Achievement Standard 3.5

1. Achievement Standard 3.5 No – it’ll ring your bell Will it be like this??? Investigate a language topic and present information in written form

2. Formative Assessment Goal: To revise key language terminology How many of the following are you confident you can define? Verb, noun, adjective, adverb, article, preposition, pronoun, connective???

3. The eight parts of speech poemHomework: Learn this poem by heart!! Every name is called a noun As field and fountain, street and town; In place of noun the pronoun stands, As he and she can clap their hands; The adjective describes a thing, As magic wand or bridal ring; The verb means action, something done – To read and write, to jump and run; How things are done the adverbs tell, As quickly, slowly, badly, well; The preposition shows relation, As in the street or at the station; Connectives join, in many ways, Sentences, words, or phrase and phrase; The interjection cries out, Hark! I need an exclamation mark. http://www.haileybury.herts.sch.uk/english/Schemes%20of%20Work%20LS1/grammar,%20etc/The%20eight%20parts%20of%20speech%20poem.doc

4. Consequences Take a piece of A4, hold it landscape, fold it in half, in half again, in half one more time Label each column with the following part of speech: 1 An article (definite or indefinite: ''the'' or ''a'') followed by an adjective. An example would be ''A colossal''. 2 Another adjective. Example ''smelly''. 3 A common noun. Example ''hose''. 4 A verb (present tense). Example ''farts''. 5 An adverb. Example ''slowly''. 6 A preposition. Example ''above''. 7 Another article (definite or indefinite), followed by another adjective. Example ''the pretty''. • Another common noun. Example ''table''. Complete one column, fold it over and hand it on Unfold the paper and you'll have, provided the parts of speech were correct, a sentence, in this case, ''A colossal, smelly hose farts slowly above the pretty table.''

5. Jabberwocky `Twas brillig, and the slithy toves  Did gyre and gimble in the wabe:All mimsy were the borogoves,  And the mome raths outgrabe. "Beware the Jabberwock, my son!  The jaws that bite, the claws that catch!Beware the Jubjub bird, and shun  The frumious Bandersnatch!" He took his vorpal sword in hand:  Long time the manxome foe he sought --So rested he by the Tumtum tree,  And stood awhile in thought. And, as in uffish thought he stood,  The Jabberwock, with eyes of flame,Came whiffling through the tulgey wood,  And burbled as it came! One, two! One, two! And through and through  The vorpal blade went snicker-snack!He left it dead, and with its head  He went galumphing back. "And, has thou slain the Jabberwock?  Come to my arms, my beamish boy!O frabjous day! Callooh! Callay!'  He chortled in his joy. Use your knowledge of the parts of speech to rewrite the nonsense words in this poem. Label each one as the correct part of speech as you go. We’ll do the first stanza together

6. Introducing the context: Advertising • Goal: To appreciate how advertisers use language to manipulate you into attaching value to brands? Language of Advertising Glossary: • In pairs ensure everyone’s glossary is complete • Do you get it? Adbusters…

7. The Psychology of Advertising • Goal: To be able to understand how advertisers appeal to a variety of human desires to flog their wares. • Starter – WHY WHY WHY are we such fools to spend so much money on things with labels attached to them??? • DESIRE!!!!

8. Getting started – how do they do it? • Advertisers manipulate you by appealing to a variety of human desires – things they know we covet – and they create an implication that their product will help fulfil this desire. • To what human desires do you think advertisers appeal?

9. Advertisers appeal to a range of desires • Our desire to... • Be healthy • Protect ourselves and our loved ones • For avarice (greed) - to get more for less • Belonging – to fit in and conform to peer pressure • To emulate – to be like a famous person or role model • For perceived status – appealing to ‘snobbery’ my watch is Gucci, yours is Casio, therefore I am a more successful human being than you . • Feel self-worth - give to us to feel good about yourself • To be attractive and desirable – wear this manly moisturiser and the ladies will love your silky smooth skin...

11. To what desires do the following appeal??

14. Your Turn ... • To what do desires do the following ads appeal?

15. Your Turn ... • Challenge Create an advertisement for an anti-fungal cream. • See how many different desires you can appeal to...

16. Language of Advertising – Memorability and Persuasiveness • Goal: To explore how advertisers try to BRAND the brand into your subconscious. • Starter – what’s your earliest recollection of an advertisement? Why do you think it stuck in your mind?

