYou need to use all the research evaluation on the research paper as well as for the reference. Here is the article review. Article Review_secondary.docxyou already have 4 sources right now and i need 6 more. Total is 10. Please let me know if you didn’t understand the work. Thank you
rubric_for_research_paper_.docx

sample_of_reserch_paper._.docx

research_study_evaluations_1.docx

research_study_evaluations_2.docx

research_study_evaluations_3.docx

research_evaluation_4.docx

article_review_secondary.docx

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Student name: Section:
Rubric for Research Paper – TSEM 102
APA STYLE – Goal B – Gather and use academic resources effectively and
according to the standards and rules of academic integrity
General (1 pt. for each bullet)
• 12-point Times New Roman or Calibri font used throughout, including the
running head
• Entire paper is double spaced
• Margins are 1″ on all sides
Student
self-score
Instructor
score
/3
/3
/4
/4
/4
/4
/8
/8
/19
/19
/3
/3
/8
/8
Total for APA STYLE – References
/11
/11
Total for APA Style
/30
/30
Title Page and Abstract (1 pt. for each bullet)
• Title page formatted correctly
• Abstract is page two, titled Abstract – it is centered, not underlined, not
bolded, and not italicized
• Abstract is 150 – 250 words, a summary of the paper
• Paragraphs are not indented in abstract
Body (1 pt. for each bullet)
• Narrative begins on page 3, title of paper is centered
• Descriptive section headings (left aligned-bolded) are used for each section
(Definition of Topic; Background of Topic; Discussion of Research; Conclusion)
• Narrative is a minimum of 8 FULL pages and a maximum of 14 pages (cover
page and abstract are not included in the final page tally – the reference list is
included).
• Header is formatted per instructions
In-text Citations ( 2 pts. for each bullet)
• All reference sources and citations match. For example, if a source appears on
the Reference page, it must be cited properly in your narrative, and vice versa.
• Embedded citations are in proper APA style.
• Citation is correctly incorporated into the sentence it supports
• Page or paragraph number included for direct quotes and block quotes used
for 40+ word verbatim quotes (double spaced, indent all lines ½ inch, no quote
marks, cite at end)
Total for APA Style – General
References Page (1 pt. each bullet)
• Page is titled References (centered, not underlined, not bolded, and not
italicized) and appears at the end of the paper – References begin on new page
from narrative
• References appear alphabetically
• Hanging indents and double spacing used – no numbering or bulleting
Reference List
• References are cited in the correct APA format for the type of citation they
represent (newspaper, book, journal, webpage, etc.) 10 sources required
CONTENT – Goal A – Present a compelling argument; Goal B – Use academic
resources effectively; Goal C – Evaluate the nature and possible causes of topic; Goal D
– Connect concepts and evidence logically
Source Types (10 minimum) All sources must be cited in the body, or no credit
• 1 source from the REFERENCE section of Cook Library or reference e-books in
online databases – required -3 pts.
• 4 journal or scholarly articles – required – 1 each @ 3 points = 12 pts.
• Other sources can be websites, articles, or other scholarly articles -1 each @ 1
point = 5 pts.
Student
self-score
Instructor
score
/20
/20
/10
/10
/30
/30
/8
/8
/10
/10
/10
/10
/28
/28
/12
/12
Total for CONTENT
/70
/70
TOTAL
/100
/100
Source Depth and Accuracy (2 pts. for each bullet)
• All sources relevant to topic
• Source variety reveals the complexity of the issue
• Sources are appropriately current
• Correct in-text parenthetical citations provide accurate evidence for
statements
• Citation for anything NOT common knowledge.
Total for Content – Sources
Research Question/Topic Statement –Clear, correct, concise – 3 pts.
• Topic is appropriate for audience of educators with specific details (not vague
generalizations) – 3 pts.
• Lays foundation for the paper- 2 pts.
Body/Narrative –
• Introductory paragraph opens the paper – 2 pts.
• Headings are descriptive of paragraph under discussion – 2 pts.
• Transitions and topic sentences are used – 2 pts.
• Definitions of terms are handled quickly, thoroughly and accurately – 2 pts.
• Conclusion paragraph summarizes paper 2 pts.
Grammar and Mechanics
• Sentence structure – 2 pts.
• Paragraph structure – 2 pts.
• Spelling – 2 pts.
• Punctuation – 2 pts.
•
Appropriate vocabulary/ NO use of 1st and 2nd case pronouns – 2 pts.
Total for Content – Body
Critical Thinking and Synthesis of Research Studies (2 pts. for each bullet)
• Discussion goes beyond the book-report stage to explore controversy
• Discussion goes beyond simply restating facts or quotes, sources are
synthesized (re-told in writer’s words) to provide evidence for statements
• Analysis or interpretation of the sources is shown
• Depth of understanding of the source is evident
• Issue explored fully, adequately presented and discussed
