SCS 200 Module Five Short Response Guidelines and
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Rubric
Overview: The short response activities in the webtext throughout this course are designed to show your understanding of key concepts as you engage with course content.
Prompt: During the fifth week of the course, you will respond to several questions in the webtext as you complete this week’s reading. At the end of Module Five, you will review your answers to these questions and ensure that you have responded to each question. It is important that you answer each question. Otherwise, the words no response will appear in brackets when you submit the assignment. The questions and their original locations in the webtext are listed below in case you want to refer back to the reading as you edit, but you can edit your responses to all the questions directly in Module Five: Tailoring the Message to an Audience, learning block 5-4 (page 5) in your webtext before exporting to Word for submission to your instructor in the learning environment.
Module Five: Tailoring the Message to an Audience, learning block 5-1 (page 4):
· Question 1:
a. Was this TED Talk engaging? Did you want to keep listening? Why or why not?
b. During the presentation, did you ever feel lost or confused? Did you understand the technical concepts that Sabeti presented when explaining her work?
c. After listening to her talk, do you feel personally connected to the issue? Does her work affect you? Why or why not?
d. Discuss at least one potential drawback of Sabeti’s approach that you want to see her address in future presentations, publications, or research.
Module Five: Tailoring the Message to an Audience, learning block 5-2 (page 2):
· Question 2: Who is the audience of Pardis Sabeti’s TED Talk? Focus not only on the audience shown when the camera cuts away from the stage but also on Sabeti’s message and how she chooses to present this message. Who does it seem like she is talking to? What evidence do you rely on to help answer this question?
· Question 3: How does Pardis Sabeti tailor the message of her presentation to her audience?
Rubric
Guidelines for Submission: Each short response should be about 2 to 3 sentences in length unless specifically noted otherwise in the instructions. Follow the instructions at the bottom of Module Five: Tailoring the Message to an Audience, learning block 5-4 (page 5) in your webtext to download your work and submit it to your instructor as a single Microsoft Word document uploaded in the learning environment. Refer to the Submitting Webtext Assignments Guide for assistance on downloading, saving, and submitting this assignment.
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Critical Elements
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Proficient (100%)
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Needs Improvement (75%)
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Not Evident (0%)
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Value
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Engagement and Relevance
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Written responses directly and comprehensively address short answer prompts, drawing from presented course concepts and terminology
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Written responses are topically related to short answer prompts, but responses do not consistently draw from presented course concepts and terminology
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Written responses do not address topics identified in short answer prompts
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60
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Critical Thinking
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Written responses demonstrate understanding of course content through inclusion of original ideas and examples
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Written responses demonstrate understanding of course content through reiteration of provided materials but do not consistently include original ideas and examples
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Written responses do not reflect original ideas and examples
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30
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Articulation of Response
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Written responses are captured in complete sentences without errors impacting legibility and the clarity of response
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Written responses are captured in incomplete sentences or include numerous errors that negatively impact legibility and the clarity of response
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No written responses are captured in complete sentences
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10
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Total
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100%
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Module Five:
Tailoring the Message
to an Audience
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5-1 Introduction to Social Science Presentations
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Epidemiology and the Social Sciences
Epidemiology and the Social Sciences
Think back to the last time you had a cold. How did you catch that cold? You may not know exactly when or where you made
contact with the germs that infected your body, but you can probably come up with a short list of probable times, places, and
people.
Understanding how the common cold spreads, and how it can be avoided, is an example of information that has come out of the
field of epidemiology.
According to the Centers for Disease Control and Prevention (CDC), epidemiology uses scientific methods to examine the
causes of health outcomes and diseases.
Epidemiology is the systematic study of the patterns, frequencies, and causes of health-related events in specific communities.
While epidemiology is rooted in biology, it is also intrinsically tied to the social sciences.
The spread of communicable (or transmittable) diseases involves interactions among humans and populations and the cultural
factors that influence those interactions.
For example, some diseases are passed from one person to the next via sexual activity. The beliefs and values governing
regular sexual behavior in that culture might influence how quickly the disease can spread from one person to another.
For example, some diseases are passed from one person to the next via sexual activity. The beliefs and values governing
regular sexual behavior in that culture might influence how quickly the disease can spread from one person to another.
However, that culture’s openness about discussing sexual behavior and the associated risks might influence whether people use
condoms, get tested for diseases regularly, and ask their partners about their sexual histories — steps that ultimately help
prevent the spread of certain diseases.
In a similar way, social norms that dictate how closely people stand to one another when talking may influence how quickly a
contagious, airborne disease can spread from one person to another.
Epidemiologists may study whether covering the mouth when coughing or sneezing are normal behaviors. They may study
social norms related to preventing the spread of disease, such as hand washing.
