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23. Twitter conversation anyone? #cisall


22. Branding a Natural Disaster and the Business of News

transcript (print) and on-site player 


21. Only in a Woman's World

What is this?


20. Misc Articles

(infotrac: panic)(Opposing Viewpoints)

OV: paste OV title in the Opposing Viewpoints search box:


Politics and Propaganda 1

Military and Marketing.pdf

Government and Advertising.pdf


Politics and Propaganda 2

OV:An Ad Council campaign sells freedom, but some call it propaganda. (Advertising).

OV: Political power grows from the point of his pen. (Shanghai propaganda bureau slogan-writer) (International Pages).


TV and Culture

OV: 'American Idol'.(; TELEVISION)(Television program review). (Bush and American Idol)

OV: TV "has culture by the throat". (interviews with Neil Postman)


Logos and Marketing

OV: Art & Agitprop.(Iron Fists: Branding the 20th-century Totalitarian State)(Book review). 127.(Jan 2009): p62(3). 



Companies Warm to Sponsoring Mixed Martial Arts

Carl Jr. Tries to Go After the Young, and Hungry, Skateboarding Fan


Food, Profit, and Responsibility

OV: Schools Offering Fast Food Sacrifice Student Health for Profits

OV:Ding Dongs don't kill peopl ... (Output).("Junk-food" industry campaign)(Brief Article). 28.(March-April 2003): p18(1).



The Body As Billboard: Your Ad Here



Tropicana Discovers Some Buyers Are Passionate about Packaging



A Campaign That Erases a Layer of Euphemism


Product Placement

Product Placements, Deftly Woven Into the Storyline

OV: Product Placement Is Becoming Too Ubiquitous (with product placement below)

OV: Opinion: Spot the Hidden Placements 


Ethics and Genre

Creeping Onto the Front Covers of Magazines, Paid Ads

'Open Here' to Peek at Esquire's Articles and Ad


Advertising Is Contextual: the Economy

Down Economic Times Elicit Upbeat Campaigns

The Vocabulary of Snacking, Lightly Sweetened


19. HW for 1 April class:

1. Write down every single advertisement you see in one full day (24 hours).

2. Bring in five "effective" advertisements from print media, the web, pictures of billboards, etc.


18. NYT Article and Discussion

"Anywhere the Eye Can See, It's Likely To See an Ad" -- NY Times, January 15, 2007

Mass Media Intro-- Anywhere the Eye Can See Article.doc



Tips for Conversation

  • Start by discussing the lead/intro, as it relates to the article's focus.
  • State what the focus and purpose of the article is.
  • Offer a question.
  • Offer a quotation that captures an important point from the article.
  • Suggest the article's structure and where in that order you'd like to start--maybe connected to a question.


17. Media and Culture cont'd (leaving political rhetoric, toward commercial media (advertising))

Enduring questions

  • Is politics different from advertising?
  • Is advertising different from propaganda?
  • Where does government end and commerce begin?
  • Do language and media use distinguish or confuse the two?



16. Genre Study (cont'd)

Choose a second one--due for our next class


15. Genre Study

For our next class, produce an information "packet" that details what the given specimen is, how it works, and how it is distinct from other genres (and meaningful similarities). Consider likely features, organization, audience, register, focus, format, etc.


Also provide a model or models--and why it is a good model.


Poetic (Literary) Communication

  • Potential Features: uses imagery and narrative structure, integral relationship between form and meaning to stimulate, inspire, move, shock, or entertain its audience.

Autobiography and Biography (2) (Gian)

Essay (yi lei)

Pastiche (Anson)

Parody (Aaron)

Travel Writing (Venus)


Mass Communication

  • Potential Features: uses brevity, efficiency, precision, and stereotyped language to inform, persuade or entertain the audience and to be understood quickly by a wide audience.

Advertisement and Brochure or Leaflet (2) (Zakiyyah)

Appeal (fundraising, a call for papers) (eugenia)

Opinion Column (Sharon)

Editorial and Letter to the Editor (2) (Victor)

News Report (gina)

Magazine Article (Eugenia)

Journalistic Review (sharon)

Manifesto (Gina)

Speech (anson)


Professional Communication

  • Potential Features: uses highly logical, formal, detailed and specific (uses jargon) language and features to present, analyze or convey factual information to a specific audience.

