ENG 2150 Final

 

The most important thing I learned is that you learn to speak better by exposing yourself in someway to people who speak better than you; Gee’s papers early in the course taught me that. Gee discusses how children develop literacy. For me personally learning how to use “academic” or “intellectual” language is definitely a goal of mine. I feel like I have a much better idea of how to go about that after this course. Learning how to speak in they way that intellectuals will inherently result in better writing, writing that communicates intelligence and authority. I also learned that  “writing is formulaic,” there’s an underlying structure that “good” writing has an underlying structure.

 

The CUNY Times (Advertisement)

Who is literate? Groups manipulate language, these changes are considered improper because they deviate from the linguistic standard. “Discourse” languages are often just as sophisticated as the standard language. For this reason, it can be said that everyone is literate. “The CUNY Times,” the program my advertisement endorses defines literacy in the way I’ve just discussed. True literacy is only achieved as a result of fundamental instruction that is then paired with repeat exposure. My combined background in marketing, as well as non-profit work, lead me to create the perfect advertisement for this program.

A study initially conducted by Hart and Risley (and tested by many since) listed vocabulary as the most crucial variable in a child’s early academic performance, vocabulary defined as the number of words a child has heard from an adult in sustained conversation. During sustained conversation children get past the immediate and have to use language to communicate experiences, emotions, and thoughts about things other than the now. This type of conversation helps develop the kind of language and associated skills needed for higher level thinking. Hart and Risley note that on average versus an upper-middle-class child poor children enter school with 30,000 fewer words.

“We dissect nature along lines laid down by our native languages-We cut nature up, organize it into concepts, and ascribe significances as we do, largely because we are parties to an agreement to organize it in this way – an agreement that holds throughout our speech community and is codified in the patterns of our language.” – Whorf (1940: 213-14)

The Sapir-Whorf Hypothesis has been debated by members of the linguistic community since it’s conception; one part that is generally accepted is the idea that language has an effect on our thoughts and behavior.

The advertisements intended audience is wealthy people, those with big net worths and big hearts (or the desire to charity highlighted in The New York Times). The super-rich bring with them aside from money; a connected network, money, publicity, money, and perspective, and money; all of which serve the advertisements goal which is to help advance the program.  

The CUNY Times partners The New York Times and CUNY to teach New York City public school students what I will call the “language of power.” English and Journalism majors who currently attend a CUNY host guided sessions. Each session is comprised of learning exercises, practical application, simulations, and “sustained conversation.” Student instructors also meet with teachers to discuss how the focus of each session can be reinforced in the classroom. Each student instructor is paired with a donor who will sponsor their research and work at the school. Student instructors write an article at the end of the semester that is meant to be informative, entertaining, and instructional. Each article is added to a series published by The New York Times, “The CUNY Times.” The articles bring the program publicity, hopefully resulting in donations; and highlight the donor’s contribution (serves egos and good hearts). Student instructors in addition to possibly receiving college credit, enter their careers with a piece published in The New York Times.

The purpose of this ad is to solicit large donations from those with deep pockets to help fund “The CUNY Times,” a program who’s mission is to improve poor students chances at upward mobility through language. Learning the “language of power” opens students minds up to ideas and possibilities they couldn’t imagine before. Enhancing their understanding of how those in the professional world talk an inherently think allows students to enter rooms they otherwise would not have been granted admittance.

Why will it work you ask? In America, the tension between classes continues to rise. The media has made it it’s mission to demonizes those who are better off than most. Many people believe money is synonymous with greed, corruption, and even…EVIL!

*dun, dun, duuun*

Those who drive with sunglasses on, park in reserved parking spots and work behind large mahogany desks are more than aware that the public’s perception of them is an issue, a growing one at that. 

Outlets trusted to inform are less driven by facts and more concerned with feeding the readers hunger for sensation in ways that also aline with company politics. The media this has left many people confused and distrustful. The New York Times is considered to be one of the few publications left that’s kept its integrity. The Times being the unicorn it is within the current landscape of its industry offers a significant amount of value to possible donors.

The New York Times can shape or reform a donors image. Those who offer the program support see all the benefits of having an article in The Times highlight their philanthropic pursuits; my advertisement communicates this message perfectly.

This advertisement would be most effective if placed in Town and County. If you’ve never heard of Town and County, that’s because most of it’s readership consist of people who’s net-worths resemble Swiss phone numbers (If you didn’t understand that reference, you’ve definitely never heard of Town and County). “How Rich is Too Rich”, “How to Know if Your Housekeeper Secretly Hates You” these are just a few of the headlines that have graced T&C’s front page. Besides a lifestyle magazine, Town and Country is also heavily focused on philanthropy; the magazine hosts an annual philanthropic summit. The summit celebrates those who’ve found themselves with large amounts of wealth and now wish to use some of it to make the world a better place.

