For reading time:
1. Go to Media Center webpage
2. Click LexisNexis Scholastic
3. Click News/General
4. Change Keyword to Author and type in Stephen Glass
5. Change Source to Magazines
6. Change date to All Available Dates
Read "Hack Heaven" and any other articles you'd like. This is an anticipatory set for the movie you'll watch called Shattered Glass.
Your assignment today is to finish your newspaper assignment and post it to your blog.
Tuesday, June 9, 2009
Thursday, June 4, 2009
6-4-09 Feature Stories
For reading time today, choose a magazine (People, Sports Illustrated, Time, etc.).
Continue working on your newspaper designs today. When people are finished, we will drag your entire folder to the network and create links from our blog sites to your homepage.
Continue working on your newspaper designs today. When people are finished, we will drag your entire folder to the network and create links from our blog sites to your homepage.
Wednesday, June 3, 2009
6-3-09 Newspaper Portfolio
Find information about Seattle Post Intelligencer and Rocky Mountain News.
Interesting perspectives on the future of newspapers:
http://www.outsidethebeltway.com/archives/the_future_of_newspapers/
http://www.blakesthinktank.com/2009/04/03/the-future-of-the-newspaper-a-long-e-note-to-neal-gladner/
Mark Cuban (Owner of Dallas Mavericks NBA team): http://blogmaverick.com/2008/12/24/why-pro-sports-need-newspapers/
Cotinue working on your newspapers today. They are due on Monday.
Interesting perspectives on the future of newspapers:
http://www.outsidethebeltway.com/archives/the_future_of_newspapers/
http://www.blakesthinktank.com/2009/04/03/the-future-of-the-newspaper-a-long-e-note-to-neal-gladner/
Mark Cuban (Owner of Dallas Mavericks NBA team): http://blogmaverick.com/2008/12/24/why-pro-sports-need-newspapers/
Cotinue working on your newspapers today. They are due on Monday.
Tuesday, June 2, 2009
6-2-09 Newspaper Design
Read this article and visit some of the sites:
http://www.poynter.org/column.asp?id=47&aid=14231
Today is a work day on your newspaper. I will work individually with anyone who needs help.
How to create headlines for your articles:
1. Reread your article; identify the underlying theme.
2. Express the theme in an active voice using as few words as possible. Active verbs lend immediacy to a story. If a reader sees a headline written in a passive voice, he or she might glance right over it.
3. Keep your headline in present tense.
4. Keep it simple. A headline is a short, direct sentence without extra adjectives or adverbs.
5. Provide enough information in the headline to give the casual reader an impression of the entire story.
http://www.poynter.org/column.asp?id=47&aid=14231
Today is a work day on your newspaper. I will work individually with anyone who needs help.
How to create headlines for your articles:
1. Reread your article; identify the underlying theme.
2. Express the theme in an active voice using as few words as possible. Active verbs lend immediacy to a story. If a reader sees a headline written in a passive voice, he or she might glance right over it.
3. Keep your headline in present tense.
4. Keep it simple. A headline is a short, direct sentence without extra adjectives or adverbs.
5. Provide enough information in the headline to give the casual reader an impression of the entire story.
Wednesday, May 20, 2009
5-20-09 Feature Story Pre-Production
For reading time today, here are some possible feature story topic ideas: http://www.poynter.org/content/content_view.asp?id=114419
Your assignment by tomorrow is to provide a theme statement which states exactly what your feature story will focus on. Your theme statement should clearly answer the “so what” question. Why is this important (or interesting) to your audience? You should also include five of the best questions that you would need to ask to report it, and five of the best sources you would contact. These sources should be named, not general groups of people.
Sample:
Theme Statement: The Flu is causing a rise in absenteeism at Central. This impacts students and teachers as it disrupts lesson plans and class time must be made up.
Sources: Ms. Steffner, principal; Mrs. Miller, school nurse; Mr. Rossi, Athletic Director; Victor Smith, student who had the flu; Mrs. O’Hara, teacher
Questions: How severely has HC been hit by the flu? What is the schools policy in dealing with this? What is the best way to avoid contacting the disease? How has this affected classroom activities? How has this affected extracurricular activities?
Copy and paste this to your blog:
1. Theme Statement:
Sources:
1.
2.
3.
4.
5.
Questions:
1.
2.
3.
4.
5.
Your assignment by tomorrow is to provide a theme statement which states exactly what your feature story will focus on. Your theme statement should clearly answer the “so what” question. Why is this important (or interesting) to your audience? You should also include five of the best questions that you would need to ask to report it, and five of the best sources you would contact. These sources should be named, not general groups of people.
Sample:
Theme Statement: The Flu is causing a rise in absenteeism at Central. This impacts students and teachers as it disrupts lesson plans and class time must be made up.
Sources: Ms. Steffner, principal; Mrs. Miller, school nurse; Mr. Rossi, Athletic Director; Victor Smith, student who had the flu; Mrs. O’Hara, teacher
Questions: How severely has HC been hit by the flu? What is the schools policy in dealing with this? What is the best way to avoid contacting the disease? How has this affected classroom activities? How has this affected extracurricular activities?
Copy and paste this to your blog:
1. Theme Statement:
Sources:
1.
2.
3.
4.
5.
Questions:
1.
2.
3.
4.
5.
Friday, May 15, 2009
5-15-09 News Stories
For reading time, read The Turnip.
Work on your news stories today (gather interviews, write, research, etc.).
Your story is due before you come to class on Monday.
Work on your news stories today (gather interviews, write, research, etc.).
Your story is due before you come to class on Monday.
Thursday, May 14, 2009
5-14-09 News Peer Reviews
For reading time: http://www.pulitzer.org/awards/2009
You will read two of your classmates' leads today and post a peer review on your blog.
1. LEAD AND BACKUP: Does the story begin with one long sentence that answers most of the 5Ws and H without going into detail? What questions are left unanswered? Are they answered in the second paragraph? Are more details provided (names, more specific places, times)? What questions do you still have after the first two paragraphs or what do you most want to know? How could this section be improved?
Once you have finished the peer reviews, you can start collecting information and interviews for your story. The entire 600 word news story will also be assessed on the following qualities:
2. LEAD QUOTE: Does the author present a good quote by the fourth paragraph? Does it help answer one of the questions you have as a reader or does it address one of the major concerns many readers might have Are full quotes used and are they introduced, punctuated, and attributed correctly? How might this section be improved?
3. ORGANIZATION: Does the story answer questions as they occur to the reader? Are all of the important questions answered in the first 250 words (or five paragraphs)? As a reader, what do you most want to know next (after 250)? Answer first as a student in the school and next as a parent. What material would you suggest be moved higher in the story?
4. BACKGROUND/IMPACT: Is background and/or impact provided somewhere in the story? Where might this be added or improved upon?
5. ATTRIBUTION & ACCURACY: Is all of the information, that is not common knowledge or observed by the reporter, properly attributed? Is it correct and are the names spelled correctly? Where should attribution be added or corrections be made? Are there any instances where the writer's opinion is present?
You will read two of your classmates' leads today and post a peer review on your blog.
1. LEAD AND BACKUP: Does the story begin with one long sentence that answers most of the 5Ws and H without going into detail? What questions are left unanswered? Are they answered in the second paragraph? Are more details provided (names, more specific places, times)? What questions do you still have after the first two paragraphs or what do you most want to know? How could this section be improved?
Once you have finished the peer reviews, you can start collecting information and interviews for your story. The entire 600 word news story will also be assessed on the following qualities:
2. LEAD QUOTE: Does the author present a good quote by the fourth paragraph? Does it help answer one of the questions you have as a reader or does it address one of the major concerns many readers might have Are full quotes used and are they introduced, punctuated, and attributed correctly? How might this section be improved?
