advertising assignment grade 9

How to Write an Advertisement: A Complete Guide for Students and Teachers

As with persuasive texts in general, advertisements can take many forms – from billboards and radio jingles to movie trailers and pop-ups on your computer.

In this guide, we’ll work towards writing a standard magazine-format advertisement known as the print ad. Print ads are text-heavy enough to provide something meaty for our students to get their teeth into. Though advertisers are increasingly overlooking print ads in favor of more trackable and often cheaper digital forms of advertising, the same strategies and techniques can apply to both.

Likewise, strategies such as emotive language and other persuasive devices are essential when writing ads. Much of the writing advice that follows applies to the other persuasive texts , which can also be found on our site. Be sure to check it out, also.

Let’s explore the structure and persuasive elements that make an advertisement successful. These elements combine to make us think and act favourably about a service or product. So let’s get into it and learn how to write an advertisement.

A COMPLETE UNIT ON ADVERTISING FOR TEACHERS & STUDENTS

Teach your students essential  MEDIA LITERACY SKILLS  with this  COMPLETE UNIT  on  ADVERTISING.  It’s packed with  ENGAGING, INFORMATIVE & FUN  activities to teach students the persuasive techniques to  READ ADVERTS  and the skills to  WRITE ADVERTS.

This  COMPLETE UNIT OF WORK  will take your students from zero to hero over  FIVE STRATEGIC LESSONS  covered.

PERSUASIVE TECHNIQUES TUTORIAL VIDEO (2:20)

STRUCTURE AND FEATURES OF ADVERTISEMENTS (PERSUASIVE ELEMENTS)

For students to create their own advertisements and successfully employ the various persuasive techniques, they’ll first need to develop a clear understanding of an advertisement’s underlying structure. We’ll explore the primary structural elements and features of advertisements, though the order of how these appear varies from advert to advert. Here, we’ll take a look at the following persuasive text elements.

• Call to Action

THE BRAND NAME AS A PERSUASIVE ELEMENT

The brand name of the product or service frequently comes at the top of the advertisement – though not always. One of the first tasks for students when writing their own advertisement is to decide on a name for their product or service.

Please encourage students to select a name that reflects the product, service, or values they wish to present to their audience.

Brand names have evolved from being wordy and aspirational to very short and snappy since the inception of the internet, so they can be found easily on a search engine.

BRAND NAME CONSIDERATIONS

• What are the names of similar already existing products or services?
• Does the name look and sound good?
• Is the name short, punchy, and memorable?
• Does it evoke a feeling or an idea?
• Is it distinctive and original?

THE AUDIENCE AS A PERSUASIVE ELEMENT

An advertisement’s target audience may not always be immediately apparent and often needs to be inferred through language and imagery choices made by the writer.

However, who the target audience does need to be decided before writing as it will inform subsequent choices on the use of language (e.g. pronouns, tone, etc.) and imagery.

There are several ways to help students determine their target audience. A good starting place is for them to consider creating a target persona, a fictional character who represents the type of person their product or service is aimed at.

• Education level
• Marital status
• Likes/Dislikes
• Who they trust
• What they read/watch

An effective print advertisement presents a product or service in an appealing manner. It quickly conveys essential information about that product or service. It will include a clear and specific offer and also provide the information required for the reader to act on that offer.

Once we have the brand name sorted and the audience defined, it’s time to look at the critical structural elements to consider when writing an ad. It’s important to note that not every element will be used in every ad, but the following model serves well for writing most print advertisements.

THE HEADLINE AS A PERSUASIVE ELEMENT

The ad headline should provide a short, snappy preview of what the reader will find in the copy. A good headline grabs the potential customer’s attention and makes them want to read the rest of the ad. There are several tried and tested means of writing a good headline. Here are 3 of the most effective:

The Problem/Solution Headline – This headline details a problem a potential customer may be facing and offers the solution in the form of the product or service. For example: Tired? Sluggish? Overweight? Excero Bike Gets You Where You Need to Go, Fast!

The Testimonial Headline – This headline uses a quote from a customer’s positive review to help sell the product or service. The testimonial allows the potential customer to see some ‘proof’ upfront before buying. “With the Excero Bike, I lost 15lbs in 15 days. I’m now thinner, fitter, and much, much happier!”

The Question Headline – This headline asks a question that the target customer will be seeking an answer to, for example, “Are you paying too much for your x?” Are You Paying Too Much for Your Gym Membership?

THE LOGO AS A PERSUASIVE ELEMENT

Logos are visual representations of a brand and are used to help promote a range of products and services under a single umbrella and also to allow for quick identification by the reader. They are more of a design element than a writing one.

THE SLOGAN AS A PERSUASIVE ELEMENT

A slogan is a phrase or a short sentence used to represent or sell a particular brand. Usually, they’re designed to be short and snappy to help make them more memorable for readers. Slogans often use alliteration, rhyme, puns, or other figurative language techniques to make their message more memorable.

THE OFFER AS A PERSUASIVE ELEMENT

A good print ad makes readers an offer. This is usually in the form of a benefit the potential customer will gain or a motivating reason for finding out more about the product or service.

The Offer acts as a ‘hook’ that maintains the reader’s focus and draws them into the body of the ad. It can take the form of a time-limited discount or a 2-for-1 offer, etc. This Week Only – 25% Off!

Offers can also form part of the Call to Action at the end of the ad – more details on this soon.

