1 Five thousand! That's about how many advertisements you are exposed to in one day if you live in a metropolitan area. Researchers' estimates of the actual number vary from three hundred to six thousand, but everyone knows that ads are everywhere. Advertising goes down the street with us; it's on trains, planes, and buses. It shouts at us at sporting events from the banners on display and the electronic scoreboards. Advertising takes the form of brand names and logos on our clothing and accessories. You can't even turn on the television or check out your favorite website without watching an advertisement. At every point, advertising shouts, whispers, or cajoles us to “Look at me! Buy me!” But how exactly do advertisements do it? As it turns out, just a few formats characterize the majority of ads. A graphic image shows a city street with colorful ads on tall buildings 2 One common, and very persuasive, type of advertisement is known as the association ad. This advertisement could be a picture of a famous person wearing a designer's shoes or clothing, or driving a certain type of car. It does not bother to tell or show you what the product does. Instead, the message is “you've got to have this product because of who you'll be associated with if you own it or wear it.” 3 “Look,” one ad implies, “there's your favorite basketball star wearing those sneakers. Don't you want to be just like him?” 4 “And listen,” the next ad invites, “to the soundtrack that forms the rhythm and beat of the lives of the cool people who wear these headphones.” 5 These types of advertisements may also present an entire socioeconomic or cultural group that it intends the viewer to associate with the product. Moreover, every one of them dresses, looks, and acts the way that the target audience aspires to look, dress, and act. “You want to be those people?” it asks in a voice so subtle you can barely hear it. “Well, then,” it answers for you, “buy our product.” A graphic image shows a group of teenagers modeling the latest clothes and wearing the same brand of sneakers 6 Another ubiquitous advertising type is the “you've got to have it because look what it does” format, which demonstrates a product. For example, one stain removal product proves to be superior to another by removing a seemingly impossible stain from a shirt. In a television commercial, the viewer learns how rapidly and perfectly a super chopper cuts up vegetables. Often the accompanying voice you hear is straightforward, knowledgeable, and quite friendly. In another variation of this format, the voice can be cautionary instead, warning you about what will happen if you try a competitor's products. A graphic image shows an ad featuring an appliance that chops and blends food 7 Ads that tell a story are found most often in commercials, as a story relies on multiple images and a sequence of events. This format has infinite variations, but imagine one that goes like this: A man is driving in his old car and pulls up next to a new, shiny car at a stop light. He looks at the driver in the new car and imagines that he is the one driving the fancy new car. Images flash across the screen—images of how different the man's life would be if he had that car. Suddenly he flashes back to reality. The brand flashes on the screen or is highlighted prominently on the rear of the new automobile as the light turns green and the car speeds off in front of him. The last scene of this story? Man driving to the new car dealership for—you guessed it—that same car. 8 Then there's the endorsement, which often features someone's voice describing the product. You have to have this product because . . . I lost weight with it . . . my hair grew back . . . I can do the things I used to do again . . . the basic message being, “look what it did for me!” The speaker may be holding the product, tasting it, wearing it, showing before and after pictures. This format is about the message. A photo shows an ad featuring a woman with a bright white smile and holding a tube of toothpaste and a toothbrush 9 You will notice from these examples that the lines between ad formats can get blurred; some endorsement ads tell stories, and some story ads also depend on associations. However you categorize them, it does appear that most advertisements fall into a pre-determined type. While that may seem repetitive, it is a model that works. Out of five thousand ads a day, one of those is certain to catch your attention. What is the intended purpose of the passage? a. to inform readers about advertising techniques b. to entertain readers with details about different products c. to persuade advertisers to try new ads d. to persuade consumers to try new products