Epidemiologists are also concerned with the social institutions that shape the likelihood that the population would come in
contact with disease on a regular basis.
Are people traveling individually by walking, biking, or driving, or are they in close contact in mass transit systems? Is medical
care affordable and available to those who need it? Are measures taken to ensure water quality and sanitation?
Geography and interaction with the environment are also important factors affecting the spread of some diseases.
For example, countries with environments that are ideal for mosquitoes are often at risk for the spread of diseases that
mosquitoes can transmit, especially if mass treatment or prevention measures cannot be quickly provided.
In the case of non-communicable diseases, such as diabetes or malnourishment, epidemiologists are concerned with the
availability of resources.
Is food available? If so, what kinds? What might prevent the availability of good quality foods to certain populations?
Finally, epidemiologists must understand how to apply their research to influence changes in behavior that could have positive
health effects.
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Tip
Think back to when you were first researching the issue. What information did you need to fully understand the
complexity of your social science issue? What concepts did you need explained? If the concept was very complex,
how was it explained so that it became clear to you?
This goes much beyond simply providing people information; epidemiologists are concerned with influencing the psychology of
individual people.
This might include encouraging people to wash their hands more frequently, or reminding them to get a flu shot. In areas where
quality food is available, how can people be influenced to cut down on processed, sugary foods? How can people be influenced
to use condoms?
One of the greatest challenges facing epidemiology is the rapid communication of accurate information to prevent negative
health outcomes.
This can be seen in the recent outbreak of the Zika virus in South and Central America, as well as the Ebola outbreak in certain
areas of Africa. For this reason, it is vital that a social scientist know how to communicate clearly and directly to a target
audience, supporting his or her message with research.
Employing good communication tactics will not only ensure that the audience hears your message, but that they understand the
message and grasp the importance.
In this module, we will use epidemiology to explore methods and best practices for communicating information related to the
social sciences.
Watching a Presentation
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Exercise: Reacting to the Presentation
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5-2
Tailoring the Message
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Tailoring the Message
Tailoring the Message
For the purposes of your presentation, you will only choose one group of people to present to as your audience. Choosing the
audience is incredibly important for communicating a message effectively, because a good presenter will tailor his or her
message to the audience. How might the presenter do this?
Explanation of Concepts
An audience that works in a social science field will likely have a solid understanding of the concepts and terminology
that are specific to your issue. In contrast, people who may simply have a need for, or may be influenced by, the
applications of your research, might not have this knowledge. Neither group may have a complex understanding of the
political history of a specific population of people, if that’s what your research concerns. When explaining your research,
it is important to identify what information the audience may need so that the explanation is clear but not oversimplified
or too difficult.
Drawing Personal Connections
A very helpful tip for fostering audience engagement is drawing personal connections between the audience and the
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Tip
In some cases, connection to the issue will be very obvious to the audience, in which case your focus can shift to
explaining the benefits of answering the research question. In other cases, your audience might need extra help
understanding how they are impacted. Step into the shoes of your audience for a moment to understand how much
explanation you’ll need to give them.
Tip
This doesn’t mean you’ll need to find new resources, and it also doesn’t mean that multiple audiences can’t find the
same information compelling. It does mean that you’ll need to be wise about what data you choose to highlight and
present to your audience. Ask yourself, what statistics might resonate with them? What facts will be persuasive?
issue. Your presentation should explain how the issue relates to them and why the research question concerns them.
Answer these questions — then it’s just a matter of explaining that connection to the audience.
Incorporation of Resources
The resources that you have researched are used not only to bolster your own understanding of the social science
issue but also to demonstrate to the audience that the issue is important. You can use your evidence to show the
audience’s connection to the issue.
If the “why should I care?” argument changes from audience to audience, naturally, the evidence you’ll need to support
that explanation will change as well.
Exercise: Tailoring the Message
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Exercise: Identifying the Audience
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5-3 Explaining Concepts
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Tools for Presenting
Tools for Presenting Ideas
The tools outlined below engage the audience’s interest, help break down difficult topics, and provide enough context to give
them a well-rounded understanding of your issue and research question.
Analogy
Analogies are a type of comparison. When used fairly and effectively, they help readers by linking a complicated idea or concept
with something readers already understand. For example, physicians have long compared the human heart to a pump as a
means of helping patients understand that the heart pushes blood through the body the way a pump pushes water out of a
faucet.
Example: Currently, medicine in the United States approaches diagnosis and treatment too narrowly. A person can’t understand
a book by reading a single page. Sure, that person will get a feel for the book, but they can’t possibly know how the story started
or how it’s going to end. Holistic medicine attempts to read the whole book. It approaches not only the body but also the mind,
the spirit, and the person’s context — past and present.