THE BODY COPY AS A PERSUASIVE ELEMENT

Good body text (or body copy) in an ad is well-organized and quickly gets to the point. Readers want to get the necessary information with minimum effort. For the writer, this requires skill, patience, and much editing. There are several different types of body copy that students need to consider when writing their ads. Let’s take a look at 5 of these:

Factual – Factual copy gives the reader just enough factual information about the product or service to persuade them that it’s worth buying.

Humor – Using humor is a tried-and-tested means of making an ad memorable. To use it successfully, students will need to have an excellent understanding of their target audience.

Narrative – This copy tells a story as a way to draw the customer in. Many people are resistant to direct selling. Narrative copy uses the power of storytelling to build a connection with the customer to ‘soft sell’ to them.

Testimonial – While testimonial content usually comes from a customer, it can also come from experts, celebrities, or any kind of spokesperson. The testimonial is based on what the customer or spokesperson liked about the product or service. Testimonials are often woven into the humanity of the ad. This copy appeals to emotions. Rather than boasting directly of the benefits of the product or service, this type of ad evokes the senses and appeals to emotions.

The body copy might include details of available products or services, special offers, or specific information the advertiser wants potential customers to know. Subheadings and bullet points can help organize the text and make information easier to find. Texts should be short and easy to read. Walls of text can be off-putting; if the language is too complex, it may turn off potential customers.

THE CALL TO ACTION AS A PERSUASIVE ELEMENT

The Call to Action or CTA frequently comes at the end of the advertisement. It’s usually made up of a few sentences that invite the reader to take a specific action. This action might take the form of buying the product, sharing contact information, or, in the case of an online ad, clicking on a link to find out more about the product or service.

Call to action Contexts:

• An electronics company encouraging readers to buy their new computer
• A helpline requesting readers to call a number
• A political party urging readers to vote for them in an upcoming election
• A travel agent appealing to readers to book
• A travel agent appealing to readers to book their next holiday through them

There are many ways to write a CTA but some effective strategies that are commonly used include:

• Start with strong action words urging the reader to take action, e.g. Join, Discover, Order, Subscribe, Buy , etc.
• Let the reader know precisely what you want them to do.
• Ensure the necessary contact details are included, e.g. address, email, website address, phone numbers, etc.
• Motivate the reader to take action through the use of promotional offers, e.g. Get 50% off or Book your free consultation today!
• Provide a reason to take action by communicating the benefits, e.g. Losing weight, Saving money, Performing better, etc.
• Use numbers to appeal to the reader, e.g. Save 20% on your next video, Now with 33% extra free! etc.
• Make your audience an offer they can’t refuse, e.g. Book Your School Marketing and Promotion Analysis today – No Strings Attached.
• Create a sense of urgency by limiting a special offer in some way, e.g. 25% off for the first 100 customers, Free T-shirt if booked today, Buy 2 get 1 free this month only , etc.

PERSUASIVE DEVICES

The use of persuasive devices is an essential aspect of writing an advertisement. Our students must clearly understand the following strategies to confidently produce an advertisement that works.

ALLITERATION IN ADVERTISING

This is a literary device that involves the repetition of the initial letter or sound of consecutive words or words near each other. It’s more commonly associated with poetry than nonfiction text types; however, it is also a popular technique used in advertising. Alliteration can help make brand names more memorable. Examples abound, e.g. PayPal, Coca-Cola, Range Rover, and Krispy Kreme, to name but a few.

It’s not just in company names that you’ll find alliteration at work, though. We can also see alliteration alive in slogans such as:

The best four by four by far – Land Rover

Made to make your mouth water – Opal Fruits

Greyhound going great – Greyhound

Don’t dream it. Drive It. – Jaguar

EMOTIVE LANGUAGE

Using emotive language involves deliberately choosing words to provoke an emotional response in the reader. Different ways exist to express the same idea.

We can choose to put a positive, neutral, or negative spin on the same event through the words we select. For example:

Positive: She triumphed gloriously against stiff competition in the spelling bee.

Neutral: She won the spelling bee.

Negative: She received first prize in the poorly attended minor-league spelling bee.

Asking questions can help to engage the reader and persuade them to come to the desired conclusion by themselves. This is the ad equivalent of the ‘show, don’t tell’ mantra employed by fiction writers.

As with all the techniques and strategies, this technique must be used with care. It can have the opposite of the desired effect, such as building resistance in the reader, if used carelessly. Students should avoid making hyperbolic suggestions with their rhetorical questions. For example, the question “Want to lose 50lbs in 2 weeks?” implies a highly exaggerated claim that most intelligent readers will not believe. In this instance, the rhetorical question detracts from the ad’s effectiveness rather than enhances it.

The most important thing for students to remember when using this technique is that they should only ask rhetorical questions in their ads when they can predict with a reasonable degree of certainty what the answer will be in the reader’s mind. Nine times out of ten, that answer should be a simple yes. Questions should be straightforward, as should the answers they generate.

Advertisers know that we usually need to see or hear things several times before we’ll remember them. Also, the reader is more likely to believe something true the more frequently they hear it. For these reasons, advertisements rely heavily on repetition to drive their message home.

In advertising, the repetition of certain keywords or phrases is used to emphasize a specific idea or emotion. When used well, it can increase the overall effectiveness of an ad. However, students should be careful not to bore the reader. Repetition should always be used strategically.

Repetition doesn’t just involve the repeating of words. It can also include repeating colors and images.

Here are some examples of repetition at work.