3. ORGANIZATION: Does the story answer questions as they occur to the reader? Are all of the important questions answered in the first 250 words (or five paragraphs)? As a reader, what do you most want to know next (after 250)? Answer first as a student in the school and next as a parent. What material would you suggest be moved higher in the story?
4. BACKGROUND/IMPACT: Is background and/or impact provided somewhere in the story? Where might this be added or improved upon?
5. ATTRIBUTION & ACCURACY: Is all of the information, that is not common knowledge or observed by the reporter, properly attributed? Is it correct and are the names spelled correctly? Where should attribution be added or corrections be made? Are there any instances where the writer's opinion is present?
Wednesday, May 13, 2009
5-13-09 Interviewing/Begin News Story
For reading time: http://dir.yahoo.com/Education/K_12/Newspapers/Individual_School_Papers/
We will continue taking interviewing notes.
Your assignment for tomorrow is to have your lead and backup (first two paragraphs) completed:
LEAD AND BACKUP: Does the story begin with one long sentence that answers most of the 5Ws and H without going into detail? What questions are left unanswered? Are they answered in the second paragraph? Are more details provided (names, more specific places, times)?
We will do peer edits in class on Thursday.
Your finished story will be due on Monday at the beginning of the hour. The story must be at least 600 words in length. You must have three interviews for your story.
We will continue taking interviewing notes.
Your assignment for tomorrow is to have your lead and backup (first two paragraphs) completed:
LEAD AND BACKUP: Does the story begin with one long sentence that answers most of the 5Ws and H without going into detail? What questions are left unanswered? Are they answered in the second paragraph? Are more details provided (names, more specific places, times)?
We will do peer edits in class on Thursday.
Your finished story will be due on Monday at the beginning of the hour. The story must be at least 600 words in length. You must have three interviews for your story.
Tuesday, May 12, 2009
5-12-09 Interviewing
For reading time: Go to: http://www.newsu.org/
We'll take notes on interviewing.
We'll register at NewsU (it's free). Then we'll start the online learning tutorial on interviewing.
Interviewing:
http://www.newsu.org/Angel/section/default.asp?format=course&id=nu_interview04
Be a Reporter:
http://www.newsu.org/Angel/section/default.asp?format=course&id=knight_reportgame08
Handling Trauma:
http://www.newsu.org/Angel/section/default.asp?format=course&id=dart_trauma05
Beyond the Inverted Pyramid:
http://www.newsu.org/Angel/section/default.asp?format=course&id=nwsu_asf07
Writer's Workbench:
http://www.newsu.org/Angel/section/default.asp?format=course&id=nu_workbench05
We'll take notes on interviewing.
We'll register at NewsU (it's free). Then we'll start the online learning tutorial on interviewing.
Interviewing:
http://www.newsu.org/Angel/section/default.asp?format=course&id=nu_interview04
Be a Reporter:
http://www.newsu.org/Angel/section/default.asp?format=course&id=knight_reportgame08
Handling Trauma:
http://www.newsu.org/Angel/section/default.asp?format=course&id=dart_trauma05
Beyond the Inverted Pyramid:
http://www.newsu.org/Angel/section/default.asp?format=course&id=nwsu_asf07
Writer's Workbench:
http://www.newsu.org/Angel/section/default.asp?format=course&id=nu_workbench05
Monday, May 11, 2009
5-11-09 News Story/Interviewing
For reading time today: http://www.cbc.ca/news/
Interviewing activities:
Name__________________________ Date_____________________
Directions: Carefully read all of the parts of the test before doing anything. Good Luck!!
1. Write today's date--month-day-year in the top right hand corner of your test paper.
2. Write the answer to the following multiplication problem directly underneath the date on your test paper: 6 X 5 = ?
3. Write the name of the month that begins with the letter "D" in the top left hand corner of your test paper.
4. Add 15 to the answer you got in part #2, and write this new total directly underneath your answer for part #3.
5. In the lower left hand corner of your test paper, write the names of your favorite singer and your favorite group.
6. Just above your answer to part #5, write "This test is very easy."
7. In the lower right hand corner of your test paper, draw a rectangle and inside the rectangle draw a five pointed star. The size of these drawings is not important.
8. Directly above your answer to part #7, draw a row of three small circles. Once again, size is not important.
9. Write the name of the first president of the United States on the back of your test paper anywhere you choose. If you don't know who this is, write your own name instead.
10. Write the name of any country that begins with the letter "I" directly underneath you answer to part #2.
11. Take the number of dwarfs in the Snow White story and add it to the number of bears in the Goldilocks story. Divide by 2. Write this total in the approximate center of your test paper. Stand up and say, "I am better than the evil witch. Ha ha ha."
12. Think of a number between 1 and 50. Double that number. Add 20. Add 6. Subtract 17. Subtract 9. Divide by 2. Write this number on your test paper directly underneath your answer to part #11.
13. Now that you have carefully read all of the parts so far, and you have not carried out any of the actual work, skip the next 2 parts and go back and only complete part #3.
14. The name of the first president of the United States is George Washington. He was president from 1789 until 1797. Add the 2 dates together to see if the total is less than 5000.
15. You should not be reading the end of the exam before the beginning of the exam, but now that you are here, you have just wasted some of the time you may need to complete the test.
Listening Activities
1. Following directions handout.
2. Who is the best listener you know? What makes them a good listener?
3. Partner purposely doesn't pay attention and is a bad listener.
4. Ask a queston followed by silence. What happened? (Dotson's non-question question). We have two ears and one mouth for a reason.
5. Ask multiple questions.
6. Ask very long question.
7. Confirm their answer and use the non question.
Interviewing activities:
Name__________________________ Date_____________________
Directions: Carefully read all of the parts of the test before doing anything. Good Luck!!
1. Write today's date--month-day-year in the top right hand corner of your test paper.
2. Write the answer to the following multiplication problem directly underneath the date on your test paper: 6 X 5 = ?
3. Write the name of the month that begins with the letter "D" in the top left hand corner of your test paper.
4. Add 15 to the answer you got in part #2, and write this new total directly underneath your answer for part #3.
5. In the lower left hand corner of your test paper, write the names of your favorite singer and your favorite group.
6. Just above your answer to part #5, write "This test is very easy."
7. In the lower right hand corner of your test paper, draw a rectangle and inside the rectangle draw a five pointed star. The size of these drawings is not important.
8. Directly above your answer to part #7, draw a row of three small circles. Once again, size is not important.
9. Write the name of the first president of the United States on the back of your test paper anywhere you choose. If you don't know who this is, write your own name instead.
10. Write the name of any country that begins with the letter "I" directly underneath you answer to part #2.
11. Take the number of dwarfs in the Snow White story and add it to the number of bears in the Goldilocks story. Divide by 2. Write this total in the approximate center of your test paper. Stand up and say, "I am better than the evil witch. Ha ha ha."
12. Think of a number between 1 and 50. Double that number. Add 20. Add 6. Subtract 17. Subtract 9. Divide by 2. Write this number on your test paper directly underneath your answer to part #11.
13. Now that you have carefully read all of the parts so far, and you have not carried out any of the actual work, skip the next 2 parts and go back and only complete part #3.
14. The name of the first president of the United States is George Washington. He was president from 1789 until 1797. Add the 2 dates together to see if the total is less than 5000.
15. You should not be reading the end of the exam before the beginning of the exam, but now that you are here, you have just wasted some of the time you may need to complete the test.
Listening Activities
1. Following directions handout.
2. Who is the best listener you know? What makes them a good listener?
3. Partner purposely doesn't pay attention and is a bad listener.
4. Ask a queston followed by silence. What happened? (Dotson's non-question question). We have two ears and one mouth for a reason.
5. Ask multiple questions.
6. Ask very long question.
7. Confirm their answer and use the non question.
Thursday, May 7, 2009
5-8-09 Interviewing
For reading time today, visit: http://www.poynteronline.org/
Quiz on News, Law and Ethics?
Post to your blog the answers to the scavenger hunt.