• An informed conclusion is clearly based on the sources cited
Running head: VIRAL VIDEOS: WHAT MAKES THEM WORK
Viral Videos: What Makes Them Work?
1
VIRAL VIDEOS: WHAT MAKES THEM WORK
2
Abstract
With the recent trends of viral videos appearing frequently in everyday lives, many of
individuals have been demanding a definition for the term “viral videos”. Along with what
exactly a viral video is, people have also started to question: what makes a viral video work?
Researchers have been conducting studies for years trying to determine factors and
characteristics that viral videos tend to have in common. These studies closely look at how these
common aspects of popular viral videos have an impact over how often they shared. Most studies
have found that positive content is shared frequently; however, some studies also found that
content provoking a strong emotional response is more likely to be shared than a weak emotional
response. A positive video might not always be shared as often as a negative video if it provokes
a stronger emotional response from the viewer. Viewers tend to share content they want their
connections to see or be aware of.
VIRAL VIDEOS: WHAT MAKES THEM WORK
3
What are Viral Videos and What Makes Them Work?
Viral videos have recently emerged as a popular trend in today’s society. Increasing
technological advancements have allowed for networks such as social media websites to rise.
Through these social media websites, individuals have the ability to post and share content.
Sharing is a key component to viral videos, because the amount of “shares” in a certain time
period is how to measure if a video is actually viral. There are many factors that influence the
success of a viral video, such as characteristics that can not only be emotional, but also technical.
Research studies have been conducted to analyze which factors are the most influential in
promoting viral content. To further the detail of the research, more specific studies analyzed the
actual characteristics of popular viral videos in themselves.
Definition of the Topic
Social media is a way in which technology has enabled individuals to communicate
digitally through networks (Cunningham, 2012). Social media provokes sharing information or
content that the viewer is interested in because they are connected to individuals that the initial
viewer would want the connections to see. This then leads to how social media is a huge impact
over the ability for videos to go “viral”. Those videos that are shared at an extremely rapid rate,
accumulating around 5 million views in a 3-7 day, are considered “viral” videos, as according to
Kevin Nalty, otherwise known as “Nalts, the Viral Video Genius,” (O’Neill, 2011). As social
media networks grow larger, the definition of how many views required to be considered a “viral
video” will continue to increase with the amount of users that are on these websites. Studies have
been produced to determine the factors behind what makes a video become viral. Some of the
studies mention aspects of an emotional response to the shared content. Emotional response
refers to something that causes the viewer to feel strongly in a certain way after viewing the
VIRAL VIDEOS: WHAT MAKES THEM WORK
4
video. Other studies focused on technical characteristics of videos, such as the length of a video,
the length of the title name, and the presence of various elements.
Background of Topic
Even before the creation of YouTube, content was shared through email. Over time, viral
videos became an internet phenomenon mainly through the production of social media websites.
Users were able to upload their own content to share with their viewers and those viewers would
often share it with their own audience on their profiles. Aside from sharing on social media
websites, YouTube, created in May 2005, was a website used solely for uploading videos that
anyone can watch (Fitzpatrick, 2010). Chad Hurley, Steve Chen, and Jawed Karim were the
founders of this new website (Fitzpatrick, 2010). These websites were essentially being shared
with millions of individuals who had access to the website. In September of 2005, just months
after the website was launched, a Nike advertisement was the first to reach 1 million views
(Dickey, 2013). This website grew fast, as did the number of users and the number of views
acquired in a shorter period of time. Fast forward to 2015, present day YouTube is accumulating
uploads of 300 hours of video per day onto the website (YouTube, 2015). With over 1 billion
users, YouTube’s statistics report that the number of hours watched increases 50% each year
(YouTube, 2015). There is a wide variety of videos accessible on YouTube. These videos can
range from educational, funny, scary, sad, music videos, news, or sport clips. Some of these
genres of video attract more viewers than other topics. Researchers conduct studies to try to
analyze the factors that make certain genres more popular than others. This will help to develop a
deeper understanding of what makes a video go viral and why.
VIRAL VIDEOS: WHAT MAKES THEM WORK
