Reading and Discussion Six

1.What instructional moves (i.e. group formation, topic selection, scaffolding the process, assessment) did the teacher use that you might replicate in your own teaching practices that involve critical media literacy?

Mr. Cardenas had very successful teaching strategies in his journalism and digital media class. It is evident that he had strong background knowledge of the concepts of the course. For this particular project, one specific thing stood out to me. I think the way he formed the groups was very effective. He assigned leaders of the group, those who stood out to him in the journalism and digital media subject. I think this was a powerful strategy, because it allowed for one person to take a little more stand in the group. When I do a digital media project, I plan to utilize this strategy in my own classroom. Also, I enjoyed the way in which he allowed topic selections. The topics were allowed to be contradictory to the mainstream society, but students still had to follow specific school rules, such as use of language. I think this was a good mixture of providing authority but also allowing freedom.

2. What do you think about the student created PSA? Did it seem creative? Do you think it could serve as a legitimate assessment of writing ability? Do you think the topic would be appropriate for school? What if the students chose a pro-choice stance?

In my opinion, I think this was a creative PSA. Students formed their opinion as a group and then advertised it. That is what PSA’s do. I truly think this could serve as a legitimate assessment of their writing ability. In the PSA, the teacher can see how the student’s thinking processes work. Were they creative? Did they think outside the box? Did they use persuasion? These questions can be answered by observing the students as they create the PSA.

I also think the topic is a little risky for school, but could still be shown to a limited audience. I think some parents would probably complain though. We are taught sex education in school, but this is going a lot farther. I think the topic is acceptable for the project, but I would be careful as to who viewed it. I would feel the same way even if the group had a pro-choice stance. The topic is still being discussed, and there will still be those who disagree. Either way, it is a risky topic, but a powerful one.

3. Do you share the researcher's concerns that the PSA reproduced dominant or mainstream media representations of girls and social class? Why or Why not?

I do agree with the researcher. The topic of choice made it evident that this is something that is “somewhat” common in society. It brings forth the thought that teen pregnancy must occur often in this school, or else the topic would not have formed in the student’s minds. Coming from a small school, where teen pregnancy was definitely common, I do think the PSA displays media representation of girls and social class. On the other hand though, I think that is okay. It is taking a stand, recognizing there is an issue, and discussing their opinion.

4. What concerns do you have about engaging students in critical media literacy?

My concerns align with the researchers. I think in doing critical media literacy projects with younger students, the parents need to be informed. Parents need to understand the controversial topics that students may bring up in their projects. They need to be aware of the things that their child may be doing. If this did not happen, I would worry that a parent would be deeply angered if they saw their child talking about such a controversial issue, and were unaware of the project.

5.  What topics might you use for a PSA that would help you meet your curriculum goals and content standards?

The next generation standards for RLA have a strong focus on informational text. I would like to incorporate a PSA that revolves around the analyzing of informational text. One of the stories in our textbook is “Helping Out.” It is informational. After reading this story, I would like my students to take the standpoint of one of the individuals described in the story. Each group could then make their own PSA, as if they were that particular individual. Students could create a PSA explaining a way we could help the community, for example “stop polluting.”

6. How would you implement the construction of a PSA in your own classroom to include aspects of critical media literacy?

As stated above, I would use the stories provided in the textbook to help create my PSA. Science topics could also assist in the production of the PSA. Before doing this, students would need to be aware of some concepts of critical media literacy. We would need to watch some “kid friendly” public service announcements and discuss them. I would introduce the topics of media literacy in understandable terms for second graders. We would look at many advertisements and discuss them in depth. Eventually, as a whole class, we would decide on a topic for our PSA. Using the science topics or reading story as a guide, we would work as a whole group to make a public service announcement. 

Counter Ad

Original Ad

Persuasion Techniques

Association: Women desire beauty, so who wouldn't want to buy this product if it helps you to look like a Kardashian?

Celebrities/Beautiful People: The main focus of this advertisement is on the Kardashian sisters, flaunting their bodies in bathing suits.

Intensity: The lotion is described as perfection.

