Message draft

H1: write your own complete message

This is original message-writing practice. You will draft the message; the supplied inputs are not a completed learner product or proof of a real campaign.

Your product includes a named audience, one evidence-backed core sentence, a specific action, a reading-level note and an evidence citation. Keep every part when you shorten the message.

Warmup: name a specific audience and its main concern. Then write one simple action it could take this week. Use D1 instead of guessing real families’ worries.

Fill the prerequisite blanks: My audience is ____. The one thing I want them to do is ____. Keep the action feasible and within the evidence.

Your earlier risk-communication debate is not assumed complete. Use its main principle as a connection, and label any unfinished actual work honestly.

The task is to draft, check and revise a message. No public posting, real health survey or collection of personal information is part of this paper exercise.

D1: original adult audience profile

For this exercise, write for fictional adults aged eighteen to sixty-four who want reliable flu-vaccine information before making an appointment. They have limited time to read.

The profile stipulates two things they know: flu is an illness, and appointments may take planning. Their main concern is finding a feasible next step without unexpected cost.

They need to learn what the supplied evidence supports and what to ask before arranging a visit. The profile assumes they can read a short English message.

This is not a survey of John Hay adults or a claim about every adult’s language, reading skill or preference. Real audience needs would require respectful verification.

No vaccine history, allergy, diagnosis, pregnancy, insurance record or individual clinical eligibility is supplied. Do not ask classmates for those details.

No specific clinic, opening time, appointment slot, price or free service is confirmed. An action can ask a provider or pharmacist to verify these details first.

E1: the flu evidence you may use

CDC states that seasonal flu vaccination can reduce the risk of flu illness and serious complications. Some vaccinated people still get flu. Protection varies by season and person. [CDC-FLU]

This supports a qualified benefit statement, not a promise to prevent every infection or guarantee protection for someone’s children. No numerical effect estimate is needed here.

The current CDC page links interim guidance for the 2026–2027 season. It includes age-appropriate vaccine choices, timing and individual precautions for healthcare professionals. [CDC-INTERIM]

The guidance does not establish that a particular fictional adult needs a dose this week. It does not confirm local availability, cost or the right product for that person.

For a realistic action, direct the adult to ask a healthcare provider or pharmacist about current recommendations, timing, eligibility, availability and cost before arranging vaccination.

Name a manageable first step and time frame for asking, not a guaranteed appointment. Keep medical decisions and up-to-date local service details with qualified staff.

E2: plain language and a useful action

CDC recommends knowing the audience, putting the main message first and choosing familiar words. It advises short sentences focused on one idea. [CDC-PLAIN]

CDC also emphasizes finding, understanding and using health information, including the audience’s preferred language and channels. [CDC-LITERACY]

These are communication principles. They do not supply measured clicks, appointments or behavior changes for your draft. A reading score alone cannot establish understanding or action.

Write the core message as one sentence. Keep the claim within E1. Add a separate specific action that names what the reader can do and how to start.

Use words such as flu rather than influenza when they preserve meaning. Explain a necessary term instead of deleting the evidence limit to make the sentence shorter.

Check the action for hidden assumptions: a working contact route, suitable service, eligibility, cost and timing. Unknown details stay unknown; do not invent a pharmacy offer.

R1: a complete reading-level note

Read your draft aloud or silently as if you were the stated audience. Mark unfamiliar terms and long sentences. Check whether the core and action are easy to find.

For this local note, count the words in each core/action sentence by spaces. State that method, record the counts and identify one wording change.

Explain why the change fits D1 while preserving meaning. Include the assumed language and one remaining access or understanding limit.

Example note structure: I changed [original words] to [new words]. My core has [count] words and my action has [count] words using a space-separated count.

Finish: This may help [audience need], but I have not measured [understanding or behavior]. A word count is a screen, not a grade-level score.

If you actually use a readability tool, name it and report its actual result separately. Do not invent a sixth-grade score, audience test or measured improvement.

Q1: self-check and two critique prompts

Rewrite the supplied sentence: “Individuals are encouraged to obtain seasonal immunization to mitigate influenza transmission risk.” Keep it accurate and add a feasible specific action.

Useful word options are individuals -> people, obtain -> get, and influenza -> flu. Mitigate means reduce; immunization concerns building protection. Choose wording that fits the actual claim.

Use E1’s illness-risk benefit instead of promising that every person stops transmission. Do not add a free local shot, a specific pharmacy, or guaranteed protection for children.