1. Go to http://www.newsu.org/default.aspx?
2. Register with NewsU
3. Click on Hot Courses #3, The Interview
Quiz on News, Law and Ethics?
Post to your blog the answers to the scavenger hunt.
1. Go to http://www.newsu.org/default.aspx?
2. Register with NewsU
3. Click on Hot Courses #3, The Interview
5-7-09 Collecting Information
For reading time: http://www.cnn.com/2009/BUSINESS/05/07/murdoch.web.content/index.html
1. We will take a quiz on journalism, newsworthiness, law, and ethics.
Next we are beginning a unit on gathering information. We will use these skills to add content to our Voices of Hope stories.
Find the following information. Use your knowledge of news sources. You may work alone or with a partner. Identify the source (where you found the information) and provide attribution (who gave you the information) for each item. Give first and last names of the people you are asked to name and those who provide the information. You must spell each name correctly!
Ground rules:
• Be polite and patient
• Do not disrupt classes in session
• Do not overwhelm the office staff. They are busy, too!
• If you wish to speak to someone in a cluster office, knock before entering.
1. Who will be the new superintendent of district 196?
2. How many teachers are absent from school today? Who are they?
3. Who is the president of our school board? How many are on the board?
4. What date is graduation this year?
5. Who are the newest faculty members?
6. Who is the tallest person at our school?
7. What does DECA stand for?
8. How many home football games were played this season?
9. Who are the student council officers?
10. Where do you find accurate spelling of a student’s name? Grade level?
11. How many students have enrolled at EVHS this year?
12. Who is the head custodian?
13. Who advises the Yearbook?
14. Where is the district office located? (city & street name)
15. Who are the administrators (in addition to Dr. Peterson) and what are their duties?
16. Who advises the chess club?
17. Name the captain(s) of the girls’ soccer team?
18. Who manages the cafeteria?
19. Who are the librarians?
20. How many students are taking AP tests this year?
1. We will take a quiz on journalism, newsworthiness, law, and ethics.
Next we are beginning a unit on gathering information. We will use these skills to add content to our Voices of Hope stories.
Find the following information. Use your knowledge of news sources. You may work alone or with a partner. Identify the source (where you found the information) and provide attribution (who gave you the information) for each item. Give first and last names of the people you are asked to name and those who provide the information. You must spell each name correctly!
Ground rules:
• Be polite and patient
• Do not disrupt classes in session
• Do not overwhelm the office staff. They are busy, too!
• If you wish to speak to someone in a cluster office, knock before entering.
1. Who will be the new superintendent of district 196?
2. How many teachers are absent from school today? Who are they?
3. Who is the president of our school board? How many are on the board?
4. What date is graduation this year?
5. Who are the newest faculty members?
6. Who is the tallest person at our school?
7. What does DECA stand for?
8. How many home football games were played this season?
9. Who are the student council officers?
10. Where do you find accurate spelling of a student’s name? Grade level?
11. How many students have enrolled at EVHS this year?
12. Who is the head custodian?
13. Who advises the Yearbook?
14. Where is the district office located? (city & street name)
15. Who are the administrators (in addition to Dr. Peterson) and what are their duties?
16. Who advises the chess club?
17. Name the captain(s) of the girls’ soccer team?
18. Who manages the cafeteria?
19. Who are the librarians?
20. How many students are taking AP tests this year?
Tuesday, May 5, 2009
5-5-09 Law & Ethics
For reading time today: http://www.thesun.co.uk/
We will finish our discussion about law and ethics today.
You should expect a quiz on this material later this week.
We will finish our discussion about law and ethics today.
You should expect a quiz on this material later this week.
Monday, May 4, 2009
5-4-09 Ethics and Law
For reading time today, visit the National Enquirer
We will continue taking notes on journalism law and ethics.
At the end of the hour, we will take another online assessment at https://www.splc.org/hspresslawtest/
We will continue taking notes on journalism law and ethics.
At the end of the hour, we will take another online assessment at https://www.splc.org/hspresslawtest/
Tuesday, April 28, 2009
4-28-09 What is Journalism?
For reading time, visit: http://www.foxnews.com/
Present your advertisements to the class.
1. Describe your ad
2. Describe your target audience
3. Describe the magazine where you would purchase advertising space.
Definition:
Define “Journalism” in 1-3 sentences.
List and describe the six criteria of newsworthiness.
TITLE DESCRIPTION EXAMPLE
1
2.
3.
4.
5.
6.
What are the advantages of print journalism?
1.
2.
3.
What are the advantages of broadcast journalism?
1.
2.
3.
Why has online journalism (convergent media) become so popular?
Present your advertisements to the class.
1. Describe your ad
2. Describe your target audience
3. Describe the magazine where you would purchase advertising space.
Definition:
Define “Journalism” in 1-3 sentences.
List and describe the six criteria of newsworthiness.
TITLE DESCRIPTION EXAMPLE
1
2.
3.
4.
5.
6.
What are the advantages of print journalism?
1.
2.
3.
What are the advantages of broadcast journalism?
1.
2.
3.
Why has online journalism (convergent media) become so popular?
Friday, April 24, 2009
4-24-09 Final Advertising Page
For reading time today: www.usatoday.com
Finish your advertisements today and post them to the blog following the directions from yesterday. When everyone has posted, we'll present them to the rest of the class.
Finish your advertisements today and post them to the blog following the directions from yesterday. When everyone has posted, we'll present them to the rest of the class.
Tuesday, April 21, 2009
4-21-09 Photoshop Day 2
Photoshop Day 2
1. Review Friday. Create new project.
2. Brushes and erasing options.
3. Colors/swatches/bruses.
4. Open, copy and paste images (Review from yesterday).
5. Resize images (Image/Image Size) and Layer/Transform Scale.
6. Rubber stamp, smudge, dodge, blur, etc.
7. Image adjust (brightness, color balance, etc).
8. Filters.
9. Text.
10. Gradient.
11. Remaining tools and design.
Your advertisement will be due on Friday.
8 inches wide
10 inches tall
72 pixels per inch
Needs to have a picture and copy (text)
1. Review Friday. Create new project.
2. Brushes and erasing options.
3. Colors/swatches/bruses.
4. Open, copy and paste images (Review from yesterday).
5. Resize images (Image/Image Size) and Layer/Transform Scale.
6. Rubber stamp, smudge, dodge, blur, etc.
7. Image adjust (brightness, color balance, etc).
8. Filters.
9. Text.
10. Gradient.
11. Remaining tools and design.
Your advertisement will be due on Friday.
8 inches wide
10 inches tall
72 pixels per inch
Needs to have a picture and copy (text)
Monday, April 20, 2009
4-20-09 Advertising and Intro to Photoshop
For reading time today, visit www.cnn.com
Photoshop Day 1
1. Create new project (size and resolution).
2. Interface overview. Drop down menus and shortcuts. File, Edit, Image, Layer, Select, Filter, View, Windows.
3. Tool bar window (hidden tabs).
4. Basic Painting and Erasing, Pencil, Eyedropper, Fill Bucket.
5. Open image, Copy and Paste (multiple images). Introduction to layers.
6. Selection. Area, Lasso, Magic Wand.
7. Zoom and Pan.
CREATE AN ADVERTISEMENT ASSIGNMENT
Assignment: Come up with the concept for a product you think the
world needs. It can be as logical as a new cereal with banana flakes in
it or as far-fetched as golf balls that glow in the dark. Then do the
following:
1. Design a logo for the company that will sell this product. If you
aren’t a natural artist, you will be better off designing something
that is easily reproduced — something with simple circles or
lines.
2. Create an advertisement for the print media (either newspaper or
magazine) as follows:
Magazine ad — Create a color magazine ad of an appropriate
size (full page). Indicate where and when the
ad will run. The ad must include a product illustration, a benefit
headline, text and where it can be purchased.