The Untold Story

The Kardashian family is known for selling items at an amazingly rapid rate, simply because it has the Kardashian name on it. Whether they really have anything to do with the product manufacturing or not, it will still sale for that one simple reason. This lotion line is retailed anywhere from $45-$130. From tanning lotion, to footwear and clothing, this family knows how to make money through beauty products. They also know a little secret, they could sale feathers for $15 a piece and people would still make the purchase. Sadly, it is all in the name. The prices for everything are over the top. The only people who could probably afford these things are the individuals who are rich enough to actually know the Kardashians. In summary, the Kardashian family knows the products that women will purchase, they also know that they can double the prices and still make a sale. With sky-high prices and unimpressive products, the Kardashian's who have been described as "air heads" often, are actually the smart ones. They are making millions by just showing their face on any product of their choosing. 

COUNTER AD 

Persuasion Techniques

Celebrities/Beautiful People: Kim Kardashian is on the cover of this advertisement, not looking near as stunning as the original advertisement. It shows that she hasn't been using sunless tanning lotion very much!

Intensity: The word perfection is still a main focus here. Instead of providing the perfect tan, the lotion is providing Melanoma.

Media Messages and Critical Pedagogy #2

Whose message is this? Who created or paid for it? Why?

This is a Chevy advertisement and possibly a sub-advertisement for Twinkies. General Motors Cooperation (GM) paid for this advertisement because they are the manufacturers of Chevy Trucks. They created this advertisement during the Super Bowl in order to appeal to a large audience.

Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.? What

words, images or sounds suggest this?

The target audience is adult men, primarily from the ages 20-60. Working class men are targeted here. They are interested in trucks that are safe and dependable. The truck itself signifies a man’s vehicle. Also, at the end of the advertisement, three adult men are standing and discussing how Chevy is a dependable and long-lasting truck.  

What is the “text” of the message? (What we actually see and/or hear: written or spoken words,

photos, drawings, logos, design, music, sounds, etc.)

We see a man and his dog riding through a complete mess of debris, which signifies the end of the world. The man, along with his dog and truck seem to be the only thing that made it. We hear the song in the background playing, “Looks Like we Made it.” Later, the man finds his two friends, who are eating Twinkies. The man wants to find his friend Dave, but his other buddies tell him that Dave didn’t make it because he, “ didn’t drive the longest-lasting, most dependable truck on the road.” Then, we learn that Dave drove a Ford.

What is the “subtext” of the message? (What do you think is the hidden or unstated meaning?)

The subtext is stating that the “buy” is what is important. Is your truck dependable? What about long-lasting? General Motors, the cooperation that makes Chevy trucks, has been afflicted by controversy over its’ labor practices. “The General Motors plant in Colombia reportedly fired roughly 200 workers after they were injured on the assembly line, and in August 2012 negotiations refused to cover even the workers' medical costs or pension benefits” (Wikipedia, 2013). This controversy has deeply affected the GM cooperation. They know this protest, whether completely true or not, caused a negative outlook in the public eye. GM created this advertisement to show that they manufacture long-lasting and dependable trucks, and to them, that is what matters. They created this ad in hopes of downsizing the negative outlook on GM due to its’ labor practices controversy. 

What kind of lifestyle is presented? Technically, the lifestyle is in a bit of a wreck, seeing as the world came to an end! On another note, average working men seem to be presented in this advertisement.

What values are expressed? A dependable truck is being valued in this advertisement. As working men are the targeted audience, the advertisement values a truck that is sturdy and can handle a tough job.  

What “tools of persuasion” are used? The advertisement starts out by using the persuasion tools of association and timing. When this ad was released, the predicted Mayan end of the world was near. Audiences can relate to that feeling, therefore the timing was well planned. The timing was also well thought out due to the controversy at GM over labor practices. This ad came out around the same time that the public became aware of the labor issues, in hopes of giving a positive outlook on GM. The ad also used card stacking. They really talk Chevy up, and state how Ford is no comparison. Also, plain folks are represented in the ad, along with humor. In a different way, name-calling is also used in the ad when the man says, “Dave didn’t drive the longest-lasting, most dependable truck on the planet. Dave drove a Ford.”
 

What positive messages are presented? What negative messages are presented?  

The positive message that is presented is that if you buy a Chevy you will have a long-lasting and dependable truck that can basically make it through anything, including the end of the world! General Motors is trying to give off the positive message that Chevrolet is a reliable truck and that should be what matters. The negative message is that Ford cannot compare, and cannot survive the obstacles that a Chevy can.  

