Assignment Guide Mass Communication Department

FACULTY OF MUSIC, SOCIAL SCIENCES & DESIGN

SM 103 INTRODUCTION TO ADVERTISING
JANUARY-APRIL 2010

Introduction

As part of the course requirements, students are required to complete two assignments, an
individual assignment and a group assignment. The detailed guideline of the assignments
is as stated below.

Individual assignment: “Advertisement analysis” (10%)

Objectives: The general understanding of advertising and its basic principles, and what
constitute a good and a bad ad. As such, the assignment is designed in a way
that students have to find an ad, analyze it and write a short report about it.

Task: Each student is required to find one advertisement from the print or
broadcast media, and analyze the basic qualities of an ad by highlighting the
strength and limitation of that particular ad.

Outline: The outline for the assignment is as follows:

• Introduction: Describe the advertisement – what the ad is all about.
• Discussion: Discuss on the qualities of the ad- the strength and limitation of
the ad.
• Conclusion: Give personal view or comment.
• References: Based on in text citations and quotations

Assessment: The marks allocated for each component are as below:

• Introduction – 2 marks
• Discussion – 5 marks
• Conclusion – 2 marks
• References – 1 mark

Submission date: 25th February 2010

Important note for written assignment

 Students must strictly follow the following writing technical:

i. Font size- 12
ii. Font style- Times New Roman
iii. Paragraph- Double spacing
Assignment Guide Mass Communication Department

iv. Numbers of pages must be stated

v. Maximum number of pages - 15
vi. It must be typed.

 Students are expected to produce a clear and understandable piece of work. It’s
very important to demonstrate an understanding towards completing the task.
Please follow APA styles in terms of doing citations and writing references
(students can refer to APA Manual or search any APA website for further
reference). Failure to do so will definitely affect the grading. Students are
encouraged to consult the lecturer should any difficulties in doing the task arise.
The effort will be taken into consideration. If the lecturer feels doubtful on the
originality of the work produced (plagiarism, asking others to do it etc.), students
will be called and if necessary, will be penalized accordingly. The neatness of the
work (absence of typo error, organized format etc.) will be counted as well.

Group assignment: “Project and presentation” (30%)

Project : 20%
Presentation : 10%

Objectives: This project aims to give the insights on the making of the advertisement as
well as advertisement production.

Task: Each group (a group of five members) is required to produce ONE short
advertisement for print OR broadcast ads. Students can choose any topic for
their advertisements. Originality of the ads is very essential. Broadcast ads
must be burned into CD for submission. The ads must be presented in the
class. The duration of each presentation is 20 minutes.

Outline : The outline for ads:

• Originality of the idea
• Creativity in presenting the idea
• Time frame : for broadcast ad, 60 seconds.

Outline: The outline for the presentation is as follows:

• Members’ introduction: Introduction of each group members.
• Description of the ad
• Explanation of the ad – reason for choosing such ad etc.
• Question and answer session: Questions from the audience

Assessment: Each presentation will be assessed by students (peer assessment). Before

the presentation commences, students will be given an assessment form and
they need to evaluate it accordingly to three major components:

• Verbal skills: Audibility, clarity, pronunciation, language use and accuracy.

(2.5 marks)
Assignment Guide Mass Communication Department

• Contents: The quality and the creativity of the ad (5 marks).

• Non-verbal skills: Intonation, eye contact, use of gestures and facial
expressions, the projection of teamwork. (2.5 marks)

Submission of the project : On the day of presentation

Presentation date: Week 13 and 14

Additional reminder:

 Each student/group needs to come out with a proper plan/outline before

consultation about any assignment is done.

 Even though the presentation assessment is based mainly on peers, the lecturer
has every single right to review and modify it if necessary.

 Students are not required to produce a written work for group assignment.

 Students need to strictly follow and observe the outlines for individual and group
assignments.

 Plagiarism will be dealt with sternly.

 Please refer to the APA styles of citation guideline in completing the written
assignments.
 Assignment Guide Mass Communication Department

Faculty of Music, Social Sciences and

Design
MASS COMMUNICATION DEPARTMENT
INDIVIDUAL ASSIGNMENT COVER PAGE

STUDENT ID.:

SUBJECT: SP103 INTRODUCTION TO ADVERTISING

LECTURER: RUHIZANI ALIAS

TASK / TITLE: “Advertisement Analysis”

DECLARATION OF ORIGINAL WORK

I certify that this assignment is my own original work. It adheres to

the University & School guidelines on plagiarism and published material.

INFORMED CONSENT

1. Late submission will be penalized by a ONE mark deduction per day.

2. Any request for extension needs to be in WRITTEN form, with a
valid reason AND dependent on approval of the subject lecturer.
3. Plagiarism of any kind will result in a ZERO mark and failing of this
assignment.
4. Incomprehensible language/writing can be penalized.
5. I shall adhere to the APA (American Psychological Association)
Manual, 5th Edition guidelines on format, in-text citations & references.

I acknowledge that I have read and understood the statements above and am
subject to the terms as stated above.

……………………………
Assignment Guide Mass Communication Department

Student’s signature
Date:
CITING SOURCES IN APA STYLE

How should you document sources following the APA guidelines?

The APA guidelines specify two types of citations—one goes in the text of your paper,
and the other at the end. The following example illustrates a reference citation in the text
of a paper:

Some researchers have suggested that infants and young children store memories less efficiently than adults
because specific neural structures required for memory storage have not yet matured in children at these
ages (Nadel & Zola-Morgan, 1984).

