ENG4C
GRADE 12 - COLLEGE PREPARATION
Lesson 16
English – ENG4C
Unit 4
Unit Four: Media Literacy and Reflective Analysis
“Media Literacy is the ability to sift through and analyze the messages that inform, entertain and sell to us every day. It's the ability to bring critical thinking skills to bear on all
media— from music videos and Web environments to product
placement in films and virtual displays on NHL hockey boards. It's
about asking pertinent questions about what's there, and noticing
what's not there. And it's the instinct to question what lies behind
media productions— the motives, the money, the values and the
ownership— and to be aware of how these factors influence content.
Media education encourages a probing approach to the world of media: Who is this
message intended for? Who wants to reach this audience, and why? From whose perspective is this story told? Whose voices are heard, and whose are absent? What
strategies does this message use to get my attention and make me feel included?
In our world of multi-tasking, commercialism, globalization and interactivity, media education isn't about having the right answers—it's about asking the right questions. The
result is lifelong empowerment of the learner and citizen.”
Media Awareness Network (www.media-awareness.ca)
Copyright © Durham Continuing Education, 2004
Page 2 of 52
English – ENG4C
Unit 4 – Lesson 16
LESSON 16 - EXPLORING IMAGES AND WORDS
Key Questions:
Key Question #65
Key Question #66
Key Question #67
Key Question #68
Key Question #69
Brainstorming definitions.
Reading and analyzing a poem.
Gathering visual advertisements.
Exploring relationships between images and words.
Write a fixed form poem, based on visual advertising, to be
evaluated according to a rubric.
Evaluation Overview:
Key Question #
65
66
67
68
69
Activity
Brainstorming
Gathering Visuals
Relationships
Fixed Form Poem
Fixed Form Poem
Assessment Area
Thinking/Inquiry
Knowledge/Understanding
Communications
Communications
Application
Total
Marks
16
12
24
20
20
92
Expectations:
LIV.01
LIV.03
WRV.01
WRV.03
WRV.05
LGV.01
MDV.01
MDV.02
- read and demonstrate an understanding of a variety of challenging informational texts and literary works from various time periods, countries,
and cultures, with an emphasis on assessing information, ideas, and issues
- analyse elements of style in a variety of texts, focusing on how the elements contribute to clear and effective communication.
- use a range of print and electronic primary and secondary sources to
gather and analyse information and ideas and to develop topics for writing
- use a range of organizational structures and patterns to produce unified
and effective written work
- edit and proofread to produce final drafts, using correctly the grammar,
usage, spelling, and punctuation conventions of standard Canadian English, as specified for this course, with the support of print and electronic
resources when appropriate
- use knowledge of language to read, write, and speak effectively, with a
focus on choosing, developing, and sustaining an appropriate style
- analyse relationships among media forms, representations, audiences,
and industry practices to explain how a variety of media works communicate messages
- demonstrate an understanding of the interactions among form, purpose,
audience, and production options by designing or creating media works,
independently and collaboratively, based on ideas, themes, and issues
examined in this course
Copyright © Durham Continuing Education, 2004
Page 3 of 52
English – ENG4C
Unit 4 – Lesson 16
LI1.01
- analyse and assess ideas, issues, and explicit and implicit information in
texts (e.g., assess information from a research report to write an executive
summary; explain how separate incidents, characters, or elements in a
novel work together to communicate the main theme)
LI1.02
- select and use specific and significant evidence from texts to support
judgements and arguments (e.g., support an argument, using convincing
examples from texts and research materials; support an interpretation of a
character with specific reference to the dialogue in a play)
- select and use a variety of effective reading strategies (e.g., before reading a magazine article, examine the date of publication and country of origin to determine the context; create subtitles to summarize or highlight
sections of a long article; explain how the theme of a short story relates to
its social or cultural context)
- analyse the influence of social, cultural, and economic factors on the
themes and interpretations of texts (e.g., research an author's background
to assess the quality of the information used in an article; as an independent study project, compare how two novels treat political or societal conflicts such as separatism in Canada, apartheid in South Africa, or
anti-Semitism during the Second World War)
- analyse how elements of a variety of literary works are used to enhance
meaning (extensive study) (e.g., compare how the rhyme scheme and
rhythms in poems or songs reinforce the mood and/or message; analyse
how multiple points of view are used in a novel to underline its themes)
- analyse how authors use a variety of literary and rhetorical devices to
enhance meaning in texts (e.g., describe the effect of the pattern of images in a play; discuss how repetition and parallel structures in informational texts reinforce meaning)
- analyse the effect of authors' choices of language, syntax, and rhetorical
and literary devices on the reader by examining their own and others' responses to the style of texts
- explain how authors and editors use design elements to organize content
and communicate ideas (e.g., assess the effectiveness of the graphic design used to present information in a flowchart; write a letter to the publisher of a play making recommendations about how to reformat the text of
the second edition)
- apply a variety of strategies to extend vocabulary while reading, with an
emphasis on discerning nuances and judging the precision of words (e.g.,
read articles in a news magazine and describe how the context might help
them decipher the meaning of new or unfamiliar words; use a thesaurus to
find synonyms for a word and systematically substitute to assess the effect of different word choices)
- analyse the origins and roots of words used in different areas of science,
business, and technology (e.g., computer studies, hospitality services,
communication technology, financial services, health care)
LI1.03
LI1.05
LI2.02
LI3.02
LI3.03
LI3.04
LG1.01
LG1.02
Copyright © Durham Continuing Education, 2004
Page 4 of 52
English – ENG4C
MD1.01
MD1.02
MD2.01
MD2.02
Unit 4 – Lesson 16
- demonstrate critical thinking skills by identifying bias and analysing messages in media works (e.g., write an essay describing aspects of Canadian culture as represented in a range of Canadian television programs;
explain the impact of cross- promotional marketing associated with a film)
- explain how the form, style, and techniques in media works convey
messages with social or ideological implications (e.g., write a report investigating the social implications of the representation of heroes, villains, and
conflict in electronic media)
- design or create media works based on ideas, themes, and issues examined in this course (e.g., create a short video, using available resources,
on a business or technical topic for a clearly identified audience and describe how the video would be changed for a different audience; design an
oral presentation to be made with and without media support and assess
the effectiveness of each presentation)
- demonstrate an understanding of the relationships among form, purpose,
audience, and production options in their creations, assess the effectiveness of the works, and analyse the choices made during the production
process (e.g., develop and apply basic criteria for assessing the effectiveness of student media works; write a reflective report describing key production decisions and their results)
Copyright © Durham Continuing Education, 2004
Page 5 of 52
English – ENG4C
Unit 4 – Lesson 16
KEY QUESTION #65
Brainstorming Definitions for Media Literacy - Complete the following exercise in
your notebook. Submit for evaluation.
1. Write down twenty words that come to your mind when someone says the word
Media. Don’t worry if your words don’t make sense. The point of this exercise is
to explore your initial impressions of the word. (10 marks)
2. Next, think about the word Literacy. Again, don’t use a dictionary but try and
write one sentence that sums up what the word means to you. (2 marks)
3. Finally, take a look at both your list for the word Media and your definition of Literacy. Can you see any connections between the two? Explain what connections you can see or why you cannot see any connections. (2 marks)
The dictionary definition of Media is:
“A means of mass communication, such as newspapers, magazines, radio, or television”.
The dictionary definition of Literacy is:
1. The condition or quality of being literate, especially the ability to read and write.
2. The condition or quality of being knowledgeable in a particular subject or field.
© 1996-2002 yourDictionary.com, Inc.
The following is an academic definition for the term Media Literacy:
Media Literacy is a 21st century approach to education.
It provides a framework to access, analyze, evaluate and create messages in a
variety of forms from print to video to the Internet.
Media Literacy builds an understanding of the role of media in society, as well
as essential skills of inquiry and self-expression necessary for citizens of a
democracy.
Copyright 2002, Center for Media Literacy, www.medialit.org
Explain why you feel the term “Media” has recently been combined with the word “Literacy”. (2 marks) (Submit as part of Key Question #65)
Copyright © Durham Continuing Education, 2004
Page 6 of 52
English – ENG4C
Unit 4 – Lesson 16
The 3 Stages of Media Literacy
Media literacy is an overall term that incorporates three stages of a continuum leading
to media empowerment:
The first stage is simply becoming aware of the importance of managing one's media
"diet"— that is, making choices and reducing the time spent with television, videos,
electronic games, films and various print media forms.
The second stage is learning specific skills of critical viewing— learning to analyze and
question what is in the frame, how it is constructed and what may have been left out.
Skills of critical viewing are best learned through inquiry-based classes or interactive
group activities, as well as from creating and producing one's own media messages.
The third stage goes behind the frame to explore deeper issues. Who produces the media we experience—and for what purpose? Who profits? Who loses? And who decides?
This stage of social, political and economic analysis looks at how everyone in society
makes meaning from our media experiences, and how the mass media drive our global
consumer economy. This inquiry can sometimes set the stage for various media advocacy efforts to challenge or redress public policies or corporate practices.
Although television and electronic media may seem to present the most compelling reasons for promoting media literacy education in contemporary society, the principles and
practices of media literacy education are applicable to all media— from television to Tshirts, from billboards to the Internet.
