Persuasion in Media
Media Deconstruction Assignment
Now that we have explored various elements of persuasion and how prevalent it is in
the media, you will apply your deconstruction skills to a print ad, commercial, or
speech.
I encourage you to be creative in what you select to analyze, but ensure it contains
enough depth/layers in order to do a full deconstruction. Make sure you refer make
to your notes, examples, and powerpoints we’ve looked at in this unit so far!
I have several examples of this assignment done in its completed form by previous
students. It is helpful to look at them before you start so that you have an idea of
what the finished version of this media deconstruction looks like.
CRITERIA:
All media deconstruction assignments will be presented to a small group (about 4
other students and myself). My suggestion is to create a poster, powerpoint or Prezi.
The audience will need to see the print ad, watch the commercial, or a short clip of
the speech itself.
You will be assessed in the following areas:
Oral Communication (see rubric for details)
Media (see rubric for details)
Writing (see rubric for details)
I. CONTEXT
a) Who created this media text?
b) Who is the target audience? Be specific
c) What was the intent of this text (i.e. to persuade, to inform, to entertain)?
d) Where did you find the media text?
e) When was the media text created?
II. ELEMENTS OF PERSUASION
a) Identify THREE persuasive elements that are used (i.e. logos, ethos, and
rhetorical questions).
b) For EACH persuasive element, give a specific example of where/how it
exists in the media text.
c) Afterwards, explain what the impact of the incorporation of this persuasive
element is on the audience/viewer.
III. MASLOW
a) According to Maslow’s theory, to which level(s)of need is the advertiser or
speaker connecting their product or goal? Explain.
IV. EFFECTIVENESS
a) What would you rate this ad out of 10 in terms of being effective in its
intent?
b) Explain how this ad could be improved in terms of its persuasion.
Student Name:
Media Text:
Criteria
Persuasive
Elements
/10
(Media)
Maslow’s
Hierarchy &
Effectiveness
/5
(Media)
Grammar/
Mechanics
/10
(Writing)
Textual
References/
Support
/5
(Writing)
Presentation
Skills
/10
(Oral Comm)
R
(less than
50%)
Does not
meet
curriculum
expectations
Does not
meet
curriculum
expectations
Does not
meet
curriculum
expectations
Does not
meet
curriculum
expectations
Does not
meet
curriculum
expectations
Media Deconstruction Rubric
Level 1
(50-59%)
Only one or two
persuasive elements
are identified, but
there is no discussion
of the impact/effect
of each.
Level 2
(60-69%)
Two or three
persuasive
elements are
somewhat
identified, but
the
impact/effect of
each is not
discussed much.
Only one of Maslow’s Maslow’s
Hierarchy of Needs
Hierarchy of
or the overall
Needs and the
effectiveness of the
overall
media text is vaguely
effectiveness of
referred to.
the media text is
mentioned, but
lacks discussion
and analysis.
There are major and
There are several
significant
significant
grammatical or
grammatical or
mechanical errors that mechanical
interfere with the
errors. This
audience’s
results in some
understanding of the
confusion on
ideas.
behalf of the
audience.
The textual
The textual
references/support
references/
given is vague and is
support give
missing from multiple n is not as
areas.
specific as it
could be or is
missing in one
area.
Holds no eye contact Displays minimal
with audience, as
eye contact with
entire report is read
audience, while
from notes. Speaks in reading mostly
low volume and/ or
from the notes.
monotonous tone,
Speaks in uneven
which causes audience volume with
Level 3
(70-79%)
Level 4
(80-100%)
Three persuasive
elements are
identified and the
impact/effect of each
is discussed.
Three persuasive
elements are
specifically identified
and the
impact/effect of
each is expertly
discussed.
Both Maslow’s
Hierarchy of Needs
and the overall
effectiveness of the
media text is
discussed and
analyzed., but could
benefit from a little
more detail.
Written text is mostly
free from any
grammatical or
mechanical errors.
Both Maslow’s
Hierarchy of Needs
and the overall
effectiveness of the
media text is fully
discussed and
analyzed.
The textual
references/support is
provided but could be
a little more specific
in one area.
The textual
references/ support
provided is
extremely specific
and detailed in all
areas.
Consistent use of
direct eye contact
with audience, but
still returns to notes.
Speaks with
satisfactory variation
of volume and
Holds attention of
entire audience with
the use of direct eye
contact, seldom
looking at notes.
Speaks with
fluctuation in
All written text is
free from any
grammatical or
mechanical errors.
to disengage
little or no
inflection
Total:
/15 (Media)
/15 (Writing)
/10 (Oral Comm)
Feedback:
inflection
volume and
inflection to
maintain audience
interest and
emphasize key
points.