ADVERTISING WRITING TIPS FOR STUDENTS

• Carefully Consider the recount TYPE and AUDIENCE before writing.
• Keep the title simple, e.g. My First Day at High School
• Organize the text using paragraphs, e.g. a new paragraph for each section. Use the first orientation paragraph to set the scene by introducing characters, setting, and context.
• Write the recount in chronological order – the order in which things happened and keep it in the past tense – relating events that have already happened.
• Choose the correct perspective from which to write the recount, e.g. personal recounts will be told from a first-person perspective (e.g. I, me, etc.). Factual recounts are most often told from the third-person perspective (e.g. she, he, they, etc.).
• Use time connectives to help organize the text and link the different sections of the recount together.
• Avoid repetitive use of language like then x, then y, and then z.”
• Aim to draw the reader into the action by using descriptive and figurative language
• Focus on the most critical/exciting parts.
• Use plenty of detail but ensure it is relevant to the purpose of the recount.

PERSUASIVE VOCABULARY

Vocabulary can elicit an emotional response beyond the literal meaning of the words used. When students understand this, they understand a powerful tool of persuasion.

PERSUASIVE ADVERTISING STRATEGIES

The Pain Solution: Persuades by highlighting a problem and suggesting a solution.

The Bandwagon: Persuades to do, think, or buy something because it is popular or because “everyone” is doing it.

The Testimonial: Persuades by using a previous customer or famous person to endorse a product or idea.

The Logical Appeal: Persuades by using reason, usually in the form of a claim backed by supporting evidence.

The Emotional Appeal: Persuades using words that appeal to emotions instead of logic or reason.

The Youth Appeal: Persuades by suggesting you’ll feel younger and more energetic using this product or service.

The Romantic Appeal: Persuades the reader by invoking the powerful and inspiring feelings of love.

The Empathy Appeal: Persuades the reader by encouraging them to identify with the plight of another.

The Testimonial: Persuades the reader by using a previous customer or famous person to endorse a product or idea

THE ROLE OF IMAGES IN AN ADVERTISEMENT

It’s a competitive world out there! Advertisements must catch and hold attention in an overwhelmingly noisy world, and images are a powerful means of doing this. Photos, pictures, diagrams, logos, color schemes – the visual look of an ad is as important as the text and, in some cases, more important!

Interesting images capture interest. They can intrigue the reader and encourage them to read the text they accompany.

Images also help the reader visualize the product or service offered. Advertising space can be expensive, and, as the old adage has it, a picture tells a thousand words. Images help advertisers make the most of their advertising real estate.

Students should carefully choose (or create) images to accompany their text. They should ensure that images are relevant and appropriate for their selling audience. They should look natural and genuine rather than posed.

Students can create their own images using their cell phones or graphic designer apps such as Canva .

This is our complete guide on writing an advertisement for students, and be sure to browse all our persuasive articles whilst you are here. Finally, we also have a complete unit of work on advertising for students and teachers that can be found here.

PERSUASIVE DEVICES TUTORIAL VIDEO

OTHER ARTICLES RELATED TO HOW TO WRITE AN ADVERTISEMENT

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Top 5 Persuasive Writing Techniques for Students

5 Top Persuasive Writing Lesson Plans for Students and Teachers

23 Persuasive writing Topics for High School students

Teaching Fact and Opinion

Advertisement Writing Class 9 Format, Topics, Examples, Exercises

Introduction.

Are you a Class 9 student with a passion for writing and a desire to master the art of advertisement? Look no further! Our Advertisement Writing Class for Class 9 offers a comprehensive curriculum designed to enhance your skills and ignite your creativity. Join us and unlock your potential in the captivating world of advertising!

Also Read: Advertisement Writing For Class 6 

Format Of Advertisement Writing Class 9

• Interactive Sessions: Engage in lively discussions and interactive sessions led by experienced instructors who will guide you through the fundamentals of advertisement writing.
• Practical Exercises: Get hands-on experience through a series of practical exercises that will challenge your creativity and sharpen your writing skills. You’ll work on real-world scenarios and learn how to create persuasive advertisements.
• Group Activities: Collaborate with your fellow classmates on group activities, allowing you to exchange ideas and learn from one another’s perspectives. Enhance your teamwork and communication skills in a supportive environment.
• Feedback and Improvement: Receive constructive feedback from instructors and peers to improve your advertisement writing abilities. Learn to effectively incorporate feedback and enhance the impact of your ads.

Topics Of Advertisement Writing Class 9

• Understanding Advertising: Explore the purpose and power of advertisements, and learn about their role in influencing consumer behavior.
• Target Audience Analysis: Discover the importance of identifying and understanding your target audience to create effective advertisements that resonate with them.
• Elements of a Successful Advertisement: Learn about the essential components of an impactful advertisement, including catchy headlines, persuasive copywriting, visual aesthetics, and call-to-action.
• Copywriting Techniques: Master the art of writing compelling ad copy that captures attention, conveys the message effectively, and motivates action.
• Visual Design: Understand the significance of visual elements in advertisements, such as images, colors, fonts, and layout, and learn how to create visually appealing ads.
• Advertisement Campaigns: Study successful advertisement campaigns and analyze the strategies employed by renowned brands to gain inspiration for your own creations.

Examples Of Advertisement Writing Class 9

Example 1: Catchy Slogan Creation Product: New Energy Drink Slogan Examples:

• “Fire up your passion, tap into your potential!”
• One sip at a time, “revitalise your day!”
• You can  now ”  witness  the  energy   boost  you’ve  been   pining !”