Elizabeth Thoman, Founder and President, Center for Media Literacy, Los Angeles, CA, U.S.A, 1995.
Magazine Advertisements
Definition:
1.
2.
3.
To tell about or praise (a product, service, etc.) publicly, as through newspapers, handbills, radio, etc., so as to make people want to buy it;
To make known; give notice of;
To call the public's attention to.
New World Dictionary, Second College Edition
Most magazine advertisements are vivid, connotative, creative and easy to remember.
Strong images are created for the viewer, with the minimal amount of words, in order to
try and sell a product. Remember the cliché: “a picture’s worth a thousand words”!
Poetry shares many similarities to visual advertising. The poet wants to tell about or
praise something, using the minimal amount of words, and leave the reader with a clear
image.
Copyright © Durham Continuing Education, 2004
Page 7 of 52
English – ENG4C
Unit 4 – Lesson 16
Activity: Reading a Canadian poem
First you will need to photocopy the following poem to complete this activity. Now read
the following poem once to try and get “the feel” of it.
Next, read the poem out loud. Poems are like songs, and should be read aloud. Often
you can “get” something more from the poem if you read it out loud as opposed to just
reading silently to yourself.
Read it once more circling words in the text, that you do not understand, with a black
pen. Use a dictionary to find definitions for these words. Write these definitions to the
right of the stanza in blue pen.
Finally, read the poem for the last time and try and find at least one image per stanza
that the poet tried to create. Write this image to the right of the stanza in red pen.
“A VISION OF TWILIGHT”
By a void and soundless river
On the outer edge of space,
Where the body comes not ever,
But the absent dream hath place,
Stands a city tall and quiet,
And its air is sweet and dim;
Never sound of grief or riot
Makes it mad, or makes it grim.
And the tender skies thereover
Neither sun, nor star, behold-Only dusk it hath for cover,-But a glamour soft with gold,
Through a mist of dreamier essence
Than the dew of twilight, smiles
On strange shafts and domes and crescents,
Lifting into eerie piles.
In its courts and hallowed places
Dreams of distant worlds arise,
Shadows of transfigured faces,
Glimpses of immortal eyes,
Echoes of serenest pleasure,
Notes of perfect speech that fall,
Through an air of endless leisure,
Marvelously musical.
Copyright © Durham Continuing Education, 2004
Page 8 of 52
English – ENG4C
Unit 4 – Lesson 16
And I wander there at even,
Sometimes when my heart is clear,
When a wider round of heaven
And a vaster world is near,
When from many a shadow steeple
Sounds of dreamy bells begin,
And I love the gentle people
That my spirit finds therein.
Men of a diviner making
Than the sons of pride and strife,
Quick with love and pity, breaking
From a knowledge old as life;
Women of a spiritual rareness,
Whom old passion and old woe
Molded to a slenderer fairness
Than the dearest shapes we know.
In its domed and towered centre
Lies a garden wide and fair,
Open for the soul to enter,
And the watchful townsmen there
Greet the stranger gloomed and fretting
From this world of stormy hands,
With a look that deals forgetting
And a touch that understands.
For they see with power, not borrowed
From a record taught or told,
But they loved and laughed and sorrowed
In a thousand worlds of old;
Now they rest and dream forever,
And with hearts serene and whole
See the struggle, the old fever,
Clear as on a painted scroll.
Wandering by that gray and solemn
Water, with its ghostly quays-Vistas of vast arch and column,
Shadowed by unearthly trees-Biddings of sweet power compel me,
And I go with bated breath,
Listening to the tales they tell me,
Parables of Life and Death.
Copyright © Durham Continuing Education, 2004
Page 9 of 52
English – ENG4C
Unit 4 – Lesson 16
In a tongue that once was spoken,
Ere the world was cooled by Time
When the spirit flowed unbroken
Through the flesh, and the Sublime
Made the eyes of men far-seeing,
And their souls as pure as rain,
They declare the ends of being,
And the sacred need of pain.
For they know the sweetest reasons
For the products most malign-They can tell the paths and seasons
Of the farthest suns that shine.
How the moth-wing's iridescence
By an inward plan was wrought,
And they read me curious lessons
In the secret ways of thought.
When day turns, and over heaven
To the balmy western verge
Sail the victor fleets of even,
And the pilot stars emerge,
Then my city rounds and rises,
Like a vapour formed afar,
And its sudden girth surprises,
And its shadowy gates unbar.
Dreamy crowds are moving yonder
In a faint and phantom blue;
Through the dusk I lean, and wonder
If their winsome shapes are true;
But in veiling indecision
Comes my question back again-Which is real? The fleeting vision?
Or the fleeting world of men?
Archibald Lampman (1861-1899)
Copyright © Durham Continuing Education, 2004
Page 10 of 52
English – ENG4C
Unit 4 – Lesson 16
KEY QUESTION #66/67
Gathering Visuals (#66)
Using a variety of magazines, gather one visual advertisement for each stanza (paragraph) of the poem, so that you have twelve images in total. Submit these for evaluation. (1 mark for each image collected = 12 marks)
Relationships between Visuals and Images (#67)
Cut the poem into stanzas. Using 8 ½ x 11 inch paper, glue the stanza and the corresponding picture onto the paper. Write the term that you used to describe the image
that you “see” in each stanza beside the stanza, and then write 5 sentences, explaining
how the visual advertisement “speaks” the image you “see” in the stanza. Each explanation is valued at 2 marks for a total of 12 marks. Submit for evaluation.
Rhyming Scheme
“A Vision of Twilight” is known as Fixed Form poetry because each stanza follows a
pattern. In this case, the poem follows a specific Rhyming Scheme known as ABAB
CDCD.
This means that the last word in Line 1 rhymes with the last word in Line 3, and the last
word in Line 2 rhymes with the last word in Line 4. Then, the last word in Line 5 rhymes
with the last word in Line 7 and the last word in Line 6 rhymes with the last word in Line
8. Each stanza has 8 lines.
The pattern repeats with each new stanza.
KEY QUESTION #68/69
A Fixed Form Poem, Based On Visual Advertising.
Modelling the structure of “A Vision of Twilight”, create your own three-stanza poem
based on what you consider to be the three most powerful of the twelve visual advertisements you chose in the previous assignment.
Put a large asterix next to the three visual advertisements you will be using as a
“springboard” for your poem. Your poem can be on any acceptable topic but must mirror the visuals in the advertisements using your own words to create images.
You will be assessed out of 40 based on the following rubric:
Copyright © Durham Continuing Education, 2004
Page 11 of 52
English – ENG4C
Unit 4 – Lesson 16
Fixed Form Poem
Criteria
Level 1
50 – 59%
Level 2
60 – 69%
Level 3
70 – 79%
Level 4
80 – 100%
Application
(20 marks)
Poet seems
unsure of
Form
Some form, but
not modeling “A
Vision of Twilight”
Follows one of the
two patterns in “A
Vision of Twilight”
Follows both of
the patterns in “A
Vision of Twilight”
Communication
(20 marks)
Difficult to visualize any images
One image is effective
Two images are
effective
Three vivid, detailed images.
Intensely felt emotion
Next Steps:
Now that you have explored images and words in Media, you should be ready to move
to the next lesson, “Media Awareness”, that will teach you some ways to understand the
subliminal power of media.
Copyright © Durham Continuing Education, 2004
Page 12 of 52
ENG4C
GRADE 12 - COLLEGE PREPARATION
Lesson 17
English – ENG4C
Unit 4 – Lesson 17
LESSON 17 - MEDIA AWARENESS
"Advertisements are a form of communication, not mere manipulation: they help make
sense of the world, defining its differences and essences, filtering through its variety,
making claims and constructing images."
(NY Times 7/19/03 "New Encyclopedia Gives Cool Hunters A Road Map for Ads")
The above quotation may, indeed, be true. However, what is not
explained is the simple fact that, in order to be able to understand the
world through advertising, one must be able to first de-construct the
words and images that bombard us on a daily basis.
A startling statistic, according to the author of Data Smog, is that students watch an average of 22,000 hours of television before graduating from high school.
These hours contain over a quarter of a million commercials, and it is these commercials that dictate what one should wear, how one should look, how one should act, and
what one should have.
The goal of this lesson is to teach you how a print advertisement is constructed and let
you experience the process through creating your own advertisement. Through this
process you should be able to view an advertisement with your “eyes wide open”. Only
then can you become a responsible and critical consumer.
In order to achieve this, you will complete the following tasks in Lesson 17:
Key Question #70
Key Question #71
Key Question #72
Key Question #73
Key Question #74
Desires and Connections to Advertising
Personal Paragraph
Personal Links to Advertising
Arguing and Persuading in Advertising
Creating a Print Advertisement
Evaluation Overview:
Key Question #
70
71
72
73
74
Activity
Advertising Assignment
Personal Paragraph
Personal Links to
Advertising
Arguing and Persuading
Print Advert.
