Analyzing Campaign Advertising (for Essay #2) (Fall 2012)
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This document provides an overview of tools for analyzing political advertising, including language, emotion, persuasion, truth, and style. It discusses how to analyze the tone, argument, and emotional appeal of ads, and how imagery, sound editing, music, voiceovers, and repetition in ads can advance the argument or heighten the emotional impact. It also lists two 1968 political ads, "Convention" for Nixon and "Mother and Child" for Humphrey, as case studies.
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1. Content: What exactly is the ad selling? An object? an idea? Both?
2. Message: How is the ad selling the product? What is the persuasive message that the ad is sending to the audience?
3. Character and setting: What is featured by the ad? An object? a scene? a person? How are these elements portrayed? What are the ethnicity, age, socioeconomic class, and gender of any people in the advertisement? How do these choices relate to the ad’s intended audience and reflect deliberate rhetorical choices?
4. Theme: What is the underlying message of the ad (beyond “buy our product”)?
5. Medium: What medium was the advertisement produced in? Television? print? radio? How did this choice suit the rhetorical purpose of the ad and accommodate the needs of a particular audience?
6. Historical context: In what country and at what historical moment was the advertisement produced? How do the demands of context shape the persuasive appeals at work in the ad? How does the ad reflect, comment on, challenge, or reinforce contemporary political, economic, or gender ideology? How does this commentary situate it in terms of a larger trend or argument?
7. Word and image: What is the relationship between the word (written or spoken) and the imagery in the ad? Which is given priority? How does this relationship affect the persuasiveness of the advertisement?
8. Layout: How are the elements of the ad arranged—on a page (for a print ad) or in sequence (for a television or Internet commercial)? What is the purpose behind this arrangement? How does the ad’s organization lead the reader through—and facilitate—its argument?
9. Design: What typeface is used? What size? What color? How do these decisions reflect attention to the ad’s rhetorical situation? How do they function in relation to the ad’s rhetorical appeals?
10. Voice: What voice does the text use to reach its audience? Is the language technical, informal, personal, authoritative? Is the voice comic or serious?
11. Rhetorical appeals: How does the advertiser use the images to work in conjunction with rhetorical appeals? For instance, does the image reinforce an appeal to reason? Is it designed to produce an emotional effect on the audience? Does the use of a certain style, such as black-and-white authority, contribute to the ethos of the ad?
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What is the ad trying to convey? Be very specific. What lead you to your conclusion?
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Who is the target audience? Describe the audience in as many details as possible- age, sex, background (where do they come from? What cultural influences do they have?), income. Be as detailed as possible about whom you think the ad is meant to reach. Be sure to support your conclusions with support you see in the ad.
What persuasive techniques does the advertisement utilize? What is the advertisement promising? Are the claims that it makes true? Why or why not? What connections does the advertisement try to establish? Why do you think the marketers wanted to establish such a connection?
Are fallacies or unfair claims made? How are these claims presented? How do the advertisements try to make these claims believable?
6. Do you think society is responsible for critical thinking when it comes to advertisements and media, or do you think the companies are to blame? Explain.
USE MLA Format and Must provide references and citations
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This document appears to be a template for reviewing advertisements. It includes fields for noting the product advertised, the target audience, visual and audio elements, the advertised message and slogan, persuasive techniques used, and whether the reviewer gave it a "thumbs up" or "thumbs down". The sample reviews provided analyzed advertisements for Pepsi, Mercedes, and Walmart, identifying elements like target demographics, memorable visuals, audio, messaging, and persuasive strategies used in each. The reviewer shared their overall opinion on whether they liked each ad at the end.
Prewriting Assignment Analyzing an Advertisement 1. Content Wh.docx
Prewriting Assignment: Analyzing an Advertisement
1. Content: What exactly is the ad selling? An object? an idea? Both?
2. Message: How is the ad selling the product? What is the persuasive message that the ad is sending to the audience?
3. Character and setting: What is featured by the ad? An object? a scene? a person? How are these elements portrayed? What are the ethnicity, age, socioeconomic class, and gender of any people in the advertisement? How do these choices relate to the ad’s intended audience and reflect deliberate rhetorical choices?
4. Theme: What is the underlying message of the ad (beyond “buy our product”)?
5. Medium: What medium was the advertisement produced in? Television? print? radio? How did this choice suit the rhetorical purpose of the ad and accommodate the needs of a particular audience?
6. Historical context: In what country and at what historical moment was the advertisement produced? How do the demands of context shape the persuasive appeals at work in the ad? How does the ad reflect, comment on, challenge, or reinforce contemporary political, economic, or gender ideology? How does this commentary situate it in terms of a larger trend or argument?
7. Word and image: What is the relationship between the word (written or spoken) and the imagery in the ad? Which is given priority? How does this relationship affect the persuasiveness of the advertisement?
