Works Cited

Clay, Rebecca A. Stressed in America. American Psychological Association 2015. Web 21 November 2015.

Dienstmann, Giovanni. Scientific Benefits of Mediation-6 Things You Might Be Missing Out On. Meditation Blog & Non Sectarian Spirituality. Liveanddare.com Web 22 November 2015

Blue, Laura. Strongest Study Yet Shows Meditation Can Lower Risk of Heart Attack and Stroke. 2012. healthland.time.com Web 22 Nov 2015

Wickelgren, Ingrid. How Social and Emotional Learning Could Harm Our Kids. 2012.   blogs.scientificamerican.com Web 22 Nov 2015

Wickelgren, Ingrid. Social and Emotional Learning Empowers Children. 2012. blogs.scientificamerican.com Web 22 Nov 2015

Decarr, Kristin. Mindfulness’ Movement Aims to Reduce Stress in Schools. Education News 2015. Web 22 November 2015.

Reduced Psychological Distress in Racial and Ethnic Minority Students Practicing the Transcendental Meditation Program. Journal of Instructional Psychology. Jun2011, Vol. 38 Issue 2, p109-116. 8p. (JOIP)

Paper #3 Rough Draft. Teaching Meditation in Schools ?

Anthony Heaps

English 101-5:30

Dr. Sonia Begert

23 November 2015

Is teaching meditation in school a good idea?

            It’s pretty hectic out there. At the moment of this writing the news is reporting on conflicts that are currently plaguing the world. Arguments are currently being made about our country’s involvement in affairs that are in other parts of the world. There are concerns about threats being made and the world appears to be very chaotic.  Moving away from the stresses of the world, there are even points of stress and concern within our own local and individual lives. We are constantly in the crises of having to make daily decisions that affect various aspects of our lives. These decisions involve things such as spending, housing, career, food, clothing, and also having to navigate through various social expectations. Just managing our personal world can be pretty hectic.

Beginning early in our lives and education we are taught about things that we should be doing and how we are meant to act or be. This education is meant to help assist us in navigating life as we grow up and eventually move into our lives as adults with differing roles and responsibilities. We are taught mathematics in school, which may be used later in life for managing our spending, balancing a budget, or organization of varying projects. We are also taught how to read and write which can help us further our education by being able to understand and have various insights into the world through the words, thoughts and ideas of others expressed in literature. We even have Physical Education in order to keep us active and allow our growing bodies the chance to get its exercise.

 Our school education taught many of these subjects in an effort to allow us to become part of a growing world with its numerous experiences. We are also taught about history in an effort to help us form an understanding of the past and learn from it to move on to help build the future. I recall being told by a teacher in Junior High School “We are taught history so that we may learn from it and hope to not repeat our mistakes.”  The irony of that statement is that history still seems to repeat itself. We are in the 21^st Century and we still have wars, arguments about racism, and religion. All of these conflicts having been around in varying incarnations throughout history. Being quick to anger, not being able to think clearly, or respond well to stressing influences often contribute to the environmental factors which may eventually lead to some of the larger conflicts that take place.

The lack of a healthy stress response in and of itself is not a sole contributing factor to the conditions of the larger world issues but it does make a difference in our own individual lives. In an article interpreting the results of a survey about stress conducted by the American Psychological Association, Rebecca Clay states “Stress is up. Most Americans are suffering from moderate to high stress, with 44 percent reporting that their stress levels have increased over the past five years” (Clay) If education is the means by which we are meant to learn and be prepared for the world, perhaps it may be a good idea to incorporate forms of stress, anxiety, and emotional management into our formal education. Given the amount of stimulation available to us thanks to our growing technologies for communication and entertainment it can be easy to be overwhelmed with not only having to make decisions for our individual lives but being aware of everything else going on in the world.

 One idea that has been that has been proposed is the idea of teaching meditation in schools. Proponents of the idea believe that having these tools for stress management and developing focus and control of our emotions at an early age can help make for a better functioning individual. There are numerous amounts of benefits associated with meditation “such as decreased depression, improved focus, reduced stress and anxiety in general (Giovanni).” The benefits associated with meditation not only involve mental states of wellbeing but have even shown to have clinical health benefits as well. In an online Time Magazine article author Laura Blue reports on a study that says “researchers found a 48% reduction in the overall risk of heart attack, stroke, and death from any cause among members of the meditation group compared to those from the health education group.” It would appear that the idea of including meditation as a part of our learning would be an asset to our current educational curriculum. There are concerns however about the realities of how it may actually have influence in our lives.

