1 Student Name Professor Justine White English 1.docx

1
Student Name
Professor Justine White
English 1302-83002
15 April 2016
Fight in the Shade: Analysis of a Family-Targeting
Advertisement
During a battle long ago, a group of Spartan soldiers received a
frightening report. In
despair, a scout exclaimed that the enemy arrows were so great
in number that they would blot
out the sun. Unshaken, one of the Spartan soldiers replied, “In
umbra, igitur, pugnabimus,”
which translates, “Then we will fight in the shade.” From the
beginning of time, society has
attempted to cast arrows of judgement on those who do not
follow the dictated ideal of the
“model” family. However, nowhere is this more prevalent than
in twenty-first century America,

particularly in advertising aimed at parental figures. The 2012
commercial “Don’t Have a
Grandson with a Dog Collar” by DIRECTV sends the damaging
message that Americans,
especially parents, should conform to the myth of the traditional
family.
The DIRECTV commercial entitled “Don’t Have a Grandson
with a Dog Collar” opens
with a middle-class man relaxing in an armchair in what would
be perceived as a typical house.
Frustrated when he cannot get a signal because he purchased
traditional cable, the father slaps his
hand on the arm of the armchair and his watching daughter
imitates. The commercial proceeds to
use sets of absurd syllogisms to illustrate the consequential
actions of the young girl mimicking
her father’s actions such as dropping out of school, meeting her
future “undesirable” husband in
an arcade, and ultimately dressing her young son in an all-black
goth outfit highlighted by a
spiked dog collar. As the new grandfather holds his grandson in
his arms with a regretful look on
his face, a DIRECTV voice-over warns viewers, “don’t have a
grandson with a dog collar,”

Commented [WJ1]: Great opening that gets the reader’s
attention
You can start with the introduction or the summary. It
doesn’t matter which one.
Commented [WJ2]: Introduction of theme student will be
writing about
Commented [WJ3]: Strong THESIS that introduces the
name of the commercial and the cultural myth the student
uncovered and is writing about.
Commented [WJ4]: The name of the commercial and
product introduce the summary of the commercial paragraph.
Last Name 2
urging them to switch to DIRECTV so that they will never
encounter the hardships of choosing
cable (Directv).
One false assumption that this ad implies is that parents should
dress their kids to look
like “cookie cutter” children rather than as unique individuals.
At the beginning of the
commercial, it can be noted that the young girl is wearing a

pink dress that society would
consider typical of a young girl. Once the young lady’s sudden
transformation begins, she only
wears clothing that would be associated with the Goth
stereotype (Directv). Not only does this
discriminatory viewpoint cast a negative light on the Goth way
of dress, it also sends a
subliminal message that parents have failed if their children do
not fit into the society’s
appearance mold.
The commercial also jumps to the conclusion that parents
should prevent their children
from entertaining themselves with certain hobbies that can turn
a young adult into an
“undesirable” marriage partner. At the point when the young
woman in the commercial meets a
partner who is deemed “undesirable,” this character, designed to
appear sketchy, is shown
playing games in an arcade (Directv). Of all the places that a
woman could meet a man unfit for
her to marry, it is intriguing that the advertiser chooses to show
this man in an arcade. This
setting attempts to plant in the minds of parents the idea that if
their child is allowed to partake in

certain hobbies, particularly gaming, then the parents have
failed to raise their child properly and
their children will grow up to be delinquents.
Additionally, this advertisement showcases the false cultural
belief that mothers should
be in charge of the ideal household because fathers are not
responsible enough to ensure that
their family is acceptable to society. During the commercial, the
mother can only be spotted two
times, both of which she is in the background cooking. Yet, the
father is implicitly the one being
Commented [WJ5]: Student has included a citation at the
end of the summary. The summary section ONLY includes a
description of the ad, NO analysis.
Commented [WJ6]: Fantastic topic sentence. The student
references the ad and provides a claim that PROVES the
cultural myth from the thesis statement.
Commented [WJ7]: Good description from the ad
supports the student’s claim.
Commented [WJ8]: Notice how the student cites all the
description from the ad. You have to cite a paraphrase or
summary.

Commented [WJ9]: Good explanation and reference back
to the thesis
Commented [WJ10]: Another strong topic sentence that
makes a claim about the ad and again supports the thesis.
Commented [WJ11]: This paragraph follows the Tell,
Show, Share method exactly and is a good example of how
to put a solid paragraph together.
Commented [WJ12]: Great topic sentence that again
proves the cultural myth of the traditional family.
Last Name 3
blamed for failing to purchase a premier cable package and is
ultimately responsible for the end
result their daughter dressing her son in Goth clothing
(Directv). The premise of this myth is
dangerous for women, especially mothers, because it puts them
in an Atlantean dilemma of
attempting to balance the world of their entire family on one
person’s shoulders because the
other parental figure has been labeled as useless.
If these myths are allowed to remain in society, the
ramifications will be divisive. When

