Module 4 Short Answers PDF

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Question 1: Consider the examples of different audiences below. For each one, describe how you would adjust your writing for that particular audience 1. Your best friend If I was writing something to give to my best friend to read, I would use less formal language. There would be more “I feel” and rhetorical questions that didn’t need answers, but maybe expanded on how I was feeling when I wrote whatever my best friend was reading. I believe it would be more biased, as well, because generally my friends and I share similar views. 2. People reading a newspaper editorial you have written If I was writing a newspaper editorial, I believe it would be more casual, with a bit of factual evidence but not overwhelmingly so for the audience. I think it would still be slightly biased, but show different view points as well, as readers could have many different opinions. 3. Your professor Writing for my professor is much more formal; there is more in the way of facts, less in the way of bias, and more in the way of explaining what I am writing about in a concise, factual way. It would be well sourced, well explained, with less “I” statements, and more just a presentation of well researched facts. 4. The audience at a conference where you are presenting At a conference, one would assume you were among like-minded people. I believe it would be much more tailored for the audience, more like speaking to a large group of friends. It would be professional, but not in a boring, factual representation way. Of course, there would be facts, but I think it would be much less formal and more like a group of friends having a discussion. Question 2: Consider how your audience might influence the information you include in a historical analysis essay about the women’s suffrage movement. What audience would be most interested in reading about the women’s movement? How would you tailor your presentation to that audience? What message would be most appropriate for this audience? I think that everyone should be interested in the women’s movement. However, I realize that is not always the case. I believe the most interested audience would be women, and those doing women’s studies, which might include some feminist-minded men. I would tailor the presentation by being sure to tell the story of women’s suffrage in a relatable way, while still presenting facts. I would be sure to include facts about what women fought for, such as the right to vote. I think the general message for a presentation like this would be the results achieved by the women’s movement, and how that affects women today.

Question 3: Let’s say the intended audience for your historical analysis essay about the legal battle for women’s suffrage is a group of civil rights lawyers. How would you explain the legal background of the Constitution and the Nineteenth Amendment? How would this approach compare with and contrast to an audience of high school students? The most important part of presenting the legal side of the women’s suffrage battle would first be to educate myself on how to speak to civil rights lawyers; what is the proper language? How to I explain it to people who study law without having a law background myself? What is the best way to approach lawyers while not being a lawyer myself? Explaining the law to a group of lawyers would be difficult, but with the proper research I believe it could be fairly easy. If I were giving the same presentation to a group of high school students, I would tone back the legal language, and use more concise terminology, less to do with the law and more to do with how those laws will affect them as women in today’s society. Question 4: Was President Kennedy’s decision to support the Equal Rights Amendment a necessary cause for the amendment’s passage by Congress? Oh it was absolutely necessary. Having the president back something as huge as the Equal Rights Amendment absolutely made it possible for Congress to pass it. Without President Kennedy’s influence over the people of Congress, I don’t know if it would have gone as far as it did. Question 5: Was the social tumult of the 1960s a necessary cause of the women’s liberation movement? I don’t know if I would have called it necessary. However, I could see how some people would believe that social upset is necessary to move progress forward. Personally, I don’t see the necessity of the tumult. Question 6: Simone de Beauvoir was the intellectual founder of the women’s liberation movement. Tailor this thesis statement into a message suitable for an audience of highschool history students. Simone de Beauvoir, the founder of the women’s liberation movement, was an intellectual who influenced other women to fight for equal rights. Question 7: The women’s movement’s focus on issues related to sexual freedom, including reproductive rights, galvanized support among younger women but alienated many older, more conservative women. Tailor this message for an audience consisting of students in a women’s studies class. I think this statement is already tailored for an audience consisting of students in a women’s studies class....