Example 2: Persuasive Ad Copywriting Product: Online Tutoring Service Ad Copy Examples:

• “Our online tutoring service can help you achieve academic achievement.
• Our team of expert tutors is here to guide and support you on your learning journey.
• From math to science, English to history, we offer personalized lessons tailored to your needs.
• Experience interactive sessions, gain confidence, and achieve your academic goals. Don’t let any challenge hold you back. Get started today and excel with our online tutoring service!”

Example 3: Visual Advertisement Design Product: Eco-Friendly Clothing Line Visual Advertisement Examples :

• The visual advertisement features a vibrant background with nature-inspired colors, such as shades of green and earth tones.
• It showcases models wearing stylish and sustainable clothing made from organic materials.
• The tagline “Dress the Earth, Dress with Style” is prominently displayed, conveying the brand’s commitment to both fashion and environmental consciousness.
• The overall design exudes a sense of eco-friendliness, emphasizing the brand’s values and appealing to environmentally-conscious consumers.

These examples demonstrate the application of catchy slogans, persuasive ad copy, and visually appealing designs in advertising various products and services. Feel free to draw inspiration from these examples and use them as references when developing your own advertisement writing skills. Remember to adapt and tailor them to suit your specific product or service and target audience.

Exercises Of Advertisement Writing Class 9

Exercise: Create an Advertisement Campaign

Objective: To hone your abilities in designing thorough marketing strategies for goods or services.

Instructions:

• Choose a product or service that interests you or that you wish to promote.
• Find out who the target market is for the service or product.
• Create a marketing campaign concept that appeals to the target market and is pertinent to the commodity or service.
• Make a memorable tagline or slogan that captures the spirit of your campaign and appeals to the intended audience.
• Convincing advertising copy should emphasize the main advantages, features, and differentiators of the good or service. Engage the audience and inspire them to act by using persuasive language and approaches.
• Create a visual advertisement to go with your written campaign. Reflect on the feedback received and make necessary revisions to strengthen your campaign.
• Prepare a final presentation showcasing your refined advertisement campaign, incorporating the feedback and improvements suggested.

Conclusion On Advertisement Writing Class 9

In conclusion, our Advertisement Writing Class for Class 9 is the perfect platform for you to unleash your creativity, develop persuasive communication skills, and master the art of advertisement writing. Through expert guidance, engaging lessons, practical exercises, and targeted feedback, you will gain the knowledge and tools necessary to create captivating advertisements that leave a lasting impact.

By understanding the power of effective advertising, analyzing target audiences, employing creative thinking techniques, and incorporating visual design principles, you will be equipped to craft advertisements that stand out from the crowd and motivate action.

Furthermore, the opportunity to collaborate with peers, receive constructive feedback, and build a portfolio of your best work will not only enhance your advertisement writing skills but also boost your confidence in presenting your ideas.

Enrolling in our Advertisement Writing Class for Class 9 is your gateway to unlocking your creative potential and becoming a persuasive communicator. Don’t miss out on this exciting opportunity to embark on a journey of imagination, innovation, and professional growth.

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• Resource Library
• Advertisements
• Advertising Techniques
• Commercials
• Language of Persuasion
• Media Literacy
• Media and Information Literacy

Education Standards

Michigan state ela standards.

Learning Domain: Reading for Informational Text

Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

Learning Domain: Writing

Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Standard: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Advertising Techniques Packet

Analyze and advertisement mini-poster project, language of persuasion presentation, lesson plan 3- advertising techniques- the language of persuasion, name that technique, technique review, weasel words presentation, lesson 3: advertising techniques- the language of persuasion.

Students will use the Five Core Concepts and Five Key Questions to analyze and evaluate media messages.  These concepts will serve as the "Big Ideas" or the "Enduring Understanding" that students will need in order to become media literate. 

Students will learn the Language of Persuasion used in advertising, specifically techniques that appeal to pathos (emotion), logos (logic), and ethos (credibility/character). They will use these techniques to analyze both print advertisements and television commercials. The lesson will culminate in the analysis of advertisements and the various techniques that they use as well as an evaluation of their effectiveness.

This is Part 3 of a 5 Part Unit:  Media Manipulation: What Are They Really Saying?

Students were given the Advertising Packet in Lesson 2 of this Unit (Fact vs. Opinion) and should have completed page 2.

Read the “History of Advertising” in Advertising Packet (pages 3-4).  Choose a reading technique to use while reading (popcorn, jigsaw, Talk To The Text).  The article contains important vocabulary as well as explaining how the business of advertising works. 

Students will then complete page 5 their knowledge of logos and slogans which makes a text-to-world connection.

Share some time with students sharing the slogans/jingles that they remember (this will be a fun activity).  Lead a class discussion:how do you remember the slogans/jingles? What makes a good slogan/jingle?

Optional: play a game!  Name that product, jingle game.  Create your own or use this video: https://www.youtube.com/watch?v=GjI_aP0tCHI

Optional: play classic jingles (Oscar Meyer, Coca Cola).  These are easily found on YouTube.

As a cute ending of the lesson, watch the commercial scene from the movie Inside/Out https://www.youtube.com/watch?v=SRoP4AN-cN4

You were given the Advertising Packet in Lesson 2 of this Unit (Fact vs. Opinion) and should have completed page 2 already.

Read the “History of Advertising” in Advertising Packet (pages 3-4). 

Complete page 5 using your knowledge of logos and slogans.

Share some slogans/jingles that youremember (this will be a fun activity).  Think: how do you remember the slogans/jingles? What makes a good slogan/jingle?

