Advertising

Learning Sequence

Activity 3: Analysing advertisements (English)

2. DISCUSS: What is advertising?

Why do companies advertise? What media are used for advertising? How do we know when we see or hear an advertisement? What are some of the situations where we might not recognise an advertisement?

Billboards are one channel for advertising. Billboards require a simple message that can be conveyed quickly to passers-by. Billboards require the developer of the advertisement to encapsulate the core message of a campaign on a single page (a very large page).

Direct mail is another means of advertising. The idea here is to acquire mailing lists and to use them to develop a customer base. Information is mailed directly to the person, and usually involves a mechanism to encourage a response (a free prize, chance to win, special deal etc). Direct mail is now an online marketing strategy.

3. DEVELOP a list of other advertising channels and discuss the role each might play in a larger campaign. You can find the table below in the PDF Analysing advertisements.

4. WRITE at least two paragraphs describing the types of texts involved in advertising, giving examples of how they are shaped by their purpose and audience.

This activity can be found in the NSW Money Stuff Teacher resource book – English Page 13.

Explore additional learning activities (which include extension and revision tasks) in the print resources section under Print resources - Victoria.

Linked Learning Outcomes - NSW
Stage 6 English Preliminary (Standard)
Syllabus Outcomes
1. A student demonstrates understanding of the relationships between composer, responder, text and context.
2. A student identifies and describes relationships among texts.
3. A student develops language relevant to the study of English.
4. A student identifies and describes language forms and features and structures of particular texts that shape meaning and influence responses.
Stage 6 English Preliminary (Fundamentals of English)
Syllabus Outcomes
1. A student recognises some of the relationships between context and meaning.
2. A student recognises the ways in which changes in context require changes in form.
3. A student understands how the responder interacts with text and context to shape meaning.
4. A student responds to and composes texts for a range of purposes and audiences, in various forms, modes and media.
Stage 6 English Preliminary (English as a Second Language)
Syllabus Outcomes
1. A student demonstrates understanding of the relationships between composer, responder, text and context.
2. A student identifies and describes relationships among texts.
3. A student demonstrates understanding of how audience, and purpose affect the language and structure of texts.
4. A student describes the ways different technologies and media of production affect the language and structure of particular texts.

Learning Outcomes – Victoria
Victorian Essential Learning Standards (VELS) Discipline-based learning
Domain: English
Dimensions: Reading, Writing, Speaking and Listening
Level 5
Students critically evaluate the spoken language of others and select, prepare and present spoken texts for specific audiences and puposes.
Students read and view imaginative, informative and persuasive texts that explore ideas and information related to challenging topics, themes and issues.
Level 6
Students compare and contrast the typical features of particular texts and synthesise information from different texts to draw conclusions
Students draw on a range of strategies to listen to and present spoken texts, including notetaking, combining spoken and visual texts, and presenting complex issues or information imaginatively to interest an audience.

Learning Outcomes - Western Australia
(English)
V 4.2 Recognises that visual texts are constructed for particular purposes and to appeal to certain groups.
V 4.3 Identifies and discusses how codes and conventions work to shape viewers' understandings of visual text.