A school teacher from Vancouver, Canada named Tina Olsen expressed some of the concerns raised about teaching meditation in school in a “critique of a social and emotional learning program called MindUP” which teaches meditation. (Wickelgren) Olsen said:

Mindfulness meditation such as this can be a way of bringing the mind into an altered state of consciousness. Many people who practice meditation have encountered unexpected negative side effects such as a sensation of being disconnected from one’s body or from reality, among other frightening reactions. Teachers of MindUP are exposing children to these potential dangers.

            To teach a child to practice non-judgmental awareness is to risk interfering with the child’s ability to heed his sense of right and wrong. A child must make judgements to choose between right and wrong actions. When he acts in accordance with his sense of what is right, he grows in moral character, and develops greater self-control.” (qtd. in Wickelgren How Social and Emotional Learning Could Harm Our Kids)

In response to Olsen’s critique Rebecca Calos the Director of Programs and Training for The Hawn Foundation which sponsored the MindUP program she wrote:

In her critique, Tina Olesen, a school teacher in Canada, equates MindUP’s core practice to “Buddhist-style" meditation, and warns that students engaging in a few minutes of deep breathing are in danger of experiencing a terrifying “sensation of being disconnected from one’s body.” In fact, the core practice increases mind and body awareness, and children routinely report that they feel refreshed and calm after the exercise. Olesen claims that this practice interferes with "a child’s innate self-regulator," when in truth, the core practice enables children to recognize their “self-regulator” and more readily access it even in times of stress and anxiety.

In addition to Calos’s response it can be noted that often the arguments of issues regarding racism and religion stem from preconceived ideas and notions about particular races or beliefs. Teaching non-judgmental awareness could in some small ways alleviate and possibly prevent the escalation of arguments and incidents based on subjects of racism and religion. Through personal observation it can be said a number of unnecessary incidents can arise from the assumption of racism or negative religious connotation when in fact no such intentions exist within or are intended by the communicator. The non- judgmental awareness aspect of one form of meditation can be a beneficial contributor to our human interactions.

Further concerns that have been raised about teaching mediation in schools has to do with the fear of it being “religion in disguise.” (Decarr.) This concern stems from the fact that the most effective practice of meditation being employed in the majority of studies on its effects called mindfulness comes from ancient Buddhist practices. The concern however is not as warranted as it might seem. The reason this may not be a warranted concern is that the practice of meditation does not require one to learn or be indoctrinated by the Buddhist religion or teachings. The practice of meditation involves developing habits of deep breathing, focusing attention and awareness. These habits are not mutually exclusive or tied to the Buddhist religion. The very act of observation is a component of mediation practices and yet has no ties to religion but is instead is something that occurs naturally in the process of learning a new skill.         

There are of a number of studies and research still being completed regarding the subject of the effects of meditation. The majority of the findings in the various studies point towards the benefits of introducing meditation. One particular study introduced the process of Transcendental Meditation with students from different public schools in 4 different states, for the purpose of “Reduced Psychological Distress in Racial and Ethnic Minority Students Practicing the Transcendental Meditation Program” (JOIP.) They wrote, “The results of this study indicated that practice of the Transcendental Meditation program is effective in reducing psychological distress in racial and ethnic minority secondary school students…there were no treatment-by-ethnicity interactions, indicating that the results were consistent across ethnic groups.”(JOIP)

In every moment of our education we are being prepared for the experiences we will have in life. Our ability to cope and adapt to the world will be an essential part of our success in our experiences. Incorporating beneficial practices such as meditation into our education would be an valuable tool for helping us in our interaction in the world. In effect reducing and managing our stress not only benefits ourselves but those whom we interact with. We do this by not unduly placing our burdens on others because we have the tools to manage ourselves. We have the tools to find ways to bring back the peace and enjoyment in our lives because we can more effectively manage our responses.  The evidence suggests at least the idea is worth considering.

           

           

In Class Lab

 Sue McGreevey. Eight Weeks to a Better Brain. Harvard Gazette.  January 2011. http://news.harvard.edu/gazette/story/2011/01/eight-weeks-to-a-better-brain/

In an article written by Sue McGreevey for the Harvard Gazette Sue wrote that those who participated in the study that had reported reductions in stress also had correlating effect of less grey matter an area of the brain associated with functions relating to anxiety and stress.

