ENG4C - Durham District School Board · English – ENG4C Unit 4 – Lesson 16 ... Key Question #69 Write a fixed form poem, based on visual advertising, to be evaluated according

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, en-tertain 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 per-spective 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 edu-cation 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

http://www.media-awareness.ca/

English – ENG4C Unit 4 – Lesson 16

LESSON 16 - EXPLORING IMAGES AND WORDS Key Questions:

Key Question #65 Brainstorming definitions. Key Question #66 Reading and analyzing a poem. Key Question #67 Gathering visual advertisements. Key Question #68 Exploring relationships between images and words. Key Question #69 Write a fixed form poem, based on visual advertising, to be evaluated according to a rubric.

Evaluation Overview: Key Question # Activity Assessment Area Marks

65 Brainstorming Thinking/Inquiry 16 66 Gathering Visuals Knowledge/Understanding 12 67 Relationships Communications 24 68 Fixed Form Poem Communications 20 69 Fixed Form Poem Application 20

Total 92 Expectations: LIV.01 - read and demonstrate an understanding of a variety of challenging in-

formational texts and literary works from various time periods, countries, and cultures, with an emphasis on assessing information, ideas, and is-sues

LIV.03 - analyse elements of style in a variety of texts, focusing on how the ele-ments contribute to clear and effective communication.

WRV.01 - use a range of print and electronic primary and secondary sources to gather and analyse information and ideas and to develop topics for writing

WRV.03 - use a range of organizational structures and patterns to produce unified and effective written work

WRV.05 - edit and proofread to produce final drafts, using correctly the grammar, usage, spelling, and punctuation conventions of standard Canadian Eng-lish, as specified for this course, with the support of print and electronic resources when appropriate

LGV.01 - use knowledge of language to read, write, and speak effectively, with a focus on choosing, developing, and sustaining an appropriate style

MDV.01 - analyse relationships among media forms, representations, audiences, and industry practices to explain how a variety of media works communi-cate messages

MDV.02 - 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



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)

LI1.03 - select and use a variety of effective reading strategies (e.g., before read-ing a magazine article, examine the date of publication and country of ori-gin 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)

LI1.05 - 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 independ-ent study project, compare how two novels treat political or societal con-flicts such as separatism in Canada, apartheid in South Africa, or anti-Semitism during the Second World War)

LI2.02 - 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)

LI3.02 - 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 im-ages in a play; discuss how repetition and parallel structures in informa-tional texts reinforce meaning)

LI3.03 - analyse the effect of authors' choices of language, syntax, and rhetorical and literary devices on the reader by examining their own and others' re-sponses to the style of texts

LI3.04 - explain how authors and editors use design elements to organize content and communicate ideas (e.g., assess the effectiveness of the graphic de-sign used to present information in a flowchart; write a letter to the pub-lisher of a play making recommendations about how to reformat the text of the second edition)

LG1.01 - 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 ef-fect of different word choices)

LG1.02 - 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)



MD1.01 - demonstrate critical thinking skills by identifying bias and analysing mes-sages in media works (e.g., write an essay describing aspects of Cana-dian culture as represented in a range of Canadian television programs; explain the impact of cross- promotional marketing associated with a film)

MD1.02 - explain how the form, style, and techniques in media works convey messages with social or ideological implications (e.g., write a report inves-tigating the social implications of the representation of heroes, villains, and conflict in electronic media)

MD2.01 - design or create media works based on ideas, themes, and issues exam-ined in this course (e.g., create a short video, using available resources, on a business or technical topic for a clearly identified audience and de-scribe 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)

MD2.02 - demonstrate an understanding of the relationships among form, purpose, audience, and production options in their creations, assess the effective-ness of the works, and analyse the choices made during the production process (e.g., develop and apply basic criteria for assessing the effective-ness of student media works; write a reflective report describing key pro-duction decisions and their results)



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 Lit-eracy. Can you see any connections between the two? Explain what connec-tions 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 televi-sion”. 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 “Liter-acy”. (2 marks) (Submit as part of Key Question #65)



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 me-dia 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 advo-cacy efforts to challenge or redress public policies or corporate practices. Although television and electronic media may seem to present the most compelling rea-sons for promoting media literacy education in contemporary society, the principles and practices of media literacy education are applicable to all media— from television to T-shirts, 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. To tell about or praise (a product, service, etc.) publicly, as through news-papers, handbills, radio, etc., so as to make people want to buy it;

2. To make known; give notice of; 3. 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.



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.