Begin by asking students if any of the jingles from yesterday were stuck in their heads?  How do they think that happend?

Read Page 6 in the Advertising Packet about Consuming Ads.  Students will need to brainstorm about all of the places they encounter advertisements/commercials.  

Is Seeing Believing? Advertising Packet Page7- Watch the videos and write 3 things that you learned from each video.  Students can watch them as a class and Turn and Talk to brainstorm what they learned or they can watch them individually on a personal device. Links:

Food Ad Tricks: Helping Kids Understand Food Ads on TV  https://www.youtube.com/watch?v=fUjz_eiIX8k

Tricks Advertisers Use To Make Food Look Delicious! DIY Food Photo Hacks and More  https://www.youtube.com/watch?v=MflT0I7ZPCs

29 COMMERCIAL TRICKS WE ALWAYS BELIEVED https://www.youtube.com/watch?v=gQzcno9r1OQ

Superhuman Tape Measure Skills DEBUNK  https://www.youtube.com/watch?v=rsXQInxxzBU&t=584s

Skiing Ostriches DEBUNK (Featuring the YouTube Algorithm) https://www.youtube.com/watch?v=H_slT5YpBok

Were any of the jingles from yesterday were stuck in your head?  How do you think that happend?

Read Page 6 in the Advertising Packet about Consuming Ads.  You will need to brainstorm about all of the places you encounter advertisements/commercials.  

Is Seeing Believing? Advertising Packet Page7- Watch the videos and write 3 things that you learned from each video.  You can watch them as a class and Turn and Talk to brainstorm what you learned or you can watch them individually on a personal device. Links:

Class discussion: 

What are your favorite commercials? Why?

How do ads work? 

What is the purpose of ALL advertisements?

What are the ones that work best on you on you?

Introduction to Ethos/Pathos/Logos. Packet Page 8.  Explain to students that these 3 techniques have been used for centuries to persuade.  These are techniques they use themselves when trying to persuade someone (even if they didn’t know they were using them!). Extension: Watch the Ethos, Pathos, and Logos by Studio Binder.  https://www.youtube.com/watch?v=lmR58_dqLxY

Begin the Introduction of the Language of Persuasion.  Language of Persuasion Presentation to demonstrate each technique. For each Language of Persuasion students need to categorize it as Ethos/Pathos/Logos (Packet Pages 9-12).

If class time is left over, watch a few commercials (or have students find links to their favorite commercials) and practice identifying the Language of Persuasion used.

Introduction to Ethos/Pathos/Logos. Packet Page 8.  These 3 techniques have been used for centuries to persuade.  These are techniques you use youself when trying to persuade someone (even if you didn’t know you were using them!). Extension: Watch the Ethos, Pathos, and Logos by Studio Binder.  https://www.youtube.com/watch?v=lmR58_dqLxY

Begin the Introduction of the Language of Persuasion.  Language of Persuasion Presentation to demonstrate each technique. For each Language of Persuasion you need to categorize it as Ethos/Pathos/Logos (Packet Pages 9-12).

If class time is left over, watch a few commercials and practice identifying the Language of Persuasion used.  Commericials can be found easily on the internet.

Today, students will examine the words used in advertisements and commercials.  Just as the lesson started with examining the difference between a fact and an opinion, today they will look at two different techniques that make opinions sound like facts: Puffery and Weasel Words. 

Read the top of packet pages 14-15 with students.  Check for comprehension by showing advertisements or commercials and asking them to spot the weasel words and puffery.  Optional: If students are struggling with comprehension, show the Weasel Words Presentation.

Students are broken into groups and given a magazine (or a curated presentation shared digitally).  They will then analyze the ads for Puffery and Weasel Words. Working together they will analyze the words contained in the advertisements for these techniques. 

Today, you will examine the words used in advertisements and commercials.  Just as the lesson started with examining the difference between a fact and an opinion, today you will look at two different techniques that make opinions sound like facts: Puffery and Weasel Words. 

Read the top of packet pages 14-15 with students. Optional: If you are struggling with comprehension, watch the Weasel Words Presentation.

With a partner or in a small group, analyze the ads given to your by your teacher for Puffery and Weasel Words. Working together you will analyze the words contained in the advertisements for these techniques. 

Day 7 with Optional Days 8-9

ASSESSMENT: Students will be shown commercials.  For each commercial the students will identify the techniques used in each.  Then they will evaluate the ad for effectiveness (Pages 16-18). Commercials can be found  easily on YouTube.  

Day 8-9 (Optional Project/Assessment)

Alone or with a partner (no groups of 3 please) deconstruct an advertisement

using the questions in Analyze an Advertisement Mini-Poster Project document. 

Students will choose an advertisement from the stack of available ads and answer the questions in the boxes below using complete sentences, correct spelling, and grammar!

Next, students will cut the boxes out from the document and glue them onto the construction paper with the advertisement.

ASSESSMENT: You will be shown commercials.  For each commercial you will identify the techniques used in each.  Then you will evaluate the ad for effectiveness (Pages 16-18). 

Alone or with a partner (no groups of 3 please) deconstruct an advertisement   using the questions in Analyze an Advertisement Mini-Poster Project document. 

You will choose an advertisement from the stack of available ads and answer the questions in the boxes below using complete sentences, correct spelling, and grammar!

Next, you will cut the boxes out from the document and glue them onto the construction paper with the advertisement.

