How to Write a Point of View Literary Analysis S.O.A.P.S.Tone is a helpful acronym to help you analyze the Point of View of the speaker in any piece of writing. S – Speaker O – Occasion A – Audience P – Purpose S – Subject T – Tone Literary Element Analysis Questions Speaker Keep in mind that the speaker and the author are sometimes two different individuals. Ask yourself the following questions to analyze the Speaker: • Who is the voice that tells the story? • What is the emotional state of the speaker? • What do you know about the background of the speaker? • What conclusions can you make about the speaker? Occasion This is where you take into consideration the background of the author and the time period when the piece was written. Ask yourself the following questions to analyze the Occasion: • What is the time and place of this piece of writing? • Was anything significant going on in the author’s life at this time? • Was something significant going on in history at this time? Audience Think about the people for whom this was written. Ask yourself the following questions to analyze the Audience: • Who was the audience? Was this written for a specific person, a specific group, or the general public? • What were some of the key beliefs of people during the time period? • What specific language does the author use to appeal to their target audience? Purpose Focus on why this piece was written. Ask yourself the following questions to analyze Purpose: • Why was this piece written? • What is the message of the writing? • Is the author trying to get a certain reaction from their audience? • What emotions does the writing make the audience feel? Subject Consider the subject or topic of the writing. Ask yourself the following questions to analyze Subject: • What is the main subject or topic of this piece of writing? • How does the writer present this subject? • What other minor topics does the writer include in their text? Tone Tone is the author’s attitude toward the Subject. Ask yourself the following questions to analyze the Tone: • What events in the author’s life could be connected to the text? • What words or phrases does the author use to describe the Subject of the writing? • What emotions are expressed in this piece of writing? • What words or phrases show the emotions in the writing? • If you were to read this piece out loud, what types of emotions would you use? English 11 Essay 1: Analysis of Whitman’s Views in “Song of Myself” Pre-Writing: The Essential First Step Analyzing point of view for a literary analysis starts with asking yourself some important questions about the poem, story, essay, speech, or book you are reading. Although you won’t use all the information you gather during your pre-writing, thinking about the author’s point of view before you write will help you stay focused on the prompt to better identify your thesis, your t.

1. How to Write a Point of View Literary Analysis
S.O.A.P.S.Tone is a helpful acronym to help you analyze the
Point of View of the speaker in any piece
of writing.
S – Speaker O – Occasion A – Audience P – Purpose S –
Subject T – Tone
Literary Element Analysis Questions
Speaker Keep in mind that the speaker and the author are
sometimes two different individuals.
Ask yourself the following questions to analyze the Speaker:
• Who is the voice that tells the story?
• What is the emotional state of the speaker?
• What do you know about the background of the speaker?
• What conclusions can you make about the speaker?
Occasion This is where you take into consideration the
background of the author and the time
period when the piece was written. Ask yourself the following
questions to analyze the
Occasion:
• What is the time and place of this piece of writing?
• Was anything significant going on in the author’s life at this

2. time?
• Was something significant going on in history at this time?
Audience Think about the people for whom this was written.
Ask yourself the following questions
to analyze the Audience:
• Who was the audience? Was this written for a specific person,
a specific group,
or the general public?
• What were some of the key beliefs of people during the time
period?
• What specific language does the author use to appeal to their
target audience?
Purpose Focus on why this piece was written. Ask yourself the
following questions to analyze
Purpose:
• Why was this piece written?
• What is the message of the writing?
• Is the author trying to get a certain reaction from their
audience?
• What emotions does the writing make the audience feel?
Subject Consider the subject or topic of the writing. Ask
yourself the following questions to
analyze Subject:
• What is the main subject or topic of this piece of writing?