8. Layout: How are the elements of the ad arranged—on a page (for a print ad) or in sequence (for a television or Internet commercial)? What is the purpose behind this arrangement? How does the ad’s organization lead the reader through—and facilitate—its argument?
9. Design: What typeface is used? What size? What color? How do these decisions reflect attention to the ad’s rhetorical situation? How do they function in relation to the ad’s rhetorical appeals?
10. Voice: What voice does the text use to reach its audience? Is the language technical, informal, personal, authoritative? Is the voice comic or serious?
11. Rhetorical appeals: How does the advertiser use the images to work in conjunction with rhetorical appeals? For instance, does the image reinforce an appeal to reason? Is it designed to produce an emotional effect on the audience? Does the use of a certain style, such as black-and-white authority, contribute to the ethos of the ad?
12. Strategy of development: Narration? definition? comparison-contrast? example or illustration? classification and division? process? analogy? cause and effect? How do these strategies contribute to the ad’s persuasive appeal?
13. Cultural resonance: Does the ad use famous events or places or recognizable symbols to increase its persuasiveness? If so, how does that establish audience or a relationship to a cultural moment?
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an Advertisement
1.
Content
: What exactly is the ad selling? An object? an idea? Both?
2.
Message
: How is the ad selling the product? What.
The Art of Persuasion
The document provides guidelines for analyzing advertisements in middle school curriculum. It outlines a 4-step process for students to critically examine ads: 1) Make detailed observations of visual and textual elements. 2) Determine the product and target audience. 3) Identify assumptions and messages about gender, race, class. 4) Consider long-term social consequences of perpetuating stereotypes or unrealistic expectations. The goal is for students to think critically about persuasive techniques and hidden meanings in ads.
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1. The document discusses different types of advertising appeals including fear, humor, sex, music, rational appeals, and emotional appeals.
2. It provides examples of each type of appeal and discusses research on their effectiveness. For instance, sex appeals can increase attention but may interfere with understanding the message.
3. The document also covers how to effectively use different appeals and considerations for each one. For example, music appeals can gain attention but the music must fit the advertisement's message.
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1. The document discusses different types of advertising appeals including fear, humor, sex, music, rational appeals, and emotional appeals.
2. It provides examples of each type of appeal and discusses research on their effectiveness. For instance, sex appeals can increase attention but may interfere with understanding the message.
3. The document also covers using appeals like scarcity to encourage purchases by creating a sense of limited supply or time. Overall it analyzes different strategies advertisers can use to attract customers.
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This document discusses various aspects of advertising language and culture, including:
- The key elements of advertising language include product names, slogans, and understanding language in relation to culture. Certain attention-grabbing words are often used.
- Advertising language is carefully planned to stand out and plant seeds of wanting a product. Puns and plays on words can help consumers identify with products.
- Advertising both reflects and shapes culture. Ads target subcultures and try to make people feel products are for them. Advertising expresses current societal wants and needs.
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- Memorable imagery - Eye-catching designs, symbols
Traits Of Effective Speaking
This document provides an overview of the key traits and considerations for effective public speaking. It discusses developing ideas with explanations, organization with an introduction, body and conclusion, using voice properly, choosing words for emotional impact, using body language to enhance the message, following conventions of oral grammar, knowing your audience and purpose, connecting tone to purpose, and ensuring content is appropriate and sufficient for the audience and purpose. Quality speaking is clear, interesting and achieves its intended goals.
Essay2 intro
The document provides guidance for writing a 5-6 page essay analyzing 2-3 print advertisements by breaking down how to deconstruct the ads and examine the visual and textual elements, strategies, and appeals used to communicate and persuade the audience. The analysis will enhance understanding of advertising techniques and their role in cultural messaging. Students are instructed to thoughtfully select ads that present interesting issues or questions.
Unit 6 assignment 1
This document defines key concepts for understanding audiences of media texts:
- Target audiences are identified by demographics like age, gender, location and psychographics like interests. Five main psychographic groups are described.
- Producers must understand their target audience to craft the "preferred reading" and ensure the audience understands the text as intended. Those not in the target group may have "oppositional readings."
- Modes of address refer to the tone used to make audiences feel a certain way, like comical, serious, or dramatic. Technical codes like cinematography, sound, and narrative structures are also discussed.
In depth analysis
The document provides an in-depth analysis of 6 different advertisements for energy drinks and sports drinks between the years of 2009-2011. Key features summarized include the use of music, dramatic actions, target audiences of teenagers and young adults, and informal tones to appear more relatable. Images constructed for the products emphasized energy, strength, speed and success. Social groups represented were primarily males ages 13-20 of mixed ethnicities.