What groups of people does this message empower? What groups does it disempower? How does

this serve the media maker's interests?

This ad empowers General Motors, and more specifically, the Chevrolet brand.  The advertisement displays that no matter what controversies may be spoken, General Motors is still producing durable and reliable trucks. This advertisement disempowers Ford Motor Company. On a lesser note, other truck brands also will be disempowered, but since Ford is specifically stated, this ad could really hurt their interest. For Chevy, the ad really helped one targeted interest of more profit. People could relate to that ad and find it humorous. Also, the advertisement may assist the audience in developing a new outlook on the General Motors Cooperation. As described above, labor practices had been causing controversy for the General Motors Cooperation, and the public eye has become well aware. This advertisement helps serve the media maker’s interest by describing Ford and GM in a powerful light, especially when things have been negative for the business. 

What part of the story is not being told? How and where could you get more information about the

untold stories?

As explained earlier, there is a deep hidden story behind this advertisement. General Motors, the cooperation that manufactures Chevrolet trucks, had been recently plagued with many protests due to alleged labor practices. After 200 workers were fired due to injuries at the GM Plant in Columbia, their medical costs and pension benefits were denied. This claim has been causing many protests at General Motors, including a group of workers who have been living in tents outside the U.S. Embassy in Colombia since August 2011. General Motors still refuses any negotiations, and their spokesperson, Katie McBride, claims that they have been “very generous.” (Wikipedia, 2013) More information can be found about this untold story all across the internet. Chevrolet dealers may not be inclined to talk about this issue, but just typing it into a search engine will bring up many helpful results. 

What are the taken for granted realities? 

In reality, there is obviously an issue going on at General Motors. They felt the need to create this advertisement as a form of persuasion. They are taking the labor practices issue for granted. Their advertisement claims that the only thing that matters is a long-lasting truck, when in reality we care about the treatment of those who make our vehicles also.
 

What power relations are exposed as a result of your deconstruction? 

The powers of General Motors, the production company for Chevy, and Ford are exposed here. Both are massive businesses around the world. This ad and assignment allowed me to voice my own opinion and create a deconstruction that shows that I can break down media. No matter what they try to display, there is more than meets the eye.

Resources:

 General motors. (2013). Retrieved from http://en.wikipedia.org/wiki/General_Motors

Media Messages and Critical Pedagogy #1

Do you agree with the deconstruction? Why? Why not? Be specific.

I do agree with these deconstructions, although I think the Alltel one was somewhat harsh. Both deconstructions are right in stating who the ads are appealing to. The key here is “plain folk.” Both ads display normal everyday families or events. Middle-class life is represented well in both ads. With the Century Link commercial, I agree with the deconstruction of the use of the slinky. The ad shows how we are all connected no matter what we do. In the Alltel commercial, we see the middle class family struggling to pay an expensive bill. I feel that this ad was a little harsh with its’ explanation of Americans view of a different race.

Do you agree with the claims made in the deconstructions? Is the Century Link ad really a cover for a company that is making profits over customer satisfaction? Does the Alltel ad really promote racism or stereotypes of immigrants? Why or Why not?

For the Alltel ad, I do believe it is promoting racism and stereotypes of immigrants. It is evident that the middle class American family is viewed as “normal.” Walking into a room and seeing Latinos dancing is viewed as “humor” and “not right.” Sadly, after reading this deconstruction I agree that Alltel promotes racism.  

For the Century Link ad, I do agree that it is really a cover for making profits over customer satisfaction. The ad promotes normal middle-class and how we are all connected. It has that “warm and fuzzy” feeling that would capture viewers. However, I think it is just that, something to capture viewers and make profit.

How do these deconstructions disrupt taken-for-granted realities?

As stated before, the ads appeal to middle class families. They promote a comforting feeling for the viewers. The deconstructions rip apart these thoughts. It shows us that in reality, these “wonderful” “heart tugging” commercials we see all have hidden messages. These ads are simply that, advertising. Why do companies create advertisement? Profit! 

What ideologies, cultures, economies, institutions or political systems are these deconstructions disrupting or interrogating?

These deconstructions both disrupt certain beliefs and cultures. For the Alltel ad, it is very evident that it disrupts and looks down upon Latinos. It views that race as “not average.” In the Century Link deconstruction, the idea that technology is equally accessible in any state is shut down.

