1.The first attachment is my first draft of advertising analysis, which includes three mini advertising analyses. The Suggestions of the tutor are attached in the sidebar of the first draft. Please modify them according to the suggestions.

2. The content of three advertisement analysis should be enriched, and the requirement is that each advertisement analysis should be between 500 and 700 words. I have completed the outline of about 200 words for each advertisement. Specific requirements are listed in the second attachment.

3. Please refer to the third attachment for the format and layout of the advertisement. This is the template provided by the professor.

4.When you finished, also be sure to include your post-write in the comments section, based off the prompt below. This is separate from your Reflection. It is worth 10 percent of your essay grade and the grade is deducted if it is not included.

Post-Write: For this project, please write a full paragraph (around 200-300 words) that specifically identifies three Learning Outcomes you were confident you achieved with this project (this can include development and the work during peer review). The Learning Outcomes are located under “Policies” and are split into four categories. Under the categories, you will find the multiple outcomes. Quote three of these and share a sentence or two for each one about how you are confident you met them. If you do not address three specific outcomes, you will not receive credit for this postwrite.

English 105 Learning Outcomes

Adapted from the WPA Outcomes Statement: http://wpacouncil.org/positions/outcomes.html

I. RHETORICAL KNOWLEDGE

Rhetorical knowledge is the ability to analyze contexts and audiences and to act on that analysis to comprehend and create texts. Writers develop rhetorical knowledge by negotiating purpose, audience, context, and conventions as they compose different texts for different situations. Students will:

1. Learn and use rhetorical concepts by analyzing and composing a variety of texts
2. Read and write in several genres to understand how genre conventions function
3. Respond to a variety of situations and contexts using purposeful shifts in tone, formality, design, medium, and/or structure
4. Use a variety of modalities (including oral presentation) and technologies to address a range of audiences and rhetorical situations

II. CRITICAL THINKING, READING, AND COMPOSING

Critical thinking is the ability to analyze, synthesize, interpret, and evaluate ideas, information, situations, and texts. When writers think critically about materials they use, they separate assertion from evidence, evaluate sources and evidence, recognize and evaluate underlying assumptions, read for connections and patterns, and compose appropriately qualified and developed claims and generalizations.

Students will:

1. Write and read for inquiry, learning, critical thinking, and communicating in various rhetorical contexts
2. Read a diverse range of texts and recognize how features like evidence, organizational patterns, and visual elements function for different audiences and rhetorical situations
3. Locate and critically evaluate research materials and use them appropriately for background, as exhibits, as examples, for analysis, and/or for method support
4. Use strategies—such as interpretation, synthesis, response, critique, and design—to compose texts that integrate the writer’s ideas with those from sources

III. PROCESSES

Writers use multiple strategies, or composing processes, to imagine, develop, and finalize projects. Composing processes are seldom linear. Composing processes are flexible: successful writers can adapt their processes to different contexts and occasions. Students will:

1. Develop projects through multiple drafts
2. Develop flexible strategies for reading, drafting, reviewing, collaborating, and revising
3. Use writing to discover and reconsider ideas
4. Collaborate with other writers on a project through multiple drafts
5. Learn to give constructive feedback to drafts and revise based on constructive feedback
6. Reflect on how their composing practices develop and shape their work

IV. KNOWLEDGE OF CONVENTIONS

Conventions are formal rules and informal guidelines that define genres and shape perceptions of correctness. Conventions govern mechanics, usage, spelling, and citation; they also influence content, style, organization, graphics, and document design. Conventions are not universal; they vary by genre, discipline, and occasion. Successful writers understand, analyze, and negotiate conventions for purpose, audience, and genre.

Students will:

1. Develop knowledge of grammar, punctuation, and spelling conventions by writing, revising, and editing
2. Understand and use different genre conventions—such as structure, paragraphing, tone, mechanics and citation styles—as appropriate for different genres
3. Use common formats and/or design features for different kinds of texts and genres
4. Explore the concepts of intellectual property (such as fair use and copyright) that affect documentation conventions
5. Practice applying citation conventions systematically in their work