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.



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)



KEY QUESTION #66/67 Gathering Visuals (#66) Using a variety of magazines, gather one visual advertisement for each stanza (para-graph) of the poem, so that you have twelve images in total. Submit these for evalua-tion. (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 corre-sponding 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 expla-nation 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 adver-tisements 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 mir-ror the visuals in the advertisements using your own words to create images. You will be assessed out of 40 based on the following rubric:



Fixed Form Poem

Level 1 Level 2 Level 3 Level 4 Criteria 50 – 59% 60 – 69% 70 – 79% 80 – 100%

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”

Application (20 marks)

Difficult to visual-ize any images

One image is ef-fective

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.

Communication (20 marks)

Two images are effective

Three vivid, de-tailed images. Intensely felt emo-tion


ENG4C


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 av-erage 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 commer-cials 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 Desires and Connections to Advertising Key Question #71 Personal Paragraph Key Question #72 Personal Links to Advertising Key Question #73 Arguing and Persuading in Advertising Key Question #74 Creating a Print Advertisement


70 Advertising As-signment

Thinking/Inquiry 9

71 Personal Para-graph

Thinking/Inquiry Knowledge/Understanding Communication Application

5 10 5 10

72 Personal Links to Advertising

Thinking/Inquiry

35

73 Arguing and Per-suading

Application 12

74 Print Advert. Communications 40 Total 126



Expectations: 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)

LI1.03 - select and use a variety of effective reading strategies (e.g., before read-ing a magazine article, examine the date of publication and country of ori-gin 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)

LI1.05 - 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 independ-ent study project, compare how two novels treat political or societal con-flicts such as separatism in Canada, apartheid in South Africa, or anti-Semitism during the Second World War)



MD1.02 - explain how the form, style, and techniques in media works convey mes-sages with social or ideological implications (e.g., write a report investigat-ing the social implications of the representation of heroes, villains, and conflict in electronic media)

MD2.01 - design or create media works based on ideas, themes, and issues exam-ined in this course (e.g., create a short video, using available resources, on a business or technical topic for a clearly identified audience and de-scribe 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)

WRV.02 - select and use informational and literary forms suited to various pur-poses, audiences, and situations, with a focus on research reports, sum-maries, and short analytical essays


WR1.02 - 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 inde-pendent study project)



WR1.03 - formulate and refine a thesis to develop content for expressive and busi-ness and technical writing, using information and ideas from prior knowl-edge 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 re-port)

WR1.04 - assess information and ideas from research to determine whether they are sufficient, reliable, credible, and suitable to the form and the purpose for writing

WR2.01 - select and use appropriate forms to produce written work for specific au-diences 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)

WR2.02 - select and use a level of language and a voice appropriate to the specific purpose and intended audience of business and technical communica-tions 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 experi-ences 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, espe-cially for a night out on the town; observe how many of them are walking advertise-ments 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)



KEY QUESTION #71 Personal Paragraph In a short but well-organized paragraph, explain whether or not you are aware that ad-vertising 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 Level 1

50 – 59% Level 2

60 – 69% Level 3

70 – 79% Level 4

80 – 100% Application (5 marks)

The topic sentence states the main idea in an unclear manner The closing sen-tence ignores the main idea

The topic sentence states the main idea clearly The closing sen-tence refers to the main idea

The topic sentence states the main idea clearly and focuses the para-graph The closing sen-tence restates the main idea

The topic sentence states the main idea creatively and focuses the para-graph forcefully The closing sen-tence restates the main idea effec-tively