How are these deconstructions examples of individuals investigating manifestations of power relations?

The people in these deconstructions are definitely investigating and breaking down indicators of power relations. These companies may be able to manipulate us through advertisement, but people are now learning how to become media literate. Individuals can now read into these power ads and interpret the true meanings.

How might conducting these kinds of deconstruction empower students whom have been historically and continue to be disenfranchised by  "traditional schooling?”

 Performing deconstructions will allow students to see that they can have an opinion and they can explain what they see and think. Students will feel like they have more power and play a vital role in the classroom. They will feel like racism and discrimination are actually topics that can and should be discussed.

How might deconstructing these kinds of media messages help students recognize connections between their individual problems and experiences and the social contexts in which they are embedded?

Students will hopefully get a lot from deconstructing ads like this. They will be able to see that maybe their individual problems or experiences were enhanced by the media. Students will be able to see that stereotypes are not just simply created, they are enhanced and advertised through commercials, magazines, and many other artifacts.

How might conducting these kinds of deconstructions disrupt traditional banking systems of education?

Advertisement deconstructions create a big blow to the traditional banking systems of education. There, we are taught to pay attention to advertisement and to find the best deal. When deconstructing an ad, we are taught that there is always more than meets the eye. Students now have their own voice and can form and state their own opinions. Instead of just going out and buying a magazine because of the cover, students may now look more into what is really being discussed.

References:

Bazant, M. (n.d.). Qwest is becoming centurylink. Retrieved from                 http://medialiteracyproject.org/deconstructions/qwest-becoming-centurylink

Bazant, M. (n.d.). What affordability means to alltel. Retrieved from                 http://medialiteracyproject.org/deconstructions/qwest-becoming-centurylink

Reading and Discussion Four

“But advertising's influence is subtle. Strident calls to action are easily discounted and rejected because they are obvious. But engaging and memorable ads slip ideas past our defenses and seed memories that influence our behavior.”

After reading this article, many things stood out to me. I selected this quote because it summarizes the main ideas of the article. It is so interesting to me to read how advertising truly works. I found myself very intrigued after reading this because it seems so correct! Seldom do we see an advertisement and run to the nearest store to purchase it. Think about it though, how often do you remember a funny commercial? How many celebrities can you remember from those Pepsi ads? I am 22 years old and still remember how excited I was when Britney Spears was singing “ba ba ba ba ba, Pepsi-Cola.” I was never the biggest Pepsi fan, but look at the effect that this commercial had on me. Like many other advertisements, it slipped into my memory and will probably never fade away.

This Chevy commercial gets me laughing every time! It has so many powerful techniques that definitely help to capture a very large audience. It has humor throughout the whole commercial. It also has music that will make everyone tune in. Along with catch phrases such as, “Dave didn’t drive the longest lasting most dependable truck on the road. Dave drove a Ford.” Also, take a look at the timing. This was created as a Super Bowl commercial, months after the world was predicted to end. Maybe it is just the Chevy fan in me, but this is great advertisement!

What reasons for teaching media literacy resonate with you? Why?             

I feel that teaching media literacy is very important in today’s world for many reasons. One statement from the article really struck a chord with me: “Some see media literacy as a tool to build relevance into contemporary education, building links between the classroom and the culture.” This is how I feel. Our culture is being shaped by the media, and it is important to understand and be able to interpret it. This would be quite the struggle if an individual never learned how to do these things until they were an adult. If educators could take a few minutes every day to teach media literacy skills, then children would be able to dissect the media and understand good and bad advertisement. Children today spend so much time around media, wouldn’t that be a wonderful thing if they could actually “understand” it?

Why is media production important for teaching media literacy? What are the challenges?

I feel that these two topics go hand-in-hand. It is a wonderful thing for students to be able to create media productions. This is helping them to get involved with today’s culture. In order for them to do this though, media literacy must be taught. Students must understand how the media works before they create their own.

Challenges will include what was described in the article as “product over process.” Students may look at the requirements for the media production and instantly think about the final product, forgetting about important media literacy skills. We must take these productions one step at a time. Educators must focus more on the process of creating media instead of focusing on the final product as much.

How did the deconstruction and creation of a magazine cover address the 4 key concepts of media literacy programs? Give specific examples.

Core #1: All Media Are Constructed. By creating our own magazine cover, we used a step-by-step process to individually construct our own products. We created messages that we wanted to get across to the public.