3. • How does the writer present this subject?
• What other minor topics does the writer include in their text?
Tone Tone is the author’s attitude toward the Subject. Ask
yourself the following questions to
analyze the Tone:
• What events in the author’s life could be connected to the
text?
• What words or phrases does the author use to describe the
Subject of the
writing?
• What emotions are expressed in this piece of writing?
• What words or phrases show the emotions in the writing?
• If you were to read this piece out loud, what types of emotions
would you use?
English 11 Essay 1: Analysis of Whitman’s Views in “Song of
Myself”
Pre-Writing: The Essential First Step
Analyzing point of view for a literary analysis starts with
asking yourself some important questions about

4. the poem, story, essay, speech, or book you are reading.
Although you won’t use all the information
you gather during your pre-writing, thinking about the author’s
point of view before you write will help
you stay focused on the prompt to better identify your thesis,
your topic sentences, and the evidence to
support both.
Included below are the key elements of analyzing a speaker’s
Point of View. Use the description of
each of the S.O.A.P.S.Tone elements to guide your pre-writing
in the blank spaces that follow.
Literary Element Analysis
Speaker Keep in mind that the speaker and the author are often
two different individuals.
Ask yourself the following questions to analyze the Speaker:
• Who is the voice that tells the story?
• What is the emotional state of the speaker?
• What do you know about the background of the speaker?
• What conclusions can you make about the speaker?
The Speaker of
“Song of Myself”

5. Writing Prompt:
In your own words, summarize the main idea of "Song of
Myself." Using three supporting details from the
poem, explain how Whitman expresses his views regarding the
continuous cycle of life and death.
Literary
Element
Analysis
Occasion This is where you take into consideration the
background of the author and the
time period when the piece was written. Ask yourself the
following questions to
analyze the Occasion:
• What is the time and place of this piece of writing?
• Was anything significant going on in the author’s life at this
time?
• Was something significant going on in history at this time?
Occasion of
“Song of
Myself”
Literary

6. Element
Analysis
Audience Think about the people for whom this was written.
Ask yourself the following
questions to analyze the Audience:
• Who was the audience? Was this written for a specific person,
a specific
group, or the general public?
• What were some of the key beliefs of people during the time
period?
• What specific language does the author use to appeal to their
target
audience?
Audience of
“Song of
Myself”
Literary
Element
Analysis
Purpose Focus on why this piece was written. Ask yourself the
following questions to
analyze Purpose:

7. • Why was this piece written?
• What is the message of the writing?
• Is the author trying to get a certain reaction from their
audience?
• What emotions does the writing make the audience feel?
Purpose of
“Song of
Myself”
Literary Element Analysis
Subject Consider the subject or topic of the writing. Ask
yourself the following questions
to analyze Subject:
• What is the main subject or topic of this piece of writing?
• How does the writer present this subject?
• What other minor topics does the writer include in their text?
Subject of “Song
of Myself”
Literary Element Analysis

8. Tone Tone is the author’s attitude toward the Subject. Ask
yourself the following
questions to analyze the Tone:
• What events in the author’s life could be connected to the
text?
• What words or phrases does the author use to describe the
Subject of the
writing?
• What emotions are expressed in this piece of writing?
• What words or phrases show the emotions in the writing?
If you were to read this piece out loud, what types of emotions
would you
use?
Tone of “Song of
Myself”
Essay 1: Whitman Poems
Writing Assignment Guidelines/Resources:
Be sure to review the Writing Assignment Guidelines/Resources
page located on the previous page.
Writing Prompt:
In your own words, summarize the main idea of "Song of
Myself

9. ." Using three supporting details from the poem, explain
how Whitman expresses his views regarding the continuous
cycle of life and death.
You can use the following document to help understand the
writing prompt and plan your essay:
English 11 Essay 1 How to Write a Point of View Literary
Analysis.pdf Download English 11 Essay 1 How to Write a
Point of View Literary Analysis.pdf
Essay Length: 1 page
Sources - textbook
Use the following APA format to cite your textbook on the
reference page:
Whitman, W. (n.d). Song of Myself.
https://www.excelhighschool.com
Writing assignments will be graded using the rubric below:
Important Policies:
· All essays are submitted to various plagiarism software
programs to check for copied material. Copying parts or all of
other people's written work and passing it off as yours violates
the school's Academic Integrity Policy, which could lead to
expulsion.
· The first use of platforms such as CourseHero to cheat will
lead to a resubmission of the assignment that will result in a
grade no greater than a 'B'. The second violation will result in
failure in the course. The third violation will result in dismissal
from the program.
· Students are allowed 3 (Three) attempts on all essays, 3
(Three) attempts on all written assignments, 3 (Three) attempts
on all multi-media presentations, and 3 (Three) attempts on all
projects. Each essay, written assignment, multi-media
presentation, or project must achieve a 60% or greater. These
are not cumulative grades for the assignments as they are each