it comes to which type and color of clothing society considers
to be acceptable for parents to
choose for their children, the danger arises of isolating those
who do not conform to this
standard. One subculture that does not dress the norm, as
illustrated in DIRECTV’s
advertisement, are those who identify as Gothic. Yet, if culture
separates themselves from others
for this reason, the consequence will be the loss of varied
viewpoints. Professor of European
Studies at Babeş-Bolyai University, Cluj, Ionela Iacob explains
the truth that, “the goth
‘mentality’,” merely refers to, “a way of thinking and a state of
spirit” (18). If one walked into a
business meeting with an innovative way of thinking and
approached a topic from a different
angle, he would be hailed as a genius. But teens and young
adults who dress or think differently
and outside the box are shunned. Those who think differently
and approach life from a different
angle should not treated as outcasts. The continuation of this
segregated mindset will be an
unfortunate loss of creativity. Furthermore, it is imperative that
parents understand this and not

fall victim to the “traditional family” trap. Parents should
encourage their children to embrace
their creativity and diversity, not run from it like the family in
the Directv commercial.
Yet, sending these detrimental messages to parents will also
result in lost potential for the
youth of tomorrow. Although the act of youth playing video
games is cast in a tainted light,
studies have shown that positive benefits exist amidst virtual
environments. Cole J. Shewmake,
Commented [WJ13]: There is a CLEAR change in the
essay here. Now the student has moved to the
IMPLICATIONS section of the essay. This part is where you
explain the consequences of reinforcing the cultural myths
from the commercial.
Commented [WJ14]: Excellent introduction of the expert
and her credibility.
Commented [WJ15]: Good explanation of what the quote
means and how it relates to the topic.
Commented [WJ16]: Good summary sentence that refers
back to the commercial. You need to reference the ad in
EVERY paragraph.
Commented [WJ17]: Another clear consequence of

reinforcing the traditional family myth.
Commented [WJ18]: Here the student needed an
explanation sentence to set up his expert’s quote.
Last Name 4
assistant professor in the department of Health, Human
Performance, and Recreation at Pittsburg
State University, along with two other professors from the
University of Arkansas, asserts that
the positive effects of using games to encourage school-age
children to exercise are not only,
“beneficial for students’ extracurricular activities,” but can
also, “boost student participation”
(Shewmake et al. 144). Rather than promoting the societal myth
of dissuading youth from the
negative aspects of gaming like the DIRECTV family, parents
should redirect their attention
toward highlighting its positive aspects. Encouraging
extracurricular activities and even further,
joining in with their children in these activities will bring
families together and strengthen their
bonds, developing strong familial roles and relationships that
dissuade negative behavior before

it develops. Instead, DIRECTV should be encouraging families
to play games together.
However, at the forefront of this advertisement is the negative
portrayal of the father’s
role. While DIRECTV is not the first person to fall victim to
reinforcing the belief that
“mothering is the gold standard of parenting,” it presents a
societal fallacy that must be
addressed (Schmitz 14). The looming problem with this
viewpoint is that as long as culture
thinks in such a manner, they will act in such a manner. Rachel
M. Schmitz, a professor in the
department of Sociology at the University of Nebraska, presents
the dilemma that this masculine
viewpoint “may inhibit the implementation of public policies
that support men as fathers by
reinforcing cultural ideologies that detach men from child
rearing” (18). Starting now, society
must turn this ideology around and establish both parental
figures in the forefront, unlike the
unbalanced perception in the DIRECTV commercial.
For generations, culture has attempted to dictate what the
“perfect” family is. Yet, society

is no closer to reaching an agreement on that definition.
Parental figures must acknowledge that
the ideal family is indeed a myth and reject mass calls to
conformation such as DIRECTV’s
Commented [WJ19]: Good statement of credibility
Commented [WJ20]: Great explanation of the quote and
how it relates to the ad and the student’s topic of the
“traditional family” cultural myth.
Commented [WJ21]: The last paragraph in the
implications section is the student’s strongest claim and the
most widely promoted.
Commented [WJ22]: Excellent reference back to the ad
and the thesis.
Commented [WJ23]: Good opening sentence that sums
up what the student has claimed in the paper.
Commented [WJ24]: Good reference to DIRECTV,
which reminds the reader that this paper is about the
commercial.
Last Name 5
advertisement. Whether through stereotypes of appearance,
hobbies, or the role of parents, the

family will continue to be attacked by the media. Despite this
attack, even if the arrows of
judgment rain upon those who refuse to conform, strong
families must continue to fight—even in
the shade.
Commented [WJ25]: Strong ending sentence that refers
back to the opening and leaves the reader thinking about the
subject.
Last Name 6
Works Cited
Directv. Advertisement. “Don't Have a Grandson with a Dog
Collar.” Online video clip.
YouTube, 14 March 2012,
https://www.youtube.com/watch?v=U9XUHi_LinQ.
Iacob, Ionela Florina. “Rethinking Goth. Identity as Style.”
Scientific Journal of Humanistic
Studies, vol. 2, no .2, 2010, pp. 13-25, Academic Search
Complete,
http://dcccd.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&

db=a9h&AN=48917605&site=ehost-live.
Schmitz, Rachel M. “Constructing Men as Fathers.” Journal of
Men's Studies, vol. 24, no. 1,
2016, pp. 3-23, Academic Search Complete,
db=a9h&AN=112868664&site=ehost-live.
Shewmake, Cole J., et al.. “Xbox Kinect Gaming Systems as a
Supplemental Tool Within a
Physical Education Setting: Third and Fourth Grade Students'
Perspectives.” Physical
Educator, vol. 72, 2015, pp. 142-152, Academic Search
Complete,
db=a9h&AN=111081519&site=ehost-live
Commented [WJ26]: PERFECT Works Cited on MLA 8!
CHAPTER 12
PORTER NOVELLI

