I



Class 5: All purpose Writing Steps: Audience pt 2+

Global Audience/markets w cultural differences

Quiz 3: “Understanding China’s middle class” (202-208)

1) What are the 6 sub-segments of the Chinese middle class?

2) Choose 1 sub-segment and list one characteristic/thing that differentiates them.

DUE Next THursday: HW2 (your pitch of a commercial for American audiences for the kids ‘lingerie’ ‘loungewear’ line = on the handout (coming) and on as HW 2

FOR Next class: Audience part 3: Individual audience + brainstorming

Read for Quiz: “Call it Slavery” pg 144-151

*HONORS students doing ENG101 for honors project need to see me after class!

DEFINITION: TROPE: Something that is expected as part of a type, eg, plotlines that are expected in a romance novel, things that are always expected in superhero movies, etc.

DEFINITION: THE NARRATIVE ESSAY (worth 100 pts): you will write a ‘short personal narrative’ about yourself that indirectly advertises a product or service (your choice) shown at the end, a real or made up name, with a visual logo or captioned image

--we will go through the writing process, from brainstorming to drafts to final version

--We will develop the rubric interactively (how it is graded) and clarify your PURPOSE

--we will run through examples of narratives written as marketed personal experiences

--we will learn to research a culture and audience for the differences in ‘market’

--but first AUDIENCE:

Your audience is yourself (self reflection essay) but with general specific audience

crossover consideration (appeal to instructor and class).

--You also need to write an audience profile markup:

which of the 13 ways for crossover to general audience you think you used

AND you are going to be assigned a specific cultural audience (at random, eg Chinese businessmen, Chandler Chamber of Commerce, All Woman Angel Venture Capital group, etc). You need to tailor your writing to general audience but also write up a few ‘tricks’ (eg which of the 13 ways to crossover) you could add or things you would change in your writing that connect to your specific assigned audience (you will briefly research the assigned audience/culture)

ten things you would change to meet assigned audience ZZZZZZZZZZZZ

II: Global Audiences and work-group DIFFERENCES (HANDOUT)

FIVE MAJOR CULTURAL WAYS GLOBAL AUDIENCES//MARKETS DIFFER

1)Reverence for Hierarchy

Team members from countries that revere hierarchy are less likely to speak up and especially less likely to disagree with the team leader and other team members who hold a higher rank in the organization. Latin Americans, as well as people from China, Russia, Japan and India, revere hierarchy, whereas Israel scores low; the United States falls somewhere in the middle. Achieving a true consensus in a multicultural team can be problematic unless you are aware of the different views of hierarchy.

ANYONE have experiences with this at work, school, etc?

For example: Tim Miller heads a cross-cultural virtual team at BakBone Software that includes members from San Diego, California, Lanham, Maryland, Poole, England, and Tokyo, Japan. Miller finds that communication with the Japanese members during teleconference meetings has to be carefully managed because “in Japan, a yes-or no question almost always results in a ‘yes’ answer, even if it shouldn’t” (Alexander, 2000, p. 55).

Reverence for Hierarchy can extend to intense value of celebrities as spokespeople in their field.

Japanese “What the Hell” fried chicken: reverence for authority (but does it make sense?)



2)Individualism Versus Collectivism

American team members are highly individualistic and, therefore, value independence and are primarily concerned with their own achievements, whereas people from collectivist countries see themselves as part of the team first and strive for team harmony and team success. When harmony is highly valued by some team members, they will not communicate their honest opinions during a disagreement, causing problems for individualistic members who openly communicate their ideas.

When individuality is shown in markets, it can be intense, different, or explosive.

ANYONE have experiences with this at work, school, etc?

(WE’LL SEE IN ADS)

Marketing/ads in task cultures are ‘all business’ rapid fire experience with superlatives (super-wow, extreme etc.)

Mr Sparkles: vs

Arnold Swarzenegger Vitamin V Energy Drink from Japan (from Takeda Pharmaceuticals):

Archetypes: Gambling all night, weird heroes, etc

(He's selling V, one of the original red bull style energy drinks, "yosh" is an expression in Japanese similar to the English "ok! let's go!" expression)

3)Task Versus Relationships

Team members from “all-business” cultures such as Japan, Germany, and the United States value hard work and dedication over relationships among members, concern for others, and work-life balance that are hallmarks of the cultures of Sweden and the Netherlands. Understanding these differences can help plan team meetings and team-building events.

ANYONE have experiences with this at work, school, etc?

