Rich Task:

Say What You Mean – An Exploration of Dental Public Service Messages

Course:

English, Grade 11, College Preparation, ENG3C   (2 credit Cooperative Education)

Evaluation:

Part of 70%

Part of 30%

* Both

Context:

·          Dentists spend money on trying to ensure that their patients take healthy preventative measures. Do the messages they use work? What makes a pamphlet or brochure effective? Critical literacy skills can help determine if you are saying what you mean, being heard by those who you want to be listening, and having a positive effect with the message.

·          You will use the knowledge and skills acquired in your English Course and your Cooperative Education placement to analyse current public service policies and materials; to critically read and rate current materials; to create a public service message; and to suggest future good practices for the dentist to ensure that the money spent on public service is being used wisely.

 

Related Course Expectations

 

 

Strand: Literature Studies and Reading

LSV.01 · read and demonstrate an understanding of a variety of informational and literary texts from Canada and other countries, with an emphasis on analysing information, ideas, and issues;

LS1.01 - interpret and assess explicit and implicit ideas, issues, and information in informational and literary texts;

LSV.03 · identify elements of style in a variety of texts, with a focus on how the elements contribute to clear and effective communication;

LS3.04 - explain how authors and editors use design elements to organize content and communicate ideas.

 

Strand: Writing

WRV.02 · select and use appropriate writing forms for various purposes and audiences with a focus on reports, correspondence, and persuasive essays;

WR2.01 - select and use appropriate informational or literary forms to produce written work for specific audiences and purposes, with an emphasis on reports, correspondence, and persuasive essays;

WR2.02 - select and use a level of language and a voice appropriate to the specific purpose and intended audience for business, technical, and personal communications WRV.03 · use a variety of organizational structures and patterns to produce coherent and effective written work;

WRV.04 · revise their written work, independently and collaboratively, with a focus on accuracy of information, clear expression, and consistent use of voice;

WR4.03 - revise drafts to ensure consistent use of an appropriate voice and tone;

WRV.05 · edit ad proofread to produce final drafts, using correctly the grammar, usage, spelling, and punctuation conventions of standard Canadian English, as specified for this course, with the support of print and electronic resources when appropriate;

WR5.02 - produce, format, and publish written work, using appropriate technology to share writing with intended audiences;

 

WR5.04 - edit and proofread their own and others’ writing, identifying and correcting errors according to the requirements for grammar, usage, spelling, and punctuation.

 

Strand: Language

LAV.01 · apply knowledge of vocabulary and language conventions to read, write, and speak effectively, with a focus on identifying, developing, and sustaining an appropriate voice;

LA1.03 - identify specialized language appropriate to business and technical contexts and use it with precision in oral and written work;

LAV.02 · use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, with a focus on using business and technical language appropriately in oral reports an other presentations;

LA2.05 - use techniques of oral presentation to communicate effectively, with a focus on clear organization, relevant examples, appropriate vocabulary and style, repetition for emphasis, and the use of voice projection, pace, gestures, timing, body language, visual aids, and technology.

 

Strand: Media Studies

MDV.01 · use knowledge of the characteristics of media forms, representations audiences, and industry practices to analyse a variety of media works;

MD1.03 - explain the relationship between media works and their audiences;

MDV.02 · demonstrate an understanding of the interactions among form, purpose, audience, and production options by designing or creating media works, independently and collaboratively, based on ideas, themes, and issues examined in this course;

MD2.02 - use knowledge of the interactions among form, purpose, audience, and production options to explain choices made in the design and production of media works.

Cooperative Education Expectations

 

 

Job Readiness

J3 - demonstrate the ability to communicate their interest in a work opportunity effectively (e.g., by telephone, in person, or through the mail or E-mail and the Internet)

 

Rights and Responsibilities

R2 - placement specific workplace health and safety considerations

R3 - issues relating to confidentiality and the right to privacy, as outlined in the Freedom of Information and Protection of Privacy Act

R4 - work ethics and the responsible use of information technology

 

Evaluation Strategies and Scoring Tools

 

Evaluation Strategies

Scoring Tools

Expectations

Achievement Chart

70%

Interview: “what if” scenarios (job readiness)

Checklist

J3, R2, R3, R4

K/U, C, A

Part A: Assignment: Graphic Organizer/Chart

Checklist

LSV.01, LS1.01, LSV.03, LS3.04, WRV.02, WR2.02, WRV.03, MDV.01, MD1.03

K/U, T, C, A

Part B: Assignment: oral report collection and gap analysis of the print materials  currently used