Photoshop Day 1
1. Create new project (size and resolution).
2. Interface overview. Drop down menus and shortcuts. File, Edit, Image, Layer, Select, Filter, View, Windows.
3. Tool bar window (hidden tabs).
4. Basic Painting and Erasing, Pencil, Eyedropper, Fill Bucket.
5. Open image, Copy and Paste (multiple images). Introduction to layers.
6. Selection. Area, Lasso, Magic Wand.
7. Zoom and Pan.
CREATE AN ADVERTISEMENT ASSIGNMENT
Assignment: Come up with the concept for a product you think the
world needs. It can be as logical as a new cereal with banana flakes in
it or as far-fetched as golf balls that glow in the dark. Then do the
following:
1. Design a logo for the company that will sell this product. If you
aren’t a natural artist, you will be better off designing something
that is easily reproduced — something with simple circles or
lines.
2. Create an advertisement for the print media (either newspaper or
magazine) as follows:
Magazine ad — Create a color magazine ad of an appropriate
size (full page). Indicate where and when the
ad will run. The ad must include a product illustration, a benefit
headline, text and where it can be purchased.
Friday, April 17, 2009
4-17-09 Super Bowl Ads
For reading time today, read this article: Are Super Bowl Ads Worth the Money?
You will have a sub today. You will watch Super Bowl Ads and answer the following questions for each commercial in your blog:
Company:
Target Audience:
What persuasive method used (humor, action, celebrity, human interest, etc.)?
How were camera shots and editing used to enhance the message?
What is the slogan/message for the company?
Was the message effective? Why or why not?
More information on advertising:
A Primer on Analyzing Television Commercials
Arthur Asa Berger - aberger@sfsu.edu
Excerpted from: The Manufacture of Desire: Alcohol Commercials and Society
Here I would like to consider some of the more important aspects of television commercials. We must remember that a television commercial is, as I pointed out earlier, a special kind of work of art-- one which is created to persuade, to shape behavior in specific ways. But it still is a work of art and therefore can be analyzed much the same way a film or television program can be understood: in terms of its various components and the role they play in the production.
A. The Narrative Structure. What happens in the commercial and what significance do the various actions and events have? How might the actions and events affect viewers and what meaning do they have for people? In this area we focus on the story-line of the commercial and its symbolic significance.
B. Dialogue and Language. What do the characters say to one another and, in some cases, what are they saying to us? What devices do they use to gain our attention or affection and to persuade us? What rhetorical techniques, such as alliteration or metaphor or metonymy, are used? What kind of language is used? What use is made of phenomena such as humor, comparisons, associations, exaggeration, praise, and logic.
C. Actors and Actresses. Sometimes we forget that when we watch commercials we are seeing actors and actresses playing their trade. But rather than trying to convince us they are Hamlet or Ophelia, they try to convince us they are housewives who love this or that product or rugged he-men who love this or that brand of light beer. Do we feel attracted to them and empathize with them? What kinds of symbolic figures are used as characters in the commercial? What use do the performers make of facial expression, body language and their voices? What about the clothes they wear? How old are they, and what significance do their ages have? What's interesting about the setting in which they are found?
D. Technical Matters: Lighting, Color, Editing and Music. Here we concern ourselves with how lighting, cutting and shot selection impact upon viewers. For instance, close-ups lead to a different feeling about things than longshots and shots from below convey different attitudes toward power than shots from above. Does the commercial have many quick cuts in it? If so, what impact does this have? How are things lighted and what kind of use is made of color? All of these matters are kinds of "messages" and must be included in any analysis of a
television commercial.
E. Sound and Music. We are profoundly affected by sound and music, which seem to have the power to work directly on our psyches. What use is made of sound effects? Is there music used? If so, what kind and for what purposes? How does it affect us?
F. Signs, Symbols and Intertextual Devices. Signs and symbols are phenomena which represent other things: a cross can represent Christianity, the sacred, religion, and so on. Intertextuality refers to the process by which we interpret one text in terms of another. Thus parody, for example, is based upon ridiculing a text (which must be known in order for the parody to work). The associative power of texts can be used to suggest things or ideas connected with the original text. This means that commercials can take advantage of what people already know--about history, literature, the arts, and popular culture--in getting their messages across.
G. Pursuasive Element. Which of the following does the commercial use: celebrity endorsement, testimonials, emotional appeal, humor, product comparison, repetition, security/fear, slogans, glittering generalities.
You will have a sub today. You will watch Super Bowl Ads and answer the following questions for each commercial in your blog:
Company:
Target Audience:
What persuasive method used (humor, action, celebrity, human interest, etc.)?
How were camera shots and editing used to enhance the message?
What is the slogan/message for the company?
Was the message effective? Why or why not?
More information on advertising:
A Primer on Analyzing Television Commercials
Arthur Asa Berger - aberger@sfsu.edu
Excerpted from: The Manufacture of Desire: Alcohol Commercials and Society
Here I would like to consider some of the more important aspects of television commercials. We must remember that a television commercial is, as I pointed out earlier, a special kind of work of art-- one which is created to persuade, to shape behavior in specific ways. But it still is a work of art and therefore can be analyzed much the same way a film or television program can be understood: in terms of its various components and the role they play in the production.
A. The Narrative Structure. What happens in the commercial and what significance do the various actions and events have? How might the actions and events affect viewers and what meaning do they have for people? In this area we focus on the story-line of the commercial and its symbolic significance.
B. Dialogue and Language. What do the characters say to one another and, in some cases, what are they saying to us? What devices do they use to gain our attention or affection and to persuade us? What rhetorical techniques, such as alliteration or metaphor or metonymy, are used? What kind of language is used? What use is made of phenomena such as humor, comparisons, associations, exaggeration, praise, and logic.
C. Actors and Actresses. Sometimes we forget that when we watch commercials we are seeing actors and actresses playing their trade. But rather than trying to convince us they are Hamlet or Ophelia, they try to convince us they are housewives who love this or that product or rugged he-men who love this or that brand of light beer. Do we feel attracted to them and empathize with them? What kinds of symbolic figures are used as characters in the commercial? What use do the performers make of facial expression, body language and their voices? What about the clothes they wear? How old are they, and what significance do their ages have? What's interesting about the setting in which they are found?
D. Technical Matters: Lighting, Color, Editing and Music. Here we concern ourselves with how lighting, cutting and shot selection impact upon viewers. For instance, close-ups lead to a different feeling about things than longshots and shots from below convey different attitudes toward power than shots from above. Does the commercial have many quick cuts in it? If so, what impact does this have? How are things lighted and what kind of use is made of color? All of these matters are kinds of "messages" and must be included in any analysis of a
television commercial.
E. Sound and Music. We are profoundly affected by sound and music, which seem to have the power to work directly on our psyches. What use is made of sound effects? Is there music used? If so, what kind and for what purposes? How does it affect us?
F. Signs, Symbols and Intertextual Devices. Signs and symbols are phenomena which represent other things: a cross can represent Christianity, the sacred, religion, and so on. Intertextuality refers to the process by which we interpret one text in terms of another. Thus parody, for example, is based upon ridiculing a text (which must be known in order for the parody to work). The associative power of texts can be used to suggest things or ideas connected with the original text. This means that commercials can take advantage of what people already know--about history, literature, the arts, and popular culture--in getting their messages across.
G. Pursuasive Element. Which of the following does the commercial use: celebrity endorsement, testimonials, emotional appeal, humor, product comparison, repetition, security/fear, slogans, glittering generalities.
Thursday, April 16, 2009
4-16-09 Mass Media and Advertising
For reading time today, visit this site: http://adage.com/
1. How many pages are in your magazine?
2. How many pages are advertisements?
3. What percentage of magazine is made up of ads?
4. Who is the magazine's target audience? How can you tell that?
5. What is a typical ad in the magazine (based on target audience)?
More info on Adage if you're interested:
Studying Advertising Age
Advertising Age is one of the advertising industry’s most popular and widely read trade magazines.
