Suggestions: Why Analyze Ads?
Classroom teaching aid, pro bono publico, from Persuasion Analysis | © 2007 by Hugh Rank | More at http://faculty.govst.edu/pa

Ads aren't going to disappear. During your whole life, you are going to be the target audience of many different kinds of persuaders (commercial, political, social, religious). Television is the main marketplace in our society. See yourself as being in the middle of a noisy marketplace: but, recognize that while some sellers may be loud, shrill, and annoying -- other sellers may be soft, sweet, and seductive. In a free society, you should expect (and appreciate) so many different persuaders, commercial and political. Learn as much as you can about common patterns used by all, so your choices are more informed.

Analyzing ads is the easiest way to learn about all persuasion techniques. Ads are usually seen in carefully crafted packages (30-second spots on TV; in print, on pages) with coherent messages, involving simple transactions ("buy this"). Other kinds of persuasion (political, social, religious) are harder to analyze because the subjects are more complex, the emotional issues are more involving, and we experience them in bits and fragments (in headlines, TV news, in random discussions) often edited by others. Many ideas here can be applied to other persuaders, but try to analyze ads first.

Ads are designed to be remembered. When kids claim that they "know all about an ad," they are partially right. Most kids are very good at remembering the surface: not only the brand name (including slogans, jingles, symbols, packaging), but also the little details about the characters, actions, dialogue, backgrounds, catch phrases, sound bites, and visual images. When talking about ads, many kids often focus on the sequence of the obvious surface story ("First this... Next... Then"), simply retelling the message as presented by the advertisers, often unaware of the external creators and their techniques.

Ads are designed to be replayed. Most kids are able to echo the exact words (often imitating voice tone, gestures), to sing the jingles, to hum the music, to re-enact the scene and situation of ads directed at them. Such replays of any fragment associated with an ad is enough to trigger a memory of the whole ad. Even when such parroting is used humorously to mock or mimic, it still shows that the message has been noticed and received by an audience.

Ads are designed to be liked. Most ads (targeted at us) are fun, entertaining, enjoyable, not boring, fast paced, well made, with good "production values" (acting, camera work, editing). Ads are interesting, often humorous or emotionally involving. Ads appeal to our fantasies and daydreams.

Ads are designed to offer us benefits we want (popularity, excitement, fun, esteem, sex appeal) by becoming like the people who appear in ads and use the products (nice clothes, good times, entertainments, sweets and treats).

Ads don't scold. Nobody likes to be yelled at. Unlike parents and teachers who often require hard work, obedience, rules, and discipline ("for your own good"), ads tell kids what they want to hear. Ads flatter us, praise our good taste, and are "on our side."

Ads are the most commonly-shared "stories" in our society. Neither novels nor movies, nor TV programs nor sports, are as known and widespread as ads. Everyone now has a vast "library" of ads within their memories, a common consciousness, a shared experience, a way of bonding with others. Kids talk about ads at school, in classrooms and hallways, on the bus, and at home. (Educators point out, alas, that the ads on Channel One are the closest thing the USA has to a national curriculum.)

Are ads worth all of this attention? Ads may not be, but your mind is. If you can learn how to analyze things --- to recognize patterns, to sort out incoming information, to see the parts, the processes, the structure, the relationships within things so common in our everyday life, then it's worth the effort. These intellectual skills stay with you.