David L. Kirp. Meditation transforms roughest San Francisco schools. SF Gate. January 12, 2014

http://www.sfgate.com/opinion/openforum/article/Meditation-transforms-roughest-San-Francisco-5136942.php

In an Article by David L. Kirp. “On the California Achievement Test, twice as many students in Quiet Time schools have become proficient in English, compared with students in similar schools where the program doesn't exist, and the gap is even bigger in math. Teachers report they're less emotionally exhausted and more resilient.”

Works Cited

Gina M. Biegel, Kirk Warren Brown, Shauna L. Shapiro, & Christine M. Schubert. Mindfulness-Based Stress Reduction for the Treatment of Adolescent Psychiatric Outpatients: A Randomized Clinical Trial. Journal of Consulting and Clinical Psychology 2009 Print.

According to  A Journal of Consulting and Clinical Psychology by  Gina M. Biegel, Kirk Warren Brown, Shauna L. Shapiro, & Christine M. Schubert   “There has been very little research testing the efficacy of mindfulness-based interventions with adolescents; however, preliminary evidence is suggestive. Bootzin and Stevens (2005) examined the effects of an integrative mindfulness-based intervention with adolescent substance abusers ages 13–19 years” (856)

Comparing Articles

When we compared our articles with Spriggs’ essay we all noticed that they all relate in a clear and explicit position that they stood by the whole time. They all had responses to what other people had said about the subject. Some of the differences were that an essay by Sophia A. McClennon was that she made general assumptions of information and didn’t have much specific evidence to support her statements in attempting to argue her position. There was a “straw man” appeal in one part of her text. In an article by Sean McElwee, he took a position on abolishing the death penalty. He had good examples of both sides but had a strong opinion on abolishing the sentence because he feels it is unjust. He used statistics and facts to help him have a strong position and to help us see how he feels. He used a lot of compares/contrasts to other Countries and how there have been a number of people in prison being proven to be killed by the death sentence but they turn out to be innocent. We noticed that the essays that were most compelling were the ones that effectively utilized other sources of information other than their own opinions, and the ethos of these articles were better established by those who did “their homework”.

Katherine Spriggs On Buying Local Thinking about the Text Questions 1-4

1.) It's clear that this is a topic that matters to Katherine Spriggs. Has she convinced you that it matters-and if so, how? How does Spriggs establish the importance of her topic?
Katherine Spriggs has convinced me that the topic of buying local does matter. The first thing that is noticeable is that she "has done her homework." She establishes her authority to speak on the subject in this way as well as citing personal experiences which gives to the reader a sense of first hand knowledge and that she understands the subject. As a result she is better able to establish her point about the effects of buying local. She addresses how buying or not buying local affects various parts of our lives and culture and in doing this establishes the importance of her topic.

2.) What counterarguments or positions other than her own does Spriggs consider-and how does she respond in each case?
Spriggs considers the other positions differing from her own on points regarding the subjects of how buying local can affect the environment and also the impact on the economy. She offers the view that it can help the environment by "minimizing waste, use of chemicals, soil erosion and pollution" because of the encouragement of small polyculture farms. (Spriggs) She responds to the counterargument that it may have negative effects on environment because it would be better to " buy food from the world region where it grows best." (Macdonald) She acknowledges and addresses the point he makes specifically and does not argue against it directly but instead uses it to bring more a specific focus on how the the focus of buying local should be used.  She responds to another argument about the use of resources on small farm being not as efficient in their use of resources as large farms. She addresses the concern by giving more specific information about the effectiveness of use of resources of these small farms. Spriggs response to each of the counter arguments by not discounting the points or concerns raised, but instead gives further information not being addressed by those concerns which may change the view or understanding of the subject.

3.) Choose a section of Spriggs' essay that you find especially effective or ineffective. Referring to the genre features discussed on p.66. (Everyone's an Author) describe what makes this part of her argument persuasive- or not.
 I found the article as a whole to be particularly effective  as she addressed many different angles, gave a good amount of information and used that to make a compelling argument. A specific section that I personally found effective was her story of the family friend whom was a farmer. This part of the argument created the feeling of a more personal understanding of the subject and as a result helps the reader to relate because it is an aspect of the subject being told to them from her directly (in writing) as opposed to it being an impersonal argument. It helps establish a sympathy understanding as well as the logic she puts forth in why the topic matters.