5
Discussion of Research
As viral content has been increasing with technology in today’s society, it has raised the
question: what makes a video go viral? Studies have observed technical and emotional factors
that influence the success of promoting viral videos.
In a study done in 2011, 6,956 articles that appeared on the front page of New York Times
between August 30 and November 30, 2008 were observed using a web crawler that recorded
information every 15 minutes about articles on the homepage, as well as the most emailed list
(Berger & Milkman, 2011). The researchers closely looked at the valence of the article meaning
whether the article itself was positive or negative, and then they also observed the emotions that
were provoked by the article (Berger & Milkman, 2011). Positive videos refers to those that
influence a happy, excited, or funny emotional response from the viewer. Negative videos entice
anger, anxiety, and sad emotions exhibited from the viewer.
The valence results of the study indicate that content is more likely to become viral the
more positive it is (Berger & Milkman, 2011). In addition, the article concluded that positive and
negative articles are more viral than those that do not provoke an emotion in general (Berger &
Milkman, 2011). To further detail their studies, they observed that the positive/negative emotions
could incite arousal, or deactivation (Berger & Milkman, 2011). Examples of arousal would be
awe, anxiety, and anger. An example of deactivation would be sadness. The study found that the
most emailed list of New York Times articles had examples of arousal (Berger & Milkman,
2011). The researchers believed the most important elements of viral articles are positive, arousal
elements. The arousal elements generate a stronger emotional response over the deactivation
examples and people are apt to share a video if there is a strong emotional response, especially if
it is positive (Berger & Milkman, 2011).
VIRAL VIDEOS: WHAT MAKES THEM WORK
6
To further relate these viral articles to videos, Tyler West (2011) did a study that
observed the top 20 viral videos that were labeled by Time Magazine’s most emailed list of
2009. Instead of paying attention to the details of the emotions provoked by these top videos,
West focused on the more technical and objective facts of the videos. Combined with the other
research studies, this provided more insight into how both emotional and technical factors are
essential for producing a viral video. A combination of both factors will make viewers more apt
to share the video, rather than it only possessing one of these qualities (West, 2011).
West wanted to relate common characteristics of the videos that might be influential in
the success of its going viral (West, 2011). Indicating patterns of common elements within
popular viral videos can help answer the question regarding what makes a video go viral. West
chose to analyze seven elements: name length of the video, time length of video, element of
laughter, element of surprise, element of irony, minority presence, musical presence, youth
element, and talent (West, 2011).
The results found that 75% of videos had short names, 60% had short run time, 70% had
no element of laughter, 50% had the element of surprise, 90% had the element of irony, 80% had
minority presence, 60% had presence of musical qualities, 65% had a youth element, and 60%
demonstrated talent (West, 2011). In conclusion, almost all of the viral videos possessed some
sort of ironic element to them (West, 2011). A video could possess an ironic element by
shocking its viewers when something unexpected happened. If the viewers were not expecting it,
they would be shocked, and the video would be ironic because it is not what they thought it was.
The next most frequent element was the presence of minority (West, 2011). The presence
of minority is common in viral videos because people are often interested in areas they may not
have much knowledge about. The minority presence might also increase the number of shares in
VIRAL VIDEOS: WHAT MAKES THEM WORK
7
a video because it promotes diversity. All ethnic groups would celebrate this trait and feel more
inclined to share the video with their peers (West, 2011).
Multiple studies have tried to reduce viral videos down to a science, ultimately trying to
observe what makes a video go “viral”. In a study conducted by Rosanna E. Guadagno, Daniel
M. Rempala, Shannon Murphy, and Bradley Okdie (2013), 256 undergraduate psychology
students took an online survey. This survey asked the participants to rate on a scale from 1-7 the
likelihood of the participant to share the video (1 – not likely to share, 7 – very likely to share)
(Guadagno, Rempala, Murphy, & Okdie, 2013). The next question had the members rate 1-7
how strongly they agreed with feeling four different categories while watching the video (1 strongly disagree, 7 – strongly agree) (Guadagno et al., 2013). The categories were labeled cute,
funny, disgusting, and anger-inducing (Guadagno et al., 2013).
