Analyzing Advertisements A. Look at several recent (i.e., last few years) advertisements selling different products to the same, specific audience (e.g., working mothers, teenage boys, etc.). Analyze how each ad makes its argument. What kinds of claims are made? Do the ads use similar appeals? Discuss how these advertisements are designed to work on this same audience. Make sure to also discuss the assumptions upon which the arguments are based. Develop a thesis that makes a claim about how advertisers target this specific group. Support your claim with the evidence you have gathered. Evaluate the effectiveness of these advertisements. B. Choose several different recent advertisements that use the same type of appeal: an appeal to ethics (e.g., shared values like Patriotism, health, etc.) or an appeal to emotions (e.g., fear, excitement, pleasure, etc.). How do each of the ads appeal to the value and connect it to the product? Is this connection valid? Do any of the ads rely too much on values or emotions and not enough on other (more reasonable) appeals? What claims doe each ad make? Make sure to also discuss the assumptions upon which the arguments are based. Develop a thesis that makes a claim about how advertisers persuade using appeals other than facts or reason. Support your claim with the evidence you have gathered. Analyzing Editorials C. Select a written argument on an opinion or editorial page of a recent newspaper (i.e., last 6 months) and analyze how this argument works rhetorically. Discuss what claims are made and what assumptions the argument relies on. Analyze the persuasive strategies used, discuss how they are designed to work upon the audience (which means figuring out who the audience is as where that audience is coming from), and whether or not it succeeds or fails. For example, does the article rely too much on emotional appeals and not enough on logic? D. Choose 2-3 brief letters to the editor on the same subject to discuss and compare how they work rhetorically, using the same considerations as in option C.
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