Friday / Monday / Tuesday January 26/ 29 / 30 and advertising techniques analysis

VERY IMPORTANT: Some folks did not turn in the assignment that was due by midnight on Friday, January 19.  That was your first grade for this quarter. What was that, you ask?
Here's the link:
http://journalism17-18.blogspot.com/2018/01/friday-jan-12-tues-jan-16-advertising.html

This is now worth 50 points.

  Learning Target: I can evaluate a speaker’s point of view, reasoning, and use of 

evidence and rhetoric,assessing the stance, premises, links among ideas, word 

choice, points of emphasis, and tone used.


Coming up: critical vocabulary quiz on Thursday, February 1

In class: applying advertising techniques to print ads.  See directions below. These are due by the close 

of class on Tuesday, with the exception of those who receive extended time. 

                     

Critical vocabulary 

Note: There will be a matching quiz on Thursday, February 1. This will count for a homework (10%) grade. If you have a lesson, make plans to take the quiz sometime on Thursday. 

1.Loaded words

Words with strong associations such as “home,” “family,” “dishonest” and “wasteful.”

2. Transference

Attempts to make the audience associate positive words, images, and ideas with a product and its users.

3.Name calling

Comparing one product to another and saying it is weaker or inferior in quality or taste.

4. Glittering generality

Using words that are positive and appealing, but too vague to have any real meaning, like “pure and natural.”

5. Testimonial

A product is endorsed by a celebrity or by an expert.

6. Bandwagon

The advertiser tries to make you feel like everyone else has the product and if you don’t have it too, you’ll be left out.

7. Snob appeal

The opposite of the bandwagon technique, snob appeal makes the case that using the product means the consumer is better/smarter/richer than everyone else.

8. Repetition

A product’s name or catchphrase is repeated over and over, with the goal of having it stick in the viewer or listener’s mind.

9. Flattery

The advertiser appeals to the audience’s vanity by implying that smart/popular/rich people buy the product.

10. Plain folks

The advertiser says or implies that people just like you use a product. (This often takes the form of a testimonial.)

11. Emotional appeals

The advertiser appeals to people’s fears, joys, sense of nostalgia, etc.

12. Facts and figures

Using statistics, research, or other data to make the product appear to be better than its competitors.

13. Special offer

The advertiser offers a discount, coupon, free gift, or other enticement to get people to buy a product.

14. Urgency

The advertiser makes you feel like you need the product right away.

******************************************************

Assignment: Below you will find 25 creative ads. On a word document, 

number 1-25 

   First: see if you can guess the sponsor; that is what is being advertised. Some are obvious, others not so much, so you might have to research.


Second: name the demographic audience. Think 

carefully here about this. 


Consider age, gender, economics, 

ethnicity, geography and education. This is 

complex, and many struggle with this. Think carefully. In order to receive 

credit, all three parts must be complete.. 

 Third: what persuasive technique (s) do you observe? 

Select from the above.

Support this with specific evidence from the advertisement.

_____________________________________________________________

                                                                  1.

2

                                                                              3.

                                                                           4.

5.

                                                                           6.

                                                                                7.

                                                                             8.

                                                                                   9.

                                                                              10.

                                                                               11.

12.

                                                                                    13.

                                                                           14.

                                                                            15.

16.

17.

18.

19.

                                                                                 20

21.

22.

23.

                                                                         24.

25

Thurs / Friday 1/18 and 1/ 19 advertising: marketing, rhetorical devices, demographics

NOTE THAT THIS IS YOUR First GRADE FOR THIS QUARTER. YOU HAVE UNTIL THIS FRIDAY TO TURN IN ANY LATE WORK FOR 50 POINTS; OTHERWISE, THE ZEROS WILL REMAIN.
Learning Targets: 

I can draw evidence from literary or informational texts to support analysis, reflection, and research.
I can introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim that logically sequences evidence.
I can use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons.
I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
I can determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
I can analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
Essential question: What is the relationship between rhetorical devices and demographics in advertising?


ASSIGNMENT: Due by midnight Friday, January 19.
Open up a word document, and respond to the following as your read and watch. Follow the numbers, so as to know where the information is to be found. 

Part 1: What is advertising?

1) Familiarize yourself with the following

 definition of advertising and write out in your own

 words.  

2) Read through the 4 P's of marketing:

 product, pricing, placement and promotion. On the

 same word document, paraphrase the four P's of 

marketing, the purpose being to solidify your 

reading.)

3) Read the "general information".

4) Read "today" 

5) Review rhetorical techniques: logos, ethos and pathos.