The results found that the participants were more apt to share videos that were “Funny”.
Grouped together, the study also concluded that participants would share funny and cute
(positive emotions) at a much higher rate than they would anger and disgust (negative emotions)
(Guadagno et al., 2013). This showed that positive videos are more likely to be shared than ones
that provoke negative emotions from the viewer; however, an interesting part of the research
demonstrated that the participants would rather share a negatively stimulated video, rather than
the control video. This helped capture the concept that videos are shared when they produce a
stronger emotion (positive or negative) rather than a slight emotional response. This would mean
that an atrociously disgusting video would be shared before a moderately funny video would
(Guadagno et al.,2013).
The researchers indicate that videos are most likely to be positive when sharing with
people one cares about (Guadagno et al., 2013). Individuals want their connections to share the
VIRAL VIDEOS: WHAT MAKES THEM WORK
8
same experience as they did when viewing the video. Based on this statement, the researchers
provide the suggestion that users should share friendly content to help brighten the day of their
connections, who are usually friends and family. Individuals would tend not to share negative
content that could potentially disrupt the day of their peers (Guadagno et al., 2013).
Finally, after observing viral content, emotions of viral videos, and then technical
characteristics of viral videos, the last study analyzed viral videos through social media,
specifically YouTube. The previous studies have been more general and have worked down to
the most detailed study of the four discussed. This study goes into depth by closely looking at
only one specific widely popular viral video (Mohr, 2014).
In a study conducted by Mohr (2014), the goal was to determine four critical factors of
viral content: “of identifying key elements of successful viral campaigns, differences in
variations in levels of success, the relationship between source and popularity of video, and the
role/impact of the influencer in communication models,” (Mohr, 2014, p. 44). There was a single
video in the study which allowed the researcher to observe and analyze it intently while paying
attention to details of the video. The video was the Susan Boyle YouTube clip that Mohr used to
observe the path it took to becoming an internet phenomenon (Mohr, 2014). In this YouTube
video, Susan Boyle was a 48 year old contestant on “Britain’s Got Talent” where she performed
“I Dreamed a Dream”. The crowd was blown away by her voice, and she was the headline in the
news for weeks to come. Her audition video went viral.
Susan Boyle’s performance resembled “deep emotional content that was unusual and
highly memorable,” (Mohr, 2014, p. 44). Another reason why the performance was highly
memorable was because “Britain’s Got Talent” is a popular show and “I Dreamed a Dream” is a
popular song. The unusual aspect of the performance was because many viewers considered her
VIRAL VIDEOS: WHAT MAKES THEM WORK
9
to be “frumpy”, but she received a standing ovation and a “yes” to continue onto the next round
from all the judges (Mohr, 2014). The second factor considers the underlying digital network.
The video was shared through the social network: YouTube, a popular site that is highly
convenient to people in all areas of the world (Mohr, 2014). The third factor has to do with word
of mouth pressure, from those influenced and those willing to share (Mohr, 2014). Susan Boyle
became the centerpiece of many conversations. People were talking about how the performance
really proved the point: don’t judge a book by its cover. In addition to that, Mohr also found that
Susan Boyle’s performance and lifestyle caused a great deal of drama. Drama attracts the
attention of individuals and is the centerpiece of most conversation; therefore, a presence of
drama means that people are more likely to discuss/share the event. The fourth important factor
refers to a concept called “seeding”, meaning who shares the video has a drastic impact over how
often it is shared (Mohr, 2014). For example, Susan Boyle was shared by Ashton Kutcher who
had 1,000,000 followers (Mohr, 2014). This audience was exposed to the video, and in turn, they
continuously shared with their followers, and the cycle ran on (Mohr, 2014).
Conclusion
In conclusion, viral videos are promoted through both technical and emotional factors.
Viral videos often provoke a strong emotional response, usually one that reflects positive
emotions such as happiness. These videos should also possess an ironic element or minority
presence. Both have been seen commonly within viral videos because an ironic element produces
a shock factor and minority presence connects individuals from all ethnic groups and promotes
diversity. Finally, it is vital to understand the path that videos take that influence their ability to
become …
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