SlideShare a Scribd company logo
1 of 5
How our media
product
represents a
particular
social group:
By Sadie Quinn.
Geographical location
The Isle of Wight…
– We have targeted a specific geographical location which we hope you will find to be
evident when you hear our final bulletin. Due to the requirement of creating a local
radio news bulletin, it was necessary to appeal to individuals from the south of
England. Therefore we deduced that strong accents such as Welsh, Scottish or
northern would perhaps not be as comprehendible as a typical southern accent; we
tried to speak clearly and pronounce each word as best as we could in accordance
to how we thought people in our local area. However, we attempted to avoid some
of the Isle of Wight’s colloquial language, such as the term ‘somewhen’, which
would not be used in other areas of England- so as to keep the bulletin professional.
With the Isle of Wight festival and the Bestival, music is a massive part of Island life
and so radio is extremely popular down here.
Gender
– We tried to maintain a gender-neutral bulletin because our target audience is
not gender-specific. We did this by using a male news reporter as well as the
two females (Jenna and I) as we felt this created the potential for a wider
audience, one that could be attracted to a radio station that is not dictated by
either males or females but instead recites the current news without bigotry or
the potential for claims of gender inequality within the industry, as this is too
common in modern society.
Age
– Our target audience is, however, age-specific. Our target audience can be
characterized as young individuals around the ages of sixteen through to the
early twenties. We chose this target audience as we felt as though we could use
our own experience (being young people ourselves) to create a bulletin that we
felt we could also engage with. I feel as though we accomplished this by keeping
each story as short as we possibly could so that the impact of each story would
not be too overwhelming for the adolescent following. Additionally, we
recognized that the use of three young presenters was perhaps another way to
conform to the inclinations of our audience.
Social class
– We did not initially attempt to aim our radio station at an identifiable social
group as we felt that, in general, it is difficult to pin-point young people as just
one social class; the fact that the majority of them do not have a job could make
them a member of a lower class, yet the fact that a large number of us are a
part of the educational system suggests that we have more cultural knowledge,
meaning that we could also be categorised as middle or established middle
class. Because it is so difficult to identify the class of a student, we decided not
to do so at all. However, having analysed our script and broadcast, I could say
that our language and chosen stories better conform to established middle class
through to emergent service workers, however would probably not appeal to
either the ‘precariat’ class or the social ‘elite’.

More Related Content

Viewers also liked

Ways our media product uses conventions
Ways our media product uses conventionsWays our media product uses conventions
Ways our media product uses conventionsjennapaineasmedia
 
Writing for radio
Writing for radioWriting for radio
Writing for radiosammyjo99
 
What have i learnt since the preliminary task?
What have i learnt since the preliminary task?What have i learnt since the preliminary task?
What have i learnt since the preliminary task?GMT10
 
Radio station questionnaire results
Radio station questionnaire resultsRadio station questionnaire results
Radio station questionnaire resultstrashbag35
 
Final script, edited.
Final script, edited.Final script, edited.
Final script, edited.Sadie Quinn
 
Draft scripting
Draft scriptingDraft scripting
Draft scriptingtrashbag35
 
Radio station questionnaire results - Shannon Porter
Radio station questionnaire results - Shannon PorterRadio station questionnaire results - Shannon Porter
Radio station questionnaire results - Shannon Portertrashbag35
 
Bulletin structure
Bulletin structureBulletin structure
Bulletin structureSadie Quinn
 

Viewers also liked (20)

Ways our media product uses conventions
Ways our media product uses conventionsWays our media product uses conventions
Ways our media product uses conventions
 
survey results
survey resultssurvey results
survey results
 
Bulletin structure
Bulletin structureBulletin structure
Bulletin structure
 
Document
DocumentDocument
Document
 
Writing for radio
Writing for radioWriting for radio
Writing for radio
 
Analysis question 2
Analysis question 2 Analysis question 2
Analysis question 2
 
What have i learnt since the preliminary task?
What have i learnt since the preliminary task?What have i learnt since the preliminary task?
What have i learnt since the preliminary task?
 
Radio station questionnaire results
Radio station questionnaire resultsRadio station questionnaire results
Radio station questionnaire results
 
Final News Bulletin Script
Final News Bulletin ScriptFinal News Bulletin Script
Final News Bulletin Script
 
Final script, edited.
Final script, edited.Final script, edited.
Final script, edited.
 