Knowledge and Understanding (10 marks)

Information sup-porting the main idea is irrelevant, inaccurate, or in-sufficient

Information sup-porting the main idea is relevant but somewhat inaccu-rate or insufficient

Information sup-porting the main idea is relevant, accurate, and suf-ficient

Information sup-porting the main idea is relevant, accurate, sufficient, and compelling

Thinking and In-quiry (5 marks)

The paragraph is a series of random points

The paragraph is organized clearly and logically

The paragraph is organized logically and coherently

The paragraph is organized logically and coherently, and is unified


Several major and minor errors are evident, and often interfere with the reader’s under-standing

A few major and minor errors are evident, and occa-sionally interfere with the reader’s understanding

Some minor errors are evident, but do not interfere with the reader’s under-standing

A few minor errors are evident, but do not interfere with the reader’s under-standing



KEY QUESTION #72 Personal Links to Advertising 1. Find advertisements that mirror each of your 10 desires. 2. Choose what you feel are the 5 strongest advertisements and attach them to an

8 ½ x 11 sheet of paper. (5 marks) 3. 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) 4. Analyze each advertisement, explaining how it uses at least 5 of the techniques

listed below. (5 x 4 = 20 marks) Advertising Techniques

Avante Garde

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.

Bandwagon 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.

Glittering Generalities

"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.

Hidden Fears 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".

Magic Ingre-dients

The suggestion that some almost miraculous discovery makes the product ex-ceptionally effective. e.g. a pharmaceutical manufacturer describes a special coating that makes their pain reliever less irritating to the stomach than a com-petitor’s.

Patriotism 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.

Plain Folks 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.

Snob Appeal 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.

Wit and Hu-mour

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)



Argumentation and Persuasive Techniques in Advertisements What is Argumentation? Argumentation is not just having an argument. Unlike many arguments, which are emo-tional 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 ap-peals 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 pollu-tion. Such an argument, supported by documented facts and figures, would help con-vince 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), iso-lated 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)



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.



4. Decide on your target audience:

Who is your message intended for? If you're speaking to teens, then your lan-guage 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 con-cept 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 "vis-ual"), the headline, and words (the "copy"). However, here are a few guidelines worth following:



6. 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 pos-sible. 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 or-ganized, 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?).



The best way to safeguard against this is to do some rough sketches of your vis-ual with the headline and show it around. If people aren't clear about your message, then it's probably because your mes-sage 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 follow-ing 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 con-sumer:


http://adbusters.org/home/


7. The Headline: (2 marks)

Explain how you came up with your headline and why you feel that it was effec-tive:

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.


ENG4C


Lesson 18

English – ENG4CA Unit 4 – Lesson 18

LESSON 18 - RESEARCH SKILLS AND THE INFLU-ENCE 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


75 Preparing for Re-search

Thinking/Inquiry 10

76 Annotation Communication 30 77 Encoding Application 40

70 Total E xpectations: LIV.01 - read and demonstrate an understanding of a variety of challenging in-


LIV.02 - demonstrate an understanding of a range of informational and literary forms, with an emphasis on research articles and plays


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)

LI1.03 - select and use a variety of effective reading strategies (e.g., before read-ing a magazine article, examine the date of publication and country of ori-gin 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)

LI2.01 - analyse how elements of research articles and plays reinforce the works' conclusions and themes (intensive study) (e.g., explain the dramatic pur-pose of a scene in a play; examine how the interpretations of data in sev-eral case studies support the conclusions; explain the effect of compara-tive charts in consumer magazines)

LI2.02 - 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)

LI2.03 - analyse how elements of non-fiction forms influence meaning (e.g., com-pare a summary with the original report to analyse the characteristics of the intended audiences)

LI3.03 - analyse the effect of authors' choices of language, syntax, and rhetorical and literary devices on the reader by examining their own and others' re-sponses to the style of texts

