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1. "To help students understand the conventions and forms that structure the media they encounter"
2. Cultural Approach: "helping students understand the ideological forces that influence popular culture"
3. Using Advertisements as a direct bridge to literacy
(Williams)
1. Have students find the fallacies in ads:
Use an ad as a mini lesson to introduce an idea.
2. Have students identify how ads use ethos, logos, and pathos:
At the beginning of a lesson introducing satire, pull this up and start a discussion or a journal entry
3. Have students identify the audience of ads
4. Have students bring in examples of ads that use ethos, logos, or pathos
5. Have students create their own ads using the elements learned
Should we Censor Ads?
Who's the audience?
How do ads portray men? women?
What message is sent?
Do ads have an effect of society?
Should alcohol, cigarette, or condom ads be allowed?
Can some ads be considered artwork?
What values are portrayed?
What assumptions are being made about the audience?
Amy Ross. ""Read"Ing Ads." English Journal 86.7 (1997): 110-2. Print.
Bronwyn T Williams. "What they See is what we Get: Television and Middle School Writers." Journal of Adolescent & Adult Literacy 46.7 (2003): 546-54. Print.
"Internet Encyclopedia of Philosophy." Fallacies []. N.p., n.d. Web. 16 Oct. 2012. <http://www.iep.utm.edu/fallacy/>.
http://www.readwritethink.org/classroom-resources/lesson-plans/persuasive-techniques-advertising-1166.html?tab=3#tabs
What would be the thesis of the ad?
What does the ad reveal about our culture?
1. Students will be able to apply their understanding of analyzing and evaluating ads to written texts
2. Ads will help activate students' funds of knowledge and background interests
1. become more critical consumers of popular culture
2. analyze and evaluate all different types of texts
1. Understand the rhetorical and poetic elements of advertisements
2. Understand that there are conventions to ads
-They will be asked to read ads as they would read print texts: looking for elements such as plot, point of view, audience, and style
3. Williams says: "literacy is the ability to decode a set of symbols to create meaning"
Students will become more sophisticated readers.
1.Ad hominem (meaning "against the person")—attacks the person and not the issue
2.Appeal to emotions—manipulates people's emotions in order to get their attention away from an important issue
3.Bandwagon—creates the impression that everybody is doing it and so should you
4.False dilemma—limits the possible choices to avoid consideration of another choice
5.Appeal to the people—uses the views of the majority as a persuasive device
6.Scare tactic—creates fear in people as evidence to support a claim
7.False cause—wrongly assumes a cause and effect relationship
8.Hasty generalization (or jumping to conclusions)—draws a conclusion about a population based on a small sample
9.Red herring—presents an irrelevant topic to divert attention away from the original issue
10.Traditional wisdom—uses the logic that the way things used to be is better than they are now, ignoring any problems of the past
1. Identifying an advertisement's audience
Consider: age, race, interests, social-economic background
2. What kind of audience are you? What kinds of advertisements appeal to you and why?