Use the Internet to explore the magazine’s website (www.adage.com) and
answer the following questions below.
1. What are the main news stories under Daily Deadlines? _______________________________________________________________________________________________________________________________________________________________________________________________________________
2. Go to Account Action. What major accounts are up for grabs? Name three, giving the client, budget, contenders for the account, and anticipated decision date. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Examine Special Report. Choose one list that interests you. What information does this report contain? Does the information surprise you? Why or why not? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. Click on one of the Features. Who is the author? What is the report about? Explain. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. Check out Bob Garfield’s Ad Review. Try to find one ad reviewed with which you are familiar. What does Garfield say about the ad? Do you agree with Garfield’s assessment of the ad? Why or why not? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
6. Click on People. What is the purpose of this page? _______________________________________________________________________________________________________________________________________________________________________________________________________________
7. Where on the web site can you track the progress of the 50 leading advertising agencies, advertisers, and media companies selected by Ad Age? Which companies lead? What is each firm’s current stock value as shown? Check each category. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
8. What other features does the Ad Age site include? Explain. _______________________________________________________________________________________________________________________________________________________________________________________________________________
9. Go to www.adweek.com. What similarities/differences do you notice between the two sites? _______________________________________________________________________________________________________________________________________________________________________________________________________________
10. Notice Ad Week’s “Clio Awards*” icon (www.clioawards.com).
1. How many pages are in your magazine?
2. How many pages are advertisements?
3. What percentage of magazine is made up of ads?
4. Who is the magazine's target audience? How can you tell that?
5. What is a typical ad in the magazine (based on target audience)?
More info on Adage if you're interested:
Studying Advertising Age
Advertising Age is one of the advertising industry’s most popular and widely read trade magazines.
Use the Internet to explore the magazine’s website (www.adage.com) and
answer the following questions below.
1. What are the main news stories under Daily Deadlines? _______________________________________________________________________________________________________________________________________________________________________________________________________________
2. Go to Account Action. What major accounts are up for grabs? Name three, giving the client, budget, contenders for the account, and anticipated decision date. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Examine Special Report. Choose one list that interests you. What information does this report contain? Does the information surprise you? Why or why not? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. Click on one of the Features. Who is the author? What is the report about? Explain. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. Check out Bob Garfield’s Ad Review. Try to find one ad reviewed with which you are familiar. What does Garfield say about the ad? Do you agree with Garfield’s assessment of the ad? Why or why not? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
6. Click on People. What is the purpose of this page? _______________________________________________________________________________________________________________________________________________________________________________________________________________
7. Where on the web site can you track the progress of the 50 leading advertising agencies, advertisers, and media companies selected by Ad Age? Which companies lead? What is each firm’s current stock value as shown? Check each category. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
8. What other features does the Ad Age site include? Explain. _______________________________________________________________________________________________________________________________________________________________________________________________________________
9. Go to www.adweek.com. What similarities/differences do you notice between the two sites? _______________________________________________________________________________________________________________________________________________________________________________________________________________
10. Notice Ad Week’s “Clio Awards*” icon (www.clioawards.com).
Thursday, April 9, 2009
4-9-09 Last Day :(
Make sure your final projects are error-free once they're posted on the site.
Also, check the portal to make sure all previous assignments are correct.
Thanks for all of your work this quarter. Best of luck with everything in the future!
Mr. Krebs
Also, check the portal to make sure all previous assignments are correct.
Thanks for all of your work this quarter. Best of luck with everything in the future!
Mr. Krebs
Wednesday, April 8, 2009
4-8-09 Final Projects
Your final project is due today. We will post all final projects to the blog. You should add a link of your newspaper to your blog.
Your final assignment for today and tomorrow is to view your classmates' newspapers.
Thanks for all of your hard work during the quarter!
Your final assignment for today and tomorrow is to view your classmates' newspapers.
Thanks for all of your hard work during the quarter!
Tuesday, April 7, 2009
4-7-09 Final Projects
No reading time today.
Continue to work on your newspapers today. They are due tomorrow. If anyone is finished today, I will start placing your folders on the web server so you can check everything online.
Continue to work on your newspapers today. They are due tomorrow. If anyone is finished today, I will start placing your folders on the web server so you can check everything online.
Friday, April 3, 2009
4-3-09 Newspaper Design
New Bill Simmons articles, for those interested:
http://sports.espn.go.com/espn/page2/story?page=simmons/090331
http://sports.espn.go.com/espn/page2/story?page=simmons/090401
Continue working on your newspapers. They will be due next Wednesday.
Have a great weekend!
http://sports.espn.go.com/espn/page2/story?page=simmons/090331
http://sports.espn.go.com/espn/page2/story?page=simmons/090401
Continue working on your newspapers. They will be due next Wednesday.
Have a great weekend!
Wednesday, April 1, 2009
4-1-09 Newspaper Portfolio
Happy April Fools: http://www.theonion.com/content/index
ESPN Video (Walk On): http://vodpod.com/watch/1165857-walk-on-espn-video
How to create headlines for your articles:
1. Reread your article; identify the underlying theme.
2. Express the theme in an active voice using as few words as possible. Active verbs lend immediacy to a story. If a reader sees a headline written in a passive voice, he or she might glance right over it.
3. Keep your headline in present tense.
4. Keep it simple. A headline is a short, direct sentence without extra adjectives or adverbs.
5. Provide enough information in the headline to give the casual reader an impression of the entire story.
ESPN Video (Walk On): http://vodpod.com/watch/1165857-walk-on-espn-video
How to create headlines for your articles:
1. Reread your article; identify the underlying theme.
2. Express the theme in an active voice using as few words as possible. Active verbs lend immediacy to a story. If a reader sees a headline written in a passive voice, he or she might glance right over it.
3. Keep your headline in present tense.
4. Keep it simple. A headline is a short, direct sentence without extra adjectives or adverbs.
5. Provide enough information in the headline to give the casual reader an impression of the entire story.
Sunday, March 29, 2009
Tuesday, March 10, 2009
3-10-09 Feature Story Work Day
For reading time, view the top 10 newspaper websites.
Nolan Smith story on ESPN
Active Voice
In sentences written in active voice, the subject performs the action expressed in the verb; the subject acts.
The dog bit the boy.
Pooja will present her research at the conference.
Scientists have conducted experiments to test the hypothesis.
Watching a framed, mobile world through a car's windshield reminds me of watching a movie or TV.
In each example above, the subject of the sentence performs the action expressed in the verb.
Passive Voice
In sentences written in passive voice, the subject receives the action expressed in the verb; the subject is acted upon. The agent performing the action may appear in a "by the . . ." phrase or may be omitted.
The boy was bitten by the dog.
Research will be presented by Pooja at the conference.
Experiments have been conducted to test the hypothesis.
I am reminded of watching a movie or TV by watching a framed, mobile world through a car's windshield.
Sometimes the use of passive voice can create awkward sentences, as in the last example above. Also, overuse of passive voice throughout an essay can cause your prose to seem flat and uninteresting. In scientific writing, however, passive voice is more readily accepted since using it allows one to write without using personal pronouns or the names of particular researchers as the subjects of sentences (see the third example above). This practice helps to create the appearance of an objective, fact-based discourse because writers can present research and conclusions without attributing them to particular agents. Instead, the writing appears to convey information that is not limited or biased by individual perspectives or personal interests.
You can recognize passive-voice expressions because the verb phrase will always include a form of be, such as am, is, was, were, are, or been. The presence of a be-verb, however, does not necessarily mean that the sentence is in passive voice. Another way to recognize passive-voice sentences is that they may include a "by the..." phrase after the verb; the agent performing the action, if named, is the object of the preposition in this phrase.
Would you like to see examples of all the verb tenses in passive voice?
