Teaching Argument through Advertising

W. 9-10.1. a. Introduce accurate claims, distinguish claims from alternate or opposing claims, and establish an organization that establishes a clear relationship between claims, counterclaims, evidence and evidence

W. 9-10.1. b. Claims and counterclaims are presented fairly, provide evidence to everyone, and point out both strengths and limitations by predicting the level of knowledge and the viewer's focus.

W. 9-10.1. Use words, phrases, phrases to tie together the main parts of the text, to create a unit, to clarify the relationship between the reason and the evidence, between the reason and the evidence, and between the assertion and the counterclaim

W. 9-10.1. Provide a supporting conclusion or section including the presented discussion

L. 9-10. It is one. We use contexts such as sentences, paragraphs, the overall meaning of text, word positions and functions in sentences as clues to the meaning of words and phrases.

9-10. Use the strategic digital media (text, graphics, audio, visual and interactive elements) in the presentation to deepen the understanding of the findings, reasoning and evidence, and interest,

"This statement is actually speaking, what kind of evidence can be gleaned from the image to logically achieve this?"

Entry task: What is the purpose of this advertisement? What is the advertiser trying to do? How did they achieve this goal?

• One way to accomplish this is to share advertisements with students and teach students the basis for controversy, ie propositions, reasons and evidence. An example of such an advertisement could be a bacon bowl advertisement quoted above. (You can also find it from Google Image Search.) Ask students to talk about reasons and evidence from advertisements. Let them analyze the fierce debate about advertisements and the reasons they support their opinion. • Another way is to let the students view a series of text and analyze the assertions within that text set. Students need to judge the assertions provided by that claim and their reasons and evidence. They may start thinking about what this statement is unilateral or dualistic and how they know.

To continue teaching activity 13 in the 2013 - 14 academic year as well. However, by explaining and evaluating assertions and assertions included in advertisements, students can evaluate effective reasoning so that false descriptions can be identified. When students join classes and discuss sample advertisements, they will play video clips of popular TV commercials. Have the students answer the next hint of the diary. Which is your favorite advertisement? What is the reason? Which one do you think is the most effective advertisement? why? Which ad is using valid reasoning? What kind of advertisement do you think is misleading? Are there advertisements making false remarks? After answering the journal's clues, please ask the students to rate the advertisement by listing the ads in the order of the most ineffective reasoning. Discuss your responses to students in class

Do not believe everything you see on TV. In secondary schools, teachers use ad text as an educational resource and teach students about pre-production, production, and post-production processes related to the creation of advertisement information. However, there is limited evidence that discussion on advertising acquisition and school advertisement can reduce the vulnerability to children's advertisement and increase the ability to refute advertisements. Senior children and teens may have more knowledge about advertisements but they do not necessarily use critical thought skills to respond to advertisements or they are more skeptical about advertising It may not be there. In the future, the key elements necessary to acquire the critical thinking power of advertisement