Draft scripting
Draft scriptingDraft scripting
Draft scripting
 
News values in practice
News values in practiceNews values in practice
News values in practice
 
Scripting
ScriptingScripting
Scripting
 
Radio station questionnaire results - Shannon Porter
Radio station questionnaire results - Shannon PorterRadio station questionnaire results - Shannon Porter
Radio station questionnaire results - Shannon Porter
 
News stories
News storiesNews stories
News stories
 
Bulletin structure
Bulletin structureBulletin structure
Bulletin structure
 
Question 7
Question 7Question 7
Question 7
 
Short explanation
Short explanationShort explanation
Short explanation
 
Second Drafted Script
Second Drafted ScriptSecond Drafted Script
Second Drafted Script
 
Evaluation question six
Evaluation question sixEvaluation question six
Evaluation question six
 

Similar to How our media product represents a particular social group by Sadie Quinn.

Evaluation question 4 who would be the audience for your media product?
Evaluation question 4   who would be the audience for your media product?Evaluation question 4   who would be the audience for your media product?
Evaluation question 4 who would be the audience for your media product?Zsanett Stockdale
 
Target audience Powerpoint
Target audience PowerpointTarget audience Powerpoint
Target audience Powerpointchurchillmedia
 
Audience research pres
Audience research presAudience research pres
Audience research presbeealex
 
Critical evaluation nadeya haque
Critical evaluation  nadeya haqueCritical evaluation  nadeya haque
Critical evaluation nadeya haqueTayazi
 
Critical evaluation nadeya haque
Critical evaluation  nadeya haqueCritical evaluation  nadeya haque
Critical evaluation nadeya haqueTayazi
 
Sample Narrative Essay. 006 Personal Narrative Essay Example High School Exam...
Sample Narrative Essay. 006 Personal Narrative Essay Example High School Exam...Sample Narrative Essay. 006 Personal Narrative Essay Example High School Exam...
Sample Narrative Essay. 006 Personal Narrative Essay Example High School Exam...Veronica Johnson
 
Finished plan powerpoint
Finished plan powerpointFinished plan powerpoint
Finished plan powerpointwaddingtonj
 
Audience research
Audience researchAudience research
Audience researchlukaszdoda
 
Ldss roots staff article 1
Ldss roots staff article 1Ldss roots staff article 1
Ldss roots staff article 1kisaak
 
High School Narrative Essay Examples
High School Narrative Essay ExamplesHigh School Narrative Essay Examples
High School Narrative Essay ExamplesMandy Montandon
 
5th evaluation question
5th evaluation question5th evaluation question
5th evaluation questionRandz194
 
Evaluation: Question 2
Evaluation: Question 2Evaluation: Question 2
Evaluation: Question 2bansalr1
 

Similar to How our media product represents a particular social group by Sadie Quinn. (20)

Evaluation Question 1
Evaluation Question 1Evaluation Question 1
Evaluation Question 1
 
Evaluation question 4 who would be the audience for your media product?
Evaluation question 4   who would be the audience for your media product?Evaluation question 4   who would be the audience for your media product?
Evaluation question 4 who would be the audience for your media product?
 
Target audience Powerpoint
Target audience PowerpointTarget audience Powerpoint
Target audience Powerpoint
 
Let go of your
Let go of yourLet go of your
Let go of your
 
Main Task Ideas
Main Task IdeasMain Task Ideas
Main Task Ideas
 
Audience research pres
Audience research presAudience research pres
Audience research pres
 
Audience profile
Audience profileAudience profile
Audience profile
 
Critical evaluation nadeya haque
Critical evaluation  nadeya haqueCritical evaluation  nadeya haque
Critical evaluation nadeya haque
 
Eval q 5 new
Eval q 5 newEval q 5 new
Eval q 5 new
 
Critical evaluation nadeya haque
Critical evaluation  nadeya haqueCritical evaluation  nadeya haque
Critical evaluation nadeya haque
 
Evaluation Question 1
Evaluation Question 1Evaluation Question 1
Evaluation Question 1
 
Sample Narrative Essay. 006 Personal Narrative Essay Example High School Exam...
Sample Narrative Essay. 006 Personal Narrative Essay Example High School Exam...Sample Narrative Essay. 006 Personal Narrative Essay Example High School Exam...
Sample Narrative Essay. 006 Personal Narrative Essay Example High School Exam...
 