The ad’s design uses the same bareness and front as The Times, making it immediately recognizable while also working to establish a relationship in the readers head between the program, The New York Times, and possibly them. The phrase “Wouldn’t it be nice to read something good about the rich in the paper?” is undoubtedly a thought those who’ll see this advertisement have had before. Ending in “Donate.” sends a clear message; if you donate (a lot of) money to this program, it will say something good about you in the paper. Who doesn’t want the most trusted paper in the world to tell millions of people something good about them?

Positive coverage brings donors an unlimited amount of benefits. This advertisement gives the reader a way to alleviate guilt, notify the public they’re one of the “good ones,” boost their personal ego (something else the wealthy are estimated to control roughly 70% of), some might even do it out of the kindness of their heart! Amazing!

‘See Bibliography For Sources’ 

I’m going to go back and see if I can pull at little more from research early on. I want to highlight why my audience in particular needs help.

I also need to refocus the letter. Instead of focusing on convincing the reader on a program I need to convince them on why my advertisement is the one to kick-start the project. I goal needs to be to get hired to make the ad that will push the program, not develop the program it self

1. I realized how hard it is to develop a program involving education. You have to get the program funded, create value so everyone involved understands why it benefits them, and develop the brand.
2. I learned that it’s important to research where your advertisement is placed.
3. I learned that a big part of enacting change is convince other people you know what you’re talking about. I also learned I hate convincing people that ideas I have are good.

AD 2

Who is literate? Everyone. Everyone is literature. Each country has a standard language. There’s nothing special about the language that is chosen to represent what that land defines as standard. Groups form dialects that are considered improper because they deviate from the norm. These dialects are often just as sophisticated as the standard language. For this reason, it can be said that everyone is literate within their native dialect.

How is literacy achieved? Fundamental instruction paired with repeated exposure. For the purpose of this proposal, literacies will be defined based on acceptance within the small group outside of the standard. A person becomes literate through basic instruction that is then paired with repeat exposure.

How can literacy be improved? Improvement will only come as the result of fundamental teachings and regular exposure.

A study initially conducted by Hart and Risley (and tested by many since) listed vocabulary as the most important variable in a child’s early academic performance. Vocabulary here is defined as the number of words a child has heard from an adult in sustained conversation. During sustained conversation children get past the immediate and have to use language to communicate experiences, emotions, and thoughts about things other than the now. This type of conversation helps develop the kind of language and associated skills needed for higher level thinking. Hart and Risley also note that on average versus an upper-middle-class child poor children enters school with 30,000 fewer words.

The Sapir-Whorf Hypothesis has been debated by members of the linguistic community since it’s conception; one part that is generally accepted is the idea that language has an effect on our thoughts and behavior.

“We dissect nature along lines laid down by our native languages-We cut nature up, organize it into concepts, and ascribe significances as we do, largely because we are parties to an agreement to organize it in this way – an agreement that holds throughout our speech community and is codified in the patterns of our language.” -Whorf (1940:213-14)

I’d like to propose a program that teaches students inside the New York City public school system what I will call the “language of power.” The program will partner The New York Times and CUNY. English and Journalism majors who currently attend a CUNY will host guided sessions that teach students from grades 8-12 (in the NYC public school system) the “language of power.” A session will be comprised of learning exercises, practical application, simulations, and “sustained conversation.” Student instructors will also meet with teachers to talk about how the ideas communicated in each session can be reinforced in the classroom. Each student instructor will be paired with a donor, who will sponsor their research and work in the school. The instructors will be asked to write an article at the conclusion of their course (semester) that is meant to be informative, entertaining, and instructional. Each article will be apart of a series published by The New York Times. The series will bring the program publicity, hopefully resulting in donations. The articles will also highlight the donor’s contribution (serving egos and good hearts). The instructors in addition to possibly receiving college credit will enter their careers with a wealthy connection and a piece published in The New York Times.

Target Audience? The target audience for this advertisement is wealthy people. People with big net worths and big hearts (or the desire to have their name printed in the New York Times). The super-rich brings with them aside from money, a rich network, money, publicity, money, and perspective, and money, all things that help advance the program.

Purpose? The purpose of this program is of is to improve poor students chances at upward mobility. Learning the “language of power” opens students minds up to ideas and possibilities they couldn’t imagine before. Enhancing their understanding of how those in the professional world talk and inherently think allows students to enter rooms they otherwise would not have been granted admittance.