GREG WALDRON
Applying the Drotter “results-based” Leadership Pipeline
approach to create a performance management system in a
professional service firm.
• Introduction
• Business Diagnosis and Assessment
• Feedback
• Program Design Considerations
• Program Implementation
• Design Considerations
• Chosen Approach, Format Development, and Introduction
• Performance Management System Development
• Tailored Leadership Pipeline Development
• Evaluation
• Business Results
• Employee Climate Survey Results
• Turnover Results
• Anecdotal Evidence
INTRODUCTION
The Drotter results-based approach is tailored to a professional
services firm structure and applied in the development of a
performance management system aligned with the business’s
strategy. Drotter’s Leadership Pipeline approach is
implemented, with the full performance definitions for each
leadership level in the tailored pipeline becoming the basis for a
new organization-wide performance management application.
The Drotter full performance definitions subsequently become
the “source code” for selection, talent management, and training
planning applications. The focus of this paper is the first
application, performance management.
Business Diagnosis and Assessment
In 2004, Porter Novelli, a leading global marketing

communications firm, undertook a fundamental strategic
assessment and visioning process to guide it through the next
five years. The firm’s CEO, president, and chief strategy officer
led this process. The vision focused on a new approach to client
account planning, a more client-centric structure, and a greater
emphasis on operating interdependence between the globally
dispersed offices in the service of multinational clients. It was
felt that these three initiatives would dramatically increase the
firm’s capacity to win and grow large, complex, and
geographically dispersed client accounts—the firm’s strategic
market target.
The senior management group identified the need to upgrade
and align human resources management processes to
successfully communicate and implement the new business
strategy. The firm proceeded to hire a chief talent officer (CTO)
to assist in the strategy implementation effort by designing and
installing a more systematic, business-focused human resources
management process.
In the CTO’s opinion, the vision implementation challenge
centered on creating the highest possible level of employee
engagement with the vision in the short term—by providing
people throughout the firm with a clear, specific understanding
of what the business strategy meant for them.
His metaphor for engagement was specifying the “four
entitlements of all employees.” The CTO’s experience with
corporate change efforts had led him to the conclusion that
specific answers to four fundamental questions were a
reasonable baseline expectation for every employee, regardless
of level or function:
1. What specifically do you expect of me?
2. How will you define success (and measure me)?
3. What’s in it for me if I deliver the results you expect?
4. Will you provide me the resources I need/eliminate the
barriers I face to achieve these results?
Individual role clarity and clear performance expectations are
absolute requirements for these questions to be addressed. It

was clear that the firm’s current approaches, although based on
current practice and invested with significant effort, were not
meeting these requirements.
The CTO had previously become familiar with Stephen
Drotter’s Leadership Pipeline work, both as a client and as a
consultant working with Drotter Human Resources. Drotter’s
primary focus has been executive succession and the related
processes: executive assessment; organization and job design;
succession planning; and tailored individual development plans.
However, his core concepts add significant value in broader
application, particularly for performance management,
selection, and development planning at all levels. The emphasis
on specific results required, as well as the positioning of
management and leadership results as measurable business
outcomes, aligned well with the needs of the firm.
Performance management practice was spotty at best, as the
firm’s current system—based on generic competencies—was
complex and process-heavy. A leadership competency model
upon which to base the system was missing. Professional
development was considered important, and a full curriculum of
professional training was offered. In the absence of a common
“source code,” the various HR processes did not align well, and
therefore opportunities for mutual reinforcement were being
missed.
Clearly, there were opportunities for human resources to make a
business impact through better practice application.
Management Interviews Discussions with the CEO, president,
chief strategy officer, and other senior managers both before
and after the CTO commenced employment confirmed the need
for a set of management processes that strongly reinforced
individual accountability as well as the increasingly
interconnected nature of the company’s operations. Senior
managers in all offices around the world would be asked to
place global priorities over individual office considerations as
multi-office and multi-region client accounts became the
strategic imperative for growth.

