Analyze: Audience

Evaluation Title: Audience Analysis Project

Watch the video to respond to the following questions:

1. What is the topic of the speech?
2. What type of speech is this?
3. What audience was the speaker targeting? How do you know?
4. Based on the audience analysis, for the audience:
   1. Was the speech introduction effective? Why or why not?
   2. Did the body of the speech provide all key points as well as supportive evidence? Why or why not?
   3. Was the conclusion effective? Why or why not? Helpful Hint: You may want to review Unit 1: The Parts of a Speech to help you answer these questions.

References

Kent Liu. (2017, May 21). Shuping Yang spoke at U of Maryland [Video file]. Retrieved from https://

Twenty-first century middle school students are intellectually and socially different from any generation that has come before them. The advent of texting, social networking, and social media, and the ease at which they can navigate the Internet has connected these learners to their friends and mass media 24 hours a day, 7 days a week. While there is no doubt that social media has inadvertently caused many adolescents to become computer savvy and technologically adept, how might it strengthen or weaken the bonds of adolescent friendships? When parents and adolescents are “ friends” online, does it help parents to get a better sense of who their adolescents are, or does it cause bickering and opportunities for further rebellion? How might social media confirm or refute gender stereotypes? How might it serve as a channel for bullying?

For this Discussion, review this week’s media, “Perspectives: The Adolescent World.” Then, consider the overall impacts that social media and technology have on the development and decision making of adolescents.

Post by Day 4 an explanation of the potential impacts social media and technology may have on adolescent development. Include developmental, environmental, and social influences. Explain two ways in which these influences may impact decision making in adolescents. Justify your response with references to this week’s Learning Resources and the current literature. Be specific. 

References:

Must include-   Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

• Chapter 9, “Physical, Cognitive, and Identity Development in Adolescence” (review pp. 324-367)
• Chapter 10, “The Social World of Adolescence” (pp. 368-407)
• Bessant, J. (2008). Hard wired for risk: Neurological science, ‘the adolescent brain’ and developmental theory. Journal of Youth Studies, 11(3), 347–360.Retrieved from the Walden Library databases.
• Guilamo-Ramos, V., Jaccard, J., Dittus, P., & Bouris, A. M. (2006). Parental expertise, trustworthiness, and accessibility: Parent-adolescent communication and adolescent risk behavior. Journal of Marriage and Family, 68(5), 1229–1246.Retrieved from the Walden Library databases.
• Jaccard, J., Blanton, H., & Dodge, T. (2005). Peer influences on risk behavior: An analysis of the effects of a close friend. Developmental Psychology, 41(1), 135–147.Retrieved from the Walden Library databases.
• Kuss, D. J., & Griffiths, M. D. (2011).Excessive online social networking: Can adolescents become addicted to Facebook? Education and Health, 29(4), 68–71.Retrieved from the Walden Library databases.
• Reich, S. M., Subrahmanyam, K., & Espinoza, G. (2012). Friending, IMing, and hanging out face-to-face: Overlap in adolescents’ online and offline socialnetworks. Developmental Psychology, 48(2), 356–368.Retrieved from the Walden Library databases.
• Strasburger, V. (2010). Children, adolescents, and the media: Seven key issues. Pediatric Annals, 39(9), 556–564.Retrieved from the Walden Library databases.

Sullivan, C. J., Childs, K. K., & O’Connell, D. (2010). Adolescent risk behavior subgroups: An empirical assessment. Journal of Youth and Adolescence, 39(5), 541–562.Retrieved from the Walden Library databases.