4.) Spriggs includes several photos in her essay. How do they contribute to her argument?
The photos help the reader to have a better "image" of what she is describing when she talks about the differences of the small polyculture farms and the large monoculture farms. Also the differences in the contrasting color of the crops of the two farms makes the smaller farms crops appear healthier. The photos in general help give better image to the argument.

Paper Brainstorming for #3

Should college be free.

The importance of being yourself despite your current environments possible opposition to characteristics of your personality.

Why I shouldn't be writing an argument paper.

Video Summary and Analysis

The AT&T Texting and Driving Documentary—“The Last Test” Summary

The Public Service video for texting while driving begins with a police officer arriving to the scene of an accident and moves to interviews where people whom had lost loved ones in accidents whom were texting while driving and of those whom were severely injured from accidents while texting and driving. They first interview starts with a friend of a girl who was texting a friend that died in an accident. They move into an interview where a boy whom was in an accident from texting while driving whom is disabled as a result of the accident. They then move to a mother and the friends of a girl whom died in the hospital from an accident that was caused by driving distracted as a result from texting while driving. They show the mother and friends singing and celebrating a birthday for the girl whom passed away with the physical presence of the “birthday girl” being absent from the celebration. It then shows the mom crying and proceeds to talk about the person whom had died. They end the video by having people whom were affected by these accidents caused by texting and driving hold up signs that bore nothing other than the last texts of the victims of these tragedies. The last image they show in the video is of a rose on a highway with the mother of a victim looking at the rose with tears rolling down her face. The public service announcement ends with the text “TXTING & DRIVING…IT CAN WAIT” and saying it was a message from at&t.

            Analyis of  AT&T Texting and Driving Documentary –“The Last Text” Video

The argument made in the video took an emotional appeal. The video used images of car accidents and the testimonies of individuals and people involved and affected by the accidents that took place as a result of texting while driving. The interview of the officer in the beginning starts the video and has the officer describing his feeling and experience arriving to the scene of an accident. This serves to set the stage for the argument of the testimonies and individual stories of people whom lost friends and family to the accidents. The use of telling the stories of  their personal experiences and the descriptions given by the friends and family of the people whom had passed to show who they were a part of these families lives serves to bring a reality of whom the person was. This also helps further to make the emotional appeal because the viewer in essence gets to know the victim. The narrative of an individual whom had almost died and had barely survived made even more of a case for the argument of not texting while driving because the story of how the incident affected his life is told from his firsthand experience. The video also used the account of the officer whom arrived at the scene and his statement of how it was not his first time arriving to such a scene and that these were not simply individual and separated instruments brings an awareness of how it is an issue that matters to the viewer. Near the end of the video in which they show the simple and short texts which were the last texts of those who died and the one survivor in the video held up on signs by those affected from the loss of loved ones and the accidents itself made an effort to show how those simple words which altogether were nothing of noted significance had been the reason for the tragic experiences. The end of the video following with the message “TXTING & DRIVING…IT CAN WAIT” was the overall purpose of the argument made in the video and was summed up very simply in the end followed by the information given for the motivating force behind this video.

Summarizing the reading of pgs. 269-284 in Everyone's An Author

The pages on 269-284 of Everyone’s An Author talk about the number of different ways an argument is made. They start by suggesting our first attempts to communicate were likely an argument and move forward to show how we often make arguments throughout our entire and daily life. They also show the examples of how we come across arguments everywhere we look.  “The role of argument”, is discussed and they give the examples of the many purposes of argument such as “To understand”, “To explore”, “To inform”, “To convince or persuade.” Etc. The reading then moves on to discussing about how to analyze an argument and the things to consider when analyzing them. Questions such as who is arguing and the position they are coming from as well as what the argument was claiming were asked and then talked about in detail the elements that the question comprises of and the specific details of what answers the question is asking for.

How Things Mean

Anthony Heaps

Cj Nordstrom

Kyra Kirby

Morgan Carlson

How Things Mean

The images in this grouping together also convey the concept of individual personality as the styles of a watch itself may vary and become a reflection of a quality each person may wish to convey.

The images in the Symbols of Patriotism grouping are communicating the collective symbols of the “Noble” attributes of their country.

Symbols of Patriotism: The bulldog is standing definitely and it looks like it is proud to be standing on the flag defending britain against all of her enemies.          