The “Vision” Process “Vision 2004” was a combined business
planning and senior management team-building exercise that
involved detailed reviews of internal and competitive analysis,
discussion of strategic alternatives, and development of the new
client account planning approach for the company. A small
internal team facilitated the process, which involved a global
management meeting outside New York City, as well as a
number of regional follow-up sessions. It provided the starting
point for the strategy implementation effort. There were several
significant outputs:
• Agreement on a new core client account planning
perspective—that is, a new method for assessing a client’s
business situation and challenges and for developing solutions
for the client;
• Management training in this new methodology;
• Confirmation of an emphasis on acquiring and growing large,
complex client relationships;
• Commitment to a closely coordinated “interdependent”
operating approach across the global network; and
• A project management structure to move these initiatives
forward.
This set the stage for the communication and implementation
effort. The chief talent officer joined the organization shortly
after the first implementation projects had begun and moved
quickly to review and recast the talent management portion of
the overall plan.
Business Results A key assumption underlying the visioning
logic was robust business growth over the strategic plan period.
The company was solidly profitable, and the business was
growing. The senior management group was confident that the
enhanced focus on larger, more complex client relationships
would take revenue and margin growth to new, sustainable
levels. The bar was set higher.
Climate Measurement The company administers a biannual staff
climate survey that measures operating culture along thirteen
dimensions: teamwork; organizational culture; strategic

planning; leadership; long-term focus; stake in the outcome;
quality; client satisfaction; learning orientation; empowerment;
communication; morale and loyalty; and survey results
implementation. Scores in 2004 were on track with parent
organization averages, but management wished to improve these
scores on both a trend and relative basis. This would be an
important metric for the effectiveness of the leadership and
human resource management interventions being developed.
Feedback
As a member of the senior leadership team, the chief talent
officer had abundant access to the other members of the group—
the CEO, president, and the chief financial officer—to discuss
his ongoing findings and developing recommendations. After
the first ninety days, he had effectively presented his findings
and made overall recommendations regarding priority areas to
address and an agenda for the HR and knowledge development
and learning functions.
The group’s frequent and informal open discussion format
facilitated processing of the feedback and gaining consensus on
how to move forward. The feedback and recommendations were
• The business strategy was timely and sound, but it required
better aligned human resources processes to successfully
implement.
• Important requirements of the business strategy—higher levels
of sustained collaboration between senior managers across
offices and geographies; a greater emphasis on leadership and
management work; more explicit definition of role expectations
and required performance at all levels; and stronger link
between individual performance and reward outcomes—would
be best achieved through revised role and performance
definitions.
• The revised role and performance definitions could be best
defined and delivered through an application of the Leadership
Pipeline approach to work definition and performance standards
development.
• Pipeline-based definitions of senior roles would more

explicitly define management and leadership accountabilities
for reinforcement with coaching, performance management, and
revised incentive compensation plans. This would be effectively
the first application of the Pipeline approach.
• The second application of the Pipeline approach would be a
complete revision of the firm’s performance management
system. This was required to buttress reinforcement of
individual accountability as well as support the updated
performance-based pay and reward programs to be installed.
• The third Pipeline application would be selection practice, as
an opportunity would be created with the new work definitions
to introduce a more structured and consistent interviewing
process.
• Another opportunity for Pipeline application would be to
better organize and align the substantial existing training
offerings with the company’s career structure, as well as guide
the prioritization of investments in new and revised offerings.
The general findings and recommendations were also
communicated and discussed with the senior manager group
over a number of regularly scheduled conference calls. There
was broad acceptance of the conclusions and proposed
direction, so program work was commenced.
Program Design Considerations
The appeal of the Pipeline model as the foundation for the new
human resources systems was based on several opinions shaped
by the chief talent officer’s experience:
• Drotter’s thinking takes us first to work, role, and
organization analysis before classic human resource
applications such as assessment/performance management,
selection, development planning, and training are considered—
moving from the “supply side” to the “demand side” for talent.
People are ultimately treated better and more engaged if these
role definition and organization design issues are addressed
first. The approach constituted an ideal basis for specifying and
communicating the new personal accountabilities required by
the new strategy.

• The Pipeline model does not rely on competencies, but rather
required work results by level for its core “source code.” These
required work results are actually the first element of a classic
competency model development; the key notion is that focus is
maintained on actual work results rather than abstracting one
level to the associated knowledge, skills, and personal
values/attributes. The CTO felt this was fundamentally sounder
for specific role and full performance definition purposes.
Performance management and selection applications would be
built on foundation of work results definitions.
• The model focuses on the vertical distribution of work in the
organization. Vertical organization and process considerations
have frequently been overlooked as organizations have
“flattened.” The process of de-layering actually places a greater
requirement on thoughtful vertical task distribution,
communication, and coordination across the enterprise. While
recent organization design thinking has been around selecting
the optimal horizontal structure (organizing by product,
customer set, geography, process, function, or matrix), vertical
considerations have been overlooked.
• Drotter requires the same explicit definitions of management
and leadership results by level as financial and customer results,
making these accountabilities far more specific, measurable,
and therefore understandable to employees. The down-to-earth,
application-based approach demystifies leadership in particular
and facilitates the introduction of simple models to describe and
explain both activities.
• The core Leadership Pipeline concept of a job is well suited to
the fluid, fast-changing business environment of a professional
services firm. A job is considered a collection of results to be
delivered, many of which are shared with other employees and
therefore requiring cooperation and collaboration to achieve.
Required results change as business conditions change, giving
the model great dynamism and flexibility. It is a particularly
relevant approach for reinforcing an internal collaboration-
based strategy.