10. considered 1 (One) assignment where a student must have 60%
or greater.
·
Excel General Rubric_2020
Excel General Rubric_2020
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeContent
main idea and supporting details address the writing prompt
5 pts
Exemplary
Exceptionally clear, focused, engaging with relevant, strong
supporting details
4 pts
Proficient
Evident main idea with support which may be general or limited
3 pts
Developing
Main idea may be cloudy because supporting details are too
general or lack support of topic
2 pts
Needs Improvement
Purpose and main idea are unclear, irrelevant details
1 pts
Unsatisfactory
Lacks apparent main idea; development is minimal or non-
existent
5 pts
This criterion is linked to a Learning OutcomeOrganization
structure, introduction, body, conclusion
5 pts
Exemplary
Effectively organized in logical manner; creative and engaging
intro, body and conclusion

11. 4 pts
Proficient
Organization is appropriate; evident attempt of clear intro, body
and conclusion
3 pts
Developing
Organization is fair; may be a “list” of events; intro, body
and/or conclusion not fully developed
2 pts
Needs Improvement
Lack of structure; disorganized and hard to follow; missing or
weak intro, body and/or conclusion
1 pts
Unsatisfactory
Lack of coherence; confusing; no identifiable introduction or
conclusion
5 pts
This criterion is linked to a Learning OutcomeVoice/Word
Choice/Fluency
sentence variety, grammar, spelling, punctuation
5 pts
Exemplary
Expressive and engaging, carefully chosen words, complex and
varied sentences, exceptional control of standard conventions of
writing
4 pts
Proficient
Functional language with broad range of words, good sentence
structure with variety, strong control of conventions, errors are
minor
3 pts
Developing
Sentence variety is evident but awkward, monotonous and
choppy structure, control of most writing conventions
2 pts

12. Needs Improvement
Limited sentence variety, limited control of conventions with
frequent errors
1 pts
Unsatisfactory
Lacks sentence variety and structure, difficult to follow,
confusing at times, grammar errors are distracting
5 pts
This criterion is linked to a Learning OutcomeAPA Format
three main components must be included: title page, in-text
citations, reference page
5 pts
Exemplary
The three components are error free, ample mix of quotations
and paraphrasing implemented with in-text citations
4 pts
Proficient
Minimal errors in the three components and in-text citations are
provided throughout the essay
3 pts
Developing
Formatting errors apparent in the three components and/or paper
lacks sufficient in-text citations
2 pts
Needs Improvement
The three components are attempted but incorrectly formatted
and/or paper needs additional in-text citations
1 pts
Unsatisfactory
One or more of the three components is missing, in-text
citations are not implemented (automatic resubmission required
indicated by a score of 11)
5 pts
Total Points: 20

13. I Hear America Singing: Walt Whitman
In your notes, record the answers to the blue Guided Reading
questions to help assist in your analysis and comprehension of
the poems.
Guided Reading
Note the use of cataloging throughout the poem.
Use an online dictionary to define the following terms: blithe,
melodious
I hear America singing, the varied carols I hear,
Those of mechanics, each one singing his as it should
be blithe
and strong,
The carpenter singing his as he measures his plank or
beam,
5The mason singing his as he makes ready for work, or
leaves off
work,
The boatman singing what belongs to him in his boat,
the
deckhand singing on the steamboat deck,
The shoemaker singing as he sits on his bench, the
hatter singing
10as he stands,
The wood-cutter’s song, the ploughboy’s on his way in
the
morning, or at noon intermission or at sundown,
The delicious singing of the mother, or of the young
wife at work,
or of the girl sewing or washing,
15Each singing what belongs to him or her and to none
else,
The day what belongs to the day—at night the party of
young