Choosing Active Voice
In most nonscientific writing situations, active voice is preferable to passive for the majority of your sentences. Even in scientific writing, overuse of passive voice or use of passive voice in long and complicated sentences can cause readers to lose interest or to become confused. Sentences in active voice are generally--though not always-- clearer and more direct than those in passive voice.
• passive (indirect):
The entrance exam was failed by over one-third of the applicants to the school.
The brakes were slammed on by her as the car sped downhill.
Your bicycle has been damaged.
• active (direct): Over one-third of the applicants to the school failed the entrance exam.
She slammed on the brakes as the car sped downhill.
I have damaged your bicycle.
Sentences in active voice are also more concise than those in passive voice because fewer words are required to express action in active voice than in passive.
• passive (more wordy):
Action on the bill is being considered by the committee.
By then, the soundtrack will have been completely remixed by the sound engineers.
• active (more concise): The committee is considering action on the bill.
By then, the sound engineers will have completely remixed the soundtrack.
Changing passive to active
If you want to change a passive-voice sentence to active voice, find the agent in a "by the..." phrase, or consider carefully who or what is performing the action expressed in the verb. Make that agent the subject of the sentence, and change the verb accordingly.
• passive: The book is being read by most of the class.
Results will be published in the next issue of the journal.
A policy of whitewashing and cover-up has been pursued.
Mistakes were made.
• active: Most of the class is reading the book.
The researchers will publish their results in the next issue of the journal.
The CIA director and his close advisors have pursued a policy of whitewashing and cover-up.
We made mistakes.
Choosing Passive Voice
While active voice helps to create clear and direct sentences, sometimes writers find that using an indirect expression is rhetorically effective in a given situation, so they choose passive voice. Also, as mentioned above, writers in the sciences conventionally use passive voice more often than writers in other discourses. Passive voice makes sense when the agent performing the action is obvious, unimportant, or unknown or when a writer wishes to postpone mentioning the agent until the last part of the sentence or to avoid mentioning the agent at all. The passive voice is effective in such circumstances because it highlights the action and what is acted upon rather than the agent performing the action.
• active:
The dispatcher is notifying police that three prisoners have escaped.
Surgeons successfully performed a new experimental liver-transplant operation yesterday.
"Authorities make rules to be broken," he said defiantly.
• passive:
Police are being notified that three prisoners have escaped.
A new experimental liver-transplant operation was performed successfully yesterday.
"Rules are made to be broken," he said defiantly.
In each of these examples, the passive voice makes sense because the agent is relatively unimportant compared to the action itself and what is acted upon.
Changing active to passive
If you want to change an active-voice sentence to passive voice, consider carefully who or what is performing the action expressed in the verb, and then make that agent the object of a "by the..." phrase. Make what is acted upon the subject of the sentence, and change the verb to a form of be + past participle. Including an explicit "by the..." phrase is optional.
• active:
The presiding officer vetoed the committee's recommendation.
The leaders are seeking a fair resolution to the crisis.
Scientists have discovered traces of ice on the surface of Mars.
• passive:
The committee's recommendation was vetoed by the presiding officer.
A fair resolution to the crisis is being sought.
Traces of ice have been discovered on the surface of Mars.
In each of these examples, the passive voice is useful for highlighting the action and what is acted upon instead of the agent.
Some suggestions
1. Avoid starting a sentence in active voice and then shifting to passive.
• Unnecessary shift in voice:
Many customers in the restaurant found the coffee too bitter to drink, but it was still ordered frequently.
He tried to act cool when he slipped in the puddle, but he was still laughed at by the other students.
• Revised: Many customers in the restaurant found the coffee too bitter to drink, but they still ordered it frequently.
He tried to act cool when he slipped in the puddle, but the other students still laughed at him.
2. Avoid dangling modifiers caused by the use of passive voice.
• Dangling modifier with passive voice:
To save time, the paper was written on a computer.
Seeking to lay off workers without taking the blame, consultants were hired to break the bad news.
• Revised: To save time, Kristin wrote the paper on a computer.
Seeking to lay off workers without taking the blame, the CEO hired consultants to break the bad news.
3. Don't trust the grammar-checking programs in word-processing software.
Many grammar checkers flag all passive constructions, but you may want to keep some that are flagged.
Nolan Smith story on ESPN
Active Voice
In sentences written in active voice, the subject performs the action expressed in the verb; the subject acts.
The dog bit the boy.
Pooja will present her research at the conference.
Scientists have conducted experiments to test the hypothesis.
Watching a framed, mobile world through a car's windshield reminds me of watching a movie or TV.
In each example above, the subject of the sentence performs the action expressed in the verb.
Passive Voice
In sentences written in passive voice, the subject receives the action expressed in the verb; the subject is acted upon. The agent performing the action may appear in a "by the . . ." phrase or may be omitted.
The boy was bitten by the dog.
Research will be presented by Pooja at the conference.
Experiments have been conducted to test the hypothesis.
I am reminded of watching a movie or TV by watching a framed, mobile world through a car's windshield.
Sometimes the use of passive voice can create awkward sentences, as in the last example above. Also, overuse of passive voice throughout an essay can cause your prose to seem flat and uninteresting. In scientific writing, however, passive voice is more readily accepted since using it allows one to write without using personal pronouns or the names of particular researchers as the subjects of sentences (see the third example above). This practice helps to create the appearance of an objective, fact-based discourse because writers can present research and conclusions without attributing them to particular agents. Instead, the writing appears to convey information that is not limited or biased by individual perspectives or personal interests.
You can recognize passive-voice expressions because the verb phrase will always include a form of be, such as am, is, was, were, are, or been. The presence of a be-verb, however, does not necessarily mean that the sentence is in passive voice. Another way to recognize passive-voice sentences is that they may include a "by the..." phrase after the verb; the agent performing the action, if named, is the object of the preposition in this phrase.
Would you like to see examples of all the verb tenses in passive voice?
Choosing Active Voice
In most nonscientific writing situations, active voice is preferable to passive for the majority of your sentences. Even in scientific writing, overuse of passive voice or use of passive voice in long and complicated sentences can cause readers to lose interest or to become confused. Sentences in active voice are generally--though not always-- clearer and more direct than those in passive voice.
• passive (indirect):
The entrance exam was failed by over one-third of the applicants to the school.
The brakes were slammed on by her as the car sped downhill.
Your bicycle has been damaged.
• active (direct): Over one-third of the applicants to the school failed the entrance exam.
She slammed on the brakes as the car sped downhill.
I have damaged your bicycle.
Sentences in active voice are also more concise than those in passive voice because fewer words are required to express action in active voice than in passive.
• passive (more wordy):
Action on the bill is being considered by the committee.
By then, the soundtrack will have been completely remixed by the sound engineers.
• active (more concise): The committee is considering action on the bill.
By then, the sound engineers will have completely remixed the soundtrack.
Changing passive to active
If you want to change a passive-voice sentence to active voice, find the agent in a "by the..." phrase, or consider carefully who or what is performing the action expressed in the verb. Make that agent the subject of the sentence, and change the verb accordingly.
• passive: The book is being read by most of the class.
Results will be published in the next issue of the journal.
A policy of whitewashing and cover-up has been pursued.
Mistakes were made.
• active: Most of the class is reading the book.
The researchers will publish their results in the next issue of the journal.
The CIA director and his close advisors have pursued a policy of whitewashing and cover-up.
We made mistakes.
Choosing Passive Voice
While active voice helps to create clear and direct sentences, sometimes writers find that using an indirect expression is rhetorically effective in a given situation, so they choose passive voice. Also, as mentioned above, writers in the sciences conventionally use passive voice more often than writers in other discourses. Passive voice makes sense when the agent performing the action is obvious, unimportant, or unknown or when a writer wishes to postpone mentioning the agent until the last part of the sentence or to avoid mentioning the agent at all. The passive voice is effective in such circumstances because it highlights the action and what is acted upon rather than the agent performing the action.