Finished plan powerpoint
Finished plan powerpointFinished plan powerpoint
Finished plan powerpoint
 
Audio Advert Plan
Audio Advert Plan Audio Advert Plan
Audio Advert Plan
 
Audience research
Audience researchAudience research
Audience research
 
Ldss roots staff article 1
Ldss roots staff article 1Ldss roots staff article 1
Ldss roots staff article 1
 
High School Narrative Essay Examples
High School Narrative Essay ExamplesHigh School Narrative Essay Examples
High School Narrative Essay Examples
 
5th evaluation question
5th evaluation question5th evaluation question
5th evaluation question
 
Evaluation: Question 2
Evaluation: Question 2Evaluation: Question 2
Evaluation: Question 2
 
B Grade
B GradeB Grade
B Grade
 

More from Sadie Quinn

Final script for coursework task.
Final script for coursework task.Final script for coursework task.
Final script for coursework task.Sadie Quinn
 
Preliminary task transcript.
Preliminary task transcript.Preliminary task transcript.
Preliminary task transcript.Sadie Quinn
 
Preliminary task transcript by Sadie Quinn.
Preliminary task transcript by Sadie Quinn.Preliminary task transcript by Sadie Quinn.
Preliminary task transcript by Sadie Quinn.Sadie Quinn
 
Completed survey
Completed surveyCompleted survey
Completed surveySadie Quinn
 
Target audiences in media
Target audiences in mediaTarget audiences in media
Target audiences in mediaSadie Quinn
 
Conventions of a radio news bulletin
Conventions of a radio news bulletinConventions of a radio news bulletin
Conventions of a radio news bulletinSadie Quinn
 
Converting newspaper articles into copy stories
Converting newspaper articles into copy storiesConverting newspaper articles into copy stories
Converting newspaper articles into copy storiesSadie Quinn
 
A brief history of uk radio
A brief history of uk radioA brief history of uk radio
A brief history of uk radioSadie Quinn
 
A brief history of uk radio
A brief history of uk radioA brief history of uk radio
A brief history of uk radioSadie Quinn
 

More from Sadie Quinn (10)

Final script for coursework task.
Final script for coursework task.Final script for coursework task.
Final script for coursework task.
 
Preliminary task transcript.
Preliminary task transcript.Preliminary task transcript.
Preliminary task transcript.
 
Preliminary task transcript by Sadie Quinn.
Preliminary task transcript by Sadie Quinn.Preliminary task transcript by Sadie Quinn.
Preliminary task transcript by Sadie Quinn.
 
Ofcom
OfcomOfcom
Ofcom
 
Completed survey
Completed surveyCompleted survey
Completed survey
 
Target audiences in media
Target audiences in mediaTarget audiences in media
Target audiences in media
 
Conventions of a radio news bulletin
Conventions of a radio news bulletinConventions of a radio news bulletin
Conventions of a radio news bulletin
 
Converting newspaper articles into copy stories
Converting newspaper articles into copy storiesConverting newspaper articles into copy stories
Converting newspaper articles into copy stories
 
A brief history of uk radio
A brief history of uk radioA brief history of uk radio
A brief history of uk radio
 
A brief history of uk radio
A brief history of uk radioA brief history of uk radio
A brief history of uk radio
 

Recently uploaded

microwave assisted reaction. General introduction
microwave assisted reaction. General introductionmicrowave assisted reaction. General introduction
microwave assisted reaction. General introductionMaksud Ahmed
 
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptxSOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptxiammrhaywood
 
Introduction to ArtificiaI Intelligence in Higher Education
Introduction to ArtificiaI Intelligence in Higher EducationIntroduction to ArtificiaI Intelligence in Higher Education
Introduction to ArtificiaI Intelligence in Higher Educationpboyjonauth
 
APM Welcome, APM North West Network Conference, Synergies Across Sectors
APM Welcome, APM North West Network Conference, Synergies Across SectorsAPM Welcome, APM North West Network Conference, Synergies Across Sectors
APM Welcome, APM North West Network Conference, Synergies Across SectorsAssociation for Project Management
 