17. Find a brilliant ad – like this one…

18. Finding and Exploring • In groups of three, find an example of ONE print and ONE TV advertisement that is memorable – those with laptops will need to spread themselves around. • Answer the following – To what desires does it appeal? • What does it do to ‘brand the brand’ – i.e how is it memorable? • How is the language persuasive? • Present Your ads and analysis to the rest of the class

19. Advertising and Society • Goal: To consider the cultural influence of advertising and some of the controversy it creates. • Starter – Essay Feedback – something a little different – have you got your headphones? • Knowledge Net > Advertising Site Link > Read > Complete the first task.

20. Language of Advertising – Linguistic Level • Goal: To become familiar with the features of the language of advertising, and begin exploring the response they shape in their target audience. • Glossary Time – scan down the page and put a tick beside all the terms with which you are familiar

21. Testing, Testing ... • You have five minutes to memorise as many of the features as possible – after which you will be tested. Go! • Test your neighbour – take a page each, read the definition, get your partner to give the term ... • Five more minutes of preparation and retest on the missing features.

22. Features Effects… • To emphasise – and therefore persuade • To create humour and therefore memorability • To create a tone which builds rapport with the target audience • To encourage memorability • To give a sense of legitimacy or authenticity • To create connotations of … • Quality, style and superiority • Value for money • Technological advancement • Environmental credentials

23. Adbusters: Complete the Questions • Identify two examples of verbal contractions and give a reason for their use • Identify a cliché and suggest a reason for its use • Ditto a colloquialism • Ditto an imperative • Comment on the use of personal pronouns

24. Part two … • Is ‘Ad Men!’ A complete sentence? Why has this technique been used? • Why are the next three questions leading, rather than rhetorical questions? • Explain why ‘Ethic-Eze is a neologism, rather than a portmanteau word. • What part of speech are ‘fast acting’ and ‘troubled’? Why have they been used here? • Give TWO reasons why alliteration has been used for the brand name.

25. Your Turn… • Write your own spoof ad for radio. • Include a 5 – 15 features of the language of advertising • You might “advertise” a product such as cigarettes, or a company such as McDonalds

26. Student Instructions Sheet • In this activity you will focus on formulating effective research questions as an essential step towards successfully completing independent research on a language topic. Effective research questions will be central to you expanding your understanding of your chosen topic and developing judgements. Your research will be presented in written form. • Your teacher will introduce you to the research process using a range of sample materials which includes analysing questions taken from students’ research projects. • You will complete work in class and for homework. Your teacher will guide you on how much time you have to prepare the task. • You will be assessed on: • proposing research questions which expand understandings of your topic • selecting relevant information from a range of referenced resources • presenting well supported conclusions that develop judgements in an appropriate written format.

27. Possible Topics: Language of Advertising • Goal: To refine your ability to identify and analyse language with a view to formulating research questions • The language used to advertise a particular product such as Car Advertisements • Comparing and Contrasting the language used to advertise premium and budget products – e.g. • Exploring how the language of advertising has changed between two eras, looking at similar products – eg. Shaving Products

28. Model of the Process • Language of charity advertising • What do you notice about the language used in these examples?

32. Q. What are the aims of the campaign? • A. The advertising campaign - aims to highlight the point that not all children are born with the same opportunities or aspirations for the future. • The main aims of the campaign are to: • raise awareness of the effects of poverty on children's futures • highlight Barnardo's role in alleviating child poverty • cut through the misconceptions of child poverty • create support for Barnardo's • Q. Who is your target audience? • A. Our target audience is open-minded adults, ABC 1, aged 30 to 55 years. We are focusing on this group of people for three reasons • Our supporter base is ageing, and although we are greatly appreciative of all the support and loyalty they have given to us, we are aware that this represents an income risk to the organisation’s voluntary income. By targeting people aged 30 to 55 we are aiming to bring the age of donors down a generation. • The social group (ABC1) of the target audience are society’s ‘movers and shakers’ and opinion formers. Given that we have a very small budget and cannot afford to go out to a mass market, we have focused on this audience in order that our message will be communicated through professional, political and social channels. • Henley Centre research has shown that once people become parents, they also become more socially aware, and are more likely to engage with social welfare issues. Parents in this age group are also more likely to have an affinity with causes related to children, and the research shows that they are more likely to support children’s charities.