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Despite of all odds and practicing on a scooter if she can perfo
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Adventures in Technology and Learning
This document discusses Lindsey Freer's work in educational technology and learning over several years. It outlines core values of openness, collaboration, and responsiveness. It then summarizes three experiments Freer conducted at various universities focusing on collaborative learning. The document concludes by outlining Freer's work facilitating online discussions and maintaining discussion quality through building cognitive presence and asking generative questions.
Re-Designing A Large General Education Course
Lindsey Freer proposes redesigning Psych 1001 taught at the University of Oregon. The redesign is motivated by common themes from student feedback, including a desire for more active and collaborative learning. Freer suggests creating a next generation digital learning environment (NGDLE) that incorporates interoperability, analytics, personalization, collaboration and accessibility. Six possible starting points for the redesign are identified: targeted lecture capture, experiential case studies, a mobile app, cross-section digital student cohorts, common competency assessments, and hyflex course delivery. The proposal is to pilot test cross-section digital student cohorts using Slack and CATME in Fall 2016.
Instructional Technology is For Everyone
The document discusses Lindsey M. Freer's work using instructional technology at the University of Oregon from 2009-2015. It describes several projects including a multi-year thesis colloquium collaboration, an experiential and digital first-year learning program called "Night at the Museum", creating digital history murals to foster online collaboration for commuter students, developing an online course to promote engaged learning across campus, and gamifying systems analysis to improve university technology culture and discussions. The document provides contact information for Lindsey M. Freer and acknowledges past colleagues and mentors.
Active Learning in Online Classrooms
This document provides tips and recommendations for online teaching and learning. It suggests that low-threshold technologies can help all learners demonstrate mastery, and that experiential assignments can effectively combine online and offline activities. The document also recommends repurposing workflow apps to enhance mobile learning, using cohorts to build community support, and incorporating multimedia into asynchronous discussions. It lists two relevant books and two blogs on teaching with technology.
Re-Imagining General Education: A Case Study
This document outlines three wrap around strategies to reimagine a general education psychology course: expanded LMS content, online student cohorts, and common events and virtual projects. The strategies are designed to extend the course footprint while ensuring faculty autonomy and maximizing staff. References and sources of inspiration are provided for each strategy.
Technology Portfolio, 2001-2016
Lindsey Freer has over 15 years of experience developing technology projects to support education. Some of her roles include:
1) Creating websites, wikis, and other online resources to accompany courses at Barnard College, Macaulay Honors College, and The Fashion Institute of Technology.
2) Designing multimedia projects for students, including videos, posters, and digital storytelling.
3) Advising honors thesis students on integrating technology and presenting research online.
4) Conducting workshops on topics like ePortfolios, digital identity, and online research skills.
InTRO Program Manager Presentation
This document discusses establishing instructional technology at a decentralized urban university. It outlines establishing a campus-wide presence through cross-campus collaboration, awareness of technological change, and strategic marketing. It also discusses collaborating with faculty by assessing faculty requests and facilitating connections. Finally, it discusses making instructional technology sustainable by defining success, collecting data, and reporting evaluations.
Re-Curating the Snapshot: Student-Created Videos for Deeper Analysis
This document describes a student project called "Re-curating" at Macaulay Honors College. In the project, students re-examine a photography exhibit originally curated by other Macaulay students. They then work collaboratively to create video summaries of the exhibit in order to generate more student investment and spark discussion. The photography exhibit, buildings on the Macaulay campus, and surrounding Lincoln Center neighborhood all provide context for the re-curating process. The activity aims to build creativity and community among students through collaborative video editing.
Macaulay Tech Fair Intro, 2011
These slides were created to effectively introduce WordPress-based eportfolios to first-year college students.
HeLa Pedagogy Exercise, Thursday Class (Fall 2013)
This document contains teaching ideas and discussion topics for a class about the book "The Immortal Life of Henrietta Lacks". It presents five discussion topics: 1) editorial intervention in interpreting someone's life, 2) Rebecca Skloot as a narrator, 3) the role of spirituality, 4) the relationship between Deborah and Rebecca, and 5) the role of health care in American identity. For each topic, it poses discussion questions and suggests related pedagogical activities for students.
Sample Exam Questions (Spring 2013)
This document contains 7 potential exam questions for a literature course covering American culture from 1865-2000. The questions address several themes:
1. How disenfranchised groups in America negotiate assimilating into mainstream culture by letting some cultural aspects go while maintaining others, as demonstrated in literature.
2. The role of geography and the environment in shaping American identity and regional cultures, and how literature represents how changes to the American landscape have impacted national identity.
3. How the meaning of "the American Dream" has changed over the studied time period and how students can speculate on what it may be in the future based on course readings.