• active:
The dispatcher is notifying police that three prisoners have escaped.
Surgeons successfully performed a new experimental liver-transplant operation yesterday.
"Authorities make rules to be broken," he said defiantly.
• passive:
Police are being notified that three prisoners have escaped.
A new experimental liver-transplant operation was performed successfully yesterday.
"Rules are made to be broken," he said defiantly.
In each of these examples, the passive voice makes sense because the agent is relatively unimportant compared to the action itself and what is acted upon.
Changing active to passive
If you want to change an active-voice sentence to passive voice, consider carefully who or what is performing the action expressed in the verb, and then make that agent the object of a "by the..." phrase. Make what is acted upon the subject of the sentence, and change the verb to a form of be + past participle. Including an explicit "by the..." phrase is optional.
• active:
The presiding officer vetoed the committee's recommendation.
The leaders are seeking a fair resolution to the crisis.
Scientists have discovered traces of ice on the surface of Mars.
• passive:
The committee's recommendation was vetoed by the presiding officer.
A fair resolution to the crisis is being sought.
Traces of ice have been discovered on the surface of Mars.
In each of these examples, the passive voice is useful for highlighting the action and what is acted upon instead of the agent.
Some suggestions
1. Avoid starting a sentence in active voice and then shifting to passive.
• Unnecessary shift in voice:
Many customers in the restaurant found the coffee too bitter to drink, but it was still ordered frequently.
He tried to act cool when he slipped in the puddle, but he was still laughed at by the other students.
• Revised: Many customers in the restaurant found the coffee too bitter to drink, but they still ordered it frequently.
He tried to act cool when he slipped in the puddle, but the other students still laughed at him.
2. Avoid dangling modifiers caused by the use of passive voice.
• Dangling modifier with passive voice:
To save time, the paper was written on a computer.
Seeking to lay off workers without taking the blame, consultants were hired to break the bad news.
• Revised: To save time, Kristin wrote the paper on a computer.
Seeking to lay off workers without taking the blame, the CEO hired consultants to break the bad news.
3. Don't trust the grammar-checking programs in word-processing software.
Many grammar checkers flag all passive constructions, but you may want to keep some that are flagged.
Monday, March 2, 2009
3-2-09 Peer Editing
For independent reading time, go to: http://poynter.org/
We will also discuss two topics:
1. What news about The Rocky Mountain News happened recently?
2. What news about Paul Harvey happened recently?
You will get into groups of three and do peer editing of your Voice of Hope stories. Answer the following questions:
1. LEAD AND BACKUP: Does the story begin with one long sentence that answers most of the 5Ws and H without going into detail? What questions are left unanswered? Are they answered in the second paragraph? Are more details provided (names, more specific places, times)? What questions do you still have after the first two paragraphs or what do you most want to know? How could this section be improved?
2. LEAD QUOTE: Does the author present a good quote by the fourth paragraph? Does it help answer one of the questions you have as a reader or does it address one of the major concerns many readers might have Are full quotes used and are they introduced, punctuated, and attributed correctly? How might this section be improved?
3. ORGANIZATION: Does the story answer questions as they occur to the reader? Are all of the important questions answered in the first 250 words (or five paragraphs)? As a reader, what do you most want to know next (after 250)? Answer first as a student in the school and next as a parent. What material would you suggest be moved higher in the story?
4. BACKGROUND/IMPACT: Is background and/or impact provided somewhere in the story? Where might this be added or improved upon?
5. ATTRIBUTION & ACCURACY: Is all of the information, that is not common knowledge or observed by the reporter, properly attributed? Is it correct and are the names spelled correctly? Where should attribution be added or corrections be made? Are there any instances where the writer's opinion is present?
Once you have finished this process and posted your comment, please peer review another writers group member's hard news story. Do a good job on this. Completing two peer reviews fully is worth 10 points.
We will also discuss two topics:
1. What news about The Rocky Mountain News happened recently?
2. What news about Paul Harvey happened recently?
You will get into groups of three and do peer editing of your Voice of Hope stories. Answer the following questions:
1. LEAD AND BACKUP: Does the story begin with one long sentence that answers most of the 5Ws and H without going into detail? What questions are left unanswered? Are they answered in the second paragraph? Are more details provided (names, more specific places, times)? What questions do you still have after the first two paragraphs or what do you most want to know? How could this section be improved?
2. LEAD QUOTE: Does the author present a good quote by the fourth paragraph? Does it help answer one of the questions you have as a reader or does it address one of the major concerns many readers might have Are full quotes used and are they introduced, punctuated, and attributed correctly? How might this section be improved?
3. ORGANIZATION: Does the story answer questions as they occur to the reader? Are all of the important questions answered in the first 250 words (or five paragraphs)? As a reader, what do you most want to know next (after 250)? Answer first as a student in the school and next as a parent. What material would you suggest be moved higher in the story?
4. BACKGROUND/IMPACT: Is background and/or impact provided somewhere in the story? Where might this be added or improved upon?
5. ATTRIBUTION & ACCURACY: Is all of the information, that is not common knowledge or observed by the reporter, properly attributed? Is it correct and are the names spelled correctly? Where should attribution be added or corrections be made? Are there any instances where the writer's opinion is present?
Once you have finished this process and posted your comment, please peer review another writers group member's hard news story. Do a good job on this. Completing two peer reviews fully is worth 10 points.
Friday, February 27, 2009
2-27-09 Voices of Hope Story
Today is a work day to get your interviews and write your story. You can also make up any work before midterms are handed out on Monday.
Wednesday, February 25, 2009
2-25-09 Collecting Data
To see newspapers around the world, visit: http://www.worldpress.org/
Today Ms. O'Sullivan is going to show us how to use all of the databases in the library to conduct research for our Voices of Hope stories.
Today Ms. O'Sullivan is going to show us how to use all of the databases in the library to conduct research for our Voices of Hope stories.
Tuesday, February 24, 2009
2-24-09 Collecting Data
Today we will look at Eastview's web page: http://www.district196.org/evhs/
Continue with the scavenger hunt in Eastview.
We will come together as a class to talk about it at the end of the hour.
1. What data do you need to collect for the Voices of Hope story?
2. Who should you contact?
Continue with the scavenger hunt in Eastview.
We will come together as a class to talk about it at the end of the hour.
1. What data do you need to collect for the Voices of Hope story?
2. Who should you contact?
Wednesday, February 11, 2009
2-11-09 Advertisement Day
Today is the last day to work on your advertisements in Photoshop. When you are finished, you will save it as a .jpg and post it on your blog.
File/Save As/.jpg choose medium (5) for quality
Create a new post and click the Add Image button.
For format, choose none and click on the Image size medium button.
Tomorrow you will present your ad to the rest of the class by doing the following:
1. Describe your ad and your product.
2. Tell us who your target market would be.
3. Tell us what magazine(s) you would use for your advertisement.
File/Save As/.jpg choose medium (5) for quality
Create a new post and click the Add Image button.
For format, choose none and click on the Image size medium button.
Tomorrow you will present your ad to the rest of the class by doing the following:
1. Describe your ad and your product.
2. Tell us who your target market would be.
3. Tell us what magazine(s) you would use for your advertisement.
Thursday, February 5, 2009
2-5-09 Studying Advertising
Are Super Bowl Ads Worth the Money?
A Primer on Analyzing Television Commercials
Arthur Asa Berger - aberger@sfsu.edu
Excerpted from: The Manufacture of Desire: Alcohol Commercials and Society
Here I would like to consider some of the more important aspects of television commercials. We must remember that a television commercial is, as I pointed out earlier, a special kind of work of art-- one which is created to persuade, to shape behavior in specific ways. But it still is a work of art and therefore can be analyzed much the same way a film or television program can be understood: in terms of its various components and the role they play in the production.
A. The Narrative Structure. What happens in the commercial and what significance do the various actions and events have? How might the actions and events affect viewers and what meaning do they have for people? In this area we focus on the story-line of the commercial and its symbolic significance.