The american eagle - symbol for the United States of America, the Eagle is posted on every dollar and is a national symbol for American patriotism. The eagle is looks as if it is preparing for battle, flag seeming to symbolize camo paint that soldiers paint on their faces before going to battle, the eagles beak is sharp and its eyes give a fierce look in its eyes like it ready to pounce on any threat that arises.

The British Bulldog on the British flag became a popular symbol after World War 2 representing the determination of the country. This being because the Bulldog was seen as having a determined nature.

The Last symbol is France and instead of animals as its figure it instead has what seem to be 3 books stacked on top of eachother and say Liberte, Egalite, Fraternite which in english translate to Liberty, Equality and Fraternity

All of the flags are of the three colors, Red, White and Blue

  The Rolex watch suggests wealth and power. It’s extremely expensive, covered in diamonds, and usually worn by rich people in positions of power. The name Rolex is well known and the diamonds convey that it costs a lot of money.

  The Hello Kitty watch suggests a female owner who likes the character Hello Kitty, which is very well known. It’s got a picture of hello kitty on the watch face, and a few rhinestones, as well As the words Hello Kitty.

Reading Sources Critically

Reading Sources Critically

The argument the author makes is that white people cannot say the n-word. He uses examples of how other races i.e. jewish comedians may use “derogatory” jokes about themselves but if someone whom was not of that culture made those jokes they would be considered racist towards that particular community.

I find the argument to be quite persuasive. The arguments he makes are very clear; you can talk about your people, but no one else should. essentially saying jokes towards your group doesn't necessarily mean that other people from outside your group can make the same jokes toward your group.

The author’s stance is mainly towards common group relations and the use of certain language and speech toward other groups. Author also acknowledged rednecks and jewish people and the humor related to those two groups and how they can be considered offensive if miss used.

The publisher brings the stance of cultural diversity to the college at which he is presenting  (Boston College.)

I do recognize the idea that you shouldn’t joke about a community that you’re not a part of. If you aren’t Jewish, you shouldn’t make Jewish jokes, etc.

This source supports my position because I personally feel that if you aren’t part of that community, or have not been personally slighted, then you have no right to try to reclaim words that have been used as slurs.

I can tell that the intended audience are those of different cultural backgrounds other than those of the African American community, and the purpose is to bring awareness of the cultural diversity and etiquette.

"THINK ABOUT YOUR WRITING as part of a larger, ongoing conversation" Pg. 70 Prompt

I have not recently written anything in which I addressed or wrote about a topic that matters to me and expressed a position. However, recently I came across some writing I did for a Xanga blog post in 2007 in which I expressed a position regarding love and authenticity of ones self. In the writing I chose a mix of attempted poetry and philosophical thought to communicate the ideas of being yourself. The motivation behind this writing was in response to my observation of friends not feeling able to  express themselves. This was an observation that was made as a general whole and I wrote it as a response to the observation of a feeling of limitation and slight unhappiness at their decision of restricting themselves in their expressions of themselves. The position I took was to be themselves and I even recalled and addressed the thought of rejection. I used the art of rhyme to make the point come across in a sort of rhythm and quoted Emerson and Shakespeare as a resource to communicate my argument. I chose to use this writing example as a response to the page 70 prompt because it was something I wrote that matter(s/ed) to me and I felt more connected to that writing than anything I may have written recently. It was also an example of me taking a clear position to make an argument.

Yes We Can video response

After viewing the "Yes We Can" video, I can see how the particular medium worked to support the argument of "Yes We Can." The music itself along with a number of different people singing in the video help to communicate the argument. The medium of images and the participation of a number of familiar faces involved all singing the same message help to communicate the "We" in yes we can. The cooperation of a number people working together in the video along with the images of the current president giving his speech and the people in the background help to create the feel and sense of these elements and people coming together in the hopes of creating the change they are stating that "they can" make in the statement of "Yes we can."

