Developing Arguments in Social Media

                                 Developing Arguments in Social Media 

At this point, I’ve learned that arguments have grown from different forms over time.   We have looked at how arguments could be made with infographics, videos, and currently through social media.   A good example of a social interaction can be seen in the Argument in the Real World.    

     

                                 “Figure 6.3 Testing Meme” (Turner & Hicks, p. 115, 2017)

“We checked the Twitter conversation to see how students were engaging in argument.   The first thing we noticed was that they were using multiple modes to participate.   For instance, one student, R, joined the conversation by posting the image shown in Figure 6.3 in response to another person’s tweet.   

By creating and posting this meme, the student claimed that tests can be frustrating, giving evidence to support that claim that some teachers give tests on things that haven’t been taught.   In turn, like the woman featured in the image, it can bring a student to tears, full of frustration and stress.   

As the conversation continued, another student, E, replied directly to this claim.   He took the stance that testing is, in fact:  ‘Testing is the best way to review on what we have learned.’   Immediately after, A replied, ‘I agree with you for me it’s just like a review and useful.’   

This same student, utilizing one of the more recent additions to the features of Twitter, posted a poll in order to collect data on the question inspired by R’s meme: ‘Do you find standardized tests stressful?’  Three people completed her poll showing a unanimous, yes    (Turner & Hicks, p. 115, 2017).

This example shows how engaging memes have become.   I remember times before anyone I ever knew used or knew what a meme was.   Now a days we see memes everywhere throughout social platforms.   

The meme created for this example shows how a person can create a meme that can draw arguments based on perception.  Memes created on social media that uses familiarity can really cause more engagement.   

“#DoNowTesting,”    (Turner & Hicks, p. 122, 2017), was the hashtag that was created for students to share their ideas.   Any scholar or person that has been in school for a fair amount of time will have their views on tests and their experience with teachers.   

Just as the example in the book shows this social interaction.   I was able to find another social interaction on the web that is similar to my readings of an Argument in the Real World.   And the use of a hashTag is the same method for which creates arguments on social media platforms.   

People can search hashtags.   Hashtags allows a form of endorsement and/or gateway to communicate with similar thinking people on a given topic or argument.   Or just simple engagement with people in general on a popular topic.   

The example of a social interaction on the web that I found is very current.   Just like the example from the book reading, this screenshot was provided which sparked a discussion about a trial.  There were claims being made and it shows interaction between several people in for or against a particular claim.  

The above screenshot shows a very intense situation that went down in Wisconsin in 2020.   This is one of those cases where the man on the left killed someone but there are many who feel it was a justifiable reason.   

The comments show the social interaction that was sparked on Instagram from someones public page.   It seemed this image or screenshot above was a repost with someone adding txt to an image.   The image reads, “Put this punk in prison.”   

This claim shows that someone feels that this person was in the wrong.   As you read the comments you can see how others felt that there was a lot of “slandering” going on instagram with this imagery.   And then you see lastly someone else who is clearly expressing their disagreement with the other two people posts.  

Because students tend to think social media reading and writing isn’t “real,” it’s important that we get them in the practicing of identifying what matters.   Table 6.1 Being a MINDFUL Reader and Writer of Social Media Arguments is helpful as we become better readers and writers of arguments made with social media.  

We have to have an “Action,” where we “monitor reading and writing, identify the claim, note evidence, determine the framework and the mindset, facts, understand the counter argument, and finally leverage response” (Turner & Hicks, p. 109, 2017).   This table helps us take action and a deeper look into the argument being made on social media for example.  

When we “determine the framework and the mindset,”  we have to ask questions like, “Does the evidence connect clearly to the claim?  Is it warranted?   How are the authors beliefs, politics, and personal experiences used as a framework for interpretation”  (Turner & Hicks, p. 109, 2017)?   

Based on the example from the web I shared the mindset of the author was someone who was angry and seemed to already had their stance on the matter.  I felt this was the case because of the language used in the meme.   

It read, “PUT THIS PUNK IN PRISON.”  It’s a strong argument and makes a strong claim that they feel this person is 100% in the wrong.  It’s important that we continue to educate ourselves and our students on reading and writing on social media because I think that because it’s a social platform, many people can’t seem to take it as real writing and reading.  

“The perception of political disagreement is more prevalent on social media than it is in face-to-face communication, and it may be associated with negative affect toward others.   This research investigates the relationships between interpersonal evaluations (i.e., perceived similarity, liking, and closeness) and perceived political disagreement in social media versus face-to-face settings” (Barnidge, 2021).

To learn more about this topic, watch this quick under 2 minute video about the psychology of social media interactions (Psychology behind social media interactions, 2021).  

Reference 

Turner, K. H., & Hicks, T. (2017). Argument in the real world: Teaching adolescents to read and write digital texts. Heinemann. 

Barnidge, M. (n.d.). Social affect and political disagreement on social media - Matthew Barnidge, 2018. SAGE Journals. Retrieved November 17, 2021, from https://journals.sagepub.com/doi/full/10.1177/2056305118797721. 

Https://youtu.be/FivTupAeYzg A10ZGAMINGP live stream. (n.d.). Retrieved November 19, 2021, from https://www.youtube.com/watch?v=gcvc--84mHM.