Checklist

LSV.03, LS3.04, LAV.01, LA1.03, LAV.02, LA2.05, MDV.01, MD1.03

K/U, T, C

Part C: Survey: office staff, employer

Interview: dental clients

Summary of findings

Checklist

LSV.01, LS1.01, WRV.02, WR2.01, WRV.03, LAV.01, LA1.03

K/U, T, C, A

Part D: Assignment: Create communication

Rating scale

LS3.04, WRV.04, WR4.03, WRV.05, WR5.02, WR5.04, LAV.01, LA1.03, LAV.02, LA2.05, MDV.01, MD1.03, MDV.02, MD2.02

K/U, T, C, A

30%

Part E: Assignment: Polished Communication

Rubric

WRV.05, WR5.02, WR5.04, LAV.01, LA1.03, LAV.02, LA2.05

K/U, T, C, A

Part F: Presentation: Communication Piece

Rubric

LSV.01, LS1.01, WRV.02, WR2.01, WR2.02, WRV.03, LAV.01, LA1.03, LAV.02, LA2.05, MDV.02, MD2.02

K/U, T, C, A

 

Teacher Notes

·          As the student works through the process of data collection in Parts A, B, and C, comment on and provide input that will help improve their work.

·          In discussion help students focus on the factors involved in successful communications by reviewing the elements of style and the appropriate use of language. Point out the similarities in office communications and the more familiar media contexts, e.g., commercials.

 

Task

 

Student Notes

Part A: Data Collection

·          Gather copies of the current messages the dental office uses to convey information about healthy dental practices.

·          By observing and listening, record any messages you hear about dental health while you are at work. Note who said what to whom.

·          Submit a summary of the findings of your data collection and your observations in a graphic organizer or chart.

 

List messages you find in brochures, posters, and other print media in the office. Consider things such as “call back cards” used to remind patients to return for regular appointments, “Wall of Fame” displays that show pictures of patients who have had no cavities in a given check-up, magazines that are displayed for patients, give away items such as tooth brushes and dental products, slogans, business cards, advertisements, signs used to identify office, pictures on the walls.

Part B: Analysis of Messages

·          Analyze whether the messages from Part A are the ones the dentist office is intending to convey – Are there any missing? Are messages being incorrectly delivered?

·          Critically assess and compare formats used.

·          Identify one effective print communication. Explain the elements of style that you feel make it effective. Choose a format that you feel is ineffective and explain why.

·          Present an oral report to your classmates using a sample of the print communications you analysed.

 

 

 

 

 

 

 

 

 

 

This oral report can be done as:

·          a media work using presentation software;

·          a dramatization;

·          a report;

·          a discussion.

Part C: Data Collection: Interview/ Survey

·          Interview the employees about the messages you analysed in Parts A and B. Prepare clearly worded questions about:

-      demonstrations they may do;

-      conversations they have with patients;

-      explanations they give;

-      written or documented methods;

-      encouragement through practice;

-      who these messages are aimed at

-      why they are used (e.g., to encourage good health, to enhance the image of the profession or office, or to increase business).

·          Submit a copy of the interview questions and a summary of your findings.

·          Use the messages listed in your findings from Parts A and B as the basis for developing your survey questions.

·          Survey the dentist’s clients to determine the effectiveness of the messages currently available at the office. Do they understand the message? Do they follow the advice? Do they have suggestions for communicating messages about healthy dental care?

·          Submit a copy of the survey questions and a summary of your findings.

·          Write a brief analysis of the effectiveness of the communications used by the dental office based on the opinions of clients and employees.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Your survey should involve at least 30 patients and must gather information on:

·          age group

·          number and type of messages heard

·          number and type of messages followed

·          opinion of effectiveness of overall dental office communication.

Part D: Create Communication

·          After discussing your findings with the dental staff, decide on a target audience and the message to be communicated.

·          Create a public service communication that demonstrates an effective strategy for presenting a dental health message that you have identified as one needing further support.

·          Choose your communication format (presentation, commercial, brochure, flyer, poster, slogan, jingle, or other) identifying a target audience, the purpose of the communication and its potential use for the dentist office.

·          Create a mock up of your final product. Correct errors in spelling and grammar.

·          Make three copies of your work. Have two other people look at your first draft and comment. Give the third copy to your teacher for suggestions. Make corrections based on the feedback.

·          Submit the final product for evaluation.

 

 

 

·          Consider the strategies that should be used to improve the communication of these health- related messages.

 

·          Choose a communication format that would be potentially useful to the dentist. (For example, presentation software may be a great medium, but unless the dentist is planning to do presentations for patients this may not be useful.

·          Consider the following elements of style in your communication: voice, implicit/explicit messages, form, symbolic meaning, language, tone.

·          Create a storyboard to show how you will work with the ideas.

Part E: Oral Presentation

·          Based on your experience at your placement and your work in the English classroom, present your polished communication product, explaining why you chose the specific format, voice, images, content. Include why you think your language skills can help you be successful.

·          Present your communication piece to your Cooperative Education teacher and your placement supervisor.