Core #2: Messages are representations of the world. When we deconstructed the magazine articles, we saw important messages about how society is today. We saw how fitness is a very important factor in males. Also, when we created our own magazine covers, we selected messages of how we wish the world could be, by challenging today’s society.  

Core #3: Messages have economic and political purposes and contexts. In recognizing the purposes for the magazines that we deconstructed, we saw how the headlines tried to capture political aspects. Also, economically the magazine was sponsoring Arnold’s new movie, in hopes that the box office reports would increase. On another note, all magazines are created very carefully in order to capture the largest audience possible.

Core #4: Individuals create meaning in media messages through interpretation. As I commented on one of my peers magazine deconstructions, I covered core #4. I read the deconstruction, interpreted their meaning, and then compared and contrasted it with what I took from the magazine.

Explore the Common Core Standards and find three standards that media literacy would help you address in your content area or interest.

CCSS.ELA-Literacy.RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-Literacy.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Sources:

adpressive. (2012, December). Chevy runs deep 2012 end of the world super bowl commercial. Retrieved from http://www.youtube.com/watch?v=E-bTsx0d_Zc 

  

Hobbs, R. (2011). Teaching media literacy: Yo! Are you hip with this? Retrieved from       http://www.medialit.org/reading-room/teaching-media-literacy-yo-are-you-hip

    

Hollis, N. (2011, August 31). Why good advertising works (even when you think it doesn't) . Retrieved     from http://www.theatlantic.com/business/archive/2011/08/why-good-advertising-works- even-when-you-think-it-doesnt/244252/

Magazine Cover

Design Choices 

In the creation of my magazine cover I used three media language techniques. I focused on grammatical techniques by using an ellipsis and an imperative sentence. I chose to use the ellipsis when saying “From Hunting to Heels” because this brief statement will catch the readers eye and leave them wondering what exactly this meant. With the subheading of “Take down the make up!” I decided to create an imperative sentence that also uses a play on words. This subheading is a command that brings up the notion that make up is not needed to be considered a woman.

I tried to incorporate many persuasion techniques when creating my magazine cover. The first and most evident technique was the Plain Folk method. I am featured on the front cover, instead of a celebrity. Readers may want to pick up this issue in hopes that there will be more truth to it than when a celebrity is the main feature. Another less noticeable technique that I used was Warm and Fuzzy. The images were carefully selected to display a sense of “comfort” and “casual” life. I feel that people could relate to these images better. The front cover also displays a Glittering Generality at the top when it states how society needs to change.

Along with these techniques, I used a few other common strategies to persuade a larger audience. The cover will strongly be associated with females, but the picture of the men on dirt bikes and the hunting caption may stir up a few males. The sub-headings about society may also capture a group of people that normally wouldn’t purchase a People magazine. I also tried hard to establish a color theme that was bold and made the “more important” headlines stand out. I made sure to downsize the price and date of the magazine. All of these techniques helped to create a cover that I hope would sell well if released to the public. 

Reading and Discussion Three

Main Arguments:

The main argument in this article is how to extend literacy education into this new multimedia age. Classrooms still revolve around printed text, but the outside world is much different than that. New literacies are developing, and educators need to embrace them.

“Even though such divisions are seen by some educators as unnecessary and superfluous, it is important to recognize that the call for differentiated skills in particular literacies are situated with specific practices” (Semali, 2001). This quote brings up another argument. A vast amount of new literacies have been developed. As educators, we need to learn these new skills and take the time to expand our knowledge. Then, we need to take these own practices into our classrooms and introduce these new literacies to our students.

Agree or Disagree:

I full-heartedly agree with these arguments. As a young teacher, I feel comfortable going into a classroom and discussing these new literacies. On the other hand, I know it can be very intimidating for those who do not know much about them. That doesn’t mean we can shy away from teaching these subjects in our classroom. Just like we teach science, math and reading, we need to also teach these many new aspects of literacy. Children are exposed to these things every day, therefore we need to teach them strategies and proper techniques when using these forms of literacy.

Issues with the Media:

Sadly, the media plays a huge role in violence in men and low self-esteem in women. Look at the first video, UFC fighters make it seem like “tough men” are the only real men. When asked what defines a real man, not one individual listed knowledge.

