Darren Hedman
Teaching Demo
English 409.5
Public Service Rhetoric
Rationale:
A visual has the ability to persuade better than statistics, because it seems somehow more real to the audience. An example given in the book Visual Rhetorics is that one picture of a starving child has more of an impact on its audience than a statistic identifying thousands of starving children. The English curriculum doesn’t always allow for visuals, but a close second is a visual description. This lesson combines both a visual ad and a written description. This lesson will appeal to visual, kinesthetic, and auditory learners.
Context:
This lesson would be at the beginning of a social action unit. By analyzing and discussing the ways advertisements persuade their audiences, students will begin to gain knowledge of rhetorical concepts such as audience, invention, style, ethos, pathos, and logos. This public service announcement would grow into something much larger such as letters to editors, local leaders, and others who are in positions to enact change. Perhaps even a movement. The lesson is geared towards at-risk juniors
Illinois Learning Standards:
1.C.5e Evaluate how authors and illustrators use text and art across materials to express their ideas
3.A.5 Produce grammatically correct documents using standard manuscript specifications for a variety of purposes and audiences.
3.C.5a Communicate information and ideas in narrative, informative and persuasive writing with clarity and effectiveness in a variety of written forms using appropriate traditional and/or electronic formats; adapt content, vocabulary, voice and tone to the audience, purpose and situation.
3.C.5b Write for real or potentially real situations in academic, professional and civic contexts
Materials:
Handouts
Magazine advertisements
Blank sheets of paper
Markers / colored pencils
Activities and Procedures
Activity 1: Divide the class into groups of 2-3. Each group is given an advertisement to analyze by answering the questions on the handout. After a few minutes the groups will switch advertisements until all the advertisements have been seen.
Activity 2: Discuss the questions on each advertisement and highlight how each of the advertisements addressed audience, purpose, ethos, logos, and pathos. Discuss the style and content of the text found in the advertisements.
Activity 3: The next step is to produce your own ad. In your group choose one public service advertisement to produce and a location to hang your advertisement. On the front of the blank sheet of paper I want you to design the actual advertisement. Stick figures are ok, if no one in your group can draw, but I would like to see a little color. On the back I want you to write a vivid description of the advertisement using lots of details and figurative language. Also make sure to record where the advertisement will be hanging.
Activity 4: Each group should elect a member to present their advertisement proposal to the class. Be prepared to explain the choices you made in the advertisement.
Enrichment: Have students fine tune their advertisements and ask for permission to post them in the specific location they chose. Have students observe reactions from the people who see them.
Assessment: Students will be graded on class participation and completion of the assignment.
Follow-up: This essay might be expanded with an informational letter sent to a specific venue warning an audience about the same issue.
Bibliography
Hill, Charles A. and Marguerite Helmers, eds. Defining Visual Rhetorics. New Jersey: Lawrence Erlbaum Associates, Inc. 2004.
Answer the following questions about the advertisement:
1. In what magazine might you see this advertisement? What makes you think that?
2. What is the argument of the advertisement? (Ex. This product will keep you safe.)
3. What do you notice about the style of the text? (point of view, repeated words, long or short sentences)
4. Does the advertisement elicit any emotions? (happiness, sympathy, excitement)
5. How does the advertisement make the product look credible?
6. On a scale from 1-5 how persuasive was this advertisement to you? If opinions differ, record all responses.
Answer the following questions about the advertisement:
1. What magazine might you see this advertisement? What makes you think that?
2. What is the argument of the advertisement? (Ex. This product will keep you safe.)
3. What do you notice about the style of the text? (point of view, repeated words, long or short sentences)
4. Does the advertisement elicit any emotions? (happiness, sympathy, excitement)
5. How does the advertisement make the product look credible?
6. On a scale from 1-5 how persuasive was this advertisement to you? If opinions differ, record all responses.
In your group create an idea for a public service advertisement. Choose one of the public service advertisements to produce and a location to hang your advertisement from the list or create your own ( I must approve it if it is not on the list). On the front of the blank sheet of paper, I want you to design the actual advertisement. Stick figures are acceptable if no one in your group can draw, but I would like to see a little color. On the back I want you to write a vivid description of the advertisement using lots of details and figurative language. Also make sure to record where the advertisement will be hanging. You should apply what you have observed in product advertisements to your public service advertisement.
For ideas you can check out
Choose from the following locations for your advertisement or pick your own:
Barber shop
Hair Salon
Riverplex
ManualHigh School
Kroger’s
Starbucks
Banana Republic
American Eagle
Choose from the following topics or pick one of your own.
Drunk Driving
Giving to St. Jude
Global Warming / Polluting
Anti-drug ad
Volunteering
Gang Violence
Eating healthier
Extracurricular involvement