Académique Documents
Professionnel Documents
Culture Documents
Part one:
● Label the pictures below with the most appropriate advertising technique. Note
that some of the images may represent the same technique as another, but there
may be alternative answers as well.
● Underneath each label, determine how and why the technique is used, along with
if it is effective.
Advertising Techniques:
Repetition Bandwagon Testimonials Pressure Appeal to Emotion Transfer
Association Slogans Card Stacking Fear Tactics Use of Color
Plain Folks
1. Technique:____________________
2. Technique:____________________
3. Technique:____________________
4. Technique:____________________
5. Technique:____________________
6. Technique:____________________
7. Technique:____________________
8. Technique:____________________
Part two: Justification of methods (8 pt task). Below, choose one of the advertisements
(Zentrofoam or Bates Method) and determine the following:
● Is the advertisement effective for its desired audience? In other words, do you
believe people would purchase or use the product based on the advertising
methods?
● Is the advertisement/ product ethical? Cite details or methods from the source to
verify your response.
Lang/ Lit A: Analysing
II. analyse the effects of the creator’s choices on an audience
III. justify opinions and ideas, using examples, explanations and terminology
Task Two: Scientific Experiments/ Methods (30 pt task)
Evaluate the Bates Method for Better Eyesight- In your response you need to
determine:
You may choose from the following (or another present in the pre-release material that is not
on this list)
-Zentrofoam
-One part of the Bates Method
-psychological disorders associated with birth month
-Reanimation/ Frankenstein experiment (Galvanism)
- in-vitro fertilization
-smart appliances/ technology
-Indian Ayurveda
-plant medicine
-Chinese Medicine curing diseases
-Emotional responses
-transplants
-cloning
-stem cells
From References 4 and 5, we see that literature, in particular dystopian and science
fiction texts, has been able to foresee the events and circumstances we are currently
dealing with.
1. What is the most impressive prediction made from literature about humanity
and/ or science? Specify the prediction and determine why it is impressive.
3. What predictions do you believe will result from those current circumstances
you mentioned in question 2?
Task Four (10 pt Task): Emotive Language and Psychology (Reference 9)
3. Aldous Huxley proclaimed in his Art of Seeing, “Do not frown when you read.
Frowning is a symptom of the nervous muscular tension produced in and around the
eyes by misdirected attention and the effort to see. With the achievement of dynamic
relaxation and normal functioning, the habit of frowning will disappear of itself.”
(The BMJ)
Is it possible to alter our facial expressions so that we do not display our actual
emotions? What other factors alter our emotions and expressions that
correspond with science (medicines, tests, technology, etc)
Task Five: Compare/ Contrast (20 pt task)
Lang/Lit Criterion A: IV. evaluate similarities and differences by connecting features
across and within genres and texts.
Part one (10 pts): Informational texts- Reference 3 and Reference 7 in the pre-release
materials are both considered informational texts, but there are big differences in the
way the texts are presented. Determine three major differences in the ways information
is presented in both texts and determine which is a more effective piece (and why) for
finding information on the given subject. Use quotes/ details where appropriate.
Difference One:
Difference Two:
Difference Three:
150-200 words:
Task Six (30 pt task): Prepare a speech on one of the following topics in the specific
form mentioned:
Lang/Lit B, C, D
Informational or Persuasive Speech: How science has enhanced our lives- new inventions
and new developments in science are positive attributes to humanity.
Call to Action Speech: We must return to/ accept traditional medicine as a viable option for
sustaining humanity through illnesses in particular. *You may choose to discuss the
implications of modern science- i.e. the effect on environment and on human health as a
reason to return to traditional science and medicine.
Persuasive Speech: How modern man is being destroyed by his own inventions/ creations
(Frankenstein reference)
Choice Speech- You must verify your choice with Ibu Jess before writing.
In your speech, you must structure your writing properly (reaching 300-350 words) and
you must have the following:
● Use of at least 3 sources from the pre-release material, using some sort of citation
in your speech ("According to … )
● A balance of Ethos, Pathos, and Logos to make your message clear
● The use of at least 3 strong rhetorical devices, listed below:
Alliteration Parallelism
Allusion Parenthesis
Anaphora Personification
Antithesis Points of view
Hyperbole Repetition
Hypophora Rhetorical Question
Litotes Simile
Metaphor Synecdoche
Metonymy Understatement
Narration Technique Tricolon
Onomatopoeia
MYP Speech Writing Rubric- IDU 2018
Informational or Persuasive Speech: How science has enhanced our lives- new inventions
and new developments in science are positive attributes to humanity.
Call to Action Speech: We must return to/ accept traditional medicine as a viable option for
sustaining humanity through illnesses in particular. *You may choose to discuss the
implications of modern science- i.e. the effect on environment and on human health as a
reason to return to traditional science and medicine.
