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Project One

Page history last edited by Abigail Heiniger 9 years, 8 months ago

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Access the Rhetorical Toolbox: Course Materials

  • Project One Rubric 

  • Submit FINAL DRAFT to Roster (see instructor's page on roster for example) and SafeAssign Folder on Black Board. 



Project One: Ad Analysis





Your first two assignments are designed to give you practice in applying the basic tools and terms of rhetoric. Project One introduces many of the key concepts we'll be working through in our course and gives you an opportunity to demonstrate your ability to think and respond to a given rhetorical situation. From a print or other medium (commercial, YouTube clip, website, etc.) choose an advertisement, an advertising campaign, or a recurring trope across several advertisements, that you find rhetorically interesting. Write an analysis of your chosen topic that will help your reader—i.e., your instructor and the class or some other audience that would be interested—see how the ad works to influence its audience, both through its images and its text.



Consider the rhetorical situation of the ad(s). What is being advertised? Who is making the claim? Who is the target audience? Where and when does the ad appear? Think of the ad as an argument. What claim is it making? Consider the reasons which support that claim: reasons about the nature of the ad's product or service, reasons about those responsible for that product or service, and reasons which appeal to the audience's values, beliefs, or desires. How do you think the ad affects its audience and why? What effects do you think it has been designed to produce? Besides the ad's images and its language, consider the layout of the ad, the colors, the print size and the fonts.



In a 4-6 page paper, introduce the ad(s) and your analysis, making a claim about the ad and its effectiveness. Arrange the body of your analysis so that your reader moves through the parts of the ad with you in an orderly way. Help the reader see the ad and its rhetoric as you saw it. Quote particulars to support your argument. Include the ads, links to the ads, or a photocopy of the ad with your final paper.







  • Successful projects (A - C) will contain clear, cogent, and logically consistent transitions between paragraphs and between ideas within paragraphs. Likewise, paragraphs will be coherent and organized in support of a primary topic sentence. At the sentence level, writers are expected to employ a variety of basic and complex sentence structures and to employ each with a minimum of error.
  • Conversely, less successful projects (C- and below) will contain little evidence of logical transition between and within paragraphs. Paragraphs may lack clear topic sentences, fail to adequately support topic sentences, or be otherwise logically incoherent. At the sentence level, the project might contain only simply structured sentences or its complex sentence structures contain considerable errors.



  • The audience for this project is the writer's classmates. Successful projects (A-C) will provide necessary supporting information or details as well as employ diction and tone in ways that are appropriate for that audience’s expectations.
  • Conversely, less successful projects (C- and below) may not anticipate audience concerns regarding or objections to their arguments, fail to acknowledge supporting information relevant to a given audience’s expectations, and/or may also use tones, styles, or diction inappropriate for their assumed audience.


Rhetorical Situation

  • Successful projects (A-C) will be thesis-driven and motivated by a clear sense of purpose. They will illustrate that the writer was able to effectively balance the objectives of the assignment, their own point of view, and the nature of their audience.
  • Less successful projects (C- or below) will lack clear thesis statements or implied theses. The project may read less like an analysis of some element of advertising and more like a series of disconnected observations without a clear point. The lack of a clear focus may lead a reader confused as to the purpose and/or argument of the project.



  • Successful projects (A-C) will contain relevant sources and information to support the major claims of the writer's arguments. They will also illustrate that the writer is able to distinguish credible sources from doubtful sources, and be able to accommodate and address differences, contradictions, and oversights in the sources they employ. Sources will be incorporated into the writer's own arguments with ease, and sources will be documented and cited according to the standards of an academically-accepted style guide.
  • Conversely, less successful projects (C- and below) may employ sources indiscriminately or with little attention to relevance or whether the sources cited adequately support their arguments. These projects might also illustrate that the writer was unable to incorporate sources into their own writing and/or failed to adequately document or cite their sources.


Go to Project One Rubric





The following are A-level executions of Project One submitted by previous students in this class


Detroit Ad Campaigns:


Detroit Free Presshttp://www.freep.com/


"Made in Detroit" - http://www.madeindetroit.com/


Coalition for a Better Detroit (ad campaign) - http://www.cfabdetroit.org/made-in-detroit.php


Made In Detroit by Paul Clemmens (Google Book) - http://books.google.com/books?id=8-phbVx3RQ0C&printsec=frontcover&dq=made+in+detroit&source=bl&ots=Jiux9ej9V4&sig=r3CKxo_SZXKMtdR3RsmL3mQdTLE&hl=en&ei=Vv_VTKuBAcSkngep6oHQCQ&sa=X&oi=book_result&ct=result&resnum=7&ved=0CEMQ6AEwBg#v=onepage&q&f=false


Detroit 1-8-7 - 








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