Group Lab Prompt pg 66 and Bibliography

This ad appeals to me because it makes its point through provoking thought instead of explicitly stating its position. This gun control ad states "One child is holding something that's been banned in America to protect them. Guess which one." The purpose of of the text is to make people immediately assume it is the gun that has been banned since it is clearly more dangerous than the dodge ball, but after thinking thinking they will realize it is the other way around and question why that is. The shocking image of a child holding a gun draws the eyes to the image and encourages people to give attention to it. The high contrast of the children's clothes in comparison to the drab background brings attention to them and the green on the left and orange on the right gives of a sense of duality just like the argument for or against gun control. If I were to revise it for an audience of academics I would incorporate statistics in order to give supported logic to the ad. If I were to revise it for a video format, I would narrate the text instead of having it on the screen and I would add a slight amount of motion to the ad to keep peoples eyes focused on it.



This ad is appealing because it uses repetition of a powerful sentence to get a point across. The prominent gun in the center draws the eyes and the constitution behind it gives credibility to the ad, if the audience is american using the constitution to back up your argument will be very effective. Having We the People in large text in the upper left also has a powerful effect. The use of red text after 4 lines of white text helps to bring attention back to the thesis of the ad, which is gun rights shall not be infringed. The final line is also very powerful because it directly challenges any dissent among the audience. If this ad were for an audience of mothers I would make it less insulting and not feature a threatening looking gun in the center. If this were in video format I would have close up shots of the 2nd amendment, highlighting "shall not be infringed."


This Star Wars Meme was on Facebook as a meme about politics. I chose it because I found it interesting as it depicts the differing perceptions of those involved in the political process. The meme is appealing because it presented the topic of politics in a humorous way. It uses characters from the Star Wars franchise to make the point of the way in which individuals on differing sides of the issues perceive each other as it relates to their political candidate positions. The meme uses familiar characters from the franchise and uses their most associated characteristics to relate to the audience the point of how they may be being perceived. The third point of view that is addressed is how those whom are not directly involved in the political discussions that may be taking an outside perspective may see the issue. This is the view that is being communicated by the use of the characters from the franchise. The use of fictional characters allows the reader to to take the outside viewers perspective that the author is attempting to communicate.

The quote about the differences between love and like to illustrate a particular perspective by

the author of the image was appealing because it uses an image to illustrate the understanding 

of  the the meaning between the differences based on the quote. The poster itself uses the image of the watering of a flower such as referred to in the quote by the Buddha. I like how the author of the

image used a quote from someone who explained it clearly them self as opposed to simply stating it them self. The quote is also from a well known figure.  I would have made the artwork or image of the flower being watered show a little more by adding a little color to the flower that is being watered. In this way it would show more effectively the underlying meaning of how "love" nurtures what is loved as opposed to the mere collecting of the object that is liked.

Bibliography:

Tommiesmonkies. How you See Your Candidate. September 2015. imgur

The Mind Unleashed. The Difference Between Like and Love. 6 August 2015. Facebook.
Farnan, Ed. "Shall not infringe." Downing Post News,
15 Apr. 2013. JPEG File. Web. 5 Nov. 2015
"Guess Which One," Moms Demand Action, 15 Apr.
2013. JPEG File. Web. 5 Nov. 2015.

Chapter 7 pg 6 Prompt.

Taking a Position: A short list of events in which I had to take a position.

1. Sharing.
2. Why its a good idea to show up for class even if its your ahead of the class material (math)
3. Remaining Neutral
4. Dinner Choices
5. Eating Healthy/Convenience

pg. 167 prompts.

Thesis: Advertisers use association and suggestion to sell their products and do so by catering to basic human desire for enjoying life.

Evidence: Analyzing the ads and making note of what the ads say or suggest to show how they cater to our desires or concerns in effort to make their product relevant.

Citing: I will be making note of which companies released the ads.

Ad Analysis essay

You could use a little excitement! There is a lot of life experience out there to be had. Moments of exploration, fun, adventure, and progress are desires that are possessed by the majority of people in our modern world. We all possess things we look forward to or would love to have happen to us. Whether we are wanting to have someone give us special attention, an adrenaline rush, going off on some adventure to an unknown land, or perhaps to get away from all the stresses of life and find a nice secluded area for us to relax and enjoy ourselves in. These are a few things we would love to have but the question is how can we get them? How can we bring those experiences into our own lives? If you ask a car company they would say buy a car.

                Car companies are well aware of our desire for life to be more exciting, more relaxing, and more fun. They are also well aware of our desire for the feeling and experience of freedom. Advertising companies for cars of course take advantage of this awareness of our desire for these things. They say to us we can have those things and they are easy to get. All you have to do is buy a car. Their car can get you the attention you want. Their car can take you to new and exciting places. Their car can open new pathways and opportunities for you. All you have to do is get one.