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdfBASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdfSoniaTolstoy
 
Employee wellbeing at the workplace.pptx
Employee wellbeing at the workplace.pptxEmployee wellbeing at the workplace.pptx
Employee wellbeing at the workplace.pptxNirmalaLoungPoorunde1
 
Science 7 - LAND and SEA BREEZE and its Characteristics
Science 7 - LAND and SEA BREEZE and its CharacteristicsScience 7 - LAND and SEA BREEZE and its Characteristics
Science 7 - LAND and SEA BREEZE and its CharacteristicsKarinaGenton
 
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptxContemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptxRoyAbrique
 
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptxPOINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptxSayali Powar
 
“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...
“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...
“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...Marc Dusseiller Dusjagr
 
Arihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdfArihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdfchloefrazer622
 
Industrial Policy - 1948, 1956, 1973, 1977, 1980, 1991
Industrial Policy - 1948, 1956, 1973, 1977, 1980, 1991Industrial Policy - 1948, 1956, 1973, 1977, 1980, 1991
Industrial Policy - 1948, 1956, 1973, 1977, 1980, 1991RKavithamani
 
Grant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy ConsultingGrant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy ConsultingTechSoup
 
_Math 4-Q4 Week 5.pptx Steps in Collecting Data
_Math 4-Q4 Week 5.pptx Steps in Collecting Data_Math 4-Q4 Week 5.pptx Steps in Collecting Data
_Math 4-Q4 Week 5.pptx Steps in Collecting DataJhengPantaleon
 
Measures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and ModeMeasures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and ModeThiyagu K
 
Crayon Activity Handout For the Crayon A
Crayon Activity Handout For the Crayon ACrayon Activity Handout For the Crayon A
Crayon Activity Handout For the Crayon AUnboundStockton
 
Separation of Lanthanides/ Lanthanides and Actinides
Separation of Lanthanides/ Lanthanides and ActinidesSeparation of Lanthanides/ Lanthanides and Actinides
Separation of Lanthanides/ Lanthanides and ActinidesFatimaKhan178732
 
18-04-UA_REPORT_MEDIALITERAСY_INDEX-DM_23-1-final-eng.pdf
18-04-UA_REPORT_MEDIALITERAСY_INDEX-DM_23-1-final-eng.pdf18-04-UA_REPORT_MEDIALITERAСY_INDEX-DM_23-1-final-eng.pdf
18-04-UA_REPORT_MEDIALITERAСY_INDEX-DM_23-1-final-eng.pdfssuser54595a
 
Organic Name Reactions for the students and aspirants of Chemistry12th.pptx
Organic Name Reactions  for the students and aspirants of Chemistry12th.pptxOrganic Name Reactions  for the students and aspirants of Chemistry12th.pptx
Organic Name Reactions for the students and aspirants of Chemistry12th.pptxVS Mahajan Coaching Centre
 
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...EduSkills OECD
 

Recently uploaded (20)

microwave assisted reaction. General introduction
microwave assisted reaction. General introductionmicrowave assisted reaction. General introduction
microwave assisted reaction. General introduction
 
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptxSOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
 
Introduction to ArtificiaI Intelligence in Higher Education
Introduction to ArtificiaI Intelligence in Higher EducationIntroduction to ArtificiaI Intelligence in Higher Education
Introduction to ArtificiaI Intelligence in Higher Education
 
APM Welcome, APM North West Network Conference, Synergies Across Sectors
APM Welcome, APM North West Network Conference, Synergies Across SectorsAPM Welcome, APM North West Network Conference, Synergies Across Sectors
APM Welcome, APM North West Network Conference, Synergies Across Sectors
 
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdfBASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
 
Employee wellbeing at the workplace.pptx
Employee wellbeing at the workplace.pptxEmployee wellbeing at the workplace.pptx
Employee wellbeing at the workplace.pptx
 
Science 7 - LAND and SEA BREEZE and its Characteristics
Science 7 - LAND and SEA BREEZE and its CharacteristicsScience 7 - LAND and SEA BREEZE and its Characteristics
Science 7 - LAND and SEA BREEZE and its Characteristics
 
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptxContemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
 
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptxPOINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
 
“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...
“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...
“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...
 
Arihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdfArihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdf
 
Industrial Policy - 1948, 1956, 1973, 1977, 1980, 1991
Industrial Policy - 1948, 1956, 1973, 1977, 1980, 1991Industrial Policy - 1948, 1956, 1973, 1977, 1980, 1991
Industrial Policy - 1948, 1956, 1973, 1977, 1980, 1991
 
Grant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy ConsultingGrant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy Consulting
 
_Math 4-Q4 Week 5.pptx Steps in Collecting Data
_Math 4-Q4 Week 5.pptx Steps in Collecting Data_Math 4-Q4 Week 5.pptx Steps in Collecting Data
_Math 4-Q4 Week 5.pptx Steps in Collecting Data
 
Measures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and ModeMeasures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and Mode
 
Crayon Activity Handout For the Crayon A
Crayon Activity Handout For the Crayon ACrayon Activity Handout For the Crayon A
Crayon Activity Handout For the Crayon A
 
Separation of Lanthanides/ Lanthanides and Actinides
Separation of Lanthanides/ Lanthanides and ActinidesSeparation of Lanthanides/ Lanthanides and Actinides
Separation of Lanthanides/ Lanthanides and Actinides
 
18-04-UA_REPORT_MEDIALITERAСY_INDEX-DM_23-1-final-eng.pdf
18-04-UA_REPORT_MEDIALITERAСY_INDEX-DM_23-1-final-eng.pdf18-04-UA_REPORT_MEDIALITERAСY_INDEX-DM_23-1-final-eng.pdf
18-04-UA_REPORT_MEDIALITERAСY_INDEX-DM_23-1-final-eng.pdf
 
Organic Name Reactions for the students and aspirants of Chemistry12th.pptx
Organic Name Reactions  for the students and aspirants of Chemistry12th.pptxOrganic Name Reactions  for the students and aspirants of Chemistry12th.pptx
Organic Name Reactions for the students and aspirants of Chemistry12th.pptx
 
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
 

How our media product represents a particular social group by Sadie Quinn.

  • 1. How our media product represents a particular social group: By Sadie Quinn.
  • 2. Geographical location The Isle of Wight… – We have targeted a specific geographical location which we hope you will find to be evident when you hear our final bulletin. Due to the requirement of creating a local radio news bulletin, it was necessary to appeal to individuals from the south of England. Therefore we deduced that strong accents such as Welsh, Scottish or northern would perhaps not be as comprehendible as a typical southern accent; we tried to speak clearly and pronounce each word as best as we could in accordance to how we thought people in our local area. However, we attempted to avoid some of the Isle of Wight’s colloquial language, such as the term ‘somewhen’, which would not be used in other areas of England- so as to keep the bulletin professional. With the Isle of Wight festival and the Bestival, music is a massive part of Island life and so radio is extremely popular down here.
  • 3. Gender – We tried to maintain a gender-neutral bulletin because our target audience is not gender-specific. We did this by using a male news reporter as well as the two females (Jenna and I) as we felt this created the potential for a wider audience, one that could be attracted to a radio station that is not dictated by either males or females but instead recites the current news without bigotry or the potential for claims of gender inequality within the industry, as this is too common in modern society.
  • 4. Age – Our target audience is, however, age-specific. Our target audience can be characterized as young individuals around the ages of sixteen through to the early twenties. We chose this target audience as we felt as though we could use our own experience (being young people ourselves) to create a bulletin that we felt we could also engage with. I feel as though we accomplished this by keeping each story as short as we possibly could so that the impact of each story would not be too overwhelming for the adolescent following. Additionally, we recognized that the use of three young presenters was perhaps another way to conform to the inclinations of our audience.
  • 5. Social class – We did not initially attempt to aim our radio station at an identifiable social group as we felt that, in general, it is difficult to pin-point young people as just one social class; the fact that the majority of them do not have a job could make them a member of a lower class, yet the fact that a large number of us are a part of the educational system suggests that we have more cultural knowledge, meaning that we could also be categorised as middle or established middle class. Because it is so difficult to identify the class of a student, we decided not to do so at all. However, having analysed our script and broadcast, I could say that our language and chosen stories better conform to established middle class through to emergent service workers, however would probably not appeal to either the ‘precariat’ class or the social ‘elite’.