Recovery: reduce your draft to the essential fact and action. Then restore the audience label, reading-level note and citation; two bare sentences alone omit required parts.

Peer review: ask a partner to identify your audience, core message and action without your explanation. Keep the real comment and your revision if a partner is available.

If a partner is unavailable, apply both supplied solo prompts. Label them as authored checks, not actual peer feedback.

Solo prompt A: Can you locate the audience, one core sentence and the action? Quote each part and name anything missing or unclear.

Solo prompt B: Does any word promise complete protection, a free service or a known appointment? Compare it with E1, and flag an unsupported claim or justify agreement.

After both checks, record an original sentence, a revised sentence and why it is better. If no content change is needed, show a justified clarity improvement.

Extension: write versions for a teenager and a grandparent. Label the exact changed phrase and explain your assumed need without treating age as a reading-skill test.

P1: actual course, peer and service holds

For April 26, draft your message for Claim Evidence Reasoning. Ask your teacher which parts of Activity 5.1.2 Public Health in the News to complete alongside it.

The official activity requires an Interactive Health Map and video, disease/location/time filters, notebook trend notes and group discussion. Obtain the assigned materials; do not invent map observations.

It also requires three current articles: one local issue, one elsewhere in the United States and one outside the United States. At least one must concern a noninfectious issue.

Use the assigned Article Organizer to record each issue, the public-health response and innovative ideas. The organizer and three-article set are not supplied by this flu-message practice.

Keep the real partner comparison, two teacher-supplied national/international map flags, wall-map placement, class discussion and notebook reflection pending until performed. Local issues are discussed without a flag.

The wall map later informs the health-issue choice for the Problem 5.1.3 grant proposal. Your message does not complete that proposal or the map/article work.

Confirm the assigned conclusion questions and any extra resources. Address malaria geography and two risk-reduction strategies, disease/risk-factor distribution, vaccination barriers and a strategy, chronic/infectious patterns and a reasoned priority health concern.

Use current evidence for those separate questions when assigned. No map data, article findings or completed conclusion answers are supplied here.

Ask whether this message draft is an accepted part or alternative for the assigned work. Keep each remaining official requirement pending; do not mark the activity complete from this draft.

After genuine assigned work, attach your message and citation to the required Problem 5 evidence portfolio. Mark the attachment pending until it is actually submitted.

Ask whether you should work with a partner. Continue this message draft unless your teacher confirms a different task.

The April 26–30 checklist requires audience, privacy, usability, revision and a public-health product. Keep the required slide/paper wireframe with that work; this draft does not replace it.

The broader unit also asks what the audience knows and needs, privacy protection and a partner usability revision. Keep those later requirements separate from today’s five-part message.

Follow the April 26 assignment.

Confirm the deadline for this draft with your teacher. The next privacy check is Tuesday, April 27.

No homework is due before this class. Keep any unfinished plan, debate and actual asynchronous post/reply pending. Reading this lesson does not complete that work.

Save one PDF with the five message parts and supporting checks. In your enrolled BI section, match Message draft; the dated folder is Claim Evidence Reasoning.

Follow your teacher’s filename and identity instructions. Without a confirmed assignment or access, save the draft and mark submission and portfolio attachment pending.

The public guidance was checked in September 2026. Before sharing a real message, confirm current guidance, local services and audience needs, and obtain the required approval.

Define the audience

Answer both warmups and fill the audience/action blanks. Name D1’s main concern, two known points and one need.

Use the fictional adult profile or a teacher-approved de-identified profile with verified inputs. Do not guess real health worries.

Draft the core and action

Write your own one-sentence core using E1, then a specific feasible action. Check timing, eligibility, service and cost assumptions.

Ask for verified current information rather than inventing a free service or promising protection. Keep clinical choices with qualified staff.

Check reading level

Read the draft, count words in each sentence using R1, and replace or explain one unfamiliar term. Write the full reading-level note.

Record exact before-and-after wording, the audience assumption and a limit. A count is not a validated grade or behavior result.

Cite and test the draft

Cite the exact source behind the core and recommendation. Complete Q1, then use actual peer feedback or both supplied solo prompts and revise.

Keep the original sentence, revision and reason. Separate original audience facts from public science and communication sources.

Save the complete product

Check all five product parts and record genuine course, peer, wireframe, service and submission status. Complete the two-audience extension if ready.

The concise fact/action recovery still needs the audience, reading note and citation. Pending official work remains pending.