Assessment Area
Thinking/Inquiry
Marks
9
Thinking/Inquiry
Knowledge/Understanding
Communication
Application
Thinking/Inquiry
5
10
5
10
35
Application
12
Communications
Total
40
126
Copyright © Durham Continuing Education, 2004
Page 14 of 52
English – ENG4C
Unit 4 – Lesson 17
Expectations:
LI1.02
LI1.03
LI1.05
MDV.01
MDV.02
MD1.02
MD2.01
WRV.02
WRV.03
WR1.02
- select and use specific and significant evidence from texts to support
judgements and arguments (e.g., support an argument, using convincing
examples from texts and research materials; support an interpretation of a
character with specific reference to the dialogue in a play)
- select and use a variety of effective reading strategies (e.g., before reading a magazine article, examine the date of publication and country of origin to determine the context; create subtitles to summarize or highlight
sections of a long article; explain how the theme of a short story relates to
its social or cultural context)
- analyse the influence of social, cultural, and economic factors on the
themes and interpretations of texts (e.g., research an author's background
to assess the quality of the information used in an article; as an independent study project, compare how two novels treat political or societal conflicts such as separatism in Canada, apartheid in South Africa, or
anti-Semitism during the Second World War)
- analyse relationships among media forms, representations, audiences,
and industry practices to explain how a variety of media works communicate messages
- demonstrate an understanding of the interactions among form, purpose,
audience, and production options by designing or creating media works,
independently and collaboratively, based on ideas, themes, and issues
examined in this course
- explain how the form, style, and techniques in media works convey messages with social or ideological implications (e.g., write a report investigating the social implications of the representation of heroes, villains, and
conflict in electronic media)
- design or create media works based on ideas, themes, and issues examined in this course (e.g., create a short video, using available resources,
on a business or technical topic for a clearly identified audience and describe how the video would be changed for a different audience; design an
oral presentation to be made with and without media support and assess
the effectiveness of each presentation)
- select and use informational and literary forms suited to various purposes, audiences, and situations, with a focus on research reports, summaries, and short analytical essays
- use a range of organizational structures and patterns to produce unified
and effective written work
- organize and analyse the information, ideas, and sources to suit specific
forms and purposes for writing (e.g., categorize information from a variety
of sources to clarify divergent positions on an issue; use suggestions from
peer discussion in assessing alternative opinions or ideas for an independent study project)
Copyright © Durham Continuing Education, 2004
Page 15 of 52
English – ENG4C
WR1.03
WR1.04
WR2.01
WR2.02
Unit 4 – Lesson 17
- formulate and refine a thesis to develop content for expressive and business and technical writing, using information and ideas from prior knowledge and research (e.g., imagine possibilities and test hypotheses while
developing a thesis for an essay; consult a reference text of specialized or
technical terms to add precision to the statement of the problem in a report)
- assess information and ideas from research to determine whether they
are sufficient, reliable, credible, and suitable to the form and the purpose
for writing
- select and use appropriate forms to produce written work for specific audiences and purposes, with an emphasis on research reports, summaries,
short analytical essays, and scripts (e.g., use a step-by-step procedure to
write and illustrate an instructional pamphlet about snowboard safety;
compile a class anthology of short analytical essays as models for next
year's class)
- select and use a level of language and a voice appropriate to the specific
purpose and intended audience of business and technical communications and expressive writing (e.g., rewrite a section of a technical manual
in plain language to create a brochure for a general audience; draft an oral
report for an independent study project using specialized vocabulary and
aiming at an engaging style)
KEY QUESTION #70
Desires and Connections to Advertising
Write 1 sentence explaining 10 of your most important desires in life. Include material
possessions as well as life experiences if you wish. (5 marks)
If you analyze the list you created, you will probably see that what you want out of life
has a lot to do with the influence advertising has had on you. Even subconsciously, we
are all influenced by advertising, from the material possessions we desire to the experiences we want to have in life. Advertisements are around us all the time whether we
consciously “see” them or not. The next time you get together with your friends, especially for a night out on the town; observe how many of them are walking advertisements just because of what they are wearing!
How would you define “advertising”? (2 marks)
Compare your own definition to the one given at the beginning of this lesson. Explain
how the two are similar and/or different: (2 marks)
Copyright © Durham Continuing Education, 2004
Page 16 of 52
English – ENG4C
Unit 4 – Lesson 17
KEY QUESTION #71
Personal Paragraph
In a short but well-organized paragraph, explain whether or not you are aware that advertising has influenced you. If so, then how has it influenced you? If not, then why do
you feel you have managed to escape its influence? (30 Marks: See rubric below)
Short Paragraph Rubric: "Awareness of Advertising Influences"
Criteria
Application
(5 marks)
Knowledge and
Understanding
(10 marks)
Thinking and Inquiry
(5 marks)
Communication
(10 marks)
Level 1
50 – 59%
Level 2
60 – 69%
Level 3
70 – 79%
Level 4
80 – 100%
The topic sentence
states the main
idea in an unclear
manner
The topic sentence
states the main
idea clearly
The topic sentence
states the main
idea clearly and
focuses the paragraph
The topic sentence
states the main
idea creatively and
focuses the paragraph forcefully
The closing sentence ignores the
main idea
The closing sentence refers to the
main idea
The closing sentence restates the
main idea
The closing sentence restates the
main idea effectively
Information supporting the main
idea is irrelevant,
inaccurate, or insufficient
The paragraph is a
series of random
points
Information supporting the main
idea is relevant but
somewhat inaccurate or insufficient
The paragraph is
organized clearly
and logically
Information supporting the main
idea is relevant,
accurate, and sufficient
The paragraph is
organized logically
and coherently
Several major and
minor errors are
evident, and often
interfere with the
reader’s understanding
A few major and
minor errors are
evident, and occasionally interfere
with the reader’s
understanding
Some minor errors
are evident, but do
not interfere with
the reader’s understanding
Copyright © Durham Continuing Education, 2004
Information supporting the main
idea is relevant,
accurate, sufficient,
and compelling
The paragraph is
organized logically
and coherently,
and is unified
A few minor errors
are evident, but do
not interfere with
the reader’s understanding
Page 17 of 52
English – ENG4C
Unit 4 – Lesson 17
KEY QUESTION #72
Personal Links to Advertising
1.
2.
3.
4.
Find advertisements that mirror each of your 10 desires.
Choose what you feel are the 5 strongest advertisements and attach them to an
8 ½ x 11 sheet of paper. (5 marks)
At the top of the page write what desire of yours the advertisement represents
and how it appeals to your emotions. (5 x 2 = 10 marks)
Analyze each advertisement, explaining how it uses at least 5 of the techniques
listed below. (5 x 4 = 20 marks)
Advertising
Techniques
Avante
Garde
Bandwagon
Glittering
Generalities
Hidden Fears
Magic Ingredients
Patriotism
Plain Folks
Snob Appeal
Wit and Humour
The suggestion that using this product puts the user ahead of the times. e.g. a
toy manufacturer encourages kids to be the first on their block to have a new toy.
The suggestion that everybody is using the product and that you should too in
order to be part of the group. e.g. a credit card company quotes the number of
millions of people who use their card.
"Weasel words" are used to suggest a positive meaning without actually really
making any guarantee. e.g. a famous sports personality says that a diet product
might help you to lose weight the way it helped him to lose weight.
The suggestion that this product will protect the user from some danger. e.g. a
laundry detergent manufacturer suggests that you will be embarrassed when
strangers see "ring around the collar".
The suggestion that some almost miraculous discovery makes the product exceptionally effective. e.g. a pharmaceutical manufacturer describes a special
coating that makes their pain reliever less irritating to the stomach than a competitor’s.
The suggestion that purchasing this product shows your love of your country.
e.g. a company brags about its product being made in Canada and employing
Canadian workers.
The suggestion that the product is a practical product of good value for ordinary
people. e.g. a cereal manufacturer shows an ordinary family sitting down to
breakfast and enjoying their product.
The suggestion that the use of the product makes the customer part of an elite
group with a luxurious and glamorous life style. e.g. a coffee manufacturer
shows people dressed in formal gowns and tuxedos drinking their brand at an art
gallery.
Customers are attracted to products that divert the audience by giving viewers a
reason to laugh or to be entertained by clever use of visuals or language.
(based on Tressler and Lewis, Mastering Effective English (Third Edition), pp.470-472)
Copyright © Durham Continuing Education, 2004
Page 18 of 52
English – ENG4C
Unit 4 – Lesson 17
Argumentation and Persuasive Techniques in Advertisements
What is Argumentation?
Argumentation is not just having an argument. Unlike many arguments, which are emotional and heated, argumentation is the use of crystal clear thinking, logic, and evidence
to convince a person to adopt a particular opinion.
What is Persuasion?
If, while trying to prove their point, a person uses emotional language and dramatic appeals to beliefs and values, they are using persuasion. Persuasion is used to motivate a
person to adopt an opinion and then take action.
Argumentation + Persuasion = A Convincing Case!
Because people respond rationally and emotionally to situations, argumentation and
persuasion are usually combined. For example, suppose you want to convince your
neighbours to use public transportation. You might begin by arguing that using public
transportation saves money on gas and car maintenance and also cuts down on pollution. Such an argument, supported by documented facts and figures, would help convince money and environmentally conscious people. However, to convince stressed-out
commuters, you might also persuade people to consider letting someone else drive
while they relax. To do this, you would use emotional appeals and positive language.
For example:
"Think how pleasant it would be to simply step on the subway and breeze through the
morning paper or even catch a few moments of precious sleep rather than battle vicious
gridlock for two hour each day."
How to Construct a Winning Case
The ancient Greeks, who developed our basic concepts of logic (sensible thought), isolated three factors that make a good argument: Logos, Pathos, and Ethos.