34. 3.5 The Research Assignment • Goal: To formulate a topic and a series of questions which show an understanding of the need to be evaluative and analytical. • The task – Set a topic to do with the language of advertising • Formulate three research questions – two orientated to the linguistics, one to the psychological • Find and analyse a sample of advertisements – 20 – 30 would suffice, recording findings on a data chart • Complete a written report and bibliography • Get a GREAT MARK

35. Setting a topic • Complete a mind- map for your topic as is set out below. Above the line should be anything you know already. Below it, questions you can think of to ask.

36. What do I know already about this topic? • What do I need to find out? Complete a mind- map for your topic as is set out below. Above the line should be anything you know already. Below it, questions you can think of to ask.

37. Task 1: Asking the right ‘Blooming’ questions • Your research questions will expand your understandings of a topic. You must include questions which allow you to apply ‘higher order’ thinking skills as designated in Bloom’s Taxonomy.* These questions require judgements where you evaluate the information you have collected on your topic. • Read these question starters. They will encourage you to make judgements linked to your conclusions. • to what extent…. • how significant or important… • how appropriately or effectively… • Discuss other question starters that can lead to evaluative comments. You may decide to use these starters for the key questions you develop.

38. Blooms Taxonomy • 1. Knowledge : the ability to retell or recall information or data. • 2. Comprehension: the ability to show an understanding of information. • 3. Application : the ability to apply the knowledge in new situations. • Questions which reveal higher order thinking operate in this section of the taxonomy. • 4. Analysis: the ability to break down a whole into parts and comment on those parts. • 5. Evaluation: the ability to reflect on what has been processed then judge or place values on the information. • 6. Synthesis: the ability to draw together information and to develop new or improved models of understanding.

39. Questions • Note the format of the exemplars. To meet the criteria for this achievement standard, you must: • propose research questions which expand understandings of your topic. As a starting point for framing questions that will allow you to make judgements, look back at the areas covered in tasks 1, 2 and 3. You may decide to use or adapt questions like: • To what desires do these advertisements appeal? • what are common language techniques used, and what impact or effects are intended by using these techniques? • how is language used to appeal to different groups or individuals? • To what extent are these techniques effective in helping the advertisers achieve their purpose? • What differences and similarities are their in the language used for different products, eras etc.

40. Key Questions • What do you need to find out? • Based on your initial observations, formulate research questions which extend from your existing information. Your questions should encourage you to research new areas and to expand your understandings about the language of charity advertisements. You should develop research questions which can incorporate a wide range of sources, as your research will now move beyond the teacher provided texts to materials sourced by you. • You should develop open ended questions, including factual and interpretative questions. It is important that you include interpretative questions, as they help you draw conclusions. For example … • To which human desires do charity advertisers appeal? • To what extent are linguistic features used to manipulate the audience’s emotions? • How effective are the linguistic features in persuading the audience? Homework: Find and bring at least 3 samples of the language you’re investigating – you’ll be unable to progress without these.

41. The independent analysis • Goal: To understand the process of analysing samples and adding findings to data charts • Starter – a little light reading – get the big picture of where we’re going by reading a completed data chart and report. • Practice – Imagine the following ...

43. Recording Information – The Data Chart Notice the specific examples and the linking of their effect back to question Notice the precise detail Included – You could find this ad if you looked Notice the desire is linked to concrete examples– ‘bequeath’ dominant image of the whales

45. Research: Key Skills • Key Words Associated with a topic • Useful for … • Examples for the language of charity advertisements … • Scanning • Skimming

46. Language sample analysis continued • Goal: To further refine your ability to identify and analyse language features in their context. • Assessment / Re-assessment Returns • Starter – warm up – what do you notice about the language used in this very dated advertisement? • Your analysis continued • Student Conferencing

47. Feature? • Visual Pun

48. Language sample analysis continued • Starter – warm up – what do you notice about the language used in this very dated advertisement? Find and label 5 features • Analysing Effect – what is the purpose of the language features you’ve noticed? • Your analysis continued • Student Conferencing Continued

49. Sample Analysis Continued Find 5 examples of language features and comment on the effects created.

50. Features and Effects?