Persuasive Speech: How modern man is being destroyed by his own inventions/ creations
(Frankenstein reference)
3 or more
rhetorical
devices are
used.
Science rubrics
The student does not reach a standard described by any of the descriptors below.
0
The student does not reach a standard described by any of the descriptors below.
0
The student does not reach a standard described by any of the descriptors below.
0
The student does not reach a standard described by any of the descriptors below.
0
B: Organizing
I. employ organizational structures that serve the context and intention
II. organize opinions and ideas in a sustained, coherent and logical manner
III. use referencing and formatting tools to create a presentation style suitable to the
context and intention.
C: Producing text
I. produce texts that demonstrate insight, imagination and sensitivity while exploring
and reflecting critically on new perspectives and ideas arising from personal engagement
with the creative process
II. make stylistic choices in terms of linguistic, literary and visual devices,
demonstrating awareness of impact on an audience
III. select relevant details and examples to develop ideas.
D: Using language
I. use appropriate and varied vocabulary, sentence structures and forms of
expression
II. write and speak in a register and style that serve the context and intention
III. use correct grammar, syntax and punctuation
IV. spell (alphabetic languages), write (character languages) and pronounce with
accuracy
V. use appropriate non-verbal communication techniques.
Criterion A: Analysing
Level Level Descriptor Task-Specific Clarification
The student:
i. provides adequate analysis of the content,
context, language, structure, technique and style of
3-4 text(s) and the relationship among texts,
ii. provides adequate analysis of the effects of the
creator’s choices on an audience,
iii. justifies opinions and ideas with some
examples and explanations, though this may not be
consistent; uses some terminology,
iv. evaluates some similarities and differences by
making adequate connections in features across and
within genres and texts.
The student:
i. competently analyses the content, context,
language, structure, technique, style of text(s) and
5-6 the relationship among texts,
ii. competently analyses the effects of the
creator’s choices on an audience,
iii. sufficiently justifies opinions and ideas with
examples and explanations; uses accurate
terminology,
iv. evaluates similarities and differences by making
substantial connections in features across and within
genres and texts.
The student:
i. provides perceptive analysis of the content,
context, language, structure, technique, style of
7-8 text(s) and the relationship among texts,
ii. perceptively analyses the effects of the
creator’s choices on an audience,
iii. gives detailed justification of opinions and ideas
with a range of examples, and thorough
explanations; uses accurate terminology,
iv. perceptively compares and contrasts by making
extensive connections in features across and within
genres and texts.
Criterion B: Organizing
Level Level Descriptor Task-Specific Clarification
The student:
i. makes adequate use of organizational
structures that serve the context and intention,
3-4 ii. organizes opinions and ideas with some degree
of coherence and logic,
iii. makes adequate use of referencing and
formatting tools to create a presentation style
suitable to the context and intention.
The student:
i. makes competent use of organizational
structures that serve the context and intention,
5-6 ii. organizes opinions and ideas in a coherent and
logical manner with ideas building on each other,
iii. makes competent use of referencing and
formatting tools to create a presentation style
suitable to the context and intention.
The student:
i. makes sophisticated use of organizational
structures that serve the context and intention
7-8 effectively,
ii. effectively organizes opinions and ideas in a
sustained, coherent and logical manner with ideas
building on each other in a sophisticated way,
iii. makes excellent use of referencing and
formatting tools to create an effective presentation
style.
The student:
i. uses an adequate range of appropriate vocabulary,
sentence structures and forms of expression,
3-4 ii. sometimes writes and speaks in a register and style
that serve the context and intention,
iii. uses grammar, syntax and punctuation with some
degree of accuracy; makes errors that sometimes hinder
communication,
iv. spells/writes and pronounces with some degree of
accuracy; makes errors that sometimes hinder
communication,
v. makes some use of appropriate non-verbal
communication techniques.
The student:
i. uses a varied range of appropriate
vocabulary, sentence structures and forms of expression
5-6 competently,
ii. writes and speaks competently in a register and
style that serve the context and intention,
iii. uses grammar, syntax and punctuation with a
considerable degree of accuracy; makes errors that do not
hinder effective communication,
iv. spells/writes and pronounces with a considerable
degree of accuracy; makes errors that do not hinder
effective communication,
v. makes sufficient use of appropriate non-verbal
communication techniques.
The student:
i. effectively uses a range of appropriate vocabulary,
sentence structures and forms of expression,
7-8 ii. writes and speaks in a consistently appropriate
register and style that serve the context and intention,
iii. uses grammar, syntax and punctuation with a high
degree of accuracy; makes errors that are minor and
communication is effective,
iv. spells/writes and pronounces with a high degree of
accuracy; makes errors that are minor and communication
is effective,
v. makes effective use of appropriate non-verbal
communication techniques.