14. fellows, robust, friendly,
Singing with open mouths their strong melodious songs.
Song of Myself: Walt Whitman
Guided Reading
Note the change in tone in lines 4-5 and 12-13.
Use an online dictionary to define the following terms: creed,
abeyance, effuse
I celebrate myself, and sing myself,
And what I assume you shall assume,
For every atom belonging to me as good belongs to you.
I loaf and invite my soul,
5I lean and loaf at my ease observing a spear of summer
grass.
My tongue, every atom of my blood, form’d from this
soil, this air,
Born here of parents born here from parents the same,
and their
parents the same,
I, now thirty-seven years old in perfect health begin,
10Hoping to cease not till death.
Creeds and schools in abeyance,
Retiring back a while sufficed at what they are, but
never
forgotten,
I harbor for good or bad, I permit to speak at every
hazard,
15Nature without check with original energy
A child said What is the grass? fetching it to me with
full hands,
How could I answer the child? I do not know what it is
any more
than he. I guess it must be the flag of my disposition,
out of hopeful green

15. 20stuff woven.
Or I guess it is the handkerchief of the Lord,
A scented gift and remembrancer designedly dropt,
Bearing the owner’s name someway in the corners, that
we may see
and remark, and say Whose?
25
Or I guess the grass is itself a child, the produced babe of the
vegetation.
Or I guess it is a uniform hieroglyphic,
And it means, Sprouting alike in broad zones and
narrow zones,
Growing among black folks as among white,
30Kanuck, Tuckahoe, Congressman, Cuff,I give them
the same,I
receive them the same.
And now it seems to me the beautiful uncut hair of
graves.
Tenderly will I use you curling grass,
It may be you transpire from the breasts of young men,
35It may be if I had known them I would have loved
them,
It may be you are from old people, or from offspring
taken soon
out of their mothers’ laps,
And here you are the mothers’ laps.
This grass is very dark to be from the white heads of
old mothers,
40Darker than the colorless beards of old men,
Dark to come from under the faint red roofs of mouths.
O I perceive after all so many uttering tongues,
And I perceive they do not come from the roofs of
mouths for
nothing.

16. 45I wish I could translate the hints about the dead
young men and
women,
And the hints about old men and mothers, and the
offspring taken
soon out of their laps.
What do you think has become of the young and old
men?
50And what do you think has become of the women and
children?
They are alive and well somewhere,
The smallest sprout shows there is really no death,
And if ever there was it led forward life, and does not
wait at the
end to arrest it,
55And ceas’d the moment life appear’d.
All goes onward and outward, nothing collapses,
And to die is different from what any one supposed, and
luckier.
The spotted hawk swoops by and accuses me, he
complains of my
gab and my loitering.
60I too am not a bit tamed, I too am untranslatable,
I sound my barbaric yawp over the roofs of the world.
The last scudof day holds back for me,
It flings my likeness after the rest and true as any on
the shadow’d
wilds,
65It coaxes me to the vapor and the dusk.
I depart as air, I shake my white locks at the runaway
sun,
I effuse my flesh in eddies, and drift it in lacy jags.
I bequeath myself to the dirt to grow from the grass I
love,
If you want me again look for me under your boot-
soles.

17. 70You will hardly know who I am or what I mean,
But I shall be good health to you nevertheless,
And filter and fibre your blood.
Failing to fetch me at first keep encouraged,
Missing me one place search another,
10I stop somewhere waiting for you.
Beat! Beat! Drums!: Walt Whitman
Guided Reading
Note how the speaker urges the drums and bugles to play loudly
and powerfully.
Use an online dictionary to define the following terms: parley,
expostulation, trestles
Beat! beat! drums!—blow! bugles! blow!
Through the windows—through doors—burst like a
ruthless force,
Into the solemn church, and scatter the congregation,
Into the school where the scholar is studying;
5Leave not the bridegroom quiet—no happiness must he
have now
with his bride,
Nor the peaceful farmer any peace, ploughing his field
or
gathering his grain,
So fierce you whirr and pound you drums—so shrill you
bugles
10blow.
Beat! beat! drums!—blow! bugles! blow!
Over the traffic of cities—over the rumble of wheels in
the streets;
Are beds prepared for sleepers at night in the houses?