In this example the writer informs us that the theory she describes was proposed in a
paper by Nadel and Zola-Morgan, published in 1984. Note that the entire citation in this
example—both the authors’ names and the year of publication of the article cited—is in
parentheses. Depending on how a sentence is constructed, all or part of the citation may
be placed in parentheses. For example, the sentence above could also be phrased this
way:

Nadel & Zola-Morgan (1984) have suggested that infants and young children ...

In this example only the article’s year of publication is inside the parentheses; the
authors’ names are included as part of the main sentence.

For articles with one or two authors, use either of these methods of citing the source. For
articles with three or more authors, you should list all the authors in the first citation; in
subsequent citations; however, you usually need to cite only the first author, followed by
the abbreviation “et al.” The following examples illustrate this point:

In a famous case study of amnesia, Milner, Corkin, & Teuber (1968) describe ... (first citation of this
article)

The results of this study agree with those of Milner et al. (1968) ... (subsequent citation of the
article)

At the end of your paper, you should give your reader the full citation for every source
you have referred to in the body of your paper. These citations, which should include
everything a reader would need to look up your source, go on a “References” page that
immediately follows the text of your paper.

Below are examples of citations of the most commonly used types of sources. If you need
to cite a source that isn’t illustrated here, consult the complete APA Manual.
Assignment Guide Mass Communication Department

BOOKS AND BOOK CHAPTERS

1. An entire book:

Springer, S. P. & Deutsch, G. (1985). Left brain, right brain (Rev. ed.). New York: W. H.
Freeman.

Brand, M. & Harnish, R. M. (Eds.). (1986). The representation of knowledge and belief.
Tucson, AZ: University of Arizona Press.

The first example shows how to cite a revised edition; the second, an edited volume. Note
that: (1) all lines except the first are indented; (2) each section of the entry ends with a
period followed by a single space; (3) in a list of authors, an ampersand (the symbol
"&"), rather than the word “and,” is used before the last author’s name; (4) in an article
with several authors, all authors’ names are inverted; and (5) only the first word of the
book or chapter is capitalized.

2. An anonymous book:

The American heritage dictionary (2nd college ed.). (1991). Boston: Houghton Mifflin.

3. A chapter in an edited volume:

Nadel, L., & Zola-Morgan, S. (1984). Infantile amnesia: A neurobiological perspective.

In M. Moscovitch (Ed.), Infant memory (pp. 145-172). New York: Plenum.

Levine, S. C. (1993). Effects of early unilateral lesions: Changes over the course of
development. In G. Turkewitz & D. A. Devenny (Eds.), Developmental time and timing
(pp. 143-165). Hillsdale, NJ: Erlbaum.

Note that while the names of the author(s) of the chapters are inverted, the names of the
editors of the volumes are not inverted.

ARTICLES IN JOURNALS, MAGAZINES, AND NEWSPAPERS

Citations for journal and magazine articles follow the same general form as citations of
books, with the same sections:

1. author name(s), last names first;

2. year of publication, in parentheses;
3. full title of article: capitalize only the first word of the title, and don’t underline it
or put quotation marks around it;
Assignment Guide Mass Communication Department

4. publication information, including the title of the periodical or journal (spelled out
—not abbreviated—and italicized) and the volume (also italicized) and page
numbers.

1. A journal with continuous pagination (i.e., the page numbers in one issue begin
where those in the previous issue left off):

Loftus, E. F. (1993). The reality of repressed memories. American Psychologist, 48, 518-
537.

Milner, B., Corkin, S., & Teuber, H.-L. (1968) Further analysis of the hippocampal
syndrome: 14-year follow-up study of H. M. Neuropsychologia, 6, 215-234.

2. A journal that paginates each issue separately:

Hubel, D. H. & Wiesel, T. N. (1979). Brain mechanisms of vision. Scientific American,

241(3), 150-164.

Note that in this example the volume number (241) is followed (with no space) by the
issue number in parentheses (3), then a comma.

3. An article in a magazine:

Steinberg, J. A. (1991, March). Putting your business on the map. MacUser, 7, 158-163,
166-167.

Note in this example that the article is not published on continuous pages; instead, it
appears on pages 158 through 163, and then again on pages 166 and 167.

4. An article in a newspaper:

Clark County schools teaching sign, integrating deaf and hearing students. (1996, January
29). Indiana Daily Student, p. 4.

Because no author is listed for this article, the citation begins with the title and would be
alphabetized under the first significant word. If an author had been listed, the year and
date in parentheses would be listed after the author’s name, as in other periodical
citations. In the text, this source would be referred to by a shortened version of the title
(e.g., “Clark County Schools, 1996”).
Assignment Guide Mass Communication Department

CITATION FORMS FOR ELECTRONIC MEDIA

1. Internet article based on a print source:

Swanson, H.L. (1999). What develops in working memory? A life span perspective
[Electronic version]. Developmental Psychology, 35, 986-1000.

In this example, the online version and the print version are identical; if you think the
online version differs from the print version, include the URL and the date you accessed
the article.

2. Multiple-page document created by a private organization:

National Parent Information Network. (n.d.) Character education: The role of parents,
teachers, and the community. Retrieved October 18, 2001, from
http:/npin.org/library/2001/n00584/n00534.html