• Core Leadership Pipeline level, performance dimension, and
full performance definitions can be used as the core work
architecture—the “source code”—upon which all talent
management and development applications are based. As a
result of this common basis, the various programs would better
align and mutually reinforce each other.
These last two points are contrary to the belief held by some
that the Leadership Pipeline model is inflexible and geared
primarily to large industrial company applications. The thinking
has universal applicability, and the model is actually quite
flexible. Frustration has resulted in some cases in which
practitioners have attempted to literally apply the generic large
company examples in The Leadership Pipeline (Charan, Drotter,
& Noel, 2001). Drotter has actually been quite explicit in
requiring that tailored pipeline level, performance dimension,
and full performance definitions be developed for every
company application. This development involves structured
work content interviewing, analysis, and comparison with a
large database of work results definitions across scores of
companies.
Therefore, the chief talent officer committed to building a
tailored leadership pipeline and installing it by creating results-
based role definitions, performance management process,
selection and training structure based on its “source code.”
PROGRAM IMPLEMENTATION
Tailored leadership pipelines are based on the specific work
requirements of the company. Typically, an implementation
project plan includes the creation of a trained team of human
resource professionals and line managers who conduct
structured work content interviews with a sample of full
performing employees at different levels across all functions in
the organization.
Tailored Leadership Pipeline Development
The generic work content interview format must be reviewed
and customized as needed to fit the individual company’s
operating culture and language—the goal being to make the

questions as understandable and familiar as possible to
employees unaccustomed to this type of information-gathering
method. The customized work interview format was tested with
several staff members before being used for project team
training and actual information gathering. Several small
language adjustments were recommended by the test subjects
and subsequently implemented.
A core project team of two senior human resource managers and
a senior line operating manager was trained in conducting
structured work interviews and recording and analyzing the
input data. This training took the form of a session explaining
the interview format, question by question, and covering
important interviewing techniques. The workshop was followed
by two two-on-one interviews per team member with the CTO to
practice interviewing and data recording skills and to receive
coaching.
As the firm’s history was the combination of acquired offices
and companies, it was felt important to get a work interview
sampling that ensured geography and legacy firm representation
as well as level and work function coverage. This resulted in the
completion of seventy-five interviews in ten of the firm’s
twenty-three offices across North America and Europe, with
staff members ranging from entry-level professionals and
administrative support people to senior partners. Every major
legacy company location was covered.
An interesting and quite positive side-effect of the work
interview process was the new insight gained by a number of
staff members concerning the purpose of their work. When
facilitated to first describe the actual results they were
responsible for delivering, rather than work activities, tasks, or
required competencies, interviewees gained a clearer
understanding of their roles’ key business purpose. For a
number of managers, this produced not only a better
understanding of their own work requirements, but also a
clearer basis for determining account team capacity
requirements by level.

Upon the completion of the interviews, the resulting data was
analyzed and integrated by the project in a series of meetings
facilitated by the CTO. The CTO then developed a draft work
architecture for the firm, specifying both leadership levels and
company-specific contribution dimensions that aligned with the
business strategy and operating process. Full performance
standards were created for each contribution dimension at each
leadership level. The first determination was that the tailored
leadership pipeline structure for the firm was constituted of five
leadership levels, shown in Figure 12.1.
This structure appears to be typical of professional services
firms, with the manager of managers level populated by the
critically important client account directors who manage the
firm’s revenue-producing activities on an ongoing basis. The
business manager level incorporates functional managers as
well as classic P&L owners, and there are no true group
managers in what is essentially a one-business model.
This structure works well in capturing both the client service
and the support functions of professional services businesses.
The client-facing function is supported by the specialty and
support functions (research; planning; marketing; finance;
human resources; information technology), and this simple two-
function structure is represented by this architecture.
The work content analysis involved in the development of the
essential pipeline “skeleton” provides the analyst with many
rich opportunities for organizational diagnosis and
enhancement. The first such opportunity occurred for the CTO
when populating the new leadership levels with job titles. An
operating complication for the various offices when attempting
to create cross-office, cross-geography client teams was
understanding and integrating the various title structures that
existed in each country and in different legacy firm offices in
the United States. The mapping of titles onto the enterprise-
wide leadership layer architecture created a title rationalization
grid that was distributed to all offices providing a global
organization translation for team managers, as shown in Table

12.1.
CHAPTER 12
PORTER NOVELLI
GREG WALDRON
Applying the Drotter “results
-
based” Leadership Pipeline approach to create a performance
management system in a professional service firm.
• Introduction
• Feedback

• Evaluation
INTRODUCTION
The Drotter results
-
based approach is tailored to a professional services firm
structure and applied in
the development of a performance management system aligned
with t
he business’s strategy. Drotter’s
Leadership Pipeline approach is implemented, with the full
performance definitions for each leadership
level in the tailored pipeline becoming the basis for a new
organization
-
wide performance management
application. The D
rotter full performance definitions subsequently become the
“source code” for
selection, talent management, and training planning
applications. The focus of this paper is the first