18. no sleepers
must sleep in those beds,
15No bargainers’ bargains by day—no brokers or
speculators—
would they continue?
Would the talkers be talking? would the singer attempt
to sing?
Would the lawyer rise in the court to state his case
before the
judge?
20Then rattle quicker, heavier drums—you bugles
wilder blow.
Beat! beat! drums!—blow! bugles! blow!
Make no parley—stop for no expostulation,
Mind not the timid—mind not the weeper or prayer,
Mind not the old man beseeching the young man,
25Let not the child’s voice be heard, nor the mother’s
entreaties,
Make even the trestlesto shake the dead where they lie
awaiting
the hearses,
So strong you thump O terrible drums—so loud you
bugles blow.
Because I Could Not Stop for Death: Emily Dickenson
Guided Reading
The speaker in this poem is describing her journey of death.
Tippet—only Tulle refers to a silky shoulder cape.
Because I could not stop for Death—
He kindly stopped for me—
The Carriage held but just Ourselves—
And Immortality.
5We slowly drove—He knew no haste
And I had put away

19. My labor and my leisure too,
For His Civility—
We passed the School, where Children strove
10At Recess—in the Ring—
We passed the Fields of Gazing Grain—
We passed the Setting Sun—
Or rather—He passed Us—
The Dews drew quivering and chill—
15For only Gossamer, my Gown—
My Tippet—only Tulle—
We paused before a House that seemed
A Swelling of the Ground—
The Roof was scarcely visible—
20The Cornice—in the Ground—
Since then—’tis Centuries—and yet
Feels shorter than the Day
I first surmised the Horses’ Heads
Were toward Eternity—
Success is Counted Sweetest: Emily Dickenson
Guided Reading
In line 5, the "purple Host" refers to the Union army.
Use an online dictionary to define the following term: ne'er
Success is counted sweetest
By those who ne’er succeed.
To comprehend a nectar
Requires sorest need.
5Not one of all the purple Host
Who took the Flag today
Can tell the definition
So clear of Victory
As he defeated—dying—
10On whose forbidden ear
The distant strains of triumph

20. Burst agonized and clear!
Much Madness is Divinest Sense: Emily Dickenson
Guided Reading
Note the use of the capitalization of the words in lines 1-3.
Use an online dictionary to define the following term:
discerning
Much Madness is divinest Sense—
To a discerning Eye—
Much Sense—the starkest Madness—
’Tis the Majority
5In this, as All, prevail—
Assent—and you are sane—
Demur—you’re straightway dangerous—
And handled with a Chain—
My Life had Stood a Loaded Gun: Emily Dickenson
Guided Reading
In line 11, Vesuvian refers to a volcanic eruption.
Use an online dictionary to define the following terms:
sovereign, emphatic
My Life had stood—a Loaded Gun—
In Corners—till a Day
The Owner passed—identified—
And carried Me away—
5And now We roam in Sovereign Woods—
And now We hunt the Doe—
And every time I speak for Him—
The Mountains straight reply—
And do I smile, such cordial light
10Upon the Valley glow—

21. It is as a Vesuvian face
Had let its pleasure through—
And when at Night—Our good Day done—
I guard My Master’s Head—
15’Tis better than the Eider-Duck’s
Deep Pillow—to have shared—
To foe of His—I’m deadly foe—
None stir the second time—
On whom I lay a Yellow Eye—
20Or an emphatic Thumb—
Though I than He—may longer live
He longer must—than I—
For I have but the power to kill,
Without—the power to die—
Literary Analysis Writing Guidelines
Literary Analysis Assignment Guidelines/Resources
Required Components
·
Times New Roman font, size 12, double spaced
·
Cover Page - include the following information,
centered
Title of Assignment
Student Name
Course Name
·
Essay - follow structure/sample outline explained below
·
References - written on separate page after the essay
Click the following link to view a sample cover page.

