Why get the influenza vaccine

WHILE PREGNANT?
H1N1 Vaccine Proven To Not Harm
You Or Your Baby
WHY VACCINATE?
● Pregnant women hospitalization records were
4 times higher than the rest of the population
In 2009 for H1N1
● Pregnant Women account for 1% of the US
Population, yet they accounted for 6% of the Factors Influencing Vaccine
US deaths from 3009 H1N1 Rejection Study for H1N1
In a recent study, 36% of the patients
Experienced flu-like symptoms at least
once during their pregnancy
● Women whos maternity care providers
Recommend the vaccine are far more likely
To get it then those whose care providers
Do not.
Factors Influencing Vaccine
Acceptance for H1N1
Who Supports?
+ The CDC
+ American College of
Obstetricians and
Gynecologists
+ Other professional
Organizations
+ Various Health Care

BENEFITS OF GETTING THE H1N1 VACCINE WHILE

PREGNANT:
● Most effective way to prevent severe influenza
● Safe and beneficial for the women and the baby
● Immunity can stay in the infant for up to 6 months (during which they are not eligible
for the vaccine)
Goldfarb, Panda, B., Wylie, B., & Riley, L. (2011). Uptake of influenza vaccine in pregnant women during the 2009 H1N1
influenza pandemic. American Journal of Obstetrics and Gynecology, 204(6), S112–S115.
https://doi.org/10.1016/j.ajog.2011.01.007.
Emily Takaki

Writing 2 Valentina

Self Revision

Vaccines have always been a very controversial topic, many disagree on whether

they are safe or not. Many pregnant women have a fear of getting vaccines while being

pregnant because of health reasons. They either fear it will hurt themselves or their

baby, although in reality it can save them. It is up to the doctor to educate these women

on the benefits of getting vaccines even while they're pregnant, so if they forget the

patients are left clueless. In this poster I created an easy way for pregnant women to

access knowledge on how vaccines can be beneficial during their pregnancy, this will be

posted in OB offices so that it is available to anyone who is pregnant.

For many years I have been wanting to go into the medical field. I am fascinated

by the idea of medicine. During my time at college, I have decided I want to go into the

field of pharmacology. Doing a genre translation on some type of drug or vaccine would

allow me to do some further research on something I am interested in. Although, I

wanted to do my project on something that was related to a specific group that would

help promote vaccines to a particular age group. For the genre translation, I thought it

would be effective to create a medical poster that would be posted in OB GYN offices.

For the original article, the audience that was intended to see this article was

Health Care Providers and women who are pregnant or who plan to get pregnant. If

Health Care Providers see the information provided that is in this article, they will be

more likely to promote getting the flu and H1N1 vaccine to their patients. If pregnant

women see this article, they are also more likely to get the vaccine because they can
see the benefits of getting them. For the new audience, I am addressing only pregnant

women or women who plan on getting pregnant. This is different from the original

audience being addressed because it is going directly to the source, this poster is

meant to be posted in offices that pregnant women have to go to in order to get health

checks during their pregnancy.

Nonetheless with this new audience in mind, I chose this genre because I

believed it was the most successful way to communicate the information to the intended

audience. Oftentimes, in a medical office, you wait for your doctor to come to your room

for quite awhile. By having posters up, it gives the patient something to look at while

waiting. With this in mind, I decided to create a simple poster and included bar graphs

with as few words as possible. I bolded words that may catch the eye and tried to make

them bigger than the rest of the text. I also included different font colors in order to

separate the title from the actual information being presented. I included two pictures to

catch the eye so if someone in the office just gazed past it they would have an idea of

what it was about. Having these designs helped keep the tone more information,

especially including bar graphs. I also included a source at the bottom of the poster so

patients who look at it will know it comes from a reliable source. Having these specific

qualities on the poster keep the post light hearted but keep the tone factual.

Furthermore, having evidence makes a poster believable and effective.I decided

to leave out the filler information because the poster was meant to be very concise and

short. For most of the data on my poster, I took relative information from the charts and

tables in the article and put them into a bar graph on my poster that was more pleasing

to look at. The idea of just keeping the facts and not all of the filler information from the
article came from the article we read in class titled “The Information Effect: The facts,

The figures, The so what?” This article talked a lot about the difference between

including facts and opinions when it comes to writing. The author explains that providing

facts is “to deal with modern verifiability, substantiation, and even proof”(Bickmore). This

article made me realize that for a medical poster, the only information people will believe

is if it's backed up by real evidence. Instead of trying to explain situations, I wrote down

the real evidence. This leaves less room for questioning by the patients leaving more

time to take the evidence into consideration.