WRV.01 - use a range of print and electronic primary and secondary sources to gather and analyse information and ideas and to develop topics for writing

WRV.02 - select and use informational and literary forms suited to various pur-poses, audiences, and situations, with a focus on research reports, sum-maries, and short analytical essays


WR1.01 - 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 infor-mation 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)








LGV.01 - use knowledge of language to read, write, and speak effectively, with a focus on choosing, developing, and sustaining an appropriate style





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 im-portant, 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 re-

search? (5 marks)



Accessing Resources For this research project you should plan to set aside two hours to visit your local li-brary. 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. 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.

b. 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.

c. Written/created by an authority/expert or someone who's just inter-ested: Check the title page in a book, magazine, or CD-ROM booklet, the open-ing 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 au-thority in the topic.

d. Old or up to date: Check the title page in a book, magazine, or CD-ROM booklet, the open-ing 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 infor-mation. 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.



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. To indicate your debt to the work of other writers and researchers. b. To make it easy for a reader (and this includes the professor) to find the

sources you have used in your research. c. To avoid being accused of plagiarism.

You always cite the source of a direct quote. Even if you don't quote a source di-rectly, you will also cite an author to indicate the following:

a. That he/she is the source of an idea. b. 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.

c. 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. That you have included references to enough appropriate sources. 2. At some point you draw some of your own conclusions by synthe-

sizing 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 ei-ther 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 re-search 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 no-tation to look up the source.



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 sym-metrical methods and those with asymmetrical methods (Grunig, 1987). General systems theory is playing an increasingly important role in public rela-tions 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 in-dividuals who demand something from the communications



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 double-spaced. 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 in-cludes 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.



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 ac-tually 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 alpha-betical 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 punctua-tion, spacing and capitalization in the following examples. a) Journal or Periodical Article- Single Author Waltzer, H. (1988). Corporate advocacy and political influence. Public Relations Re-view, 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. Hills-dale, Lawrence Erlbaum Associates, Publishers.



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 Communica-tion (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 pub-lics: 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 annota-tions, 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.



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 pur-pose 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 au-thor'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 au-thor'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 for-mer 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 lan-guage and writing style, and your feelings about the text, indicate what you believe the author's reason for writing the text is.



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. Con-sider "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 ex-planation 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 experi-ences and background when writing the personal view annotation. Com-pare beliefs and opinions about the subject with those of the author. Con-sider 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.


ENG4C


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 Create an outline for your report Key Question #79 Write a rough copy (draft) Key Question #80 Revise, Edit and Proofread Key Question #81 Submit final copy (1200 words)


79 Outline Thinking/Inquiry 42 80 Rough Copy Communication 20 81 Revise, Edit, etc. Application 20 82 Final Copy Thinking/Inquiry

Knowledge/Understanding 40 40

162 Total Expectations: WRV.02 - select and use informational and literary forms suited to various pur-

poses, audiences, and situations, with a focus on research reports, sum-maries, and short analytical essays


WRV.04 - revise their written work, independently and collaboratively, with a focus on accuracy of information, coherent organization, clear expression, and effective style

WRV.05 - edit and proofread to produce final drafts, using correctly the grammar, usage, spelling, and punctuation conventions of standard Canadian Eng-lish, as specified for this course, with the support of print and electronic resources when appropriate

WR1.01 - 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 infor-mation 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)






WR3.01 - 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 or-ganize 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)

WR3.02 - select and use appropriate organizational patterns to structure expres-sive writing and multimedia presentations (e.g., use chronological order to describe the events leading to the crisis in a script; use a compari-son-and-contrast pattern to organize and present information and ideas in an independent study project)

WR4.01 - revise drafts to strengthen content and improve organization by adding relevant details and examples, reordering ideas, and strengthening con-nections (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)

WR4.02 - revise drafts to improve precision and clarity of expression (e.g., replace vague expressions in a consumer report with precise technical terms; use



feedback from a peer conference to identify transition words and phrases to link ideas)