Preparing for a group discussion the first step in participating in a group discussion is to understand the purpose and process of a group discussion. your approach to a group discussion will differ from other assignments, such as writing a research paper. read through the discussion guidelines to understand how you should prepare for a group discussion assignment. your discussion process for this task, you’ll need to work as part of a group of three or four students who can meet together for a face-to-face or virtual discussion. your teacher will identify a process for this task that fits your learning situation. for instance, if you’re working primarily on your own in this course with no on-site classmates (self-paced course), the process will be a little different than if you are learning with at least two other students in the same building and on the same schedule (group-paced course). discussions in those two cases are outlined below. group-paced course the teacher organizes groups or enables students to self-organize. in the discussion session, students take turns presenting their thesis and then discussing each thesis with the group. one student (not the presenter) acts as a discussion facilitator. the discussion will be a round-robin, rotating the presenter and facilitator roles for each thesis. plan to spend at least 15 minutes to present and discuss each thesis. refer to the discussion summary below. you will want to take brief notes during the discussion so that you can easily complete the discussion summary afterwards. self-paced course you will find at least two people to participate in this discussion with you. they could be classmates from other courses, friends, or siblings. they should be roughly your age, if possible, so you can have a thoughtful discussion with peers. you will set a time and place for the discussion and share the discussion guidelines for them to read prior to the discussion. you will be the only presenter for this discussion. you will also play the role of facilitator. you will present your thesis and then discuss it with your group. your invited group members are only required to be active, thinking participants. except for reading through the discussion guidelines ahead of time, they do not have to prepare for the discussion beforehand or do any follow-up afterwards. since you will be presenting and facilitating during the discussion, you may want to ask one of the participants to take brief notes for you on key points that come up during the discussion. these notes will you compose your discussion summary below. since there is only one thesis to discuss, plan to spend at least 30 minutes presenting and discussing your thesis. here is an outline of the whole process for this task: 1. you will formulate a thesis and outline a set of points that support your thesis. this may include some initial research. 2. depending upon your learning situation, you may need to organize the discussion group, place, and time. 3. read the discussion guidelines for how to conduct, facilitate, or participate constructively in a discussion with your peers. 4. the group meets to discuss the theses for your learning situation: the discussions should be fair, democratic, and orderly. each member of the group should have an opportunity to express their views; all members should actively contribute to the discussion. group members should show respect for others' views and make their points politely. the goal of the discussion is to gather opposing viewpoints and additional perspectives that would support or oppose your thesis. each participant should come to the discussion prepared to the presenter deepen the understanding of the topic. 5. after you've discussed your thesis, you will complete the discussion summary section below and submit it to your teacher. leading a discussion be sure that all the participants have read the discussion guidelines before beginning your discussion. with three or four peers, start the discussion by presenting your thoughts and findings from your research. present a question to the group to begin the discussion. allow your group to ask you follow-up questions. using an audio recording tool, record the questions your team asks as well as your response to these questions. finally, consider how the discussion changed or influenced your initial research and thoughts about the discussion questions. you will submit your responses to the questions asked in the discussion summary. use your notes from your research and your discussion to you complete the summary. discussion summary part a using an audio recording tool, record the names of the discussion participants below. if you organized the discussion, using an audio recording tool, record how you know each person and summarize how you chose and invited the participants and how you organized the time and place for the discussion.

Read the sentence. the great wave was inexpensive to purchase, costing only about the same as a double of noodles. since lots of copies could be printed and still look good, it made loads of money. which best revises this sentence to create a more formal style and tone? *the great wave was as cheap as buying a double of noodles. since lots of copies could be made and still look great, people started making piles of money. *the great wave was inexpensive to purchase, costing about the same as a double of noodles. since mass quantities could be produced and still look exquisite, it became highly profitable to sell. *the great wave cost next to nothing, practically the same as a double of noodles. since mass quantities could be produced and still look awesome, it became highly profitable to sell. *the great wave was inexpensive to purchase, similar to buying a double of noodles. since lots of copies could be made that still looked amazing, those who sold it made tons of money.

Which two sentences in this excerpt from the time machine by h.g. wells suggest that the morlocks possesses a degree of intelligence comparable to that of humans