“Logos” is the use of evidence such as facts, statistics and examples to support your
point.
“Pathos” is the emotional power of language that appeals to the reader’s needs, values
and attitudes. A writer often relies on pathos to motivate their reader to feel some type
of emotion.
“Ethos” is credibility or reliability. You cannot expect people to accept your viewpoint
unless they believe that you know what you are talking about! Use users’ comments to
make your product seem the best out there.
(Urban Dreams Critical Consumerism: Advertising and Teen Culture)
Copyright © Durham Continuing Education, 2004
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Unit 4 – Lesson 17
KEY QUESTION #73
Arguing and Persuading in Advertising
Think of a simple, everyday product such as an electric toothbrush and then give at
least 5 well-supported arguments why someone should buy your product.
KEY QUESTION #74
Creating a Print Advertisement
Choosing 1 of your most important desires from your list, create a Print Advertisement
to try and convince someone else that your desire should also be important to them.
Make sure that you consider the following when designing your advertisement:
1.
Argumentation and Persuasion:
Logos
Pathos
Ethos
2.
Advertising Techniques:
Your advertisement should contain four of the following advertising techniques.
Avante Garde
Bandwagon
Glittering Generalities
Hidden Fears
Magic Ingredients
Patriotism
Plain Folks
Snob Appeal
Wit and Humour
3.
Decide on your communication objective:
The communications objective is the essence of your message. You are trying to
convince someone else that they should desire the same thing in life that you do.
A word of caution: though perhaps the most important of your steps, this is also
the one that beginners tend most to neglect. A precise and well-defined objective
is crucial to a good ad. If your objective isn't right on, then everything that follows
will be off as well.
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4.
Unit 4 – Lesson 17
Decide on your target audience:
Who is your message intended for? If you're speaking to teens, then your language and arguments will have to understandable to teens.
On the other hand, if you're speaking to high-income earners, then your language
will have to be more sophisticated.
Define who your target audience is, because that will decide how your message
is conveyed.
5.
Develop your concept:
The concept is the underlying creative idea that drives your message.
Even in a big ad campaign, the concept will typically remain the same from one
ad to another, and from one medium to another. Only the execution of that concept will change. So by developing a concept that is effective and powerful, you
open the door to a number of very compelling ads. So take your time developing
a concept that's strong.
Typically, an advertisement is made up of a photograph or a drawing (the "visual"), the headline, and words (the "copy"). However, here are a few guidelines
worth following:
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6.
Unit 4 – Lesson 17
Plan your visual:
Visuals help draw attention to your ad. Research indicates that 70% of people
will only look at the visual in an ad, whereas only 30% will read the headline. So
if you use a visual, then you're already talking to twice as many people as you
otherwise might.
Another suggestion is to use photographs instead of illustrations whenever possible. People tend to relate to realistic photographs more easily than unrealistic
ones. But whether you choose a photograph or an illustration, the most important
criteria is that image be the most interesting one possible and at least half your
ad whenever possible.
7.
Decide on a catchy headline:
The most important thing to remember here is that your headline must be short,
snappy and must touch the people that read it. Your headline must affect the
reader emotionally, either by making them laugh, making them angry, making
them curious or making them think. If you can't think of a headline that does one
of these four things, then keep thinking. Whenever possible, avoid a headline
longer than fifteen words. People just don't read as much as they used to.
8.
Plan your “copy”:
Here's where you make the case. If you have compelling arguments, make them.
If you have persuasive facts, state them.
Position your copy beneath the headline, laid out in two blocks two or three
inches in length. Only about 5% of people will read your copy, whereas 30% will
read your headline.
By positioning your copy near your heading, you create a visual continuity, which
will draw more people to the information you want to convey.
Use a “serif” typeface for your copy whenever possible. Those little lines and
squiggles on the letters make the reading easier and more pleasing to the eye.
If you have lots of copy, break it up with interesting subheadings, as you can see
in the graphic above. This will make your advertisement more inviting, more organized, and easier to read.
9.
Some mistakes to avoid:
The single most common mistake is to have an ad that's unclear or not easily
understood (haven't you ever looked at an ad and wondered what it was for?).
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Unit 4 – Lesson 17
The best way to safeguard against this is to do some rough sketches of your visual with the headline and show it around.
If people aren't clear about your message, then it's probably because your message is unclear.
Proofread your advertisement, then give it to others to proofread, then proofread it yet
again. Typographical errors diminish your credibility! http://adbusters.org/home/
When you have finished your advertisement, attach it to an 8 ½ x 11 piece of paper
and submit for evaluation. You will be assessed solely on your ability to prove,
through your words, how you feel your advertisement was effective. Address the following questions/comments – they must accompany your advertisement for evaluation. (40
marks)
1.
Argumentation and Persuasion:
How did you use Logos? (3 marks)
How did you use Pathos? (3 marks)
How did you use Ethos? (3 marks)
2.
Advertising Techniques:
Explain how you used four of the following:
Avante Garde: (3 marks)
Bandwagon: (3 marks)
Glittering Generalities: (3 marks)
Hidden Fears: (3 marks)
Magic Ingredients: (3 marks)
Patriotism: (3 marks)
Plain Folks: (3 marks)
Snob Appeal: (3 marks)
Wit and Humour: (3 marks)
3.
Communication Objective: (3 marks)
Your Objective was:
4.
Target Audience: (1 mark)
Your Target Audience was:
5.
Concept: (3 marks)
Explain your concept and how you feel you were successful with it:
6.
The Visual: (2 marks)
Explain why you felt that your visual would be effective in “drawing in” a consumer:
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Unit 4 – Lesson 17
7.
The Headline: (2 marks)
Explain how you came up with your headline and why you feel that it was effective:
8.
The Copy: (3 marks)
Explain how you felt your choice words were effective:
Finally, explain whether you feel your advertisement is effective overall. What
are its strengths? Does it have any weaknesses? Be honest!
(5 marks)
Next Steps:
Once you have finished this lesson you will be prepared to take the next step, which is
to examine the influence of Media on teens today. To accomplish this task, you will
need to learn how to complete research effectively and process the information you find.
Copyright © Durham Continuing Education, 2004
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ENG4C
GRADE 12 - COLLEGE PREPARATION
Lesson 18
English – ENG4CA
Unit 4 – Lesson 18
LESSON 18 - RESEARCH SKILLS AND THE INFLUENCE OF ADVERTISING
The goal of this lesson is to teach you various steps to use when
researching a topic. As the previous two lessons in this unit dealt with
media and its influence, it is only fitting that your research topic be
related.
Your task for this lesson will be to conduct, compile and cite research on the following
topic: “The Influence of Advertising on Teens Today”
These are three Key Questions to complete in Lesson 18.
Key Questions:
Key Question #75 Preparing for Research
Key Question #76 Accessing Resources
Key Question #77 Processing Information
Evaluation Overview:
Key Question #
75
76
77
Activity
Preparing for Research
Annotation
Encoding
Assessment Area
Thinking/Inquiry
Communication
Application
Total
Marks
10
30
40
70
Expectations:
LIV.01
LIV.02
LIV.03
LI1.01
LI1.03
- read and demonstrate an understanding of a variety of challenging informational texts and literary works from various time periods, countries,
and cultures, with an emphasis on assessing information, ideas, and issues
- demonstrate an understanding of a range of informational and literary
forms, with an emphasis on research articles and plays
- analyse elements of style in a variety of texts, focusing on how the elements contribute to clear and effective communication.
