Motivated Sequence Design Outline Worksheet General Goal

Motivated Sequence Design Outline Work Sheetgeneral Goalspecific Goa

Motivated Sequence Design: Outline Work Sheet General Goal: Specific Goal: Introduction I. Attention-getting material: II. Connect to the audience III. Thesis IV. Ethos-establishing material: V. Preview of main points: [Transition into body of speech] Body I. Main point #1 (State the need) A. Illustration of the need 1. Sub-subpoint or supporting material 2. Sub-subpoint or supporting material B. Ramifications 1. Sub-subpoint or supporting material 2. Sub-subpoint or supporting material 3. Sub-subpoint or supporting material C. Pointing [Transition into main point #2] II. Main point #2 (State the solution) A. Explanation of the solution 1. Sub-subpoint or supporting material 2. Sub-subpoint or supporting material 3. Sub-subpoint or supporting material B. Theoretical or Practical demonstration of solution 1. Sub-subpoint or supporting material 2. Sub-subpoint or supporting material C. Meet any objections [Transition into main point #3] III. Main point #3 (Visualization of the results) A. Subpoint or supporting material B. Subpoint or supporting material 1. Sub-subpoint or supporting material 2. Sub-subpoint or supporting material [Transition into conclusion] Conclusion: I. Summary of main points II. Concluding Remarks (Call to action) Note: Be sure to include your Works Cited on a separate page. These Sub-subpoints are optional. You need to decide if the subpoint has additional information and if you need to further develop the idea. Literary Works (choose one ): "Piropo" (Leticia del Toro, 2011) [ch.5] Guiding Questions: 1. What types of conflicts are revealed between the narrator and the other workers? Between the narrator and their employers? (Cultural? Familial? Economic? Others?) 2. The first-person narrator comments on how a woman in the story dresses and acts. How does this relate to the conflicts in the story? 3. How could you address the narrator's internal conflict ("individual v. self") in terms of political, familial, and social conflicts in the story? "A Worn Path" (Eudora Welty, 1941) [ch.6] Guiding Questions: 1. The main character makes a difficult journey in the story. This reveals some of her values and commitments, such as her love for a relative. How does this commitment influence the way she copes with other conflicts in the story? 2. Does Phoenix act differently around other people than she does with animals and nature? What does this reveal about Phoenix's sense of herself in the world? 3. How do the other characters in the story influence Phoenix's behavior, and what does this reveal about Phoenix's horticultural status? "What You Pawn, I Will Redeem" (Sherman Alexie, 2003) [ch.4] Guiding Questions: 1. How does the grandmother's property at the pawnshop help to determine the narrator's desires and feeling of obligation to recover it? Why is it so important? 2. How does the character accomplish his objective? How is this surprising, considering all of the unfortunate events and bad decisions he has made? 3. How do some of the other characters—the pawn shop owner, the waitress, the police officer, and the other Native Americans, for example—play an important role in showing the narrator's good heart and his commitment to an important mission? Persuasive Speaking Currently, as we struggle to deal with the Coronavirus, we are all getting bombarded with information. Some of it is quality content and yet other bits can be not only misleading but downright harmful. How do we discern between the information we are exposed to? As scholars, what criteria to we use to verify and validate the information and guide us? This Persuasive Speech will require you to not only research an aspect of the Coronavirus, but also motivate us to change our behavior based upon your research. The organization of the speech will have an introduction, body, and conclusion. Within the introduction you should have an attention getter and a thesis. The body of the speech should have three reasons that integrate the use of ethos, logos, and pathos. Finally, the speech should have a conclusion that pulls the ideas together with a strong final thought. The speech itself should be between four to six minutes in length. For every 30 seconds that you are above or below the time requirement, there will be a 5-point penalty. Your speech should contain at least three oral citations. Please be sure to develop the citations and that you have properly established the credibility of your research. While you may record the speeches multiple times before you upload the video, please do not edit the video. The recording you upload needs to be shot in one continual take. If you stop and start or edit the recording, there will be a 20-point deduction. Please submit by Noon on Friday, April 10, 2020 a description of your topic focus, an outline of your body with research, and a Works Cited page.

Paper For Above instruction

Title: Combating Misinformation During the COVID-19 Pandemic: A Call for Critical Media Literacy

Introduction

The outbreak of COVID-19 has brought unprecedented challenges to public health and information dissemination worldwide. As misinformation spreads rapidly, it becomes crucial for individuals to develop critical skills to evaluate the credibility of sources. This speech aims to motivate audiences to adopt better criteria for verifying information about the coronavirus. By emphasizing the importance of media literacy, the speech will highlight how discerning credible information can protect health and save lives.

The thesis is that through enhancing our media literacy and applying specific verification strategies, we can combat misinformation and make informed decisions about COVID-19-related content.

Body

Main point 1: The need for discernment in COVID-19 information

Understanding the vast amount of conflicting reports requires awareness of misinformation tactics. For example, false cures or conspiracy theories have circulated widely, leading to dangerous behaviors and unnecessary panic. According to the World Health Organization (WHO, 2020), misinformation can undermine public health efforts. Recognizing signs of misinformation, such as sensational headlines or unverified sources, is essential to avoid harmful actions. Supporting this, a study by Vosoughi, Roy, and Aral (2018) demonstrates that false information spreads faster and more broadly than truthful content, highlighting the urgency of critical evaluation.

Main point 2: Criteria for verifying credible sources

Scholars and health experts recommend specific criteria for evaluating information. These include checking the author’s credentials, cross-referencing with reputable outlets, and examining the date of publication. Reliable sources like the CDC, WHO, and peer-reviewed journals adhere to strict verification processes. For instance, a report by the CDC (2020) provides evidence-based information that can be trusted. Using these criteria, individuals can identify misinformation before acting on it, such as avoiding unproven treatments that may cause harm.

Main point 3: Practical steps to enhance media literacy

Practical measures include using fact-checking websites such as Snopes or FactCheck.org, scrutinizing sources’ domain names, and being cautious of emotionally charged language that aims to provoke fear or anger. Educating oneself about common misinformation tactics, like sensationalist headlines or manipulated images, improves overall discernment. According to the National Institutes of Health (NIH), media literacy involves ongoing education and awareness, which can be fostered through community programs and school curricula. By adopting these strategies, we can become proactive in filtering out misinformation and promoting accurate information dissemination.

Conclusion

In conclusion, recognizing misinformation and applying verification criteria profoundly impacts public health during the pandemic. By cultivating media literacy skills, individuals can play a crucial role in stopping the spread of harmful misinformation. The collective effort to verify information will lead to better health outcomes, more informed decision-making, and a stronger community response to COVID-19. I urge everyone to develop critical media literacy skills and promote responsible information sharing to safeguard our health and well-being.

References

• Centers for Disease Control and Prevention (CDC). (2020). COVID-19: How to verify health information. https://www.cdc.gov
• National Institutes of Health (NIH). (2020). Media literacy in health: Strategies for the digital age. NIH Publications.
• Vosoughi, S., Roy, D., & Aral, S. (2018). The spread of true and false news online. Science, 359(6380), 1146-1151.
• World Health Organization (WHO). (2020). Managing misinformation during health emergencies. https://www.who.int