Day 28 - Wednesday


Day 28 - Wednesday

1) Class Business (5)

* Sign-in Sheet
* Discuss Assignment for 11/2

2) Warrants Exercise (45)

I mentioned in the assignment for these presentations and third paper that warrants might be particularly important. You may select a shorter film because you assume that the class thinks shorter=better. What if this is not the case, however, and everyone in the class likes long films? Unlikely, perhaps, but this is why you need to consider your warrants. Alternatively, how many of you have thought that we should watch your movie because it contains both action and romance, so it will be appealing to guys and girls? Show of hands? Is this a common argument? What is the assumption here? Guys like action, and girls like romance. In reality, we deal with warrants like this every day, probably without even knowing it. To demonstrate this, I want you to take out your magazines (if you forgot a magazine, pair up with someone who has one).

* I want you to spend 2-3 minutes flipping through the magazine until you find an advertisement that catches your eye. Ready? Go!

* OK. Now that you’ve found an ad, take a minute to write down a sentence or two explaining why you found that particular ad appealing, eye-catching, etc. Does the ad make you want to buy the product? Why or why not?

* When you think about it, every ad makes an argument. What is the basic claim of almost every ad? (You should buy this product/ service.) Where do we find the reasons that support this claim? What are they? (In order to enjoy whatever the ad depicts, we must purchase the product.) Now I want to ask you something else: what makes these reasons apply to us, if they do? (Warrants — assumptions that the advertisers make about our likes and dislikes.) On TV, do all channels show the same ads? Do ads on MTV air on CNN? Why not? (Demographics, assumptions the advertisers make about the wants of MTV viewers different from the assumptions they make about CNN viewers.) Can we think of some examples? (Britney Spear’s ad for Pepsi v. an ad for a financial services company/ Maalox/ etc.)

* All right, now that we understand these ads are making an argument, I want you to find two people and get into groups of three. Share your ad and your reflections on it with your group. Then pick the most appealing or repulsive/ unappealing ad in the group. What does this ad assume about you or about its audience of potential customers? Write down your thoughts.

* Share the 6 most appealing ads with the class. Discuss the warrants/ assumptions made by these advertisers. (Ex. In a tobacco ad we often see cowboys: assumes smokers or potential smokers will be turned on by cowboys who smoke.)

* Select best ad of the 6 (vote as a class). Then have each group brainstorm another reason advertisers could use to get someone (not necessarily us) to buy this product. Give each group an audience to target (your grandparents, your parents, a 5 year old, a 30 year old office worker, a 50 year old farmer, an 80 year old widow).

* Share reasons (and audience); write on board.

* Ask for 3 volunteers to be judges (one to write down the warrants on the board); break class into two teams. Team A will have 30 seconds to articulate a warrant underlying Reason #1. Team B will have 30 seconds to find a warrant for R#2. Once each R has one W, try going through a second time, if time allows.

3) Hand in Claims for Paper #3

 

 

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