- analyse and assess ideas, issues, and explicit and implicit information in
texts (e.g., assess information from a research report to write an executive
summary; explain how separate incidents, characters, or elements in a
novel work together to communicate the main theme)
- select and use a variety of effective reading strategies (e.g., before reading a magazine article, examine the date of publication and country of origin to determine the context; create subtitles to summarize or highlight
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LI2.01
LI2.02
LI2.03
LI3.03
WRV.01
WRV.02
WRV.03
WR1.01
WR1.02
WR1.03
WR1.04
Unit 4 – Lesson 18
sections of a long article; explain how the theme of a short story relates to
its social or cultural context)
- analyse how elements of research articles and plays reinforce the works'
conclusions and themes (intensive study) (e.g., explain the dramatic purpose of a scene in a play; examine how the interpretations of data in several case studies support the conclusions; explain the effect of comparative charts in consumer magazines)
- analyse how elements of a variety of literary works are used to enhance
meaning (extensive study) (e.g., compare how the rhyme scheme and
rhythms in poems or songs reinforce the mood and/or message; analyse
how multiple points of view are used in a novel to underline its themes)
- analyse how elements of non-fiction forms influence meaning (e.g., compare a summary with the original report to analyse the characteristics of
the intended audiences)
- analyse the effect of authors' choices of language, syntax, and rhetorical
and literary devices on the reader by examining their own and others' responses to the style of texts
- use a range of print and electronic primary and secondary sources to
gather and analyse information and ideas and to develop topics for writing
- select and use informational and literary forms suited to various purposes, audiences, and situations, with a focus on research reports, summaries, and short analytical essays
- use a range of organizational structures and patterns to produce unified
and effective written work
- investigate potential topics for written work, including an independent
study project, by posing inquiry questions, identifying information needs
and purposes for writing, and developing research plans to acquire information and ideas (e.g., use a graphic organizer to plan the questions and
strategies for an independent study project; create electronic bookmarks
for an Internet search to find information for an oral presentation)
- organize and analyse the information, ideas, and sources to suit specific
forms and purposes for writing (e.g., categorize information from a variety
of sources to clarify divergent positions on an issue; use suggestions from
peer discussion in assessing alternative opinions or ideas for an independent study project)
- formulate and refine a thesis to develop content for expressive and business and technical writing, using information and ideas from prior knowledge and research (e.g., imagine possibilities and test hypotheses while
developing a thesis for an essay; consult a reference text of specialized or
technical terms to add precision to the statement of the problem in a report)
- assess information and ideas from research to determine whether they
are sufficient, reliable, credible, and suitable to the form and the purpose
for writing
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WR2.01
WR2.02
LGV.01
MDV.01
MDV.02
Unit 4 – Lesson 18
- select and use appropriate forms to produce written work for specific audiences and purposes, with an emphasis on research reports, summaries,
short analytical essays, and scripts (e.g., use a step-by-step procedure to
write and illustrate an instructional pamphlet about snowboard safety;
compile a class anthology of short analytical essays as models for next
year's class)
- select and use a level of language and a voice appropriate to the specific
purpose and intended audience of business and technical communications and expressive writing (e.g., rewrite a section of a technical manual
in plain language to create a brochure for a general audience; draft an oral
report for an independent study project using specialized vocabulary and
aiming at an engaging style)
- use knowledge of language to read, write, and speak effectively, with a
focus on choosing, developing, and sustaining an appropriate style
- analyse relationships among media forms, representations, audiences,
and industry practices to explain how a variety of media works communicate messages
- demonstrate an understanding of the interactions among form, purpose,
audience, and production options by designing or creating media works,
independently and collaboratively, based on ideas, themes, and issues
examined in this course
Copyright © Durham Continuing Education, 2004
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Unit 4 – Lesson 18
When you are solving an information problem or answering a research question, you
follow a research process. It is like climbing the steps to your answers.
The first step is Preparing for Research.
This is the where you brainstorm ideas and possible sources of information as well as
plan how to complete your research in the required amount of time.
The second step is Accessing Resources.
This is where you decide what sources of information will be best suited to your topic,
find them and locate the information in them that might be helpful in exploring your
topic.
The third step is Processing Information.
This is where you look closely at the information from your sources, decide what is important, take notes, and write down where you got all of your ideas. Then you will need
to organize your information, make sense of it and develop your thoughts in order to
address the topic.
(Adapted from www3.sympatico.ca/sandra.hughes/sandra.hughes/research/default.html )
KEY QUESTION #75
Preparing for Research
Complete these two tasks before you begin any research:
1. What pre-conceived ideas do you have on the topic of Advertising and its ability
to influence Teens? (5 marks)
2. What is your detailed timeline (dates and times) in order to complete this research? (5 marks)
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Unit 4 – Lesson 18
Accessing Resources
For this research project you should plan to set aside two hours to visit your local library.
Once there, ask one of the librarians to help you. Explain your task and they will point
you in the right direction.
You will be expected to conduct research using all of the following:
•
•
•
Information books (look in the non-fiction section of the library)
Reference books (such as encyclopedias etc.)
Computer resources (internet etc.)
You should always ask yourself questions about everything you read, see or hear.
Look carefully at each source to find out if it is:
a.
b.
c.
d.
Too simple, just right, or too difficult:
Look at the headings and sub-headings, the size of the type or font, and
the words/sentences.
Facts or opinions:
Check to see if the person is telling what they think about the topic or if
they are backing up their ideas with factual proof.
Written/created by an authority/expert or someone who's just interested:
Check the title page in a book, magazine, or CD-ROM booklet, the opening credits of a video, and the bottom of the homepage in a web site, for
the writer, creator, editor, or publisher, to see if they are an expert or authority in the topic.
Old or up to date:
Check the title page in a book, magazine, or CD-ROM booklet, the opening credits of a video, and the bottom of the homepage in a web site, for
the date it was published or produced and the copyright date.
(www3.sympatico.ca/sandra.hughes/sandra.hughes/research/evalsourc.html)
For every source that you consult it is important that you say where you got your information. This is known as citing your source.
This section is an introductory guide to help you cite sources correctly. It is a summary
of the style rules for citing and reporting sources. While this is certainly not the only
method to use to cite sources, it is one of the most widely used.
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Unit 4 – Lesson 18
WHEN SHOULD I CITE A SOURCE?
When students begin writing academic papers, this is probably the most puzzling and
frequently asked question. One should, however, first answer the question concerning
why sources need to be cited at all. Sources are cited for four main reasons:
a.
b.
c.
To indicate your debt to the work of other writers and researchers.
To make it easy for a reader (and this includes the professor) to find the
sources you have used in your research.
To avoid being accused of plagiarism.
You always cite the source of a direct quote. Even if you don't quote a source directly, you will also cite an author to indicate the following:
a.
b.
c.
That he/she is the source of an idea.
That he/she is the source of a controversial fact or statistic. For instance, if
you want to say that men earn more than women, you need to provide a
source for your statistics. Otherwise, the teacher will probably write, "Who
says so?" in the margin of your paper.
That he/she supports or agrees with your point or has made a similar
point. Sometimes, you will have a number of sources to cite at one time if
a number of people have said the same thing (You may be telling the
reader: "Look, I'm not crazy. See how many people agree with me!").
A teacher usually looks for at least two things in an academic paper:
1.
2.
That you have included references to enough appropriate sources.
At some point you draw some of your own conclusions by synthesizing or attempting to go beyond what your sources say.
HOW ARE REFERENCES CITED IN THE TEXT?
This method uses the author and date method of citation. It does not use footnotes either at the bottom of a page or at the end of the text and no superscript numbers are
used in the text.
In the appropriate place, either right after the author's name or at the end of the relevant
material, insert the surname(s) of the author(s) of the citation, along with the publication
date of the citation. Use only the last names for citation in the body of your essay or research paper. There is no need to indicate the affiliation of the author (e.g. "professor of
communication at the University of Pennsylvania" etc.) unless this information is vital to
the material in the text (which is almost never).
If the reader wishes to know more, he/she will go to your reference list and use the notation to look up the source.
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Unit 4 – Lesson 18
a) Single and Multiple Authors
Sometimes the author's name plays a grammatical role in the sentence, while at other
times it does not.
Examples:
Grunig (1987) distinguishes between symmetrical and asymmetrical methods of
public relations practice.
Approaches to public relations can be divided into two groups: those with symmetrical methods and those with asymmetrical methods (Grunig, 1987).
General systems theory is playing an increasingly important role in public relations theory and is earning a place in a number of PR texts (Grunig and Hunt,
1984; Nager and
Allen, 1984; Cutlip, Center and Broom, 1985; Pavlik, 1987).
(PLEASE NOTE THE PLACEMENT AND TYPE OF PUNCTUATION IN THE ABOVE
EXAMPLES)
Any direct quotation, no matter how long it is, must be accompanied by a reference
citation in the text that includes a page number. A short, direct quotation (less than
40 words or so) should be incorporated into the text. Note the punctuation (i.e. the order
of the quotation marks and the page number) at the end of the quote.
Example:
Brown (1983) defines conflict as "the incompatible behaviour between parties
whose interests differ" (p.4).
A longer quote is set off from the rest of the text and is single-spaced. Quotation marks
are not used and the page number goes at the end of the quote with no period after it.
Indent your quote if it starts at the beginning of a paragraph in the original, otherwise,
treat it like the quote below.
Example:
Davidson (1959) comments that:
The communicator's audience is not a passive recipient- it
cannot be regarded as a lump of clay to be moulded by the
master propagandist. Rather, the audience is made up of individuals who demand something from the communications
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Unit 4 – Lesson 18
to which they are exposed, and who select those that are
likely to be useful to them. (p.360)
Select and use long quotes sparingly. A paper that is nothing but a series of long quotes
strung together can hardly be thought of as your work. Note also that in APA style, even
the long quotations that are indented and do not use quotation marks are doublespaced.
b) Corporate Authors
Sometimes there is no one author of a source and an organization or government must
be indicated as the author.
Examples:
The National Institute of Mental Health (1989) reported that...
A recent report (Mount Saint Vincent University, 1990) concluded that...
c) Works With No Author
Sometimes there is no author named for a particular source. A frequent example of this
is a newspaper article without a by-line. In the text, cite the first two or three words of
the reference list entry.
Example:
A recent newspaper report ("Mount to build," 1990) said that another television
station would be built on the MSVU campus.
d) Personal Communication
Sometimes it is necessary for you to personally have contact with a source. This includes interviews, phone calls and other forms of personal communication. This must
be indicated in the text.
Examples:
Prime Minister Brian Mulroney (personal communication, April 15, 1990) said he
wished he had the opportunity to sharpen his public relations skills at Mount
Saint Vincent University.
At least one Canadian prime minister (B. Mulroney, personal communication,
April 15, 1990) believes that all future politicians should study public relations at
MSVU.
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Unit 4 – Lesson 18
These sources should not, however, be included in your reference list. The reference
list at the end of the paper is designed to contain only verifiable sources. Personal
communication is not verifiable.