CHAPTER 12
PORTER NOVELLI
GREG WALDRON
Applying the Drotter “results-based” Leadership Pipeline
approach to create a performance
management system in a professional service firm.
• Introduction
• Feedback
• Evaluation
INTRODUCTION
The Drotter results-based approach is tailored to a professional
services firm structure and applied in
the development of a performance management system aligned
with the business’s strategy. Drotter’s
Leadership Pipeline approach is implemented, with the full
performance definitions for each leadership
level in the tailored pipeline becoming the basis for a new
organization-wide performance management
application. The Drotter full performance definitions
subsequently become the “source code” for
selection, talent management, and training planning

applications. The focus of this paper is the first
Media Analysis Essay
Assignment Description
For this project, you will produce a media critique that analyzes
how a specific magazine or television advertisement uses
cultural myths, values, or beliefs to appeal to the target
audience of the ad. You may choose to write about an
advertisement that appears in any type of magazine. You should
take into account the type of magazine in which the
advertisement appears, and how that helps to define the target
audience. As an alternative, you could choose to examine a
television or radio advertisement, but if you do, you will need
to have some way to save or copy the ad so you can view it
as many times as you need to, or you might be able to find a
copy of the ad on YouTube or the company’s website. As an
alternative, you might pick an ad that is repeated frequently and
take very good notes when you watch it. Your
commercial needs to be LESS THAN TEN YEARS OLD.
Otherwise, you will not be able to fully understand the cultural
references made within it.
Your critique will be based on your analysis of how the

advertisement uses cultural myths (or twists), values, or beliefs
to
subliminally tell the audience what it means to be normal, a
man, a woman, an American, or any other value that the
commercial presents. Consider carefully whether the
advertisement you analyze makes assumptions about its target
audience and then uses those assumptions to appeal to certain
values. Your job is to make the connections between the
text, its target audience, and its appeals through cultural myths
(or twists), values, or beliefs. After you analyze the
commercial, you will discuss the implications of your findings.
In other words, answer the following question about the
myths, values, or beliefs that you discovered in the ad. What are
the consequences of reinforcing these types of myths,
values, or beliefs in society? The consequences maybe positive
or negative (most likely they will be negative though). The
implications section is where your sources will most likely fit
best. However, you may integrate your sources anywhere in
your essay. Use the Richland Library databases to find credible
sources. This essay is your interpretation, so be assertive
and use a declarative voice to make your argument. For more
help writing, see the handout “Ten Tips for a Successful
Media Analysis” on eCampus.

A media critique is traditionally organized in the following
way:
1. Summarize the ad--a strict summary no analysis (1
paragraph).
2. Introduction (1 paragraph)
a. Hook
b. Introduce something about media
c. Provide context for your analysis: the target audience and
when and where it was displayed, if that is
important to your interpretation.
d. Introduce myths and the consequences.
e. End with your thesis.
3. Analyze—provide evidence to support your argument from
the ad. In other words, describe what actions or words
in the ad prove your thesis or claim (2-3 paragraphs).
4. Say something about the implications of your findings. The
implications section is where you will
probably include your scholarly sources (2-3 paragraphs).
5. Conclude. Refer back to the ad and why your thesis matters
(1 paragraph).
Remember that you MUST refer to the commercial in EVERY
paragraph! Don't focus so much on the "issue" that you
forget to explain how the ad supports your claim.
Minimum Requirements
Length: 4-5 pages, not including the Works Cited page. Style:

Essay needs to conform to MLA standards, including
double spacing in Times New Roman font, and must include a
Works Cited page with correct in-text (parenthetical)
citations for all quotes, paraphrases, and/or summaries. Sources:
Two outside sources are required in addition to your
commercial, for a total of three sources. Sources must be peer
reviewed academic articles from reputable databases.
IF YOU DO NOT MEET THE MINIMUM REQUIREMENTS,
YOU CANNOT EARN HIGHER THAN A 60%.
Due Dates/Points Possible
Worth: 100 points; 15% of your grade
Peer Review/First Draft: Post to the Group Discussion Board,
see syllabus for date
Second Draft: Safe Assign on eCampus by 11:59 PM, see
syllabus for date
Final Draft: Safe Assign on eCampus by 11:59 PM, see syllabus
for date
Purpose and Learning Objectives
The purpose of this assignment is analyze, expose, and reflect
upon the media’s influence on women and men in society.
Analysis and research will prepare you for our final
argumentative research paper. Writing, research, and eloquent
written

expression are vital for a successful future. You will express all
of these in this assignment.
Your media analysis should demonstrate the following learning
objectives:
a. Demonstrate knowledge of the audience to whom you are
speaking
b. Demonstrate the ability to enter a scholarly conversation
c. Illustrate the purpose of your claim
d. Create a qualified and narrow thesis statement
e. Demonstrate the ability to use the library databases
f. Research and evaluate relevant academic sources
g. Synthesize various information from relevant and credible
sources
h. Construct and organize academic paragraphs
i. Summarize, paraphrase, and quote correctly
j. Analyze culture and society through media
k. Analyze media’s cultural and political contexts
l. Examine and discover subliminal messages in media
m. Apply the standards of MLA to avoid plagiarism
n. Create documents in MLA style
o. Apply formal, academic English in writing
Process of Completion
1. Choose a commercial on YouTube or in a print magazine and
watch it or look it over several times. Then read over
this assignment carefully before beginning!
2. Determine the target audience of the ad. When and where it
was first aired? Primetime? Daytime? What magazine is it
printed in? Determining the target audience will help you
analyze the appeals and how they influence the target