What is it trying to persuade the audience to do? The purpose of this ad is to solicit large donations from rich people; it’s effective because it’s short, plain, and communicates how the reader might benefit.

What publication? I’ve selected the Town and Country. Town and Country is a magazine for people who’s net-worths make you wonder if the decimal is in the right place. In addition to various lifestyle aspects of the wealthy Town and Country is heavily focused on philanthropy; the magazine hosts a philanthropic summit every year. The summit celebrates those who have found themselves with large amounts of wealth and now wish to use some of it to make the world a better place.

 

“Words” is an episode of an educational podcast series. It features two hosts both of whom help guide the listener through a conversation about the importance of language and how it is related to mental ability. The two host “Robert and Jedd” speak with guests who have experience with or are studied in areas related to this episode theme. The host’s job is to organize and at times short the information provided by the guest. Jedd and Robert accomplish this by dividing each point into segments or sub-segments. This is all done in an effort to answer the question “how important is language.”

The podcast is similar to an advertisement in that it has actual plugs from companies that help finance the show. It also lists the speaker’s qualifications and/or accomplishments to give their words more authority, however just because the speaker is educated does not automatically mean they are correct. This is a common fallacy used in advertisements.

Segment 1:
I believe the experiments or “facts” do a good job in trying to get the listener to understand the importance of language in regards to overall cognition. Alfanso’s story is interesting,  it grabs the listener’s attention. The blue wall experiment shows how context and the ability to combine pieces of information allow you to relate things to other things and how that helps a person gain an understanding of the system as a whole. The Shakspere piece although engaging doesn’t offer much.

Segment 2:
Most of Jill Bolte’s story is…a nice story. However, we do gain some insight as to how important language might be when she discusses her struggles to understand sentences and her process of searching for pictures in her mind to make meaning of things that words explain in seconds.

Segment 3:
The Nicaraguan student’s case was used effectively. It is the first time we can see a language being created. The test given to the younger and older Nicaraguan students seem to show how a deeper connection to language and ability to understand and attach symbols to ideas and concepts (especially about thinking) enhances a persons ability to understand the world and problem solve.

Music and sound effects help enhance the listening experience. When describing a child’s brain as a series of “islands” each representative of an idea simple music plays that relax the listener so they can better understand what this might mean. When Jill Bolte discuss what it was like for her to have a stroke, it switches back and forth from her speaking to a ringing tone. The tone helps the listener understand the difference between life with a language and the emptiness and mental clarity that comes without it.

ADVERTISEMENT
If my advertisement were a radio/podcast ad, I would advertise it on VICE. Radio. It would begin with…

George Bush Jr.
There’s an old saying in Tennessee — I know it’s in Texas, probably in Tennessee — that says, fool me once, shame on — shame on you. Fool me — you can’t get fooled again.
Narrator
Truly poetic, this master of the English language would someday rise to become the president of the United States of America.
Cornell West
Nihilism is a natural consequence of a culture (or civilization) ruled and regulated by categories that mask manipulation, mastery, and domination of peoples and nature.
Narrator
We thought this guy was homeless until he opened his mouth.
Narrator’
Wealthy students graduate with an average of 30,000 more words. Not everyone who talks like a president ends up in the White House.

I believe this ad (after being developed more) shines a light on the importance of literacy, especially those who come from humble beginnings.

I did learn that it’s possible we might not have the ability to relate different pieces of information to one another until age six and that Shakspere treated words like sections of code and sentences like algorithms which lead the creation of many phrases used today.

I thought this show was interesting. The most enjoyable parts for me where the discussion about “the silence” that we trade for language. As someone who’s brain is continuously going this silence sounds kind of nice. It would be nice to relieve my mind for an hour a day and just experience the present. But that’s the sacrifice you make to not live in huts made of sticks and dung I guess.

Explicit: DON’T BE DUMB.

Implicit: People assume that those who come from lower class families are less intelligent than those who come from more. This includes those living in poverty. If we can change their perception of themselves it will have a positive effect on their ability and willingness to make an effort to advance. It might also change other people perception of them.

Extended: Education is the key to erasing class lines or at the very least evening the playing field a little bit. Knowledge gives people the confidence and ability to do more for themselves. If people who are under-resourced and feel marginalized get the confidence and motivation to become lifetime learners it will do nothing but good for their communities.

Figure out ways to incorporate original imagery.

Think about different ways to format text.

SHOCK!

AD 1