4)Risk Avoidance

Team members from countries such as Denmark think outside the box, embrace change,and encourage innovation, whereas team members from risk-avoidance cultures such as Japan value stability and [quality] control. Understanding these differences can be important on new-product development teams.

ANYONE have experiences with this at work, school, etc?

[Think the original reputation of Japanese cars as built to last versus quailities of built in obsolescence.]

5)Long-Term Versus Short-Term Orientation

“This dimension most clearly differentiates Eastern and Western cultures. China and Japan, for example, emphasize persistence, patience, and a long-term view, whereas Germany, France, and the United States value the present, over night success stories (‘live fast, die young, leave a beautiful corpse’), the here-and-now, and the need to get it done today. For cross-functional teams, this orientation toward time can have an impact on the team’s willingness and interest in developing a plan and sticking to it.”

”Team members from low-context countries such as Germany, Sweden, and the United States communicate directly, care little for developing relationships, and like to “get down to business.” Team members from high-context countries in Latin America, East Asia, and the Arab world like to take the time to build relationships, develop trust, and socialize with their teammates.”

ANYONE have experiences with this at work, school, etc?

(Drink over ritualized tea; team goes out for Saki; Golf etc, Workers are family in a hierarchy)

Are these Stereotypes or archetypes? How do these affect how you do business globally, or even on teams in a diverse University?

III. commercials as narratives + audience roles in different ‘cultures’:

EXAMPLES OF TAILORING STORY TO AUDIENCE – something you will do in your narrative writing

Campbell Soup Commercial: a sad slice of life where a mother still appreciates her gift and makes the child feel better:



Who is the audience for this?

What decisions were made to appeal to this audience? WHY?

Would this narrative/commercial translate to other ethnic markets easily? Global Cultures easily? Why/why not?

What prevents this Japanese commercial (Dole Bananas) from translating to American audiences:



and this one:



(what from the 13 for crossover does it not succeed with?)

(and yes…someone’s random cultural audience for narrative essay mark up could be Japan pop culture…)

IV. How did this commercial take hip hop ‘swagger’ and attempt mainstreaming/ crossover to economic middle class, parent age audience, from the 13 crossover ways?

(specifically language, actors, tropes (common things you expect in a type of story), humor, etc)

Sienna SE Wagon:

What hip hop video tropes did it keep or play with, to work the parody?

for example:

Hand Gestures, auto tune, etc…

V. CAN YOU, and if so, HOW, WOULD YOU TRANSLATE THIS NEXT COMMERCIAL FOR AN AUDIENCE of: (specifically language, actors, tropes (common things you expect in a type of story), humor, etc)

1)Japan businessmen going to extended stay in NYC

2) Arizona prison rights activist gathering

Magnavolt Car Alarm:

ENG 101 IMPORTANT writing stuff related to audience:

What story parts of the commercial ‘narrative’ have to be checked/considered when translating for an AUDIENCE? (eg actor, storyline, etc)

????

There are 11 ELEMENTS OF (Commercial) STORYTELLING:

|Aristotle’s 6 elements of DRAMA: | |Commercial elements |

|1)Plot/Story |+ |7) Product |

| | |8)Product Tagline (at end) |

|2)Characters/Acting | |9)Main Image |

| | |10)Logo |

| | |11)Celebrity endorser |

| | | |

|3)Thought (message) | | |

| | | |

|4)Diction (Dialogue) | | |

| | | |

|5)Music | | |

| | | |

|6)Spectacle (stunts/eye catchers, special effects) | | |

| | | |

These above will be what you can change in YOUR narratives as WRITERS by your brainstorming and writing and proofing choices.

VI. ALMOST EXACTLY LIKE WHAT YOU WILL DO WITH NARRATIVE ESSAY:

Here’s an example of a defining personal experience that is universal: regret

I want more time:

What is this a commercial for? Hallmark card? Rehab? A church of some kind?

Audience: ???

Stop video at: 0:57 (seat 18)

What’s the product? Is it expected or appropriate for ‘American audiences’?

Where would you air these commercials? During what shows? Why?

Asian parenting archetype: Hierarchy + provide for your family is good parenting

Activity Case Study: Audience translation for crossover to America:

Scenario:

You have been hired as an advertising firm for ZZZZ insurance agency.

Here is their #1 spot from Thailand, which has become a hit with middle class demographic in China. The new capital generated from China allows them to risk entering the American market. They prefer to adapt it to American Audiences, rather than spend $150,000 to commission a brand new ad campaign.