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Anecdote
An anecdote is a short, true story. There are many reasons a person might tell an anecdote. Many times anecdotes are used as
the “hook” to get the audience interested right away, especially when the anecdote is amazing, funny, or emotional. In this way,
anecdotes can also be used to set the tone or to jump-start the rest of the narrative by providing context for the higher-level
information. Finally, anecdotes can tell a bit about the presenter. By relating one’s own personal experiences, the audience may
empathize with the speaker and care more about what he or she says next.
Example: …So then she hands me one of the ducks that is hanging there. Now I’m standing in front of this street vendor holding
a dead duck in one hand and a dead chicken in the other, gesturing — with either bird — toward what I actually need, which
happens to be the rubber chicken that has been nailed to her kiosk. I have no way of explaining to her why I need that rubber
chicken, I’m realizing, in either her language or mine. And I stop and look at my own hands waving these dead birds around in
the air, and just start laughing. Then, so does she. We can’t stop laughing. We laugh so hard that we cry, and other people
walking by start chuckling too. Finally we’re able to stop, and she takes the birds back from me, and takes me around the back
of her kiosk and offers me some water to wash my hands with, still smiling. It’s moments like that, moments that you couldn’t
have ever imaged experiencing… that’s why I love travel. That’s why travel is valuable for so many people. You don’t know what
you’ll find, and that’s exactly why it’s important to go.
Defining and Simplifying
We’ve all had that experience. We may have been in school, speaking to a friend or acquaintance, or listening to someone on
television — the topic is too technical, and we can’t follow what the person is saying. Once lost, it’s very hard to pick up the
threads of the concept again.
When presenting, keep in mind that you have been researching this topic for weeks. Your audience, on the other hand, will be
learning about your entire research project within a matter of minutes. If they are not professionals in the field, they could be
hearing this information for the first time. Consider the terminology that might need to be defined. If there are technical concepts,
theories, or ideas that you plan to explain, consider how you might simplify them.
In contrast, if your chosen audience is made up of professionals working in the social science field, be careful not to oversimplify
your explanations, as this may come across as patronizing. Considering your audience carefully will help you strike the right
tone.
Example: A lot of people believe that a bureaucracy is a bad thing. They think of it as an organization that has overgrown itself
and can no longer function well, associated with phrases like “red tape.” Certainly, that can happen; but it doesn’t always. In the
world of sociology, bureaucracy simply describes a sophisticated type of organization with specific characteristics, like levels of
responsibility, and written rules. This distinction is important because in this context, bureaucracy isn’t inherently a bad thing. In
fact, it’s necessary for organizations that grow past a certain size to structure themselves as bureaucracies in order to function.
History
In some cases, a brief history of the issue will be necessary for the audience to understand why things are the way they are
now. For example, in Modules One and Two we discuss the social institutions in India. It was necessary to explain the historical
forces that shaped these institutions in order to explain how and why they have come to be the way they are, and also to
understand how and why they are changing. If your social science issue requires some historical context, remember to keep it
brief and relevant to the issue.
Example: Most people associate high heels with women’s fashion; in fact, this style has its origins in men’s clothing. Heels were
adapted to keep horse-riders’ feet steady in stirrups. Heels then became a symbol of status, worn by both men and women.
Later on, heels were thought to be too impractical for men but appropriate for women.
Visuals
In many cases, visual information can be incredibly impactful during a presentation. These may contain photographs of people,
statistics and figures, or simply key terms and takeaway points featured while you explain them. We will discuss creating
effective visuals in Module Six.
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Assessing Your Responses
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Exercise: Explaining to the Audience
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5-4 Formatting, Referencing, and Submitting!
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Reviewing Your Project One Work
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Formatting Your Work in APA Style
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Citing Resources
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Finishing Touches and Submission
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Module Five Short Responses
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Copyright © 2021 MindEdge Inc. All rights reserved. Duplication prohibited.
Module Five: Tailoring the Message to an Audience
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5-1 Introduction to Social Science Presentations
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Epidemiology and the Social Sciences
Epidemiology and the Social Sciences
Watching a Presentation
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Exercise: Reacting to the Presentation
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- 5-2 Tailoring the Message
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Tailoring the Message
Tailoring the Message
Tip
Tip
Tip
Exercise: Tailoring the Message
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Exercise: Identifying the Audience
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5-3 Explaining Concepts
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Tools for Presenting
Tools for Presenting Ideas
Analogy
Anecdote
Defining and Simplifying
History
Visuals
Assessing Your Responses
This assignment does not contain any printable content.
Exercise: Explaining to the Audience
This assignment does not contain any printable content.
5-4 Formatting, Referencing, and Submitting!
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Reviewing Your Project One Work
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Formatting Your Work in APA Style
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Citing Resources
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Finishing Touches and Submission
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Module Five Short Responses
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