Version History

Critical Media Literacy: Commercial Advertising

• Resources & Preparation
• Instructional Plan
• Related Resources

Studying the influence of mass media on our lives allows students to view advertising in a new light. This lesson provides students with the opportunity to look at mass media in a critical way. Students become aware of the tremendous amount of advertising that they are exposed to on a daily basis. By looking at advertising critically, students begin to understand how the media oppresses certain groups, convinces people to purchase certain products, and influences culture.

Featured Resources

PBS Media Literacy "Getting Started" activity ideas : Students become "cultural investigators" in the area of mass media by participating in the activities suggested at this helpful site.

From Theory to Practice

• Popular culture can help students deconstruct dominant narratives and contend with oppressive practices in hopes of achieving a more egalitarian and inclusive society.
• The raising of critical consciousness in people who have been oppressed is the first step in helping them to obtain critical literacy.
• Television literacy affirms the need to teach children how to read and interpret television messages, including advertising.
• The time has arrived to broaden the canons of traditional education and the curriculum to include the expanding technologies of television, film, video, and computers.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

• 12-15 copies of different magazines (e.g., Teen People , The Source , Sports Illustrated )
• Chart paper

Advertisement Dissection and Analysis sheet

Preparation

Student objectives.

Students will

• Investigate the influence of advertising on their daily lives
• Engage in critical inquiry of mass media
• Identify hidden media messages
• Interpret messages presented through advertising
• Discuss the effect of advertising on culture

Use other activities from the PBS Media Literacy "Getting Started" activity ideas list to further investigate commercial advertising.

Student Assessment / Reflections

• Teacher observation of dialogue between students
• Written response synthesizing classroom discussions
• Calendar Activities
• Lesson Plans

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The Language of Advertising: 9 persuasive techniques

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Description

Wyoming Standards for English Language Arts

Learning Domain: Language

Standard: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Degree of Alignment: Not Rated (0 users)

Maryland College and Career Ready English Language Arts Standards

North dakota english language arts & literacy content standards.

Learning Domain: Reading Standards for Informational/Nonfiction Text

Standard: Delineate and evaluate a text’s argumentative reasoning and persuasive techniques, including emotional appeals and establishing credibility.

Common Core State Standards English Language Arts

Cluster: Knowledge of Language.

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Tags ( 26 )

• Advertisement
• Persuasive Language Techniques
• Persuasive Techniques for Advertisement
• Reading Activity
• Reading Skills
• Writing Activity
• Writing Skills
• language of advertisement
• Creative Writing
• adverts and slogans
• persuasive language of adverts
• persuasive techniques for ads
• English Language
• English as a Foreign Language
• production of slogans for ads
• critical literacy
• reading awareness
• Close and Critical Reading
• Critical Reading
• activities for writing
• activity to improve writing
• Reading Comprehension
• Reading in EFL
• critical reading activity

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Propaganda: What's the Message?

Lesson plan.

Examine the seven forms of propaganda found in advertising and politics. Discover the persuasive methods behind the messaging we see every day and gain skills to effectively identify and counter them. A classroom gallery walk challenges students to detect the propaganda techniques at work and evaluate their effectiveness. 

Got a 1:1 classroom? Download fillable PDF versions of this lesson's materials below!

Pedagogy Tags

Teacher Resources

Get access to lesson plans, teacher guides, student handouts, and other teaching materials.

• Propaganda_Lesson Plan.pdf
• Propaganda_StudentDocs.pdf
• Propaganda_Fillable.zip
• Gallery Walk.pdf

I find the materials so engaging, relevant, and easy to understand – I now use iCivics as a central resource, and use the textbook as a supplemental tool. The games are invaluable for applying the concepts we learn in class. My seniors LOVE iCivics.

Lynna Landry , AP US History & Government / Economics Teacher and Department Chair, California

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• Visual Arts
• English & Literature

Media Awareness I: The Basics of Advertising How are consumers influenced by media marketing?

In this 6-8 lesson, students will examine the influence of advertising from past and present-day products. Students apply design principles to illustrate a product with background and foreground. This is the first lesson designed to accompany the media awareness unit.

Get Printable Version   Copy to Google Drive

Lesson Content

• Preparation
• Instruction

Learning Objectives  

Students will: 

• Analyze print, video, and audio advertisements. 
• Evaluate the influence that advertising exerts on people through the media.
• Interpret the purpose of advertising and what the term “target audience” means.
• Discuss interpretations and inferences from product or service advertisements.
• Use principles of art and design to create an advertisement of their own. 
• Demonstrate an illustration with background and foreground.

Standards Alignment

National Core Arts Standards National Core Arts Standards

VA:Cr2.1.6a Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.

VA:Cr2.1.7a Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design. 

VA:Cr2.1.8a Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and meanings that emerge in the process of artmaking or designing

VA:Cr3.1.6a Reflect on whether personal artwork conveys the intended meaning and revise accordingly

VA:Cr3.1.7a Reflect on and explain important information about personal artwork in an artist statement or another format.

VA:Cr3.1.8a Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or design in progress.

VA:Re.7.2.6a Analyze ways that visual components and cultural associations suggested by images influence ideas, emotions, and actions.

VA:Re.7.2.7a Analyze multiple ways that images influence specific audiences.

VA:Re.7.2.8a Compare and contrast contexts and media in which viewers encounter images that influence ideas, emotions, and actions.

VA:Re8.1.6a Interpret art by distinguishing between relevant and non-relevant contextual information and analyzing subject matter, characteristics of form and structure, and use of media to identify ideas and mood conveyed.

VA:Re8.1.7a Interpret art by analyzing artmaking approaches, the characteristics of form and structure, relevant contextual information, subject matter, and use of media to identify ideas and mood conveyed.