Which of the ELEMENTS of STORYTELLING need changing for the American Audience version? Into what? WHY?

Don’t forget !

HW 2: French “Loungewear” designer has begun their contract with the chain of American “Bullseye” stores. As a referral (‘do it or lose our contract!’) from the Bullseye Children’s Clothing Purchasing VP, you have been given the chance to make the text and picture campaign into a commercial for the Southwest US (Arizona, Texas, New Mexico ‘audience’). It will air during the Fall back to school timeslots, on their website, in demo TVs in children’s underwear section and as TV ads.

THE PLAYERS:

The French company believes the original ads should be fine source material – just make into a commercial -- since the owner designed it herself.;

The VP of Children’s Clothing wants to make sure the commercial is suitable for Southwest Bullseye customers (and psst, by the way, she says, “no journalist should connects the product to the controversial article/campaign that first came out or I will be fired!”)

1)Number your paper and briefly fill out each the 11 ELEMENTS of STORYTELLING as you would list/change/keep for the American audience ad.

2)Write a short SUMMARY or script-story (1 page or less) of how the successful American audience version of the commercial would go. Volunteers will discuss in class.

EXTRA:

Why was the first banned in the US while the second was not?

Xbox fake shooting commercial (was banned):

Vs Call of Duty Black ops Commercial:

Primary audience is? Crossover audience by which method?



END

ASSIGNMENT: Learn to research a culture.

HW: Write a day in your life if suddenly you were student-exchanged with the assigned country

HOW WOULD YOU CHANGE YOUR TOPIC or narrative storytelling for each of these individuals?

[show images of individuals]

I.PREWRITING STEPS: APT B: if assigned writing or inspired to write:

PURPOSE, QUALITY, VALUE, AUDIENCE [You BRAINSTORM at any point]

1)AUDIENCE: are you writing diary only for yourself? If not, you have an audience. Does your brainstormed topic and general tone and idea of your writing project match that audience and what they like? Can you narrate, write, your specific experience in a way that has enough cross-over value for a general audience? What qualities do you need to achieve cross-over/ interest from a general reader or customer? If you are writing for a specific audience, what kind of things to they want to read/ will meet their requirements?

2)PURPOSE: reason for writing: can be assignment, reflection, personal fun, communication with purpose (eg persuasion), to sell or market, experiment, escape, inspiration by something you saw or heard. If it is an assignment then you need to make sure you are ACTUALLY doing what is being asked.

3) TONE:

4) Brainstorming:

PREP for your “TO DO” translation

--“There are three kinds of problems: those that are presented, those that are discovered, and those that are created. A presented problem is one that is given to the solver directly. In this case, there is no need to recognize or find the problem; it is stated clearly and awaits solution. A discovered problem, however, is one that must be recognized. Such a problem already exists, but it has

not been clearly stated to the problem solver. In this case, the problem solver must put together the pieces of the puzzle that currently exist and seek out a gap in current understanding in order to “discover” what the problem is. In contrast to presented and discovered problems, the third class of problems comprises those that are created. Created problems are those in which the problem solver invents a problem that does not already exist in the field” (Asking the Right Questions: A Guide to Critical Thinking, M. Neil Browne)

--PREP PHASE ONE: Make sure you understand what the assignment asks, what the ACTUAL problem is. Rewrite it in “your own words” What are the MMM? minimums and maximums and must haves?

--PREP PHASE TWO: Make sure your experience is INTERESTING and connects on a human level. Start with a multimedia link or file that has vitality and showcases what interesting about the action you are about to explain (even if it’s someone else’s actual experience). Start next with the specific personal anecdote and example as introduction, as hook, with corresponding representative image(s) if you have them. This is your tie-in/investment in the TO DO assignment. Now, make sure it leads to a TO DO breakdown and purpose. What is the ‘to do’ about your experience: to do what? Can your experience be converted to a TO DO that applies to a general audience’s interest? What’s the lesson or goal at the end of the actions/lesson?

I. Starter quote : “To further complicate matters, however, there is rarely a single customer. So you must visualize the customer base as a distribution, and try to reason what is best for the mainstream group of customers. If you are assigned a boutique group, you must take the general and choose, discard -- refine/focus -- the particulars.” (The Software Development Edge: Essays on Managing Successful Projects by Joe Marasco)

AUDIENCE: are you writing diary only for yourself, or if not, if you have an audience, does your brainstormed topic and general tone and idea of your writing project match that audience and what they like? If you are writing for a specific audience, what kind of things to they want to read/ will meet their requirements?