22. Sample Cover Page.docxDownload Sample Cover
Page.docx
Click the following link to view a sample reference page.
Sample Reference Page.docxDownload Sample
Reference Page.docx
_____________________________________________________
__________________________________________________
Literary analysis essay structure:
· 3 paragraph essay structure (an introduction, body paragraph
and conclusion).
· Introduction should:
· introduce the literary text and author
· provide a very brief summary of the text
· state the topic/thesis for your essay
· Body paragraph should:
· provide support and evidence of the topic, citing line numbers
· Conclusion should wrap up the essay and reflect back on the
topic/thesis
How to reference line numbers in APA format:
Example: In line 4, Whitman (n.d.) describes spiritual rest.
OR
Example: Line 4 states, "I loaf and invite my soul" (Whitman,
n.d.).
*** (n.d.) stands for "no date" and indicates the publication
date was not provided
If you quote two or three lines of poetry, use a forward slash to
mark the line breaks. Put a space before and after the slash.
Example: I
loaf and invite my soul, / I lean and loaf at my ease
observing a spear of summer grass" (Whitman, n.d.).

23. The complete citation for the reference page, which is listed
on a separate page after your essay, should be written as
follows:
References
Whitman, W. (n.d).
Song of Myself.
https://www.excelhighschool.com
Additional information regarding APA format and citing
sources is located in the
Course Resources module (click "Modules" on the left
panel list and it is located above Module 1 ).
References
Whitman, W. (n.d). Song of Myself.
https://www.excelhighschool.com
Essay 3: Analyzing an Advertisement
The Advertisement
Remember that you want an ad that will provide you with
enough to analyze so that you can write an entire essay about it.
If you choose one that is too simple to analyze, then your
writing (and probably your grade) will suffer.
Take a screenshot, copy and paste, or save the link (if a
commercial) of the ad and save it. You will need to include this
either on the first page of your essay or, if it's a link, you can
provide it in the introduction.
If your instructor cannot view the ad, they will not be

24. able to properly assess your analysis.
The Advertisement
Prompt: Select a school-appropriate advertisement and write a
five-paragraph essay (minimum) with a minimum of 2 full pages
of your own writing in which you complete the following tasks:
·
Lesson 4.1:
· Determine the type of advertisement (brand, retail, directory,
political, direct response, native, or PSA).
· Identify the target audience.
· Identify & explain the techniques used specific to the type of
advertisement.
·
Lesson 4.2:
· Identify & explain the general advertising techniques used
(repetition, bandwagon, nostalgia, endorsement).
· Identify & explain any propaganda included in the ad.
·
Lesson 4.3:
· Identify & explain the visual techniques used in the ad (color
psychology, the rule of thirds, body language, focal point).
·
Lesson 4.4:
· Analyze the placement, word choice, and visual techniques
used in the text features of the ad (headline, subhead, copy,
call-to-action, & images).
· Identify whether or not the ad could qualify as "clickbait."
·
Objectively summarize the analysis of the
advertisement.
·
Use APA formatting for in-text and Reference Page
citations