audience.
3. In your Writer’s Notebook, summarize the ad. Then begin
responding to and analyzing the ad. Write down your
responses/answers to the following questions: What myths,
values, or beliefs do you see represented in the ad? How
does the ad represent men or women? How does the ad reinforce
stereotypes about men, women, society, etc.? What
are the consequences of reinforcing these types of myths,
values, or beliefs in society? Are the consequences negative
or positive? How does that affect the target audience?
4. Come up with a thesis that represents how the myths, values,
or beliefs reinforce a stereotype in society. Be careful to
not simply tell me what product the commercial is selling. That
is obvious. Look deeper beneath the surface and root
out the truth. See the PPT “Media Critique” on eCampus for
more help.
5. Put together an outline to help organize your ideas. See the
outline above for more help. Revisit the questions and
organization chart above to help guide and organize your
thoughts.
6. Choose the sections of the sources and quotes you want to
include in your essay and decide which paragraphs they fit
the best with. They will work best in the implications section of
your essay. See the PPT “The Art of Quoting” on
eCampus for more help with integrating your quotes.

7. Write your rough draft using the Tell, Show, Share Method of
paragraph development. See the handout “The Tell,
Show, Share Method” on eCampus for more help. Don’t worry
about grammar now; just put your thoughts down on
paper.
8. Put your essay away for twenty-four hours before revising it
for grammar and punctuation mistakes. Visit the English
Corner for more help with revision or expanding your ideas.
9. Participate in all peer reviews and turn in all drafts. Review
carefully your peers’ comments and then mine. Edit and
revise your essays based on the feedback you receive.
10. Review your Safe Assign report for plagiarism BEFORE
turning in your final draft!
11. Reread your essay one last time and make any final edits or
changes before turning in your final!
Plagiarism
Plagiarism will not be tolerated. Plagiarism includes failing to
cite a direct quote with quotation marks and an in-text
citation, borrowing someone else's work without a correct
citation, bad paraphrasing (Safe Assign will not identify a good
or fair paraphrase), purchasing a paper, having someone else
write your essay, or turning in the same paper to two
different classes. Any paper with plagiarism, even accidental (I
forgot to cite that!), will receive a zero as a final grade.
The best way to avoid plagiarism is to cite correctly. See both
MLA citation PPTs on eCampus or visit Purdue OWL for

more help
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla
_formatting_and_style_guide/mla_formatting_and_style_guide.h
tml
Media Analysis Essay
Assignment Description
For this project, you will produce a media critique that analyzes
how a specific magazine or television advertisement uses
cultural myths, values, or beliefs to appeal to the target
audience of the ad. You may choose to write about an
advertisement that appears in any type of magazine. You should
take into account the type of magazine in which the
advertisement appears, and how that helps to define the target
audience. As an alternative, you could choose to examine a
television or radio advertisement, but if you do, you will need
to have some way to save or copy the ad so you can view it
as many times as you need to, or you might be able to find a
copy of the ad on YouTube or the company’s website. As an
alternative, you might pick an ad that is repeated frequently and
take very good notes when you watch it. Your
commercial needs to be LESS THAN TEN YEARS OLD.
Otherwise, you will not be able to fully understand the cultural
references made within it.

Your critique will be based on your analysis of how the
advertisement uses cultural myths (or twists), values, or beliefs
to
subliminally tell the audience what it means to be normal, a
man, a woman, an American, or any other value that the
commercial presents. Consider carefully whether the
advertisement you analyze makes assumptions about its target
audience and then uses those assumptions to appeal to certain
values. Your job is to make the connections between the
text, its target audience, and its appeals through cultural myths
(or twists), values, or beliefs. After you analyze the
commercial, you will discuss the implications of your findings.
In other words, answer the following question about the
myths, values, or beliefs that you discovered in the ad. What are
the consequences of reinforcing these types of myths,
values, or beliefs in society? The consequences maybe positive
or negative (most likely they will be negative though). The
implications section is where your sources will most likely fit
best. However, you may integrate your sources anywhere in
your essay. Use the Richland Library databases to find credible
sources. This essay is your interpretation, so be assertive
and use a declarative voice to make your argument. For more
help writing, see the handout “Ten Tips for a Successful

Media Analysis” on eCampus.
A media critique is traditionally organized in the following
way:
1. Summarize the ad--a strict summary no analysis (1
paragraph).
2. Introduction (1 paragraph)
a. Hook
b. Introduce something about media
c. Provide context for your analysis: the target audience and
when and where it was displayed, if that is
important to your interpretation.
d. Introduce myths and the consequences.
e. End with your thesis.
3. Analyze—provide evidence to support your argument from
the ad. In other words, describe what actions or words
in the ad prove your thesis or claim (2-3 paragraphs).
4. Say something about the implications of your findings. The
implications section is where you will
probably include your scholarly sources (2-3 paragraphs).
5. Conclude. Refer back to the ad and why your thesis matters
(1 paragraph).
Remember that you MUST refer to the commercial in EVERY
paragraph! Don't focus so much on the "issue" that you
forget to explain how the ad supports your claim.

