Analyzing Ads with Christine Gillette

Christine discusses advertisements with Jonathan, who is evaluating which of the two ads might prove more compelling to a reading audience for a particular magazine.

Darien and Michael work together to discuss how their advertisement uses specific elements of layout, font design, and copy to get its message across. They reason that the clean lines, minimal color, and carefully scrolled copy are best suited for a readership of design-themed magazines.

Christine discusses design elements with a group of students (pictured at this table: Crystal and Patrick).

(Clockwise from left): Michael, Nicholas, Marco, and Darien work together on their breakdown of how the visual elements of this ad will appeal to a given audience of magazine readers.

Christine helps students to question components of their ad as they conduct their analysis. Pictured clockwise from left: Nicholas, Marco, Darien, and Michael.

Students listen as a group explains why they selected this ad as having the best design for reaching their specific target audience.

Nicolette explains the visual arguments present in her group’s ad. Also pictured are (from left): Mat, Philip, Jonathan, Marissa, and Kyle.

Christine listens as a group of students explains the persuasive visuals and text within their ad, and makes an argument for using this ad in place of another one for the same product.

Christine makes use of the instructor work station to show other students the ad being discussed.

Christine discusses an ad that one group rejected because they felt it would be less effective at persuading their given audience. Students considered the target audience of this ad to be substantially younger than the audience of the selected magazine based on theme, graphics, design, and message.

Christine discusses the persuasive strategies of an ad with no copy, and virtually no text, save what was on the product itself.

Business Proposals with Karen Dwyer

Karen reviews a sample proposal in the book with students who are finalizing drafts of their work on this last major project of the semester.

Taylor Franklin takes notes as Karen reviews proposal organization. Maggie Johnson and Damien Volta (blue shirt) work on finalizing drafts of their own documents.

Mike Artenian asks a question during class. Left to right, students in class are: Charles Bostick (front), Johnny Weisman, Stacey Pfeifer (white shirt), Michelle Cantor, Michelle Dorsey (orange shirt), Gabe Glimcher, and Makayla Mossman.

Karen sits down with Kelsey Stinson to discuss her proposal.

Karen looks over Mike Artenian’s proposal with him as Nate Judd looks on. Each project is a completely separate project. Many students will be giving their finished work to employers or local organizations.

Karen answers a question from Nate Judd about his proposal for his family’s business.

Brandon Johnson and Mykayla Mossman help one another with their proposals. Michael Corbitt works in the background.

Students raise their hands to confirm that they have one of the possible items to go in the appendices.

Karen looks over Mike Artenian’s proposal for a campus group while Nick Camillo looks on. Gabe Glimcher reworks his document in the background.

Dawn Opel Instructs English 102 (Spring 2013)

Preparation to Give Interviews with Steven Hopkins

Alissa (left) and Sara practice their interview skills in preparation for interviews they’ll be conducting to collect primary research for their community advocacy projects this week. Mr. Hopkins uses e.ggtimer.com projected on the screen to help the students keep track of time.

Ime (left) takes notes as he encourages Amy for more details.

Anna (left) and John collect each other’s opinions about the topics they have chosen to pursue for their community advocacy projects. Mr. Hopkins (far left) listens, but does not do much to interact with the students as they interview each other.

Ime (right) laughs as John gives his response to an interview question about the upcoming smoking ban on campus. The students took turns interviewing each other in preparation to interview someone outside of the class.

Jaxon (right) explains his answer to an interview question to Shannon. In a previous class, Mr. Hopkins gave a short lecture about the types of questions an interviewer can ask. Then the students went home and prepared a series of questions to ask their classmates.

Alissa (left) uses her laptop to take notes as she interviews Amy. Mr. Hopkins allows his students to use any electronic devices, including phones and tablets to take notes with in class.

Shannon is surprised by Jaxon’s response to her question. As the students interview one another, they grow together as a class.

Alex listens patiently to his partner’s question. After the interview sessions were over, Alex’s interviewer described how he learned that the interviewee has to be skilled at being interviewed, just as the interviewer must be skilled at asking questions and listening.

Anna and Lucas converse about their own advocacy projects which will both include writing letters to their own parents to persuade them to allow them to pursue future goals.

Mr. Hopkins debriefs with his students about the interview process after they have finished all four rounds. Students discovered that certain questions lead to good information and certain ones do not.

Steven wraps up the practice session with a short discussion about what the students learned. He writes students answers and suggestions on the board. Together they decide how they will use what they learned in the interviews to determine the next step in their writing process.

Proposal Arguments with Christy Skeen

Christy explains writing strategies for proposal arguments to her students.

Christy gets animated in her discussion of reducing the use of plastic bags as an example of a proposal argument. She encourages her students to find a passion and make a difference in the world through writing.

Christy continues the discussion of the plastic bag example and asks students for possible solutions.

Ahmed Aljassas, Samba Diallo and Abdullah Alhumud (left to right) discuss their ideas for a sample proposal argument.

Meshal Alqasem, Thomas Colby, Vikram Philip, and Waleed Almuhaidib (left to right) brainstorm to come up with their own ideas for a proposal argument.

Abdullah Almazrooa asks Christy a question about the proposal argument.

Christy sits down with Ali Al Habeeb, Keyu Chen, and Mohammed Alshawaf (left to right) to work out their ideas for their proposal argument.

Abdullah Alhumud writes a summary of his group’s proposal argument on the white board to discuss with the rest of the class.

Ali Al Habeeb discusses his group’s ideas for the proposal argument.