VA:Re8.1.8a Interpret art by analyzing how the interaction of subject matter, characteristics of form and structure, use of media, artmaking approaches, and relevant contextual information contributes to understanding messages or ideas and mood conveyed.

MA:Re7.1.6a Identify, describe, and analyze how message and meaning are created by components in media artworks. 

MA:Re7.1.7a Describe, compare, and analyze the qualities of and relationships between the components in media artworks. 

MA:Re7.1.8a Compare, contrast, and analyze the qualities of and relationships between the components and style in media artworks.

MA:Re8.1.6 Analyze the intent of a variety of media artworks, using given criteria.

MA:Re8.1.7 Analyze the intent and meaning of a variety of media artworks, using self developed criteria.

MA:Re8.1.8 Analyze the intent and meanings of a variety of media artworks, focusing on intentions, forms, and various contexts.

MA:Cn11.1.6a Research and show how media artworks and ideas relate to personal life, and social, community, and cultural situations, such as personal identity, history, and entertainment.

MA:Cn11.1.7a Research and demonstrate how media artworks and ideas relate to various situations, purposes and values, such as community, vocations, and social media. 

MA:Cn11.1.8a Demonstrate and explain how media artworks and ideas relate to various contexts, purposes, and values, such as democracy, environment, and connecting people and places.

Common Core State Standards Common Core State Standards

ELA-LITERACY.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

ELA-LITERACY.SL.6.1.A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

ELA-LITERACY.SL.6.1.B Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

ELA-LITERACY.SL.6.1.C Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

ELA-LITERACY.SL.6.1.D Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

ELA-LITERACY.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

ELA-LITERACY.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.

ELA-LITERACY.SL.7.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

ELA-LITERACY.SL.7.1.B Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

ELA-LITERACY.SL.7.1.C Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

ELA-LITERACY.SL.7.1.D Acknowledge new information expressed by others and, when warranted, modify their own views.

ELA-LITERACY.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

ELA-LITERACY.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

ELA-LITERACY.SL.8.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

ELA-LITERACY.SL.8.1.B Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

ELA-LITERACY.SL.8.1.C Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.

ELA-LITERACY.SL.8.1.D Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

ELA-LITERACY.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

Recommended Student Materials

Editable Documents : Before sharing these resources with students, you must first save them to your Google account by opening them, and selecting “Make a copy” from the File menu. Check out Sharing Tips or Instructional Benefits when implementing Google Docs and Google Slides with students.

• Common Advertising Strategies
• Slide: Product Advertisements
• Product Discussion Questions
• Elements and Principles of Art
• Slide: Illustration Examples
• Criteria for Success: Product Illustration

Teacher Background

Teachers should use age-appropriate advertisements and products. Bring a collection of sample products for students to observe. Visit Advertising 101: Tips to Get you Started and review Common Advertising Strategies before teaching the lesson.  Preview the other two lessons in the unit, Media Awareness II: Key Concepts in Advertising and Media Awareness III: Helping a Product Cross the Finish Line . 

Student Prerequisites  

Students should have a basic understanding of advertising and their favorite products.

Accessibility Notes

Provide preferential seating and captions for visual presentations. Give students the option to create an audio advertisement as opposed to a visual one.

• Display a few children’s products (games, cereals, toys, devices, DVDs, etc.) around the classroom. Ask students to “turn and talk” and answer the following question: What is one of your favorite products and why?
• Initiate a class discussion in which each student shares what they like/dislike about their product.
• Have all students brainstorm different categories of kid-oriented products. Create a “t-chart” with a running list of these products on one side, then write down the reasons for valuing each item on the other.
• Introduce students to the three-part lesson on advertising. Ask students, who have heard of the term “advertising?” How is advertising related to the product we listed on the “t-chart?”
• Distribute or display the resource, Common Advertising Strategies . Review the basics of advertising and marketing and inform the students that they will be using their knowledge to create an advertisement for their favorite kid-oriented product.
• Show the students examples of print and video ads from the Slide: Product Advertisements . Be mindful of any students that may need one type of advertisement over the other. See “Accessibility Accommodations” for modifications.
• Begin a discussion about advertisements. Ask: Would you want to buy this product? If so, what about the advertisement caught your attention? Who is the target audience for the advertisement? How do you know? Based on the Common Advertising Strategies resource, which marketing techniques do the advertisements use?
• Ask students to bring a favorite product from home. This can include food, a toy, or any product they enjoy.
• Have students divide into pairs or small groups and temporarily exchange with one another their product and the associated advertisement. This discussion will promote an enhanced understanding of advertising and the effect it can have on the audience. If for any reason the student does not have a product, allow them to choose a product from the teacher’s collection or one on the web.
• Display the Product Discussion Questions and encourage students to elaborate on their product. 
• Allow students approximately 5 – 10 minutes to discuss their products. Then, ask each group to summarize their discussion points.