WR4.03 - revise drafts to ensure an effective style (e.g., use checklists or rubrics to assess the effectiveness of word choice, sentence construction, and rhe-torical 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)

WR4.04 - revise drafts to integrate researched information, ideas, and quotations appropriately and ethically, checking all material for accuracy (e.g., incor-porate researched material consistently, using parenthetical referencing, charts, graphs, diagrams, and bibliographies to support opinions and as-sertions)

WR5.01 - 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)

WR5.02 - 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 for-mal letter);

WR5.04 - edit and proofread their own and others' writing, identifying and correct-ing errors according to the requirements for grammar, usage, spelling, and punctuation





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 ar-gument? (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).



KEY QUESTION #80 Revise, Edit and Proofread When you have finished your draft, use a copy of the rough draft to complete the follow-ing 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 mov-ing 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 informa-tion 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 in-sights 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 oblit-erated. In a couple of days, you'll probably go back and wonder why you were so attached to the passage in the first place!)



• 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 ad-ditions require new content, return to the idea-gathering techniques.

• CUT. Get rid of whatever goes off the topic or repeats what has al-ready 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 sen-

tences 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 spell-

checker 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


http://owl.english.purdue.edu/workshops/hypertext/ResearchW/revise.html


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 bot-tom right hand corner. No duo tangs needed; just staple to this booklet.

• Also make sure your font is very readable (Arial is the most com-mon) 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 Level 1 (50–59%)

Level 2 (60–69%)

Level 3 (70–79%)

Level 4 (80–100%)

Knowledge/ Understand-ing (40 marks)

- reveals limited understanding of information, themes and con-cepts - demonstrates limited understand-ing of relationships among and con-cepts

- reveals some un-derstanding of in-formation, themes and concepts - demonstrates some understand-ing of relationships among and con-cepts

- reveals consider-able understanding of information, themes and con-cepts - demonstrates considerable un-derstanding of rela-tionships among and concepts

- reveals thorough understanding of information, themes and con-cepts - demonstrates thorough under-standing of rela-tionships among and concepts

Thinking/ Inquiry (40 marks)

- demonstrates limited understand-ing of relationships among resources - demonstrates limited ability to ask questions, inter-pret, analyse or form conclusions - demonstrates limited evidence of reflection, analysis and explanation

- demonstrates some understand-ing of relationships among resources

- demonstrates thorough under-standing of rela-tionships among resources - demonstrates ability to ask in-sightful questions, interpret and ana-lyse skilfully, and form conclusions - demonstrates evidence of insight-ful reflection, analysis and ex-planation

- demonstrates considerable un-derstanding of rela-tionships among resources - demonstrates considerable ability to ask questions, interpret, analyse or form conclusions - demonstrates considerable evi-dence of reflection, analysis and ex-planation

- demonstrates some ability to ask questions, inter-pret, analyse or form conclusions - demonstrates some evidence of reflection, analysis and explanation


http://owl.english.purdue.edu/workshops/hypertext/ResearchW/proofread.html


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, “Reflec-tions on Learning” will give you the opportunity to think about all the work you completed in ENG 4C.


ENG4C


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


83 Reflective Letter Thinking/Inquiry Knowledge/Understanding Communication Application

10 10 10 10

84 Reflections on Writing

Thinking/Inquiry Knowledge/Understanding Communication Application

20 20 20 20

120 Total Expectations: LIV.01 - read and demonstrate an understanding of a variety of challenging in-



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)

LI1.04 - compare ideas, values, and perspectives in texts (e.g., prepare an oral report examining alternative views of the future in different opinion pieces)

LI3.01 - analyse how language is used in expository writing to communicate In-formation, 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 re-port, and a newspaper editorial)



KEY QUESTION #82 Reflective Letter The reflective letter is arguably the most important piece of writing in this unit, as it re-quires 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, signature (Type your name)



The following rubric will be used to assess your letter (40 marks):

Categories Level 1 (50 - 59%)

Level 2 (60 - 69%)

Level 3 (70 - 79%)