6. Read through the definition of demographics and watch the short video.

marketing: geographics, demographics and psychographics

 (pay particular attention to geographics, psychographics and demographics and write out in your own words 

a. geograhphics:

b. demographics:

c. psychographics

7 Follow the specific directions and apply to the six advertisements: two clips and four visual ads. Add the questions / responses to your word document.

8. What you will end up with is two definitions, and six sets of four questions.  This is what you will send along!

3. General information: During the next three weeks, we will analyze print and commercial advertisements in terms of target audience, persuasive techniques, and production techniques.

. Whether we realize it, we are 

constantly bombarded by advertisements - on TV, in

 magazines, on billboards, on the sides of buses, etc. It 

is important to look at advertisements critically, and to be 

aware of the message the advertisers are trying to send. We 

are not individuals to the advertising industry, but belong to 

groups of people they wish to target. 

4. Of importance is how  how advertisers use ethos, logos, 

and pathos in creating an advertisement, much like we 

would in a persuasive essay. We will also see how these are linked to 

demographics.

5. Rhetorical Techniques in Advertising (this material should be familiar, but please review carefully.)

Pathos: an emotional appeal; an advertisement using pathos will attempt to provoke an emotional response in the consumer. 
-Can be a positive emotion, such as happiness – an image of people enjoying themselves while drinking Pepsi. 
-Can be a negative emotion, such as pain – a person having back problems after buying the “wrong” mattress. 
-Can include the emotions of fear and guilt – images of a starving child to persuade you to send money. 

Ethos: refers to establishing the credibility or character of the product. 
-Will try to convince you that the company is more reliable, honest, and credible; therefore, you should buy its product. 
-Can give statistics from reliable experts, such as nine out of ten dentists agree that Crest is better than any brand. 
-Often, a celebrity endorses a product to make it more credible. 

Logos: an appeal to logic or reason; the logos of an advertisement is straight-forward – it tells you exactly what the product does, how it works, what it is used for. 
-Will give the evidence and statistics you need to fully understand what the product does: One glass of Florida orange juice contains 75% of your daily Vitamin C needs. 

6. Make sure you understand the concept of demographics

Demographics: the characteristics that make up a human population such as gender, age, and race. Advertisers think of consumers not as individuals, but as members of groups that tend to believe, behave, or purchase in certain patterns. 
Please watch this short clip and then when you turn in your assignment,list the common attributes of demographics as stated in the video. These seven are important.

Watch this! I would suggest you watch this several times.
attributes of demographics     (pay particular attention to geographics, psychographics and demographics)

7. Using the information you received on ethos, logos and pathos in advertising, as well as on demographics, please answer the following questions for each advertisement, responding with specific details from the ad, as well as text or dialogue that supports your response. These should be well-written responses, demonstrating a sophistication of language conventions, analytic and reasoning skills. 

1. What is the message?

2. What persuasive technique(s) is being employed? Explain.

3. Who is the target audience/target demographic? Explain. In what magazine or television station might this ad appear?

4. How is this an effective ad? 

Advertisement 1

Advertisement 2

Advertisement 3:

Advertisement 4: 

advertisement 5: 
nike

advertisement 6: 
misty copeland

advertisement 7: some comic relief---enjoy

clothing drive

Friday, Tuesday, Wednesday- January 12, 16 and 17 Rokeach Survey

First grade for third quarter! Remember next Friday is the last day to turn in any late material for 50 points.

Learning Targets:  I can write informative/explanatory text to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection,

organization, and analysis of content.

 I can establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

                 

      I can provide a concluding statement or section that follows from and supports

the argument presented.

The Rokeach survey is used by marketers to sell their products to consumers based upon an understanding of their value systems. As we are all consumers, understanding our value systems allows us to understand both the marketers objectives and the reasons behind our purchases.

Within the last few years, the role of personal values in consumer behavior has begun to receive greater attention. Much of this research has been based upon the Rokeach paradigm and his method of measuring values. [Much of the marketing for consumer shows] an increasing dependence on the Rokeach instrument, [which] investigates the extent to which the Value Survey of thirty-six personal values measures what it purports to measure--that is, terminal values relating to desired end states of existence and instrumental values relating to preferable modes of conduct. Factor structures derived from businessmen, parents, students, and the general population clearly indicate the existence of two distinct value categories. Their underlying dimensionality is investigated, and results are presented which confirm the Value Survey may be productively employed to differentiate among consumer groups.

Donald E. Vinson, J. Michael Munson, and Masao Nakanishi (1977) ,"An Investigation of the Rokeach Value Survey For Consumer Research Applications", in NA - Advances in Consumer Research Volume 04, eds. William D. Perreault, Jr., Atlanta, GA : Association for Consumer Research, Pages: 247-252.

