Men’s Men and Women’s Women”

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Men’s Men and Women’s Women” Questions to consider: What can we learn about “target audience” from this article? What does the article teach us about how to adapt tone and style to a particular situation? Is advertising and branding “technical writing”? What kinds of questions surrounding the ethics of writing does the article raise? Keep this article in mind as we move forward through the course. We will talk about ethics and technical writing in the coming weeks Discussion 2:Discussion of Discourse Communities Please read the excerpt fro​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​m Technical Writing Style Here are some questions to consider: How does style change depending on the audience? How would you characterize our online discourse community? How does this influence the writing choices we make in our projects and on forums? Is there any thematic relationship between the text book excerpts and “Men’s Men and Women’s Women” in terms of how communication can work to target specific audiences? What kinds of assumptions are we making about our target audiences? Are these assumptions fair?

 

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In his article, Steve Craig , Men’s Men and Women’s Women especially define how different genders in advertisement can impact a specific audience towards a product; one orthodox method he describes is “Men’s Women” (Craig).One such ad using sex appeal, and a basic structure of “Men’s Women” to attract customers was made by BMW in 2008 to sell their used cars. BMW, which is a world-renowned company known for its performance heavy automobiles, targets a male audience by comparing a gorgeous woman to their cars.This ad by BMW, who no doubt make amazing cars, degrade women through its message, and it enforces Steve Craig’s “Men’s women” tactic, but this ad also goes a step further and displays the ever-present patriarchy in advertisement overtly.

subjects. However, the setting was more contrived and it was not based on the interests of the child. In addition, many studies mentioned that it is beneficial for the child to initiate, but it becomes challenging to use incidental teaching past a certain age because then the interests start to become narrower and more depleted.

It is also difficult to find a “perfect” intervention for ASD because it is a spectrum disorder, so the signs and symptoms vary among children. Therefore, each child is at a different level of severity, and each level of severity needs more or less assistance. It is going to be easier for high functioning children with ASD to learn how to have verbal communication that is socially functional than it would be for lower functioning children with ASD. It is also dependent upon the parents and the services of the child that determines the success of an intervention. Some parents do not have as much time to practice instructional teaching at home, so the procedure may only be done once or twice a week with therapy appointments. For example, McGee et al. (1999) had a home-based component in their study where to parents did an addition ten hours a week of teaching with their child, so that is also a contributing factor to the children’s progress. In addition, if a child does not have therapists that are educated adequately for the procedure, then the child will not have as much progress. This procedure, like many others in the field of ASD, is very dependent on outside factors to make it successful.

Overall, incidental teaching has many more benefits than limitations. It is a procedure that motivates the children and is an intervention that has a low probability of prompt dependency, which can be dangerous in interventions. The main component of incidental teaching that also makes it notable is that it has evidence to support the generalization across settings and people without prompts because those two components tend to be challenging among other interventions (McGee et al., 1999).

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