B. Dialogue and Language. What do the characters say to one another and, in some cases, what are they saying to us? What devices do they use to gain our attention or affection and to persuade us? What rhetorical techniques, such as alliteration or metaphor or metonymy, are used? What kind of language is used? What use is made of phenomena such as humor, comparisons, associations, exaggeration, praise, and logic.
C. Actors and Actresses. Sometimes we forget that when we watch commercials we are seeing actors and actresses playing their trade. But rather than trying to convince us they are Hamlet or Ophelia, they try to convince us they are housewives who love this or that product or rugged he-men who love this or that brand of light beer. Do we feel attracted to them and empathize with them? What kinds of symbolic figures are used as characters in the commercial? What use do the performers make of facial expression, body language and their voices? What about the clothes they wear? How old are they, and what significance do their ages have? What's interesting about the setting in which they are found?
D. Technical Matters: Lighting, Color, Editing and Music. Here we concern ourselves with how lighting, cutting and shot selection impact upon viewers. For instance, close-ups lead to a different feeling about things than longshots and shots from below convey different attitudes toward power than shots from above. Does the commercial have many quick cuts in it? If so, what impact does this have? How are things lighted and what kind of use is made of color? All of these matters are kinds of "messages" and must be included in any analysis of a
television commercial.
E. Sound and Music. We are profoundly affected by sound and music, which seem to have the power to work directly on our psyches. What use is made of sound effects? Is there music used? If so, what kind and for what purposes? How does it affect us?
F. Signs, Symbols and Intertextual Devices. Signs and symbols are phenomena which represent other things: a cross can represent Christianity, the sacred, religion, and so on. Intertextuality refers to the process by which we interpret one text in terms of another. Thus parody, for example, is based upon ridiculing a text (which must be known in order for the parody to work). The associative power of texts can be used to suggest things or ideas connected with the original text. This means that commercials can take advantage of what people already know--about history, literature, the arts, and popular culture--in getting their messages across.
G. Pursuasive Element. Which of the following does the commercial use: celebrity endorsement, testimonials, emotional appeal, humor, product comparison, repetition, security/fear, slogans, glittering generalities.
Studying Advertising Age
Advertising Age is one of the advertising industry’s most popular and widely read trade magazines.
Use the Internet to explore the magazine’s website (www.adage.com) and
answer the following questions below.
1. What are the main news stories under Daily Deadlines? _______________________________________________________________________________________________________________________________________________________________________________________________________________
2. Go to Account Action. What major accounts are up for grabs? Name three, giving the client, budget, contenders for the account, and anticipated decision date. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Examine Special Report. Choose one list that interests you. What information does this report contain? Does the information surprise you? Why or why not? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. Click on one of the Features. Who is the author? What is the report about? Explain. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. Check out Bob Garfield’s Ad Review. Try to find one ad reviewed with which you are familiar. What does Garfield say about the ad? Do you agree with Garfield’s assessment of the ad? Why or why not? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
6. Click on People. What is the purpose of this page? _______________________________________________________________________________________________________________________________________________________________________________________________________________
7. Where on the web site can you track the progress of the 50 leading advertising agencies, advertisers, and media companies selected by Ad Age? Which companies lead? What is each firm’s current stock value as shown? Check each category. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
8. What other features does the Ad Age site include? Explain. _______________________________________________________________________________________________________________________________________________________________________________________________________________
9. Go to www.adweek.com. What similarities/differences do you notice between the two sites? _______________________________________________________________________________________________________________________________________________________________________________________________________________
10. Notice Ad Week’s “Clio Awards*” icon (www.clioawards.com).
A Primer on Analyzing Television Commercials
Arthur Asa Berger - aberger@sfsu.edu
Excerpted from: The Manufacture of Desire: Alcohol Commercials and Society
Here I would like to consider some of the more important aspects of television commercials. We must remember that a television commercial is, as I pointed out earlier, a special kind of work of art-- one which is created to persuade, to shape behavior in specific ways. But it still is a work of art and therefore can be analyzed much the same way a film or television program can be understood: in terms of its various components and the role they play in the production.
A. The Narrative Structure. What happens in the commercial and what significance do the various actions and events have? How might the actions and events affect viewers and what meaning do they have for people? In this area we focus on the story-line of the commercial and its symbolic significance.
B. Dialogue and Language. What do the characters say to one another and, in some cases, what are they saying to us? What devices do they use to gain our attention or affection and to persuade us? What rhetorical techniques, such as alliteration or metaphor or metonymy, are used? What kind of language is used? What use is made of phenomena such as humor, comparisons, associations, exaggeration, praise, and logic.
C. Actors and Actresses. Sometimes we forget that when we watch commercials we are seeing actors and actresses playing their trade. But rather than trying to convince us they are Hamlet or Ophelia, they try to convince us they are housewives who love this or that product or rugged he-men who love this or that brand of light beer. Do we feel attracted to them and empathize with them? What kinds of symbolic figures are used as characters in the commercial? What use do the performers make of facial expression, body language and their voices? What about the clothes they wear? How old are they, and what significance do their ages have? What's interesting about the setting in which they are found?
D. Technical Matters: Lighting, Color, Editing and Music. Here we concern ourselves with how lighting, cutting and shot selection impact upon viewers. For instance, close-ups lead to a different feeling about things than longshots and shots from below convey different attitudes toward power than shots from above. Does the commercial have many quick cuts in it? If so, what impact does this have? How are things lighted and what kind of use is made of color? All of these matters are kinds of "messages" and must be included in any analysis of a
television commercial.
E. Sound and Music. We are profoundly affected by sound and music, which seem to have the power to work directly on our psyches. What use is made of sound effects? Is there music used? If so, what kind and for what purposes? How does it affect us?
F. Signs, Symbols and Intertextual Devices. Signs and symbols are phenomena which represent other things: a cross can represent Christianity, the sacred, religion, and so on. Intertextuality refers to the process by which we interpret one text in terms of another. Thus parody, for example, is based upon ridiculing a text (which must be known in order for the parody to work). The associative power of texts can be used to suggest things or ideas connected with the original text. This means that commercials can take advantage of what people already know--about history, literature, the arts, and popular culture--in getting their messages across.
G. Pursuasive Element. Which of the following does the commercial use: celebrity endorsement, testimonials, emotional appeal, humor, product comparison, repetition, security/fear, slogans, glittering generalities.
Studying Advertising Age
Advertising Age is one of the advertising industry’s most popular and widely read trade magazines.
Use the Internet to explore the magazine’s website (www.adage.com) and
answer the following questions below.
1. What are the main news stories under Daily Deadlines? _______________________________________________________________________________________________________________________________________________________________________________________________________________
2. Go to Account Action. What major accounts are up for grabs? Name three, giving the client, budget, contenders for the account, and anticipated decision date. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Examine Special Report. Choose one list that interests you. What information does this report contain? Does the information surprise you? Why or why not? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. Click on one of the Features. Who is the author? What is the report about? Explain. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. Check out Bob Garfield’s Ad Review. Try to find one ad reviewed with which you are familiar. What does Garfield say about the ad? Do you agree with Garfield’s assessment of the ad? Why or why not? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
6. Click on People. What is the purpose of this page? _______________________________________________________________________________________________________________________________________________________________________________________________________________
7. Where on the web site can you track the progress of the 50 leading advertising agencies, advertisers, and media companies selected by Ad Age? Which companies lead? What is each firm’s current stock value as shown? Check each category. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
8. What other features does the Ad Age site include? Explain. _______________________________________________________________________________________________________________________________________________________________________________________________________________
9. Go to www.adweek.com. What similarities/differences do you notice between the two sites? _______________________________________________________________________________________________________________________________________________________________________________________________________________
10. Notice Ad Week’s “Clio Awards*” icon (www.clioawards.com).
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