The following is the Rokeach Value Survey. The group on the left are terminal values; these are "end result" values describing what you want to get out of life. The second group of 18 on the right are instrumental values; these are the ways in which you seek to accomplish the terminal values.

Advertisers are keenly aware of the values, beliefs and attitudes posited by the responses; hence these influence the development of a product and its marketing. Note that this Value Survey effectively differentiates people into terms of race, sex. religion, occupation, political ideology and an a variety of other characteristics.

Assignment: Part 1, Friday, January 12- taking the survey (see mechanics below; make sure to save as a word document). Take your time; the more aware you are of your value system, the more awareness you have about what is being sold to you. 

                       

                   Part 2: Tuesday and Wednesday, January 16 and January 17- read over your terminal and instrumental values lists, making any changes. Now in approximately 300 words, discuss why you felt particular values were or were not important. How do your instrumental values align with your terminal values? Finally, how might a marketer use this information to sell a product or an idea?

This is due by midnight on Wednesday.January 17.

Below you will find  two lists of values: terminal and instrumental; each in alphabetical order.  Each value is accompanied by a short description and a blank space.  Your goal is to rank each value in its order of importance to you for each of the two lists.  Study each list and think of how much each value may act as a guiding principle in your life.

Please make sure you understand the difference between instrumental values and terminal values.

What are instrumental values?

Instrumental value  is the value of objects, both physical objects and abstract objects, not as ends-in-themselves, but as means of achieving something else. 

What are terminal values?

Terminal values are the goals that we work towards and view as most desirable. These values are desirable states of existence. They are the goals that we would like to achieve during our lifetime.  Instrumental values are the preferred methods of behavior.

Mechanics: create a word document. Copy and paste the following two lists: terminal values and instrumental values. For each list number the values in the order of importance to you. So the most important is number 1, followed by 2, through to 18. 

When you have finished ranking all 18 the instrumental values, rank the next 18 values in the same way.  Please do each  separately.

When ranking, take your time and think carefully.  Feel free to go back and change your order should you have second thoughts about any of your answers. That's called reflection. This is not an easy task.  When you have completed the ranking of both sets of values, order the two lists in numerical order; the result should represent an accurate picture of how you really feel about what’s important in your life.

To repeat: 1) copy and paste the terminal values list onto a word document
                  2) copy and paste the instrumental values onto a separate word document
                  3) read each list separately and order them from 1-18 as to how you deem them important to you; adjust as you reflect upon these

                   4. Finally, pair of the two lists, numerically . Save and use as a reference for the writing component.                 

Terminal Values

A Comfortable Life                                         _____

a prosperous life

Equality                                                           _____

brotherhood and equal opportunity for all

An Exciting Life                                             _____

a stimulating, active life

Family Security                                               _____

taking care of loved ones

Freedom                                                         _____

independence and free choice

Health                                                             _____

physical and mental well-being

Inner Harmony                                               _____

freedom from inner conflict

Mature Love                                                  _____

sexual and spiritual intimacy

National Security                                            _____                          

protection from attack

Pleasure                                                          _____

an enjoyable, leisurely life

Salvation                                                         _____

saved;  eternal life

Self-Respect                                                   _____

self-esteem

A Sense of Accomplishment                          _____

a lasting contribution

Social Recognition                                          _____

respect and admiration

True Friendship                                              _____

close companionship

Wisdom                                                           _____

a mature understanding of life

A World at Peace                                            _____

a world free of war and conflict

A World of Beauty                                          _____

beauty of nature and the arts

*********************************************************************************************Instrumental Values

Ambitious                                                       _____

hardworking and aspiring

Broad-minded                                                 _____

open-minded

Capable                                                           _____

competent;  effective

Clean                                                               _____

neat and tidy

Courageous                                                    _____

standing up for your beliefs

Forgiving                                                        _____

willing to pardon others

Helpful                                                            _____

working for the welfare of others

Honest                                                                        _____

sincere and truthful

Imaginative                                                               _____              

daring and creative   

Independent                                                             _____

self-reliant; self-sufficient

Intellectual                                                                 _____

intelligent and reflective

Logical                                                                        _____

consistent;  rational

Loving                                                             _____

affectionate and tender

Loyal                                                               _____

faithful to friends or the group

Obedient                                                         _____

dutiful;  respectful

Polite                                                               _____

courteous and well-mannered

Responsible                                                    _____

dependable and reliable

Self-controlled                                                 _____

restrained;  self-disciplined