HOW TO PREPARE A REFERENCE LIST
APA style uses the term reference list to refer to the list at the end of a research paper
that lists those sources actually cited in the text. Include only those sources that you actually cited in the text of the paper. Thus, this is different from a bibliography that lists
general references or gives ideas for further reading. You need only include a reference
list.
This reference list, like the rest of your paper, is double-spaced. The list is in alphabetical order. If you have a source (e.g. one author) with two different citations in the
same year, you list them as 1989a and 1989b. Please take careful note of the punctuation, spacing and capitalization in the following examples.
a) Journal or Periodical Article- Single Author
Waltzer, H. (1988). Corporate advocacy and political influence. Public Relations Review, 14(1), 41-45.
b) Journal or periodical Article- Multiple Author
Burrgraf, C.S., & Sillars, A.L. (1987). A critical examination of sex differences in marital
communication. Communication Monographs, 54, 277-294.
c) Magazine Article
(note that the month is given after the date: this is because the individual issues have
their own numbering as opposed to journals with continuous numbering throughout a
volume)
King, B. (1987, December). A Display of Mettle. Canadian Business, pp 17-18.
d) Newspaper Article- No Author
Lobbyists aim for law firm, try to play down their political ties. (1988, April). Globe and
Mail, p. B23.
e) Book
Olasky, M.N. (1987). Corporate Public Relations: A New Historical Perspective. Hillsdale, Lawrence Erlbaum Associates, Publishers.
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Unit 4 – Lesson 18
f) Edited Book
Hiebert, R.A. (Ed.). (1988). Precision Public Relations. White Plains, Longman, Inc.
g) Article or Chapter in an Edited Book
Hyman, H.H. & Sheatsley, P.B. (1977). Some reasons why information campaigns fail.
In W. Schram and D.F. Roberts (Eds.), The Process and Effects of Mass Communication (pp. 485-494). Chicago: University of Illinois Press.
h) Unpublished Paper Presented at a Meeting
Cheney, G. & Dionisopoulos, G.N. (1987, May). Public relations? No, relations with publics: A rhetorical-organizational approach to contemporary corporate communications.
Paper presented to the Conference on Communication Theory and Public Relations,
Normal, Illinois.
(www.squires.fayette.k12.ky.us/library/research/citing.htm)
KEY QUESTION #76/77
Processing Information
Once you have found some information, you will need to take notes according to the
REAP Strategy for three different types of research. (20 x 3 = 60 Marks)
REAP Strategy for Making Notes from Texts
The REAP strategy was developed for composing annotations of texts. The acronym
stands for Read, Encode, Annotate, and Ponder. REAP includes ten varieties of annotations, each focusing on different aspects of a text, that help to improve writing skills and
comprehension of main ideas.
1.
READ
The first step of the strategy is to read the text!
2.
ENCODE (10 marks)
After reading the text, the information is paraphrased by the reader into his/her
own words.
3.
ANNOTATE (10 marks)
Annotations are brief summaries of a text that explain and/or critique the text.
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Unit 4 – Lesson 18
There are 10 types of annotations. Choose the one best suited to the research
material.
1. Summary Annotation:
o The reader's interpretation of the text is given in the summary annotation.
Only the most important ideas are included in a clear, succinct summary.
Details such as examples, statistics, story plot, and descriptions are not
included in the summary annotation.
2. Thesis Annotation:
o The thesis annotation is similar to the summary annotation in that the purpose is to clearly state the main idea of the text, answering the question
"What is the main point that the author is trying to get across to the
reader?" Unlike the summary annotation, the thesis annotation need not
be written in complete sentences.
3. Question Annotation:
o The reader's interpretation of the main point of the text is given in this type
of annotation. That interpretation may or may not coincide with the author's stated or implied thesis. To write the question annotation, answer
the question "What question(s) is/are the author trying to answer in the
text?" The annotation should be written in question form.
4. Critical Annotation:
o In the critical annotation, the reader states his/her position on the author's
document. The reader may agree, disagree, or agree partly with the author's position. Three sentences comprise the critical annotation: the first
sentence restates the author's main idea, the second sentence gives the
reader's response, and the third sentence explains or defends the reader's
position.
5. Heuristic Annotation:
o This type of annotation mixes the author and reader's words with respect
to the main idea of the text. Written in a stimulating manner, the heuristic
annotation restates the thesis in the author and reader's words. The former are indicated by quotation marks (") and the latter are set off with
brackets ([ ]) in the annotation.
6. Intention Annotation:
o The author's purpose, goal or intention for writing the text is given in the
intention annotation. Using knowledge about the author, the author's language and writing style, and your feelings about the text, indicate what
you believe the author's reason for writing the text is.
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Unit 4 – Lesson 18
7. Motivation Annotation:
o In the motivation annotation, the reader speculates on what motivated the
author to write the text and to include the facts included in the text. Consider "What kind of person would write something like this?" Use clues in
the text to write interpretations about the author.
8. Probe Annotation:
o Questions, practical points, and issues in the text that deserve further explanation are given in the probe annotation. The reader should ask "About
what do I want to know more?" and "Why is this so?"
9. Personal View Annotation:
o The reader is given the opportunity to draw upon his/her personal experiences and background when writing the personal view annotation. Compare beliefs and opinions about the subject with those of the author. Consider similarities and differences in your and the author's opinions.
10. Inventive Annotation:
o Focusing on the conclusion of the text, draw upon your creativity to write a
new and different ending to the reading based on the author's ideas. Pick
up where the author left off. Plunge yourself into the subject and see
where it leads you!
4.
PONDER
The reader evaluates the annotation for accuracy and completeness. Consider
how the text relates to other readings or related issues. How will your research
help you to address your topic?
(www.crazycolour.com/os/notetaking_03.shtml)
Next Steps:
Once you have completed your research you will be ready to write your research report,
which is the subject of Lesson 19.
Copyright © Durham Continuing Education, 2004
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ENG4C
GRADE 12 - COLLEGE PREPARATION
Lesson 19
English – ENG4C
Unit 4 – Lesson 19
LESSON 19 - WRITING A RESEARCH REPORT
The majority of your time in this lesson will be spent in actually writing your
report, based on the research you did in Lesson 18.
The topic for your research report will be: “How Advertising influences
Teens Today”
These are four tasks to complete in Lesson19.
Key Questions:
Key Question #78
Key Question #79
Key Question #80
Key Question #81
Create an outline for your report
Write a rough copy (draft)
Revise, Edit and Proofread
Submit final copy (1200 words)
Evaluation Overview:
Key Question #
79
80
81
82
Activity
Outline
Rough Copy
Revise, Edit, etc.
Final Copy
Assessment Area
Thinking/Inquiry
Communication
Application
Thinking/Inquiry
Knowledge/Understanding
Total
Marks
42
20
20
40
40
162
Expectations:
WRV.02
WRV.03
WRV.04
WRV.05
WR1.01
- select and use informational and literary forms suited to various purposes, audiences, and situations, with a focus on research reports, summaries, and short analytical essays
- use a range of organizational structures and patterns to produce unified
and effective written work
- revise their written work, independently and collaboratively, with a focus
on accuracy of information, coherent organization, clear expression, and
effective style
- edit and proofread to produce final drafts, using correctly the grammar,
usage, spelling, and punctuation conventions of standard Canadian English, as specified for this course, with the support of print and electronic
resources when appropriate
- investigate potential topics for written work, including an independent
study project, by posing inquiry questions, identifying information needs
and purposes for writing, and developing research plans to acquire information and ideas (e.g., use a graphic organizer to plan the questions and
Copyright © Durham Continuing Education, 2004
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English – ENG4C
WR1.02
WR1.03
WR1.04
WR2.01
WR2.02
WR3.01
WR3.02
WR4.01
WR4.02
Unit 4 – Lesson 19
strategies for an independent study project; create electronic bookmarks
for an Internet search to find information for an oral presentation)
- organize and analyse the information, ideas, and sources to suit specific
forms and purposes for writing (e.g., categorize information from a variety
of sources to clarify divergent positions on an issue; use suggestions from
peer discussion in assessing alternative opinions or ideas for an independent study project)
- formulate and refine a thesis to develop content for expressive and business and technical writing, using information and ideas from prior knowledge and research (e.g., imagine possibilities and test hypotheses while
developing a thesis for an essay; consult a reference text of specialized or
technical terms to add precision to the statement of the problem in a report)
- assess information and ideas from research to determine whether they
are sufficient, reliable, credible, and suitable to the form and the purpose
for writing
- select and use appropriate forms to produce written work for specific audiences and purposes, with an emphasis on research reports, summaries,
short analytical essays, and scripts (e.g., use a step-by-step procedure to
write and illustrate an instructional pamphlet about snowboard safety;
compile a class anthology of short analytical essays as models for next
year's class)
- select and use a level of language and a voice appropriate to the specific
purpose and intended audience of business and technical communications and expressive writing (e.g., rewrite a section of a technical manual
in plain language to create a brochure for a general audience; draft an oral
report for an independent study project using specialized vocabulary and
aiming at an engaging style)
- use report structure, essay structure, and organizational patterns such as
induction, deduction, and process-analysis to present information and
ideas in reports and essays (e.g., use a general-to-specific pattern to organize the headings and content of a report on how a law is passed; use a
process-analysis pattern to describe the stages of the writing process)
- select and use appropriate organizational patterns to structure expressive writing and multimedia presentations (e.g., use chronological order to
describe the events leading to the crisis in a script; use a comparison-and-contrast pattern to organize and present information and ideas in
an independent study project)
- revise drafts to strengthen content and improve organization by adding
relevant details and examples, reordering ideas, and strengthening connections (e.g., group relevant information to support key ideas in a short
analytical essay; create headings and subheadings to indicate general
and specific points in a report)
- revise drafts to improve precision and clarity of expression (e.g., replace
vague expressions in a consumer report with precise technical terms; use
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English – ENG4C
WR4.03
WR4.04
WR5.01
WR5.02
WR5.04
MDV.01
MDV.02
Unit 4 – Lesson 19
feedback from a peer conference to identify transition words and phrases
to link ideas)
- revise drafts to ensure an effective style (e.g., use checklists or rubrics to
assess the effectiveness of word choice, sentence construction, and rhetorical devices in a report; examine writing for consistent use of inclusive
and anti-discriminatory language; read an essay or narrative aloud to
check that diction and style are appropriate to the topic and audience)
- revise drafts to integrate researched information, ideas, and quotations
appropriately and ethically, checking all material for accuracy (e.g., incorporate researched material consistently, using parenthetical referencing,
charts, graphs, diagrams, and bibliographies to support opinions and assertions)
- cite researched information, ideas, and quotations in a consistent and
ethical manner according to acceptable research methodology (e.g., cite
sources using a recognized style such as that of the Modern Language
Association [MLA] or the traditional footnote/endnote system known as the
Chicago style)
- produce, format, and publish written work, using appropriate technology
to share writing with intended audiences (e.g., submit a report with the
sources of information documented and charts, tables, and/or graphics
smoothly integrated into text; use graphics, fonts, and typefaces effectively
to enhance the impact of a report; adapt an electronic template for a formal letter);
- edit and proofread their own and others' writing, identifying and correcting errors according to the requirements for grammar, usage, spelling, and
punctuation
- analyse relationships among media forms, representations, audiences,
and industry practices to explain how a variety of media works communicate messages
- demonstrate an understanding of the interactions among form, purpose,
audience, and production options by designing or creating media works,
independently and collaboratively, based on ideas, themes, and issues
examined in this course
Copyright © Durham Continuing Education, 2004
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English – ENG4C
Unit 4 – Lesson 19
KEY QUESTION #78
Create an outline for your report – submit all parts for evaluation.