Guide (advice/10 best...) (zakiyyah)

Letter (venus)

Report (Yi Lei)

Letter of Application (gian)

Police Statement (victor)

Instructions or Guidelines (process/rules) (aaron)


14. Interlude: Exam Practice

Read, annotate and prepare a response to this first choice of two from Paper 1 Nov 2008 A2 SL exam.

Write an intro concluding with a thesis, followed by an outline.


13. Comparative Exercise


X.J. Kennedy's Poem - September 12, 2001

Esquire Photo and Fiction: Falling Man

LA Times - The Chinks in His 9/11 Armor - The first 9 paragraphs


12. Interactive Oral Activity - 9/11

  • Revealing your exploration of the rhetoric and coverage of 9/11 - how media and language have shaped perception

  • Ten minutes - no more than 7 minutes of you speaking (no fewer than 5); activity takes up rest of time (beginning, middle, or end)

  • Since this is a media unit, it only makes sense to use the multi-media option available to you.  

  • Have notes, but don't read off a script. 

  • Work on presence and presentation.

  • Most people will present on Weds. 11 March




11. On writing a Rationale

  • no more than a page 1.5 space
  • your objectives and how you attempted to achieve them
  • Be mindful of your task's genre and your intended audience
  • specific examples showing how this was done
  • to what extent you achieved your objectives, including comments on the difficulties and challenges encountered


Quoted below are comments from the 2007 A2 Examiners


Criterion A. Formal Requirements

Too many rationale forms are vague or scanty. The ”programme studied” that is described on the reverse of the cover page must include not only the titles of literary works and options studied, but also some description of the actual topics studied under the Cultural Options. The rationale form reminds candidates of their responsibility to describe and define their text productions, but a good number could have been more specific. Examiners commented that there is a greater need to respond in detail to the bullet points on the reverse of the rationale page. This includes specific examples of the ways in which the text tries to achieve its objectives, and a discussion of how the task is linked to the topic or literary text. Also, a definition of the text type and, where relevant, audience, makes it much easier for the examiner to appraise the effectiveness with which a register is simulated. 


More candidates need to define the “context,” especially as regards speeches, interviews, letters and any pastiche or additional chapter or scene. Additionally, when in doubt, students should be encouraged to include stimulus material, a brief example of the text providing the basis of a pastiche, and, most importantly, full and clear documentation of sources. Finally, examiners report that they are now seeing more rationales that exceed a reasonable length. Some are far longer than the actual task.


Criterion C. Language and style 

Pastiches and additions to literary texts should in some way simulate the language of the source or stimulus. Often, writers of editorials, opinion columns and other text types classified as „Mass Communication‟ did not pay enough attention to the type of publication for which the text was written; also, awareness of the conventions, structure and language of these text types were often lacking. Many tasks identified as “editorial,” “magazine article” or “opinion column” read more like academic essays and reflected little awareness of the intended text type. 
Frequently Successful Text Types 
Pastiches, letters, additional chapters or scenes: These text types are successful when the context is clearly defined and the style is similar to that of the literature studied. 
Diaries that reflect the character supposedly writing. These diaries include multiple entries to portray changes in the writer and his/her situation. 
Editorials, opinion columns and magazine and feature articles with clearly defined audience, context and link to the option studied. 
Frequently Less Successful Text Types 
Implausible pastiches, chapters and scenes with little or no context provided; diaries consisting mostly of retelling plot and including only one entry; professional reports reflecting little awareness of the text type, purpose or audience; Poems and stories lacking sufficient links to a cultural option or sufficient explanation in the rationale, and especially poems lacking an attempt in the rationale at explaining what poetic techniques were intended. 
Academic essays submitted as feature articles, opinion columns, speeches or editorials; texts linked to a Media Option but lacking any content relevant to media texts, in particular, journalistic varieties that reflect insufficient familiarity with the text type; advertisements or cartoons with very little written content. 
Characteristics of Successful Written Tasks 
The word count is closer to the maximum 1,500 than the minimum 1,000. Neither task is extremely brief. 
The rationale clarifies the link to the option and offers some detailed examples of how the candidate tried to simulate a register. 
The rationale pages are filled in accurately and completely without going on too long on the reverse of the page. 
When appropriate, the audience and/or context is clearly defined. When appropriate, the task is clearly defined: for example, “screenplay” in addition to “drama,” or “tabloid newspaper report,” not just “news report,” 
All sources are clearly and thoroughly acknowledged. All stimuli are included in an appendix. A sample page or two of the original literary work accompanies a pastiche or addition to the text.