In order to complete this translation, I used some skills from “Genre in the Wild:

Understanding Genre Within Rhetorical (Eco)Systems.” I used the definition of genre to

help create my new one, using tips from the phrase that genres are used to “note the

similarities and differences between kinds of writing”(Bickmore). Although I still

struggled with One of the things that was a little tricky for me in our last writing project

as well was keeping the rhetorical situations the same for the genre I was using. In

“Reflective Writing and the Revision Process: What Were You Thinking?,” the author

writes, “Intentions- a sense of audience and purpose and of what the writer wants the

author to do”(Giles). And with that, I knew that choosing the audience meant choosing

what the purpose of this poster was. When I chose to target a specific group for this

project, I knew that I was limiting myself on what genres I could do. So when I chose the

audience to be women, I chose to do a problem that only applied to women.

Additionally, I had to attain knowledge about my genre from other sources

because I had never been into an OBGYN office myself. A point from Genre in the Wild

that was made was how you “become more aware of the genres that are built into the
settings in which you currently find yourself”(Bickmore). With this, I did a lot of research

on medical posters and what they looked like to surround myself with many different

examples. This made it easier to recreate because I was able to see what all of the

posters had in common and I was able to create a poster with all of the details from

each poster. I used pictures, bigger fonts, and data facts to replicate specific examples

that were on many medical posters.

Although creating the genre translation and keeping the rhetorical situation

similar to the poster was not the hard part, I faced many difficulties in creating this

project. One of my main challenges that I faced when translating this genre was just

trying to read the article and break down the most important information in it. I used the

article “Reading Games: Strategies for Reading Scholarly Sources” by Karen

Rosenburg to get some helpful tips on how to read through these types of articles. I

used her advice on the abstract in order to get a better understanding of the article. I

usually skip the summary at the beginning, because I have the mindset of I am already

going to read the article. Why would I need a summary? Although reading this summary

for this article was extremely helpful because I got a good understanding of the

elements of the study.After rereading the abstract I still was not very positive on what it

was talking about. Despite that, Rosenberg explains that “you still may not have a firm

grasp on everything in the abstract, but treat the key terms in the abstract like parts of a

map when you see them in the main text”(Rosenberg). This advice helped me use main

points mentioned in the abstract and once I saw themes in the text I was to better

understand them. For example, in my “Why vaccinate?” portion of the poster, I got some
of this information from the abstract, but it was expanded on later in the article. The

abstract really helped me organize the facts from the filler in the article.

In conclusion, the medical poster was made to be a genre translation from

the article. There were times when I struggled creating this poster, but using some of

the sources we had gone through in class I was able to conquer these problems. Once I

was able to fix these issues, I was able to make a genre translation of a poster that

educated women on vaccine knowledge that they may not be very experienced with.
 Works Cited

Bickmore, L. (2016, August 1). Genre in the wild: Understanding genre within rhetorical

(eco)systems. Go to the cover page of Open English @ SLCC. Retrieved February

28, 2022, from

https://openenglishatslcc.pressbooks.com/chapter/genre-in-the-wild-understanding-g

enre-within-rhetorical-ecosystems/.

Bickmore, L. (2016, August 1). The information effect: The facts, the figures, the so

what? Go to the cover page of Open English @ SLCC. Retrieved February 28,

2022, from

https://openenglishatslcc.pressbooks.com/chapter/the-information-effect-the-facts-t

he-figures-the-so-what/.

Giles, S. L. (2010). Reflective Writing and the Revision Process: What were you

Thinking? In Writing Spaces: Reading on Writing (Vol. 1, pp. 191–203). essay,

Library of Congress Cataloging-in-Publication-Data.

Rosenburg, K. (2011). Reading Games: Strategies for Reading Scholarly Sources. In

Writing Spaces: Reading on Writing(Vol. 2, pp. 210–220). essay, Library of

Congress Cataloging-in-Publication-Data.