25. Citing Your Sources
You will use APA format to cite your sources. Your sources can
be the lessons in the course as well as the specific
advertisement that you are analyzing.
Your text should be cited at the end of the essay on its own
page that has the title "References" using this example format
for a guide. These are only examples of how to cite the lesson,
not how to cite the source for your selected ad. Each lesson in
the module will have its own source citation.
Excel High School. (2022a). "Lesson 4.2: Advertising
Strategies." English 10. Retrieved April 22, 2022, from *insert
URL for the lesson here without the asterisks*.
Excel High School. (2022b). "Lesson 4.5: Analyzing an
Advertisement." English 10. Retrieved April 22, 2022, from
*insert URL for the lesson here without the asterisks*.
Because you will be using sources with the same author (Excel
High School) and the same year (2022), you will organize the
sources in alphabetical order by the name of the lesson (Lesson
4.1 would be listed first) and then when you use in-text citation,
you will label them with
a, b, c, d, or
e as you saw in the References page example. See below
for an example of the in-text citation format.
Bandwagon strategy is "a marketing tool that relies on using
people's fear of missing out or a desire to belong to the in-group
in order to gain consumers" (Excel High School, 2022a).
The "a" in the in-text citation refers to the first lesson listed on
your "References" page; in this case, Lesson 4.2 is listed
first.The Rubric
This assignment will use the
Excel General Rubric. You can find a video about the
rubric to view, but the rubric is also found in this assignment as
well. Be sure to review the rubric before you begin working on
the assignment. That way, you will fully understand how you
will be scored on this written assessment.

26. Step 1: Brainstorming
You can remake these graphic organizers in your notes or click
on the link to download and print them. They will help make
sure that you collect evidence from and analyze the
advertisement in an organized way. You will not turn in these
graphic organizers; they are only here to help you with the
brainstorming phase of The Writing Process.Type of
Advertisement & Target Audience
Click here to view a version of the graphic organizer you can
translate with Immersive Reader and download to print
General Advertising Techniques & Propaganda
Based on the information in the lessons, identify & explain the
general advertising techniques used (repetition, bandwagon,
nostalgia, endorsement) and any propaganda included in the ad.
Click here to view a version of the graphic organizer you can
translate with Immersive Reader and download to print
Visual Advertising Techniques
Based on the information in the lessons, identify and explain the
visual techniques used in the ad (color psychology, the rule of
thirds, body language, and focal point).
Click here to view a version of the graphic organizer you can
translate with Immersive Reader and download to print
Advertising Text Features
Based on the information in the lessons, analyze the placement,
word choice, and visual techniques used in the text features of
the ad (headline, subhead, copy, call-to-action, & images).
Identify whether or not the ad could qualify as "clickbait."
Click here to view a version of the graphic organizer you can
translate with Immersive Reader and download to print
Steps 2 & 3: Organizing and Writing the Essay
Once you have gathered all of your information, you're going to
want to take some time to organize your information. You can

27. use the
Writing Lab's Organization section to help you.
After you've organized the information, you will want to write a
draft. Drafting your essay will be based on the brainstorming
and organizing you have done, but you can find some helpful
tips under
Drafting in The Writing Lab.
Don't forget the summary paragraph at the end!Step 4: Revise
Your Essay
Once your draft is written, you need to take some time to revise
it. You can use the
Revision lessons in The Writing Lab to help you
identify how to do this.
Step 5: Edit Your Essay
Finally, when you are happy with the essay, complete some
Editing; again, you can use the
Editing lessons in The Writing Lab to fine-tune the
grammar, usage, and mechanics in your essay.
Step 6: Submit Your Final Draft
Once you're happy with your narrative, you will submit it.
Important Policies:
· All essays are submitted to various plagiarism software
programs to check for copied material. Copying parts or all of
other people's written work and passing it off as yours violates
the school's Academic Integrity Policy, which could lead to
expulsion.
· The first use of platforms such as CourseHero to cheat will
lead to a resubmission of the assignment that will result in a
grade no greater than a 'B'. The second violation will result in
failure in the course. The third violation will result in dismissal
from the program.
· Students are allowed 3 (Three) attempts on all essays, 3
(Three) attempts on all written assignments, 3 (Three) attempts

28. on all multi-media presentations, and 3 (Three) attempts on all
projects. Each essay, written assignment, multi-media
presentation, or project must achieve a 60% or greater. These
are not cumulative grades for the assignments as they are each
considered 1 (One) assignment where a student must have 60%
or greater.
Title of Assignment
Student Name
Course Name
Place the title three to four lines down from the top of the title
page. Center it and type it in bold font. Capitalize major words
of the title.