10. Cultural Option--Media and Culture: Interactive Oral Presentation

How do you sell American freedom?


What is rhetoric?

Orwell - Politics and the English Language.pdf



A radio report The Day after Pearl Harbor by SoundPortraits.org


9/11: Bush to Obama

9/11 Remarks at Barksdale Airforce Base


MLK to Obama to Tomorrow


Make meaningful connections with Orwell's "Politics and the English Language" and with the use and abuse of "media" (a means of mass communication). Consider this a segment about the politics of fear. To follow will be the politics of hope. Which is more powerful? Which protects freedom better?


Matter to keep at the heart of your research:

How are various media perceived?

What media is best for certain audiences?

How does media harness language's power?


Topics and types of media:

  • advertising, film, the press, tabloids, posters and flyers, popular novels, radio, television
  • national security, sensationalism, bias, public opinion, authority, propaganda, stereotypes, censorship, media and government


Red Fear resources/ideas/key words



internment camps


This American Life: episode 200 "Hearts and Minds"



links worth exploring:



9. Literary Option: Poetry Project--due by CNY (or upon return--it depends on whether you want HW over CNY).

Choose a poem from the packet or from poetryoutloud.org (must be an American poem) and propose a project from the "Types of Texts" in your A2 packet: Poetic communication, Mass ommunication, Professional communication.


You must creatively expose and explore freedom, power, or another dominant American motif that emerges from the poem you select. You may use the poem you memorized if it's appropriate.


Target: 750 words (negotiable, depending on what your Cultural Option will be)

Written proposal due Monday 12 January or emailed earlier.


8. Ender's Game--see Ender's Game Wiki for discussion scedule.


7. 7 words to capture your ballad. Make a new poem and devise a performance to provide deeper understanding into the original ballad.


6. The Ballad

These are sung English ballads, made "American" in the Appalachian tradition.


Clips from the movie Songcatcher (2000)

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5. Poetry Recitation

The task: Choose a poem from poetryoutloud.org or from our poetry packet; you cannot have previously memorized it nor have previously studied it. It must be at least 14 lines (if skinny, then longer) and by an American poet. Keep a memorization journal--four entries of 250 words each. 

     The entries

     #1 Your initial response to the poem, what you feel about it, how it works

     #2 After the first memorization session

     #3 After a good chunk is memorized

     #4 After the poem is completely memorized

     Due date: memorization journal is due on date of recitation (10 Dec)


     Performance tips:

     tips at poetryoutloud.org

     video footage and tips at poetryoutloud.org


4. Poetry Reading and Writing Tips

These are the first pages of your poetry packet: _Dos and Donts Reading and Writing Poetry.pdf (download).


3. Creative Writing Assignment—Writer's Choice

The task: Having finished the short stories packet, conjure a creative way to respond to this collection. Write a short story that explores a common theme we've encountered in different ways, try a pastiche (mimicking a story's style and structure), pen a few journal entries from one character's point of view, or come up with another approach. 750 words. 1.5 spacing. Indent your paragraphs. Write a rationale as well. A rationale is an explanation of what your piece set out to accomplish, why you chose the form you did, and how well you achieved your goals--one page, 1.5 space. Lastly, use the MYP Y11 criteria and score your work. Pastiche Model (wiki page)


2. Visual Literacy

Having read "A Rose for Emily" and "Ms. Brill," Listen to Mr. P's podcast: 01 Uncanny Cast.mp3 (download)

Tips, questions, and a model of viewing cinema (wiki page)

Take notes in response to these questions while watching Psycho.

To view full movie on-line: Psycho (link)


Be prepared for a discussion that explores the three stories and the podcast.



Two questions to get you going: what different demands do the three different genres make on their audiences? Why could all three be considered "literary"? 



1. Creative Writing Assignment—Points of View 

The task: Having read and discussed Shirley Jackson's "The Lottery" and having discussed point of view, re-write "The Lottery" from a different character's perspective. Bear in mind how the story's surprise is built around what the narrator can and chooses to reveal. 

Two "The Lottery" Models (wiki page)


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