Week 4 Short Responses: Questions and Answers

Week 4 Short Responses: Questions and Answers

Week 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
  5. If I were writing for my best friend it would nonacademic, familiar and known. I would write in a personal matter explaining anything that may have been common knowledge, and I would speak about the topic assuming my best friend shares an interest in it
  6. In this case, the audience would be nonacademic, unfamiliar and unknown. I would write in a professional matter and elaborate on anything that is not common knowledge. I would also speak about the topic in general way because I don’t know how interested in the topic my audience would be
  7. My professor would be academic, unfamiliar and known. I would write in a professional matter, and go into more detail about advanced subtopics, I would also assume that the professor is interested in the topic of my paper
  8. In this case the audience would be academic, unfamiliar and known. Much like speaking to my professor, I would be professional, I would avoid going into such detail about advanced subtopics because I know less about the academic levels of the audience.


Week 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?

Several different audiences could be interested. It could be anyone from women’s activist groups or to a classroom for 5th grade girls. For this example, my audience would be a classroom of female High school students. I would address the class in a professional matter that is somewhat personal because of the age. I would explain things that were not common knowledge for a high school student, but I would not elaborate to heavily. The overall message for women suffrage would be triumph in the power of protesting and democracy. I would also make it a point to say that there is still work being done today but emphasize the optimism that women’s rights have come a long way.


Week 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 not have to elaborate in much detail about the nineteenth amendment and what it was about because civil rights lawyers would already be well versed on the subject. Instead I would focus more on how the constitution and nineteenth amendment was interpreted during that time and how that interpretation effected the women’s suffrage movement. It would be a major contrast with high school students because most would not be aware of the details involved with the nineteenth amendment so I would have to explain the background of that amendment first.


Week 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 support of the ERA was more of a contributory factor rather than necessary. As said in the article, the opposition for the ERA waned when other pressing social issues took effect such as Vietnam war and civil rights. Though President Kennedy’s support contributed to the ERA passage by congress, it may have very well passed without it.


Week 4 Short Responses – Question 5

Was the social tumult of the 1960s a necessary cause of the women’s liberation movement?

Though there is a strong argument that the social tumult of the 60s was necessary for women’s liberation because it reduced a lot of the scrutiny and taboo nature of women wanting equal rights. Despite this, I still do not think that this is definitive evidence to conclude it as a necessity. Women’s liberation may have still come even if there was no social unrest during that time.


Week 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.

Being a middle-class college educated women herself, Simone de Beauvoir, like many women was unhappy with the social roles of being a mother and house wife that society placed on women in her position. Simone as a feminist spearheaded the movement that expanded on the initial movement of women’s suffrage and feminism and moved to reproductive freedoms and equal rights.


Week 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.

Though the women’s movement was supported by women of all ages and social views, by the women’s movement focusing on issues related to sexual freedom, the women’s movement lost support by older women and conservative women.

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