Minimum Requirements
Length: 4-5 pages, not including the Works Cited page. Style:
Essay needs to conform to MLA standards, including
double spacing in Times New Roman font, and must include a
Works Cited page with correct in-text (parenthetical)
citations for all quotes, paraphrases, and/or summaries. Sources:
Two outside sources are required in addition to your
commercial, for a total of three sources. Sources must be peer
reviewed academic articles from reputable databases.
IF YOU DO NOT MEET THE MINIMUM REQUIREMENTS,
YOU CANNOT EARN HIGHER THAN A 60%.
Due Dates/Points Possible
Worth: 100 points; 15% of your grade
Peer Review/First Draft: Post to the Group Discussion Board,
see syllabus for date
Second Draft: Safe Assign on eCampus by 11:59 PM, see
syllabus for date
Final Draft: Safe Assign on eCampus by 11:59 PM, see syllabus
for date
Purpose and Learning Objectives
The purpose of this assignment is analyze, expose, and reflect
upon the media’s influence on women and men in society.
Analysis and research will prepare you for our final

argumentative research paper. Writing, research, and eloquent
written
expression are vital for a successful future. You will express all
of these in this assignment.
Your media analysis should demonstrate the following learning
objectives:
a. Demonstrate knowledge of the audience to whom you are
speaking
b. Demonstrate the ability to enter a scholarly conversation
c. Illustrate the purpose of your claim
d. Create a qualified and narrow thesis statement
e. Demonstrate the ability to use the library databases
f. Research and evaluate relevant academic sources
g. Synthesize various information from relevant and credible
sources
h. Construct and organize academic paragraphs
i. Summarize, paraphrase, and quote correctly
j. Analyze culture and society through media
k. Analyze media’s cultural and political contexts
l. Examine and discover subliminal messages in media
m. Apply the standards of MLA to avoid plagiarism
n. Create documents in MLA style
o. Apply formal, academic English in writing
Process of Completion
1. Choose a commercial on YouTube or in a print magazine and
watch it or look it over several times. Then read over
this assignment carefully before beginning!
2. Determine the target audience of the ad. When and where it

was first aired? Primetime? Daytime? What magazine is it
printed in? Determining the target audience will help you
analyze the appeals and how they influence the target
audience.
3. In your Writer’s Notebook, summarize the ad. Then begin
responding to and analyzing the ad. Write down your
responses/answers to the following questions: What myths,
values, or beliefs do you see represented in the ad? How
does the ad represent men or women? How does the ad reinforce
stereotypes about men, women, society, etc.? What
are the consequences of reinforcing these types of myths,
values, or beliefs in society? Are the consequences negative
or positive? How does that affect the target audience?
4. Come up with a thesis that represents how the myths, values,
or beliefs reinforce a stereotype in society. Be careful to
not simply tell me what product the commercial is selling. That
is obvious. Look deeper beneath the surface and root
out the truth. See the PPT “Media Critique” on eCampus for
more help.
5. Put together an outline to help organize your ideas. See the
outline above for more help. Revisit the questions and
organization chart above to help guide and organize your
thoughts.
6. Choose the sections of the sources and quotes you want to
include in your essay and decide which paragraphs they fit
the best with. They will work best in the implications section of
your essay. See the PPT “The Art of Quoting” on

eCampus for more help with integrating your quotes.
7. Write your rough draft using the Tell, Show, Share Method of
paragraph development. See the handout “The Tell,
Show, Share Method” on eCampus for more help. Don’t worry
about grammar now; just put your thoughts down on
paper.
8. Put your essay away for twenty-four hours before revising it
for grammar and punctuation mistakes. Visit the English
Corner for more help with revision or expanding your ideas.
9. Participate in all peer reviews and turn in all drafts. Review
carefully your peers’ comments and then mine. Edit and
revise your essays based on the feedback you receive.
10. Review your Safe Assign report for plagiarism BEFORE
turning in your final draft!
11. Reread your essay one last time and make any final edits or
changes before turning in your final!
Plagiarism
Plagiarism will not be tolerated. Plagiarism includes failing to
cite a direct quote with quotation marks and an in-text
citation, borrowing someone else's work without a correct
citation, bad paraphrasing (Safe Assign will not identify a good
or fair paraphrase), purchasing a paper, having someone else
write your essay, or turning in the same paper to two
different classes. Any paper with plagiarism, even accidental (I
forgot to cite that!), will receive a zero as a final grade.

The best way to avoid plagiarism is to cite correctly. See both
MLA citation PPTs on eCampus or visit Purdue OWL for
more help
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla
_formatting_and_style_guide/mla_formatting_and_style_guide.h
tml

1 Student Name Professor Justine White English 1.docx

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