With your research notes in front of you, fill in notes for the following outline. (42
marks)
Create a title for your report (2 marks)
Introduction:
• What background do I need to give about this topic before proving my argument? (3 marks)
• Research Topic (1 mark)
• What three types of advertising will you be examining? (3 marks)
Body One:
• First fully explained example to prove your point (3 marks)
• Strengths and weaknesses of the first example (3 marks)
• One source (minimum) to back up your point (3 marks)
Body Two:
• Second fully explained example to prove your point (3 marks)
• Strengths and weaknesses of the second example (3 marks)
• One source minimum to back up your point (3 marks)
Body Three:
• Third fully explained example to prove your point (3 marks)
• Strengths and weaknesses of the third example (3 marks)
• One source minimum to back up your point (3 marks)
Conclusion:
• Sum up how you have proven your point using a discussion of three different
forms of media and using at least three sources to back up your points (5 marks)
KEY QUESTION #79
Write a rough copy (draft)
Using the outline above, write or type the first draft of your research report. Make sure
that you make a copy of the un-edited version before you work on the next assignment
(20 marks).
Copyright © Durham Continuing Education, 2004
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English – ENG4C
Unit 4 – Lesson 19
KEY QUESTION #80
Revise, Edit and Proofread
When you have finished your draft, use a copy of the rough draft to complete the following tasks to show evidence of your editing and revision process (20 marks).
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Does your title give readers a good idea of what's to come? (Have you even
come up with one yet? Remember, "Research Report" is not a title!)
Is your statement clearly stated?
Are there enough lead-ins in the introduction to establish the importance of and
context for the statement? Is there too much? By the end of the introduction, is it
clear to the audience what kind of material will follow?
Is it clear where your introduction ends and body begins and where the body
ends and the conclusion begins? In other words, are your paragraph indents
meaningful?
At the same time, are there transitions between all sections and paragraphs to
create flow and unity?
Does each body paragraph have a topic sentence?
Do the topic sentences (1) make a connection back with the thesis/question, (2)
establish a link with the previous paragraph's content (perhaps the chronological
relationship, any comparisons/contrasts?) and (3) give enough information that
the audience could guess where a particular paragraph's development would
lead?
With or without a formal concluding sentence, do you somewhere near the end of
each paragraph remind readers why you are saying what you are saying by moving back up to abstract, general terms?
Does the order of paragraphs make sense? (E.g., maybe the transitions seem
forced because they aren't in the right order)
Are your paragraphs too short (fewer than 10 sentences)? Is there more information and use of sources that needs to take place?
Are your examples reliable, representative, and convincing? Are there enough of
them to develop the main idea of the paragraph in the word count you have
available?
Are your sources convincing? Is there enough balance between your own insights and expert opinions?
Is anything that should be referenced, referenced?
Are all sources and direct quotations explained or have you left them standing on
their own?
Has anything that goes off topic or is not essential (given your word limit) been
cut? (TIP: whenever you know you have to cut something but you're finding it
hard to do, cut and paste it in a separate file so that you feel it hasn't been obliterated. In a couple of days, you'll probably go back and wonder why you were so
attached to the passage in the first place!)
Copyright © Durham Continuing Education, 2004
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English – ENG4C
•
Unit 4 – Lesson 19
Does the conclusion say something different from your introduction? Does it
leave a good lasting impression or is it wishy-washy?
There are 4 basic actions that will occur during the revisions you now hopefully plan to
make:
• ADD. Insert needed words, sentences, and paragraphs. If your additions require new content, return to the idea-gathering techniques.
• CUT. Get rid of whatever goes off the topic or repeats what has already been said.
• REPLACE. As needed, substitute new words, sentences, and
paragraphs for what you have cut.
• MOVE MATERIAL AROUND. Change the sequence of paragraphs
if the material is not presented in logical order. Move sentences.
All of these actions are easily done electronically, but try not to do all your revision on
the computer. Alternating between "screen" and "paper" copy is a great way to achieve
perspective.
http://owl.english.purdue.edu/workshops/hypertext/ResearchW/revise.html
Lastly, proofread your final copy using the following points as your guide:
Believe it or not, now that you've hopefully finished major revisions, the hardest part is
really over! Your goal at this point is not so much to focus on content but on nitpicky
copyediting which is so great for catching those careless mistakes that distract your
readers (including <ahem> markers) from your main ideas.
Here's a checklist for some finishing touches:
• Check out your verb tenses. Don't feel you have to completely
avoid the "passive" tense (e.g., "the ball was caught") but definitely
try to have MORE subject-verb "active" sentences; they add
power and agency to your writing (e.g., "Billy caught the ball").
• Also make sure your verbs are in the right tense.
• Read your essay out loud to listen for either awkward or long sentences that could be clarified or broken up to read better.
• Check your punctuation.
• Look for glaring grammatical flaws. Be especially on the alert for
mistakes you make often.
• Prepare a Works Cited.
• Now you can check your spelling both with a computer spellchecker and with your own eyes to catch those words that are
spelled right but used in the wrong context (like there vs. their vs.
they're).
• Work on the presentation of your paper: use a laser-printer if you
can (or else your best ink-jet) on 8.5 x 11 inch paper, double space
Copyright © Durham Continuing Education, 2004
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English – ENG4C
•
Unit 4 – Lesson 19
your lines, maintain 1 inch margins, start numbering pages on the
second page of actual text, and prepare a title page with an original
title somewhere in the centre and your vital student info in the bottom right hand corner. No duo tangs needed; just staple to this
booklet.
Also make sure your font is very readable (Arial is the most common) and in 12 point.
http://owl.english.purdue.edu/workshops/hypertext/ResearchW/proofread.html
KEY QUESTION #81
Submit final copy (1200 words)
The final copy of your research report will be assessed using the following rubric
(80 marks):
Categories
Knowledge/
Understanding
(40 marks)
Thinking/
Inquiry
(40 marks)
Level 1
(50–59%)
- reveals limited
understanding of
information,
themes and concepts
Level 2
(60–69%)
- reveals some understanding of information, themes
and concepts
Level 3
(70–79%)
- reveals considerable understanding
of information,
themes and concepts
Level 4
(80–100%)
- reveals thorough
understanding of
information,
themes and concepts
- demonstrates
limited understanding of relationships
among and concepts
- demonstrates
limited understanding of relationships
among resources
- demonstrates
some understanding of relationships
among and concepts
- demonstrates
some understanding of relationships
among resources
- demonstrates
considerable understanding of relationships among
and concepts
- demonstrates
considerable understanding of relationships among
resources
- demonstrates
thorough understanding of relationships among
and concepts
- demonstrates
thorough understanding of relationships among
resources
- demonstrates
limited ability to ask
questions, interpret, analyse or
form conclusions
- demonstrates
some ability to ask
questions, interpret, analyse or
form conclusions
- demonstrates
considerable ability
to ask questions,
interpret, analyse
or form conclusions
- demonstrates
ability to ask insightful questions,
interpret and analyse skilfully, and
form conclusions
- demonstrates
limited evidence of
reflection, analysis
and explanation
- demonstrates
some evidence of
reflection, analysis
and explanation
- demonstrates
considerable evidence of reflection,
analysis and explanation
Copyright © Durham Continuing Education, 2004
- demonstrates
evidence of insightful reflection,
analysis and explanation
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English – ENG4C
Unit 4 – Lesson 19
Next Steps:
The completion of your research paper brings you to the last lesson in this unit
and this course. In order to fully understand what you have learned, it is often
helpful to reflect on the academic journey. To this end, the next lesson, “Reflections on Learning” will give you the opportunity to think about all the work you
completed in ENG 4C.
