His-200 Module Four Short Response
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Southern New Hampshire University *
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Communications
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Apr 3, 2024
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Module 4 Short Responses – Question 1 1.
Your best friend 2.
People reading a newspaper editorial you've written 3.
Your professor 4.
The audience at a conference where you are presenting 1. My best friend would be considered a nonacademic known audience. I would not need to be very formal with my best friend due to our level of familiarity. I should provide a large level of detail due to my best friend being a nonacademic reader and attempting to learn from
my paper rather than analyze and criticize it. This audience is looking for basic information in
my essay. My best friend would not have much prior knowledge and would thus only require basic information.
2. People reading a newspaper editorial I have written would be considered a nonacademic and unfamiliar audience. I would want to use a high level of formality due to the unknown status of my audience. I should provide a large level of detail once again due to the unknown status of my audience. They may not have prior knowledge and may be looking to learn from my editorial. I would assume that I would once again be providing basic information to give my audience an overview of the subject as they may not be familiar with it and may be looking to learn about it.
3. My professor would be considered an academic and unfamiliar audience. I would want to use a high level of formality due to this being a school assignment and the past knowledge of my professor on the subject. I should provide a high level of detail in order to show my understanding of the subject and provide authority. However, I would not need to provide very basic explanations. My professor would be looking for more detailed arguments in order
to assess my understanding of the topic at hand.
4. An audience at a conference where I am presenting would be considered an academic and unknown audience. My tone should be very formal due to the professionalism of a conference and those wishing to learn new information. While I should again provide a high level of detail to present my authority, I would assume the audience at the conference are qualified and thus I would not need to provide basic explanations. This audience is looking for detailed information to analyze my presentation and critically evaluate it.
Module 4 Short Responses – Question 2 Consider how your audience might influence the information you include in an 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 the audience that would be most interested in learning about the women's movement
are current historians as well as women interested in feminism and woman suffrage. I would tailor my presentation to that audience by providing brief overviews of topics that the may not have much prior knowledge in. For women interested in suffrage, I would ensure that I define any technical language or jargon and attempt to provide basic explanations. The message that would be most appropriate for this audience is that women had to fight for their rights. It did not come easy but with enough push, women were able to obtain their goals and their rights.
Module 4 Short Responses – 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 and contrast to an audience of high school students?
I would explain the legal background of the Constitution and the Nineteenth amendment in a very technical way. I would ensure that I used advanced terminology in order to increase my ethos as the author. I would not spend time giving basic explanations as civil rights lawyers should have plenty of background knowledge in this subject already. Compared to an audience of high school students, I would take a much different approach. I would expand on basic explanations and ensure that I defined any terminology or language that could be misunderstood.
Module 4 Short Responses – Question 4 Was President Kennedy's decision to support the Equal Rights Amendment a necessary
cause for the amendment's passage by Congress?
President Kennedy's decision to support the Equal Rights Amendment was not a necessary cause for the Amendment's passage by Congress. As stated above, "Although John F. Kennedy endorsed the amendment late in the 1960 campaign, he did not push for its passage after winning the White House." While support from JFK aided the ERA, it was not a necessary cause for the amendment's passage. It may have been helpful and decreased the amount of time for the amendment's passage, it was not necessary.
Module 4 Short Responses – Question 5 Was the social tumult of the 1960s a necessary cause of the women's liberation movement?
I believe that the social tumult of the 1960's was a necessary cause of the women's liberation movement. As stated above, the tumult would cause the creation of the National Organization
for Women which turned out to be the driving force in the next wave of feminism. Without the social tumult, the NOW may have never been created and the feminism could have died out. The NOW led multiple protests on equality for women. I do believe that the social tumult
in the 1960's was a necessary cause of the women's liberation movement.
Module 4 Short Responses – 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 high school history students.
Simone de Beauvior detailed the causes of the inequality of women. Her statements and analyses were the backbone of the women's liberation movement which inspired many women to step out of their comfort zones and fight for their rights.
Module 4 Short Responses – Question 7 The women's movement's focus on issues related to sexual freedom, including reproductive rights, galvanized support among many younger women, but it cost the movement support among many older and more socially conservative women.
Tailor this message for an audience consisting of students in a Women's Studies class.
While the women's movement's were focused on many social issues pertaining to younger women, it did not gain favor among the older women. As women fought for more liberal rights, older and more conservative women did not support it and thus caused a divide which weakened the women's movement.
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