As the lady stated in the second video, advertising shows us that the most important thing about women is how they look. Images are splashed all over the media with either beautiful women, or downgrading remarks about how certain women look.

With media like this, what do we expect? Of course men will have violence and women will have low self-esteem. We have all fell victims to this! As the author of the article states, “I advocate a more critical approach to visual literacy, one that goes beyond the impact that visuals have on individuals. Thus, for me, visual literacy refers to multiple abilities to read, view, understand, evaluate, and interpret visual texts including artifacts, images, drawings, or paintings that represent an event, idea, or emotion” (Semali, 2001). If all educators could just read and agree with this quote, we could teach our students how to analyze media, and how to interpret what is true and false. This expansion of their knowledge will help them to realize that violence does not signify a real man and women aren’t just known for beauty.

Sources:

Semali, L. (2001). New Literacies: Defining new literacies in curricular practice. Retrieved from http://www.readingonline.org/newliteracies/semali1/index.html

Tough Guise: Violence, Media & the Crisis in Masculinity. Retrieved from https://www.youtube.com/watch?feature=player_embedded&v=3exzMPT4nGI

Killing Us Softly - Woman are used like pieces of meat. Retrieved from https://www.youtube.com/watch?feature=player_embedded&v=KVmcmePRqSk

Magazine Cover Deconstruction

Media Language

A well-known celebrity is on the cover to grab attention. A young beautiful lady is displayed in a frame, which will stand out to men. Bold blue, red, and black colors, which display this is a man’s magazine. “Arnold, the next governor of California, really,” stands out in bold which will appeal to all of those who are for or against Arnold’s position.

Institution

Front cover of a magazine

Genre

Men’s Magazine (health, fitness, politics, music, many general topics)

Representation             

Arnold Schwarzenegger is a well-known and very fit celebrity who can represent fitness for men. He can also represent business and politics, or can he? The magazine cover represents the discussion as to whether or not Arnold is the man for the job. It also represents many other interests for men, such as music and women.

Audience

The audience for this magazine would be adult men, ranging from ages 21-65. It may capture men who are interested in fitness, but also definitely men who are interested in politics. The younger men will be captivated by the women displayed in the magazine. On a rarer occasion (because the text for these articles is smaller), this magazine may capture men who really enjoy music or reading.

Ideologies and Values

The ideologies that this magazine can raise are that Arnold Schwarzenegger may or may not be fit for the job of Governor of California. Also, readers may come to believe that science has been currently making doubtful discoveries.

Narrative

The front cover of this magazine displays a very hard-working man who has made it far in life. In a way, it makes this goal seem more possible to common people. What is not being said is why should or shouldn’t Arnold be the governor of California? What are the downfalls and the good aspects? Also, what does Phil Spector say about John Lennon? What are these doubtful science achievements? And, what is this new fiction that Arthur Miller has written? It seems that these answers may be found inside the magazine.

The Text

The text of this magazine cover displays a picture of Arnold Schwarzenegger in a suit and tie pointing to the audience. He has quite a grin on his face and the caption reads, “Arnold, the next governor of California. Really.” There is also a smaller image of a seductive woman to the right that is labeled, “A salute to our British allies.” Below that there is another description of this magazine issue that reads, “New fiction by Arthur Miller,” and “The dubious achievements of science.” At the top there is an “Exclusive” sections that states, “Phil Spector Speaks, the reclusive legend on the birth of rock n’ roll, John Lennon, and the dead body in the foyer.” One last bit of text can be found under that which displays, “American Music 2003, what’s good, what blows, and what to buy.”

The Subtext

Arnold Schwarzenegger is a celebrity who will seem appealing to a wide audience. He is a laid back guy, even in his suit and tie. Can he really do this job? Also, Phil Spector speaks about every mystery that fans ever wanted to learn more about. Men will also be happy to see that there are going to be many promiscuous looking pictures inside the magazine of young British girls. If that isn’t enough, the readers will also be able to find out all about new fiction by Arthur Miller, whether or not there music preferences are on target, and learn more about uncertain achievements in science.

Tools of Persuasion                          

Beautiful people, Association, Celebrities, Experts (plain folks), Humor, Charisma, New

 Media Literacy Project. (n.d.). Introduction to media literacy. Retrieved from                 http://medialiteracyproject.org/sites/default/files/resources/Intro_to_Media_Literacy.pdf