4. Why migration within the US is a prominent theme in literature
HeLa Discussion Questions (Spring 2013)
This document contains discussion questions about the book "The Immortal Life of Henrietta Lacks" for a literature class. There are 7 questions that prompt students to analyze themes in the book like individualism, the inclusion of the author as a character, how narratives are imposed on real people's lives, the role of spirituality, poetry as self-expression, relationships between characters, and the future role of healthcare in American identity. The questions compare concepts in the book to other works studied over the semester.
HeLa Pedagogy Exercise (Spring 2013)
The document discusses a pedagogy exercise for a class on the immortal life of Henrietta Lacks. Students are asked to trade discussion questions with another group and brainstorm how they would answer the questions and teach the answers to their peers. They are then to write an outline for a learning activity that would help teach the answers, considering how the classroom would be organized, what students and teachers would be doing, if any tools or multimedia would be used, if new skills need to be learned, and how long it would take. The activity is also to explain what the book teaches about American identity.
Vietnam Conversations (Spring 2013)
This document provides instructions for a small group activity where students will discuss America's war in Vietnam. The activity involves three steps: 1) Students write discussion questions about the film "Sir! No, Sir!" 2) Questions are collected and traded between groups to select one to discuss 3) Groups imagine and write a dialogue between characters from the readings and film to debate the chosen discussion question.
Gatsby Part 1, Q & A (Spring 2013)
The document contains questions from students about The Great Gatsby and responses from other students. One response discusses the green light as a symbol of Gatsby's ambitions exceeding just Daisy. Another analyzes Nick's claim of being honest and how dishonesty was reflected in 1920s society. A third response says the lifestyles in the novel only partially represent the time period and mainly depict the wealthy elite. A fourth discusses common symbols in the novel like the glasses, green light, and valley of ashes. A fifth analyzes the significance of the billboard eyes as a forgotten watchful presence. The last considers whether Nick loved Daisy, Jordan, or Gatsby.
Group Questions on The Great Gatsby (Spring 2013)
The document provides discussion questions and activities about F. Scott Fitzgerald's novel The Great Gatsby focusing on several key themes:
- Whether Gatsby represents the American Dream and how geography shapes social class.
- Comparing the city and East Egg environments and two relationships from the novel and another text.
- Analyzing gossip in the novel and if reality matches the hype.
- Exploring assumptions about women drivers and why they are portrayed as unskillful, as well as perceptions of women's behavior when drinking and motherhood as depicted through the character of Daisy.
What is the Beast? What is the Jungle? (Spring 2013)
The beast represents John Marcher's secret - likely his repressed homosexuality. The jungle represents the restrictive society he lives in or the tangled confusion within his own mind caused by hiding his secret. Unable to accept himself, Marcher remains lost in the jungle of his own making, isolated from true human connection by the beast he refuses to confront.
Harlem Renaissance (Revised Spring 2013)
Prior to 1920, Harlem saw waves of African American migration as many fled the post-Civil War South. By 1920, over 150,000 black people lived in New York City, with Harlem becoming the center of black life and culture. Segregation and discrimination were still rampant, and tensions arose between recent southern migrants and Caribbean immigrants who had been in Harlem longer. The 1920s saw the flourishing of black arts and intellectual life in Harlem as residents celebrated their heritage and agitated for social change and equality.
Reconstruction: Key Facts (Revised Spring 2013)
The document summarizes 6 key facts about the Reconstruction era after the American Civil War. It discusses that Southern states reentered the Union on a case-by-case basis. President Andrew Johnson was impeached for obstructing civil rights legislation. Conservative resurgence in the South in the 1870s was aided by declining agricultural profits and national interest after 1868 elections. The 1870s also saw increasingly conservative politics and growing racial intimidation. Restrictive new Southern state governments in the 1870s-1880s curtailed social services and rights for African Americans. By 1896, segregation was already institutionally established in American law and culture when the Supreme Court ruled on Plessy v. Ferguson.
Alexie Equations Exercise (Fall 2012)
The document contains equations written by students analyzing stories from Sherman Alexie's book "The Lone Ranger and Tonto Fistfight in Heaven". The equations explore themes such as anger, imagination, frustration with the past, nostalgia, spirituality, tradition, hallucinations, rituals, culture, the aftermath of colonization, change, memories, the present, unification of the future, and connecting to one's past and culture. The students were asked to write equations that explained the meanings and themes behind Alexie's stories.
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- 1. Analyzing Political Advertising L. M. Freer FIT/SUNY Fall 2012 (with materials from The Museum of the Moving Image)
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- 5. Persuasion What is the central issue of this ad? Does the ad tell you why this issue is important? What is the ad’s argument? How does the ad support its Click to View Ad argument? Is it convincing?
- 7. Style: Imagery, Sound What do you see in the ad? How are the images edited together? Do you hear music in the ad? Is there a voiceover? Are there sound effects? Are any of the images or sounds repeated? What effect does this have? Do the images and sounds advance the ad’s argument or heighten its emotional appeal? Why or why not?
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