Reflect  

• Distribute the Elements and Principles of Art resource to students and review the Criteria for Success: Product Illustration . Explain to students that the class will only focus on a few of the elements and principles for the next activity (students will draw his/her item from observation).
• Model the concept of using overlapping lines to create the illusion of foreground/background space in the picture plane. Show students the Slide: Illustration Examples to analyze the foreground/background space illusion technique. Also, do a quick sketch to illustrate the process in detail. The background will then be drawn in to show where the item is usually kept at home (shelf, drawer, etc.).
• Explain to students that this drawing will become an advertisement for their product. 
• Distribute 18” x 12” newsprint paper and pencils and have students begin their drawings. Allow sufficient time for students to complete the assignment. Offer additional modeling and feedback for students who need support. Encourage them to collaborate with their classmates for constructive feedback. 
• Assess students’ knowledge with a written response. Have students compare the various choices made in the placement of the object on the page and the principle of balance.
• Collect drawings, as students will use these drawings as a springboard during the next lesson. 
• Ask students to bring in an example of an advertisement for a product to discuss during the next lesson.
• Using their notes from the discussion on kid-oriented products, students will expand upon their knowledge by researching various advertisements for the products they listed (games, CDs, interactive toys, etc.). Using a double-sided journal entry, each student will choose one type of product and then record the characteristics of the product’s advertisement. The ads can be television, radio, internet, or print ads. During the next lesson, have students report their findings.
• Have students review Digital Marketing strategies and infographic advertisements by visiting age-appropriate websites. Then have them create their own digital add or infographic using Animaker , Smore , or a graphic design tool like Google Drawings . This activity helps students to compare and contrast various websites and how they use marketing to attract consumers.

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Related Resources

Lesson media awareness ii: key concepts in advertising.

In this 6-8 lesson, students will continue the exploration of advertising and media awareness.  Students will examine the purpose, target audience, and value of advertisements. Students will then create original, hand-drawn advertisements. This is the second lesson designed to accompany the media awareness unit.

Lesson Media Awareness III: Crossing the Finish Line

In this 6-8 lesson, students will develop and market a new children’s product. They will apply advertising design strategies to market their product. This is the third lesson designed to accompany the media awareness unit. 

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Admongo.gov

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Lesson Plans

• Free Lesson Plans
• Teacher Videos
• State Standards

From buses to TV to the Web, ads are everywhere, and many target kids ages 8 to 12! Do your students have the critical thinking skills to understand ads, what they're saying, and what they want kids to do?

To help you equip your students with these valuable skills, the Federal Trade Commission (FTC), the nation's consumer protection agency, has created a comprehensive advertising literacy program, which includes free lesson plans. Developed for 5th and 6th grade classrooms with Scholastic, Inc., the lesson plans meet national standards for language arts and social studies, and many teachers report using them successfully in grades ranging from 3-9. As part of the FTC's Admongo campaign, the program helps kids learn to ask three key "critical thinking" questions when they encounter advertising:

• Who is responsible for the ad?
• What is the ad actually saying?
• What does the ad want me to do?

Do you want to teach your students to better understand advertising? Use the lessons and tools below to help your students answer critical questions and guide them toward becoming smarter consumers.

Hard Copies

Hard copies of the Admongo lesson plans are available for free. To order, visit ftc.gov/bulkorder .

Electronic Files

Use the below links to print out the entire program in just three files.

Classroom Poster

This printable poster can be hung in your classroom to get students excited about advertising literacy and serve as a reminder of the three key critical thinking questions.

Part 1: Lesson Plans and Student Worksheets

This packet has all of the in-class materials in one document, ready for review and reproduction. It includes an Education Standards Chart so you can easily see how Admongo fits into your requirements. Additional online lessons can be accessed and downloaded by clicking on Lessons 1 and 2 below.

Part 2: Bonus Activities and Family Handouts

This packet contains materials for continuing ad literacy at home, including homework assignments, a letter to parents, and a variety of family activities.

Lessons, Worksheets and Take-Home Handouts

The below links will allow you to explore and access the individual components of the Admongo classroom program.

Your students are exposed to advertising throughout their day. Use these lessons to equip your students with the critical thinking skills they need to navigate today’s media-rich world.

Lesson 1: Ad Awareness

This lesson invites students to explore what advertising is, what ads do, and who's responsible for the messages in ads.

Lesson 2: Ad Targeting and Techniques

This lesson allows students to learn how (and why!) advertisers choose certain techniques to reach a certain target audience.

Lesson 3: Ad Creation

This lesson lets students see how research affects how ads are created and targeted - and lets students create their own ad.

Lesson 4: A Smarter Consumer

This lesson asks students to reflect on how understanding ads helps them make better buying decisions (and be smarter consumers).

Student Worksheets

Use the printables below to support your teaching of the Admongo program. Each worksheet accompanies a lesson or bonus activity and can be used in the classroom or sent home with students for homework.

"Be Ad Aware" (PDF)

This worksheet asks your students to work in groups to review and compare advertisements.

"What's in an Ad?" (PDF)

This homework activity will encourage students to evaluate an ad and discuss what they think about it.

"Ad Techniques" (PDF)

This printable provides your students with details about different techniques that advertisers use and how to recognize them.

"What is an Ad Saying?" (PDF)

Students will compare and contrast two ads to determine how different ad techniques are used.

"Create an Ad!" (PDF)

Give your students a chance to work together to create their own ads, including discovering their audience, choosing techniques, and placing the ad.

"Ad Literacy Quiz" (PDF)

Test your students’ knowledge with this helpful assessment tool.

Family Handouts

Encourage ad literacy at home by sending the following activities home with your students.

Super Ad-tastic Scavenger Hunt (PDF)

Ads are everywhere! Embark on a home scavenger hunt to see all the ads you can find—the results might surprise you!

Track Your Ads (PDF)

Are advertisers aiming their ads in the right direction? Watch your favorite family TV show and complete this ad-tracking activity to find out.

Promote Your School! (PDF)

Use your new understanding of advertising to create an ad promoting your child’s school!

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English for grade 9 : advertisement.

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