Copyright © Durham Continuing Education, 2004
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ENG4C
GRADE 12 - COLLEGE PREPARATION
Lesson 20
English – ENG4C
Unit 4 – Lesson 20
LESSON 20 - REFLECTIONS ON LEARNING
In this lesson you will be asked to revisit your culminating writing activities
for each unit and reflect on your learning throughout the course.
You will have to complete two tasks.
Key Questions:
Key Question #82 Reflective Letter
Key Question #83 Reflections on Writing
Evaluation Overview:
Key Question #
83
84
Activity
Reflective Letter
Reflections on
Writing
Assessment Area
Thinking/Inquiry
Knowledge/Understanding
Communication
Application
Thinking/Inquiry
Knowledge/Understanding
Communication
Application
Total
Marks
10
10
10
10
20
20
20
20
120
Expectations:
LIV.01
LIV.03
LI1.02
LI1.04
LI3.01
- read and demonstrate an understanding of a variety of challenging informational texts and literary works from various time periods, countries,
and cultures, with an emphasis on assessing information, ideas, and issues
- analyse elements of style in a variety of texts, focusing on how the elements contribute to clear and effective communication.
- select and use specific and significant evidence from texts to support
judgements and arguments (e.g., support an argument, using convincing
examples from texts and research materials; support an interpretation of a
character with specific reference to the dialogue in a play)
- compare ideas, values, and perspectives in texts (e.g., prepare an oral
report examining alternative views of the future in different opinion pieces)
- analyse how language is used in expository writing to communicate Information, ideas, and arguments (e.g., assess the effectiveness of a
plain-language style used in business and technical writing; compare the
diction used in a personal letter, a documentary voice-over, a business report, and a newspaper editorial)
Copyright © Durham Continuing Education, 2004
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English – ENG4C
Unit 4 – Lesson 20
KEY QUESTION #82
Reflective Letter
The reflective letter is arguably the most important piece of writing in this unit, as it requires you to think carefully about your goals for this course, explain the reasons for the
choices you made, and demonstrate your thoughtful consideration of course content as
a whole.
The letter should follow standard business letter formatting, but it need not be written in
a formal way. Think of it as a discussion of the course with future students. Also, be
sure it is complete and long enough to cover your learning throughout the course.
Follow the format outlined below and write your letter for submission to the marker.
Student’s Name
ENG 4C
Instructor’s Name
Dear Reader:
In the opening paragraphs introduce yourself. Tell the reader what he or she might expect in this course
and why it’s worth taking.
Discuss the ways in which you’ve matured as a writer through this course. What have you learned in this
class that will be helpful in your future schooling? You may even want to discuss how this class has
helped you in other areas while you were taking the course.
Add whatever you see fit to close the letter.
Sincerely yours,
Åsignature
(Type your name)
Copyright © Durham Continuing Education, 2004
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English – ENG4C
Unit 4 – Lesson 20
The following rubric will be used to assess your letter (40 marks):
Categories
Knowledge/
Understanding
(10 marks)
Level 1
(50 - 59%)
Level 2
(60 - 69%)
Level 3
(70 - 79%)
Level 4
(80 - 100%)
- uses first person
point of view inconsistently
- uses first person
point of view
somewhat consistently
- uses first person
point of view consistently
- uses first person
point of view consistently and effectively
- unclear, or inappropriate voice
- uses a voice that
is clear but inconsistent
- uses a voice that
is clear and consistent
- uses a voice that
is distinctive and
confident
- uses personal
letter format
somewhat inconsistently
- shows some
understanding of
the issues and
experience of the
intended audience; somewhat
clear expression
of opinions and
ideas
- organizes the
content clearly
- uses personal
letter format consistently
- uses vocabulary
and style that is
somewhat appropriate for the audience and purpose
- uses language
conventions with
some accuracy
and effectiveness;
errors occasionally detract from
meaning
- uses vocabulary
and style that are
appropriate for the
audience and
purpose
- uses personal
letter format consistently and effectively
- shows insightful
understanding of
issues and experience of the
intended audience; confident,
clear expression
of personal opinions and ideas
- organizes content clearly, coherently and creatively
- effectively uses
vocabulary and
style that are appropriate for the
audience and
purpose
- uses language
conventions skilfully and effectively all or almost
all the time; errors
may be the result
of risks taken by
the writer and do
not detract from
overall meaning
- uses personal
letter format inconsistently
Thinking/ Inquiry
(10 marks)
Communication
(10 marks)
- shows limited
understanding of
the issues and
experience of the
intended audience; unclear expression of personal opinions
and ideas
- organizes the
content in a series
of random points
- uses vocabulary
and style that is
inappropriate for
the audience and
purpose
Application
(10 marks)
- uses language
conventions with
limited accuracy
and effectiveness;
errors sometimes
impede expression and comprehension
Copyright © Durham Continuing Education, 2004
- shows considerable understanding of the issues
and experience of
the intended audience; clear expression of personal opinions
and ideas
- organizes the
content clearly
and coherently
- uses language
conventions with
considerable accuracy and effectiveness; errors
do not detract
from overall
meaning
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English – ENG4C
Unit 4 – Lesson 20
KEY QUESTION #83
Reflections on Writing
Now, as a summative activity, you will be asked to reflect on the final writing tasks you
completed during this course.
Choose 2 of the following reflection topics for each culminating writing activity in Units
One through Four. (8 topics in total)
1. What places/areas did you anticipate the instructor would give you constructive
criticism and positive comments or suggestions for improvement?
2. What did you think the instructor would value you in your piece? Why?
3. Why would someone want to read what you have written?
4. How has this course influenced your writing?
5. Where did you run into difficulties and how did you resolve them? What difficulties still need to be resolved?
6. What would your peers have to say if they read your work? Why?
7. Point out specific places where you have generated new ways of thinking about
your topic.
8. What strategies of persuasion did you employ and what led you to believe that
they might work?
9. How exactly did you use research to enhance your argument? In what ways did
you read or approach information in order to most effectively weave sources into
your text?
10. Where does your writing suggest an awareness of an audience other than yourself? How do you want your reader to think or act differently after reading your
work?
11. How did the lessons in this course prepare, influence or complicate your writing
process?
12. If you had more time, what might you have done differently in this course or your
writing?
(adapted from) http://wrt.syr.edu/pub/handbook/samplereflection.html)
Copyright © Durham Continuing Education, 2004
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English – ENG4C
Unit 4 – Lesson 20
For each unit, choose different questions to answer. Each answer should be developed
into a well-organized paragraph of approximately 250 words.
Make sure that you back up your reflections using quotations from your work, as well as
comments made by your instructor.
Each paragraph will be marked out of 5 (for a total of 40 marks) according to the following rubric:
Level 1
(50 - 59%)
Level 2
(60 - 69%)
Level 3
(70 - 79%)
Level 4
(80 - 100%)
- limited understanding of ideas,
information, and
issues
- limited effectiveness in analysing
and interpreting
the issues
- some understanding of ideas,
information, and
issues
- analyses and
interprets the issues with some
effectiveness
- considerable understanding of
ideas, information,
and issues
- analyses and
interprets the issues with considerable effectiveness
- states topic with
limited clarity
- states topic with
some clarity
- states topic with
considerable clarity
- thorough, insightful understanding
of ideas, information, and issues
- analyses and
interprets the issues with a high
degree of effectiveness and insight
- states topic with
a high degree and
confidence
Concluding Sentence
- displays limited
clarity, no connection to topic
- some sense of
summary but does
not relate to topic
sentence
- summarizes and
relates considerably to topic sentence
- thorough summary of paragraph
and communicates a strong relationship to the
topic sentence
Supporting Sentences
- examples/ references provide limited support to the
topic
- provides some
support for the
topic
- provides several
supporting examples
- provides information and ideas to
support topic sentence to a high
degree
- limited use of
transition words or
phrases/awkward
connections
- some transition
words or phrases
- uses language
conventions with
limited accuracy
and effectiveness
- uses language
conventions with
some accuracy
and effectiveness
- appropriate and
considerable use
of several transition words or
phrases
- uses language
conventions with
considerable accuracy and effectiveness
- skilful, effective,
thorough, and
confident use of
transition words or
phrases
- uses language
conventions thoroughly, accurately,
and effectively all
or almost all of the
time
Categories
Knowledge/
Understanding
Thinking/
Inquiry
Communication
Topic Sentence
Transition Words
Application
Language Conventions
Copyright © Durham Continuing Education, 2004
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