                In a 2004 advertisement for a Ford Mustang it is easy to see how the Ford Company makes use of the idea of progress. A silver ford mustang sits on a black top road with a desert road in the back ground. A light blue sky blending into darker shades of blue providing contrast to the sleek silver vehicle featured prominently in the foreground. Above the car is a parody of a quote from the statue of liberty saying “GIVE US YOUR UNTAMED, YOUR ASSERTIVE, YOUR LEADFOOTS YEARNING TO BE FREE.” This reference to the Statue of Liberty serves to bring to mind the statue’s associations with freedom and its inherent history as our nation’s symbol. Our nation has always had an association with freedom and progress from its foundation. A desire held by most even now. The desire for freedom and progress were the driving forces in the creation of our country. The Ford Company makes use of this inherent history and association by making reference to it in their quote. On the bottom of the advertisement next to the Ford logo are the words “MUSTANG, Built for the road ahead.” The quote in and of itself is a reference to looking forward to the future and possibly adventure. The “road ahead” represents what can come and the numerous possibilities of the future. 

                Another car ad for a Toyota Land Cruiser also makes the attempt at appealing to our desires for fun and adventure. On a white background is featured a Toyota Land Cruiser completely covered in mud. Above the dirty mud covered station wagon are the words “92% of the owners of a Land Cruiser don’t remember the original color of their cars.” The whole picture accompanied by the text works together to suggest that those who have a Toyota Land Cruiser have more adventures. The statement that 92% of these car owners can’t even remember the original colors of their cars with the image of the mud painted car are meant to say people with Land Cruisers are out there having fun off road driving, and exploring places without roads that may not have been previously explored. The ad is trying to say that people with these cars are out there living life and that if you own one of these cars you too can be out there living life. 

                The art and trade of advertising involves making the product seem relevant to the audience. Appealing to either our desires, fears, or concerns are the most common methods used in advertising. These methods are employed to spark interest in the consumer about the product. In either method used the intention is to evoke an emotion that convinces the audience that the product is needed or that the product is desired above other similar products. In the case of concern they attempt to associate the feeling of safety with their product by presenting information that may give reason to believe it can solve any concerns the consumer may have or that it may be superior in some way than others. Concerns about safety for instance are appealed to for example in an ad release by Subaru. The ad show what looks like an incomplete car design hovering above a grid with the basic frame highlighted. Above are the words “Safety by Design.” The ad itself does not give any real information about the car, nor does it even feature a picture of the car. The design of the ad set in this way is to suggest or say they designed the vehicle with safety in mind and it was not an afterthought. This leaves the subtle suggestion other vehicle companies may not approach their product with safety the main priority. The approach is to give the implication that the very foundation of the vehicle is safety and as a result may be better than other vehicles in that regard.

                Another clever ad was released by the Ford Company for their new Ford Fusion car. In the ad against a blue landscape is a giant Ford car key. The ridges on the key are shaped like an outline of an large city. Above the skyline of this key city are the words “The city is in your hands.” This key in effect is not only the key to a Ford vehicle but the key to the city. A key to all that the “city” has to offer. The reason this ad is pretty clever is that the key is not just a random key with a city but rather it says specifically on the car key handle Ford, as if to say Ford can give you the key to the city. The key to your dreams is their ready for you and Ford can give it to you with their new Ford Fusion vehicle. Below this key on the ad is the statement “The first Urban Activity Vehicle” accompanied next to a white highlighted background  with the text “FordFusion | Feel⁺” followed by a Ford logo.  The combination alludes to the ideas of feeling positive as indicated by the word “Feel” with a plus (positive) sign accompanied by it. “The first Urban Activity Vehicle” serves to bring to mind to the consumer the life being lived out there by people enjoying urban activities and different events as if to say life is waiting out there for you. 

                No matter the product, companies use the tactics of association and their own brand of rhetoric to attempt to convince consumers that they need their product. They use these methods to say things to you like, “Your life is waiting!” and “You could use a little excitement!”  They attempt to make their products relevant to you. In the case of cars, you may already own a working vehicle but if you buy a Ford fusion you can be out their living life and having fun in the city. If you buy a mustang you’ll be making progress. If you’re not sure if your car is safe by a Subaru. They have safety built in. In living life there are a number of intentions and desires and advertisers will attempt to cater to them all.