Level 4 (80 - 100%)

Knowledge/ Understanding (10 marks)

- uses first person point of view in-consistently - unclear, or inap-propriate voice - uses personal letter format in-consistently

- uses first person point of view somewhat consis-tently - uses a voice that is clear but incon-sistent - uses personal letter format somewhat incon-sistently

- uses first person point of view con-sistently - uses a voice that is clear and con-sistent - uses personal letter format con-sistently

- uses first person point of view con-sistently and ef-fectively - uses a voice that is distinctive and confident - uses personal letter format con-sistently and ef-fectively

Thinking/ Inquiry (10 marks)

- shows limited understanding of the issues and experience of the intended audi-ence; unclear ex-pression of per-sonal opinions and ideas

- shows some understanding of the issues and experience of the intended audi-ence; somewhat clear expression of opinions and ideas

- shows consider-able understand-ing of the issues and experience of the intended au-dience; clear ex-pression of per-sonal opinions and ideas

- shows insightful understanding of issues and ex-perience of the intended audi-ence; confident, clear expression of personal opin-ions and ideas


- organizes the content in a series of random points - uses vocabulary and style that is inappropriate for the audience and purpose

- organizes the content clearly - uses vocabulary and style that is somewhat appro-priate for the au-dience and pur-pose

- organizes the content clearly and coherently - uses vocabulary and style that are appropriate for the audience and purpose

- organizes con-tent clearly, co-herently and crea-tively - effectively uses vocabulary and style that are ap-propriate for the audience and purpose

Application (10 marks)

- uses language conventions with limited accuracy and effectiveness; errors sometimes impede expres-sion and compre-hension

- uses language conventions with some accuracy and effectiveness; errors occasion-ally detract from meaning

- uses language conventions with considerable ac-curacy and effec-tiveness; errors do not detract from overall meaning

- uses language conventions skil-fully and effec-tively all or almost all the time; errors may be the result of risks taken by the writer and do not detract from overall meaning



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 difficul-

ties 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 your-

self? 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)



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 follow-ing rubric:

Categories Level 1 (50 - 59%)

Level 2 (60 - 69%)

Level 3 (70 - 79%)

Level 4 (80 - 100%)

Knowledge/ Understanding

- limited under-standing of ideas, information, and issues

- some under-standing of ideas, information, and issues

- considerable un-derstanding of ideas, information, and issues

- thorough, insight-ful understanding of ideas, informa-tion, and issues

Thinking/ Inquiry

- limited effective-ness in analysing and interpreting the issues

- analyses and interprets the is-sues with some effectiveness

- analyses and interprets the is-sues with consid-erable effective-ness

- analyses and interprets the is-sues with a high degree of effec-tiveness and in-sight

Communication Topic Sentence Concluding Sen-tence Supporting Sen-tences Transition Words

- states topic with limited clarity - displays limited clarity, no connec-tion to topic - examples/ refer-ences provide lim-ited support to the topic - limited use of transition words or phrases/awkward connections

- states topic with some clarity - some sense of summary but does not relate to topic sentence - provides some support for the topic - some transition words or phrases

- states topic with considerable clar-ity - summarizes and relates considera-bly to topic sen-tence - provides several supporting exam-ples - appropriate and considerable use of several transi-tion words or phrases

- states topic with a high degree and confidence - thorough sum-mary of paragraph and communi-cates a strong re-lationship to the topic sentence - provides informa-tion and ideas to support topic sen-tence to a high degree - skilful, effective, thorough, and confident use of transition words or phrases

Application Language Con-ventions

- uses language conventions with limited accuracy and effectiveness

- uses language conventions with some accuracy and effectiveness

- uses language conventions with considerable ac-curacy and effec-tiveness

- uses language conventions thor-oughly, accurately, and effectively all or almost all of the time


Documents

ENG4C - Durham District School Board · English – ENG4C Unit 4 – Lesson 16 ... Key Question #69 Write a fixed form poem, based on visual advertising, to be evaluated according