Essay 2024 Essay Paper 125 marks 1200 words Critically analyse
Q5
Social media is triggering 'Fear of Missing Out' amongst the youth, precipitating depression and loneliness.
हिंदी में प्रश्न पढ़ें
सोशल मीडिया युवाओं में 'छूटने का डर' पैदा कर रहा है जिसके कारण उनमें अवसाद और अकेलापन बढ़ रहा है।
Directive word: Critically analyse
This question asks you to critically analyse. The directive word signals the depth of analysis expected, the structure of your answer, and the weight of evidence you must bring.
See our UPSC directive words guide for a full breakdown of how to respond to each command word.
How this answer will be evaluated
Approach
Critically analyse demands a balanced examination of the causal relationship between social media-induced FOMO and youth mental health, weighing evidence for and against while avoiding deterministic conclusions. Structure: Introduction defining FOMO and its psychological mechanisms → Body analysing psychological, social, neurological and cultural dimensions with counter-arguments → Conclusion with nuanced synthesis and policy recommendations.
Key points expected
- Definition of FOMO as a form of social anxiety driven by digital connectivity and comparative self-evaluation
- Psychological mechanisms: dopamine loops, variable reward schedules, social comparison theory in Indian youth context
- Empirical evidence linking social media use to depression and loneliness, including Indian studies (e.g., NIMHANS data, IIT-Kharagpur research)
- Counter-perspective: social media as enabling tool for marginalised communities, digital activism, and pandemic-era connectivity
- Structural factors: algorithmic amplification, platform capitalism, and lack of digital literacy in Indian education
- Policy and individual interventions: digital wellbeing tools, regulatory frameworks, mental health integration in schools
Evaluation rubric
| Dimension | Weight | Max marks | Excellent | Average | Poor |
|---|---|---|---|---|---|
| Thesis clarity | 20% | 25 | Establishes a nuanced, arguable thesis that acknowledges complexity—e.g., FOMO as mediated by class, gender, and digital access rather than universal youth experience; thesis guides entire essay structure | Clear but simplistic thesis stating social media causes depression; lacks qualification or recognition of mediating variables; some drift from central argument | No discernible thesis or merely restates the prompt; contradictory positions without synthesis; conclusion unrelated to introduction |
| Multi-dimensional coverage | 25% | 31.25 | Covers minimum four dimensions: psychological (anxiety, self-worth), neurological (dopamine, attention), sociological (peer pressure, family structure), economic (platform capitalism, attention economy), and cultural (Indian collectivism vs. individualism); integrates dimensions rather than listing separately | Three dimensions covered adequately but superficially; some dimensions mentioned without development; limited integration between dimensions | Single-dimensional treatment (only psychological or only technological); repetitive treatment of same dimension; significant gaps with no sociological or economic analysis |
| Examples & evidence | 20% | 25 | Uses specific Indian evidence: NCRB youth suicide data correlation, Instagram/Facebook studies in Indian metros, TikTok ban implications, rural-urban digital divide statistics; cites at least one policy document (e.g., IT Rules 2021, Mental Healthcare Act) and balances global research with Indian context | Generic references to 'studies show' without specifics; predominantly Western examples (Facebook, Instagram without Indian adaptation); one or two Indian examples mentioned superficially | No empirical evidence or fabricated statistics; purely anecdotal personal observations; examples irrelevant to FOMO or youth mental health |
| Language & flow | 15% | 18.75 | Sophisticated academic register with precise psychological terminology (social comparison, relative deprivation, parasocial relationships); seamless transitions between dimensions; effective use of connectives showing causal, contrastive and concessive relationships; within 10% of word limit | Clear but occasionally colloquial language; some abrupt transitions; repetitive sentence structures; minor deviations from word limit; occasional imprecise terminology | Informal or journalistic tone; fragmented paragraphs with no logical progression; significant grammatical errors impeding comprehension; severe word limit violation |
| Conclusion & forward look | 20% | 25 | Synthesises critical analysis into balanced judgment—neither technophobic nor uncritical; proposes concrete, implementable recommendations (school-based digital literacy, platform accountability, mental health screening); addresses structural rather than purely individual solutions; ends with thought-provoking insight on human connection in digital age | Restates main points without synthesis; generic recommendations (limit screen time, be mindful); no structural analysis; abrupt or purely summarising ending | Introduces new arguments in conclusion; purely moralistic preaching; no recommendations or entirely impractical suggestions; missing or severely underdeveloped conclusion |
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