For example, if you are writing about getting diarrhea in the middle of a disco from drinking too much in eighth grade, is this appropriate for reading to a PTA group of mothers?

For example, if you really really are into chess, it is a good idea to write a 20 page story about a chess game you played against your chess coach to read out loud to this class?

For example, should you tell that story about making prank calls all night to your boss on the 2nd week of work?

II. Starter Discussion:

Given the general audience for which these TO DO ideas would be relevant for, further identify ten different types/ demographics of this audience

a)How does a _ gearhead (type of audience) take a scrap yard car and turn it into a

showroom classic?

b)How do you make it to the 50th anniversary as a _workaholic__ (type of audience)

cHow do you turn a dream job listing into a career plan if you are a career changer

(type of audience)?

d)What does the ‘Guns allowed on Campus’ Texas State Law mean to parents of college

students (type of audience)?

III. Lesson Questions: Why profile your audience (all the way down to different demographics within that audience?) How do you match the content of your translation (vocabulary, examples, metaphors, presentation style [rock music, rapid edit, etc] and technology) to your audience, using but not abusing, 21st century new literacies ?

IV.Learning Objectives:

Students will:

• Get very specific in their choice of audience and consequently, their choice of language and metaphors for this targeted group

• See how new literacies can backfire when inappropriately matched (or audience demographics ignored altogether)

Why profile an audience?: avoid unnecessary work, goals, solution dead ends, inappropriate language, examples inappropriate for intended audience

V. SCENARIO (DISCUSSION): You are going to choose a favorite horror movie to present to class. How would you deal with these special (in some cases EXTREME) populations:

[veteran w/PTSD, child of a crime victim, rape survivor, the bullied, the outcast, a mormon, a congress person, an 80 year old woman, someone who declares ‘bring on the blood’ and laughs inappropriately],

Does your actual ‘TO DO’ have any particular risks with special/guest demographics or extreme populations?

---NEW LITERACIES are useless unless translated to meet your audience: Look back at the sample New Literacies “battleplan” of what will be covered in the course. Imagine a snazzy interactive internet web puzzle website for…Preparation H Cream. Technology does NOT necessary augment your product, goal or task, if it doesn’t work the audience.

V.Required (mechanical) LESSON content

List/Identify and share with another student the ten different demographics for the audience of your intended “TO DO” project. Identify risks/problems, if any, with the particular demographics/ subtypes of the audience and give feedback.

PROBLEM/SOLUTION: Can’t find any more specific demographics of your audience?

a)Find synonym or defintion for audience type in a dictionary or

b)search that term in google, etc, as “type of __________ “. See if any articles pop up that list subtypes.

Eg. For ‘gearhead’ tried searching for ‘type of gearhead’ on google but still had trouble finding 10 subgroups. Found alternative word, automobile enthusiast. Now searched for ‘type of automobile enthusiast’ on Google.

Found:

IT listed 5 types (DEMOGRAPHICS) of the’ gearhead’ that I didn’t know!

VI. Once you have your demographics, some solutions may NO LONGER WORK!

For example: simple mental model: Problem: Terrorism

Mental model ‘answers’ brainstormed for a general audience could be…

(which you would then present step by step as to do):

Answer1: alarms and cameras

Answer2: communication and diversity/multiculturalism

Answer3: economic equality

Answer4: singular use of force

Answer5: End of religion

Answer6: democracy

But what happens if your audience is Military? If your specific demographic is Special Forces (a type of military)?

But what happens if your audience are diplomats? If your demographics are Ambassadors to Middle East?

1)Education and prep allows for roleplay of more mental models of goals.

2)Profiling of Audience acts as a filter for what you should consider, what you should research, what and how you should present.

A)Create a SELF NOTES table and file

B)Translate problem into searchable terms

C)Find similar to do video or slide show (use as model, NOT to copy) what did you like, not like?

D) Any (rights free) images or videos or can you record yourself

E) Check your goals and final product against the proposal, the rubric, the USER description, etc.

F)DO NOT FALL in LOVE with your ‘to do’ or the importance of what you want to do. REMEMBER: you are TRANSLATING for a purpose, for an AUDIENCE. IT’s about WHETHER an audience can DO IT from your lesson. [INSTRUCTOR, give a personal example where this happened, for example, proposing an idea for grant that was so important you didn’t follow the rubric,etc, were distracted]

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